TEACHER’S MANUAL
2012-2013
BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY
Medford Campus Westampton Campus 10 Hawkin Road 695 Woodlane Road Medford, NJ 08055 Westampton, NJ 08060
TABLE OF CONTENTS Page Page I. Introduction Classroom Furniture 54 Forward 1 Classroom Management 54-56 Teacher's Manual Review Form 2 Closing School for Emergencies 56 Comprehensive Equity Survey 3,4 Comparability (with Multiple Schools) 56 Mission Statement 5 Comparability of Materials and Supplies 57 Philosophy of Education 5 Confidential Records 57 District Goals 6 Controversial Issues 57 Instructional Targets 7 Corporal Punishment 57, 58 Course Remediation 58 II. District Data Course of Study 58 Activity Period Bell Schedules 8 Custodians 58, 59 Delayed Bell Schedule 9 Cyber-Bullying 59-61 Half Day Bell Schedule 9 Daily Planning 61 Regular Bell Schedules 10 Dangerous Instruments and Weapons 61 Exploratory Cycles 10 Dating Violence at School 62 Religious Holidays 11-13 Detention 63 Progress Reports 14 Disaffected Students Policy 64 Report Card Schedule 14 Discipline Policy 64-67 School Calendar 15, 16 Discipline - Preventive 67 Sending Districts 17 Discovery Night 67 Staff Directory 18-28 Disruptive Youth 67, 68 The BCIT Family Cares 29 Donations 68 Dress Code - Medford Campus 69 III. General Information Dress Code - Westampton Campus 70 Absence - Faculty 30 Due Process for Students 71 Academic Enrichment 30 Duplication of Materials 71 Access to Building 30 Emergency Evacuation 71,72 Accident Procedure (Student) 31 Emergency Evacuation Procedures 72-76 Accident Report (Teachers) 31 Employee Acceptable Use Policy 77, 78 Activities 31, 32 End of Day Procedure 79 Administrative Action - Code Designation 33 Evaluations by Administration 79 Adult Education Admissions Policy 33 Expectations of Student Behavior 79 Adult Meal Service 33 Faculty Meetings 80 Adult Students 33, 34 Fire Drills 80 Advisory Committee 34 First Class Session 80, 81 Affirmative Action Program 34-41 Grades 81 AIDS/HIV Education 42, 43 Grading Policy/Procedures 82, 83 Announcements 43 Graduation Requirements for Assemblies 44 State Endorsed Diploma 84 Athletic Policy 44 I. General Requirements 84 Automobiles 45 II. Curriculum 84 Back to School 45 III. Attendance Policy 84-86 Budget Preparation 46, 47 IV. Graduation Requirements 86, 87 Building Emergency Plan 48 Guidance 87, 88 Care of Room 48 Harassment, Intimidation & Bullying 88-94 Career Major Project 48 Head Teachers/Department Head 94, 95 Child Abuse, Neglect and Missing 48-51 Homeroom Procedure 95 Children Report Homework 96 Child Study Team 51 Hours of Work 96 Referral Procedure 52-53 Inappropriate Staff Conduct 96-97 Civil Defense Drill 53 Injuries 98 Civility 53, 54 Intervention and Referral Services (I&RS) 98-100
TABLE OF CONTENTS Page Page Inventory 100 Student Acceptable Use of Educational Keys 100 Technology Equipment Policy 136-139 Lesson Plans 100 Student Activity Fund 140 Common Core Curriculum Content Student Obligations 141 Standards for Technology 100-101 Student/Parent/Guardian Handbook 141 Common Core Curriculum Content Student Records 141 Standards for 21st Century Life and Careers 105-109 Student Withdrawal Procedure 141 Liability of Teachers 109, 110 Substance Abuse 142-146 Life Threatening Allergies 110-117 Substitute Folder/Substitute Teachers 146 Limited English Proficiency Program 117 Supplies 146 Live Animals in School 117, 118 Suspensions 147 Locks and Lockers 118 Tardiness - Students 147 Mail 118 Tardiness - Teachers 147 Maintenance of Effort 118 Technologies-Digital/Hand-Held/Portable 148 Make-Up Opportunities 118, 119 Telephone Calls 148 Media Center 119, 120 Test Scheduling 148 Medical Examinations 120 Textbooks 148, 149 Meeting Schedule 120 Textbook Selection and Adoption 149-152 Missing Items 121 Title IX Compliance 153 Non-Discrimination 121 Tobacco on School Premises, Nurse's Office 121 Prohibition of 153 Parent/Guardian Conference 121-123 Transportation of Students 153 Parties 123 Travel Expenses 153-156 Passes 123, 124 Trips - Application and Supervision 156-157 Peer Mediation 124 Tuition Reimbursement 158 Professional Development 124 Tutoring 158 Professional Development Attendance Unauthorized Areas 158 and Expenses 125 Use of Facilities and Equipment 158, 159 Professional Development Procedures 125, 126 Vacancy Bulletin Boards 159 Professional Organizations 127 Visitors 159 Proficiency Profiles 127 Vocational Talented and Gifted Policy 159, 160 Progress Reports 127 Work Passes 160 Promotion Policy 128 Workers' Compensation 160-162 Public Relations 129, 130 Purchase Orders 130, 131 APPENDIX Reimbursement of Expenses 131 Medford Campus Floor Plan (1st Floor) A Report Cards 131, 132 Medford Campus Floor Plan (2nd Floor) B Reports for the Office 132 Westampton Campus Floor Plan C Reporting Violence, Vandalism, Alcohol Westampton/Medford Campus Maps D and Other Drug Abuse 132, 133 Tally Sheet E Retention Policy 133 Payment Request Voucher F Right to Know 133 Student Activity Fund G Roll Books and Grades 133 Accident Report for Workers' Comp H Safety 134 Right to Know Information I School Insurance 134 School Integrated Pest Management Plan 134,135 Secretaries 136 Signing In and Out 136 Special Education 136
I. INTRODUCTION
FORWARD
It is an impossible task to write a manual that would cover every possible circumstance that might occur in the course of a school year. With this in mind, teachers are encouraged to use their own professional judgment in situations not specifically covered, and refer to the administration matters in which they need assistance. During the course of the year, we will find situations and procedures in need of clarification. This manual is merely one step in the direction of good organization; the remaining steps are largely dependent on the people who staff our schools.
Please complete the form on the following page. It acknowledges your receipt and reading of the manual. This form is to be signed and returned to the Principal’s Office by the end of September.
Best wishes for a successful year.
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TEACHER’S MANUAL REVIEW FORM
Since we realize there will be areas which will not be covered in our manual, we will rely upon you to carefully read/review all of its contents. We would like every faculty member to have input. Please indicate article and page number when asking questions or making recommendations for consideration.
REMARKS:
______
Please return completed form to the Principal’s Office by the end of September.
______(Staff Member’s Signature) (Date)
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Dear Staff Member:
BCIT has an approved Comprehensive Equity Plan. One of our objectives is to reduce prejudice and foster acceptance of individual differences as measured by self-reports of the BCIT staff. Therefore, would you take a moment to circle the response you have for each statement below and return this form to the office of the Director of Educational Services by September 28, 2012. Results of this survey will be used to plan activities and training priorities. Thank you. Donald P. Lucas, Ed. D. Superintendent
BCIT EQUITY SURVEY
Directions
Circle a number for each statement.
Almost Always Usually Seldom 5 3 1
1. The school environment portrays female and male representatives of various races, cultures, and physical disabilities in both traditional and non-traditional roles and non-stereotypical ways.
5 3 1
2. The school environment facilitates the integration of all members of the school.
5 3 1
3. The school environment provides displays and/or supplementary resources to correct unfair messages that students may have gotten elsewhere.
5 3 1
4. The physical environment is barrier free.
5 3 1
5. All program offerings are open to students regardless of gender, race, national origin or physical disability.
5 3 1
6. Students are encouraged to accept and celebrate differences among people.
5 3 1
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7. All extra curricular offerings are provided with the necessary resources to make them accessible for all students. Those offerings viewed as traditionally female or minority get resources comparable to those offerings traditionally viewed as male or majority.
5 3 1
8. The school actively solicits student input in an on-going way to ensure that the extra curricular offerings are available to match the greatest variety of student needs.
5 3 1
9. Students are expected to recognize that roles and careers are open to all regardless of gender, race, national origin or physical disability.
5 3 1
10. Students are treated equitably for their behavior regardless of their gender, race, national origin or physical disability.
5 3 1
11. There is a grievance procedure and affirmative action officers that students know about and can access.
5 3 1
12. Students are informed that denigration of others has negative ramifications both in school and in society.
5 3 1
13. Staff members’ language and behavior is inclusive and free of ethnic and gender bias.
5 3 1
14. The administration encourages improving inter-group relations.
5 3 1
15. I have thought about my own gender, race, ethnic and social class identity and the various ways in which they affect what and how I teach.
5 3 1
16. I am honestly willing to change my own behavior from ways that are comfortable to ways that would be more helpful to students who are different from me.
5 3 1
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MISSION STATEMENT
The Burlington County Institute of Technology is a public, non-profit secondary and post- secondary institution. The foremost mission is to fully and comprehensively prepare adolescents and adults of Burlington County to enter the labor market and/or to continue their education in schools of higher learning. To this end, the Burlington County Institute of Technology shall:
• Respond to societal needs through the development of vocational programs which reflect the technological advances of the greater community and meet the needs of both adolescent and adult learners. • Provide programs to enable all students to become productive, self-fulfilled, lifelong learners. • Develop and maintain reciprocal relationships with both civic and business communities. • Support community-wide social, cultural, counseling and vocational training programs, and jointly develop apprenticeship and occupational training programs with local businesses, industries, and educational institutions. • Support students so that they can attain success in mastering the New Jersey Core Curriculum Content Standards in Grades 9 through 12 in a safe, secure, and caring environment.
PHILOSOPHY OF EDUCATION
Providing vocational-technical education in Burlington County is the responsibility of the Burlington County Institute of Technology. In accordance with this responsibility, it is recognized that local citizens, both minors and adults, need programs of instruction which provide learners with saleable skills. It is also recognized that youth, and some adults, need programs of instruction which provide opportunities for personal and social growth.
The school district commits itself to the establishment of curricula and activities which allow students to master skills necessary for successful careers, opportunities to update skills, and to learn new skills. Common Core State Standards (CCSS) will be achieved by all students. It affirms its belief that vocational-technical education is available for all interested citizens regardless of age, social- economic status, disability, race, national origin, gender, religion, English proficiency, pregnancy or marital status. To meet these commitments, programs as needed are to be developed.
The school district commits itself to providing equality in the school and classroom practices including, but not limited to, programs, practices, curricula, instructional materials, and assessment.
There will be equitable treatment for pregnant and married students. Sexual harassment and harassment on every other basis is prohibited and will not be tolerated.
To ensure the above, an Affirmative Action/Chief Equity Officer and a Section 504 administrator are appointed by the Burlington County Institute of Technology School District.
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BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY DISTRICT GOALS
Goal 1: To promote career and technical education programs and programs of study by: a) increasing student participation and retention in high quality career and technical education programs and programs of study; b) providing career guidance and academic counseling to students, including linkages to future education and training opportunities; and developing strong partnerships with postsecondary educators and with business, industry, organized labor, and community representatives.
Goal 2: To increase academic attainment of students participating in career and technical education programs by providing students with: a) coherent and rigorous academic content aligned with Common Core Curriculum Standards; and b) opportunities to enroll in dual enrollment courses.
Goal 3: To increase technical skill attainment of students participating in career and technical education programs by providing students with: a) a program that consists of a coherent sequence of three or more career and technical education courses aligned with national industry standards, when available; b) activities that will provide students with an understanding of all aspects of a business and industry and to promote student commitment to the learning process, and increase student achievement rates; c) opportunities to assume leadership roles by participating in career and technical student organizations; and d) end-of-program technical skills assessments and attainment of industry-recognized certificates or credentials.
Goal 4: To promote student preparation for non-traditional occupations or fields of work.
Goal 5: To provide comprehensive professional development to teachers, faculty, administrators, career guidance, and academic counselors that will: a) promote the integration of coherent and rigorous content aligned with state standards and career and technical standards, when available; b) provide opportunities for secondary and postsecondary academic and career and technical education teachers to jointly develop and implement curricula and pedagogical strategies; c) improve teachers’ technical skills content in the use of tools and equipment and/or technology; d) provide major stakeholders with knowledge of current business practices, and all aspects of an industry, industry standards, industry credentials, and industry-recognized end-of- program assessments, as appropriate; e) improve career and technical education instruction by: i.) strengthening the academic and technical components of a program through the use of differentiated, applied, contextual, and integrated instruction; ii.) providing the knowledge and skills necessary to improve instruction for special populations, including the use of assistive technology and other classroom supports; and iii.) increasing the percentage of teachers that meet teacher certification of licensing requirements. f) assist major stakeholders in accessing and utilizing data in order to improve classroom instruction and student performance.
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Goal 6: By 2013, twelfth grade students in all Demographic Subgroups at the Medford and Westampton Campuses will achieve Adequate Yearly Progress in Mathematics.
Goal 7: By 2013, twelfth grade students in all Demographic Subgroups at the Medford and Westampton Campuses will achieve Adequate Yearly Progress in Language Arts Literacy.
INSTRUCTIONAL TARGETS
1. 100% of eleventh grade students will pass all sections of the HSPA.
2. Infuse technology into the teaching and learning environment.
3. Craft instructional delivery systems that:
a. connect to student’s prior knowledge; b. provide varied activities reflective of student’s needs; and c. conduct functional assessment that promotes student success.
4. Improve student reading level/comprehension across the content areas.
5. Incorporate the Common Core Curriculum Content Standards.
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II. DISTRICT DATA
ACTIVITY PERIOD
Activity periods are provided periodically to allow students and their advisors an opportunity to meet during the school day and minimize disruption of classes. At the direction of the Principal, an activity period may be scheduled.
ACTIVITY BELL SCHEDULE – AM 8:10 A.M. Teacher Sign-In Time
Medford Westampton Block Time Block Time Pre Homeroom 8:12 – 8:21 Pre Homeroom 8:12 – 8:21 Homeroom 8:21 – 8:26 Homeroom 8:21 – 8:26 Activity 8:28 – 9:09 Activity 8:28 – 9:08 One 9:11 – 10:21 One 9:12 – 10:17 Two 10:25 – 11:35 Two 10:22 – 11:27 Three 11:39 – 12:14 Three 11:32 – 12:12 Three B – Lunch 12:16 – 12:51 Three B – Lunch 12:14 – 12:54 Three 12:53 – 1:28 Three 12:56 – 1:36 Four 1:32 – 2:42 Four 1:41 – 2:46
3:20 P.M. Teacher Sign-Out Time
Category A and B employees shall be required to remain after the regular work day (8:10 to 3:20) for the purpose of attending faculty meetings, Back to School Night, and Discovery.
For Category A employees, emergency meetings may be called by mutual agreement between administration and the Association.
ACTIVITY BELL SCHEDULE – PM 8:10 A.M. Teacher Sign-In Time
Medford Westampton Block Time Block Time Pre Homeroom 8:12 – 8:21 Pre Homeroom 8:12 – 8:21 Homeroom 8:21 – 8:26 Homeroom 8:21 – 8:26 One 8:26 – 9:36 One 8:26 – 9:31 Two 9:40 – 10:50 Two 9:36 – 10:41 Three 10:54 – 11:29 Three 10:46 – 11:26 Three B – Lunch 11:31 – 12:06 Three B – Lunch 11:28 – 12:08 Three 12:08 – 12:43 Three 12:10 – 12:50 Four 12:47 – 1:57 Four 12:55 – 2:00 Activity 2:01 – 2:42 Activity 2:05 – 2:46
3:20 P.M. Teacher Sign-Out Time
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Category A and B employees shall be required to remain after the regular work day (8:10 to 3:20) for the purpose of attending faculty meetings, Back to School Night, and Discovery.
For Category A employees, emergency meetings may be called by mutual agreement between administration and the Association.
DELAYED OPENING BELL SCHEDULE 10:10 A.M. Teacher Sign-In Time
Medford Westampton Block Time Block Time Pre Homeroom 10:12 – 10:21 Pre Homeroom 10:12 – 10:21 Homeroom 10:21 – 10:26 Homeroom 10:21 – 10:26 1 10:30 – 11:00 1 10:26 – 11:06 2 11:04 – 11:35 2 11:11 – 11:51 3A 11:39 – 12:14 3A 11:56 – 12:36 3B 12:16 – 12:51 3B 12:38 – 1:18 3C 12:53 – 1:28 3C 1:20 – 2:00 4 1:32 – 2:42 4 2:05 – 2:46
3:20 P.M. Teacher Sign-Out Time
Category A and B employees shall be required to remain after the regular work day (8:10 to 3:20) for the purpose of attending faculty meetings, Back to School Night, and Discovery.
For Category A employees, emergency meetings may be called by mutual agreement between administration and the Association.
HALF DAY BELL SCHEDULE 8:10 A.M. Teacher Sign-In Time
MEDFORD WESTAMPTON Block Time Block Time Pre Homeroom 8:12 – 8:21 Pre Homeroom 8:12 – 8:21 Homeroom 8:21 – 8:26 Homeroom 8:21 – 8:26 One 8:26 – 9:24 One 8:26 – 9:24 Two 9:28 – 10:26 Two 9:29 – 10:26 Three 10:30 – 11:28 Three 10:31 – 11:28 Four 11:32 – 12:32 Four 11:33 – 12:32
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REGULAR BELL SCHEDULE 8:10 A.M. Teacher Sign-In Time
Medford Westampton Block Time Block Time Pre Homeroom 8:12 – 8:21 Pre Homeroom 8:12 – 8:21 Homeroom 8:21 – 8:26 Homeroom 8:21 – 8:26 One 8:26 – 9:46 One 8:26 – 9:46 Two 9:50 – 11:10 Two 9:51 – 11:11 Three 11:14 – 11:54 Three 11:16 – 11:56 Three B – Lunch 11:56 – 12:36 Three B – Lunch 11:58 – 12:38 Three 12:38 – 1:18 Three 12:41 – 1:21 Four 1:22 – 2:42 Four 1:26 – 2:46
3:20 P.M. Teacher Sign-Out Time
Category A and B employees shall be required to remain after the regular work day (8:10 to 3:20) for the purpose of attending faculty meetings, Back to School Night, and Discovery.
For Category A employees, emergency meetings may be called by mutual agreement between administration and the Association.
EXPLORATORY CYCLES
BEGINS ENDS EVALUATIONS TO GUIDANCE 1st – Friday– Sept. 7 Monday – Sept. 24 Thursday – Sept. 27 2nd – Tuesday– Sept. 25 Tuesday – Oct. 9 Friday – Oct. 12 3rd – Wednesday – Oct. 10 Tuesday – Oct. 23 Friday – Oct. 26 4th – Wednesday– Oct. 24 Wednesday– Nov. 14 Friday – Nov. 16
Transition to Permanent Career Major – Tuesday, November 15, 2012.
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RELIGIOUS HOLIDAYS
According to N.J.S.A. 18A:14-16 and N.J.A.C. 6:3-9, regarding student absence from school because of religious holidays, the Commissioner of Education, with the approval of the State Board of Education, is charged with the responsibility of prescribing such rules and regulations as may be necessary to carry out the purpose of the law.
The law provides that:
1. Any student absent from school because of a religious holiday may not be deprived of any award or of eligibility or opportunity to compete for any award because of such absence.
2. Students who miss a test or examination because of absence on a religious holiday must be given the right to take an alternate test or examination.
3. To be entitled to the privileges set forth above, the student must present a written excuse signed by a parent/guardian or persons standing in place of a parent/guardian.
4. Any absence because of a religious holiday must be recorded in the school register or in any group or class attendance record as an excused absence.
5. Such absence must NOT be recorded on any transcript or application or employment form or on any similar form.
6. The commissioner, with the approval of the State Board of Education is required:
a. to prescribe such rules and regulations as may be necessary to carry out the purposes of this act; and b. to prepare a list of religious holidays on which it shall be mandatory to excuse a student. The list, however, is to be a minimal list. The Board of Education, at its discretion, may add other days to the list for the schools of its district.
The Board of Education has the right to add any bona fide religious holiday to the list for its own schools. Not every parent/guardian will ask for his/her child to be excused on every day listed as a religious holiday for members of his/her faith. A parent/guardian may ask for an excuse for only part of some of the days listed. It will be observed that there are times when the religious holidays of more than one faith will fall on the same day.
Religious Holidays* for the 2012 - 2013 School Year
September 7 His Holiness Sakya Trizin’s Birthday (Buddhist) September 8 Nativity of Mary (Christian) September 14 The Elevation of the Holy Cross (Eastern Orthodox Christian) September 17 Feast of Trumpets (Church of God, Philadelphia Church of God) September 17-18 Rosh Hashanah (Jewish) September 19 Ganesha Chaturthi (Hindu) September 21 Nativity of the Theotokos (Eastern Orthodox Christian) September 22 Mabon (Wicca) September 26 Yom Kippur (Jewish) September 26 Day of Atonement (Christian, Church of God, Philadelphia Church of God) October 1-7 Sukkot (Jewish); Feast of Tabernacles (Church of God, Philadelphia Church of God) October 8 Shemini Atzeret (Jewish)
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October 8 Last Great Day (Church of God, Philadelphia Church of God) October 16-23 Navaratri (Hindu) October 20 Birth of B’ab (Baha’i) October 20 Installation of the Scriptures as Guru Granth (Sikh) October 24 * Hajj Day (Islam) October 24 ** Duserra (Hindu) October 26-29 Eid al Adha (Islam) November 1 All Saints’ Day (Christian) November 1 Samhain-Beltane (Wicca) November 2 All Souls’ Day (Christian) November 12 Birth of Baha’u’llah (Baha’i) November 13 Diwali [Deepavali] (Hindu, Jain and Sikh) November 15 Al Hijra – 1st Muharram (Islam) November 15 Advent/Nativity Fast begins (Eastern Orthodox Christian) November 21 The Presentation of the Theotokos to the Temple (Eastern Orthodox Christian) November 24 Guru Tegh Bahadur Martyrdom (Sikh) November 26 Day of Covenant (Baha’i) November 28 Guru Nanak Dev Sahib Birthday (Sikh) November 28 Ascension of ‘Abdu’l Baha (Baha’i) December 2 First Sunday of Advent (Christian) December 8 Bodhi Day (Buddhist) December 8 Immaculate Conception (Christian) December 9-16 Hanukkah (Jewish) December 21 Yule (Wicca and Christian) December 25 Christmas (Christian) December 25 The Nativity of Christ (Eastern Orthodox Christian) December 26 Zarathosht Diso (Zoroastrian) January 1 Gantan-sai (Shinto) January 5 Birthday of Guru Gobind Singh Sahib (Sikh) January 6 Epiphany (Christian) January 6 Feast of Theophany (Eastern Orthodox Christian) January 6 Nativity of Christ (Armenian Orthodox) January 6 Feast of Epiphany (Eastern Orthodox Christian) January 7 Feast of the Nativity (Orthodox Christian) January 13 Maghi (Sikh) January 14 Makar Sankranti (Hindu) January 15 World Religion Day (Baha’i) January 24 * Mawlid an Nabi (Islam) January 26 Tu B’shvat (Jewish) February 2 The Presentation of Our Lord to the Temple (Eastern Orthodox Christian) February 2 Imbolic-Candlemas (Wicca and Christian) February 10 Chinese New Year (Confucian, Daoist, Buddhist) February 12 Shrove Tuesday (Christian) February 13 Ash Wednesday (Christian) February 14 Nirvana Day (Buddhist) February 15 Vasant Panchami (Hindu) February 24 Purim (Jewish)
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February 26 - Intercalary Days (Baha'i) March 1 March 10 Maha Shivaratri (Hindu) March 13 L. Ron Hubbard’s Birthday (Church of Scientology) March 18 Clean Monday (Eastern Orthodox Christian) March 20 Ostara (Wicca) March 21 Narouz (Zoroastrian) March 21 Naw Ruz (Baha’i) March 25 The Annunciation/The Annunciation of the Virgin Mary (Eastern Orthodox Christian; Christian) March 25 Passover (Philadelphia Church of God) March 26 Khordad Sal (Zoroastrian) March 26 First Day of Unleavened Bread (Church of God) March 26-April 1 Days of Unleavened Bread (Philadelphia Church of God) March 26-April 2 Pesach (Jewish) March 27 Lord’s Evening Meal (Christian, Jehovah’s Witness) March 28 Holy Thursday (Christian, Eastern Orthodox Christian) March 28* Hola Mohalla (Sikh) March 29 Good Friday (Christian) March 31 Easter (Christian) April 1 Last Day of Unleavened Bread (Church of God) April 1 Easter Monday (Christian) April 11 Chandramana Yugadi (Hindu) April 14 Baisakhi (Sikh) April 14 * Souramana Yugadi (Hindu) April 15 Yom Ha’Azmaut (Jewish) April 20 Rami Navami (Hindu) April 21 First Day of Ridvan (Baha’i) April 23 Lazarus Saturday (Eastern Orthodox Christian) April 24 Palm Sunday (Christian/Eastern Orthodox Christian) April 25 Hanuman Jayanti (Hindu) April 25 The 11th Panchen Lama’s Birthday (Buddhist) April 25 Mahavir Jayanti (Jain) April 25-28 Theravadin New Year (Buddhist) April 27 Holi (Hindu) April 28 Lag B’Omer (Jewish) April 29 Ninth Day of Ridvan (Baha’i) May 1 Beltane (Wicca) May 2 Twelfth Day of Ridvan (Baha’i) May 3 Holy Friday (Eastern Orthodox Christian) May 5 Pascha (Eastern Orthodox Christian) May 15-16 Shavuot (Jewish) May 17 Buddha’s Birthday (Buddhist) May 19 Pentecost (Christian, Eastern Orthodox Christian, Church of God, Philadelphia Church of God) May 23 Declaration of the Bab (Baha’i) May 25 Buddha Day – Visakha Puja (Buddhist) May 29 Ascension of Baha’u’llah (Baha’i) June 5 Lailat al Miraj (Islam) June 13 Ascension of Our Lord (Eastern Orthodox Christian) June 16 Martyrdom of Guru Arjan Dev Sahib (Sikh) June 21 Litha (Wicca) June 23 Pentecost (Eastern Orthodox Christian)
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PROGRESS REPORTS
Teachers are encouraged to send progress reports showing satisfactory work. Teachers must send progress reports to all students at the midpoint of the marking period. The midpoints of the marking periods for the school year 2012-2013 are October 9, December 18, March 2, and May 14. Ten days before the end of the marking period, progress reports must be sent for students who are not passing.
Teachers, students, and parents/guardians have a responsibility for the success of all students. If it is necessary that a student fail, every effort should be made to notify the guidance department and parents/guardians of failure prior to the end of the marking period. All parents/guardians and/or students shall be sent a progress report indicating failure for the fall semester by December 18 and failure for the spring semester by May 20. To indicate a failure of a marking period, a progress report will be issued ten days prior to the end of the marking period. Failure to do so will imply a passing grade. Exceptions can be made only in emergency situations and with the approval of the Principal. Do not allow the report card to be the first indicator of a failing grade: a progress report must precede all failing grades.-
REPORT CARD SCHEDULE
MARKING PERIOD GRADE POSTING GRADE POSTING REPORT CARDS ENDS PROCESS OPENED CLOSED TO PARENT PORTAL Wednesday, Monday, Friday, Monday, November 14 November 12 November 16 November 19 Wednesday, Monday, Monday, Tuesday, January 30 January 28 February 4 February 5 Monday, Friday, Wednesday, Thursday, April 15 April 12 April 17 April 18 Tuesday, Tuesday, Wednesday, Thursday, June 18 June 11 June 19 June 20
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SCHOOL CALENDAR 2012 – 2013
August 27, 28++ ...... New Teachers Orientation August 29, 30 ...... Administrative In-Service August 31** ...... School Closed
September 3** ...... Labor Day School Closed September 4, 5, 6 ...... Teachers In-Service September 7 ...... ALL Students Report-Early Dismissal September 17** ...... Rosh Hashanah - School Closed September 26 ...... Yom Kippur - School Closed
October 4 ...... Back to School Night October 5 ...... 12:32 Dismissal -Staff In-service
November 6 ...... Discovery Night November 7 ...... 12:32 Dismissal -Staff In-service November 8-9** ...... NJEA Convention November 21 ...... School Dismissal-12:32 pm November 22-23** ...... Thanksgiving Recess
December 14 ...... 12:32 Dismissal-Staff In-service December 21** ...... Dismissal 12:32 Winter Break Begins
January 1** ...... School Closed January 18 ...... 12:32 Dismissal -Staff In-service January 21** ...... Martin Luther King Day January 29 ...... 12:32 Dismissal -Staff In-service January 30 ...... 12:32 Dismissal -Staff In-service January 31++ ...... End of 1st Semester: In-service
February 1 ...... 2nd Semester Begins February 15 ...... 12:32 Dismissal -Staff In-service February 18** ...... President’s Day February 21 ...... 12:32 Dismissal -Back to School
March 5,6,7 ...... 12:32 Dismissal -HSPA March 29 ...... Spring Recess
April 1-5 ...... Spring Recess April 12 ...... 12:32 Dismissal -Staff In-service
May 3 ...... 12:32 Dismissal-Staff In-service
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May 27** ...... Memorial Day
June 14, 17, 18 ...... 12:32 Dismissal Students June 18 ...... Last Day for Students 12:32 Dismissal -Staff In-service June 19++ ...... Last Day for Teachers
DAYS OPEN- STUDENTS/TEACHERS
September 14/17 February 19 October 23 March 20 November 18 April 17 December 15 May 22 January 20/21 June 12/13
TOTAL DAYS FOR STUDENTS ...... 180 TOTAL DAYS FOR TEACHERS ...... 185
All teacher's contracts cover the period from September 1, 2012 through June 30, 2013. The Board of Education of the Burlington County Institute of Technology reserves the right to modify the School Calendar as circumstances warrant. If closed due to inclement weather or other emergency, the calendar will be adjusted in order of use as follows: 6/15, 6/16, 1/30, 4/6 - half days.
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BURLINGTON COUNTY SCHOOL DISTRICTS SENDING TO BCIT
1. Beverly City 20. Medford Township
2. Bordentown City 21. Moorestown Township
3. Bordentown Township 22. Mount Holly Township
4. Burlington City 23. Mount Laurel Township
5. Burlington Township 24. New Hanover Township
6 Chesterfield Township 25. North Hanover Township
7. Cinnaminson Township 26. Palmyra Borough
8. Delanco Township 27. Pemberton Borough
9. Delran Township 28. Pemberton Township
10. Eastampton Township 29. Riverside Township
11. Edgewater Park Township 30. Riverton Borough
12. Evesham Township 31. Shamong Township
13. Fieldsboro Borough 32. Southampton Township
14. Florence Township 33. Springfield Township
15. Hainesport Township 34. Tabernacle Township
16 Lumberton Township 35. Washington Township
17. Maple Shade Township 36. Westampton Township
18. Mansfield Township 37. Willingboro Township
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BURLINGTON COUNTY BOARD OF CHOSEN FREEHOLDERS
The Honorable Bruce Garganio, Director The Honorable Joseph B. Donnelly, Deputy Director The Honorable Leah Arter The Honorable Joseph Howarth The Honorable Mary Ann O’Brien Paul Drayton, Jr., County Administrator Gary Woodend, County Clerk
Board of Education
Christopher L. Baxter, Esq. Kathleen Burgess John J. Ferry Leon E. Jones, Jr. Paula D. Lee, Vice President Margaret Nicolosi, Executive County Superintendent Robert C. Silcox, President Donald P. Lucas, Ed.D., Superintendent Theresa L. Margiotta, Board Secretary BCSSSD Paul A. Whitman, Board Secretary BCIT Anthony Drollas, Jr., Solicitor
District Administration
*Donald P. Lucas, Ed.D., Superintendent *Paul A. Whitman, Business Administrator/Board Secretary *Rose Mary Pirozzi, Director of Educational Services
Medford Campus
*Frank J. Ranelli, III, Ed.D., Principal *Fred W. Aiken, Ed.D., Assistant Principal *Michael M. Parker, Assistant Principal *Colleen J. Teifer, Assistant Principal/Athletic Director
Westampton Campus
*Joseph C. Venuto, Jr., Principal *Valerie E. Lee, Assistant Principal *Thomas F. Murtagh, Assistant Principal/Athletic Director *Christian A. Pino, Assistant Principal
Special Education
*Rose Mary Pirozzi, Director of Educational Services
Adult Education
*Danna P. Beverly, Supervisor *Mary D. Meng, Enterprise Fund Manager John Karaska, Apprenticeship Coordinator
*Administrative Liaison Committee
PAGE 18
District Offices
Joseph Burns, District, Admissions/Counselor Joann Mozelewski, Student Information Coordinator *Jason Tucker, School Technology Coordinator/District
Buildings and Grounds
*John Auleta, Director of Facility, Medford *Fred Knaak, Director of Facility, Westampton
Medical Personnel
Kenneth A. Brait, Consulting Neurologist Carl Chiappetta, Consulting Psychiatrist Alan Cohen, Consulting Speech Pathologist James Hewett, Consulting Psychiatrist Michael M. Margolin, Consulting Neurologist Michael J. Partnow, Consulting Neurologist Charles Trigiani, Consulting Psychiatrist
Child Study Team Special Services
Maria Azpiri, LDT/Consultant Bilingual/Spanish Educational Services Unit (Therapists) Para-Plus (Bilingual Interpreters) Pearl Associates (Speech Services) Vivian Rodriguez-Silverstein, Psychologist Bilingual/Spanish Olga Sharma, Social Worker Bilingual/Spanish
DISTRICT OFFICE
Superintendent's Office
Katrina Pagan-Colon Charleen Stevenson
Educational Services Office
Karen Benzel Nereida Mack
Business Office
Joan Beach Kelly Cox Karen Fazzie Margaro Halas Brenda Irwin Cathy Mari
*Administrative Liaison Committee
PAGE 19
Buildings & Grounds
Deborah Kwartin
Special Education
Dawn Bayley (M) Christine Hagan (W) Julie Schroeder (M) Kellie White (W)
Adult Education
Stephanie Siddell Irene Rodriguez Muldrow
MEDFORD CAMPUS
Faculty and Staff
Penny Allen, Media Specialist
Courtney Aman, Science
Alison Apgar, Science **
Diana Archer, Social Studies
Donna Atkinson, Science
Mary Baker, Science
Donna Baptiste, School Nurse
Stacey Bartello, English
Jason Bodnar, Social Studies
Sonia Botos, Science
Heather Brown, English
Melody Canfield-Gaskill, Special Education
Dean Caton, Health & Physical Education
Wendi Cerminara, Health & Physical Education **
Karen Cheney, Mathematics
Kelly Cook, Special Education
Scott Cooney, Vocational Theater
Karen Cutler, Health Occupations
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Leigha Davanzo, Veterinary Assistant
John Demree, Heating, Ventilation, Air Conditioning/Refrigeration
Amanda Diaz, Mathematics
Michelle Dogostino, Health & Physical Education
Peter Dorofy, Geospatial Technology/Science
Rachel Fessenbecker, English
Beverly Forline, Guidance Counselor
Lauren Gebhart, Vocational Dance
Ellen Gifford, Special Education
George Golding, III, Electrical Construction
Alejandro Gonzalez, Spanish
Stacey Greathouse, Mathematics
Barbara Grobelny, Health & Physical Education
Lisa Harder, Art
Keturah Harris, Special Education
Leonard Jaworski, Jr., Auto Body
Jennifer Jedrzejewski, Science **
Pearl Johnson, Computer Science
Toby Kaplan, English
Andrew Kehoe, Social Studies
Joseph Latigona, Law and Public Safety
Joseph Lloyd, Welding
Susan MacDonald, Guidance Counselor
Douglas Maier, Mathematics
Grace Maier, Special Education
Anthony Mariano, Auto Mechanics
Patricia Maurer, English
Linda McCardell, Guidance Counselor
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Tammy McCoy, Health & Physical Education
Sharon Mongada, Special Education
Holly Murrenburke, Special Education
Elaine Nasuta, Special Education
Eleanor Nebbia, Basic Skills/English
Susan Niczyporowicz, Advertising, Art & Design
Carla Ogden, Cosmetology
Daniel Paiano, Television, Video, and Digital Media
Jesse Pappler, Health & Physical Education
Maria Passini, Spanish
Jeffrey Pensabene, Substance Awareness Coordinator
Matthew Persichetti, Drafting
Victoria Pine, Special Education
Mary Pursell, Special Education
Richard Reed, Building Trades
Trevor Richardson, Special Education
Jarett Rossi, Teacher of Health & Physical Education
George Rushen, Auto Mechanics
Mark Saxton, Culinary Arts
JoAnn Sienkiewicz, Sports Medicine
Thomas Smith, Social Studies
Michael Spitz, Guidance Counselor
Lee Suabedissen, Special Education /Mathematics
Anthony Timet, Special Education/English
Larry Tisdale, Culinary Arts
Terence Ward, Mathematics
Micah Wenker, Pre-Engineering
Austen Wilson, PT Vocal Music
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Holly Zeller, Special Education
Child Study Team
Candice Burke, School Psychologist Albert Hagovsky, Psychologist Lori Ilconich, Social Worker Samantha Smith-Evans, LDT Consultant Sharlotte Swinehart, Speech Language Specialist Kathleen Webster, LDT Consultant
Secretarial Staff
Mary Lou Chandler Marie Powell Ruth Davies Lynnette Rushen Catherine Geib Teresa Riches Sherri Palmer
Teacher’s Aides
Ibtisam Abdallah Richard Foley Florence Anderson Jennifer Huckleberry Robert Campanella Vanessa Marione-Dickinson ** Frances D’Angelo Joseph Palazzo Lawrence Davies Nickolas Powell Kristin Demree Steven Ranieri Ellen Dragish James Say Joseph Fisicaro Clara Thornton Tamie Wheatley
Custodial Staff
James Adams Dominic Scaffidi Gerald Aumendo Fred Stahl, Evening Supervisor Ricaute Chavarria Scott Toole Marc Destinoble Joseph Warren Beverly Powell William Weisman Jason Russell Andrew Whited Mary Santana Andrew Williamson
WESTAMPTON CAMPUS
Faculty and Staff
Pamela Acree, Spanish/French
Cynthia Adams, Culinary Express
Nicole Aglira, Special Education
Ruchika Aurora, Special Education **
PAGE 23
Robert Bangs, Drafting
Christopher Barker, Health & Physical Education/Sports Medicine
Jocelyn Boczany, Science
Ann Cacciatore, Culinary Arts
Colleen Callaghan, Mathematics
Marilee Cardinal, English
Nancey Cattell, Science
Maureen Christie, English
Gertrude Conpra, Special Education
Robert Conyer, Mathematics
Kristina Cooper, Science
Nancy Cunningham, Social Studies
Jennifer Daily, Guidance Counselor
Linda Deal, Early Childhood Education
Jeanne DelColle, Social Studies**
Martha Derickson, English
Kelly Digney, Guidance Counselor **
David Dulo, Special Education
Barbara Edelman, Advertising Art & Design/Art
David Finn, Printing
Thomas Flood, Guidance Counselor
Katie Gallagher, Health & Physical Education
Karen Gill, Social Studies
Richard Goatley, Heavy Equipment Diesel Technician
John Grater, Pre-Engineering
Rachel Greeby, Mathematics
Kevin Haney, Advertising Art & Design
LaChan Hannon, English
PAGE 24
Lia Hannon, English
Danielle Hartman, Language Arts Specialist
Claire Heston, Dental Assistant
Andre Hodges, Science
Henry Holbrook, Science/Special Education
Ellen Inman, Veterinary Assistant
Richard James, Plumbing
Michael Jefferson, Health & Physical Education
Monique Jenkins, Spanish
Beth Johnson, Guidance Counselor
Michael Jones, Social Studies
Edward Kenney, English
Lois Kling, Mathematics
Michela Leary-Bova, Special Education
Joseph Shane Lesher, Social Studies
Katina Lindsay, Fashion Design
Jessica Loughman, Mathematics
Kathleen Magowan, Health Occupations
Vicki Malsbury, Media Specialist
David McCoy, Mathematics Specialist
Jacqueline McGuinness, Science
Beth McKnight, Health & Physical Education
Kieshea Mcleod, Guidance Counselor
Cesarina Miceli, Spanish
Lauren Milanowicz, Social Studies
Mary Beth Mohan, English
Thomas Molnar, Auto Mechanics
Dawn Morgan, Special Education
PAGE 25
Meredith Morley, Mathematics
Helen Morris, Marketing
Joseph Mullarkey, HVAC
Travis Murphy, Health & Physical Education
James Myers, PT Law and Public Safety
Irma Nance, Early Childhood Education
Alexas Ogen, Mathematics
Mary Kate O’Neill, Guidance Counselor
Kerry Paliotta Nevadomski, Mathematics
John Petronglo, Ornamental Horticulture/Special Education
Karen Pinardo, Cosmetology
Nicole Polizzi, Art
Carol Porter, Social Studies
Rachelle Quick, English
Galinda Reyes, School Nurse
Joseph Rivera, Computer Science
John Rofrano, Social Studies**
Louis Rossini, Special Education
Laura Ruder, Special Education/English
Jesmary Sbraga, Culinary Arts
Steven Scalici, Law and Public Safety
Gregory Schott, Special Education
Laura Sims, Special Education
David Sitchler, Auto Mechanics
Kelly Sommers, Social Studies
Meagan Sprague, Entertainment Technology
Natola Steer, Mathematics
Herbert Stevenson, Jr., Special Education
PAGE 26
John Storm, Mathematics
Kelly Talar, Health & Physical Education
Mary Tarantini, Special Education/English
Barbara Trzaska, Special Education
Marissa Urian, Health & Physical Education
Alexander Vallei, Special Education/Mathematics
Donald Vogel, II, Electronics
Linda Weber, Science
Lisa Wells, Special Education/English
Kimberlee Williams, Cosmetology
Malcom Williams, Science **
Natalie Williams, Mathematics
Andrea Williamson, Social Studies
Timothy Witcher, Culinary Arts
Diane Wood, Health Occupations
Child Study Team
Diane Dinovelli, School Psychologist ** Judith Evans, Social Worker Kyle Lawrence, School Psychologist Jacqueline Ross-Petronglo, LDT Consultant/District Susan Smyth, LDT Consultant
Secretarial Staff
Michele Butler Deborah Ruilova Katherine Pohl (Part Time) Kathryn Spinogatti Doris Rodriguez Diane Thompson Joelle Rodriguez April Williams
Teacher’s Aides
Caitlin Bova Andre Munford Genevieve Cross Oceanna Musick Dianne Hall Brittany Rabinowitz Dennis Jedda Ann Taylor Ronald Johnston Alexander Tillery Sherry Larocca Luis Vega Martinez Lydia Lopez Robert Wain Jairus McCollum Michael Williams Nicole McDevitt
PAGE 27
Custodial Staff
Norman Adams William Hess, Jr., District Electrician Samgar Biscomb Ashley Hitchon Sammy Bell (Receiving) Damon Johnson Samuel Calderone Amy Lucas Dilia Castro (Receiving) Nathlene Marshall Douglas Collier Wilfredo Medina Billy Dennison Anthony Palmero Paul Furtaw Joseph Povlosky, Evening Supervisor Michael Gallagher Robert Scelza Bryan Halcomb Curtis Taylor
SCHOOL TO WORK
Helen Morris, Marketing Education Coordinator
Joseph Mozelewski, Jr., Cooperative Education Coordinator/Hazardous Occupations
John Petronglo, Agriculture Education Coordinator
Secretarial Staff
Margaret Colwell Stingel
** (Leave of Absence)
PAGE 28
THE BCIT FAMILY CARES
Addictions Hotline of NJ (24 hours) Referrals and help with drug and alcohol addictions……………………………………………………………………….….1-800-238-2333 AIDS – 24 Hour Hotline ...... 1-800-624-2377 Al-Anon/Ala Teen ...... 1-800-356-9996 Burlington County Central Emergency ...... 911 Burlington County Health Department - Wellness Clinic, Immunization, Child Health, Family Planning, STD and AIDS Testing and Help ...... 609-265-5548 Centers for Disease Control National (24 Hour Hotline) ……………………………..1-800-232-4636 STD-HIV Testing – Resource for People with HIV ……....…..……...……………….1-800-227-8922 Community Resources – Information Line ……………………………………………...……………211 Crossroads Shelter/Trinity Place-Services for Homeless, Runaways & GLBD ...…609-261-5400 Domestic Violence/Date Rape/Sexual Abuse/Rape (24 Hr) ...... 1-800-572-SAFE Drenk Center for Crisis Intervention-Emotional Crisis, Suicidal Thoughts (24 Hr)…...609-835-6180 DYFS - New Jersey Division of Youth and Family Services, Child Abuse/Neglect . 1-877-652-2873 Family Services of Burlington County ………………………………………………….1-800-963-3377 Multiple Areas of Help: Referral and Information……………………………………1-856-778-8230 Family Planning Clinic of Burlington County - (Appointments Necessary) ...... 609-267-1950 Hampton Hospital-Assessment and Treatment of Substance Dependence & Suicidal Thoughts………………………………………………………….…………1-800-603-6767 Hispanic Social Services (Spanish and English Language Services) ...... 609-835-1111 Lawyer Referral Services ...... 609-261-4862 Narcotics Anonymous (Spanish and English) (24 Hr) ...... 1-800-992-0401 or 1-800-662-4357 National Alliance for the Mentally Ill, NJ Division ...... 1-732-940-0991 New Jersey Cares for Kids – Assistance with Child Care Costs for Full Time Student/Workers…………………………………………………………..……….….…609-261-9222 Parents/guardians Anonymous (Counseling, Pregnancy Prevention Services and Referral Services) ...... 1-800-843-5437 Poison Control Center ...... 1-800-222-1222 Pregnancy Testing (Free Walk-In) ...... 609-267-1950 Ext. 42858 Prevention Plus of Burlington County (Tobacco, Alcoholism, Drug Abuse) ...... 609-261-0001 Public Defender ...... 609-518-3060 Rape Help ...... 1-856-234-8888 Runaway Help - Information and Message Center ...... 1-800-RUNAWAY Seabrook House - Adolescent & Adult Assessment & Treatment for Substance Dependence …………………………………………………………………………... 1-800-582-5968 Self Help Groups Clearing House (Support Group Referral) ...... 1-800-367-6274 Teen Parents/guardians of Burlington County ...... 1-856-234-0634 We Tip Crime Hotline ………………………………………..…………………………..1-800-782-7463 2nd Floor – New Jersey’s Youth Helpline ………………………………………………1-888-222-2228
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III. GENERAL INFORMATION
ABSENCE - FACULTY
It is the teacher's responsibility to call or log into the AESOP system for a substitute for any occasion (planned or unplanned and school business related) when he or she will be out.
Teacher absences must be arranged by calling the AESOP system at 1-800-942-3767 or logging on to www.aesoponline.com. Make note of this number for ready reference when you are away from home or school.
Record your absence as soon as possible when you are going to be absent, regardless of time. This should be done even if a substitute is not required. Obtaining substitutes is especially difficult in the morning, therefore, call before 6:30 am. If you have a planned absence that has changed and you will be attending school, please call back or log into the AESOP system as soon as possible so that the substitute can be canceled.
Please refer to the section of this manual concerning substitutes and review your obligations to the substitute teacher.
ACADEMIC ENRICHMENT
Students at Burlington County Institute of Technology are encouraged to acquire as much academic preparation as possible. Therefore, students may take an academic course as allotted in their schedule, provided adequate progress is being maintained in the vocational program as evidenced by the career major grade or attainment on the proficiency profile.
ACCESS TO BUILDINGS DURING OFF SCHOOL HOURS
Access to the building during off-hours will be allowed only after proper permission has been obtained. Proper permission can only be given by a member of the Administration. An "Activities – Use of Facilities Request Form" shall be submitted at least 3 days in advance of the day on which entrance to the building is desired, except under special conditions, then a minimum of 24-hour notice may be acceptable.
If permission is granted, then arrangements for keys and a security access code will be made with the Division Principal or Director of Facilities – Medford. Westampton will use their ID’s to gain access to the building.
It is the responsibility of the person requesting entrance to secure his or her area when leaving and return keys to the administrator who gave them out. At NO TIME are the keys to be given over to the security guard/custodian.
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ACCIDENT PROCEDURE (STUDENT)
ALL ACCIDENTS, REGARDLESS OF HOW MINOR, SHALL BE REPORTED TO THE NURSE'S OFFICE
1. Notify the School Nurse and give name of injured, name of student accompanying the injured and details of the accident.
2. Have another student accompany the injured student.
3. If the School Nurse is not available, the Principal should be notified.
The School Nurse will make out all accident reports and insurance papers when necessary. No bills will be presented to the insurance company for payment unless the necessary accident form is filed. Please be sure to call the Nurse's Office and give the details of the accident.
ACCIDENTS OF A SERIOUS NATURE
1. Do not move the victim. 2. Notify the School Nurse and an administrator. 3. Keep victim quiet, and break up any groups that may gather. 4. If severe bleeding is present, take necessary steps to stop it. 5. In any serious injury (bleeding, fracture, major burns, etc.) always look for symptoms of shock.
SYMPTOMS OF SHOCK
1. Skin pale, cold and clammy. 2. Pulse rapid. 3. Victim is frightened, restless and apprehensive.
TREATMENT OF SHOCK
1. Keep victim lying down. 2. Loosen clothing. 3. Keep victim lightly covered, but do not cause sweating. 4. Keep victim calm and comfort them while waiting for further assistance.
ACCIDENT REPORT (TEACHER)
Faculty members and employees are required to report all injuries to the School Nurse. The School Nurse will then file all necessary compensation forms with the Business Office. No bills can be presented for payment unless these forms are filed with the School Nurse.
Follow procedure as indicated under Workers’ Compensation, page 160.
ACTIVITIES
Co-curricular activities are encouraged and must be approved in advance by the administration. During the school year, various clubs, intramural sports, assembly programs, and social activities will make up our activities program. Compensation for sponsorship of activities will be according to the current agreement negotiated between the BCITEA and the Board of Education.
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All activities proposed must be approved by the Principal or their designee prior to implementing the details.
An accurate ledger is to be kept of all activities with reference to income and expenses.
Money collected in the process of the activity must be deposited in the Student Activity Fund immediately by the close of each day. Money that has to be kept overnight, however, must be turned in to the Principal's Office and stored in the school safe.
Deposits
The activity advisor or treasurer brings money to be deposited to the area designated by the School Principal or their designee. It is the activity advisor's responsibility to see that money is counted and wrapped prior to being presented for deposit. All checks should be accurately dated, have a preprinted address and check number, and made out to Burlington County Institute of Technology. No checks should be out of state. After April 1 of the current year, only cash is to be accepted from twelfth graders. A tally sheet is to be filled out by the advisor (see Appendix C) and appropriately signed.
A receipt will be made out and presented to the activity advisor or treasurer to serve as a record for the deposit.
Payments
Payments for purchases under $5,400.00 must include the following:
1. A Payment Request Voucher (Appendix B) signed by the advisor(s), the School Principal, and/or the Assistant Principal. All signatures must be completed before the Payment Request Voucher can be processed for payment.
2. An original invoice from the vendor or original receipts for the amount requested to be paid.
Payments for purchases over $5,400.00 must include the following:
1. A Payment Request Voucher (Appendix B) signed by the advisor, the School Principal, and/or the Assistant Principal. All signatures must be completed before the Payment Request Voucher can be processed for payment.
2. An original invoice from the vendor or original receipt for the amount requested to be paid.
3. A completed school voucher (Appendix C) signed by the vendor. * For additional details, please reference the Advisor’s Manual.
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ADMINISTRATIVE ACTION - CODE DESIGNATION
A daily record of administrative action pertaining to individual students may be added to the absentee list. The code designation for actions taken are as follows:
SOS Suspension out of school ISS In-School Suspension
ADULT EDUCATION ADMISSIONS POLICY
Admission Requirements
1. All students applying for admission to the Adult Education Programs must be 18 years of age. Exceptions to this rule may be made in special cases for out-of-school youth who are 16 years or over and have obtained a G.E.D. or hold a regular high school diploma.
2. In-school students who are 16 years of age and enrolled in a sending district school or Burlington County Institute of Technology may be in an adult program with written permission from the school in which they are enrolled.
3. Proof of age must be submitted at the time of registration.
4. Students applying for state licensing programs which have completion of high school as a requirement, must provide a copy of a high school diploma or G.E.D.
ADULT MEAL SERVICE
Only authorized personnel are to enter the kitchen, in accordance with sound safety and sanitation practices and by regulation of the State Department of Education, Bureau of Child Nutrition Programs.
Only culinary arts students and Cafeteria personnel are permitted behind the service lines and counters.
If an item you want for lunch is not offered in the faculty dining room, we ask that you request the item from a student or an employee of the management service company.
All requests for special food services must be channeled through the management company's Chef/Manager or culinary arts teacher. A special function prospectus will be completed for each special service or fund raising activity involving the support or services of the management company and/or the culinary arts instructor or students. This policy is mandatory to comply with the laws which regulate funded school food service programs and to ensure complete and thorough accountability.
ADULT STUDENTS
Any rule or practice which is appropriate to the orderly and productive administration of a school community may be applied to all within that community, including teachers, administrators, and adult students. Whether under 18 years of age or older, students may be held accountable -- in terms of grades, disciplinary actions, or otherwise -- for their attendance and conduct in school. The status of an adult student differs from that of students under age 18 in that they, rather than their parents/guardians, are responsible for their actions.
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Students 18 years of age or older, may:
1. Sign their own report cards as well as their own excuses. 2. Sign their own permission slips to participate in athletic programs, field trips, and other school activities. 3. Review their own official school records and are legally independent of their parents/guardians and do not need their consent for school activities.
The school will continue to provide all parents/guardians with pertinent information regarding student progress.
ADVISORY COMMITTEE
The primary purpose of the Advisory Committee is to be a means of communication between industry and the school and to update and keep abreast of the trends in industry for curriculum purposes. The purpose of the Advisory Committee is to advise and to assist in any of the functions listed below. It is not the purpose of the Advisory Committee to make policies.
Staff members serve as school representatives to the Advisory Committee. The school representative acts as a channel of communications between the Advisory Committee and the staff; they act as secretary in preparation of the minutes, and they distribute copies of the minutes to the Superintendent, Board of Education, and each committee member.
Specific Functions:
1. Channel of communication between the school and each individual occupation. 2. Assist in the initial development of, review of and update the curriculum. 3. Help evaluate the programs. 4. Suggest ways of improving and implementing the public relations program and keep close communication with the school representative. 5. Aid in the placement of graduates. 6. Aid in the extension of education at the post graduate level. 7. Assist the staff in identifying and acquiring appropriate career major and lab equipment. 8. Inform the school on changes in labor markets and specific needs and surplus supplies. 9. Survey the area to assess the program needs. 10. Compile a list of firms that would be willing to give employment to graduates from our career majors. 11. Inform industry of the availability of graduates. 12. Help accomplish the objectives of the school.
AFFIRMATIVE ACTION PROGRAM
School and Classroom:
The Board of Education of the Burlington County Institute of Technology affirms its policy to ensure equal educational opportunities for all students, and to prohibit discrimination because of gender, race, color, creed, religion, ancestry, disability, marital status, sexual orientation, social or economic status, chronic illness in the educational programs and activities not limited to but including course offerings, athletic programs, guidance and counseling tests and procedures, extra curricular and co-curricular activities through an affirmative action program which shall be an integral part of every aspect of educational policies and programs to the maximum extent possible.
Employment (Board of Education Statement of Purpose)
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The Board of Education of the Burlington County Institute of Technology reaffirms its commitment that all persons, regardless of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, chronic illness, social or economic status shall have equal access to all categories of employment within its district.
Further, the Board of Education shall continue to comply with all State and Federal laws relative to equal employment practices.
Further, the Board of Education will take whatever lawful action it deems appropriate to modify its employment policy to assure nondiscriminatory conditions within the district.
Further, the Board of Education is of the opinion that the district's Affirmative Action plan is a workable process through which equal employment practices can be judiciously and realistically effected.
Further, the Board of Education recognizes its obligation to employ those individuals who, in the objective judgment of the Board, are best able to perform successfully in their particular job categories.
Projected General Employment Practices
1. To develop, coordinate, and monitor the Affirmative Action plan on a continuing basis. 2. To identify underutilization of the work force in all job categories. 3. To accelerate the hiring of appropriate personnel in job categories where underutilization is evident. 4. To review the hiring, promotional, and transfer policy to assure that it is void of discriminatory conditions. 5. To continue to correct discriminatory practices, contrived or accidental, which may be identified. 6. To evaluate the total Affirmative Action plan on a continuing basis. 7. To report the evaluation results to the Department of Education.
School and Classroom Practices
The Board of Education of the Burlington County Institute of Technology shall encompass all required elements considered as criteria for compliance under N.J.A.C.
1. To make available all program plans for review by any and all interested parties. 2. Sufficient in-service training for school personnel. 3. The adoption of the school and classroom practices as outlined in N.J.A.C. 6:4-1.5 including the following: a. No student shall be denied access to or benefit from any educational program or activity solely on the basis of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, chronic illness, social or economic status. b. There shall be no differential requirements for completion of course offerings or courses of study solely on the basis of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, Chronic illness, social or economic status. c. There shall be no discrimination against students because of pregnancy, childbirth, pregnancy-related disabilities actual or potential parent/guardianhood, or family or marital status. A student shall not be excluded from any educational program or activity because of pregnancy or related conditions unless she so requests or a physician certifies that such exclusion is necessary for her physical, mental, or emotional well-being. If she is excluded for these reasons, she must be provided with adequate
PAGE 35
and timely opportunity for instruction to continue or make up her school work without prejudice or penalty. d. Public school students shall not be segregated on the basis of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, chronic illness, social or economic status. e. No course offering, including but not limited to physical education, health, industrial arts, business, vocational or technical course, home economics, music, and adult education, shall be limited on the basis of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, social or economic status, Chronic illness, social or economic status. f. The athletic program, including but not limited to intramural, extramural, and interscholastic sports shall be available on an equal basis to all students regardless of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, chronic illness, social or economic status. The athletic program as a whole shall be planned to ensure that there are sufficient activities so that the program does not deny the participation of large numbers of students of either sex. (1) The activities comprising such athletic programs shall receive equitable treatment, including but not limited to staff salaries, purchase and maintenance of equipment, quality and availability of facilities, scheduling of practice and game time, length of season, and all other related areas or matters.
(2) A school may choose to operate separate teams for the two sexes in one or more sports and/or single teams open competitively to members of both sexes, so long as the athletic program as a whole provides equal opportunities for students of both sexes to participate in sports at comparable levels of difficulty and competency. g. School personnel shall not use tests, procedures or other guidance and counseling materials which are differentiated or stereotyped on the basis of race, color, creed, religion, gender, ancestry, marital status, sexual orientation, chronic illness, social or economic status.
When informing students about possible career, professional and/or vocational opportunities, school personnel shall in no way restrict or limit the options presented to students on the basis of race, color, creed, religion, gender, ancestry, disability, marital status, sexual orientation, Chronic illness, social or economic status.
Guidelines for Recognizing and Dealing With Sexual Harassment
Definition: Sexual harassment is UNWANTED sexual attention from peers, subordinates, or supervisors, customers, clients or anyone the victim may interact with in order to fulfill job or school duties, where the victim's responses may be restrained by fear of reprisals. The range of behaviors includes: verbal comments, subtle pressure for sexual activity, leering, pinching, patting and other forms of unwanted touching, as well as rape and attempted rape.
Dimensions of the problem: A 1976 national survey of 9,000 employed women conducted by Redbook Magazine found that 9 out of 10 respondents had experienced unwanted sexual attention at work. Seventy percent of the victims said they found the situation embarrassing and demeaning. Sexual harassment is a problem in every school as well as in every workplace. Students experience it from other students and occasionally from faculty members. Faculty members experience it from other faculty members.
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Effects on the victim: The victim may be in the office or school less in order to avoid the harassment (more sick days taken). The victim's enjoyment of and pride in work is often undermined or destroyed because the victim is forced to spend time and energy fending off humiliating sexual advances. There can also be physical and psychological effects similar to those experienced by rape victims. Professional counseling may be necessary.
Legal aspects: Court cases have found sexual harassment in the workplace to be a violation of Title VII of the Civil Rights Act of 1964. This is the law which protects workers in a school. Students are protected from sexual harassment under the provisions of Title IX, since courts have found sexual harassment to be a form of sex discrimination. If sexual harassment involves a minor student in a school setting, it can also be considered a criminal offense under laws relating to child abuse.
Grievance procedures: Title IX requires that specific grievance procedures be published. These relate to the manner in which suspected violations of the law are handled. These may be found in the Teacher's and Student/Parent/guardian Handbook published by the Burlington County Institute of Technology for all staff members and students. Because of the sensitive nature of complaints relating to sexual harassment, certain special provisions need to be made for these procedures. They are as follows:
1. Any complaints relating to sexual harassment should be referred to an Affirmative Action Officer for investigation.
2. When the complaint has come from a female student or faculty member, a female counselor or a female member of the Building Affirmative Action Committee should be present at all discussions and meetings involving the case. When the complaint has come from a male student or faculty member, a male counselor or male member of the Building Affirmative Action Committee should be present at all discussions or meetings involving the case.
3. It is particularly important when a complaint has been brought by a student to have a supportive affirmative action representative or counselor present during the investigation to make it easier for the student to discuss such a delicate issue and to be sure that the elements of the complaint are properly represented and fair to both parties.
4. The investigating group should be kept as small as possible to protect the confidentiality of the information and to keep the investigation from becoming an inquisition.
Retaliation: Retaliation in any form against any person who has filed a complaint relating to sexual harassment is forbidden. If it occurs, it could be considered grounds for dismissal of staff personnel and/or removal from the educational setting for a student.
Confidentiality: It is expected that those involved with sexual harassment investigations will protect the confidentiality of all information relating to the case.
Allegations of Discrimination Based on Handicap
It is the policy of the Burlington County Institute of Technology School District not to discriminate on the basis of disability. All employees will be treated equally concerning job assignments, transfers, promotion, training opportunities in staff, etc. The district recognizes that to provide such equal opportunity, it may sometimes be necessary to make certain adjustments or accommodations. It is the policy of this district to make such adjustments and accommodations to the degree considered reasonable.
Grievances of discrimination based on handicap. Any employee has the right to submit a grievance if he or she feels discriminated against on the basis of handicap. There will be
PAGE 37 absolutely no reprisals because an employee has submitted a grievance. Grievances must be submitted within 180 days of the occurrence or the date the employee learned of the occurrence.
Affirmative Action Grievance Procedure:
Purpose: To provide students, employees, and parents/guardians a procedure by which they can seek a remedy for alleged violations related to discrimination on the basis of race, color, creed, religion, gender, disability, marital status, sexual orientation, social or economic status, Chronic illness.
Definition: Grievance - A formal written complaint. Grievant - Any student, employee, or parent/guardian aggrieved by a decision or condition falling under the guidelines of federal and/or state anti- discrimination laws. Grievance Officer - The district employee designated to coordinate compliance efforts with anti-discrimination legislation and charges with the responsibility of investigating complaints.
Procedure: Step #1 - The grievant must present in written form the complaint to the responsible person designated as the Grievance Officer. (Use grievance report - Form A). Step #2 - If the grievant perceives a conflict of interest with the Grievance Officer, the grievant may request of the Superintendent the appointment of an alternate Grievance Officer. Step #3 - The grievance officer has 10 working days in which to investigate and respond to the grievant. (Grievance Officer is to use the space provided on grievance report Form A). Step #4 - If not satisfied, the grievant may appeal within ten working days to the Superintendent or his/her designee (not Grievance Officer). (Use appeal Form B). Step #5 - Response by the Superintendent or designee must be given within 10 working days. (Superintendent to use space provided for an appeal - Form B). Step #6 - If the grievant is not satisfied at this level, an appeal may be made within 10 working days to the Board of Education of the Burlington County Institute of Technology which will hear the complaint at the next regular meeting. (Use appeal Form C). Local board hearing shall be conducted so as to accord due process to all parties involved in the complaint such as written notice of hearing dates, right to counsel, right to present witnesses, right to cross-examine and to present written statements. The decision of the board shall be by a majority of the members at a meeting which shall be public. Step #7 - The Board of Education of the Burlington County Institute of Technology shall respond to the grievant within 30 calendar days. (Use space provided for an appeal - Form C). Step #8 - If the grievant is not satisfied with the board's decision, the grievant may file the complaint to the Director of the Office for Civil Rights, Washington D.C. The grievant maintains the right to by-pass the grievance procedure and submit the complaint directly to the Office of Civil Rights.
Grievance forms A, B, and C are available in each of the administrative offices and from the Affirmative Action Officer. The District Affirmative Action Officers are Rose Marie Pirozzi, Director of Educational Services; Mr. Joseph C. Venuto, Principal, Westampton Campus; Dr. Frank Ranelli, Principal, Medford Campus. The district Americans with Disabilities Act/Title9/Title 504 officers are Mrs. Colleen Teifer and Mr. Christian Pino.
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GRIEVANCE REPORT - FORM A
Step #1
FROM: ______, Grievant
TO: ______, Grievance Officer
DATE: ______
DESCRIPTION OF HAPPENING:
______Signature ************************************************************************************************************* (This Portion to Be Used By Grievance Officer ONLY)
STEP #2 Grievance Number______
TO: ______, Grievant
FROM: ______, Grievance Officer
DATE: ______,
RESPONSE TO GRIEVANCE:
______(Date Grievance Received) Grievance Officer
NOTE: Submit Grievance Report In Triplicate
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APPEAL - FORM B
Step #3 Grievance Number ____
FROM: ______, Grievant
TO: ______, Superintendent
DATE: ______
“Grievance Report Form A is hereby attached for Appeal to the Superintendent.”
______Signature ************************************************************************************************************* (This Portion To Be Used By Superintendent ONLY)
STEP #4 Grievance Number______
TO: ______, Grievant
FROM: ______, Superintendent
DATE: ______,
RESPONSE TO GRIEVANT’S APPEAL:
______(Date Appeal Received) (Superintendent)
NOTE: Submit APPEAL Form B In Triplicate
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SECOND APPEAL - FORM C
Step #5 Grievance Number ____
FROM: ______, Grievant
TO: ______,
DATE: ______
“The attached Grievance Forms A and B, are hereby submitted for your information, pertaining to my complaint.”
______Signature ***************************************************************************************************************
STEP #6 Grievance Number______
TO: ______, Grievant
FROM: ______,
DATE: ______,
RESPONSE TO SECOND APPEAL:
______(Second Appeal Received) (Signature)
NOTE: Submit Second APPEAL Form C In Triplicate
PAGE 41
AIDS/HIV EDUCATION
Burlington County Institute of Technology is committed to maintaining a safe educational environment for all students and school personnel. HIV is not spread by casual, every day contact. Therefore, barring special circumstances, students and staff who are infected with HIV shall attend school or work and so follow the schedule which they would be assigned if they were not infected as long as they are able.
There shall be no discrimination in employment based on having an HIV infection or AIDS. No school employee shall be terminated, non-renewed, demoted, suspended, or subjected to adverse administrative action based solely on the fact that he/she is infected with HIV (or is perceived to be infected). School employees who are unable to perform their duties due to an illness, such as those related to HIV, shall retain eligibility for all benefits to which they are entitled by virtue of the health plan in which they are enrolled and as an employee of the school district.
The district shall provide a sanitary environment and establish procedures for handling body fluids as recommended by the Centers of Disease Control.
The district shall administer a program of on-going education about HIV for students and staff.
All information about the identity of an HIV infected student or staff member will be kept confidential and comply with appropriate records restriction.
Confidentiality
The people who shall know the identity of a student or school staff member who is infected with HIV are those who will, with the infected person and a student's parent/guardian or guardian, if the student is a minor, determine whether the person who is infected with HIV has a secondary infection that constitutes a medically recognized risk or transmission in the school setting. They are as follows:
1. The Superintendent, or a person designated by the Superintendent to be responsible for the decision. 2. The personal physician of the infected person. 3. A public health official.
Notification of Additional Persons
The decision makers listed above and the person infected with HIV (and a student's parent/guardian or guardian if the student is a minor) will determine whether additional persons need to know that an infected person attends or works at a specific school. The additional persons will not know the name of the infected person without the consent of the infected person and a student's parent/guardian or guardian, if the student is a minor. Depending on the circumstances of the case, the following persons may know about the person who is infected with HIV, but do not know his or her identity:
1. The School Nurse. 2. The School Principal or designee.
Additional persons may be notified if the decision makers feel that it is essential to protect the health of the infected student or staff member, or if additional persons are needed to
PAGE 42 periodically evaluate or monitor the situation. Consent for notifying these additional persons must be given by the infected person (and a student's parent/guardian or guardian, if the student is a minor).
Confidentiality
All persons shall treat all information as highly confidential. No information shall be divulged, directly or indirectly, to any other individuals or groups. All medical information and written documentation or discussions, telephone conversations, proceedings, and meetings shall be kept by the Superintendent in a locked file. Access to this file will be granted only to those persons who have the written consent of the infected staff member or the infected student's parent/guardian or guardian. To further protect confidentiality, names will not be used in documents except when this is essential.
Any document containing the name, or any other information that would reveal the identity of the infected person, will not be shared with any person, not even for the purposes of word processing or reproduction.
Staff members will be advised of the seriousness of the confidentiality requirements and that a break could make them liable to a lawsuit.
HIV Prevention Education
The Board of Education of the Burlington County Institute of Technology believes HIV education should be integrated into the comprehensive health education curriculum, but may also be applied to other curriculum areas.
Upon the request of parents/guardians or guardians, the HIV education curriculum shall be made available for their review. The Superintendent shall establish procedures whereby students whose parent/guardian/guardian presents to the School Principal a signed statement that a designated part of the instruction is in conflict with his/her conscience, or moral or religious belief, shall be excused from that part of the curriculum. Independent study shall be directed during the time a student is excused from part of the program. The independent study shall include alternative topics that do not conflict with the parent/guardian/guardian's beliefs but fall within the same subject (i.e., comprehensive health education) as the program from which the student is excused. No penalties as to credit or graduation shall result from such an exemption.
ANNOUNCEMENTS
Teachers and school organizations desiring to have announcements made over the public address system in the morning during homeroom period may obtain an announcement request form from the appropriate administrative office. Turn the request form into the office on the day before the announcement is to be made, prior to 1 p.m. Announcement requests that are received late may not be made until the next day.
Unless it is an emergency, classes will not be interrupted for other announcements during the day.
No announcements will be made unless it is signed by the teacher sponsoring the activity and approved by the Principal or his/her designee.
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ASSEMBLIES
Assemblies will be held for the entire school and also for smaller groups with special interests. Instructions will be given prior to the assembly concerning who will attend and the nature of the program. All teachers are to accompany and remain with their students for the duration of the program, unless assigned to a related duty by the administration.
Attendance at the assembly is required of all teachers whose classes have been canceled because of the program.
Students must comply with rules of good conduct and respect in the assembly.
ATHLETIC POLICY
The Board of Education of Burlington County Institute of Technology affirms its commitment to the equitable access to all its programs and activities for all students as articulated in its Affirmative Action Policy. Complaints of discrimination on the basis of sex in educational programs and activities should be directed to the designated Title IX Officers: Colleen Teifer (Medford Campus – 609-654-0200, X415) or Thomas Murtagh (Westampton Campus – 609-267-4226 x340).
Student's Eligibility for Athletics:
1. Student must be under 19 years of age on September 1. Students 19 or older may participate in bowling. 2. Student must satisfactorily undergo a physical exam by a physician and turn in permission/medical form. 3. Student athletes must have attained 27.5 credits required by the State of New Jersey for graduation during the immediately preceding year to be eligible for athletic competition. 4. A one time probationary period will be available to students who are in one of the following situations prior to the end of the semester. a. Lower than 60% but not failing career major. b. Failed one subject with overall passing average.
The probations period will last three weeks (15 school days). During this time, the student athlete will be expected to complete homework assignments, pass tests and quizzes and participate in class to the best of his/her ability. The student athlete should seek additional help such as tutoring or extra credit assignments.
The student will be monitored weekly by the coach. If failure status continues, probationary opportunity will be over. If at the end of the probationary period the student athlete is still in a failure situation, he/she will no longer be eligible for athletics. 5. Students must abide by all other articles set down by NJSIAA constitution, bylaws, and rules and regulations.
PAGE 44
AUTOMOBILES
Please register your car in the appropriate administrative office for your campus. If you get a new car or change your license number, you should notify the office.
All faculty and staff cars must have a parking decal on them if you wish to park in the facility parking lot.
It is of importance that operators of all vehicles be alert to pedestrian movement on school property. Caution must be used at all times, especially when buses are loading and unloading, when students are moving to and from classes outdoors, when pedestrians are moving to and from parked vehicles, and during lunch periods.
Westampton Campus: Posted speed limits are to be observed in the parking area and on the approach to the school. The parking lot in front of the school is reserved for staff, students, Adult Ed., and visitors. The parking lot in the 500 wing is reserved for School-to-Work students only. The parking lot in the Adult Ed. Area is reserved for Adult Ed. Only. The back parking lot is used for the automotive class instruction only. Spaces for the handicapped only are marked with a wheelchair sign.
Medford Campus: The parking lot in front of the school is reserved for teachers and visitors.
Faculty and staff members are requested to park in the designated parking areas. Cars should not be parked in any other location. Cars are not allowed to be parked along the side of the school buildings at either campus as this is a fire/safety hazard.
Staff members are advised not to permit students to operate the staff member's automobile. Insurance coverage under these circumstances may be void.
Following these regulations will enable us to maintain better supervision of the school grounds.
BACK TO SCHOOL
Listed below are some items to be discussed during Back to School.
1. Curriculum/Proficiencies 2. Grading System 3. Student Deportment, Student Dress Code, and Student Code of Conduct 4. Application of the Student Agenda in your delivery of instruction. 5. Preparing for the Career Major Licensing Examination and School-to- Work 6. No Child Left Behind 7. Technology Integration 8. Preparing for the HSPA Graduation Test
PAGE 45
BUDGET PREPARATION
Purchasing Information
All budget purchases shall meet bidding and other requirements of state law (18A:18-1 et. seq.) and the policies of the Board of Education of the Burlington County Institute of Technology. The level above which public advertising and comparative bids are required is $36,000.00* (18A:18A-4). Most expenditures not subject to formal bidding are subject to solicitation of quotations if over $5,400.00* (19A:18A-37). State contracts can be used for all budget purchases, but must be validated by the Business Office. (*Quotations by law are always 15% of the bid threshold.)
Responsibilities
The school business administrator shall be responsible for all phases of purchasing, for keeping purchases within budgetary allocations, for obtaining bids and quotations when needed, for issuing purchase orders, and for the receipt of equipment and supplies. This responsibility shall be coordinated with the respective administrative supervisors in this district. All questions relating to purchases should be directed to the supervisor in charge as follows, or their designated appointees:
1. Dr. Lucas Superintendent's Staff
2. Dr. Ranelli, III Medford Campus administrators, career major/ academic instructors, and related supportive staff.
3. Mr. Venuto Westampton Campus administrators, career major/academic instructors, and related supportive staff.
4. Ms. Meng Adult Evening School instructors, both campuses and related supportive staff.
6. Dr. Pirozzi Professional development, grants administration, Curriculum development/revision, student data Management systems, admissions. Special Education instructors, Child Study Team members, and related supportive staff.
Teachers are an integral part of the budget procedure. Your technical expertise is needed. Your administrator will keep you informed and advise you as to budget procedures. Anticipated needs for the new school year are requested as directed by the Division Head. Required forms are as follows, with copies to be available in your respective administrator's office.
Instructions for Completing Budget Development Worksheet 1. You will receive a copy of the attached Budget Development Worksheet for each account that you can spend against from your Division Head. 2. The account number, account description and 2012-2013 budget lines will be completed for you. (Make a copy before beginning the form in case multiple pages are needed.) 3. Write your name and campus at the top of the page.
PAGE 46
4. In general terms, justify and describe the budget dollars you anticipate for the 2012- 2013 school year, giving a dollar amount for each item listed. 5. Be sure to provide a grand total at the end of the final page which will equal your total budget request for the listed account number.
BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY
BUDGET DEVELOPMENT WORKSHEET
Instructor's Name: ______
Account #: ______
Account Description: ______
Campus: ______
20__-20__ Budget: ______
Please list below a brief description of your budget requirements for the 20__-20__ school year for the account shown above. Show an amount for each item listed and be sure to provide a total for this account at the bottom of the page.
Justification/Description Amount
______
______
______
______
______
______
______
______
______
______
20__-20__ BUDGET TOTAL ______
PAGE 47
BUILDING EMERGENCY PLAN
Refer to documents distributed by the respective Building Principal and their team.
CARE OF ROOM
Each instructor is responsible for the condition of the room assigned for his/her use. Any maintenance or repairs required is to be handled through the use of the work request form.
Custodians will clean chalk rails daily and will clean/wash boards on the last day of all school weeks. Everything on the boards will be erased. Those teachers who desire to leave notes on the board can protect them by writing the word "SAVE" next to that which is not to be erased. Daily cleaning and care of boards will be the responsibility of the teacher.
Paper or miscellaneous debris is to be picked up before the students leave the room.
Bulletin boards are to be kept in a neat, orderly fashion and are to be used effectively as instructional auxiliary.
An emergency exit map shall be developed and posted adjacent to the main classroom door. Doors and windows are not to be used as bulletin boards.
CAREER MAJOR PROJECTS (Work to be done/Services to be rendered)
All projects, out-of-school requests as well as in-school requests for work to be done and/or services to be rendered other than curriculum "course of study" required projects, must be approved by the Principal.
Bear in mind that all projects and/or services must be educationally sound.
CHILD ABUSE, NEGLECT, AND MISSING CHILDREN REPORTING
A. Reporting Child Abuse and Neglect
I. Philosophy
Recognizing that the problem of child abuse and neglect is a serious problem in New Jersey, the state legislature enacted laws requiring "Any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall report the same promptly to the Division of Youth and Family Services (DYFS) by telephone or otherwise (N.J.S.A. 9:6-8.10)."
"Anyone acting pursuant to this act in the making of a report under this act shall have immunity from any liability, civil or criminal, that might otherwise by incurred or imposed. Any such person shall have the same immunity with respect to testimony given in any judicial proceeding resulting from such report (N.J.S.A. 9:6-8.13)."
"Any person knowingly violating the provision of this act, including the failure to report an act of child abuse having reasonable cause to believe that any act of child abuse has been committed, is a disorderly person (N.J.S.A. 9:6-8.14)."
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Educators are able to observe the physical, emotional, and behavioral changes of children on a day-to-day basis. They are in a unique position to make any early identification of children at risk and to assist the Division of Youth and Family Services in protecting the child and helping the family.
The purpose in reporting is to protect the child and help the family -- any doubt should be resolved in favor of the child.
The law requires that anyone suspecting child abuse must report it.
The investigatory agency (DYFS) makes every effort to maintain the confidentiality of the referral source. However, in some cases such as those involving court proceedings, confidentiality cannot always be maintained.
II. Policy
The Board of Education of the Burlington County Institute of Technology affirms its position that the District shall cooperate in cases of abuse and neglect by early identification and reporting of suspected cases to duly constituted authorities whether or not substantial corroborative evidence is available.
All school employees are required by law to report suspected abuse/neglect. As soon as the employee has reason to believe that a child may have been abused, neglected or otherwise needs protection, he/she must make a report to the New Jersey Division of Youth and Family Services.
III. Identification of Abuse/Neglect
Child abuse and neglect can take many forms. In general, abuse refers to acts of commission such as beating, excessive corporal punishment or inappropriate sexual activity; neglect refers to acts of omission such as failure to provide adequate physical or emotional care.
Recognizing a child's need for protection is of primary importance regardless of the form of maltreatment. The suspicion of abuse/neglect should be based on the child's complaints or on observation of the child's physical condition, behavior, and/or changes in either over a period of time. It is not necessary that the reporting employee observe any external physical signs of injury to the child. It is sufficient to suspect that abuse has occurred when a child complains of having been sexually molested or of pain, which he or she says has resulted from an inflicted injury. In such cases, the report should be made.
Employees should be aware that abused children typically explain injuries by attributing them to accidents in play or to sibling conflict. Any doubt about reporting suspected situations is to be resolved in favor of the child and the report made immediately. In any case, no employee should attempt to press a child on the subject of parent/guardian or guardian abuse to validate the suspension of child abuse. Validation of suspected abuse is the responsibility of the Division of Youth and Family Services. IV. Immunity
Anyone who reports suspected child abuse in good faith, or who participates in any investigation of judicial proceedings which result from a report of suspected child abuse is immune from civil liability or criminal penalty.* Under New Jersey law, failure to report is a disorderly person's offense, which carries penalties of up to a $500 fine, six months in jail, or both.
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*It should be noted that failure to report could result in a lawsuit with the possibility of substantial damages should it be established that the school employee had prior knowledge or suspicions which, if reported, might have prevented further injury to the child.
V. Procedures for Reporting
School personnel shall immediately call the local office of the Division of Youth and Family Services. Any school employee who reports suspected child abuse to DYFS must also notify the Building Principal or a designee. The following information will be needed by DYFS:
name and address of student; name and address of parents/guardians or caretaker; age and sex of student; nature and extent of injuries or description of neglect; and any other information that might be helpful in establishing the cause of injury.
Reports should be made by telephone to 877-NJ ABUSE the Burlington County DYFS Office.
The initial telephone report of suspected child abuse or neglect will be received by a screening worker at DYFS. Persons identified in the report and/or during the course of any child abuse investigation may be contacted by the social worker assigned to the case in order to obtain any additional information and to determine what, if any immediate action must be taken to protect the child from further harm. School personnel are not required to verify or to prove the existence of abuse or neglect; DYFS assumes all responsibility for determining the facts of the situation and a suitable plan for remedying the situation. Since there may be circumstances where it is necessary to interview the child at school, school officials are encouraged to assist DYFS staff in fulfilling their responsibilities.
B. Missing Children Reporting
I. Philosophy
The Board of Education of the Burlington County Institute of Technology recognizes that children missing from the educational process are a serious concern for both parents/guardians and educators. The Board recognizes that the removal of school-aged children from school by parents/guardians/guardians may constitute a deprivation and be an indicator of possible child abuse. The Board further recognizes that the Burlington County Institute of Technology should provide an early warning to appropriate authorities when a child appears to be missing.
II. Identification of Missing
The administration and guidance counselors shall continue to provide counseling with the goal of regular attendance by students. By implementation and enforcement of the attendance policy, students between the ages of six and sixteen can be identified as missing when they are absent more than ten consecutive days without notifications by parent/guardian or student as to their whereabouts and where attempts at home contact have been unable to locate or account for the student.
III. Reporting Procedure
PAGE 50
The Burlington County Institute of Technology shall report the name and other pertinent information of any missing child to the local police department via the Principal or his/her designee.
IV. Runaways
Students who have been reported by parents/guardians to the school as runaways shall be provided with counseling germane to the problem. The Burlington County Institute of Technology schools will provide this service by any one or more of the following means as appropriate:
1. Guidance counseling 2. DYFS referral 3. Parent/guardian/student conference 4. Child Study Team intervention and/or referral 5. Referral to local or state law enforcement agencies 6. School Nurse services
In runaway cases where neglect and/or abuse is suspected, the matter shall be handled as outlined in Part A of this policy.
CHILD STUDY TEAM
The basic Child Study Team is composed of the Chairperson of the team, the School Psychologist, the School Social Worker, the Speech/Language Specialist, and the Learning Consultant. Other members of the staff, e.g., administrators, counselors, school nurse, and individual teachers, function as team members from time to time.
The purpose of the Child Study Team is to work with all school personnel in order to create a more positive teaching and learning environment for both students and educators. The expertise of each team member enables him/her to evaluate school situations from a different point of view and then make specific recommendations to the appropriate people as to the best way to remedy existing problems. The frequent way that individual teachers will come in contact with the team is through the referral of students for individual evaluation of school-related problems. These problems could be such things as learning or reading difficulties, emotional or social problems, or behavioral problems.
Referral Policy
1. All students with disabilities who are in need of special education and related services, including students with disabilities attending nonpublic schools, regardless of the severity of their disabilities are located, identified, and evaluated according to N.J.A.C. 6A: 14-3.3. (Only students ages 14 to 21 are applicable to BCIT.)
2. Students with disabilities are evaluated according to N.J.A.C. 6A:14-2.5 and 3.4.
3. An individualized education program is developed, reviewed, and as appropriate, revised according to N.J.A.C. 6A:14-3.6 and 3.7.
4. To the maximum extent appropriate students with disabilities are educated in the least restrictive environment according to N.J.A.C. 6A:14-4.
5. Students with disabilities are afforded the procedural safeguards required by N.J.A.C. 6A:14- 2.1, et. seq.
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6. Full educational opportunity to all students with disabilities is provided.
7. Provision is made for the participation of students with disabilities who are placed by their parents/guardians in nonpublic schools according to N.J.A.C. 6A:14-6.1 and 6.2. (BCIT is a receiving school. This policy is non-applicable because students’ sending districts make this provision.)
8. All personnel serving students with disabilities are appropriately certified and licensed, where a license is required.
9. Students with disabilities are included in Statewide and district-wide assessment programs, with appropriate accommodations, where necessary according to N.J.A.C. 6A:14-4-4.11.
10. The compilation and maintenance of, access to, and confidentiality of student records are in accordance with N.J.A.C. 6:3-6.
11. A free appropriate public education is available to all students with disabilities between the ages of fourteen (14) and twenty-one (21), including students with disabilities who have been suspended or expelled from school. a. A free appropriate public education is available to any student with a disability who needs special education and related services, even though the student is advancing from grade to grade; and the District Board of Education shall develop and implement written procedures to assure that a student is not determined ineligible for special education and related services just because the student is, with the support of individually designed services, progressing in the general education curriculum from grade to grade. b. The services and placement needed by each student with a disability to receive a free, appropriate public education are based on the student’s unique needs and not on the student’s disability. No additional written procedures are required due to the specificity of provisions at N.J.A.C. 6A:14-3.7(c) and (d) regarding IEP considerations and development. c. The District Board of Education shall develop and implement written procedures for determining the services provided to a student with a disability who is subject to a short- term removal for disciplinary reasons; determining when a series of short-term removals for disciplinary reasons constitutes a change of placement; and developing and reviewing a behavioral intervention plan. The procedures shall include documenting the decision made for an individual student.
12. The in-service training needs for professional and paraprofessional staff who provide special education, general education or related services are identified and appropriate in-service training is provided. The District Board of Education shall maintain information to demonstrate its efforts to: a) provide general and regular education personnel with content knowledge and collaborative skills; b) enhance the ability of teachers and others to use strategies, such as behavioral interventions to address the conduct of students with disabilities that impedes learning; c) acquire and disseminate to teachers, administrators, school board members, and related services personnel, significant knowledge derived from educational research, and how the district will, if appropriate, adopt promising practices, materials and technology; d) ensure that the in-service training is integrated to the maximum extent possible with other professional development activities; and e) provide for joint training activities of parents/guardians and special education, related services and general education personnel.
Referral Procedure
A child shall be afforded interventions in the general education program prior to referral to the CST for evaluation. These interventions will be intended to provide reasonable supplemental aids and
PAGE 52 assistance to ensure success in the least restrictive environment. Prior to a referral to the CST for evaluation, the interventions and strategies list on the referral form will be considered, and the referral forms appropriately filled out, and submitted to the Building Principal who will review, make further recommendations, and submit to CST for parent/guardian notification of referral to begin.
All identified children, ages fourteen (14) through twenty-one (21), shall be referred to the Director of Special Education Office for possible referral to the district child study team for a comprehensive child study team evaluation. The regular education program that the referred student participates in will have to provide written documentation of the interventions attempted the data that measures the effectiveness of the implementation of those interventions, the outcomes of the interventions, and the history of difficulties. Forms are developed within the district and are disseminated to the regular education program for use.
A student may be referred to the Child Study Team (CST) by a parent/guardian, any certificated school personnel (example: teacher, guidance counselor, administrator, etc.) or the student’s guidance counselor.
The guidance counselor will be responsible for the completion of the referral forms.
The guidance counselor will contact the Child Study Team Chairperson to arrange a date for an evaluation plan meeting. If the CST determines that the referral documentation is sufficient to warrant an identification meeting, the guidance counselor will then contact, by telephone and a confirming letter, the parent/guardian(s)’ or guardian(s)’ for participation in the evaluation plan meeting.
If the documentation provided suggests that sufficient interventions have been made, an identification process will be undertaken. The evaluation and classification process will occur even if the student is progressing from grade to grade, with the support of individually designed services. Poor documentation or insufficient documentation will result in a return of the case to the School Guidance Counselor and Principal. These procedures ensure that interventions in the general education program to alleviate educational problems are conducted according to N.J.A.C. 6A:14-3.3(c).
The district endorses a 1.5 standard deviation between expected and achieved academic scores, based on age based norms, for consideration of eligibility due to a specific learning disability, or speech language disability.
The services and placement needed by each student with a disability to receive a free, appropriate public education are based on the student’s unique needs and not on the student’s disabilities. These needs are outlined in the present level of performance in both the Eligibility Conference Report (ECR) and the Individual Education Plan (IEP).
CIVIL DEFENSE DRILL
The signal for a civil defense drill will be a series of short tones on the fire alarm system. Students and teachers should report to the nearest corridor, stay in class groups, face the walls, and stay away from all windows or glassed areas. Personnel outside should report immediately to the school building. Further direction will be given verbally depending on the existing situation. Also see Fire Drill.
CIVILITY Policy Statement
The Burlington County Institute of Technology Board of Education members, district administration, and staff will treat parents/guardians and other members of the public with respect and expect the same consideration in return. The district is committed to maintaining orderly educational and administrative
PAGE 53 processes in keeping schools and administrative offices free from disruptions and preventing unauthorized persons from entering school/district grounds.
Any individual who: ¾ Disrupts or threatens to disrupt school/office operations; ¾ Threatens the health and safety of students, staff, administration, or Board of Education members; ¾ Willfully causes property damage; ¾ Uses loud and/or offensive language; ¾ Is verbally or physically intimidating; ¾ Harasses staff and/or others through repeated telephone calls, emails, confrontations or the like; or who ¾ Has otherwise established a continued pattern of unauthorized entry on district property will be directed to leave school or district property promptly by the Chief School Administrator/designee. If any member of the public uses obscenities or speaks in an abusive, excessive, insulting, and/or demeaning manner, the administrator or employee to whom the remarks are directed will calmly and politely request speaker to communicate civilly. If corrective action is not taken by the abusing person, the district employee will calmly and politely verbally notify the abusing person that the meeting, conference, or telephone conversation is terminated and, if the meeting or conference is on district premises, the abusing person will be asked to leave promptly. The employee, if not an administrator, shall immediately inform an administrator. If the abusing person refuses to leave, the administrator/designee shall notify law enforcement officials. The employee or administrator shall complete an Incident Report for Inappropriate Behavior toward Employees by Visitors.
When an individual is directed to leave under the above circumstances, the Chief School Administrator/designee shall review the incident report and inform the person that he or she may be guilty of a misdemeanor in accordance with the New Jersey law (see legal reference). The Chief School Administrator shall have the authority to ban an excessively disruptive individual from school property indefinitely or for a period of time, or require visits by the individual to be supervised by the School Resource Officer or other law enforcement officials indefinitely or for a period of time.
Legal References N.J.S.A. 2C:18-3 Criminal Trespass N.J.S.A. 2C:33-2 Disorderly Conduct
CLASSROOM FURNITURE
Classroom furniture is to be used only in the classroom. The use of furnishings in the career major areas is prohibited. Furnishings that are constructed for classroom use will not sustain the use in career major areas.
CLASSROOM MANAGEMENT
1. Plan in advance. Lay out each Chapter, and unit of the course. a. Know what you are going to do. b. Tell the students what they will be doing. (1) This instills confidence in your ability. (2) Helps them plan their work. (3) Lets them know what they will be missing if they are absent from class.
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2. Let students make some planning decisions which you feel you could accept. Example: class decision on daily quiz or weekly test. a. Promotes sense of responsibility for educational policy. b. Avoids many student complaints. 3. Have a set daily routine for your class and adhere to it. Example: (a) attendance, (b) instruction, (c) homework assignment. 4. Appear professional. a. Be prompt. b. Dress professionally. c. Be enthusiastic and receptive to ideas. d. Never criticize other staff members or students in front of your class. e. Don't use language you find unacceptable from your students. f. Don't waste student's time by either: (1) having no work prepared for them. (2) giving them busy work. 5. Enforce school policy and follow school procedures. a. If you are indifferent or neglectful of rules, your students will follow suit. 6. Don't "close your eyes" to problems. If one student gets away with something: a. The student becomes the hero. b. The teacher looks inept. 7. Keep your instructional area neat. a. Keep bulletin board informative and tidy. b. Clean chalkboard/whiteboard. c. Arrange desks in orderly fashion. d. Do not allow piles of discarded material to accumulate. e. Everything should have a definite assigned place. f. Insist that lockers and uniforms be kept clean and orderly. g. Develop regular clean-up jobs and procedures; wipe up spilled liquids, i.e. grease, paint. h. Before leaving your instructional area everyday: (1) close windows. (2) adjust window blinds. (3) turn off all electrical or other power shut-off. (4) lock door. NOTE: In the cases where several teachers use the same facility each day, the last teacher using the room is responsible for the check-out. 8. Give your students the same respect that you expect in return.
Specifics for Good Classroom Procedures
1. Assign seats the first day of class. 2. Learn students' names quickly. 3. Check students for IDs and dress code compliance. 4. Take attendance daily. 5. Stand by your classroom door to both greet students and supervise your class. The instructor will EXERCISE WHATEVER SUPERVISION is necessary in his/her IMMEDIATE AREA so that all movement in the corridor is in a quiet, orderly fashion. 6. Insist that students put a cover on textbooks. Record book numbers. 7. Insist that students come to your class prepared with either a pencil or pen. 8. Curtail lavatory and hall passes. 9. Verify students' excuses for tardiness or absences from class. Confer with other personnel as needed. 10. Supervise students as they use hardware (technology). 11. Each teacher will supervise the dismissal of his class by: a. PRECEDING the class TO THE DOOR. b. STEPPING INTO THE CORRIDOR. c. CONTINUING SUPERVISION THROUGHOUT DISMISSAL of the class group.
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12. Frequently use progress reports to alert parents/guardians and staff of student progress or weakness. 13. Request parent/guardian conferences when the classroom situation warrants a mutual meeting of teacher, student, and counselor. 14. Call parents/guardians on the phone to alert them to situations. 15. Keep closets, files, and cabinets locked. Lock your classroom whenever you leave it. Do not give your keys to students. 16. Insist that students keep desks away from the walls to avoid damage. 17. Insist that students report to you before going to a meeting or an event scheduled during your class period. 18. Keep your student engaged in purposeful learning activities the full class period.
Discipline
1. Be consistent and fair. a. Apply your rules equally. b. Enforce your regulations every day. 2. Be sensitive and cognizant of student differences. a. Be patient with them. 3. Be prepared to be tested. a. Every class and student will see how far they can go. b. Don't be afraid to set guidelines. 4. Have a sense of humor. a. There will be times when you really want to laugh. Go ahead. It shows you're human and often relieves the tension from a critical situation. 5. Start the year off strong. Be determined. It is always easier to give the students more flexibility later than to try to re-make a lax class into a disciplined body. 6. Try to handle your own discipline problems. Whoever settles the problem gains the respect of the class. Let it be you! 7. Spell out the consequences of disrupting your class. a. Thought of disciplinary action may deter the action. b. Student will feel less hostility towards disciplinary action. 8. Don't make threats of punishment that neither you nor the administration can implement.
CLOSING SCHOOL FOR EMERGENCIES
In the event that it is necessary to close school for inclement weather or an emergency, it will be posted on the district website, there will be an announcement on the school switchboard and announced on the Philadelphia radio and television stations from 6:30 A.M. One station used is WCAU, 1210 on your AM dial. Other stations used are KYW and WPVI. THE CODE NUMBER FOR THIS SCHOOL DISTRICT IS 674.
An emergency global connect calling system has been established for faculty, staff and students. Please make sure that your Division Head has the correct contact information to ensure that you receive all global connect information.
COMPARABILITY (with multiple schools)
To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.), as amended by the No Child Left Behind Act of 2001, Section 1120A(c), the Board of Education of the Burlington County Institute of Technology directs the Superintendent to assign teachers, administrators, and auxiliary personnel to the schools in such a way that the equivalence of personnel is ensured among schools.
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COMPARABILITY OF MATERIALS AND SUPPLIES
To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, Section 1120A (c), the Board of Education of the Burlington County Institute of Technology directs the schools in such a way that the equivalence of such material is ensured among schools.
CONFIDENTIAL RECORDS
Teachers are cautioned against giving any information concerning students to any insurance company representative, salesman, lawyer, reporter, etc., unless a written request from the parent/guardian or a valid court order calling for the information is received. Disregard of this policy might involve the teacher in considerable embarrassment and will be regarded as a serious violation of professional ethics and responsibility.
In all cases, information for release concerning students should be directed through the Principal's Office. A teacher should never divulge information such as I.Q. and other test scores, addresses, telephone numbers, personal problems, and information revealed in student records to persons not members of the school faculty. These records are available for your personal information and professional use.
Student folders are not to be removed from the Guidance Office at any time. However, each teacher is invited and encouraged to review the folders of his or her students in the Guidance Office. Ask the Guidance Secretary for assistance.
CONTROVERSIAL ISSUES
1. Controversial issues are to be discussed only in those classes where the subject under discussion is an appropriate part of the course outline. 2. School treatment of such issues should not only promote many-sided and fair study of these questions, but should also develop techniques for considering issues which will benefit a student throughout his/her life. 3. The handling of a controversial question in the school should be free from the assumption that there is one correct answer. 4. The teacher leading a discussion concerning a controversial issue must be conscious himself/herself and must make his/her students conscious of the fact that any person in a democracy is entitled to an opinion; and that respect for those with a different opinion is a worthwhile goal of education and a mark of an informed, mature citizen.
CORPORAL PUNISHMENT
CORPORAL PUNISHMENT OF STUDENTS, LAWS OF NEW JERSEY, TITLE 18A EDUCATION OF THE NEW JERSEY STATUES, JANUARY 11, 1968. 18A: 6-1
No person employed or engaged in a school or education institution, whether public or private, shall inflict or cause to be inflicted, corporal punishment upon a student attending such school or institution; but any such person may, within the scope of his/her employment, use and apply such amounts of force as is reasonable and necessary:
1. to quell a disturbance, threatening physical injury to others; 2. to obtain possession of weapons or other dangerous objects upon the person or within the control of a student;
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3. for the purpose of self-defense; and 4. for the protection of persons or property; and such acts, or any of them, shall not be construed to constitute corporal punishment within the meaning and intent of this section. Every resolution, by-law, rule, ordinance, or other act or authority permitting or authorizing corporal punishment to be inflicted upon a student attending a school or educational institution shall be void.
COURSE REMEDIATION
Course remediation may be accomplished by attending classes at the Burlington County Institute of Technology, by attending courses offered in other New Jersey school districts, by acquiring the services of a certified tutor or by using a pre-approved online program. For assistance and complete information, students should consult their guidance counselor.
The following policies shall apply to course failure: 1. A student who fails a career major for the year must make up a career major program to gain credit. The student must complete a prescribed career major remediation program developed in consultation with the Guidance department. 2. A student who fails a state required subject or a school required subject must make up the subject. The student may make up the failed subject in an approved remedial program or receive approved tutoring to keep up to grade level.
COURSE OF STUDY
Each teacher is required to have an approved curriculum for the subjects which he/she teaches. A copy shall be kept in the desk in his/her room or career major, and shall serve as a guide during the year. All substantial changes or deviations from this curriculum shall be cleared and approved through the administration and the District Board of Education before being used.
A good practice to be followed is to make notations on the curriculum as the year progresses so that when revisions are made, the information is readily available.
Attention to safety procedures should be stressed throughout all academic/career major programs, physical education and health subjects.
CUSTODIANS
Custodial, maintenance, and security personnel are an integral part of our staff and should be regarded as such.
Remember, it is their responsibility to provide additional support for the smooth operation of the building to maintain the quality of the educational process. It is necessary that your classrooms be kept neat and clean and void of debris.
These staff members will receive their directions from the Director of Facilities – Medford or Westampton. Requests for their services are to be made using the on-line work request order system following these procedures:
Log onto the school website. Go to Staff Intranet and scroll down to Buildings & Grounds. Scroll down to bottom of page and click on the picture of the man with the drill. ENTER THIS ADDRESS: This section only needs to be completed on http://www.MYSCHOOLBUILDING.com
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Enter your school E-MAIL ADDRESS AND PASSWORD. WELCOME TO THE BUILDING & GROUNDS DEPARTMENT WORK REQUEST CENTER WILL APPEAR
Step 1: Your name, e-mail address and phone number should appear
Step 2: Location: select Westampton and Room #
Step 3: Select Problem Type: (if there is a maintenance emergency please check box or call ext. 208)
Step 4: Describe your problem or request: (Make sure you list your room # and phone extension)
Step 5: Requested completion date (not necessary)
Step 6: Submittal password: (call ext. 208 for the password)
Step 7: Click the Submit button
If you need air conditioning, heat, desks or chairs in your respective classrooms, DO NOT put in a work order, just call Buildings & Grounds, Ext. 208.
In an emergency requiring a custodian's help, call the Director of Facility at your respective campus for assistance.
Requests for service are not to be made to custodial/maintenance personnel directly. Custodians have their regularly assigned duties just as teachers, and unnecessary conflicts will result if the channels of authority are disregarded.
CYBER-BULLYING
A safe and civil environment in school is necessary for students to learn and achieve high academic standards. Cyber-bullying by a student in the district directed toward another school district student or school staff member is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe environment.
The Board of Education of the Burlington County Institute of Technology prohibits acts of cyber- bullying by school district students through the use of any school district owned, operated, and supervised technologies. The Building Principal or designee may report allegations of cyber-bullying to law enforcement authorities.
Definitions
“Cyber-Bullying” is the use of electronic information and communication devices, to include but not be limited to, e-mail messages, instant messaging, text messaging, cellular telephone communications, internet blogs, internet chat rooms, internet postings, and defamatory websites, that:
1. deliberately threatens, harasses, intimidates an individual or group of individuals; or
2. places an individual in reasonable fear of harm to the individual or damage to the individual’s property; or
3. has the effect of substantially disrupting the orderly operation of the school.
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“School district owned, operated, or supervised technologies” is any computer, networking system, electronic equipment, or any other equipment or device that may be used by a person to communicate to another which is owned, leased, operated, or under the control or supervision of the school district and/or school district staff.
Reporting Procedure and Investigation
Any student or school staff member who believes he/she has or is being subjected to cyber- bullying, as well as any person who has reason to believe a student or school staff member has knowledge or reason to believe another student or school staff member is being subjected to or has been subjected to cyber-bullying shall immediately make a report to the Building Principal or designee.
The Building Principal or designee shall investigate all reports of such conduct. If the investigation results indicate cyber-bullying was not committed, the Building Principal or designee will inform the affected parties of the investigation results. In the event the investigation results indicate cyber-bullying was committed by a school district student on school grounds and/or using school district technologies, the student will be subjected to appropriate discipline.
In the event the investigation results indicate cyber-bullying was committed by a school district student using non-school district technologies away from school grounds, the Building Principal or designee may report the investigation results to local law enforcement. In addition, school authorities have the right to impose a consequence on a student for conduct away from school grounds, including on a school bus or at a school-sponsored function pursuant to N.J.A.C. 6A:16-7.6. This authority shall be exercised only when it is reasonably necessary for the student’s physical or emotional safety, security, and well-being or for reasons relating to the safety, security, and well-being of other students, staff, or school grounds, pursuant to N.J.S.A. 18A:25-2 and 18A:37-2. This authority shall be exercised only when the conduct, which is the subject of the proposed consequence, materially and substantially interferes with the requirements of appropriate discipline in the operation of the school. Consequences shall be handled in accordance with Policy and Regulation 5600, N.J.A.C. 6A:16-7.1, and as appropriate, in accordance with N.J.A.C. 6A:16-7-2, 6A:16-7.3, or 6A:16-7.5.
Any investigation regarding an allegation of cyber-bullying will provide all parties the appropriate due process rights, including the right to appeal the determination of the Building Principal or designee as outlined in Regulation 5512.
Discipline and Consequences
Some acts of cyber-bullying may be isolated incidents requiring the school district to respond appropriately to the individual committing the acts. Other acts may be so serious or part of a larger pattern of cyber-bullying that require a response either at the classroom, school building, or school district level or by law enforcement officials.
Consequences and appropriate remedial actions for students who commit an act of cyber- bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Students. In addition, cyber-bullying using district technology violates Policy 2361 - Acceptable Use of Computer Network/Computer and Resources and subjects the student to discipline and sanctions of Policy and Regulation 2361.
Prevention and intervention techniques to prevent cyber-bullying and to support and protect victims shall include appropriate strategies and activities as determined by the Building Principal or designee.
Reprisal or Retaliation Prohibited
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The school district prohibits reprisal or retaliation against any person who reports an act of cyber-bullying. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the Building Principal or designee after consideration of the nature and circumstances of the act, in accordance with case law, Federal and State statutes and regulations, and district policies and procedures.
Consequences for False Accusation
Consequences and appropriate remedial action for a student found to have falsely accused another of an act of cyber-bullying range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Students. Consequences and appropriate remedial action for a school employee found to have falsely accused another of an act of cyber-bullying shall be disciplined in accordance with district policies and procedures.
Policy Publication
This Policy will be disseminated annually to all school staff, students, and parent/guardian(s) or legal guardian(s).
DAILY PLANNING
Student and teacher effectiveness is directly correlated to proper and timely lesson planning. If you come to the classroom with minimal preparation, many problems will arise because of the evidence of hesitancy and indecision.
Conversely, if you are thoroughly prepared with the materials necessary reviewed in advance, most class groups will follow the leadership with interest and enthusiasm. Therefore, every instructor should consider that his/her first responsibility in maintaining his/her own classroom discipline and his/her obligation of effective instruction to the student under his/her supervision is in direct relationship to the time and effort which goes into the daily plan.
Attention must be given to the following: ** Starting each class promptly. ** Determination of objectives for the day. ** Materials necessary for any project demonstration or experiment on hand. ** Previewing any type of visual aid which is planned for use. ** Organizing review questions to emphasize and clarify the planned objectives. ** If a test is to be given, be sure: 1. Students have been previously advised. 2. Materials to be tested have been adequately covered and reviewed. 3. Test is prepared with clarity (avoid trick questions). ** Leave time in your planning to give the assignments required for the succeeding day or days, and make sure each student understands the assignment.
DANGEROUS INSTRUMENTS AND WEAPONS
Any person found on school property with an instrument that has the potential to be used as a weapon, e.g., knife, gun, razor, club, brass knuckles, chain, etc., shall be reported immediately to the Division Head. The Division Head or designee shall confiscate the instrument/weapon and report the incident to the parent/guardian, if the person is a minor. A report will be made to the Superintendent of schools.
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If, in the opinion of the Division Head or designee, the possession of said instrument/weapon represents a potentially threatening situation to the student, other students, and/or school property, the Principal shall report the incident to the police. Any incident involving a gun will be reported to the police.
Possession of a weapon is cause for suspension.
DATING VIOLENCE AT SCHOOL
Policy Statement
The Board of Education believes a safe and civil environment in school is necessary for children to learn. A student who is a victim of dating violence suffers academically and the student’s safety at school is jeopardized. Acts or incidents of dating violence at school whether they are verbal, sexual, physical, or emotional will not be tolerated and will be dealt with in accordance with the school’s student code of conduct. All school staff members (administrative staff, instructional staff, support staff, and volunteers) shall take all reasonable measures to prevent acts or incidents of dating violence at school involving a student. All acts or incidents of dating violence at school shall be reported to the Principal or designee in accordance with the provisions outlined in Regulation 5519. A verbal report shall be made to the Principal or designee as soon as possible, but no later than the end of the student’s school day when the staff member witnesses or learns of an act or incident of dating violence at school. A written report regarding the act or incident shall be submitted to the Principal or designee by the reporting staff member no later than one day after the act or incident occurred.
School staff members are required to report all acts or incidents of dating violence at school they witness or upon receiving reliable information concerning acts or incidents of dating violence at school.
Acts or incidents may include, but are not limited to: those characterized by physical, emotional, verbal, or sexual abuse; digital or electronic acts or incidents of dating violence; and/or patterns of behavior which are threatening or controlling. The Board of Education, upon the recommendation of the Superintendent of Schools, shall adopt the guidelines and procedures outlined in Regulation 5519 for responding to acts or incidents of dating violence at school. The protocols outlined in Regulation 5519 have been established for any school staff member who witnesses or learns of an act or incident of dating violence at school and for school administrators to work with the victim and the aggressor of an act or incident of dating violence. Dating violence statements and investigations shall be kept in files separate from student academic and discipline records to prevent the inadvertent disclosure of confidential information. Every act or incident of dating violence at school that is reported shall be documented in an appropriate manner. This should include statements, planning actions, and disciplinary measures as well as counseling and other support resources that are offered and prescribed to the victim or aggressor.
School administrators shall implement discipline and remedial procedures to address acts or incidents of dating violence at school consistent with the school’s student code of conduct. The policies and procedures specific to acts or incidents of dating violence at school shall be used to address the act or incident as well as serve as remediation, intervention, education, and prevention for all individuals involved. The responses shall be tiered with consideration given to the seriousness and the number of previous occurrences of acts or incidents in which both the victim and alleged aggressor have been involved.
Consequences may include, but are not limited to: admonishment, temporary removal from the classroom, classroom or administrative detention, in-school suspension, out-of-school suspension,
PAGE 62 reports to law enforcement, and/or expulsion. Retaliation towards the victim of any act or incident of dating violence shall be considered when administering consequences to the alleged aggressor based on the severity of the act or incident.
Remediation/intervention may include, but is not limited to: parent conferences, student counseling (all students involved in the act or incident), peer support groups, corrective instruction or other relevant learning or service experiences, supportive student interventions (Intervention and Referral Services - I&RS), behavioral management plans, and/or alternative placements. A pattern of behaviors may be an important sign a student is involved in an unhealthy or abusive dating relationship. The warning signs listed in Regulation 5519 shall educate the school community on the characteristics that a student in an unhealthy or abusive relationship may exhibit. Many of these warning signs make a connection to one student in the relationship asserting control and power over the other.
Recognizing one or more signs of teen dating violence plays an important role in preventing, educating, and intervening in acts or incidents of dating violence. The Board of Education shall make available to students and their families information on safe, appropriate school, family, peer, and community resources available to address dating violence. The Board of Education shall incorporate age-appropriate dating violence education in grades seven through twelve through the health education curriculum in alignment with the New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education. The educational program shall include, but is not limited to, a definition of dating violence, recognizing the warning signs of dating violence, and the characteristics of healthy relationships.
Upon written request to the school Principal, a parent/legal guardian of a student less than eighteen years of age shall be permitted, within a reasonable period of time after the request is made, to examine the dating violence education instruction materials developed by the school district. Notice of Policy and Regulation 5519 shall appear in all district publications that set forth the comprehensive rules, procedures, and standards of conduct for students within the district and in any handbook.
N.J.S.A. 18A:35-4.23a.; 18A:37-33; 18A:37-34; 18A:37-35; 18A:37-37 New Jersey Department of Education Model Policy and Guidance for Incidents Involving Dating Violence – September 2011
DETENTION
An endeavor is made to improve the quality of educational programs and student life through a procedure of after school detention.
Detentions may be assigned by either a teacher or an administrator.
1. Each teacher is responsible for handling his/her own before/after school detentions.
2. Teachers are to complete the necessary forms and give them to students -- at least a 24 hour notice to parents/guardians is required.
3. The Principal's Office is to be informed in writing of the students assigned detentions and the date and reason for the detentions.
4. At the conclusion of the detention period, students will report to the lobby to await transportation.
5. Administrators assigning detentions will schedule the detentions and complete the necessary forms. All disciplinary information will then be input into the student data management system.
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DISAFFECTED STUDENTS POLICY
The Burlington County Institute of Technology District is committed to serving the educational needs of all of its students. The district will make every effort to identify and provide support services for the disaffected students whose learning is impeded by the student's environment, attitude, or an inappropriate instructional program. To achieve this goal, all staff members are alerted to identify and refer to the School Principal any students whose disaffection precludes their active participation in the learning process. Services shall be provided to explore the cause of the student's disaffection, determine the student's educational needs, and if necessary, plan an instructional program to meet those needs. A disaffected student who may have disabilities shall be referred to the Child Study Team for evaluation in accordance with the district policy on special needs education.
DISCIPLINE POLICY
All teachers and administrators have a responsibility to all students who attend the Burlington County Institute of Technology to maintain a positive atmosphere at all times that is conducive to learning.
Students who are sent out of class or to the office for disciplinary reasons are to report to the office immediately where appropriate action will be taken. Failure to report to the office when so directed is cause for administrative action. Students may not leave the office until they have been spoken to by a school administrator, or until they have been given instructions to go elsewhere.
Students who disrupt the learning environment or violate school rules or laws are subject to school disciplinary action. Disciplinary action may include counseling, loss of privileges, detention, in- school suspension, out-of-school suspension, Saturday sessions, parent/guardian conferences, expulsion, or other appropriate measures. All pertinent information will be considered when disciplinary action is taken. New Jersey law gives school officials the right to take disciplinary action, and requires appropriate school behavior by students.
Students should understand that all misbehavior is subject to disciplinary action. The Burlington County Institute of Technology is committed to providing a safe, quality learning environment.
Students and parents/guardians are urged to carefully review the following state laws:
18A:37-1. Submission of students to authority
Students in the public schools shall comply with the rules established in pursuance of law for the government of such schools, pursue the prescribed course of study, and submit to the authority of the teachers and others in authority over them.
18A:37-2. Causes for suspension or expulsion of students
Any student who is guilty of continued and willful disobedience, or of open defiance of the authority of any teacher or person having authority over them, or of the habitual use of profanity or of obscene language, or who shall cut, deface or otherwise injure any school property, shall be liable to punishment and to suspension or expulsion from school.
Conduct which shall constitute good cause for suspension or expulsion of a student guilty of such conduct shall include, but not be limited to any of the following: a. Continued and willful disobedience; b. Open defiance of the authority of any teacher or person having authority over him; c. Conduct of such character as to constitute a continuing danger to the physical well-being of other students;
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d. Physical assault upon another student; e. Taking, or attempting to take personal property or money from another student, or from his/her presence, by means of force or fear; f. Willfully causing, or attempting to cause, substantial damage to school property; g. Participation in an unauthorized occupancy by any group of students or others of any part of any school or other building owned by any school district, and failure to leave such school or other facility promptly after having been directed to do so by the Principal or other person then in charge of such building or facility; h. Incitement which is intended to and does result in truancy by other students, and i. Knowing possession or knowing consumption without legal authority of alcoholic beverages or controlled dangerous substances on school premises, or being under the influence of intoxicating liquor or controlled dangerous substances while on school premises.
18A:37-2.1. Assaults by student upon teacher, administrator, board member or employee of the Board of Education; suspension; expulsion proceedings
Any student who commits an assault, as defined pursuant to NJS 2C:12-1, upon a teacher, administrator, board member or other employee of a board of education, acting in the performance of his/her duties and in a situation where his/her authority to so act is apparent/guardian, or as a result of the victim's relationship to an institution of public education of this state, shall be immediately suspended from school consistent with procedural due process pending expulsion proceedings before the local Board of Education. Said proceedings shall take place no later than 21 calendar days following the day on which the student is suspended.
18A:37-3. Liability of parents/guardians of students for damage to property.
The parents or guardians of any minor who shall injure any public or nonpublic school property shall be liable for damages for the amount of the injury to be collected by the Board of Education of the District or the owner of the premises in any court of competent jurisdiction, together with costs of suit.
How to Develop Self-discipline
Self-discipline demands a certain amount of freedom to direct one's own learning activity, but this freedom requires teacher guidance.
Self-discipline is best developed in an atmosphere that is conducive to learning. Order and system in classroom organization and daily routine are essential.
While there is no formula that guarantees success in fostering self-discipline, you can help implant the necessary skills and attitudes by:
**Involving students in planning program. Students who are engaged in activities that they help plan are generally more committed to the tasks.
**Building students' self-confidence and self-respect. Treat students as if you expect nothing but the best from them. Develop an atmosphere of deep mutual respect in your classroom.
**Letting students discuss and set standards for their behavior. Allow your students to develop a set of rules for behavior before school, during work-study periods, and in other classroom situations. Enlist the students' help in enforcing these standards.
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You can expect many of the same problems in developing self-discipline that you find in developing mathematics or spelling skills. But just as children learn to read, spell, and solve arithmetic problems, students will learn the qualities required of self-discipline.
Discipline Point System
Description
The objective of the Code of Conduct and Discipline Policy is to ensure the maintenance of an orderly school environment that is conducive to learning and to teach students to be proactive and take responsibility for their actions in all situations. A student’s privileges as a member of the BCIT community may be limited as a result of behavior or misconduct that warrants such limitation. BCIT uses a point system to track student discipline infractions and promote an environment where students may learn from their mistakes before those mistakes negatively impact their student privileges and their ability to take full advantage of all opportunities offered at our schools. Discipline points will be assigned as follows:
Warned and Counseled 1 Point Detention (Non-Saturday) 2 Points Bus Suspension 2 Points Saturday Detention 3 Points In-School Suspension 4 Points Out of School Suspension (one day) 4 Points Out of School Suspension (multiple days) 5 Points
Individual Student Discipline Levels
A student’s privilege to participate in school trips, school dances, the Junior/Senior Prom, student driving privileges, and other certain school-sponsored activities will be repealed after any of the following:
1. 16 point accumulation, or 2. 3 In-school or out-of-school suspensions during the year (combined) or, 3. violation of drug and alcohol policy.
Senior Trip Privileges
A student’s privilege to participate on Senior Trip will be repealed after any of the following:
1. 16 point accumulation, or 2. 3 In-school or out-of-school suspensions during the year, or 3. violation of drug and alcohol policy.
NOTE: Money already committed for the Senior trip is not guaranteed to be returned.
Appeals
An appeals process will be in place for students who have accumulated enough points to limit their privileges (above). Students who have demonstrated significant and consistent improvement in their behavior and level of responsibility over a 60-day period or by a recommendation from an administrator may appeal to participate in school events. This appeal will be done by essay application process through the student’s administrator and be reviewed by the school level administrative team. Completed and verifiable community service projects will be considered and should be included in the
PAGE 66 submitted essay. Student appeals will occur on an event-by-event basis and decisions may not be the same for all events.
DISCIPLINE - PREVENTIVE
Discipline has long been a concern of educators. Traditionally, schoolmasters enforced a Spartan discipline with punitive measures. Discipline became synonymous with punishment.
Today's society and modern learning theories demand a new kind of discipline -- self-discipline.
What is Self-Discipline?
Webster's Third International Dictionary defines self-discipline as "the correction or regulation of one's self for the sake of improvement.”
In an educational context, such discipline is not maintained or enforced, but developed. Orderly classroom conduct and behavior are important, but "control of class" is a result of discipline rather than a criterion for judging it.
DISCOVERY NIGHT
Discovery Night is an opportunity for sixth, seventh and eighth graders in Burlington County to explore Burlington County Institute of Technology. All career, academic and athletic areas, along with the appropriate instructors, coaches, counselors, and administrators are available. The application process for new students to attend Burlington County Institute of Technology begins at Discovery Night.
DISRUPTIVE YOUTH
Program Description
Youth who are disruptive in school interfere with the planned instructional process. When the educational process is interrupted, not only the disruptive youth, but all the students suffer from the loss of productivity.
The school district has a commitment to maintain an orderly educational process and to help the disruptive youth modify behavior to be successful in school. The processes employed by the school district are all aimed at accomplishing these two objectives.
Basically, the procedures used are to discipline the student and to counsel the student. This corrective and then supportive approach is directed toward instilling self-discipline needed not only for success in school, but also success in the work place and in daily living.
Identification Procedures
Identification of a disruptive youth can be made by a teacher, counselor, teacher's aide, administrator, secretary, custodian, or student of the school. Identification of disruptive youth may also be made by a parent/guardian or a community agency.
The party making the identification should make the referral to the Guidance Department for supportive service or to a teacher and/or administrator for the corrective process.
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Corrective Process
The corrective processes used by the teacher include, but are not limited to, verbal reprimand, calling parents/guardians, sending progress reports, scheduling a parent/guardian conference through the Guidance Office, and issuing detention.
The corrective processes used by the administration include, but are not limited to, meeting with the student, holding parent/guardian conferences, issuing administrative detentions, issuing Saturday detentions, assigning the student to in-school suspensions, assigning suspensions out of school, suspending student off the bus, contacting the police, and making recommendations for expulsion.
Supportive Process
The supportive processes employed by the school counselor include, but are not limited to, counseling the student, consulting with the teacher, school nurse and administrators, holding parent/guardian conferences, making referrals to appropriate community agencies, working with sending school personnel, and initiating contact with and/or referral to the Child Study Team.
DONATIONS
The Burlington County Institute of Technology is fortunate to have many friends who donate money and property to the Institute and the student body. All donations shall be approved by the District Board of Education so that appropriate recognition and letters may be sent to acknowledge the generosity of the donor.
Donations are to be processed through the Division Principals for their approval. They will be judging each donation upon its value to your program, for validity of application, need of materials, and space within your instructional area. Remember, your area is only so large; too much can cause a safety hazard. Once approval is given by the Division Head, if pick-up is necessary, arrangements are to be made through the Director of Facilities.
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BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY MEDFORD CAMPUS 2012 - 2013 “JAGUAR” DRESS CODE
INTRODUCTION: The purpose of this dress code is to prepare students for expectations of the world of work and to promote the image of the School District. All students are required to dress in a manner that reflects good taste, modesty, and appropriateness for the type of career major in which the student is enrolled. Choice of attire should be made according to the health, safety, and welfare of all students. ACCEPTABLE ITEMS Shirts/tops Solid golf-style shirts or solid button down shirts are acceptable. Any color will be acceptable and both must be buttoned above the chest line. All stripes and patterns will not be acceptable. Henley type shirts will not be acceptable. Logos on acceptable shirts must be no larger than 2 by 2 inches unless illustrating one of our career majors. Sweaters and crewneck sweatshirts worn for warmth must be solid in color and worn over the collared shirt. Hooded garments of any kind are not acceptable. Pants/ Skirts/Shorts Solid docker-style pants/skirts/shorts will be acceptable (shorts and skirts must be appropriate length according to our policy). Pants/skirts/shorts that are not acceptable include (but not limited to) denim, corduroy, tight fitting (skinny pants, leggings, etc.), overalls, and sweatpants. Logos and/or writing on acceptable pants must be no larger than 2 inches by 2 inches. Footwear Shoes with rubber or hard soles and sneakers which cover the entire foot are permitted. No flip-flops, shower shoes, open-toed shoes, sandals or slippers. PROHIBITED* 1. Skirts, skorts or shorts that are not finger-tip length (measured with the arms-hands and fingers extended-on the side of the body). 2. Bare feet or thin, one layer shoes (examples: bedroom slippers, “shower” slippers, or flip flops). 3. Hats, head cover (exception for religious reasons) picks or sweatbands (or as approved by Principal). 4. Sunglasses or glasses with dark lenses except with a doctor’s written permission. 5. Outdoor garments-coats, jackets, windbreakers, warm-up jackets, hats and gloves – after the homeroom bell. 6. Hair picks and combs that are not used to keep hair back or protrude from head. 7. Rings which encompass several fingers and/or have protruding spikes, or large necklaces which are a potential safety hazard. Students are encouraged not to wear expensive jewelry to school. 8. Jeans 9. T-shirts 10. Henley style shirts. 11. Sweatpants 12. Pants with extended flared cuffs (cuffs must be within the heel to toe of footwear) 13. “Pajama” Pants 14. Dresses 15. Hooded sweatshirts *The administration may designate days when the dress code will be altered. Example of days include: Jean Days, Creative Days, Spirit Days and Theme Days. Other 1. Slacks are to be kept at the waist. 2. With the exception of Physical Education and during instructional time in certain career majors which require protective clothing or a uniform, students are required to adhere to the dress code at all times. Examples of career majors where protective clothing or uniforms are required Automotive Technology, Building Trades, Cosmetology, Culinary Arts, Welding and Health Occupations. Students are not to wear career major area clothing in other classes, including lunch. 3. Physical Education: clothing consisting of t-shirts, shorts, sneakers, sweatpants, sweatshirts shall be worn in Physical Education. 4. Parents who may need financial assistance to comply with this dress code should contact their child’s guidance counselor. NOTE: The administration retains the authority to determine if a clothing item or accessory not specifically covered in this dress code is appropriate for school attire. Any student in violation of the dress code may be sent home to obtain suitable attire. In addition, violations of the above code may be treated as a disciplinary violation and be subject to disciplinary procedures. If you have any questions regarding the dress code, please contact an administrator.
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BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY 2012 - 2013 WESTAMPTON CAMPUS “PANTHER” DRESS CODE
INTRODUCTION: The purpose of this dress code is to prepare students for expectations of the world of work and to promote the image of the school district. The standards are (1) Workplace Preparation, (2) Safety, and (3) Professionalism. Students are urged to emulate the dress code of successful adults in the occupation for which they are preparing. All students are required to dress in a manner that reflects good taste, modesty, and appropriateness for the type of career major in which the student is enrolled. Choice of attire should be made according to the health, safety, and welfare of all students. Note: Dress Down Days will be structured. (EXAMPLE: jeans and t-shirt day) SHIRTS FOR STUDENTS: Workplace Preparation/Professionalism ACCEPTABLE (refer to the administrator’s published color palette) Collared golf style, turtleneck and dress shirts (short or long sleeved); Shirts must be loosely fitted, and midriffs must be covered; All shirts must be buttoned above the chest line; Shirt colors are only solid; Shirt collars may be trimmed in complimentary school colors only (i.e. blue shirt with white collar); Shirts logos must be only BCIT logos or Career Major logos.
NOT ACCEPTABLE (refer to the administrator’s published color palette) Tank tops, thin strapped or strapless tops, tube tops, mesh, fish-net styles, or clothing which exposes the back, chest or midriff, and low cut shirts; Shirts worn under acceptable dress code shirts with stripes, logos or sayings, and other than acceptable colors (i.e. red under blue); T-shirts that are exposed below the hip area; Material cannot be made of sheer, see-through, shiny nylon, denim or denim-like. SWEATERS AND SWEATSHIRTS FOR STUDENTS: Workplace Preparation/Professionalism ACCEPTABLE (refer to the administrator’s published color palette) Crew-necked, V-necked or cardigans over collared shirts (as specified above) or turtleneck; Sweater and sweatshirt length must extend to and be no longer than the hip area; Sweaters and sweatshirts must be loosely fitted; Sweater and sweatshirt colors are solid; Sweater and sweatshirt logos must be only BCIT logos or Career Major logos.
NOT ACCEPTABLE (refer to the administrator’s published color palette) Hooded sweaters and hooded sweatshirts; Jackets, coats, wind breakers, warm-up jackets, hats, gloves, and any type of outer garment may not be worn in the classrooms, hallways, or the cafeteria during the regular school day; Sweatshirts with different color trim; Material cannot be made of sheer, see-through, (shiny) nylon, denim or denim-like.
PANTS (SLACKS) AND SKIRTS FOR STUDENTS: Workplace Preparation/Professionalism ACCEPTABLE (refer to the administrator’s published color palette) Dockers-style or dress pants; Skirts, skorts and shorts must be no shorter than mid-thigh. (Slits should not extend any higher than two inches above the knee); Pants cuffs must be within the heel to toe of student’s footwear; Pants must be appropriately sized and worn at the waist;Pant (slack) and skirt colors are only according to color palette except white. NOT ACCEPTABLE (refer to the administrator’s published color palette) Material cannot be made of sheer, see-through, shiny nylon, denim (or denim like). Chain, link, or metal belts; Tight fitting, stretch type material will not be allowed; Loose side pockets, painter’s pants, overalls; Sweatpants; Drawstrings on the bottom of the pants; Frayed/torn/unraveled look on clothing. FOOTWEAR FOR STUDENTS: (Safety) ACCEPTABLE Shoes with rubber or hard soles and sneakers which cover the entire foot. NOT ACCEPTABLE Flip-flops, shower shoes, open-toed shoes, and sandals or slippers of any type. HEADWEAR (Professionalism) ACCEPTABLE Headwear that is specific to religious affiliations. NOT ACCEPTABLE Hats, scarves, bandanas, wave caps, sunglasses, etc. Final determination of what is acceptable and not acceptable will be made by the administration.
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DUE PROCESS FOR STUDENTS
Any student referred to the Principal or Assistant Principal for infraction of school rules and regulations is entitled to due process in the investigation of the alleged infraction. It is the intention of the school to respect and protect the individual rights of the student. However, students are responsible to obey school rules and regulations so as not to infringe on the rights of others.
The individual steps followed in the due process procedure are listed below:
1. If the student desires to make a statement, he/she is given the opportunity to explain his/her view of the alleged infraction. 2. Every effort is made to obtain all pertinent data from the persons reporting the infraction before administrative action is taken. In emergency situations, such as fighting where medical care is indicated, no final disciplinary action is taken until all the facts are reviewed. 3. In cases subject to investigation and prosecution by law enforcement agencies, such as the possession and/or sale of illegal drugs, the procedure is to (1) notify the school Superintendent, (2) notify the parents/guardians, (3) notify the law enforcement agency. 4. Concurrent with administrative action as described in #2, a student may be referred to guidance for counseling, or if the need is indicated, to the Child Study Team for an evaluation and recommendation.
DUPLICATION OF MATERIALS
Teachers will reproduce their own copies, and/or may request that copies be reproduced at either campus in the printing career major.
Medford All duplication will be done by the printing career major. Please allow a week for this service. All originals will be returned to the teacher.
Westampton If you require more than 100 copies of your material, or need more copies, you are to use the Riso machine. This machine will print nearly unlimited copies. Duplication can be done in Room 508 by any staff member.
EMERGENCY EVACUATION
The Board of Education of the Burlington County Institute of Technology recognizes its responsibility to provide for the safety and security in each school building in the District. The district will develop and implement written plans and procedures to provide for the protection of health, safety, security, and welfare of the school population; the prevention of, intervention in, response to and recovery from emergency and crisis situations; the establishment and maintenance of a climate of civility; and supportive services for staff, students, and their families.
The Superintendent of Schools or designee shall consult with law enforcement agencies, health and social services provider agencies, emergency management planners, and school and community resources, as appropriate, in the development of the school district’s plans, procedures, and mechanisms for school safety and security. The plans, procedures, and mechanisms shall be consistent with the provisions of N.J.A.C. 6A:16-5.1 and the format and content established by the Domestic Security Preparedness Task Force, pursuant to N.J.S.A. App. A:9-64 et seq., and the Commissioner of Education and shall be reviewed annually, and updated as appropriate.
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A copy of the school district’s school safety and security plan shall be disseminated to all school district employees. New employees shall receive a copy of the school district’s safety and security plan, as appropriate, within sixty days of the effective date of their employment. All employees shall be briefed in writing, as appropriate, regarding updates and changes to the school safety and security plan.
The school district shall develop and provide an in-service training program for all school district employees to enable them to recognize and appropriately respond to safety and security concerns, including emergencies and crisis, consistent with the school district’s plans, procedures, and mechanisms for school safety and security and the provisions of N.J.A.C. 6A:16-5.1 by November 1, 2011. New employees shall receive this in-service training, as appropriate, within sixty days of the effective date of their employment. This in-service training program shall be reviewed annually and updated, as appropriate.
In accordance with N.J.S.A. 18A:41-1, at least one fire drill and one school security drill will be conducted each month within school hours, including any summer months which the school is open for instructional programs. A school security drill means an exercise, other than a fire drill, to practice procedures that respond to an emergency situation including, but not limited to, a non-fire evacuation, lockdown, or active shooter situation that is similar in duration to a fire drill.
Such drills and in-service training programs shall be conducted in accordance with a building security drill guide and training materials that educate school employees on proper evacuation and lockdown procedures in a variety of emergency situations on school grounds as provided by the New Jersey Office of Homeland Security and Preparedness.
EMERGENCY EVACUATION PROCEDURES (Each campus will have their own specific evacuation guidelines.)
1. When an emergency warrants the evacuation of the building, an announcement will be made over the public address system. 2. All members of the school community will proceed to the nearest exit and leave the building with all deliberate speed. 3. Deliberate speed does not mean running, pushing, or shoving. Any of the above will result in severe disciplinary action. 4. Silence is to be maintained throughout the evacuation of the building. Students are to speak only to inform others of a dangerous situation. Students are to follow the directions of all faculty and staff during the evacuation of the building. 5. Once outside the building, keep moving away to the designated evacuation assembly location areas. Students are to remain with a faculty/staff member so an accurate attendance can be taken. 6. Anyone turning in a false alarm will be prosecuted to the full extent of the law.
Medford Campus: a. Those on the ground floor will utilize as primary those exits which DO NOT have "SMOKE DOORS", i.e., not the stairwell exit. b. Those on the second floor will use the stairwells and NOT the elevators. At this time ALL STAIRS ARE DOWN ONLY. c. Exit routes will be used which do not require passing through corridor smoke doors. These doors close automatically when the fire alarm sounds.
SECURITY AGAINST BOMB THREAT INCIDENTS
Bombs can be constructed to look like almost anything and can be placed or delivered in any number of ways. The probability of finding a bomb that looks like a stereotypical bomb is almost non-
PAGE 72 existent. Most are homemade and are limited in design only by the imagination of, and resources available to the one making them.
If you suspect that an item is suspicious in nature: ! Clear students away from the object and remove students from classroom area. ! Contact an administrator at once via classroom phone or emergency calling system. ! Report the location and description of the object. ! Do not permit reentry into the area until the device has been removed.
A few characteristics of suspicious letters and packages may be: ! Sender=s address and postmark are different locations. ! Letters feel rigid, uneven, lopsided or have a bulky appearance. ! Origin is questionable. ! Package is wrapped in paper that is oil stained. ! Contains restricted endorsements, such as personal, or to be opened only by. ! Personal mail not normally sent to school address. ! Cut and paste lettering or crude, homemade labels used for return address. ! Emits a peculiar odor. ! Appears disassembled or glued. ! Protruding wires, tinfoil or strings are observed. ! Pressure or resistance is noted when attempting to remove the contents ! Unprofessionally wrapped parcel marked as fragile, handle with care, do not delay. ! Makes a buzzing, ticking, sloshing or other suspicious sound
Suggested actions for handling suspicious packages and letters: ! Do not open suspicious item until content and origin are verified. ! Exercise extreme care in handling. ! Isolate in an area away from people and secure immediate area. ! Contact administration. ! If possible, open windows in immediate area to vent potentially explosive gases. ! Do not place in confined area such as a desk drawer or filing cabinet. ! Exercise common sense.
SUSPICIOUS PERSONS
If you notice someone who arouses your suspicion, without creating a confrontation, ask for student/faculty identification. If the person can not produce an ID, or you still do not feel comfortable, contact an administrator. All perimeter doors of the school facility are clearly marked with signs instructing visitors to report to the Main Office.
BOMB THREAT RESPONSE
Most bomb threats are received by telephone; however, some are received by mail or other means. While the majority of bomb threats are unfounded, and generally intended to disrupt the school day, some are not and all must be treated as a serious threat to the safety of our school.
Written threats: When a written threat is received, save all materials, including any envelope or container. Once the message is recognized as a bomb threat, further unnecessary handling should be avoided. Every possible effort must be made to retain evidence such as fingerprints, handwriting or typewriting, paper, and postal marks. These will prove essential in tracing the threat and identifying the writer.
While written messages are usually associated with generalized threats and extortion attempts, a written warning of a specific devise may occasionally be received. It should never be ignored.
Telephone threats:
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When a call is received, the telephone answering procedure must be used. Phone conversations must be recorded as stated in the procedure directions. Follow the bomb threat check- list to help determine the gender, the affect, and possibly the location of the caller. Get as much information as possible. Remember to stay calm, courteous and listen. Do the best you can. Contact the nearest administrator immediately. The bomb threat procedures are to be visible in any work area that has a telephone.
If the phone that receives the bomb threat has the Aactivated record feature@ that will allow you to record any phone call as it is taking place to your voice mailbox, use the feature by pressing the Aflash@ key. It will blink while activating your mailbox and once connected, the light will turn solid and recording is activated. To stop recording, press Aflash@ key again to deactivate feature (or when you hang up it will deactivate). When the caller hangs up transfer the voice mail message to mailbox #666.
After a bomb threat has been received, no student or student office aide is to answer telephones until further notice.
EVACUATION PROCESS
In the event a bomb threat is received, the decision to evacuate will be made by the Emergency Evacuation Response Team in coordination with the local police and fire departments.
! The Emergency Evacuation Response Team will meet in the Principal’s Office.
! A predetermined Code will be announced over the public address system indicating the need to evacuate the building. Students and faculty will proceed to the evacuation assembly locations to await further instruction.
! Teachers are to instruct the students to take whatever personal belongings they have with them at that time. This includes book bags, purses, car keys, etc. No backpacks, gym bags, lunch bags, or any other personal items are to be left in the hallways or the classroom. No one is permitted to go to any lockers, including gym lockers.
! For bomb threat evacuations, windows and doors are to be closed. If lights are on, leave them on, if lights are off, leave them off. This differs from fire drill evacuations where lights are to be turned off.
! Teachers are to be sure to have their roll books/grade books with them.
! If it is necessary to proceed to a “staging area,” students are to stay together as a class. Teachers will stay with their class until further notice.
! If a student is not accounted for, this should be addressed with administration and cut slips are to be turned into the office upon reentry to the school.
! Staff members/security aides closest to lavatories will check them on their way out of the building to be sure that all students are out of these areas.
! No student or staff member is permitted to go to their cars during an emergency evacuation unless the Building Principal has instructed them to do so. High School students with pre- approved early dismissals or school to work students may be dismissed if the situation permits.
! No students or staff member is permitted to leave school grounds during an emergency evacuation without permission from the Building Principal or designee.
! The Police and assigned personnel will secure the campus driveway.
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! Office and Cafeteria staffs are to follow regular evacuation procedures to await further direction.
! Custodial, maintenance and other staff who volunteer will make a sweep of the school perimeter. Remaining custodial and maintenance staff will secure campus driveways and direct traffic.
! All teachers without students assigned to them are to report to the administrator at the central location at the evacuation site (flagpole area).
! If students are in the Guidance or Child Study Team areas at the time an evacuation is announced, the staff member will escort students outside the building, then direct and/or escort them to their assigned class.
! Guidance Counselors and Child Study Team members will be given student supervisory assignments by the campus administrator.
! If evacuation occurs during lunch period, Guidance Counselors/CST members, unassigned teaching staff, hourly aides, teacher aides, will assist teacher(s) on Cafeteria duty with student supervision in the Cafeteria.
! Bus Drivers are to report to the flagpole area and be prepared to drive buses as needed.
! Remain in designated areas until: (1) instructed to reenter school building, (2) instructed to proceed to Special Services School District (Westampton), (3) instructed to walk to Medford Township Chairville School (Medford), or (4) dismissed. This decision will be made in consultation with the appropriate emergency authority.
! Upon reentry, students are to report to designated blocks. Teachers are to take attendance and submit cut slips to the Attendance Office for any unaccountable student. Administration should always be notified of unaccounted for students.
! Listen to any statements made regarding reasons or persons involved in bomb threat. Report any information to the Building Principal. Do not make a judgment as to how frivolous it may sound.
! Return students to a normal situation in as short a time as is practicable and consistent with the welfare of the students.
Evacuation of students and staff with disabilities: ! Be sure students with disabilities are instructed as to which exits are specific to their needs prior to any emergency. Elevators may be used to emergency evacuation due to a bomb threat.
! Aides will remain with students and assist them in evacuation.
! Instruct ambulatory students to evacuate to fire drill area. Non-ambulatory students are to be escorted by staff to designated area: Medford – Medford Township Chairville School; Westampton – the Fire School. . ! Students with visual impairment may need to be assigned a buddy to assist them in reaching the staging area.
! Individuals with hearing impairment may not hear the announcement for an emergency evacuation. A note or gesture indicating direction for movement may be necessary.
! Non-ambulatory students with respiratory complications need to be removed immediately especially if there is smoke or fire. Their needs and preferences vary. The student should be
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able to express how best to help him/her.
! Some wheelchairs have many movable or weak parts which are not constructed to withstand stress of lifting. Teachers and Aides should have knowledge of apparatus used by special needs students prior to emergency evacuations.
POST-TRAUMA SERVICES
It is necessary to identify any individuals who need counseling to deal with the fear, stress and other emotions that surface during an emergency. Any student who seems disturbed or upset by the event should be directed to their Guidance Counselor or the Child Study Team where support will be provided. At the direction of the Superintendent and in consultation with the Crisis Management Team, counseling will be provided for members of the school community impacted by the emergency or crisis. The Crisis Management Team includes the following personnel: a. Superintendent b. Director of Educational Services c. Building Principal of appropriate campus d. Principal of Special Education e. Child Study Team member(s) deems appropriate by Supervisor of Special Education f. Guidance Counselor(s) deemed appropriate by Building Principal or designee.
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EMPLOYEE ACCEPTABLE USE POLICY
The Burlington County Institute of Technology Board of Education provides information technology resources to its staff for educational and administrative purposes. The goal in providing these resources is to promote educational excellence by facilitating resource sharing and communication among our employees. This policy governs the use of computers, network, Internet, Intranet, voicemail, email and other forms of technology and communications.
The use of BCIT’s technology resources is a privilege granted to employees primarily for the enhancement of job-related functions. The Board of Education reserves the right to limit the use of materials appropriate for educational purposes and/or to complete the staff member’s job assignment. The information, documents, and files produced from computer usage or Internet access shall be deemed the property of the Burlington County Institute of Technology School District. Likewise, all messages sent and received by the district’s email server or voicemail system shall also be deemed property of the School District.
The School District reserves the right to monitor, review, audit, intercept, access, and disclose all items on BCIT computers, Internet access, Intranet, email, and voicemail systems, as business conditions and/or security considerations warrant, with or without employee notice, during or after employee- working hours. In conjunction with this right, BCIT will impose email archiving solutions, web content filtering and other technologies to maintain compliance with state and federal regulations.
Standards for Use of Computer Network(s)/Computers
Any individual engaging in the following actions which are declared unethical, unacceptable or illegal in the use of computer network(s)/computers shall be subject to discipline and/or legal action. Examples of types of wrongful use of the computer network(s) by an individual include but are not limited to: 1. Violating any local, state, or federal law, statute or regulation; 2. Violating copyrights, institutional or third party copyrights, license agreements or other contracts; 3. Using the computer/Internet for inappropriate or obscene purposes, or in support of such activities. Inappropriate activities are defined as those that violate the intended use of the network(s). Obscene activities shall be defined as a violation of generally accepted social standards for use of publicly owned and operated communication vehicles; 4. Knowingly sending, receiving, or displaying sexually-orientated images, messages, or cartoons; 5. Knowingly sending, receiving, or displaying communications that ridicule, disparage, or criticize a person, a group of people, or an organization based on race, national origin, sex, sexual orientation, age, disability, religion, political beliefs, or any communications that threaten, insult, harass or defame others; 6. Disrupting, disabling, damaging, or interfering with services, equipment, or other users; 7. Using the computing resources of the school district for commercial purposes, financial gain or fraud; 8. Accessing, assisting, or allowing others to access equipment, files, passwords, user codes, or information without authorization; 9. Forging electronic mail messages or using an account owned by others, posts anonymous messages, or invades the privacy of others; 10. Possessing any data which is a violation of this policy; and/or 11. Engaging in other activities that do not advance the educational purposes for which computer network(s)/computers are provided; 12. Downloading or streaming of media, whether video, audio, or any new forms of streaming that may be introduced in the future without permission from his/her Division Head and the Information Technology Department;
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13. Installing any software without permission from his/her Division Head and the Information Technology Department.
Violations
Individuals violating this policy shall be subject to appropriate disciplinary actions, which include but are not limited to suspension/revocation of network privileges; suspension/revocation of computer privileges; suspension; dismissal; legal action and prosecution by the authorities; and/or any appropriate action that may be deemed necessary as determined by the Superintendent and approved by the Board of Education.
The Burlington County Institute of Technology Board of Education reserves the right to modify this policy at any time to stay in compliance with any laws, regulations and security requirements.
BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY ACCEPTABLE USE POLICY CONSENT FORM
I, ______, have read the Burlington County Institute of (please print name) Technology Employee Acceptable Use Policy and agree to comply with the said conditions as outlined in the policy. I fully understand the expectations of the regulation and have been given the opportunity to receive clarification on all of its expectations and conditions.
Signature:______Date:______School Year:______
Adopted: August 2006 Updated: August 2011 Please complete this form by October 1 and return it to the Main Office at your respective campus.
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END OF DAY PROCEDURE
1. No student traffic will be permitted in hallways after 2:30 p.m. Exceptions are:
a. A student who is ill or injured and sent to the Nurse. b. A student requested by an office. c. A request from a student of a serious nature.
2. Students under an instructor's control at 2:30 p.m. are to remain with that instructor until dismissal.
3. Dismissal is by the teacher -- after the 2:42 p.m. bell (Medford) or 2:46 p.m. bell (Westampton).
4. Students are to remain in their seats until the 2:42 p.m. bell (Medford) or 2:46 p.m. bell (Westampton) rings.
EVALUATIONS BY ADMINISTRATION
Periodically throughout the school year, the administrators will visit your career major or classroom. Please disregard their presence unless they indicate to you that they wish to talk with you. Non-tenured teachers will be evaluated a minimum of five times yearly, tenured teachers will be evaluated a minimum of four times. Included in these evaluations is the Annual Performance Report. In addition, Professional Development Plans are completed for all teachers.
Teacher evaluation has two essential purposes: ensuring teacher quality and promoting teacher learning. Administrators will provide teachers with professional assistance. The most important contributor to professional learning is a culture of learning. It is essential that all educators recognize that the work of professional learning never ends; it is a career-long endeavor. When school leaders (both teachers and administrators) insist that it is part of every teacher’s responsibility to engage in professional development, this is not to suggest that teachers are deficient in their practice. Rather, it is to maintain that teaching is so complex that it is never done perfectly; every educator can always become more skilled, more expert. And making a commitment to do so is part of the essential work of teaching.
EXPECTATIONS FOR STUDENT BEHAVIOR
WE, THE STUDENTS, PARENTS/GUARDIANS, TEACHERS, ADMINISTRATORS, AND THE BOARD OF EDUCATION OF THIS SCHOOL DISTRICT EXPECT ALL STUDENTS TO FULFILL THE BEHAVIOR EXPECTATIONS OF THE SCHOOL COMMUNITY, AND TO:
Prepare themselves mentally and Share responsibilities when working as physically for the process of learning. members of a group.
Demonstrate respect for people Meet the unique requirements of each and property. class.
Take responsibility for their own Monitor their own progress toward behavior and learning. objectives.
Use time and other resources Communicate with parents/guardians and responsibly. school personnel about school-related matters.
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FACULTY MEETINGS
The first and third Monday of each month may be scheduled as a faculty-administration meeting day for presentation of appropriate school business. Teachers may be required to remain after the regular work day (8:10 a.m. till 3:20 p.m.) for the purpose of attending faculty and other professional meetings. Meetings may be canceled if there is no need to assemble the faculty and administration.
It is understood that evening projects, Back to School, Discovery activity, and other public relations events are part of the regular assignment of a teacher. Attendance at such functions shall be arranged jointly by the Association and Administration.
Anyone scheduling meetings must pre-arrange and schedule same with the principal's approval only. Use the “Request for Use of School Facilities" form. No meetings will be held without prior approval by the Principal and clearance from the office of the Director of Facility, Medford or Westampton.
FIRE DRILLS
The purpose of a fire drill is to practice emergency evacuation of a school building in case of fire. It must be conducted in a quiet, orderly fashion, and should leave no doubt about whether everyone is safe. State law requires one fire drill and one security drill be conducted per month.
1. At the sound of the fire drill signal, teachers will conduct their classes as a group from the instructional area via the exits designated to the outside of the school according to the plan posted in each room. 2. Be sure to move the students sufficiently away from the building to enable fire apparatus to approach. 3. Before leaving the room or career major area, close all windows, shut off all power and lights, close all doors. 4. Take a copy of your roster and check attendance. Record any missing and/or additional students on the appropriate Emergency and Fire Drill form and submit this form to the appropriate administrative office as soon as possible. 5. Teachers are to remain with their classes, maintain order, and permit no talking. 6. When traveling in either direction during a fire drill, students are to walk in a single file line at a rapid pace. Running is not permitted. 7. Students are not to take books, supplies, or coats unless the fire drill is pre-arranged. Girls may take their purses. 8. No one is to re-enter the building until the signal is announced.
FIRST CLASS SESSION
No formal classwork should be initiated until each student in your class receives the minimum skill proficiencies for the class or career major, and fully understands the following: 1. The importance of doing well in all subjects. 2. Aims and objectives of your subject. 3. Vocational and cultural aspects of your subject. 4. Details of how your class will operate. 5. Your methods of grading and testing. (Do not stress minimum points needed to pass the course.) 6. Importance of classroom attitude. 7. Importance of working to capacity. 8. Importance of neatness and accuracy in all work. 9. Importance of submitting work on time. 10. Relationship of your subject to others in the curriculum.
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11. Responsibility of student for textbooks and other school materials. 12. General school rules pertaining to classroom and/or career major procedures. 13. Orientation on career major safety and facilities, including equipment, tools, etc. 14. Instructor's background. 15. Student's background. 16. Student's assignment. 17. HSPA skills integrated into the curriculum.
GRADES
Students work very hard to get a good education in our school, and use their grades as an indication of their progress in education. The parents/guardians, naturally, being interested in their student’s progress, also use grades as an indicator of their success in our school. The grades are also an integral part of the student's future. They could be a determining factor in a student getting a job upon graduation. Grades that are incorrectly reported could also lead to embarrassing situations for you as a teacher and the school in general.
It is, therefore, very important that student grades be reported accurately and for the teacher to be able to justify them. Justification means recorded measurable standards by which students are evaluated. Justification does not mean, "In my opinion, this is the grade the student deserves." Some examples of measurable standards are written tests, homework assignments, class performance, hands-on performance tests, projects, etc.
Progress reports also should be used to inform parents/guardians and students of the progress, especially between the issuance of report cards. These progress reports are used for informing the students and parents/guardians of both a student's success or failure in a course and program area.
The report card grade cannot be the first indicator to a student or parent/guardian of a failure in a subject or program area.
All grades must be recorded in the Genesis system in a timely fashion. Grades should be posted in the Genesis system no later than two weeks from the due date of the assignment/ project/assessment/homework/etc. Remember that parents/guardians have access to grades and expect timely feedback following assignments/projects/assessments/homework/etc.
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GRADING POLICY/PROCEDURE
District Regulation
The grades students receive on progress reports should reflect a careful evaluation of student work and participation. The grade reports have a very close human relationship therefore; great care should be taken in assigning grades.
Criteria for Measuring Skill Proficiencies and Assigning Grades:
On a marking period basis, teachers will measure student progress for grading purposes as follows: Tests 25% Quizzes 25% Class Participation/Projects 15% Homework Assignments 10% Marking Period Exams or Final Exams 25%
The mode of assessment in all categories can be written, oral, or performance.
Where an exam is required by the State of Department of Education, i.e., Licensing, occupational Competency Exam or National Trade Certification, this exam is to be the final, counting as either 25% or 20% of the marking period grade. (Where the teacher decision is to count the competency test as 20%, the other three criteria will count for 26.66%.) Any deviation from this procedure for an individual student must be sanctioned by the Division Head.
Grading system for reporting to parent(s) or legal guardian(s) shall be as follows: Percent grades (50 to 100) will be used to report student progress on report cards. The following letters will be used: “M” - Medical Excuse “I” - Incomplete “W” - Withdrawal “NC” - non credit "P" – Pass
Numerical Range Description A 100-90 Excellent B 89-80 Good C 79-70 Satisfactory D 69-60 Below Average F 59-50 Failure
Transferred grade of pass or failure will not be calculated in a students' GPA. Students must obtain a grade of 50 or above in the second marking period of the semester in order to pass a course for the year.
Quality Points
Quality points are earned based upon the grade distribution below:
Grade Quality Points 95-100 4.0 90-94 3.5 85-89 3.0
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80-84 2.5 75-79 2.0 70-74 1.5 65-69 1.0 60-64 0.5 0-59 0
Honors Courses
With the approval of Honor Courses in the district, quality points for those courses will gain one additional point for each grade with the exception of failing grades.
Quality Point Breakdown For Honor Courses Only Grade Quality Points 95-100 5.0 90-94 4.5 85-89 4.0 80-84 3.5 75-79 3.0 70-74 2.5 65-69 2.0 60-64 1.5 0-59 0
Honors courses may include:
Honors Algebra I and II Calculus Honors Biology Honors US I Honors Chemistry Honors US II Honors English I, II, III, and IV Honors World History Honors Geometry Honors Spanish I Pre-Calculus Honors Spanish II
Within a given semester, a student may have one or two blocks of a career major. If the student is taking two blocks of a career major, the same grade for the career major will appear twice on the report card.
Recording the Grades
Using the Genesis Grade Book, record the student’s grades under the proper marking period.
For grades below 50% the teacher must complete a Notification of Failure form and submit the form to your Principal.
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GRADUATION REQUIREMENTS
FOR STATE ENDORSED DIPLOMA
I. GENERAL REQUIREMENTS
In order to graduate, a student must successfully pass the New Jersey High School Proficiency Assessment. A classified student may be exempt from the requirement, if it is indicated in the student's Individual Education Program (IEP).
Remediation: If a student fails one or more of these tests, he/she will be provided remediation and multiple opportunities to demonstrate mastery of the failed proficiencies.
II. CURRICULUM
A. NJCCS are required for all students in the areas of: Language Arts Literacy Mathematics Health and Physical Education Social Studies Science Career Majors World Language Visual and Performing Arts
These skill proficiencies must correspond in level and in difficulty to the credit year requirements noted in the administrative code (Title 6).
III. ATTENDANCE POLICY
Attendance Policy Statement:
"The entire process of education requires a regular continuity of instruction, classroom participation, learning experiences, and study in order to reach the goal of maximum education benefits for each individual child."
New Jersey statutes require regular attendance at school. Therefore, the Board of Education of the Burlington County Institute of Technology will not issue credit unless maximum student attendance is accomplished.
A. ABSENTEEISM
New Jersey Statutes require regular attendance at school and provide procedures for enforcement.
See Statutes:
18A: 38-25 18A: 38-29 18A: 38-26 18A: 38-30 18A: 38-27 18A: 38-31 18A: 38-28
1. Every student is expected to be in school every day, all day. Should the student be absent in excess of 8 days per semester, then he/she will be placed on non-credit status. Students who reach a total of 16 or more days absent from school for the semester will not be eligible for non-credit make-up session, and may be referred to the Superintendent for consideration for referral to the Board of Education for action.
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The Board of Education reserves the right to take any action it deems necessary in accordance with law, which includes administratively dropping from the school rolls students with 8 days of consecutive absence.
The notification of a student reaching non-credit status, along with the information reference the appeal process and remediation procedures, will be sent to the parent/guardian/adult student by certified mail.
2. Make-up work: a. Students are responsible for making up missed assignments/work upon return to school for each day/class absent. b. Time allowed to make up work equals the amount of time absent. Extensions may be granted by individual teachers. c. Students who cut class or are truant from school are not eligible to earn credit for make-up work.
3. Students who are in non-credit status in any class and/or career major and are passing must: a. Complete a prescribed period of time in a make-up session during the current year equal to the number of days absent over 8 per semester, or
4. Students who are in non-credit status and are failing must (for each failed course): a. Complete an approved summer school program during the current year.
5. Families are responsible for seeing that students attend school regularly. If a student is absent, the family must maintain records as to why a student is absent. These records/medical notes may be required if non-credit is appealed. Notes are required to be presented to the Division Head for religious holidays if these absences are to be counted as excused for non-credit purposes. 6. Students participating in school approved activities are not to be considered absent for non-credit purposes.
7. Students who are absent from school for other than approved school activities, may not participate in any school activities scheduled for that day (i.e., sports program, dances, Cooperative Vocational Education).
8. Students who are truant or cut class four or more times in a marking period will receive a failing grade of no higher than 59 for that marking period.
B. PARTIAL ABSENCES: LATENESS AND EARLY DISMISSAL
1. Partial absences caused by lateness to school or early departure from school will be counted toward non-credit. Four (4) such partial absences shall equal one (1) day absence for the purpose of non-credit. 2. All students who report late to school will sign in at the designated location. 3. All students who are authorized to depart before dismissal time must sign out in the Main Office. 4. Students who leave school early without authorization or without signing out will be treated as a discipline matter as well as a partial absence. 5. Students who sign out early will receive an early dismissal slip indicating the time of the sign out. Students’ sign-out time will be listed on the daily absentee list. 6. A request for early dismissal must be in writing from parents/guardians 24 hours in advance other than for emergencies (18 year old students may write their own notes),
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keeping in mind that the Administration reserves the right to approve or deny the request. 7. No student will be released for early dismissal to other than a parent/guardian(s) without written permission from the student’s parent/guardian(s).
C. APPEAL PROCEDURE
1. Parents/guardians/adult students may appeal to the Attendance Review Board by submitting a written request to the appropriate Division Head within ten (10) days of receipt of notification of a student reaching non-credit status. 2. An Attendance Review Board is to consist of the Division Head and/or his/her designee and other members on an ad hoc basis. 3. Parent/guardian(s) of students or adult students who wish to further appeal the case, may then appeal in writing to the Superintendent of schools. 4. The judgment of the Superintendent may be appealed to the Board of Education, using the same procedure in C 3.
D. HOMEBOUND INSTRUCTION (Educere))
Homebound instruction, which means individual instruction in the home or hospital, will be provided through an online system for any ill student who will be absent five consecutive days or more per semester, when the Board of Education deems other educational services are impractical or unavailable. In order to receive homebound instruction, the Guidance Office must receive a written request from the parent/guardian(s) and the doctor. The medical inspector shall approve all applications for home instruction.
IV. GRADUATION REQUIREMENTS
Standards for promotion, graduation, retention, and termination are reviewed periodically, and the Guidance Department is involved continuously to make sure each student will graduate upon the completion of the following program:
1. For graduation, a student entering 9th grade and spending four years enrolled in the school must successfully earn a minimum requirement of 145 credits. The minimum required academic subjects are indicated below. A student will earn 5 credits in a career major program for each 7200 minutes of instruction.
Required academic subjects are distributed as follows:
20 credits in English 20 credits in Health and Physical Education 5 credits in Visual and Performing Arts 15 credits in Mathematics including Algebra I 15 credits in History 5 credits in World Language 15 credits in Science including Laboratory Biology __ 95 Total credits in academics
2. Students are required, as part of the regular high school program, to carry a minimum of 40 credits each year. District requirements meet or exceed the state high school graduation requirement for a state endorsed high school diploma.
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3. All minimum basic skills standards must be met by each graduating student. Students must demonstrate basic skills competencies as measured by the New Jersey High School Proficiency Assessment for graduation. 4. Students must meet district standards for school attendance. 5. Students must successfully attain the basic curriculum proficiencies in order to acquire course credits. 6. A student enrolled beyond 4 years in high school must take an additional year of physical education for each year of enrollment.
A. Special Education
State and local graduation requirements apply to the special education student unless exempted in their individualized education program (IEP).
As with the state requirements, the IEP must specifically address the local district requirements.
Fulfillment of the IEP requirements would qualify the special education student for a state endorsed diploma.
B. Diploma Wording
Each student meeting the requirements will be issued a state endorsed diploma.
GUIDANCE
Program Description
The Guidance Department at Burlington County Institute of Technology seeks to assist students through planned sequential stages in identifying interests and aptitudes and using this information in planning an educational program. This educational program will develop the student's vocational skills and academic skills and enables the student to successfully seek and obtain employment or continue to further education.
In addition, the counselors assist students in adjustments to school and changes in their personal and social life. The counselors closely monitor the student's educational progress by reviewing the results of standardized tests, the quarterly report cards, the proficiency profiles, the student's attendance record, and other data.
Students who need special guidance in order to achieve educational success have an Individual Student Improvement Plan (I.S.I.P.) developed by the counselor in consultation with the student and parents/guardians. This plan is reviewed and updated to reflect the changing achievements and needs of the student.
The Guidance Department exists to be an advocate for the student, and with that philosophy, the counselors work with the student continually, starting when the student is still in the sending district up to the point of graduation and even sometimes afterwards when the student needs school records for a new place of employment or a new college.
The services of the Guidance Office are available to teachers, and they are strongly encouraged to visit this office to familiarize themselves with the information on hand. Each teacher should, early in the school year, review the folder of each of his/her student. This must be done in the Guidance Office, however, as no records are to leave the office. Reading through the folder will give the teacher a greater understanding of why a student conducts himself in a certain manner, how well the student has done previously, and how well they should be able to do.
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Do not send disciplinary problems to the Guidance Office for reprimand. If a situation can be averted by the counselor discussing with the student what may develop into a problem, then he/she should be sent to the Guidance Office. All school personnel contribute in providing guidance services. From time to time teachers will be asked to participate in conferences and to submit evaluation reports to the Guidance Department. The Guidance Department will assist you with student personnel matters.
HARASSMENT, INTIMIDATION, AND BULLYING
Policy Statement
The Board of Education of the Burlington County Institute of Technology prohibits acts of harassment, intimidation, or bullying of a student. A safe and civil environment in school is necessary for students to learn and achieve high academic standards. Harassment, intimidation, or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe and disciplined environment. Since students learn by example, school administrators, faculty, staff and volunteers should be commended for demonstrating appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment, intimidation, or bullying.
“Harassment, intimidation, or bullying” means any gesture, written, verbal or physical act, or any electronic communication, that takes place on school property, at any school- sponsored function or on a school bus and that:
1. Is motivated by any actual or perceived characteristic such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability; or
2. By any other distinguishing characteristic; and
3. A reasonable person should know under the circumstances that the act(s) will have the effect of harming a student or damaging the student’s property, or placing a student in reasonable fear of harm to his/her person or damage to his/her property; or
4. Has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school.
“Electronic communication” means communication transmitted by means of an electronic device, including, but not limited to, a telephone, cellular phone, computer, or pager.
Acts of harassment, intimidation, or bullying may also be a student exercising power and control over another student, either in isolated incidents (e.g., intimidation, harassment) or patterns of harassing or intimidating behavior (e.g., bullying).
This policy may impose consequences for acts of harassment, intimidation, or bullying that occur off school grounds, such as cyber-bullying (e.g., the use of electronic or wireless devices to harass, intimidate, or bully), to the extent this policy complies with the provisions of N.J.A.C. 6A:16-7.6, Conduct Away from School Grounds and the District’s Code of Student Conduct, pursuant to N.J.A.C. 6A:16-7.1. In all instances of harassment, intimidation, or bullying behavior occurring off school grounds, the consequences only may be exercised when
PAGE 88 it is reasonably necessary for the student’s physical or emotional safety and well-being or for reasons relating to the safety and well-being of other students, staff or school grounds, pursuant to N.J.S.A. 18A:25-2 and 18A:37-2, and when the conduct which is the subject of a proposed consequence materially and substantially interferes with the requirements of appropriate discipline in the operation of the school. All acts of harassment, intimidation, or bullying that include the use of school property (e.g., school computers, other electronic or wireless communication devices) apply to the provisions of N.J.S.A. 18A:37-15 and N.J.A.C. 6A:16-7.9, harassment, intimidation, and bullying, whether the subject or recipient of the bullying is on or off school property.
Expected Behavior
The Board of Education of the Burlington County Institute of Technology expects students to conduct themselves in keeping with their levels of development, maturity and demonstrated capabilities with proper regard for the rights and welfare of other students and school staff, the educational purpose underlying all school activities and the care of school facilities and equipment consistent with the code of student conduct.
The Board believes that standards for student behavior must be set cooperatively through interaction among the students, parent/guardian(s) staff and community members, producing an atmosphere that encourages students to grow in self-discipline. The development of this atmosphere requires respect for self and others, as well as for school district and community property on the part of students, staff and community members.
The Board believes the best discipline is self-imposed, and it is the responsibility of school district staff to use instances of violations of the code of student conduct as opportunities to help them learn to assume and accept responsibility for their behavior and the consequences of their behavior. Staff members who interact with students shall apply best practices designed to prevent student conduct problems and foster their abilities to grow in self-discipline.
General guidelines for student conduct will be developed by the Superintendent, in conjunction with school staff, and approved by the Board. These guidelines will be developed based on accepted core ethical values from a broad community involvement with input from parent/guardian(s) and other community representatives, school employees, volunteers, students and administrators. These guidelines for student conduct will be suited to the developmental ages of students, the severity of the offenses and students’ histories of inappropriate behaviors, and the mission and physical facilities of the individual school(s) in the district. This policy requires all students in the district to adhere to these rules and guidelines and to submit to the remedial and consequential measures that are appropriately assigned for infractions of these rules and guidelines.
The district prohibits active or passive support for acts of harassment, intimidation, or bullying. Students are encouraged to support other students who walk away from these acts when they see them, constructively attempt to stop them, and report these acts to the Building Principal or designee.
Students are required to conform to reasonable standards of socially acceptable behavior; respect the person, property and rights of others; obey constituted authority; and respond to school district teaching, support and administrative staff. Each Building Principal will develop and provide a school-based program for appropriate recognition for positive reinforcement for good conduct, self-discipline, good citizenship and academic success.
Consequences and Appropriate Remedial Actions
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The Board of Education of the Burlington County Institute of Technology requires its school administrators to implement procedures that ensure both the appropriate consequences and remedial responses for students who commit one or more acts of harassment, intimidation, or bullying, consistent with the code of student conduct and the consequences and remedial responses for staff members who commit one or more acts of harassment, intimidation, or bullying. The following factors, at a minimum, shall be given full consideration by school administrators in the implementation of appropriate consequences and remedial measures for each act of harassment, intimidation, or bullying by students. Appropriate consequences and remedial actions are those that are graded according to the severity of the offense(s), and consider the developmental ages of the student offenders and students’ histories of inappropriate behaviors, per the code of student conduct.
Factors for Determining Consequences
1. Age, developmental and maturity levels of the parties involved; 2. Degrees of harm; 3. Surrounding circumstances; 4. Nature and severity of the behavior(s); 5. Incidences of past or continuing patterns of behavior; 6. Relationships between the parties involved; and 7. Context in which the alleged incidents occurred.
Factors for Determining Remedial Measures
A. Personal
1. Life skill deficiencies; 2. Social relationships; 3. Strengths; 4. Talents; 5. Traits; 6. Interests; 7. Hobbies; 8. Extra-curricular activities; 9. Classroom participation; and 10. Academic performance.
B. Environmental
1. School culture; 2. School climate; 3. Student-staff relationships and staff behavior toward the student; 4. General staff management of classrooms or other educational environments; 5. Staff ability to prevent and manage difficult or inflammatory situations; 6. Social-emotional and behavioral supports; 7. Social relationships; 8. Community activities; 9. Neighborhood situation; and 10. Family situation.
Consequences and appropriate remedial action for students who commit acts of harassment, intimidation, or bullying may range from positive behavioral interventions up to and including suspension or expulsion, as set forth in the Board adopted Student Discipline/Code of Conduct pursuant to N.J.A.C. 6A:16-7.1. Consequences for a student who commits an act of
PAGE 90 harassment, intimidation, or bullying shall be varied and graded according to the nature of the behavior, the developmental age of the student and the student’s history of problem behaviors and performance, and must be consistent with the district’s code of student conduct. Remedial measures shall be designed to correct the problem behavior, prevent another occurrence of the problem, protect and provide support for the victim of the act, and take corrective action for documented systemic problems related to harassment, intimidation, and bullying. The consequences and remedial measures may include, but are not limited to, the examples listed below:
Examples of Consequences
1. Admonishment; 2. Temporary removal from the classroom; 3. Deprivation of privileges; 4. Classroom or administrative detention; 5. Referral to disciplinarian; 6. In-school suspension during the school week or the weekend; 7. After-school programs; 8. Out-of-school suspension (short-term or long-term); 9. Legal action; and 10. Expulsion.
Examples of Remedial Measures - Personal
1. Restitution and restoration; 2. Mediation; 3. Peer support group; 4. Recommendations of a student behavior or ethics council; 5. Corrective instruction or other relevant learning or service experience; 6. Supportive student interventions, including participation of the Intervention and Referral Services Team, pursuant to N.J.A.C. 6A:16-8; 7. Behavioral assessment or evaluation, including, but not limited to, a referral to the Child Study Team, as appropriate; 8. Behavioral management plan, with benchmarks that are closely monitored; 9. Assignment of leadership responsibilities (e.g., hallway or bus monitor); 10. Involvement of school disciplinarian; 11. Student counseling; 12. Parent/guardian conferences; 13. Student treatment; or 14. Student therapy.
Examples of Remedial Measures – Environmental (Classroom, School Building or School District) 1. School and community surveys or other strategies for determining the conditions contributing to harassment, intimidation, or bullying; 2. School culture change; 3. School climate improvement; 4. Adoption of research-based, systemic bullying prevention programs; 5. School policy and procedures revisions; 6. Modifications of schedules; 7. Adjustments in hallway traffic; 8. Modifications in student routes or patterns traveling to and from school; 9. Targeted use of monitors (e.g., hallway, Cafeteria, bus);
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10. Small or large group presentations for fully addressing the behaviors and the responses to the behaviors; 11. General professional development programs for certificated and non-certificated staff; 12. Professional development plans for involved staff; 13. Disciplinary action for school staff who contributed to the problem; 14. Supportive institutional interventions, including participation of the Intervention and Referral Services Team, pursuant to N.J.A.C. 6A:16-8; 15. Parent/guardian conferences; 16. Family counseling; 17. Involvement of parent/guardian-teacher organizations; 18. Involvement of community-based organizations; 19. Development of a general bullying response plan; 20. Recommendations of a student behavior or ethics council; 21. Peer support groups; 22. School transfers; and 23. Law enforcement (e.g., school resource office, juvenile officer) involvement.
N.J.A.C. 6A:16-7.9(a)2.vi requires appropriate consequences and remedial actions for any staff member who commits an act of harassment, intimidation, or bullying. The consequences may include, but not be limited to, verbal or written reprimand, increment withholding, legal action, disciplinary action, and/or termination. Remedial measures may include, but not be limited to, in or out–of-school counseling, professional development programs, and work environment modifications.
Reporting Procedure
Complaints alleging violations of this policy shall be reported to the Principal or designee. All school employees as well as all other members of the school community including students, parent/guardian(s) volunteers, and visitors are required to report alleged violations of this policy to the Principal or designee. While submission of an Incident Report Form to the Principal or designee is not required, the reporting party is encouraged to use the Incident Report Form available from the Building Principal or available at the school district’s administrative offices or the reporting party may use a district’s web-based reporting system. Oral reports shall also be considered official reports. Reports may be made anonymously, but formal disciplinary action may not be based solely on the basis of an anonymous report. A school employee who promptly reports an incident of harassment, intimidation, or bullying in accordance with this policy, and who makes this report in compliance with the procedures set forth in this policy, is immune from a cause of action for damages arising from any failure to remedy the reported incident, as set forth in N.J.S.A. 18A:37-16.c.
Investigation
The Principal or designee is responsible for determining whether an alleged act constitutes a violation of this policy. The Principal or designee shall conduct a prompt, thorough and complete investigation of the alleged incident. The Principal or designee will maintain a record of each investigation regarding allegations of harassment, intimidation, or bullying.
Response to an Incident of Harassment, Intimidation, or Bullying
An appropriate response will be provided to the individual who commits any incident of harassment, intimidation, or bullying. Some acts of harassment, intimidation, or bullying may be isolated incidents requiring the school to respond appropriately to the individual(s) committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation,
PAGE 92 or bullying that require a response either at the classroom, school building or school district level or by law enforcement officials.
Consequences and appropriate remedial actions for students who commit an act of harassment, intimidation, or bullying may range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Students and as set forth in N.J.A.C. 6A:16-7.2, Short-term Suspensions, N.J.A.C. 6A:16-7.3, Long-term Suspensions and N.J.A.C. 6A:16-7.5, Expulsions.
In considering whether a response beyond the individual level is appropriate, the administrator shall consider the nature and circumstances of the act, the degree of harm, the nature and severity of the behavior, past incidences or past or continuing patterns of behavior, and the context in which the alleged incident(s) occurred. The school district’s responses can range from school and community surveys, to mailings, to focus groups, to adoption of research-based bullying prevention program models, to training for certificated and non-certificated staff. The district’s responses may also include participation of parent/guardian(s) and other community members and organizations, small or large group presentations for fully addressing the actions and the school district’s response to the actions, in the context of acceptable student and staff member behavior and the consequences of such actions, and the involvement of law enforcement officers, including school resource officers. The district will also make resources available to individual victims of harassment, intimidation, and bullying, including, but not limited to, school counseling services and environmental modifications.
Reprisal or Retaliation Prohibited
The Board of Education of the Burlington County Institute of Technology prohibits reprisal or retaliation against any person who reports an act of harassment, intimidation, or bullying. The consequence and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the Principal or designee after consideration of the nature, severity and circumstances of the act, in accordance with case law, Federal and State statutes and regulations, and district policies and procedures. The consequences and appropriate remedial action for students will range from positive behavior interventions up to and including suspension or expulsion. The consequences and appropriate remedial action for employees will range from an admonishment to termination of employment. The consequences and appropriate remedial action for a volunteer will range from an admonishment to dismissal from the volunteer position. The consequences for visitors will range from an admonishment to loss of visitation privileges. Examples of consequences and remedial measures are listed in the Consequences and Appropriate Remedial Actions section of this policy.
Consequences for False Accusation
The Board prohibits any person from falsely accusing another as a means of harassment, intimidation, or bullying. Consequences and appropriate remedial action for a student found to have falsely accused another as a means of harassment, intimidation, or bullying may range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J.S.A. 18A:37-1 et seq., Discipline of Students and as set forth in N.J.A.C. 6A:16-7.2, Short-term Suspensions, N.J.A.C. 6A:16-7, Long-term Suspensions and N.J.A.C. 6A:16-7.5, Expulsions.
Consequences and appropriate remedial action for a school employee found to have falsely accused another as a means of harassment, intimidation, or bullying shall be in accordance with district policies, procedures, and agreements.
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Consequences and appropriate remedial action for a visitor or volunteer found to have falsely accused another as a means of harassment, intimidation, or bullying shall be determined by the Principal or designee, after consideration of the nature, severity and circumstances of the act, which may include a report to appropriate law enforcement officials.
Policy Publication
This policy will be disseminated annually to all school staff, students, parent/guardian(s) along with a statement explaining the policy applies to all applicable acts of harassment, intimidation, or bullying that occur on school property, at school-sponsored functions, or on a school bus. The Superintendent shall ensure notice of this policy appears in any publication of the School District that sets forth the comprehensive rules, procedures, and standards for schools within the District, and in any Student Handbook that includes the Student Code of Conduct. This notice shall also indicate the District’s Harassment, Intimidation, and Bullying Policy is available on its website.
Harassment, Intimidation, and Bullying Prevention Programs
Pursuant to N.J.S.A. 18A:37-17.(5)(c) and N.J.A.C. 6A:16-7.9(d)1.i, information regarding the district’s Harassment, Intimidation, and Bullying Policy shall be incorporated into a school’s employee training program.
Pursuant to N.J.A.C. 6A:16-7.9(d)3, the district is required to annually review the extent and characteristics of harassment, intimidation, and bullying behavior in the schools of the district and implement locally determined programmatic or other responses, if determined appropriate by the District Board of Education.
Pursuant to N.J.A.C. 6A:16-7.9(d)1, the school district is required to annually review the training needs of district staff for the effective implementation of the Harassment, Intimidation, and Bullying Policy, procedures, programs, and initiatives of the District Board of Education and implement locally determined staff training programs consistent with the annual review of training needs and the findings of the annual review and update of the Code of Student Conduct, pursuant to N.J.A.C. 6A:16-7.1(a)3, as determined appropriate by the District Board of Education.
Pursuant to N.J.A.C. 6A:16-7.9(d)2, the School District is required to develop a process for annually discussing the its Harassment, Intimidation, and Bullying Policy with students.
Pursuant to N.J.S.A. 18A:37-15.1, this policy shall be transmitted to the Executive County Superintendent of Schools.
Pursuant to N.J.S.A. 18A:37-19, the school district may apply to the Commissioner of Education for additional costs due to the implementation of the provisions of N.J.S.A. 18A:37-13 through N.J.S.A. 18A:37-18.
HEAD TEACHERS/DEPARTMENT HEAD
Head teachers are appointed for a term of one school year. They are compensated in accordance with the agreement currently in force.
When acting as Head Teacher, the person appointed will coordinate departmental/ career major cluster functions. The responsibilities include the following, but are not limited to:
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1. Assists in curriculum development and revision in cooperation with the Division of Curriculum and Instruction as assigned. 2. Advises and assists teachers in the department/cluster with student issues as needed. 3. Provides orientation and assistance to substitutes working in the cluster/department as needed. 4. Coordinates student supervision when faculty members are absent. This includes assembly, maintenance of current substitute packets, coordinating emergency coverage in conjunction with the Division Head, and coordinating student assignments when substitutes are not available. 5. Conducts inventories and inspections of areas within the cluster/department in cooperation with the Division Head. 6. Prepares the department/cluster budget requests with the input of the staff of the department/cluster where appropriate. 7. Reviews requisitions for purchases within the department/cluster. 8. Supervises, when assigned, student behavior in the hall lavatories. 9. Assists in arranging coverage within the department/cluster during activity periods as needed. 10. Conducts department/cluster meetings as directed and provides written summaries of these meetings to the Division Head. 11. Acts as a turnkey trainer for members of the staff. 12. Identifies issues for the department; formulates tentative solutions and serves as a liaison to the administration. 13. Provides in-service for substitute teachers. 14. Provides Astate of the art@ instructional leadership to department members. 15. Collects and reviews daily the Teacher Substitute Report Forms. Submits form to campus administration. 16. Performs duties and responsibilities to meet the requirements of the Board of Education and the Administrators' policies, procedures, and requirements.
HOMEROOM PROCEDURE
Homeroom teachers are expected to carry out the following procedures every morning during the homeroom period.
1. New Jersey law requires students to show respect for the Flag of the United States of America. If the students are conscientiously opposed to the pledge or salute, the student may abstain from these ceremonies, but the students are required by law to stand at attention, the boys removing their headdress, and to behave respectfully during the ceremonies.
Pledge of Allegiance to the Flag "I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands; one nation, under God, indivisible, with liberty and justice for all."
2. Teachers are to take student attendance themselves using the Genesis system. Do not have students do this. 3. Announcements will also be made during the homeroom period. Review daily announcements with students. 4. Collection or distribution of school forms and materials will be accomplished. 5. Check previous day's absentees for proper admission slips, if necessary.
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HOMEWORK
Homework has become a customary part of all schools and is useful as a tool to practice what one has learned or to supplement his/her knowledge. Each homework assignment should have a definite purpose and objective. "Busy work" for students in place of a real challenging exercise has a negative effect on learning and should not be used.
No written assignment should be given to students unless the teacher expects to collect, grade, and inform the student of his or her grade. Reading assignments should be followed up by a quiz or discussion period.
Assignments turned in late without a valid excuse should not receive full credit.
Do not wait until the final minutes of the period to make homework assignments. It is good practice to permit students to start their homework in class. This gives the students an opportunity to see if they understand the assignment and receive help.
A teacher should require reasonably high standards of spelling, punctuation, grammar, and neatness in all work turned in by students.
An "incomplete" can be given on the report card for considerable work not done. By the end of the next marking period, the "incomplete" should be removed and the student marked appropriately.
Homework assignments should appear in the teacher's plan book and include page numbers where possible.
HOURS OF WORK
Teachers: From September 1 to June 30, minimum school day is 8:10 a.m. to 3:20 p.m. with the requirement that professional obligations and responsibilities be completed according to schedule.
Those teachers who are taking professional learning courses, and who have difficulty in meeting a required schedule, may request consideration for an earlier dismissal on the days their classes meet.
Attendance at teachers' meetings, teacher training meetings, committee meetings, or special curriculum advisory meetings are considered as part of the teacher's responsibility, and not subject to additional compensation.
INAPPROPRIATE STAFF CONDUCT
The Board of Education of the Burlington County Institute of Technology recognizes its responsibility to protect the health, safety and welfare of all students within this school district. Furthermore, the Board recognizes there exists a professional responsibility for all school staff to protect a student’s health, safety and welfare. The Board strongly believes that school staff members have the public’s trust and confidence to protect the well-being of all students attending the school district.
In support of this Board’s strong commitment to the public’s trust and confidence of school staff, the Board of Education holds all school staff to the highest level of professional responsibility in their conduct with all students. Inappropriate conduct and conduct unbecoming a school staff member will not be tolerated in this school district.
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The Board recognizes and appreciates the staff-student professional relationship that exists in a school district’s educational environment. This Policy has been developed and adopted by this Board to provide guidance and direction to avoid actual and/or the appearance of inappropriate staff conduct and conduct unbecoming a school staff member toward students.
School staff’s conduct in completing their professional responsibilities shall be appropriate at all times. School staff shall not make inappropriate comments to students or about students and shall not engage in inappropriate language or expression in the presence of students. School staff shall not engage in inappropriate conduct toward or with students. School staff shall not engage or seek to be in the presence of a student beyond the staff member’s professional responsibilities. School staff shall not provide transportation to a student in their private vehicle or permit a student into their private vehicle unless there is an emergency or a special circumstance that has been approved in advance by the Building Principal/immediate supervisor and the parent/guardian.
The Commissioner of Education has determined inappropriate conduct by a school staff member outside their professional responsibilities may be considered conduct unbecoming a staff member. Therefore, school staff members are advised to be concerned with such conduct which may include, but are not limited to, communications and/or publications using e-mails, text-messaging, social networking sites, or any other medium that is directed and/or available to students or for public display.
A school staff member is always expected to maintain a professional relationship with students and to protect the health, safety and welfare of school students. A staff member’s conduct will be held to the professional standards established by the New Jersey State Board of Education and the New Jersey Commissioner of Education. Inappropriate conduct or conduct unbecoming a staff member may also include conduct not specifically listed in this Policy, but conduct determined by the New Jersey State Board of Education, the New Jersey Commissioner of Education and/or appropriate courts to be inappropriate or conduct unbecoming a school staff member.
School personnel, compensated and uncompensated (volunteers), are required to report to their immediate supervisor or Building Principal any possible violations of this Policy. In the event the report alleges conduct by the Building Principal or the immediate supervisor, the school staff member may report directly to the Superintendent of Schools. In addition, school personnel having reasonable cause to believe a student has been subjected to child abuse or neglect or acts of child abuse or neglect as defined under N.J.S.A. 9:6-8.10 are required to immediately report to the Division of Youth and Family Services in accordance with N.J.A.C. 6A:16-10.1 et seq. and inform the Building Principal or immediate supervisor after making such report. However, notice to the Building Principal or designee need not be given when the school staff member believes such notice would likely endanger the referrer or child(ren) involved or when the staff member believes that such disclosure would likely result in retaliation against the child or in discrimination against the referrer with respect to his/her employment.
Reports may be made in writing or with verbal notification. The immediate supervisor or Building Principal will notify the Superintendent of Schools of all reports, including anonymous reports. The staff member designated to complete the investigation will investigate all reports with a final report to the Superintendent of Schools. The staff member designated to complete the investigation or the Superintendent, may, at any time after receiving a report, take such appropriate action as necessary and as provided for in the law. This may include, but is not limited to, notifying law enforcement, notifying the Division of Youth and Family Services in accordance with N.J.A.C. 6A:16-10.2 et seq., and/or any other measure provided for in the law.
This Policy will be distributed to all school staff and provided to staff members at anytime upon request.
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INJURIES
Responsibilities of Teachers for Injuries to Students
The nature of a teacher's work in dealing with large groups of minors is such that he/she could easily become the prey of unprincipled adults. Therefore, several states have passed statutes which give protection to teachers while they are discharging duties assigned to them. The laws of New Jersey provide that the Board of Education must furnish legal counsel in the event of a suit of such nature, and must pay for damages if the verdict goes against the teacher. Suits brought for corporal punishment are specifically exempt.
This protection applies regardless of whether an injury to a student occurred within the school building or outside of it, whether on school property or off it. However, the teacher must be acting within the scope of his/her employment, be discharging a duty and be serving under the direction of the Board of Education. The conscientious performance of teaching duties from the standpoint of avoiding liability for injuries to students involves two main concepts.
First - DO EVERYTHING YOU ARE EXPECTED TO DO
1. Supervise all student activities -- personally and completely. 2. Know and follow rules of the Board of Education 3. Precede all activities having an element of hazard by appropriate safety instruction. 4. Keep accurate accounts and report immediately the full details of any accident. 5. Refer all cases requiring aid to the School Nurse.
Second - DO NOTHING THAT YOU ARE NOT SUPPOSED TO DO
1. Do not provide transportation for students 2. Do not attempt to treat injuries or transport injured persons. 3. Do not send students on personal errands. 4. Do not delegate supervision of a class to an unauthorized person. 5. Do not use corporal punishment in any form.
INTERVENTION AND REFERRAL SERVICES TEAM (I&RS)
The Board of Education of the Burlington County Institute of Technology directs the establishment and implementation of a coordinated system in each school building in which general education students are served, for the planning and delivery of intervention and referral services that are designed to assist students who are experiencing learning, behavior, or health difficulties and to assist staff who have difficulties in addressing students’ learning, behavior, or health needs in accordance with the requirements of N.J.A.C. 6A:16-8.1.
The intervention and referral services shall be provided to aid students in the general education program and, pursuant to N.J.S.A. 18A:46-18.1 et seq. and N.J.A.C. 6A:16-8.1 et seq., may be provided for students who have been determined to be in need of special education programs and services. The intervention and referral services provided for students who have been determined to be in need of special education programs and services shall be coordinated with the student's Individualized Education Program team, as appropriate.
The functions of the system of intervention and referral services in each school building shall be to:
1. Identify learning, behavior, and health difficulties of students;
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2. Collect thorough information on the identified learning, behavior, and health difficulties;
3. Develop and implement action plans which provide for appropriate school or community interventions or referrals to school and community resources, based on the collected data and desired outcomes for the identified learning, behavior, and health difficulties;
4. Provide support, guidance, and professional development to school staff who identify learning, behavior, and health difficulties;
5. Provide support, guidance, and professional development to school staff who participate in each building’s system for planning and providing intervention and referral services;
6. Actively involve parent/guardian(s) in the development and implementation of intervention and referral services action plans;
7. Coordinate the access to and delivery of school resources and services for achieving the outcomes identified in the intervention and referral services action plans;
8. Coordinate the services of community-based social and health provider agencies and other community resources for achieving the outcomes identified in the intervention and referral services action plans;
9. Maintain records of all requests for assistance, intervention and referral services action plans, and related student information pursuant to N.J.A.C. 6A:16-8.2(a)9;
10. Review and assess the effectiveness of the provisions of each intervention and referral services action plan in achieving the outcomes identified in each action plan and modify each action plan to achieve the outcomes, as appropriate; and
11. At a minimum, annually review the intervention and referral services action plans and the actions taken as a result of the building’s system of intervention and referral services and make recommendations to the Building Principal for improving school programs and services, as appropriate.
The Board of Education establishes the following guidelines for the involvement of school staff and community members in each building’s system of intervention and referral services pursuant to N.J.A.C. 6A:16-8.3. Each Intervention and Referral Services Team will be composed of the Principal or a regular teaching staff member appointed by the Principal to act in his/her place; a regular teaching staff member; an educational services staff member; the staff member who referred a student in need of assistance or identified an issue requiring remediation; and such other staff members as may be required to assist the student or study the issue. The Intervention and Referral Services Team will identify students in need and plan for appropriate intervention or referral services and/or referral to community resources, based on desired outcomes.
When a student is referred to the Intervention and Referral Services Team, the team may provide support and guidance to the student's classroom teachers, plan and provide for appropriate interventions, coordinate access to and delivery of school services to the student, and coordinate the services of community members and/or community-based social and health provider agencies that may aid in the development and implementation of intervention and referral services action plans. Parent/guardian(s) shall be notified whenever a student is referred to the Intervention and Referral Services Team, except as such notice may be waived by laws protecting abused children and the confidentiality of persons seeking drug or alcohol rehabilitation. Parent/guardian(s) shall be offered an opportunity to participate in the development and implementation of intervention and referral services action plans.
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The Principal shall, in consultation with the Intervention and Referral Services Team, report to the Board at the end of the school year on the concerns and issues identified by the team and the effectiveness of the services provided in achieving the outcomes identified in the intervention and referral services action plans.
N.J.S.A. 18A:46-18.1 et seq. N.J.A.C. 6A:14; 6A:16-8.1; 6A:16-8.2; 6A:16-8.3
INVENTORY
It is very important for all of us to have a very complete and up-to-date inventory control system. This is a necessity because of the importance of the equipment and supplies to our educational programs and because of the amount of monies invested in equipment and supplies.
It is the responsibility of each teacher to keep an accurate inventory of the equipment, books, and supplies assigned to his/her career major area or room. A complete inventory system has been developed during the year, and all items should be on the inventory forms.
The head teacher will be responsible to see that the inventory control system is compete and up-to-date in their department/cluster.
KEYS
It will be the teacher's responsibility to secure his/her area at the end of each school day. Procedure for keys will be explained by each Principal.
LESSON PLANS
Lesson plans are required to be prepared for at least one week in advance. All plans are to be recorded on the On Course system so that they are available for review on the first school day of each week. All aspects should be completely described. The teacher determines the time period for each plan. The lesson plan has several purposes. Some are:
1. To advise the administration of teacher's plans and his/her progress in the course of study. 2. To assist the Principal in covering your class in the event of your absence. (See section on substitutes.) 3. To help a teacher to adequately plan and organize his/her work. It is expected that teachers will develop their plans as completely as possible to document the instructional planning process.
Common Core Curriculum Content Standards for Technology
Technology in the 21st Century
Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the statements that follow:
Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the challenges of a dynamic global society.
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Vision: The systematic integration of technology across the curriculum and in the teaching and learning process fosters a population that leverages 21st century resources to:
• Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological tools.
• Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that affect individuals, the world community, and the environment.
• Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of view, and diverse values.
• Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of technologies.
• Model digital citizenship
Revised Standards
The 2009 standards provide the foundation for creating local curricula and authentic performance assessments and emulate the philosophy and goals contained in documents produced by national technology organizations, including the Partnership for the 21st Century Skills and the New Jersey Educational Technology Plan. The organization of the strands in standards 8.1 and 8.2, as well as the content and skills within each strand, has been re-conceptualized to address emerging technologies and technological applications that are needed for life and work in the global age.
• Standard 8.1, Educational Technology, is aligned to the International Society for Technology in Education (ISTE) standards and the Partnership for the 21st Century Skills framework.
• Standard 8.2, formerly Technology Education, is renamed Technology Education, Engineering, and Design and is aligned with the goals of the International Technology Education Association (ITEA) and the Partnership for 21st Century Skills framework.
Intent and Spirit of the Technology Standards
All students acquire content area knowledge and skills in: (1) Visual and Performing Arts, (2) Comprehensive Health and Physical Education, (3) Language Arts Literacy, (4) Mathematics, (5) Science, (6) Social Studies, (7) World Languages, (8) Educational Technology, Technology Education, Engineering, and Design, and (9) 21st Century Life and Careers. As they do so, they are supported by the ongoing, transparent, and systematic integration of technology from preschool to grade 12 in preparation for postsecondary education and the workplace.
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Common Core Curriculum Content Standards for 21st-Century Life and Careers
Life and Career Education in the 21st Century
In the 21st century, life and work are conducted in a dynamic context that includes:
• A global society facing complex political, economic, technological, and environmental challenges • A service economy driven by information, knowledge, and innovation • Diverse communities and workplaces that rely on cross-cultural collaborative relationships and virtual social networks • An intensely competitive and constantly changing worldwide marketplace
Providing New Jersey students with the life and career skills needed to function optimally within this dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has both an obligation to prepare its young people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry made up of productive members of a global workforce that rewards innovation, creativity, and adaptation to change.
Mission: 21st-century life and career skills enable students to make informed decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the 21st-century global workplace.
Vision: The systematic integration of 21st-century life and career skills across the K-12 curriculum and in career and technical education programs fosters a population that:
• Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the workplace, and in the global community. • Uses effective communication, communication technology, and collaboration skills to interact with cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational workplace. • Is financially literate and financially responsible at home and in the broader community. • Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising opportunities while accepting responsibility for possible risks. • Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing societal and economic conditions. • Produces community, business, and political leaders who demonstrate core ethical values, including the values of democracy and free enterprise, during interactions with the global community.
Intent and Spirit of the 21st-Century Life and Career Standards
Through instruction in life and career skills, all students acquire the knowledge and skills needed to prepare for life as citizens and workers in the 21st century.
• In Preschool, children’s social and emotional development provides the foundation for later learning about careers and life skills (http://www.nj.gov/education/ece/code/expectations/). • In grades K-5, students are introduced to 21st-century life skills that are critical for personal, academic, and social development. They are also introduced to career awareness information and to basic personal financial literacy skills. • In grades 6-8, students continue to develop 21st-century life skills and personal financial literacy, while also exploring careers that support their academic and personal interests and
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aptitudes. As they prepare for the transition to high school, students are provided with opportunities to apply knowledge and skills learned in the classroom to real or simulated career challenges. • In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal financial literacy. They engage in the process of career preparation by participating in structured learning experiences, specialized programs, and advanced courses that reflect personal aptitudes and career interests found within one or more of the 16 career clusters developed by the States Career Clusters Initiative.
The Revised Standards
There are four revised 21st-Century Life and Careers standards. Standards 9.1, 9.2, and 9.3 describe life and career skills that are integrated throughout the K-12 curriculum, while standard 9.4 describes specialized skills that are taught in grades 9-12 as part of career and technical education programs. An overview of the four standards follows.
Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The standard includes six strands, which reflect the Framework for 21st Century Learning:
• Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork, and Leadership • Cross-Cultural Understanding and Interpersonal Communication • Communication and Media Fluency • Accountability, Productivity, and Ethics
Standard 9.2 Personal Financial Literacy:All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy.
Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the growing need for 21st-century citizens to be financially literate, particularly in light of the increasing number of financial choices they face due to the global economy. Financial literacy includes the application of knowledge, skills, and ethical values when making consumer and financial decisions that impact the self, the family, and the local and global communities.
Standard 9.2 is aligned to the Jump $tart Coalition for Personal Financial Literacys National Standards in K-12 Personal Finance Education and includes seven strands:
• Income and Careers • Money Management • Credit and Debt Management • Planning, Saving, and Investing • Becoming a Critical Consumer • Civic Financial Responsibility • Risk Management and Insurance
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Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age.
Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The three strands in standard 9.3 reflect the requirements outlined in New Jersey Administrative Code (N.J.A.C. 6A:8-3.2):
• Career Awareness (grades K-4) • Career Exploration (grades 5-8) • Career Preparation (grades 9-12)
Standard 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.
Standard 9.4 describes knowledge and skills that prepare students for postsecondary education, training, and employment in a chosen career pathway. Unlike standards 9.1, 9.2, and 9.3, which apply to all students from grades K-12, standard 9.4 applies only to high school students enrolled in career and technical education programs.
The adoption of the career and technical education standard reflects the call to action in recent reports by the National Association of State Boards of Education, the National Governors Association, the U. S. Chamber of Commerce, and Achieve regarding the potential of career and technical education, as well as the requirements of the Carl D. Perkins Career and Technical Education Improvement Act of 2006. These documents urge states to adopt policies and practices that effectively integrate academic content standards in career and technical education programs in order to both elevate the role of career and technical education and to align it with postsecondary education and training.
The 16 strands in standard 9.4 align with the 16 career clusters of the States Career Clusters Initiative. Each strand is further refined to reflect multiple career pathways. By using the clusters as an organizing tool for grouping occupations and careers, Standard 9.4 identifies a common set of knowledge and skills for success within each broad career cluster, as well as for each career pathway within that cluster. This framework has been reviewed nationally by teams of business, industry, labor, education, and higher education representatives to ensure that it encompasses industry-validated knowledge and skills needed for career success.
For each of the 16 career cluster strands, content statements and cumulative progress indicators are provided for the overall career cluster, and additional content statements and cumulative progress indicators are provided for each of the career pathways encompassed by the cluster. Further, each of the 16 overarching career cluster strands is comprised of two types of cumulative progress indicators:
• Cumulative progress indicators for foundational knowledge and skills, which may be taught as part of a variety of academic and/or career and technical education courses. • Cumulative progress indicators that are specific to the career cluster and/or career pathway under discussion.
Two additional resources are provided in connection with standard 9.4 to support navigation of standard 9.4 and understanding of career and technical education (CTE) programs:
• The Career Clusters Table describes each of the 16 career clusters and lists the career pathways associated with each cluster.
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• More About CTE Programs provides a definition of career and technical education programs and points to information about the development of standard 9.4.
Resources
Kendall, J. S., & Marzano, R J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3rd ed.). Aurora, CO: Mid-Continental Research for Education and Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.
New Jersey State Department of Education. (1996). New Jersey core curriculum content standards.Trenton, NJ: Author.
New Jersey State Department of Education. (1999). Career education and consumer, family, and life skills framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). New Jersey core curriculum content standards. Standard 9: Career education and consumer, family, and life skills. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online: http://www.nj.gov/education/aps/njscp
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria,VA: Association for Curriculum and Development.
Resources Specific to Standard 9.1 21st-Century Life and Career Skills
Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Online: http://www.21stcenturyskills.org
Resources Specific to Standard 9.2 Personal Financial Literacy
Carolan, C. A. (2007). The ABCs of credit card finance: Essential facts for students. Trenton, NJ: New Jersey Coalition for Financial Education. Online: http://www.njcfe.org/IFE-ABC_text.html
Jump$tart Coalition for Personal Financial Literacy. (2007). National standards in K-12 personal finance education: With benchmarks, knowledge statements, and glossary (3rd ed.). Online: http://www.jumpstart.org/guide.html
Utah State Office of Education. (2004). General financial literacy. Online: http://www.uen.org/core/core.do?courseNum=520802
Wisconsin Department of Public Instruction. (2006). Wisconsins model academic standards for personal financial literacy. Online: http://dpi.wi.gov/standards/pdf/pfl.pdf
Resources Specific to Standard 9.3 Career Awareness, Exploration, and Preparation
National Career Development Guidelines. Online: http://cte.ed.gov/nationalinitiatives/gandctools.cfm?&pass_dis=1
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for student achievement. Trenton, NJ: Author. Online: http://www.nj.gov/education/code/current/title6a/chap8.pdf
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Resources Specific to Standard 9.4 Career and Technical Education
National Association of State Boards of Education Study Group on Promoting Excellence in Career and Technical Education. (2008). Learning to work, working to learn: Transforming career and technical education. Alexandria, VA: Author. Online: http://www.nasbe.org
National Governors Association Center for Best Practices. (2007). Issue brief: Retooling career technical education. Washington DC: Author. Online: http://www.nga.org/center
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for studentachievement. Trenton, NJ: Author. Online: http://www.nj.gov/education/code/current/title6a/chap8.pdf
New Jersey Department of Education. (2006). N.J.A.C. 6A:19, Career and technical education programs and standards. Trenton, NJ: Author. Online: http://www.nj.gov/education/code/current/title6a/chap19.pdf
New Jersey Department of Education. (2008). New Jersey five-year state plan for career and technical education. Trenton, N.J. Author.
States Career Clusters Initiative. (2008). Career clusters framework. Silver Spring, MD: Author. Online: http://www.careerclusters.org
States Career Clusters Initiative. (2008). Career clusters knowledge & skill charts. Silver Spring, MD: Author. Online: http://www.careerclusters.org/resources/web/ks.php
United States Department of Education. (2006). Carl D. Perkins Career and Technical Education Act of 2006, Public Law 109-270. Washington, DC: Author.
LIABILITY OF TEACHERS
As an employee of the Board of Education of the Burlington County Institute of Technology, a teacher enters into a contract to do certain things, such as, to obey legal rules and regulations, keep required records, and perform such other duties as shall be legally assigned to them. A teacher should not overstep these bounds without proper sanction of authorities and full contemplation and anticipation of the result.
The teacher alone is responsible for negligence while teaching. The Board of Education can act only as a body; and therefore, is never intended to be present or directly supervise while instruction is being given. The Board is but a regulator and provider. As long as it provides safe material, safe tools, properly guarded machinery and appliances, its duty ceases, and the teacher is left in complete charge and is liable to any court action in case of negligence. It is the duty of the teacher to immediately notify the Principal, in writing, of any dangers or hazards in their room.
A teacher is liable for excessive, malicious or causeless punishment; for an illegal expulsion from the room; for the enforcement of an illegal or unreasonable rule; for defamation of a student's character; for misstatements on reports which injure students unjustly; for leaving dangerous things accessible to a student; and for not properly instructing students regarding dangerous experiments in a laboratory or dangerous equipment elsewhere.
The instructor in charge of a classroom or career major area must be present at all times the class is in session or at any times that there are students in his or her assigned area.
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If for any reason the instructor must leave their area of assigned responsibility, they are directed to phone the office of the Principal and arrange for substitute coverage. They will not leave their area of responsibility until relieved by someone so assigned.
Teachers are also normally liable, for they are in a position of great trust with other people=s children. Therefore, it is the teacher's duty to use more than ordinary care in anticipating the results of youthful impulses to the end that avoidable injury may be prevented.
There is a general agreement that the teacher would be considered negligent if a student should be involved in an accident under any of the following conditions:
1. Leaving a class of students without having a qualified person in charge of the room. 2. Using equipment that has not been approved by the Board of Education. 3. Allowing students especially prone to accidents (some physical and mental conditions) to use dangerous equipment. 4. Permitting students not enrolled in career major or laboratory classes to use power or other dangerous equipment. 5. Failing to remember that students are likely to behave as children.
LIFE-THREATENING ALLERGIES IN SCHOOLS A. Definitions
1. Anaphylaxis - A serious allergic reaction that is rapid in onset and may cause death.
2. Epinephrine (adrenaline) - A drug that can be successfully utilized to counteract anaphylaxis.
3. Food Allergy - A group of disorders characterized by immunologic responses to specific food proteins. In the United States, the most likely common allergens in adults and children are cow’s milk, eggs, peanuts, wheat, soy, fish, shellfish, and nuts.
4. Individualized Emergency Healthcare Plan (IEHP) - A personalized healthcare plan written by the certified School Nurse that specifies the delivery of accommodations and services needed by a student in the event of an emergency.
5. Individualized Healthcare Plan (IHP) - A plan written by the certified School Nurse that details accommodations and/or nursing services to be provided to a student because of the student’s medical condition based on medical orders written by a health care provider in the student’s medical home.
6. School-Sponsored Function - Any activity, event, or program occurring on or off school grounds, whether during or outside of regular school hours, that is organized and/or supported by the school.
B. Policy and Regulation Development
1. Policy and Regulation 5331 address different allergens, varying ages and maturity levels of students, and the physical properties and organizational structures of schools in this school district. The components below were critical in developing Policy and Regulation 5331.
a. The school district nursing staff, in consultation with the school physician, if needed:
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(1) Assessed the overall health needs of the student population at risk for anaphylaxis, particularly students with food allergies; and
(2) Assessed current and relevant policies and/or protocols regarding the care of students with life-threatening allergies and identified areas in need of development or improvement.
2. Policy and Regulation 5331 were developed using a multidisciplinary team that included various school district administrators, teachers, and support staff members.
3. Additional factors need to be regarded at the secondary school level in order to provide the best care for food-allergic teens. The multidisciplinary team should consider the factors below when developing Policy and Regulation 5331 as it pertains to food-allergic teens.
a. Students move to different classrooms, frequently in larger buildings and campuses, presenting needs for updated avoidance strategies, epinephrine availability, and designated assistance.
b. Students may have open lunch periods and accompany friends to local eateries.
c. Students may have access to vending machines.
d. Certain classes give rise to new avoidance issues, e.g., chemistry/biology labs, home economics/culinary class, etc.
e. The number of off-site school-sponsored functions increases, e.g., travel, sometimes to other states and foreign countries; athletic games and competitions, sometimes in other towns; dances; etc.
f. Risk-taking behaviors frequently accompany the independence of adolescent years.
g. N.J.S.A. 18A:40-12.6 provides for a delegate for the emergency administration of epinephrine even when a student is able to self-administer life-saving medication. Although teenage students will more than likely be permitted to carry and self- administer emergency medications, those students are not to be expected to have complete responsibility for the administration of epinephrine. A severe allergic reaction can completely incapacitate a student and inhibit the ability to self-administer emergency medication. Therefore, the School Nurse or volunteer delegate shall be available during school and school-sponsored functions to administer epinephrine in an emergency in accordance with the provisions of N.J.S.A. 18A:40-12.5.e.(2).
4. The Principal and/or the School Nurse will educate staff and the community regarding Policy and Regulation 5331; obtain feedback on the implementation and effectiveness of the Policy and Regulation; and annually review, evaluate, and update the Policy and Regulation, as needed or required by law.
C. Prevention Measures
1. Considerations for the Cafeteria
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The Principal, in consultation with the School Nurse, teaching staff members, food service staff members, and other appropriate staff members, will work to make the Cafeteria environment as safe as possible for food-allergic students. This process includes making determinations about serving foods with known allergens and identifying steps that can be taken to reduce the chance of accidental exposure. The steps may include:
a. Training to food service personnel on food label reading and safe handling, as well as safe meal substitutions for food-allergic children.
b. Educating Cafeteria staff and monitors about food-allergy management and make them aware of the students who have life-threatening food allergies.
c. Developing and implementing standard procedures for cleaning tables, chairs, and trays, particularly those designated as allergen-safe, after lunch periods using dedicated and disposable supplies to avoid cross contact.
d. When possible, sharing ingredient/allergen information for food provided by the school to students and parent/guardian(s).
e. Making allergen-safe table(s) an available option for allergic students.
f. Considering allergen-full table(s) (i.e., all those eating peanut butter sit together).
g. Discouraging students from sharing or trading food/snack items, drinks, straws, or utensils.
h. Encouraging students to wash hands before and after eating.
i. Considering the benefits and ramifications of serving and/or removing allergen- containing foods or removing a particular food item from the school menu.
j. Making accommodations in the event a student cannot be in direct proximity to certain allergens that are being cooked/boiled/steamed.
2. Considerations for the Classroom
Provisions will be made to develop safeguards for the protection of food-allergic students in the classroom. The School Nurse will work with the classroom teacher(s) so the teacher understands and is able to initiate the student’s IEHP, as necessary.
a. If possible, consider prohibiting the use or consumption of allergen-containing foods in the classroom.
b. Conduct training for teachers, aides, volunteers, substitutes, and students about food allergies.
c. Develop and implement a procedure that will alert substitute teachers to the presence of any students with food allergies and any accompanying instructions.
d. Develop and implement a letter to parent/guardian(s) of classmates of the food- allergic student (without identifying the student), particularly in lower grades, explaining any prohibitions on food in the classroom.
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e. Discourage the use of food allergens for classroom projects/activities, classroom celebrations, etc.
f. Encourage the use of non-food items for all classroom events/activities, as a way to avoid the potential presence of major food allergens.
g. Notify parent/guardian(s) of classroom celebrations that involve food with particular attention to notification of parent/guardian(s) of food-allergic children.
h. Encourage students to wash hands before and after eating.
i. Develop and implement standard procedures for cleaning desks, tables, and the general classroom area.
3. General Considerations for the School Environment
The Principal, in consultation with the School Nurse, teaching staff members, food service staff members, and other appropriate staff members, will work to make the school environment as safe as possible for the student with food allergies to include:
a. Developing and implementing cleaning procedures for common areas (i.e., libraries, computer labs, music and art rooms, hallways, etc.).
b. Developing and implementing guidelines for food fundraisers (i.e. bake sales, candy sales, etc.) that are held on school grounds.
c. Avoiding the use of food products as displays or components of displays in hallways.
d. Developing protocols for appropriate cleaning methods following events held at the school, which involve food.
4. Field Trips and Other School Functions
N.J.S.A. 18A:40-12.6 requires a nurse or delegate to be available during school and school-sponsored functions in the event of anaphylaxis. Students with food allergies should participate in all school activities and will not be excluded based on their condition. The appropriate school staff member(s) should:
a. Communicate (with permission of parent(s)/guardian(s)) relevant aspects of the IEHP to staff, as appropriate, for field trips, school-sponsored functions, and before- and after-school programs.
b. Encourage long-term planning of field trips in order to ensure that students with food allergies receive needed services while away from school.
c. Evaluate appropriateness of trips when considering the needs of students e.g., a trip to a dairy farm should not be scheduled for a class with a milk-allergic student.
d. Permit, but do not require, parent(s)/guardian(s) of students with food allergies to accompany their student on school trips.
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e. Implement the district’s procedure for the emergency administration of medications.
f. Implement the district’s procedure for emergency staff communications on field trips.
g. Inform parent/guardian(s) when possible, of school events at which food will be served or used.
5. Bus Transportation
The district administrative staff and transportation personnel will consider the needs of students with life-threatening allergies while being transported to and from school and to school-sponsored activities. The appropriate school staff member(s) should:
a. Advise bus drivers of the students that have food allergies, symptoms associated with food-allergic reactions, and how to respond appropriately.
b. Assess the emergency communications systems on buses.
c. Consider assigned bus seating, i.e., students with food allergies can sit at the front of the bus or can be paired with a “bus buddy.”
d. Assess existing policies regarding food on buses.
6. Preparing for an Emergency
The Principal and School Nurse will establish emergency protocols and procedures in advance of an emergency. These protocols and procedures should:
a. Provide training for school personnel about life-threatening allergic conditions.
b. Create a list of volunteer delegates trained by the Nurse in the administration of epinephrine and disseminate the list appropriately.
c. Ensure that epinephrine is quickly and readily accessible in the event of an emergency. If appropriate, maintain a backup supply of the medication.
d. Coordinate with local EMS on emergency response in the event of anaphylaxis.
e. Consider conducting anaphylaxis drills as part of the district or school-wide emergency response plan.
f. Ensure access to epinephrine and allergy-free foods when developing plans for fire drills, lockdowns, etc.
g. Ensure that reliable communication devices are available in the event of an emergency.
h. Adhere to Occupational Safety and Health Administration (OSHA) and Universal Precautions Guidelines for disposal of epinephrine auto-injectors after use.
7. Sensitivity and Bullying
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A student with food allergies may become victim to threats of bullying related to his/her condition. N.J.A.C. 6A:16-7.9 requires each Board of Education to develop, adopt, and implement a policy prohibiting harassment, intimidation, or bullying on school grounds, including on a school bus or at a school-sponsored function, pursuant to N.J.S.A. 18A:37-15. The appropriate school staff member(s) should:
a. Remind students and staff that bullying or teasing students with food allergies will not be tolerated and violators should be disciplined appropriately.
b. Offer professional development for faculty and staff regarding confidentiality to prevent open discussion about the health of specific students.
c. Discourage needless labeling of students with food allergies in front of others. A student with food allergies should not be referred to as “the peanut kid,” “the bee kid,” or any other name related to the student’s condition.
D. Roles and Responsibilities for Managing Food Allergies
The risk of accidental exposure to foods can be reduced in the school setting if schools, students, parent/guardian(s), and physicians work together to minimize risks of exposure to allergens and provide a safe educational environment for students with food allergies.
1. Family’s Role
a. Notify the school of the student’s allergies.
b. Work with the school team to develop a plan that accommodates the student’s needs throughout the school, including the classroom, the Cafeteria, after-care programs, during school-sponsored activities, and on the school bus, as well as an IEHP.
c. Provide written medical documentation, instructions, and medications as directed by a physician, using the Food Allergy Action Plan as a guide. Include a photo of the student on the written form.
d. Provide properly labeled medications and promptly replace medications after use or upon expiration.
e. Educate the student in the self-management of their food allergy including; safe and unsafe foods, strategies for avoiding exposure to unsafe foods, symptoms of allergic reactions, how and when to tell an adult they may be having an allergy- related problem, and how to read food labels (age appropriate).
f. Review policies and procedures with the school staff, the student’s physician, and the student (if age appropriate) after a reaction has occurred.
g. Provide current emergency contact information and update regularly.
2. School’s Role
a. Review the health records submitted by parent/guardian(s) and physicians.
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b. Identify a core team including the School Nurse, teacher, Principal, and School Food Service and Nutrition Manager/Director to work with parent/guardian(s) and the student (age appropriate) to establish an IEHP. Changes to the IEHP that promote food allergy management should be made with core team participation.
c. Assure that all staff who interact with the student on a regular basis understand food allergies, can recognize symptoms, know what to do in an emergency, and work with other school staff to eliminate the use of food allergens in the allergic student’s meals, educational tools, arts and crafts projects, or incentives.
d. Coordinate with the School Nurse to ensure medications are appropriately stored and an emergency kit is available that contains a physician’s standing order for epinephrine. Epinephrine should be kept in a secure but unlocked location that is easily accessible to delegated school personnel.
e. Students who are permitted to self-administer should be permitted to carry their own epinephrine in accordance with State regulations and district policy.
f. Designate school personnel who volunteer to administer epinephrine in an emergency.
g. Be prepared to handle a reaction and ensure there is a staff member available who is properly trained to administer medications during the school day, regardless of time or location.
h. Review policies and prevention plans with the core team members, parent/guardian(s), student (age appropriate), and physician after a reaction has occurred.
i. Work with the transportation administrator to ensure that school bus drivers receive training that includes symptom awareness and what to do if a reaction occurs and assess the means by which a bus driver can communicate during an emergency, including proper devices and equipment.
j. Discuss field trips with the family of the student with food allergies to decide appropriate strategies for managing the food allergy.
k. Follow Federal and/or State laws and regulations regarding sharing medical information about the student.
l. Take threats or harassment against an allergic student seriously.
3. Student’s Role
a. Students should not trade food with others.
b. Students should not eat anything with unknown ingredients or known to contain any allergens.
c. Students should be proactive in the care and management of their food allergies and reactions based on their developmental level.
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d. Students should notify an adult immediately if they eat something they believe may contain the food to which they are allergic.
LIMITED ENGLISH PROFICIENCY PROGRAM
Burlington County Institute of Technology provides an individualized program designed to help limited English students. Once identified as being limited in English proficiency, a guidance counselor, an educational evaluator, and the student's teachers develop an appropriate program to increase English proficiency, i.e.:
a. ISIP - Individual Student Improvement Plan; b. Basic Skills reading, writing, and English; c. buddy system: a student who can help the LEP student in his/her career major/academic classes; and d. an aide to assist LEP student through the exploratory program.
Arrangements can be made to have school documents translated so that parent/guardian- teacher communication is meaningful.
LIVE ANIMALS IN SCHOOL
The Board of Education of the Burlington County Institute of Technology recognizes the appropriate use of live animals as instructional resources can enrich the educational program. The observation and nurture of live animals can help students learn specific biological and behavioral principles and gain respect for all living things.
A staff member who uses live animals shall observe proper precautions for the safety of students and the animals. The Principal or designee must approve a live animal being brought into the school building and the use of any animal in a course of instruction or the establishment of an animal habitat in a classroom.
Any animal used in school must have been lawfully acquired in accordance with applicable State law and local ordinance. An animal susceptible to rabies must have been vaccinated against rabies and proof of such vaccination must be included with the request to bring a live animal into the school submitted to the Principal or designee before a live animal is brought onto school grounds or into a school building. No animal shall be permitted in any area of the school where a student who is allergic to the animal might be exposed to the animal. Please note that this includes school buses.
A teacher or other qualified adult must assume primary responsibility for the animal, its nourishment, and its sanitary living conditions. The staff member in charge must make proper arrangements for the animal's care and feeding over weekends, holidays, and school vacation periods.
No experiment that deprives a living animal of nourishment or exposes the animal to harm shall be conducted.
A student may refuse to dissect, vivisect, incubate, capture, or otherwise harm or destroy animals or any parts thereof as part of a course of instruction. In the event the school program will require any such activities, the school will notify the student and parent/guardian(s) at the beginning of each school year of the right to decline participation in such activities. Within two weeks of the receipt of the notice from the school, the parent/guardian(s) shall notify the school if the right to decline participation in such activities will be exercised. Any student who chooses to refrain from participation in or observation of such activities shall be offered an alternative education project that may include virtual dissection options for the purpose of providing the student with the factual knowledge, information, or experience required by the course of study. A student may refuse to participate in an
PAGE 117 alternative education project which involves or necessitates any harmful use of an animal or animal part(s). A student shall not be discriminated against, in grading or in any other manner, based upon a decision to exercise the rights afforded pursuant to this act.
LOCKS AND LOCKERS
Students are to be cautioned about giving their locker combinations to other students. Homeroom teachers will occasionally check lockers for housekeeping. Lockers will be assigned as per campus policy.
Career major and gym lockers will be issued by the respective teachers.
Damaged or faulty lockers should be reported to the Director of Facilities – Medford or Westampton - for repair.
Outgoing Mail
If a teacher wishes to mail a letter concerning school business, they may place it in the basket marked "mail" in the Main Office. The school uses a postage meter, and your mail will be stamped by the secretaries in this manner. Please put your name above the return address. The use of letterhead stationery must be approved by the Principal, and must include the Principal's or Superintendent's signature.
Incoming Mail
Each teacher will have a mailbox in the office, and all incoming mail will be placed in this box daily. Please clean out your mailbox daily and do not use it for storage. Large boxes or parcels will be delivered to your room or career major area.
MAINTENANCE OF EFFORT
To be in compliance with the requirement of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, Section 1120A(a) the Board of Education of Burlington County Institute of Technology will maintain a combined fiscal effort per student, or aggregate expenditures of state and local funds with respect to the provision of the free public education in the Local Education Agency (LEA) for the preceding fiscal year that is not less than 90 percent of the combined fiscal effort per student or the aggregate expenditures for the second preceding fiscal year.
MAKE-UP OPPORTUNITIES
Students shall be required to assume the responsibility for removal of any failure of required courses from their records. With administrative pre-approval, the student shall be afforded opportunity to do so through:
1. Attendance at any accredited school and satisfactorily completing the subject failed. 2. Private tutoring/tutoring for credit. 3. Repeating the course. 4. Option to credit recovery. 5. Career Major failures are subject to the provisions of the district’s Promotion and Retention Policy.
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a. Freshmen Year- students who fail their career major subject during the second semester must re-explore the career major areas during the first semester of their sophomore year and be placed in a different career major. b. Sophomore and Junior Year – students who fail ten (10) credits during these four semesters in their career major area will be directed to sign out of BCIT and return to their sending district high school. c. Senior Year – seniors must pass all of their career major credits attempted to be eligible for graduation.
MEDIA CENTER
It is hoped that each teacher and their students will use the school Media Center during the course of the year.
As with all media centers, its purpose is to provide information in addition to that available in the classroom or career major area. It is not a place for students to gather to socialize. Teachers are expected to assist the Media Center Specialist with order whenever they are in the Media Center.
To be admitted to the Media Center during the student's scheduled class or career major block, a student must have a Media Center pass signed by that teacher. In the case where an entire class is reporting to the Media Center for work, passes are not required. The teacher must remain with the group and supervise the assignment.
To reserve the Media Center for class use, make arrangements with the Media Center Specialist one (1) week prior to the day requested.
When entering the Media Center, students are required to sign in at the desk and give the Media Center Specialist their pass. Internet Access will be available only to those students with a signed Acceptable Use Policy.
Borrowing
School Identification Cards (ID Cards) will be the Media Center and Internet Access card.
Circulation of Materials
Books ...... 4 weeks Back issues of periodicals ...... 1 week Reference Books ...... Overnight only. They may be checked out after 3 p.m. and must be returned before the first period of the following school day. A/V hardware ...... With special permission by the Principal (staff only).
Class Reserve
Teachers may place books on reserve for class use and check-out. Class reserve books will be removed from shelves, placed on reserve shelves, and checked out only by class members. Class reserve will be for a maximum of ten school days. Media Center Reserve
Teachers may place books on reserve for Media Center use only. Media Center reserve books will be removed from shelves, placed on reserve shelves and issued from circulation desk for Media Center use only. Media Center reserve will be for a maximum of twenty (20) days.
Permanent Loan
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Teachers who express the desire to store their professional materials in their own classroom or career major may do so by signing out these materials on a permanent basis from September to June.
Book Return
All books are to be returned to the circulation desk -- NEVER TO THE SHELVES. Books are arranged on shelves by the Dewey Decimal System of classification.
Audio-Visual
The schools may provide the following audio-visual aids equipment:
overhead projectors digital camera VHS Video camera white board (smart board) record players video projector tape recorders, cassette screens, wall and Tec-n-tilt ELMO’s
Westampton Campus: The equipment may be obtained by completing a request form obtained from the Media Center. Requests should be made as early as practical and at least one day in advance before it is needed.
NO TELEPHONE REQUESTS WILL BE HONORED.
Equipment will be furnished on a first-come, first deserved basis. The equipment will be ready for pick-up between the times of 8:00 a.m. and 8:45 a.m. Teachers must either pick up the equipment personally or send a reliable student.
VIDEO EQUIPMENT MUST BE TRANSPORTED BY THE TEACHER ONLY BECAUSE OF THE SAFETY FACTOR.
Medford Campus: Audio-visual equipment is signed out from the Media Center/Media Center.
Films, filmstrips and other materials from sources outside the school must be ordered through the Burlington County EMTC. The Media Center will have catalogs and a link to EMTC on their web page.
MEDICAL EXAMINATIONS
Physical examinations required of students, whether by state law (18A:40-4 et seq.), state regulations, or by this District Board of Education shall be given by the school physician.
Examinations shall be given to all students entering the 9th and 11th grades, all students taking part in interscholastic sports, and all students in the Culinary Arts career major. Additional physical examinations may be required as appropriate for admission into various training programs.
MEETING SCHEDULE
By mutual agreement of the administration and the officers of BCITEA, one Monday afternoon per month may be designated for meetings of the Association.
Monday afternoon should be reserved for school meetings. An attempt will be made to hold any meetings which will be longer than 3:20 p.m. only on Monday afternoons.
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MISSING ITEMS
To enhance the building's security, it is the staff members' responsibility to report items missing from their areas as soon as possible to the Principal, who will notify the Director of Facility, Medford or Westampton. The reporting of missing items should be done within 24 hours after noticing their loss.
In reporting missing items, the following information should be included:
1. Full description of item(s). 2. Date of suspected loss. 3. Full details surrounding loss.
Remember: the best security starts with prevention. Secure all items in a safe place after their use. Check your area at the end of the school day prior to locking up for any items that have been out.
NON-DISCRIMINATION
The Board of Education of the Burlington County Institute of Technology commits itself to the establishment of curricula and activities which allow students (1) to master skills necessary for successful careers, (2) opportunities to update skills, and (3) to learn new skills. It affirms its belief that vocational-technical education is available to all interested people regardless of gender, race, color, creed, religion, ancestry, disability, marital status, sexual orientation, social or economic status, chronic illness, in the education programs and activities not limited to but including course offerings, athletic programs, guidance and counseling tests and procedures, extra curricular and co-curricular activities, through an affirmative action program which shall be an integral part of every aspect of educational policies and programs to the maximum extent possible. Inquiries regarding compliance and handling of complaints should be addressed to Rose Mary Pirozzi, Director of Educational Services; Joseph Venuto, Principal, Westampton Campus; Dr. Frank Ranelli, Principal, Medford Campus, Affirmative Action Officers; or Colleen Teifer and Christian Pino, Co-Chairs, Americans with Disabilities Act/Title 9/Title504.
NURSE'S OFFICE
It is essential that the School Nurse be made aware of all injuries and health problems as soon as they are known. All injuries, no matter how insignificant, should be seen by the Nurse in case complications result. Likewise, an incident report should be submitted by the teacher to the Nurse.
Students sent to the Nurse's Office require classroom passes unless time is a factor in receiving aid. Send another student to accompany a sick or injured student. The teacher must contact the Nurse prior to sending a student to the Nurse's Office for all but emergency situations. If the Nurse keeps a student beyond the class period during which the student was admitted, the Nurse will notify that student's subsequent teacher.
Faculty members are also required to report to the Nurse's Office all injuries occurring on the job. The Nurse will assist you in cases of illness and injury. During the course of the year, it will be necessary for your students to be excused to the Nurse's Office for routine health checks. Please conform to the schedule issued for such checks.
PARENT/GUARDIAN CONFERENCE
When a parent/guardian-teacher conference is merely a routine progress report, a valuable opportunity has been lost to make a significant step in a cooperative venture. By sharing their
PAGE 121 understanding of the student, parents/guardians and teacher can help each other to help the student. It is well worth your time to plan the meeting carefully.
** List the points you want to make. Notes should be brief but specific on day-to-day performance, performance in relation to capabilities, work habits, and social structure and substance.
** Start with a favorable remark. Your opening comment should reveal not only that you know the student well, but that you like them. A teacher who intends to discuss a problem may be so anxious to get this difficult part of the meeting over that they immediately launch into a critical remark. A favorable comment better sets the tone of the conference.
** Use examples of academic performance. Use examples to present the student's strengths, weaknesses, and a means of improvement. For example, the student is able to add and subtract fractions with like denominators (strength) but not unlike denominators without the assistance of multiplication tables. Temporarily, they can use a list of the tables at their desk, but should drill at home so that eventually they will not need this aid.
** Generalize about class standings. Give parents/guardians an understanding of how the student performs in relation to their class in each academic area. Attempting to evaluate how they would do in another school or in another class is largely conjecture and usually irrelevant. Also, it is unnecessary and undesirable to state the exact position in the group; just indicate what quarter they are in.
** Be specific about standards. Be definite about how you have determined the student's capabilities. If you are talking about performance or an achievement or intelligence test, say so. When you use a standardized test, remind parents/guardians that a multitude of factors help to determine the results of such a test, and that it may be an unreliable indicator of the student's true ability.
Cite specific incidents of classroom work which exemplify the level of their thinking.
** Avoid misleading or professional terms. Don't use such misleading terms as overachiever. If the student is working at a certain level, then they are capable of it, and certainly not achieving beyond their ability. Also, avoid labels like low, normal, genius, border-line, and gifted. They are professional terms difficult for parents/guardians to interpret and translate into reasonable expectations.
** Don't make predictions. Some parents/guardians do not realize that a teacher may be wrong. Expressing your opinion about future achievements or limitations can do lasting damage. Always remember that you should be describing the student as you see them in the current school year.
** Relate work habits to attitudes. Using examples of work habits, show how they are representative of the student's total mode of behavior. Are they able to settle down to study? Does he/she listen to instructions? Do they assume responsibility for their assignments? Parents/guardians will be better able to see and evaluate the work patterns their son or daughter is developing.
** Stay away from psychological terms. In discussing social and emotional adjustment, replace terms such as regression, inner controls, and anxiety with a description of specific behavior. For example, the student frequently sulks when they do not know an answer; they ask for help before they need it; or they blurt out answers without thinking.
** Illustrate adjustment by examples. In preparing for a discussion of the student's adjustment, attempt to answer questions like this: Do they have friendships they enjoy? Can they see how their own behavior is related to their friendships and fights, rewards and punishments? Do they seek attention with constructive or destructive techniques? Prepared, you avoid the ambiguity of generalizations in illustrating the student's level of maturity.
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** Ask about home routines. Encourage parents/guardians to discuss the student's adjustment by asking about work and play routines at home. When parents/guardians describe effective arrangements such as a new desk or a regular study schedule, comment favorably.
** Present suggestions as techniques you have used. Telling parents/guardians what to do can arouse resentment. A better way is to present your suggestions as techniques you have used successfully in your own classroom. This permits you to talk in detail about your proposals.
** Parents/guardians must agree there's a problem. If parents/guardians do not acknowledge a difficulty, it is futile to force a discussion of corrective measures. Rather, give further illustrations of the student's poor behavior or academic performance. When parents/guardians admit they have noticed the problem or have heard something similar from other teachers, you can proceed to search for solutions.
If the student has many problems, you may choose to focus now on only one difficulty. A clear understanding of one problem is more valuable than a superficial summary of many.
** Refuse to discuss certain matters. When parents/guardians keep returning to a subject, allow time for it even if you consider it insignificant. However, avoid topics that do not contribute to or mislead the interview: (1) a psychological interpretation of the family constellations; (2) comments placing the blame for a problem on the other parent’s/guardian's behavior; (3) the student's specific test scores or ratings, especially IQ; (4) another teacher's handling of the student; (5) a discussion of other young people, either siblings or classmates.
If parents/guardians insist on asking about these "taboo topics", remind them that the conference is about this particular student, and they would not benefit from exploring the subject further. Point out that a policy of confidentiality also protects their student.
** Invite questions from parents/guardians. To be sure all aspects of the student's work and behavior have been discussed to the parent/guardian's satisfaction, inquire directly, "Is there anything else you'd like to ask me about? Is there anything else about Johnny's/Jeanie's life at school or home you feel I should know about?"
** Recapitulate the entire conference. Conclude by reiterating the parents’/guardians' ideas, summarizing your own remarks, restating your suggestions, and reaffirming the ways you and the parents/guardians expect to follow through. (It is suggested to keep a written record of these plans.) Finally, thank them for their help and extend an invitation to call or return for another conference.
PARTIES
No parties are to be held without the approval of the Principal. There are to be no student birthday parties planned for the classroom or career major area.
PASSES
Students are required to have a pass/agenda whenever they move through the halls while classes are in session.
1. No student should be excused from a classroom or study hall for the purpose of procuring a pass from a teacher. Passes for conference, make-up work, etc. should be procured during the regular class or career major period or before school, and must be presented in order to leave the study hall. 2. Passes are to be filled out completely in ink before a teacher signs them.
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3. Do not allow any student to leave your classroom or career major without a pass unless some type of emergency occurs. 4. When a student returns to the classroom or career major, they must give their pass to the teacher. 5. A pass is to be used for one student only. 6. A student who has been detained after class must be given a pass to admit them to the next class. 7. Teachers should safeguard blank passes and keep them from being improperly used by students.
PEER MEDIATION
Peer mediation is an excellent tool that can be used by students and staff to help settle conflicts. It enables students to settle disputes creatively and cooperatively.
Mediation is voluntary and students choose to work with mediators. A mediator is a Athird person@ who helps disputants solve a problem. The mediator does not take sides, but serves as an impartial listener. Mediators often work in pairs to help disputants solve their problems and reach their own agreement.
PROFESSIONAL DEVELOPMENT
The Board of Education of the Burlington County Institute of Technology encourages all teaching staff members to pursue a program of continuing professional development by course work or matriculation in institutions of higher learning, participation in workshops and conferences, membership in professional organizations, and independent scholarship.
All teaching staff members may be permitted to: visit other schools and classrooms; attend local, regional, or national conferences; participate in committees, workshops, and panels, both within and outside the District. A Permission for Professional Development form, along with a completed workshop registration, must be submitted to the Division Head for approval. In addition, the Board of Education must approve all travel expenditures in accordance with N.J.S.A. 18A:11-12 and the State of New Jersey Department of the Treasury, Office of Management and Budget Circulars 08-19-OMB and 06-14-OMB (OMB Circulars) and any superseding circulars and any additional requirements set forth in N.J.A.C. 6A:23A-7 et seq.
A teaching staff member who has been approved to attend a professional development activity must complete the Evaluation Form in PD Express within five working days. Failure to comply with this time frame will result in your not receiving credit for attendance.
Each active teacher shall be required to complete 100 clock hours of State-approved continuing professional development and/or in-service every five years pursuant with N.J.A.C. 6A:9-15.2 et seq. Professional activities/meetings referenced in this Policy shall align with the Professional Standards for Teachers as set forth in N.J.A.C. 6A:9-3.3
The Superintendent shall prepare and distribute to all teaching staff members regulations governing professional development activities. The Superintendent shall report regularly to the District Board of Education on the professional development activities of teaching staff members.
Whether in-district or out-of-district, all teaching staff members should refer to Professional Development Procedures immediately following the Attendance and Expenses below.
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PROFESSIONAL DEVELOPMENT ATTENDANCE AND EXPENSES
Teachers may attend professional development activities if they relate specifically to their teaching assignment and if they will improve the teacher's professional competence.
Most activities attended shall be state activities; national conferences attended shall be within a reasonable distance from Philadelphia. There shall be limited attendance from the Burlington County Institute of Technology District to a specific activity.
All conferences must be approved by the Division Head, Superintendent, and Board of Education prior to attendance.
Reimbursement as approved must be applied for through the proper voucher within two weeks after the conference. Mileage is reimbursed at 31 cents per mile.
PROFESSIONAL DEVELOPMENT PROCEDURES
1. If you would like to attend a professional development activity, a Permission for Professional Development form and a completed workshop registration must be submitted to your Division Head for approval.
2. Once you receive Board approval, your Division Head will send you confirmation of your registration for your professional development activity.
3. Log into PD Express to verify that you have been pre-registered for the approved professional development activity. The address is as follows: http://pdx.bcit.cc/pdexpress/login.aspx.
4. Log into or call AESOP to schedule your absence, whether you need a substitute or not (www.aesoponline.com or 1(800) 942-3767).
5. You must complete the Evaluation Form in PD Express within five working days. Failure to comply with this time frame will result in your not receiving credit for attendance.
6. After completing your Evaluation in PD Express, forward a copy of your Certificate of Attendance documenting your hours to the Personnel Office.
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PERMISSION FOR PROFESSIONAL DEVELOPMENT
Directions: Please turn in this completed form along with your COMPLETED registration to your Division Head.
1. Staff Member’s Name: ______
2. Staff Member’s Position: ______
3. Staff Member’s Campus: Medford Westampton
4. Workshop Title: ______
5. Presenter/Organization ______
6. Date: ______
7. Location of Workshop: ______
8. Time of Workshop: From ______To______
9. Cost of Workshop: ______
10. Any Additional Costs: ______
This staff member has been given permission to attend the above captioned workshop.
______(Principal’s Signature) (Date)
Office Use Only Board Approved Account # Req. # & Date PD Express
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PROFESSIONAL ORGANIZATIONS
Teachers are invited and encouraged to join the various teacher's professional organizations available. Great strides in education are constantly being made by these groups, and membership broadens the teacher's knowledge of their profession and gives them an opportunity to express themselves. Payroll deductions can be made for the following organizations:
National Education Association American Vocational Association New Jersey Education Association Vocational Education Association of New Jersey Burlington County Education Association Various subject matter organizations (mathematics, Burlington County Institute of Technology English, etc.) Education Association
PROFICIENCY PROFILES FOR CAREER MAJORS
It is required by law that students be informed of the proficiencies required for successful course completion in the Career Major area. It is also good educational practice. Therefore, the following procedures are to be implemented:
Students are to be given a blank copy of the Accomplished Proficiency Profiles at the beginning of the school year. Teachers are to review these with all students, explaining them in terms that students can understand. Students are to be instructed to take them home and review them with their parents/guardians.
The teacher is to keep a copy for each student in their charge. This must be completed continually as the student acquires proficiencies. This is to become a regular part of the teaching/planning routine. The proficiencies must be available and up-to-date during formal or informal observations.
Proficiency Profiles are to be returned to the Guidance Office at teacher check-out in June according to the direction of the Division Head.
Be complete, neat, and objective. Proficiencies become a part of the student's record kept in perpetuity, and a copy will be given to the student upon graduation.
PROGRESS REPORTS (See page 14 also)
Progress reports are an evaluation of a student's work in your course at the midpoint of each marking period. This report does not require the calculation of exact grades, but should alert the parents/guardians of a possible failure or poor work in your course. It may also be used to indicate progress after a student has failed your course the previous marking period.
The progress reports are to be completed on the Genesis system on the scheduled dates as given on page 14. A progress report for each student showing all of their semester courses will be printed by the Data Processing Office and distributed to the homeroom teachers to be given to the students. The signed progress report should be returned to the homeroom teacher within three school days. A list of students not returning signed copies should be submitted to the Guidance Office for further follow-up.
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PROMOTION POLICY
Burlington County Institute of Technology plans for instructional programs that provide each student the opportunity to progress through school according to their own needs, abilities, and interests.
The educational program shall provide academic and CTE instruction so that students make continuous progress from grade to grade, with students spending one year in each grade.
Retention is an opportunity for students to achieve success by spending additional time re- experiencing skills and concepts that need re-exposure and reinforcement.
Promotion Policy
Ninth-grade students shall have completed 40 credits or more to be promoted to grade 10; tenth-grade students shall have 80 credits or more to be promoted to grade 11; and eleventh-grade students shall have one 120 credits or more to be promoted to grade 12. Twelfth-grade students must complete all state, district, and program requirements to be eligible for graduation.
Students shall be in the proper grade level in order to participate in designated grade level activities, i.e., seniors participate in the senior class trip.
Retention
Students who do not complete the required number of credits for promotion to the next grade level shall be considered retained in the existing grade level. Students who are on non- credit status and who fail to remediate the non credit status shall be considered retained in the existing grade level.
Course Remediation
The Burlington County Institute of Technology has the legal right and responsibility to refuse to re-admit a student who is not profiting from its program. Every effort will be made through guidance counseling to provide each student with the opportunity to succeed and graduate from the Burlington County Institute of Technology.
The following policies shall apply to course failures:
1. Students who fail a career major program will be subject to the following based upon the specific grade level:
a. Freshmen Year – students who fail their career major subject during the second semester must re-explore the shop areas during the first semester of the sophomore year and be placed in a different career major. b. Sophomore and Junior Year – students who fail ten (10) credits during these four semesters in their career major area will be directed to sign out of BCIT and return to their sending district high school. c. Senior Year – seniors must pass all of their career major credits attempted to be eligible for graduation.
2. A student who fails a state-required subject or a school-required subject must make up the subject. The student may make up the failed subject in an approved remedial program or receive approved tutoring to keep up to grade level.
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PUBLIC RELATIONS
The Board of Education of the Burlington County Institute of Technology believes all reasonable means should be employed to keep the community served by the school district informed on matters of importance regarding district programs, finances, personnel, policies, and operations.
The Board will determine which of its official actions have sufficient community impact and interest to warrant special release; the Board alone will release to the news media information about those matter of importance. The Board President may release information regarding Board actions of lesser importance as they have recorded in the minutes of the Board meetings and upon the request of media representatives. The release of all other publications, photographs, and documents depicting the accomplishments of the students and staff of the District shall be approved by the Superintendent of Schools or designee.
The school district will not release or publish photographs or release other personal identifying information of an individual district student without the prior written permission of the parent/guardian(s) or from the adult student. Written permission slips for such release from each parent/guardian(s) or adult student will be obtained by the Principal or designee for the students in their school building or by the Program Administrator for students in programs where a Principal is not assigned. These written permission forms shall be maintained by the Principal or Program Administrator. Group photographs may be released by the district without permission, but in no event will an individual student in a group photograph be identified by name and/or by other personal identifier without written permission from the parents/guardians(s) or adult student.
The Superintendent of Schools shall direct an information program designed to acquaint residents of the community and the public generally with the achievements and the needs of the schools. As a minimum, information shall be disseminated regarding the District’s educational goals; guarantee of equal educational opportunity; English as a second language; and summary reports of the administration of statewide assessment tests. Every effort shall be made to foresee and avoid problems caused by misunderstanding or lack of information.
The public information program may include the publication and distribution of a district newsletter, meetings with parent/guardian(s) and interested residents, a presentation and interpretation of the proposed annual budget, periodically distributed calendars and notice of events, the Superintendent’s annual report, and a student handbook, as well as the release of news and photographs of school activities for publication. Notices, publications, and other written materials may be prepared in languages other than English when necessary and appropriate for understanding.
The Board of Education adopts the following strategies to minimize the cost of public relations as defined in N.J.A.C. 6A:23A-9.3(c)14 in accordance with the N.J.A.C. 6A:23A-5.2. School district publications shall be produced and distributed in the most cost-efficient manner possible that will enable the school district to inform and educate the target community. The use of expensive materials or production techniques where lower cost methods are available and appropriate, such as the use of multi-color glossy publications instead of suitable, less expensive alternatives, is prohibited.
The school district will not distribute, via mass mailings or other means to the district community at large, publications that include the picture(s) of any members of the Board of Education within 90 days before any election in which any Board members is seeking any elective office or any election relation to school district operations held in the district. Any publication(s) distributed by the Board via mass mailings or other means to the district community at large within 60 days before any election in which any Board member is seeking any elective office or any election relating to school district operations held in the district must be submitted to the Executive County Superintendent for review prior to distribution to ensure that the public funds are being expended in a reasonable and cost- effective manner.
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Public relations activities, such as booths at statewide conferences, marketing activities and celebrations for opening schools and community events, and TV productions that are not part of the instructional program or do not provide information about district or Board operations to the public, that are excessive in nature are prohibited. All activities involving promotional efforts to advance a particular position on school elections or any referenda are prohibited.
Nothing in N.J.A.C. 6A:23A-5.2 and the Policy shall preclude the school district from accepting donations or volunteer services from community members, local private education foundations and local business owners to conduct or assist in public relations services. Examples include, but are not limited to: providing school district flyers, newsletters, or other materials containing school-related information of public concern to local businesses, public meeting places, or other local organizations to display or make available for dissemination; making school district related information of public concern available to local newspapers to publish related articles; and utilizing volunteered services of local community members, district employees, members of parent/guardian organizations or local businesses with expertise in related areas such as printing, advertising, publishing, or journalism.
The Board of Education will establish annually prior to budget preparation, a maximum dollar limit for public relation, as defined in N.J.A.C. 6A:23A-9.3(c)14. In the event it becomes necessary to exceed the established maximum dollar limit for public relations, the Superintendent of Schools shall recommend to the Board of Education an increase in the maximum dollar amount for public. Any increase in the maximum dollar amount shall require formal Board action.
PURCHASE ORDERS
If a teacher determines the need for supplies or equipment not available at the school, they must submit an order.
The order should state the quantity, a complete description of the item, the cost of each item, the cost for shipping, and the company from which the item can be obtained.
When submitting orders, keep in mind the following:
1. Use only current catalog prices. (Your orders will be kept at your bottom line figure. If a price increase is requested by a vendor, it will require orders to be cut.)
2. Describe the item being ordered carefully, using the noun first. For example: Drill, high speed, 2".
3. Orders should be typed. If not, write legibly.
4. All items from the same supplier should be on one sheet.
5. Use State Contract Vendors whenever possible. Obtain a copy of current contract award letter to be included with your purchase order.
6. Please list at least three or more suppliers for orders which may require a quotation (over $5,400) or bid (over $36,000).
7. The quantity times the unit price must equal your extension. PLEASE CHECK CAREFULLY.
8. If you get a direct quotation from a salesman, please include their name on your order, i.e., “quoted by Jennifer Jones on September 1, 2012.”
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PLEASE NOTE: Legibility and correctness of extensions are required on all orders and cannot be processed unless accurate.
It may be necessary to justify the purchase of the item to a division administrator and the Superintendent.
Do not purchase items on your own without their approval.
After completing your order, make a copy for your file and forward to your Division Head. When the order is delivered, compare the items received with your copy of the order and report any discrepancies to your division supervisor.
Instructions for Completing an Order
1. Vendor - Enter complete vendor name and address. Be sure to include the zip code.
2. Quantity - Enter the quantity of the item(s) you wish to order. Be specific and include group quantity if necessary (i.e. one dozen pencils, one box of erasers).
3. Description - Enter a complete description of the item including all pertinent catalog numbers, size, color, etc.
4. Unit Price - Enter the unit price; be sure to obtain current prices from the vendor or catalog.
5. Amount - Enter amount; Quantity X Unit Price = Amount
6. Shipping - Enter estimated amount of shipping. If company does not charge shipping, enter the "No Shipping Charge."
7. Total - Add all entries in amount column and insert total in this box. If the order consists of more than one page, enter the word "continued" in this box and put the total in this box on the last page.
8. Deliver to: - Insert school name, campus, and address. Do not indicate any person or department. Our Receiving Department will distribute merchandise appropriately.
9. Sign and Date - Please sign legibly and insert the date.
REIMBURSEMENT OF EXPENSES
Claims for expenses for approved school functions must be received by the school Business Administrator no later than the first day of the month to be considered by the Board of Education of the Burlington County Institute of Technology for payment during that month.
All expenses must be approved in advance by your Division Head or Superintendent.
The State of New Jersey mileage rate applies as per the Office of Management and Budget Circular.
REPORT CARDS
Report cards will be issued according to the published schedule.
It is very important that the schedule be met and that each teacher budget their time to comply.
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The report cards will be printed through the computer data base system once the teachers have entered their data in a timely manner and will either be distributed in homerooms or mailed to parents/guardians.
REPORTS FOR THE OFFICE
From time to time it will be necessary to gather information concerning various facets of the school. You can be sure the office will only ask for reports that are necessary.
It is important that all reports be in on time because the tardiness of one teacher's report will hold up the entire procedure and the final report.
Please try to be cooperative in this matter.
REPORTING VIOLENCE, VANDALISM, ALCOHOL AND OTHER DRUG ABUSE
The Board of Education of the Burlington County Institute of Technology shall observe “School Violence Awareness Week” during the week beginning with the third Monday in October of each year by organizing activities to prevent school violence. Activities shall include, but are not limited to, age- appropriate opportunities for student discussion on conflict resolution, issues of student diversity, and tolerance. The Board shall invite law enforcement personnel to join members of the teaching staff in the discussions and provide programs for school employees that are designed to help them recognize warning signs of school violence and to instruct them on recommended conduct during an incident of school violence.
Any school employee who observes or has direct knowledge from a participant or victim of an act of violence or the possession and/or distribution of alcohol or other drugs on school grounds, and any school employee who reports a student for being under the influence of alcohol or other drugs, according to the requirements of N.J.S.A. 18A:40A-12 and N.J.A.C. 6A:16-4.3, shall file a report describing the incident to the Principal, in accordance with N.J.S.A. 18A:17-46. The report shall be on a form adopted by the Board to include all of the incident detail and offender and victim information that are reported on the Electronic Violence and Vandalism Reporting System (EVVRS).
The Building Principal, for each incident report of violence, vandalism, alcohol, or other drug abuse, shall review the incident report for accuracy; forward a copy of the incident report to the Superintendent; and notify the Superintendent of the action taken regarding the incident. The Board shall not discharge or subject to any manner of discrimination any school employee who files a report pursuant to N.J.A.C. 6A:16-5.3.
The majority representative of the school employees’ bargaining units shall have monthly access to the number and disposition of all reported acts of school violence and vandalism, pursuant to N.J.S.A. 18A:17-46. Personally identifying information may be provided to the majority representative of the school employees’ bargaining units only in instances when school administrators have reason to believe that the safety of a school staff member is at risk.
The Superintendent annually shall submit a report to the Commissioner of Education of each incident of violence, vandalism and alcohol and other drug abuse in the school district utilizing the EVVRS in accordance with the requirements of N.J.A.C. 6A:16-5.3(e)1 through (e)3.
At an annual hearing held pursuant to N.J.S.A. 18A:17-46, the Superintendent shall report to the Board all acts of violence and vandalism and incidents of alcohol and other drug abuse that occurred during the previous school year, according to the provisions of N.J.S.A. 18A:17-46.
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Whenever it is alleged a school employee has knowingly falsified the annual report on violence and vandalism required under N.J.S.A. 18A:17-46, the Board shall make a determination regarding whether the employee committed the act. The Board shall provide written notice of the allegations to the employee and the employee shall be entitled to a hearing before the Board in accordance with the provisions of N.J.A.C. 6A:16-5.3(g)2. Upon a determination by the Board that an employee has knowingly falsified the annual violence and vandalism report, the Board may take appropriate action as outlined in N.J.A.C. 6A:16-5.3(g)3. Any action taken by the Board shall be based on its consideration of the nature of the conduct, the circumstances under which it occurred, and the employee’s prior employment record. Any employee having been found responsible for the falsification of the annual report by the Board shall have the right to file a grievance under their respective bargaining agreements, appeal the Board’s determination to the Commissioner of Education and subsequently to the State Board of Education, or appeal the decision to the Superior Court of New Jersey. The availability of appeal options shall be based upon the action taken by the Board.
A Board of Education shall submit and implement corrective action plans for high incidences of violence, vandalism, or alcohol or other drug abuse upon notification by the Commissioner of Education.
RETENTION POLICY
Students who do not complete the required number of credits for promotion to the next grade level shall be considered retained in the existing grade level. Students who are on non- credit status and who fail to remediate the non-credit status shall be considered retained in the existing grade level.
RIGHT TO KNOW
This notice is to inform parents/guardians, staff and visitors that the Burlington County Institute of Technology is in full compliance with all PEOSH (Public Employee Occupational Safety & Health) Hazardous Communications, New Jersey Right to Know, and AHERA (Asbestos Hazard Emergency Response Act) regulations.
Information regarding these regulations is available for review in the Buildings and Grounds Office at each campus.
ROLL BOOKS AND GRADES
All classroom attendance and grades will be kept via the computer on the school’s student data management system (currently “Genesis”). All teachers will receive a login and password from the IT Department. For further instructions on the use of the Genesis Gradebook, refer to the BCIT website and click on the following:
A. Sign In B. Intranet C. Technology Academy D. On-Line Manuals E. Genesis F. Genesis Gradebook Users Guide Review all of the information given there. If you have further questions, contact the student data management systems office for further training and directions.
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SAFETY
It is most important that all career major, laboratory, and physical education teachers stress safety during their instructions. Each student should be instructed and required to pass a safety test before he or she be permitted to use each piece of equipment. A progress chart must be kept listing each student and the equipment in which he/she has received instruction and has demonstrated sufficient knowledge to safely operate or use.
Proper use, care, and respect for fire extinguishers and other related safety equipment should be stressed by the teacher as part of an ongoing class safety program.
SCHOOL INSURANCE
The Board of Education of Burlington County Institute of Technology will provide school time accident insurance for all high school students.
The following procedure is to be followed for all accidents occurring in school or on school property.
1. Students and staff members covered by the special school insurance should obtain the accident report forms supplied by the insurance company from the Nurse and give them to the examining physician. 2. The insurance company will then authorize appropriate payment. 3. For every accident, three copies of the accident report are to be completed by the teacher witnessing the accident and sent to the Nurse. One is retained by the Nurse's Office and one is sent to the Principal's Office. A copy is sent to the Business Office.
SCHOOL INTEGRATED PEST MANAGEMENT PLAN
The New Jersey School Integrated Pest Management Act of 2002 requires school districts to implement a school integrated pest management policy that includes an Integrated Pest Management Plan. In accordance with the requirement of the Act, the Board shall ensure implementation of Integrated Pest Management (IPM) procedures to control pests and minimize exposure of children, faculty and staff to pesticides. These procedures shall be applicable to all school property in the Burlington County Institute of Technology School District.
IPM Coordinator (IPMC)
The Director of Facilities of both the Medford and Westampton Campuses shall be designated as the district’s Integrated Pest Management Coordinators (IPMC) and are responsible for the implementation of the school integrated pest management policy.
Integrated Pest Management Procedures in Schools
IPM procedures will determine when to control pests and whether to use mechanical, physical, cultural, biological or chemical methods. Applying IPM principles prevents unacceptable levels of pest damage by the most economical means and with the least possible hazard to people, property, and the environment.
The IPMC shall consider the full range of management options, including no action at all. Non- pesticide pest management methods are to be used whenever possible. The choice of using a pesticide shall be based on a review of all other available options and a determination that these options are not effective or not reasonable. When it is determined that a pesticide must be used, low impact pesticides and methods are preferred and shall be considered for use first.
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Development of IPM Plans
The Superintendent, in collaboration with the school Building Principal(s) and the IPMC, shall be responsible for the development of the IPM Plan for the school district. The school district’s IPM Plan is a blueprint of how the school district will manage pests through IPM methods. The school district’s IPM Plan will state the school district’s goals regarding the management of pests and the use of pesticides for all school district property. The Plan will reflect the school district’s site-specific needs and a description of how each component of the school district’s IPM Policy and Regulation will be implemented for all school property.
Education/Training
The school community will be educated about potential pest problems and IPM methods used to achieve the pest management objectives.
The IPMC, other school staff, and pesticide applicators involved with implementation of the district’s IPM Policy will be trained in appropriate components of IPM as it pertains to the school environment.
Students and parents/guardians will be provided information on this policy and instructed on how they can contribute to the success of the IPM program.
Recordkeeping
Records of pesticide use shall be maintained on site to meet the requirements of the State Regulatory Agency and the Board.
Records shall also include, but are not limited to, pest surveillance data sheets and other non- pesticide pest management methods and practices utilized.
Notification/Posting
The Building Principal of each school, working with the IPMC, is responsible for timely notification to students, parents/guardians and the school staff of pesticide treatments pursuant to the School Integrated Pest Management Act.
Re-entry
Re-entry to a pesticide treated area shall conform to the requirements of the School Integrated Pest Management Act.
Pesticide Applicators
The IMPC shall ensure that applicators follow state regulations, including licensing requirements and label precautions, and must comply with all components of the School Integrated Pest Management Policy.
Evaluation
The Superintendent will report annually to the Board on the effectiveness of the IPM Plan and make recommendations for improvement as needed.
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SECRETARIES
The secretaries at our school have regularly assigned duties and responsibilities in their respective offices.
Please comply with their requests for paperwork, information etc. as they are performing important functions for their supervisors. Do not ask them to do your work.
SIGNING IN AND OUT
A sign-in, sign-out sheet will be used to indicate whether a teacher is present in the school. Please sign in or sign out by initialing or writing the time indicated on the school clock in the appropriate space. Do not sign in or out anyone but yourself, and do not ask others to sign you in or out. This is your first duty in the morning and your last in the afternoon. This is very important to ensure homeroom and class coverage.
Teachers should be in their assigned areas by 8:10 a.m. and remain until 3:20 p.m. unless excused by the Principal.
All teachers shall have the right to leave the school property only during their duty free lunch period. All teachers shall indicate their departure on a sign-out sheet in the Main Office.
SPECIAL EDUCATION
A Special Education division has been established to provide and support career and technical education and academic instruction to meet the needs of classified/disabled students.
Special education students are those who have been classified by a Child Study Team as per NJAC 6:28.
The Child Study Team shall consist of the school psychologist, learning disabilities specialist, social worker, and others who can offer special insight into the student's problem.
The purpose and objectives of the Special Education Program shall be to promote the personal and vocational success of the students through development of their individual interests, aptitudes, and abilities.
Students in the regular school program may be transferred to the Special Education Division following referral and classification by the Child Study Team and approval of the student's parents/guardians.
STUDENT ACCEPTABLE USE OF EDUCATIONAL TECHNOLOGY EQUIPMENT POLICY
General Information
The Burlington County Institute of Technology provides computer equipment, computer services, Internet access and other technology to its students and staff for educational purposes only. The purpose of providing technology resources is to improve learning and teaching through research; teacher training; collaboration, dissemination and the use of global communication resources. Employees of Burlington County Institute of Technology reserve the right to monitor all activity on district technology.
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Any action by a user that is determined by a supervising party to constitute an inappropriate use of resources or an improper restriction of others from using and enjoying those resources, is strictly prohibited and may result in termination of the offending users’ access and other action in compliance with the district’s discipline code.
The district may modify these rules at any time by publishing modified rules.
Information Content and Uses of the Computer
The user agrees not to publish on or over the computer any offensive information. The user further agrees not to use the computer to conduct advertising, solicitation, or any activity which is prohibited by law.
Because Burlington County Institute of Technology provides, through connection to the Internet, access to other computers around the world, students and their parents/guardians understand that the district and supervising party have no control over content. The district will provide students access to Internet resources only in supervised environments and will take all possible steps to lock out objectionable areas.
Online Conduct
Accessing global networking sites, including but not limited to Facebook and MySpace, using district technology is prohibited. Furthermore, the user specifically agrees not to submit, publish, or display any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, or otherwise illegal material, nor shall a user encourage the use, sale, or distribution of controlled substances. Transmission of material, information or software in violation of any local, state or federal law is also prohibited and is a breach of the Terms and Conditions. Specifically, the user will conform to copyright and licensing laws and will not plagiarize the work of others.
Software Libraries
Software is provided to students as a curricular resource. No student may install, upload, or download software. Any software having the purpose of damaging another users’ files or the district computers and software (e.g., computer viruses) is specifically prohibited.
Real-time, interactive communication areas
The supervising party, at his/her sole discretion, reserves the right to immediately terminate the access of a user who misuses real-time conference features (talk/chat/internet relay chat).
Electronic Mail
Burlington County Institute of Technology does not provide or host email addresses for students. In an effort to increase student-teacher communication, Burlington County Institute of Technology will allow students to access their personal web based email accounts from district computers. The supervising party reserves the right to inspect mail, to investigate complaints regarding mail which is alleged to contain defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially offensive, or otherwise illegal material. Burlington County Institute of Technology reserves the right to cooperate fully with local, state, or federal officials in any investigation concerning or relating to any mail transmitted on a Burlington County Institute of Technology computer.
Security
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Attempts to access files of another user or of a supervising party may result in termination of access privileges. Any user identified as a security risk may have his/her access terminated and/or be subject to other disciplinary action.
Vandalism
Vandalism is any malicious attempt to harm or destroy the computer, any of the networks that are connected to the Internet backbone, peripherals, or resident software. This includes, but is not limited to, the loading or creation of computer viruses. Acts of vandalism may result in cancellation of computer access, and other disciplinary measures in accordance with the district’s discipline code.
Game Playing
Game playing over Burlington County Institute of Technology computers or our network infrastructure is prohibited.
Printing
The printing facilities of Burlington County Institute of Technology should be used judiciously. Unnecessary printing adds expense, and shortens the life of the equipment.
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BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY
Student Acceptable Use of Education Technology
Terms and Conditions
Student Contract
I have read the Terms and Conditions for use of technology resources in Burlington County Institute of Technology. I understand and will abide by the stated Terms and Conditions. I further understand that violation of the regulations is unethical, a violation of school rules, and may constitute a criminal offense. Should I commit any violation, I understand that my access privileges may be revoked and school disciplinary action may be taken. Appropriate legal action may also result.
User Name (print): ______
User Signature: ______
Parent/Guardian
As the parent/guardian of this student, I have read the Terms and Conditions for acceptable use of technology resources in Burlington County Institute of Technology. I understand that this access is designed for educational purposes and that the district has taken available precautions to eliminate controversial material. However, I also recognize it is impossible for Burlington County Institute of Technology and computer administrators to restrict access to all controversial materials, and I will not hold them responsible for materials acquired on the computer systems. Further, I accept full responsibility for supervision of and when my child’s use is not in a school setting. I hereby give my permission to give computer access to my child and certify that the information contained in the form is correct.
Parent/Guardian Name (print): ______
Parent/Guardian Signature: ______
Date: ______
Daytime Phone Number: ______
Evening Phone Number: ______
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STUDENT ACTIVITY FUND
The Board of Education of the Burlington County Institute of Technology directs the establishment of a student activity fund for the financial administration of co-curricular activities operated for the benefit of students and duly approved by the Board.
The student activity fund will include moneys collected for and dedicated to the purposes of student government, clubs, publications, school trips, and other approved activities.
The Student Activity Fund Coordinator shall be responsible for the administration of the student activity fund. The fund will be audited annually and will be administered under appropriate accounting controls. The books of account will record income and expenses separately for each approved co- curricular program.
All funds collected must be turned in to the Main Office within twenty-four hours of collection and must be deposited on the day they are received.
All payments for supplies, equipment, and services for the co-curricular program will be made in accordance with established purchasing procedures.
All moneys accumulated in the account of a specific class or activity will, upon the graduation of that class or the discontinuance of the activity, revert to the student activity fund.
An accurate ledger is to be kept of all activities with reference to income and expenses.
Money collected in the process of the activity must be deposited in the Student Activity Fund immediately by the close of each day. Money that has to be kept overnight, however, must be turned in to the Principal’s Office and stored in the school safe.
Deposits
The activity advisor brings money to be deposited to the area designated by the school Principal or his/her designee. It is the activity advisor’s responsibility to see that money is counted and wrapped prior to being presented for deposit. All checks should be accurately dated and made out to the school district. A tally sheet is to be filled out by the advisor and appropriately signed.
A receipt will be made out and presented to the activity advisor to serve as a record for the deposit.
Payments
Payments Documentation must include the following:
1. Payment Request Voucher signed by the advisor(s), the school Principal, and/or the Assistant Principal. All signatures must be completed before the Payment Request Voucher can be processed for payment.
2. An original invoice from the vendor or original receipts for the amount requested to be paid. 3. A completed school voucher signed by the vendor for purchases over the quote threshold amount.
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STUDENT OBLIGATIONS
Those students who owe the school money for books, supplies, equipment and student organization commitments will not receive report cards, transcripts, or diplomas until the obligations are met. Division Heads will specify procedures and time lines for the resolution of student obligations.
STUDENT/PARENT/GUARDIAN HANDBOOK
Instructors are responsible for enforcing all rules and regulations contained in the Student Handbook.
STUDENT RECORDS
Student records refer to information maintained within the school which is educationally relevant to the student and based on objective knowledge or information. Maintenance of these records shall be in compliance with federal and state regulations including NJAC 6:3-2.1 et. seq. Information recorded by any certified school personnel solely as a memory aid, not for use by a second party, is excluded as in NJAC 6:3-2.1.
The Board of Education authorizes certified school personnel to collect and maintain all mandated records and the following permitted records:
*Group and Individual Achievement or Aptitude Test Scores *Accomplished Proficiency Profiles *Progress Reports *Attendance and Discipline Reports *Correspondence to parents/guardians or students from certified school personnel *Correspondence to school personnel from students and/or parents/guardians *Records of extracurricular or co-curricular activities *Course selection requests and course change requests *Plans for remediation *Permitted records received from a sending district *Admissions information
Parents/guardians/adult students have the right to review their records in accordance with New Jersey State Law. Contact the Principal or Guidance Office for details.
STUDENT WITHDRAWAL PROCEDURE
During the course of the year, students will be permanently leaving Burlington County Institute of Technology for various reasons. When this happens, the student will be given a discharge form in the Guidance Office. During the course of their last day at the school, the student will take the discharge form to each teacher in whose class they are enrolled. The teacher will collect all books, supplies, equipment, locks, etc. issued to the student and, after all items are returned, sign the form. Besides his/her assigned teachers, the student must also see their Homeroom Teacher, the Media Center Specialist, and the School Nurse. The completed form is returned to the Guidance Office before the student is dismissed. In the event the student has not cleared up their obligations, the teacher should not sign the form but indicate what is due. An attempt to recover the missing item will be made by the office, and no records will be released until obligations are met.
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SUBSTANCE ABUSE
The Board of Education of the Burlington County Institute of Technology recognizes that a student’s abuse of harmful substances seriously impedes that student’s education and threatens the welfare of the entire school community. The Board is committed to the prevention of substance abuse and the rehabilitation of substance abusers by educational means, but will take the necessary and appropriate steps to protect the school community from harm and from exposure to harmful substances. Accordingly, the Board will establish and maintain a comprehensive substance abuse intervention, prevention, and treatment referral program in the schools of this District.
Definitions N.J.S.A. 18A:40A-9 N.J.A.C. 6A:16-1.3; 6A:16-4.1
For the purposes of this policy:
“Substance” means alcoholic beverages; controlled dangerous substances, including anabolic steroids, as defined at N.J.S.A. 24:21-2 and N.J.S.A. 2C:35-2, any chemical or chemical compound which releases vapors or fumes causing a condition of intoxication, inebriation, excitement, stupefaction, or dulling of the brain or nervous system, including, but not limited to, glue containing a solvent having the property of releasing toxic vapors or fumes as defined at N.J.S.A. 2C:35-10.4; and over-the-counter and prescription medications which are improperly used to cause intoxication, inebriation, excitement, stupefaction, or dulling of the brain or nervous system.
“Substance abuse” means the consumption or use of any substance for purposes other than for the treatment of sickness or injury as prescribed or administered by a person duly authorized by law to treat sick and injured human beings.
“Evaluation” means those procedures used by a certified or licensed professional to make a positive determination of a student’s need for programs and services which extend beyond the general school program by virtue of learning, behavior, or health difficulties of the student or the student’s family.
“Intervention” means those programs, services, and actions taken to identify and offer help to a student at risk for learning, behavior, or health difficulties.
“Referral for treatment” means those programs and services offered to a student or their family to help implement the recommendations of an evaluation or in response to the family’s request for assistance with a learning, behavior, or health difficulty.
“School grounds” means and includes land, portions of land, structures, buildings, and vehicles, when used for the provision of academic or extracurricular programs sponsored by the school district or community provider and structures that support these buildings, such as school district wastewater treatment facilities, generating facilities, and other central services facilities including, but not limited to, kitchens and maintenance shops. School grounds also includes other facilities as defined in N.J.A.C. 6A:26-1.2, playgrounds, and recreational places owned by local municipalities, private entities or other individuals during those times when the school district has exclusive use of a portion of such land.
Discipline N.J.S.A. 18A:40A-10; 18A:40A-11 N.J.A.C. 6A:16-4.1(c)2.; 6A:16-6.3(a)
The Board of Education prohibits the use, possession, and/or distribution of harmful substances, i.e. alcohol or other drugs on school grounds, including on school buses or at school-sponsored
PAGE 142 functions according to N.J.S.A. 18A:40A-9, 10, and 11. A student who uses, possesses, or distributes a substance, on or off school premises, will be subject to discipline. Discipline will be determined by the severity of the offenses, the nature of the problems, and the student’s needs. Discipline may include suspension or expulsion. The Board may establish consequences for a student not following through on the recommendations of an evaluation for alcohol or other drug abuse and related behaviors. The Superintendent and/or designee will notify the appropriate law enforcement agency pursuant to N.J.A.C. 6A:16-6.3(a).
Instruction N.J.S.A. 18A:40A-1 et seq. N.J.A.C. 6A:16-3.1
The Board of Education shall provide a comprehensive program of prevention, intervention, referral for evaluation, referral for treatment, and continuity of care for student substance abuse.
Identification, Evaluation, and Intervention N.J.S.A. 18A:40A-11 through 18A:40A-17 N.J.A.C. 6A:16-3.1; 6A:16-4.1; 6A:16-4.2; 6A:16-4.3
Any educational staff member or other professional to whom it appears that a student may be under the influence of alcohol or other drugs on school grounds, including on a school bus or at a school-sponsored function shall report the matter in accordance with N.J.A.C. 6A:16-4.3(a)1.
An immediate medical examination shall be conducted and a written report of the medical evaluation shall be furnished to the parent/guardian(s) of the student, the Building Principal, and the Superintendent in accordance with N.J.A.C. 6A:16-4.3(a)2 - 4.3(a)8.
If the written report of the medical examination is not provided within twenty-four hours of the referral of the student, the student shall be allowed to return to school until such time as a positive determination of substance use is received from the physician.
If the written report of the medical evaluation verifies that substances do not interfere with the student’s physical or mental ability to perform in school, the student shall be immediately returned to school. If there is a positive determination from the medical examination indicating the student’s substance use interferes with their physical or mental ability to perform in school, the student shall be returned to the care of the parent/guardian(s) as soon as possible and attendance at school shall not resume until a written report verifies the student’s substance use no longer interferes with their and mental ability to perform in school.
Removal of a student with a disability shall be in accordance with N.J.A.C. 6A:14.
While a student is at home because of the medical evaluation or after the student returns to school, an appropriately certified school staff member(s) will conduct a substance assessment of the student and a reasonable investigation of the situation and may initiate referral alcohol or other drug abuse treatment in accordance with N.J.A.C. 6A:16-4.3(a)12, 4.3(a)13, and 4.3(a)14.
The Board of Education may provide additional intervention and referral services for the student according to the requirements of N.J.S.A. 18A:40A-10 and N.J.A.C. 6A:16-8.
Whenever any teaching staff member, certified or non-certified school nurse, or other educational personnel shall have reason to believe a student has used or may be using anabolic steroids, that person shall report the matter in accordance with N.J.A.C. 6A:16-4.3(b)1.
The Building Principal or designee upon receiving such report shall immediately notify the
PAGE 143 parent/guardian(s) and Superintendent and shall arrange for an examination of the student as soon as possible to determine whether the student has been using anabolic steroids in accordance with N.J.A.C. 6A:16-4.3(b)2.
The Superintendent will disclose to law enforcement authorities the identity of the student pursuant to the requirements of N.J.A.C. 6A:16-4.3(b)3.
A written report of the examination shall be provided by the examining physician to the parent/guardian(s), Building Principal, and Superintendent.
If it is determined the student has used anabolic steroids, an appropriately certified school staff member(s) shall interview the student and others to determine the extent of the student’s involvement with and use of anabolic steroids and the possible need for referral for treatment in accordance with N.J.A.C. 6A:16-4.3(b)5.
If the results of a referral for evaluation have positively determined the student’s involvement with and use of anabolic steroids represents a danger to the student’s health and well-being, an appropriately certified school staff member(s) shall initiate a referral for treatment to agencies and/or private practitioners as outlined in N.J.A.C. 6A:16-4.3(b)6.
In-Service Training N.J.S.A. 18A:40A-15(b)
The Board directs the Superintendent to develop a program of in-service training for all teaching staff members involved in the instruction of students. The Board will provide time for the conduct of the program during the usual school schedule. In-service training shall prepare teachers to instruct students on substance abuse and inform teachers about the nature of substances, the symptomatic behavior associated with substance abuse, the availability of rehabilitation and treatment programs, the legal aspects of substance abuse, and Board policy and regulations on substance abuse.
Outreach to Parents/Guardians N.J.S.A. 18A:40A-16; 18A:40A-17 N.J.A.C. 6A:16-4.1(c)7.
The Board of Education will provide an outreach program to parent/guardian(s) of students that includes information on the District’s substance abuse curriculum, the identification of substance abusers, and rehabilitation organizations and agencies. The Superintendent is directed to develop the program in consultation with local agencies recommended by the Commissioner and to offer the program at times and in places convenient to parent/guardian(s) on school premises or in other suitable facilities.
Records §408 of the Drug Abuse Prevention, Treatment, and Rehabilitation Act, 42 U.S.C., and Implementing Regulations, 42 CFR Part 2
Notations concerning a student’s involvement with substances may be entered on their records, subject to Policy No. 8330 regarding confidentiality and limited access. All such notations shall be expunged when they are no longer required for the counseling or discipline of the student or when the student leaves school. Information regarding a student’s involvement in a school intervention or treatment program shall be kept strictly confidential in accordance with §408 of the Drug Abuse Prevention, Treatment, and Rehabilitation Act, 42 U.S.C. 290 ee-3, and implementing regulations, 42 CFR Part 2.
If an elementary or secondary student involved in a school-based drug or alcohol counseling program provides information during the course of a counseling session in that program which indicates
PAGE 144 that the student’s parent/guardian(s) or other person residing in the student’s household is dependent upon or illegally using a substance as that term is defined in N.J.S.A. 18A:40A-9, that information shall be kept confidential and may be disclosed only with the student’s written consent, to another person or entity whom the student specifies in writing in the case of a secondary student, or to a member of the student’s immediate family or the appropriate school personnel in the case of an elementary student; pursuant to a court order; to a person engaged in a bona fide research purpose, except that no names or other information identifying the student or the person with respect to whose substance abuse the information was provided, shall be made available to the researcher; or to the Division of Youth and Family Services or to a law enforcement agency, if the information would cause a person to reasonably suspect that the elementary or secondary student or another child may be an abused or neglected child.
Nonpublic School Students N.J.S.A. 18A:40A-5; 18A:40A-17c
The Board of Education will lend to students attending nonpublic schools located in this District and to the parent/guardian(s) of such students educational materials on substance abuse prepared and supplied by the Commissioner. The loan of such materials shall be at no cost to the District.
Civil Immunity N.J.S.A. 18A:40A-13, 18A:40A-14; N.J.A.C. 6A:16-4.3(c)
No civil action of any kind shall lie against any employee, officer or agent of the Board of Education because of actions taken under the education statutes on substance abuse, N.J.S.A. 18A:40A-1 et seq., provided the skill and care given is that ordinarily required and exercised by other such employees, officers and agents of the Board.
Any educational or non-educational school staff member who in good faith reports a student to the Building Principal or designee in compliance with N.J.A.C. 6A:16-4.3 shall not be liable in civil damages as a result of making such a report, as specified in N.J.S.A. 18A:40A-13 and 14.
Reporting Students to Law Enforcement Authorities N.J.A.C. 6A:16-6.3(a)
The Superintendent, or designee, shall report students to law enforcement authorities if the staff member has reason to believe a student is unlawfully possessing or in any way involved in the distribution of controlled dangerous substances, anabolic steroids, or drug paraphernalia, pursuant to N.J.A.C. 6A:16-6.3(a). The Superintendent will not report students who have voluntarily sought treatment or counseling for a substance abuse problem provided the student is not involved or implicated in a current drug distribution activity.
The Superintendent or designee may, but need not disclose to law enforcement authorities the identity of a student suspected to be under the influence of alcohol and/or controlled dangerous substances, pursuant to N.J.A.C. 6A:16-4.3(a), or a student suspected to have used or who may be using anabolic steroids, pursuant to N.J.A.C. 6A:16-4.3(b), and who is referred for a medical evaluation, pursuant to N.J.A.C. 6A:16-4.3(a) or (b), as appropriate, for the purposes of providing appropriate health care for the student and for determining whether the student is under the influence of alcohol or other drugs or has been using anabolic steroids, provided the student is not reasonably believed to be in possession of a controlled dangerous substance or drug paraphernalia, and is not reasonably believed to be involved or implicated in drug distribution activities.
Policy Review and Accessibility N.J.S.A. 18A:40A-10; 18A:40A-11 N.J.A.C. 6A:16-4.2(a) & (b)
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The Board of Education will annually review the effectiveness of Policy and Regulation 5530 on student alcohol and drug abuse. The Board shall solicit parent/guardian(s), student and community input, as well as consult in the review process with local alcohol or other drug abuse prevention, intervention and treatment agencies licensed by the New Jersey Department of Human Services.
This Policy and Regulation shall be made available annually at the beginning of the school year to all school employees, students, and parent/guardian(s). Each newly hired employee and transferred student will be offered this Policy and implementing regulations on their arrival in the District.
SUBSTITUTE FOLDER/SUBSTITUTE TEACHERS
Each teacher is required to file a substitute teacher's folder in the Principal's Office to ensure that the substitute may take your place and have worthwhile instruction. The following items should be included in your substitute folders:
1. Teacher's daily schedule. 2. Seating chart and class roster. 3. Emergency lesson plans. 4. Special instructions to the substitute.
It is the duty of the teacher to keep the substitute folder current. If the teacher has a homeroom, the homeroom roster must be kept up-to-date as well as all class rosters and seating charts.
Once used, an emergency lesson plan should be replaced with new materials. Emergency plans should contain at least three days work. Handouts, textbook assignments, visual aids, written assignments, and other lessons involving a minimum of lecturing by the substitute are good approaches to this situation.
Career major instructors are reminded that it is very difficult to secure substitutes for career majors.
Include in your folder three days work that can be done in a non-career major setting i.e., classroom or Media Center.
This material is to be available in addition to your weekly lesson plans and career major work continuation plans, in the event that the career major area can be kept open.
The Head Teacher is responsible to the substitute as follows:
1. Meets with the substitute as early as possible. 2. Assist in location of materials. 3. Help with student problems.
SUPPLIES
Medford Campus:
Supply requisitions are submitted to the Principal’s Office. Orders are filled as soon as possible. Orders are placed in the teacher’s mailbox, if possible. Otherwise, the order can be picked up at the Principal’s Office.
Westampton Campus:
Teaching supplies are ordered in June by each teacher. Supplies are distributed in September and individually stored by each teacher.
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SUSPENSIONS
Students will be assigned to suspension by the Principal or designee. Parents/guardians will be notified of this action through a letter from the administration.
The Burlington County Institute of Technology School District has an obligation to implement a plan for safe schools and the orderly process of education. Our school must see to it that each student learns through school experiences to recognize the essential worth of each individual, to adjust personal behavior for the welfare of the group and to respect the rights and property of others. Procedures must be developed which enable our schools to provide an atmosphere for the development of effective citizens for the society in which they exist.
With the above in mind, students must assume responsibility for their actions and behavior. Negative behavior will not be tolerated and sometimes results in a suspension from school.
Multiple offenders must learn to modify their behavior or forfeit privileges and/or activities.
A student who is suspended out of school may be excluded from participating in extra curricular and co-curricular activities.
TARDINESS - STUDENTS
If a student reports to your class after the designated time and does not have a pass explaining such tardiness, the procedure outlined below is to be followed:
1. Record their tardiness in your class register book. 2. Question students as to cause of their lateness. If students can justify their lateness, admit them and allow the students until the next meeting of the class to procure a pass explaining the tardiness and reason for time of arrival. 3. If a valid pass explaining the tardiness and time of arrival is presented by the time indicated, consider the tardiness excused. 4. If such a pass is not presented by the next meeting of the class, the tardiness becomes unexcused and shall be handled by the classroom teacher as a disciplinary matter. 5. Students arriving to school too late for homeroom must report to the Main Office and sign in. Late slips will be issued to the students. If a student's bus arrives late, a late bus pass will be issued by the office. 6. Any change in this procedure will be outlined by the Principal as needed.
TARDINESS - TEACHERS
Consistent or frequent tardiness to school or to your assigned class will not be permitted. It is essential for a teacher to be present at their assigned place on time throughout the day. Students without supervision create dangerous situations, and the teacher is liable if something occurs.
If you are unavoidably delayed, please notify the Main Office as soon as possible. Remember, your fellow teachers will probably have to assume your responsibilities during the tardiness.
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TECHNOLOGIES – DIGITAL/HAND-HELD/PORTABLE
As we utilize digital, hand-held and portable technologies for instructional purposes only, it is imperative that you closely monitor their usage for appropriateness and relevancy to the instructional plan.
TELEPHONE CALLS
Only emergency telephone calls will be accepted for teachers or students by the school secretaries. Usually such messages can be transmitted to teacher or student by the secretary taking the call.
Teachers are not permitted to make personal telephone calls on the school phone system unless it is an emergency. Personal calls made by teachers on the school phone system must be cleared by the Principal. Public telephones may be used by teachers at a time when it will not interfere with assigned duties.
The switchboard operator has been directed to deny outside access except for the above stated reasons. A log will be kept for monitoring purposes on all outside calls which will list the number and the reason for the call. We ask your cooperation so that further restrictions do not have to be instituted. Calls may be made using the following codes:
Operator from either campus dial "0". Pre-approved Calling Card codes.
To call between campuses, just dial the appropriate room extension number.
TEST SCHEDULING
The technique of testing enables the teacher to determine whether their students have learned and if they have taught their subject well.
To avoid the situation where a student may have all their tests on one day, the following test schedule is recommended:
Monday English Tuesday Math Wednesday Science or related subjects, Social Studies Thursday Physical Education, Health when necessary English Friday Career major
TEXTBOOKS
A textbook is a book that is assigned to a particular student and may regularly be taken from the room by the student. Textbooks will normally be issued to students during the opening days of school.
Each textbook should have its own individual number stamped on the inside of the front covers. A six digit number is used, the first two numbers of which are the first digits of the year, of purchase. The remaining numbers running from 0001 consecutively up to the highest number of that particular textbook purchased that year.
Also, on the inside front cover will be found a textbook label with the school name stamped in the appropriate place. It is the responsibility of the teacher issuing the textbook to record the book
PAGE 148 number and the student's name to whom the book is assigned and see that the student returns the book at the end of the course.
If a student in your class loses a book and has checked the "lost and found" without success, they must obtain a lost book form from the office, have it filled by their teacher, and pay the amount determined before a new book will be issued. The cost will be determined from the serial number of the lost book as recorded in the teacher's roll book.
Teachers should require students to keep books covered at all times. Students will be charged for willful damage to textbooks at the end of the semester. Parents will be notified of the damage assessment through a student obligation letter.
TEXTBOOK SELECTION AND ADOPTION
All textbooks used in the classroom/career major must have the approval of a textbook review committee, Division Head, Superintendent, and Board of Education.
The staff member(s) recommending the textbook will prepare a textbook evaluation report for all textbooks. Textbooks used by teachers in more than one campus must show joint approval. The report will then be forwarded to a Textbook Review Committee, Division Head, and the Superintendent for approval prior to presentation to the Board of Education.
With the increased emphasis on a multi-materials approach to education now prevalent in many progressive school systems, the meaning of the term "textbook" is becoming blurred; that is, it is increasingly difficult to distinguish between a textbook and a supplementary book.* However, it is necessary to seek official Board approval for any book that will be used for required reading or as a basic textbook.
*Supplementary books are limited in quantity.
Textbooks identified as biased must be supplemented with appropriate material.
All textbooks used in the health education curriculum shall be reviewed by a separate committee prior to presentation to the Board of Education.
A recommendation for the approval of new textbooks must include the following:
1. Cover sheet. 2. Completed textbook Evaluation Form. 3. Copy of text for Board approval.
Please refer to these forms on the following pages.
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BURLINGTON COUNTY INSTITUTE OF TECHNOLOGY
MEDFORD CAMPUS WESTAMPTON CAMPUS
TEXTBOOK EVALUATION COVERSHEET
COURSE TITLE______
TITLE OF TEXT______
AUTHOR______
PUBLISHER______
COPYRIGHT DATE______
UNIT PRICE______
READING LEVEL______
RECOMMENDED BY______DATE______
DIVISION______
CAMPUS______
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TEXTBOOK EVALUATION FORM
1. Is the content of the book related to the curriculum guide that has been constructed for this course?
_____ Yes _____ No _____ Not applicable
2. Is the reading level of the text appropriate for the ability level of students who generally take the course?
_____ Yes _____ No _____ Not Applicable
3. Are the illustrations, graphs, charts and other visual presentations clear and informative rather than simply used to relieve blocks of print?
_____ Yes _____ No _____ Not Applicable
4. Are the exercises and activities at the end of chapters and units: a. Sequentially organized from simple to difficult?
_____ Yes _____ No _____ Not Applicable
b. Planned to challenge student creativity and originality as opposed to requiring rate response?
_____ Yes _____ No _____ Not Applicable
c. Designed to encourage students to follow their own interests and abilities?
_____ Yes _____ No _____ Not Applicable
5. Does the book give adequate and fair coverage of minority groups? (Refer to New Jersey Department of Education Checklist for Evaluating Textbooks, December 12, 1975.)
_____ Yes _____ No _____ Not Applicable
6. Does the book give equal coverage to both males and females to avoid sex stereotyping? (Refer to New Jersey Department of Education Checklist for Evaluating Textbooks, December 12, 1975.)
_____ Yes _____ No _____ Not Applicable
7. Has the book been reviewed by the Building Affirmative Action Committee? (Refer to New Jersey Department of Education Checklist for Evaluating Textbooks, December 12, 1975.)
_____ Yes _____ No _____ Not Applicable
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8. Noteworthy strengths of this book compared to others of its type:
9. Noteworthy weaknesses of this book compared to others of its type:
10. Is controversial material involved? If so, generally what could be the nature of this material?
11. Why do you feel it should be considered for approval? How will it be used? How does it relate to the curriculum guide or course of study?
FOR TEXTBOOK REVIEW COMMITTEE USE:
Book is (check one)
_____ Not recommended
_____ Recommended as a basic text or core book
_____ Recommended for supplementary use
_____ Recommended for use in a pilot program
______Textbook Review Committee Chairperson Signature / Date
______Division Head Signature / Date
______Superintendent Signature / Date
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TITLE IX COMPLIANCE
The Board of Education of the Burlington County Institute of Technology affirms its commitment to the equitable access to all its programs and activities for all students as articulated in its Affirmative Action Policy. Complaints of discrimination on the basis of sex in education programs and activities should be directed to the designated Title IX Officers: Colleen Teifer (Medford Campus 654-0200, Ext. 415) or Christian Pino (Westampton Campus 267-4226 Ext. 228).
TOBACCO ON SCHOOL PREMISES, PROHIBITION OF
Staff
The health, safety, and welfare of students, staff and visitors is paramount in the operation of a school district. All efforts must be made to ensure that those who come on to the premises of the school district are protected from any source of health or safety hazard. It is also imperative that the district be in compliance with any and all laws of the State of New Jersey.
The Superintendent of Schools, therefore, is directed to develop rules and regulations which shall enforce the prohibition of the use of any form of tobacco in all school buildings and on the grounds of the school district.
Student
The use or possession by students of any form of tobacco in all school buildings and on the grounds of the school district is prohibited. Any student using or possessing any form of tobacco will be subject to disciplinary action.
TRANSPORTATION OF STUDENTS
No faculty member should transport students without authorization. The Board of Education assumes no liability for unauthorized transportation of students.
TRAVEL EXPENSES
Approval of Travel Expense Reimbursement
The following procedure shall be implemented for all Board of Education staff members and Board members seeking to receive travel expense reimbursement in accordance with the provisions of N.J.A.C. 6A:23A-7 and Policy 6471:
1. All requests for travel must be submitted to the Superintendent of Schools or designee prior to the requested travel date(s) within the timeframe established by the Superintendent for the request to be considered and for submission of the request to the Board of Education for approval.
2. The Superintendent may require travel requests be submitted to a Principal, the School Business Administrator/Board Secretary, and/or the staff member’s
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immediate supervisor for preliminary approval before considering such request for submission to the Board.
3. A travel request will not be approved unless it includes the following information:
a. Name and dates of event;
b. A list of Board members and/or employees to attend either by name or title;
c. Justification of the importance of these individuals attending the event;
d. Estimated cost associated with travel. (If lodging is shared with others, the fact must be stated);
e. Copy of agenda or itinerary for travel and subsequent schedule of events;
f. A brief statement that includes the primary purpose for the travel and the key issues that will be addressed at the event and their relevance to improving instruction or the operation of the school district;
g. For training events, whether the training is needed for a certification required for continued employment, continuing education requirements, requirements of Federal or State law, or other purpose related to the programs and services currently being delivered or soon to be implemented in the school district, or related to school district operations;
h. Account number and funding source – Federal, State, private or local:
(1) In the case of annual events, total attendance, and cost for previous year.
4. The Superintendent of Schools shall review and may approve or deny each request for travel submitted by a school staff member. The Superintendent’s signature designating approval is required on each request from school staff members for travel expenses prior to submission to the Board for approval.
a. The School Business Administrator/Board Secretary shall review all requests for school staff member travel either before or after the Superintendent’s approval and prior to submission to the Board of Education for approval. The School Business Administrator/Board Secretary or designee will determine if the expenses, as outlined in the request, are in compliance with N.J.S.A. 18A:11-12, N.J.A.C. 6A:23A-7, the current state travel payment guidelines established by the Department of the Treasury, and the current guidelines established by the Federal Office of Management and Budget.
b. If the travel request for a school staff member is approved by the Superintendent of Schools and if the requested travel expenses are in compliance with the guidelines outlined above, the travel request will be submitted to the Board of Education for approval.
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c. If any travel expenses requested by a school staff member are not in compliance with the guidelines outlined above, the School Business Administrator/Board Secretary will return the request to the Superintendent of Schools.
(1) The Superintendent may deny the request, approve the request conditioned upon the staff member assuming the financial responsibility for those travel expenses that are not in compliance with the guidelines, or may return the request to the school staff member to be revised in accordance with the guidelines outlined above.
5. The Superintendent of Schools and/or the School Business Administrator/Board Secretary shall review each travel request submitted by a Board member.
a. The School Business Administrator/Board Secretary shall review all requests for Board member travel prior to submission to the Board for approval. The School Business Administrator/Board Secretary or designee will determine if the expenses as outlined in the travel request are in compliance with N.J.S.A. 18A:11-12, N.J.A.C. 6A:23A-7, the current state travel payment guidelines established by the Department of the Treasury, and the current guidelines established by the Federal Office of Management and Budget.
b. If the requested travel expenses for a Board member are in compliance with the guidelines outlined above, the travel request will be submitted to the Board of Education for approval.
c. If any travel expenses requested by a Board member are not in compliance with the guidelines outlined above, the School Business Administrator/Board Secretary will return the request to the Board member to be revised in accordance with the guidelines outlined above.
6. All travel requests must be approved by a majority of the full voting membership of the Board of Education at a Board meeting unless prior Board approval is not required in accordance with provisions of N.J.A.C. 6A:23A-7 and Board Policy 6471.
B. Reimbursement of Travel Expenses
All approved travel expenses shall be reimbursed by the Board of Education in accordance with the provisions of N.J.A.C. 6A:23A-7 and Board Policy 6471 implementing the following procedures:
1. The School Business Administrator/Board Secretary or designee shall review all requests for travel expenditure reimbursement submitted for expenses incurred in the course of school district business as to cost and support documentation required by N.J.A.C. 6A:23A-7.
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2. The School Business Administrator/Board Secretary shall not approve or issue payment of travel expenditures or reimbursement requests until all required documentation and information has been submitted to support the payment and shall not approve any travel expenditure that when added to already approved travel expenditures would exceed the Board approved maximum travel expenditure amount for the budget year.
3. The School Business Administrator/Board Secretary shall be responsible for the adequacy of documentation of transactions processed by their staff and the retention of that documentation to permit audits of their records.
4. An employee of the Board, a Board member, or organization, shall not receive payment, either partial or full, for travel and travel-related expenses in advance of the travel pursuant to N.J.S.A. 18A:19-1 et seq. The payment of travel and travel- related expenses shall be made personally by a school district employee or Board member and reimbursed at the conclusion of the travel event. This applies to travel related purchases for which a purchase order is not applicable. This provision does not preclude the district from paying the vendor directly with the proper use of a purchase order (e.g., for registration, airline tickets, hotel).
5. All travel expense reimbursement payments to be made to a school staff member or a Board member will be made to the staff member or Board member in accordance with the district’s policy regarding payment of claims.
TRIPS - APPLICATION AND SUPERVISION
All trips must be approved by the Board of Education. Trip requests must be submitted to the appropriate Division Head, and sufficient time must be allowed for requests to be considered for approval at a regularly scheduled Board of Education meeting.
In conducting a field trip teachers shall:
1. Obtain application for approval. (Trip Request Form) 2. Arrange for sufficient chaperones to assist on the trip in cooperation with the Principal. 3. All field trip transportation should be coordinated through Colleen Teifer – Medford Campus and Thomas Murtagh – Westampton Campus. Prior notification will provide for easier scheduling of buses. 4. Obtain parent/guardian permission slips for each student and turn them into the office before leaving on the trip. 5. Publish the names of students going on the trip in cooperation with the Principal. 6. Make arrangements for supervision of students not going on trip in cooperation with the Principal. 7. Assume responsibility for activities on the trip. 8. Return to school on time (unless otherwise authorized, trips should be terminated not later than 2:30 pm). 9. Remain in supervision of all students until their transportation has arrived at the school.
Rules and Regulations for School Supervised Trips
1. ALCOHOLIC BEVERAGES/DRUGS: Possession, distribution, purchase, and/or
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consumption of alcoholic beverages or drugs not registered with the School Nurse, are prohibited and will be cause for terminating the trip for the person(s) involved. The parents/guardians and/or student(s) will assume all legal and financial expenses for the trip home. If necessary, the local authorities will be contacted.
ANY STUDENT who is sent home from a school-supervised trip will be referred for an administrative hearing and may be suspended out-of-school. Upon their return, will also forfeit all rights as a member of their class. They will not be permitted to attend any school functions, nor will such students be permitted to participate in graduation exercises. The parents/guardians and/or student(s) will assume all legal and financial expenses for the trip home.
CHAPERONES: The chaperones have the authority to search persons and personal belongings prior to the trip. Upon reasonable suspicion, persons, personal belongs and accommodations may be searched. Room checks will be held nightly. In the event of any problems, students should make every effort to see the chaperone specifically assigned to their rooms.
PROPERTY DAMAGE: Rooms will be inspected by the chaperones and students immediately upon arrival at the hotel. Students and chaperones will complete a sign-off form after the room has been inspected. The occupants of each room will be financially responsible for any property damage.
Students are responsible for their telephone and television charges, if applicable.
CURFEW: Curfew times will be announced daily and will be strictly adhered to by the students. All students must stay in their assigned rooms between curfew hours. No outside visitors are allowed in rooms.
VIOLATIONS of any school trip policies, school or establishment rules, or other public laws and regulations, local and state laws, will be dealt with accordingly.
Parents/guardians and students will be required to attend a meeting, if applicable, and affix their signatures to the above rules prior to the trip.
While attending the school-sponsored trip, students may not leave the authorized areas. Students who depart from the authorized areas will be suspended and subject to being sent home at the expense of their parents/guardians. Students are to use transports provided by the travel agency or district.
ADDITIONAL REASONS FOR BEING SENT HOME: Stealing, fighting, breaking curfew, shoplifting or other actions which impact upon the orderly process of this trip. Infractions will be evaluated on an individual basis by the administrator in charge of the trip. Any student sent home for disciplinary reasons will be suspended for a minimum of 5 days.
All students must participate in all planned activities.
Video cameras are permitted if approved by the Principal or designee prior to the trip.
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TUITION REIMBURSEMENT
The Board of Education of the Burlington County Institute of Technology agrees to pay tuition reimbursement costs based upon the terms of the negotiated contract for approved courses. Courses must be approved in advance by the Superintendent and be appropriate and/or required for teaching in a technical institute.
Tuition reimbursement is initiated in the Superintendent's Office for approval. Payment comes from the Business Administrator's Office. Professional and administrative staff are entitled to reimbursement as outlined in Article XVIII of the agreement between the Board of Education and the Burlington County Vocational Technical Education Association.
TUTORING
For the purpose of making up an academic course failed in school, a student may be tutored by a teacher qualified to teach the subject being repeated.
The student must receive a minimum of 30 hours of private instruction in repeating a course which met five blocks per week per semester. He/she also shall pass a final examination in the subject which will be submitted to the school.
All private tutors will be approved in advance by the guidance department to assure that only qualified tutors are employed by students and that the arrangement meets Board policy in relation to district staff members tutoring students (see policy statement GBRGB).
UNAUTHORIZED AREAS
Students are not to be allowed in the following areas without specific authorization and proper supervision:
1. Electrical rooms 2. Storage areas 3. Mechanical rooms 4. Receiving areas 5. Roof 6. Emergency generator room
Access to these areas shall be obtained through the Director of Facilities – Medford or Westampton prior to need. When in an emergency, permission may be obtained from the Business Administrator.
USE OF FACILITIES AND EQUIPMENT
School equipment and facilities shall not be used by staff or community at anytime when school is closed except in the following situations:
1. County agencies under the Board of Chosen Freeholders may borrow equipment and/or use the facilities at no rental charge and upon filing the necessary request and completing forms.
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2. The faculty may use equipment on approval of the Principal and upon filing the necessary request and processing the loan papers. 3. The faculty may use the school facilities on approval of the Superintendent on submission of an appropriate request. 4. Individual faculty members who wish to use the facilities after the building is closed must, for protective reasons, fill out a Building Access Form and submit it to an administrator for approval.
VACANCY BULLETIN BOARDS
To make it easy for everyone, all vacancies will be posted in a designated, centralized location at each campus. The designated areas for each school area:
Westampton - bulletin board located outside of the Buildings and Grounds Office; and
Medford - teacher's mailroom and dining/lounge bulletin board.
VISITORS
All visitors must have authorization from the Main Office before visiting the building.
During the school year various outside groups are authorized to hold meetings in the school. Information concerning approved meetings is available in the Principal's Office.
Groups and individuals touring the school will be accompanied by a member of the staff or a student and will have a visitor's pass issued by the Main Office.
Any visitor not attending an approved meeting or on tour with a staff member or a student is to have a visitor's pass issued by the Main Office.
Disregard visitors properly accompanied but investigate and report any strangers in the area.
Students are not permitted to have personal guests when school is in session. Open House (Discovery) is held each year which students from other schools may attend.
VOCATIONAL TALENTED AND GIFTED POLICY (VO TAG)
Program goal: To identify and provide educational opportunities for those students who are talented and gifted in the areas of vocational craftsmanship, academic/intellectual, and/or leadership in the Burlington County Institute of Technology.
Introduction: A program for the talented and gifted is required in New Jersey school districts. BCIT is in a unique position as a comprehensive technical school to serve the needs of the students who are truly gifted, not only in the usual academic areas, but also in their chosen trade area. This proposal addresses three major components: who is to be in the program, what they will do, and how the program will be operated. Additionally, an implementation schedule
PAGE 159 is included. Most importantly, the program is designed to prevent discrimination on the basis of race, sex, ethnicity, or disability. Participation will be optional according to student/parent/ guardian determination.
For implementation procedure, see Board Policy Manual (2464). A copy is available in the Media Center.
WORK PASSES
1. Every student working on any job away from their respective career major will have a work pass.
2. The work pass will be current for each day and will list the student's name on the job. The foreman of the crew will be identified on the pass.
3. The pass will indicate the area or areas where the crew are to work.
4. No crew will work on the roof without teacher supervision, and permission from the Director of Facilities, signed on a work pass.
5. Every teacher will keep a log of the work passes issued, and the work passes will be collected after each job or at the end of the work day. These logs will be maintained and stored on a monthly basis. At the end of each month, the log and passes will be turned in. This is the responsibility of each teacher.
6. In areas where supplies or materials of any nature are stored, clearance must be obtained from the Director of Facilities. The custodian will open the area for work.
7. Immediately, or as soon as possible and practicable after the work crew leaves, the teacher will inspect the area and report immediately any irregularities to the administrator and to the teacher in charge of the work crew.
8. Each teacher is responsible for every student in their class, and should have full knowledge as to the student's whereabouts and the work they’ve is engaged in.
WORKERS’ COMPENSATION
What should I do if I am hurt on the job? The most important thing is to (1) notify your employer as soon as possible, and (2) request that necessary medical treatment be arranged.
Should I be treated by my family physician or a specialist? No. You must be treated by a workers’ compensation physician after completion of a workers’ compensation claim form.
What is Workers’ Compensation? Workers’ compensation is a system created by the New Jersey legislature over 80 years ago to guarantee employees complete medical insurance coverage for work-related injuries and illnesses, along with income support, rehabilitation, and survival/burial benefits.
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If you are hurt on the job or get sick as a result of your job, you are entitled to medical care and wage support at no cost to you. Your employer picks up the tab through workers' compensation insurance. The purpose of workers' compensation insurance is to provide fair, prompt benefits for workers at an affordable price for employers.
Who do I notify if I am injured at work? Your immediate Supervisor and/or the School Nurse.
Do I have to fill out any forms? Yes, an injured employee should complete an Accident Report as soon as possible. This form may be obtained from the School Nurse, your supervisor, or the Business Office. Be sure to fill in all blanks on the form. The completed form should be given to the School Nurse or your supervisor who will then forward it to the Business Office. If you are not physically able to complete the form, someone else may do so on your behalf.
What type of medical treatment does workers’ compensation provide? All necessary medical treatment and hospitalization is provided in order to cure and relieve the effects of your injury and restore the injured bodily part(s) to full pre-injury function. What should I do during the period immediately after my injury? It is important to stay in close contact with your employer during this time. Be sure to report your absence to your supervisor as you normally would.
Is anything other than injuries covered by workers’ compensation? Yes. Workers’ compensation also covers occupational disease claims. You have up to five months after the date when you ceased to be exposed or up to 90 days after you realize that you have a job-related disease (whichever is later) to file a claim.
What is not covered by workers' compensations benefits? -Any injury not reported to your employer immediately. -Bills from a physician not authorized by your employers (except in an emergency). -Any injury caused by intoxication or illegal drug use. -Any injury that is intentionally self-inflicted. -Any injury that results from recreational or social activities. -Any injury caused by failure to use protective devices furnished by your employer.
Are there any other reasons my injury/illness may not be covered? Yes. If you fail to accept medical or surgical treatment, or fail to comply with the physician's instructions. In some cases, your employer may request that you have a physical exam, x-ray, etc. Failure to do so may affect your workers' compensation claim.
Also, "coincidental" medical situations may not be covered. For example, if you have a history or heart disease and suffer a heart attack at work, it is not necessarily a viable workers' compensation claim.
Do I need an attorney to receive workers’ compensation benefits? No. Workers’ compensation is a no-fault system which pays all legitimate claims. Employers are required to buy coverage for their employees which guarantees payment of medical care, lost wages and death benefits. The current insurance carrier for the Burlington County Institute of Technology is New Jersey School Boards Insurance Group.
Why does my employer check each workers' compensation claim so carefully?
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Because the number of cases of workers' compensation fraud in New Jersey has risen from 841 in 1985 to 24,638 in 1992. The Workers' Compensation Bureau Fraud Division reports that approximately 10% of all claims are fraudulent in some way. A survey by the Insurance Research Council indicated that 70% of employees surveyed personally knew someone who stayed home and collected insurance even though they were able to work. Fraudulent claims cheat the employer, the insurance carrier, and usurps funds that should be used for legitimately injured employees.
Refer to Appendix E for the Accident Report For Workers’ Compensation Form.
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