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WILDWOOD PUBLIC SCHOOLS

2018-2019 Wildwood Public Schools 4300 Pacific Avenue Wildwood, NJ 08260

www.wildwooddistrict.org

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Table of Contents

ADMINISTRATION Mission Statement BOE Members Administrative Staff Office and Administrative Staff District Staff Faculty

PROCEDURAL PERTAINING TO THE STUDENT (11)

Announcements 13 Assemblies 13 Child Study Team / I&RS 14 Corporal Punishment 15 Behavioral Concerns 15 Reported Suspected Use of Illegal Substances 16 Dance Guidelines 17 Field Trips 18 Extracurricular Fundraising 20 Procedures for Student Activity Proctors 20 Student Financial Obligations 21 Assessments 21 Changing Subjects 22 Grading System 22 Calculating the Final Grade 24 Grading Criteria/Grade Books 24 Homebound Guidelines 26 Honor Roll 26 Student Transfer or Withdrawal 27 Homework Guidelines 27 Request for Homework 27 Public Relations/Parent Contact 27 Parent Conferences 28 Private Tutoring 28 Back to School Night 28 Bell Schedules 31 Report Card Schedule 33 Guidance 33 Library Services for Students 33 Textbooks /Calculators 34

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PROCEDURAL PERTAINING TO THE EMPLOYEE (35)

Payroll Procedure 37

Family Leave Notification 38 Directions for Reporting Staff Absences 40 Emergency Closings 41 ID Cards/Cell Phones / Electronic Devices 41 Staff Mail Boxes 42 Telephone Calls 42 Copier Machine Use 42 Cafeteria Duty 42 Hall Duty Procedures 43 AM/PM Duty 43 Audio Visual Materials 43 Copyright Laws 44 Planning/Conference Periods 44 Classroom Procedures 44 Lesson Plans 45 Monthly Reports 46 Teachers Leaving Classroom or Building 46 Ordering Procedure 47 Professional Improvement 47 Decorations 48 District Property 48 Keys 48

PROCEDURE PERTAINING TO SAFETY (51)

Drug Use by Staff 53 Personal Electronics in the School 53 Locks and Lockers 53 School Visitations 54 Security 54 Safe Schools 54 Emergency Evacuation Procedures 55 Fire Drill Procedures 55 Reporting a Potential Lockdown Incident 55 Reporting a Lockdown 57 Emergency Evacuation Procedures 57 Bomb Threat/Threatening Phone Calls Procedure 58 Workers Compensation 59

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BOARD POLICIES AND PROCEDURES (61) Policy concerning the Handling of A Student 63 Use of School Technology 64 Email 64 District Webpage 65 Wireless Laptop Cart Usage 65 Wildwood Authorized Use Policy/Staff 66 Staff Use of Internet, Social Networks & Other Forms of Electronic Communication 70 Conduct & Dress 72 Unbecoming Conduct 73 Right to Know 73 Supervision 74 Staff Evaluation 80 Personnel Records 85 Federal Teacher Loan Cancellation Program 93 Perkins Teacher Loan Cancellation Program 93 Stafford Loan Forgiveness Program 94 Non Discrimination/Affirmative Action 95 Awareness & Prohibition of Bullying 101 Harassment/Intimidation/Bullying Policy 104 Office of Civil Rights 120 Rights of Parents 120 Child Abuse Policy 122 Child Abuse & Neglect Reporting/NJ Law 122 Child Abuse & Neglect Reporting Procedure 122 Recognizing signs of Child Abuse & Neglect 127 Role of Educator

FORMS SECTION (125) (Forms may be duplicated as needed)

Discipline Referral Form Student Financial Obligation Field Trip Request Field Trip Permission Form Guidance Referral Form Student Assistance Program Teacher Referral for Intervention Classroom Video Presentation Request Permission to Conduct a Fundraising Activity Dates /Staff Emails

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MISSION STATEMENT FOR WILDWOOD PUBLIC SCHOOLS The mission of the Wildwood School District is to meet the varied needs of our culturally and economically diverse student population so that all students are provided with the opportunity to maximize their education and career potential through the acquisition of the NJ Core Curriculum Content Standards and involvement in co-curricular activities, giving them the necessary skills to prepare for their roles as productive global citizens in the 21st century.

VISION STATEMENT FOR WILDWOOD PUBLIC SCHOOLS The Wildwood School District strives to inspire lifelong learners in a diverse educational environment where they have the opportunity to identify and explore their full academic potential. Together with families and community members, we offer a broad spectrum of learning experiences designed to enhance and expand the future horizons of our 21st century learners while instilling strong core values of responsibility, integrity and justice. BOARD OF EDUCATION R. Todd Kieninger, Board President Ernest Troiano III Krista Fitzsimons Matthew Johnson Carol Bannon David MacDonald Jacqueline Martinez William Morey Kelly Phillips Lynn Quinlan Josephine Sharpe

ADMINISTRATION J. Kenyon Kummings, Superintendent Martha J. Jamison, Board Secretary/Business Administrator Josepha Penrose, Supervisor of PreK-12 Curriculum and Instruction Travis LaFerriere, Principal, Glenwood Avenue Elementary School Philip Schaffer, Principal, Wildwood High/Middle School Mary Beth Clevenger, Assistant Principal, Wildwood Middle School Michael Hickman, Assistant Principal/Athletic Director, Wildwood High School Renee McGaffney, Supervisor of the Child Study Team Jason Fuscellaro, Supervisor of Technology & Data Management

The Wildwood School District is committed to the principle of equal opportunity in education and employment. The district does not discriminate against individuals on the basis of race, color, sex, sexual orientation, gender identity, religion disability, age, veteran status, ancestry, or national or ethnic origin in the administration of its educational policies, admission policies, employment policies, and other district administered programs and activities. Inquiries and/or complaints should be sent to Mrs. Renee McGaffney (District 504/Affirmative Action Officer) at the HS Address).

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WILDWOOD PUBLIC SCHOOLS DISTRICT

J. KENYON KUMMINGS, Superintendent of Schools CHERYLE CONTI, Secretary to the Superintendent

MARTHA J. JAMISON, Business Administrator JESSICA ANAYA, Secretary to the Business Administrator MICHELE CENITE, Accounts Payable/Bookkeeper DAWN COTTRELL, Assistant to the Business Administrator

JOSEPHA PENROSE, Supervisor of Curriculum & Instruction

RENEE MCGAFFNEY, Child Study Team Supervisor JOANNE NOON, Secretary, CST MELISA VOGT, Psychologist KATINA POWELL, Social Worker DEBORAH BRENNER, Learning Disability Teacher Consultant

MICHELE MCCHESNEY, Speech and Language Therapist DIANA AKERET, Student Assistance Counselor

JASON FUSCELLARO, Supervisor Data Management and Technology HEATH HESS, Technology Coordinator ADRIENNE KELLY, Technology Coordinator

PHILIP SCHAFFER, Principal SHARON MC NEAL-SILNICKI, Secretary to the Principal

MARY BETH CLEVENGER, Assistant Principal MARY LONG, Secretary to the Assistant Principal

MICHAEL HICKMAN, Assistant Principal/AD SUSAN CLEMENT, Secretary to the Assistant Principal/AD

TOBI CARE, Guidance Counselor, Grades 6-9 MICHELLE SHAW, Guidance Counselor, Grades 10-12 AMY GARNET, Guidance Secretary SYLVIA HERNANDEZ, Guidance Secretary

PAULA NICELY, Attendance Secretary

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WILDWOOD MIDDLE SCHOOL FACULTY 2018-2019

FINE ARTS SCIENCE

Adrienne Laigaie, Music Rebecca Angelastro Walter Mormello, Art Kirk Mayer Charl Syvarth, Band Gloria Vegliante-Cooper

MATHEMATICS SOCIAL STUDIES

Katalin Benkovic Lesley Gable-Fitzgerald Tracey Blanda Jennifer Hanna Stefanie Flanigan Gloria Vegliante-Cooper Steven Lerch Donna Carfagno, Basic Skills World Languages/ESL

Kelly Belasco LANGUAGE ARTS Ivan Perez-ESL Carolyn Collier Shannon Grace GUIDANCE Betsy Heraux Tricia Lemma, Literacy Coach Tobi Care (gr. 6-9) Jonathan Long Michelle Shaw (gr. 10-12) Anne Martin Amy Garnett, Secretary Samantha Notos Sylvia Hernandez, Secretary

PHYSICAL EDUCATION OTHER AREAS

Brynn Caraballo Diana Akeret, Student Assistants Counselor Casey Dillon Deborah Brenner, CST Liberty Harshaw Wesley Hills, Security Heath McMaster Kerry Hall, In School Suspension Amanda Perez, Athletic Trainer Cynthia Fritz, Nurse Juanita Jones, Self-Contained

INSTRUCTIONAL AIDES Teresa Cunniff Alyssa Esteban-Cox Zulieka Guttierez

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WILDWOOD HIGH SCHOOL FACULTY 2018-2019

Fine/Practical Arts Special Education Christopher Bauer Michael Crane – Industrial Arts Beth Drabkoski Adrienne Laigaie – Music Lesley Gable Walter Mormello – Art Erin Hart Morey Stephen Serano – Family and Consumer Science Christopher Barnett – Aide Charl Syvarth – Band Michael Popovick – Aide

Jennifer Rickert Language Arts Michael Senese David Perro Teal Robinson Social Studies Aaron Segin Steven Campbell Rachel Vogel James Clarke Brianna Zorzi Shane Graves

Kenneth Loomis

Jennifer Loper Physical Education Brynn Caraballo Casey Dillon World Languages / ESL Liberty Harshaw Kelly Belasco Heath McMaster Paula Lucas Amanda Perez, Trainer Ivan Perez

Science Christopher Haflin Guidance April Howard Tobi Care – Grades 6-9 Eben Laurenzi Michelle Shaw – Grades 10-12

Math Other Areas Diana Akeret – SAC Scott Cianci Katina Powell – CST Patrick James Wesley Hills – Security David MacDonald Kerry Hall – ISS Diana Haugh Cynthia Fritz - Nurse Megan Romano

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PROCEDURAL PERTAINING TO THE STUDENT

Section 1

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ANNOUNCEMENT/NOTICES AND DAILY BULLETIN

Announcements for the day will be made during the first minutes of 1st period. Emergency announcements will be made only when necessary with the permission of the administration. Forms for requested announcements are in the forms center and must be signed by the teacher in charge of the activity. All announcements must have administrative approval. A request for an announcement should be addressed to either the faculty or the student body, be written out, signed and handed in at the Main Office by 2:00 p.m. on the day before the announcement is to be made. Announcements should be limited to 10 words or less and be announced no longer than 5 days.

ASSEMBLIES

Please listen for the announcements before escorting your class to the auditorium. ● All teachers should escort their class to the auditorium and remain with their group. Please strategically sit with your group. Please address inappropriate behavior regardless of group. ● Those MS teachers who have conference period during the assembly are free to leave when their conference period begins. ● Those teachers who have a conference period are expected to report to the auditorium when the conference period ends to assist with supervision. ● Students who create a disruption during the assembly should be relocated when possible or escorted to the office when behavior is out of control.

SEATING ASSIGNMENT FOR ASSEMBLIES

When Both MS and HS 6th grade – Balcony – please use every OTHER seat 6A – South – Montgomery Avenue side (600’s) 6B – Center (500’s AA-EE) 6C – North – Baker side (400’s AA-EE) Mrs. Jones – Center/North (back rows FF/GG – 400-502) 7th/8th – Main Floor 7th grade –Main Floor - South (Montgomery Avenue) Rows K-R (300’s) 8th grade – Main Floor – North (Baker Avenue) Rows K-R (100’s) High School – Main Floor Freshmen – Sit in South front section Montgomery Ave. side (A-J) 300’s Sophomores – Sit in North front section Baker Ave. side (A-H) 100’s Juniors – Center mid-way back (H-O) 200’s Seniors – Center front (A-G) 200’s When Middle School only: 6th/7th/8th – Main Floor – please use every OTHER seat 6th grade –Main Floor - South (Montgomery Avenue) Rows A-J (300’s), 8th grade – Main Floor – North (Baker Avenue) Rows A-J (100’s) 7th grade – Main Floor – Center – Rows A-H (200’s), Mrs. Jones’ class – Main Floor – North (Baker Avenue) Rows K-M (100’s)

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INTERVENTION AND REFERRAL SEVICES Child Study team and I&RS When a teacher is experiencing difficulty in assisting a non-classified student with academic achievement, he should first consult with the parent and/or guidance counselor regarding the problem. If further assistance is required, a referral should be submitted to the Intervention and Referral Services (I&RS). Be vigilant and identify those students early in the school year so that services can begin immediately.

The I. & R. S. Committee assists teachers with strategies for working with non-classified students who are experiencing mild learning or behavioral problems. A referral to the I& RS Committee can come from a parent, teacher, or other school personnel. A building administrator chairs the committee of professional staff who offer structured support and assistance to teachers by providing instructional strategies to promote student competence. Parents or guardians are notified when consultation with the I. & R. S. Committee occurs and, as appropriate, are invited to participate in the I. & R. S. meeting. Teachers should not recommend students directly to the CST without going through the appropriate process, unless it can be documented that the nature of the student’s educational problem(s) is such that evaluation to determine eligibility for special education services under this chapter is warranted without delay.

If a classified student is experiencing difficulty in your classroom, please consult with the student’s guidance counselor and case manager. This includes issues with academic achievement and appropriate conduct.

The Child Study Team is responsible for identification, evaluation, determination of eligibility, development and review of the Individualized Education Program and educational placement.

The Child Study Team includes a psychologist, learning disability teacher-consultant and a social worker.

The Child Study Team is located in Room 208 on the Middle School floor. Students or parents wishing to meet with the Child Study Team should contact the office for an appointment.

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CORPORAL PUNISHMENT

Section 18A: 19-1 of the Revised Statutes, dealing with Corporal Punishment, reads as follows:

“No person employed or engaged in a school or educational institution, whether public or private, shall inflict or cause to be inflicted corporal punishment upon a pupil attending school or institution; but any such person may within the scope of his employment, use and apply such amount of force as is reasonable and necessary:

A. To quell a disturbance threatening physical injury to others,

B. To obtain possession of weapons or other dangerous objects upon the person or within the control of a student,

C. For purpose of self-defense and,

D. For the protection of persons or property

Such acts or any of them shall not be construed to constitute corporal punishment within the meaning and intendment of this section. Every resolution, by-law, rule, ordinance, or other act or authority permitting or authorizing corporal punishment to be inflicted upon a pupil attending a school or educational institution shall be void.”

All staff should understand that this does not mean to look the other way should an incident arise. All potentially volatile situations should be diffused as quickly as possible. Your tone and temperament will be as important as what you say if diffusion is to be successful. Never resort to using shut-up or name-calling. Get the student to a quiet place for a one-on-one conversation as quickly as possible and take appropriate actions as needed. Behavior modification must be attempted when a student is consistently ignoring classroom rules and attempting to disrupt the educational process in your classroom. The following steps must be attempted prior to seeking disciplinary action from an administrator:

STEPS IN ADDRESSING REOCCURRING BEHAVIORAL CONCERNS

A. Deal with the specific issue. Discuss it with the student. Understand what the issue is as the students understands it. Take actions in the classroom that may be simple to implement, such as changing a seat. This requires a specific conversation with student after school. Please document date and time.

B. Make contact with the parent by phone. Please maintain a log of parent contact efforts (see forms). Document date and time.

C. If the behavior persists or warrants immediate consequences, assign a teacher detention. Let the student know you mean business. A full ½ hour, fill our behavior form as to reason for teacher detention. Keep in student file.

D. Arrange for a conference with a guidance counselor (counselor, teacher, and student) to mediate the problem. If the child is a Special Ed. student, meet with CST case manager, also. A round table approach lets the student know that you are committed to resolving the problems. There are times when it is necessary to include the parent in your round table approach. This must be done by emailing the guidance counselor.

E. If all attempts at modifying the student’s chronic disruptive or disrespectful behavior do not produce any positive results, a Log Entry should be created in Power School. It is important that

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the Assistant Principal does not take your authority away as the classroom teacher. When administration intervenes without the teacher first attempting to control the situation, the student clearly receives the message that the classroom teacher has no authority.

F. Fill out an I&RS form when A-E has been completed and no successful results have occurred.

G. Students are not to be sent to the office to sit out a period or as a form of discipline.

H. In the event that there is a serious situation involving a concern for the safety of a student or you, call the office on a regular phone (Security ext. 2490, MS-ext. 2421 HS-ext. 2452). Be clear as to the circumstances when asking for help.

REPORTING, NOTIFICATION, AND EXAMINATION PROCEDURES FOR SUSPECTED USE OF ILLEGAL SUBSTANCES

Principals, administrators, counselors, nurses, and teaching staff are involved in the procedures for dealing with students who may be under the influence of an illegal substance. School personnel should use the following procedures with these students:

If a staff member is concerned that a student appears to be involved with or showing an interest in substance abuse (but does not currently exhibit signs of being under the influence), they should notify the SAC through the referral form provided in this handbook or in the form file in the main office.

If a staff member has reason to believe a student may currently be under the influence of a controlled substance, he/she should use the proper form to report the matter immediately to an administrator. The teacher should submit the form (see Forms section) to the principal or her designee as soon as possible. By law, the parent will be contacted by the administration. The student will immediately be searched by the administration and screened for substance abuse through the school nurse and a physician. The student shall be allowed to return to school with physician certification until such time as a positive diagnosis of alcohol or other drug use is returned from the laboratory.

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FACULTY/PROCTOR/CHAPERONE DANCE GUIDELINES 1. All school rules apply at any after school activity (including dances).

2. No students on Activity Restriction or Suspension (In School or External) on the day of the dance may attend. It is the proctor’s responsibility to obtain a current list of student’s on activity restriction and/or suspension on the day of the event and to keep those students from entering the event.

3. No Smoking, alcohol or drugs are permitted.

4. No one other than student and chaperones should be admitted to the dance.

5. Students must remain in the designated area on the first floor of the building.

6. Middle school dances will be held from 5:30 P.M. until 9:30 P.M.

7. Except for the Prom, High School dances will be held from 7:00 P.M. to 10:00 P.M.

8. Students may not return to a dance if they leave the building. If a student asks to leave the dance early, parent contact is required before they are permitted to depart if they wish to leave more than 30 minutes before the dance ends (9:00/MS).

9. Students must arrive at the dance no later than 30 minutes after the dance begins.

10. The sponsoring group must supply the band/D.J. (Back-up plan in place in case the source of music does not arrive), install and remove decorations, clean up the dance area (including cafeteria, if utilized). If they incur expenses for any clean up beyond their abilities or for damages to the building, it is the responsibility of the proctor and the group to pay those expenses.

11. Chaperones (4 to 10 are necessary) must be arranged by the proctor of the group sponsoring the dance. Chaperones are expected to monitor the dance entrance and exits, lavatories, gym areas, etc. and to move about the dance areas supervising student conduct.

12. Students may not loiter on school grounds, particularly in front of the admittance door and in cars. They must enter the dance or depart from the area.

13. Food and drink must stay in designated areas. 14. Except for the Prom and Homecoming, only Wildwood High students are permitted to attend WHS dances.

15. Only WMS students may attend WMS dances. HS students may never attend MS dances and vice versa.

16. Students must be present in school the day of the dance to attend.

17. The administration reserves the right to make a final decision on the attire, decorations, music/or presentation of music and all other aspects of the dance.

18. All dance tickets must be sold during school, in advance. No tickets may be sold on the day of dance in school or at the door.

19. Proper lighting for the dance area must be provided.

20. The Proctor must complete the necessary Building Use form.

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21. Appropriate attire for students and chaperones is required.

22. All monies collected in connection with the dance must be deposited promptly with the Business office. Do not hold funds until ‘after the dance’. Adequate notice must be given tit e Business Office for checks needed for the dance activities etc. Please use forms provided.

23. Never allow students to handle school money, either collecting at the door, or sending them to pick up decorations, food, etc.

FIELD TRIPS

Field trips can be an important enhancement of a student’s learning experience. Due to the impact on the educational program and the liabilities and costs involved in field trips, teachers who request such activities must plan well in advance. The board must individually approve all trips.

When field trips and excursions are to be arranged, the following guidelines apply:

A. All trip arrangements must be submitted well in advance to the Principal.

B. Specific costs for the district and/or the individual student must be included with the request. An explanation of how monies to fund the trip will be acquired must also be included (list specific grants; district budgeted funds, fund-raising events, etc.).

C. Each child who goes on a field trip excursion must have written parental permission. (Field Trip Permission Form). The trip supervisor must submit Field Trip Permission Forms to the Asst. Principal’s office 2 school days prior to the scheduled trip.

D. Disciplinary infractions, which occur during the field trip, are to be addressed immediately by the trip supervisor. If warranted, the events should be formally referred to the Asst. Principal upon the group’s return for further disciplinary review.

E. The operation of Field Trips is a Board Responsibility, and as such Board employees are required to ensure the safety and wellbeing of pupils at all times. Therefore, only Board employees, who are operating under the rules and regulations of the Board and Wildwood Police officers, are allowed to chaperone Field Trips.

A listing of all students planning to go on the trip will be made available to all teachers at least one week before the trip. An updated list should be provided to the Assistant Principals and Mrs. Nicely for all grades prior to departure. This list must be emailed to all teachers affected at least one week prior to the trip. THIS ONE WEEK PRIOR IS FIRM.

i. Pupil safety must be of prime concern, and staff aided by other adult chaperones, if necessary, must provide adequate supervision.

ii. All trips must be well planned, properly timed, and related to regular learning activities or to district goals and objectives. An agenda must be given to the Asst. Principal 2 days prior to the scheduled trip.

iii. Pupils, teachers, and the administration should evaluate each field trip.

iv. At the discretion of the administration, a field trip may have to be rescheduled.

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The Board does not endorse, support or assume liability in any way for the staff member of this district who takes pupils on trips not approved by the board. No staff member may solicit pupils of this district for such trips within the facilities or on the school grounds of this district without board permission.

The responsibility for the determination of the feasibility and desirability of any trip rests with the building Principal. It shall be his/her responsibility to determine in advance of the proposed field trip whether it relates to the school program and whether adequate safety measures are planned for the conduct of the trip. School trips should not be discussed or planned with students and/or families until preliminary approval has been received from the building principal.

Student safety shall be the primary consideration during the field trip. First aid kits must be taken on all field trips. In the event of an injury to a student, all attempts should be made to telephone the Principal and parent.

FIELD TRIP GUIDELINES

1. An approved (by the Assistant Principal) list of those students who are to go on the trip must be submitted to the nurse and the Substance Awareness Coordinator so that you can be made aware of any problem or potential problem or medication needs of students on the trip. This should be done one week before the field trip. This information should be placed in the portfolio and taken with you on the trip.

2. Students must include an emergency telephone number, in addition to the home number on the field trip form.

3. Leave a copy of the field trip permission forms with Mrs. Long or Mrs. Clement and take the originals with you. Permission forms are found in the main office or electronically on our website.

4. Students who listen to music should be directed to use IPod’s, MP3’s, or other personal listening devices with headphones.

5. Food on the bus is left to the discretion of the teacher in charge of the field trip. If food is permitted, the teacher(s) will assume full responsibility for making sure that all trash is removed and any spills thoroughly cleaned up.

6. Please request a fully charged cell phone from the Middle School or High School office. If using your personal cell phone, give that phone number to the office for emergency purposes.

7. Chaperones should disperse themselves throughout the bus, (back seat, middle of bus, and front seat) and assign a “buddy system” to keep track of students once they are off the bus.

8. A travel first aid kit is available in the nurse’s office. Procedures for administering first aid are included in the kit. Teachers and other staff cannot administer any internal, intrusive medications, prescriptions or non- prescriptions to students or others. Only the school nurse, a substitute nurse, the student’s parent or guardian, or the student (approved to self-administer - per NJSA. 18A40-12.3) is authorized to administer medication to students. Prior to the day of the trip, make every effort to confer with the parent and health care provider regarding all necessary medication and develop an alternate plan to administer the medication.

9. If a student is injured or appears to be having a serious medical problem, get the student to an emergency room. You have the right and the responsibility to do this. Contact the school immediately via the cell phone. The staff will assist you in contacting the student’s parents and obtaining permission to administer treatment.

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10. A chaperone must remain with the student. The trip supervisor will decide which chaperone will remain with a hospitalized student while the rest of the group continues the trip.

11. Provide updated list of attendees to attendance secretary the morning of the trip.

OVERNIGHT TRIPS – HS ONLY

Arranging for transportation shall be the responsibility of the teacher through the Assistant Principal’s office. Any contemplated overnight field trip requires submission of plans and itineraries to the Principal ninety (90) days in advance of the trip. Any overnight trip (i.e. Senior Class Trip), which requires Board Approval, must be submitted in writing by October 15th to the Principal. The feasibility of the senior class trip in part will be contingent upon the number if students participating. Fifty percent of the class must participate for the trip to be authorized.

EXTRA –CURRICULAR FUNDRAISING

All monies generated during fund raising activities must be deposited with the Business office immediately. Students should never be responsible for fundraising monies including collecting, counting and transporting monies. All deposits should be made as soon as possible. Please do not keep money in your classroom. All monies in your possession are your responsibility. This practice is for your protection as well as the protection of your group or activity.

All extra-curricular group fundraising is to be approved by Mrs. Clevenger or Mr. Hickman prior to commencing. The approval form is enclosed in the forms section of this handbook. No student may assume the debt of fundraising without prior written parent permission, for instance: tickets would not be the responsibility of the student without a signed permission slip from the parent before the sale commences. Parent permission should not be confused with Administration permission. A parent permission form allowing the student to assume a financial obligation in fundraising is available in the forms center.

ALL ADVISORS MUST REMEMBER:

1. No student is permitted to participate in door-to-door solicitation 2. Any and all monies collected (deposits, ticket sales, fees, etc.) must be deposited IMMEDIATELY in the Business office 3. No contracts with vendors may be signed by advisors 4. All Contracts must be submitted to Mrs. Jamison in the Business office for approval and signature.

PROCEDURES FOR STUDENTS ACTIVITY PROCTORS

Money Collected by activity must be deposited in the Board office daily.

Deposits may be made in the Board office from 9:00 a.m. to 3:00 p.m.

Please count all money prior to presenting for deposit.

All coin should be wrapped, and all currency counted for deposit.

Checks should be payable to “Wildwood Middle School”/ “Wildwood High School”. Checks that are payable to companies used in fundraisers cannot be deposited in our account.

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All money will be re-counted in the Board office and you will be given a receipt.

The proctor along with one of the following administrators (Building principal, or Assistant principal must sign Request for Payment Forms).

1. Please allow TWO DAYS processing time for Requests for Payment Forms. No day of the trip Requests for Payment Forms will be honored.

2. Receipt, Invoice, or Reason for Payment must be attached to the request form.

3. Checks will not be processed without proper backup. (No Exceptions). It is the proctor’s responsibility to get all signatures on the request form a. prior to presenting it to the Board office for processing.

4. Please indicate on the request form if the check is to be mailed or returned to the proctor. 5. Transfers between student activities accounts must have a request form with proper signatures and reason for transfer. 6. NSF (insufficient funds checks) will be returned to the proctor and the amount of the check plus any bank charges will be deducted from the student activity a. account until collected from the originator. 7. Proctors must have obligations (deposits, payments to vendors, etc.) fulfilled before the end of the school year. 8. All monies must be hand delivered by the proctor to the Board.

STUDENT FINANCIAL OBLIGATIONS

Teachers are expected to maintain careful records regarding distribution of textbooks and/or equipment such as calculators, etc. to students. Accurate records of such distribution are essential. If a student leaves the course or signs out of school, the teacher must collect all distributed materials from the student. If the student cannot produce their assigned textbooks, etc., an obligation must be submitted to the Middle School Office as soon as possible. If a student transfers to another teacher for the same subject, the information on what materials that student has received should be forwarded to the new teacher in a timely manner. Teachers should check assigned numbers on textbooks and/or equipment at least once each marking period.

If a student owes money for a field trip or other activity associated with a class project or program, contact should be made with both the student and their family to address the debt. If no payment is forthcoming, an obligation should be submitted to the office for the amount incurred.

Students should never be loaned school equipment or materials without authorization by administration.

ASSESSMENTS

Teachers are expected to use the marking system approved by the Board of Education uniformly and consistently. School personnel shall not use test, procedures or other guidance and counseling materials which are differentiated or stereotyped on the basis of race, color, creed, religion, sex, ancestry, national origin or social or economic status.

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Any requests for surveys, pupil observations, or pupil questionnaires must be forwarded through the Principal’s office to the Superintendent’s office for approval before any survey or observation can be conducted.

Individual results of standardized tests, including intelligence tests, shall be made available to parents/guardians upon their request, but shall be considered confidential information to be available only to authorized persons. School and district test results shall be discussed in public meeting.

CHANGING SUBJECTS

Student schedules issued on the first day of school are normally not subject to change. The teacher, counselor, parent, and assistant principal will review exceptional cases. Teachers will not accept change of schedule without a signed statement from the Guidance Office. No change of class will be accepted without completion of the appropriate paperwork. Students must return all materials to the teacher whose course is being dropped before the teacher may sign off on the schedule change.

WMS/WHS GRADING SYSTEM

ACADEMIC STANDARDS Requirements for Graduation

In order for a student to receive a high school diploma from Wildwood High School, each student must complete the following: 1. Testing Requirements: Students in grade 9, 10, or 11 in the areas of ELA and Math must pass the Partnership for Assessment of Readiness for College and Career (PARCC), or demonstrate proficiency in English Language Arts and Mathematics in one state approved test. 2. Course Requirements: Students must successfully complete a minimum of 120 credits beginning in Grade 9 and concluding in Grade 12. 3. Attendance Requirements: Students must comply with the mandated attendance policy of having less than 18 absences throughout the school year. Please see page 10 of the handbook for more specific details.

School districts may establish course and/or credit requirements, which exceed the State minimums. Content equivalent” means courses or activities that include the same or equivalent knowledge and skills as those found in traditionally titled courses which are required for high school graduation and which are aligned with the Core Curriculum Content Standards. This content must be taught by certified teachers, may be integrated in one or more courses, may be titled differently, or may present material in an interdisciplinary or spiral format. The 120 credits total is greater than the sum of the individual requirements above, to allow for student electives.

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15 Credits In Social Studies, including 10 Credits in the study of United States History and 5 Credits in the area of World History and/or World Cultures and Geography

20 Credits 4 years in the study of Mathematics, including Algebra I, Algebra II, Geometry and /or their equivalent.

20 Credits In English (5 for each year in attendance)

20 Credits In the Study of Health, Safety and Physical Education (5 for each year in attendance)

15 Credits In the Study of Science, 5 Credits in Biology with Lab and 10 Credits of Lab Science from Chemistry, Physics or Environmental

5 Credits In the Study of World Languages

5 Credits In the Study of Fine, Performing or Practical Arts

2.5 Credits Financial Literacy

GRADE LEVEL ASSIGNMENTS

Grade 09 Freshmen - Less than 27.5 Credits Grade 10 Sophomores – 27.5 Credits Grade 11 Juniors – 55 Credits Grade 12 Seniors- 82.5 Credits

GRADING SYSTEM

The letter and numeric equivalents for student grades are: A-/A/A+ - 90 - 100 B-/B/B+ - 80 - 89 C-/C/C+ - 70 - 79 D-/D/D+ - 60 - 69 F - 59 – 0 is Failing P - Passing M - Medical - Physical Education

Teachers are responsible for submitting the proper “change of grade” form if a grade is recalculated or an Incomplete is issued.

Grades must be entered into PowerSchool and uploaded to on a weekly basis (minimum).

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CALCULATING FINAL GRADES

Once you establish your grading criteria and weighting in PowerSchool, the program will calculate averages for you. For all four marking periods, student grades should reflect their academic performance. Grades should not be altered for disciplinary reasons.

In calculating the final grade for the year, teachers must include the following:

1. At the end of the year, when calculating the final average, teachers may not use a grade average of less than 50 for the first two marking periods. Example: 50 MP 1 (actual reported average is 29) 50 MP 2 (actual reported average is 45) 85 MP 3 (actual reported average) 88 MP 4 (actual reported average) 546 Total 273 x 2 68 final average (D-)

NOTE: If the marking period averages are 50 or higher, PowerSchool will automatically calculate the final average. Teachers only need to hand-calculate final grades for students who earn an average of less than 50 in any of the first two marking periods (unless all marking period averages are below 65).

GRADING CRITERIA/ GRADE BOOKS

A. Each teacher must specify in writing the grading criteria they will use to calculate student progress during the school year.

B. Grading criteria must be submitted to the Principal by September 15th of each school year for approval and posted on the inside cover of the hard copy grade book.

C. Grading criteria used by instructional staff should be fair and representative of all phases of student work. A failing grade for the subject should represent a failure to master the subject due to poor effort and performance on a multitude of assessments, not one test or one area (i.e. homework, tests, class participation, projects, etc.).

D. Each teacher is required to maintain a written record of student achievement in the binder provided by the administration. This must include a print out of the PowerSchool records for the teacher. The binder must include:

a. The teacher’s name on the cover b. Each class should be labeled with i. The subject ii. Period taught iii. Marking period c. Each grade entry should be labeled as to its origin (test, quiz, homework, etc.) d. Marking period and final averages should be clearly labeled.

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E. There must be sufficient grades to report on a range of student work. A minimum of 15 grades from a variety of assessment types should be posted within the grade book for each marking period. These should include homework, tests, quizzes, class participation, projects, etc.

F. Teacher grade books must be kept current and will be reviewed by administration electronically on a regular basis. Assessments must be graded in a timely manner and returned promptly to the student. All grades should be recorded in the electronic grade book as soon as the assessment is complete. Regular printouts updating the electronic Grade Book contents should be maintained in the binder.

G. To keep parents and students abreast of academic progress they will be provided with a PowerSchool Account and they will be able to see their grades and attendance.

H. A record of daily classroom attendance must also be maintained. Attendance issues should be noted on report cards via comments. Class attendance records may be referenced if a student has an issue with the accuracy of their daily attendance record. Grades should be uploaded on a weekly basis.

I. Class record books must be available each day in an accessible location for administration review.

J. A list of students should always accompany the teacher during a fire drill or other emergency evacuation.

K. Teachers are reminded that grades cannot be issued or revoked for punitive reasons. Situations as late to class, absenteeism, etc. cannot directly affect a student’s grade (i.e. you cannot deduct class points for lateness, disruption, etc.). Class participation grades should reflect a student’s effort. Poor behavior must be addressed through discipline measures.

ACADEMIC ETHICS

Academic Ethics are standards set by the Wildwood school district regarding scholastic dishonesty. Issues include ● plagiarism – buying, selling, or obtaining by any means, another person’s work and submitting it without acknowledgement ● cheating – possession or use of materials not authorized by the teacher during a test ● collusion – unauthorized collaboration or assistance ● submission of work that was completed wholly or in part by another person ● obtaining/distributing a copy of a test or part of a test ● taking a test for another person ● copying – from a test paper, homework assignment, etc. ● submitting false research data, lab reports, etc. ● any action designed to give unfair or undeserved advantage or credit to a student.

Students who commit such acts will be subject academic discipline. Academic discipline may include loss of credit for work submitted for all parties participating in the incident, as well as loss of participation in activities whose member ship is based in part on academic ethics (i.e. Student Council, Safety Patrol, etc.). The actions will be reported to the administration, which reserve the right to also impose further disciplinary sanctions.

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HOMEBOUND GUIDELINES FOR CLASSROOM TEACHERS

The State of New Jersey and the Wildwood Board of Education jointly provide special instruction for any student who may be absent from school for a prolonged period of time due to illness. This program frequently enables a pupil to stay with his or her class when returning to school. Under this program, a teacher is employed to provide five or more hours per week of instruction at the pupil’s home. Staff interested in providing home instruction services should see Mrs. McGaffney in the CST office.

PRELIMINARIES TO HOME INSTRUCTION

Parents/Guardians of students with an injury or illness that results in an anticipated absence of 2 weeks or more are to advise the attendance office or Assistant Principal of this situation as soon as possible. A doctor’s note confirming the need for the extended absence will be required. The Child Study Team is responsible for all homebound instruction and will coordinate the scheduling of tutor(s) and the distribution of class work assignments with the assistance of Middle School Office. The goal of the home instruction program is to minimize the educational loss to any student who is the victim of a medical condition resulting in an extended absence (at least 2 weeks or more) from school.

INSTRUCTIONS AND MATERIAL

Whenever possible, the home instructor will use the same books and workbooks as the classroom. These books should be issued to the home instructor by the classroom teacher through the CST and returned at the termination of home instruction. The teacher should also provide a weekly series of assignments for the student. The completed assignments will then be returned to the classroom teacher for grading.

GRADES FOR HOMEBOUND STUDENTS

The classroom teacher is responsible for providing work and for giving the grades to the student. He or she will submit the marking period grades on PowerSchool. These grades are generally best determined by a joint evaluation by the home instructor and the classroom teacher.

The home instructor is expected to submit all written work done by the student to the classroom teacher. This includes homework assignment, as well as tests and quizzes.

HONOR ROLL

Middle School: To attain the First Honor Roll, a pupil must have all “A’s” and no more than one “B”. To be on the Second Honor Roll, a pupil must have all “A’s” and “B’s” and no more than one “C”.

High School: To attain the First Honor Roll, a pupil must have all “A’s”. To be on the Second Honor Roll, a pupil must have all “A’s” and “B’s”.

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STUDENT TRANSFER OR WITHDRAWAL

If a student is going to transfer or withdraw, he must first obtain a slip from the Guidance Office for his or her parent’s signature. This “clearance slip” must be signed by each of the student’s teachers as books are returned. Until this slip is completed and all obligations, financial and otherwise, are fulfilled, transcripts cannot be forwarded to other schools. (The teacher must not give a grade and initial until the financial obligation has been met as evidenced by a receipt from Mrs. Long or Mrs. Clement.) HOMEWORK GUIDELINES

Homework is a vital and necessary part of material presented and discussed in the classroom. It is also an important part of the total educational process. Homework should, in most cases, be work, which reinforces and is related to the classroom experience. Teachers are expected to assign regular, meaningful homework to reinforce the class work. Homework assignments should be indicated on weekly lesson plans.

REQUEST FOR HOMEWORK

Parents of students who are absent 3 or more days may call the Guidance Office as early in the day as possible for homework request. The Guidance Office must be informed who will pick up the requested assignments. Assignments will be required for all external and internal suspensions. Internal suspensions will be notified by email the day prior to the suspension. Work should be delivered to that room by the end of 1st period. No later! Guidance will email the request with deadlines to be honored when possible.

PUBLIC RELATIONS/PARENT CONTACT

A. All press releases must be made through the building Principal’s office. This includes still photographs and videos of students in action for public relations activities. Insure photo release forms have been completed prior to submitting materials for approval. Staff members may not speak with the Press if contacted regarding a school issue unless they have administrative approval.

B. Awards and/or scholarships are to be reported to the Guidance office and the Principal’s office.

C. Parent contact is an essential component of public relations. When possible, please try to inform the home of positive actions and/or achievements by students in your classes. Teachers must notify parents/guardians of attendance, grades, discipline concerns both via phone and with documentation. Progress reports must be utilized whenever a student is in danger of failing, has failed, or is dropping by more than one letter grade (ex. A to C).

D. All email contacts with students, their families or school staff must be made through the school email system. Teachers should never provide students or parents their personal email information. School email usage may be reviewed periodically by the administration and must meet standards set in the AUP.

Personal conferences are required whenever attendance or student performance is impacting on student success with program skills. It is the teacher’s responsibility to meet with both students and the parent/guardian during their daily scheduled conference period to establish an intervention plan.

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PARENT CONFERENCES

Parent conferences are scheduled twice annually for all teaching staff. Students will be dismissed early on conference days. Teachers are expected to remain for the full instructional day (3:04). Evening conferences will begin promptly at 6:00 p.m. and will end at 8:00 p.m. All teachers are expected to attend conferences for their school. On evening conference day, teachers may leave 10 minutes after students.

It is important to be prepared for any parent conference. Teachers should have grading records and sample of the student’s work available for parent review. Classrooms should also be readied for parental visits with appropriate displays of subject matter and student projects.

It is essential to be as positive as possible in a parent conference. Try to mention some areas of achievement or progress before discussing concerns. Be specific as to what the parent can do to assist you in improving their child’s academic performance. Be sure to establish means of communication, including parent home, work and/or cell numbers. They should also have your school email address and voice mail extension. If a teacher experiences any difficulty with a parent during a conference, they should immediately contact the office. PRIVATE TUTORING

It is expected that every effort will be made by the teacher to help the child with his difficulties at school before recommending that parents engage a tutor. This would include providing assistance in the time available after dismissal during the school day.

Occasionally, however, further individual tutoring may be necessary in exceptional cases. In such situations, a recommendation should be submitted to the student’s assigned guidance counselor. The following standards will apply:

81715136. A teacher may not arrange to tutor any child enrolled in his class for pay. 81715137. No tutoring for which a teacher receives a personal fee from the family will be carried on in a school building. 81715138. Teachers who accept outside tutoring engagements make their own arrangements with the parents for the fees to be assessed and the collection of such fees. 81715139. In order for the student to receive credit, tutors must be certified in those areas served.

No staff member can suggest or recommend tutoring to students/parents without administrative approval. BACK TO SCHOOL NIGHT

It is important that the focus of Back to School Night be on the classroom and general atmosphere prevalent in our school. It is primarily an opportunity for parents to experience a typical school day that their son/daughter may experience and to meet the teacher. Individual student concerns should not be addressed. Parents who wish to discuss their child should be encouraged to call the school and schedule a conference. Only those aspects of the program and school that affect the entire class should be presented. A course syllabus must be prepared and copied for parents

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Each class should have presentation regarding course content, requirements and the grading system. All teachers should address the homework expectations for each class. A question and answer period may follow, if time permits.

Please use this as a positive opportunity to engage parents in their child’s learning experience. Share with them ways to contact you if they have concerns or wish to share any special circumstances relevant to their child with you. Review and discuss any special rules you have for your program or classroom. Let them know what their child needs to accomplish in order to succeed in your class and what methods they can use in assisting you to encourage the student to meet classroom goals and expectations.

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WILDWOOD MIDDLE SCHOOL BELL SCHEDULE 2018-2019 FULL DAY SCHEDULE 1A 7:45 AM 8:35 AM 2B 8:38 AM 9:23 AM 3C 9:26 AM 10:16 AM 4D 10:19 AM 11:04 AM 5E 11:07 AM 11:57 AM 6L Lunch 11:58 AM 12:19 PM 7F 12:22 PM 12:52 PM 8G 12:55 PM 1:40 PM 9H 1:43 PM 2:33 PM

EARLY DISMISSAL SCHEDULE 1A 7:45 AM 8:23 AM 2B 8:26 AM 9:04 AM 3C 9:07 AM 9:45 AM 4D 9:48 AM 10:26 AM 5E 10:29 AM 11:07 AM 8G 11:10 AM 11:48 AM 9H 11:51 AM 12:26 AM

DELAYED OPENING SCHEDULE 3C 9:45 AM 10:16 AM 4D 10:19 AM 11:04 AM 5E 11:07 AM 11:57 AM 6L 11:58 AM 12:19 PM 7F 12:22 PM 12:52 PM 8G 12:55 PM 1:40 PM 9H 1:43 PM 2:33 PM

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WILDWOOD HIGH SCHOOL BELL SCHEDULE 2018-2019 FULL DAY SCHEDULE P1 7:45 AM 8:39 AM P2 8:44 AM 9:34 AM P3 9:39 AM 10:29 AM P4 10:34 AM 11:24 AM P5 11:29 AM 11:49 AM P6 11:54 AM 12:19 PM P7 12:24 PM 12:44 PM P8 12:49 PM 1:39 PM P9 1:44 PM 2:34 PM

EARLY DISMISSAL SCHEDULE P1 7:45 AM 8:26 AM P2 8:30 AM 9:06 AM P3 9:10 AM 9:46 AM P4 9:50 AM 10:26 AM P5 10:30 AM 10:48 AM P6 10:30 AM 11:06 AM P7 10:49 AM 11:06 AM P8 11:10 AM 11:46 AM P9 11:50 AM 12:26 PM

DELAYED OPENING SCHEDULE P3 9:45 AM 10:28 AM P4 10:32 AM 11:22 AM P5 11:26 AM 11:51 AM P6 11:55 AM 12:16 PM P7 12:20 PM 12:45 PM P8 12:49 PM 1:39 PM P9 1:43 PM 2:33 PM

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GUIDANCE/COUNSELING STAFF

Report Card Schedule HS/MS

Marking Marking Period Ends Report Cards Mailed to Parents IMPORTANT DATES Period

1 November 1, 2018 (HS) November 7, 2018 Back to School Night Wednesday, September 12, (MS)Progress Reports – Oct. 3, 2018 2018 (HS)Parent Conference October 18, 2018 Early Dismissal 2 January 18, 2019 January 25, 2018 Parent Conferences, (MS)Progress Reports November 27, 28, 29, 2018 – December 12 , 2018 Early Dismissal 3 March 27, 2019 April 3, 2018 (MS) Parent Conferences, (MS)Progress Reports Not picked February 19, 2019 up – February 14, 2019 (HS) Parent Conferences, February 20, 21, 2019 Early Dismissal 4 June 6, 2019 TBA (MS)Progress Reports May 9, 2019

Guidance services are available for all students. Teachers should contact a student’s counselor (and their family) whenever they have serious concerns about their educational and/or social progress. The district also provides the services of a Student Assistance Counselor to assist in dealing with substance and other abuse issues. Mrs. Michelle Shaw - Grades 10-12 Ms. Tobi Care – Grades 6-9 Ms. Diana Akeret – (SAC) Student Assistants Counselor Amy Garnett – Guidance Secretary ext. 2416 Sylvia Hernandez – Guidance Secretary ext. 2415

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LIBRARY SERVICES FOR STUDENTS

1) Inter-Library Loans – Almost any book needed can be found through the State Library's Access Center. If our media center doesn't have a certain book, it can be ordered. The wait time is approximately two weeks. Magazine articles can also be ordered through this service.

2) Computers are available for school use and research typing. Any use of the printer should be for schoolwork. Teachers should see the Librarian to schedule classes in the library for research purposes. Students should be using the “TurnItIn.com” service to verify research papers and plagiarism issues.

3) The Librarian will not give out passwords to any student who does not have an acceptable use form on file in the main office. TEXTBOOKS

All textbooks must be numbered and have the stamp of the Board of Education on the inside of the cover. On this label must be written at the date of issue, the name of the pupil, and the condition of the book.

Be careful to note the condition of book and have pupil sign an individual textbook record blank. All books must be covered. Each teacher must have a permanent record of all books issued. Your record then becomes a basis for the imposing of fines when such become necessary. All textbooks must be examined at the end of the year. Please conduct periodic checks of books issued to individuals to verify that they are still using their assigned book. Please be sure students enter their name on the inside cover so that misplaced materials can be returned to the appropriate student.

CALCULATORS

All calculators must be numbered and have a teacher designation on the cover and the calculator. Each teacher must have a permanent record of all calculators issued. Your record then becomes a basis for the imposing of fines when such become necessary. All calculators must be examined at the end of the year. Please conduct periodic checks (monthly) of calculators issued to individuals to verify that they are still using their assigned calculator and that it is in working order. Please be sure to keep a log of the monthly calculator checks and fill out the appropriate financial responsibility form should the calculator be damaged or lost.

Forms are located at the end of this book, or may be obtained from Mrs. Clement in the HS Office or Mrs. Long in the MS Office. TI83 Calculators are replaced at $95.00 and TI73 Calculators are replaced at $69.00.

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PROCEDURAL PERTAINING TO THE EMPLOYEE

Section 2

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PAYROLL PROCEDURES

District employees are paid on a semi-monthly basis on the 15th and last day of each month. When these dates fall on a weekend or holiday break, paychecks will be issued on the last workday before the pay date. Direct deposit is available through the Business Office. The final paycheck for 10 month employees will be issued on the last day of school when all obligations have been met. The final paycheck is not issued through direct deposit. All staff must sign for pay documentation, including those with direct deposit.

Teachers may be compensated for class coverage’s in certain situations defined in the contract. Teachers must submit a payroll request/time sheet for such coverage’s in a timely manner via the Principal’s Office.

Payroll deductions for disability insurance, Tax Sheltered Annuities, etc. must be arranged in writing with the Business Office. Please contact Ms. Dawn Cottrell (ext. 1406) if you have questions or concerns.

Tax Shelters, disability insurance and other voluntary deductions for the 2018-2019 school year

BOARD APPROVED COMPANY NAMES

ABCO Credit Union

AFLAC (income protection/ disability)

Ameriprise TSA

Colonial Life (disability, life)

Equitable TSA

AIG / Franklin Life (income protection/ disability, any employee)

Jackson National Life TSA

Lincoln Investments TSA

Lincoln National TSA

Lincoln Roth 403B

Members First Credit Union

Metropolitan Life TSA

Metropolitan Life (income protection/ disability, any employee)

NJEA Dues*

National Life Group (403B)

Oppenheimer TSA

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Prudential Financial Insurance (income protection/ disability, NJEA members only)

Siracusa (Roth IRA, “After-Tax”)

Siracusa TSA

Unum Insurance (income protection/ disability, non-NJEA employees)

* mandated representation fee

***Flexible Spending Account (FSA Administered thru AFLAC)

Information on these products can be obtained directly from the representatives.

*** Every employee is eligible to enroll in this FSA plan allowing them to make pre-tax contributions towards either medical and/or daycare expenses. In years past, employees who have balances in their account at the end of the plan year lost this money. On June 18, 2014, an amendment was signed allowing employees to roll up to $500.00 of unused contributions into the new plan year. This amendment applies to your current contributions. An e-mail reminder will be sent for all other employees who are interested in enrolling for the 18-19 plan year. FAMILY LEAVE NOTIFICATION

The new Family Leave Insurance Benefit (Paid Family Leave) requires that you be notified about the new Family Leave Insurance (FLI) benefit. Please consider this your notification.

Below is the information from the New Jersey Department of Labor’s poster regarding the FLI benefit.

Also, here are some other highlights:

1. Beginning January 1, 2017, deductions will be equal to 0.08% of your taxable wages as defined in the Unemployment Compensation Law. 2. The taxable wage base for 2017 is $33,500.00 and the maximum deduction is $26.80. 3. You may apply for up to six weeks of FLI benefits during leave taken to provide care for a sick family member or to care for a newborn or newly adopted child. a. Info: http://lwd.dol.state.nj.us/labor/fli/fliindex.html 4. Even though our district elected not to be covered under the traditional New Jersey Temporary Disability Benefits Law, there is no such exemption for FLI – District employees qualify for FLI. 5. The benefit is paid by the State of new Jersey, not the Board of Education. 6. This may only be used when you are on unpaid leave from your job – you may not draw pay and FLI.

NEW JERSEY DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT

This employer is subject to the Family Leave Insurance provisions of the New Jersey Temporary Disability Benefits Law.

The New Jersey Department of Labor and Workforce Development is an equal opportunity employer with equal opportunity programs. Auxiliary aids and services are available upon request to individuals with disabilities.

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Beginning July 1, 2009, New Jersey law will provide up to six (6) weeks of Family Leave Insurance benefits. Benefits are payable to covered employees from either the New Jersey State Plan or an approved employer-provided private plan to:

1. Bond with a child during the first 12 months after the child’s birth, if the covered individual or the domestic partner or civil union partner of the covered individual, is a biological parent of the child, or the first 12 months after the placement of the child for adoption with the covered individual. 2. Care for a family member with a serious health condition supported by a certification provided by a health care provider. Claims may be filed for six consecutive weeks, for intermittent weeks or for 42 intermittent days during a 12-month period beginning with the first date of the claim. 3. Family member means a child, spouse, domestic partner, civil union partner or parent of a covered individual. 4. Child means a biological, adopted, or foster child, stepchild or legal ward of a covered individual, child of a domestic partner of the covered individual, or child of a civil union partner of the covered individual, who is less than 19 years of age or is 19 years of age or older but incapable of self-care because of mental or physical impairment.

New Jersey State Plan

Employees covered under the New Jersey State Plan can obtain information pertaining to the program and an application for Family Leave Insurance benefits (Form FL-1), after June 1, 2009, by visiting the Department of Labor and Workforce Development’s web site at www.nj.gov/labor, by telephoning the Division of Temporary Disability Insurance’s Customer Service Section at (609) 292-7060, or by writing to the Division of Temporary Disability Insurance, PO Box 387, Trenton, NJ 08625-0387.

If an employee is receiving State Plan temporary disability benefits for pregnancy, after the child is born, the Division will mail the employee information on how to file a claim for Family Leave Insurance benefits to bond with the newborn child. If a claim is filed to have Family Leave Insurance benefits begin immediately after the employee recovers from her pregnancy-related disability, she will be paid at the same weekly benefit amount as she was paid for her pregnancy-related disability claim and no waiting period will be required.

Private Plan

An employer can elect to provide workers with Family Leave Insurance benefits coverage under a private plan approved by the Division of Temporary Disability Insurance. The Division will not approve a private plan requiring employee contributions unless a majority of the employees, covered by the private plan, have agreed to private plan coverage by written election. Employers will provide information regarding the private plan and the proper forms to claim benefits to employees covered under the private plan.

Financing of the Program

This program is financed by employee contributions. Beginning January 1, 2009, employers are authorized to deduct the contributions from employee wages for all employees covered under the State Plan. These deductions must be noted on the employee’s pay envelope, paycheck or on some other

39 form of notice. The taxable wage base for Family Leave Insurance benefits is the same as the taxable wage base for Unemployment and Temporary Disability Insurance.

Employees covered under an approved private plan will not have contributions deducted from wages for Family Leave Insurance benefits coverage unless a majority of the workers consent to contribute to the approved private plan. If employees consent to contribute to the private plan, the contributions cannot exceed those paid by workers covered under the State Plan.

Enforced by:

New Jersey Department of Labor and Workforce Development Division of Temporary Disability Insurance, PO Box 387, Trenton, New Jersey 08625-0387

DIRECTIONS FOR REPORTING STAFF ABSENCES

The Wildwood Board of Education is now utilizing AESOP for call outs. You may interact with the system either on the internet at http://www.aesopeducation.com or by way of a toll free automated phone line at 1-800-942-3767. (1-800-94-AESOP). When entering an absence, please wait until you receive a confirmation number before you terminate the phone call. Your transaction is not complete until you receive a confirmation number.

It is the responsibility of the absent teacher to provide lesson plans, seating charts, class rolls, and other necessary materials for the substitute. Please be certain that the office is aware of the location for your plans, etc. In case of emergency, plans may be brought to the school by another teacher, or faxed to the school at 729-7423. Teachers are also reminded to check the status of their emergency lesson plans after absences, as updates may be needed. Emergency lesson plans are to be available on file in the office by September 15.

If a staff member goes home sick during the school day, he/she must first see the school nurse. The staff member or school nurse should contact a building administrator.

REPORTING FOR WORK

Teachers are required to report for duty fifteen minutes before the opening of the pupil school day (7:25 a.m.) and each teacher shall be permitted to leave thirty minutes after the close of the pupil school day. On Friday’s or on days preceding holidays or vacations, the teacher’s normal school day ends five (5) minutes after the end of the pupil’s day.

All staff must sign in outside the High School office upon arrival using the FOB system. Please plan to contact Mr. Schaffer if you will be reporting to school late. Chronic incidents of employee lateness are subject to disciplinary action by the administration. Staff must also sign out at the end of the day using the FOB system. Staff should sign out for regular school day using the FOB system prior to beginning an extracurricular position. Those positions are reported by using time sheets to be given to Mrs. McNeal.

After school begins (7:30), staff members are not to enter school via any entrance other than the Pacific Avenue lobby. Teachers who report to school late MUST sign in upon arrival, in the office. Failure to comply with these expectations will lead to disciplinary consequences.

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EMERGENCY SCHOOL CLOSINGS

The Superintendent of Schools will make the final decision on school closings. Television Cable Channels 3 (CBS), 6 (ABC) and 10 (NBC) will carry the school closing or delayed opening message.

IDENTIFICATION CARDS

1. All staff are required to have a new staff photo taken each year on picture day. 2. All students and school personnel will be issued photo IDs in September of each year. 3. The ID will show Photo, Name and Grade/position. 4. On the reverse side of the card will be a bar code that will be used for Library services and cafeteria services. 5. During the school day, staff IDs must be worn on a clip or a lanyard and be clearly visible. 6. Students will be required to present their ID prior to admission to school activities and athletic events in order to be eligible for a student admission discount. 7. IDs will be provided by the school district. These items are school property and may not be altered or defaced. 8. Lost or damaged IDs are to be replaced at a cost to the student of $3.00 each. See Mrs. Long in the Middle School office if a replacement ID is needed. 9. Lost cards are to be reported to the Middle School Office.

CELL PHONES /OTHER ELECTRONIC DEVICES

It is inappropriate for any member of the Wildwood Staff to be having a personal conversation on a cell phone during the course of the work day.

Staff members are required to turn off and put all cell phones away during the course of their work day, except during preparation periods, break periods or lunch periods.

Phones must not be left out where they may become accessible to students.

If the staff member has a personal emergency that may warrant an exception to this policy, it should be cleared with the administration prior to the individual using his/her phone during the work day.

Any violation of this policy may be cause for disciplinary action.

NO NON-EDUCATIONAL GAMES SHOULD BE ON SCHOOL COMPUTERS AND NO STAFF MEMBER SHOULD EVER BE ENGAGED IN PLAYING COMPUTER GAMES IN THE CLASSROOM!

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STAFF MAILBOXES

Staff mailboxes are located in the Main office. Staff must personally check their mailboxes each day to retrieve telephone messages, mail, attendance forms, student rosters, etc. Students may not be sent to retrieve any items from a staff member’s mailbox. Teachers may not distribute info or solicitations via the school mailbox or email system without prior administrative approval.

TELPHONE CALLS

Teachers expecting calls should provide their voice mail extensions to the callers. Teachers should check their voice mailboxes daily. Secretaries will forward messages to voice mail. Voice mall extensions are provided in the forms sections. Voice mail extensions will not be specific to room phones. Voice mail can be checked on any phone and should be checked regularly. In case of emergency, which must be clarified by the caller, the teacher will be contacted as soon as possible.

COPIER MACHINCE USE

All staff copies should be made on the designated machine in the 3rd floor faculty workroom. Please do NOT use the copiers in the office area. Students are not permitted to use the copy machines. Teachers are not permitted to send students to copy materials for them. If the machine is not functioning properly, please contact Mrs. Garnett in the Guidance office for assistance.

CAFETERIA / LUNCH ROOM DUTY

Teachers assigned to lunch duty are expected to report as quickly as possible to the cafeteria to supervise student lunch activities. Teachers should monitor the exits and prevent students who are not assigned to the lunch period from entering the area for any reason. Lunch students are not permitted to leave the cafeteria during lunch without teacher permission. Unless they have a written pass from a staff member, students should never be permitted to go the second or third floor during lunch. Students are not permitted to take food or beverages from the cafeteria at any time. Students are permitted to use the bathroom and library after eating and with duty teacher permission.

Teachers on lunch duty may not eat their lunch during their duty period. [They should be moving about the cafeteria area, assisting as needed.] Those on cafeteria duty are expected to remain in the cafeteria throughout their duty period. They should be preventing students from going from table to table, talking loudly or yelling and /or not showing proper decorum. They should be preventing students from entering the cafeteria area between lunches and accessing the vending machines when it is not the students lunch period. Students must behave in an orderly fashion throughout the lunch period, including when in line for food service. Disrespect for any school personnel, including cafeteria staff and custodians, is never to be tolerated or overlooked. Any student who uses inappropriate language or gestures to any staff member should be promptly referred to an administrator. If a staff member has a concern regarding the actions of any cafeteria employee, they should discuss the matter with the employee, Mr. Linnington and/or an administrator.

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Teachers should also monitor that the students are removing all lunch debris from their table area near the end of the lunch period. Following a teacher conference and warning, those who refuse to comply should be referred to the administration for disciplinary consequences. Students should not line up or cluster in the doorways prior to the dismissal bell. The students will be dismissed by table using alternating stairways. HALL DUTY PROCEDURES

Teachers who are assigned to hall duty are expected to move about the area to which they are assigned checking student hall passes and reporting any problems or other incidents that may occur. If a classroom teacher requests assistance, the hall duty teacher is expected to either cover the class briefly during the emergency or go to the appropriate administrator to request assistance.

Hall duty teachers may not sit at a desk in the corridor during their duty period. They should be checking lavatories and stairwells to make certain they are being used appropriately. A student in the hall without a pass should either be escorted back to his class or to the office. Students are not to have food in the hallways or classrooms. No student is to be sent to the cafeteria or faculty lounges to get snacks or drinks for teachers. AM / PM DUTY

6 TH and 7th GRADE STUDENTS: Arrival (AM)

● Morning teacher should report to Courtyard by 7:00am. Inclement weather, report to Cafeteria. Morning teacher should remain in Courtyard with students until 7:30, when they are to enter for breakfast. ● The students are to be in 1st period when the bell rings. There is no homeroom. ● No parents or 8-12 grade students should be in the Courtyard. 8TH GRADE STUDENTS and ALL HIGH SCHOOL STUDENTS: Arrival (AM)

● All students must enter from the Main entrance, not before 7:30am. ● AM Hall duty teachers, are to be in the hallway at 7:25 a.m. monitoring student arrival.

AUDIO VISUAL MATERIALS

Audio/visual materials used in classrooms must be directly related to the content of instructional programs and be used in accordance with copyright rules and regulations. All audio-visual materials should be previewed for appropriateness. If a teacher plans to show a video presentation that will occupy more than 20 minutes of instructional time per week, the teacher must note the presentation in their lesson plans and attach the appropriate VIDEO PRESENTATION REQUEST form to the weekly lesson plans. (see FORMS, later in this handbook).

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COPYRIGHT LAWS

A. Copyright law protects the original expression in books, articles, software, visual works and worldwide web pages.

B. Staff members are required to adhere to copyright procedures for works used in the instructional process.

C. Students are required to follow copyright laws for works submitted for grading. Teachers are encouraged to use tools such as “TurnItIn.com” to verify student compliance with plagiarism standards.

D. If the work is protected by copyright, teachers must receive permission from the owner for fair use, library special rights, and educational performance and displays including: a.) Making a copy. b.) Use of work as a basis for a new work. c.) Electronically distribute or publish copies. d.) Publicly performed music, prose, drama, plays, video, and audiotape, CD-ROM etc. e.) Publicly displayed image on a screen or otherwise. f.) Loading software onto individual computer units or network. g.) Limiting access of copied material to students enrolled in a class and administrative staff.

E. Instructors must obtain permission for materials to be used repeatedly for a class or group of classes, including software.

F. All sources need to be quoted, referenced, or citied by staff and students for all work, assignments, handouts, transparencies, study guides, learning packets, etc. Seek and maintain copyrights to preserve rights of authorship. Once permission is obtained the following statement is noted (copyright (date) (publisher). Permission is granted for non-profit educational use of this (article) for duplication and distribution. Source: U.S. Copyright Act 107.

CLASSROOM PROCEDURES

Based on contractual language, teachers have a conference/preparation period scheduled each day. This period is to be used to plan activities and prepare materials for their instructional program. Parent conferences are also scheduled during this period via the Guidance office.

Middle School academic core teachers also have a Team planning period daily. This period is to be used to coordinate instruction for both inter-disciplinary programs and to address student achievement and conduct issues throughout the school day on a consistent basis. Teachers scheduled for Team planning must attend all scheduled sessions/meetings. Parent conferences with the team should be scheduled for this time period.

All team binders must be maintained by a team leader. Each day must have notes of the meeting and a sign-in sheet. Team periods are to be held in the room scheduled and are to be held by subject are unless an Administrative meeting is scheduled or a parent conference is scheduled. The Professional Learning Community format is to be followed for these meetings. PLC topics will be provided by Administration

44 and should be run by the team leader and documented by the team recorder. It may be beneficial to include multiple subjects in one PLC topic meeting.

Teachers should make every effort to be in the doorway of their classroom during arrival and dismissal times. A friendly greeting and reminder to begin the day’s activities establishes expectations before instruction begins. Please have a “warm up” activity ready so that students can begin class work with (or before) the late bell.

Attendance must be taken electronically each day at the start of each class. Late arrivals to class to class must sign in the late book. Use #4-5 page 13 of the student agenda. Parents and counselors should be notified if a student is chronically late or absent from class. Rules for obtaining and returning make up work for credit should be clearly established in your classroom rules.

As class ends, students should be occupied as close to the end of the period as possible, although time should be provided for “packing up”. Please do NOT allow students to leave their seats and stand by the door to await dismissal. If you are sharing a classroom with other staff, return the seating to its original position before you leave the room. Erase the board so that the classroom is ready for the next lesson.

Routine checks should be made throughout the school year for graffiti on desktops or in other areas of the classroom. Books should be checked for covers, damage and to ascertain that the student is still utilizing the text they were issued in the beginning of the year.

LESSON PLANS

The Lesson Plan is one of the most important tools a teacher utilizes in his/her daily program and should be used as a blueprint of the work to be covered in each class. A template for electronic lesson plan form is available on the On Course website. The logon for the OnCourse website is your school email address ( ex. [email protected]) and your password is “oncourse”. (Which will be directed to change on your initial logon.

The weekly lesson plan should contain the following:

Heading 1. Teacher Name, course title, date, and period at top. First Column (Essential Questions/NJCCCS): 2. Unit and Lesson Objective – these should be drawn from your curriculum map and should address the key objective(s) of the daily lesson and the overall unit of instruction. 3. Common Core curriculum standards to be used in lesson, including statement number (minimum of 3 – can be numbers). Second Column (Instruction Activities/Specific Procedures and Materials) 4. Specific Opening activity/Anticipatory Set (How will you “hook” and excite the students for the lesson to follow? How will it link to their prior knowledge?) 5. Lesson Elements/Student activities (What are the students going to do? What areas of the text, etc. will be covered?) Must be student centered with high engagement and student choice. 6. Closure Activity (All students must participate actively in Closure. How will you

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cement their new knowledge of the key points of the lesson?) Third Column (Evaluation of Student Understanding) 1. Activities designed to check for understanding (teacher questions, short group/pair/individual project, written class assignment, etc.). How will you judge whether re-teaching this unit, lesson, or skill is necessary? How well have the students understood the concepts? Fourth Column (Test/Quiz/Homework) 1. Tests/Quiz - A copy of major assessments (i.e. chapter/unit tests) or the rubric/descriptor for major projects should be attached to the lesson plan for that week. 2. Homework and long-term assignments What are the timelines?

Special Education teachers must also include a copy of the modification sheets. ICS teachers must submit a modified plan based on the Regular Education teacher’s plans that documents how IEP modifications will be implemented for the lesson. It is essential that you be very specific in your lesson plans. Please do NOT simply list the chapter and pages with no explanation or details as to how the lesson will be conducted. These plans may be used by outside agencies to document that appropriate and varied instructional strategies are occurring in our classrooms, as well as appropriate assessment tools. A qualified substitute should be able to teach the planned lesson based on the information provided in your plans. All MS Regular Education, Resource Room and Self Contained teachers will upload their lesson plans to the OnCourse site prior to homeroom on the first school day of each week. ICS teachers may submit their modification plans on the next day. Plans received after those days begin are considered late. Chronic problems with tardy lesson plans may result in disciplinary action.

If an administrator determines the plans need some revisions and/or additions, they will make notes and comments on the plans on the OnCourse site.

Lesson plans and classroom attendance records will be periodically reviewed by the Administration. Lesson plans and your grade book will be reviewed prior to a formal observation.

LESSON PLANS 6143.1

All teachers are required to maintain and use an updated curriculum guide for preparation of lesson plans for each subject taught. Lesson plans must include measurable objectives which specify what pupils should know, or be able to do, at the completion of that lesson. Lesson plans should be prepared in enough detail with enough clarity to enable a substitute teacher to carry on the program during the absence of a teacher.

When the teacher plans to use materials not included in the curriculum guide, he/she should list these materials in the lesson plan. The building principal shall check lesson plans weekly.

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MONTHLY REPORT

All must complete their monthly report forms on the fifth day of the month for the month preceding. It must be emailed to Ms. Long, (MS) or Mrs. Clement, (HS) by the 5th of the Month. All teachers are to complete this report. It is to be electronic only. TEACHERS LEAVING CLASSROOM OR BUILDING

If it should become necessary to leave your class, please call the office and we will try to arrange to have someone supervise your group. Teachers may never leave a classroom unsupervised.

It is necessary for all teachers to check in and out when leaving the building during the school day. If it is necessary to leave the building during school hours, it is imperative that clearance be obtained from the administration. When leaving the building, teachers should sign-out and back in when they return. This is done in the HS office. Except during their duty-free lunch, teachers may not leave the building without permission from the administration. ORDERING PROCEDURE

All orders for supplies, books or equipment must be submitted on requisition forms to Mrs. McNeal (High School), or Ms. Long (Middle School) for administrative approval. All requisitions and school purchases must be channeled through the administration. It is important that nothing be purchased for school reimbursement unless written permission has been given prior to purchasing materials.

Please be advised that effective immediately no staff member is permitted or authorized to enter into a contract or agreement with a vendor on behalf of the Board of Education. Only the Board of Education, or their designated representatives (the Business Administrator and Superintendent) are permitted to do this. Any agreement entered into by a staff member will be rejected by the Board and the staff member will have to assume financial and legal responsibility for the agreement they entered into. PROFESSIONAL IMPROVEMENT

1. Teachers must complete a Professional Improvement Request Form and forward it to the Principal for approval. The Professional Improvement Request Form pertains to ALL off-site professional development requests whether or not cost is involved. The Professional Improvement Request Form is located in the forms section of this manual. These forms must be completed and approved well in advance of professional development events due to new state guidelines. All events must be approved by the BOE prior to the staff participation.

2. Attach all pertinent workshop information to this form. Teachers should include a completed “Request for Approval of Absence Form” with their documentation.

3. The form and attached information will then be forwarded from the Principal’s Office to the Supervisor of Curriculum and Instruction for approval.

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4. All documentation will then be forwarded to the Superintendent’s Office for final approval.

5. Upon final approval, the Director of Curriculum and Instruction’s Office will complete registrations for workshops and purchase orders.

6. Principals and teachers will be notified of the final approval by the Director of Curriculum and Instruction’s office.

Requests for tuition reimbursement are to be made on the appropriate form and submitted to the Superintendent. Reimbursement can be made semi-annually at a rate designated by teacher contract provided proper grade documentation is submitted.

DECORATIONS

Teachers may not hang decorations, stickers or labels or in any other way obstruct or obscure classroom door windows. Teachers are expected to maintain an attractive classroom environment. Use the bulletin board schedule to determine your hallway bulletin board responsibility. The new boards should go up on the first month and down on the last day of the month. Whenever possible, please opt for student work samples rather than decorations. Student ownership in the hallway appearance will help to limit unnecessary destruction.

Seasonal or holiday decorations are to be non-flammable and non-religious. Decorations may not create a safety or sanitation hazard. All decorations must be removed the last day before the holiday break. Hallway decorations are restricted to the cork strips on the wall. Please remember that loose decorations affected by air currents will trigger building motion detectors.

RESPONSIBILITY FOR DISTRICT PROPERTY

A. District-owned equipment, ie…furniture, tools, supplies, etc. may not be borrowed or removed from school for personal use by any staff member or student. B. An up-to-date building inventory for each classroom and office is to be maintained by the building Principal. Each inventory is to be updated each September and June by the teacher(s) that use the designated classroom. C. The School Business Administrator must approve all transfers of district equipment, furniture or supplies from one building to another. D. All classroom supplies and inventories must be completed each September and each June and filed by the teacher with the building Principal. E. Transfers of items made with the approval of the building Principal must be recorded on an inventory sheet and dated and initialed by the Principal. F. Teachers are to refrain from bringing personal items, tools, and supplies to the school without administrative approval. Any such approved items must be removed from school at the end of each school year. The district is not responsible for personal items left in the building during breaks in the school calendar. G. Materials must conform to safety, insurance and school district standards and cannot be altered to void common or manufacturer’s use.

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KEYS

All school keys or key fobs remain district property, even after being issued to staff. Individual staff members may not copy school keys. If there is a need to acquire additional keys or key fobs, please make the request to your building Principal. All keys must be kept in a secure location throughout the day. Keys or fobs may not be given to students. Lost key(s) must be reported to an Administrator within 24 hours. A replacement keys or Fobs will cost $50.00.

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PROCEDURAL PERTAINING TO SAFETY

Section 3

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DRUG USE BY STAFF

If an administrator has reason to believe that a staff member may be under the influence of a controlled or illegal substance, they are obligated to report the matter to the Superintendent. A physical examination and substance screening will be required in order for the employee to return to work.

If a staff member is experiencing difficulty with substance abuse personally or in their personal life, counseling services are available through EmployeeCare. Please contact the school nurse or SAC for more information (such inquiries are confidential).

PERSONAL ELECTRONIC IN THE SCHOOL BUILDING

Per state safety guidelines, school personnel are not permitted to have the following items in student areas:

● Refrigerators (except for instructional use) ● Toasters ● Toaster ovens ● Coffeepots/coffee makers ● Space, ceramic or other personal heaters ● Hot pots, crock pots, hot plates ● Microwaves

If a staff member has a need to bring any such items into school, prior administrative permission is required. Extension cords and strip plugs may not overload an electrical outlet. Cords may never extend across any traffic areas.

LOCKS AND LOCKERS

Each 1st period teacher for 6th grade and all 2nd period teachers for 7th and 8th grade are responsible for the distribution of locker numbers at the beginning of the school year. Subsequent to this time, all locker changes will be handled through the attendance office. High School locker numbers will be noted on individual student schedules.

For the closing of the school year, the Asst. Principal’s office will require all teachers to oversee the cleaning out of student lockers. Along with having the lockers open and locking the locks on the door or the frame, all articles and clothing are to either be taken home or discarded. If there are any students that are absent or have withdrawn from school and you do not have access to that locker, please inform the Mrs. Nicely in the attendance office. Each student will be assigned a hall locker; All WMS students will have lockers on the 2nd floor. Lockers will be assigned during the first day of school. To safeguard property, the student should be directed to use only his/her assigned locker. He/she should be certain not to give the locker combination to anyone. No student will be given their locker combination and password envelope if they have not signed an acceptable use form. All lockers are the property of the Wildwood Public Schools and are subject to inspection. Periodic inspections and clean outs will be conducted during the year to check for health and safety reasons. A

53 canine unit may be used during the school year for the purpose of doing random searches. The student assigned to that locker will be responsible for the contents of the locker. Please stress to students that randomly changing lockers without permission can leave them liable during random searches. Students should not keep valuables in their lockers. Students are to only use school distributed combination locks. All other locks will be removed. Please notify an Administrator immediately if you find a lock not issued by the school on any student locker.

SCHOOL VISITATIONS

Students are not permitted to have visitors (friends, relatives, etc.) for the school day. If a parent wishes to visit your classroom, they must do so through the administration. Please do not individually invite parents to “sit in” on classes without administrative approval.

If a teacher plans to invite a guest to the classroom as a presenter or for other purposes, they may only do so by obtaining administrative approval in advance. Forms are available in the form center. DO NOT let anyone in any locked exterior door. Visitors MUST enter through the main door after being admitted by security personnel. DO NOT wedge any door open at any time. SECURITY

To help insure school safety, video cameras and monitors have been installed in our school. In addition, all school district employees have been issued photo IDs that are to be worn on a lanyard during the day for identification purposes. A visitor sign in procedure has also been implemented in our schools. Visitors on school related business must sign into the school with our security officer in the main lobby. Visitors must show their identification, state their business and wear the issued school visitor’s pass. They will then be escorted to the correct office by school personnel.

All activities of building occupants will be monitored on film by this surveillance system, which will routinely be supervised by security and administrative personnel. This video may also be used as corroborative evidence in prosecuting illegal activities conducted in the school or on school property. These films are not subject to parental inspection.

SAFE SCHOOLS

Safe Schools is a community program geared toward identifying groups or individuals who may through their actions or words have indicated that they may be a potential threat to a school or group of schools. Studies have shown that in every incident of school tragedies there have been individuals who have heard the assailants speak of their intentions. Unfortunately, this information was frequently unreported because of fear or lack of knowledge of who to tell.

When a call is received by Safe Schools, it is logged with the date, time and a brief summary of the caller’s information. Callers may remain anonymous, with no pressure to reveal their identity. Caller ID is not used on this line, 465-2800.

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The goal of this hot line is to help schools and other public agencies to be proactive in addressing those individuals or groups, who may pose a threat to them or others in our schools. It would help those whose real or perceived alienation from the school culture could lead to self-destructive or violent behavior toward others. The Crime Stoppers Organization is supplying the funding for this program.

Maintaining the safety of our students, teachers, and staff is of the highest importance at Wildwood Middle/High School. Fighting, possession of sharp objects, physical and verbal abuse that may lead to a fight is not tolerated, and offenders are subject to suspensions and legal action. The school encourages students and others, to resolve disputes in a peaceful, non-confrontational way that avoids fighting and disciplinary consequences. Students are encouraged to see their counselor, an administrator or the school police resource officer when they are having a problem.

EMERGENCY AND FIRE DRILLS

As soon as the fire alarm sounds, two previously appointed pupils should close all windows in the room. Teachers should assist all pupils in familiarizing themselves with the fire drill directions of their classroom. All teachers are responsible for having their roll book AND Purple Emergency Folders in their possession during every fire drill and to take roll immediately after a safe exit of the students has been completed.

All pupils and teachers must leave the building promptly and in an orderly manner during fire drills. Students and teachers must cross the street to the sidewalk opposite the school. Under no circumstances should the students be allowed on private property, including automobiles.

Teachers are to remain with their students until the announcement to reenter the building occurs. Teachers should maintain order within their group during the evacuation. Students should not be loud or boisterous or in the street.

REPORTING A POTENTIAL LOCK DOWN INCIDENT

Any staff member who suspects that a potentially dangerous situation may exist because of an invasion of unauthorized personnel, a sighting of a weapon or possible victim, or hearing a possible gunshot, the staff member should immediately report to all staff and school by pressing the orange circled button, then #0 on any telephone.

State:

1. “Wildwood MS & HS are now in Lockdown.” 2. Location of the problem/whether situation was seen and/or heard inside or outside of school. 3. Description of intruder including race, height, weight, gender, clothing, name of intruder, if known, etc.) 4. Actions of the offender (armed with what type of weapon, any actions observed, etc.). CHAIN OF COMMAND

Wildwood High/Middle School (609)522-7922

Mr. Philip Schaffer, Principal - ext. 2460/cell: 609-602-3061

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Michael Hickman, Asst. Principal/AD- ext. 2450/cell: 609-780-2441

Mrs. Mary Beth Clevenger, Asst. Principal - ext. 2453/cell: 609-374-1221

LOCK DOWN PROCEDURES

In the event of an emergency within or adjacent to the school facility, the administration will institute “lock down” procedures as part of the safety routine.

If an emergency occurs, the administration will report that a lock down is being initiated via the intercom system. The following procedures should immediately be instituted:

During the LOCK DOWN teachers will:

● Quickly scan the hallway for any students and take them into the classroom (Substitutes – Move students to nearest secured classroom) ● Lock down all classrooms ● Instruct students to move away from the entrance and windows in the classroom ● Use a poster or paper to obscure the door window ● Turn off classroom lights ● Leave window shades/blinds open ● Take attendance ● Do not allow students to use cell phones ● Remain calm and professional, give clear and simple directions ● Ignore all bells and alarms ● Do not open the classroom door and remain in your classroom until you are instructed by a school administrator or law enforcement officer. ● In order to end a “lockdown”, the administration will announce three times that “The Lockdown has Ended.”

SPECIAL AREAS

In the following areas, please report as follows:

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● The gym classes should report to their respective locker room areas. If the classes are outside the building, the administration will contact the teachers via cell phone. The PE classes are to be taken to Fox Park and assembled into squad lines for attendance. They will await further instructions before returning to the building. ● The cafeteria should secure their doors and move students to the back of the cafeteria (serving area) to await further instructions ● Custodians/security personnel should report to the nearest secure area (office/classroom/security desk). ● The library should secure the area and move students away from the areas visible from the corridor. ● All office areas should follow standard lock down procedures (lights out, door locked, etc.). LOCK DOWN PROCEDURES

During the LOCK DOWN *Shelter in Place teachers will: a. Quickly scan the hallway for any students and take them into the classroom b. Lock down all classrooms c. Take attendance d. Ignore all bells and alarms e. Do not open the classroom door and remain in your classroom until you are instructed by a school administrator f. Do not allow students to leave your classroom or office area g. Teachers should continue to instruct students in the classroom EMERGENCY EVACUATION PROCEDURES WHS/WMS CONVENTION HALL/WILDWOOD CITH HALL

In the event of an emergency, the facilities at the Wildwood Convention Center will accommodate the full school population. If necessary to evacuate to another location, we will evacuate to the City Hall/Holly Beach facilities on New Jersey Ave.

If an emergency evacuation occurs:

1. Teachers should escort their classes to the nearest exit (indicated on the fire map in each room), cross the street and assemble the class on the sidewalk away from the building. ● Teachers should take attendance. ● All students must remain with their teacher.

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2. If notified, teachers should escort their class to the convention Center or City Hall/Holly Beach Fire Hall.

3. CONVENTION CENTER EVACUATIONS-Teachers should escort students past Fox Park to the front main entrance of the Convention Center.

4. CITY HALL/HOLLY BEACH FIRE HALL EVACUATIONS- High school students should enter City Hall at the Montgomery Avenue entrance and proceed to the rear entrance on Montgomery Avenue.

Middle school students should report to Holly Beach Hall banquet room.

5. Teachers should take attendance again when the students have assembled in the evacuation area. The attendance sheet will be collected.

6. Students should be seated and quiet in the evacuation area. Students may not use cell phones.

7. If you have any information regarding the situation, please indicate the need to speak to an official. DO NOT leave your students to report information.

8. Parents will be notified if we are to dismiss from the evacuation area. No student should be dismissed unless authorized by administration.

9. Faculty and students will be notified if they are to return to the school building.

BOMB THREAT/ THREATENING PHONE CALL PROCEDUERES

As all staff members have phones in their classrooms, please be aware of the following procedures should you answer a phone call that threatens the school or its students/staff in any way:

DO NOT HANG UP THE PHONE! If you can, have someone else contact the administration immediately (without you leaving the call or hanging up).

Please note the following data ASAP:

a. Time of call b. Phone number on caller ID c. Write down (if possible) VERBATIM what the caller says (particularly the verbiage of the perceived threat) d. Any descriptors of the caller (gender, age range, speech patterns, accent, stammer, slurred voice) e. Background noises you may hear f. Length of call g. Any other unusual aspects/identifiers

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2. Please make every effort to keep the caller on the line. If possible, attempt to ask the following questions: a. What time is the bomb set to detonate? b. Where is the bomb right now? c. What kind of bomb is it? d. What does it look like? e. Why did you place the bomb here? f. Where are you calling? g. What is your name?

3. Leaving the phone on which you received the call off the hook, please contact an administration immediately (Mr. Schaffer, Mr. Hickman or Mrs. Clevenger). In the event of a bomb threat, Wildwood School district will follow emergency evacuation procedures to exit the school building. PROFESSIONAL IMPROVEMENT

In the following areas, please report as follows:

▪ The gym classes should report to their respective locker room areas. If the classes are outside the building, the administration will contact the teachers via cell phone. The PE classes are to be taken to Fox Park and assembled into squad lines for attendance. They will await further instructions before returning to the building.

▪ The cafeteria should secure their doors and move students to the back of the cafeteria (serving area) to await further instructions

▪ Custodians/security personnel should report to the nearest secure area (office/classroom/security desk).

▪ The library should secure the area and move students away from the areas visible from the corridor.

▪ All office areas should follow standard lock down procedures (lights out, door locked, etc.). WORKERS COMPENSATION INJURIES

The Wildwood School District uses QualLynx to assist employees in receiving prompt and appropriate treatment for work-related injuries. School District employees who suffer a work-related injury should report it immediately to their supervisor and/or the school nurse in their buildings. Unless the condition is a medical emergency, the employee should report to their supervisor and school nurse before seeking medical treatment.

IF THIS IS A LIFE THREATENING EMBERGENCY THAT REQUIRES IMMEDIATE ATTENTION, CALL 911 OR SEEK TREATMENT AT THE NEAREST HOSPITAL

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THE EMPLOYEE or THE EMPLOYEE’S REPRESENTATIVE SHOULD NOTIFY THE BOARD OFFICE AS SOON AS POSSIBLE SO THEAT QUALLYNX CAN ASSIST IN ARRANGIN THE FOLLOW UP TREATMENT.

During regular work hours contact the building nurse to seek medical treatment. The nurse will call QualLynx who will in turn assist the employee in making an appointment, usually the same day the injury is reported. In the event that no supervisor or nurse is available and all offices are closed call 1- 800-425-3222 and a QualLynx nurse will assist you in making an appointment (phone line is available 24 hours.) Custodians should contact the supervisor on duty to report an accident and for assistance in contacting the doctor’s office and QualLynx.

If treatment is necessary, QualLynx will refer you to an authorized worker’s compensation facility. If you choose not to go to an approved facility, you may jeopardize any potential claims for medical treatment and/or time out of work. You will also be required to complete an Authorized Treatment Refusal form.

In the event you are injured but do not require medical treatment, please complete the Employee Report for Workers Compensation Injury and check ‘Record Only’. This will ensure that should you require treatment at a later date (within a reasonable amount of time, determined by the insurance company) there is a report on file.

Additionally, any prescriptions required as the result of a worker’s compensation injury will be processed by Jordan Reses Prescription Management Services. Most pharmacies in our area participate in this pharmacy network however; you may visit http://www.jordanreses.com/ to ensure that your pharmacy is a participating provider.

The school district believes the QualLynx program will help alleviate the confusion and anxiety that often accompanies work-related injuries. If you have any questions, please call QualLynx at 1-800-425- 3222 or Jessica Anaya in the Board Office at 522-0786 ext. 1405.

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Board Policies and Procedures

Section 4

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POLICY CONCERNING THE HANDLING OF STUDENTS

ABUSES OF DRUGS AND ALCOHOL

The Wildwood Board of Education and the staff of Wildwood Public Schools recognize that the misuse of drugs is a serious problem with enormous impact upon the welfare of the entire school community. The Board and staff are committed to the prevention of drug abuse and rehabilitation of drug users and implementation of an effective drug and alcohol curriculum, as well as providing special assistance for addicted students. The Board and staff desire to utilize positive approaches in dealing with these problems but will resort to the necessary and appropriate steps to protect the school community from harm and from exposure to drugs.

Additionally, the Board and staff also recognize that an effective educational approach, promoting accurate information and positive decision-making skills, is the first step in preventing a student from becoming harmfully involved with drugs.

I. Adoption of Policies and Procedures

The Board hereby adopts these policies and procedures for the discipline, evaluation and treatment of pupils who possess, consume or who are affected by those who on reasonable grounds, are suspected of being under the influence of the following substances:

1. All controlled dangerous substances as identified and prohibited in N.J.S.A. 24:21-1.

2. All chemicals and/or chemical compounds which release toxic vapors as defined in N.J.S.A. 27A: 170-25.9 and N.J.S.A. 2C: 98-3.

3. All alcoholic beverages.

4. Tobacco and tobacco products.

5. Any prescription or patent drug, except those for which permission to use in school has been granted pursuant to Board policy. *(See also: “Newsletter” NJPSA, Summer, 2000)

*Any student using a prescription/non-prescription drug should bring the medication in its original container accompanied by a doctor's order. The doctor's order should include dosage of medication, time to be administered, route and duration of medication usage. A note with parental signature permitting the school nurse to administer the medication should also be included.

This policy was developed through consultation with the school medical inspector, the Board attorney, the Policy Committee of the Board and the Drug and Alcohol Committee of Wildwood Public Schools. The effectiveness of the policy shall be reviewed annually.

II. Review and Availability of Policies and Procedures

Annually, the Superintendent of Schools shall take such steps as may be necessary to notify all students likely to be affected and their parents, the community and appropriate law enforcement agencies about the Wildwood Public Schools Board Policy on Drug/Alcohol Abuse. In addition, all members of the professional staff shall be informed of their responsibility to report to the building principal or his designee any student suspected of being under the influence of drugs.

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Drug and alcohol policies and procedures for discipline, evaluation and treatment of students shall be made available annually to all school staff, students and parents or guardians by publication in the Student/Parent/Faculty Handbook of each school.

The student and/or his/her parent or guardian may appeal any action taken under this policy through the Student-Parent Grievance Procedure, which is published in the Student/Parent/Faculty Handbooks of the schools.

Student-Parent Handbooks are published annually and given to each student in the beginning of the school year or upon arrival into the school district if a student transfers during the school year.

USE OF SCHOOL TECHNOLOGY

Staff and students are required to sign an Acceptable Use Policy (AUP) prior to using any school technology or logging on to the school network. Each user will be issued an individual username and password. It is against Board policy for any user to share their username and/or password with another user or to logon under any other user’s data. Teachers are not permitted to logon or work under a student or colleague’s username and password or to provide another student’s data to a user so that they may logon under a different name.

Any activities that occur under a user’s assigned user name/password are the responsibility of that user. If you have reason to suspect that someone else is using your logon information, notify an administrator immediately.

The librarian, will assist those students who have difficulties with their assigned user name/password. If you have difficulty logging on or if anyone asks you to allow them to work under your password or offers to share someone else’s logon data, report this immediately to an administrator. Teachers may also not assist students in accessing their e-mail or sites banned under student log-ins.

SCHOOL EMAIL

The majority of information disseminated by the administration will be distributed via the school email system. All staff members are required to access their email daily to check for messages, important school procedure information, etc. Personal messages should not be sent via school email. All email is subject to review at the discretion of the administration and must be in compliance with the appropriate use restrictions outlined in the AUP.

Staff members may not solicit donations or send other general messages to the full staff without the prior approval of the administration. This does not pertain to items such as field trip notifications.

Staff members are not permitted to access their personal email via the school computer system. School email may be accessed in school or from any computer outside the school via the school web page (link on main page at bottom).

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DISTRICT WEBPAGE

All teachers are expected to maintain a teacher page on the District Website. Your teacher page should include, but is not limited to, your grading policy, course description, homework expectations, and activity or event schedule and parent updates, as needed. If you require any assistance, please contact Rachel Vogel in room 312B. You may access your email through Edline at home, as well as in school via the school website at www.wildwooddistrict.org . Please familiarize yourself with the webpage. You will find forms now available on the webpage, such as lesson plan templates.

WIRELESS LAPTOP CART USAGE

In an effort to avoid problems with the laptop cart and unnecessary damage, please review the following items prior to beginning to use the carts:

1. Please review the rules for the cart with students prior to usage.

2. Please assign students a laptop number. This allows you to easily track if there are problems with the users. You must assign a laptop number for each student and have him or her use the same laptop number each time you use the cart. Please fill out and keep the laptop user list form and maintain a copy for your records.

3. Laptops are VERY sensitive to dropping and misuse. Keyboards and/or screens on laptops cannot be easily repaired or replaced. It is important to move around the room and monitor student activity when the cart is in use. Students must carefully transport the laptops to and from the cart. If students are not acting responsibly, they should lose laptop privileges. All cords should be neatly coiled (there is no need to unwrap them when you take out the laptop).

4. All laptops must be returned to their assigned slot in the cart at the end of the class period. Please make sure you allow adequate time to do this safely and in an orderly fashion. All laptops should be plugged in so that they can recharge. If you are keeping the cart in your area, please be sure to plug it in so that the units can be recharging when not in use.

5. It is the responsibility of the current teacher to check the log signup sheet and move the cart, key and log sheet to the next location so that it is available for the teacher who signed up. The cart should always be locked when not in use! The last teacher to use the cart in a school day should return the cart and the key to the main office. The cart must be plugged in so it will be ready to use the next day. Students should never transport the wireless cart without teacher supervision.

6. You will need to specify the date, class period and location that you need the cart for. You may only sign up for a maximum of three consecutive days!

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7. If you are experiencing any problems in making the cart work properly, or if any damage occurs, please DO NOT attempt to modify or repair the cart yourself. You are responsible for its condition while it is under your supervision. Any damages incurred may impact not only your program, but also those of your colleagues. Write a note with all details and place it on the cart or email Mr. Fuscellaro as soon as possible.

8. 9. The cart may only be used when the regular classroom teacher who signed up is present. Please do not write laptop cart plans for a substitute.

WILDWOOD SCHOOL DISTRICT ACCEPTABLE USE POLICY

Policy and Purpose Statement The Wildwood Board of Education believes that the use of computers and the Internet have become, if used appropriately, an integral part of the educational program. The Wildwood Board of Education has decided to make Internet access available to the staff for a limited educational purpose in order to meet the district’s mission, goals and objectives. The term "educational purpose" includes classroom activities, continuing education, professional or career development, and high-quality, educationally enriching personal research, which relate to student curriculum.

This Wildwood Board of Education Policy is intended to comply with the Children’s Internet Protection Act/Neighborhood Children’s Internet Protection Act and the Children’s Online Privacy Protection Act (whichever is applicable). The District’s System Administrator shall be responsible for ensuring that the blocking software is installed and functioning.

Although the Internet offers vast opportunities to access resources, the Wildwood Board of Education must maintain an environment, which promotes both responsible and ethical conduct in all computer activities by the staff. With access to the Internet also comes the possibility, even with the use of filtering software, that staff members may access materials that is either of no educational value, or violates applicable state or Federal law. This occurs because with the current state of the technology, it is impossible to control access to all materials, which are obscene or profane, or advocate illegal acts, violence or unlawful discrimination.

It is the belief of the Board of Education of the Wildwood School District that the educational value of the access to information and the interaction enabled by Internet access far outweighs the disadvantage that users may procure materials that are not consistent with the educational goals of the school district.

The operation of the district computer network relies, in part, on the proper conduct of the users –staff members. Therefore, it is necessary for the staff members to follow the guidelines, which are set forth within this policy; his/her privileges to use district computers may be limited or suspended. In addition, the staff member may be subject to other applicable disciplinary measures. The staff members will be subject to all possible discipline as described in the Wildwood Board of Education Policy Manual #4160.

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Attached is the Wildwood School District’s Acceptable Use Policy #6309. The agreement incorporates this policy. It also indicates that the party who has signed the agreement has read the terms and conditions carefully and understands their significance. The user’s (staff members) agreement is an acknowledgment of the responsibilities of all users. The staff members will not be permitted to use the district computer system for the purpose of the Internet unless they have signed the agreement. The agreement/permission form annexed to this policy is expressly made a part of the policy.

A. Terms and Conditions of Use

1. Acceptable Use. The use of the Internet must be solely to support an educational purpose, which furthers the educational objectives and curriculum established by the Wildwood Board of Education. It is to provide access to various resources and opportunities for collaborative work. In addition, the use of other organizations’ networks or computer resources must comply with the rules for use of those networks in addition to those of this Wildwood School District. Transmission, downloading and accessing of any material in violation of any Federal law, (including either the Children’s Internet Protection Act or the Neighborhood Children’s Internet Protection Act and the Children’s Online Privacy Protection Act) state law or regulation or Board Policy is prohibited. Prohibited activities include, but are not limited to the following:

(a) The staff members will not transmit, download or access material, which is profane, obscene, harmful to minors, inappropriate matter, or material, which advocates illegal acts, violence or unlawful discrimination. (b) The staff members shall not access the Local Area Network system (LAN) from home with the use of their district password. Whether accessing the Local Are Network system (LAN) from outside school or not, all users are subject to the terms and conditions of this policy. (c) E-mail is prohibited for personal use. E-mail may be used for educational activities only. A complete record of all e-mail documents and e-mail addresses shall also be required. Hate mail, discriminatory remarks and other antisocial behaviors are prohibited. (d) All staff members will be assigned a username and password; the password is to remain private and is not to be shared with other users. (e) Any use of the network for commercial or for-profit, advertising or political purposes is prohibited. (f) The staff members of the local area network shall not disrupt or interfere with the use of the network by others. The hardware or software shall not be altered, mishandled, abused or destroy data by spreading computer virus in anyway. (g) The unauthorized installation of copyrighted software for use on the Local Area Network system is prohibited. (h) Real time communication environments, such as Chat, Instant Messaging, Radio Stations, forums or conversations, music sites such as Frostwire and games such as MSN Games are prohibited. (i) After-school access to the Internet is for educational purposes only.

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(j) Plagiarism and Copyright violation is prohibited.

2. Privileges. The use of the Internet through the Local Area Network system is a privilege, not a right. Inappropriate use may result in the suspension, or partial suspension of those privileges as well as other possible discipline, as outlined in Policy #4160 of the Wildwood Board of Education Policy Manual, which is incorporated by reference herein, and even possible prosecution for illegal activity. Each staff member, in order to obtain access to the Local Area Network system, will be required to complete the Wildwood School District’s Acceptable Use Policy for Internet access. The system administrator will have the authority to, at least temporarily, suspend use of the system at any time.

3. Network Etiquette. The staff members of the Wildwood Public School District’s computer system are expected to:

(a) Be polite. (b) Only use appropriate language. (c) Never reveal personally identifiable information such as your name, address, telephone number or those of other students. (d) Be prepared for a search of staff member data files and other electronic storage areas. The system administrator, Donna Hoffman, may access these files from time to time not only to insure system integrity, but also to determine if users are complying with this policy. Staff members should not expect that information they store on the system would be private. (e) Comply with all intellectual property laws, such as copyrights.

B. Miscellaneous

1. Security of the system is a high priority. If you have reason to believe that you can identify a security problem on the Local Area Network system, you must notify the system administrator, Heath Hess. 2. Vandalism will result in the automatic suspension of use and will be subject to discipline, other forms of legal action or perhaps even criminal prosecution. Vandalism is defined as any attempt to harm or destroy data, software or hardware, even if belonging to another network. This includes, but is not limited to, the creation of a virus, intentional propagation of a virus, or dissemination of contaminated disks, CD’s and the like. 3. The Wildwood School District makes no warranties of any kind, whether express or implied, for the service it is providing. The district will not be responsible for any damages users suffer. This includes loss of data, non-deliveries, mis-deliveries, or service interruptions caused by the district’s own negligence or the user’s errors or omissions. The district cannot accept responsibility for the accuracy or quality of information obtained through its services.

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INTERNET ACCEPTABLE USE POLICY

This form is to be completed after reviewing the Wildwood School District’s Acceptable Use Policy and Provisions. The completion of this form indicates that you have read the policy and understand the same. It also indicates that you agree to abide by the terms and conditions of this policy. “I understand, agree to accept and abide by the Wildwood School District’s Acceptable Use Policy and provisions. I also understand that if I fail to follow this policy, my access to the Internet or the district computer system may be suspended. I may be subject to other discipline, and there may even be criminal consequences to my behavior depending upon the severity of my actions.”

STAFF USE OF INTERNET, SOCIAL NETWORKS AND ELECTRONIC COMMUNICATIONS

Policy #’s 4119.27 & 4219.27

The Superintendent/Principal will annually remind employees, and orient new employees concerning the importance of maintaining proper decorum in the on-line, digital world as well as in person. Employees must conduct themselves in ways that do not distract from, or disrupt the educational process. The orientation and reminders will give special emphasis to: A. Improper fraternization with students using social networking websites on the internet: 1. “Friending,” “Following,” or actions that are similar must be done in an effort to keep relationships and communication unidirectional. For example, students may follow an employee on Twitter, but the employee would not follow the student. Whenever possible, two-way communication must take place via the district’s email and phone system. 2. All contact by coaches with team members, and employees to students shall be sent to all team members/students, regardless of social medium [twitter, text message, etc…] 3. Employees will not give out their private cell phone, or home phone numbers without prior approval of the district; 4. Inappropriate contact via computer, e-mail or phone is prohibited;

B. Inappropriateness of posting items with sexual content;

C. Inappropriateness of posting items exhibiting, or advocating use of drugs and alcohol;

D. Examples of inappropriate behavior from other districts, as behavior to avoid;

E. Monitoring and penalties for improper use of district computers and technology;

F. The possibility of penalties, including dismissal from employment, for failure to exercise good judgment in on-line conduct.

The Superintendent or designees will periodically conduct internet searches to see if employees have posted inappropriate materials on-line. When inappropriate use of computers and websites is discovered, it will immediately be brought to the attention of the Superintendent for review.

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PHONE COMMUNICATION

Employees will not contact students on the personal cell phones of the students unless the employee has received prior written approval by the Principal or designee. Examples of such legitimate school business include:

A. Answering academic inquiries regarding homework, other classroom work or assignments;

B. Scheduling appointments for school related conferences and/or extra help;

C. Clarifying classroom expectations and/or assignments;

D. Notifications related to classroom, club or sports schedules, events, trips, assignments; deadlines.

USE OF SCHOOL TECHNOLOGY

Employees shall not send messages via any medium that contain material that may be defined by a reasonable person as profane or obscene; messages that are racist, sexist or promote illicit, illegal or unethical activity; or messages:

A. That violate the district’s affirmative action policy;

B. That are personal in nature and not related to the business of the district;

C. That can be interpreted as provocative, flirtatious or sexual in nature;

Employees shall not share confidential information regarding the students, nor will they share information regarding the internal operations of the district or school(s.) Such information includes, but is not limited to, teacher comments about his/her class in general, the ability of any student other than the child of the parent/guardian being contacted, concerns about the class as a whole in terms of deportment, size or ability. Parents/guardians are not authorized to receive such information no matter what the personal relationship may be between the parent/guardian and the employee. Employees must maintain a high level of professional discretion when dealing with parents/guardians and must remember at all times that, in the context of school matters, our relationship is that of professional to parent, rather than that of friend to friend.

No employee, coach or volunteer shall send electronic messages (text messages, evites, tweets, etc…) to any student individually. All electronic messages to students shall be sent to the class, team, club or organization. COMPUTER COMMUNICATION

School district personnel shall adhere to the following guidelines when sending or receiving messages via internal or external email, or communicating in any other medium:

A. All messages shall pertain to legitimate school business;

B. Employees shall not reveal passwords to others. If an employee member believes that a password

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has been lost or stolen, or that email has been accessed by someone without authorization, he/she should contact the Help Desk immediately. Email windows should not be left open on the screen when the computer is unattended.

C. The network system operator may archive and then delete messages that are retained after 90 days unless other arrangements are approved by the Superintendent, or the appropriate district personnel responsible for technology. The network system operator shall ensure that all email records shall be retained for the period of time specified by law and Board Policy 3570 Records (retained three (3) years for external correspondence, and one (1) year for internal correspondence.)

D. To ensure that federal copyright laws are not violated, employees shall not send messages that contain text without the author’s permission.

E. Employees shall not send messages that contain material that may be defined by a reasonable person as obscene; messages that are racist, sexist or promote illegal or unethical activity; or messages:

1. That violate the district’s affirmative action policy; 2. That are personal in nature and not related to the business of the district; 3. That are broadcast to a large group of other personnel without supervisory permission; 4. That contains confidential information to persons not authorized to receive that information.

F. Employees shall become familiar with the district’s policies and regulation on employee and student access to networked information resources before initiating email use.

G. Employees shall not share confidential information regarding the students, nor will they share information regarding the internal operations of the district or school(s.) Such information includes, but is not limited to teacher comments about his/her class in general, the ability of any student other than the child of the parent/guardian being contacted, concerns about the class as a whole in terms of deportment, size or ability. Parents/guardians are not authorized to receive such information, no matter what the personal relationship may be between the parent/guardian and the employee. Employees must maintain a high level of professional discretion when dealing with parents/guardians, and must remember at all times that, in the context of school matters, our relationship is that of professional to parent, rather than that of friend to friend.

H. Employees learning of any misuse of the email systems shall notify the supervisor for technology immediately.

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IMPLEMENTATION This policy shall be distributed annually to all staff members. CONDUCT AND DRESS REVISED Policy # 4119.22

The Board of Education expects certificated staff conduct to be that of appropriate role models for pupils.

The Board expects all staff members to be neatly groomed and dressed in clothing suitable and appropriate for the subject of instruction, the work being performed, or the occasion.

The Board retains the authority to specify the following dress and grooming guidelines for certificated staff, within law, that will prevent such matters from having an adverse impact on the educational process. The Board expects its staff to be dressed in a professional manner that adds dignity to the profession and sets a positive climate in school.

1. Acceptable attire for female personnel shall include the following: a. Dresses b. Skirts (of an appropriate length), or dress slacks (minimum mid-calf length) with blouses, sweater or blazer c. Appropriate dress shoes (closed heel and/or closed toe.)

2. Acceptable attire for male personnel shall include the following: a. Suit b. Slacks, trousers or Docker-style khakis with shirt and tie, collared shirt, turtleneck or sweater c. Appropriate dress shoes (closed heel and/or closed toe.)

3. The following attire is not permitted for personnel: a. Denim or jean styled patterned garments of any type or color b. Tee shirts, sweatshirts or sports jerseys c. Athletic sneakers, working or hiking boots d. Shorts and/or Skorts e. Sheer blouses or inappropriate necklines. Necklines of shirts, garments and dresses shall not show cleavage f. Spandex shorts, pants or other tight fitting clothing g. Hats or other headgear in the building. “Hats” shall not include headwear of religious significance h. Hooded garments i. Flip flops and/or flip flop shaped/designed sandals j. No tank tops, halter tops, tube tops, strapless, or spaghetti strap top/dresses k. No tattoos, body art, or brands are allowed on your head, face, neck, or scalp. Tattoos, body art and brands elsewhere on the body that the district would find disruptive to the educational environment, discipline and morale are also prohibited (i.e., those which are excessive, obscene, sexually explicit, or advocate or symbolize sex, gender, racial, religious, ethnic or nation origin discrimination. Staff are also not permitted to have tattoos, body art and brands that advocate or symbolize gang affiliation, supremacist or extremist groups, or drug use.

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l. Body piercing, branding and intentional scarring that are considered excessive, or eccentric are prohibited. Some examples are: ● A split or forked tongue ● Foreign objects inserted under the skin to create a design, or pattern ● Enlarged or stretched out holes in the ears (other than a normal piercing) ● Intentional scarring that appears on the neck, face, or scalp

4. Physical Education instructors may substitute appropriate clothing for the activity. Tee shirts, jerseys and hooded garments are not acceptable. Golf shirts or shirts with a collar are acceptable. Spandex shorts or pants are not permitted.

5. Other protective clothing such as smocks, lab coats and aprons may be worn, as needed, by teachers in laboratory science, and special areas.

6. If a staff member has a reasonable basis to request the opportunity to dress differently than cited above, he/she must receive the superintendent or designee’s approval.

7. The superintendent or designee may relax the dress code for special occasions upon requests.

If a certificated staff member feels that an exception to this Policy would enable him/her to carry out assigned duties more effectively, a request shall be made to the Superintendent. The school principal may modify these requirements for special occasions (Spirit Day, In-service Days, Field Trips.)

UNBECOMING CONDUCT

When an employee, either within the schools or outside normal duties, creates conditions under which the proper operation of the schools is affected, the Board, upon recommendation of the Superintendent, and in accordance with statute, shall determine whether such acts or lack of actions constitute conduct unbecoming a school employee and, if so, will proceed against the employee in accordance with law.

Unbecoming conduct sufficient to warrant Board review may result from a single flagrant incident or from a series of incidents.

The dress code policy shall be deemed severable. If any section is found to be unreasonable or voided by the courts, only that section shall be deleted. Revised and Approved by the Wildwood Board of Education at its Regular Meeting on August 21, 2013 RIGHT TO KNOW

A. Teachers are to read and comply with manufacturer’s directions for the storage and use of all chemical-based supplies.

B. Teachers are responsible for student compliance with all manufacturers’ directions for storage and use of chemical products. Teachers are responsible for adhering to regulations and suggestions for use including: safety glasses, skin protection, masks etc. and/or proper ventilation.

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SUPERVISION

Policy # 4115 The Board acknowledges that the purpose of supervision is to improve teacher performance in the classroom so that all students have an opportunity to achieve the Core Curriculum Content Standards, including the Common Core State Standards in mathematics and language arts and literacy.

Each teacher employed in this district as of the effective date specified in code shall be responsible for fulfilling requirements for continuing education and for making annual progress toward the goal of 20 clock hours of state-approved professional development annually. Each teacher's individual Professional Development Plan (PDP) shall incorporate appropriate steps toward this goal and shall be designed to assist teachers in obtaining and maintaining the knowledge and skills essential to student achievement of the state's Core Curriculum Content Standards, including the Common Core State Standards. The Professional Development Plan shall describe specific activities designed to provide guidance for that teacher in improving his/her performance. Such activities may include, but are not limited to, seminars, course work, day-long workshops, and classes on certain instructional approaches. Although supervisors shall develop professional development plans in collaboration with teachers, the Superintendent shall maintain final authority in determining their appropriate content.

Supervisory assistance and support in achieving the 20 clock hours of state-approved continuing education shall be offered in the context of the district's evaluation process, negotiated agreements, other Policies, student safety and well-being, continuity of instruction, and budgetary constraints.

The Superintendent shall develop procedures for supervision of the teaching and administrative staff in performance of their duties that shall not be limited to the observations required for evaluation. Such supervision may include, but need not be limited to, review of lesson plans and teacher-made examinations; regularly scheduled curriculum conferences; and brief, informal classroom observations. The supervisor shall note the teacher's satisfactory fulfillment or non-fulfillment of continuing education requirements identified in the Professional Development Plan. This Policy shall be distributed to each teaching staff member at the beginning of his/her employment. STAFF EVALUATION

The board of education believes that the effective evaluation of teaching staff is essential to the achievement of the educational goals of this district, including student achievement of the Common Core State Standards for mathematics and language arts and literacy and the Core Curriculum Content Standards. The purpose of this evaluation shall be to promote professional excellence and improve the

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The board is committed to establishing educator evaluation rubrics for the evaluation of teaching staff members’ effectiveness to further the development of a professional corps of State educators and to increase student achievement. The district evaluation system shall facilitate:

A. Continual improvement of instruction;

B. Meaningful differentiation of educator performance using four performance levels;

C. Use of multiple valid measures in determining educator performance levels, including objective measures of student performance and measures of professional practice;

D. Evaluation of educators on a regular basis;

E. Delivery of clear, timely and useful feedback, including feedback that identifies areas for growth and guides professional development; and

F. District personnel decisions.

Definitions

For the purpose of this board policy on teacher evaluation "teaching staff member" means a member of the professional staff of any district or regional board of education, or any county vocational school district board of education, holding office, position, or employment of such character that the qualifications for such office, position, or employment require him or her to hold a valid, effective, and appropriate standard, provisional, or emergency certificate issued by the State Board of Examiners. Teaching staff members include the positions of school nurse and school athletic trainer. There are three different types of certificates that teaching staff members work under:

A. An instructional certificate (holders of this certificate are referred to in this chapter as “teachers”);

B. Administrative certificate; and

C. Educational services certificate (N.J.A.C. 6A:10-1.2).

This definition of teaching staff member includes certified staff positions that have instructional responsibilities as well as certified staff positions that have no instructional responsibilities. Some examples of teaching staff member positions without instructional responsibilities include supervisor, director, school nurse, athletic trainer, principal, vice-principal, student assistance counselor, school psychologist, and guidance counselor.

It is important to note that there are different requirements in this policy and in the law for the training, observation and observation conferences of classroom teachers and the training, observation and observation conferences of certified staff members who have no instructional responsibilities. This also includes differences in the educational rubrics adopted by the board and approved by the commissioner.

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The requirements of this policy and law for other aspects of teacher evaluation apply to staff with and without instructional responsibilities (teaching staff members) including reports, personnel records, professional development plans and corrective action plans.

Board Responsibilities

The board shall:

A. Establish a District Evaluation Advisory Committee to oversee and guide the planning and implementation of the board's evaluation policies and procedures;

B. Annually adopt the evaluation rubrics and policies and procedures developed by the chief school administrator that pertain to the evaluation of district staff;

C. Annually adopt by June 1, Commissioner-approved educator practice instruments and notify the Department of Education which instruments will be used as part of the school district’s evaluation rubrics.

The board shall ensure through the chief school administrator or his or her designee(s) that the following requirements are met:

A. The chief school administrator directs the development of and oversees the district evaluation policies and procedures requiring the annual evaluation of all teaching staff members. The chief school administrator may consult with the District Advisory Evaluation Committee or representatives from School Improvement Panels. The chief school administrator shall direct the development and oversee:

1. The implementation of board approved evaluation rubrics for all teaching staff members; 2. The assignment of roles and responsibilities for implementation of evaluation policies and procedures; 3. The development of job descriptions and evaluation criteria that are based upon school district goals, student achievement, instructional priorities, and the evaluation regulations promulgated by the Department of Education; 4. The application of methods of data collection and reporting appropriate to each job description, including, but not limited to, the processes for observations for the purpose of evaluation and post-observation conference(s) by the teaching staff member’s supervisor, or his or her designee; 5. The preparation of individual professional development plans; and 6. The preparation of an annual written performance report by the teaching staff member’s supervisor, or his or her designee, and an annual summary conference between the teaching staff member and his or her supervisor, or the supervisor’s designee.

B. The chief school administrator notifies all teaching staff members annually of the adopted evaluation policies and procedures no later than October 1. If a staff member is hired after October 1, he/she shall be notified of the policies at the beginning of his or her employment. All teaching staff members shall be notified of amendments to the policy within 10 working days of

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adoption;

C. The principal of each school within the school district has established a School Improvement Panel. The panel shall be established annually by August 31;

D. Data elements shall be collected from the implementation of the teaching and principal practice instruments and the data shall be stored in an accessible and usable format. Data elements shall include, but not be limited to, scores or evidence from observations for the purpose of evaluation; and

E. Each principal in the district shall certify that any observer who conducts an observation of a teaching staff member meets the statutory observation requirements (N.J.A.C. 6A:9B-8 and 6A:9B-8.4) and certifies that the teacher member of the School Improvement Panel meets the requirements detailed below and according to law (N.J.A.C. 6A:9B-8 and 6A:9B-8.4).

Training for Teaching Staff Members and Supervisors

The board of education shall ensure, through the chief school administrator or his or her designee(s) that the following training procedures are observed when implementing the evaluation rubric for all teaching staff members and, when applicable, applying the Commissioner-approved educator practice instruments:

A. Teaching Staff Members

Annual training shall be provided on and descriptions provided of each component of the evaluation rubric for all teaching staff members who are being evaluated. More thorough training shall be provided for any teaching staff member who is being evaluated for the first time. Training shall include detailed descriptions of all evaluation rubric components, including, when applicable, detailed descriptions of student achievement measures and all aspects of the educator practice instruments

B. Supervisors of Classroom Teachers

"Supervisor" means an appropriately certified teaching staff member, employed in the school district in a supervisory role and capacity, and possessing a school administrator, principal, or supervisor, endorsement as defined in N.J.A.C. 6A:9-1.1.

1. Training on the teacher practice instruments shall be provided for any supervisor who will conduct observations for the purpose of evaluation of teachers. Training shall be provided before the observer conducts his or her first observation for the purpose of evaluation; 2. Any supervisor who will observe teaching practice for the purpose of increasing accuracy and consistency among observers shall be provided annual updates and refresher training on the teacher practice instruments; 3. Each supervisor who will conduct observations for the purpose of evaluation of a teacher shall complete two co-observations annually, during the academic year:

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a. At least one co-observation shall be completed by December 1; b. Co-observers shall use the double observation to calibrate teacher practice instruments, promote accuracy in scoring, and to continually train themselves on the instrument: c. A co-observation shall count as a required observation as long as the observer meets the requirements of law and this policy (see Teacher Observation and Observation Conferences below). A co-observation shall count as one of the required teacher observations;

The chief school administrators shall annually certify to the Department of Education that all supervisors of teaching staff members in the school district who are utilizing educator practice instruments have completed training on the instrument and its application and have demonstrated competency in applying the educator practice instruments.

District Evaluation Advisory Committee

The board of education shall establish a District Evaluation Advisory Committee to oversee and guide the planning and implementation of the district’s evaluation policies and procedures. Members of the District Evaluation Advisory Committee shall include representation from the following groups:

A. Teachers from each school level represented in the school district;

B. Central office administrators overseeing the teacher evaluation process;

C. Supervisors involved in teacher evaluation, when available or appropriate; and

D. Administrators conducting evaluations, including a minimum of one administrator conducting evaluations who participates on a School Improvement Panel.

Members also shall include the chief school administrator, a special education administrator, a parent, and a member of the district board of education. The chief school administrator may extend membership on the District Evaluation Advisory Committee to representatives of other groups (N.J.A.C. 6A:10-2.3). (Note: the District Evaluation Advisory Committee is not required after the beginning of the 2017-2018 school year but may be continued at the discretion of the district.)

School Improvement Panel

Each school shall convene a School Improvement Panel. The panel shall include the principal, or his or her designee, an assistant or vice-principal, and a teacher. The principal's designee shall be an individual employed in the district in a supervisory role and capacity who possesses a school administrator, principal, or supervisor endorsement. In the event that an assistant or vice-principal is not available to serve on the panel, the principal shall appoint an additional member to the panel, who is employed in the district in a supervisory role and capacity and who possesses a school administrator certificate, principal certificate, or supervisor certificate.

Any district that has entered a shared services agreement for the functions of the school improvement panel may provide services under that shared services agreement.

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The chief school administrator shall ensure that each school has established a School Improvement Panel that shall include the principal, a vice principal, and a teacher who is chosen by the building principal in consultation with the majority representative. The principal shall establish the panel annually by August 31. The principal may appoint additional members to the School Improvement Panel as long as all members meet the following criteria and the teacher(s) on the panel represents at least one-third of its total membership:

The building principal annually shall choose the teacher(s) on the School Improvement Panel through the following process:

A. The teacher member shall be a person with a demonstrated record of success in the classroom and who has demonstrated (beginning in academic year 2015-2016) a record of success with an evaluation rating of effective or highly effective in the most recent available annual summative rating;

B. The teacher member shall be selected in consultation with the majority representative. The majority representative may submit to the principal teacher member nominees for consideration;

C. The principal shall have final decision making authority and is not bound by the majority representative’s list of nominees.

The teacher member shall serve a full academic year, except in case of illness or authorized leave, but may not be appointed more than three consecutive years. All members of the School Improvement Panel shall be chosen by August 31 of each year.

Duties of the School Improvement Panel

The School Improvement Panel shall (N.J.A.C. 6A:9B-8 and 6AB—8.4):

A. Oversee the mentoring of teachers according to board policy 4112.2 Certification, the State requirements for instructional certification as detailed in N.J.A.C. 6A:9-8, and support the implementation of the school district mentoring plan. Mentoring activities shall be developed in consultation with the school improvement panel;

B. Conduct evaluations of teachers according to board policy and law (N.J.A.C. 6A:9B-8 and 6AB— 8.4):);

C. Ensure corrective action plans for teachers are created in accordance to N.J.A.C. 6A:9B-8 and 6AB—8.4): and conduct the mid-year evaluations for teachers who are on a corrective action plan; and

D. Identify professional development opportunities for all teaching staff members that are tailored to meet the unique needs of the students and staff of the school, and are based on the review of aggregate school-level data, including, but not limited to, educator evaluation and student performance data to support school-level professional development plans described in N.J.A.C.

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6A:9B-8 and 6AB—8.4)::

1. The teacher member may participate in the conduct of observations for the purpose of evaluation. In order to participate, the teacher member shall have:

a. Agreement of the majority representative; b. An appropriate supervisory certificate; and c. Approval of the principal who supervises the teacher being observed.

2. The teacher member who participates in the evaluation process shall not serve concurrently as a mentor under N.J.A.C. 6A:9B-8.4.

Components of Teacher Evaluation

The components of teacher evaluation shall include the following:

A. Board approved evaluation rubrics that include;

1. Student achievement components as described in N.J.A.C. 6A:10-4.2:

a. Medium student growth percentile; b. Student growth objectives.

2. Measures of teacher practice determined through a teacher practice instrument for the observation of teachers and other measures.

B. A professional development plan (PDP);

C. An annual summary conference between supervisors and teaching staff members shall be held before the written performance report is filed;

D. An annual performance report that is a written appraisal of the teaching staff member's performance prepared by a supervisor based on the evaluation rubric for his or her position.

The teacher shall submit his or her written objections of the evaluation within 10 teaching staff member working days following the conference. The objections shall be attached to each party’s copy of the annual written performance report.

Evaluation Rubrics for Teaching Staff Members

The board shall annually adopt evaluation rubrics approved by the commissioner for all teaching staff members. The evaluation rubrics shall have four defined annual ratings: ineffective, partially effective, effective, and highly effective. The evaluation rubric is a set of criteria, measures, and processes used to evaluate all teaching staff members in the district. Evaluation rubrics consist of measures of professional practice, based on educator practice instruments and student outcomes.

The board shall adopt an evaluation rubric specifically for teachers and evaluation rubrics for other categories of teaching staff members (N.J.A.C.6A:10-2.1).

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The board may adopt a model evaluation rubric that has been reviewed and accepted by the Commissioner. A model teaching or principal evaluation rubric includes a teacher or principal practice instrument that appears on the Department of Education’s list of approved educator practice instruments.

The board may also select an educator evaluation rubric other than the model rubric that at a minimum includes the standards set forth in law (N.J.S.A. 18A:6-123) and has four defined annual ratings: ineffective, partially effective, effective, and highly effective.

All evaluation rubrics for teaching staff members shall be submitted to the Commissioner by June 1 for approval by August 1 of each year (N.J.A.C.6A:10-2.1c).

The chief school administrator shall develop, in consultation with teaching staff members, job descriptions for each teaching staff member position and evaluation criteria for said positions based directly upon the job description. The job description shall be concise, stating major responsibilities as briefly as possible. All job descriptions shall be presented to the board for approval.

Evaluation Rubric and Practice Instrument for Teachers

A. Teacher Evaluation Rubric

The evaluation rubrics for all classroom teachers shall include the requirements described in N.J.S.A. 18A:6-123, including, but not limited to:

1. Measures of student achievement:

a. Median student growth percentile for teachers who teach at least one course or group within a course that falls within a standardized-tested grade or subject; and b. Student growth objectives for all teachers developed in consultation with their principal or his or her designee.

2. Measures of teacher practice determined through a teacher practice instrument and other measures including teacher practice components, observation and observation conferences and summary reports.

B. Teacher Practice Instrument

The teacher practice instrument shall be approved by the Commissioner and shall:

1. Include domains of professional practice that align to the New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3); 2. Include scoring guides for assessing teacher practice that differentiate among a minimum of four levels of performance, and the differentiation has been shown in practice and/or research studies. Each scoring guide shall:

a. Clearly define the expectations for each rating category; b. Provide a conversion to the four rating categories: highly effective, effective, partially effective, and ineffective;

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c. Be applicable to all grades and subjects; or to specific grades and/or subjects if designed explicitly for the grades and/or subjects; and d. Use clear and precise language that facilitates common understanding among teachers and administrators.

3. Rely, to the extent possible, on specific, discrete, observable, and/or measurable behaviors of students and teachers in the classroom with direct evidence of student engagement and learning; and 4. Include descriptions of specific training and implementation details required for the instrument to be effective.

For commissioner-approval of a teacher practice instrument in 2015 or any year thereafter, the instrument shall include a process to assess competency on the evaluation instrument which the district may choose to use as a measure of competency.

Observation: Tenured and Non-Tenured Classroom Teachers

Each teacher shall be observed at least three times during each school year but not less than once during each semester.

A. “Long observation” means an observation for the purpose of evaluation that is conducted for a minimum duration of 40 minutes or one class period, whichever is shorter.

B. “Short observation” means an observation for the purpose of evaluation that is conducted for at least 20 minutes.

C. Each observation required for the purpose of evaluations shall be conducted for the minimum duration based on the following groups:

1. A non-tenured teacher who is in his or her first or second year of teaching in the school district shall receive at least two long observations and one short observation; 2. A non-tenured teacher who is in his or her third or fourth year of teaching in the school district shall receive at least one long observation and two short observations; 3. A tenured teacher shall receive at least three short observations.

D. Each teacher shall be observed at least three times during each school year but not less than once during each semester. For all teachers:

1. At least one of the required observations shall be announced and preceded by a pre- conference; 2. At least one of the required observations shall be unannounced; 3. The chief school administrator shall decide whether the third required observation is announced or unannounced; 4. Observations for all other teachers shall occur prior to the annual summary conference, which shall occur prior to the end of the academic school year.

E. For non-tenured teachers specifically:

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In addition to the requirements as stated above in “D” for all teachers, the following shall apply to non-tenured teaching staff member observation (non-tenured teaching staff members include all non-tenured professional staff who possess a valid and effective standard or a provisional or emergency certification):

1. Non tenured teachers shall receive a minimum of three observations that are to take place before April 30 each year; and 2. Non tenured teachers shall be observed during the course of the year by more than one appropriately certified supervisor, either simultaneously or separately, by multiple observers, with the following provisions:

a. A co-observation shall fulfill the requirement for multiple observers. b. One co-observation shall count as one required observation as described in “A” above.

All teacher staff members assigned a corrective action plan shall receive a mid-year evaluation that will include a minimum of one additional observation and post-observation conference (as detailed below under Corrective Action Plans).

Observation Conferences for Teachers

The following procedures shall apply to teacher observation conferences:

A. At least one of the required observations shall be announced and preceded by a pre-conference. The pre-conference shall occur within seven teaching staff member working days prior to the observation, not including the day of the observation;

B. A post-observation conference shall be required for all observations, announced, unannounced, long, short, and/or required by a corrective action plan;

C. The post-conference shall occur no more than 15 teaching staff member working days following each observation;

D. A supervisor who was present at the observation shall conduct a post-observation conference with the teacher being observed;

E. The post-observation conference shall be for the purpose of reviewing the data collected at the observation, connecting the data to the teacher practice instrument and the teacher's individual professional development plan, collecting additional information needed for the evaluation of the teacher, and offering areas to improve effectiveness; and

F. If agreed to by the teacher, post-observation conferences for short observations of tenured teachers who are not on a corrective action plan may be conducted via written communication, including electronic.

Following each observation, a post-observation conference shall be conducted and documented.

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One post-observation conference may be combined with a teacher’s annual summary conference as long as it occurs within the required 15 teaching staff member working days following the observation for the purpose of evaluation.

A written observation/evaluation report shall be signed by the supervisor who conducted the observation and post-observation and the teacher who was observed.

The teacher shall submit his or her written objection(s) of the evaluation within 10 teaching staff member working days following the conference. The objection(s) shall be attached to each party’s copy of the annual written performance report.

Annual Written Performance Report for Teachers

The annual written performance report shall be prepared by the teaching staff members who participated in the evaluation of the teaching staff member. In the case of a teacher, the annual written performance report shall be prepared by the teacher’s principal, or his or her designee, and shall include, but not be limited to:

A. A summative rating based on the evaluation rubric, including, when applicable, a total score for each component as described in N.J.A.C.6A:10-4 and 5 including the student achievement components (medium student growth percentile, student growth objectives), the teacher practice component, and teacher observation. The four summative performance ratings are:

1. Highly effective; 2. Effective; 3. Partially effective; 4. Ineffective.

B. Performance area(s) of strength and area(s) needing improvement based upon the job description, observations for the purpose of evaluation and, when applicable, the educator practice instrument;

C. An individual professional development plan developed by the supervisor and the teaching staff member or, when applicable, a corrective action plan from the evaluation year being reviewed in the report; and

D. A summary of student achievement or growth indicators, when applicable.

The teaching staff member and the preparer of the annual written performance report shall sign the report within five working days of the review.

Annual Summary Conference for Teachers

The annual summary conference between supervisors and teaching staff members shall be held before the written performance report is filed. The conference shall include, but not be limited to, a review of the following:

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A. The performance of the teaching staff member based upon the job description and, when applicable, the scores or evidence compiled using the teaching staff member’s evaluation rubric, including the education practice instrument;

B. The progress of the teaching staff member toward meeting the objectives of the individual professional development plan or, when applicable, the corrective action plan;

C. Available indicators or scores of student achievement or growth, when applicable, such as student growth objective scores and student growth percentile scores; and

D. The preliminary annual written performance report.

If any scores for the teaching staff member’s evaluation rubric are not available at the time of the annual summary conference due to pending assessment results, the annual summative evaluation rating shall be calculated once all component ratings are available.

Observation, Conference, Written Evaluation and Annual Performance Report: Teaching Staff Members

The chief school administrator shall determine the duration of the observations required for other non- tenured teaching staff members who hold a valid and effective standard, provisional or emergency certificate including the school nurse and athletic trainer. Observations for non-tenured teaching staff members include, but are not limited to: observations of meetings, student instruction, parent conferences, and case-study analysis of a significant student issue. The observation shall:

A. Be followed within 15 working days by a conference between the administrative or supervisory staff member who has made the observation and written evaluation, and the non-tenured teaching staff member;

B. Be followed by both parties to such a conference signing the written evaluation report and each retaining a copy for his or her records; and

C. Allow the non-tenured teaching staff member to submit his or her written objection(s) of the evaluation within 10 teaching staff member working days following the conference. The objection(s) shall be attached to each party's copy of the annual written performance report.

All teacher staff members assigned a corrective action plan shall receive a mid-year evaluation that will include a minimum of one additional observation and post-observation conference (as detailed below under Corrective Action Plans).

PERSONNEL RECORDS

Policy # 4112.6 Orderly administration of the school district and compliance with state and federal law require the compilation of information about all employees of the district. The board of education recognizes that there is a distinction between those personnel records that are clearly a matter of

85 public concern and those that must be considered privileged until such time as they are opened to the public by the commissioner of education or the courts.

The chief school administrator shall consult with the board attorney regarding which personnel records are mandated to be kept by law, and those to be kept for administrative purposes. The chief school administrator and the board attorney shall be responsible for limiting administrative records to those that are consistent with New Jersey and federal law.

In accordance with federal law, the chief school administrator shall establish procedures to release information upon request regarding the professional qualifications and degrees of teachers and the qualifications of paraprofessionals to parents/guardians for any teacher or paraprofessional who is employed by a school receiving Title funds and who provides instruction to their children.

The chief school administrator shall establish the necessary regulations for maintaining both public and confidential employee records.

Personnel File

The confidential file, which shall not be subject to public inspection or copying pursuant to the Open Public Records Act, N.J.S.A. 47:1A-1 et seq. shall consist of an individual personnel folder for each current employee.

A. The information in this file shall include all records mandated by state and federal law including:

1. Evaluation of performance; 2. Written performance reports and supporting data for tenured staff, including but not limited to written observation reports and additional components of the summative evaluation rating or in an alternative, confidential location. If reports and data are stored in an alternative location, the personnel file shall clearly indicate the report's location and how it can be easily accessed (N.J.A.C. 6A:10-2.4,g); 3. Record of attendance; 4. Original application filed by the employee; 5. Original salary and increments; 6. Date of tenure; 7. Notations of commendation and disciplinary actions consistent with law.

B. The personnel file is available for examination:

1. At any time, by the chief school administrator or the supervisory personnel he/she designates; 2. During regular business hours, by the employee or his/her personally authorized representative, in accordance with regulations; 3. During regular business hours, or at any meeting of the board or any committee thereof, by any member of the board when necessary to make an informed decision regarding any

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assigned board responsibility or duty.

Health Record

Employee health records shall be maintained separately from other personnel files and in strict confidentiality. Only the employee, the chief medical inspector and the chief school administrator shall have access to an employee’s medical file. To assure ready access in a medical emergency, the section of the medical record that contains the health history may also be shared with the building principal and the school nurse with the consent of the employee.

Emergency Contact Information

Staff emergency contact cards for all employees shall be maintained by the chief school administrator and updated annually. Adopted: August 20, 2003 Revised: March 15, 2017

Teacher Professional Development Plans

To meet the state professional development requirements, each teacher whose position requires possession of the instructional or education services certificate shall be guided by an individualized professional development plan (PDP), which shall include at least 20 hours per year of qualifying activities. The 20-hour annual requirement shall be reduced by a pro rata share reflecting the use of family or medical leave. It is the individual teacher’s responsibility in accordance with district policies, to assure that a teacher meets the professional development requirement. There is no mandated financial obligation on the part of the district.

The content of each PDP shall be developed by each teacher's supervisor in consultation with the teacher and shall align with the Professional Standards for Teachers in N.J.A.C. 6A:9-3.3 and the Standards for Professional Learning in N.J.A.C. 6A:9-15.3.3. The PDP shall be effective for one year and shall specify, at a minimum:

A. One area for development of professional practice derived from the results of observations and evidence accumulated through the teacher's annual performance evaluation;

B. As appropriate, an additional area for development of professional practice aligned to the teacher's role as a member of his or her collaborative professional learning team. The professional learning team consists of teachers, school leaders, and other administrative, instructional, and educational services staff members who commit to working together to accomplish common goals and who are engaged in a continuous cycle of professional improvement focused on;

1. Evaluating student learning needs through ongoing reviews of data on student performance; and 2. Defining a clear set of educator learning goals based on the rigorous analysis of these data

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C. As appropriate, an additional area for development of professional practice aligned with school and/or district improvement plans and goals; and

D. Any requirements for professional development stipulated elsewhere in statute or regulation.

The progress of each teacher in meeting the goals of the PDP must be determined annually and aligned to the district process for teacher evaluation. Progress on the PDP must be discussed during a minimum of one annual conference between the teacher and his or her supervisor. Each teacher shall provide evidence of progress toward meeting the requirements of his or her individual PDP, and this evidence must be reviewed as part of each conference. The PDP shall be revised at a minimum annually but may be adjusted as necessary to support the teacher's progress. All teachers shall have an individual PDP within 30 instructional days of the beginning of their respective teaching assignments.

A teacher's individual PDP goals may necessitate more than the recommended minimum requirements. The PDP shall accommodate additional professional development as necessary. Additional hours of qualifying activities may be required for teachers in low-performing schools, as determined by the commissioner.

The board of education shall ensure that all teachers receive the necessary opportunities, support, and resources to engage in ongoing professional learning and to complete the requirements of their respective PDPs.

Corrective Action Plans for Teaching Staff Members

When a teaching staff member is rated ineffective or partially effective on the annual summative evaluation, as measured by the evaluation rubrics, a corrective action plan shall be developed by the teaching staff member and the chief school administrator or the teaching staff member’s supervisor.

When the summative evaluation rating is calculated before the end of the school year, the teacher and supervisor shall meet to develop and discuss the corrective action plan prior to September 15 of the following school year. The conference to develop and discuss the corrective action plan may be combined with the teaching staff member’s annual summary conference that occurs at the end of the year of evaluation.

When the ineffective or partially effective summative evaluation rating is received after the start of the school year following the year of evaluation, then the teacher and supervisor shall meet to develop and discuss the corrective action within 15 teaching staff member working days following the district’s receipt of the summative rating.

The content of the corrective action plan shall replace the content of the individual professional development plan until the next annual summary conference.

The content of the corrective action plan shall:

A. Address areas in need of improvement identified in the educator evaluation rubric;

B. Include specific, demonstrable goals for improvement;

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C. Include responsibilities of the evaluated employee and the school district for the plan’s implementation; and

D. Include timelines for meeting the goal(s).

The teaching staff member’s supervisor, or his or her designee, and the teaching staff member on a corrective action plan shall discuss the teaching staff member’s progress toward the goals outlined in the corrective action plan during each post-observation conference that is required by the district evaluation policies and procedures.

Progress toward the teaching staff member’s goals outlined in the corrective action plan, and data and evidence collected by the supervisor and/or the teaching staff member to determine progress between the time the corrective action plan began and the next annual summary conference, shall be documented in the teaching staff member’s personnel file and reviewed at the annual summary conference or the mid- year evaluation, when applicable.

Progress toward the teaching staff member’s goals outlined in the corrective action plan may be used as evidence in the teaching staff member’s next annual summative evaluation; however, such progress shall not guarantee an effective rating on the next summative evaluation.

Responsibilities of the evaluated employee on a corrective action plan shall not be exclusionary of other plans for improvement determined to be necessary by the teaching staff member’s supervisor.

Mid-Year Evaluation of the Corrective Action Plan

The School Improvement Panel shall conduct mid-year evaluations for teachers with a corrective action plan. If the corrective action plan was created on or prior to September 15 of the academic year, the mid- year evaluation shall occur before February 15. If the corrective action plan was created after September 15, the mid-year evaluation shall occur before the annual summary conference. In addition to the other annually required teacher observations and post-observation conferences, the mid-year evaluation of teachers on a corrective action plan, shall include, at a minimum:

A. One observation, the length of which shall be determined by the chief school administrator or the principal;

B. One post-observation conference during which progress toward the teacher’s goals outlined in the corrective action plan shall be reviewed.

Tenured teachers with a corrective action plan shall be observed by multiple observers.

Implementation

This policy and related procedures shall be reviewed at least yearly, and any necessary revisions made before re-adoption by the board.

Nothing in this policy shall override any conflicting provision of the collective bargaining agreement. No bargaining agreement entered into after July 2013 shall conflict with the education evaluation system established pursuant to administrative code.

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The board shall ensure that the chief school administrator notifies each teaching staff member of the board adopted evaluation policies and procedures no later than October 1. If a staff member is hired after October 1, the teaching staff member shall be notified of the evaluation policies and procedures at the beginning of his or her employment. All teaching staff members shall be notified of amendments to the policy within 10 working days of adoption.

TEACHER / ADMINISTRATORS EVALUATIONS

Teaching and Principal Evaluation Rubrics

The teaching and principal evaluation rubrics selected by the district shall meet the following minimum standards (N.J.S.A. 18A:6-123):

A. Four defined annual ratings: ineffective, partially effective, effective, and highly effective;

B. The evaluation rubric must be partially based on multiple objective measures of student learning that assess student growth over a period of time;

C. The district may determine the methods for measuring student growth, in grades in which a state test is not required;

D. Multiple measures of practice and student learning are used in conjunction with professional standards of practice using a comprehensive evaluation process in rating effectiveness with specific measures and implementation processes;

E. Standardized assessments shall be used as a measure of student progress but shall not be the predominant factor in the overall evaluation of a teacher;

F. The rubric is based on the professional standards for that employee;

G. The performance measures used in the rubric are linked to student achievement;

H. The employee receives multiple observations during the school year which shall be used in evaluating the employee;

I. At each observation of a teacher, either the principal, his designee who is employed by the district in a supervisory role and capacity, and who possesses a school administrator certificate, principal certificate, or supervisor certificate, the vice-principal, or the assistant principal shall be present;

J. The staff member who will be observing shall receive training on the use of the teaching practice instrument. This training shall be completed before the observer conducts his or her first observation for the purpose of evaluation;

K. An opportunity for the employee to improve his effectiveness from evaluation feedback;

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L. Guidelines for staff training on the use of the educator practice evaluation instrument to support its implementation, and guidelines for the demonstration of competence in the use and implementation of the educator practice evaluation instrument;

M. A process for ongoing monitoring and calibration of the observers to ensure that the observation protocols are being implemented correctly and consistently;

N. A performance framework, associated evaluation tools, and observation protocols, including training and observer calibration resources; and

O. A process for ensuring that the results of the evaluation help to inform instructional development.

As part of the teacher evaluation rubric and the principal evaluation rubric, the board shall approve and adopt both teacher and principal practice evaluation instruments that appear on an approved list provided by the Department of Education.

The board may select a rubric that is not on the approved list and submit the rubric to the Commissioner for approval. All evaluation rubrics for teaching staff members shall be submitted to the Commissioner by June 1 for approval by August 1 of each year (N.J.A.C. 6A:10-2.1c).

Measurements of the Teacher Evaluation Rubric

The measurements of the teacher evaluation rubric shall be used to calculate a summative rating for all teaching staff members. The summative rating is the overall evaluation score derived from the evaluation scores of the following measures:

A. Measures of student achievement:

1. Median student growth percentile for teachers who teach at least one course or group within a course that falls within a standardized-tested grade or subject.; and 2. Student growth objectives for all teachers developed in consultation with their principal of his or her designee.

B. Measures of teacher practice determined through a teacher practice instrument and based on the required observation, and other measures.

Student Growth Percentile

The student growth percentile (SGP) is specific metric for measuring individual student progress on Statewide assessments by tracking how much a student’s test scores have changed relative to other students Statewide with similar scores in previous years.

An SGP score compares a student’s academic growth on the New Jersey statewide assessment measure (NJASK and starting 2014 PARCC) from one year to the next to the growth made by that student’s academic peers (students from around the state with similar test score histories).

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Students receive a proficiency measure (partially proficient, proficient, advanced proficient). This measure compares the student to all students that have taken that grade level assessment in the state. The SGP is a subset of this group. It compares the student only with other students who share a similar performance record.

The SGP is able to distinguish high growth from low growth at any scale score. A student may be below proficiency in math or LAL, but he or she could earn a high SGP score showing that the student is achieving more academic growth compared to other students who share a similar proficiency rating history. The SGP combined with other evidence gathered as part of AchieveNJ, signals that the teacher’s instruction and/or principal’s leadership are helping that child catch up. For more information, go to www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

Student Growth Objectives

Student growth objectives (SGO) shall be assigned to teaching staff members who teach at least one course or group within a course that falls within a standardized-tested grade or subject. Student growth objectives shall be specific and measurable, based on available student learning data, aligned to the Core Curriculum Content Standards and based on growth and/or achievement. For teachers who teach subjects or grades not covered by the Core Curriculum Content Standards, student growth objectives shall align to standards adopted or endorsed, by the State Board.

Student growth objectives shall be developed and measured according to the following procedures:

A. The chief school administrator shall determine the number of required student growth objectives for teachers, including teachers with a student growth percentile:

1. A teacher with a student growth percentile shall have at least one and not more than four student growth objectives; 2. A teacher without a student growth percentile shall have at least two and a maximum of four student growth objectives; 3. By April 15, prior to the school year the evaluation rubric applies, the Department shall provide on its website the minimum and maximum number of required student growth objectives within this range.

B. A teacher with a student growth percentile shall not use the standardized assessment used in determining the student growth percentile to measure progress toward a student growth objective;

C. All teachers shall develop, in consultation with their principal or a teaching staff member appointed by the principal, each student growth objective;

D. If the teacher does not agree with the student growth objectives, the principal shall make the final determination;

E. Student growth objectives and the criteria for assessing teacher performance based on the objectives shall be determined and recorded in the teacher’s personnel file by November 15, 2013, and by October 15 of subsequent school years;

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F. Adjustments to student growth objectives may be made by the teacher or his or her supervisor only when approved by the chief school administrator or designee and shall be recorded in the teacher’s personnel file on or before February 15;

G. The teacher’s supervisor and/or a member of the School Improvement Panel shall calculate each teacher’s student growth objective score. The teacher’s student growth objective score, if available, shall be discussed at the teacher’s annual summary conference.

Percentage Weight Range of Evaluation Rubric Components

Each measure of the evaluation rubric shall be converted to a percentage weight so all measures make up 100 percent of the evaluation rubric. By April 15 prior to the school year the evaluation rubric applies, the Department shall provide on its website the required percentage weight of each measure. All components shall be worth the following percentage weights or fall within the following ranges:

A. If the teacher receives a median student growth percentile (teachers of grades 4 through 8 that take the Statewide assessments), the student achievement component shall be at least 40 percent and no more than 50 percent of a teacher’s evaluation rubric rating;

B. If the teacher does not receive a median student growth percentile, the student achievement component shall be at least 15 percent and no more than 50 percent of a teacher’s evaluation rubric rating as determined by the Department;

C. Measures of teacher practice determined through a teacher practice instrument and based on the required observation, and other measures, shall be at least 50 percent and no more than 85 percent of a teacher’s evaluation rubric rating as determined by the Department.

FEDERAL TEACHER LOAN CANCELLATION AND FORGIVENESS PROGRAMS

We are pleased to provide you with information about two federal teacher loan cancellation and forgiveness programs for teachers in eligible schools in your district. Below are the requirements of the federal Perkins loan teacher cancellation and the federal Stafford loan teacher forgiveness programs. These programs provide incentives to teach in low-income school districts and in teacher shortage areas. The enclosures explain the requirements of the programs in detail. We suggest that you share this information with the teachers in your district. You may also wish to use this information as part of your teacher recruitment efforts.

DEFINITION OF A LOW-INCOME SCHOOL

Eligible schools are those considered as “low-income.” The school must be in a school district that qualified for federal funds in the year for which the cancellation is sought. More than 30 percent of the school’s enrollment (not the school districts’) must be made up of children from low-income families. The database of New Jersey’s eligible schools can be found in the Teacher Cancellation Low Income (TCLI) Directory. The directory may be viewed by visiting www.tcli.ed.gov . The public school database for the current year is typically updated in February; the private school information is typically updated by April.

Please contact Lori Howard, state liaison for teacher recruitment, at 609-777-0800. For information on the web, visit: http://student aid.ed.gov/repay-loans/forgiveness-cancellation/charts/teacher

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PERKINS LOAN TEACHER CANCELLATION PROGRAM

Teachers can qualify for cancellation of up to 100 percent of their Perkins loan if they have served full- time in a public or nonprofit elementary or secondary school system in one of the following roles:

● Teacher in a school serving students from low-income families; or ● Special education teacher, including teachers of infants, toddlers, children, or youth with disabilities; or ● Teacher in the fields of mathematics, science, foreign languages, or bilingual education, or in any other field of expertise determined by a state education agency to have a shortage of qualified teachers in that state. (Please see the enclosure dated December 19, 2007, for a listing of New Jersey’s shortage areas.)

To apply for loan cancellation, teachers must request the appropriate forms from the office that administers the federal Perkins loan program at the institute of higher education that holds their loan.

If teachers with Perkins loans have questions regarding their loans, they should contact the institute of higher education where they received their loan.

STAFFORD LOAN FORGIVENESS PROGRAM

To qualify, a teacher must have received the loan through the Federal Family Education Loan Program (FFEL) and/or the William D. Ford Federal Direct Loan (Direct Loan) program and be a new borrower. A new borrower is one who did not have an outstanding balance on an FFEL or Direct Loan on October 1, 1998, or on the date he or she obtained an FFEL or Direct Loan after October 1, 1998. The teacher also has to have been employed at least five consecutive, complete school years as a full-time teacher in an elementary or secondary school designated as a low-income school. At least one of the five years of qualifying teaching service must have been after the 1997-98 academic year.

A teacher may receive up to $5,000 in loan forgiveness under the Stafford Loan Forgiveness Program if:

● The teacher’s five years of qualifying teaching began before October 30, 2004, and he or she was a full-time elementary school teacher who demonstrated knowledge and teaching skills in reading, writing, mathematics, and other areas of the elementary curriculum, or he or she was a full-time secondary school teacher who taught in a subject area relevant to his or her academic major; or ● The teacher’s five years of qualifying teaching service began on or after October 30, 2004, and he or she was a highly qualified full-time elementary or secondary teacher.

A teacher may receive up to $17,500 in loan forgiveness under the Stafford Loan Forgiveness Program if:

● The teacher was a highly qualified full-time mathematics or science teacher in a secondary school; or

● The teacher was a highly qualified special education teacher whose primary responsibility was to provide special education to children with disabilities. In addition, he or she must have taught children with disabilities that corresponded to his or her area of special education training and

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demonstrated knowledge and teaching skills in the content areas of the curriculum that he or she was teaching.

To apply for loan forgiveness, teachers must complete a teacher loan forgiveness application and return it to the holder(s) of the loan(s) for which they are requesting forgiveness. The chief school administrator must certify on the application that their teaching service met the requirements for loan forgiveness for all five years. Teachers should contact their loan holder for the application.

If teachers with Stafford loans have questions regarding their loans, they may contact the Federal Student Aid Hotline at 1-800-4FED-AID. Additional information is available at:

https://studentaid.ed.gov/sites/default/files/loan-forgiveness-for-teachers.pdf. NONDISCRIMINATION / AFFIRMATIVE ACTION Policy # 4111.1 Adopted: August 20, 2003 Revised: July 15, 2015 Revised: September 21, 2016 The board of education guarantees to all persons’ equal access to all categories of employment, assignment to a position, transfer, and promotion in this district. The board shall not assign, transfer, promote, or retain staff, or fail to assign, transfer, promote, or retain staff, on the sole basis of race, creed, color, national origin, ancestry, age, sex, affectional or sexual orientation, gender identity or expression, marital status, domestic partnership status, familial status, pregnancy, liability for service in the Armed Forces of the United States, disability, nationality, atypical hereditary cellular or blood trait of any individual, non-applicable disability or because of genetic information or refusal to submit to or make available the results of a genetic test.

An affirmative action/equity program shall be a part of every aspect of employment not limited to but including upgrading; demotion or transfer; recruitment or recruitment advertising; renewal or non- renewal; layoff or termination; rates of pay or other forms of compensation including fringe benefits; employment selection or selection for training and apprenticeships; promotion; or tenure.

The board-designated affirmative action officer shall identify and recommend correction of any existing inequities, and any that occur in the future.

Affirmative Action Officer and Team

The board designated affirmative action officer shall:

A. In collaboration with the affirmative action team coordinate the required professional development training for certificated and non-certificated staff; B. Notify all employees of district grievance procedures for handling discrimination complaints; and C. Ensure that the district grievance procedures, including investigative responsibilities and reporting information, are followed (see board policy 2224 Nondiscrimination/Affirmative Action).

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Harassment and Favoritism

The board of education is an affirmative action employer and holds all its employees responsible for maintaining a working environment that is free from all discriminatory practices. Harassment or favoritism on any basis included in the board's statement of equal access to employment, retention and advancement is prohibited.

Administrators and supervisors shall be familiarized with the actions that constitute harassment and favoritism. This material shall be included in the legally mandated affirmative action in-service training for all employees, and shall be clear and specific (see policy 2224). When harassment has been determined to have taken place, appropriate disciplinary action will follow. All such determinations shall be reported to the board.

Sexual Harassment

The board of education shall maintain a working environment that is free from sexual harassment. Administrators and supervisors will make it clear to all staff that sexual harassment is prohibited. No supervisory employee shall threaten or insinuate, either directly or indirectly, that an employee's refusal to submit to sexual advances will adversely affect the employee's continued employment, evaluation, compensation, assignment or advancement. No supervisory employee shall promise or suggest, either directly or indirectly, that an employee's submission to sexual advances will result in any improvement in any term or condition of employment of an employee. Sexually harassing conduct committed by nonsupervisory personnel is also prohibited.

Sexual harassment shall include, but not be limited to, unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when:

A. Submission to the conduct or communication is made a term or condition of employment or education; B. Submission to, or rejection of, the conduct or communication is the basis for decisions affecting employment and assignment or education; C. The conduct or communication has the purpose or effect of substantially interfering with an individual's work performance or education; D. The conduct or communication has the effect of creating an intimidating, hostile or offensive working or educational environment.

Sexual harassment of staff or children interferes with the learning process and will not be tolerated in the schools. Harassment by board members, employees, parents, students, vendors and others doing business with the district is prohibited. Any child or staff member who has knowledge of or feels victimized by sexual harassment should immediately report his/her allegation to the affirmative action officer or building principal. Anyone else who has knowledge of or feels victimized by sexual harassment should immediately report his/her allegation to the chief school administrator or board president. Employees whose behavior is found to be in violation of this policy will be subject to the investigation procedure which may result in discipline, up to and including dismissal. Other individuals whose behavior is found to be in violation of this policy will be subject to appropriate sanctions as determined and imposed by the chief school administrator/board. Law enforcement shall be summoned when appropriate. This policy statement on sexual harassment shall be distributed to all staff

96 members. Staff or pupils may file a formal grievance related to harassment on any of the grounds addressed in this policy. The affirmative action officer will receive all complaints and carry out a prompt and thorough investigation, and will protect the rights of both the person making the complaint and the alleged harasser.

Findings of discrimination or harassment will result in appropriate disciplinary action.

Staff may file a formal grievance related to sexual harassment. The Affirmative Action Officer will receive all complaints and carry out a prompt and thorough investigation and will protect the rights of both the person making the complaint and the alleged harasser.

Findings of discrimination in the form of sexual harassment will result in appropriate disciplinary action.

Pregnancy

The board prohibits discrimination against pregnant women and those who suffer medical conditions related to pregnancy and childbirth. The chief school administrator or his or her designee shall ensure that reasonable accommodation are made that will allow them to maintain a healthy pregnancy or recovery from childbirth, without being removed from their positions, placed on unpaid leave, or fired.

The district shall provide reasonable accommodations to pregnant women and those who suffer medical conditions related to pregnancy and childbirth, such as bathroom breaks, breaks for increased water intake, periodic rest, assistance with manual labor, job restructuring or modified work schedules, and temporary transfers to less strenuous or hazardous work.

Requested accommodations that cause the district an undue hardship are not required by law and shall not be provided.

Employment and Contract Practices

The board shall ensure all persons, regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability, or socioeconomic status, have equal and bias-free access to all categories of employment and equal pay for equal work among members of the school district's staff.

The board shall not enter into any contract with a person, agency, or organization that discriminates on the basis of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability, or socioeconomic status, either in employment practices or in the provision of benefits or services to students or employees. district's affirmative action policies by:

A. Adhering to the administrative code in selection of vendors and suppliers; informing vendors and suppliers that their employees are bound by the district's affirmative action policies in their contacts with district staff and pupils (see board policy 3320.1 Relations with Vendors); B. Continuing implementation and refinement of existing practices and affirmative action plans, making certain that all recruitment, hiring, evaluation, training, promotion, personnel management practices and collective bargaining agreements are structured and administered in a manner that furthers equal employment opportunity principles and eliminates discrimination

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on any basis protected by law, holding in-service programs on affirmative action for all staff in accordance with law.

Whistleblower Protection

The board prohibits discrimination or retaliation against any school employee who does any of the following:

A. Discloses or threatens to disclose to a supervisor or to a public body an activity, policy or practice of the board that the employee reasonably believes is in violation of a law, or a rule or regulation established pursuant to law or is fraudulent or criminal, including any activity, policy or practice of deception or misrepresentation which the employee reasonably believes may defraud any shareholder, investor, client, patient, customer, employee, former employee, retiree or pensioner of the employer or any governmental entity; B. Provides information to, or testifies before, any public body conducting an investigation, hearing or inquiry into any violation of law, or a rule or regulation established pursuant to law by the board including any violation involving deception of, or misrepresentation; or C. Objects to, or refuses to participate in any activity, policy or practice which the employee reasonably believes is in violation of law, rule or regulation; is fraudulent or criminal; or is incompatible with public health, safety or welfare or protection of the environment.

The board shall ensure that notices are posted conspicuously in each school, informing employees that they are protected under the "Conscientious Employee Protection Act."

Appeals Grievances related to equity in employment practices shall be submitted to the affirmative action officer. Any individual may petition the Commissioner in writing to resolve a dispute arising related to equity in employment practices.

Report on Implementation The chief school administrator shall devise regulations, including grievance forms and procedures to implement this policy. He/she shall be responsible for informing staff annually of the identity and location of the affirmative action officer and the implementing procedures.

Adopted: August 20, 2003 Revised: July 15, 2015 Revised: September 21, 2016

AFFIRMATIVE ACTION GRIEVANCE PROCEDURES

AFFIRMATIVE ACTION PROGRAM FOR SCHOOL AND CLASSROOM PRACTICES Policy # 4111.1 The Wildwood Board of Education does not discriminate on the basis of race, color, creed, national origin, ancestry, age, sex, affectional or sexual orientation, marital status, liability for service in the Armed Forces of the United States, or atypical hereditary cellular or blood trait of any individual. Further state and federal protection is extended on account of disabilities, social or economic status, pregnancy, childbirth,

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pregnancy-related disabilities, actual or potential parenthood. This includes equality of educational opportunities including classroom programs, curriculum development and instructional materials. The policy confirms compliance with Section 504 of the Rehabilitation Act of 1973.

Wildwood District Affirmative Action/Title IX Officer is:

Mrs. Renee McGaffney Phone: 609-522-1670 Email: [email protected]

Copies of the district's Comprehensive Equity Plan and annual reports are available in the Board Office.

Wildwood School District GRIEVANCE PROCEDURE

In keeping with Federal/State anti-discrimination legislation, the Board of Education has adopted, and hereby publishes the Grievance Procedure provided for the resolution of student, employee, and parent complaints.

PURPOSE: To provide students, employees and parents a procedure by which they can seek a remedy for alleged violations related to discrimination on the basis of race, color, creed, religion, affectional or sexual orientation, sex, ancestry, national origin, or socioeconomic status.

DEFINITION:

Grievance - A formal written complaint

Grievant - Any student, employee, or parent aggrieved by a decision or condition falling under the guidelines of federal and/or state anti-discrimination laws.

Affirmative Action Officer - The District employee designated to coordinate efforts with anti- discrimination legislation, and charged with the responsibility of investigating complaints.

PROCEDURE: Step #1: The grievant must present the complaint in written form to the responsible person designated as the Affirmative Action Officer (Use Grievant Report – Form A)

Step #2: The Affirmative Action Officer has five (5) working days in which to investigate and respond to the grievant. (Affirmative Action Officer is to use the space provided on Grievance Report – Form A)

Step #3: If not satisfied, the grievant may appeal within 10 (ten) working days to the Superintendent or designee (not Affirmative Action Officer.) (Use Appeal – Form B)

Step #4: Response by the Superintendent or designee must be given within five (5) working days. (Superintendent to use space provided for on Appeal – Form B)

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Step #5: If the grievant is not satisfied at this level, an appeal may be made within 10 (ten) working days to the Board of Education, which will hear the complaint at the next regular meeting, or within 30 (thirty) calendar days. (Use Appeal – Form C) The Board hearing shall be conducted so as to accord due process to all parties involved in the complaint such as written notice of the hearing dates, right to counsel, right to present witnesses, right to cross-examine and to present written statement. The decision of the Board shall be by a majority of the members at a meeting which shall be public.

Step #6: The Wildwood Board of Education shall respond to the grievant within 30 (thirty) calendar days. (Use space provided for an Appeal – Form C)

Step #7: If the grievant is not satisfied with the Board’s decision, the Grievant can have it referred to the County Superintendent of Schools.

Step #8: The grievant maintains the right to by-pass the grievance procedure and submit the complaint directly to any or all of the following agencies:

The Commissioner of Education Bureau of Controversies & Disputes New Jersey Department of Education P. O. Box 500 Trenton, NJ 08625 Phone (609) 292-5706

Equal Employment Opportunity Commission Newark District Office 1 Newark Center – 21st Floor Newark, NJ 07102 Phone (973) 645-6383 or (800) 669-4000

U.S. Office for Civil Rights U.S. Department of Education 75 Park Place – 4th Floor New York, NY 10007 Phone (212) 264-3313 or (212) 637-6330

New Jersey Division of Civil Rights 31 Clinton Street – 3rd Floor Newark, NJ 07102 (973) 648-2700

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AWARENESS AND PROHIBITION OF BULLYING Policy # 5131.8 The Wildwood Board of Education prohibits acts of harassment, intimidation, or bullying.

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 environment; and 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.

Bullying is recognized as a behavioral trait that is extremely damaging to its victims as well as being destructive to the perpetrator. The bullying behavior is characterized by willful, pre-meditated dominance over a perceived weaker person. The harmful actions against the targeted victim may be physical (pugilistic behavior, theft, or control of space), verbal (teasing, name calling, or making threats), and/or psychological (extortion, intimidation, spreading rumors, or social exclusion). While bullying is primarily an elementary school level phenomenon, it is not exclusively so. As bullies mature, they are likely to exhibit behaviors that are clearly identifiable as harassment.

“Harassment, intimidation, or bullying” means any gesture or written, verbal, or physical act that takes place on school property, at any school-sponsored function, or on a school bus and that: a. 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, b. by any other distinguishing malicious characteristic; and c. 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 person or damage to his property; or d. 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.

The Board of Education expects students to conduct themselves in keeping with their levels of development, maturity, and demonstrated capabilities with a 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.

The Wildwood Board of Education believes that standards for student behavior must be set cooperatively through interaction among the students, parents/guardians, 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 district and community property on the part of students, staff, and community members.

The Board of Education believes that the best discipline is self-imposed, and that it is the responsibility of staff to use disciplinary situations as opportunities to help students 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 discipline problems and encourage students’ abilities to grow in self-discipline.

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Based on broad community involvement (i.e., the use of a process that includes representation of parents/guardians and other community representatives, school employees, volunteers, students, and administrators for the purpose of providing input regarding the development and content of the Policy that is based on accepted core ethical values), the Board of Education shall develop general guidelines for student conduct and shall direct development of detailed regulations suited to the age levels of the students and the mission and physical facilities of the individual schools. Board Policy requires all students in the district to adhere to the rules and regulations established by the school district and to submit to such disciplinary measures as are appropriately assigned for infraction of these rules.

The Superintendent shall provide annually to students and their parents/guardians the rules of the district regarding student conduct, and the Policy shall appear in all publications of the school district’s comprehensive rules, procedures, and standards of conduct for schools within the school district, including the student, parent, staff handbook. Provisions shall be made for informing parents/guardians whose primary language is other than English.

The Policy shall:

A. Describe student responsibilities, including the requirements for students to conform to reasonable standards of socially acceptable behavior; respect the person, property and rights of others; obey constituted authority; and respond to those who hold that authority; B. Address appropriate recognition for positive reinforcement for good conduct, self- discipline, good citizenship, and academic success. C. Explain student rights; and D. Identify disciplinary sanctions and due process.

In determining the appropriate response to students who commit one or more acts of harassment, intimidation, or bullying, school administrators should consider the following factors: the developmental and maturity levels of the parties involved, the levels of harm, the surrounding circumstances, the nature of the behaviors, past incidences or past or continuing patterns of behavior, the relationships between the parties involved, and the context m which the alleged incidents occurred. Concluding whether a particular action or incident constitutes a violation of this Policy requires a determination based on all of the facts and surrounding circumstances. It is only after meaningful consideration of these factors that an appropriate consequence should be determined, consistent with the case law, Federal and State statutes, regulations, and policies, and district Policies and procedures. 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.

At each school, the principal or the principal's s designee is responsible for receiving complaints alleging violations of this Policy. All school employees are required to report alleged violations of this Policy to the principal or the principal’s designee. All other members of the school community, including students, parents, volunteers, and visitors, are to be encouraged to report any act that may be a violation of this Policy. While submission of the report form is not required, the reporting party is encouraged to use the report form available from the principal of each building or available at the school district office. Oral reports also shall 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.

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The principal and/or the principal’s designee are responsible for determining whether an alleged act constitutes a violation of this Policy. In so doing, the principal and/or the principal’s designee shall conduct a prompt, thorough, and complete investigation of the alleged incident. Some acts of harassment, intimidation, or bullying may be isolated incidents requiring that the school respond appropriately to the individuals committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation, or bullying that they 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 range from positive behavioral interventions up to and including suspension or expulsion, as permitted under N.J. S.A. 18A: 37-1, Discipline of Pupils.

In considering whether a response beyond the individual level is appropriate, the administrator should consider the nature and circumstances of the act, the level of harm, the nature of the behavior, past incidences or past or continuing patterns of behavior, and the context in which the alleged incident(s) occurred. Institutional (i.e., classroom, school building, school district) 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, to participation of parents and other community members and organizations, to small or large group presentations for fully addressing the actions and the school’s response to the actions, in the context of the acceptable student behavior and the consequences of such actions and to involvement of law enforcement officers, including school resource officers.

The school district 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 administrator 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 and appropriate remedial action for a student found to have falsely accused another as a means of harassment, intimidation, or 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 Pupils. 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 disciplined in accordance with district Policies, procedures, and agreements. 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 school administrator after consideration of the nature and circumstances of the act, including reports to appropriate law enforcement officials.

This Policy shall be disseminated annually to all school staff, students, and parents/guardians along with a statement explaining that it applies to all acts of harassment, intimidation, and bullying that occur on school property, at school-sponsored functions, or on a school bus. The Superintendent shall develop an annual process for discussing the school district Policy on harassment, intimidation, and bullying with students.

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HARRASSMENT, INTIMIDATION AND BULLYING Policy #5131.8

A. Policy Statement

The Board of Education prohibits acts of harassment, intimidation, or bullying of a pupil. A safe and civil environment in school is necessary for pupils to learn and achieve high academic standards. Harassment, intimidation, or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a pupil’s ability to learn and a school’s ability to educate its pupils in a safe and disciplined environment. Since pupils 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.

For the purposes of this Policy, the term "parent," pursuant to N.J.A.C. 6A:16-1.3, means the natural parent(s) or adoptive parent(s), legal guardian(s), foster parent(s), or parent surrogate(s) of a pupil. Where parents are separated or divorced, "parent" means the person or agency which has legal custody of the pupil, as well as the natural or adoptive parent(s) of the pupil, provided such parental rights have not been terminated by a court of appropriate jurisdiction.

B. Harassment, Intimidation, and Bullying Definition

“Harassment, intimidation, or bullying” means any gesture, any written, verbal or physical act, or any electronic communication, as defined in N.J.S.A. 18A:37-14, whether it be a single incident or a series of incidents that:

1. Is reasonably perceived as being motivated by either 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 that

3. Takes place on school property, at any school-sponsored function, on a school bus, or off school grounds, as provided for in N.J.S.A. 18A:37-15.3, that substantially disrupts or interferes with the orderly operation of the school or the rights of other pupils; and that

4. A reasonable person should know, under the circumstances, that the act(s) will have the effect of physically or emotionally harming a pupil or damaging the pupil’s property, or placing a pupil in reasonable fear of physical or emotional harm to his/her person or damage to his/her property; or

5. Has the effect of insulting or demeaning any pupil or group of pupils; or

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6. Creates a hostile educational environment for the pupil by interfering with a pupil’s education or by severely or pervasively causing physical or emotional harm to the pupil.

“Electronic communication” means a communication transmitted by means of an electronic device, including, but not limited to, a telephone, cellular phone, computer, or pager.

C. Pupil Expectations

The Board expects pupils to conduct themselves in keeping with their levels of development, maturity and demonstrated capabilities with proper regard for the rights and welfare of other pupils and school staff, the educational purpose underlying all school activities and the care of school facilities and equipment consistent with the Code of Pupil Conduct.

The Board believes that standards for pupil behavior must be set cooperatively through interaction among the pupils, parents, school employees, school administrators, school volunteers, and community representatives, producing an atmosphere that encourages pupils 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 pupils, staff, and community members.

Pupils are expected to behave in a way that creates a supportive learning environment. The Board believes the best discipline is self-imposed, and it is the responsibility of staff to use instances of violations of the Code of Pupil Conduct as opportunities to help pupils learn to assume and accept responsibility for their behavior and the consequences of their behavior. Staff members who interact with pupils shall apply best practices designed to prevent pupil conduct problems and foster pupils’ abilities to grow in self-discipline.

The Board expects that pupils will act in accordance with the pupil behavioral expectations and standards regarding harassment, intimidation, and bullying, including:

1. Pupil responsibilities (e.g., requirements for pupils to conform to reasonable standards of socially accepted behavior; respect the person, property and rights of others; obey constituted authority; and respond to those who hold that authority);

2. Appropriate recognition for positive reinforcement for good conduct, self- discipline, and good citizenship;

3. Pupil rights; and

4. Sanctions and due process for violations of the Code of Pupil Conduct.

Pursuant to N.J.S.A. 18A:37-15(a) and N.J.A.C. 6A:16-7.1(a)1, the district

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has involved a broad-base of school and community members, including parents, pupils, instructional staff, pupil support services staff, school administrators, and school volunteers, as well as community organizations, such as faith-based, health and human service, business and law enforcement, in the development of this Policy on locally determined and accepted core ethical values adopted by the Board, pursuant to N.J.A.C. 6A:16-7.1(a)2, the Board must develop guidelines for pupil conduct pursuant to N.J.A.C. 6A:16-7.1. These guidelines for pupil conduct will take into consideration the developmental ages of pupils, the severity of the offenses and pupils’ histories of inappropriate behaviors, and the mission and physical facilities of the individual school(s) in the district. This Policy requires all pupils in the district to adhere to the rules established by the school district and to submit to the remedial and consequential measures that are appropriately assigned for infractions of these rules.

Pursuant to N.J.A.C. 6A:16-7.1, the Superintendent must annually provide to pupils and their parents or guardians the rules of the district regarding pupil conduct. Provisions shall be made for informing parents or guardians whose primary language is other than English.

The district prohibits active or passive support for acts of harassment, intimidation, or bullying. Pupils are encouraged to support other pupils who:

1. Walk away from acts of harassment, intimidation, and bullying when they see them;

2. Constructively attempt to stop acts of harassment, intimidation, or bullying;

3. Provide support to pupils who have been subjected to harassment, intimidation, or bullying; and

4. Report acts of harassment, intimidation, and bullying to the designated school staff member.

D. Consequences and Appropriate Remedial Actions

The Board of Education requires its school administrators to implement procedures that ensure both the appropriate consequences and remedial responses for pupils who commit one or more acts of harassment, intimidation, or bullying, consistent with the Code of Pupil 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 pupils. Appropriate consequences and remedial actions are those that are graded according to the severity of the offense(s), consider the developmental ages of the pupil offenders and pupils’ histories of inappropriate behaviors, per the Code of Pupil Conduct and N.J.A.C. 6A:16-7.

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Factors for Determining Consequences 1. Age, developmental and maturity levels of the parties involved and their relationship to the school district; 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

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; 10. Academic performance; and 11. Relationship to pupils and the school district. Environmental

1. School culture; 2. School climate; 3. Pupil-staff relationships and staff behavior toward the pupil; 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;

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8. Community activities; 9. Neighborhood situation; and 10. Family situation. Consequences and appropriate remedial action for a pupils or staff member who commits one or more acts of harassment, intimidation, or bullying may range from positive behavioral interventions up to and including suspension or expulsion of pupils, as set forth in the Board’s approved Code of Pupil Conduct pursuant to N.J.A.C. 6A:16- 7.1. Consequences for a pupil who commits an act of harassment, intimidation, or bullying shall be varied and graded according to the nature of the behavior, the developmental age of the pupil and the pupil’s history of problem behaviors and performance, and must be consistent with the Board’s approved Code of Pupil Conduct and N.J.A.C. 6A:16-7, 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, or 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. Reports to law enforcement or other legal action; 10. Expulsion; and 11. Bans from providing services, participating in school-district-sponsored programs, or being in school buildings or on school grounds. Examples of Remedial Measures - Personal 1. Restitution and restoration; 2. Peer support group; 3. Recommendations of a pupil behavior or ethics council;

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4. Corrective instruction or other relevant learning or service experience; 5. Supportive pupil interventions, including participation of the Intervention and Referral Services Team, pursuant to N.J.A.C. 6A:16-8; 6. Behavioral assessment or evaluation, including, but not limited to, a referral to the Child Study Team, as appropriate; 7. Behavioral management plan, with benchmarks that are closely monitored; 8. Assignment of leadership responsibilities (e.g., hallway or bus monitor); 9. Involvement of school disciplinarian; 10. Pupil counseling; 11. Parent conferences; 12. Alternative placements (e.g., alternative education programs); 13. Pupil treatment; or 14. Pupil 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 pupil routes or patterns traveling to and from school; 9. Supervision of pupil before and after school, including school transportation; 10. Targeted use of monitors (e.g., hallway, cafeteria, locker room, playground, school perimeter, bus); 11. Teacher aides; 12. Small or large group presentations for fully addressing the behaviors and the responses to the behaviors; 13. General professional development programs for certificated and non-certificated staff; 14. Professional development plans for involved staff;

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15. Disciplinary action for school staff who contributed to the problem; 16. Supportive institutional interventions, including participation of the Intervention and Referral Services Team, pursuant to N.J.A.C. 6A:16-8; 17. Parent conferences; 18. Family counseling; 19. Involvement of parent-teacher organizations; 20. Involvement of community-based organizations; 21. Development of a general bullying response plan; 22. Recommendations of a pupil behavior or ethics council; 23. Peer support groups; 24. Alternative placements (e.g., alternative education programs); 25. School transfers; and 26. Law enforcement (e.g., safe schools school resource officer, juvenile officer) involvement or other legal action. 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 of a pupil. 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.

E. Harassment, Intimidation, and Bullying Off School Grounds

This Policy and the Code of Pupil Conduct shall apply to instances when a school employee is made aware of alleged harassment, intimidation, or bullying occurring off school grounds when:

1. The alleged harassment, intimidation, or bullying has substantially disrupted or interfered with the orderly operation of the school or the rights of other pupils; and either

2. A reasonable person should know, under the circumstances, that the alleged behavior will have the effect of physically or emotionally harming a pupil or damaging the pupil’s property, or placing a pupil in reasonable fear of physical or emotional harm to his/her person or damage to his/her property; or

3. The alleged behavior has the effect of insulting or demeaning any pupil or group of pupils; or

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4. The alleged behavior creates a hostile educational environment for the pupil by interfering with a pupil’s education or by severely or pervasively causing physical or emotional harm to the pupil.

F. Harassment, Intimidation, and Bullying Reporting Procedure

The Board of Education requires the Principal at each school to be responsible for receiving complaints alleging violations of this Policy. All Board members, school employees, and volunteers and contracted service providers who have contact with pupils are required to verbally report alleged violations of this Policy to the Principal or the Principal’s designee on the same day when the individual witnessed or received reliable information regarding any such incident. All Board members, school employees, and volunteers and contracted service providers who have contact with pupils, also shall submit a report in writing to the Principal within two school days of the verbal report. The Principal will inform the parents of all pupils involved in alleged incidents, and, as appropriate, may discuss the availability of counseling and other intervention services. The Principal, upon receiving a verbal or written report, may take interim measures to ensure the safety, health, and welfare of all parties pending the findings of the investigation.

Pupils, parent(s), and visitors are encouraged to report alleged violations of this Policy to the Principal on the same day when the individual witnessed or received reliable information regarding any such incident. Pupils, parents, and visitors may report an act of harassment, intimidation, or bullying action for violations of the Code of Pupil Conduct may not be taken solely on the basis of an anonymous report.

A Board member or school employee who promptly reports an incident of harassment, intimidation, or bullying, 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.

In accordance with the provisions of N.J.S.A. 18A:37-18, the harassment, intimidation, and bullying law does not prevent a victim from seeking redress under any other available law, either civil or criminal, nor does it create or alter any tort liability.

The district may consider every mechanism available to simplify reporting, including standard reporting forms and/or web-based reporting mechanisms. For anonymous reporting, the district may consider locked boxes located in areas of a school where reports can be submitted without fear of being observed.

A school administrator who receives a report of harassment, intimidation, and bullying from a district employee, and fails to initiate or conduct an investigation, or who should have known of an incident of harassment, intimidation, or bullying and fails to take sufficient action to minimize or eliminate the harassment, intimidation, or bullying, may be subject to disciplinary action.

G. Anti-Bullying Coordinator, Anti-Bullying Specialist and School Safety Team(s)

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1. The Superintendent shall appoint a district Anti-Bullying Coordinator. The Superintendent shall make every effort to appoint an employee of the school district to this position.

The district Anti-Bullying Coordinator shall:

a. Be responsible for coordinating and strengthening the school district's policies to prevent, identify, and address harassment, intimidation, or bullying of pupils;

b. Collaborate with school Anti-Bullying Specialists in the district, the Board of Education, and the Superintendent to prevent, identify, and respond to harassment, intimidation, or bullying of pupils in the district;

c. Provide data, in collaboration with the Superintendent, to the Department of Education regarding harassment, intimidation, or bullying of pupils;

d. Execute such other duties related to school harassment, intimidation, or bullying as requested by the Superintendent; and

e. Meet at least twice a school year with the school Anti-Bullying Specialist(s) to discuss and strengthen procedures and policies to prevent, identify, and address harassment, intimidation, and bullying in the district.

2. The Principal in each school shall appoint a school Anti-Bullying Specialist. When a school guidance counselor, school psychologist, or another individual similarly trained is currently employed in the school, the Principal shall appoint that individual to be the school Anti-Bullying Specialist. If no individual meeting this criteria is currently employed in the school, the Principal shall appoint a school Anti-Bullying Specialist from currently employed school personnel.

The school Anti-Bullying Specialist shall:

a. Chair the School Safety Team as provided in N.J.S.A. 18A:37-21;

b. Lead the investigation of incidents of harassment, intimidation, or bullying in the school; and

c. Act as the primary school official responsible for preventing, identifying, and addressing incidents of harassment, intimidation, or bullying in the school.

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3. A School Safety Team shall be formed in each school in the district to develop, foster, and maintain a positive school climate by focusing on the on-going, systemic process and practices in the school, and to address school climate issues such as harassment, intimidation, or bullying. Each School Safety Team shall meet at least two times per school year. The School Safety Team shall consist of the Principal or the Principal’s designee who, if possible, shall be a senior administrator in the school and the following appointees of the Principal: a teacher in the school; a school Anti-Bullying Specialist; a parent of a pupil in the school; and other members to be determined by the Principal. The school Anti- Bullying Specialist shall serve as the chair of the School Safety Team.

The School Safety Team shall:

a. Receive any complaints of harassment, intimidation, or bullying of pupils that have been reported to the Principal;

b. Receive copies of any report prepared after an investigation of an incident of harassment, intimidation, or bullying;

c. Identify and address patterns of harassment, intimidation, or bullying of pupils in the school;

d. Review and strengthen school climate and the policies of the school in order to prevent and address harassment, intimidation, or bullying of pupils;

e. Educate the community, including pupils, teachers, administrative staff, and parents, to prevent and address harassment, intimidation, or bullying of pupils;

f. Participate in the training required pursuant to the provisions of N.J.S.A. 18A:37-13 et seq. and other training which the Principal or the district Anti-Bullying Coordinator may request;

g. Collaborate with the district Anti-Bullying Coordinator in the collection of district-wide data and in the development of district policies to prevent and address harassment, intimidation, or bullying of pupils; and

h. Execute such other duties related to harassment, intimidation, or bullying as requested by the Principal or district Anti-Bullying Coordinator.

The members of a School Safety Team shall be provided professional development opportunities that address effective practices of successful school climate programs or approaches. Notwithstanding any provision of N.J.S.A. 18A:37-21 to the contrary, a parent who is a member of the School Safety Team shall not participate in the activities of the team set forth in 3. a., b., or c. above or any other activities of the team which may compromise the confidentiality of a pupil.

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H. Harassment, Intimidation, and Bullying Investigation

The Board requires a thorough and complete investigation to be conducted for each report of an alleged incident of harassment, intimidation, or bullying. The investigation shall be initiated by the Principal or the Principal’s designee within one school day of the verbal report of the incident. The investigation shall be conducted by the school Anti- Bullying Specialist. The Principal may appoint additional personnel who are not school Anti-Bullying Specialists to assist the school Anti-Bullying Specialist in the investigation.

The investigation shall be completed and the written findings submitted to the Principal as soon as possible, but not later than ten school days from the date of the written report of the alleged incident of harassment, intimidation, or bullying. Should information regarding the reported incident and the investigation be received after the end of the ten- day period, the school Anti-Bullying Specialist or the Principal shall amend the original report of the results of the investigation to ensure there is an accurate and current record of the facts and activities concerning the reported incident.

The Principal shall proceed in accordance with the Code of Pupil Conduct, as appropriate, based on the investigation findings. The Principal shall submit the report to the Superintendent within two school days of the completion of the investigation and in accordance with the Administrative Procedures Act (N.J.S.A. 52:14B-1 et seq.). As appropriate to the findings from the investigation, the Superintendent shall ensure the Code of Pupil Conduct has been implemented and provide intervention services, order counseling, establish training programs to reduce harassment, intimidation, or bullying and enhance school climate, or take or recommend other appropriate action, as necessary.

The Superintendent shall report the results of each investigation to the Board of Education no later than the date of the regularly scheduled Board of Education meeting following the completion of the investigation. The Superintendent’s report also shall include information on any consequences imposed under the Code of Pupil Conduct, intervention services provided, counseling ordered, training established or other action taken or recommended by the Superintendent.

Parents of the pupils who are parties to the investigation shall be provided with information about the investigation, in accordance with Federal and State law and regulation. The information to be provided to parents or guardians shall include the nature of the investigation, whether the district found evidence of harassment, intimidation, or bullying, or whether consequences were imposed or services provided to address the incident of harassment, intimidation, or bullying. This information shall be provided in writing within five school days after the results of the investigation are reported to the Board of Education.

A parent or guardian may request a hearing before the Board of Education after receiving the information. When a request for a hearing is granted, the hearing shall be held within ten school days of the request. The Board of Education shall conduct the hearing in executive session, pursuant to the Open Public Meetings Act (N.J.S.A. 10:4-1 et seq.), to protect the confidentiality of the pupils. At the hearing, the Board may hear testimony

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from and consider information provided by the school Anti-Bullying Specialist and others, as appropriate, regarding the alleged incident, the findings from the investigation of the alleged incident, recommendations for consequences or services, and any programs instituted to reduce such incidents, prior to rendering a determination.

At the regularly scheduled Board of Education meeting following its receipt of the report or following a hearing in executive session, the Board shall issue a decision, in writing, to affirm, reject, or modify the Superintendent’s decision. The Board’s decision may be appealed to the Commissioner of Education, in accordance with N.J.A.C. 6A:3, Controversies and Disputes, no later than ninety days after issuance of the Board of Education’s decision.

A parent, pupil, legal guardian, or organization may file a complaint with the Division on Civil Rights within one hundred eighty days of the occurrence of any incident of harassment, intimidation, or bullying based on membership in a protected group as enumerated in the "Law Against Discrimination," P.L.1945, c.169 (C.10:5-1 et seq.).

I. Range of Responses to an Incident of Harassment, Intimidation, or Bullying

The Board authorizes the Principal of each school, in conjunction with the Anti-Bullying Specialist, to define the range of ways in which school staff will respond once an incident of harassment, intimidation, or bullying is confirmed, and the Superintendent shall respond to confirmed harassment, intimidation, and bullying, according to the parameters described in this Policy. The Board recognizes that some acts of harassment, intimidation, or bullying may be isolated incidents requiring the school officials respond appropriately to the individual(s) committing the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation, or bullying that they require a response either at the classroom, school building or school district level or by law enforcement officials.

Consequences and appropriate remedial actions for a pupil who commits 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 Pupils 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, school officials 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. Institutional (i.e., classroom, school building, school district) responses can range from school and community surveys, to mailings, to focus groups, to adoption of research-based harassment, intimidation or bullying prevention program models, to training for

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certificated and non-certificated staff, to participation of parent(s,) and other community members and organizations, to small or

large group presentations for fully addressing the actions and the school’s response to the actions, in the context of the acceptable pupil and staff member behavior and the consequences of such actions, and to the involvement of law enforcement officers, including safe schools resource officers.

For every incident of harassment, intimidation, or bullying, the school officials must respond appropriately to the individual who committed the act. The Board is encouraged to set the parameters for the range of responses to be established by the Principal and for the Superintendent to follow. The range of responses to confirmed harassment, intimidation, or bullying acts should include individual, classroom, school, or district responses, as appropriate to the findings from each incident. Examples of responses that apply to each of these categories are provided below:

1. Individual responses can include positive behavioral interventions (e.g., peer mentoring, short-term counseling, life skills groups) and punitive actions (e.g., detention, in-school or out-of-school suspension, expulsion, law enforcement report, or other legal action).

2. Classroom responses can include class discussions about an incident of harassment, intimidation or bullying, role plays, research projects, observing and discussing audio-visual materials on these subjects, and skill-building lessons in courtesy, tolerance, assertiveness, and conflict management.

3. School responses can include theme days, learning station programs, parent programs, and information disseminated to pupils and parents or guardians, such as fact sheets or newsletters explaining acceptable uses of electronic and wireless communication devices or strategies for fostering expected pupil behavior.

4. District-wide responses can include community involvement in policy review and development, professional development programs, adoption of curricula and school-wide programs, coordination with community-based organizations (e.g., mental health, health services, health facilities, law enforcement officials, faith- based organizations), and disseminating information on the core ethical values adopted by the district Board of Education’s Code of Pupil Conduct, per N.J.A.C. 6A:16-7.1(a)2.

The district will identify a range of strategies and resources, which could include, but not be limited to, the following actions for individual victims: counseling; teacher aides; hallway and playground monitors; schedule changes; before and after school supervision; school transportation supervision; school transfers; and therapy.

J. Reprisal or Retaliation Prohibited

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The Board prohibits a Board member, school employee, contracted service provider who has contact with pupils, school volunteer, or pupil from engaging in reprisal, retaliation, or false accusation against a victim, witness, one with reliable information, or any other person who has reliable information about an act of harassment, intimidation, or bullying or 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 administrator 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.

All suspected acts of reprisal or retaliation will be taken seriously and appropriate responses will be made in accordance with the totality of the circumstances. Examples of consequences and remedial measures are listed in the Consequences and Appropriate Remedial Actions section of this policy.

K. Consequences and Appropriate Remedial Action for False Accusation

The Board prohibits any person from falsely accusing another as a means of harassment, intimidation, or bullying.

1. Pupils - Consequences and appropriate remedial action for a pupil found to have falsely accused another as a means of harassment, intimidation, or bullying or as a means of retaliation 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 Pupils 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.

2. School Employees - Consequences and appropriate remedial action for a school employee or contracted service provider who has contact with pupils found to have falsely accused another as a means of harassment, intimidation, or bullying or as a means of retaliation could entail discipline in accordance with district policies, procedures, and agreements which may include, but not be limited to, reprimand, suspension, increment withholding, or termination.

3. Visitors or Volunteers - Consequences and appropriate remedial action for a visitor or volunteer found to have falsely accused another as a means of harassment, intimidation, or bullying or as a means of retaliation could be determined by the school administrator after consideration of the nature, severity, and circumstances of the act, including law enforcement reports, or other legal actions, removal of buildings or grounds privileges, or prohibiting contact with pupils or the provision of pupil services.

L. Harassment, Intimidation, and Bullying Policy Publication and Dissemination

This Policy will be disseminated annually by the Superintendent to all school employees, contracted service providers who have contact with pupils, school volunteers, pupils, and parents who have children enrolled in a school in the district, along with a statement

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explaining the Policy applies to all acts of harassment, intimidation, or bullying, pursuant to N.J.S.A. 18A:37-14 that occur on school property, at school-sponsored functions, or on a school bus and, as appropriate, acts that occur off school grounds.

The Superintendent shall ensure that notice of this Policy appears in the pupil handbook and all other publications of the school district that sets forth the comprehensive rules, procedures, and standards for schools within the school district.

The Superintendent shall post a link to the district’s Harassment, Intimidation, and Bullying Policy that is prominently displayed on the homepage of the school district’s website. The district will notify pupils and parents this Harassment, Intimidation, and Bullying Policy is available on the school district’s website.

The Superintendent shall post the name, school phone number, school address, and school email address of the district Anti-Bullying Coordinator on the home page of the school district’s website. Each Principal shall post the name, school phone number, address, and school email address of both the Anti-Bullying Specialist and the district Anti- Bullying Coordinator on the home page of each school’s website.

M. Harassment, Intimidation, and Bullying Training and Prevention Programs

The Superintendent and Principal(s) shall provide training on the school district’s Harassment, Intimidation, and Bullying Policy to employees, contracted service providers, and volunteers who have significant contact with pupils. The training shall include instruction on preventing bullying on the basis of the protected categories enumerated in N.J.S.A. 18A:37-14 and other distinguishing characteristics that may incite incidents of discrimination, harassment, intimidation, or bullying. The school district’s employee training program shall include information regarding the school district’s Policy against harassment, intimidation, or bullying, which shall be provided to full-time and part-time staff members, contracted service providers, and school volunteers who have significant contact with pupils.

Each public school teacher shall be required to complete at least two hours of instruction in harassment, intimidation, and bullying prevention in each professional development period as part of the professional development requirement pursuant to N.J.S.A. 18:37- 22.d.

The required two hours of suicide prevention instruction for teaching staff members shall include information on the relationship between the risk of suicide and incidents of harassment, intimidation, or bullying in accordance with the provisions of N.J.S.A. 18A:6- 112.

Board members shall be required to complete a training program on harassment, intimidation, and bullying in accordance with the provisions of N.J.S.A. 18A:12-33.

The school district shall annually observe a “Week of Respect” beginning with the first Monday in October. In order to recognize the importance of character education, the school district will observe the week by providing age-appropriate instruction focusing on

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the prevention of harassment, intimidation, and bullying as defined in N.J.S.A. 18A:37-14. Throughout the school year the district will provide ongoing age-appropriate instruction on preventing harassment, intimidation, or bullying, in accordance with the Core Curriculum Content Standards, pursuant to N.J.S.A. 18A:37-29.

The school district will annually establish, implement, document, and assess harassment, intimidation, and bullying prevention programs or approaches, and other initiatives in consultation with school staff, pupils, administrators, volunteers, parents or guardians, law enforcement, and community members in accordance with the provisions of N.J.S.A. 18A:37-17 et seq.

N. Harassment, Intimidation, and Bullying Policy Reevaluation, Reassessment and Review

The Superintendent shall develop and implement a process for annually discussing the school district’s Harassment, Intimidation, and Bullying Policy with pupils.

The Superintendent and the Principal(s) shall annually conduct a reevaluation, reassessment, and review of the Harassment, Intimidation, and Bullying Policy, with input from the schools’ Anti-Bullying Specialists, and recommend revisions and additions to the Policy as well as to harassment, intimidation, and bullying prevention programs and approaches based on the findings from the evaluation, reassessment and review.

O. Reports to Board of Education and New Jersey Department of Education

The Superintendent shall report two times each school year at a public hearing all acts of harassment, intimidation, and bullying in accordance with the provisions of N.J.S.A. 18A:17-46. The information shall also be reported to the New Jersey Department of Education in accordance with N.J.S.A. 18A:17-46. The information reported shall be used to grade each school and each district in accordance with the provisions of N.J.S.A. 18A:17-46. The grade received by a school and the district shall be posted on the homepage of the school’s website and the district’s website in accordance with the provisions of N.J.S.A. 18A:17-46. A link to the report that was submitted by the Superintendent to the Department of Education shall also be available on the school district’s website. This information shall be posted on the websites within ten days of receipt of the grade for each school and the district.

P. Reports to Law Enforcement

Some acts of harassment, intimidation, and bullying may be bias-related acts and potentially bias crimes and school officials must report to law enforcement officials either serious acts or those which may be part of a larger pattern in accordance with the provisions of the Memorandum of Agreement Between Education and Law Enforcement Officials.

Q. Collective Bargaining Agreements and Individual Contracts

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Nothing in N.J.S.A. 18A:37-13.1 et seq. may be construed as affecting the provisions of any collective bargaining agreement or individual contract of employment in effect on the Anti-Bullying Bill of Rights Act’s effective date (January 5, 2011). N.J.S.A. 18A:37-30.

R. Pupils with Disabilities

Nothing contained in N.J.S.A. 18A:37-13.1 et seq. may alter or reduce the rights of a pupil with a disability with regard to disciplinary actions or to general or special education services and supports. N.J.S.A. 18A:37-32.

The school district shall submit all subsequent amended Harassment, Intimidation, and Bullying Policies to the appropriate Executive County Superintendent of Schools within thirty days of Board adoption.

N.J.S.A. 18A:37-13 through 18A:37-32

N.J.A.C. 6A:16-7.1 et seq.; 6A:16-7.9 et seq.

Model Policy and Guidance for Prohibiting Harassment, Intimidation, and Bullying on School Property, at School-Sponsored Functions and on School Buses – April 2011

OFFICE OF CIVIL RIGHTS

Parents or pupils not satisfied with the resolution of an allegation of harassment/bullying by the school district official or the Board may request the Office of Civil Rights (OCR) of the United States Department of Education to investigate the allegations. The district’s general statement of discipline is found in Policy and Procedures.

PARENTAL RIGHTS

Wildwood School District recognizes that the parents of each child are ultimately responsible for the care and custody of that child, and that both parents share that responsibility equally. The District recognizes as well, that when only one parent has legal custody of a child, the custodial rights and responsibilities of the other parent may be limited. Copies of restraining orders or custody orders must be presented to the building principal in order to be enforced. Model Notification of Rights under FERPA for Secondary Schools

The Family Educational Rights and Privacy Act (FERPA) afford parents and students over 18 years of age ("eligible students") certain rights with respect to the student’s education records. These rights are:

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

(2) The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate.

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Parents or eligible students may ask the school to amend a record that they believe is inaccurate. They should write the School principal [or appropriate school official], clearly identify the part of the record they want changed, and specify why it is inaccurate. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

(3) The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.

A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. [Optional] Upon request, the School discloses education records without consent to officials of another school district in which a student seeks or intends to enroll. [NOTE: FERPA requires a school district to make a reasonable attempt to notify the parent or student of the records request unless it states in its annual notification that it intends to forward records on request.]

(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School District to comply with the requirements of FERPA.

The name and address of the Office that administers FERPA are:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202-5901

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CHILD ABUSE AND NEGLECT REPORTING, NJ LAW MISSING, ABUSED AND NEGLECTED CHILDREN

The board of education believes that a child's physical and mental wellbeing must be maintained as a prerequisite to the achievement of the New Jersey Student Learning Standards. The board therefore believes that it is important to identify and investigate suspected incidents involving missing, abused or neglected children immediately. The school district will cooperate with the New Jersey Division of Child Protection and Permanency (DCP&P) and law enforcement authorities in identifying and reporting all such cases, whether institutional or non-institutional.

In order to increase awareness of the signs and symptoms of missing, abused and neglected children and cause employees, volunteers and interns to be better informed on all aspects of missing, abused and neglected children, the board directs the chief school administrator to provide information and in-service training on these subjects to all school employees, volunteers and interns. Specifically, this training shall include information on the district's policies and procedures for reporting allegations of missing, abused, or neglected child situations. All new employees, volunteers and interns shall receive the required information and training as part of their orientation.

Liaisons to DCP&P and Law Enforcement Authorities

The chief school administrator shall designate a staff member or staff members who shall act as liaison between DCP&P and the district. The liaison shall facilitate communication and cooperation between the district and/or the school and DCP&P and act as primary contact between the schools and DCP&P.

The chief school administrator shall also designate a staff member or staff members who shall act as liaison between law enforcement authorities and the district. The liaison shall facilitate communication and cooperation between the district and law enforcement authorities and act as primary contact between the school and law enforcement.

Reporting Procedures

The chief school administrator is directed to develop procedures for compliance with statutory requirements that suspected incidents of potentially missing, abused and neglected children be reported. The following procedures shall apply:

A. All staff members, volunteers and interns having contact with pupils are required to report directly and immediately to DCP&P all incidents of alleged missing, abused and neglected children. The person having reason to believe that a child may be missing or may have been abused or neglected may inform the principal or other designated school officials prior to notifying DCP&P if the action will not delay immediate notification. Employees, volunteers and interns shall not be required to obtain confirmation by another person to report a suspected missing, abused or neglected child situation;

B. The person notifying DCP&P shall inform the principal or other designated school officials

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of the notification, if this was not done prior to notifying DCP&P. The principal or other designated school officials should not be given this notification if the person making the notification believes that it would likely endanger the reporter or student involved or result in retaliation against the student or in discrimination against the reporter with respect to his or her employment;

C. The principal shall notify the law enforcement authorities of incidents of potentially missing, abused, or neglected child situations. Law enforcement authorities shall be notified about all reports by employees, volunteers, or interns working in the school district. Procedures for the notification of the law enforcement authority shall be consistent with the district Memorandum of Agreement (see board policy 1410 Local Units);

D. The principal shall ensure that all involved staff cooperate with DCP&P and law enforcement authorities in all investigations of potential missing, abused, or neglected children including facilitating:

1. Accommodations permitting investigators to interview the student in the presence of the school principal or other designated school official. If the student is intimidated by the presence of the school representative, the student shall be requested to name an employee, volunteer, or intern he or she feels will be supportive to be present during the interview; 2. Interviews by scheduling time with any employee, volunteer, or intern who may have information relevant to the investigation; 3. The release of all records of the student who is the subject of the investigation that are deemed relevant to the assessment or treatment of a potentially missing, abused, or neglected child; 4. The maintenance, security, and release of all confidential information about potential missing, abused, or neglected child situations; 5. The release of the student to child welfare authorities while school is in session when it is necessary to protect the student or take the student to a service provider. This removal shall take place only after the principal or his or her designee has been provided, either in advance or at the time removal is sought, with appropriate documentation that DCP&P has already removed, or has appropriate authority to remove, the student from his or her home; 6. The transfer to another school of a student who has been removed from his or her home by DCP&P for proper care and protection (see board policy 5118.2 Foster Care and Educational Stability).

Due Process

Due process rights will be provided to school personnel, volunteers or interns who have been reassigned or suspended as a result of an accusation of child abuse or neglect. Temporary reassignment or suspension of an employee, with pay, volunteer or intern named as a suspect in an act of child abuse or neglect shall occur if there is reasonable cause to believe that the life or health of the alleged victim or other student is in jeopardy due to continued contact between the employee, volunteer or intern and a student. Due process rights shall include notice of the

123 proposed suspension and a pre-suspension opportunity to respond.

If abuse is found, resulting from a single incident occurring in the school district, the chief school administrator shall be available to meet with the Department of Children and Families, which may request that the chief school administrator create a corrective action plan. The plan may include, but shall not be limited to, action to be taken with respect to a teacher, intern, employee, volunteer or other staff member to assure the health and safety of the alleged victim and other children and to prevent future acts of abuse or neglect. Within 30 days of the date the Department requested the remedial plan, the chief school administrator shall notify the Department in writing of the progress in preparing the plan. The chief school administrator shall complete the plan within 90 days of the date the Department requested the plan.

If the child abuse or neglect is the result of several incidents occurring in the school district, within 30 days of receipt of the report of child abuse or neglect, the Department of Children and Families may request that the chief school administrator make administrative, personnel or structural changes within the district.

Records

All information regarding allegations of potentially missing, abused, or neglected children reported to authorities about an employee, volunteer, or intern working in the school district shall be considered confidential and may be disclosed only as required to cooperate in investigations. Records pertaining to such information shall be maintained in a secure location separate from other employee personnel records and accessible only to the school district chief school administrator or his or her designee

All references to a notification to the designated DCP&P caseworker of a potential missing, abused, or neglected child situation involving a school district employee shall be removed from employee personnel records immediately following the receipt of an official notice from DCP&P that such allegations were unfounded.

Suicide Reporting

The board is committed to supporting State efforts to improve the information available to both professionals, who are in contact with youth at risk of suicide, and families at risk; identify and provide suitable intervention services to reduce the incidence of suicide; and educate youths and families at risk about the resources available for suicide prevention and intervention about youths who attempt suicide.

Therefore, in compliance with law (N.J.S.A. 30:9A-24 and N.J.A.C. 6A:11-1) school district employees, volunteers, or interns with reasonable cause to suspect or believe that a student has attempted or completed suicide, shall report the information to the Department of Children and Families. The information shall be reported in the form and manner prescribed by the Department of Children and Families.

The information contained in the report to Department of Children and Families shall not be

124 considered a public record, but the division may aggregate the data for the purpose of preparing an annual report. The reporter shall not be required to identify the student or youth by name or other unique identifier, but may be required to supply non-identifying demographic information about the student or youth, other attempts made by the student or youth and the response or referral made to deal with the incident.

Any person who reports an attempted or completed suicide shall have immunity from any civil or criminal liability on account of that report, unless the person has acted in bad faith or with malicious purpose.

Protection from Reprisal or Retaliation

The board assures all school personnel and volunteers that no one will be discharged from employment or discriminated against in any way as a result of making in good faith any reports of child abuse and neglect. Reprisal or retaliation against any person who, in good faith, reports or causes a report to be made of a potential missing, abused or neglected child situation is prohibited.

Staff members, volunteers or interns shall not be required to disclose, or be penalized for the failure to disclose, any information which would be privileged according to law (N.J.S.A. 2A:84A-18 through -23).

A DCP&P screener will ask you clarifying questions to help determine the best response to the situation you are reporting. NOT all reports result in a field investigation by DCP&P. The screener may determine that only a family service assessment is required. If a child protection investigation is called for, DCP&P is required to investigate in a timely manner, and if necessary, arrange for protection of the child and treatment of the parent (s) and child. In such a case, the DCP&P worker acts both as an investigator and helper. Upon receiving a report of child abuse or neglect, a DYFS caseworker shall investigate the allegations and take the necessary action to insure the safety of the child, which may include a request for assistance from law enforcement officials. Adopted: 20 August 2003 Revised: 15 March 2017 Revised: 16 August 2017 Notifying law enforcement agency

DCP&P must forward information about substantiated abuse or neglect to the local police or law enforcement agency. The report should contain:

● Names and addresses of the child and his parent, guardian, or other person having custody. ● If known, child’s age ● Nature and possible extent of injuries; any evidence of prior injury ● Any other information that might be helpful Continued Involvement of Reporter

If you report child abuse or neglect, you may possibly have ongoing responsibilities such as:

• Reporting to appropriate school administrator and complying with board policy

• Acting as a support person for the child or young person during interviews.

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• Attending a case conference.

• Participating in case planning meetings.

• Continuing to monitor the child's or young person's behavior in relation to ongoing harm.

• Providing written reports for case planning meetings or court proceedings.

What if I’m wrong?

Anyone who makes a report of suspected child abuse or neglect in good faith is immune from any liability, civil or criminal, that might otherwise be incurred or imposed. Not every case of suspected child abuse or neglect will be clear. It is important to remember that if we are to err, we need to err on the side of the child. If there is reasonable cause to believe that a child has been abused or neglected, you must report it to DCP&P.

Challenging situations

You may face challenging or uncomfortable situations in which you suspect child abuse or neglect.

Examples:

• Student abuse of another student

• Perpetrator is an adult working in the school

• The source of the information about abuse or neglect is a child, or a child’s friend whose creditability is questionable. In any of these cases, use your judgment and ask yourself if you have reasonable cause to believe…. If the answer is yes, call DCP&P. Do not delay. Call DCP&P immediately. DCP&P will investigate and determine the credibility of the report. Anytime, anywhere, anyone…CALL DCP&P at 1-877-652-2873 to report suspected abuse or neglect of a child.

It is NOT your job to investigate.

It is not your job to decide if the abuse or neglect is a police matter. You are not trained on the subtleties of evaluating a case of suspected child abuse or neglect, such as:

● Determining the age of a bruise or how it occurred, ● The right questions to ask, ● Appropriate non-accusatory interviewing skills regarding sexual molestation and abuse. You should not ask leading questions or fill in statements for the child. The incident is best conveyed in the child’s own words.

The educator’s role is to ask non-leading, general questions that will provide DCP&P with enough information to determine if an investigation is warranted, and to report the suspected abuse or neglect. After the Report

After the report, schools can be involved in providing support programs for the child, parents, and family.

Child Abuse and Neglect Reporting Folder

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It is advisable to create and maintain a Child Abuse and Neglect Reporting Folder that includes all of the information and tools you need to report child abuse or neglect and find answers to any questions you have. You will be prepared if you confront suspected abuse or neglect.

Suggested Folder Contents:

√ Important Phone Numbers

The Office of Child Abuse Control toll-free 24/7 hotline: 1-877-NJSAUSE. List of other NJ DYFS and Department of Human Services Hotlines such as the Family Helpline, the Division’s Action Line, and the Safe Haven Infant Protection Hotline. There is also a place to record the phone number of your local DCP&P district office. Enter the number when creating your folder.

√ Reporting Form Reporting Form that includes a place to enter pertinent information about the child, family, and suspected abuse or neglect.

√ Report Record The form also includes a Report Record for your files. This record includes:

• The date and time that you called DCP&P

• The number that you called

• The name of the person to whom you spoke

• Details about your phone conversation

This is a very important step in documenting your call to report abuse or neglect.

√ Signs of Child Abuse and Neglect Reference Document

Board of Education Child Abuse and Neglect Policy

Another document to place in your folder is your Board of Education’s current Child Abuse and Neglect Policy. Obtain a copy from your Board of Education and review it carefully. The Board of Education policy should address reporting procedures, identify a DYFS liaison, and outline plans for regular staff training on child abuse and neglect. RECOGNIZING SIGNS OF CHILD ABUSE AND NEGLECT: ROLE OF EDUCATORS

Educators need to be able to recognize key signs of child abuse and neglect so that they can help a child in need. There are some characteristic physical and behavioral indicators or different categories of abuse and neglect that you can look for.

Signs of Physical Abuse

Signs of physical abuse include visible unexplained bruises and welts, burns, fractures, or abrasions. The injuries can be anywhere on the body, including the face. They may be clustered or on several different surface areas and may appear regularly after a weekend or absence. A child who is physically abused may be: • Wary of adult contacts • Apprehensive when other children cry

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• Prone to behavioral extremes such as aggressiveness or withdrawal • Frightened of parents, or • Afraid to go home. Signs of Sexual Abuse A child who has been sexually abused may display nonspecific or specific signs of that abuse. Nonspecific signs can include sleep disturbances, abdominal pain, or urinary incontinence. Nonspecific emotional behaviors can include: • Poor peer relationships • Delinquency or running away • Not wanting to go home • A drop in school performance • Mood swings and acting out Withdrawal, fantasy, or infantile behavior Nonspecific signs may also indicate physical or emotional abuse or may be signs of stress unrelated to abuse. More specific signs and symptoms of sexual abuse include: • Difficulty in walking or sitting • Torn, stained, or bloody underclothing • Pain or itching in genital area • Bruises or bleeding in external genitalia, vaginal, or anal areas • Sexually transmitted diseases, especially in preteens, or pregnancy • More specific emotional behaviors might include: • Bizarre, sophisticated, or unusual sexual behavior or knowledge • Excessive masturbation • Sexual acting out • Promiscuity A child may report a sexual assault by a caretaker or someone he or she trusts. Signs of Emotional Abuse • An emotionally abused child may show physical signs such as: • Habit disorders (sucking, biting, rocking, etc.) • Conduct disorders (antisocial, destructive, etc.) • Neurotic traits (sleep disorders, inhibition of play)

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• Psychoneurotic reactions (hysteria, obsession, compulsion, phobias, (Hypochondria) • Speech disorders • Lags in physical development • Failure to thrive • The emotionally abused child may display • Behavior extremes: - Compliant, passive - Aggressive, demanding • Overly adaptive behavior: -Inappropriately adult - Inappropriately infant • Developmental lags (mental, emotional), or • Attempted suicide Signs of Physical Neglect A child who is physically neglected may present with: • Constant hunger, poor hygiene, inappropriate dress • Consistent lack of supervision, especially in dangerous activities or long periods • Unattended physical problems or medical needs • Evidence of abandonment. • The child’s emotional behavior may include: • Begging, stealing food • Extended stays at school (early arrival and late departure) • Constant fatigue, uselessness, or falling asleep in class • Alcohol or drug abuse • Delinquency (e.g., thefts). The child may report that there is no care given. Notes on recognizing signs of child abuse or neglect None of the signs prove child abuse or neglect exists; however, when these signs appear repeatedly or in combination with one another, a closer look may be needed. Parent and child interaction

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The following signs of possible child abuse or neglect may be noted in parent and child interaction. Problems may be present when they: • Rarely look at each other • Consider their relationship entirely negative or state that they do not like each other. • Parent Behaviors In parents, signs of child abuse or neglect may include: • Showing little concern for the child, rarely responding to the school’s or teacher's request for information or conferences • Denying existence of, or blaming child for, the child’s problems in school or at home • Using harsh physical discipline if the child misbehaves • Seeing the child as entirely bad, worthless, or burdensome • Demanding perfection or a level of physical or academic performance the child cannot achieve • Looking primarily to the child for care, attention, and satisfaction of emotional needs.

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FORMS

Section 5

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WILDWOOD PUBLIC SCHOOLS 4300 PACIFIC AVENUE WILDWOOD, NJ 08260

REQUEST TO USE THE SCHOOL FACILITIES

DATE OF REQUEST______RESPONSIBLE PERSON______

GROUP OR ORGANIZATION______PHONE______

WHAT IS THE PURPOSE/TYPE OF EVENT ______

DATE & TIME REQUESTED DATE______TIME______

IDENTIFY BUILDING & AREA TO BE USED ______

IF REQUESTING CAFETERIA, PLEASE INDICATE IF YOU WILL REQUIRE USE OF THE KITCHEN EQUIPMENT (i.e. serving equipment, ovens, etc.)

WHAT WILL BE NEEDED FROM THE BUILDING & GROUNDS DEPARTMENT?

______TABLE(s) _____ PODIUM ______SCREEN LOWERED

OTHER______

AUDIO VISUAL NEEDS:

SUBMIT A TECH CREW ASSISTANCE FORM

TECHNOLOGY NEEDS:

______LCD PROJECTOR ______LAPTOP ______OTHER

PERMISSION GRANTED______PRINCIPAL SIGNATURE This form must be submitted NO LATER THAN FIVE WORKING DAYS PRIOR to use of the building. Please complete and submit form to Sue Clement for Administrator approval.

NOTE: The master calendar of use for the high school and middle school is with Sue Clement.

Signature of person responsible for area being used ______

Filed with Business Office: ______Date: ______Forwarded to Buildings & Grounds_____ Forwarded to A/V(Laigaie) ______Forwarded to Cafeteria: ______Forwarded to I/T (Hess) ______

6-24-16 PLEASE RETURN COMPLETED FORM TO SUE CLEMENT

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WILDWOOD PUBLIC SCHOOLS ANNOUNCEMENT FORM

______HIGH SCHOOL ______MIDDLE SCHOOL ______BOTH Date Submitted: ______Submitted By: ______Date(s) on which announcement is to be read: DAY DATE AM/PM ______MESSAGE: ______

APPROVED: ______, Administrator Signature

MUST BE SIGNED BY AN ADMINISTRATOR

AND GIVEN TO THE PRINCIPALS’ SECRETARY

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WILDWOOD PUBLIC SCHOOLS Teacher______DISCIPLINE REFERRAL FORM Please PRINT all information legibly Date ______

STUDENT NAME______GRADE______Time of Incident______Location______Description of Incident ______Staff Witnesses______Student Witnesses______

PREVIOUS CORRECTIVE STEPS (check all that apply) _____warning _____parent contact _____teacher detention _____guidance referral _____I & RS referral _____CST referral

------ADMINISTRATIVE ACTION(S) – office use only Incident Code Number(s)______Conference with student _____Administrative Warning _____Parent Contact ______Person contacted Number Called _____Left Message ______Date and Time DISCIPLINARY CONSEQUENCES _____Office Detention (30) _____Administrative Detention (60) Date(s) ______Date(s) ______Internal Suspension _____External Suspension Number of days______Number of Days______Date(s) ______Date(s) ______Activity Restriction/Assigned Dates______Charges Filed _____Violence/Vandalism Incident Comments______

Returning Conference

Person(s) attending______Date______Administrator______Rev. 7/29/2013

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WILDWOOD PUBLIC SCHOOLS WILDWOOD, NEW JERSEY FIELD TRIP REQUEST

TO BE COMPLETE BY PARENT/GUARDIAN

PLEASE PRINT ALL INFORMATION, EXCEPT SIGNATURES

Date of Trip: School: _ Wildwood HS ______Wildwood MS

Address: (must complete)______

Destination: ______, ______

Departure Time: Return Time: Number of Total From School: ______To School: ______Students: ______Riders: ______

Group: ______Grade: ______

Chaperone In Charge: 1. ______2.______3______

4. ______5. ______No of Substitutes Needed:______

Educational Purpose______(Attach detailed itinerary and note educational procedures, i.e. Lectures, Tours included in visit.) IS TRANSPORTATION REQUIRED? ______yes ______no

Cost: Per Student Per Group Admission : ______

Other: ______

Comments: (Attach all directions or special instructions) ______

Request Submitted Number of Field Trips By: Granted This Year ______

Approved by: Principal:______

Superintendent: ______

Business Administrator/Board Secretary: ______

THIS SECTION TO BE COMPLETED BY TRANSPORTATION COORDINATOR:

Method of Transportation: ______Confirmed by Bus Company______Motor Coach ______School Bus______

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WILDWOOD PUBLIC SCHOOLS 4300 PACIFIC AVENUE WILDWOOD, NEW JERSEY

FIELD TRIP PERMISSION FORM To be completed by parent/guardian

PLEASE PRINT ALL INFORMATION EXCEPT SIGNATURES

Student’s Name ______Grade______

Parent Name

Home Address

______

Home Phone ______Cell

Alternate contact (name and number______

______

I hereby give permission for ______(please print student’s name) to accompany his/her class on an education field trip to (place)______

______date

I understand the rules and expectations for participation in this school trip.

______Parent’s Signature

STUDENT RESPONSIBILITY

I understand the rules and conduct expectations of this field trip.

Student Signature: ______

Please return this permission form to the sponsor at least one (1) week before the scheduled date. Students who do not return this form will not be permitted to participate in the trip. For emergency purposes, it is essential that we are able to contact you while your child is on this field trip.

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WILDWOOD PUBLIC SCHOOLS Wildwood, NJ

Guidance Referral Form Please submit this form to the appropriate counselor: Grades 6-9 – Ms. Care Grades 10-12 – Mrs. Shaw

STUDENT______GRADE ______

REFERRING TEACHER______DATE______

Issue/Concern (check those that apply and provide specific details when possible):

_____sudden decline in academic performance

______

______

_____sudden behavioral change

______

______

_____evidence of physical harm (bruises, cutting, other marks, etc.)

______

______

_____repeated outbursts (anger and/or emotional distress)

______

______

_____sudden excessive absenteeism from class Number of days______

______inappropriate comment(s) that generate concern (depression, bullying, etc.)

______

______

Please note that the referring staff member holds the responsibility for notifying other interested parties (i.e. parents, administration, etc.). Issues involving risk of suicide or bodily harm must be reported immediately directly to the Guidance staff.

Counselor signature: ______Date student seen______

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STUDENT ASSISTANCE PROGRAM REFERRAL FORM

This form is to be used when referring students to the district SAC regarding concerns with anger management, substance abuse or other destructive behaviors for the situations outlined below. Academic and personal/emotional issues should be referred to the school counselor. PRE______POST______Student Name ______

Referral Source______

Student Age ______Grade_____ Home Room ______Date______

The information contained in this form is confidential and will be utilized in compliance with all Federal and State Confidentiality Laws.

Please indicate all repeated behaviors/risk factors that necessitated referral for Student Assistance Program Counseling services.

1.____ Withdrawn, a loner 11 ______Lack of concentration/Impaired memory

2____ Peers express concerns about student 12 ______Fantasizing/daydreaming

3____ Sudden anger & temper 13 ______Erratic behavior day-to-day

*4___ Noticed student bullying others 14 ______Sleeping in class

5____ Defensiveness, mood swings 15 ______Talks freely about drug/alcohol use

*6___ Violent/Frequent Threats to others 16 ______Associates with known drug users

7____ Change in friends/peer group 17 ______Seen gambling/smoking/using drugs

8____ Sudden unexplained 18 ______Discusses alcohol/drug use in home popularity/unpopularity *19 ______Noticed cut marks/burns on arms/legs 9____ Time disorientation

10____ Hyperactivity

ITEMS MARKED WITH A STAR NEED IMMEDIATE ATTENTION! NOTIFY APPROPRIATE SCHOOL PERSONNEL IN ADDITION TO SUBMITTING THIS FORM.

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WILDWOOD PUBLIC SCHOOLS 4300 Pacific Avenue Wildwood, NJ 08260 Phone (609) 522-7922 Fax (609) 522-7914 TEACHER REFERRAL FOR INTERVENTION (SCREENING) ON POSSIBLE SUBSTANCE ABUSE NJAC 18a: 40a-12 Any professional staff member to whom it appears a pupil may be under the influence of alcoholic beverages or other drugs on school property or at a school function shall report the matter as soon as possible to the Principal or designated official. By law, all reporting professionals are free from civil liabilities when making a referral in good faith.

Note: A student who is exhibiting on-going behavior(s) that create concern regarding substance abuse but exhibits no signs of currently being “under the influence” should be referred to the SAC using the “Student Assistance Referral” form.

STUDENT NAME ______GRADE ______

Referred by ______Date ______Please check any behaviors exhibited by the student:

______smelling of alcoholic beverage ______sudden outbursts

______smelling of marijuana ______possession of alcohol

______glassy/bloodshot eyes ______possession of drugs

______dilated pupils ______possession of paraphernalia

______pupils constricted ______wearing drug symbols

______slush speech ______mood swings

______staggering ______confused/disoriented

______sleeping./drowsiness ______euphoria (high spirits)

______hyperactive ______paranoia

______lack of concentration ______other

______impaired memory NOTE: Referral By a Staff member is a professional recommendation to explore whether substance abuse may be impairing a student’s school performance (NJAC 18A:40A0-12) Staff Signature ______Referral received by ______Date______

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WILDWOOD PUBLIC SCHOOLS Wildwood, New Jersey 08260

CLASSROOM VIDEO PRESENTATION APPROVAL FORM

______High School ______Middle School ______Both

Video Title: ______

Teacher: ______Course Title: ______

Date Submitted: ______Date(s) video is to be shown: ______

Period(s) video is to be shown: ______Time length per showing: ______

Educational value to course content: ______

______

______

______

______

Student learning activities as a result of viewing: ______

______

______

______

Plan for absent students: ______

______

______

Approved: ______Mr. Hickman /High School Mrs. Clevenger/Middle School

MUST BE SIGNED BY APPROPRIATE ADMINISTRATOR PRIOR TO ADDING TO LESSON PLANS

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STUDENT ASSISTANCE PROGRAM REFERRAL FORM

This form is to be used when referring students to the district SAC regarding concerns with anger management, substance abuse or other destructive behaviors for the situations outlined below. Academic and personal/emotional issues should be referred to the school counselor. PRE______POST______Student Name ______Referral Source______

Student Age ______Grade______Home Room ______Date______The information contained in this form is confidential and will be utilized in compliance with all Federal and State Confidentiality Laws.

Please indicate all repeated behaviors/risk factors that necessitated referral for Student Assistance Program Counseling services. 1.____ Withdrawn, a loner 11 ______Lack of concentration/Impaired memory

2____ Peers express concerns about student 12 ______Fantasizing/daydreaming

3____ Sudden anger & temper 13 ______Erratic behavior day-to-day

4___ Noticed student bullying others 14 ______Sleeping in class

5____ Defensiveness, mood swings 15 ______Talks freely about drug/alcohol use

*6___ Violent/Frequent Threats to others 16 ______Associates with known drug users

7____ Change in friends/peer group 17 ______Seen gambling/smoking/using drugs

8____ Sudden unexplained 18 ______Discusses alcohol/drug use in home popularity/unpopularity 19 ______Noticed cut marks/burns on arms/legs 9____ Time disorientation

10____ Hyperactivity

Choose the top three behaviors you feel are impacting the student and rate each on the following scales: 1 = minor problem 5 = area of some concern 10 = severe problem

Item # _____ 1 2 3 4 5 6 7 8 9 10 ______1 2 3 4 5 6 7 8 9 10 ______1 2 3 4 5 6 7 8 9 10 ______

Please write any additional comments on the back. Please submit this form to the school SAC (office is located in WHS nursing suite) Thank you.

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WILDWOOD PUBLIC SCHOOLS Wildwood, New Jersey 08260

REQUEST FOR PERMISSION TO CONDUCT A FUND RAISING ACTIVITY

******This form must be approved prior to commencing any fundraising activity. ******

Teacher/Advisor ______Club/Organization______

School ______(HS, MS, or Both) Phone Extension ______

Date of Fundraiser______Type of Activity______

Purpose for which Raised Funds are to be used ______

Plans for Advertising (i.e. newsletter, flyer, public announcement, etc).______

______

Will this be taking place on school grounds? Yes ______No ______

Will there be funds needed to purchase merchandise before the start of the fundraiser?

Yes______No ______If yes, indicate $ amt.______

Source of funds______

Please attach product literature for merchandise to be purchased for fundraiser.

Would you like this fund raising activity to be posted on the District Website? Y or N

______Teacher/Advisor Signature Date

______

To Be Completed by Building Administrator

Approved ______Not Approved ______

______Assistant Principal Date

______Building Principal Date

______Superintendent Date

MBC:sc

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Wildwood High School/Middle School 4300 Pacific Avenue Wildwood NJ, 08260 Phone: (609)522-7922 FAX: (609) 522-7914 Visit our school web page at http://wildwooddistrict.org

Marking Period/Report Card Schools

November 1, 2018- 1st marking period ends November 7, 2018 – (HS) mail to parents (MS) distributed at Conferences January 18, 2019 – 2nd marking period ends January 25, 2019 – mail to parents March 29, 2019 – 3rd marking period ends April 3, 2019 – mail to parents June 6, 2019 – 4th marking period ends June 17, 2019 – mail to parents

State Testing Dates

PARCC MS/HS TBA – Between April 8, 2019 and May 28, 2019 Access Ell – TBA

NJSLA-S - HIGH SCHOOL SCIENCE TBA - Between May 6, 2019 and June 6, 2019 NJSLA-S - MIDDLE SCHOOL SCIENCE TBA – Between May 6, 2019 and June 6, 2019

ASVAB - November 27, 2018 and November 29, 2018

PSAT – October 10, 2018 (Wildwood)

SAT – October 6, 2018 (Wildwood), December 1, 2018 (Wildwood), June 1, 2019 (Wildwood)

ACT – TBA

AP – TBA – May, 2019

BACK TO SCHOOL NIGHT

Middle/High School – Tuesday, September 12, 2018 6:00 pm

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WILDWOOD PUBLIC SCHOOLS Wildwood, New Jersey 08260 STAFF EMAILS AND VOICE MAIL EXTENSIONS 2018-2019

Teacher Subject /Area Email Address Ext. Akeret, D. Student Assistance Counselor [email protected] 2433 Angelastro, R. MS Science [email protected] Bauer, C. HS Special Ed. [email protected] 2304 Belasco, K. MS/HS Language Arts [email protected] 2315/ 2206 Benkovick, K. MS Math [email protected] 2212 Blanda, T. MS Math [email protected] 2205 Brenner, D. Learning Consultant [email protected] 2436 Library wwschools.org 2462 Campbell HS History [email protected] 2322 Carabello, B. MS/HS PE/HLTH [email protected] 2121 Care, T. Guidance Counselor 6-9 [email protected] 2420 Carfagno, D. MS Math [email protected] 2213 Cianci, S. HS Mathematics [email protected] 2302 Clarke, J. HS History/ [email protected] 2410/ Special Education 2304 Clement, S. Secretary, HS Office [email protected] 2451 Clevenger. M. Assistant Principal [email protected] 2421 Collier, C MS Basic Skills [email protected] 2207 Crane, M. HS Industrial Arts [email protected] 2106 Cunniff, T. MS Sp. Ed. [email protected] 2209 Dillon, C. MS/HS PE/HLTH [email protected] 2121 Drabkoski, B. HS Special Ed [email protected] 2324 Esteban, A. MS Special Ed. [email protected] Flanigan, S. MS Language Arts [email protected] 2214 Fritz, C. Nurse [email protected] 2431 Gable, L. MS Special Education [email protected] 2207 Garnett, A. Secretary, Guidance [email protected] 2416 Grace, S. MS Computer Technology [email protected] 2202 Graves, S HS History [email protected] 2306 Haflin, C. HS Science [email protected] 2319 Hall, K. ISS [email protected] 2224 Hanna, J. MS Special Ed [email protected] 2210 Harshaw, L. MS/HS PE/Health [email protected] 2121

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Haugh, D. HS Mathematics [email protected] 2305 Heraux, B. MS English LA [email protected] 2207 Hickman, M. Asst. Principal/ AD [email protected] 2450 Hernandez, S. Guidance Secretary [email protected] 2415 Hills, W. Security [email protected] 2490 Howard, A. HS Science [email protected] 2316 James, P. HS Mathematics [email protected] 2304 Jones, J. MS Special Education [email protected] 2209 King, S. HS French [email protected] 2311 Laigaie, A. MS/HS Music [email protected] 2105 Laurenzi, E. HS Science [email protected] 2320 Lemma, T. 21st Century Coordinator [email protected] 2424 Lerch, S MS Special Education [email protected] 2203 Loomis, K HS History [email protected] 2308 Long, M. Secretary, MS Office [email protected] 2421 Loper, J. HS History [email protected] 2307 Lucas, P. HS Spanish [email protected] 2309 MacDonald, D. HS Mathematics [email protected] 2303 Martin, A. MS Special Education [email protected] 2236 Mayer, K. MS Science [email protected] 2204 McChesney, M. Speech Therapist [email protected] 2432 McGaffney, R. Supervisor CST [email protected] 2425 McMaster, H. MS/HS PE/Health [email protected] 2121 McNeal-Silnicki, S. Secretary, Principal’s office [email protected] 2461 Morey, E. HS English/Sp. Ed. [email protected] 2313 Mormello, W. MS/HS Art [email protected] 2104 Nicely, P. Secretary, Attendance Office [email protected] 2229 Noon, J. Secretary, CST [email protected] 2428 Notos, S. MS Special Education [email protected] 2208 Penrose, J. Supervisor/Curriculum [email protected] 2430 Perez, A. Trainer [email protected] 2351 Perez, I. HS ESL [email protected] 2101 Perro, D. HS English [email protected] 2314 Popovick, M HS Special Education [email protected] 2114 Powell, K CST Social Worker [email protected] 2426 Rickert, J. HS Special Education [email protected] 2318 Robinson, T. Hs English [email protected] 2301 Romano, M. HS Mathematics [email protected] 2312 Schaffer, P. Principal [email protected] 2460

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Segin, A. HS Computer Technology/ [email protected] 2310 English Senese, M. HS Mathematics/ [email protected] 2304 Special Education Serano, S. HS Culinary Arts [email protected] 2112 Shaw, M. Guidance Counselor 10-12 [email protected] 2419 Syvarth, C. MS/HS Band [email protected] 2103 Vegelante- MS Science/Social Studies [email protected] 2206 Cooper,G Vogel, R. HS English [email protected] 2321 Vogt, M. CST [email protected] 2435 Zorzi, B HS English [email protected] 2317

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