EMPLOYEE GUIDEBOOK 2018-19
Wilton Public Schools P.O. Box 227 Wilton, Connecticut 06897 (203) 762-3381 Fax (203) 762-2177
Dear Colleagues,
I would like to welcome you to the start of the 2018-2019 school year! To our new staff members we extend a warm welcome and are very happy that you have joined our team!
This employee guidebook provides select policies, guidelines, and district information for all Wilton Public Schools employees. Please take time to read the guidebook carefully and keep it for future reference. All Wilton Public Schools policies and regulations can be found by visiting the district website at www.wiltonps.org and selecting the Board of Education tab.
While parts of this guidebook apply specifically to teaching staff, there are very important portions that apply to all staff members and are provided to ensure that all staff members are aware of key policies and guidelines. All employees are required to review this guidebook and adhere to Board policies and district procedures.
We anticipate a very positive school year and hope that this guidebook will be informative. Please note that the provisions of this guidebook are not intended to create contractual obligations with respect to any matters that are covered, nor is this guidebook intended to create a contract guaranteeing that you will be employed for any specific time period. If you have any questions, please do not hesitate to contact my office or discuss them with your building principal/supervisor.
Thank you for your review of this information. Sincerely, Kevin J. Smith Kevin J. Smith, Ph.D. Superintendent of Schools
TABLE OF CONTENTS
District Information Wilton Public Schools Vision, Theories of Action and Strategic Objectives...... 7 Board of Education Offices ...... 8 Board of Education Members ...... 9 Non Discrimination Statement ...... 10 Contacts...... 11 Our Schools ...... 13 Calendar ...... 14 Cancellations, Delays and Closings ...... 16
General Employment Policies, Procedures and Guidelines Bullying Prevention: Safe School Climate Plan ...... 17 Civility ...... 20 Computer System Acceptable Use...... 21 Connecticut Code & Statement of Professional Responsibilities ...... 22 Controversial Issues in the Curriculum ...... 26 Email Communication ...... 26 Email Retention Guide for Teachers ...... 31 Employee Conduct ...... 32 Field Trips ...... 33 Food Allergies – Management Plan ...... 33 Hate Based Conduct ...... 34 Hazing ...... 35 Lockdown ...... 36 Religious Matters ...... 36 Reports of Suspected Abuse ...... 39 Sexual Abuse Prevention Training ...... 46 Sex Discrimination and Sexual Harassment ...... 47 Staff/Student Interaction ...... 49 Staff /Student Non-Fraternization ...... 51 Social Networking ...... 52 Student Responsible Use of District Technology ...... 53 Toileting ...... 53 Tutoring...... 53 Wilton Public School Statement of Professional Responsibilities ...... 54
Resources AESOP/Attendance Management ...... 55 Gmail ...... 56 PowerTeacher ...... 57 Payroll Services ...... 57 School Messenger ...... 61 Teacher Evaluation and Support Plan ...... 62
5
TEAM ...... 64 Instructional Leaders ...... 65 Technology ...... 67
Substitute Information ...... 71
Appendices FERPA ...... 77 FOIA ...... 78 FMLA ...... 79 EMPLOYEE ASSISTANCE ...... 80 ACRONYMS ...... 81
6
All Wilton graduates will be innovators, collaborators and creative and critical thinkers who are high achieving, socially responsible, civic-minded and have internalized the virtues of compassion and empathy. Our instructional program will meet the demands of a globally interconnected society by providing a rigorous and comprehensive, holistic educational experience. As a result, Wilton Public Schools will be recognized as a premier, dynamic, learner- focused district that leads the nation in educational excellence.
Strategic Objectives Theories of Action
If the district adopts a Create trusting, respectful, and supportive personalized, student-centered relationships with students and families. approach to teaching and learning, then all students will acquire the knowledge, skills, and dispositions Use the principles of Universal Design for needed for success in the 21st Learning (UDL) to develop curricula and Century. instructional framework.
Design and implement high quality performance assessments. If teachers possess the knowledge, skills, and dispositions to:
Create high quality
classroom assessments that
are clear, relevant, and
designed for success
Engage in collaborative Create high functioning Instructional inquiry and problem Effectiveness Teams (IETs) in each school for solving using district and each subject area. classroom assessment
Develop instructional plans that meet the needs of all students Then student academic growth will be higher than average and 7 less variable across classroom, schools, and subject areas.
BOARD OF EDUCATION OFFICES
Superintendent of Schools Kevin J. Smith, Ph. D. Email: [email protected] Administrative Assistant Lucille DeNovio Extension 8318
Assistant Superintendent Charles A. Smith, Ed. D. Curriculum and Instruction Extension 8322 Email: [email protected] Administrative Assistant Laurie Getner Extension 8317
Assistant Superintendent Andrea Leonardi Special Services Extension 8327 Email: [email protected]
Assistant Director of Sharon DeAngelo Special Services Extensions:3252/ SPED Administrative Assistant(s) Lori Godin Extension 8312 Michelle Kelly Extension 8315
Director of Human Resources Maria Coleman and General Administration Extension 8324 Email: [email protected] Administrative Assistant(s) Traci De Angelis Extension 8328 Erika Cross Extension 8311
Director of Finance Anne Kelly-Lenz Extension 8336 Email: [email protected] Business Office Manager Maryann Salvato Extension 8314 Payroll Sokki Polito Extension 8313 Charissa McWilliams Extension 8337 General Accountant Rose Anderson Extension 8330
Data, Analytics, Assessment Mathew W. Hepfer Officer Extension 8323 Email: [email protected]
Director of Digital Learning Fran Kompar 8
Extension 8341 Email: [email protected]
Director of Technology Erik Haakonsen Extension 8310 Email: [email protected] Administrative Assistant Helaine Walker Extension 8326
Facilities Supervisor Chris Burney Extension 8332 [email protected] Executive Secretary Thais Majeski Extension 8332
Supervisor of Custodial Jose Figueroa And Maintenance Services Extension 6232 Email: [email protected]
Transportation/Secretary Fran Williams Extension 8295
BOARD OF EDUCATION MEMBERS
Email: [email protected]
Christine Finkelstein, Chairman Glenn Hemmerle
Laura Schwemm, Vice Chairman Gretchen Jeanes
Lory Rothstein, Secretary Deborah Low
9
STATEMENT OF NON-DISCRIMINATION
The Wilton Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, ancestry, disability (including pregnancy), genetic information, or gender identity or expression, except in the case of a bona fide occupational qualification.
It is the policy of the Wilton Board of Education that any form of discrimination or harassment prohibited by state or federal law is prohibited, whether by students, board employees or third parties subject to the control of the board. The board’s prohibition of discrimination or harassment in its educational programs or activities expressly extends to academic, nonacademic and extracurricular activities, including athletics. It is also the policy of the Wilton Board of Education to provide for the prompt and equitable resolution of complaints alleging any discrimination.
The following person has been designated to handle inquiries regarding the Board’s non-discrimination policies:
Director of Human Resources and General Administration 395 Danbury Road, Wilton, CT 06801 (203) 762-3381
The Board’s Title IX Coordinator is:
Director of Human Resources and General Administration 395 Danbury Road, Wilton, CT 06801 (203) 762-3381
The Board’s Section 504/ADA Coordinator is:
Assistant Superintendent for Special Services 395 Danbury Road, Wilton, CT 06801 (203) 762-3381
Reference Policy 4118.11
10
WHOM SHOULD I CONTACT…
Attendance/AESOP Erika Cross/Traci DeAngelis Extension 8311 [email protected]
Extension 8328 [email protected]
Ceridian/Self Service Sokki Polito Extension 8313 [email protected]
Certification Erika Cross Extension 8311 [email protected]
Credit Union Tri Town Teachers 203-227-8511 61 Jessup Road www.tritownteachers.org Westport, CT
Curriculum Laurie Getner Extension 8317 [email protected]
Employee Assistance WorkLifeMatters 1-800-386-7055
Employee Benefits Traci De Angelis Extension 8328 [email protected]
Employee ID Badges Thais Majeski Extension 8332 [email protected]
English Language Ellen Murphy Extension 3360 Learners [email protected]
Family Medical Leave Traci De Angelis Extension 8328 [email protected]
News from the Schools Lucille DeNovio Extension 8318 [email protected]
Payroll Sokki Polito Extension 8313 [email protected] PowerSchool and PowerTeacher Joy Filler Extension 8286 [email protected]
Salary Reclassification Maria Coleman Extension 8324 [email protected]
11
School Lunch Program Brian Reynolds Extension 5221 [email protected] School Messenger Lucille DeNovio Extension 8318 [email protected]
Student Classes WHS - Sandi Lund Extension 6202 MB - Jeannie Mangels Extension 5260 CM – Debbie Cowic Extension 4267 MD - Heather Maloney Extension 3282 PreK- Patty Terranova Extension 3290
Substitute Teachers WHS - Christine Collins Extension 6203 MB - Gina Vinci Extension 5247 CM - Debbie Cowic Extension 4267 MD - Marie Jarboe Extension 3289 PreK - Patty Terranova Extension 3290
Substitutes/AESOP Erika Cross Extension 8311 [email protected]
Technology Keith Ryan Extension 8265 Tom Quinn Extension 4318 Joy Filler Extension 8286 Glen Nelson Extension 8275 District Webmaster: Skip Ploss Extension 8326 [email protected]
Transportation Fran Williams Extension 8295 [email protected]
Tuition Reimbursement Erika Cross Extension 8311 [email protected]
12
OUR SCHOOLS
Miller - Driscoll School Phone: 203-762-8678 Preschool - 2 Fax: 203-761-1570
Principal: Kathryn Coon Assistant Principal: Janean Carley Extension 3280 Assistant Principal: Jeremy Cross Extension 3283 Executive Secretary: Heather Maloney Extension 3282
Preschool PPT Facilitator Bernadette Hess Executive Secretary: Patty Terranova Extension 3290
Cider Mill School Phone: 203-762-3351 Grades 3 - 5 Fax: 203-761-0382
Principal: Dr. Jennifer Falcone Assistant Principal: Catherine O’Keefe Extension 4260 Assistant Principal: Lauren Catalano Extension 4261 Executive Secretary: Diane Strickrodt Extension 4266
Middlebrook School Phone: 203-762-8388 Grades 6 - 8 Fax: 203-762-1716
Principal: Lauren Feltz Dean: Jory Higgins Extension 5251 Dean: Damien Whelan Extension 5245 Dean: Toby Kawulicz Extension 5265 Executive Secretary: Karen LaMantia Extension 5246
Wilton High School Phone: 203-762-0381 Grades 9 - 12 Fax: 203-834-0164
Principal: Dr. Robert O’Donnell Associate Principal: Donald Schels Extension 6201 Assistant Principal: Amy Korn Extension 6218 Assistant Principal: Greg Theriault Extension 6220 Director of Athletics: Chris McDougal Extension 6287 Executive Secretary: Kathleen Kessler Extension 6308
13
Wilton Public Schools 2018-19 District Calendar
JULY 2018 4 Independence Day JANUARY 2019 (21) 1 New Year’s Day – S M T W Th F S District Offices Closed S M T W Th F S District Offices Closed 1 2 3 4 5 6 7 5 District Offices Closed 1 2 3 4 5 2 Students Return 8 9 10 11 12 13 14 6 District Offices Closed 6 7 8 9 10 11 12 21 Martin Luther King Jr. Day – No School – District 15 16 17 18 19 20 21 13 14 15 16 17 18 19 Offices Closed 22 23 24 25 26 27 28 20 21 22 23 24 25 26 29 30 31 Days: Teachers/Students 27 28 29 30 31 21/21
AUGUST 2018 27 New Staff Orientation FEBRUARY 2019 (18) 14 Early Release for students Professional Learning S M T W Th F S 28 K-8 Staff Begin S M T W Th F S 15-18 Winter Recess – No 1 2 3 4 29 WHS Staff Begin & 1 2 Convocation School Students, Faculty 5 6 7 8 9 10 11 3 4 5 6 7 8 9 30 Professional Learning & 10 month Staff 12 13 14 15 16 17 18 10 11 12 13 14 15 16 31 Professional Learning 18 Presidents’ Day - 19 20 21 22 23 24 25 17 18 19 20 21 22 23 District Offices Closed 26 27 28 29 30 31 4/0 24 25 26 27 28
18/18
SEPTEMBER 2018 (17) 3 Labor Day MARCH 2019 (21)
S M T W Th F S District Offices Closed S M T W Th F S 4 Students Return 1 1 2 10 Rosh Hashanah No 2 3 4 5 6 7 8 3 4 5 6 7 8 9 School District Offices 9 10 11 12 13 14 15 10 11 12 13 14 15 16 Closed 16 17 18 19 20 21 22 17 18 19 20 21 22 23 19 Yom Kippur No School 24 25 26 27 28 29 30 23 24 25 26 27 28 29 District Offices Closed 30 31 21/21
17/17
OCTOBER 2018 (22) 8 Columbus Day - No APRIL 2019 (17) 15-19 Spring Recess S M T W Th F S school for Students – S M T W Th F S 19 Good Friday – District 1 2 3 4 5 6 Professional Learning Day 1 2 3 4 5 6 Offices Closed
7 8 9 10 11 12 13 7 8 9 10 11 12 13
14 15 16 17 18 19 20 14 15 16 17 18 19 20 21 22 23 24 25 26 27 21 22 23 24 25 26 27 28 29 30 31 28 29 30 23/22 17/17
NOVEMBER 2018 (19) 6 No School for Students MAY 2019 (22) 27 Memorial Day – No S M T W Th F S Professional Learning Day S M T W Th F S School 1 2 3 15-20 K-8 Conferences 1 2 3 4 District Offices Closed
4 5 6 7 8 9 10 Shortened Days 5 6 7 8 9 10 11 21 Shortened Day 11 12 13 14 15 16 17 12 13 14 15 16 17 18 22-23 Thanksgiving Recess 18 19 20 21 22 23 24 19 20 21 22 23 24 25
25 26 27 28 29 30 26 27 28 29 30 31
22/22 20/19
DECEMBER 2018 (15) JUNE 2019 (9) 11 Shortened Day 24 - 31 Holiday Recess S M T W Th F S S M T W Th F S 12 Shortened Day 25 Christmas Day – 1 1 13 Shortened Day District Offices Closed 2 3 4 5 6 7 8 2 3 4 5 6 7 8 scheduled Last Day Students and K-8 Staff 9 10 11 12 13 14 15 9 10 11 12 13 14 15 14 Last Day WHS Staff 16 17 18 19 20 21 22 16 17 18 19 20 21 22
23 24 25 26 27 28 29 23 24 25 26 27 28 29
30 31 30 15/15 9/9
14 Revised 3.29.2018 Approved 4.5.2018
Marking Periods
Grades 6-12 Quarter 1 November 9 45 Days Kindergarten - 5 December 3 Quarter 2 January 25 45 Days March 13 Quarter 3 April 3 46 Days June 13
Quarter 4 June 13 45 Days
School Hours
Cider Mill School 7:40 - 2:15 Middlebrook School 8:20 - 2:50 Wilton High School 8:20 - 2:50 Miller-Driscoll School 9:05 - 3:35
Delayed Opening Shortened Day Early Dismissal/Release Cider Mill School 9:40 - 2:15 Cider Mill School 7:40 - 11:55 WHS/MB 8:20 - 10:30 Middlebrook School 10:20 - 2:50 Middlebrook School 8:20 - 12:30 Cider Mill School 7:40 - 11:30 Wilton High School 10:20 - 2:50 Wilton High School 8:20 - 12:30 Miller-Driscoll School 9:05 - 12:30 Miller-Driscoll School 11:05 - 3:35 Miller-Driscoll School 9:05 - 1:15
Calendar Summary
District Offices Closed* July 4, 5, & 6 Shortened Day November 21 Thanksgiving Recess * November 22-23 New Teacher Orientation August 27 Holiday Recess December 24-29 Start K-8 Teachers August 28 Christmas Day* December 25 Start 9-12 Teachers August 29 New Year’s Day* January 1 Convocation WPS All Staff August 29 School Resumes January 2 Professional Learning Day August 30 Martin Luther King Day* January 21 Professional Learning Day August 31 Early Release – Professional Learning February 14 Labor Day* September 3 February Recess February 15-18 First Day of School - Students September 4 President's Day* February 18 Rosh Hashanah* September 10 Spring Recess April 15-19 Yom Kippur* September 19 Good Friday* April 19 Columbus Day - No School for Students - October 8 Professional Learning Day Memorial Day* May 27 Election Day - No School for Students - November 6 Professional Learning Day Scheduled Last Day - Students June 13
The school calendar allows for 181 days of school in accordance with State Law. If the year must be extended due to emergency closings, the days will be added to the end of the school year. If no such days are used, the last day of school will be June 13, 2019. Regarding High School graduation, by State law, after April 1st, Boards of Education are permitted to establish a graduation date.
15
CANCELLATIONS/CLOSINGS AND DELAYS
If it should become necessary to delay opening or close schools for emergency reasons, an announcement will be sent via School Messenger and broadcast on the local news outlets. Parents, pupils, and staff are strongly urged not to call the schools, police, or Bus Company. Information will also be posted on our website: www.wiltonps.org.
The SchoolMessenger* automated call system will be used to notify all faculty/staff/students of a change in normal operation hours. The opening/closing status will also be posted on the Wilton Public Schools website and also broadcast on local television and radio stations.
The most common reason for unscheduled early dismissals or delayed openings is inclement weather which causes hazardous driving conditions, especially for buses on Wilton roads. In the event of an emergency or weather related early closing, students will be discharged from buildings. Dismissal will begin with Middlebrook/Wilton High School beginning at 10:30 a.m.; Cider Mill at 11:30 a.m. and Miller/Driscoll at 12:30 pm.
Parents who are not home during the day should instruct children on what to do in the event an emergency brings them home unexpectedly. Where needed, arrangements should be made for care of younger children with relatives or friends. (It is also important to have care available should a child become ill during the school day). * An email will be sent in September asking you to update/enter your notification preferences. Instructions can be found in the Employee Resource section of this guidebook.
Station On Your Dial Place STAR 99.9 (WEZN) FM99.9 Bridgeport
WEBE/WICC FM108/AM600 Norwalk/Bridgeport WLAD/WREF AM80/AM850 Danbury
WRKI/WAXB/WPUT/WINE FM95.1/FM105.5/AM1510/AM940 Danbury WNLK/THE FOX/WSTC/THE COAST AM1350/FM95.9/AM1400/FM96.7 Norwalk
Channel 12/Cablevision Channel 12 Norwalk NBC 30/ WVIT Cable Channel 6 W. Hartford
WFSB -TV Channel 3 Hartford WNYW (Fox News) Channel 5 New York WTNH -TV Channel 8/My TV9 New Haven WCBS NewsRadio AM880 New York RNN -TV Channel 56 and 90 New York WTIC-AM & FM/WRCH/WZMX AM1080/FM96.5/FM100.5/FM93.7 Hartford
16
GENERAL EMPLOYMENT POLICIES, PROCEDURES AND GUIDELINES
INTRODUCTION
WPS adheres to all of the policies and regulations that have been promulgated by the Board. All of the Board’s policies and regulations are available on the WPS website, www.wiltonps.org. This guidebook is intended to provide copies of key policies, procedures and guidelines that pertain to your role as WPS employees. It is expected that you will adhere to all of the Board’s policies and regulations, and any other policies, procedures and guidelines that are associated with your duties and responsibilities, not just those that have been selected for inclusion in this guidebook.
BULLYING PREVENTION AND INTERVENTION Reference: Policy and Regulation 5131.911
The Wilton Board of Education is committed to creating and maintaining an educational environment that is physically, emotionally, and intellectually safe and thus free from bullying, cyberbullying, teen dating violence, harassment and discrimination. In accordance with state law and the Board’s Safe School Climate Plan, the Board expressly prohibits any form of bullying behavior on school grounds; at a school-sponsored or school-related activity, function or program, whether on or off school grounds; at a school bus stop; on a school bus or other vehicle owned, leased or used by a local or regional board of education; or through the use of an electronic device or an electronic mobile device owned, leased or used by the Board.
The Board also prohibits any form of bullying behavior or teen dating violence outside of the school setting if such bullying (i) creates a hostile environment at school for the student against whom such bullying was directed, (ii) infringes on the rights of the student against whom such bullying was directed at school, or (iii) substantially disrupts the education process or the orderly operation of a school. Discrimination and/or retaliation against an individual who reports or assists in the investigation of an act of bullying are likewise prohibited.
Students who engage in bullying behavior or teen dating violence shall be subject to school discipline, up to and including expulsion, in accordance with the Board's policies on student discipline, suspension and expulsion, and consistent with state and federal law.
For purposes of this policy, “Bullying” shall mean the repeated use by one or more students of a written, verbal, or electronic communication, such as cyberbullying, directed at or referring to another student attending school in the same school district, or a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district that:
(1) causes physical or emotional harm to such student or damage to such student’s property; (2) places such student in reasonable fear of harm to himself or herself, or of damage to his or her property; (3) creates a hostile environment at school for such student; (4) infringes on the rights of the student at school; or (5) substantially disrupts the education process or the orderly operation of a school.
17
Bullying shall include, but not be limited to, a written, verbal or electronic communication or physical act or gesture based on any actual or perceived differentiating characteristics, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics.
For purposes of this policy, "Cyberbullying" means any act of bullying through the use of the Internet, interactive and digital technologies, cellular mobile telephone or other mobile electronic devices or any electronic communications.
For purposes of this policy “Teen dating violence” means any act of physical, emotional or sexual abuse, including stalking, harassing and threatening that occurs between two students who are currently in or have recently been in a dating or non-platonic relationship.
Consistent with the requirements under state law, the Board authorizes the Superintendent, or his/her designee, along with the Safe School Climate Coordinator, to be responsible for developing and implementing a Safe School Climate Plan in furtherance of this policy. As provided by state law, such Safe School Climate Plan shall include, but not be limited to provisions which:
(1) enable students to anonymously report acts of bullying or teen dating violence to any school employee and require students and the parents or guardians of students to be notified annually of the process by which they may make such anonymous reports;
(2) enable the parents or guardians of students to file written reports of suspected bullying or teen dating violence;
(3) require school employees who witness acts of bullying or teen dating violence or receive student reports of bullying or teen dating violence to orally notify the safe school climate specialist, or another school administrator if the safe school climate specialist is unavailable, not later than one school day after such school employee witnesses or receives a report of bullying, and to file a written report not later than two school days after making such oral report;
(4) require the safe school climate specialist to investigate or supervise the investigation of all reports of bullying or teen dating violence and ensure that such investigation is completed promptly after receipt of any written reports made under this section;
(5) require the safe school climate specialist to review any anonymous reports, except that no disciplinary action shall be taken solely on the basis of an anonymous report;
(6) include a prevention and intervention strategy for school employees to deal with bullying;
(7) provide for the inclusion of language in student codes of conduct concerning bullying;
18
(8) require each school to notify the parents or guardians of students who commit any verified acts of bullying or teen dating violence and the parents or guardians of students against whom such acts were directed not later than forty-eight hours after the completion of the investigation;
(9) require each school to invite the parents or guardians of a student who commits any verified act of bullying or teen dating violence and the parents or guardians of the student against whom such act was directed to a meeting to communicate to such parents or guardians the measures being taken by the school to ensure the safety of the student against whom such act was directed and to prevent further acts of bullying;
(10) establish a procedure for each school to document and maintain records relating to reports and investigations of bullying or teen dating violence in such school and to maintain a list of the number of verified acts of bullying or teen dating violence in such school and make such list available for public inspection, and annually report such number to the Department of Education and in such manner as prescribed by the Commissioner of Education;
(11) direct the development of case-by-case interventions for addressing repeated incidents of bullying against a single individual or recurrently perpetrated bullying incidents by the same individual that may include both counseling and discipline;
(12) prohibit discrimination and retaliation against an individual who reports or assists in the investigation of an act of bullying or teen dating violence;
(13) direct the development of student safety support plans for students against whom an act of bullying or teen dating violence was directed that address safety measures the school will take to protect such students against further acts of bullying or teen dating violence;
(14) require the principal of a school, or the principal's designee, to notify the appropriate local law enforcement agency when such principal, or the principal's designee, believes that any acts of bullying or teen dating violence constitute criminal conduct;
(15) prohibit bullying or teen dating violence (A) on school grounds, at a school-sponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by a local or regional board of education, or through the use of an electronic device or an electronic mobile device owned, leased or used by the local or regional board of education, and (B) outside of the school setting if such bullying (i) creates a hostile environment at school for the student against whom such bullying was directed, (ii) infringes on the rights of the student against whom such bullying was directed at school, or (iii) substantially disrupts the education process or the orderly operation of a school;
19
(16) require, at the beginning of each school year, each school to provide all school employees with a written or electronic copy of the school district's safe school climate plan; and (17) require that all school employees annually complete the training described in Conn. Gen. Stat. §10-220a.
The notification required pursuant to subdivision (8) (above) and the invitation required pursuant to subdivision (9) (above) shall include a description of the response of school employees to such acts and any consequences that may result from the commission of further acts of bullying or teen dating violence. Any information provided under this policy or accompanying Safe School Climate Plan shall be provided in accordance with the confidentiality restrictions imposed under the Family Educational Rights Privacy Act ("FERPA") and the district's Confidentiality and Access to Student Information policy and regulations.
The Wilton Board of Education shall approve the Safe School Climate Plan developed pursuant to this policy and submit such plan to the Department of Education. Not later than thirty (30) calendar days after approval by the Board, the Board shall make such plan available on the Board's and each individual school in the school district's web site and ensure that the Safe School Climate Plan is included in the school district's publication of the rules, procedures and standards of conduct for schools and in all student handbooks.
CIVILITY Reference Policy & Regulation 1316.12
The Board recognizes that education of children is a process that involves a partnership among a child’s parents, teacher, school administrators, and other school board personnel. The Board also recognizes that parent participation in their child’s educational process may occur through conferences, phone calls/e-mails, volunteer opportunities, PTA service, and chaperoning. For these reasons, the Board welcomes and encourages parental participation in the life of their child’s school.
It is the intent of the Board to promote mutual respect, civility, and orderly conduct among WPS employees, students, parents/guardians, and the public. It is not the intent of the Board to deprive any person of his or her right to freedom of expression. The objective of this policy is to maintain, to the greatest extent reasonably possible, a safe, harassment-free environment for students, faculty, staff, parents and community members. The Board encourages a positive style of communication and discourages disruptive, volatile, hostile, offensive or threatening communications or actions.
The Superintendent or his/her designee will develop administrative regulations that are essential for the maintenance of appropriate communication among students, faculty, staff, parents and others members of the WPS community.
20
COMPUTER SYSTEM ACCEPTABLE USE Reference: Policy and Regulation 6141.321
It is the policy of WPS to promote technology that supports 21st Century Learning (discussed in further detail elsewhere in this guidebook), as this enhances both the educational opportunities for our students and the business operations of the district. WPS recognizes that inherent in the use of the network and its associated infrastructure, electronic communications, and Internet, hereafter referred to as computer systems, with new technology is the risk of access to inappropriate content and/or behavior. The procedures and guidelines related to the computer systems may be changed from time to time to meet future needs and circumstances. For the purposes of this policy, “misuse of the Internet or network” means any violation of this policy or the Computer System Acceptable Use Regulations, 6150, or any other use that has the effect of harming another or his or her property.
It is the policy of WPS to: filter Internet content in compliance with the Children’s Internet Protection Act, 47 U.S.C. § 254; ensure that staff have made a good faith effort to supervise and monitor usage of the computer systems for adherence to the Computer System Acceptable Use Policy; promote the safety and security of users when using electronic communications such as email, blogs, wikis, and other forms of direct communications.
Thus, in accordance with applicable laws, the computer systems administrator and others managing the computer systems may access email or monitor activity on the computer system or electronic devices accessing the computer systems at any time and for any reason or no reason. Typical examples include when there is reason to suspect inappropriate conduct or there is a problem with the computer systems needing correction. Further, the system administrator and others managing the computer systems can access or monitor activity on the systems despite the use of passwords by individual users, and can bypass such passwords. In addition, review of emails, messages or information stored on the computer systems, which can be forensically retrieved, includes those messages and/or electronic data sent, posted and/or retrieved using social networking sites, including, but not limited to, Twitter, Facebook, LinkedIn, YouTube, and MySpace.
Notwithstanding the above and in accordance with state law, WPS may not: (1) request or require that an employee provide WPS with a user name and password, password or any other authentication means for accessing a personal online account; (2) request or require that an employee authenticate or access a personal online account in the presence of WPS; or (3) require that an employee invite a supervisor employed by WPS or accept an invitation from a supervisor employed by WPS to join a group affiliated with any personal online account of the employee. However, WPS may request or require that an employee provide WPS with a user name and password, password or any other authentication means for accessing (1) any account or service provided by WPS or by virtue of the employee’s employment relationship with the Board or that the employee uses for WPS’ business purposes, or (2) any electronic communications device supplied or paid for, in whole or in part, by WPS.
21
CONNECTICUT CODE OF PROFESSIONAL RESPONSIBILITY FOR TEACHERS REGULATIONS OF CONNECTICUT STATE AGENCIES SECTION 10-145d-400a
Preamble The Code of Professional Responsibility for Teachers is a set of principles which the teaching profession expects its members to honor and follow. These principles set forth, on behalf of the teaching profession and the public it serves, standards to guide conduct and the judicious appraisal of conduct in situations that have professional and ethical implications. The Code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession.
The teaching profession is vested by the public with a trust and responsibility requiring the highest ideals of professionalism. Therefore, the teacher accepts both the public trust and the responsibilities to practice the profession according to the highest possible degree of ethical conduct and standards. Such responsibilities include the commitment to the students, the teaching profession, and the community.
Consistent with applicable law, the Code of Professional Responsibility for Teachers shall serve as a basis for decisions on issues pertaining to licensure and employment. It shall apply to all teachers licensed by or individuals seeking licensure from the State of Connecticut. For the purposes of this section, “teacher” means a person who is applying for, who holds or who is employed under a teaching certificate, or other equivalent certificate, issued by the state board of education.
Responsibility to the student: 1. The professional teacher, in full recognition of his or her obligation to the student, shall: (A) Recognize, respect and uphold the dignity and worth of students as individual human beings, and therefore deal justly and considerately with students; (B) Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view without deliberate distortion of subject matter; (C) Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation; (D) Foster in students the full understanding, application and preservation of democratic principles and processes; (E) Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members of society; (F) Assist students in the formulation of value systems and worthy, positive goals; (G) Promote the right and freedom of students to learn, explore ideas, develop learning skills and acquire the necessary knowledge to achieve their full potential; (H) Strive to develop within students fundamental critical thinking skills and problem- solving techniques; (I) Remain steadfast in guaranteeing equal opportunity for quality education for all children, and not unlawfully discriminate; and
22
(J) Maintain the confidentiality of all information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice.
2. The professional teacher, in full recognition of his or her obligation to the student, shall not: (A) Abuse his or her position as a professional with students for private advantage; (B) Sexually or physically harass or abuse students; (C) Emotionally abuse students; or (D) Engage in any misconduct which would put students at risk.
Responsibility to the profession: 1. The professional teacher, in full recognition of his or her obligation to the profession of teaching, shall: (A) Conduct himself or herself as a professional realizing that his or her actions reflect directly upon the status and substance of the profession; (B) Uphold the professional teacher’s right to teach effectively; (C) Uphold the principle of academic freedom; (D) Strive to exercise the highest level of professional judgment; (E) Assume responsibility for his or her professional development; (F) Encourage the participation of teachers in the process of educational decision- making; (G) Promote the employment of only qualified and fully licensed teachers; (H) Encourage promising, qualified and competent individuals to enter the profession; (I) Decline any gratuity, gift or favor that would impair or influence professional decisions or actions; and (J) Maintain the confidentiality of information concerning colleagues obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice.
2. The professional teacher, in full recognition of his or her obligation to the profession of teaching, shall not: (A) Obtain licensure or employment by misrepresentation or fraud; (B) Misrepresent his, her or another's professional qualifications or competencies; or (C) Engage in any misconduct which would impair his or her ability to teach.
Responsibility to the community 1. The professional teacher, in full recognition of the public trust vested in the teaching profession, shall: (A) Be cognizant of the influence of educators upon the community-at-large, and therefore, shall not knowingly misrepresent facts or make false statements; (B) Encourage the community to exercise its responsibility to be involved in the formulation of educational policy; (C) Promote the principles and ideals of democratic citizenship; and (D) Endeavor to secure equal educational opportunities for all children.
23
2. The professional teacher, in full recognition of the public trust vested in the teaching profession, shall not: (A) Exploit the educational institution for personal gain; or (B) Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust.
Code revision At least every two years following its implementation, this Code shall be reviewed for potential revision by the Connecticut Advisory Council for Teacher Professional Standards. As a part of such reviews, a process shall be established to receive input and comment from all interested parties.
CONNECTICUT CODE OF PROFESSIONAL RESPONSIBILITY FOR SCHOOL ADMINISTRATORS - REGULATIONS OF CONNECTICUT STATE AGENCIES SECTION 10-145d-400b
Preamble This code of professional responsibility for school administrators reaffirms and codifies the principles and standards that have guided the school administrator profession over the years. The principles set forth in this code are intended to guide the conduct and assist in the appraisal of conduct for the members of the profession and the public they serve. The code cannot, and does not address every situation in which choices and decisions must be made. The code recognizes the ability of the members of the profession to make administrative decisions that are in the best interest of the students and all individuals associated with the school district in which the members serve.
The code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession. Administrators must focus the energies of schools on student learning above all else. In addition, the code recognizes the administrators' responsibility to the public, their colleagues and all staff members to foster high standards for professional educators, provide leadership, encourage diversity in curriculum and staff, and promote a quality educational program. By setting forth a code of professional responsibility for school administrators separate from the code applicable to teachers, there is a recognition of the similar but different responsibilities that the two groups have to the students they serve. Both codes seek to codify standards for the education profession to promote a quality system of education for the students in our state. The additional responsibility an administrator accepts in the performance of his or her duties is reflected in this code.
Responsibility to the student: 1. The professional school administrator, in full recognition of obligations to the student, shall: (A) Make the well-being of students the fundamental value in all decision making and actions; (B) Recognize, respect and uphold the dignity and worth of students as individuals and deal justly and considerately with students; (C) Promote in students pursuit of truth, knowledge and wisdom, and provide access to all points of view without deliberate distortion of subject matter;
24
(D) Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion or sexual orientation; (E) Foster in students the full understanding, application and preservation of democratic principles and processes; (F) Guide students to acquire the required skills and understandings for participatory citizenship and to realize their obligation to be worthy and contributing members of society; (G) Assist students in the formulation of positive goals; (H) Promote the right and freedom of students to learn, explore ideas, develop learning skills and acquire the necessary knowledge to achieve their full potential; (I) Develop within students fundamental critical thinking skills and problem-solving techniques; (J) Ensure quality education for all students; (K) Maintain confidentiality of all information concerning students obtained in the proper course of the educational process and dispense the information when prescribed or directed by law, governing board policy or professional practice; (L) Ensure that all students are provided educational opportunities in environments safe from sexual, physical, and emotional abuse; and (M)Promote ongoing development and evaluation of curriculum.
Responsibility to the profession and staff: 1. The professional school administrator, in full recognition of obligations to the profession, shall: (A) Maintain the highest standards of professional conduct, realizing that one's behavior reflects directly upon the status and substance of the profession; (B) Engage in administrative, supervisory and evaluative practices with staff members and provide leadership to ensure the highest standards of services for students; (C) Encourage student learning through the effective support of all staff engaged in the learning process; (D) Encourage the participation of administrators and teachers in the process of curriculum development and educational decision making; (E) Maintain the standards and seek to improve the effectiveness of the profession through research and continuing professional development for self and staff; (F) Promote the employment of only qualified, certified educators, and qualified noncertified staff; (G) Encourage promising, qualified and competent individuals to enter the education profession; and (H) Maintain the confidentiality of all information obtained in the proper course of one’s administrative duties and dispense the information when prescribed or directed by law, governing board policy or professional practice.
Responsibility to the community 1. The professional school administrator, in full recognition of the public trust vested in the education professional, shall:
25
(A) Be cognizant of the influence of school administrators upon the community at large and, therefore, not knowingly misrepresent facts or make false statements; (B) Obey local, state and national laws; (C) Implement the governing board policies and administrative rules and regulations; (D) Encourage the community to exercise its responsibility to be involved in the formulation of educational policy; (E) Pursue appropriate measures to address those laws, policies and regulations that are inconsistent with sound educational goals; (F) Avoid misusing administrative position for personal gain; (G) Honor professional contracts until fulfillment, release or dissolution mutually agreed upon by all parties to contracts; (H) Promote the principles and ideals of democratic citizenship; and (I) Endeavor to secure equal educational opportunities for all children.
Responsibility to the student’s family 1. The professional school administrator, in full recognition of the responsibility to the student's family, shall: (A) Respect the dignity of each family, its culture, customs and beliefs; (B) Promote and maintain appropriate, ongoing and timely written and oral communications with the family; (C) Respond in a timely fashion to families’ concerns; (D) Consider the family’s perspective on issues involving its children; (E) Encourage participation of the family in the educational process; and (F) Foster open communication among the family, staff and administrators.
Dianna R. Wentzell Commissioner of Education Nancy L. Pugliese Chief, Bureau of Educator Standards and Certification
CONTROVESIAL ISSUES IN THE CURRICULUM
The discussion and study of controversial issues shall be objective and scholarly, with a minimum of emphasis on opinion. The teacher shall approach controversial issues in the classroom in an impartial and unprejudiced manner, and must refrain from using classroom privilege and prestige to promote a partisan point of view. Complaints regarding the teaching of controversial issues shall be taken up in accordance with policy 1312 “Complaints about Conduct of the Schools.”
EMAIL COMMUNICATIONS
The Board expects that all employees will comply with all applicable Board policies and standards of professional conduct when engaging in any form of electronic communication, including email. As with any form of communication, the Board expects district personnel to exercise caution and appropriate
26
judgment when using electronic communications with students, colleagues and other individuals in the context of fulfilling an employee’s job-related responsibilities.
Staff members are provided with district email accounts to improve the efficiency and effectiveness of communication both within the organization and with the broader community. While email can improve the efficiency and the effectiveness of communication, it is important to remember that it is not always a completely secure and confidential method of communication. In the school community, privacy laws, especially as they relate to student records, must be maintained.
Staff using email to correspond with parents and students must use only the WPS’ email system to receive or send email. A staff member should not use email as the sole means of communication with parents. Similarly, neither a student nor a parent can demand that a staff member solely correspond with them via email. Staff using email to correspond with parents and students must adhere to the following guidelines:
Proper etiquette and tone must always be maintained when corresponding via email. Email should be informative, succinct, and respectful. Email messages to parents and the broader community should be consistent with professional practices for other correspondence. This includes grammar, format and salutation. Email must never be used to discuss contentious, emotional or highly confidential issues. These issues should be dealt with face-to-face or by phone. Emails should be short and directional in nature and only include facts. Discussions pertaining to a child’s academic progress, learning expectations, or behavioral issues should not be communicated via email. These issues are best addressed through a telephone conversation or in-person conference. Care should be given when using student names, because of the confidentiality of student records. Refer to students by first name, initials or your son/daughter depending on the content. Do not discuss non-related students. As staff members are responsible for all email sent from their account, they should take care to protect access to their account by keeping their password confidential and by logging off when they leave the workstation. Staff members are reminded that most email messages are accessible under the Freedom of Information and the Privacy Protection Act.
Staff member to parent e-mail communication Acceptable Use of Parent Communication General information about class activities, curriculum, assignments, homework, tests, deadlines, special events. Distribution of school announcements to a parent’s email group maintained at each school. Arranging a meeting/telephone call regarding a student issue including a general description of the issue, e.g. “I would like to arrange a meeting to discuss your daughter’s attendance.” Follow-up on an issue that had previously been discussed.
Unacceptable Use of Parent Communication E-mail should not include: Personal information about other students. 27
Specifics about a sensitive student issue which was not initiated by the parent or had not previously been discussed with the parent. (e.g. ‘I am concerned that your daughter failed the last three tests and was not at school again today.’) Any sensitive student information that would normally be discussed face-to-face or by phone. (e.g. ‘I am concerned that your daughter may have a learning disability.’)
Generic Email Response If a teacher believes that a topic is too sensitive for an e-mail reply, here are a few generic responses:
“Thank you for your email. The Wilton Public Schools do not use email to discuss sensitive student information. In order to best address your concerns and quickly answer your questions, please feel free to call me at (XXX-XXXX) and I will be happy to discuss this with you further.”
“Thank you for your email. I believe this concern is too sensitive for email. I would prefer to speak in person regarding this matter. I will call you on (insert date and time) to discuss this matter further.”
Frequently Asked Questions about E-mail
Are my e-mails public records? Pursuant to CGS §1-200, 111 public records or files' means any recorded data or information relating to the conduct of the public's business prepared, owned, used, received or retained by a public agency, or to which a public agency is entitled to receive a copy by law or contract under section 1-218, whether such data or information be handwritten, typed, tape-recorded, printed, photostated, photographed or recorded by any other method." Therefore, e-mail sent or received in the conduct of public business is a public record. Consequently, e-mail is subject to disclosure under FOIA, a court action, or an audit and should be treated in the same manner as any other recorded information.
Why do I have to manage my e-mail? E-mail provides documentation of your day-to-day operations. Access to these e-mails also allows your public agency to function more efficiently when decisions and discussions are properly documented. Therefore, employees are responsible for managing e-mail messages in the same way they should manage other records in their custody- so they can be located and used. You and your public agency must be able to access e-mail messages through the duration of the designated retention period.
Who is responsible for retaining e-mail messages - the sender or the recipient? It depends. E-mail messages can be forwarded and routed to multiple people, resulting in copies of the messages potentially existing in many areas of your public agency. In most cases, the sender is the person responsible for retaining the messages sent within an organization. Therefore, the recipient(s), in most cases, may destroy their copy at will. However, where the sender is from outside an organization (e.g., the public), the recipient is the record custodian and should retain the message. If the e-mail recipient has altered the message (made changes, added or revised attachments), the recipient is responsible for retaining the message. For committees, working groups, or other collaborative efforts, one individual or office should be designated as the records custodian for e-mails.
28
How do I handle threads or e-mail chains? Similar to conversations, a thread is a string of e-mail messages. After a thread is completed, the record custodian may retain only the last message (as long as it includes the prior messages) as the official record copy.
What should I do with e-mail attachments? Pursuant to Office of the Public Records Administrator General Letter 2009-2 Management and Retention of E-mail and other Electronic Messages, if the e-mail message is a record and contains attachments, the attachments should be retained as part of the record. In these cases, the retention period is either the retention requirement for the message or the retention requirement for the attachment, whichever is longer.
How should I store e-mail during the designated retention period? E-mail systems are not designed to be filing systems. Each public agency should determine the best method for filing and storing e-mail messages that have a retention period longer than two• years outside of the e-mail system, if possible. Whatever policy regarding the filing and storage of e-mails is adopted, agencies should use the same file plan for paper, e-mail, and network drives. Move e-mail messages to the appropriate folders on a regular basis.
Why can't I just keep every e-mail? Records generated through e-mail are subject to the same laws that regulate paper, microform, and other formats of state records. The more e-mail messages stored on the server the longer and more complicated search and retrieval becomes. Searching through a high volume of e• mails is time consuming, and attempting to locate a single e-mail record is often difficult regardless of available search tools. In addition, records kept beyond their retention date can become a liability, and the high cost of storage space can be prohibitive.
Do I have to get permission to destroy my e-mail? In accordance with CGS §§ 11-8, ll-8a(c) and 7-109, the Public Records Administrator must approve the destruction of records which have met all retention requirements. However, certain types of e-mail may not require the approval of the Public Records Administrator for deletion. Disposal requests for email should be submitted for the department or the entire public agency. Refer to General Letter 2009-2 Management and Retention of E-mail and other Electronic Messages for detailed guidance.
Where do I start? Just like paper records, not all e-mail has the same retention period. E-mail messages need to be evaluated for their content and purpose to determine the length of time the message must be retained in accordance with the appropriate Retention Schedule.
Step 1: Conduct an inventory of your e-mail. Step 2: Determine which records series the message belongs to, for example:
Transitory Correspondence consists of communication that does not relate to an employee's job responsibilities or has a short term administrative value. Examples:
29
Staff announcements of a general nature (i.e. The long-term health insurance representative will be available for questions on Tuesday.) CC or be copy of an e-mail where there is no action required on the part of the employee being copied.
Routine Correspondence consists of any communication that is part of or relates to commonplace tasks or duties within an office and is done at regular or specified intervals. Examples: General requests for information. Freedom of Information Act {FOIA) requests where no complaint filed.
All Other Correspondence consists of all other correspondence related to series listed elsewhere on the other general records retention schedules or on a state agency specific schedule, if the agency has one. Record series may or may not include "and related correspondence" in the description. Examples: Capital projects should be kept for 3 years from the end of project Non-fatal accidents should be kept for 10 years Intergovernmental agreements should be kept for 5 years after expiration
Step 3: Maintain the e-mail messages for the required retention period under the equivalent records series. E-mail must remain accessible for the entire retention period. E-mail with a less than permanent designation on the records retention schedule may not be disposed of without an approved disposal request. Once the retention period has been satisfied, submit a Records Disposal Authorization (Form RC-075 for municipalities/ Form RC-108 for state agencies). Please note that backup systems or tapes are not acceptable for the retention of electronic messages. Backups should only be used to protect essential records in the event of a disaster or to retrieve a record due to loss of data.
Tips for Taming Your lnbox Be proactive. Manage your e-mail as part of your daily business practices. Use a clear and informative subject line. Your subject line should reflect the content of your message. Clear and informative subject lines will also assist you or the e-mail recipient if/when the message needs to be found later. Keep your e-mails related to the topic you're discussing. Manage your e-mail based on its content and retain messages based on your agency's records retention guidelines. Keep only what you need to keep. Keep personal use of work e-mail to a minimum. There is no expectation of privacy in work e- mail. This will also help reduce the number of e-mails in your lnbox. Please note: The Connecticut Uniform Electronic Transactions Act (CUETA) defines an electronic record as "a record created, generated, sent, communicated, received or stored by electronic means, including, but not limited to, facsimiles, electronic mail, telexes and Internet messaging" (CGS §1-267).
Questions, contact: Office of the Public Records Administrator 860-757-6540 http://www.ctstatelibrary.org 30
E-mail Retention Guide for Teachers
Does it contain information similar to the following: Did I Send It? An “FYI email Yes Delete “casual communication” like cookies in the break room No Yes Duplicate copies of other records An informal message or rough draft Was it Information sent or received as part of a distribution sent by list someone It may be A routine traffic or weather alert who is a a public A personal reminder school record A casual and routine communication similar to district telephone conversations employee No Yes No
No Delete Is it spam or an unsolicited Yes advertisement? Yes Does it contain information related to something like the following:
A litigation file or related correspondence Move to appropriate Retain for two Student registration records storage. years. Child study team records Communications Delete emails A student’s cumulative records No should be filed older than two Student health information according to the years at the end Program data records person or people of each school Pupil Personnel services records year. to whom they Section 504 records relate. Special education and related services
Transportation
Truancy
Appropriate storage may include:
A shared, digital folder where staff store student’s records
A digital folder on your personal drive
31
EMPLOYEE CONDUCT Reference Policy and Regulation - 4118.23
The Board recognizes that school children are often influenced by the conduct displayed by employees. The Board expects that WPS employees will strive to set the kind of positive example for students that will serve them well in their own conduct and behavior and contribute toward an appropriate school atmosphere. The following guidelines reflect the district’s expectations for employee conduct. These include but are not limited to the following:
Employees are expected to report for work appropriately dressed, on time and prepared and able to perform their duties in a timely and efficient manner. Employees are expected to deal effectively and respectfully with students, parents, visitors and fellow staff. Employees are expected to respect the confidentiality of student and staff information and discuss such information only with appropriate parties, in accordance with applicable state and federal law. Employees are expected to respect the district’s property and belongings as well as that of students, staff, and visitors. Misappropriation, theft, or removal of such property will not be tolerated, and will be grounds for disciplinary action up to and including termination of employment. While on school grounds (which includes but is not limited to classrooms, hallways, storage facilities, theatres, gymnasiums, fields, and parking lots), and while conducting any school-related activities off school grounds, no employee may use, possess, manufacture, distribute, sell or be under the influence of alcohol or controlled substances. Employees will not be permitted to work if they are under the influence of alcohol or are engaged in the use or possession of any illegal and/or controlled substance without medical supervision. Falsification of any information on a student or staff record, job application, timesheet or other employment record is prohibited, and will be grounds for disciplinary action up to and including termination of employment. Employees are forbidden from misusing or violating computer security access codes and/or gaining or seeking to gain unauthorized access to computer systems. Employees are prohibited from bringing deadly weapons or firearms of any kind onto district premises at any time, in accordance with state statutory law. In dealing with suppliers, vendors, contractors, and all organizations or individuals doing or seeking to do business with the school district, employees are prohibited from deliberating, deciding or acting in all matters in which there may be a conflict between their own personal or financial interests and the interests of the school district. Employees will disclose the potential for these conflicts to their immediate supervisor or the office of Human Resources and General Administration as they arise. Any form of discrimination, harassment or bullying of students or other employees based on race, color, religion, ethnicity, national origin, ancestry, gender, gender identity or expression, sexual orientation or disability (including pregnancy) will not be tolerated and will result in disciplinary action up to and including termination of employment.
Disciplinary action, should it be necessary relative to this policy, will be applied in accord with applicable laws, other applicable Board policies, and existing collective bargaining agreements. 32
FIELD TRIPS/EXTENSIONS OF CLASSROOM INSTRUCTIONAL ACTIVITIES Reference: Policy and Regulation 6153
Field Trips, Work Experience and Community Service Programs The Board of Education encourages appropriate student field trips and other out-of-school activities as a way to further the educational goals identified in the curriculum, and broaden student perspectives and understanding through direct experience with situations, places, and events. Field trips include a broad range of experiences such as excursions within the Wilton community, out-of-district/out-of-state day trips, weekend outings, and tours of foreign countries.
In all instances field trips must be approved by the superintendent, and meet all requirements as detailed in the regulations that accompany this policy.
Other Extensions of Classroom Instructional Activities The staff is encouraged to draw upon citizens and outside resources to provide educational experiences which support the instructional program, but which would otherwise be unavailable in the school setting. Such resources shall be used to further the student’s understanding of course content and/or to enrich and broaden his/her educational experience.
When such resources are not available on a volunteer basis and are not a budgeted expenditure for the school system, the cost may be paid by the students, parents, or PTA. When funds are solicited from students and parents to bring in outside resources during the school day or when the activity will have a bearing on the student’s grade, it shall be made clear that such contributions are strictly voluntary and under no circumstances shall payment be made a condition for a student’s participation in the activity provided.
In drawing upon citizens and outside resources, staff members shall observe the district policies and regulations concerning community relations and school volunteers (see Policies 1212, School Volunteers; 1322, Contests for Students; 1324, Soliciting Funds and Gifts from Students; 1325, Advertising Promotion Among Students; and 1326, Student Production of Goods and Services).
Insofar as any citizen or outside resource may be an exponent of a particular viewpoint, a serious and deliberate effort will be made by the responsible staff member to achieve balance over time in the viewpoints to which students are exposed (see Policy 6144, Controversial Issues in the Curriculum).
FOOD ALLERGIES AND/OR GLYCOGEN STORAGE DISEASE – STUDENT MANAGEMENT PLAN AND GUIDELINES Reference: Policy and Regulation - 5141.25
The Wilton Board of Education recognizes the increasing prevalence of potentially life-threatening food allergies among children. For this reason, the district is committed to developing strategies and practices to minimize the risk of accidental exposure to life threatening food allergens and to ensure a prompt and effective medical response should a child suffer an allergic reaction while at school. While the primary responsibility for managing food allergies lies with the students/parents, the school district will assist them with their responsibilities in the school setting.
33
Effective management of food allergies in the school setting includes implementing strategies for avoidance of offending foods by allergic children and emergency planning to ensure prompt identification and treatment of allergic reactions that may occur. The board recognizes the importance of collaborating with parents and appropriate medical staff in developing preventative practices and encourages strategies to enable the student to become increasingly proactive in the care and management of his/her food allergy, as developmentally appropriate.
The board supports the education of school personnel, students, and parents regarding food allergy management to maintain a safe school environment for allergic children. To this end, the board authorizes the development of reasonable guidelines related to the management of life threatening food allergies for students enrolled in district schools.
HATE-BASED CONDUCT Reference Policy 0524
Respecting diversity and fostering inclusion are core goals of the Wilton Board of Education as we help students become civically-engaged and sensitive members of our increasingly global society.
The Wilton Board of Education is committed to creating and maintaining an educational environment that embraces diversity and inclusion, and believes our community is strengthened by the richness of each other’s diverse characteristics, identities, statuses, backgrounds, beliefs, traditions, and opinions. Hate-based conduct is antithetical to the Board’s commitment to diversity and inclusion and will not be tolerated. As such, it is the policy of the Board that any form of hate-based conduct is prohibited, whether by students, Board employees, or third parties subject to the control of the Board. The Board expressly prohibits any form of hate-based conduct on school grounds; at a school-sponsored activity (including on a school bus); or off school grounds if such conduct is seriously disruptive of the educational process. Discrimination and/or retaliation against an individual who reports or assists in the investigation of an act of hate-based conduct is likewise prohibited.
For the purposes of this policy, hate-based conduct means conduct that attacks, threatens, intimidates, degrades, or otherwise infringes on the rights of a person based on such person’s actual or perceived race, religion, color, national origin, sex, sexual orientation, marital status, age, disability (including pregnancy), genetic information, gender identity or expression, veteran status, or any other basis prohibited by state or federal law. Such conduct includes, but is not limited to, the use of a written, oral, or electronic communication or a physical act or gesture that: 1. causes physical or emotional harm; 2. damages, destroys, or defaces any real or personal property; 3. places a person in reasonable fear of harm to himself or herself, or of damage to his or her property; 4. creates a hostile environment at school for a person; 5. infringes on the rights of a person at school; or 6. substantially disrupts the education process or the orderly operation of a school.
34
For the purposes of this policy, “veteran” means any person honorably discharged from, or released under honorable conditions from active service in, the United States Army, Navy, Marine Corps, Coast Guard and Air Force and any reserve component thereof, including the Connecticut National Guard. For the purposes of this policy, “gender identity or expression” means a person’s gender-related identity, appearance, or behavior, whether or not that gender-related identity, appearance, or behavior is different from that traditionally associated with the person’s physiology or assigned sex at birth, which gender- related identity can be shown by providing evidence including, but not limited to, medical history, care, or treatment of the gender-related identity, consistent and uniform assertion of the gender-related identity, or any other evidence that the gender-related identity is sincerely held, part of a person's core identity, or not being asserted for an improper purpose.
HAZING Reference: Policy and Regulation - 5131.91
The Board prohibits hazing, which is defined as any activity or behavior that can adversely affect the mental or physical health or safety of a student, and which is done for the purpose of initiation, admission, or affiliation with any organization sanctioned, authorized or allowed by the Board. This includes any student initiated or student led activity or organization.
“Endanger the mental health” shall include any activity, except those activities authorized by law, which would subject the individual to unnecessary mental stress, humiliation, sexual harassment, or any other forced activity which could adversely affect the mental health of the individual.
“Endanger the physical health” shall include, but is not limited to any rough physical treatment such as:
pushing, shoving or striking forced calisthenics beyond those that are a normal part of athletic conditioning undue exposure to the elements forced consumption of any food, beverage, drug, or controlled substance or any other forced physical activity which would adversely affect the physical health or safety of the individual(s).
Any activity that is used as a requirement for admission or affiliation with an organization sanctioned or authorized by the Board (i.e., the performance of menial tasks), shall be presumed to be a forced activity, and therefore will be considered hazing in violation of this policy, even if the student willingly participates in such activity.
WPS will investigate all complaints of hazing and will discipline or take remedial action as appropriate, against any WPS student, teacher, administrator, volunteer, contractor, or other employee who is found to have violated this policy. Disciplinary action may include but not be limited to suspension or expulsion of students, and termination of employees.
Voluntary team spirit activities, which must be planned with the prior approval and/or supervision of the team coach and athletic director, are not considered hazing under this policy.
35
LOCKDOWN In the event of Emergency Drill or Actual Crisis – follow this plan
1. Close and lock door (look in the hallway for students and direct them into your classroom). 2. Pull down the shade(s) if the threat is outside the building or you are directed to do so. 3. Turn off the lights. 4. Move students to a location in the room away from the door and windows. See classroom teacher’s plan to identify the specific location. 5. Keep students quiet and calm; reassure them nonverbally. 6. Refrain from opening the classroom door for any reason. An administrator/or law enforcement will open the door when it is time to do so. 7. Teachers/staff should make a written note of student attendance and be ready to report on students if asked to do so.
Students have practiced this procedure. They know how important it is to move quickly and quietly to a safe location in the room. They know that they may not leave the room until they are given permission to do so. Use common sense at all times.
Evacuation If we need to evacuate the building during a drill or actual emergency, use the exit identified in the teacher’s plans. If that exit is not advisable based upon the circumstance, or if it is not accessible, use the next closest exit. Again, use common sense at all times.
AN EMERGENCY PACKET and an EMERGENCY SHEET are located near the doorway of every classroom. The packet contains important information such as class rosters, attendance sheets, emergency procedures, etc. Be sure to take this packet with you in the event of a fire drill or secure- building announcement. The sheet provides a “quick reference” of procedures for emergency drills, fire drills, evacuations or a crises.
RELIGIOUS MATTERS - GUIDELINES
Religious beliefs are matters of personal consideration rather than governmental authority. Schools are to be neutral in matters of religion, neither opposing nor promoting it. However, complete neutrality about religion does not mean complete avoidance.
It is neither possible nor desirable for WPS to ignore religion and avoid anything with religious theme or implication. Such practices would distort the teaching of history and drastically reduce the acceptable and available examples of art, music, drama and literature. The importance of religion in history, culture and the arts cannot be ignored and should have a place in education, as it provides an opportunity to develop an understanding of different religious ideas and customs. However, in developing these understandings the overarching principle shall be the promotion of tolerance, mutual respect and appreciation of the diversity of our school and broader society in which our students will learn and grow. Moreover, all religions whose holidays are recognized must be afforded equal respect. Important basic ethical and moral values such as honesty, good citizenship, compassion, family ties, peace, and goodwill, run like common threads through different beliefs. Our schools should focus on these values,
36
rather than the different forms in which they may be expressed. It shall be our continuing practice to respect the freedom of each student’s conscience and to not promote the religious belief of any student.
Religious Holidays WPS has an obligation to see that no student is singled out from his or her classmates or placed at a disadvantage when he/she observes his/her religious holidays. Consequently, we must assure parents who inquire, that no tests will be scheduled on such religious holidays, that appropriate adjustments will be made in any deadlines, that absences on those days will not be counted when perfect attendance awards are made, that teachers will make adequate provision for the student to make up any class work he/she misses, and that special activities will not be scheduled during these periods or homework assigned specifically over a vacation. Please see that these allowances are made on the days listed below, along with any other adjustments which you may feel are appropriate. WPS expects that all teaching and coaching staff will adhere to this obligation on the following religious holidays and vacation dates this year:
Rosh Hashanah: begins at sundown Sunday, September 9, 2018 Yom Kippur: begins at sundown Tuesday, September 18, 2018 Columbus Day: Monday, October 8, 2018 Thanksgiving Recess: Thursday, November 22 – Friday, November 24, 2018 Chanukah: evening of Sunday, December 2 – Monday, December 10, 2018 Winter Break: Monday, December 24, 2018 – Tuesday, January 1, 2019 Martin Luther King, Jr.: Monday, January 21, 2019 February Recess: Friday, February 15 – Monday, February 18, 2019 Passover: begins at sundown Friday, April 19 – Saturday, April 27, 2019 Good Friday: Friday, April 19, 2019 Spring Break: Monday, April 15 – Friday, April 19, 2019 Easter: Sunday, April 21, 2019 Memorial Day: Monday, May 27, 2019
Observations of Religious Holidays Outside School Absence from school to celebrate a religious holiday shall be an excused absence. Teachers shall not penalize students for observing religious holidays. Major tests, evaluations, homework required over a religious holiday, and other important activities within reason, shall not take place on these days.
Music and Art Experiences Religious music constitutes a substantial portion of music literature and has an important place in the history of music and may be performed as part of the academic study of music, as long as it is of intrinsic artistic merit and not for religious reasons. Religious music that is linked to a specific religion should not dominate a program, and selections should reflect the diversity of our broader society. Whenever religious music or religious themes are presented, program notes or commentary from the professional who is responsible for the presentation should inform the audience as to the educational purpose that is being served. Students should not be assigned to produce artwork that has religious meaning or significance unless it is in the context of an arts production, satisfies the goals of the curriculum and meets the previously referenced secular purposes.
37
Classroom Activities, Decorations Classroom activities and lessons should be based upon objectives in the common core curriculum or school programs of studies, have a secular rather than a devotional purpose, and focus on information and understanding of an important cultural and historical event for a significant number of people.
Religious symbols may be used as teaching aids, but may not become ongoing decorations in classrooms or common areas. Decorations in the school will reflect the diversity in the school. Decorations that are part of custom and tradition of a religious holiday, and have a secular purpose and not solely a religious meaning, may be displayed.
Parties, food preparation and other seasonal activities shall be permitted within the context of the curriculum and therefore should occupy a minimum amount of time and clearly should not disrupt the ongoing educational process.
Parents Rights to Opt Out Parents shall have the right to request in writing to the principal that their children opt out of seasonal events and performances they deem in conflict with their religious beliefs without penalty. Students will be provided alternative educational experiences to the extent possible. Principals shall provide parents with advance notice of activities related to religious holidays.
Religious Exemptions from Immunizations In accordance with state law and accompanying regulations, the Board requires each child to be protected by adequate immunization against diphtheria, pertussis, tetanus, poliomyelitis, measles, mumps, rubella, hemophilus influenzae type B, hepatitis A, hepatitis B, varicella, pneumococcal diseases, meningococcal disease and any other vaccine required by the schedule for active immunization as determined by the Commissioner of Public Health pursuant to Conn. Gen. Stat. § 19a-7f, prior to enrolling in any program or school under its jurisdiction. Exemptions from these requirements are available in certain situations, including but not limited to, for religious reasons. To claim a religious exemption from the immunizations required by state law, parents and/or legal guardians must submit a written exemption request before enrolling their child(ren) in school for the first time and before the child(ren) enter the seventh (7th grade). Parents and/or legal guardians should understand that during a vaccine-preventable disease outbreak at one or more of WPS’ schools, all susceptible children, including any student who has received a religious exemption from immunizations, will be excluded from the school if a public health official determines that the school is a significant site for disease exposure, transmission and spread into the community. In such case, such children shall be excluded from school until: (1) the public health official determines that the outbreak danger has ended; (2) the child becomes ill with the disease and completely recovers from it; (3) the child is vaccinated according to public health protocol; or (4) the child has proof of immunity to the disease.
If you have questions or concerns about these guidelines, please discuss them with your principal before taking any action.
38
REPORTS OF SUSPECTED ABUSE Reference: Policy and Regulation 5141.4
Conn. Gen. Stat. Section 17a-101 et seq. requires school employees who have reasonable cause to suspect or believe (1) that any child under eighteen has been abused or neglected, has had a nonaccidental physical injury, or injury which is at variance with the history given of such injury, or has been placed at imminent risk of serious harm, or (2) that any person who is being educated by the technical high school system or a local or regional board of education, other than as part of an adult education program, is a victim of sexual assault, and the perpetrator is a school employee, to report such suspicions to the appropriate authority. In furtherance of this statute and its purpose, it is the policy of the Board of Education to require ALL EMPLOYEES of the Board of Education to report suspected abuse and/or neglect, nonaccidental physical injury, imminent risk of serious harm or sexual assault of a student by a school employee, in accordance with the procedures set forth below.
1. Scope of Policy This policy applies not only to school employees who are required by law to report suspected child abuse and/or neglect, nonaccidental physical injury, imminent risk of serious harm or sexual assault of a student by a school employee, but to ALL EMPLOYEES of the Board of Education.
2. Definitions For the purposes of this policy:
"Abused" means that a child (a) has had physical injury or injuries inflicted upon him or her other than by accidental means, or (b) has injuries which are at variance with the history given of them, or (c) is in a condition which is the result of maltreatment, such as, but not limited to, malnutrition, sexual molestation or exploitation, deprivation of necessities, emotional maltreatment or cruel punishment.
"Neglected" means that a child (a) has been abandoned, or (b) is being denied proper care and attention, physically, educationally, emotionally or morally, or (c) is being permitted to live under conditions, circumstances or associations injurious to his well-being, or (d) has been abused.
"School employee" means (A) a teacher, substitute teacher, school administrator, school superintendent, guidance counselor, psychologist, social worker, nurse, physician, school paraprofessional or coach employed by the Board or who is working in a Board elementary, middle or high school; or (B) any other person who, in the performance of his or her duties, has regular contact with students and who provides services to or on behalf of students enrolled in the Wilton Public Schools, pursuant to a contract with the Board.
"Sexual assault" means, for the purposes of the mandatory reporting laws and this policy, a violation of Sections 53a-70, 53a-70a, 53a-71, 53a-72a, 53a-72b or 53a73a of the Connecticut General Statutes. Please see Appendix A of this policy for the relevant statutory definitions of sexual assault laws and related terms covered by the mandatory reporting laws and this policy.
39
"Statutory mandated reporter" means an individual required by Conn. Gen. Stat. Section 17a-101 et seq. to report suspected abuse and/or neglect of children or the sexual assault of a student by a school employee. The term "statutory mandated reporter" includes all school employees, as defined above, and any person who holds or is issued a coaching permit by the State Board of Education, is a coach of intramural or interscholastic athletics and is eighteen years of age or older.
3. What Must Be Reported a) A report must be made when any employee of the Board of Education in the ordinary course of such person’s employment or profession has reasonable cause to suspect or believe that any child under the age of eighteen years: i) has been abused or neglected; ii) has had nonaccidental physical injury, or injury which is at variance with the history given for such injury, inflicted upon him/her; iii) is placed at imminent risk of serious harm; or
b) A report must be made when any employee of the Board of Education in the ordinary course of such person’s employment or profession has reasonable cause to suspect or believe that any person, regardless of age, who is being educated by the technical high school system or a local or regional board of education, other than as part of an adult education program, is a victim of the following sexual assault crimes, and the perpetrator is a school employee: i) sexual assault in first degree; ii) aggravated sexual assault in the first degree; iii) sexual assault in the second degree; iv) sexual assault in the third degree; v) sexual assault in the third degree with a firearm; or vi) sexual assault in the fourth degree.
Please see Appendix A of this policy for the relevant statutory definitions of sexual assault laws and related terms covered by the mandatory reporting laws and this policy.
c) The suspicion or belief of a Board employee may be based on factors including, but not limited to, observations, allegations, facts or statements by a child or victim, as described above, or a third party. Such suspicion or belief does not require certainty or probable cause.
4. Reporting Procedures for Statutory Mandated Reporters
The following procedures apply only to statutory mandated reporters, as defined above.
When an employee of the Board of Education who is a statutory mandated reporter and who, in the ordinary course of the person's employment, has reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or is a victim of
40
sexual assault by a school employee, as described in Paragraph 3, above, the following steps shall be taken.
(1) The employee shall make an oral report as soon as practicable, but not later than twelve hours after having reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or is a victim of sexual assault by a school employee. Such oral report shall be made by telephone or in person to the Commissioner of Children and Families or the local law enforcement agency. The Department of Children and Families has established a 24 hour Child Abuse and Neglect Hotline at 1-800-842-2288 for the purpose of making such oral reports.
(2) The employee shall also make an oral report as soon as practicable to the Building Principal or his/her designee, and/or the Superintendent or his/her designee. If the Building Principal is the alleged perpetrator of the abuse/neglect or sexual assault of a student, then the employee shall notify the Superintendent or his/her designee directly.
(3) In cases involving suspected or believed abuse, neglect or sexual assault of a student by a school employee, the Superintendent or his/her designee shall immediately notify the child's parent or guardian that such a report has been made.
(4) Not later than forty-eight hours after making an oral report, the employee shall submit a written report to the Commissioner of Children and Families or the Commissioner’s designee containing all of the required information. The written report should be submitted on the DCF-136 form or any other form designated for that purpose.
(5) The employee shall immediately submit a copy of the written report to the Building Principal or his/her designee and to the Superintendent or the Superintendent's designee. (6) If the report concerns suspected abuse, neglect or sexual assault of a student by a school employee holding a certificate, authorization or permit issued by the State Department of Education, the Commissioner of Children and Families (or his/her designee) shall submit a copy of the written report to the Commissioner of Education (or his/her designee).
5. Reporting Procedures for Employees Other Than Statutory Mandated Reporters
The following procedures apply only to employees who are not statutory mandated reporters, as defined above. a) When an employee who is not a statutory mandated reporter and who, in the ordinary course of the person’s employment or profession, has reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or is a victim of sexual assault by a school employee, as described in Paragraph 3, above, the following steps shall be taken. (1) The employee shall make an oral report as soon as practicable, but not later than twelve hours after the employee has reasonable cause to suspect or believe that a child has been abused or neglected, placed at imminent risk of serious harm or is a victim of sexual assault by a school employee. Such oral report shall be made by
41
telephone or in person to the Superintendent of Schools or his/her designee, to be followed by an immediate written report to the Superintendent or his/her designee. (2) If the Superintendent or his/her designee determines that there is reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm or is a victim of sexual assault by school employee, he/she shall cause reports to be made in accordance with the procedures set forth for statutory mandated reporters. b) Nothing in this policy shall be construed to preclude an employee reporting suspected child abuse, neglect or sexual assault by a school employee from reporting the same directly to the Commissioner of Children and Families.
6. Contents of Reports
Any oral or written report made pursuant to this policy shall contain the following information, if known: a) The names and addresses of the child* and his/her parents or other person responsible for his/her care; b) the age of the child; c) the gender of the child; d) the nature and extent of the child's injury or injuries, maltreatment or neglect; e) the approximate date and time the injury or injuries, maltreatment or neglect occurred; f) information concerning any previous injury or injuries to, or maltreatment or neglect of the child or his/her siblings; g) the circumstances in which the injury or injuries, maltreatment or neglect came to be known to the reporter; h) the name of the person or persons suspected to be responsible for causing such injury or injuries, maltreatment or neglect; i) the reasons such person or persons are suspected of causing such injury or injuries, maltreatment or neglect; j) any information concerning any prior cases in which such person or persons have been suspected of causing an injury, maltreatment or neglect of a child; and k) whatever action, if any, was taken to treat, provide shelter or otherwise assist the child.
*For purposes of this Paragraph, the term “child” includes any victim of sexual assault by a school employee, as described in Paragraph 3, above.
7. Investigation of the Report
a) The Superintendent or his/her designee shall thoroughly investigate reports of suspected abuse, neglect or sexual assault if/when such report involves an employee of the Board of Education or other individual under the control of the Board, provided such investigation does not impede an investigation by the Department of Children and Families (“DCF”). In all other cases, DCF shall be responsible for conducting the investigation with the cooperation and collaboration of the Board, as appropriate.
42
b) Recognizing that DCF is the lead agency for the investigation of child abuse and neglect reports and reports of a student’s sexual assault by school employees, the Superintendent's investigation shall permit and give priority to any investigation conducted by the Commissioner of Children and Families or the appropriate local law enforcement agency. The Superintendent shall conduct the district’s investigation and take any disciplinary action, consistent with state law, upon notice from the Commissioner of Children and Families or the appropriate local law enforcement agency that the district’s investigation will not interfere with the investigation of the Commissioner of Children and Families or the local law enforcement agency. c) The Superintendent shall coordinate investigatory activities in order to minimize the number of interviews of any child or student victim of sexual assault and share information with other persons authorized to conduct an investigation of child abuse or neglect, as appropriate. d) Any person reporting child abuse or neglect or the sexual assault of a student by a school employee, or having any information relevant to alleged abuse or neglect or of the sexual assault of a student by a school employee, shall provide the Superintendent with all information related to the investigation that is in the possession or control of such person, except as expressly prohibited by state or federal law. e) When the school district is conducting an investigation involving suspected abuse or neglect or sexual assault of a student by an employee of the Board or other individual under the control of the Board, the Superintendent’s investigation shall include an opportunity for the individual suspected of abuse, neglect or sexual assault to be heard with respect to the allegations contained within the report. During the course of such investigation, the Superintendent may suspend a Board employee with pay or may place the employee on administrative leave with pay, pending the outcome of the investigation. If the individual is one who provides services to or on behalf of students enrolled in the Wilton Public Schools, pursuant to a contract with the Board of Education, the Superintendent may suspend the provision of such services, and direct the individual to refrain from any contact with students enrolled in the Wilton Public Schools, pending the outcome of the investigation.
8. Evidence of Abuse, Neglect or Sexual Assault by a School Employee
a) If, upon completion of the investigation by the Commissioner of Children and Families (“Commissioner”), the Superintendent has received a report from the Commissioner that he or she has reasonable cause to believe that (1) a child has been abused or neglected by a school employee, as defined above, and the Commissioner has recommended that such employee be placed on the Department of Children and Families child abuse and neglect registry, or (2) a student is a victim of sexual assault by a school employee, the Superintendent shall request (and the law provides) that DCF notify the Superintendent not later than five (5) working days after such finding, and provide the Superintendent with records, whether or not created by DCF, concerning such investigation. The Superintendent shall suspend such school employee. Such suspension shall be with pay and shall not result in the diminution or termination of benefits to such employee.
43
b) Not later than seventy-two (72) hours after such suspension, the Superintendent shall notify the Board of Education and the Commissioner of Education, or the Commissioner of Education's representative, of the reasons for and the conditions of the suspension. The Superintendent shall disclose such records to the Commissioner of Education and the Board of Education or its attorney for purposes of review of employment status or the status of such employee's certificate, permit or authorization, if any. c) The suspension of a school employee employed in a position requiring a certificate shall remain in effect until the Superintendent and/or Board of Education acts pursuant to the provisions of Conn. Gen. Stat. §10-151. If the contract of employment of such certified school employee is terminated, or such certified school employee resigns such employment, the Superintendent shall notify the Commissioner of Education, or the Commissioner of Education's representative, within seventy-two (72) hours after such termination or resignation. d) The suspension of a school employee employed in a position requiring an authorization or permit shall remain in effect until the Superintendent and/or Board of Education acts pursuant to any applicable termination provisions. If the contract of employment of a school employee holding an authorization or permit from the State Department of Education is terminated, or such school employee resigns such employment, the Superintendent shall notify the Commissioner of Education, or the Commissioner of Education's representative, within seventy-two hours after such termination or resignation. e) Regardless of the outcome of any investigation by the Commissioner of Children and Families and/or the police, the Superintendent and/or the Board, as appropriate, may take disciplinary action, up to and including termination of employment, in accordance with the provisions of any applicable statute, if the Superintendent’s investigation produces evidence that a child has been abused or neglected by a school employee or that a student has been a victim of sexual assault by a school employee. f) The Wilton Public Schools shall not employ a person whose employment contract is terminated or who resigned from employment following a suspension pursuant to Paragraph 8(a) of this policy and Conn. Gen. Stat. § 17a-101i, if such person is convicted of a crime involving an act of child abuse or neglect or an act of sexual assault of a student, as described in Paragraph 3 of this policy.
9. Evidence of Abuse, Neglect or Sexual Assault by An Independent Contractor of the Board of Education
If the investigation by the Superintendent and/or the Commissioner of Children and Families produces evidence that a child has been abused or neglected, or a student has been sexually assaulted, by any individual who provides services to or on behalf of students enrolled in the Wilton Public Schools, pursuant to a contract with the Board of Education, the Superintendent shall permanently suspend the provision of such services, and direct the individual to refrain from any contact with students enrolled in the Wilton Public Schools.
10. Delegation of Authority by Superintendent
44
The Superintendent may appoint a designee for the purposes of receiving and making reports, notifying and receiving notification, or investigating reports pursuant to this policy.
11. Confidential Rapid Response Team
No later than January 1, 2016, the Superintendent shall establish a confidential rapid response team to coordinate with DCF to (1) ensure prompt reporting of suspected abuse or neglect or sexual assault of a student by a school employee, as described in Paragraph 3, above, and (2) provide immediate access to information and individuals relevant to the department’s investigation. The confidential rapid response team shall consist of a teacher and the Superintendent, a local police officer and any other person the Board of Education, acting through its Superintendent, deems appropriate.
12. Disciplinary Action for Failure to Follow Policy
Except as provided in Section 12 below, any employee who fails to comply with the requirements of this policy shall be subject to discipline, up to and including termination of employment.
13. The Wilton Public Schools shall not hire any person whose employment contract was previously terminated by a board of education or who resigned from such employment, if such person has been convicted of a violation of Section 17a-101a of the Connecticut General Statutes, as amended, relating to mandatory reporting, regardless of whether an allegation of abuse or neglect or sexual assault was substantiated.
14. Non-Discrimination Policy/Prohibition Against Retaliation
The Board of Education expressly prohibits retaliation against individuals reporting child abuse or neglect or the sexual assault of a student by a school employee and shall not discharge or in any manner discriminate or retaliate against any employee who, in good faith makes, or in good faith does not make, a report pursuant to this policy, or testifies or is about to testify in any proceeding involving abuse or neglect or sexual assault by a school employee. The Board of Education also prohibits any employee from hindering or preventing or attempting to hinder or prevent any employee from making a report pursuant to this policy or state law concerning suspected child abuse or neglect or the sexual assault of a student by a school employee or testifying in any proceeding involving child abuse or neglect or the sexual assault of a student by a school employee.
15. Distribution of Policy
This policy shall be distributed annually to all school employees employed by the Board. The Board shall document that all such school employees have received this written policy and completed the training and refresher training programs required by in Section 14, below.
45
16. Training
a) All new school employees, as defined above, shall be required to complete an educational training program for the accurate and prompt identification and reporting of child abuse and neglect. Such training program shall be developed and approved by the Commissioner of Children and Families. b) All school employees, as defined above, shall retake a refresher training course developed and approved by the Commissioner of Children and Families at least once every three years. c) The principal for each school shall annually certify to the Superintendent that each school employee, as defined above, working at such school, is in compliance with the training provisions in this policy and as required by state law. The Superintendent shall certify such compliance to the State Board of Education.
17. Records
a) The Board shall maintain in a central location all records of allegations, investigations and reports that a child has been abused or neglected by a school employee employed by the Board or that a student has been a victim of sexual assault by a school employee employed by the Board, as defined above, and conducted in accordance with this policy. Such records shall include any reports made to the Department of Children and Families. The State Department of Education shall have access to such records upon request. b) Notwithstanding the provisions of Conn. Gen. Stat. §10-151c, the Board shall provide the Commissioner of Children and Families, upon request and for the purposes of an investigation by the Commissioner of Children and Families of suspected child abuse or neglect by a teacher employed by the Board, any records maintained or kept on file by the Board. Such records shall include, but not be limited to, supervisory records, reports of competence, personal character and efficiency maintained in such teacher's personnel file with reference to evaluation of performance as a professional employee of the Board, and records of the personal misconduct of such teacher. For purposes of this section, "teacher" includes each certified professional employee below the rank of superintendent employed by the Board in a position requiring a certificate issued by the State Board of Education. Legal References: Connecticut General Statutes: Section 10-151 Section 17a- 101 et seq. Section 17a-103 Section 53a-65 Public Act 15-205, “An Act Protecting School Children”
SEXUAL ABUSE PREVENTION AND EDUCATION PROGRAM Reference: Policy and Regulation 5145.511
In compliance with Conn. Gen. Stat. § 17a-101q, WPS shall implement the sexual abuse and assault awareness and prevention program that has been identified or developed by the Department of Children and Families, in collaboration with the Department of Education and other assisting entities, with the goal of informing students and staff about child sexual abuse and assault awareness and available resources. WPS’ implementation of the sexual abuse and assault awareness and prevention program, per statute, shall be not later than October 1, 2016.
46
The program shall include, but is not limited to: 1. Adopting a child sexual abuse and assault awareness curriculum to provide age-appropriate information to teach students between appropriate and inappropriate conduct in situations where child sexual abuse or assault could occur, and to identify actions a child may take to prevent and report sexual abuse or sexual assault; 2. Providing students with resources and referrals to handle these potentially dangerous situations; 3. Providing students access to available counseling and educational support; 4. Providing mandatory training to all WPS staff to ensure they are fully informed on: a. the warning signs of sexual abuse and sexual misconduct involving a child, b. mandatory reporting requirements, c. school district policies, and d. establishing and maintaining professional relationships with students, available resources for children affected by sexual abuse, sexual assault or misconduct. 5. Methods for increasing teacher, student, and parent awareness of issues regarding sexual abuse of children; and 6. Permitting students to opt out from participating in classroom instruction regarding sexual abuse and sexual assault upon receipt by the Principal or his/her designee of a written request from the student’s parent/legal guardian. Such request shall be sufficient to exempt the student from such program in its entirety or from portions of it so specified by the parent/legal guardian.
Students, parents/guardians, teachers and school staff and school volunteers shall be provided information, at a minimum on an annual basis, on WPS’ policy and procedures against sexual abuse and assault. The information shall include evidence-based methods of preventing sexual abuse and assault, as well as how to effectively identify and respond to sexual abuse and incidents within the scope of the school.
WPS shall utilize existing resources, including but not limited to, student support services staff (e.g. school social workers, school counselors, school psychologists) to assist in providing sexual abuse and assault intervention and prevention training.
Reporting Child Sexual Abuse and Assault Child abuse reporting procedures as provided in policy 5141.4 “Reports of Suspected Abuse” and its accompanying regulations will be followed for all acts of sexual abuse and assault against children.
SEX DISCRIMINATION AND SEXUAL HARASSMENT (EMPLOYEES)
It is the policy of the Board to maintain a working environment free from harassment, insults or intimidation on the basis of an employee’s sex and free from discrimination based on sex. Verbal or physical conduct by a supervisor or co-worker relating to an employee’s sex which has the effect of creating an intimidating, hostile or offensive work environment, unreasonably interfering with the employee’s work performance, or adversely affecting the employee’s employment opportunities is prohibited.
47
Discrimination Sex discrimination is defined as when an employer refuses to hire, disciplines or discharges any individual, or otherwise discriminates against an individual with respect to his or her compensation, terms, conditions, or privileges of employment on the basis of the individual’s sex. Sex discrimination is also defined as when a person, because of his or her sex, is denied participation in, or the benefits of, a program that receives federal financial assistance.
Harassment Sexual harassment is a form of sex discrimination. While it is difficult to define sexual harassment precisely, it does include any unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment;
2. Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual; or
3. Such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile or offensive work environment.
Although not an exhaustive list, the following are examples of the type of conduct prohibited by the policy against sexual harassment:
1. Unwelcome sexual advances from a co-worker or supervisor, such as unwanted hugs, touches, or kisses; 2. Unwelcome attention of a sexual nature, such as degrading, suggestive or lewd remarks or noises; 3. Dirty jokes, derogatory or pornographic posters, cartoons or drawings; 4. The threat or suggestion that continued employment advancement, assignment or earnings depend on whether or not the employee will submit to or tolerate harassment; 5. Circulating, showing, or exchanging emails, text messages, digital images or websites of a sexual nature; 6. Using computer systems, including email, instant messaging, text messaging, blogging or the use of social networking websites, or other forms of electronic communications, to engage in any conduct prohibited by this policy. Any infraction of this policy by supervisors or co-workers should be reported immediately to the Title IX Coordinator, the Superintendent, or his/her designee. Complaints will be investigated promptly and corrective action will be taken when allegations are verified. Confidentiality will be maintained by all persons involved in the investigation to the extent possible.
Any employee who believes that he or she has been discriminated against or sexually harassed in the workplace in violation of this policy may also file a complaint with the Southwest Regional Office of the Connecticut Commission on Human Rights and Opportunities, 350 Fairfield Avenue, Bridgeport,
48
CT 06604, (203) 579-6246, and/or the Equal Employment Opportunity Commission, Boston Area Office, John F. Kennedy Federal Building, 475 Government Center, Boston, MA 02203, (800) 669- 4000). Connecticut law requires that a formal written complaint be filed with the Commission on Human Rights and Opportunities within 180 days of the date when the alleged discrimination/harassment occurred. Remedies for sex discrimination and sexual harassment include cease and desist orders, back pay, compensatory damages, hiring, promotion or reinstatement.
Retaliation against any employee for complaining about sex discrimination or sexual harassment is prohibited under this policy and illegal under state and federal law. Violations of this policy will not be permitted and may result in discipline up to and including discharge from employment. Individuals who engage in acts of sex discrimination or sexual harassment may also be subject to civil and criminal penalties.
SEXUAL HARASSMENT Reference Policy and Regulation 4118.112
It is the policy of the Board of Education to maintain a learning and working environment that is free from sexual harassment. The Board of Education prohibits any form of sexual harassment. All complaints of sexual harassment will be investigated promptly in accordance with administrative procedures.
It shall be a violation of this policy for any student, employee, individual under contract, or volunteer subject to the control of the Board of Education to harass a student, employee, individual under contract, or a volunteer, through conduct or communication of a sexual nature as defined by this policy.
Sexual harassment is defined as unwelcome conduct of a sexual nature, whether verbal, non- verbal, or physical, including but not limited to, insulting or degrading sexual remarks or conduct, threats or suggestions that an individual's submission to or rejection of unwelcome conduct will in any way influence a decision regarding that person's employment or education or that it will interfere in any way with a person's employment or education or create an intimidating, hostile, or offensive work or educational environment. Sexual harassment is prohibited regardless of the sex of the victim or that of the harasser.
Sexual harassment by a student, employee, individual under contract, or volunteer will result in disciplinary action up to and including dismissal or expulsion.
GUIDELINES FOR STAFF-STUDENT INTERACTIONS
The following are presented to assist WPS employees in demonstrating professional behavior, protecting students and minimizing or avoiding potentially compromising situations.
Establishing Appropriate Boundaries Staff members must establish appropriate boundaries with students and not engage in inappropriate behavior that could lead to even the appearance of an inappropriate relationship. Some examples of inappropriate behaviors include (but are not limited to) 49
Flirting; Making suggestive comments; Giving personal gifts; Giving a ride home after school; Sending intimate letters or cards; Making personal phone calls; Meeting in social settings; Engaging in “playful” exchanges; Exchanging phone numbers for personal reasons Interacting over social media Taking photographs Accompanying students to the restroom Assisting students with clothing, beyond helping with outerwear or footwear
While some of the above behaviors may be subject to interpretation it is incumbent upon the adult to take appropriate precautions to avoid any situation that could be misinterpreted or misunderstood. Along those same lines, the following behaviors range from unprofessional and inappropriate to illegal. Engaging in sexual dialogue – including electronic communication Dating students Touching inappropriately Telling off-color jokes Making suggestive comments Sexual contact Talking about intimate topics
Socialization with students outside of school-related activities To protect both students and staff members, WPS discourages staff members from socializing with students one-on-one or in small groups after school hours and off school grounds except as part of a school-related activity.
Group Outings Any staff member planning to take a group of students on an outing must obtain permission from the principal and parents of participating students.
Maintaining Visibility into Classrooms Staff members should always leave their classroom doors open during meetings with students and should avoid covering any windows.
Student Visits to Staff Members’ Homes Staff members should not invite students to their homes.
Staff Member Visits to Students’ Homes Staff members should not visit students’ homes unless a parent or legal guardian is present. This includes tutoring engagements.
50
Alcohol or Drug Use Staff members should not condone student alcohol or drug use. Staff members who serve students alcohol or drugs could be subject to criminal prosecution and other disciplinary measures including termination. Staff members who are present in situations where students are consuming alcohol or drugs place themselves in compromising situations.
Gifts Staff members should avoid exchanging gifts or “tokens” with individual students. While the intent may be harmless, such activities could be misinterpreted by students and lead to unwelcome conclusions.
Student Initiated Behavior Should a student initiate inappropriate behavior toward a staff member, the incident must be documented and reported to the principal.
STAFF/STUDENT NON-FRATERNIZATION Reference: Policy and Regulation 4118.24
The Board prohibits any sexual relationship or contact, or any sexually-nuanced behavior or communication (verbal or non-verbal) between a Board employee, WPS employee or volunteer and a student, while the student is enrolled in WPS. The prohibition extends to students of the opposite sex or the same sex as the Board employee, WPS employee or volunteer, and applies regardless of whether the student is the initiator of the behavior and whether or the student welcomes or reciprocates the attention. Sexual relations with students, regardless of age and/or consent, are prohibited and will result in dismissal.
Employees and other individuals who work with or have contact with students are expected to use good judgment and are cautioned to avoid situations including, but not limited to the following:
Engaging in any behaviors, either directly or indirectly with a student or in the presence of a student, which are unprofessional, unethical, illegal, immoral, or exploitative. Making statements or comments, either directly to or in the presence of a student that are not age- appropriate, professional or that may be considered sexual in nature, harassing or demeaning.
Touching or having physical contact with a student that is not age-appropriate or within the scope of the employee’s responsibilities and/or duties.
Giving a student gifts, rewards, or incentives that are not school-related and for which it is directly or implicitly suggested that a student is to say or do something in return.
Interaction over social media, including sharing of personal messages or photographs that are not school-related and involve subject matter that is of a personal nature.
Photographing students in any situation other than school-related activities or events.
51
Even though the intent of the employee may be purely professional, those who engage in any of the above behaviors, either directly or indirectly with a student or in the presence of a student, are subjecting themselves to all possible perceptions of impropriety, disciplinary action up to and including dismissal and possible criminal charges.
Pursuant to state law and Board policy, employees MUST report to the Department of Children and Families any suspected signs of child abuse. Beyond this mandated reporting obligation, employees MUST also report to the Director of Human Resources and Superintendent any observed inappropriate behavior between students and other staff members – if they have reason to believe that a sexual or inappropriate relationship is occurring. Any concern, or uncomfortable situation in which a staff member finds himself or herself or a colleague must be reported. The Director of Human Resources will conduct a complete and thorough investigation in collaboration with the appropriate building administrator, and if necessary local law enforcement, the Department of Children and Families, and the State Education Department.
The Superintendent or his/her designee will insure that the intent of this policy is reflected in contractual agreements with external providers of services to the district and its students.
Disciplinary action, should it be necessary relative to this policy, will be applied in accord with applicable laws, Board policies, and existing collective bargaining agreements.
SOCIAL NETWORKING Reference: Policy and Regulation 4118.51
The Board recognizes the importance and utility of social media and networks for its employees. The laws regarding social media continue to evolve and change. Nothing in this policy is intended to limit an employee’s right to use social media or personal online accounts under applicable law, as it may evolve. The Board acknowledges, for example, that its employees have the right under the First Amendment, in certain circumstances, to speak out on matters of public concern. The Board will resolve any conflict between this policy and applicable law in favor of the law.
Ordinarily, the use of social media by employees, including employees’ use of personal online accounts, will not be a legal or policy issue. While a policy cannot address every instance of inappropriate social media use, employees must refrain from social media use that: 1) interferes, disrupts or undermines the effective operation of the school district; 2) is used to engage in harassing, defamatory, obscene, abusive, discriminatory or threatening or similarly inappropriate communications; 3) creates a hostile work environment; 4) breaches confidentiality obligations of school district employees; or 5) violates the law, board policies and/or other school rules and regulations.
The Board has adopted guidelines for the use of social media by WPS employees.
52
STUDENT RESPONSIBLE USE OF DISTRICT TECHNOLOGY
Wilton Public Schools is pleased to offer students access to district computers and instructional technologies, communications and data management systems, informational technologies and the internet, and an array of other technology resources in a ready-access, digital-rich learning environment that promotes educational excellence and innovation.
The superintendent or his/her designee is responsible for the development of administrative regulations that govern the use of district technology resources.
PROCEDURES FOR STUDENTS REQUIRING TOILETING ASSISTANCE Revised and distributed 10/17/2017
Our goals regarding our toileting procedures are to keep children safe, respect their dignity, and ensure consistency of practice.
A. For bathrooms located inside a classroom, two adults must be present in the classroom and the bathroom door must be left ajar while one of the adults is providing assistance. In cases where the bathroom is located in the hallway or other isolated location, or that the bathroom door must be closed completely, two adults must be present in the bathroom.
B. The staff members providing the assistance need to inform the classroom teacher that they are taking the child to the bathroom.
C. Only female staff may supervise female children in the bathroom – NO EXCEPTIONS.
D. The level of adult support for each individual student should be based upon the child’s toileting protocol.
E. Any questions or concerns relating to toileting procedures should be immediately communicated to the administrator.
TUTORING Reference: Policy and Regulation 4134
In the best interests of the educational program, no member of the staff shall: 1. During the school year offer to tutor students in his/her own class for remuneration; 2. During the school year, tutor a student who is not a member of his/her own class for remuneration without first consulting the student's teacher and school principal; 3. At any time tutor or give assistance for remuneration in any school building.
The principal of each school shall maintain a list of all students being tutored including the name of the staff member providing tutoring, subject(s), amount of time, and duration of tutoring.
53
This policy shall not be interpreted to prevent teachers from giving homebound instruction to students assigned to their classes, assisting in the administration of college entrance examinations or administering other examinations when such activities are sponsored by the Board of Education.
While teachers shall not offer to tutor students assigned to their classes for remuneration, they may accept unsolicited tutoring work at the request of a parent or guardian if no other qualified teacher is reasonably available.
WILTON PUBLIC SCHOOLS STATEMENT OF PROFESSIONAL RESPONSIBILITIES
WPS recruits, hires, and retains faculty who share a common commitment to “doing what is best” for each and every student. This requires championing excellence in all we do, and exemplifying the highest standards of professional conduct in our daily work. All members of WPS faculty are therefore expected to consistently and effectively meet their professional responsibilities, as listed below. Comply with the Connecticut Code of Professional Responsibility for Teachers, the Connecticut Code of Professional Responsibility for School Administrators, WPS’ policies and procedures, and district guidelines regarding the establishment of a safe and accessible learning environment. Develop and maintain mutually supportive and cooperative relationships with colleagues. Take an active role in school life and district events/initiatives. Contribute to the efficient and effective operation of the school/district. Communicate proactively and professionally with students, families, colleagues, and members of the community. Collaborate with students, families, colleagues, and members of the community. Adhere to the district’s established curricula, assessment protocols, and instructional frameworks. Ensure that instructional practices are research-based, data-informed, personalized to the needs of students, and reflect the Vision of Teaching and Learning. Identify and participate in professional learning opportunities to enhance instructional practices. Contribute to the profession by actively sharing knowledge and/or assisting colleagues. Be in attendance consistently to provide continuous, high quality instruction to students. Demonstrate reliability, productivity, and commitment in all of your daily work and interactions. Use discretion and mature judgment in terms of personal neatness and appropriate attire.
54
RESOURCES
ATTENDANCE
Logging in on the Web To log in to Aesop, type https://www.aesoponline.com/login2.asp in your web browser’s address bar (on mobile devices, type m.aesoponline.com).
Enter your ID number and PIN, then click Login.
Can’t remember your login info?
If you’re having trouble logging in, click the Forgot your login? link next to the “Login” button for more information.
Creating an Absence You can enter a new absence right from your Aesop home page under the Create Absence tab.
Fill out the absence details including the date of the absence, the absence reason, notes to the administrator or substitute, and more. You can also attach files to the absence from here.
When you’ve complete entering the absence details, click the Create Absence button.
Managing your PIN and Personal Information
Under the “Account” tab, you can manage your personal information, change your PIN number, upload shared attachments (lesson plans, classroom rules, etc.), view absence reason balances, mana your preferred substitutes, and more in the “Account” tab.
55
Getting Help and Training
If you have questions, want to learn more about a certain feature, or want more information about a specific topic, click the Help tab to go to the Aesop Learning Center where you can search Aesop’s knowledge base of help and training materials.
Using Aesop on the Phone Not only is Aesop available on the web, but you can also create absences, manage personal information, check absence reason balances, and more, all over the phone.
To call Aesop, dial 1-800-942-3767. You’ll be prompted to enter your ID number (followed by the # sign), then your PIN number (followed by the # sign). Over the phone you can:
Create an absence (within the next 30 days) – Press 1 Check your absence reason (entitlement) balances – Press 2 Review upcoming absences – Press 3 Review a specific absence – Press 4 Review or change your personal information – Press 5
If you create an absence over the phone, be sure to make note of the confirmation number that Aesop assigns the new absence for reference.
GMAIL
Where do I get my email? You can log into your Gmail account anywhere you have internet access. Click on the CHROME browser icon. In the upper right corner is a link to sign into Chrome. Once you click on this you will see a login page; your user name is last name first initial; press enter and then a screen will pop up for you to enter. The next screen to come up will ask to link data - CLICK LINK DATA. The next screen will ask if it is “ok” click ok. Once you are signed into Chrome you will see a Gmail link at the top right on the screen.
56
This will take you to your email. You will have access to it at anytime as long as you do not sign out of Chrome. Once you sign out of Chrome, and that includes Xing it out you will have to go through the sign in process again.
POWERTEACHER
What are PowerSchool and PowerTeacher? ● PowerSchool is our student information system. PowerTeacher is the teacher side of the program. ● Teachers use PowerTeacher to take attendance, locate student information, and post grades.
How do I log in to PowerTeacher? ● Most desktops include a link to PowerTeacher. ● Use Internet Explorer as your browser. ● If you are at home, or do not see an icon on your desktop, you can access PowerTeacher from the Wilton Public Schools website: http://www.edline.net/pages/Wilton_School_District ● Click Staff Center. ● Click Power Teacher. ● The screen should look like this: ● Use the Username and Password you were provided at your orientation. ● If you don’t know your username and password, see your building secretary to get your password reset or to get your username. ● Only certified teachers and front office personnel have a username and password. If you are not sure if this applies to you, go to your front office and ask.
PAYROLL SERVICES
Ceridian is a global human capital management system used by both the Payroll department and the Human Resources department for employee data management. By logging into Ceridian Self Service you will have access to earning statements, check calculations, direct deposit information and also employee demographic information including benefit information, certification and salary.
57
How do I log into Ceridian Self Service? 1. To access Self-Service, please use the web address below or use the link located under Staff Center on the Wilton Board of Education website. You can also connect directly to the Self Service site from your home PC.
https://sss2.ceridian.com/wiltonBOE
2. You will be prompted to enter your User Name and Password on the login page. User Name: The first initial of your first name and your full last name (example: John Smith- JSmith) and your 5-digit clock number found on your paystubs (last 5 digits of your employee ID) 3. First Login Password: The last four digits of your social security number
4. Once you have successfully logged into Self-Service for the first time, you will be required to change your password. Your password must be a minimum of 8 characters and no greater than 20 characters. It must be a combination of numeric and alpha characters, and no spaces or apostrophes are allowed. You will also be prompted to enter a reminder for your new password.
Password Changes You will be prompted to change your password upon logging into Self Service for the first time. You may also change your password at any time by clicking on the Change Password link on the home page.
You only have 5 tries to log in with your password before you are locked out. So please DO NOT try the 5th time if you have forgotten it.
If you forget your password click on the ‘Forget your password?’ link BEFORE you are locked out of the system. System will prompt you to answer the challenge questions you should have set up earlier After you have answered those questions correctly you will then be prompted to change your old password OR if you do not set up challenge questions the system will automatically email you a temporary auto-generated password. **The email will be sent to your school email that you have entered in the Personal Information section in the home page, MANDATORY - **School email address** When activating your account you will need to add your school email address in order for you to receive important notifications. This can be found under the Personal Information section.
How Do I View my Check Stub? This is the main page of Self Service that you will see when you log in. To view your check stub, click on the “Earnings Statements” link.
You will see a listing of all check history stored in the HR/Payroll database, listed by date. Click on the check number to open the earnings statement.
Employees may view an earnings statement on the screen or click ‘Printable Copy’ to print the statement. 58
Check Calculation Employees also have the ability to figure their net pay for a variety of scenarios using the Check Calculation Worksheet. You can access the blank worksheet by clicking on Check Calculations on the Self Service home page. Or, if you click on ‘Calculate This Check’ at the top of any Earnings Statement, you can bring in earnings information from that check.
Make changes to information such as per pay period earnings, tax exemptions, or permanent deductions. Then click ‘Calculate’ to see the resulting change to net pay and tax amounts. This information is an estimate of your net pay and does not include all variables, such as local taxes. You can make changes to any deductions that are currently taken from your checks. Please note that pre-tax deductions should be entered with a negative sign (-) and post-tax deductions should be entered as positive.
What Other Changes Can I Make Using Self Service? The ‘Payroll & Tax Information’ menu provides you access to a variety of other activities, including Changes to Direct Deposits and Federal tax elections. Clicking on ‘Contact for Payroll Questions’ will open your default mail system with the ‘to’ field pre-populated with the payroll contact for your company.
Direct Deposit Changes To add a new direct deposit, or change an existing direct deposit, type in the account number, the routing number and the specific amount of the deposit. If you would like the entire check to be deposited to the account, leave the Amount blank and check the box for Deposit Remainder. Clicking on the help icon next to any of the fields will provide you with a picture of a check that will help you to obtain these numbers. If your bank is not already set up in the Ceridian HR/Payroll Web database, you will receive an error message, and you must send a voided check to your payroll department before the Self Service system will allow you to enter a direct deposit.
59
Federal W4 The Self Service system also allows you to make changes to your Federal tax elections. To view this page, click Federal Tax Form (W4) on the Payroll & Tax menu.
Make any desired changes to your filing status or number of allowances and click Save. For State W4 forms, please contact your Payroll Administrator. Please note that all changes must be entered by the Friday before a scheduled pay date in order to be included in the next pay cycle.
Some changes in the Self Service system require approval/acknowledgement of notification by an HR Administrator before they are saved to the HR/Payroll database. Changes requiring approval are: Direct Deposit Changes and Federal W4 changes.
To find out the status of transactions that you have submitted, go to the ‘To Do’ section of the Home page in Self Service.
You have 1 Requests in Process means that you have submitted 1 document for approval. Click on the Blue link Requests in Process for details.
You can see the date that you submitted the change, a description of the change and the status. This W4 change is waiting to be approved by the HR/Payroll Administrator. You can click on the document ID number for even further detail on the change history.
You also have the option to Archive documents on this page. Please note that when a ‘document’ has been archived, it cannot be retrieved and will no longer appear on this screen.
When a document has been saved to the HR/Payroll database, you will see that the status indicates that the ‘Document has been Committed’.
ONLINE ACCESS TO W2: Our payroll provider, Ceridian, is providing online access to your W-2. While you will continue to receive a printed W-2 before the end of January, you also have a fast, easy way to generate your own reprinted W-2’s or import your W-2 data into tax preparation software. To view your online W-2, you must register for the SeeMyW2 application. Here’s how it works: 1. Register for SeeMyW2 copy and paste the link below on a new browser
60
https://seemyw2.ceridian.com/seemyw2/cgi-bin/3pp.pl/eReports?cid=800920 a. Click on ‘If you would like to register based on W2 document(s), click here.” b. Provide the following company code along with your personal information: WBOE08 (case sensitive) c. Set up a UserId and password 2. Logon to SeeMyW2 3. You will now be able to view or save your W-2, import your W-2 into the tax preparation software vendor of your choice or print your W-2 to take to a tax preparer. The tax software will guide you through the data import function. Vendors available this year are: . Intuit’s Turbo Tax . H&R Block . Jackson Hewitt Tax Service
SCHOOL MESSENGER: NOTIFICATION SYSTEM
Enter the following URL into your web browser: https://contactme.schoolmessenger.com
1. Click the Sign Up Now link near the bottom of the page. 2. You will be taken to the Sign Up page where you will need to enter a valid email address, a password, and your name. Click Sign Up when you are done. [Note: School Messenger has a strict privacy policy and does not sell or distribute your contact information to any 3rd party.] 3. Once you’ve activated your account, you’re ready to add yourself to your account. Click the “Click here to begin” button. Enter your staff ID # and Activation Code. This is what associates you with Wilton Schools! These three fields will be sent to you individually by email: Staff ID for you: Wilton employee number Activation Code: this is a six digit code Code expiration date: 4. When you have finished adding your staff record to your account, navigate to the Contacts tab and click the edit link to the right of your name. There you can simply check which types of messages you would like to receive and at which phone number or email address. Make sure that you click Save when you are done making changes. [Note: Fields that are not editable have been locked by the school. Please contact the school to make changes to those settings. 5. Check your email. There will be an Account Activation email from [email protected] which contains a link that you can use to authenticate your email address with your account. At any time you can simply go to contactme.schoolmessenger.com to access your account. To learn more about School Messenger please visit their web site at www.schoolmessenger.com
Once you are activated and logged in, you will see two tabs — the “Messages” tab allows you to see any messages in the last 30 days. You can go to: https://contactme.schoolmessenger.com at any time. The “Contacts” tab allows you to enter phone numbers and other emails to be notified.
61
TEACHER EVALUATION AND SUPPORT PLAN
The primary purpose of teacher evaluations is to promote excellence by celebrating it where it exists and to encourage the continuous improvement of teaching and learning. The Wilton Public Schools Teacher Evaluation and Support Plan embodies the knowledge, skills, and competencies that teachers will need to ensure that students learn and perform at high levels. These standards include foundational skills and competencies common to all teachers, as well as discipline-based standards that represent content knowledge, skills, and competencies.
WPS supports the philosophy behind the Wilton Standards for Teaching and Learning, which require teaching to be more than demonstrating a certain set of technical skills. Effective teaching also requires both command of subject matter and caring deeply about students and their success. Effective teaching demonstrates a deep commitment to student achievement and to the belief that all students can attain high levels commensurate with their ability.
Plan Overview An evaluation system that uses multiple sources of information and evidence seeks to achieve a fair, accurate, and comprehensive picture of teachers’ performance. All teachers are evaluated in four categories: Student Learning, Teacher Performance, Parent Feedback, and School-Wide Student Learning. These categories are weighted differentially and are grouped into two major focus areas: Teacher Practice and Student Outcomes.
Teacher Practice Related Indicators: An evaluation of the core instructional practices and skills that positively affect student learning. This focus area is comprised of two categories: • Observation of teacher performance and practice (40%) as defined in the Wilton Standards for Teaching and Learning (WSTL), which articulates seven (7) standards and twenty-seven (27) indicators of teacher performance and practice • Parent feedback (10%) on teacher practice through surveys
Student Outcomes Related Indicators: An evaluation of teachers’ contribution to student academic progress, at the school and classroom level. This focus area is comprised of two categories: • Student growth and development (45%) as determined by the teacher’s student learning objective (SLO) • Whole school measure of student learning (5%) which is represented by the aggregate SLO ratings for all teachers evaluated by the building administrator. Scores from each of the three categories are combined to produce a summative performance rating of Exemplary, Accomplished, Developing or Unsatisfactory. The performance levels are defined as: • Exemplary – Substantially exceeding indicators of performance • Accomplished – Meeting indicators of performance • Developing – Meeting some indicators of performance but not others • Unsatisfactory – Not meeting indicators of performance
Observation Process The number and types of observations vary according to the teacher’s level of experience and tenure status. Tenured teachers who are rated Exemplary or Accomplished will conduct a Unit of Instruction every four (4) years. Non-tenured teachers will conduct a Unit of Instruction during either their second
62
or third year of employment depending upon their previous tenured status. While the following chart outlines the differentiated plan for teacher observations and conferences, the evaluators may determine if additional observations are needed.
Levels of Minimum Minimum Number Observation Goal Setting Mid- Year End of Year Teaching Number of of Informal Deadlines Conference Conference Conference Experience in Formal In-Class Deadline Deadline Deadline Wilton In-Class Observations/ Observations Review of Practice Non-tenured Teachers First: Oct 31 Year 1 & Year 2 3 1/1 Second: Dec15 Oct. 15 Feb 15 May 31 Third: Mar 1 Completed during minimum 2 weeks Year 3 1 3/1 Oct. 15 Feb 15 May 31 of unit of instruction
First: Oct 31 Year 4 1 2/1 Second: Dec 15 Oct. 15 Feb 15 May 31 Third: Mar 1
Tenured Teachers
Exemplary or First: Oct 31 Accomplished - 3/1 Second: Feb 15 Oct. 15 March 1 May 31 Year 1, 2, and 3 Third: May 1
Exemplary or Completed during Accomplished minimum 2 weeks Year 4 1 3/1 Oct. 15 March 1 May 31 of unit of Unit of instruction Instruction First: Oct 31 Developing or 3 1/1 Second:Dec15 Oct. 15 Feb 15 May 31 Unsatisfactory Third: Mar 1
STANDARDS FOR TEACHING AND LEARNING
I. Standards for Learning (Student Performance) Standard A: Engagement - Students are deeply engaged in learning. They value their work and the power of ideas by making connections, reflecting on their performance, and using creativity and imagination. Standard B: Discourse - Classroom discussion promotes deep understanding and higher order thinking. Student dialogue is accountable, broad in scope, and balanced.
63
Standard C: Student Work - Student work involves construction of knowledge through disciplined inquiry. Products and performances are authentic, reflect high order thinking, and demonstrate progression in competence.
II. Standards for Teaching (Teacher Performance) Standard A: Content - The teacher has sufficient command of content knowledge and discipline-specific pedagogy to guide student learning. The content of the lesson is well-articulated, challenging, and differentiated. Standard B: Assessment - The teacher uses valid assessment practices to measure and report progress and to promote learning. Formative and summative assessments are clear, relevant, and designed for success. Standard C: Instruction - The teacher designs, initiates and supports effective learning experiences. The classroom is organized and well-managed, the instructional activities are coherent and structured, and the teacher utilizes instructional methods that are clear, conspicuous, effective, affirming, flexible, and responsive. Standard D: Professional Responsibilities - The teacher demonstrates professionalism through effective planning, reflection, collaboration, and professional growth. The teacher contributes to the school community, is reliable in the performance of duties, and adheres to the CT Code of Professional Responsibility.
PROFESSIONAL LEARNING AND SUPPORT The purpose of professional learning is the continuous improvement of the staff’s professional skills to enhance student learning. Activities that promote the improvement of such skills are continuously available and tailored to meet individual, school, and district needs. These programs may include, but shall not be limited to, the following components: • The regular dissemination of information regarding courses, workshops, and educational conferences available outside of the district. • The provision of in-district professional learning activities to meet identified needs. • The provision of time for staff to meet in small groups or departments to engage in collaborative professional learning. • The provision of opportunities for staff members to obtain professional assistance on an individual basis from colleagues within the school system.
TEAM
The Mission of the CT Teacher Educator and Mentor Program (TEAM) is to promote excellence, equity and higher achievement for Connecticut students by engaging teachers in purposeful exploration of practice through guided support and personal reflection.
TEAM was created for the purpose of providing support and professional development to beginning teachers. TEAM is designed around five professional growth modules in order to provide a framework for supporting new teachers. These five modules are focused on the following domains of the Common Core of Teaching (CCT): classroom environment, planning, instruction, assessment and professional responsibility. TEAM 2018 – 2019 - Coordinating Committee Members Maria Coleman, Director of Human Resources and General Administration Jennifer Ringelheim, TEAM District Facilitator 64
INSTRUCTIONAL LEADERS
LOC BUDGETED POSITION NAME PreK Team Leader Adrienne Matta M-D 1.0 Technology Bryan Ennis M-D 1.0 Team Leader-Kindergarten Mary Dentice & Jaclyn Brunetto M-D 1.0 Team Leader-Gr. 1 Scott Dempsey & Kim Hastings M-D 1.0 Team Leader-Gr. 2 Kelly Magner & Joe Scholz M-D 1.0 Special Ed Dana Alger M-D School Webmaster Skip Ploss M-D Teacher-in-Charge Elena White CM 1.0 World Language Cristelle Contreras CM 1.0 Technology Jason Greasley CM 1.0 Enrichment Julia Didelot & Lisa Perry CM 1.0 Special Ed Abigail Searfoss & Lisa Perry CM 1.0 Nod Hill-Team Leader Gr. 3 Anne Lewis CM 1.0 Nod Hill-Team Leader Gr. 4 Sara Duncan CM 1.0 Nod Hill-Team Leader Gr. 5 Mike Hossler & Julia Didelot CM 1.0 Cannondale -Team Leader Gr. 3 Alyssa Peterson CM 1.0 Cannondale -Team Leader Gr. 4 Jackie Levenherz CM 1.0 Cannondale -Team Leader Gr. 5 Joe Pullia CM 1.0 Belden Hill-Team Leader Gr. 3 Jennifer Ringelheim CM 1.0 Belden Hill-Team Leader Gr. 4 Suzannah Carr CM 1.0 Belden Hill-Team Leader Gr. 5 Melissa Cirillo CM 1.0 Kent-Team Leader Gr.3 Nicole Ryan CM 1.0 Kent-Team Leader Gr.4 Heather Redin CM 1.0 Kent-Team Leader Gr.5 Tim Gallo CM 1.0 Unified Arts Kate Sheahan CM Teacher-in-Charge Tim Gallo CM School Webmaster Jason Greasley MB 1.0 Technology Scott Silver Bonito MB 1.0 STRIDE Janet Nobles MB 1.0 World Language Simon Bulenzi MB 1.0 Special Ed Nicole Querze MB 1.0 Yellow Team - Grade 6 John Priest
65
MB 1.0 Green Team - Grade 6 Janica Bagosy MB 1.0 Red Team - Grade 6 John Priest MB 1.0 Yellow Team - Grade 7 Terry Ellis MB 1.0 Green Team - Grade 7 Cindy Beck Moore MB 1.0 Red Team - Grade 7 Kendra Norman MB 1.0 Yellow Team - Grade 8 Alison Rubin MB 1.0 Green Team - Grade 8 Carol Festa MB 1.0 Red Team - Grade 8 Paul Schluntz MB School WebMaster Tom Koch MB Teacher-in-Charge WHS 1.0 English Michele Cota & Jim Sheridan WHS 1.0 Math Cindy Cherico & Peggy Meurer WHS 1.0 Science James Lucey WHS 1.0 Social Studies David Wilock WHS 1.0 World Language Scott Webster WHS 1.0 Applied Arts Kristina Sluzewski WHS 1.0 Technology Drew Colati WHS 1.0 Guidance Pam Scott WHS 1.0 Special Ed Patti Berkowitz & Cheryl Watson WHS 1.0 Civic & Social Expectations Kim Zemo & Jim Hunter WHS 1.0 Senior Internship IL Scott Durkee WHS AP Coordinator Emily Epstein WHS Teacher in Charge Ken Dunaj WHS School Web Master Jim Hunter District 1.0 FAPA ART Sue LaBarbara District 1.0 FAPA Music Nick Loafman & Michael Gordon District 1.0 TEAM Program Jennifer Ringelheim District 1.0 PE/Health Kelly Holtz District 1.0 Library/Media K-12 Lori Ellis District Safe School Climate Coordinator Kim Zemo District Safety and Security Brian Jacobs District Web Master Skip Ploss Special Services PMT Trainer Nicole Querze Special Services PMT Trainer Stephanie Seanor
66
TECHNOLOGY GUIDE
Logging into the Network To log into your computer, press the spacebar or any other key to bring up the login window. Once here, enter your network username and password.
● Your username is your last name and first initial. If your name is Joseph Smith, your username would be smithj ● You should have been given your password at orientation, if you forget your password, file a ticket to have it reset. ● You will have to reset your password every 90 days for security. You will see a prompt a week before the deadline giving you the option to change it. ● After 3 failed login attempts, you will be locked out for 10 minutes. Please contact District Tech to unlock this.
67
Saving to Google Drive Google Drive is the preferred storage location for all of your documents. It allows for unlimited storage and easy sharing with other district employees. Google Drive File Stream is the application used to access Google Drive files on your desktop.
● Login with your Google account. Note that this is different from the account you used to login to the computer ● After logging in, go to the Windows file explorer. You should see Google Drive File Stream in the sidebar
● You should see all of your Google Drive files within the “My Drive” folder
Connecting to the WiFi There are several different WiFi networks at each of the schools. Each school has a staff network. For example, at Wilton High School there is “HS-Staff” and at Middlebrook there is “MB-Staff”. Connecting to the staff network will give you the best performance on the network. ● To connect on Windows ○ Click on the wifi settings in the toolbar ○ Click on the proper network name ○ It will ask for a username and password. This is the same username and password that you used to log into your Windows laptop ● To connect an iPhone or iPad ○ Go to the WiFi section in settings ○ Tap on the proper network name ○ You will be prompted to enter your username and password. This is the same username and password that you used to log into your Windows laptop
68
○ The process for an Android phone or tablet should be very similar ○ You may be prompted to “Trust” a certificate. This is normal for the network. ● To connect a Mac ○ Go to the WiFi section in System Preferences ○ Click on Networks, then “WPS Staff” ○ You will be prompted to enter your username and password. This is the same username
and password that you used to log into your Windows Laptop.
Creating a ticket in LabTech LabTech is the ticketing system used in the District. Every district computer should have a labtech icon in the system tray.
69
Click on this icon and then select “Create Service Ticket” to create a ticket.
Here you can describe your issue and attach a screenshot of the problem if needed. Please be sure to include your room number and your phone number along with any information we can use to better assist you with your request.
70
INFORMATION FOR SUBSTITUTES
From the Desk of Kevin J. Smith…
I would like to welcome you to the start of the 2018 - 2019 school year! To our new substitutes, we extend a warm welcome and are glad you have joined our team!
This guidebook will assist you in providing for the educational needs and safety of our students in your care. We appreciate the time you will take to get to know our school district, Board policies and regulations, and expectations for all staff.
You will be contacted by our automated Absence Management system (formally AESOP), the Human Resources Department Staff, or the school secretary regarding potential assignments. I ask that you report directly to the school office when you arrive at your assigned school.
Thank you for the work you will do on behalf of the students in our district. I sincerely wish you success and trust that you will find these professional experiences rewarding.
CONTACTS
Payroll Charissa McWilliams Extension 8337 [email protected] Substitute Teachers WHS – Christine Collins Extension 6202 MB – Gina Vinci Extension 5247 CM – Debbie Cowic Extension 4267 MD – Marie Jarboe Extension 3289 PreK- Patty Terranova Extension 3290
Substitutes/ Erika Cross Extension 8311 AESOP [email protected]
71
JOB DESCRIPTION: SUBSTITUTE TEACHER
General Statement: The substitute teacher replaces the regular teacher on either a daily or long-term basis, and is therefore responsible for the continuation of all learning activities in the classroom. As such, substitutes are expected to understand human growth and development and be knowledgeable about what is to be taught and demonstrate facility in the basic skills of reading, writing and mathematics, or whatever subject area they are assigned. They are expected to effectively communicate with students and establish a positive climate in the classroom in the absence of the regular classroom teacher, and maintain classroom discipline. Substitutes are also expected to communicate with the classroom teacher they are replacing, to inform them of their progress in the assigned lessons and other issues that occurred in the classroom in the teacher’s absence.
Major Responsibilities: Demonstrates facility in the skills of reading, writing, oral communication and mathematics, when appropriate. Demonstrates general background knowledge of the subject to be taught. Demonstrates knowledge of human growth and development as it relates to the teaching-learning process. Effectively implements instructional plans left by the classroom teacher or building administrators and uses appropriate instructional techniques. Consults with the principal and/or appropriate staff members to resolve questions and/or concerns. Complies with all building procedures and schedules. Promotes the proper use and care of school property. Effectively communicates with students, helps them develop positive self-concepts and establishes a positive learning environment. Demonstrates effective classroom management techniques. Communicates with the teacher he/she has replaced and the building administrator to ensure that a seamless flow occurs in the classroom. Teaches scheduled classes; prepares a written summary of work completed. Makes the absent teacher aware of special situations or problems encountered. Upholds Board policies and follows administrative procedures. Promotes a favorable image of the school district. Provides guidance, communicates high expectations, and shows an active interest in student progress. Facilitates critical-thinking, problem-solving, and creativity skills. Works cooperatively with other teachers. Upholds computer technology acceptable-use policies. Respects personal privacy. Maintains the confidentiality of privileged information.
Qualifications: All substitute teachers are required to have at least a bachelor’s degree from an accredited college. A valid Connecticut teacher certificate in the subject area is required for long-term assignments. 72
Ability to be flexible in work assignments and show willingness to support the safe and effective operations of the school. Evidence of ability to work cooperatively with administrators, teachers and educational assistants. Superior communication skills (oral and written).
Terms of employment In order to serve as a substitute teacher for the Wilton Public Schools, all candidates must hold a bachelor’s degree from an accredited institution and complete an application through the Applitrack online process. To serve as a substitute paraprofessional, a high school diploma is required. Substitutes may be per diem or be placed in a long-term substitute assignment. Per diem subs may remain up to 40 days in a single assignment without requiring appropriate certification in the subject area/grade level.
A substitute may serve for a period not to exceed a total of 40 days of employment during any one given consecutive assignment. Teachers who are certified in the subject area that they are teaching may serve as substitutes beyond the 40 day limit.
SALARY Per Diem Pay: $100.00 per full day $50.00 per half day
Grades K-5: Full day: 4 or more hours Half day: less than 4 hours
Grades 6-12: Full day: 4 or more class periods Half day: 3 class periods or less
Long-Term Pay: 40 consecutive days: After 40 consecutive days, substitute* will receive retroactive pay for the first 40 days and is eligible for BA Step 2 rate if authorized by the Director of Human Resources and General Administration. The BA Step 2 rate is $255.76 per day.
* Substitutes must be certified by the State of Connecticut in the discipline they are assigned to.
The district has the right to reassign all substitutes based on need. Substitutes are expected to arrive promptly (30 minutes before the start of school). If you are subbing and the class is not until a later period, it is still expected that you arrive at the beginning of the school day as the district can use you in another classroom.
REMOVAL FROM SUBSTITUTE LIST Substitutes may be removed from our substitute listing for any of the following reasons: Criminal or unacceptable record documented by state police, FBI or DCF. Failure to comply with trainings. Unsatisfactory performance or complaints by the school administration, parents/legal guardians and/or students. Failure to regularly accept assignments on the days you have indicated as available. 73
Cancelling assignments same day. Use of cell phone during assigned periods/classes. Violation of school/Board policy. Accessing personal email and personal internet use during assigned periods/classes. Any other reasonable and just cause.
CERTIFICATION If you hold a bachelor’s degree from an approved institution, you may serve as a substitute teacher in one district all school year without a substitute teacher authorization, as long as you do not teach more than 40 days in the same assignment.
If you substitute more than 40 days in one district in the same assignment, the district must apply to the Bureau of Educator Standards and Certification for a substitute teacher authorization. If you substitute at the elementary level, secondary level, or in special education beyond 40 days in the same assignment, you must have a minimum of 12 semester hours of credit in the subject area you are teaching.
If you hold a valid Connecticut teaching certificate, a certificate of eligibility, or a standard or a permanent certificate, you may serve as a substitute teacher without any further authorization if your certificate is subject and grade appropriate. However, you may not substitute teach for more than 40 days in one district in the same assignment without a substitute teacher authorization if your teaching certificate is not subject and grade appropriate.
ARRIVAL TIME Wilton High School – Substitutes are asked to arrive no later than 8:00 a.m. Middlebrook – Substitutes are asked to arrive no later than 8:00 a.m. Cider Mill School – Substitutes are asked to arrive no later than 7:15 a.m. Miller Driscoll School- Substitutes are asked to arrive no later than 8:40 a.m. WHS and MB Substitutes - Please arrive by the above times regardless of when your first class starts.
REPORTING IN Please report to the school main office and sign in to receive instructions. Please sign out upon departure. Substitutes may only leave the building during their lunch break. You will be required to wear a substitute badge at all times.
If you are unable to arrive at your position, please contact the appropriate school executive secretary.
PAYCHECKS WPS requires all substitutes to be on direct deposit. Paychecks are issued every 2 weeks on Fridays.
ASSISTANCE A substitute may ask for assistance from a nearby teacher, team leader, or the main office. If there is a discipline problem, please contact administration, school psychologist, counselor or social worker for assistance.
74
FIRE DRILL AND EMERGENCY EXITS Instructions for emergency and fire drill procedures are posted in each classroom. Read them carefully and know the exit route. Following such exits, attendance must be taken upon your return to the classroom.
HAZARDOUS EQUIPMENT AND HARMFUL CHEMICALS You are not authorized to use hazardous equipment or harmful chemicals in the classroom. Do not use or instruct students on equipment that is unfamiliar to you in classrooms such as Industrial Technology, Arts, Fine Arts, Family & Consumer Science, Sciences, etc. The regular classroom teacher will leave you alternative lesson plans.
PARKING Miller Driscoll – Please park in the main lot. Cider Mill School – Please park in the main lot in any of the unreserved spaces. Middlebrook – Please park in the lot located in the rear of the building. Rear entrance (awning) door is open from 7:20-8:20 a.m. for access to school. Arrivals after 8:20 a.m. should park in the rear lot and walk to the main entrance. Wilton High School – Teachers are asked to provide subs with a parking space # in Absence Management. If no parking space # is given, please park in the Clune parking lot.
75
76
APPENDICIES
FERPA
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents/legal guardians certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.” Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): o School officials with legitimate educational interest; o Other schools to which a student is transferring; o Specified officials for audit or evaluation purposes; o Appropriate parties in connection with financial aid to a student; o Organizations conducting certain studies for or on behalf of the school; o Accrediting organizations; o To comply with a judicial order or lawfully issued subpoena; o Appropriate officials in cases of health and safety emergencies; and o State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.
For additional information, you may call 1-800-USA-LEARN or visit the State of Connecticut, Department of Education website. http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&q=320334
77
FOIA: FREEDOM OF INFORMATION ACT
The Connecticut Freedom of Information Act, is a law that guarantees the public access to public records of governmental bodies in Connecticut. Public records include any recorded data or information relating to the conduct of the public’s business prepared, owned, used, received or retained by a public agency, or to which a public agency is entitled to receive a copy by law or contract. This data or information can be handwritten, typed, tape-recorded, printed, copied, photographed or recorded by any other method.
Exemptions to the Connecticut Freedom of Information Act include:
Preliminary drafts or notes whose disclosure does not outweigh the public benefit of withholding them Attorney-client privileged documents and information Documents that are protected from disclosure pursuant to FERPA Personnel or medical files and similar files the disclosure of which would constitute an invasion of personal privacy Records of law enforcement agencies which are still currently in pre-trial or trial phase or which would place victims or culprits in danger Strategy or negotiation concerning pending litigation Trade Secrets Financial information, freely given and not required by statute Licensing tests and statements of personal worth. Collective bargaining records and reports. Personal information including names and addresses of students enrolled in any school Adoption records Petitions Records of complaints Any information that would jeopardize security at correctional facilities, infrastructure, telecommunications or the security of any individuals Home addresses of anyone within the Address Confidentiality Program
Anyone may request public records and a purpose does not need to be stated. There are no restrictions on the use of the records and the allotted response time for Connecticut open requests is four days.
Freedom of Information Act Conn. Gen. Stat. § 1-200 et seq.
Exempt: Twenty-eight (28) total exemptions including, but not limited to: Personnel, medical and some law enforcement files; juvenile records; some witness and victim identification records; pending litigation files; and real estate documents.
FOR ADDITIONAL INFORMATION PLEASE VISIT: http://www.ct.gov/foi/cwp/view.asp?a=4161&Q=488540&foiNav=%7C https://www.foia.gov/index.html
78
79
EMPLOYEE ASSISTANCE
EMPLOYEE ASSISTANCE 80
ACRONYMS
CABE – Connecticut Association of Boards of Education
CAPSS – Connecticut Association of Public School Superintendents
CAPT – Connecticut Academic Performance Test
CAS – Connecticut Association of Schools
CEA – Connecticut Education Association
CHRO – Commission on Human Rights and Opportunities
CIAC – Connecticut Interscholastic Athletic Conference
CMT – Connecticut Mastery Test
DRG – District Reference Group
DSAP – Durational Shortage Area Permit
ECS – Educational Cost Sharing
ELL – English Language Learners
ESL – English as a Second Language
ESOL – English for Speakers of Other Languages
FERPA – Family Educational Rights and Privacy Act
FOIA – Freedom of Information Act
FOIC – Freedom of Information Commission
GED – General Educational Development
IDEA – Individuals with Disabilities Education Act
IDT – Interdisciplinary Team
IEP – Individualized Education Program
IET- Instructional Effectiveness Team
81
MAP – Measures of Academic Progress
MER – Minimum Expenditure Requirement
MERA – Municipal Employee Relations Act
NCEP – Net Current Expenditures per Pupil
NCLB – No Child Left Behind Act
NEASC – New England Association of Schools and Colleges
NESDEC – New England School Development Council
NSBA – National School Board Association
NWEA- Northwest Evaluation Association
OCR – Office of Civil Rights
PAB – Parent Advisory Board
PPT – Planning and Placement Team
RESC – Regional Educational Service Center
RTI – Response to Intervention
SBAC – Smarter Balanced Assessment Consortium
SPED – Special Education
SRBI – Scientific Research-Based Intervention
TEAM – Teacher Education and Mentoring Program
TNA – Teacher Negotiations Act
TRB – Teacher Retirement Board
UDL – Universal Design for Learning
82
83