Beecher Road School Registration Requirements and School Attendance

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Where learning is the adventure.

Student & Parent Handbook 2018 – 19 Woodbridge, Connecticut 06525 caring - creative - joyful - diverse - respectful - learners - teachers 2018 – 2019 School Calendar

July August (5) September (17) October (22) Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri 2 3 4 5 6 1 2 3 (3) 4 5 6 7 1 2 3 4 5 9 10 11 12 13 6 7 8 9 10 (10) 11 12 13 14 (8) 9 10 11 12 16 17 18 19 20 13 14 15 16 17 17 18 (19) 20 21 15 16* 17 18* 19 23 24 25 26 27 20 21 22 23 24 24 25 26 27 28 22 23 24 25 26 30 31 27* 28 29 30 31 29 30 31

November (18) December (15) January (21) February (18) Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri 1 2 3 4 5 6 7 31 1 2 3 4 1 5 (6) 7 8 9 10 11 12 13 14 7 8 9 10 11 4 5 6 7 8 12 13 14 15 16 17 18 19 20 21* 14 15 16 17 18 11 12 13 14 15 19 20 (21) 22 23 24 25 26 27 28 (21) 22 23 24 25 (18) (19) 20 21 22 26 27 28 29 30 31 28 29 30 31 25 26 27 28

March (20) April (17) May (22) June (6) Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri Mon Tue Wed Thu Fri 1 1 2 3 4 5 1 2 3 3 4 5 6 7 4 5 6 7 8 8* 9 10* 11 12 6 7 8 9 10 10* 11 12 13 14 11 12 13 14 (15) 15 16 17 18 19 13 14 15 16 17 17 18 19 20 21 18 19 20 21 22 22 23 24 25 26 20 21 22 23 24 24 25 26 27 28 25 26 27 28 29 29 30 (27) 28 29 30 31

( ) No School For Students * Early Dismissal Days Dismissal Time 1:10 PM Sept 3 Labor Day Aug 27 First day for students Sept 10 Rosh Hashanah Sept 19 Yom Kippur Oct 16 Parent/Teacher Conferences Oct 8 Columbus Day Oct 18 Parent/Teacher Conferences Nov 6 Teacher Workshops Dec 21 Start of Holiday Recess Nov 21 Teacher Workshops Apr 8 Parent/Teacher Conferences Nov 22-23 Thanksgiving Recess Apr 10 Parent/Teacher Conferences Dec 24-Jan 1 Holiday Recess June 10 Last day for students Jan 21 Martin Luther King Day (subject to change) Feb 18 Presidents’ Day Feb 19 Lunar New Year Observance Mar 15 Teacher Workshops Apr 15-19 Spring Recess Storm Days Make-Up May 27 Memorial Day June 11 – 28 Additional days start April 15

Board of Education Meetings Open House Dates July 16 Nov 20 Mar 18 Aug 30 Grades PK, K, 1 and 2 Aug 20 Dec 17 Apr 23 Sept 4 Grades 3, 4 and MAG Sept 17 Jan 22 May 20 Sept 11 Grades 5 and 6 Oct 15 Feb 25 June 17

Report Card Distribution: Dec 7, Mar 14, June 10 (or last day of school) Welcome To Our School This Parent and Student Handbook has been designed especially for you. We hope you find it a helpful and ready reference for everything from what to wear to school to how much homework to expect. Phone numbers, schedules, calendars, and rules, you’ll find them all here. Keep this handbook handy. It should answer a lot of questions about your school. And, don’t hesitate to contact any of us with questions or comments about your school experience. With our best wishes for a wonderful year of learning,

Robert F. Gilbert F. Gilbert Margaret Margaret Hamilton Hamilton Superintendent of Schools Chair, Board of Education Woodbridge Board of Education

Our Mission • Meeting academic, artistic, behavioral, Beecher Road social, emotional, and physical needs is es- School is a caring, sential in educating the whole child. creative commu- • We have a responsibility to prepare our nity that models students for a rapidly changing world that in- and inspires the joy cludes the integration and use of technology. of lifelong learning, embraces diversity, and • Our educational community will continue to celebrates the unique qualities of each person. grow and improve when all our staff mem- Our Vision bers are expected and supported to learn. To provide a dynamic educational environment • Our district has a responsibility to inform that challenges and empowers students to and engage the community as partners in persevere as innovators and collaborators in education. preparation for their role as responsible global • Fiscal responsibility is a foundational tenet of citizens. our school system. We Believe We Strive • All students can learn and it is the respon- 1. To prepare every child to be a highly suc- sibility of our school system to provide the cessful and independent reader, writer, supports needed to reach high standards critical thinker and problem solver by the and success. end of sixth grade. • Academic skills must meet the expectations 2. To build the foundations of character and of the CT Core Standards. The skills and wellness that are essential for responsible attributes needed for success in the 21st participation as a local, national and global century include critical thinking, collabora- citizen. tion, creativity, curiosity, problem solving, and citizenship.

Woodbridge School District - Woodbridge, CT 06525 © 2018 About this handbook We don’t discriminate This handbook provides In compliance with regulations information about the most from the Office of Civil Rights commonly referenced Board of and Equal Employment Education policies and Administrative Opportunity, the Woodbridge Regulations for the Woodbridge Board of Education does not School District. The handbook does knowingly condone discrimination in not provide complete policies or employment, assignment, program or regulations. Changes in the policies service, on the basis of race, gender that affect the handbook will be made identity or expression, color, religion, available to parents and students natural origin, age, sexual orientation, through newsletters, web pages and disability, or unrelated abilities to other communications. Throughout perform the duties of the position. this handbook the term parent is used. That term refers to the legal guardian as well. Table of Contents School Calendar ...... Inside front cover Directory of Staff ...... 5 District Office and Board of Education Beecher Road School Registration Requirements and School Attendance ...... 8 Absence and Tardiness pg 9 – 11 Daily Schedules ...... 12 Important information about new alert/notification system pg 13 Arriving at School ...... 14 By school bus or car Safety and Security ...... 15 Visiting school - Contacting school - Evacuation and Lockdown - Video Surveillance Communication Between Home and School ...... 17 Parent conferences - Report cards Volunteering - Board of Education meetings - Other communications Health and Health Services ...... 18 - Legal requirements - Communicable Diseases - Green Cleaning Academic Program ...... 24 Literacy - Mathematics - Science - Social Studies - World Language - Art - Music - Physical Education - Health - Library Media and Technology - Talented and Gifted - Multi-Age Group - Pre-School - Character Education - Recess - Field Trips Homework - Testing - Student Records Student Services ...... 30 Student Conduct ...... 32 Bullying - Hallways - Cafeteria - Cell phones - Acceptable use of technology and computers - Vandalism - Sexual harassment - Lost materials and books - Playground safety rules - The Responsive Classroom - School attire - Prohibitions - School bus rules - Consequences for violation of behavioral expectations - Gifts to School Per- sonnel - Lost and Found - Weapons and Dangerous Instruments School Bus Policies and Bus Behavior ...... 44 Food In School - Birthday celebrations - Snacks ...... 46 Cafeteria ...... Inside back cover 4 School District Directory Woodbridge School District - Offices of the Board of Education Woodbridge School District Business Office Woodbridge School District Town Hall 40 Beecher Road - South 11 Meetinghouse Lane Woodbridge, CT 06525 Woodbridge, CT 06525

Superintendent of Schools: Robert F. Gilbert 203-387-6631 [email protected] Superintendent’s Office: Marsha DeGennaro (Administrative Assistant) 203-387-6631 [email protected] [FAX]203-397-0724 Director of Special Services: Cheryl Mammen 203-389-6598 [email protected] Special Services Office: Judy Mays (Secretary) 203-389-6598 [email protected] Business Manager: Alfred Pullo (located at Town Hall) 203-389-3410 (Located in Town Hall) [email protected] Business Office: Ellen Tolliver (Secretary) 203-389-3413 (Located in Town Hall) [email protected] Gaye Mastrianna (Secretary) 203-389-3475 [email protected] Woodbridge Board of Education Margaret Hamilton – Chair Nancy Maasbach – Vice-Chair Maegan Genovese – Secretary Claire Coleman Steven Fleischman Garett Luciani Lynn Piascyk Paul Testa Beecher Road School MAIN TELEPHONE NUMBER: 203-389-2195 The auto attendant will prompt you to the various directory extensions.

Mailing Address: 40 Beecher Road -- Woodbridge, CT 06525 Beecher Road School office FAX: 203-389-2196

Principal: Gina Prisco [email protected] Assistant Principal: Analisa Sherman [email protected] Main Office: Lyn Lucas - Principal’s Secretary Lola Johnson - Assistant Principal’s Secretary Judy Silva - School Secretary Health Office: Stacey Katz - Nursing Supervisor Cafeteria: Jane Roddy - Cafeteria Supervisor

continued... 5 Teachers and Support Staff # Listed by Grade, Special Areas and Room

Pre-Kindergarten DePalma, Maria Pre-K Grade 6 Chase, Daniel S4 Kindergarten Echeverry, Carson S1 * Chick, Nicole K4 * Franklin, Kim S3 Cofrancesco, Megan K3 McCollom, Katie S10 Dempsey, Jeanne K5 Smerekanicz, Nancy S6 Farnen, Lisa K2 Grabowski, Allison K1 Ramia, Teresa K6 Specialists and Resource Personnel

Grade 1 Acheson, Linda - E1 - Art Calabrese, Lori A6 Arnold, Connie - D5 - Nurse ~ * Fanelli, Carrie A3 Buzzard, Arianne - K9 - Health McClain, Morgan A5 Caporossi, Melissa - K8 - Spec Ed Resource Primary Thompson, Christina A1 Ciarleglio, Jeanne - C7&8 - Technology Wyman-Anctil, Shannon A4 Crawford, James - C7&8 - Technology Criscuolo, Deborah - D5 - Nurse ~ Grade 2 Crocco, Larissa - Library Media Blinstrubas, Sharon B1 DeManche, Kristin - D7 - School Counselor ~ DePalma, Joseph B7 Fagan, Aisling - D5 - Nurse

Esparo, Amanda B8 Giaquinto, Joanne - B10 - Lang Arts /EL Halsey, Peter A2 * Goldberg, Stephanie - E3 - Spanish * Rizzo, Nicole B3 * Greene, Elizabeth - S17 - Grade 6 Resource Griffin, Sean - K9 - Music Multi-Age Group (MAG) Heagney, Elizabeth - S14 - Lang Arts Ahern, Barbara - Yr. 3 B5 Jacober, Emily - B14 - Spanish * Burness, Richard - Yr. 2 B2 Katz, Stacey - D5 - Nursing Supervisor Golden, Louise - Yr. 4 B4 Krawec, Maureen - S18 - Math Hart-Rooney, Kris - Yr. 1 B6 Lavaway, Andrew - Gym South - Phys Ed Lempke, Janine - E4 - Music ~ Grade 3 Letsch, William - E7 - Music/Band Hutchinson, John C6 MacDonald, Monique -S14 - Lang Arts Meacham, Aimee C5 Marlor, Kathleen - K8 - Spec Ed Resource multi-grade Ngov, Visna C1 Merrill, Doreen - A8 - Grade 2/3 Resource * Scalia, Jacqueline C2 Minardi, Heather - E2 - STEAM Vincitorio, Mary C4 Molot, Jean - A8 - Math Waldron, Michele D1 Moore, Lanna - S20 - Speech intermediate Nakouzi, Teresa - B10 - Lang Arts Grade 4 Patrick, Lori - Library/Media Don, Dolores D6 Rose, Kristine - B9 - Psychologist Lavigne, Elena D4 Rosner, Elisa - C3 - Spec Ed Resource intermediate Nolan, Jason D2 Saunders, Meghan - E6 - Spec Ed Resource multi-grade Reizfeld, Naomi D3 Simoniello, Susan - Computer Room A - Gr. 5 Resource * Shepard, Michelle S12 Sokol, Debra - A9 - Speech primary Stiles, Carl - Library - Info Tech Manager Grade 5 Taddei, Anthony - Gym North - Phys Ed Conroy, Kristina S8 Wagner, Ashley - A7 - Art Guerra, Cheri S7 Widmeyer, Kayla - S13 - Psychologist Horvath, Kristin S5 Zdrowski, Caterina - S16 - Gr. 4 Resource McHugh, Kevin S2 * Mulligan, Leigh S9 Rourke, Tim S11 * Team Leader # email addresses are available to parents ~ Part-time position 6 District Directory continued

Teacher Assistants Technology Glynn, Wendy Pre-Kindergarten Criscuolo, Janet Library Dunbar, Kit Brostrom, Jill Sposa, Marie Copy Center Kindergarten Sposa, Marie Cooper, Jennifer w/Grabowski Holeva, April w/Ramia Cafeteria Kitchen Laydon, Debbie w/Dempsey Roddy, Jane - Supervisor Sexton, Laura w/Chick Alexiades, Christine ~ Sugarmann, Suzanne w/Farnen Domschine, Janice ~ Zelem, Karen w/Cofrancesco LaRovera, Catherine ~ Taylor, Tanya ~ Grades 1 – 2 including MAG* Gr. 1: Burford, Vicky Cafeteria Aides Gr. 2: Anderson, Roberta Chang, Chih Chen ~ MAG: Shiner, Jayne Gadala, Fatan ~ Lewis, Rebecca ~ Grades 3, 4, 5, and 6 Testa, Leslie ~ Gr. 3 & 4: Adamovich, Kathy Gr. 5 & 6: Holowienko, Kathleen Custodians Esparo, Vito – Facilities Manager (acting) Special Services Brano, Nicholas Butler, Barbara Casaverde, Ron Cadelina, Carissa Cook, Kory Colomonico, Jill (Project Safe) Denny, Sammy ~ Foldy, Shari Rodrigues, Carlos Kenefick, Lauren Sisson, John Komar, Katarzyna Soradi, Daniela Pegnataro, Katherine ~ Zemke, Don ~ Pinciaro, Teresa Pines, Debby Extended Day Rogerson, Robin Salinardi, Cathy - Director Serow, Eileen Rourke, Tim - Asst. Director Silva, Nicole Calabrese, Judy - Nurse

Keep up to date online. • Learn about the latest developments in your school district. • Note: All Board of Education Policies are posted in their complete form online. http://www.woodbridge.k12.ct.us

* Multi-Age Group ~ Part-time position 7 Registration and Attendance

In order to register for school in at Beecher. Road School. Your privacy Woodbridge, the following require- will be protected and you will not be ments must be met. asked about your immigration status by BRS staff. You must present the following: 1. Proof of Woodbridge residence: • If homeowner - tax bill or copy Homeless students have different of HUD 1 mortgage settlement requirements. statement with signatures. Homeless students, as defined by • If home renter - notarized copy federal and state statutes, residing of current lease and appropriate within the school district shall be notarized residency affidavit. entitled to free school privileges. 2. An original copy of your child’s Students residing in a temporary birth certificate or passport. shelter are entitled to free school 3. A complete and up-to-date record of district privileges from the district immunizations completed by your in which the shelter is located or child’s health care provider. (See the from the school district where they Health and Health Services section would otherwise reside if not for the of this handbook for more details.) placement in the temporary shelter. 4. An up-to-date written health assess- The local liaison for homeless children ment, commonly called a physical, is the Director of Special Services. supplied by your child’s health care provider. Law requires out-of-state Children are usually placed in the transferees to present a physical not same grade they attained elsewhere. more than one year old. (See the Because chronological age is the Health and Health Services section best single indicator of maturity, of this handbook for more details.) children will routinely be admitted to 5. Report cards from a previous school kindergarten or first grade who have if applicable. attained minimum ages specified 6. Copies of Individual Educational in the law. Exceptions from routine Plans (IEP) in the case of Special admission may be made by the Education students. elementary school principal on the basis of supporting evidence Immigration Status from physical and psychological All children, regardless of their im- examinations. migration status or the status of their Children who apply for initial parents/guardians, have the same right admission to the district’s school by to a free public education as any other transfer from non-public schools or child. To comply with applicable law from schools outside the district will and avoid causing families further be placed at the grade they would anxiety, the CT State Board of Educa- have reached elsewhere pending tion has release a new resource. The observation and evaluation by document, Family Preparedness Plan: classroom teachers and the school Preparing Your Family for Immigra- principal. After such observations and tion Enforcement, written in English evaluations have been completed, the and Spanish, is available in the Special principal will determine the final grade Services Office and the North Office placement of the children. 8 Absences and Tardiness: Law and Policy

Legal Definitions • Chronically absent child: An enrolled student whose total number of absences at any time during the school year is equal to or greater than ten percent of the total number of days that such student has been enrolled at such school during the school year. (For example: A student has been enrolled at onnecticut law requires parents to BRS from the first day of school, Csend their children, ages 5–18, to and the school has had 50 school school regularly during the hours and days so far. A chronically absent terms the public school is in session. child is one who has been absent Parents or persons having control of a for 5 or more days at that point.) child five years of age have the option • Absence: An excused absence, of not sending the child to school unexcused absence or disciplin- until ages six or seven. Mandatory ary absence. These terms are de- attendance terminates upon graduation fined by the State Board of Edu- or withdrawal with written parent/ cation pursuant to the Connecticut guardian consent at age 17. General Statutes 10-198b. Students are considered “in A student’s absence from school attendance” if present at their shall be considered excused if written assigned school or in a school- documentation of the reason for such sponsored activity, such as field absence has been submitted within trip, for at least half of the regular ten school days of the student’s return school day. The Woodbridge Board to school and meets the following of Education is required to keep criteria: accurate attendance records for • For absences one through nine, each child. No student should be a student’s absence from school absent from school without parental shall be considered excused when knowledge and consent. the student’s parent/guardian ap- The Beecher Road School school proves such absence and submits day begins at 8:25 a.m. and ends at appropriate documentation to 3:10 p.m. Students are considered school officials. tardy if they arrive after 8:25. If a o Such documentation includes a student is late four or more times in message received from the par- a month, or dismissed early four or ent/guardian on the attendance more times in a month, the school phone line, a signed note* from will communicate with the parent the student’s parent/guardian, a in writing and may request a parent signed note* from a school of- meeting to discuss the missed time. ficial who spoke in person with 9 Absences and Tardiness: Law and Policy continued the parent/guardian regarding the absence, or a note* confirm- o - ing the absence by the school required; or nurse or by a licensed medical The absence meets the defini professional, as appropriate. tion of a disciplinary absence, Documentation should explain which is the result of District the nature and the reason for the disciplinary action and are absence as well as the length of excluded from these State the absence. Separate documen- When theBoard school of Education in which a approved child tation must be submitted for is enrolleddefinitions. receives no notification each incidence of absenteeism. from a parent, or other person having * electronic communication is control of the child, and is aware of acceptable the child’s absence, a reasonable effort • For the tenth absence and all shall be made by school personnel absences thereafter, a student’s or volunteers under the direction absence from school is considered of school personnel to notify by excused for the following reasons: telephone and by mail such parent o Student illness: must be verified or other person having control of the by a licensed medical profes- child. sional regardless of the length Responsibility for completion of of the absence; missed class work lies with the Student’s observance of a reli- o student, not the teacher. Unless a gious holiday; student has an extended illness, all Death in the student’s family o make-up work will be complete within or other emergency beyond the five days after the student returns to control of the student’s family; school. o Mandated court appearances: documentation required; Truancy is a o The lack of transportation serious legal that is normally provided by a offense. District other than the one the A truant is a child students attends: no parental between the ages documentation required; of 5 and 18 who has four unexcused absences from o Extraordinary educational opportunities pre-approved by school in a month or ten unexcused absences in any school year. The the District administration and Superintendent of Schools is required to be in accordance with Con- may file a Truancy Petition with necticut State Department of the State of Connecticut reporting Education guidance. all students who are absent without • Student absence is unexcused un- excuse four (4) days in any given less: month, or ten (10) days in any year, whose parents fail to attend a Planning o - and Placement Team meeting called The absence meets the defini by the principal to discuss the tion of an excused absence 10attendance issues. and meets the documentation Absences and Tardiness: Law and Policy continued Coming Late - Leaving Early eing late to school, or leaving school early, robs childrenB of instructional time. The learning that takes place in the classroom is essential to your child’s education. Absences and tardiness disrupt the continuity of the instructional process. Time lost from the classroom can never be retrieved in terms of instructional interaction. The school day at Beecher Road School begins at 8:25 a.m. and ends at 3:10 p.m. A tardy student is one who arrives at school after 8:25 a.m. Parents are responsible for accompanying their children to the office to sign them in if they are tardy, or coming to the office to pick them up if they leave early.

Acceptable excuses for arriving late or leaving school early include illness, doctor’s appointment, religious observance, or family emergency. Students having four unexcused tardies shall be counted as having one unexcused absence. If a student is late four or more times in a month, or dismissed early four or more times in a month, we will communicate with you in writing and may request a parent meeting to discuss the missed time.

Let us know... Call 203-389-2195

Parents are required to contact the school whenever a child is absent. If your child is not in school, and you have not reported your child’s absence, you will be contacted. A determination will then be made regarding whether the absence is excused or unexcused. An absence will be excused when a child does not attend school because of illness or injury, a death in the family, religious or legal obligations, family emergency, school-sponsored activity, medical appointments that cannot be made after school hours, or other exceptional circumstances. All other absences, with or without an explanation from a parent or guardian, will be considered unexcused.

11 Daily Schedules These time schedules can be confusing. Please keep them handy for quick reference.

The Regular School Day • School Starts: 8:25 a.m. — School Ends: 3:10 p.m. • Only if enrolled in the Extended Day Program, students may be dropped off early beginning at 7:30 a.m. and must be picked up by 6:00 p.m. • Students are considered tardy for school after 8:25 a.m.

The Early Dismissal / Abbreviated School Day These days are planned for parent conferences, early holiday recess, and the first and last day of school. They may also be called suddenly for weather or other emergencies. • School Starts: 8:25 a.m. — School Ends: 1:10 p.m. • Only if enrolled in the Extended Day Program, students may be dropped off early beginning at 7:30 a.m. and must be picked up by 6:00 p.m. • If school is closed early for weather or other emergencies, Extended Day is closed for the afternoon. • Students are considered tardy after 8:25 a.m.

The Delayed Opening School Day Woodbridge has adopted a 2-hour delayed opening in the case of weather related events. Be advised to listen carefully to the radio, television, and other communication systems. • School Starts: 10:25 a.m. — School Ends: 3:10 p.m. • Only if enrolled in the Extended Day Program: • Early supervision is also on a 2-hour delay. • Students are not to be dropped off before 9:30 a.m. • Students are considered tardy after 10:25 a.m.

Delayed Opening is two hours. A delayed opening means: “plan on coming to school unless you hear oth- Please Note Well: erwise.” If we are on a delayed open- On delayed ing, school will start two hours later opening days, than the regular time, and bus pick-up early supervision, will be delayed by two hours. available only for students who When a delayed opening is an- are enrolled in the Extended Day nounced, please continue to listen Program, starts at 9:30. Do not leave to the radio. If a delayed opening is your children before 9:30. There is no changed to a school closing, that an- one in the building to supervise them. nouncement will be made as soon as possible. 12 Daily Schedules continued Where do I find out if there is a delayed opening or a school closing? On the internet: We have a new system to notify you about school closings and delays. It is called SwiftK12 Alert Solutions. To access the new system and person- alize the notifications you would like this page.) to receive, go to the district website: Tell your children what to do. woodbridge.k12.ct.us Click on the PARENTS tab at the 1. In the event of an early top of the home page. Under the emergency closing, all students PARENTS menu click on Parent will be dismissed in the usual Portal. way, unless parents have given OR other instructions for their child. All students will board their On the radio and television: assigned bus and go directly to Normally, these radio stations will their bus stop – this includes carry emergency information: students scheduled for pick-up, • WEZN 99.9 FM - Milford Extended Day and ANY after • WKCI 101.3 FM - North Haven school activity. • WEBE 107.9 FM - Norwalk • WICC 600 AM - Bridgeport 2. Discuss special instructions with • WDRC 102.9 FM - Hartford your children in the event of an • WTIC 1080 AM - Hartford emergency closing. • WPLR 99.1 FM - Milford These Connecticut television stations 3. If you have special instructions, normally carry delays and closings: please inform the classroom • WTNH - Ch. 8 New Haven* • WFSB - Ch. 3 Hartford** teacher. • WVIT - Ch. 30 West Hartford*** On Optimum/Cablevision in Woodbridge. Please Note Well: * Ch. 8 Parents need to be aware of the pos- ** Ch. 3 sibility of early emergency closings in *** Ch. 6 Woodbridge even though the weather and Ch 12 News Channel 12 looks fine where they are. There is no way to know about early closings Early Emergency Closings except through the SwiftK12 system On days when snow or icy conditions and radio and television stations. develop during the day, you will be Please, do not expect a phone call at notified of changes by theSwift K12 your place of work or at home. Your Alert Solutions system. (See top of understanding is appreciated. 13 Coming to School by Bus or Car Your child must be enrolled in the Extended Day Morning Program for early morning drop-off. To learn more, see our website, www.woodbridge.k12.ct.us > Extended Day Our school is looking to increase students must be picked up in the safety and security. Having faster cafeteria and parents follow the egress ingress and egress periods at the start procedure above. and end of the school day is one way Take the bus: One way of developing to improve. faster ingress and egress is by having Ingress children take the school bus to and • Supervision begins at 8:15 am. from school. We ask for and need your • Only children attending Extended support and cooperation. Day will be admitted prior to 8:15 Why we strongly recommend that all am. BRS families send their children to • When doors open for ingress, chil- school by bus. dren only will enter and proceed • By sending your children to school directly to their classrooms. by bus, you will help us provide a • Doors will be locked promptly at safer school environment by reduc- 8:30 am. ing the number of cars during in- • Parents/visitors must proceed di- gress and egress. rectly to the visitor portal for any purpose. • Your child will gain more indepen- • Parents/visitors should be prepared dence, self-confidence and learn the to show their driver’s license or skills of interacting with others. state issued ID so they may be • The buses are owned and operated registered as a visitor and receive a by drivers who have been doing this required visitor’s pass. for years. They know the roads, the Egress children and the families. They take If it is imperative to pick up your pride in being part of our school child, the procedure is as follows: community. • Parents picking up children must • On those days it is necessary for you enter through the gate to the imme- to drive your children to school, the diate left of the North Entrance. following safety protocols should • Parents wait on the sidewalk along be used: the kindergarten wing. • Use the drop-off lanes only. Pull as • Doors will open at 3:10 pm. far into the drop-off zone as possible • Parents proceed into the cafeteria to allow others cars to enter that following designated traffic pattern. area. • Parents sign out student and exit • Stay in your car. Teach children to cafeteria following designated traf- exit on their own. Staff will be there fic pattern. to assist them. According to safety • Parents are strongly encouraged to experts, this one step will help use the transportation provided. reduce drop-off time and improve Early Dismissal security. For safety reasons, no students will • Use proper car seats and procedures be dismissed from the north office for underage children. between 2:50 – 3:10. After 2:50, 14 Safety and Security

The Woodbridge Board of Educa- tion Guidelines for Visitors - Policy # 1250(a) - requires that parents and guardians understand and comply with procedures: • report to the office on every visit • notify your child’s classroom teacher in writing of any scheduled change in dismissal times Visiting the school • come into the building and report We welcome you to BRS. The safety to the main office when picking and security of our students is a prima- up a child who is ill, or to pick up ry concern at BRS. The following pro- and drop off your children during cedures apply to all visitors to BRS: school day hours Enter the school through the main • bring forgotten items such as north entrance only. Ring the intercom homework, lunch, or bathing suits button. State your name and purpose to the office; staff will make sure of your visit. For every visit, upon • that your child receives the item(s) entering the building report directly to • bring child’s medications, as re- the visitor portal and follow the proce- quired by policy, directly to the dures that include: school nurse after signing in at the • Parents/visitors should be prepared office to show their driver’s license or Contacting the school state issued ID so they may be registered as a visitor and receive a The school offices are open on school required visitor’s pass. days, before, during, and after school. • Follow school guidelines related to A secretary can direct your call or the purpose for your visit. inquiry or take a message for a staff • Wear your visitor pass at all times member. Teachers will not be inter- when you are in the building. rupted while they are teaching. You • You must return your visitor’s pass may leave a voice mail message. and be signed out as you leave the It is very important that you contact building. This information will be the main office as soon as possible in necessary in an emergency situa- the following instances: tion. • Change of custody: A copy of the • When entering the building, do signed court documents is required. not allow a person behind you to • Change of Address: New proof of “piggy back” through the door. residency, i.e. current mortgage or • If you notice problems with the lease documents. system or practices that breach • Any event or change which might security, report them to the school affect your child’s ability to perform office immediately. The only way or to concentrate in school. that we can insure maximum safety • Any change in emergency numbers for our children is to work together. or emergency contacts. 15 Safety and Security continued Building Evacuation necessity for a school closing or Plan shutdown and the circumstances for In the event of it. We can only release a child to a fire or other a parent or other authorized adult. emergency that Please be sure anyone authorized to requires evacuation pick up your child is listed on the of the school building, students are emergency lanyard. asked to follow the procedures they have learned in the drills conducted 2. All students will board their monthly throughout the school year in assigned bus and go directly to their accordance with state law. bus stop – this includes students At such times, the following must scheduled for pick-up, Extended apply: Day and ANY after school activity. • Students, faculty, staff and visitors A parent or one of the people will use the nearest room door authorized by the parent for pick- labeled “Fire Exit.” up must be at the bus stop waiting • All students will refrain from for them. If there is no parent or talking. authorized person waiting for the • All students will follow the child at the bus stop, the child directions of the teacher. will be transported to the Center • All will exit calmly, but quickly Building. (Children must be picked and quietly. • All will proceed to specific up there promptly.) designated areas and remain there • Designated BRS staff are assigned quietly until additional directions to ride the buses with the students. are provided. They may only release students • Teachers in charge will take to a parent or authorized person attendance. listed on the child’s emergency • Administrators will advise lanyard. These designated BRS when re-entry to the building is staff, rather than the bus driver, safe. If additional instructions will be solely responsible for the are required, these will also be announced by administrators. release of students at the bus stop. 3. Children will only be released from Campus Evacuation Plan /School the Center Building to a parent Shutdown or a person authorized to pick up In the event of an emergency that the child and listed on the child’s requires evacuation of the school emergency lanyard. campus, students are asked to follow 4. In the event of an evacuation, the procedures they have learned in Extended Day, Recreation and all the drills conducted throughout the after school activities are cancelled. school year. 5. There will be no transportation Parents should follow the protocol to religious classes. Students will listed below. Do not come to BRS. board their bus and go directly to 1. Parents will be notified through their bus stop. Plan to have one of SwiftK12 Alert Solutions of the the persons authorized for pick-up 16 Safety and Security continued Communication Between Home and School at the bus stop waiting for them. If security and safety there is no one waiting for the child, of all staff, students they will be transported to Center and visitors to Dis- Building for pick up. trict property, and to Students will practice this as part of safeguard District the drills that are conducted monthly. facilities and equip- This protocol requires the cooperation ment. Video cam- of everyone, most importantly our eras may be used in parents and those responsible for locations as deemed picking up your children. It is strongly appropriate by the Superintendent in suggested that you take some time to consultation with the safety planning have a plan in place in the event of a committee and relevant staff. school shutdown. Cameras shall not be placed in areas Lockdown Procedure where students, staff and community BRS will use this lockdown procedure members have a reasonable expecta- in the event that there is a danger or tion of privacy such as restrooms, threat on school grounds or in the locker rooms and lounges. building. This may include: a weather emergency, an environmental issue or Superintendent’s Communications a police emergency. The Superintendent of Schools sends The procedure: letters to parents as needed to keep 1. Building is secured. them up to date on Administrative and 2. All doors are locked. Board of Education decisions that af- 3. There is no movement in the fect the school district. building. 4. Lockdown can only end with an Parent Communication “all clear” from the police. Many methods of 5. Students must follow directives communication are used from the staff member in charge. by the BRS faculty and 6. The is NO access to the school staff. Among them are grounds. newsletters, teacher websites, email and the Students will practice this drill as part principal’s message. You may also of the drills we conduct each month. find us on Instagram @BRSOwls Please take the time to explain to your children the importance of these drills Volunteering at school as a means of preparing for an actual Parents are always welcome at emergency. Beecher Road School. Active involvement is crucial to the success of our Board Policy 5131.111 – Video school. When volunteering in the Surveillance school, parents are asked to uphold the The Board of Education authorizes rights of the students/staff with whom the use of video cameras on District you are involved, and respect the con- property to ensure the health, welfare, fidentiality of each individual. 17 Communication continued Parent/teacher conferences Report cards Conferences may be scheduled any Report cards are distributed three time by mutual consent. In addition times during the school year. planned conferences are as follows: • December 7, 2018 • October 16 and 18, 2018 • March 14, 2019 • April 8 and 10, 2019 • June 10, 2019 or the last day of school NOTE: These are early dismissal days. Board of Education Meetings 1:10 dismissal The Woodbridge Board of Education, Parents are encouraged to contact their responsible for the Woodbridge School child’s teacher and make alternate ap- District Pre-K - Gr. 6 educational pro- pointments if they are unable to meet gram, meets monthly at 7 p.m. in the during the planned conference time. BRS library media center. Meetings are open to the public. (See calendar inside front cover.)

Beecher Road School has full-time school nursing services on the premises during school hours. Communication with the school nurse about your child’s health concerns is important for the welfare of your child as well as that of other students and staff at the school. Many policies concerning health are governed by state law. Please read this section very carefully. Our Nursing Supervisor is: Stacey Katz The telephone number is: 203-389-2195 Laws governing school health are practitioner of medicine: rigid and complex. The Woodbridge • M.D. or O.D. licensed in School District must make annual Connecticut or another state reports to the State of Connecticut. • APRN Nurse Practitioner or PA Physician’s Assistant licensed in No child will be admitted to school Connecticut. without a complete health The health assessment must include: assessment and immunization record 1. health history In accordance with the Connecticut 2. proof of immunizations General Statutes Section 10-206, the Woodbridge Board of Education 3. vision, hearing, dental and speech requires each student registering at screening Beecher Road School to have a health 4. tuberculin risk assessment assessment in grades pre-kindergarten 5. chronic disease assessment and kindergarten. 6. postural screening: grade 5 and The health assessment must be above performed by a legally qualified 18 School Health Services continued Connecticut immunization requirements Students To enter preschool must have (children entering after age 3 but before age 5) the physical DTaP: 4 doses exam and Polio: 3 doses immunization MMR: 1 dose on or after the 1st record birthday Hep B: 3 doses, last one on or after reviewed by the 24 weeks of age school nurse. Without evidence Varicella: 1 dose on or after the 1st of a physical examination by a birthday or verification of licensed medical professional the disease Hib: 1 booster dose on or after the 1st or adequate immunizations, birthday a child will be excluded from Pneumococcal: 1 dose on or after the 1st school until the requirements birthday. are completed. Influenza:1 dose administered each year between August 1 through December 31 (2 doses separated Vaccination Exemptions by at least 28 days required for those receiving flu for the 1st Children shall be exempt from the time) appropriate provisions of this section Hep A: 2 doses given 6 months apart, 1st when any one of the following exist: dose on or after 1st birthday • A child who presents a certificate To enter kindergarten from a physician or local health DTaP: At least 4 doses. The last dose agency stating that such immu- must be given on or after the 4th birthday. nizations are medically contrain- Polio: At least 3 doses. The last dose dicated because of the physical must be given on or after the 4th condition of such child; birthday. MMR: 2 doses separated by at least 28 • A completed and notarized State days, 1st dose on or after the 1st of Connecticut, Dept. of Public birthday. Health Religious Exemption form Hep A: 2 doses six months apart. First on file at BRS. Blank forms avail- dose on or after first birthday. Hep B: 3 doses, last dose on or after 24 able in the BRS main office; weeks of age. • In the case of measles, mumps, or Varicella: 2 doses separated by at least rubella, presents a certificate from 3 months, 1st dose on or after the a physician or local health agency 1st birthday or verification of disease. stating that the child has had a Hib: 1 dose on or after 1st confirmed case of the disease; birthday for children less than • In the case of pertussis, has 5 years old. passed his sixth birthday. Pneumococcal: First dose on or after first birthday for children less than 5 Birth certificates required years old. At registration, your child’s original birth certificate is required.

19 School Health Services continued Emergency Epinephrine election and their relationship to the Injections student. A record of the notification shall be kept on file and shall be valid for one school year. Connecticut law allows a school nurse For information about the law which is or, in the absence or unavailability codified at C.G.S. 10-212a, consult the of a school nurse, a “qualified school Connecticut General Assembly web- employee,” such as a principal, to ad- site at www.cga.ct.gov or our Board minister epinephrine in a cartridge in- of Education policies regarding the jector (better known as an epiPen) for administration of medications. the purpose of first aid to students who experience allergic reactions. To clarify, this is a situation that in- volves only those students who have Report communicable diseases no previous known allergies and there is no written order by a qualified Communicable diseases such as in- medical professional for the adminis- fectious mononucleosis, pneumonia, tration of epinephrine nor was parental strep throat, lice, scabies, ringworm, authorization previously provided to shingles, and chicken pox must be the school. In order to carry out the diagnosed by a doctor and reported to requirements of the law, each school the school nurse. year specific Beecher Road School Strep Throat employees are selected by our school Strep throat should be treated for 24 nurse and/or principal to receive train- hours before a child returns to school. ing in the emergency administration of Chicken Pox epinephrine. A child may return to school only when the last eruption has dried and In the event of an emergency one of crusted. our school nurses, or in the absence of a nurse a qualified school employee, Rashes will administer an epiPen injection. A child who has a rash such as impeti- go, scabies, shingles, or ringworm will The school will maintain a supply of be excluded from school until the con- epinephrine for this purpose. dition is diagnosed by a private physi- Parents and guardians may opt-out cian and treated, if necessary. Proof of of the emergency administration of treatment must accompany the student the epinephrine to their children by upon return to school. putting such an election in writing Head Lice and sending it to the school nurse Children’s hair should be checked at at Beecher Road School and to the home at least once a week. If there is school’s medical advisor. To be valid, any question regarding inspection or the notification shall be in writing, procedure, the school nurse will gladly signed, dated and clearly indicate the assist. Once infested, a child will be name of the child who is not to receive required to remain out of school until the emergency injection and indicate treatment has been initiated. the name of the individual making the 20 School Health Services continued

Absences due to Illness authorization forms are available The school nurse should be aware of from the school nurse and on the any absences for reasons such as an school website. operation or communicable disease. • Medication must be brought to An operation may require program school in the original bottle or modification for your child. When container, properly labeled with told of a communicable disease, the the name of the student, name of school will advise other parents of the physician, date, original pre- their child’s exposure to the disease as scription, and directions for cor- appropriate. rect dosage. • All medication must be brought Elevated Temperature to the nurse’s office by an adult; A child with a temperature of 100.2ºF do not send medication to school or higher must be kept at home until with your child. the temperature is normal for 24 hours • No medication will be stored in without temperature lowering medica- school beyond one week of termi- tions. nation of the physician’s order; it Vomiting and Diarrhea must be picked up by an adult. Please keep your children home if • Long-term medication authoriza- they vomited or have diarrhea during tion forms must be renewed in the night or in the morning. Any child late August each year; all medi- who is not feeling well in the morning cations must be removed from should remain at home. This will lead school in June, or they will be to faster recovery and prevent expo- destroyed. sure of the child’s illness to others. We Allergies suggest that children not be left home It is important that the school nurse alone when ill. If a child becomes ill and staff be alerted to allergies, such or injured at school, we will try to as bee stings, insect bites, or any se- reach the parent at home or at work. vere reaction to foods, medication, or We cannot provide care for ill children environmental substances. If indicated in school for an extended period of by a physician, emergency medication time. If a parent or guardian cannot should be authorized and stored in the come to school to pick up a child, al- nurse’s office at school to be adminis- ternate arrangements must be made for tered if needed. a friend, relative, or neighbor to pick up your child. Sharing Health Information If there is any problem or unusual Medication in school is strictly con- occurrence at home that might affect trolled by law. your child’s optimal learning, such Medication will be administered dur- as the illness or death of a family ing school hours only under the fol- member, friend, or household pet, or lowing conditions: if there are changes within the family, • An authorization form is com- please feel free to share the informa- pleted and signed by a physician tion with the nurse, as well as the and parent. This includes over- classroom teacher and/or administra- the-counter drugs (Tylenol, ant- tion. acid, etc.); State of Connecticut 21 School Health Services continued

Notify the Health Office Child Abuse During the summer months, a child All school employees are obligated by may have been stricken with a seri- law to report suspected child abuse, ous illness or communicable disease, neglect, and/or if a child is placed in sustained a fracture or injury, had an imminent danger of serious harm to operation or procedures such as tubes the Connecticut State Department of in ears, have seen the doctor and re- Children and Families Services. Spe- ceived a new prescription for glasses or new lenses, or have received an cific procedures governing the report- immunization booster. In such cases, ing of abuse and neglect are in effect. the nurse should be informed so that Child abuse is defined as any physical medical information may be updated injury inflicted by other than acciden- and staff informed when indicated. tal means or injuries which are not in Vision and Hearing Screening keeping with the explanation for their Vision and hearing screenings are cause. Improper treatment such as done annually in accordance with state malnutrition, sexual abuse, and sexual guidelines. exploitation, deprivation of necessi- ties, emotional abuse, and cruel pun- Policies and Notifications ishment are considered abuse. Neglect means that a child has been abandoned Health and Wellness or is being denied proper care and The Board of Education recognizes attention, physically, educationally, the importance of the school’s role in emotionally or morally or is being promoting good nutrition, physical permitted to live under conditions, cir- fitness, and a healthful school environ- cumstances, or associations injurious ment. The Board authorized the ad- to their well-being. ministration to develop integrated nu- Psychotropic Drug Use trition and physical activity programs School personnel are prohibited from to provide students and staff with the recommending the use of psychotropic skills and support to adopt healthful drugs for any student enrolled within lifestyles. the school system. School nurses, Suicide nurse practitioners, district medical The Board of Education recognizes advisors, school psychologists, school that suicide is a complex issue and social workers, and school counselors a concern for the school system and may recommend that a student be the community it serves. This district evaluated by an appropriate medical wishes to take a proactive stance practitioner. in preventing the problem of youth AIDS suicide. It is the Board’s policy to ac- The Board of Education is aware of tively respond to any situation where a the unique educational and health student verbally or behaviorally indi- problems associated with the condi- cates intent to attempt suicide or to do tions of Acquired Immune Deficiency physical harm to himself/herself. Syndrome (AIDS). The Board rec- 22 School Health Services continued ognizes its responsibility to provide available and accessible at the Su- every child an appropriate education perintendent’s Office at 40 Beecher in the least restrictive environment. At Road - south, in Woodbridge. Regular the same time, the Board must assure inspections by school staff are con- that a safe learning and working envi- ducted to ensure that all pertinent re- ronment be provided for its students quirements are met. and employees. Parents or guardians of children at BRS may register for notification Asbestos Hazard Response prior to any pesticide application by As required by statute, an annual an- contacting the principal’s office for the nouncement regarding the presence of appropriate grade level(s). A record of asbestos-containing materials in the any application of pesticide at BRS is Beecher Road School is required. The maintained and available for review. Beecher Road School has a Manage- Green Cleaning – State Law ment Plan governing the safe control The State of Connecticut requires each and maintenance of asbestos-contain- local and regional board of educa- ing materials identified in the building. tion to implement a green cleaning The Plan is available and accessible program for all school buildings and at the Superintendent’s Office at 40 facilities in its district. (Public Act Beecher Road - south, in Woodbridge. 09-81) Regular inspections of identified ma- The Woodbridge School District is terials by school staff are conducted to committed to implementing this law ensure that maintenance requirements by providing staff, and upon request, are met. An Asbestos Abatement Plan the parents and guardians of each chid was revised and implemented as part enrolled in each school with a writ- of the construction and renovation ten statement of the district’s green project at BRS completed in 1997. cleaning program, as well as making A triennial inspection by an outside it available on the district website State-approved vendor was conducted – woodbridge.k12.ct.us > District in- in January 2010. Please direct any formation > Health Services > Green questions you may have to the super- Cleaning Program intendent’s office at 387-6631. Pesticide Notification As required by Public Act 99-165, an annual announcement regarding the IMPORTANT NOTE use of pesticides in BRS is required. IN THE LAW This act prohibits the use of pesticides No parent, guardian, teacher during school hours and activities, of staff member may bring into except in emergencies. BRS has an the school facility any consumer “Integrated Pest Management Plan” product which is intended to governing the safe control and use of clean, deodorize, sanitize or pesticide applications in the building disinfect. and/or school grounds. This plan is 23 Academic Program Information At the heart of Beecher Road School is the academic program. It is our mission to develop academic prowess in our students so they become productive and involved citizens in an increasingly competitive world. Our programs are varied and are based on the most current positive practices in the educational community. We invite you to ask us often about what we’re teaching and why. Lottery Used For Two Programs Participation in two Beecher Road School programs is determined by lottery when needed. The Multi-Age Program and the BRS Preschool both use lottery systems in order to provide Woodbridge residents an equitable opportunity to participate in these parent-choice programs. The written lottery procedures are consistently adhered to and are available through the principal. Literacy Reading, writing, speaking, listening, the library media center provides thinking, and viewing in the English extensive access to books, magazines language are the components of the and informational literacy sources to language arts curriculum. Beecher support the balanced literacy program. Road School is committed to helping Mathematics every child become an independent Mathematics philosophy at Beecher reader/writer by the end of third grade. Road School builds on the belief that To achieve this goal, a research-based, children possess intuitive insights balanced literacy program has been about important mathematical ideas. implemented. Children in the This comprehensive approach includes mathematics program shared reading, guided reading, are provided with independent reading, daily teacher opportunities to solve read-alouds, as well as a strong complex problems reading/writing connection. Through in a variety of ways personalized ongoing assessment, utilizing a variety of strategies and the teacher determines each child’s resources. The curriculum is designed instructional need, and adjusts to engage children in order to reason instructional strategies to support and communicate mathematically as every student’s literacy pathway. they construct mathematical concepts Additionally, early intervention for at- and skills in their world and share risk students is a critical component of ideas with others. The curriculum the reading program. builds on knowledge and reasoning Trained language arts teachers ability and uses language as a tool and special education teachers for learning and mathematical collaborate with classroom teachers argument. Organizing, recording and in this process. Classrooms provide communicating mathematical ideas libraries representing multiple genres, and using representations in modeling both fiction and non-fiction, while are incorporated throughout the entire 24 Academic Program Information continued curriculum. The Content Standards Social Studies include Number and Operations, Patterns, Functions, Algebra; Social Studies, beginning in kinder- Geometry and Spatial Sense, garten, moves the students through an Measurement, and Data Analysis, ever-widening exploration of people Statistics, and Probability. The living and working together. Stu- Process Standards, which represent dents study the family, the classroom, ways of acquiring and using the school, the neighborhood, and knowledge, are problem solving, Woodbridge. By grade three, students reasoning, communicating, making are ready to investigate communities connections and modeling. farther from their immediate surround- ings. By grade four, students begin Science to learn how and why people have adapted to living in different geo- Science is more graphic and climatic regions of Con- than a body of necticut and the United States. In fifth facts, theories, grade, the United States of America, and laws; it is an its settlement, its birth as a nation, its active, directed expansion, and its growth are studied. method of asking By grade six, students turn their atten- and answering tion to various civilizations and coun- questions about the world around us. tries of the world. The core strands The science curriculum at Beecher of the social studies curriculum at Road School uses the inquiry ap- Beecher Road School are history, civ- proach and incorporates hands-on ics and government, geography, and experiences as an integral part of economics. the learning process. The standards for scientific inquiry, literacy and numeracy are an integral part of the World Language content standards for each grade level. World Language The science program incorporates integrates the the use of research-based materials to study of civili- promote inquiry instruction with de- zations, customs, and literature in fined goals and a learning cycle based Spanish beginning in kindergarten. in research on how children learn. A At Beecher Road School, the primary state-of-the-art science lab supports goal of language study is communica- students’ exploration of scientific con- tion, and the world language program cepts and enhances the delivery of the strives to develop proficiency in the standards-based curriculum. basic language skills. Through formal language study, students will listen, speak, read, and write in Spanish while developing an acceptance of diversity in an interdependent world. 25 Academic Program Information continued Art plore many different activities as part Art education is an essential part of of the program and are encouraged to every student’s educational experience understand how the level or degree of at Beecher Road School. Through fitness can affect their performance in higher order thinking and critical as- activities. The most important mission sessment skills, art education develops of physical education is to provide literate, imaginative, competent, and activities for students that move and creative individuals. All students are inspire them toward a lifestyle that in- given opportunities to achieve their cludes physical activity. highest potential. Students grow Health Education through experimentation with various Health education is a critical com- media, processes and techniques and ponent of a student’s ability to learn, through the study of various artists, achieve, and succeed in school. Begin- both past and present. ning in kindergarten and continuing Music through the sixth grade at Beecher Road School, health education is de- Music is a unique signed to address the physical, mental, form of aesthetic social and emotional health of a child. expression and is an The child of today and tomorrow must essential component learn to deal with an increasing variety of the education of of complex psychological and health all students. Music education provides issues. In a planned, sequential, and a structure towards integrative, the- developmental manner, health educa- matic, and conceptual learning across tion motivates and teaches students all content areas. The music instruc- the functional knowledge and skills tion at Beecher Road School allows needed to promote personal lifelong students to express themselves artisti- health and well being. cally through the process of creating, responding and performing. Beecher Library Media & Road School is proud of its award- Technology winning ensembles, chorus, orchestra, Library Media/Technology special- color guard and marching band. ists work closely with teachers to Physical Education design dynamic, exciting learning experiences that integrate informa- Physical Education promotes well- tion, technology and reading skills ness, fitness, and health and is an im- with library media/technology center portant part of the elementary school resources in every curricular area. curriculum. At Beecher Road School, These skills include locating, analyz- the environment created in physical ing, interpreting, and synthesizing education is inclusive and non-threat- information, and they are used in all ening. It allows all students to partici- content area subjects, from science pate and succeed regardless of ability. and social studies to math and music. Students have the opportunity to ex- Beecher Road School’s library media/ 26 Academic Program Information continued technology program teaches students ago by teachers and developed in col- how to interpret and understand infor- laboration with interested parents. mation, whether it comes from books, Designed to recognize and work with magazines, television or the Internet. children as centers of power, creativ- The program encourages students to ity and intelligence, MAG offers an become life-long readers and life-long intellectually stimulating and aca- learners. demically challenging environment. Talented and Gifted MAG offers a multi-year, predictable Our Talented and Gifted Program placement with a deep understanding (TAG) seeks to maintain a learning of children’s learning styles and needs, environment sufficiently flexible and attention to individual needs of the supportive so that gifted and talented whole child – emotional, social, intel- students can participate in enrichment lectual, ethical, physical and aesthetic. learning experiences commensurate MAG provides time to build long term with their unique needs and abilities. relationships, an extended family envi- Students in grade three are referred by ronment, leadership roles for students staff or parents, evaluated, and identi- and teachers, participatory decision fied using a multi-step process consist- making, self-determination and varied, ing of teacher checklists, behavioral flexible groupings for learning. checklists, work samples and/or port- Preschool Program folios, and standardized assessment. The mission of the Beecher Road The identification process seeks to dis- PreSchool is to prepare our young tinguish the top three to five percent of students for future learning in the least the student population. restrictive environment and to help Goals of our TAG Program parents of young children with the • ensure that gifted education challenge of meeting their develop- services are an integral part of the mental needs. general education program • provide differentiated instruction The philosophy is based on the belief and curriculum to continuously that play is the best means of facilitat- improve student achievement and ing learning in young children. Learn- performance ing is facilitated in our language-based • provide for the social and emotional needs of advanced-level program where children interact learners through child-initiated and teacher- • recognize and develop diverse supported developmentally appropri- abilities and talents ate activities. Our nurturing environ- • provide comprehensive ment fosters learning, social, speech, professional development for language and motor skills. teachers to help them meet the needs of advanced-level students Opportunities to make choices through integrated cooperative play develop Multi-Age Group problem solving skills, promote inde- Our Multi-Age Group (MAG) is a pendence, and highlight the unique- four-year program at Beecher Road ness of each individual child. School. MAG was initiated decades 27 Academic Program Information continued

Preschool continued... Outside Time Our nationally accredited preschool is Outside Time (recess) is an essential a reverse mainstream program provid- component of the total education ing services for children with disabili- experience for elementary school stu- ties and typically developing peers in dents and is considered an important Woodbridge, ages three to five. Typi- part of the instructional day at Beecher cally developing peers, chosen by lot- Road School. Outside time provides tery, must meet the following criteria children with time to engage in physi- to be eligible: cal activity that helps develop healthy • be three years old prior to Jan. bodies and enjoyment of movement. 1, 2019 Participation in physical activity • have age-appropriate language improves attention, focus, behavior, skills and learning in the classroom. It also • demonstrate age-appropriate provides opportunities to practice play skills life skills such as cooperation, taking • be toilet trained turns, following rules, sharing, com- • be a Woodbridge resident munication, negotiation, problem solv- The BRS Preschool team is a resource ing, and conflict resolution. to Woodbridge families regarding the development of young children. Field Trips If you have any concerns about your Field trips are vitally important to preschooler’s development, please relate classroom curricula to the contact BRS Preschool at 389-2195 external world. Information forms ext. 141. are sent home and require a parent’s signature. All forms must Character Education be completed in full and Character returned prior to the date education is of the trip. Students are infused into responsible for all admission and all aspects of transportation costs, if any, associated school life with the trip. However, no student will including the curriculum. Responsive be excluded from any trip because Classroom serves as the foundation of inability to pay. Students who for creating environments where are assigned to ride as a group to a children thrive academically, socially, and emotionally. The Responsive destination are expected to return Classroom is an approach to teaching to the school with the same group and learning that fosters safe, and in the same vehicle. At least two challenging, and joyful classrooms. chaperones should accompany the It consists of practical strategies for class on each trip. When more than bringing together social and academic the required number of individuals learning throughout the school day to volunteer, the chaperones will be foster respect and build community. chosen by rotation. 28 Academic Program Information continued Homework

Homework improves academic achievement. Homework is considered to be any assignment that is completed outside of the school day. The purpose of tember, are another opportunity that homework is to reinforce skills and is used to discuss student homework to develop good independent study with parents. habits. Homework is a responsibility If a student is unable to complete shared among the student, the teacher, homework assignments within the rec- and the family. ommended period of time, the student At the beginning of the school year, should stop work, and the student or teachers will inform parents of their parents should inform the teacher. practices regarding homework. Fre- As children progress through the quency, duration, and purposes of grades, teachers expect students to be homework will be communicated and increasingly independent in recording, discussed. The Beecher Road School scheduling, and completing home- Open Houses, scheduled each Sep- work.

Grade Time Note Kindergarten 15 min. reading per day and weekly assignments Grade 1 Up to 20 min. per day includes reading Grade 2 Up to 30 min. per day includes reading Grade 3 Up to 30 min. per day plus reading 20 min. Grade 4 Up to 40 min. per day not including reading Grade 5 Up to 50 min. per day not including reading Grade 6 Up to 60 mn. per day not including reading

Requesting Missed Homework Commonly held conclusions of research on homework Parents may request homework for a child who is absent from school for • Schools in which homework is routinely more than two days due to illness, assigned and graded tend to have higher injury, or a family emergency. The achieving students. request may be made through the • Elementary grade homework should focus school office. Advance assignments on establishing study habits and learning skills. will not usually be given to children • Homework should be necessary and useful, who will be absent for vacations or appropriate to the ability and maturity level trips made during the time when of students, well explained and school is in session. motivational, and clearly understood by students and parents. • There is general agreement that the amount of homework increases significantly as a student progresses through school.

29 Academic Program Information continued

Assessment programs help monitor Student Records are open to you. instruction and student achievement. Pursuant to Board Policy 5125 Students enrolled in the public schools The Woodbridge School District main- of Connecticut are required to take tains educational records for each stu- standardized assessments. At BRS dent, which reflect academic, physical, those assessments are administered and emotional aspects of a student’s in grades 3–6. State and federal law development. All student records are requires that all students participate maintained in a confidential manner, in statewide tests such as the Smarter and access is restricted and regulated Balanced Assessment. This includes by law. special education students and English Upon written request, parents and language learners who may be tested guardians may inspect any and all with accommodations, if necessary. records of their children, and they Special education students in may receive a copy of these records. Connecticut are tested in a number of Parents have the right to request an ways depending on their abilities, as amendment to records or the deletion well as the curriculum in which they of materials from a record. Further participate. details and information are contained in the Board of Education policy.

Including Special Education Every child is unique. For that reason a variety of services is provided to students with unique needs. Whether the student uses a language other than English at home or needs some extra support in math, Woodbridge addresses these needs with planned programs. Using Scientific Research-Based SRBI are a way to provide support Interventions (SRBI) is the first step and instruction to children who are in addressing learning issues. struggling to learn. A child’s progress Teachers, administrators, and families is studied and findings are used to want all children to succeed. There are make decisions about teaching and many ways to get children who are other learning supports. SRBI are most struggling to learn, the additional help commonly used in addressing needs they need to be successful. One way in the areas of reading, math, and is with the use of scientific research- behavior. A “continuum of support” based interventions (SRBI). is developed by school districts 30 Student Services Including Special Education continued including programs to meet the needs “limited English proficiency” will of the children they serve. The SRBI be identified, assessed, and provided framework has three “tiers.” Each tier appropriate services. provides differing kinds and degrees English language learners who require of support. services meet with literacy specialists Language Arts and Math Support are on a regular basis. Individual provided for students struggling in schedules are created to meet the these areas. needs of the students. They do not Specialists from the Language need to meet entrance/exit criteria to Arts Center and the Math Center be eligible for Language Arts Center are available to assist regular services. education students who demonstrate Special Education Services are performance weaknesses in the core provided to children with exceptional academic areas of reading, writing, needs. or mathematics as evidenced by The Woodbridge School District their assessments or through teacher provides appropriate educational referral. This program strives to opportunities for all students. These improve students’ learning strategies include a continuum of services and organizational skills as well as designed to meet the educational specific academic skills. These are not needs of exceptional children. The special education programs and are Planning and Placement Team (PPT) designed to support regular education process, a collaborative meeting of students who need reinforcement parents and school personnel, is used of specific skills and concepts. For to evaluate and identify students with further information, contact the child’s disabilities. The PPT is responsible teacher. for determining whether your child Limited English Proficient Services needs special education and/or related are provided to children whose first services. language is not English. The law requires that each child The Board of Education recognizes between the ages of birth and 21 years the need to provide equal educational be identified for determination of a opportunities for all students in the child’s eligibility to receive special district. Therefore, if the inability education and related services. In to speak and understand the English the Woodbridge School District language excludes a student from services are available to children with effective participation in the disabilities beginning at age three. educational programs, the school shall If your child is under the age of three, take appropriate action to rectify the you may wish to contact Connecticut English language deficiency in order Birth to Three at 1-800-505-7000. to provide the students with equal Procedural Safeguards, a document access to its programs. Students who outlining the rights of parents in the have a language minority or who have special education process, is available 31 Student Services Including Special Education continued at the Special Services Office or on the Special Services, 40 Beecher Road, district website. Woodbridge, CT 06525 Section “504” of the Rehabilitation 203-389-6598. Act of 1973 may provide your child [email protected] with special benefits Title 1 Parent Involvement is The Woodbridge Board of Education encouraged. complies with section 504 of the (Pursuant to Board Policy # 6172.41) Rehabilitation Act of 1973, commonly Parents of a child in a Title I funded referred to as “504,” that assures that program will receive a copy of educational opportunities and benefits the district’s parental involvement provided to non-disabled students policy, including provisions of an are provided equally to students with annual meeting and involvement of disabilities. If your child is eligible parents in the planning, review, and for accommodations, modifications, implementation of Title I programs. and/or related services under “504,” It’s your right to know who’s teaching and you disagree with the school’s your children. decisions regarding your child’s Parents have the right to request educational program, you have the information about the professional right to file a complaint and request an qualifications of their children’s impartial hearing. teachers. The response will indicate The designated contact in Woodbridge whether the teacher is certified for the to handle such complaints or subject matter and grade taught; the questions regarding identification, teacher’s undergraduate major and any evaluation, or educational placement graduate degrees or certifications a is Cheryl Mammen, Director of teacher may have.

Student Conduct: Behavioral Expectations We Believe . . . In our school, teaching self-discipline is an important part of the curriculum. We believe that all students wish to participate fully in all school activities in a safe and respectful environment. We understand that to do so requires an appreci- ation and understanding of rules and guidelines. We believe all adults should try to model for children what it means to be excited about learning, what it means to have the time to stop and listen, and what it means to be kind, considerate and respectful. We encourage a learning process that examines and develops rules and guidelines. We hope students will understand and appreciate that self-discipline and order help create a successful academic and social environment. We want students to value and follow the rules because they have faith in themselves and the adults who have faith in them. 32 Student Conduct: Behavioral Expectations continued With the following guidelines, policies, and laws, parents and the school work to help children grow into productive members of a larger group. Bullying and teasing are against cal appearance, or physical, mental, Connecticut law and carry developmental or sensory disability, serious consequences or by association with an individual Bullying Notice or group who has or is perceived to Bullying behavior by any student in have one or more of such character- the Woodbridge School District is istics. strictly prohibited, and such conduct An incident of bullying will be sus- may result in disciplinary action, in- pected if a student engages in repeat- cluding suspension and/or expulsion ed activities, on school grounds, at a from school. “Bullying” means the school-sponsored or school-related repeated use by one or more students activity, function or program whether of a written, oral or electronic com- on or off school grounds, at a school munication, such as cyberbullying*, bus stop, on a school bus or other directed at or referring to another vehicle owned, leased or used by the student attending school in the same Board of Education, or through the school district or a physical act or ges- use of an electronic device or an elec- ture by one or more students repeated- tronic mobile device owned, leased or ly directed at another student attending used by the Board of Education, and school in the same school district that: outside of the school setting that: A. Causes physical or emotional A. Creates a hostile environment at harm to such student or damage to school for the victim, such student’s property, B. Infringes on the rights of the vic- B. Places such student in reasonable tim at school, or fear of harm to himself or herself, C. Substantially disrupts the educa- or of damage to his or her prop- tion process or the orderly opera- erty, tion of a school. C. Creates a hostile environment at Students and/or parents may file school for such student, D. Infringes on the rights of such verbal or written complaints con- student at school, or cerning suspected bullying behavior, E. Substantially disrupts the educa- and students shall be permitted to tion process or the orderly opera- anonymously report acts of bullying tion of a school. to school employees. Any report of Bullying shall include, but not be lim- suspected bullying behavior will be ited to, a written, verbal or electronic promptly reviewed. If acts of bul- communication or physical act or ges- lying are verified, prompt disciplin- ture based on any actual or perceived ary action may be taken against the differentiating characteristic, such as perpetrator, consistent with his/her race, color, religion, ancestry, national rights of due process. Board policy origin, gender, sexual orientation, gen- and regulation #5131.911 set forth der identity or expression, socioeco- this prohibition and the related pro- nomic status, academic status, physi- cedures in detail, and are available to 33 Student Conduct: Behavioral Expectations continued students and their parents/guardians to any school employee, as defined, upon request. or administrator. Such informal How can behavior considered to be complaints shall be reasonably spe- bullying be reported? cific as to the actions giving rise to The Woodbridge School District is the suspicion of bullying, including committed to providing all students time and place of the conduct al- with a safe learning environment that leged, the number of such incidents, is free from bullying and cyberbul- the target of such suspected bully- lying. The goal is the establishment ing, and the names of any potential of a positive school climate in which student or staff witnesses. A school norms, values, and expectations make employee, or administrator or the students and adults feel socially, emo- Safe School Climate Specialist who tionally, intellectually and physically receives an informal complaint shall safe. This commitment is an integral promptly reduce the complaint to part of our comprehensive efforts to writing, including the information promote learning and to prevent and provided. Such written report by eliminate all forms of bullying and the school employee, administrator, other harmful and disruptive behavior if not the Safe School Climate Spe- that can impede the learning process. cialist, shall be promptly forwarded Process for reporting behavior to the Building Principal for review considered to be bullying and action. 1. Formal Written Complaints: Stu- 3. Anonymous Complaints: Students dents and/or their parents or guard- who make informal complaints as ians may file written reports of set forth above may request that conduct that they consider to be their name be maintained in con- bullying. Such written reports shall fidence by the school employee be reasonably specific as to the ac- who receives the complaint. Should tions giving rise to the suspicion of anonymity be requested, the Safe bullying, including time and place School Climate Specialist, if not the of the conduct alleged, the number Principal or his/her designee, shall of such incidents, the target of such meet with the student to review suspected bullying, and the names the request for anonymity and the of any potential student or staff wit- impact that maintaining anonymity nesses. Such reports may be filed of the complaint may have on the with any school employee, and they investigation of the complaint and/ shall be promptly forwarded to the or possible remedial action. At such Safe School Climate Specialist or meeting, the student shall be given another school administrator, if the the choice as to whether to maintain Safe School specialist is unavail- the anonymity of the complaint. able, for review and action. Anonymous complaints shall be 2. Informal/Verbal Complaints: Stu- reviewed and reasonable action dents may make an informal com- will be taken to address the situa- plaint of conduct that they consider tion, to the extent such action may to be bullying by verbal report to the be taken that (1) does not disclose Safe School Climate Specialist, or the source of the complaint, and (2) 34 Student Conduct: Behavioral Expectations continued is consistent with the due process items be left at home so theft, dam- rights of the student(s) alleged to age or loss does not occur. BRS is not have committed acts of bullying. responsible for theft, damage or loss No disciplinary action shall be taken of such items. If an item is taken from solely on the basis of an anonymous a child, the parent will be responsible report. for claiming it at school. For More Information Please be reminded: Smart watches • Safe School Climate Plan and Report- should remain on silent mode. ing Forms are available on the school Playing in snow is fun, but . . . website. For the safety of everyone, throw- • Safe School Climate Specialist: Analisa ing snow on school Sherman, Assistant Principal grounds or on or at • Safe School Climate Coord.: Cheryl school transportation Mammen, Special Services Director is prohibited and will * Cyberbullying is “any act of bullying through result in disciplinary the use of the Internet, interactive and digital action. technologies, cellular mobile telephone or other Laser pointers can be dangerous mobile electronic devices or any electronic com- Laser pens and pointers are disruptive munications.” to the educational process and have Cell phones: the potential to cause eye-injury. Any “Off” and “out of sight.” laser pointers brought to school will be confiscated. Pursuant to Board of Edu- cation policy #5131.10: Behavior in the hallways & cafeteria At BRS we expect students to follow All cellular mobile tele- these rules. In the halls: phones must be kept off • Walk silently because it is safe and and out of sight during classes are working. the regular school day • Keep hands and feet to yourselves to while on school property, on school respect others and our environment. transportation or while attending a • Walk together in a single line on the school-sponsored activity on or off right side of the hall. school property unless one of the fol- • Be trustworthy, knowing the rules lowing three exceptions applies: apply when alone or with others. 1. the supervising teacher grants In the cafeteria: permission in exceptional circum- • Use quiet voices (indoor voices) to stances; speak to others at your table. 2. the use of the device is provided • Keep hands, feet, and other objects in a student’s IEP; to yourself. 3. the cellular mobile telephone • Walk at all times in the cafeteria. is needed in an emergency that • Eat quietly and use appropriate table threatens the safety of students, manners. staff or other individuals. • Treat others with dignity and In general, all toys and electronics respect. Clean up after yourself. should be left at home. Please be vigi- • Stay in your seat until dismissed. lant and check your child’s backpack. Raise your hand if you need There is no place for these items to be assistance or have a question. locked up. Therefore, we ask for these • Only eat your own food. 35 Student Conduct: Behavioral Expectations continued

Computer and Internet usage requires responsibility. Beecher Road School encourages students to use technology creatively and productively in a responsible, courteous, efficient, ethical and legal manner. Computer software, Inter- net access, online services and other digital tools are provided to enhance the educational development of our Access to knowledge has never been students. more prevalent. BRS has an Acceptable Use of Technology Agreement to which students must adhere. For grades 2, 3, and 4, the “Agreement” is as follows: 8. Promise to use only their own Student must: accounts, files and folders. 1. Promise not to harm other people Promise not to use other people’s or their work. Promise never to accounts. use the computer or any other 9. Promise not to copy computer technology to harass, frighten or applications. bully anyone. 10. Promise to use all computers and 2. Promise to use the computer and technology carefully. Promise not the Internet for schoolwork only. to change the hardware, software, Use the programs and websites wires, settings or network. that teachers have approved. Use Promise not to eat or drink around the Internet only when given the computer or other equipment. permission by a teacher. 11. Promise to print only school 3. Promise not to view, create or projects or when given display inappropriate messages or permission. pictures. 12. Promise not to use any personal 4. Promise to tell an adult if I read accounts, personal digital devices or see something on the computer or social networks in school that is inappropriate. except with the permission of the 5. Promise to obey copyright laws. teacher. Give credit to other people when 13. Promise to follow all Guidelines using their ideas. for Using Technology. 6. Promise not to share their 14. Students understand that if passwords. they break any of the promises, 7. Promise not to share or use they may not be able to use the anyone else’s passwords. computers or other technology.

36 Student Conduct: Behavioral Expectations continued

Acceptable computer use continued personal digital devices or social network sites in school without For grades 5 and 6, the “Agreement” explicit permission from a is as follows: teacher. Students must: 13. Follow all guidelines for using 1. Not harm other people or their Beecher Road School technology. work. Never use any form of 14. Be prepared to be held digital communication to harass, accountable for any wrong actions intimidate or bully anyone. and for the loss of privileges if 2. Use school technology resources these rules are violated. only for educational purposes. In addition to the foregoing Accept- Use the programs and websites able Use of Technology Agreement, that teachers have approved. Use Beecher Road School has additional the Internet only when given guidelines for students using technol- permission by a teacher. ogy. These guidelines may be accessed 3. Not seek, view, play, create, send at the district website, or display offensive messages or www.woodbridge.k12.ct.us. media. 4. Notify an adult immediately if Guidelines are developed for the fol- by accident a student encounters lowing topics: materials that violate the rules of • Use of student accounts appropriate use. • Use of the Library Media and 5. Obey copyright laws. Properly Tech Centers, and computer cite all sources. rooms 6. Not share own passwords with • Use of 21st-century online digital another person. tools 7. Not attempt to seek, use or share • Creative use of technology anyone else’s passwords. • Use of personal digital material 8. Not trespass in another’s account, and devices folders, work or files. These guidelines will be discussed 9. Not copy or download computer with your child in school. However, applications. it is strongly suggested that par- 10. Not damage, change or tamper ents access the website and become with the hardware, software, familiar with them. Disregard for the settings or the network in any guidelines or the Acceptable Use of way. Not interfere with the Technology Agreement can lead to operation of the network. Not eat disciplinary action and suspension of or drink around the computer or technology privileges. other equipment. Our intent is for students to use tech- 11. Not waste limited resources such nology creatively and productively as server space, bandwidth or in a responsible, courteous, safe, ef- printing capacity. ficient, ethical and legal manner. Your 12. Not use personal accounts, cooperation is appreciated. 37 Student Conduct: Behavioral Expectations continued

Sexual harassment and intimidation Students are encouraged to report are prohibited by law. complaints of sexual harassment/ Pursuant to Board Policy 4118.12 intimidation to their teacher and/or their principal. Under law, complaints For students , sexual harassment/in- will be investigated promptly by the unwanted and timidation is defined as district’s Title IX Coordinator, Cheryl unwelcome conduct of a sexual nature, Mammen, at BRS, 203-389-6598, which interferes with a student’s right [email protected] to learn, study, work, achieve or participate in school activities in a com- Confidentiality will be maintained fortable and supportive atmosphere. by all persons involved in the inves- Students have the right to participate tigation. You may also contact the in all school and classroom activities Connecticut Commission on Human in an atmosphere free from sexual Rights and Opportunities in Hartford harassment. Students have the respon- at 800-477-5737. sibility not to engage in sexual behaviors that are unwelcome or offensive to others. Harassment can be verbal or physical. Examples of sexual harassment include but are not limited to unwelcome sexual advances, suggestive or lewd remarks, unwanted hugs, touches or kisses; requests for sexual favors; retaliation for complaining about sexual harassment; derogatory or pornographic posters, cartoons or drawings. Harassment based on sexual orientation is included under law. Overdue, damaged, or lost The Woodbridge School District is instructional materials are your committed to preserving a positive responsibility. and productive working and learning Pursuant to Board Policy 6161.2 environment free of discrimination. Students are responsible for the proper The District prohibits sexual harass- care of books and materials entrusted ment or intimidation of its students or to them during the school year. employees whether by supervisory or Textbooks, paperbacks, library books, non-supervisory personnel, by indi- and any other materials or equipment viduals under contract, by volunteers that are lost or destroyed must be subject to the control of the School paid for at full replacement cost. This Board, or by students. Sexual harass- replacement cost is what the school ment/intimidation in the workplace by system must pay to purchase like or employees will result in disciplinary similar materials at the time of damage action up to and including dismissal. or loss. Students engaged in sexual harassment/intimidation are also subject to disciplinary action. 38 Student Conduct: Behavioral Expectations continued

Playground The Responsive Classroom promotes rules promote learning through positive social playground safety. development.

Did you know The Responsive Classroom approach playground accidents promotes a learning environment in injure more which: children each year than bicycle and automobile accidents combined? • children have time during the day to engage in active learning 1. Only playground equipment • the teacher and environment supplied by the school is to be provide opportunities for children used on the playground. Children to experiment, solve problems, are not allowed to bring in balls, and make fruitful mistakes bats, and other equipment. Note • teachers use an inquiring well: We do not allow hard balls, approach, asking thoughtful, wooden bats, metal toys, etc. open-ended questions that !2. Rubber playground balls should stimulate and stretch children’s not be used in dodge ball games. thinking These balls, if thrown vigorously, • children make choices about may cause back or kidney learning each day injuries. • teachers pay careful attention to 3. Stay within playground how children treat each other and boundaries -- no one is allowed they reinforce respect and caring in the woods -- enter the nature as the basis for interaction and fitness trails only with adult • children’s ideas, creations, supervision. and discoveries are valued and 4. Respect each other’s personal displayed in the room space. 5. Stay away from all animals. Discipline in the Responsive 6. Throwing rocks, sticks, Classroom seeks to support children snowballs, or other items is in achieving the following outcomes: never allowed; such actions are considered extremely dangerous • develop self-control and and students involved in this type demonstrate ongoing responsible of behavior will be disciplined behaviors accordingly. • develop positive relationships 7. Dangerous play patterns or with their teachers and peers excessive roughness characterized • internalize the skills of caring, by pushing, possessiveness, assertion, responsibility, empathy, teasing, and taunting will warrant and self-control immediate disciplinary action. • trust their teachers and respect teachers’ authority 39 Student Conduct: Behavioral Expectations continued

• understand and respect the rules and to be informed of their rights • develop self-respect and responsibilities. The goals of the school system are to assist students Morning meeting is a critical in developing the ability for self- component of the Responsive direction and self-discipline, and to Classroom approach. Morning provide opportunities for decision- meeting helps children create and making. In the pursuit of these school maintain a sense of belonging to a goals, students who infringe on the community. Morning Meeting has rights of others, or who violate school four components: policies and regulations will be subject 1. Greeting: Children greet each to corrective action. The conduct of other by name. The greetings students in school has an important are structural and often include, effect on school achievement. While shaking hands, clapping, singing, ultimate responsibility for student and other activities. behavior rests with parents and the 2. Sharing: Students share some students themselves, the school news of interest, usually personal provides leadership and ensures that news, and respond to each other, appropriate standards are maintained articulating their thoughts, when students are under school feelings, and questions in a supervision. positive manner. Parents should discuss the following 3. Group Activity: The whole class expected behaviors with their children does a short activity together, and emphasize the importance of building class cohesion through maintaining a quiet and orderly active participation. atmosphere throughout the school, 4. News and Announcements: the hallways, in the cafeteria, on the Students practice academic playgrounds, and on the school buses. skills and build their sense of Classroom behavior expectations community by reading and discussing a daily message The classrooms of our school, written by the teacher. including the gyms, band and music areas, and all special area classrooms are the core places of learning in our school. Failure to respect others in The Student Code of Conduct these environments deprives all others provides the framework for students of their opportunity to learn. While to grow. Expectations are clear. the specific rules of each classroom may vary in detail, the broad requirements for behavior include: Students, teachers, teacher assistants, 1. respecting the rights of others to and administrators have the right to fully participate expect mutual courtesy in school, as well as fair and equitable treatment, 40 Student Conduct: Behavioral Expectations continued

2. making sure that no physical or student can borrow cover attire for the verbal intimidation or injury takes day and the parent will be notified. place 3. respecting the property of others School Spirit Day and the school property The last Friday of every month is 4. cleaning up after ourselves School Spirit Day. Students are en- Common area expectations couraged to wear blue and yellow/gold The common areas of our school serve or any Beecher Wear items that they an important role in school life. These may have that day. include the cafeteria, bathrooms, and spaces holding students before and Drugs, Alcohol and Smoking are after school. We must respect the forbidden. rights of others who use these spaces The school prohibits the use and/or with us, as well as those who will use the space after we have left. distribution of any drugs, alcohol, or drug paraphernalia, as well as being Students are expected to wear under the influence of any drugs or appropriate attire to school. alcohol. The school takes positive Clothing should never distract from developmentally appropriate actions the work of school – learning. The to prevent drug and alcohol abuse. following are expectations for student attire at Beecher Road School: These actions include education, early intervention, parental involvement, 1. Avoid clothing advertising drugs medical and/or assessment referral, alcohol, cigarettes, or weapons. 2. Students are not to wear hats or and police referral in the handling of put on hoods during school hours. incidents in the school involving the 3. Avoid clothing exposing possession, sale or use of marijuana, stomachs, thighs, or shoulders. LSD, inhalants, alcohol, and barbi- Tops with spaghetti straps, turates. Disciplinary procedures are bare backs, bare midriffs, or administered with the best interests bare shoulders are examples of of the student, school population, and inappropriate clothing. community in mind. 4. Avoid clothing that reveals the upper thighs or underwear. Smoking is strictly 5. Shorts and skirts are appropriate prohibited by law in as long as they meet the arms the school building and length test. on all school grounds, 6. Platform shoes/sneakers, flip- as well as school- flops, and backless shoes are not sponsored activities NO SMOKING acceptable footwear for physical and school transporta- education classes. tion. This law applies to students and Students who are not properly adults. We require full compliance by attired will be sent to the principal or all. nurse. Parents will be contacted to immediately bring appropriate attire to school. If a parent is not available, the 41 Student Conduct: Behavioral Expectations continued

Violations to expected behaviors may any school-sponsored activity. Human result in disciplinary actions. behavior as it is, this is not a definitive Detention may be the first action. list: When deemed necessary by faculty 1. Willfully striking or assaulting or the school administration, stu- a student or any member of the dents who have violated classroom school staff and/or school rules may be required 2. Theft to be present for detention. Students 3. The use of obscene or profane and parents will be notified in ad- language or gestures to a member vance when such detention is to be of the school staff scheduled. Parents are required to 4. Deliberate refusal to obey a mem- receive their children in the office ber of the school staff after detention. Although the person 5. A walk-out from or a sit-in within in charge of detention may assign a classroom or school building or work for the student to do, it is the class student’s obligation to bring work to 6. Blackmailing, threatening or in- the designated detention area. timidating school staff or another student Suspension and In-School 7. Unauthorized possession, sell- Suspension are for quite serious ing or consumption of dangerous offenses. drugs, narcotics or alcoholic bev- In-School Suspension erages (dangerous drugs or nar- At the discretion of the principal, cotics shall mean any controlled in-school suspensions may be given drug as defined in Connecticut when deemed appropriate. This is a General Statute Section 19-433 serious consequence for a student’s 8. Willful destruction of school misbehavior. A student who is property or of property of staff placed on an in-school suspension members or other students. will be required to do the classroom All suspensions are administered in work that has been assigned and accordance with time lines established turn it in to the appropriate teacher by state law. All suspensions are re- on time. ported as required by state law. Suspension A student whose conduct endangers Expulsion is the most serious disci- persons or property, or who disrupts plinary action a school district can the educational process, or violates take. published policy of the Woodbridge Expulsion proceedings shall be re- Board of Education may be quired whenever there is reason to suspended or expelled from school. believe that any pupil: • on school grounds or at a Serious Violations school-sponsored activity, was in The following are examples of seri- possession of a firearm, deadly ous kinds of offenses that may be weapon, dangerous instrument, grounds for suspension and/or expul- weapon or martial arts weapon sion if occurring on school property, • off school grounds, possessed a school transportation vehicles, or at firearm, deadly weapon, dangerous 42 Student Conduct: Behavioral Expectations continued

instrument, or martial arts weapon Weapons and Dangerous Instru- in the commission of a crime ments • on or off school grounds, offered (Board of Education policy 5131.7 – See full for sale or distribution a controlled policy on the district website.) substance whose manufacture, • Possession and/or use of any distribution, sale, prescription, dangerous or deadly weapon, dispensing, transporting with firearm, or destructive device in intent to sell or dispense, offering any school building, on school or administering, is subject to grounds, in any school vehicle criminal penalties under applicable or at any school-sponsored laws of the State of Connecticut activity is prohibited. Unless an emergency exists, no • A dangerous weapon is any student shall be expelled without a weapon, device, material or hearing conducted by the Board of substance readily capable Education or an Impartial Hearing of causing death or serious Board in accordance with Connecticut injury. A deadly weapon is any General Statutes 10-233d. instrument, article or substance specifically designed for and presently capable of causing death or serious injury. Gifts to school personnel • The possession or use of any (Pursuant to Board Policy # 1313) such weapon or devices will require that the proceedings for Teachers and other staff members may suspension and/or expulsion accept token and inexpensive gifts of the student involved will be from students or parents of students. initiated immediately by the Acceptance by employees of gifts principal. from commercial organizations is discouraged.

Lost and Found Please keep track of your clothing and belongings. Lost or forgotten items will be placed on a rack in the Commons Area. After a period of time, if unclaimed, the items will be donated.

43 School Bus Policies and Behavioral Expectations Bus Routes/Bus Stops: • Students Board of Education Policy who reside The Board of Education desires to on such provide an effective, efficient, and safe roads will be transportation system. picked up at the junction Bus routes shall be established under of the road the direction of the Superintendent. and the near- The establishment of bus routes shall est thorough- take into consideration time on the fare. road, hazardous conditions, crossing Thoroughfares highways, distribution of students, and • For thoroughfares that are state other safety factors. Safety of students highways with posted speeds at shall be a primary consideration. or above 40 mph, students will The designation of bus stops shall be be picked up and discharged at or the responsibility of the Superinten- near the driveway of their resident. Safety shall be determined by dence to avoid a student having to road visibility, waiting areas for stu- cross the state highway. dents, distance from the bus stop to the • For thoroughfares that are rela- home, walking terrain to the stop, and tively major traffic arteries, but other such pertinent factors. Parents not state highways, specifically are encouraged to walk their children Newton Road, Peck Hill Road, to the bus stops. and Northrop Road, children will The maximum walking distance from be picked up and discharged at or home to a designated bus stop shall be near the driveway of their resi- one half mile for kindergarten and first dence when sight lines for a child grade pupils, and one mile for second are inadequate. through sixth grade pupils. Students will be asked to cross these K–2 students should not be left alone highways to board or disembark from to board or exit the bus without super- the bus when sight lines are adequate. vision by a responsible older person: Kindergarten adult, older sibling or other designated individual. If older students are present at the bus stop, kindergarten children will be Dead-end or Cul-de-sac Roads picked up at their neighborhood bus • These roads will be traversed if stop. the distance to the farthest house In the absence of older students at in which a Beecher Road School a designated bus stop, kindergarten student resides is greater than students will be picked up and disem- .5 mile (grades K-2 or .8 mile barked at a point as near as possible to (grades 3-6). the driveway to their home. • These roads may be traversed if the road is to be used for a bus turn-around. 44 School Bus Policies and Behavioral Expectations continued Bus Changes: A significant new procedure is now in effect The only reason students are allowed to change buses is for permanent day care arrange- 6. ments. Parents can make that Do not stop to pick up items you have dropped on the road. request in writing and deliver it to 7. Enter the bus in an orderly manner the BRS office. In turn, the BRS and find your seat quickly. office staff will forward it to the 8. Always follow the instructions of bus contractor manager at B&B the bus driver. Transportation. The manager will 9. Stay in your seat while the bus follow up with the parent to make is moving. Do not change seats. the new arrangements. Wait for the bus to stop before For play dates, sleepovers, and standing to get off. 10. other occasional needs, it is the Keep all parts of your body inside the bus. parent’s responsibility to provide 11. Keep all parts of your body to appropriate private transportation. yourself. Keep all objects to your- The purpose of this change in self. procedure is for safety, so that 12. Keep the aisle clear of all parts of we know the whereabouts of all your body and of carry on items. children at all times. Help us keep 13. Talk quietly. Using respectful lan- everyone safe. guage. 14. No eating or drinking on the bus. Bus Rules 15. The Woodbridge Board of Educa- It is crucial that students maintain an tion bullying policy is in effect on orderly atmosphere on each bus. Safe- the school bus as well as in school. ty is paramount. Distractions cause 16. The school bus ride is an extension the drivers to divert attention from of the school day at Beecher Road the road. Older students are expected School. Students are expected to to provide leadership at the bus stop conduct themselves in the same and during the bus ride. The following appropriate manner on the bus as rules apply to school buses: they do in the school building. 1. Each student is allowed to carry 17. Electronic items are not to be used onto the bus only items that can on the bus including, but not lim- fit safely in his or her lap. (This ited to, cell phones, iPods, iPads, includes instruments, projects and hand held video games, etc. backpacks.) 2. Be at the bus stop at least five min- Owl Wisdom utes prior to bus arrival. The bus drivers are the 3. Wait for the bus in a safe place off responsible adults on the roadway. the bus. They are in 4. charge. Their directions Wait for the bus to come to a must be followed. complete stop before approaching. 5. Cross the road only when the bus driver signals. Bus information: continued next page 45 Consequences for Violating Bus Rules OWL WISDOM • Level 1 – The bus driver will work with the Did you know the fine for student to correct a behavior problem. The passing a school bus while driver will remind the student of his/her re- the stop sign is extended and sponsibility to follow the rules. the red lights are flashing is • Level 2 – The bus driver will file a bus behav- $450? Possible $1000 and jail time thereafter. Don’t ior form with the office. The principal or the even think about it. designee, with the proper written documenta- Note well: tion, will discuss the misbehavior. Modifica- No left turns are tions for the inappropriate behavior will be allowed out of the south developed and implemented. entrance on to Beecher Road at dismissal time. • Level 3 – The principal or designee will contact the parent/guardian to discuss the behavior. • Level 4 – As determined by the school administration, the principal or designee will contact the parent/guardian to inform them of the student’s removal from the bus for a specific period of time. Snacks and Treats The Woodbridge School District has a Wellness Policy* that emphasizes the importance of creating a school environment that promotes the health and well-being of students, as well as academic success. As part of this plan, BRS has a no food policy for birthday celebrations only. If you would like to acknowledge your child’s birthday as a special day in the classroom, check with your child’s teacher. To assist you with ideas, please consider the alternatives listed below: Suggested Non-Food Ways for Parents to Celebrate in School • Complete a small craft/project • Let your child choose a “guest reader” (parent/grandparent/sibling) • Donate a favorite book to the classroom library • Please do not send in any small toys or goody bags with candy. Food items will be returned if they are sent to school. Suggestions for Other School Celebrations • Limited food is acceptable for various celebrations • Limited food at celebrations should be healthy and nutritious in alignment with the Wellness Policy • Any food provided must have ingredients attached Working snack breaks at school ... Working snack breaks are built into the classroom routine. Since these are working snack breaks, keep it simple. In recognition of recent research regarding obesity and the nutritional needs of children, we encourage you to select healthy snacks for your child. Be advised that due to the number of allergies, peanut/tree nut snacks are not allowed. The health department has advised us not to allow children to walk around school with food as it attracts rodents. 46 Lunchfood and Snack Information Buying lunches or beverages requires advanced payments in an account. BRS participates in the KidServe computerized cafeteria system. Each child has an account, with funds Beecher’s school lunch program has previously deposited, and has two a variety of choices. options: 1] a meal account – money reserved for meals only; 2] a general Beecher Road School offers an account – money that can be used for excellent lunch program each school meals and/or snack items. day. The goal of the program is to offer a choice of well-prepared foods Students access their account by at reasonable prices. The school entering their personal identification district budget does not subsidize the number – PIN – and the system cafeteria program. The menu is varied deducts the appropriate amount. The and planned to include all the federal PIN is sent home to parents. Parents and state food requirements. A choice should instruct their children to keep of milk is included in the cost of the their PIN private. complete lunch. Children who prefer An added feature to the system is that to bring their own lunch may purchase parents can make payments and access a beverage, the dessert of the day, account information and activity or other a la carte items. Students online. Parents may also send cash eat their lunches in our spacious and or checks to school to deposit in the bright cafeteria. KidServe account. Please note: All checks for lunch accounts are made payable to the Some families are eligible for free or Woodbridge School Lunch Program. reduced price lunches. There is a $10.00 charge, in addition Children may be eligible for free or to any bank charges, for any checks reduced price lunch. Applications for returned to the school district for the Free and Reduced Price Lunch insufficient funds. program are sent home the first day of school in the Back To School packet. Eligibility for the program is based For complete meal pricing on the number of family members information go to this link: and family income. Applications woodbridge.k12.ct.us/uploaded/ are available in the school offices Cafeteria/Meal_Charge_Guidlines.pdf throughout the school year. To be successful Guiding Principles of the Responsive Classroom academically and socially, children need How the adults at school a set of social skills: The social curriculum is work together is as cooperation, asser- as important as the aca- important as their individ- tion, responsibility, demic curriculum.* ual competence. Lasting empathy and self- change begins with the control.* adult community.*

The greatest cognitive growth occurs through How children learn is as social interaction.* important as what they learn: Process and con- Knowing the fami- tent go hand in hand.* lies of the children we teach, and working with them as partners, is es- *At Beecher Road School Knowing the children we teach - sential to children’s individually, culturally and devel- education.* opmentally - is as important as knowing the content we teach.*