Communications with the Public

Within the bounds of its legal and ethical responsibilities, the Board of Education (Board) will
endeavor to inform the community about the operations of the school system by establishing
two-way communication with the community and involving citizens in the work of the schools.
 

Policy Adopted:
September 10, 1963
Readopted:
November 28, 2000
April 24, 2015
September 28, 2022

 

1100R
To facilitate productive communication:

• Individual Board members who receive significant written communications from students, parents and other citizens, staff members, and organizations will give the communication to the Superintendent for dissemination to the entire Board.
• The Superintendent will send copies of any communication addressed to the Board as a whole to each Board member.
• The Board will not recognize anonymous written communications to any individual Board member or to the Board as a whole.
• Individual Board members may acknowledge written or oral communications requesting Board action or stating a point of view. However, no individual Board member can commit the Board to any course of action or position.
• Individual Board members can express a personal opinion to a citizen but must clearly identify the opinion as their own and not necessarily that of the entire Board.
• All actions of the Board affecting students, parents or teachers shall be communicated through the Superintendent of Schools.

Legal Reference:
Connecticut General Statutes
1-13 Making of reproductions
1-14 “Certified copy” defined. Evidence.
1-16 Reproductions
1-17 Reproductions to serve purposes of originals
1-212 Copies of public records, fees.
1-225 Meetings of government agencies to be public. Recording of votes.
Schedule and agenda of meetings to be filed. Notice of special meetings.
Executive sessions.
10-220 Duties of boards of education.

Parent Involvement
In order to achieve the desired level of parent involvement desired by Board of Education policy on
this topic, these regulations guide the development of each school’s annual plan designed to foster a
cooperative effort among the parents, school and community.

A. Guidelines
Parent involvement activities developed at each school will include opportunities for:
· volunteering;
· parent education;
· home support for child’s education;
· parent participation in school decision-making.

The school system will provide opportunities for professional development and resources for staff and
parents/community regarding effective parent involvement practices.

B. Roles and Responsibilities

1. PARENTS
It is the responsibility of the parent to:
· actively communicate with school staff;
· be aware of rules and regulations of school;
· take an active role in the child’s education by reinforcing, at home, the skills and knowledge
the student has learned in school;
· utilize opportunities for participation in school activities.

2. STAFF
It is the responsibility of the staff to:
· develop and implement a school plan for parent involvement;
· promote and encourage parent involvement activities;
· effectively and actively communicate with all parents about skills, knowledge and attributes
student is learning in school and suggestions for reinforcement.

3. COMMUNITY
Community members who volunteer in the schools have the responsibility to:
· be aware of rules and regulations of the school;
· utilize opportunities for participation in school activities.

4. ADMINISTRATION
It is the responsibility of the administration to:
· facilitate and implement the Parent Involvement Policy and Plan;
· provide training and space for parent involvement activities;
· provide resources to support successful parent involvement practices.

Regulation adopted:
March 10, 1987
Regulation Amended:
July 24, 2001
April 24, 2105

Parent Teacher Communication
Considerable experience and related evidence indicates that meaningful involvement of parents,
guardians, and other care-givers in the schooling of children improves the quality of education
significantly. The Board of Education believes that closer connections of parents and others
responsible for the home care of the children with our schools can result in enhanced academic
performance, improved behavior, and reduced absenteeism.

Therefore, all parents, guardians, and care-givers of students enrolled in our school district are
encouraged to take an active role in the education of their children.
Further, the Board of Education believes that the professional staff must take whatever steps are
necessary to facilitate a broad variety of opportunities for parents to connect frequently with the
schools in which their children are enrolled, and with the overall system. These steps should include
the following:
· Parenting skills should be promoted and supported.
· Communication between home and school should be regular, two-way and meaningful. (Such
communication may include monthly newsletters, required regular contact with all parents, two
flexible parent-teacher conferences for each school year and drop in hours for parents, home
visits and use of technology.
· Parents should play an integral role in assisting student learning.
· Parents should be welcome in every school and their support and assistance sought.
· Parent input should be sought regarding decisions that affect children and families.
· Community resources should be made available to strengthen school programs, family practices
and student learning.

The Superintendent will report annually to the Board of Education on parent involvement activities.

Legal Reference:
· Connecticut General Statutes
· 10-221(f) Boards of Education to prescribe rule(s), policies, and
procedures as amended by PA 97-290 and by P.A. 10-111, An Act
Concerning Education Reform in Connecticut.

 

1110.1
Appendix

1. Use a Variety of Communication Tools
· Explore program and community support options for improving mail, telephone, fax, or e-mail access
and use for educators and parents. For example, automated phone systems are a powerful tool for
getting information to parents from daily assignments and attendance reports, to parenting tips and
student achievement information.
· Create class or program newsletters for parents that contain tips for helping children learn in the home,
fun activities to do as a family, and other useful ideas.
· Establish a routine method for parents to review their children’s work on a regular basis. For example,
use manila envelopes or folders to send student work home each week with a place for parent
comments on the front cover.
· Implement additional feedback opportunities for parents and family members such as surveys on
current program issues or special parent guest columns in the school newsletter.
· Sponsor program or community events that allow educators and parents to interact on a social basis in
addition to standard parent-teacher conferences or school/program meetings.
· Develop a parent handbook to provide positive, practical information about your school or program.
Include information on how parents can support their child’s efforts to succeed.

2. Reach out to families
· Find out which ethnic groups are represented in each school or program. Provide translation and other
support services when needed. Be sensitive to cultural differences, and find appropriate ways to
communicate acceptance and respect.
· Affirm parent responsibilities by consulting parents prior to providing special services for children,
such as counseling or other social services.
· At least once a year, schedule a school or program event with workshops given by professional,
personnel or local parent educators to help parents deal with parenting issues. Provide child care and
transportation to encourage parents and family members to participate.
· Develop “family kits” built around relevant themes with games, videos, conversations starters, or
other tools for parents to interact with their children on a specific topic. For example, a kit could be
built around the theme of setting family goals or developing house rules.

3. Foster Learning at Home
· Report research findings on how parent involvement can promote student success in school
newsletters.
· Provide information sheets to guide parents in helping students with a particular skill, for example,
information that explains how to help a young child with reading or how to help a teen with a research
project.
· Some projects readily lend themselves to involving parents or other family members. Examples
include personal interviews on specific topics or reports based on visits to community museums or
points of interest. Provide advance instructions and specific guidelines for each project.
· Ask parents to take an active role in reviewing student portfolios. Parents have the opportunity to
review project expectations, discover their child’s areas of strength, and gain insight in how to help
their child improve.
· Offer suggestions to parents on how they can help their children learn, including questions to ask and
practical ways to practice skills.
· Design homework assignments to include parent sign-off.
· Provide brief workshops on specific topics, such as study skills, of interest to student and parents.

4. Organize for Effective Use of Volunteers
· Develop a survey to gather parent and family volunteer information including special skills or talents.
Provide opportunities for those who are able to volunteer during the day, those who are able to commit
to regular service, and those who can participate occasionally at home or at work. Be sure to follow up
with volunteers on a timely basis.
· Provide a consistent place and process for parent volunteers to sign in and list the hours served. In
addition, provide surveys regarding school or program climate. Encourage volunteers to offer their
suggestions by using “anonymous” response forms.
· Invite parents to join their child for lunch whenever convenient. If possible, provide a free lunch
during the year.
· Take time to train volunteers regarding school or program protocols, routine and procedures, volunteer
expectations and equipment usage.
· Show appreciation for volunteer support on an ongoing basis.
· Provide a volunteer information packet.

5. Enable Parents to Participate as Partners
· Share annual reports of school performance and program information with parents at an open meeting
to review current progress and solicit input for future goals. Respect for parent perspectives fosters
increased understanding of school challenges, more effective program goals for improvement, and
overall increased parent and community support.
· Community school/program procedures for addressing parent concerns including appropriate contact
person and the process for defining the problem and developing and implementing solutions.
Publicize successful changes in the school or program as a result of parent initiation and involvement.
· Include a mini-poll (one question) of parent opinions in each program newsletter covering a wide
range of topics over time. Utilize parent feedback in making school/program decisions.
· Develop workshops or include parents in ongoing training on relevant topics such as developing
parents as advocates, mastering skills for supporting learning, identifying and supporting learning
styles, resolving difficulties, and fostering student achievement.
· Publicize the process for dealing with concerns.
· Recruit parent representatives to serve on committees dealing with policies and program decisions.

6. Develop Partnerships with Local Business and Service Groups
· Work with community partners to hold special events such as health fairs, technology nights, or other
learning opportunities to inform parents and families of community resources and services. Keep the
events family-focused by providing activities suitable for both children and adults.
· Recruit school or program volunteers from senior citizen groups. Provide recruitment information that
is highly specific about tasks to be performed, time frame, and specific program requirements. Find
creative ways to show appreciation to seniors for their assistance.
· In the local chamber of commerce newsletter, include a request from the school district superintendent
for employer cooperation and encouragement or parent attendance at parent-teacher conferences and
other parent involvement activities.
· Furnish local employers with information sheets containing parenting/parent involvement ideas.
 

SOURCE: National Standards for Parent/Family
Involvement Programs Guide
National P.T.A.

The Superintendent of Schools shall develop personnel directories subject to the following conditions:

• The Directories will be distributed only to persons or organizations authorized by the Superintendent or Board of Education.
• The Personnel Directory shall not be distributed for political or commercial use.

(cf. 1340 – Access to School Procedures and Materials)
(cf. 4112.6 – Personnel Records)
(cf. 9330 – Board/School System Records)

Names of Students/School Directory
Lists of student names and addresses shall not be released for promotional activities by outside agencies,
except where provided for by law.

Policy adopted:
September 10, 1963
Amended:
November 12, 1974
May 10, 1977
Readopted:
November 28, 2000
April 24, 2015

1111.1R Here

 

1. The Board of Education believes that the greater the community interest and participation in
school affairs, the greater will be the understanding that will exist between the public and the
school system. It also believes that the better the flow of communications from the school
system to the public and vice versa, the higher will be the standard of performance. Because of
this belief on the part of the Board, it has invited lay participation in school activities. Further,
the Board believes that much of the public support that the Stamford Schools have received is a
result of this community participation and the Board should continue to encourage it to benefit
the operation of the Stamford Schools.

2. The Board welcomes constructive criticisms and suggestions but, nevertheless, the community
must recognize that the final decisions on any problems related to the operation of the school
system are up to the Board of Education which has been charged with that responsibility.

Policy adopted:
September 10, 1963
Amended:
August 14, 1973
November 28, 2000
Readopted:
April 24, 2015

 

1120R
Participation by the Public
Specific Procedure
1. A period of time shall be allotted to the public to address the Board of Education at the regular
meeting each month.
2. The speaker will be allowed a maximum of three minutes to address the Board. If a small amount
of additional time is necessary for the speaker to finish the presentation, the Board President may
allow additional time.
3. The Board may, by a majority vote, reserve the right to limit the period of time to not more than
thirty (30) minutes or decide to cancel the session.
4. Questions which can be answered by the Superintendent or designee during the hearing period
may be answered at the option of the Board. Other inquiries which may require
analysis/investigation will be answered as the Board deems appropriate.
 

Regulation approved:

April 24, 2015

No advertisements or announcements other than advertisements or announcements relating to school or
school-sponsored activities are to be read, distributed, or displayed on the school premises, except with
written authorization of the Superintendent of Schools or his designee. Any such communications that
disrupt the educational process shall not be permitted.

Legal Reference:
· Connecticut General Statutes
· 9-369b Explanatory text relating to local questions.
 

Policy adopted:
September 10, 1963
Amended:
November 12, 1974
December 12, 1978
November 28, 2000
April 24, 2015

 

1140R
Community Relations

I. Guidelines
Individuals, including students, may have the right to distribute on school premises, at
reasonable times and places, unofficial written material, petitions, buttons, badges or
other insignia, except expression which:
1. is obscene to minors;
2. is libelous;
3. contains indecent, vulgar, profane or lewd language;
4. advertises any product or service not permitted to minors by law;
5. is for the purpose of further the interests of any political party, the campaign of
any political candidate or the advocacy of any political issue;
6. constitutes insulting or fighting words, the very expression of which injures or
harasses other people (e.g., threats of violence, defamation of character or of a
person's race, religion, gender, disability, age or ethnic origin);
7. presents a clear and present likelihood that, either because of its content or the
manner of distribution, it will cause a material and substantial disruption of the
proper and orderly operation and discipline of the school or school activities, will
cause the commission of unlawful acts or the violation of lawful school regulations.
Distribution on school premises of material in these categories is prohibited.

II. Procedures for Distribution of Materials
In an effort to be more environmentally friendly, to utilize innovative technology, and to
reach more families directly, the Stamford Public Schools (SPS) utilizes an electronic
flyer delivery vendor.

Requests for flyer distribution will be submitted electronically. Requests that conform to
the Stamford BOE Policy 1140 and are approved by the Office of Public Affairs will be
available on the district website and on the school(s) website for which the request was
made. Families will also receive an e-mail with a link to the electronic flyers (eFlyers) and
will have the ability to manage their own delivery preferences for those e-mails. Any flyer
from a not-for-profit, 501(c)(3)-designated organization hosting an educational event, or a
for-profit organization that is offering an instructional or education camp while schools are
out of session, may be approved.

II. Procedures for Distribution of Materials
All organizations must submit flyer requests electronically and may be required to pay a
per-school fee for distribution of the eFlyer to the vendor. The fee charged is dependent
upon the terms of the contract between the district and the vendor. Individual schools and
school organizations, such as PTOs will have the ability to create and send eFlyers to their
families and post on their school website free of charge.

III. Procedures for Distribution of Written Material (On Exception Basis)
Anyone wishing to distribute unofficial written material must first submit for approval a
copy of the material to the building Principal at least twenty-four hours in advance of
desired distribution time, together with the following information:
1. Name and phone number of the person submitting request and, if a student, the
homeroom number;
2. Date(s) and time(s) of day of intended display or distribution;
3. Location where material will be displayed or distributed;
4. The grade(s) of students to whom the display or distribution is intended.
Within twenty-four hours of submission, the Principal will render a decision whether the
material violates the guidelines in subsection I or the time, place and manner restrictions
in subsection III of this regulation. In the event that permission to distribute the material
is denied, the person submitting the request should be informed in writing of the reasons
for the denial. Permission to distribute material does not imply approval of its contents by
the school, the administration, the Board or the individual reviewing the material submitted.
If the person submitting the request does not receive a response within twenty-four hours
of submission, the person will contact the building Principal's office to verify that the
lack of response was not due to an inability to locate the person. If the person has made
this verification and there is no response to the request, the material may be distributed in
accordance with the time, place and manner provisions in subsection III.

If the person is dissatisfied with the decision of the Principal, the person may submit a
written request for appeal to the Superintendent. If the person does not receive a response
within three school days of submitting the appeal, the person will contact the
Superintendent to verify that the lack of response is not due to an inability to locate the
person. If the person has made this verification and there is no response to the appeal, the
material may be distributed in accordance with the time, place and manner provisions in
subsection III.

At every level of the process, the person submitting the request will have the right to appear
and present the reasons, supported by relevant witnesses and material, as to why
distribution of the written material is appropriate.

Permission to distribute material does not imply approval of its contents by the District,
the Board, the administration or the individual reviewing the material submitted.

IV. Time, Place and Manner of Distribution
The distribution of written material is prohibited when it blocks the safe flow of traffic
within corridors and entrance ways of the school or otherwise disrupts school activities.
The distribution of unofficial material is limited to a reasonable time, place and manner
as follows:
1. The material will be distributed from a table set up for the purpose in a location
designated by the Principal, which location will not block the safe flow of traffic
or block the corridors or entrance ways, but which will give reasonable access to
students.
2. The material will be distributed either before and/or after the regular instructional
day.
3. No written material may be distributed during and at the place of a normal school
activity if it is reasonably likely to cause a material and substantial disruption of
that activity.

V. Definitions
The following definitions apply to the following terms used in this policy:
1. “Obscene to minors” is defined as:
(a) The average person, applying contemporary community standards, would
find that the written material, taken as a whole, appeals to the prurient
interest of minors of the age to whom distribution is requested;
(b) The material depicts or describes, in a manner that is patently offensive to
prevailing standards in the adult community concerning how such
conduct should be presented to minors of the age to whom distribution is
requested, sexual conduct such as intimate sexual acts (normal or
perverted), masturbation, excretory functions, and lewd exhibition of the
genitals; and
(c) The material, taken as a whole, lacks serious literary, artistic, political or
scientific value for minors.
2. “Minor” means any person under the age of eighteen.
3. “Material and substantial disruption” of a normal school activity is defined as
follows:
(a) Where the normal school activity is an educational program of the District
for which student attendance is compulsory, “material and substantial
disruption” is defined as any disruption which interferes with or impedes
the implementation of that program.
(b) Where the normal school activity is voluntary in nature (including,
without limitation, school athletic events, school plays and concerts, and
lunch periods), “material and substantial disruption” is defined as student
rioting, unlawful seizures of property, widespread shouting or boisterous
demonstration, sit-in, stand-in, walk-out, or other related forms of activity.
In order for expression to be considered disruptive, there must exist specific facts
upon which the likelihood of disruption can be forecasted including past experience
in the school, current events influencing student activities and behavior, and
instances of actual or threatened disruption relating to the written material in
question.
4. “School activities” means any activity of students sponsored by the school and
includes, by way of example but not limited to, classroom work, library activities,
physical education classes, official assemblies and other similar gatherings,
school athletic contests, band concerts, school plays and in-school lunch periods.
5. “Unofficial” written material includes all written material except school
newspapers, literary magazines, yearbooks, and other publications funded and/or
sponsored or authorized by the school. Examples include leaflets, brochures,
flyers, petitions, placards and underground newspapers, whether written by students
or others.
6. “Libelous” is a false and unprivileged statement about a specific individual that
tends to harm the individual's reputation or to lower him/her in the esteem of the
community.
7. “Distribution” means circulation or dissemination of written material by means
of handing out free copies, selling or offering copies for sale and accepting
donations for copies. It includes displaying written material in areas of the school
which are generally frequented by students.

VI. Disciplinary Action
Distribution by any student of unofficial written material prohibited in subsection I or in
violation of subsection III may be halted, and students may be subject to discipline
including suspension and expulsion. Any other party violating this policy may be requested
to leave the school property immediately and, if necessary, local law enforcement officials
will be called.

VII. Notice of Policy to Students
A copy of this regulation will be published in student handbooks and posted conspicuously
in school buildings.

Additional material to consider:
1. Student Participation
No student shall be forced to participate in the distribution of any non-school materials in
the schools.
2. Political Campaign Materials
Subject to the approval of the Superintendent, each building principal shall establish rules
and regulations governing the distribution of political campaign materials in the school
building during election campaigns in order to afford opportunity for all viewpoints to be
considered. No student shall be forced to participate in the distribution or receipt of any
political materials.
3. Special Interest Materials
No mailing lists of students or employees of the District shall be given to individuals,
organizations or vendors for the purpose of distributing materials without the written
approval of the appropriate records custodian.
4. Advertising in the Schools
Advertising in the student publications may promote products by brand name except that
commercial ads promoting the sales of any controlled substance or drug paraphernalia are
prohibited.
5. Relations with Political Organizations
Political candidates or political parties shall be prohibited from promoting candidates or
political party activities in school buildings during school hours except as they might be
invited to speak, either as part of a class project or as part of the instructional program, as
provided in the policy on controversial speakers.
Such organizations may use school facilities according to Board policy.
The circulation of petitions is not permissible when done during an employee's or
student's assigned working hours.

 

VIII. Advertising at High School Athletic Facilities

Advertising at High School Athletic Facilities shall be managed by the High School Athletic Directors and must be approved and administered in accordance with the following process and procedures.

Advertisements and announcements that are not related to school or school sponsored activities, but instead are related to private interests and generate income for the District, may be allowed at High School Athletic Facilities with the written authorization of the Superintendent or designee.  Advertisements related to private interests must be approved and administered in accordance with this Regulation.

1. Definitions

A. Advertising means any payment of money or other economic benefit to a school or the District that requires visual or placement of a name, slogan or product message on District property. This includes any incidental advertising as described below.  The term Advertising does not include traditional fundraising activities or outright gifts to the District.

B. Vendor means any individual who or company, corporation, organization or entity that wishes to purchase advertising space at athletic facilities at any of the high schools of the Stamford Public Schools.  For purposes of this regulation, the term Vendor shall also include third party professional fundraisers.

C. Athletic Facilities means any gym, stadium, field, court, pool, scoreboard (whether electronic or otherwise) or score table that is dedicated to the Board of Education for use in connection with athletic endeavors and located at any high school in the District

2. General Prohibitions

No advertising or promotion at the athletic facilities of the Stamford Public Schools shall:

A. Conflict with the Board of Education’s mission or policies;

B. Promote hostility, disorder, illegal activity, or violence;

C. Include libelous or slanderous material;

D. Include vulgar, pornographic, obscene, plainly offensive or sexually explicit language or graphics;

E. Include any individual’s likeness or any copyrighted or trademarked materials without permission of the individual, copyright or trademark-holder;

F. Endorse a political cause, political activity, political party or candidate for political office or position;

G. Promote or reference drugs, alcohol, tobacco, electronic nicotine delivery systems, firearms or gambling;

H. Promote non-district K-12 schools;

I. Advance or inhibit any religion or religious organization;

J. Be consistent with the District’s non-discrimination policies;

K. Use the logo, mascot or name of any Stamford Public School without advance express written permission;

L. Include language or graphics that include fighting words or hate speech; or

M. Disrupt the educational process or the efficient operation of school athletic activities.

3. Procedures

A.   Approval. The approval of Advertising does not imply that the Board, the District, or the school administration endorses the product, services or item being advertised. 

1. All requests for Advertising under this regulation shall be managed by the appropriate Athletic Director and shall be approved in writing by the Superintendent or designee. Applications to advertise on District athletic facilities may only be submitted to the Superintendent by the Athletic Director(s).

2. Each Vendor shall work with the Athletic Director of the applicable school to reach an agreement regarding the terms and conditions of said advertising.  Each Vendor shall provide the Athletic Director with a draft of all advertising material, including but not limited to banners, signs, flyers, “handouts,” social media posts, and any associated copy to be included in same (the “Draft Advertisement”).  

3. The Athletic Director shall compile all relevant information in writing.  This information shall include, but is not limited to, the Draft Advertisement, the terms (fee, duration, etc.) of the proposed agreement with the Vendor, any documentation provided by the Vendor, the location and size of the advertisement, the nature and type of any incidental advertising, and the revenue and expenses that the transaction is expected to generate.  Collectively, this shall be referred to as the “Information Packet.” 

4.The Athletic Director shall present the Information Packet to the Superintendent or designee.   The Superintendent or designee shall review the Information Packet and shall have the sole and absolute discretion to approve, deny, or modify any request for any reason whatsoever.

5.  Incidental printed materials related to a Vendor’s advertising may be allowed on a limited basis, provided same are reviewed and approved in advance by the Superintendent or designee and are distributed at events outside of the instructional day.

6. Upon receiving the written approval of the Superintendent or their designee, the Athletic Director shall forward the Information Packet, together with said approval, to the City’s Law Department for legal review of the Contract between the Vendor and the District.

7. No Draft Advertisement that fails to meet the requirements outlined in these regulations shall be approved for placement on the athletic facilities of the Stamford Public Schools.

B. Incidental Advertising

1. Advertising that is incidental to a Vendor’s Advertising displayed at a District Athletic Facility may be allowed on an ad hoc basis, provided same are reviewed and approved in advance by the Superintendent or designee and are distributed at events outside of the instructional day.

The Superintendent or their designee may limit or prohibit such advertising if it is not consistent with the educational goals of the District, does not meet the requirements of other Board policies, regulations, and/or the law, disrupts the education process, and/or is not in the best interests of students, or for any other reason as determined by the Superintendent or designee.

2. This includes the distribution of printed materials of limited scope and duration.  This may also include material distributed via social media or any other audio, video, and digital medium operated by the District (including computers and computer networks) (“District Media”).  This must be done in a thoughtful, careful, and respectful manner. The applicable Athletic Director shall be responsible for same.

C. Contract

1. All advertising shall be in accordance with the terms of a written contract between the District and the Vendor.

2. Such contract shall include a provision whereby all vendors agree to review and comply with all relevant Stamford Public Schools policies and regulations, including the instant regulation.

3. Such contract shall include a provision holding the District harmless from any claims in any way arising out of the presence, maintenance or removal of the Vendor’s advertisement on school property, including, but not limited to any intellectual property right infringement.

4. Such contract shall include provisions regarding the installation, maintenance, and removal of the subject advertising. 

5. The District reserves the right to require a uniform signage scheme. 

D. Removal of Advertising

1. A Vendor may at any time alert the District that the Vendor would like to have its banner removed from school property. However, the Vendor shall not be entitled to a refund of the cost of the advertising. Removal will be effectuated within a reasonable time. 

2. The District may remove a banner at any time. If the District removes a banner before the end of the contract term, the District shall refund the Vendor on a pro-rata basis in accordance with the terms of the contract.

3. Advertising that is in violation of this Policy, this regulation, or in violation of the terms of a written approval from the Superintendent or designee, will be removed by the District. 

4. Accounting

1. Each high school shall process all advertising income and expenses through their Student Activities Fund by the “Account Clerk” at each school who is responsible for same.  All income, invoices, etc., shall be submitted to and processed by the “Account Clerk” responsible for the Student Activities Fund at each respective high school.  Funds shall be administered in accordance with the standards, practices, rules and regulations of the District’s Finance Department. 

2. Funds raised shall be used for the benefit of the school at which the associated advertising is located.   Use of the funds collected shall be at the discretion of the Athletic Directors.

3. At the end of each school year, the Athletic Directors shall prepare a statement of account for all advertising income and expenditures and provide same to the Superintendent or their designee, and the District’s Director of Finance.

 

Regulation approved:
May 26, 2015
 

Regulation amended:

November 25, 2016

September 7, 2023

 

The Board will recognize outstanding achievements associated with the Stamford Public Schools.
These achievements will be noted at regularly scheduled Board Meetings.
The type of recognition will be determined by the Superintendent and the Board President.
 

Policy adopted:
August 24, 1982
Amended:
April 22, 1986
Readopted:
November 28, 2000
April 24, 2015

The Board of Education recognizes the fine support of parent-teacher organizations of the schools they
represent and, therefore, staff members are encouraged to attend and participate in their meetings,
provided nothing herein contained shall imply mandatory attendance.

Policy adopted:
September 10, 1963
Amended:
November 12, 1974
Readopted:
November 28, 2000
April 24, 2015

All recruiters, military and non-military, shall be given equal access to students through programs
conducted by the guidance offices of the schools. Such programs may consist of, but not be limited to,
career nights, college fairs and individual school visitations.

Policy Adopted:
January 27, 1987
Readopted:
November 28, 2000
April 24, 2015

All persons entering the schools must first report to the Main Office. Upon arrival, all visitors
must comply with any applicable building security procedures, including but not limited to
utilizing security buzzers for access, complying with requests for photo identification, reporting
directly to and signing in and out at the visitors’ reception area of the school office, prominently
displaying visitors’ badges or other identification required for visitors to the school buildings,
limiting access to those areas of the buildings and grounds for which the visitors have authorized
access, and complying with directives of school officials at all times.

Visits to Classrooms
All classroom interruptions shall be kept to a minimum.

Visits to the Schools
The Board of Education and staff of the school district welcome and strongly encourage members
of the community and other interested persons to visit the schools. Such visits shall be regarded as
expressions of interest in school affairs and/or efforts to become informed about school programs
and activities.

The Superintendent shall establish regulations which:
1. Encourage school visitations.
2. Ensure student safety.
3. Require all visitors to register in the principal's office upon arrival at the school.
4. Ensure that public visits will not hinder the educational program.
5. Provide for appropriate hospitality for visitors.

Visits to individual classrooms during instructional time shall be permitted only with the
Principal’s and teacher’s prior approval. Such visits shall not be permitted if their duration or
frequency interferes with the delivery of instruction or disrupts the normal school environment.
When a visit involves a conference with a teacher or the Principal, an appointment should be
scheduled during non-instructional time.

Since continuity in classrooms is often difficult to achieve and maintain, while visiting in a
classroom, a visitor must not interrupt the class in any way, nor speak to (unless invited to do so)
or disturb the students or teacher.

Although Board of Education members are encouraged to visit schools independently, they have
authority only in regularly called meetings of the Board of Education, or when delegated specific
tasks by specific Board of Education action.

The Superintendent shall have the authority to limit access to public school grounds
and district buildings.

The Principal or their designee shall have complete authority to exclude from the school premises
any persons whom they have reason to believe are disrupting the educational programs in the
classroom or in the school, are disturbing the teachers or students on the premises, whom the
Principal believes are on the premises for the purposes of committing an illegal act, or for any
other reasonable and appropriate purpose within their sole discretion.

Legal Reference: Connecticut General Statutes
53a-185 Loitering in or about school grounds: Class C misdemeanor

Policy adopted:
September 10, 1963
Amended:
November 12, 1974
December 12, 1978
Readopted:
November 28, 2000
April 24, 2015

REVISED:
September 01, 2020 (effective immediately under suspension of the rules)
February 23, 2022

 

1250R
Visits to the Schools
Visitor Protocols

Definition
For the purposes of this administrative regulation a visitor shall be defined as any person
entering a school facility during normal school hours other than:

• A student who attends that facility
• A member of that school’s staff and faculty
• Central Office Employees with assigned duties at the school facility
• Multi-site Employees with assigned duties at the school facility
• Maintenance Department Employees
• Uniformed Police or Fire Department personnel in performance of their assigned duties

All visitors shall:
1. Enter building at location designated by the school administration
2. Go directly to the Main Office
3. Sign in the Visitor’s Log Book (visitor name, purpose of visit, person visiting)
4. Be issued a Visitor’s ID Badge with date of visit
5. Sign out at the end of their visit

The Principal or designee may refuse to register an outsider if they reasonably conclude that the
individual’s presence or acts would disrupt the school, students or employees; would result in
damage to property; or would result in the distribution of a controlled substance, or for any reason
in the Principal or designee’s sole discretion. The Principal or designee or school security officer
may revoke any outsider’s registration if he/she has a reasonable basis for concluding that the
individual’s presence on school grounds would interfere or is interfering with the peaceful conduct
of school activities or would disrupt or is disrupting the school, students, or staff.

Visitors entering the building at locations other than the designated visitors’ entrance shall
be:
1. Stopped by staff
2. Asked to identify themselves by name
3. Asked their purpose for being in the building
4. Directed by staff:
a. out of the building and to use the designated entrance
b. to the Main Office (if warranted by proximity to the Main Office)

Visitors who refuse to identify themselves shall be considered trespassers. Staff shall:
1. Direct them to leave the building
2. Call the Main Office
3. The Principal or their designee upon evaluation of the situation may:
a. call the Police
b. call Central Office
4. Consider locking down building

Special Exceptions to the above:
Special Events (Plays, Concerts, Award Ceremonies, etc.)
When a special event is planned which will attract large numbers of visitors so as to make the signin
procedures impractical, the school administration shall designate and mark the appropriate path
to the event location (auditorium, APR, gym, media center etc.). Appropriate staff shall be assigned
to direct visitor(s) to the event location. Principals or their designee may limit attendance to special
events if necessary and appropriate within their discretion. In this event, the methodology used for
determining who may attend must be reasonable and appropriate.

Deliveries
School staff that is expecting the delivery of a package(s) should notify the Main Office. Packages
are not to be delivered directly to the staff. All packages shall be delivered to a location as
determined by the school administration.

Food (“take-out”) being delivered to staff is expected to be delivered curbside, and coordinated in
accordance with the procedures established at each building.
A sign-in log shall be maintained for deliveries required for building operations (such as food,
fuel, etc.) to locations other than the Main Office.

Students shall not receive mail and/or packages at school. Mail and/or packages for students are
to be refused unless prior arrangements have been approved by the school principal.

Operations
Maintenance Department Employees shall notify the school administration of their presence within
the school facility.

Other Board of Education employees without assigned duties at the school facility shall:
1. Enter building at location designated by the school administration
2. Go to the Main Office
3. Sign in the Visitor’s Log Book (visitor name, purpose of visit, person visiting)
4. Visibly display their identification badge while on school premises
5. Sign out at the end of their visit

Special Exceptions to the above:
Board of Education members shall:
1. Enter building at location designated by the school administration
2. Go to the Main Office
3. Sign in the Visitor’s Log Book (visitor name, purpose of visit, person visiting)
4. Visibly display their identification badge while on school premises
5.. Sign out at the end of their visit

Classroom Observations:
When determining whether to approve a request to visit and/or observe student programs the
Principal or their designee shall consider such factors as (1) the frequency of visits; (2) the duration
of the visit; (3) the number of visitors involved; (4) the effect of the visit on a particular class or
activity; (5) the age of the students; (6) the nature of the class or programs; (7) the potential for
disclosure of confidential personally identifiable student information; (8) whether the visitor has a
legitimate educational interest in visiting the school; and (9) any safety risk to students and school
staff. The following guidelines shall be followed:
1. If the visitor wishes to observe a classroom, the time will be arranged in advance after
the Principal has conferred with the teacher. The Principal has the discretion to limit, or
refuse, requests for visits and/or observations of student programs in light of the above
criteria.
2. If the purpose of the classroom visitation is to observe learning and teaching activities,
the visitor may be asked to confer with the teacher before and after the observation to
enhance understanding of the activities.
3. The Principal may withhold approval if particular events such as testing would be
adversely affected by a visit. Similarly, if a visitor’s presence becomes disruptive, the
Principal may withdraw approval, In either case, the Principal will give reasons for the
action; and
4. If a dispute arises regarding limitations upon or withholding of approval for visits:
a. The visitor will first discuss the matter with the Principal;
b. If it is not satisfactorily resolved, the visitor may request a meeting with the
Superintendent or designee.
c. The Superintendent or designee will promptly meet with the visitor, investigate the
dispute and render a written decision. The written decision will indicate that the
visitor may appeal to the Board of Education to review the limitations imposed.

Regulation adopted:
April 24, 2015
REVISED:
September 01, 2020
February 23, 2022

The Board of Education recognizes that many residents of all ages have educational needs that can be
met through the Stamford Public Schools. As schools are natural community centers, they can serve a
useful purpose in facilitating the delivery of education and related social services to all age groups.
Toward that end, cooperation between the school and other social agencies is encouraged.

In order that the public school buildings and facilities may be used to extend these benefits to the
community, the Board of Education adopts this policy of making available space and equipment in the
school to approve Continuing Education and Community Education programs outside the regular
school hours, and/or during the school day, without interference with the regular day school programs,
academically or financially. Community persons with special competencies may be employed to teach
to the community education programs in accordance with the State licensing regulations.

School advisory councils will assist in identifying peoples’ needs and interests and in arranging
educational and other related programs that will utilize the school facilities and other community
resources in meeting these needs. The function of these councils shall be advisory in nature and will
not infringe upon professional responsibilities for which the Superintendent or his/her designee is
accountable.

Services to the Community, as indicated by this policy will be provided by the office of the
Superintendent or his/her designee, unifying the staff, budget, and other resources of Continuing
Education, Adult Basic Education, and Community Education Activities.

Policy Adopted:
January 8, 1980
Amended:
November 28, 2000
Readopted:
April 24, 2015

School employees are encouraged to assume full responsibilities as citizens of a democracy.

District staff members shall not use school time, school property or school resources or equipment for the
purpose of furthering the interests of any political party, the campaign of any political candidate or the
advocacy of any political issue.

Legal Reference:
· Connecticut General Statutes
· 7-421 Political activities of classified municipal employees.
· 7-421b Limitation on restriction of political rights of municipal employees.
· 10-156e Employees of boards of education permitted to serve as elected
officials; exception.
 

Policy adopted:
April 24, 2015

Board members shall refer persons making complaints about the school to the most immediate level at
which the problems can be resolved and, thence, as may be necessary, through lines of organization to
the Superintendent of Schools. Parents should be made aware of the proper channels of
communication and appeal. Any appeal from the decision of the Superintendent to the Board shall be
in writing, signed, and dated. The Board may hear or not hear any such appeal, at its option.

Complaints about Board of Education policies should be directed to the Superintendent of Schools.
Complaints shall be in writing and signed, stating the specific objections to the policy(ies).

The Superintendent shall review any complaint and conduct whatever study or investigation he/she deems
appropriate. The Superintendent shall then submit the complaint and his/her recommendation to the
Board. The Board may then review the policy, amend or refer the policy for review if necessary or repeal
the policy, if appropriate, and notify the complainant of the action taken.

Legal Reference:

• Keyishian v. Board of Regents 385 U.S. 589, 603 (1967)
• President's Council, District 25 v. Community School Board No. 25 457 F.2d 289 (1972), cert. denied 409 U.S. 998 (1976)
• Minarcini v. Strongsville City School District, 541 F. 2d 577 (6th Cir. 1976).
• Board of Education, Island Trees Union Free School District No. 26 v. Pico, 457 U.S. 853 (1982).
• Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81).
• Connecticut General Statutes
• 10-238 Petition for hearing by board of education.

Policy adopted:
September 10, 1963
Amended:
March 3, 1964
November 12, 1974
December 12, 1978
November 28, 2000
April 24, 2015

No teacher shall receive gifts of more than a de minimus nature from a student under his or her charge
except under administrative regulations developed by the Superintendent.

No custodian shall receive or accept any gratuity or gift for work performed or action connected with
the operation of school property.

No employee of the public school system of Stamford shall accept any gift or gratuity, whether in the
form of service, loan, thing or promise or in any other form, from any person, firm or corporation
which to his/her knowledge is interested directly or indirectly in business dealings with the school
system and over which business dealings he/she has power either to take action or to influence action.

Employees are bound by, and shall comply with, the provisions of the Code of Ethics enacted by the
City of Stamford, as such Code may be amended from time to time.

Legal Reference:
· Connecticut General Statutes
· 7-479 Conflicts of interest.
· The Stamford Code of Ethics Sec 19-9

Policy adopted:
September 10, 1963
Amended:
January 26, 1965
February 9, 1965
November 12, 1974
November 28, 2000
April 24, 2015

A. Purpose
Students should be free to learn in an atmosphere free of distraction or subtle coercion.
Teachers stand in a particular relationship with their students, and should not utilize that
relationship for personal gain. Moreover, in discharging their professional responsibilities as
educators, teachers should avoid even the appearance of a conflict of interest between
discharging those professional responsibilities and their own personal interests.

B. Scope
“Solicitation” may be generally defined as asking students to expend money or otherwise
participate in activities that lead to the financial gain by such teachers. While it is not possible
to define all forms of solicitation of students, the following examples illustrate the basic
principles:
1. Solicitation of students to participate in non-school sponsored trips.
2. The offering of services for pay directly to students in the school setting.
3. Solicitation of students to participate in any activity, in which such participation by students
leads to the financial gain of such teachers.
Solicitation of students shall relate to direct personal appeals, whether made orally or in
writing, but shall not include the placing of general interest advertisements in the school or
other newspapers or the posting of notices outside of any of the school buildings of the
Stamford Public Schools. In no event shall teachers or other employees conduct business for
personal gain on school property.

C. Conflicts of Interest Prohibited
Given the special relationship between students and teachers, it is essential that teachers avoid
even the appearance of a conflict of interest. Consequently, no teacher may offer, provide, or
refer to private tutorial or other educational services for personal compensation to any student
or family member for whom that teacher has any direct instructional/service responsibility.

Policy Adopted: 
February 24, 1987 

Amended:
July 24, 2001
April 24, 2015

The Board of Education (Board) expects mutual respect, civility and orderly conduct among all
individuals on school property or at school events. District staff will treat parents and other members
of the public with respect and expect the same in return. The Board is committed to maintaining
orderly educational and administrative processes in keeping schools and administrative offices free
from disruptions and preventing unauthorized persons from entering school/district grounds.

This policy promotes mutual respect, civility and orderly conduct among Board members, District
employees, parents and the public. It is not intended to deprive any individual of his/her right to
freedom of expression, but only to maintain to the extent possible and reasonable, a safe, harassmentfree
environment for students and staff. Volatile, hostile or aggressive actions and words cannot be
tolerated, and individuals who engage in these activities may face legal penalties.

In the interest of presenting Board members and District employees as positive role models to the
students as well as to the community, the Board encourages positive communication and discourages
volatile, hostile or aggressive actions. The Board seeks public cooperation with this endeavor.

Based upon the above, the Board expects that no person on school property or at a school event shall:
1. Injure, threaten, harass or intimidate a staff member, Board member or any other person;
2. Curse and use obscenities;
3. Disrupt or threaten to disrupt school or office operations;
4. Damage or threaten to damage another’s property;
5. Damage or deface District property;
6. Violate any Connecticut law or town/city ordinance;
7. Smoke or otherwise use tobacco products;
8. Consume, possess, distribute, or be under the influence of alcoholic beverages or illegal
drugs, or possess dangerous instruments or weapons;
9. Impede, delay, or otherwise interfere with the orderly conduct of the District’s educational
program or any other activity occurring on school property;
10. Enter upon any portion of the school premises at any time for purposes other than those
which are lawful and authorized by the Board;
11. Operate a motor vehicle in a risky manner or in violation of an authorized District employee’s
directive; or
12. Violate other District policies or regulations or an authorized District employee’s directive.

Alternate language to consider:
Standards
A. Expected behaviors include but are not limited to:
1. Respect and courtesy in language, demeanor, and actions
2. Moderate tone and volume of voice
3. Active and respectful listening
4. Respectful acknowledgement of cultural differences
5. Respect for the personal, civil, and property rights of others
6. Appropriate and courteous use of telephone, public address systems, electronic devices and
any other verbal communication device
7. Appropriate and courteous written communication, including notes, letters, email and text
messages

B. Unacceptable behaviors include but are not limited to:
1. Rude, insulting or demeaning language and/or actions
2. Persistently unreasonable demands
3. Intrusive and/or interruptive behavior
4. Displays of temper
5. Harassment and intimidation
6. Threatening and/or abusive gestures and behavior

C. Incidents of uncivil behavior should be resolved cooperatively with the individual(s) most directly
involved.
Optional Language:
Any individual who disrupts or threatens to disrupt normal school or office operations; threatens the
health and safety of students or staff; willfully causes property damage; uses loud or offensive
language which could provoke a violent reaction; or who has otherwise established a continued pattern
of unauthorized entry on District property, will be directed to leave the premises by a member of the
administrative staff or his/her designee.

If any member of the public uses obscenities or speaks in a demanding, loud, insulting and/or
demeaning manner, the staff member to whom the remarks are directed will calmly and politely
admonish the speaker to communicate civilly. If the abusing party does not take corrective action, the
District employee will terminate the meeting or conversation.

(cf. 1110.1 - Parent Involvement)
(cf. 1120 - Public Participation at Board of Education Meetings)
(cf. 1250 - Visits to Schools)
(cf. 1251 - Loitering or Causing Disturbances)
(cf. 1310 - Relations Between the Public and School Personnel)
(cf. 1312 - Public Complaints)
(cf. 1330 - Use of School Facilities)
(cf. 5131.911 - Bullying)
(cf. 4118.15/4218.15 - Workplace Bullying)
(cf. 1700 - Otherwise Lawful Possession of Firearms on School Property)
(cf. 6145.71 - Use of Alcohol by Adults)

Legal Reference:
· Connecticut General Statutes
· 1-225 Meetings of the government agents to be public.
· 1-232 Conduct of the meeting.
· 10-221 Boards of education to prescribe rule(s), policies, and procedures.
· 10-238 Petition for hearing by board of education.
· 10-239 Use of school facilities for other purposes.
· 53a-185 Loitering in or about school grounds: Class C misdemeanor.

Policy adopted:
April 24, 2015

All schools must support and promote teaching and learning environments where each and every
student achieves academically and socially, has a strong and meaningful voice and is prepared for
democratic life and successful transition into the 21st century workplace. A positive school climate is
an essential element of achieving these goals. Rigorous implementation of the following set of guiding
principles and systemic strategies will promote these desired outcomes.

The Stamford Board of Education (the Board) adopts this Policy that is guided by the fundamental
belief that each and every school community member should be treated with dignity, should have the
opportunity to learn, work, interact and socialize in physically, emotionally and intellectually safe,
respectful and positive school environments, as well as the opportunity to experience high quality
relationships. Schools, therefore, have the responsibility to promote conditions designed to create,
maintain and nurture positive school climate.

This Policy sets forth the framework for an effective and democratically informed school climate
improvement process, which includes a continuous cycle of (i) planning and preparation, (ii)
evaluation, (iii) action planning, and (iv) implementation, and serves to actualize the expectations of
the five National School Climate Standards, as detailed herein.

The Board recognizes that there is not one best way to improve school climate. Each school needs to
consider its history, strengths, needs, and goals. This Policy will support and promote the development
of research-supported action plans that will create and/or sustain physically, emotionally, and
intellectually safe learning environments that foster social, emotional, ethical and academic education.

Policy adopted:
September 24, 2013
Readopted:
April 24, 2015

 

1316.1R

Definitions
An "Effective School Climate Improvement Process" is one that engages all stakeholders in the
following six essential practices:

(1) Promoting decision-making that is collaborative, democratic, and actively involves all stakeholders
(e.g., school personnel, students, families, community members) with varied and meaningful roles and
perspectives where all voices are heard;

(2) Utilizing psychometrically sound quantitative (e.g. survey) and qualitative (e.g. interviews, focus
groups) data to drive action planning, preventive/intervention practices and implementation strategies
that continuously improve all dimensions of school climate, including regularly collecting data to
evaluate progress and inform the improvement process;

(3) Tailoring improvement goals to the unique needs of the students and broader school community.
These goals shall be integrated into overall school improvement efforts thereby leveraging school
strengths to address evidence-based areas of need, while sustaining the improvement process over
time;

(4) Fostering adult learning in teams and/or professional learning communities to build capacity
building among school personnel and develop common staff skills to educate the whole child;

(5) Basing curriculum, instruction, student supports, and interventions on scientifc research and
grounding in cognitive, social-emotional, and psychological theories of youth development.
Interventions include strength-based programs and practices that together represent a comprehensive
continuum of approaches to promote healthy student development and positive learning environments
as well as address individual student barriers to learning; and

(6) Strengthening policies and procedures related to:
a. climate informed teaching and learning environments;
b. infrastructure to facilitate data collection, analysis, and effective planning;
c. implementation of school climate improvement plans;
d. evaluation of the school climate improvement process; and
e. sustainability of school climate improvement efforts.

Positive Sustained School Climate is the foundation for learning and positive youth development and
includes:
1. Norms, values and expectations that support people feeling socially, emotionally, intellectually
and physically safe;
2. People who treat one another with dignity, and are engaged and respected;
3. A school community that works collaboratively together to develop, live and contribute to a
shared school vision;
4. Adults who model and nurture attitudes that emphasize the benefits and satisfaction gained
from learning; and
5. A school community that contributes to the operations of the school and the care
of the physical environment. “Safe School Committee” (the “Committee”) means the committee
appointed at a specifc school building by the Specialist to perform the duties described in the
regulations.

Safe School Climate Coordinator (the Coordinator) means the Superintendent or the certifed
administrator appointed by the Superintendent to oversee the implementation of the district's Safe
School Climate Plan and perform the duties described herein.
 

Safe School Climate Plan means the district plan developed and implemented pursuant to Conn.
Gen. Stat. Section 10-222(d), containing provisions pertaining to bullying, filing complaints and
conducting investigations, and posted on the district website.
 

Safe School Climate Specialist (the Specialist) means the certified administrator appointed by the
Coordinator at a specific school building to oversee the implementation of the district's Safe School
Climate Plan within the building, oversee the implementation of the School Climate Improvement Plan
within the building, and perform the duties described herein.

School Climate means the quality and character of the school life with a particular focus on the
quality of the relationships within the school community between and among students and adults.
School climate is also based on patterns of people's experiences of school life and re¯ects norms,
goals, values, interpersonal relationships, teaching, learning, leadership practices and organizational
structures.

School Climate Improvement Plan (the Improvement Plan) means the building-specific plan
developed by the Committee using the Survey data and developed in accordance with the process
described herein. An Improvement Plan must include the requirements of the Safe School Climate
Plan, but has the larger purpose of improving school climate on a more global level and actualizing
The 13 Dimensions of Climate (Appendix B) and The National School Climate Standards (Appendix
A).

School Climate Survey (the Survey) shall mean a well-established reliable and valid survey,
approved by the Connecticut State Department of Education, with additional external confirmation of
its strength through third party evaluators and research studies, that is vigorously field tested, measures
the core district populations (including students, parents/ guardians, all school personnel -
administrators, educators, certified and noncertified staff) and, when available, the wider community,
and is easy and quick to administer. It shall also be administered in the predominant languages used by
the population being surveyed.

School employee means (1) a teacher, substitute teacher, school administrator, school
Superintendent, guidance counselor, psychologist, social worker, nurse, physician, school
paraprofessional or coach employed by the Board; or (2) any other individual who, in the performance
of his or her duties, has regular contact with students and who provides services to or on behalf of
students enrolled in a public elementary, middle or high school, pursuant to a contract with the Board.
 

Declarations
I. Applicable Standards:
A. For School Employees:
1.) All certified educators in the State of Connecticut are accountable for compliance
with the regulations enacted by the Connecticut State Department of Education and the
Bureau of Education Standards and Certification, including, but not limited to the
Connecticut Code of Professional Responsibility For Teachers, Regulations of
Connecticut State Agencies, (Section 10-145d0400a) and the Connecticut Code of
Professional Responsibility For Administrators, Regulations of Connecticut State
Agencies (Section 10-145d0400b) (collectively “Codes”), as they may be amended from
time to time.
2.) All school employees are accountable for compliance with the policies and procedures
of the Board applicable to personnel, including, but not limited to nondiscrimination,
conduct and professional rights and responsibilities.

B. For Students:
1.) All students are accountable for compliance with applicable codes of student conduct,
policies and procedures for student participation and behavior.

C. For Board Members:
1.) Board Members are accountable for compliance with the Boards Code of Ethics and
applicable Board By-laws governing Board member conduct.

D. For Persons Contracted to Provide Services to the Board:
1.) Persons contracted to provide services to the Board (such as bus drivers, consultants,
evaluators or the like) are accountable for compliance with such codes of ethics as may
apply professionally, the terms of any such contract, as well as the policies and
procedures of the Board generally applicable to persons on school property.

E. For Other Participants in the School Community:
1.) Parents/guardians, family members, visitors and other persons on school property or
otherwise participating in programs or services of the Stamford Public Schools are
accountable for conducting themselves in accordance with applicable policies and
procedures pertaining to such participation.

II. Alignment with Conn. Gen. Statutes Section 10-222(d):
A. This Policy is aligned with C.G.S. 10-222(d), An Act Concerning the Strengthening of
School Bullying Laws.
B. In order to be in compliance with applicable law, all individual schools in the District of
Stamford must adhere to the following requirements:
1.) In order to develop and maintain an Effective School Climate Improvement Process
schools must develop and implement Improvement Plans, administer and utilize the findings
of “School Climate Surveys, and engage in a continuing systemic process of learning and
evaluating identified goals and objectives. The vision of the Stamford Board of Education is to
support a vibrant and thriving school community by removing any barriers to teaching and
learning, and reengaging those who may have become disengaged.
2.) In order to implement an Effective School Climate Improvement Process, qualified and
effective leadership is required. Such leadership shall be developed through (a) the
implementation and satisfaction of appropriate professional development, (b) the
Superintendent or the appointment of a Coordinator by the Superintendent, (c) the appointment
of Specialists at each school building by the Coordinator, and (d) the establishment of a
Committee at each school building.

III. Safe School Climate Coordinator Roles and Responsibilities:
A. The Superintendent shall assume the role of, or appoint from among existing school district
administrators, a district Coordinator.
B. The duties of the Coordinator shall include those enumerated under C.G.S. Section 10-222(d)
and the Stamford Board of Education's Regulations at a minimum, and shall also include the
following:
i. Overseeing the implementation of the district's Safe School Climate Plan;
ii. Preventing, identifying and responding to any kind of mean-spirited behavior including,
but not limited to reports of alleged bullying and harassment in the schools of the district,
in collaboration with the Specialists, as well as the Board and the Superintendent as
appropriate;
iii. Providing data and information regarding school climate improvement to the Connecticut
State Department of Education, in collaboration with the Superintendent as may be
required by law;
iv. Meeting with the Specialists at least twice during the school year to: (i) identify strategies
to improve school climate that promotes high quality relationships among all school
community members, and, as a result, is designed to eliminate intentional and
unintentional mean-spirited behaviors including, but not limited to bullying and
harassment, (ii) make recommendations concerning amendments to the district's Safe
School Climate Plan, as well as to make recommendations concerning amendments to
each individual school's School Climate Improvement Plan, and (iii) oversee
completion of each individual school's School Climate Survey; and
v. Providing leadership for the following activities:
1.) Advancement of evidence-based policy and best practices to improve school climate,
foster high quality relationships, and promote physical, emotional, and intellectual school
safety; and
2.) Development and dissemination of resources and training materials for Specialists,
Committees, school staff and community members about issues of school climate and
school climate improvement efforts and activities.

IV. Safe School Climate Specialist Roles and Responsibilities:
A. At the beginning of each school year, the Principal of each school, or the Principal's
designee as approved by the Coordinator, shall serve as the Specialist for the individual school
to which he or she is assigned.
B. The Specialist's duties shall include those enumerated under C.G.S. Section 10222(d) and
the Stamford Board of Education's Regulations. In addition to these duties, the Specialist shall:
a. Investigate, or supervise the investigation of, reported acts of mean-spirited behaviors
including, but not limited to reports of alleged bullying and harassment in the school in
accordance with this Policy;
b. Collect and maintain records of such reports in the school;
c. Act as the primary school official responsible for preventing, identifying and
responding to such reports in the school and leading efforts to improve school climate;
d. Chair or co-chair the Committee and establish the meeting calendar for the
Committee meetings; and
e. Serve as the primary supervisor of the school's School Climate Improvement Plan for
the implementation and the monitoring of the School Climate Improvement Plan.

V. Safe School Climate Committee Roles and Responsibilities:
A. In collaboration with the Coordinator, the Specialist at each school building shall form a
representative Committee consisting of a demographically representative group of students
enrolled in the school (if developmentally appropriate); parents of students enrolled in the
school; school personnel, including, but not limited to teachers, administrators, student
support personnel; other medical and mental health experts where available; and community
members.
B. Such Committee shall be formed no later than 30 days from the effective date of this Policy.
C. Committee composition/membership shall be reviewed annually by the Coordinator and the
Specialist.
D. The duties of the Committee shall include those enumerated under C.G.S. Section 10-222(d)
and the Stamford Board of Education's Regulations. In addition to these duties, the
Committee shall, at a minimum, perform the following duties:
i. Supervising the scheduling and administration of School Climate Surveys to students,
staff, parents, and community members;
ii. Setting goals and tracking survey completion;
iii. Reaching out to staff and parents before administering the Survey;
Providing Survey data to the Coordinator;
Reviewing and analyzing the school-based school climate assessment data;
vi. Using the data and other appropriate data and information to identify strengths and
challenges with respect to improving school climate;
vii. Using the data to create and/or update the school-based School Climate Improvement
Plan;
viii. Overseeing the implementation of the school-based School Climate Improvement Plan;
Implementing the School Climate Improvement Plan and monitoring the progress of school
climate improvement, in collaboration with the Coordinator;
Overseeing the implementation of annual school climate assessments at the school;
xi. Reviewing and making recommendations to the Coordinator regarding the safe school
climate plan based on issues and experiences specific to the school;
xii. Overseeing the education of students, school employees and parents/guardians of
students on issues relating to improving school climate;
xiii. Holding meetings at least four times each year, at which minutes shall be kept and made
available to the public; and
xiv. Performing any other duties as determined by the Specialist and/or the Coordinator that
are related to improving school climate in the school, or required by law.

VI. School Climate Surveys:
A. Each school, supported with oversight by the Coordinator and under the guidance of the
Committee, shall administer, on an annual basis, at the same time of year each year, the
School Climate Survey in order to assess a school's strengths and challenges.
B. Preparation for Survey Administration: All survey participants should be made aware of the
purpose and value of the survey as determined by the Committee prior to administration, so
that the school will receive authentic data to help drive decisions that will benefit the entire
school community.

VII. School Climate Improvement Plans:
A. In collaboration with the Coordinator, each Specialist shall develop and/or update an
Improvement Plan based on the findings of the School Climate Survey.

1.) The Specialist and the Committee shall develop and/or update the Improvement
Plan, using the School Climate Improvement Plan template (Appendix C), taking into
consideration the needs of all key stakeholders, with sensitivity to equity and diversity.
2.) The Improvement Plan shall support the actualization of the following Five Standards
Standard 1: Develop a shared vision and plan for promoting, enhancing and sustaining
a positive school climate.
Standard 2: Develop policies that promote social, emotional, ethical, civic and
intellectual learning as well as systems that address barriers to learning.
Standard 3: Implement practices that promote the learning and positive social,
emotional, ethical and civic development of students and student engagement as well as
addressing barriers to learning.
Standard 4: Create an environment where all members are welcomed, supported, and
feel safe in school: socially, emotionally, intellectually and physically.
Standard 5: Develop meaningful and engaging practices, activities and norms that
promote social and civic responsibilities and a commitment to social justice.
3.) Each Improvement Plan shall be submitted to the Coordinator for approval and
implementation no later than mid-September of each school year. The Coordinator may
provide feedback to the Committee with respect to amendments to the Improvement
Plan.

VIII. Codes of Conduct
Codes of conduct for both students and adults shall be amended to reinforce positive school
climates by detailing, and consistently recognizing and supporting positive behavior, applying
appropriate graduated and restorative responses for inappropriate conduct, in order to address
the root causes of the individuals specific conduct, while promoting physically, emotionally,
and intellectually safe and supportive teaching and learning environments for all students and
adults in the school community. Restorative instance, are parents/guardians, students and
personnel present to lend their unique perspectives? Differing viewpoints can create powerful
discussions and build a transparent culture where members feel valued, trusted, included and
actively engaged in the school community. Practice builds community, celebrates
accomplishments, transforms conflict, rebuilds and strengthens relationships. Such responses
shall be educative and restorative and be chosen in response to the context of each situation to
support relationship-building and improvement, and with particular attention to issues of equity.
These responses may include, but are not limited to one or more of the following:
a. Reflective activities;
b. School counseling support;
c. Anger management;
d. Health counseling or intervention;
e. Mental health counseling;
f. Skill building such as social and emotional, cognitive, and intellectual skills;
g. Resolution circles and restorative conferencing;
h. Community service;
i. Conflict resolution or mediation; and
j. Other actions detailed in accordance with Board policies and procedures such as those
regarding:
i. Participation in extracurricular activities;
ii. Student discipline (including detention, in or out of school suspension, and expulsion);
and
iii. Adult/employee professional responsibility, conduct, separation/disciplinary actions.

IX. Professional Development
a. Mandated school climate trainings shall be provided by individuals and/or organizations
deemed qualified service providers by the Superintendent and/or the Coordinator.
b. All school employees, as defined in this policy, shall participate in any mandated school
climate trainings and update sessions.
c. The District shall provide necessary on-site coaching and/or technical assistance in the
implementation phase of school climate improvement.

X. Funding
The District shall budget sufficient funding to satisfy the requirements of this Policy. Such
funding shall be distributed accordingly, with Superintendent approval, for assessments and
professional development, as well as for community outreach, training, coaching, and
technical assistance.

XI. Accountability
a. The Board shall establish, foster, support and maintain a “no fault” framework and promote a
culture of trust. Such a framework and culture is evident by a shared intent to:
i. Take collective responsibility for what has been accomplished and/or not accomplished;
ii. Learn from what has been done well and not so well;
iii. Work together to improve the quality and character of school life;
iv. Create a highly effective professional learning community (PLC) whose responsibility
it is to:
- Establish norms, values and goals that encourage and support collaborative
and courageous leadership;
- Model and provide high quality academic, social, emotional and ethical
learning; and
- Engage in ongoing reflection and evaluation.
b. The Board shall hold itself, its individual members, and the Superintendent to the standards
of this Policy and promote its intent and goals.
c. The Superintendent shall hold himself/herself, the staff, the students and other members of
the school community to the standards of this Policy.

XII. Compliance with Other Applicable Laws: This Policy does not modify or eliminate a school's
obligation to comply with state and federal constitutional protections and civil rights laws
applicable to schools.

XIII. Liberal Interpretation: The design of this Policy being to facilitate the operation of the school
district in a positive manner and to advance justice, the Policy provisions will be interpreted
liberally in any case where it shall be manifest that a strict adherence to them will work surprise
or a manifest injustice.

Appendix A.
School Climate improvement is more encompassing than any individual program that might be
implemented as a strategy for improving one or more dimensions of school climate.
National School Climate Council (2007). The School Climate Challenge: Narrowing the gap
between school climate research and school climate policy, practice guidelines and teacher education
policy. On: http://www.schoolclimate.org/publications/policy-briefs.php.
Faster, D. & Lopez, D. (2013). School climate and assessment. In Dary, T. & Pickeral, T. (ed)
(2013). School Climate Practices for Implementation and Sustainability. A School Climate Practice
Brief, Number 1, New York, NY: National School Climate Center.
http://www.schoolclimate.org/climate/process.php.
In the National dialogue, this Safe School Climate Committee is often referred to as a Safe School
Climate Team, see http://schoolclimate.org/climate/stages tasks challenges.php.
As of July 1, 2012, pursuant to C.G.S. Section 10-222(d), every school should have identified a
Safe School Climate Committee. Satisfaction of this Policys requirement of establishing a Safe
School Climate Committee may have been satisfied previously by complying with these C.G.S. Section
10-222(d) requirements.
When using school climate data as a flashlight and not a hammer, stakeholders will be more
fully engaged, and the findings will be more useful for long-term improvement. To promote such a
spirit of trust, school leaders should also consider key preparation and planning issues before
administration, such as: how representative their Committee is, and to what extent stakeholders work
and learn in a culture of blame or distrust as opposed to a more collaborative problem solving
culture. For Pursuant to C.G.S. Section 10-222(d), all districts are required to have submitted and posted on
their District website a Safe School Climate Plan, which contains provisions pertaining to bullying,
filing complaints and conducting investigations.
The District Safe School Climate Plan is placed within the School Climate Improvement Plan.
See Appendix A for exact wording of the Standards.
Alameda County School Health Services (California) The seven principles of restorative practice
are: (1) voluntary participation, (2) respect for everyone involved, (3) inclusion of all the people
impacted, (4) a focus on the harms, needs, and causes that have arisen, (5) consensus-based
decision-making focused on how to repair the harm and prevent future harm, (6) opportunity for
dialogue that aligns with the above principles, and (7) expanding the capacity of the community to
create a just and fair response.
Because the school improvement process is considered a continuing systemic process of learning
and evaluating goals and objectives as they impact a diverse group of learners, the School Climate
Survey shall be administered, at minimum, annually, at the same time of year each year.
 

Community Drives

No community agency drive may be conducted in any school unless approved by the Superintendent of
Schools, or his/her designee.

Legal Reference: Title IX of the Educational Amendments of 1972, 20 U.S.C.A. 1681

Policy adopted:
September 10, 1963
Amended:
November 28, 2000
April 24, 2015

The Board of Education permits and encourages the use of school facilities by the Stamford community in
accordance with the law and current Board of Education policies and regulations.

The Board of Education may grant the use of school facilities for activities of an educational, cultural,
civic, recreation, governmental or general political nature, and other uses consistent with the public
interest when such use does not interfere with school programming or school sponsored activities.

The use of facilities shall not interfere with the educational process, academically or financially.

The use of school buildings, grounds, equipment, and facilities will be authorized by the Superintendent
the Superintendent’s or designee in conformity with the regulations governing their use.

The Superintendent or the Superintendent’s designee at all times shall have the authority to limit or deny
access to any school facility or property without further action by this Board. Such closure shall continue
until such time as the Superintendent or the Superintendent’s designee, in consultation with appropriate
health and/or government authorities, deems is in the best interest of the District and its students to reopen
said facilities and property.

To fulfill this policy, the Board of Education authorizes the Superintendent to establish and update as
needed: rental rates, guidelines, procedures and regulations that will enable the Board to retain managerial
control and cover cost for monitoring, security, maintenance, overhead, and depreciation.

Guidelines, procedures, rental rates, and the School Building Use Application are available on the
Stamford Public Schools website.

The Board of Education requires any organization using school facilities to provide certificates of
adequate insurance as required by and subject to the approval of the City of Stamford Risk Manager.

The Board of Education is not responsible for damage or injury as the result of use of school property and
the person or organization granted use of school property shall indemnify, hold harmless and, at the
Stamford Public School’s option, defend the Stamford Public Schools, the Stamford Board of Education
and the City of Stamford, including their officers, agents, employees, Commissions, Committees and
Boards, from any third party claims for such losses to property or person arising out of said use. The
foregoing indemnity shall include reasonable attorneys’ fees and cost of suit, shall not be limited by
reason of any insurance coverages required for such use and shall survive the termination of the permit
for such use.

The Boy Scouts of America, Big Sisters of America, Boys and Girls Clubs of America, Future Farmers of
America, Girl Scouts of America, Little League Baseball, Inc., and any other group intended to serve
youth under the age of 21 listed in Title 36 of the U.S. Code may use school property upon payment of
suitable fees and costs according to the Board approved fee schedule.

Legal Reference: Connecticut General Statutes
                               10-239 Use of school facilities for other purposes.
                                PA 97-290 An Act Enhancing Educational Choices and Opportunities
                                Equal Access Act, 20 U.S.C. ss 4071-4074
                                Good News Club v. Milford Central School, Sup.Ct., 6-11-01
                                20 U.S.C. 7905 (Boy Scouts of America Equal Access Act contained in No
                                Child Left Behind Act of 2001)

Policy Adopted:
March 25, 2008

Policy Readopted:
April 24, 2015

Policy Revised:
September 01, 2020 (effective immediately under suspension of the rules)
February 15, 2022 (effective immediately under suspension of the rules)

Policy Revised:
June 25, 2024

FIND STAMFORD PUBLIC SCHOOLS RENTAL RATES CHART HERE

 

1330R

General Regulations for Use of School Facilities
The following regulations are designed to encourage broader use of school facilities by those groups and
agencies which supplement the educational, cultural, or recreational activities of the children and the
community. The schedule of rental rates will be kept as low as possible, considering operational and
maintenance costs. The priority order for building use is as follows:

1. Stamford Public Schools sponsored activities
2. Stamford Public Schools Adult & Continuing Education
3. Stamford Public Schools Parent Teacher Organizations
4. City of Stamford Recreation Services
5. Stamford Youth Programs
6. City of Stamford Boards and Commissions
7. Civic, Religious and Fraternal Organizations
8. Business Organizations
9. Commercial Ventures – Such rentals are to be made only when the anticipated use is not
inconsistent with the educational mission of the Stamford Public Schools.

Regulations Regarding Public Use of School Properties

1. Completed School Building Use Applications shall be submitted by email to the Board of
Education Facilities Department using the instructions on the Facilities page of the Stamford
Public Schools website. Applications about which the Facilities Department has any question
will be referred to the Director of Facilities for decision. In disputed cases, an appeal may be
directed to the Superintendent.
2. Completed School Building Use Applications, with all school and required City approvals,
must be submitted at least two weeks before the date of the event or the first day of play for
sports.
3. The person or organization granted the use of school property shall assume full liability for any
damage to the property, or damage or loss of equipment. If such person or organization shall be
deemed to lack sufficient financial responsibility, adequate security may be required before
permit approval is granted.
4. The Board of Education requires any organization using school facilities to provide certificates
of adequate insurance which shall cover the Board of Education of Stamford, as well as itself.
The City of Stamford, its officers, agents, employees, and servants shall be designated as
additional named insured. A Certificate of Insurance in proper form shall be filed with Risk
Management during the School Building Use Application process. Said insurance is presently
in the amount of $1,000,000. This includes $50,000 property damage liability and is for the
normal use of schools having no overhanging balconies in the auditorium. For schools with
overhanging balconies, the insurance shall be in the amount of $2,000,000 general liability and
includes $100,000 property damage. Use of Boyle Stadium requires $5,000,000 general
liability insurance including $300,000 property damage.
5. All children involved in activities must be in the charge of responsible adults, the number of
supervisors varying according to the number of participants. Adequate supervision and
leadership must be provided throughout the period authorized for use.
6. On all occasions when a permit is granted for the use of school property, sufficient police and
fire protection service shall be provided as determined by the respective departments, and the
expense for such service shall be paid by the person or organization granted the permit; this
expense to be in addition to the charge for the use of property.
7. Admission to any function using school facilities cannot be denied on any basis prohibited by
law.
8. Intoxicating beverages and any controlled drug as defined in Connecticut General Statute S19-
443(8), as amended, are prohibited on all school properties, and any person under the influence
of alcohol or drugs shall not be permitted to remain thereon.
9. Putting up decorations or scenery, changing of wiring, or curtains, or other permanent fixtures,
moving of pianos or other furniture is prohibited unless special permission is granted by the
Superintendent of Schools or the Superintendent’s designee. All such activity must be under
the direct supervision of the school custodian or employee.
10. It shall be a condition of every permit that no person except regular employees of the Board of
Education, or such other persons as may be approved by the Board, shall be permitted to
perform any duties connected with the operation of the building or any part of its equipment.
See below for specific auditorium use regulations.
11. The right to revoke a permit at any time is reserved by the school authorities.
12. The Board of Education is not responsible for damage or injury as the result of use of school
property and the person or organization granted use of school property shall indemnify, hold
harmless and, at the Stamford Public School’s option, defend the Stamford Public Schools, the
Stamford Board of Education and the City of Stamford, including their officers, agents,
employees, Commissions, Committees and Boards, from any third party claims for such losses
to property or person arising out of said use. The foregoing indemnity shall include reasonable
attorneys’ fees and cost of suit, shall not be limited by reason of any insurance coverages
required for such use and shall survive the termination of the permit for such use.

Use of Auditorium
The following regulations apply to individuals or organizations renting auditoriums. They do not apply to
Board of Education sponsored activities unless a specific request is made for the services of a Technical
Consultant.

1. Auditorium rental requires the use of an approved Technical Consultant. The cost of the
Technical Consultant shall be paid by the person or organization granted the permit. This
expense is separate and in addition to the charge for the use of the property.
2. Facilities acts a liaison for the Board of Education and building use applicants.
3. The Technical Consultant has the authority and responsibility to keep school district auditorium
equipment in good working order. The Technical Consultant must report the abuse and/or
damage of stage or equipment in writing to the building administrator and Facilities.
4. Under no circumstances is anyone allowed in the Control Room without the presence of the
Technical Consultant or the Technical Consultant’s designee.
5. Sets used by outside groups should be moveable so as to release stage for other productions.
6. Audio-visual equipment, microphones, sound system and stage rigging system may be used,
but only under the direction of the Technical Consultant.
7. Scenery and props belonging to schools may not be adapted for any outside organization.
8. Under no circumstances are outside groups to do any work on stage such as constructing sets,
painting, electrical or audio work, etc. without consultation with the Technical Consultant,
building administrator, and Facilities.

Use of Boyle Stadium
1. Requests for the use of Boyle Stadium by any organization other than Stamford Public Schools
or an organization with which Stamford Public Schools is affiliated must be made using the
School Building Use Application found on the Facilities page of the Stamford Public Schools
website.
2. Use of Boyle Stadium requires $5,000,000 general liability insurance including $300,000
property damage which shall cover the Board of Education of Stamford, as well as itself. The
City of Stamford, its officers, agents, employees, and servants shall be designated as additional
named insured. A Certificate of Insurance in proper form shall be filed with Risk Management
during the School Building Use Application process.
3. There is a total ban on the use of tobacco or any intoxicating beverage or controlled substance.
No one under the influence of any such substance will be allowed at Boyle Stadium.
4. Spectators not involved in the activity must remain in the stands. They are not allowed on the
track or field surface.
5. Adequate supervision, as determined by the Police Department’s specific criteria, will be
provided, and funded by the user organization.
6. Boyle Stadium is not available to outside organizations except for athletic events.
7. All events at Boyle Stadium Sunday through Thursday, excluding holidays, must have a starting
time no later than 7:00pm and an ending time no later than 10:30pm. Events Friday, Saturday,
or school holidays must have a scheduled starting time no later than 7:30pm and an ending time
no later than 11:00pm. Ending times may be extended by the Superintendent of Schools or the
Superintendent’s designee only in extenuating circumstances. Even if the ending time is so
extended, no public address system may be used after 11pm.
8. During the months of September, October, and November, night events at Boyle Stadium using
the lights shall be limited to no more than three events a week, including practices, or eight
events a month. Practices shall be finished by 8:00pm. The stadium lights shall not be turned
on except during scheduled events.
9. During the months of April, May, and June, events shall be limited to no more than two events
a week or four events a month, excluding graduation.
10. From school close in June until school opening, night events shall not exceed five.
11. The stadium public address system shall be the only sound system used during events in Boyle
Stadium.
12. Facilities shall promptly notify the officers of Fountain Terrace about any non-school use of
Boyle Stadium.

Fees
Current Stamford Public Schools Rental Rates can be found on the Facilities page of the Stamford Public
Schools website.

All estimated fees associated with school and/or field use must be paid in full prior to the event or the first
day of play for sports. New/future permits will be withheld from any association that does not comply.
Cancellation requests must be made at least forty-eight hours in advance or estimated rental fees will be
forfeited.

Facilities reserves the right to assess additional fees after the event if use extends beyond the original
scope provided.

All payments shall be made to the City of Stamford for deposit to the School Building Use Fund.

Legal Reference:

• Connecticut General Statutes
• 10-235 Indemnification of teachers, board members, and employees in damage suits; expenses
• of litigation
• 10-236 Liability insurance
• 10-239 Use of school facilities for other purposes
• Equal Access Act, 20 U.S.C. ss 4071-4074
• Good News Club v. Milford Central School, Sup. Ct., 6-11-01
• 20 U.S.C. 7905 (Boy Scouts of America Equal Access Act contained in No Child Left Behind
• Act of 2001)

Revised:
June 25, 2024

Permission may be granted for the purpose of giving sectarian teaching or instruction of religious
doctrine after regular school hours, as determined and approved by the Board of Education only.

Legal Reference:
· Connecticut General Statutes
· 10-236 Liability insurance.
· 10-239 Use of school facilities for other purposes.

Policy adopted:
March 25, 2008

The Board recognizes that tobacco is not conducive to good health. Therefore, the District should
provide both effective educational programs and a positive example to students concerning the use of
tobacco.

Recognizing the negative impact on nonsmokers by others smoking, the Board declares all schoolsponsored
events and areas operated by the Board to be officially designated smoke-free. Smoke-free
areas include all school buildings and grounds and all school buses.

For the purposes of this policy, smoke or smoking means all uses of tobacco products including, but
not limited to cigars, cigarettes, e-cigarettes, pipes, and chewing tobacco.

Legal Reference:
· Connecticut General Statutes
· 19a-342 Smoking prohibited in certain places. Signs required. Penalties.
· 21a-242 Schedules of controlled substances.
· PL 107-110, Section 4303, “Non-smoking Policy for Children’s Services”
· 20 U.S.C. 7181-7184 The Pro Children Act of 2001

Policy adopted:
November 10, 1987
Amended:
April 21, 1992
Readopted:
November 28, 2000
April 24, 2015

 

1331 R
c.f. 5130
Community Relations
Smoke-Free Environment
The Administration will work with students to inform and educate them about the personal risks
associated with smoking, and has established a smoke-free environment as stated in Board Policy
1331.

Any student found smoking in violation of Board Policy 1331 will receive appropriate disciplinary
action up to and including suspension or expulsion. All principals will determine appropriate
disciplinary action according to procedures stated in Board Policy 1331.

Regulation Adopted:
March 23, 1988
Amended:
May 26, 1992
Readopted:
November 28, 2000
April 24, 2015

The Board of Education acknowledges the right under statute of students and teachers who
wish to do so to have an opportunity to observe a moment of silence at the start of each school
day. The Superintendent shall make appropriate arrangements as are necessary to comply with
this statutory obligation.

Policy Adopted:
October 24, 2000
Readopted:
April 24, 2015

1. All persons illegally entering into any school district facility shall be prosecuted to the fullest
extent of the law.
2. Any person who willfully damages or destroys any property of the school district, or any
property under the jurisdiction of the school district, shall be prosecuted and all necessary
action shall be undertaken to return the value of such property to the school district and any
other costs involved.

Policy Adopted:
October 23, 1973
Amended:
November 28, 2000
April 24, 2015

Complaint Form Here

 

The Board recognizes the important trust it has been given with the responsibility of managing a large amount of public resources. As trustee of local, State, and Federal funds allocated for use in public education, the Board will be vigilant in fulfilling its responsibility to see that these funds are used
wisely for the achievement of the purposes to which they are allocated.

A. Principles
In the school system's fiscal management the Board shall abide by the following principles:

1. To engage in thorough advance planning to develop budgets anti to guide expenditures so as to achieve the greatest educational benefits for the dollars expended.
2. To use the best available techniques for budget development and management.
3. To establish procedures of maximum efficiency for accounting, reporting, purchasing and delivery, payroll, payment of vendors and contractors, and all other areas of fiscal management and control. The Board shall abide by those sections of the City Charter which are related to the development, submission and administration of its operating and capital budgets.

B. Adherence
The Superintendent shall make regular reports that will apprise the Board on the adherence to the above principles.

Legal Reference: Charter, City of Stamford, Sec. C 6-10-2.

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3000-R
FISCAL MANAGEMENT - SUPPORT SERVICES
Adherence to Principles

Using generally accepted financial practices, the Superintendent or designee shall apprise the Board on a regular basis on adherence to the principles.

1. A reporting package submitted to the Board as of September 30, December 31, March 31and June 30 shall include the following:

• A condensed expenditure report which presents reallocated budget amounts, transfers, revised budget, year-to-date expenditures and encumbrances. Any current or projected variances will be explained in narrative form.
• Summaries of budgeted grant expenditures and of capital projects which include budget revisions, year-to-date expenditures and encumbrances and a narrative explaining variances.
• Areas of concern to be addressed or the resolution of prior concerns.
• Any other information that the Superintendent deems necessary to keep the Board informed.

2. Operating Budget manual procedures relevant to principle number two shall be followed.

Legal Reference: Charter, City of Stamford, Sec. C 6-10-2.

Regulation Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

In all schools with the same grade levels, state and local funds will be used:

• to provide comparable services
• to provide an equivalent level of professional staff and administration
• to provide equivalent curriculum and instructional materials, books and supplies

Any additional funds, including Chapter I grants, will be used to supplement or increase the
level of state and local support.

Policy Adopted:
June 27, 1989
Readopted:
November 28, 2000
March 28, 2017

Budget preparation shall be an integral part of program planning so that the budgets may reflect and cause the effective implementation of all programs and activities of the school system. Budget planning and revision shall be a year-round process involving broad participation by the Board, Stamford citizens, administrators, supervisors, teachers, and other personnel throughout the school system.

The goals of the Board shall serve as the overall framework for budget planning for the operating and capital budgets.

Legal Reference: Connecticut General Statutes
10-222 Appropriations and budget
Charter, City of Stamford, CS-10-2.

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3110R
FISCAL MANAGEMENT - SUPPORT SERVICES
Budget Preparation

An Operating Budget Manual shall be prepared by the Superintendent or designee and submitted annually to the Board by January for the next fiscal year. Included in the Manual shall be: budget guidelines, program structures, budget calendar and other appropriate information, materials and data forms.

This Manual shall document the school system priorities as a guide to budget preparation.

An annual capital budget shall be prepared and submitted to the Board for discussion at one meeting and approval at a subsequent meeting. It will include proposals for the next fiscal year as well as projections for the ensuing six years.

Legal Reference: Connecticut General Statutes
10-222 Appropriations and budget
Charter, City of Stamford, CS-10-2.
 

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

In accordance with Conn. Gen. Stat. § 10-222, the Board of Education shall prepare an itemized estimate of its budget each year for submission to the fiscal authority for review and appropriation.

Following the annual appropriation, the Board of Education shall meet and revise such itemized estimate, if necessary, and adopt a final appropriated budget for the year. Line items in the budget may be allocated more specifically by the Superintendent or his/her designee in the
development, administration and monitoring of the budget.

The Superintendent and/or his/her designee shall be responsible for administering and monitoring the budget through the course of the year. The Superintendent or his/her designee shall maintain a system of appropriate expenditures and encumbrance accounting that is organized to conform with the requirements for State and Federal Accounting Reports. A quarterly budget report shall be prepared in the same format as the annual budget showing for
each line item, and major object of expense: the appropriated budget amount, expenditure to date (to include encumbered and expended amounts), projected expenditures, difference between the projected expenditures and the appropriation, and general comments indicating the reasons for the difference.

Such budget report shall be submitted to the Board of Education no later than the 20th of the month following the quarter ending period date.

Based on expenditures and budget projections, with such budget reports, the Superintendent shall recommend to the Board of Education transfers in the operating budget from one line item, and (as set forth above) to another, as needed. The Superintendent is authorized to make such transfers as necessary with the approval of the President of the Board or Chair of the Fiscal Committee, if the urgent need for transfer prevents the Board of Education from meeting
in a timely fashion to consider the transfer. Transfers made in such instances shall be announced at the next regularly scheduled meeting of the Board of Education.

The Board of Education shall not expend more than the amount of the appropriation and the amount of money received from other sources for school purposes. As a control mechanism, this policy shall ensure that appropriated funds are expended in accordance with the annual and long-term goals reflected in the operating budget. If any occasion arises whereby additional funds are needed by the Board of Education, the Chairperson of the Board shall notify the Board of Finance and submit a request for such necessary additional funds. No additional funds shall be expended until such supplemental appropriation is granted and no supplemental expenditures shall be made in excess of those so authorized.

Legal Reference: Connecticut General Statutes
10-222 Appropriations and budget
(as amended by PA 13-60, An Act Concerning the consolidation
of Non-educational Services)

Adopted:
November 24, 1987
Amended
May 27, 2003
July 26, 2011
March 28, 2017

 

3160R
FISCAL MANAGEMENT - SUPPORT SERVICES
Operating Budget Transfer

All requests for operating budget transfers shall be submitted to the Finance Department for approval using the REQUEST FOR TRANSFER OF FUNDS form.

All budget transfers in excess of $10,000 in aggregate to an account will be reviewed by the Fiscal Committee.

Legal Reference: Connecticut General Statutes
10-222 Appropriations and budget, Financial information system.
(as amended by PA 98-141)

Adopted:
November 24, 1987

Amended:
May 27, 2003
July 26, 2011
March 28, 2017

 

3160 - Appendix A

Major Code	Object Codes
111 - Certified Salaries
	101 - Teachers
	102 - Admin.
	104 - Teacher Extra Services
	105 - Class Coverage
	106 - Maternity Leave
	108 - Mentor Stipends
	109 - Substitutes
	110 - Retirement
	111 - Long Term Sick Leave
Major Code	Object Codes
112 - Non-Certified Salaried
	113 - Admin. Non-Certified
	114 - Clerical/Technical
	115 - Paraeducators
	116 - Custodial/Mech.
	117 - Other Salary
	120 - Temporary Part time Salary
	121 - Cust/Mech OT
	122 - Clerical OT
	123 - Police & Fire OT
Major Code	Object Codes
200 - Employee Benefits
	201 - Clothing/Tool Allowance
	202 - Health-Hospital Ins
	207 - Social Security
	208 - Unemployment Comp.
	215 - Tuition Reimbursement
	216 - Childcare Reimbursement
	230 - Pension
	260 - Work Compensation
Major Code	Object Codes
300 - Punch Profess & Tech Services
	321 - Instructional Service
	322 - Instr. Pro Improv Serv.
	323 - Pupil Services
	324 - Legal Services
	330 - Other Prof & Tech Serv
Major Code	Object Codes
400 - Purchased Property Services
	440 - Rentals
	450 - Construction Services
	452 - Grounds Maintenance
	490 - Other Property Services
Major Code	Object Codes
500 - Other Purchase Services
	510 - Pupil Trans
	511 - Pupil Trans - Field Trips
	520 - Risk Management Allocation
	530 - Telephone
	531 - Postage
	540 - Advertising
	541 - Recruitment/Retention
	550 - Printing
	560 - Tuition
	580 - Professional Development
	581 - In-District Travel
	590 - Other Purchased Service
Major Code	Object Codes
600 - Supplies
	611 - Instructional Supplies
	613 - Maintenance Supplies
	621 - Gas Heat
	624 - Oil Heat
	626 - Gasoline
	629 - Bus Fuel
	641 - Textbooks/Workbooks
	642 - Library Books & Periodicals
	643 - Computer/A.V. Materials
	690 - Office Supplies
	691 - Other Supplies
Major Code	Object Codes
700 - Equipment
	730 - Instructional Equipment
	739 - Non-Instructional Equipment
Major Code	Object Codes
800 - Other Objects
	890 - Dues & Fees

 

 

3160 - Appendix B

Chart of Accounts

Program Structure

"Program" is defined as "a specific or activity as it relates to instruction or support service". This program structure is divided into two areas: one area includes 23 programs for instruction and other includes 10 programs for support services.

Instructional Programs	Support Programs
01 Magnet School Program	25 City Information Technology
02 Art	30 Board of Education
05 Elementary Education	31 Buildings & Grounds
06 Educational Media	32 Central Management Services
07 World Language	33 General Business Services
09 Athletics/Extracurricular	35 Human Capital Development
10 Kindergarten	36 Research & Development
11 Language Arts	37 School Management Service
12 Mathematics	41 Non-Public Transportation
13 Music	49 Student Health Centers
14 Physical Education
15 Science
16 Social Studies
17 Student Activities
18 Summer Schools
19 Unified Arts
20 Adult & Continuing Ed.
21 Pupil Personnel Services
22 Special Education
23 Agriscience
28 English Language Learners (ELL)
29 Alternate Routes to Success (ARTS)
64 Early Learning - Pre-Kindergarten

 

 

Following the annual appropriation, the Board of Education shall meet and revise its budget estimate,
if necessary, and adopt a final appropriated budget for the year, both in dollars and in employment
positions.

A separate grants budget shall also be approved by the Board of Education. 

The Superintendent and/or his/her designee shall be responsible for administering and monitoring the
operating and grants budgets through the course of the year.

Where positions have been budgeted as "contingency" positions, the Superintendent, after providing
the Board with notification and explanation, shall have the authority to distribute them to assignments,
for which they have been designated, i.e., contingency teaching positions may be assigned as teaching
positions; educational assistant contingency positions as educational assistant positions, etc.

The creation of any new positions, not in the budget (either operating or grant paid), shall require a
vote by the full Board of Education. Use of contingency funds for positions or expenses other than that
for which they have been designated shall also require a vote of the full Board of Education. Transfers
of positions between the operating budget and the grants budget shall require a vote of the full Board
of Education.

Legal Reference: Connecticut General Statutes
10-222 Appropriations and budget
Charter, City of Stamford, C 6-10-2

Policy Adopted:
October 28, 2003
March 28, 2017

The Board may permit students from other districts to attend the Stamford Public
Schools so long as .there is room for them without undue crowding as determined by the
Superintendent in accordance with Board policies and negotiated contract provisions on class size,
Permission may be granted providing that the sending district pays a tuition fee according to services
provided.

No tuition student shall be allowed to enter class until a contract has been signed by the responsible
parties and approved by the Superintendent or designee.

The Superintendent or designee shall report annually to the Board on students from other districts.

Legal Reference: Connecticut General Statutes
10-33 Tuition in towns in which no high school is maintained
10-35 Notice of discontinuance of high school to nonresidents
10-55 Pupils to attend regional school
10-65 Grants for constructing and operating vocational agricultural centers
10-220 Duties of boards of education
10-253 School privileges for children in certain placements, nonresident
children and children in temporary shelters.
10-266 Reimbursement for education of pupils residing in state property

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

3240R

Tuition Fees

A. Tuition fees for out-of-district students shall be based on the following:

1. The regular cost per student for kindergarten, elementary, middle or senior high school for the previous school year as reported in the official end-of-year school report. Added to this amount shall be the percent of increase in the operating budget over the previous fiscal year.
2. The special education cost per student is calculated on an actual program case-by-case basis projected for each school year in which the student will be in attendance.

An annual report shall be submitted by the end of the fiscal year to the Board.

B. Tuition Fees: Summer School Courses, Grades 9-12
Tuition Fees for a course of instruction offered to students in grades 9 through 12 on a
voluntary basis during the summer months shall be based on the, per capita cost from the
previous year adjusted for usage, provided that the Administrator or designee may waive such
tuition fees for students meeting the financial need criteria established for PSAT/SAT fee
waivers.

An annual report shall be submitted by the end of the fiscal year to the Board.

Legal Reference: Connecticut General Statutes
10-33 Tuition in towns in which no high school is maintained
10-35 Notice of discontinuance of high school to nonresidents
10-55 Pupils to attend regional school
10-220 Duties of boards of education
10-253 School privileges for children in certain placements, nonresident
children and children in temporary shelters.
10-266 Reimbursement for education of pupils residing in state property
 

Regulation Adopted:
November 24, 1987
Readopted:
February 3, 2004
March 28, 2017

All schools, departments and offices of the school system shall follow procedures outlined in the
City of Stamford Purchasing Ordinance, Chapter 23, Article II, as may be amended from time to
time, and all instructions issued by the City’s Office of Finance except where pre-empted by
instructions issued by the Board of Education Finance Department as empowered by State Law.

The Stamford Municipal Code of Ethics, Chapter 19, as may be amended from time to time,
shall apply to all members of the Board of Education, all employees of the schools system and all
outside vendors. All contracts and purchase orders shall contain a provision to this effect.

The Board of Education Purchasing Policy shall differ from the City’s Purchasing Ordinance in
the following respects:

1. All contracts for goods or services which exceed $100,000 shall require approval from the Board of Education;
2. Vendor contracts over $50,000 must be signed by the Superintendent of Schools;
3. Either the Superintendent of Schools or the Director of Finance must sign vendor contracts of $50,000 or less;
4. Bid Waivers will be signed by all of the following school system personnel: Department Head, Purchasing Agent, Director of Grants (grants only), Director of Finance and Superintendent of Schools;
5. Section 23-18.8 Reports – Reports on contract awards, contract extensions, contracts obtained through state bids, and bid waivers are prepared as requested by the Superintendent of Schools and district officials; and
6. Approval Levels for each school system Purchase Requisition in H.T.E.:

• Level I assigned to Principals and Central Administrators;
• Level II assigned to Assistant Superintendents and Executive Directors;
• Level III assigned to Management Analyst – Operating or Grants;
• Level IV and V assigned to school system Purchasing Agent; and
• Requisitions less than $3,000 will not require a Level II approval.

Policy Adopted: 
November 24, 1987 
Amended:
November 28, 2000
December 6, 2016
February 23, 2021

No school equipment or materials shall be used for other than school purposes. The Board shall permit
school equipment to be loaned to staff members when such use is directly, indirectly, or peripherally
related to their employment and to students when the equipment is to be used in connection with their
studies or extra-curricular activities. Proper controls shall be established by the Superintendent or
designee for the safeguarding of assets.

All equipment and materials, whether purchased or donated, are the property of the school system. The
Superintendent or designee shall be the authority for the assignment, transfer, removal or other
disposition (within the City Charter) of all equipment.

The Office of Finance, in conjunction with the City must maintain and revise annually a current
inventory record of school system materials and equipment. A physical inventory is updated annually
by the Office of Finance, in conjunction with the City.

Legal Reference: Connecticut General Statutes
10-239 Use of school facilities for other purposes

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3325R

Loan, Control and Disposition of Materials and Equipment

All school departments and offices of the school system shall follow all instructions and guidelines
issued by the Office of Finance relative to the loan, control and disposition of materials and equipment.

Legal Reference: Connecticut General Statutes
10-239 Use of school facilities for other purposes

Regulation Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

The operating budget shall be developed and accounting records shall be maintained in accordance
with a coding and classification system prescribed by the State of Connecticut.

Legal Reference: Financial Accounting Classifications and Standard Terminology for
Local and state School Systems.

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3420R

Classification of Expenditures

The Superintendent or designee shall direct the Office of Finance to use the current accounting system
as prescribed by the State of Connecticut Financial Accounting for Local and State School System -
from the National Center for Education Statistics." June 1980 or any revision thereof.

Legal Reference: Financial Accounting Classifications and Standard Terminology for
Local and State School Systems: Department of Health, Education and
Welfare Publication No. (OE) 73-11800.

Regulation Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

An audit of all accounts of the school system including grant program funds shall be made annually by
a certified public accountant.

The Superintendent or designee shall assume the responsibility of the internal audit function within the
school system.

From time to time the Board may hire an independent accounting firm to provide a review of
operations of support services.

Legal Reference: Connecticut General Statutes
7-392 Making of Audits
7-393 Working papers of accountant; preservation for inspection
10-260a Auditing of state grants for public education

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3434R

Periodic Audit

An audit shall be made of all accounts. In compliance with the: Federal "Single Audit Requirement, --
the Superintendent or designee shall arrange with the City Finance Commissioner to ha\'e all Board of
Education accounts audited by the firm engaged by the City of Stamford.

The Superintendent of designee, when requested by the Board, shall report the: results of procedures
performed in connection with the internal audit function.

Legal Reference: Connecticut General Statutes
7-392 Making of Audits
7-393 Working papers of accountant; preservation for inspection
10-260a Auditing of state grants for public education

Regulation Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

Gifts of personal property to the school district, which meet criteria set forth in the administrative
regulations established in accordance with this policy, are welcomed and encouraged.

The superintendent of schools shall develop administrative regulations governing the acceptance of
gifts and the procedure for examining and evaluating offers of gifts to the district.

The superintendent or designee may approve gifts to a school that are valued at $10,000 or under and
meet criteria established by the administrative regulations established in accordance with this policy.
Only the Board of Education may accept gifts that are valued over $10,000 and meet criteria
established by the administrative regulations established in accordance with this policy.

The superintendent, in consultation with the principals and considering the wishes of the donor, may
determine the school(s), program(s) or facility(ies) to which the gift shall go if it is valued at more than
$10,000.

The Board of Education will receive periodic reports on donations received by the district.

Any gift rejected by the Board of Education shall be returned to the donor or the donor's estate, with a
statement indicating the reason for rejection of such gift.

Legal Reference: Connecticut General Statutes
7-194 Powers
10-9 Bequests for educational purposes

Adopted:
May 27, 2003
Revised:
July 26, 2011
March 28, 2017

 

3445R

Gifts, Grants, and Bequests to the District

Any gift presented to the school district must be accompanied by a letter from the donor identifying the
subject and purpose of the gift and any restrictions that may apply for official action and recognition
by the Board of Education.

To be accepted, a gift must be used for the educational benefit of students and satisfy the following
criteria:

1. Have a purpose consistent with the purposes of the school district.
2. Would not bring unanticipated costs to the school district.
3. Will place no restrictions on the school program.
4. Will be suitable for use in meeting the instructional needs of the school.
5. Will not be inappropriate or harmful to the best educational interests of students, as determined by the
administration.
6. Will not be in conflict with any provisions of the school code or public law.

All gifts, grants and bequests shall become school district property.
 

Legal Reference: Connecticut General Statutes
7-194 Powers
10-9 Bequests for educational purposes

Adopted:
May 27, 2003
Readopted:
March 28, 2017

The Superintendent or his/her designee may establish school activity funds to handle any of the
following:

1. the finances of that part of the cost for the school lunch program that is not provided by local appropriations;
2. the finances of that part of the cost of the driver education program that is not provided by local appropriations;
3. such funds of schools and school organizations as the Superintendent or his/her designee may determine to be in the best interest of the school district (which funds may include amount received as gifts or donations).

The Superintendent or his/her designee shall designate a person to serve as treasurer of any school
activity fund. Such treasurer shall be bonded and shall keep separate accounts for each school activity
fund. The treasurer may expend monies from the school activity funds only to the extent such expenses
are in furtherance of the stated purposes of the school activity fund, and subject to any restrictions
imposed by the Superintendent or his/her designee at the time the school activity fund is established or
subsequently. The control of school funds and funds of any school organizations shall remain in the
name of the respective schools and organizations.

The accounts of any school activity fund shall be considered municipal accounts and shall be audited
by the town auditor in the same manner as all other municipal accounts.

Legal Reference: Connecticut General Statutes
10-237 Student activity funds

Policy Approved:
December 5, 2006

Readopted:
March 28, 2017

 

3447R

School Activity Funds

School Activity Funds may be established to handle school funds and the funds of school organizations
that the Board determines to be in the best interests of the school district. Although the control of these
funds shall remain in the name of the respective schools and organizations, the Superintendent's office
must adopt regulations and/or procedures to control the collection of funds and the expenditures from
these accounts in a fiduciary manner.

All activity within these funds should be directed towards promoting the general welfare, education
and morale of the student body and financing the normal legitimate extra-curricular activities of
various student organizations, each activity fund should have a clear statement of purpose on file. This
statement of purpose should address both the raising and spending of funds. Insofar as possible, funds
should be used to benefit those students who contributed to the accumulation of the funds.

The management of activity funds shall be in accordance with sound business practices. Each building
Principal, as trustee for activity funds, shall be directly responsible for the operation of the
funds/account in accordance with established procedures. The building Principal shall be responsible
for the adequate maintenance of records and timely issuance of reports for the same.

The following general guidelines are to be implemented via specific administrative procedures:
1. All bank accounts managed by the district are to be listed with the District's Finance
Department.
2. Only transactions dealing with student related activities or for those activities expressly
permitted by the Board through the Superintendent or his/her designee may flow through
these accounts.
     a. All accounts require at least two (2) signatures for expenditures or withdrawals. At least one of the signatures must be the Building Principal and the second signature
may be another building administrator or the Director of Finance;
     b. Notification shall be sent to banks to accept only checks that have two signatures from a list of eligible signers.
     c. No activity account can be overdrawn; and a budget transfer can be done from one activity account to another account to cover a shortage.
3. These accounts must be included as part of the annual municipal audit.
4. An annual report for all accounts must be submitted to the City's Finance Department.
5. All money collected shall be placed in a locked and secure location for safe keeping prior to
making a bank deposit.
6. To reduce the cost of licensing and maintenance, the student activity accounts must use a
standard financial management program for all transactions. Currently, the Software
recommendation is QuickBooks. The student activity software should have shared ownership
between all participating schools. It is recommended that the software be installed on a network
so that files are backed up routinely.
7. No debit cards or visa check cards can be drawn on student activity accounts.

Account Classifications

1. Activity Specific (Adult Ed., Building Use, Driver Education, Medical Expense, Vending Commissions, Summer School, etc.)
2. Scholarship & Awards
3. Student Organizations
4. School Enterprises
5. General

Establishing an Account
All bank accounts must be listed with the District's Finance Department. Before any new account is
opened or established an "Application for Establishing a New Activity Account" must be submitted to
the District's Finance Department.

Closing an Account- Class Accounts
Class account money accumulated by prior graduating classes will revert to the "Building General
Fund" after the 5th year reunion.

Revenue/Receipts
Revenue or income may be generated from a number of sources including athletics, class activities,
club activities, collections from students and/or parents, concessions, donations, dues, fees, fund
raising, etc. The proper recording 0 f all revenue is an essential part of accounting for activity funds.
Receipt control procedures shall include but not be limited to the following:

1. Funds should be turned in to the school Principal or his/her designee within 24 hours of receipt.
2. Pre-numbered receipt forms, written promptly upon receipt of the funds, should be used to account for all funds. Each receipt should bear the name of the specific account (Student Council, Class of 2004, Mrs. Smith's Boston field trip, etc.) for which it is intended. The source of funds being presented for deposit should also be identified (dance ticket sales, class dues, field trip, gate receipts, etc.). Some type of a "proof of cash" should accompany all deposits. (140 tickets @ $3.00 = $420.00 or 20 candy bars @ $0.75 = $165.00). This is especially relevant for ticket sales and fund raising activities.
3. Receipts should be posted to a "Receipts Ledger" as soon as feasible, but no later than one time per month.
4. All checks to be deposited in an activity account are to be endorsed immediately upon receipt with a restricted endorsement (For Deposit Only Acct #XXXX.)
5. All money collected shall be placed in a locked and secure location for safe keeping prior to making the bank deposit.
6. Bank deposits are to be made on a regular basis. (Daily if needed depending upon the volume of activity.) In no case should funds be left in a building over weekends or holidays.

Disbursements
All disbursements or expenditures should be made via pre-numbered checks, which shall serve as the
basis for making an entry recording the disbursement. All disbursements or withdrawals shall be
recorded regularly into the financial management system. In most instances a check register will serve
this purpose: All accounts shall require at least two (2) signatures for expenditures or withdrawals.
This pertains to savings as well as checking accounts.

In no instance may activity funds be used for any purpose that represents an accommodation, loan or
credit to any person.

a. Invoices or documentation bearing signatures of the purchaser or receiver certifying receipt of
goods or services must support disbursements.
b. Accuracy of prices, extensions and totals should be checked prior to payment.
c. Payments should not be made based upon statements or copies of invoices but rather original
invoices.
d. If a reimbursement is being made for a direct purchase, an invoice or cash register receipt should
accompany it. If such an item is not available, a signed statement acceptable to the treasurer must
be provided.
e. Under no circumstance is a district employee to be paid salaries or wages directly from an activity
account for any type of service.

Other
The following procedures are also essential for proper accounting of activity funds:
a. Appropriate subsidiary ledgers/accounts are to be maintained for any general type account/
fund so as to insure that funds are being expended by the activity and/or students who have
raised the funds.
b. Bank statements are to be reconciled on a monthly basis. The end of each month will serve
as the cut-off date for reconciling the bank statement and the related activity account(S).
c. A Monthly financial report should be submitted to the Controller's office. The following
reports are to be included:

1. Bank Reconciliation
2. A statement of fund balances showing opening balance, receipts for the month, disbursements for the month, and closing balance.

d. On purchases with dollar amounts greater than $600 (one time or anticipated annual total)
where the vendor is not incorporated, a tax identification number must be kept at the school in
the form of a completed W-9 form. An annual report should be submitted to the Controller's
office before January 20th detailing all vendors who received payments in excess of $600 in aggregate for the previous calendar year including their social security or tax identification
number so a 1099 form can be issued.
e. The appropriate advisor/officer of each organization for which an account is maintained
should receive a report at least twice each fiscal year, or anytime that they need such reports for
financial decision-making purposes.
f. The Director of Finance shall have the responsibility and authority to implement all policies,
procedures and rules pertaining to the supervision and administration of all activity accounts
within the district.
g. All accounts are subject to municipal audit. In addition, the Finance Department will
implement such internal checks and procedures as deemed necessary to insure compliance with
applicable procedures and policies.

PTO's
The Stamford Public Schools recommends that all PTO's follow the same set of guidelines, policy and
procedures as outlined in this manual. A copy of this manual shall be distributed to each PTO within
the school system.

Legal Reference: Connecticut General Statutes
10-237 Student activity funds

Adopted:
July 7, 2011
Readopted:
March 28, 2017

Monies collected by school system employees and by student organizations shall be handled using
generally accepted financial practices. In no case shall such monies be left overnight in schools or
other buildings without appropriate security.

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3450R

Monies in School System Buildings

The Superintendent or designee shall be responsible for directing that all monies collected be
accounted for in writing and directed daily to the proper location of deposit. In addition, all banks used
as depositories shall provide for making deposits after regular banking hours in order to avoid having
money in schools or other buildings overnight.

All student funds shall be handled in accordance with the Procedures Manual for School Activity
Funds anti School Organization Activity Funds.

Regulation Adopted:
November 24, 1987
Amended:
November 12, 1991
Readopted:
November 28, 2000
March 28, 2017

 

3450 Form

Stamford Public Schools

Stamford, Connecticut

Request for Replenishing of Emergency Cash

Date of Request: _______________________________                                       Location: ______________________________

Requested By: _________________________________                                        Profit Center No. ______________________

Date of Expenditure	Supplier	Description	Amount

Total Funds                            Expended

Cash                                        Unexpended

Cash                                       (Over) Short

Total Emergency Cash Authorized

 

Above expenditures totaling $____________________________ made on behalf of the Board of Education and requested for replenishment is in order.

 

 

_________________________________________

Approved By        

 

 

School system buildings, plants, grounds and equipment shall be maintenance in a safe and operable
condition through a continuing program of repair, reconditioning, and remodeling. All facilities shall
be maintained and operated with a high degree of efficiency.

Legal Reference: Connecticut General Statutes
10-203 Sanitation

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3510R

Operation and Maintenance of Plant

The operating budget shall reflect the implementation of a continuing plan to keep school system
buildings clean and well maintained and in concert with the capital projects budget to ensure suitable
and equitable space in the school buildings for the delivery of quality educational programs.

Legal Reference: Connecticut General Statutes
10-203 Sanitation
 

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

The Superintendent or designee shall establish procedures for the use of school system telephone
facilities to ensure that such facilities are used primarily for school-related purposes and that
personal calls will not disrupt the effective operation of the school system.

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3515.1R

Facilities Use - Telephone
All schools, departments and offices of the school system shall follow all instructions and guidelines
issued by the Office of Finance relative to phone usage:

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

There shall be provisions for parking for disabled persons and visitors at all schools and other district
facilities.

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3515.2R
Community Use of School Facilities
Parking
Principals/chief building administrators are responsible for developing a parking plan at each
individual facility. These individual plans will be reviewed by the Facilities Manager in order to ensure
accessibility to the physically disabled and visitors and compliance with all local, State and Federal
regulations concerning safety.

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

After paying for custodial wage costs associated with building rental events, all purchases charged to the
School Building Use Fund shall be restricted to facility repair, upkeep, and administrative services associated therewith, and approved by the Superintendent of Schools.

Adopted:
July 26, 2011
Readopted:
March 28, 2017

Buildings constitute one of the greatest investments of the school district and the community. It is
in the best interest of students and taxpayers to protect that investment adequately.

Security includes:
1. Developing at each school, in compliance with the requirements of C.G.S. 10-222m, a school
security and safety plan, in partnership with other community groups, including, but not
limited to, law enforcement, fire safety officials, emergency medical services, as well as
health and mental health profess iona ls. Such plan shall be based upon the school
security and safety plan standards developed by the Department of Emergency Services
and Public Protection (DESPP) pursuant to C.G.S. 10-222n.
2. Training and practice necessary and essential for implementation of the crisis response plan.
Law enforcement and other local public safety officials shall evaluate, score and provide
feedback on fire drills and crisis response drills pursuant to C.G.S. 10-231.
3. Controlling access to school grounds and facilities.
4. Conducting a security and vulnerability assessment for each District school every two years
and developing a school security and safety plan for each District school based upon the security
and safety plan standards developed by DESPP.
5. Submitting annual reports to DESPP regarding fire drills and crisis response drills.
6. Establishing a School Security and Safety Committee at each school, responsible for
assisting in the development of the school's security and safety plan and its implementation.
(membership as required by )
7. Minimizing fire hazards.
8. Reducing the probability of faulty equipment.
9. Guarding against the chance of electrical shock.
10. Keeping records and funds in a safe place.
11. Protecting against vandalism and burglary.

The Superintendent of Schools is directed to establish such rules and regulations as may be needed
to provide for security as outlined above.

(cf. 3516- Safe and Secure School Facilities; Equipment and Grounds)
(cf. 4148.1/4248.1- School Security and Safety Committee)

Legal Reference: Connecticut General Statutes
29-389 Stairways and fire escapes on certain buildings.
P.A. 13-3 An Act Concerning Gun Violence Protection and Children's Safety
10-220f Safety Committees
10-222k District safe school climate coordinator. Safe school climate specialist. Safe
school climate committee.
10-222m School security and safety plans. School security and safety committees.
10-222n School security and safety plan standards
10-231 Fire drills

Policy adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017
September 28, 2022

 

3517R

Security of Buildings and Grounds

Only persons having legitimate school business and prior approval of building administration are
allowed access to school facilities. Incidents of illegal entry, theft of school property, vandalism or
damage to school property from other causes will be reported by phone to the office of the
Superintendent, as soon after discovery as possible. A written report of the incident will be made
within 24 hours of discovery.
 

Keys
All keys used in a school shall be the responsibility of the Principal. Requests for permanent issuance
of keys shall be made only in those instances where the employee regularly needs a key in order to
carry out normal activities necessitated by the position which the employee holds. When the need for
a particular key is of a temporary nature, a key shall be issued on that basis and shall be returned
immediately following termination of the need for its use.

All keys shall be issued through the office of each Principal. A receipt showing the number of
the key and room(s) or building(s) which it opens shall be signed by the person to whom the key
is issued. This receipt shall be filed in lieu of the key and shall be returned to the employee upon
return of the key.

Each Principal shall set up a key control system with a record of the number of each key filed.

The person issued a key shall be responsible for its safekeeping and shall pay for a duplicate key
if lost. Duplicate keys are obtained only through the district business office. The Board of
Education prohibits the duplication of school keys by other methods.

Keys shall be used only by authorized employees and shall never be loaned to students.

The greatest care shall be given to master and sub-master keys. Master keys shall never be
loaned.

School system employees who handle funds shall be covered under a blanket fidelity bond.

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3533R

Employee Bonds
The Superintendent or designee shall arrange through the office of the City Risk Manager for a general
employee blanket bond to be issued in compliance with the Statutes of the State of Connecticut.

Regulation Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

The Board shall enter into contracts with firms qualified to furnish transportation services within the
State of Connecticut as authorized by the Board and in compliance with all Connecticut State
Statutes. Such services shall include vehicles, operators, equipment, permits, and other facilities
necessary to transport pupils on all days when school is in session as well as for other transportation
services as authorized by the Board.

Legal Reference: Connecticut General Statutes
10-76d re transportation for special education program services
10-97 Transportation to vocational schools
10-186 Duties of local and regional boards of education re: school
attendance. Hearings. Appeals to state board. Establishment of
hearing board.
10-220 Duties of boards of education
10-220c Transportation of children over private roads. Immunity from
liability.
10-273a Reimbursement for transportation to and from elementary
and secondary schools.
10-280a Transportation for students in non-profit private school
outside school district
10-281 Transportation for students in non-profit private school
within school district
14-275a Use of standard school bus required, when.
14-275b Transportation of handicapped students
14-275c Regulations re: school buses and motor vehicles used to
transport special education students
14-280 Letter and signals to be concealed when not used in
transporting children. Signs on other vehicles.

Policy Adopted:
November 24, 1987
Amended:
November 28, 2000
March 28, 2017

 

3541.43R
Business/Non-Instructional Operations
Transportation

It is the aim of the Stamford Board of Education to provide the Stamford Public Schools with a
safe home to school/school to home transportation system, one which will enable all eligible
children of school age to attend public school by school bus wherever transportation is
reasonable and desirable. The transportation system shall be planned and operated in compliance
with the General Statutes of the State of Connecticut and all regulations of the State Department
of Education and the State Department of Motor Vehicles governing the operation of school
buses.

In a manner consistent with the Connecticut General Statutes, the Board of Education will
furnish reasonable and necessary transportation so that each eligible child may attend the public
schools maintained by the Board. In no case shall the Board be required to expend more for the
transportation of any student than the amount specified in the Connecticut General Statutes.

It is the responsibility of the Superintendent of Schools or designee to manage and supervise the
school transportation service. This includes, but is not limited to, establishing routes and
determining eligibility for school transportation. Transportation for students eligible for special
education services will be administered on a case by case basis.

DEFINITIONS
For the purposes of this regulation, the following definitions shall apply.

“Bus stop” means a geographical location designated by the board of education or school
administration where pupils can safely wait for purposes of boarding or debarking a school bus.

“Grade K” means kindergarten, or a school program appropriate to a beginning pupil.

“Hazard” means a thing or condition, as prescribed in these guidelines, affecting the safety or
pupils walking to and from school or the bus stop.

“One mile walking distance” means a reasonable measurement of a route to be traversed
extending from the point of measurement at least 5,280 feet, but not more than 5,380 feet.

“Pupil” or “student” means any individual of school age enrolled in a public or nonprofit private
school located within the school district or contiguous school district as the case may be.

“Raised walk area or sidewalk” means a portion of the landscaped right of way at least three feet
wide, usually parallel to the traffic lanes which may be paved or unpaved, distinguished by some
elevation above the street pavement level and marked by curbing, drainage ditch, grass area,
fencing; apart from and independent of any white line safety markings along the street pavement.

“School transportation” means the procedure, program, or fully effective and implemented plan
by which a pupil is conveyed to or from school from home or the bus stop at public expense,
whether by use of publicly owned equipment or by contract. Such transportation shall be over
public roads approved by the municipality or private roads approved pursuant to C.C.S. Section
10-220c.

“Walking distance” means the linear measure of a prescribed or authorized pedestrian route
between the pupil’s residence and his school from a point at the curb or edge of a public or
private road nearest the pupil’s residence to a point at the entrance of the school, or a safe
entrance to the school grounds located within one hundred feet of the school building entrance or
the bus pick-up area, or the route from the point on the public thoroughfare nearest the residence
to the school bus stop or vehicle embarkation point established by the board of education or
school administration.

ELIGIBILITY FOR TRANSPORTATION

Students will be eligible for bus transportation if they meet the following criteria:

1. Students in Kindergarten through Grade 5 who live more than 1 mile from the school.
2. Students in Grade 6 through Grade 8 who live more than 1 1/2 miles from the school.
3. Students in Grade 9 through Grade 12 who live more than 2 miles from school.

Transportation is provided based on the home address on record. Eligibility is determined by
the distance curb to curb from the home to the school.

Students are required to be at their bus stops 10 minutes prior to the scheduled time. School bus
routes are subject to change at any time due to changing needs including, but not limited to, rider
counts and on time arrival to schools.

PARENTAL SUPERVISION

Parents/guardians are responsible for the supervision of their children until the time the children
board the school bus to go to school and directly after the leave the bus on the return trip. The
responsibility of the school district for the child ends when the child is delivered to the regular
bus stop at the close of the school day.

SUPERVISION OF YOUNGER STUDENTS (K-2)
The parent/guardian (or other designated adult) of students in kindergarten, through and
including second grade is required to accompany each student to their designated bus stop in the
morning, and to meet each child as their designated bus stop on return trips. In the event that
there is no parent/guardian or designated adult to meet the student, the student will be returned to
their assigned school, and the parent/guardian will be responsible for picking them up from
school.

REQUESTS FOR CHANGE OF BUS STOP
All requests for change of assigned bus stop shall be submitted in writing to the Director of
Transportation and must include the reason for the request. Request for change based on safety
issues must identify with specificity the hazardous condition that is the subject of the request.
Requests for change of bus stop for convenience will not be considered.

TRANSPORTATION APPEALS
Any parent, guardian, student at majority, or officer whose duty it is to compel the observance of
attendance laws who believes that the Superintendent, or their designee, is not furnishing school
accommodations, by transportation, to themselves or to their child in a manner consistent with
the laws of the State of Connecticut or Board of Education policy or regulations may, in writing,
file an appeal of that decision. Decisions related to requests to change a student's bus stop
location based on convenience may not be appealed.
The purpose of the appeal process is to secure a fair and appropriate resolution to these issues.
All transportation appeals must be brought in accordance with the Transportation Appeals
Process.

HAZARDOUS CONDITIONS
A. The maximum walking distances from home to school or to a prescribed point of
embarkation are the following:
1. pupils enrolled in grades K through 5, one mile;
2. pupils grades 6 through 8, one and one-half miles; and
3. pupils enrolled in grades 9 through 12, two miles.
Any walking route to either the bus stop or the school which is in excess of the above distances
shall be considered as hazardous.
B. A street or road having an adjacent or parallel sidewalk or raised walk area shall be
deemed hazardous when any one of the following conditions exists:
1. For pupils enrolled in grades K through 5, absence of pedestrian crossing light or
crossing guard where three or more streets intersect, and at street crossings where there
are no stop signs or crossing guards and the traffic count during the time that pupils are
walking to or from school exceeds sixty vehicles per hour at the intersection;
2. For pupils enrolled in grades 6 through 12, the absence of a traffic light or stop signs or
crossing guard where three or more streets intersect and has a traffic count which exceeds
ninety vehicles per hour during the time that pupils are walking to or from school;
3. For all pupils, any street, road or highway with speed limits in excess of forty miles per
hour which do not have pedestrian crossing lights or crossing guards or other safety
provisions at points where pupils must cross when going to or from school or the bus
stop; and
4. For all pupils, the usual or frequent presence of any nuisance such as open man-holes,
construction, snow plowed or piled on the walk area making walkways unusable, loading
zones where delivery trucks are permitted to park on walkways, commercial entrances
and exits where cars are crossing walking areas at speeds in excess of five miles per hour,
and the like, including such nuisance which is hazardous or attractive to children.
C. Any street, road or highway which has no sidewalks or raised walk areas shall be deemed
hazardous if any one of the following conditions exists:
1. For pupils enrolled in grades K through 5, any street, road or highway possessing a
traffic count of sixty or more vehicle per hour at the time that pupils are walking to or
from school;
2. For all pupils, the presence of man-made hazards including attractive nuisances, as
stated in number 4 above;
3. For all pupils, any roadway available to vehicles that does not have a minimum width
of twenty-two feet;
4. For all pupils, any roadway available to vehicles when plowed free of snow
accumulations, does not have a minimum width of twenty feet; and
5. For pupils enrolled in grades K through 5, any street, road or highway possessing a
speed limit in excess of thirty miles per hour.
D. Any street, road or highway which has no sidewalks or raised walk areas shall be deemed
hazardous when the line-of-sight visibility together with posted speed limits do not permit
vehicular braking/stopping in accordance with the Connecticut Department of Motor Vehicles,
Connecticut Department of Transportation or other reasonable standard.
E. Any walkway, path or bridge in an area adjacent or parallel to railroad tracks shall be
considered hazardous unless a suitable physical barrier along the entire pedestrian route is
present between pupils and the track; and any crossing of railroad tracks that carry moving trains
during hours that pupils are walking to or from school shall be deemed hazardous unless,
1. A crossing guard is present; or
2. An automatic control bar is present at crossings used by pupils or, a bar or red flashing
signal light is operational when the crossing is used by pupils over ten years of age.
F. A lake, pond, stream, culvert, waterway or bridge shall be deemed a hazard in the
absence of a fence or other suitable barrier between the pupil and the water for pupils in grades K
through 4.
G. Any area adjacent to a roadway, walkway, sidewalk or bridge having a drop of three or
more feet per four feet of travel length on either side of the established lanes, the absence of a
fence or other suitable barrier shall be deemed hazardous for pupils in grades K through 5.
H. Any street, road, walkway, sidewalk or path designated as a walking route for all school
pupils who pass through an area which has a history of aggressive acts of molestation resulting in
actual or threatened physical harm or moral degradation during the hours when pupils ordinarily
walk to or from school shall be deemed hazardous.
I. Walking to or from school or the bus stop at any time prior to one-half hour before
sunrise or any time one-half hour after sunset shall be deemed hazardous for pupils in grades K
through 8.
J. These guidelines are applicable to private roads approved for passage of school
transportation vehicles in accordance with C.G.S. Section 10-220c. 30
K. Pupils possessing physical handicaps and/or health conditions rendering them unable to
walk to either the bus stop or school, as determined by their physician and the school medical
advisor, shall receive appropriate transportation.
L. Special education pupils shall be judged on an individual basis.
M. Exceptions. The Board of Education may grant an exception to any provision of these
guidelines wherein a peculiar condition or combination of conditions renders such condition(s) a
hazard based upon reasonable judgment.

COMPLAINTS REGARDING SCHOOL TRANSPORTATION SAFETY
The Superintendent of Schools shall develop procedures for reporting all complaints relative to
school transportation safety.
The Superintendent of Schools, or their designee in conjunction with the Superintendent, shall:
1. maintain a written record of all complaints received relative to school transportation
safety;
2. within thirty days of the close of school each school year, submit a copy of the written
record of complaints received during the previous twelve month period to the
Commissioner of Motor Vehicles;
3. within ten days of its occurrence, make a written report of the circumstances of any
accident within their jurisdiction and knowledge, involving a motor vehicle and any
pedestrian who is a student, which occurs at a designated school bus stop or in the
immediate vicinity thereof, to the Commissioner of Motor Vehicles on a form prescribed
by the commissioner, or other written means reasonably calculated to reach the
Commissioner.

PROCEDURE FOR REPORTING ALL COMPLAINTS RELATIVE TO SCHOOL
TRANSPORTATION SAFETY
All complaints regarding school transportation safety shall be submitted to the District’s
Transportation Office. All complaints shall be in writing and directed to the Transportation
Manager for the District. The complaint must contain the name and contact information for the
individual making the complaint. Individuals that make an oral complaint will be asked to send
an email to the Transportation Manager for the District capturing the details of the complaint in
writing.

The Transportation Manager for the District shall keep a log of all complaints received relative
to school transportation safety. The log shall contain the following information: the date the
complaint was received, the name of the complaining party, the nature of the complaint, the bus
number, name of bus driver, name of bus aid (if any), the applicable bus route and/or school,
whether a written complaint was made, and the manner in which the complaint was addressed. If
a written complaint is received, a copy shall be filed with the log. The Transportation Manager
shall ensure that members of staff who receive a complaint add that complaint to the log.

The Transportation Manager will review this information with the superintendent on a regular
basis, or upon occurrence if appropriate.

Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017
Revised:
October 14, 2022
 

The Board recognizes the need for some school employees to use their own vehicles for school
purposes regularly or occasionally. If the employee at the time of an accident or injury was acting in
the performance of his/her duties as approved by the Superintendent or designee and such occurrence
was not the result of any willful or wanton act, such employee is covered under the Automobile
Liability - Non-City Vehicles provisions of the City of Stamford. Municipal liability is statutory.

Legal Reference: Connecticut General Statutes
14-1-(i) Motor vehicles: definitions
14-212 (8) Definitions - "Students transportation vehicle," (as amended
by PA 10-110)
14-212 (2) Definitions "Carrier" (as amended by PA 10-110)
PA 07-224 An Act Concerning Operator's Licenses Bearing a School
Bus Endorsement
Declaratory Ruling, Nov. 16, 2007 - Robert M. Ward, Commissioner,
D.M.V.

Policy adopted:
November 24, 1987
Amended:
November 12, 1991
Readopted:
November 28, 2000
March 28, 2017

 

3541.44R

Transportation
Automobile Liability – Non-City Vehicles
I. SCHOOL EMPLOYEES

• Employees who use their personal vehicles regularly on approved school business shall supply satisfactory evidence that there is currently in force liability and property insurance in the minimum amount of coverage as carried by the City.
• All vehicles must be registered and approved by the Superintendent's Office or the Transportation Manager.
• If an employee’s vehicle is damaged by the negligence of another, the employee may recover from the third party or his insurance company. There is no provision for damages to an employee’s privately owned vehicle. The City is only responsible for damage to third parties.
• "Employee" shall include a member of the Board of Education and any teacher including a student teacher doing practice teaching under the direction of such a teacher, or any other person employed by the Board.

Legal Reference:
14-1-(i) Motor vehicles: definitions
14-212 (8) Definitions - "Student transportation vehicle" (as amended
by PA 10-110)
14-212 (2) Definitions - "Carrier" (as amended by PA 10-110)
PA 07-224 An Act Concerning Operator's Licenses Bearing a School Bus
Endorsement.
Declaratory Ruling, Nov. 16, 2007 - Robert M. Ward, Commissioner, DMV

Regulation adopted:
November 24, 1987
Amended:
November 12, 1991
Readopted:
November 28, 2000
March 28, 2017
 

The Board recognizes that healthy eating patterns are essential for students to achieve their
academic potential, full physical and mental growth and lifelong health and well-being. The
Board's goal is to enhance the diet and health of school children and to help mitigate the
childhood obesity trend. To help ensure students possess the knowledge and skills necessary to
make nutritious food choices for a lifetime, the Superintendent shall prepare and implement a
comprehensive District nutrition program consistent with state and federal requirements as
detailed in the '"Nutritional Standards in National School Lunch and School Breakfast
Programs' for districts sponsoring the National School Lunch Program (NSLP) and/or the
School Breakfast Program (SBP). The input of staff, students, parents and public health
professionals will be encouraged.

The program shall reflect the Board's commitment to providing adequate time for instruction to
promote healthy eating through nutrition education, serving healthy, nutritious, and appealing
foods at District schools, developing food-use guidelines for staff and establishing liaisons with
nutrition service providers, as appropriate. Nutrition education topics shall be integrated within
the sequential, comprehensive health education program taught at every grade level, prekindergarten
through grade 12, and coordinated with the District's nutrition and food services
operation.

It is the intent of the Board that District schools take a proactive effort to encourage students to
make nutritious food choices. Food and beverages sold or served on District grounds or at
District-sponsored events shall meet federal and state statutes and regulations as well as
administrative regulation requirements for nutritional standards and/or other guidelines as may
be recommended by District and school health and nutrition committees, in fulfillment of state
and federal standards. "The Connecticut Nutrition Standards for Foods in Schools", which is
consistent with current science-based national nutrition recommendations and the USDA's
nutrition standards for competitive foods shall be consulted in addition to Connecticut's "List of
Acceptable Foods and Beverages."

Food sold or served in District schools shall include nutritious and low-fat foods, which shall
include, but shall not be limited to, low-fat dairy products, and fresh or dried fruit at all times
when food is available for purchase by students during the school day. All milk offered shall be
low-fat (1%) or fat-free.

The sale of beverages to students from any source, including, but not limited to, school stores,
vending machines, school cafeterias and any fund-raising activities on school grounds, whether
or not school-sponsored, shall be restricted to milk, non-dairy drinks such as soy or rice milk,
100% fruit juices, vegetable juices or combination of such juices, beverages that contain only
water or vegetable juice and water. All allowed beverages must fulfill the requirements specified
in Connecticut statute regarding artificial sweeteners, flavoring, caffeine and portion size.

The Superintendent shall ensure that nutritious foods are available as an affordable option
whenever food is sold or served on District property or at district-sponsored events; that schools
[prohibit] [limit] the sale or serving of foods or snacks high in fat, sodium or added sugars; and
competition with nutritious meals served by the school nutrition and food services operation is
minimized.

Meals served by the school nutrition and food services operations shall be consistent with the
nutrition standards required to fulfill the requirements of the Healthy, Hunger-Free Kids Act of
2010 and federal and state standards and will meet the recommendations of the most current Dietary
Guidelines for Americans and "My Plate" published by the U.S. Department of Agriculture.

Although the Board believes that the District's nutrition and food services operation should be
financially self-supporting, it recognizes, however, that the nutrition program is an essential
educational and support activity. Therefore, budget neutrality or profit generation must not take
precedence over the nutrition needs of its students. In compliance with federal law, the District's
NSLP [and SBP] shall be nonprofit.

The Superintendent is directed to develop administrative regulations to implement this policy,
including such provisions as may be necessary to address all food and beverages sold and/or
served to students at school (i.e., competitive foods, snacks and beverages sold from vending
machines, school stores, and fund-raising activities and refreshments that are made available at
school parties, celebrations and meetings), including provisions for staff development, family
and community involvement and program evaluation.

In accordance with Federal law and U.S. Department of Agriculture policy, this District is
prohibited from discriminating on the basis of race, color, religious creed, age, ancestry, marital
status, genetic information, national origin, gender, sexual orientation, gender identity or
expression, disability, or any other basis prohibited by Connecticut state and/or federal
nondiscrimination law. The USDA, Director, Office of Civil Rights, 1400 Independence Avenue,
SW, Washington D.C. 20250-9410 or (800)795-3272 may be contacted to file a complaint of
discrimination.

(cf. 6142.6-Physical Education)
(cf. 3542- Food Service)
(cf. 3542.33 - Food Sales Other Than National School Lunch Program)
(cf. 3542.34-Nutrition Program)
(cf. 3452.45 - Vending Machines)
(cf. 6142.101 - School Wellness)

Legal Reference: Connecticut General Statutes
10-215 Lunches, breakfasts and the feeding programs for public school
children and employees.
10-221 Boards of education to prescribe rules, policies and procedures.
I0-215a Non-public school participation in feeding program.
10-215b Duties of state board of education re feeding programs.
10-215e Nutrition standards for food that is not part of lunch and breakfast program
10-215f Certification that food meets nutrition standards
10-22lq Sale of beverages
l0-216 Payment of expenses.
10-215b-l State board of education regulation
10-221o Lunch periods. Recess.
l 0-221p Boards to make available for purchase nutritious low fat foods and drinks.
PA 06-63 An Act Concerning Healthy Food and Beverages in Schools
P.L. 111-296 Healthy, Hunger-Free Kids Act of 2010 (HHFKA), 42
u.s.c. 1751
7 CFR Parts 210 & 220 - Nutrition Standards for All Foods Sold in
School as Required by the Healthy, Hunger-Free Kids Act of 2010.
(Federal Register, Vol. 78, No. 125, June 28, 2013)

Policy Adopted:
May 27, 2008

Revised:
March 28, 2017
 

The Board shall operate its food service program in conformance with Federal,State and local legal
requirements.

The Board shall enter into a yearly agreement with the Connecticut State Department of Education to
participate in the National School Lunch Program including the provision of free and reduced price
meals to students who qualify under guidelines established by the State of Connecticut.
The Board shall enter into an agreement with a private company to establish and manage food service
operations in the Stamford Public Schools in a manner which is in conformance with the law.

Legal Reference:
10-215 Lunches, breakfasts and other feeding programs for public
school children and employees
10-215a Non-public school participation in feeding program
10-215b Duties of State Board of Education re: feeding program
10-215b-1 Competitive foods
10-216 Payment of expenses
State Board of Education Regulations
P.L. 111-296 Healthy, Hunger-Free Kids Act of 2010 (HHFKA), 42
U.S.C. 1751.
7 CFR Parts 210 & 220 - Nutrition Standards in the National School
Lunch & School Breakfast Programs
Nondiscrimination on the Basis of Handicap in Programs or Activities
Receiving Federal Assistance, 7 C.F.R. Part 15b (2001)

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3542.21R

Board Responsibilities: Food Service

The Superintendent or designee will administer the School Food Service Program in compliance with
School Lunch Regulations, Connecticut State Department of Education, Child Nutrition Program.

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

An internal mail service system shall be maintained in order that professional communications within the
school system and from outside sources may be delivered to the intended recipient in the fastest and most practicable way.

Use of school system mail facilities and personnel for the distribution of materials and communications shall be restricted to those materials and communications that further the educational purposes of the school system. Provisions in union/association contracts related to use of the system mail facilities shall be considered to further the educational purposes of the school system.

The primary use of the school mail system shall at all times be the delivery of professional communications to employees. Occasionally, however, the Superintendent or designee may authorize use of the school mail system for other communications. The Superintendent or designee shall advise the Board of all authorizations.

Partisan political materials or commercial materials shall not be distributed through the school system mail boxes or school mail systems unless received through the United States mail.

Policy Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

 

3543.13R

Mail and Delivery

The Superintendent or designee shall develop an efficient schedule to address the needs of the
Stamford Public School System for the delivery and pick-up of internal mail.

Regulation Adopted:
November 24, 1987
Readopted:
November 28, 2000
March 28, 2017

The Stamford Board of Education (the “Board”) and Stamford Public Schools (the “District”) do not discriminate on the basis of sex and prohibit sex discrimination in any education program or activity that the Board and/or District operate, as required by Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681, et seq. and its implementing regulations (“Title IX”), as it may be amended from time to time, Title VII of the Civil Rights Act of 1964 (“Title VII”), and Connecticut law.

Inquiries about Title IX may be referred to the District’s Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights, or both. The District’s Title IX Coordinator is:

Chief Compliance Officer

888 Washington Boulevard

Stamford, CT 06901

The Superintendent of Schools shall develop and adopt grievance procedures that provide for the prompt and equitable resolution of complaints made (1) by students, employees, or other individuals who are participating or attempting to participate in the District’s education program or activity, or (2) by the Title IX Coordinator, alleging any action that would be prohibited by Title IX, Title VII, or Connecticut law (the “Administrative Regulations”). The Administrative Regulations are located hereafter.

Sex discrimination occurs when a person, because of the person’s sex, is denied participation in or the benefits of any education program or activity receiving federal financial assistance. This includes discrimination on the basis of sex stereotypes, sex characteristics, pregnancy or related conditions, sexual orientation, and gender identity. Sex discrimination includes sex-based harassment, as defined below.

 

Sex-based harassment is a form of sex discrimination and means sexual harassment and other harassment on the basis of sex, including on the basis of sex stereotypes, sex characteristics, pregnancy or related conditions, sexual orientation, and gender identity, that is:

1.      Quid pro quo harassment, or where an employee, agent or other person authorized by the Board to provide an aid, benefit or services under its education program or activity explicitly or impliedly conditions the provision of an aid, benefit, or service of the Board on an individual’s participation in unwelcome sexual conduct;

2.     Hostile environment harassment, or unwelcome sex-based conduct that based on the totality of the circumstances, is (1) subjectively and objectively offensive and (2) so severe or pervasive that it limits or denies a person’s ability to participate in or benefit from the District’s education program or activity. Whether a hostile environment has been created is a fact-specific inquiry that includes consideration of the following:

a.      the degree to which the conduct affected the complainant’s ability to access the District’s education program or activity;

b.     the type, frequency, and duration of the conduct;

c.      the parties’ ages, roles within the District’s education program or activity, previous interactions, and other factors about each party that may be relevant to evaluating the effects of the conduct;

d.     the location of the conduct and the context in which the conduct occurred; and

e.      other sex-based harassment in the District’s education program or activity; or

3.     A specific offense, as follows:

a.      Sexual assault, meaning an offense classified as a forcible or nonforcible sex offense under the uniform crime reporting system of the Federal Bureau of Investigation;

b.     Dating violence, meaning violence committed by a person: (i) who is or has been in a social relationship of a romantic or intimate nature with the victim; and (ii) where the existence of such a relationship shall be determined based on a consideration of the following factors: the length of the relationship, the type of relationship, and the frequency of interaction between the persons involved in the relationship;

c.      Domestic violence, meaning felony or misdemeanor crimes committed by a person who: (i) is a current or former spouse or intimate partner of the victim under the family or domestic violence laws of Connecticut, or a person similarly situated to a spouse of the victim; (ii) is cohabitating, or has cohabitated, with the victim as a spouse or intimate partner; (iii) shares a child in common with the victim; or (iv) commits acts against a youth or adult victim who is protected from those acts under the family or domestic violence laws of Connecticut; or

d.     Stalking, meaning engaging in a course of conduct directed at a specific person that would cause a reasonable person to: (i) fear for the person’s safety or the safety of others; or (ii) suffer substantial emotional distress.

 

Reporting Sex Discrimination:

The following people have a right to make a complaint of sex discrimination, including a complaint of sex-based harassment, requesting that the District investigate and make a determination about alleged discrimination under Title IX:

1. A “complainant,” which includes:

a.      a student of the District or employee of the Board who is alleged to have been subjected to conduct that could constitute sex discrimination under Title IX; or

b.     a person other than a student of the District or employee of the Board who is alleged to have been subjected to conduct that could constitute sex discrimination under Title IX at a time when that individual was participating or attempting to participate in the Board’s education program or activity;

 

2. A parent, guardian, or other authorized legal representative with the legal right to act on behalf of a complainant; and

 

3. The District’s Title IX Coordinator.

For clarity, a person is entitled to make a complaint of sex-based harassment only if they themselves are alleged to have been subjected to the sex-based harassment, if they have a legal right to act on behalf of such person, or if the Title IX Coordinator initiates a complaint consistent with the requirements of Title IX.

With respect to complaints of sex discrimination other than sex-based harassment, in addition to the people listed above, the following persons have a right to make a complaint:

●      Any student of the District or employee of the Board; or

●       Any person other than a student of the District or employee of the Board who was participating or attempting to participate in the Board’s education program or activity at the time of the alleged sex discrimination.

To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please contact the District’s Title IX Coordinator or an administrator.

Any Board employee who has information about conduct that reasonably may constitute sex discrimination must as immediately as practicable notify the Title IX Coordinator. If the Title IX Coordinator is alleged to have engaged in sex discrimination, Board employees shall instead notify their building principal or the Superintendent of Schools, if the employee is not assigned to a school building.

Individuals may also make a report of sex discrimination to the U.S. Department of Education: Office for Civil Rights, Boston Office, U.S. Department of Education, 9^th Floor, 5 Post Office Square, Boston, MA 02109-3921 (Telephone (617) 289-0111) and/or to the Connecticut Commission on Human Rights and Opportunities, 450 Columbus Boulevard, Hartford, CT 06103-1835 (Telephone: 860-541-3400 or Connecticut Toll Free Number: 1-800-477-5737).

Legal References:       Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681, et seq.

Title IX of the Education Amendments of 1972, 34 C.F.R § 106.1, et seq.

Civil Rights Act of 1964, Title VII, 42 U.S.C. § 2000e-2(a)

Meritor Savings Bank, FSB v. Vinson, 477 U.S. 57 (1986)

Gebser v. Lago Vista Independent School District, 524 U.S. 274 (1998)

Davis v. Monroe County Board of Education, 526 U.S. 629 (1999)

Equal Employment Opportunity Commission Policy Guidance on Current Issues of Sexual Harassment (N-915.050), March 19, 1990

Conn. Gen. Stat. § 10-15c - Discrimination in public schools prohibited.

Conn. Gen. Stat. § 46a-54 - Commission powers Connecticut

Conn. Gen. Stat. § 46a-60 - Discriminatory employment practices prohibited

Conn. Gen. Stat. § 46a-81c - Sexual orientation discrimination: Employment

Conn. Gen. Stat. § 10-153 - Discrimination on the basis of sex, gender identity or expression or marital status prohibited

Conn. Agencies Regs. §§ 46a-54-200 through § 46a-54-207

Brittell v. Department of Correction, 247 Conn. 148 (1998)

Fernandez v. Mac Motors, Inc., 205 Conn. App. 669 (2021)

Policy Adopted:

September 27, 2016

October 26, 2021

Policy Amended:

October 12, 2021

August 13, 2024

 

4000.1R/5145.44R
ADMINISTRATIVE REGULATIONS
PROHIBITION OF SEX DISCRIMINATION, INCLUDING SEX-BASED
HARASSMENT
The Stamford Board of Education (the “Board”) and Stamford Public Schools (the “District”) do not discriminate on the basis of sex and prohibit sex discrimination in any education program or activity that the Board and/or District operate, as required by Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681, et seq. and its implementing regulations (“Title IX”), as it may be amended from time to time, Title VII of the Civil Rights Act of 1964 (“Title VII”), and Connecticut law.
The District has adopted grievance procedures that provide for the prompt and equitable
resolution of complaints made by students, employees, or other individuals who are participating or attempting to participate in the District’s education program or activity, or by the Title IX Coordinator, alleging any action that would be prohibited by Title IX, Title VII, or Connecticut law. Any reference in these Administrative Regulations to the Title IX coordinator or to an administrator includes such person’s designee.
Sex discrimination occurs when a person, because of the person’s sex, is denied participation in or the benefits of any education program or activity receiving federal financial assistance. This includes discrimination on the basis of sex stereotypes, sex characteristics, pregnancy or related conditions, sexual orientation, and gender identity. Sex discrimination includes sex-based harassment, as defined below.
Sex-based harassment under Title IX is a form of sex discrimination and means sexual
harassment and other harassment on the basis of sex, including on the basis of sex stereotypes, sex characteristics, pregnancy or related conditions, sexual orientation, and gender identity, that is:

1. Quid pro quo harassment, or where an employee, agent or other person authorized by
the Board to provide an aid, benefit or services under its education program or activity
explicitly or impliedly conditions the provision of an aid, benefit, or service of the Board
on an individual’s participation in unwelcome sexual conduct);2. Hostile environment harassment, or unwelcome sex-based conduct that based on the
totality of the circumstances, is (1) subjectively and objectively offensive and (2) so
severe or pervasive that it limits or denies a person’s ability to participate in or benefit
from the District’s education program or activity. Whether a hostile environment has been
created is a fact-specific inquiry that includes consideration of the following:
a. the degree to which the conduct affected the complainant’s ability to access the
District’s education program or activity;
b. the type, frequency, and duration of the conduct;
c. the parties’ ages, roles within the District’s education program or activity, previous
interactions, and other factors about each party that may be relevant to evaluating the
effects of the conduct;
d. the location of the conduct and the context in which the conduct occurred; and
e. other sex-based harassment in the District’s education program or activity; or
3. A specific offense, as follows:
a. Sexual assault, meaning an offense classified as a forcible or nonforcible sex offense
under the uniform crime reporting system of the Federal Bureau of Investigation;
b. Dating violence, meaning violence committed by a person: (i) who is or has been in a
social relationship of a romantic or intimate nature with the victim; and (ii) where the
existence of such a relationship shall be determined based on a consideration of the
following factors: the length of the relationship, the type of relationship, and the
frequency of interaction between the persons involved in the relationship;
c. Domestic violence, meaning felony or misdemeanor crimes committed by a person
who: (i) is a current or former spouse or intimate partner of the victim under the
family or domestic violence laws of Connecticut, or a person similarly situated to a
spouse of the victim; (ii) is cohabitating, or has cohabitated, with the victim as a
spouse or intimate partner; (iii) shares a child in common with the victim; or (iv)
commits acts against a youth or adult victim who is protected from those acts under
the family or domestic violence laws of Connecticut; or
d. Stalking, meaning engaging in a course of conduct directed at a specific person that
would cause a reasonable person to: (i) fear for the person’s safety or the safety of
others; or (ii) suffer substantial emotional distress.

SECTION I: REPORTING SEX DISCRIMINATION
To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination, please contact the District’s Title IX Coordinator or an administrator. The District’s Title IX Coordinator is:
Christopher P. Soules
Chief Compliance Officer
888 Washington Boulevard – 5-South
(203) 977-5598
csoules@stamfordct.gov
The following people have a right to make a complaint of sex discrimination, including a
complaint of sex-based harassment, requesting that the District investigate and make a
determination about alleged discrimination under Title IX and under the Board’s policy and these Administrative Regulations:
1. A “complainant,” which includes:
a. a student of the District or employee of the Board who is alleged to have been
subjected to conduct that could constitute sex discrimination under Title IX; or
b. a person other than a student of the District or employee of the Board who is alleged
to have been subjected to conduct that could constitute sex discrimination under Title
IX at a time when that individual was participating or attempting to participate in the
District’s education program or activity;
2. A parent, guardian, or other authorized legal representative with the legal right to act on
behalf of a complainant (collectively, “parent or guardian”); and
3. The District’s Title IX Coordinator.
For clarity, a person is entitled to make a complaint of sex-based harassment only if they
themselves are alleged to have been subjected to the sex-based harassment, if they have a legal right to act on behalf of such person, or if the Title IX Coordinator initiates a complaint
consistent with the requirements of Title IX the people listed above, the following people have a right to make a complaint:
● Any student of the District or employee of the Board; or
● Any person other than a student of the District or employee of the Board who was
participating or attempting to participate in the District’s education program or activity at
the time of the alleged sex discrimination.
The District may consolidate complaints of sex discrimination against more than one respondent, or by more than one complainant against one or more respondents, or by one party against another party, when the allegations of sex discrimination arise out of the same facts or circumstances. Consolidation shall not violate the Family Educational Rights and Privacy Act (“FERPA”), and thus requires that prior written consent is obtained from the parents or eligible students to the disclosure of their education records. Where the District is unable to obtain prior written consent, complaints cannot be consolidated. When more than one complainant or more than one respondent is involved, references in these Administrative Regulations to a party, complainant, or respondent include the plural, as applicable.
SECTION II: DEFINITIONS
1. Bias occurs when it is proven that the Title IX Coordinator, investigator(s),
and/or decisionmaker(s) demonstrate actual bias, rather than the appearance
of bias. Actual bias includes, but is not limited to, demonstrated personal
animus against the respondent or the complainant and/or prejudgment of the
facts at issue in the investigation.2. Complainant means (1) a student of the District or employee of the Board who is alleged
to have been subjected to conduct that could constitute sex discrimination under Title IX
or its regulations; or (2) a person other than a student of the District or employee of the
Board who is alleged to have been subjected to conduct that could constitute sex
discrimination under Title IX or its regulations and who was participating or attempting
to participate in the District’s education program or activity at the time of the alleged sex
discrimination. When a complainant is a student of the District, reference in these
Administrative Regulations to complainant includes the student’s parent or guardian.
3. Complaint means oral or written requests to the District that objectively can be
understood as a request for the District to investigate and make a determination about
alleged discrimination under Title IX or its regulations and under the Board’s policy and
these Administrative Regulations.
4. A conflict of interest occurs when it is proven that the Title IX Coordinator,
investigator(s), and/or decisionmaker(s) have personal, financial and/or familial interests
that affected the outcome of the investigation.
5. Consent means an active, clear and voluntary agreement by a person to engage in sexual
activity with another person (also referred to hereafter as “affirmative consent”).
For the purposes of an investigation conducted pursuant to these Administrative
Regulations, the following principles shall be applied in determining whether consent for
sexual activity was given and/or sustained:
o Affirmative consent is the standard used in determining whether consent to
engage in sexual activity was given by all persons who engaged in the sexual
activity.
o Affirmative consent may be revoked at any time during the sexual activity by
any person engaged in the sexual activity.
o It is the responsibility of each person engaging in a sexual activity to ensure
that the person has the affirmative consent of all persons engaged in the sexual
activity to engage in the sexual activity and that the affirmative consent is
sustained throughout the sexual activity.
o It shall not be a valid excuse to an alleged lack of affirmative consent that a
respondent to the alleged violation believed that a complainant consented to
the sexual activity:
▪ because the respondent was intoxicated or reckless or failed to take
reasonable steps to ascertain whether the complainant consented, or
▪ if the respondent knew or should have known that the complainant was
unable to consent because such individual was unconscious, asleep,
unable to communicate due to a mental or physical condition, unable
to consent due to the age of the individual or the age difference
between the individual and the respondent, or incapacitated due to the
influence of drugs, alcohol or medication.
o The existence of a past or current dating or sexual relationship between a
complainant and a respondent, in and of itself, shall not be determinative of a
finding of consent.6. Disciplinary sanctions means consequences imposed on a respondent following a
determination under Title IX or under the Board’s policy and these Administrative
Regulations that the respondent violated the District’s prohibition on sex discrimination.
7. For purposes of investigations and complaints of sex discrimination, education program
or activity includes buildings owned or controlled by the Board and conduct that is
subject to the District’s disciplinary authority. The District has an obligation to address a
sex-based hostile environment under its education program or activity, even when some
conduct alleged to be contributing to the hostile environment occurred outside the
District’s education program or activity or outside the United States.
8. Employee means (A) a teacher, substitute teacher, school administrator, school
superintendent, guidance counselor, school counselor, psychologist, social worker, nurse,
physician, school paraprofessional or coach employed by the Board or working in a
public elementary, middle or high school; or (B) any other individual who, in the
performance of the individual’s duties, has regular contact with students and who
provides services to or on behalf of students enrolled in a public elementary, middle or
high school, pursuant to a contract with the Board.
9. Party means a complainant or respondent.
10. Pregnancy or related conditions mean (A) pregnancy, childbirth, termination of
pregnancy, or lactation; (B) medical conditions related to pregnancy, childbirth,
termination of pregnancy, or lactation; or (C) recovery from pregnancy, childbirth,
termination of pregnancy, lactation, or related medical conditions.
11. Relevant means related to the allegations of sex discrimination under investigation as a
part of the District’s Title IX grievance procedures. Questions are relevant when they
seek evidence that may aid in showing whether the alleged sex discrimination occurred,
and evidence is relevant when it may aid a decisionmaker in determining whether the
alleged sex discrimination occurred.
12. Remedies means measures provided, as appropriate, to a complainant or any other person the District identifies as having had their equal access to the District’s education program
or activity limited or denied by sex discrimination. These measures are provided to
restore or preserve that person’s access to the District’s education program or activity
after the District determines that sex discrimination occurred.
13. Respondent means an individual who is alleged to have violated the District’s
prohibition on sex discrimination. When a respondent is a student of the District,
reference in these Administrative Regulations to respondent includes the student’s parent
or guardian.
14. Retaliation means intimidation, threats, coercion, or discrimination against any person
by a student or an employee or other person authorized by the District to provide aid,
benefit, or service under the District’s education program or activity, for the purpose of
interfering with any right or privilege secured by Title IX or Title VII or their regulations
or Connecticut law, or because the person has reported information, made a complaint,
testified, assisted, or participated or refused to participate in any manner in an
investigation, proceeding, hearing or informal resolution process conducted pursuant to
federal Title IX regulations or under the Board’s policy and these Administrative
Regulations. This also includes peer retaliation, which means retaliation by a student
against another student.
15. School days means the days that school is in session as designated on the calendar posted on the District’s website. In its discretion, and when equitably applied and with proper notice to the parties, the District may consider business days during the summer recess as “school days” if such designation facilitates the prompt resolution of the grievance procedures.
16. Supportive measures means individualized measures offered as appropriate, as
reasonably available, without unreasonably burdening a complainant or respondent, not
for punitive or disciplinary reasons, and without fee or charge to the complainant or
respondent to: (1) restore or preserve that party’s access to the District’s education
program or activity, including measures that are designed to protect the safety of the
parties or the District’s educational environment; or (2) provide support during the
District’s grievance procedures or during the informal resolution process. Supportive
measures may include counseling; extensions of deadlines or other course-related
adjustments; increased security and monitoring; restrictions on contact; changes to class
schedules or extracurriculars; training and education programs related to sex-based
harassment, and other similar measures as determined appropriate by the Title IX
Coordinator.
SECTION III: RESPONSE TO SEX DISCRIMINATION
1. Notification of Procedures. When notified of conduct that reasonably may constitute sex
discrimination, including sex-based harassment, the Title IX Coordinator shall notify the
complainant or, if the complainant is unknown, the individual who reported the conduct,
of the grievance procedures, and the informal resolution process, if available and
appropriate. If a complaint is made, the Title IX Coordinator shall also notify the
respondent of the grievance procedures and the informal resolution process, if available
and appropriate.
2. Supportive Measures. When notified of conduct that reasonably may constitute sex
discrimination, including sex-based harassment, an administrator will offer and
coordinate supportive measures as appropriate for the complainant and/or respondent to
restore or preserve that person’s access to the District’s education program or activity or
provide support during the District’s Title IX grievance procedures or during the informal
resolution process. The District will not disclose information about any supportive
measures to persons other than the person to whom they apply and their parent or
guardian unless necessary to provide the supportive measure or restore or preserve a
party’s access to the educational program or activity.
a. Where a supportive measure has been implemented, a party may seek the
modification or termination of the supportive measure, if the supportive measure is
applicable to them and if the party’s circumstances have materially changed. The
District may, as appropriate, modify or terminate supportive measures at the
conclusion of the grievance procedures or at the conclusion of the informal resolution
process.
b. Challenge to Supportive Measures. Upon an administrator’s decision to provide,
deny, modify or terminate a supportive measure, either a respondent or a complainant
may challenge that decision. The challenged supportive measure must be applicable
to the challenging party. A party’s challenge may be based on, but is not limited to,
concerns regarding whether the supportive measure is reasonably burdensome;
reasonably available; being imposed for punitive or disciplinary reasons; imposed
without fee or charge; or otherwise effective in meeting the purposes for which it is
intended, including to restore or preserve access to the education program or activity,
provide safety, or provide support during the grievance procedures. Such challenge
shall be made in writing to the Title IX Coordinator.
Promptly and without undue delay after receiving a party’s challenge, the Title IX
Coordinator shall determine if the decision to provide, deny, modify, or terminate the
supportive measure was inconsistent with the definition of supportive measures in
this Administrative Regulation. When there is a change to a supportive measure
currently in place, including the termination of the supportive measure, or where a
new supportive measure is implemented or a requested supportive measure has been
denied, the Title IX Coordinator shall notify the affected party of the determination.
In the event that the Title IX Coordinator made the decision to provide, deny, modify
or terminate a supportive measure, the challenge will be assigned to a disinterested
administrator.
3. Informal Resolution Process. In lieu of resolving a complaint of sex discrimination
through the District’s formal grievance procedures (outlined below), the parties may
instead elect to participate in an informal resolution process. The District has discretion to
determine whether it is appropriate to offer an informal resolution process and may
decline to offer informal resolution despite one or more of the parties’ wishes. The
District does not offer informal resolution to resolve a complaint that includes allegations
that an employee engaged in sex-based harassment of a student, or when such a process
would conflict with the law. Upon the District offering the informal resolution process to
both parties, that parties shall have seven (7) school days to decide if they would like to
participate in the process. The District shall obtain the parties’ voluntary consent to
proceed with the informal resolution process. If the informal resolution process proceeds,
the Title IX Coordinator shall appoint an informal resolution facilitator, who will not be
the same person as the investigator or the decisionmaker.
a. Notice of Informal Resolution Process. Promptly upon obtaining the parties’
voluntary consent to process with the informal resolution process and before initiation
of the informal resolution process, the District must provide to the parties written
notice that explains:
1) the allegations;
2) the requirements of the informal resolution process;
3) that, prior to agreeing to a resolution, any party has the right to withdraw from the
informal resolution process and to initiate or resume the formal grievance
procedures;
4) that the parties’ agreement to a resolution at the conclusion of the informal
resolution process would preclude the parties from initiating or resuming the
formal grievance procedures arising from the same allegations;
5) the potential terms that may be requested or offered in an informal resolution
agreement (which may include, but are not limited to, restrictions on contact,
restrictions on the respondent’s participation in the District’s programs or
activities, other disciplinary sanctions, and/or sensitivity training), including
notice that an informal resolution agreement is binding only on the parties; and
6) what information the District will maintain and whether and how the District
could disclose such information for use in formal grievances procedures.
b. Intake Meeting(s). From the date of the written notice provided in subsection III.3.a,
above, the parties will have thirty (30) school days to reach a resolution. The Title IX
Coordinator may extend this timeframe for the same reasons identified in subsection
IV.1.d, below. If a resolution is not reached, the District will continue resolving the
complaint through the grievance procedures as outlined below. The informal
resolution process will be designed to be collaborative, focusing on the needs of both
parties. When the parties have agreed to pursue the informal resolution process, the
informal resolution facilitator shall have a separate intake meeting with each party to
determine the appropriate path for resolution. During the intake meeting(s), each
party will have the opportunity to share their perspective on the allegations, and the
informal resolution facilitator will ascertain the party’s goals and motivation in
pursuing an informal resolution process.
c. Informal Resolution Process. Depending on the allegations of sex discrimination, the
District may offer, or the parties may request (subject to the District’s approval), one
or more of the following types of informal resolution processes:
1) Facilitated Dialogue: After the intake meeting(s), the parties engage in a direct
conversation about the alleged sex discrimination with the assistance of the
informal resolution facilitator. In a facilitated dialogue, the parties are
communicating directly and sharing the same space (virtually or in-person).
During a facilitated dialogue, the parties will have the opportunity to discuss their
individual experiences and listen to the experiences of others with the intention of
reaching a mutually agreeable resolution.

2) Mediation: After the intake meeting, the parties will engage in back-and-forth
communication to reach an agreed-upon resolution. Mediation may take place
electronically or in-person or virtually, with the parties in different locations (e.g.
not face-to-face). The parties will have the opportunity to speak with the informal
resolution facilitator, and the informal resolution facilitator will communicate
each party’s perspective to the opposing party. Mediation may be completed in
one session or may require multiple sessions.
d. Informal Resolution Agreement. After the parties have reached an agreed-upon
resolution, the informal resolution facilitator shall memorialize such agreement in
writing. Such resolutions may include, but are not limited to, mutual no-contact
orders; agreed upon sensitivity training; restrictions on the respondent’s participation
in the District’s programs or activities or other disciplinary sanctions; or other
mutually agreed upon resolutions. Both parties shall sign the informal resolution
agreement, at which point the matter will be considered resolved.
e. Retaliation and Subsequent Conduct. Nothing in this section precludes an individual
from filing a complaint of retaliation for matters related to an informal resolution, nor
does it preclude either party from filing complaints based on conduct that is alleged to
occur following the District’s facilitation of the informal resolution.
4. Emergency Removal. The District will not impose discipline on a respondent for sex
discrimination prohibited by Title IX unless there is a determination at the conclusion of
the grievance procedures that the respondent engaged in prohibited sex discrimination.
However, the District may remove a respondent from the District’s program or activity on
an emergency basis, provided that the District undertakes an individualized safety and
risk analysis, determines than an imminent and serious threat to the health or safety of the
complainant or any students, employees, or other persons arising from the allegations of
sex discrimination justifies removal, and provides the respondent with notice and an
opportunity to challenge the decision immediately following the removal.
5. Students with Disabilities. If a complainant or respondent is a student with a disability,
the Title IX Coordinator shall consult with one or more members of the student’s
Planning and Placement Team or Section 504 Team to determine how to comply with the
requirements of the Individuals with Disabilities Education Act (“IDEA”) and Section
504 of the Rehabilitation Act throughout the implementation of the grievance procedures,
including in the implementation of supportive measures.
6. Absence of a Complaint. In the absence of a complaint, or the withdrawal of any or all
allegations in the complaint, and in the absence or termination of the informal resolution
process, the Title IX Coordinator shall make a fact-specific determination regarding
whether the Title IX Coordinator should initiate a complaint of sex discrimination. In
making this determination, the Title IX Coordinator shall consider, at a minimum, the
following factors:
a. The complainant’s request not to proceed with initiation of a complaint;
b. The complainant’s reasonable safety concerns regarding initiation of a complaint;
c. The risk that additional acts of sex discrimination would occur if a complaint is not
initiated;
d. The severity of the alleged sex discrimination, including whether the discrimination,
if established, would require the removal of a respondent from the District’s program
or activity or imposition of another disciplinary sanction to end the discrimination and
prevent its recurrence;
e. The age and relationship of the parties, including whether the respondent is a Board
employee;
f. The scope of the alleged sex discrimination, including information suggesting a
pattern, ongoing sex discrimination, or sex discrimination alleged to have impacted
multiple individuals;
g. The availability of evidence to assist a decisionmaker in determining whether sex
discrimination occurred; and
h. Whether the District could end the alleged sex discrimination and prevent its
recurrence without initiating its grievance procedures.
If, after considering these and other relevant factors, the Title IX Coordinator determines that the alleged conduct presents an imminent and serious threat to the health or safety of the complainant or other person, or that the alleged conduct prevents the District from ensuring equal access on the basis of sex to its education program or activity, the Title IX Coordinator may initiate a complaint.
SECTION IV: GRIEVANCE PROCEDURES FOR COMPLAINTS OF SEX
DISCRIMINATION
1. Basic Requirements for the Grievance Procedures.
a. The District will treat complainants and respondents equitably.
b. The District prohibits any Title IX Coordinator, investigator, or decisionmaker from
having a conflict of interest or bias for or against complainants or respondents
generally or an individual complainant or respondent.
c. The District presumes that the respondent is not responsible for the alleged sex
discrimination until a determination is made at the conclusion of the grievance
procedures.
d. The District has established timeframes for the major stages of the grievance
procedures. The District has also established the following process that allows for the
reasonable extension of timeframes on a case-by-case basis for good cause with
notice to the parties that includes the reason for the delay:
1) When determining whether a reasonable extension of timeframes is appropriate,
the Title IX Coordinator shall pursue a two-step inquiry. When appropriate, the
Title IX Coordinator shall make this determination in consultation with the
investigator, decisionmaker, appeal decisionmaker and/or the informal resolution
facilitator.
2) First, the Title IX Coordinator shall determine whether good cause exists. Good
cause shall include, but is not limited to, the absence or illness of a party or a
witness; concurrent law enforcement activity and/or activity by the Department of
Children and Families; school being out of session; or particular circumstances
based on the Title IX Coordinator’s experience and familiarity with the complaint
that constitute good cause. Reasonable modifications for those with disabilities
and language assistance for those with limited proficiency in English should be
provided within the established timeframes without need for a reasonable
extension.
3) The existence of good cause will not always require a reasonable extension. When
evaluating whether such good cause warrants a reasonable extension of time, the
Title IX Coordinator shall, in part, determine whether there is a reasonable
alternative that may be pursued in lieu of an extension. Where no such alternative
exists and where a reasonable extension is necessary to properly effectuate the
District’s grievance procedures, the Title IX Coordinator shall determine an
appropriate extension of time and provide notice of the period of extension to the
parties in writing.
e. The District will take reasonable steps to protect the privacy of the parties and
witnesses during its grievance procedures. These steps will be designed to not restrict
the ability of the parties to obtain and present evidence, including by speaking to
witnesses; consulting with their family members or confidential resources; or
otherwise preparing for or participating in the grievance procedures. The District
prohibits retaliation by or against any parties, including against witnesses.
f. The District will objectively evaluate all evidence that is relevant and not otherwise
impermissible—including both inculpatory (tending to prove sex discrimination) and
exculpatory evidence (tending to disprove sex discrimination). Credibility
determinations will not be based on a person’s status as a complainant, respondent, or
witness.
g. The following types of evidence, and questions seeking that evidence, are
impermissible (i.e., will not be accessed or considered, except by the District to
determine whether one of the exceptions listed below applies; will not be disclosed;
and will not otherwise be used), regardless of whether they are relevant:
1) Evidence that is protected under a privilege recognized by Federal or Connecticut
law, unless the person to whom the privilege is owed has voluntarily waived the
privilege;
2) A party’s or witness’s records that are made or maintained by a physician,
psychologist, or other recognized professional or paraprofessional in connection
with the provision of treatment to the party or witness, unless the District obtains
that party’s or witness’s voluntary, written consent for use in its grievance
procedures; and3) Evidence that relates to the complainant’s sexual interests or prior sexual conduct,
unless evidence about the complainant’s prior sexual conduct is offered to prove
that someone other than the respondent committed the alleged conduct or is
evidence about specific incidents of the complainant’s prior sexual conduct with
the respondent that is offered to prove consent to the alleged sex-based
harassment. The fact of prior consensual sexual conduct between the complainant
and respondent does not by itself demonstrate or imply the complainant’s consent
to the alleged sex-based harassment or preclude determination that sex-based
harassment occurred.
h. The District will not impose discipline on a respondent for sex discrimination
prohibited by Title IX unless there is a determination at the conclusion of the
grievance procedures that the respondent engaged in prohibited sex discrimination.
However, the District may remove a respondent from the District’s program or
activity on an emergency basis, as discussed above.
2. Filing a Complaint. A complainant (as defined above) and/or their parent or guardian may
file a written or oral complaint with the Title IX Coordinator or an administrator to initiate
the District’s grievance procedures. Complaints should be filed within thirty (30) school days of the alleged occurrence. If a complaint is filed after thirty (30) school days of the alleged occurrence, the District may be limited in its ability to investigate the complaint.
3. Notice of District Grievance Procedures. If not already done, within five (5) school days of
receiving a complaint, the Title IX Coordinator shall inform the complainant and their parent
or guardian about the District’s Title IX grievance procedures, offer the complainant
supportive measures, and, where appropriate, inform the complainant and their parent or
guardian about the District’s informal resolution process. Through this notification, the Title
IX Coordinator shall confirm that the complainant is requesting the District to conduct an
investigation and make a determination regarding their allegations of sex discrimination.
When the Title IX Coordinator is named as the respondent, the building principal or
administrator responsible for the program shall notify the complainant and their parent or
guardian.
4. Jurisdiction and Dismissal. Prior to initiating an investigation into the alleged sex
discrimination and prior to issuing the notice of allegations, the Title IX Coordinator shall
review the complaint and determine jurisdiction. If the alleged conduct occurred in the
District’s program or activity or the conduct is otherwise subject to the District’s disciplinary
authority, then the District has jurisdiction. If there is no jurisdiction, the Title IX Coordinator
must dismiss the complaint. The Title IX Coordinator shall make a determination regarding
jurisdiction within five (5) school days of receiving the complaint.
a. The Title IX Coordinator or the investigator may dismiss a complaint of sex
discrimination prior to issuing the notice of allegations and prior to reaching a
determination regarding responsibility where:
1) The District is unable to identify the respondent after taking reasonable steps to do
so;
2) The respondent is not participating in the District’s education program or activity
and/or is not employed by the Board;
3) The complainant voluntarily withdraws any or all of the allegations in the
complaint, the Title IX Coordinator declines to initiate a complaint, and the Title IX
Coordinator determines that, without the complainant’s withdrawn allegations, the
conduct that remains alleged in the complaint, if any, would not constitute sex
discrimination under Title IX even if proven; or
4) The Title IX Coordinator determines the conduct alleged in the complaint, even if
proven, would not constitute sex discrimination under Title IX. Before dismissing
the complaint, the District will make reasonable efforts to clarify the allegations by
communicating with the complainant to discuss the allegations in the complaint.
b. Upon dismissal of the complaint, the Title IX Coordinator will promptly notify the
complainant of the basis for the dismissal. If the dismissal occurs after the respondent has
been notified of the allegations, then the Title IX Coordinator will also notify the
respondent of the dismissal and the basis for the dismissal promptly following
notification to the complainant, or simultaneously if notification is in writing. When a
complaint is dismissed, the District will, at a minimum:
1) Offer supportive measures to the complainant as appropriate;
2) If the respondent has been notified of the allegations, offer supportive measures to the
respondent as appropriate; and
3) Take other prompt and effective steps, as appropriate, through the Title IX
Coordinator to ensure that sex discrimination does not continue or recur within the
District’s education program or activity.
c. Appeal of Dismissal. The Title IX Coordinator will notify the complainant that a
dismissal may be appealed and will provide the complainant with an opportunity to
appeal the dismissal of a complaint. If the dismissal occurs after the respondent has been
notified of the allegations, then the Title IX Coordinator will also notify the respondent
that the dismissal may be appealed. The District’s appeal procedures will be implemented
equally for all parties.
1) Dismissals may be appealed on the following bases:
a) Procedural irregularity that would change the outcome;
b) New evidence that would change the outcome and that was not reasonably
available when the dismissal was issued; and
c) The Title IX Coordinator, investigator, or decisionmaker had a conflict of interest
or bias for or against complainants or respondents generally or the individual
complainant or respondent that would change the outcome.
2) If the dismissal is appealed, an administrator who did not take part in the
investigation of the allegations or the dismissal of the complaint will be the appeal
decisionmaker for the dismissal. The District’s appeal process for the dismissal of a
complaint provides the following:
a) The appealing party shall have five (5) school days, from the receipt of the
dismissal, to submit a written statement in support of, or challenging the outcome
of the dismissal;
b) The appeal decisionmaker must promptly notify the other party of the appeal;
c) The other party shall have five (5) school days, from receiving notice from the
appeal decisionmaker to submit a written a statement in support of, or
challenging, the outcome; and
d) Within ten (10) school days following the other party’s opportunity to provide a
statement, the appeals decisionmaker shall provide the parties the result of the
appeal and the rationale for the result.
5. Notice of Allegations. Upon receipt or filing by the Title IX Coordinator of a complaint,
and after determining that the District retains jurisdiction over the complaint, the Title IX
Coordinator must provide a notice of allegations to the parties that includes the
following:
a. The District’s Title IX grievance procedures and availability of the informal
resolution process;
b. Sufficient information available at the time to allow the parties to respond to the
allegations, including the identities of the parties involved in the incident(s), the
conduct alleged to constitute sex discrimination, and the date(s) and location(s) of the
alleged incident(s);
c. A statement that retaliation is prohibited; and
d. A statement that the parties are entitled to an equal opportunity to access the relevant
and not otherwise impermissible evidence or an accurate description of this evidence;
and if the District provides a description of the evidence, the parties are entitled to an
equal opportunity to access the relevant and not otherwise impermissible evidence
upon the request of any party.
If, in the course of an investigation, the investigator decides to investigate additional
allegations of sex discrimination by the respondent toward the complainant that are not
included in the initial notice of allegations or that are included in a complaint that is
consolidated, the District will notify the parties of the additional allegations by issuing an
additional notice of allegations.
6. Investigation. The District will provide for the adequate, reliable, and impartial
investigation of complaints. In most circumstances, the District will institute a unified
investigative model in which an administrator, or a team of administrators, will serve as
both the investigator and the decisionmaker. In rare circumstances, the Title IX
Coordinator may implement a bifurcated investigative model in which the investigator
and the decisionmaker are separate administrators, or separate teams of administrators.
The implementation of a bifurcated investigative model shall be in the sole discretion of
the District, based on a review by the Title IX Coordinator of the complexity of the
investigation and the resources needed. The following applies to all investigations, except
as otherwise provided herein:
a. The burden is on the District—not on the parties—to conduct an investigation that
gathers sufficient evidence to determine whether sex discrimination occurred.
b. The investigator(s) will provide an equal opportunity for the parties to present fact
witnesses and other inculpatory and exculpatory evidence that is relevant and not
otherwise impermissible.
c. The investigator(s) will review all evidence gathered through the investigation and
determine what evidence is relevant and what evidence is impermissible regardless of
relevance.
d. Disclosure of Evidence: Prior to making a determination, the investigator(s) will
provide each party with an equal opportunity to access the evidence that is relevant to
the allegations of sex discrimination and not otherwise impermissible.
1) Access to such evidence shall be accomplished by the investigator(s) providing
the parties with a description of such evidence or the actual relevant and not
otherwise impermissible evidence.
2) The parties shall have five (5) school days to review a description of the evidence
or the actual evidence.
3) If not already provided, the parties may request to review the relevant and not
otherwise impermissible evidence, rather than a description of the evidence.
Parties requesting a review of the evidence must do so within the five (5) school
day review period identified above.
4) The parties may submit a written response to the evidence, which must be
received by the investigator(s) no later than the end of the five (5) school day
review period identified above.
5) Based on the complexity and amount of the evidence, the investigator(s) may
provide the parties with additional time to review and respond to the evidence.
6) The District strictly prohibits the unauthorized disclosure of information and
evidence obtained solely through the grievance procedures by parties or any other
individuals involved in the Title IX grievance procedures. Disclosures of such
information and evidence for purposes of administrative proceedings or litigation
related to the complaint of sex discrimination are authorized.
e. Only when using a bifurcated investigative model, the investigator(s) will draft an
investigative report that summarizes the relevant and not otherwise impermissible
evidence. The investigator(s) will provide this report to the parties and to the
decisionmaker(s).
7. Questioning the Parties and Witnesses. The decisionmaker(s) shall question parties and
witnesses to adequately assess the credibility of a party or witness, to the extent
credibility is both in dispute and relevant to evaluating one or more allegations of sex
discrimination. Credibility may be considered to be in dispute where the
decisionmaker(s) must choose between competing narratives to resolve the complaint.
The decisionmaker(s), at their discretion, may conduct individual meetings with the
parties or witnesses to evaluate credibility. The decisionmaker(s) may consider the
following factors in making this evaluation:
a. Plausibility – Whether the testimony is believable on its face; whether the party or
witness experienced or perceived the conduct firsthand; and/or whether there are any
inconsistencies in any part of the party’s or witness’s testimony;
b. Corroboration – Whether there is other testimony or physical evidence that tends to
prove or disprove the party’s or witness’s testimony;
c. Motive to Falsify – Whether the party or the witness had a motive to lie; whether a
bias, interest or other motive exists; and/or whether there is a fear of retaliation;
d. Demeanor – Evaluating the party’s or witness’s body language, including whether
there is a perceived nervousness and/or they make tense body movements.
The decisionmaker(s) shall consider the credibility of any party and witness based on the
factors above, as well as the evidence and information gathered during the investigation.
8. Determination of Whether Sex Discrimination Occurred. Following an investigation and
evaluation of all relevant and not otherwise impermissible evidence and within sixty (60)
school days of issuing the initial notice of allegations, the decisionmaker(s) will:
a. Use the preponderance of the evidence standard to determine whether sex
discrimination occurred. The standard requires the decisionmaker(s) to evaluate
relevant and not otherwise impermissible evidence and determine if it is more likely
than not that the conduct occurred. If the decisionmaker(s) is not persuaded by a
preponderance of the evidence that sex discrimination occurred, the decisionmaker(s)
shall not determine that sex discrimination occurred;
b. Notify the parties in writing of the determination whether sex discrimination occurred
under Title IX and/or the Board’s policy and these Administrative Regulations,
including the rationale for such determination, and the procedures and permissible
bases for the complainant and respondent to appeal;
c. Not impose discipline on a respondent for sex discrimination prohibited by Title IX
unless there is a determination at the conclusion of the grievance procedures that the
respondent engaged in prohibited sex discrimination;
d. Comply with the grievance procedures before the imposition of any disciplinary
sanctions against a respondent; and
e. Not discipline a party, witness, or others participating in the grievance procedures for
making a false statement or for engaging in consensual sexual conduct based solely
on the determination whether sex discrimination occurred.
9. Remedies and Disciplinary Sanctions. If there is a determination that sex discrimination
occurred, the Title IX Coordinator will, as appropriate:
a. Coordinate the provision and implementation of remedies to a complainant and other
people the District identified as having had equal access to the District’s education
program or activity limited or denied by sex discrimination. These remedies may
include, but are not limited to: continued supports for the complainant and other
people the District identifies; follow-up inquiries with the complainant and witnesses
to ensure that the discriminatory/harassing conduct has stopped and that they have not
experienced any retaliation; training or other interventions for the larger school
community designed to ensure that students, staff, parents, Board members and other
individuals within the school community understand the types of behavior that
constitute discrimination/harassment, that the District does not tolerate it, and how to
report it; counseling supports; other remedies as may be appropriate for a particular
circumstance as determined by the Title IX Coordinator.
b. Coordinate the imposition of disciplinary sanctions, as appropriate, for a respondent,
including notification to the complainant of any such disciplinary sanctions. The
possible sanctions may include, but are not limited to, discipline up to and including
expulsion for students and termination of employment for employees; resolution
through restorative practices; and/or restrictions from athletics and other
extracurricular activities.
c. Take other appropriate prompt and effective steps to ensure that sex discrimination
does not continue or recur within the District’s education program or activity.
d. Communicate with a student’s PPT or Section 504 team prior to disciplining a
respondent to ensure compliance with the requirements of the IDEA and Section 504
with respect to discipline of students.
e. If expulsion is recommended, refer a student respondent to the Board for expulsion
proceedings pursuant to Connecticut law.
10. Appeal of Determination. After receiving the written determination of the outcome,
parties shall have ten (10) school days to submit a formal written statement of appeal, if
they so choose, to the Title IX Coordinator challenging the outcome of the grievance
procedures and explaining the basis for appeal.
Upon receipt of an appeal, the Superintendent shall appoint a decisionmaker(s) for the
appeal, who shall be someone other than the Title IX Coordinator, investigator(s), or
initial decisionmaker(s). The decisionmaker(s) for the appeal will provide the appealing
party’s written statement to the non-appealing party. The non-appealing party will then
have ten (10) school days to submit to the decision-maker(s) for the appeal a written
statement in support of, or challenging, the outcome of the grievance procedures.
The decisionmaker(s) for the appeal shall review the evidence and the information
presented by the parties and determine if further action and/or investigation is warranted.
Such action may include consultation with the investigator(s) and the parties, a meeting
with appropriate individuals to attempt to resolve the complaint, or a decision affirming
or overruling the written outcome. Generally, a party’s disagreement with the outcome of
the investigation, alone, will not be basis for further action. The decisionmaker(s) for the
appeal will attempt to issue written notice of the outcome of the appeal to the parties
within thirty (30) school days of receipt of all written statements from the parties.
SECTION V: PREGNANCY OR RELATED CONDITIONS
When any District employee is notified by a student or a student’s parent or guardian that the student is pregnant or has a related condition, the District employee must promptly provide the student or parent or guardian with the Title IX Coordinator’s contact information and inform the person that the Title IX Coordinator can coordinate specific actions to prevent sex discrimination and ensure the student’s equal access to the District’s education program or activity. Once a student or a student’s parent or guardian notifies the Title IX Coordinator of the student’s pregnancy or related condition, the Title IX Coordinator must take specific actions to prevent discrimination and ensure equal access, as outlined in 34 C.F.R. § 106.40(b)(3) of the Title IX federal regulations.
For Board employees, the District will treat pregnancy or related conditions as any other
temporary medical conditions for all job-related purposes and follow the provisions outlined in 34 C.F.R. § 106.57 of the Title IX federal regulations. The District will provide reasonable break time for an employee to express break milk or breastfeed as needed. The District will also ensure that an employee can access a lactation space, which must be a space other than a bathroom that is clean, shielded from view, free from intrusion from others, and may be used by an employee for expressing breast milk or breastfeeding as needed.
SECTION VI: RETALIATION
The District prohibits retaliation, including peer retaliation, in its education program or activity. When the District has information about conduct that reasonably may constitute retaliation under Title IX and/or the Board’s policy and these Administrative Regulations, the District must initiate its grievance procedures or, as appropriate, an informal resolution process.
SECTION VII: RECORDKEEPING
The District will maintain for a period of seven (7) years:
1. For each complaint of sex discrimination, records documenting the informal resolution
process or the grievance procedures and the resulting outcome;
2. For each notification the Title IX Coordinator received of information about conduct that
reasonably may constitute sex discrimination under Title IX, records documenting the
actions the District took in response; and
3. All materials used to provide training to employees pursuant to this Administrative
Regulation. The District will make these training materials available upon request for
inspection by members of the public.
SECTION VIII: TRAINING
The District shall provide the individuals designated below with the following training promptly upon hiring or change of position that alters their duties, and annually thereafter.
1. All employees. All employees shall be annually trained on the District’s obligation to
address sex discrimination in its education program or activity; the scope of conduct that
constitutes sex discrimination under Title IX, including the definition of sex-based
harassment; and all applicable notification and information requirements related to
pregnancy and related conditions and the District’s response to sex discrimination.
2. Investigators, decisionmakers, and other persons who are responsible for implementing
the District’s grievance procedures or have the authority to modify or terminate
supportive measures. Any employee who will act as an investigator, decisionmaker, or is
responsible for supportive measures shall be annually trained on the District’s response to
sex discrimination; the District’s grievance procedures; how to serve impartially,
including by avoiding prejudgment of the facts at issue, conflicts of interest, and bias; and
the meaning and application of the term “relevant” in relation to questions and evidence,
and the types of evidence that are impermissible regardless of relevance under the
grievance procedures.
3. Informal Resolution Facilitator. Any employee who will act as an informal resolution
facilitator shall be annually trained on the topics in subsection (1) and the rules and
practices associated with the District’s informal resolution process and on how to serve
impartially, including by avoiding conflicts of interest and bias.
4. Title IX Coordinator. Any employee who will serve as the Title IX coordinator must be
trained on above subsections (1)-(3) and must be trained on their specific responsibilities
under Title IX, the District’s recordkeeping system and the requirements recordkeeping
under Title IX.

SECTION IX: FURTHER REPORTING
At any time, a complainant alleging sex discrimination may also file a complaint with the Office for Civil Rights, Boston Office, U.S. Department of Education, 9th Floor, 5 Post Office Square, Boston, MA 02109-3921 (Telephone (617) 289-0111).
Individuals may also make a report of sex discrimination to the Connecticut Commission on Human Rights and Opportunities, 450 Columbus Boulevard, Hartford, CT 06103-1835
(Telephone: 860-541-3400 or Connecticut Toll Free Number: 1-800-477-5737).

Regulation Updated: August 1, 2024

 

4000.1R/5145.44R Form

Complaint Form Regarding Sex Discrimination and Sexual Harassment

Name of the Complainant
Date of the alleged conduct
Name(s) of the alleged perpetrator(s)
Location where such conduct occurred
Name(s) of any witness(s) to the conduct
Detailed statement of the circumstances
Remedy Requested

 

Signature: _____________________________________   Date:_______________________________

The Stamford Board of Education (“Board”) is committed to creating and maintaining an educational
environment that is physically, emotionally and intellectually safe and thus free from bullying,
harassment and discrimination. In accordance with state law, it is the policy of the Board that any form
of bullying behavior, whether in the classroom, on or off school grounds, on a school bus or other form
of transportation owned or used by the Board, or at school-sponsored events, is expressly forbidden.

The Board also prohibits any form of bullying behavior outside of the school setting if such bullying (i)
creates a hostile environment at school for the student against whom such bullying was directed, (ii)
infringes on the rights of the student against whom such bullying was directed at school, or (iii)
substantially disrupts the education process or the orderly operation of a school. Discrimination and/or
retaliation against an individual who reports or assists in the investigation of an act of bullying is likewise
prohibited.

The Superintendent or designee shall be responsible for developing and implementing administrative
regulations in furtherance of this policy. As provided by statute, such regulations shall:

(1) enable students to anonymously report acts of bullying to school employees and require that
students and parents or guardians to be notified annually of the process by which they may make such
anonymous reports,

(2) enable the parents or guardians of students to file written reports of suspected bullying,

(3) require school employees who witness acts of bullying or receive reports of bullying to orally notify
the safe school climate specialist or school administrator if the safe school climate specialist is
unavailable, not later than one school day after such school employee witnesses or receives a report of
bullying, and to file a written report not later than two school days after making such oral report;

(4) require the safe school climate specialist to supervise the investigation or school administrator if
such safe school climate specialist is unavailable of any written reports and to review any anonymous
reports (except that no disciplinary action shall be taken solely on the basis of an anonymous report),

(5) include a prevention and intervention strategy, as defined by this policy, for school staff to deal with
bullying,

(6) provide for the inclusion of language in student codes of conduct concerning bullying,

(7) require school administrators of each school to notify both the parents or guardians of students who
commit any verified acts of bullying and the parents or guardians of students against whom such acts
were directed, and to invite them to attend at least one meeting to communicate the measures being
taken by the school to ensure the safety of the student against whom such act was directed and to
prevent further acts of bullying;

(8) require each school within the district to maintain a list of the number of verified acts of bullying in
such school and make such list available for public inspection, and within available appropriations,
report such number annually to the Department of Education, in such manner as prescribed by the
Commissioner of Education;

(9) direct the development of case-by-case interventions for addressing repeated incidents of bullying
against a single individual or recurrently perpetrated bullying incidents by the same individual that may
include both counseling and discipline;

(10) identify the appropriate school personnel as the safe school climate specialist responsible for taking
a bullying report and investigating the complaint.

(11) direct the development of student safety support plans for students against whom an act of
bullying was directed that address safety measures the school will take to protect such students against
further acts of bullying;

(12) require the principal of a school, or the principal's designee, to notify the appropriate local law
enforcement agency when such principal, or the principal's designee, believes that any acts of bullying
constitute criminal conduct;

(13) prohibit discrimination and retaliation against an individual who reports or assists in the
investigation of an act of bullying;

(14) require, at the beginning of each school year, each school to provide all school employees with a
written or electronic copy of the school district's safe school climate plan; and

(15) require that all school employees annually complete the training described in Conn. Gen. Stat. § 1 0-
220a.

The notification required pursuant to subdivision (7) shall include a description of the response of school
staff to such acts and any consequences that may result from the commission of further acts of bullying.
Such regulations may include provisions addressing bullying outside of the school setting if it has a direct
and negative impact on a student's academic performance or safety in school. Any information provided
under this policy shall be provided in accordance with the confidentiality restrictions imposed under the
Family Educational Rights Privacy Act ("FERP A") and the district's Confidentiality and Access to Student
Information policy and regulations.

For purposes of this policy, "Bullying" is defined an act that is direct or indirect and severe,
persistent or pervasive, which (A) causes physical or emotional harm to an individual, (B) places
an individual in reasonable fear of physical or emotional harm, or (C) infringes on the rights or
opportunities of an individual at school. Bullying shall include but not be limited to a written,
oral or electronic communication or physical act or gesture based on any actual or perceived
differentiating characteristic, such as race, color, religion, ancestry, national origin, gender,
sexual orientation, gender identity or expression, socio-economic status, academic status,
physical appearance, or mental, physical developmental or sensory disability or by association
with an individual or group who has or is perceived to have one or more of such characteristics.

For purposes of this policy, "School-Sponsored Activity" shall mean any activity conducted on or off
school property (including school transportation) that is sponsored, recognized or authorized by the
Board of Education.

For the purposes of this policy, "Prevention and Intervention Strategy" may include, but shall not be
limited to, (1) implementation of a positive behavioral supports process or another evidence-based
model approach for safe school climate or for the prevention of bullying, including any such program
identified by the Department of Education, 2) a school survey to determine the prevalence of bullying,
(3) establishment of a bullying prevention coordinating committee with broad representation to review
the survey results and implement the strategy, (4) school rules prohibiting bullying, harassment and
intimidation and establishing appropriate consequences for those who engage in such acts, (5) adequate
adult supervision of outdoor areas, hallways, the lunchroom and other specific areas where bullying is
likely to occur, (6) inclusion of grade-appropriate bullying prevention curricula in kindergarten through
high school, (7) individual interventions with the bully, parents and school staff, and interventions with
the bullied child, parents and school staff, (8) school-wide training related to safe school climate, and (9)
promotion of parent involvement in bullying prevention through individual or team participation in
meetings, trainings and individual interventions.

Students who engage in bullying behavior shall be subject to school discipline up to and including
expulsion in accordance with the Board's policies on student discipline, suspension and expulsion.

Staff who engage in bullying shall be subject to discipline up to and including termination.

This policy and the applicable regulations shall be included in the school district's publication of the
rules, procedures, and standards of conduct for schools and in all student handbooks.

The Board shall approve the Safe School Climate Plan developed pursuant to this policy and submit such
plan to the Department of Education. Not later than thirty (30) calendar days after approval by the
Board, the Board shall make such plan available on the Board's and each individual school in the school
district's web site and ensure that the Safe School Climate Plan is included in the school district's
publication of the rules, procedures and standards of conduct for schools and in all student handbooks.

Legal References: Conn. Gen. Stat. § 10-222d
Conn. Gen. Stat. §§ I 0-233a through 1O-233f
Public Act No. 08-160

Policy Adopted:
March 25, 2003

Policy Amended:
February 23, 2010
November 22, 2011
October 25, 2022

 

5005R/4000.2
Administrative Regulations Concerning Bullying Behavior

The following sets forth the procedures to implement the Board Policy concerning the prohibition
against bullying. Bullying behavior is strictly prohibited, and those who are determined to have engaged
in such behavior are subject to disciplinary action, which may include suspension or expulsion from
school, in accordance with the Board's Student Discipline policy, or discipline up to and including
termination for a staff member. The district's commitment to addressing bullying behavior, however,
involves a multi-faceted approach, which includes education and the promotion of a school atmosphere
in which bullying will not be tolerated by students or staff.
It is imperative that bullying be identified only when the specific elements of the definition are met,
because the designation of conduct as bullying carries with it special statutory obligations. Any
misconduct, whether or not appropriately defined as bullying, however, will subject the perpetrator to
disciplinary action in accordance with the Board's policies.
I. Definition:
In accordance with Board policy, "bullying" is defined an act that is direct or indirect and severe,
persistent or pervasive, which (A) causes physical or emotional harm to an individual, (B) places an
individual in reasonable fear of physical or emotional harm, or (C) infringes on the rights or
opportunities of an individual at school. Bullying shall include but not be limited to a written, oral or
electronic communication or physical act or gesture based on any actual or perceived differentiating
characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender
identity or expression, socio-economic status, academic status, physical appearance, or mental, physical
developmental or sensory disability or by association with an individual or group who has or is perceived
to have one or more of such characteristics.
“Cyberbullying" is defined as any act of bullying through the use of the Internet, interactive and digital
technologies, cellular mobile telephone or other mobile electronic devices or any electronic
communications.
In accordance with this definition, the following factors should be considered before identifying conduct
as bullying in violation of Board policy. The determination that conduct does not constitute bullying
under state law and Board policy, however, does not restrict the right of the Administration and of the
Board of Education to impose appropriate disciplinary consequences for misconduct.
• Location. Bullying behavior in violation of Board policy may occur on or off school grounds, at
a school-sponsored activity, or on school transportation. Conduct that occurs off-campus, (e.g.
physical intimidation in the community) is considered bullying under the Board's Policy and this
Regulation if it has a direct and negative impact on a student's academic performance or safety
in school. Cyber-bullying, which is the use of electronic equipment to commit acts of bullying, is
also considered bullying.
• Types of conduct. Bullying can take many forms and can include many different behaviors.
Examples of conduct that could constitute bullying include, but are not limited to:
1. Physical violence and/or attacks;
2. Verbal taunts, name-calling and put-downs, including taunts based on race, ethnicity, gender,
religion, sexual orientation , or other protected and/or individual characteristics such as
socioeconomic status or physical appearance;
3. Threats and intimidation (through words and/or gestures);
4. Extortion or stealing of money and/or possessions; and/or
5. Cyberbullying.
II. Complaint processes
A. Publication of the policy and regulations against bullying
This policy and the applicable regulations shall be included in the school district's publication of the
rules, procedures, and standards of conduct for schools and in all student handbooks.
B. Appropriate school personnel
All school administrators are charged with the responsibility of taking reports of bullying and
appropriately investigating them. Reports may be made to any building administrator.
C. Written complaints
Students and/or their parents or guardians may file written reports of conduct that they consider to be
bullying and are strongly encouraged to use the district’s form to do so. Such written reports shall be
reasonably specific as to the actions giving rise to the suspicion of bullying, including time and place of
the conduct alleged, the number of such incidents, the target of such suspected bullying, and the names
of any potential student or staff witnesses. Such reports may be filed with any building administrator for
review and action in accordance with Section III below.
D. Verbal complaints by Students
Students may also make verbal complaints of conduct that they consider to be bullying by verbally
reporting to a teacher, substitute teacher, administrator, school superintendent, paraprofessional,
coach or other professional employee such as a guidance counselor, school psychologist, nurse,
physician, social worker, therapist any other individual who, in the performance of his or her duties, has
regular contact with students and who provides services to or on behalf of students enrolled in a public
elementary, middle or high school, pursuant to a contract with the local or regional board of education.
Such verbal complaints shall be reasonably specific as to the actions giving rise to the suspicion of
bullying, including time and place of the conduct alleged, the number of such incidents, the target of
such suspected bullying, and the names of any potential student or staff witnesses. The individual
recipient who receives an verbal complaint shall promptly reduce the complaint to writing, including
the information provided. Such written report by the recipient of the verbal complaint shall be promptly
forwarded to the building principal (or other responsible program administrator) for review and action
in accordance with Section III below.
E. Anonymous complaints
Students who make complaints of bullying to a teacher, administrator, or other professional employee
such as a guidance counselor, school psychologist, nurse, social worker or therapist, may request that
their name be maintained in confidence by the staff member who receives the complaint. Should
anonymity be requested, the principal or their designee shall meet with the student to review the
request for anonymity and the impact that maintaining anonymity of the complaint may have on the
investigation of the complaint and/or possible remedial action. At such meeting, the student shall be
given the choice as to whether to maintain the anonymity of the complaint. Anonymous complaints
shall be reviewed and reasonable action will be taken to address the situation, to the extent such action
may be taken that (1) does not disclose the source of the complaint, and (2) is consistent with the due
process rights of the student(s) alleged to have committed acts of bullying.
III. Staff responsibilities and intervention strategies
A. Teachers and other school staff
1. Teachers and other school staff, who witness acts of bullying, as defined above, shall promptly notify
the building principal and/or his/her designee in writing of the events observed, and shall promptly file a
written incident report concerning the events witnessed. Teachers and other school staff who receive
student reports of suspected bullying shall promptly notify the building principal and/or designee of
such report(s). If the report is a formal, written complaint, such complaint shall be forwarded promptly
(no later than the next school day) to the building principal or designee. If the report is a verbal
complaint by a student that is received by a teacher, administrator or other professional employee,they
shall prepare a succinct written report of the verbal complaint, which shall be forwarded promptly (no
later than the next school day) to the building principal or designee. If the report is a verbal complaint by
a student that is received by other school staff, this employee shall verbally report the matter to the
principal and/or designee promptly (no later than the next school day).
2. In addition to addressing both verbal and writen complaints, teachers and other professional
employees are encouraged to address the issue of bullying in other interactions with students. Teachers
and other professional employees may find opportunities to educate students about bullying and help
eliminate bullying behavior through class discussions, counseling, and reinforcement of sociallyappropriate
behavior. Teachers and other professional employees should intervene promptly whenever
they observe student conduct that has the purpose or effect of ridiculing, harassing, humiliating or
intimidating another student, even if such conduct does not meet the formal definition of "bullying."
B. Administrator responsibilities
1. Investigation
a. The principal (or other responsible program administrator) shall be promptly notified of any written
or verbal complaint of suspected bullying received by any building administrator, teacher or other
professional employee. Under the direction of the building principal or their designee, all such
complaints shall be investigated promptly. In order to allow the district to adequately investigate all
written complaints, the parent of the student suspected of being bullied must complete a consent form
that permits the district to release that student's name to those third parties who the district contacts as
part of its investigation of that complaint. With regard to the investigation of verbal complaints, the
parent of the student suspected of being bullied must complete the above-referenced consent form so
long as that student has not requested anonymity.
b. A written report of the investigation shall be prepared when the investigation is complete. Such
report shall include findings of fact, a determination of whether acts of bullying were verified, and, when
acts of bullying are verified, a recommendation for intervention, which may include disciplinary action.
Where appropriate, written witness statements shall be attached to the report.
c. Notwithstanding the foregoing, when a student making a verbal complaint has requested anonymity,
the investigation of such complaint shall be limited as is appropriate in view of the anonymity of the
complainant. Such limitation of investigation may include restricting action to a simple review of the
complaint (with or without discussing it with the alleged perpetrator), subject to receipt of further
information and/or the withdrawal by the complaining student of the condition that their report be
anonymous.
2. Remedial actions
a. Verified acts of bullying shall result in intervention by the building principal (or other responsible
program administrator) or designee that is intended to address the acts of the perpetrator and the
needs of the victim and to assure that the prohibition against bullying behavior is enforced with the goal
that any such bullying behavior will end as a result.
b. Bullying behavior can take many forms and can vary dramatically in how serious it is, and what impact
it has on the victim and other students. Accordingly, there is no one prescribed response to verified acts
of bullying. While conduct that rises to the level of "bullying", as defined above, will generally warrant
disciplinary action against the perpetrator of such bullying, whether and to what extent to impose
disciplinary action (e.g., detention, in school suspension, suspension or expulsion) is a matter for the
professional discretion of the building principal (or responsible program administrator or designee). No
disciplinary action may be taken solely on the basis of an anonymous complaint. The following sets forth
possible interventions for building principals (or other responsible program administrators) to enforce
the Board's prohibition against bullying.
C. Addressing bullying behavior
1. Non-disciplinary interventions when verified acts of bullying are identified early and/or when such
verified acts of bullying do not reasonably require a disciplinary response, students may be counseled as
to the definition of bullying, its prohibition, and their duty to avoid any conduct that could be considered
bullying.
If a complaint arises out of conflict between students or groups of students, peer mediation may be
considered. Special care, however, is warranted in referring such cases to peer mediation. A power
imbalance may make the process intimidating for the victim and therefore inappropriate. In such cases,
the victim should be given additional support. Alternatively, peer mediation may be deemed
inappropriate to address the concern.
In any instance in which bullying is verified, the building principal (or other responsible program
administrator) shall invite the parents or guardians of the perpetrator and the parents or guardians of
the bullied student to attend at least one meeting. In the discretion of the building principal or other
responsible program administrator, the meeting(s) described in this section may be held jointly or
separately.
2. Disciplinary interventions
When acts of bullying are verified and a disciplinary response is warranted, students are subject to the
full range of disciplinary consequences that apply to on campus and off campus conduct. Anonymous
complaints, however, shall not be the basis for disciplinary action.
In-school suspension and suspension may be imposed only after informing the accused perpetrator of
the reasons for the proposed suspension and giving the individual an opportunity to explain the
situation, in accordance with the Board’s Student Discipline policy.
Expulsion may be imposed only after a hearing before the Board, a committee of the Board, or an
impartial hearing officer designated by the Board in accordance with the Board's Student Discipline
policy. This consequence shall normally be reserved for serious incidents of bullying and/or when past
interventions have not been successful in eliminating bullying behavior.
In those cases where bullying behavior has occurred off campus (and outside of any school-sponsored
activity), discipline for such conduct may be imposed if such conduct violates a publicized policy of the
Board and is seriously disruptive of the educational process.
3. Interventions for bullied students
The building principal (or other responsible program administrator) or designee shall intervene in order
to address multiple incidents of bullying against a single individual. Intervention strategies for a bullied
student may include, but are not limited to, the following:
a. Counseling;
b. Increased supervision and monitoring of student to observe and intervene in bullying situations;
c. Encouragement of student to seek help when victimized or witnessing victimization;
d. Peer mediation where appropriate.
4. General Prevention and Intervention Strategies
In addition to the prompt investigation of complaints of bullying and direct intervention when acts of
bullying are verified, other district actions may ameliorate potential problems with bullying in school or
at school-sponsored activities. While no specific action is required, and school needs for specific
prevention and intervention strategies may vary from time to time, the following list of potential
prevention and intervention strategies shall serve as a resource for administrators, teachers and other
professional employees in each school:
a. Implementation of a positive behavioral interventions and supports process or another evidence based
model approach for safe school climate or for the prevention of bullying, including any such
program identified by the Connecticut Department of Education;
b. A school survey to determine the prevalence of bullying;
c. Establishment of a bullying prevention coordinating committee with broad representation to review
school climate survey results and implement appropriate strategies;
d. Active adult supervision of outdoor areas, hallways, the lunchroom and other specific areas where
bullying is likely to occur;
e. Inclusion of grade-appropriate bullying prevention curricula;
f. Individual interventions with the perpetrator, parents and school staff, and interventions with the
bullied student, parents and school staff;
g. School-wide training related to safe school climate;
h. Promotion of parent involvement in bullying prevention through individual or team participation in
meetings, trainings and individual interventions;
i. Respectful responses to bullying concerns raised by students, parents or staff;
j. Planned professional development programs addressing prevention and intervention strategies;
k. Use of peers to help ameliorate the plight of victims and include them in group activities;
l. Avoidance of sex-role stereotyping;
m. Continuing awareness and involvement on the part of staff and parents with regards to prevention
and intervention strategies;
n. Modeling by teachers of positive, respectful, and supportive behavior toward students and others;
o. Creating a school atmosphere of team spirit and collaboration that promotes appropriate social
behavior by students in support of others;
p. Employing classroom strategies that instruct students how to work together in a collaborative and
supportive atmosphere.
IV. Reporting obligations
A. Report to the parent or guardian of the perpetrator
If after investigation, acts of bullying by a specific student are verified, the building principal (or other
responsible program administrator or designee) shall notify the parent or guardian of the perpetrator in
writing of that finding. If disciplinary consequences are imposed against such student, a description of
such discipline shall be included in such notification.
B. Reports to the parent or guardian of the victim
If after investigation, acts of bullying against a specific student are verified, the building principal (or
other responsible program administrator or designee) shall notify the parent or guardian of the victim of
such finding. In providing such notification, care must be taken to respect the statutory privacy rights of
the perpetrator of such bullying. The specific disciplinary consequences imposed on the perpetrator, as
reflected in the student's educational records, shall not be disclosed to the parents or guardian of the
victim, except as provided by law.
C. List of verified acts of bullying
The principal of each school shall maintain a list of the number of verified acts of bullying in the school,
and this list shall be available for public inspection upon request. Given that any determination of
bullying involves repeated acts over time, each report prepared in accordance with Section III above that
includes verified acts of bullying shall be tallied as one verified act of bullying unless the specific actions
that are the subject of the report involve separate and distinct acts of bullying. The list shall be limited to
the number of such verified acts of bullying in the school , and it shall not set out the particulars of each
verified act, including but not limited to any personally identifiable student information, which is
confidential information by law.
D. Report to Department of Education
Within available appropriations, the principal of each school shall report the number of verified acts of
bullying in the school annually to the Connecticut Department of Education, in such manner as
prescribed by the Commissioner of Education.

Legal References: Conn. Gen. Stat. § 10-222d Conn. Gen. Stat. §§ I 0-233a through 1O-233f Public Act
No. 08-160 Regulation Adopted: April 27, 2004 Revised: July 13, 2010

The Board supports staff development as a means to improve instruction and student
learning.

All staff should have the opportunity to participate in programs designed by the
Superintendent to enhance their professional development.

The Superintendent shall also attempt to make staff development opportunities available to
contractor employees (employees of third parties who work in the schools as part of the
educational program).

Policy Adopted:
May 6, 1988

Policy Amended:
July 24, 2001

The Board of Education considers all employees, to be "public trust employees." The job
effectiveness of such employees depends on the members of the community maintaining respect
and confidence in such employees in regards to both their on-duty and off-duty conduct.
Accordingly, the Board directs such employees to refrain from engaging in any conduct on or off
school property which could damage the public's trust and confidence in such employees. Such
conduct includes, but is not limited to, acts of moral misconduct (i.e. criminal conviction, such as
commission of a felony) or conviction of any crime.

The Board considers any off-duty misconduct tending to damage the public's trust and
confidence committed by such employees to have occurred in the course of employment.
Accordingly, such misconduct, even if it occurs off school property or during off-duty time, can
be the subject of disciplinary action by the Board up to and including termination of
employment. Acceptance of an offer of employment by a Board of Education employee means
that the person accepting the offer understands and accepts that acts tending to damage the
public's trust and confidence, even if committed off school property or during off-duty time, will
be considered willful misconduct, and may subject the employee to disciplinary action.

Legal References:
· Regulations of Conn. State Agencies, Section 31-236-26c(c)(I)(2)
· Title VII, Civil Rights Act of 1964, as amended, 42 U.S.C. §§ 2000d and 2000e
· Section 504, Rehabilitation Act of 1973 as amended, 29 U.S.C. § 794
· Americans with Disabilities Act of 1990, as amended 42 U .S.c. § 12102, et seq.
· Age Discrimination in Employment Act, as amended, 29 U.S.C. § 621 et seq .
· Equal Pay Act, 29 U.S.C. § 206(d)
· Federal Regulations, 29 C.F.R. Parts 1604 through 1608, inclusive
· Connecticut General Statutes Sections 10-153, 10-220(a), 31-75, 46a-60(a)(I) et seq.,
46a-81c
Adopted:
July 22, 2003
REVISED:
335378 v.Ol SI

It is the policy of the Stamford Board of Education to comply with the Family and Medical
Leave Act of 1993, as amended ("FMLA") in its employment practices. This policy is
implemented through the accompanying administrative regulations, which will be reviewed and
revised periodically by the Executive Director of Human Resources as needed and approved by
the Superintendent of Schools.

Legal References:

• P.L. 103-3 and 29 CFR Part 825 - The Family and Medical Leave
Act of 1993, as amended by H.R. 4986, the national Defense
Authorization Act for Fiscal Year 2008, Section 585. 29 U.S.C.
§2601 et seq. and the National Defense Authorization Act for
Fiscal Year 2010, Public Lawl 11-84, section 565, Title V.
• Final Rule - published in Federal Register, Vol. 60, Nov. 4,
Friday, January 6, 1995, as amended on February 3, 1995, March
30, 1995, and on November 17, 2008. Rules and Regulations (29
CFR Part 825).
• Connecticut General Statutes
• 46b-38oo Applicability of statutes to civil unions and parties to a
civil union.
• PA 07-245 An Act Concerning Family and Medical Leave for
Municipal Employees.

Policy Adopted:
October 26, 2004
Revised:
September 27, 2016

4007-R
(4140)
Family and Medical Leave
I. PURPOSE
The purpose of these procedures is to establish guidelines for leaves taken by employees of the
Stamford Public School District under the Federal Family and Medical Leave Act of 1993
(FMLA).

This Regulation describes the family and medical leave benefits available to eligible employees
under the FMLA and the terms and conditions of such leave, and establishes consistent
procedures by which administrators shall evaluate and process requests for family and medical
leaves of absence.

II. ELIGIBILITY
Employees who have worked for the District for a total of at least twelve (12) months, and who
have worked at least 1,250 actual work hours during the twelve (12) months immediately
preceding the start of a leave, are eligible for unpaid leave under the FMLA.

Note: Full-time teachers are deemed to meet the J, 25D-hour test.

III. REASON FOR LEAVE
Leaves under the FMLA may be taken for the following reasons:
 Because of the birth and/or care of the employee’s newborn child (including prenatal care);
 Because of the placement of a child with the employee by adoption or foster care;
 In order to care for the employee’s spouse, child or parent who has a serious health condition;
 Because of the employee’s own serious health condition that makes the employee unable to
perform the functions of his or her current position.

IV. LENGTH OF LEAVE
If a leave is requested for one of the above reasons, each eligible employee may take up to a
maximum of twelve (12) weeks unpaid family or medical leave in any 12-month entitlement
period. The 12-month entitlement period for family or medical leave is determined from July I of
each year.

V. TYPES OF LEAVE AND CONDITIONS
A. Full-Time, Intermittent .And Reduced Schedule Leave
1. Full-time leave may be taken for any of the reasons permitted by the FMLA.
Full-time leave excuses the employee from work for a continuous period of time.
2. Intermittent leave means leave taken in separate periods of time rather than for
one continuous period of time. Examples of intermittent leave include: leave
taken one day per week over a period of a few months; or leave taken on an
occasional/as needed basis for other than routine medical appointments.
3. Reduced schedule leave is leave that reduces the employee’s usual number of
work hours per day for some period of time. For example, an employee may
request half-time work for a number of weeks so the employee can assist in the
care of a seriously ill parent.
4. An employee may take full-time, intermittent or reduced schedule leave
whenever it is medically necessary for a serious health condition of the eligible
employee, or his or her spouse, child or parent.

B. Foreseeable Planned Medical Treatment
When planning medical treatment, an employee must consult with his or her
supervisor and make a reasonable effort to schedule the leave so as not to disrupt
unduly the district’s operations, subject to the approval of the health care provider.
Employees are ordinarily expected to consult with their supervisor prior to the
scheduling of treatment in order to work out a treatment schedule which best suits
the needs of the district and the employee. The district may, for justifiable cause,
require an employee to attempt to reschedule treatment, subject to the ability of
the health care provider to reschedule the treatment and the approval of the health
care provider as to any modification of the treatment schedule.

If foreseeable intermittent or reduced schedule leave is medically required based
upon planned medical treatment of the employee or a family member, the District
may, in its sole discretion, temporarily transfer the employee to another job with
equivalent pay and benefits that better accommodates the type of leave requested.
Also, special arrangements may be required of any instructional employee who
needs to take intermittent or reduced-schedule leave which will involve absence
for more than twenty (20) percent of the work days in the period over which the
leave will extend (for example, more than five days over a five-week period).

C. Both Spouses Working For The District
If both spouses are employees of the District and request leave for the birth,
placement of a child by adoption or for foster care, or to care for a seriously ill
parent, they only will be entitled to a maximum combined total leave equal to
twelve (12) weeks in any 12-month entitlement period. If either spouse (or both)
uses a portion of the total 12-week entitlement for one of the purposes in the
preceding sentence, each is still entitled to the difference between the amount he
or she has taken individually and the 12 weeks for FMLA leave for their own,
their spouse’s, or their child’s serious health condition in the 12-month entitlement
periods.

D. Leave Taken By Instructional Employees Near the End Of A Student Year
1. If a leave taken by an instructional employee (i.e., an employee whose
principal function is to teach and instruct students) begins more than five (5)
weeks before the end of a student year, the District may require that employee to
continue the leave until the end of the student year if the leave will last at least
three (3) weeks and the employee would return to work during the three week
period before the end 0 f the student year.
2. If the employee begins a leave during the five-week period preceding the end
of a student year for a reason other than the employee’s own serious health
condition, the District may require the employee to continue taking leave until the
end of the student year if the leave will last more than two (2) weeks and the
employee would return to work during the two-week period before the end of the
student year.
3. If the employee begins a leave during the three-week period preceding the end
of a student year for a reason other than the employee’s own serious health
condition, the District may require the employee to continue taking leave until the
end of the student year if the leave will last more than five (5) working days.

E. Requests For Leave
An employee must inform his or her supervisor of the need for a family or
medical leave at least thirty (30) days before the leave is to commence, if
practicable. The employee must provide sufficient information to make the
supervisor aware that the employee needs FMLA-qualifying leave, and must
inform the supervisor of the start date of the requested leave and the anticipated
duration of the leave. If such notice is not practicable, the request should be
submitted as soon as practicable under the circumstances. The supervisor must
promptly notify the human resources department on the "Notice of Potential
FMLA Leave" form that an employee has requested leave that may qualify under
FMLA. The human resources department will coordinate the processing of all
FMLA leave paperwork.

If an employee returns to work from an absence that may qualify as FMLA leave,
but that has not been so designated by the District, the employee must notify his
or her supervisor of the reason for the leave within two days of returning to work.

F. Medical Certifications Required
1. For leaves taken because of the employee’s or a family member’s serious health
condition, the employee must submit a completed "Certification of Physician or
Practitioner" form before the leave begins if possible. If such advance
certification is not possible, the medical certification must be provided by the
employee within fifteen (15) calendar days of the Human Resources Department’s
request for the medical certification.
2. If an employee takes leave (except on an intermittent basis) for his or her own
serious health condition, in order to return to work the employee may be required
to provide a completed "Medical Examiner's Certification" form, which certifies
that the health condition which created the need for the leave no longer renders
the employee unable to perform the essential functions of the job. If such
certification is required but not received, the employee’s return to work may be
delayed until the certification is provided.

G. Substitution of Paid Leave
An employee must substitute any accrued paid sick leave for any (otherwise)
unpaid portion of medical leave taken for employee’s own serious health
condition (including child-bearing). In addition, an employee must substitute
accrued paid personal, compensatory and vacation leave (in that order) for any
unpaid portions of family or medical leave taken for any reason. Where the leave
is for the employee’s own serious health condition, accrued paid sick leave will be
substituted for unpaid portions of family or medical leave prior to the substitution
of accrued paid personal, compensatory or vacation leave. Where the leave is for
the serious health condition of a family member, accrued paid sick leave that is
available for substitution for that purpose must be substituted prior to the
substitution of accrued paid personal, compensatory or vacation leave. The
amount of family or medical leave entitlement that is unpaid is reduced by the
amount of paid leave that is substituted.
 

H. Medical Insurance and Other Benefits
During approved family or medical leaves of absence, the employee will be
entitled to all job-related benefits during any portion of such leave for which the
employee is utilizing available paid leave. The District will continue to pay its
portion of medical insurance premiums for the period of unpaid family or medical
leave. The employee must continue to pay his/her share of the premium, and
failure to do SO may result in the loss of coverage. If the employee does not
return to work after the expiration of the leave, the employee will be required to
reimburse the District for payment of medical insurance premiums during the
family or medical leave, unless the employee does not return because of a serious
health condition or other circumstances beyond the employee’s control

During any period of unpaid family or medical leave, employees will continue to
accrue service credit for seniority and longevity pay. However, employees will
not accrue service credit for retirement benefits. Unused employment benefits
accrued by the employee up to the day on which the leave begins v.’ill not be lost
upon return to work.

I. Reinstatement
An employee who returns to work following the expiration of a family or medical
leave is entitled to return to the job held prior to the leave or to an equivalent
position with equivalent pay and benefits. .

VI. ADDITIONAL INFORMATION
Questions regarding family or medical leave may be directed to the Human Resources
Department.
 

Policy Adopted:
October 26, 2004

The Board recognizes its obligation to provide all students an appropriate educational program in
the least restrictive environment and protect the health and welfare of all members of the school
community.

Students, employees, or contractor employees whose participation in the regular school program
poses a significant danger to their own health or the health of others by reason of
a communicable disease shall be excluded from Stamford Public School facilities on the
recommendation of the School Medical Advisor and/or the Director of Health for the City of
Stamford. Any student so excluded shall be provided an appropriate alternate educational
program.

The School Medical Advisor shall inform him or herself of any case of a communicable disease
that poses a significant danger to the health of the individual or of others and promptly report
such case to the Superintendent and the Board President with His/her recommendation. The
Board, acting through the Superintendent, may require the School Medical Advisor to secure
additional expert advice.

The School Medical Advisor shall promptly report his/her disposition of the case to the
Superintendent.

Policy Adopted:
April 22, 1986
Policy Amended:
July 24, 2001

 

4011.1-R
Personnel
Communicable Diseases
1. Employees or contractor employees whose participation in the regular school program
poses a significant danger to their own health or to the health of others by reason of a
communicable disease shall be excluded from Stamford Public School facilities on the
recommendation of the School Medical Advisor and/or the Director of Health for the
City of Stamford.
2. The School Medical Advisor shall notify the Superintendent or his/her designee of any
employee or contractor employee diagnosed as having such a communicable disease.
3. Any employee or contractor employee with such a communicable disease shall be
suspended from service in accordance with Board policies and applicable law.
4. The right of privacy of an employee or contractor employee and of his/her family shall
be respected. Knowledge of the employee or contractor employee’s condition shall be
provided only to personnel with a need to know, e.g. those involved in the direct
supervision of the individual

Regulation Adopted:
April 22, 1986
Regulation Amended:
July 24, 2001

No teacher shall receive gifts of more than a de minimus nature [(value of not more than $25.00
in any year)] from a pupil under his or her charge except under administrative regulations
promulgated by his/her principal or the Superintendent.

No custodian shall receive or accept any gratuity or gift for work performed or action connected
with the operation of school property.

No employee of the public school system of Stamford shall accept any gift or gratuity, whether
in the form of service, loan, thing or promise or in any other form, from any person, firm or
corporation which to his/her knowledge is interested directly or indirectly in business dealings
with the school system and over which business dealings he/she has power either to take action
or to influence action.

Employees are bound by, and shall comply with, the provisions of the Code of Ethics enacted by
the City of Stamford; as such Code may be amended from time to time.

Note: This also appears as policy 1313.

Policy Adopted:
Nov. 12, 1985
Policy Amended:
July 24, 2001
September 27, 2016

Computers and networks provide access to resources as well as the ability to communicate with other users worldwide. Such open access is a privilege and requires that individual users act responsibly. Users must respect the rights of other users; respect the integrity of the system and related physical resources; and observe all relevant laws, regulations, and contractual obligations. Use of computers by students and access by students to computer networks and to the Internet are services made available only to further the educational mission of the Stamford Public Schools. In order to be granted these access privileges and to retain them, students must abide by the guidelines set forth in the Board's "Responsible Use of the Internet and other Electronic Communication Systems for Students" policy and these regulations at all times when they use the Stamford Public Schools systems.

Generative AI
The Board of Education is committed to providing our students with the most innovative and effective educational experiences to foster high levels of learning and opportunities for self-expression. As our schools prepare students for a future that demands adaptability, critical thinking and digital literacy, we recognize the potential of generative Artificial Intelligence (AI) and other related technology tools.

As with all technologies, users must be mindful of and adhere to all considerations ensuring responsible and ethical use, especially as it relates to mitigating bias, promoting transparency, and ensuring the benefits of AI are accessible to all students.

While ensuring the responsible use for those interacting with and creating content from generative AI technologies, the Board underscores its commitment to fostering a dynamic and engaging learning environment that leverages the advances in AI to enhance student learning outcomes and equip students with the skills and dispositions needed for success in the digital age.

Computer Software
The Stamford Public Schools use computer software for instructional and other purposes. Such software is usually licensed from a vendor and copyrighted by the vendor. Although license agreements vary widely they usually prohibit copying the software except for back-up purposes, and limit the use of the software to one machine at a time.

Copying or using software other than as permitted in the license agreement not only is a breach of contract but also violates United States copyright laws, constitutes criminal theft of property, and is unethical.

No one in the Stamford Public Schools, staff or students, shall violate copyright laws or license agreements. If doubt exists, written approval must be secured from the Superintendent or designee acting with the advice of legal counsel.

No one in the Stamford Public Schools, staff or students, shall use any device to intimidate, threaten, or harass, or to violate any other provision of law.

Policy Adopted:
May 6, 1986
Readopted:
June 27, 2000
Amended:
July 24, 2012
August 27, 2024

 

4033/5132R
Students – Acceptable Use of the Internet and Internet Safety Policy
Acceptable Use of the Internet and other Electronic Communication Systems for Students
Computers and networks provide access to resources as well as the ability to communicate with other users worldwide. Such open access is a privilege and requires that individual users act responsibly.
Users must respect the rights of other users; respect the integrity of the system and related physical resources; and observe all relevant laws, regulations, and contractual obligations. Use of computers by
students and access by students to computer networks and to the Internet are services made available only to further the educational mission of the Stamford Public Schools. In order to be granted these
access privileges and to retain them, students must abide by the guidelines set forth in the Board's
"Acceptable Use of the Internet and other Electronic Communication Systems for Students" policy and
these regulations at all times when they use the Stamford Public Schools systems. These computer
systems are expensive to purchase, install and maintain. As the property of the district these computer
systems must be carefully handled and their integrity preserved for the benefit of all. Therefore, access
to the computer systems is a privilege, and not a right. Students under the age of 18 may use electronic
information retrieval systems in supervised settings and only with the written permission of a parent or
guardian through a duly executed "Acceptable Use Agreement." Stamford students may use the
district's electronic information retrieval systems provided they:

• Abide by the Acceptable Use Policy
• Sign an "Acceptable Internet Use Agreement"
• Obtain the signature of a parent/guardian (for students under the age of 18)

Any parent or student inquiry regarding any decision relative to Stamford's Acceptable
Use Policy and/or these administrative regulations should be directed to the District
Internet Administrator.

Information Networks:
The Stamford Public Schools' network connects all of the schools and offices. This makes sharing of
information and communicating with all schools and offices possible. This network supports
activities that have educational value for administration, instruction and learning by teachers and
students. The Internet is a collection of many worldwide networks that support the open exchange of
information. The Internet provides immediate access to information anywhere in the world.

Student Behavior:
Students are expected to use all computer equipment, both hardware and software and network access
to pursue intellectual activities, to seek resources, to access libraries and for other types of learning
activities. They will learn new things and can share their new found knowledge with classmates,
teachers, parents and global learning partners. For the safety of all involved, caution must be
exercised. Because the Stamford Public Schools' network is used as part of a school activity, the
policy on student behavior applies to network activity. Therefore, the Acceptable Use Policy is an
extension of the district's Policy on Student Behavior. These rules apply to vandalism of computer
equipment, unauthorized access to information, computer piracy, hacking, tampering with
hardware and software, bullying and harassment. Conduct including, but not limited to, the
following, is prohibited with respect to use of these computer systems:

• Sending any form of harassing, threatening, or intimidating message, at any time, to any person (such communications may also be a crime, pursuant to Public Act 95-143, and other laws);
• Gaining or seeking to gain unauthorized access to computer systems;
• Damaging computers, computer files, computer systems or computer networks;
• Using another person's password under any circumstances;
• Trespassing in or tampering with any other person's folders, work or files;
• Sending any message that breaches the district's confidentiality requirements, or the confidentiality of students;
• Sending any copyrighted material over the system. In addition, as noted above, if a particular behavior or activity is generally prohibited by law or by Board policy or school rules or regulations, it must not occur in the use of these computer systems.
• Deliberately accessing, creating, displaying transmitting, or otherwise possessing or disseminating material that contains pornography, obscenity, sexually explicit, or indecent/inappropriate language, text, sounds, or pictures.

Improper behavior may result in disciplinary penalties, including but not limited to, loss of
computer privileges, suspension and/or expulsion.

Copying Software:
With a few exceptions, software on the Stamford Public Schools' computers and network are
licensed for use on the Stamford Public Schools' computers only. Copying software from a
computer or network is prohibited unless specifically authorized in writing by an appropriate
authority. In addition to disciplinary penalties imposed by the Stamford Public Schools,
illegal copying of software is subject to civil damages and criminal penalties, including fines
and imprisonment.

Moral and Ethical Issues:
The Stamford Public Schools wants to provide a stimulating educational environment in which
students, teachers, and parents can grow as a learning community. While the Stamford Public
Schools want this valuable educational tool used, the use of inappropriate information on the
Internet will not be condoned. Some materials exist which are inappropriate to the instructional
setting, and reasonable measures will be taken to prevent them from being accessed. Users must
clearly understand that access to such material in any form is strictly forbidden. The network is
designed to achieve and support instructional goals and is not intended to be used for financial
gain. Any information that does not support classroom learning should be avoided. Although the
actual percentage of unacceptable materials is small, it can cause concern for students and parents
if a student accesses those materials while doing legitimate research. If a student has a question or
concern regarding any materials found, students should apprise the teacher. The Stamford Public
Schools has in place the state recommended web filtering software to minimize the risk to student.
However, filtering software is not 100% effective; while filters make it more difficult for
objectionable material to be received or accessed, filters are not a solution in themselves. It is the
user’s responsibility not to initiate access to materials that are inconsistent with the goals,
objectives and policies of the educational mission of the District.
 

Electronic Libraries:
Materials on the Internet can be considered part of a vast digital library. Electronic database and
information search tools to access the Internet are part of school media centers and libraries.
Guidelines for access to information have already been established in the Library Bill of Rights
of 1980. These principles can be applied to the Internet as well. This document states that
"attempts to restrict access to library materials violate the basic tenets of the Library Bill of
Rights"; however, school librarians are required to devise collections that are "consistent with the
philosophy, goals and objectives of the school district." This means that students have the right to
information, but the school has the right to restrict any information that does not apply to the
approved curriculum.

Student Email:
Students will be issued a district-owned email account which is the sole property of Stamford
Public Schools. All email activities must comply with the Acceptable Use Policy. The user accepts
all responsibility to understand the policy. The primary purpose of the student email system is for
students to communicate with school staff and fellow students to collaborate on school activities.
Use of the school's email system is a privilege. Students are responsible for messages and material
stored and sent from their email accounts. Students should not share their passwords. The email
system should be used for education purposes only and cannot be used to operate personal business.
Students should have no expectation of privacy. The district reserves the right to retrieve the
contents of user mailboxes for legitimate reasons, such as to find lost messages, to conduct internal
investigations, to comply with investigations of wrongful acts or to recover from system failure.

Virtual Field Trips:
The information networks offer many opportunities for "virtual field trips" to distant locations. The
Stamford Public Schools consider all connections to remote locations as "virtual field trips." Rules that
apply to student conduct on field trips apply to "virtual electronic field trips" as well. It is important
that students realize that they represent their school and their school district when they use information
networks, and are expected to be on their best behavior.

Monitoring
It is expected that students will comply with district standards and will act in a responsible and legal
manner at all times, in accordance with district standards, state and federal laws. It is important that
students and parents understand that the district, as the owner of the computer systems, intends to
monitor and review the use of these computer systems in an effort to ensure that users engage only
in appropriate uses. As part of monitoring and reviewing, the district will retain the capacity to
bypass any individual password of a student or other user. The system's security aspects, such as
personal passwords and message delete function for E-mail, can be bypassed for these purposes. The
district's ability to monitor and review is not restricted or neutralized by these devices. The monitor
and review process also includes oversight of Internet site access, review of email and of document
downloading and printing.

Therefore, all users must be aware that they should not have any reasonable expectation
of personal privacy in the use of these computer systems.

In addition, the Stamford Public Schools accept the requirements of the Children's
Internet Protection Act (CIPA). Accordingly, each district computer with Internet access
shall have a filtering device that blocks entry to visual depictions that are obscene,
pornographic or harmful or inappropriate for students, as defined by CIPA and as
determined by the Superintendent or his/her designee. The Superintendent or his/her
designee shall make arrangements to enforce the use of such filtering devices.
Administrators or other authorized personnel may disable the filtering device for
legitimate pedagogical research or for any other lawful purpose, provided such person
obtains prior approval from the Superintendent or his/her designee. Filtering should be
viewed as only one of a number of techniques used to manage students' access to the
Internet and to encourage acceptable usage. Filtering should not be viewed as a foolproof
approach to preventing access to material considered inappropriate or harmful to minors.

Filtering should be used in conjunction with:

• Educating students concerning the dangers of inappropriate material on the Internet;
• Using recognized Internet gateways as a searching tool and/or homepage for students, in order to facilitate access to appropriate material;
• Using the district's "Acceptable Use" agreement;
• Using behavior management practices for which Internet access privileges can be earned or lost; and
• Appropriate supervision, both in person and/or electronically.

Internet Safety:
Students are expected to conduct themselves in an appropriate manner at all times when they use or
interact with any of Stamford Public Schools ' hardware and software resources. This includes, but is
not limited to, interaction with district computers, email communication, web browsing software, or
even usage of one's own personal hardware over a district network connection.

To help ensure student safety and citizenship in online activities, all students will be educated
about appropriate behavior, including interacting with other individuals on social networking
websites, collaborating using web 2.0/3.0 tools, instant messaging, video messaging, chat rooms,
and cyber-bullying awareness and response.

This policy is a component of the district's responsibility to create and maintain a safe,
civil, respectful, and inclusive learning community and shall be implemented in
conjunction with comprehensive training of students, staff and volunteers.

The district will provide students with strategies aimed at preventing harassment, intimidation,
and bullying. In its efforts to train students, the district will seek partnerships with families, law
enforcement, and other community agencies.

Interventions are designed to remediate the impact on the targeted student(s) and others impacted by
the violation, to change the behavior of the perpetrator, and to restore a positive school climate. The
district will consider the frequency of incidents, developmental age of the student, and severity of the
conduct in determining intervention strategies. Interventions will range from counseling, correcting
behavior and discipline to law enforcement referrals.

Reporting of Misuse
Anyone who is aware of problems with, or misuse of these computer systems, should report this to
his or her teacher or principal immediately. Most importantly, the Board and the administration urge
any student who receives any harassing, threatening, intimidating or other improper message through
any computer system/communications device, whether district or privately-owned, to report this
immediately. Such acts may constitute violations of the district’s anti cyber-bullying policy or other
policies.

It is the Board's policy that no student should be required to tolerate such treatment, regardless
of the identity of the sender of the message. Please report these events!

Use of Personal Electronic Devices:
Connection of any personal electronic device to any network on school grounds is subject to all
regulations and guidelines in this document. Students and staff are permitted to connect to the district
network via the secure wireless connection provided by the school system, but all access must be in
accordance with this Regulation for Acceptable Use of the Internet and Electronic Communication
Systems, the School’s Student Handbook, and the mission of the school district. Ability for students
to use their own devices at school or in a particular class is at the sole discretion of the building
administrator and/or classroom teacher. Students are NOT permitted to use their own computing
devices to access the Internet via personal Wi-Fi accounts or by any manner other than connecting
through the secure wireless connection provided by the school system.

Each user is responsible for his/her personal device and should use it responsibly and
appropriately. Stamford Public Schools takes no responsibility for stolen, lost, or damaged devices,
including lost or corrupted data on those devices. It is the responsibility of each individual to secure
their device when not in use.

Use of Web 2.0/3.0 Tools:
Classroom blogs, wikis, student e-mail, podcasts, Google Apps accounts, online curriculum
software/websites or other Web interactive tools must follow all established Internet safety
guidelines. Staff and students using blogs, podcasts or other web tools for educational purposes are
expected to act safely. Students using such tools agree to not share their username or password with
anyone other than their teachers and parents and treat blog spaces and online spaces, or discussion
forums, as classroom spaces. Speech that is inappropriate for class is also inappropriate for a blog.
Users who do not abide by these terms and conditions may lose their opportunity to take part in the
project and/or be subject to consequences consistent with the district discipline policies.

Regulation Adopted:
June 27, 2000
Regulation Amended:
June 25, 2002
July 24, 2012
April, 2016

The United States copyright laws apply to many kinds of materials used within the Stamford
Public Schools, including, but not limited to, books, magazines, tests, videotapes, and computer
software.

Inasmuch as students learn good citizenship in school, including respect for the law, honesty, and
integrity, personnel within the Stamford Public Schools have a special obligation to comply with
copyright laws as with all laws.

No member of the staff shall violate copyright laws or knowingly permit students to violate
copyright laws.

Policy Adopted:
May 6, 1986
Policy Amended:
July 24, 2001
September 27, 2016

The Board recognizes the importance of an educational environment devoted to learning and free
from unnecessary distractions. Consequently, no staff member may, on school property or during
school activities, solicit students or offer services to students for non-school sponsored activities
for personal gain.

Policy Adopted:
February 24, 1987
Policy Amended:
July 24, 2001

 

4035-R
Personnel
Solicitation By Board Employees
A. Purpose:
Students should be free to learn in an atmosphere free of distraction or subtle coercion.
Educators stand in a particular relationship with their students, and should not utilize that
relationship for personal gain. Moreover, in discharging their professional responsibilities as
educators, staff should avoid even the appearance of a conflict of interest between discharging
those professional responsibilities and their own personal interests.

B. Scope:
"Solicitation" may be generally defined as asking students to expend money or otherwise participate in activities that lead to the financial gain by staff members. While it is not possible to define all forms of solicitation of students, the following examples illustrate the basic
principles:
1. Solicitation of students to participate in non-school sponsored trips.
2. The offering of services for pay directly to students in the school setting.
3. Solicitation of students to participate in any activity, in which such participation by students leads to the financial gain of staff members.

Solicitation of students shall relate to direct personal appeals, whether made orally or in
writing, but shall not include the placing of general interest advertisements in the school or newspapers or the posting of notices outside of any of the school buildings of the Stamford Public Schools. In no event shall teachers or other employees conduct business for personal gain on school property.

C. Conflicts of Interest Prohibited:
It is essential that staff avoid even the appearance of a conflict of interest. Consequently, no employee may offer, provide, or refer to private tutorial or other educational services for personal compensation to any student for whom that employee has any direct instructional/service responsibility.

Regulation Adopted:
March 10, 1987
Regulation Amended:
July 24, 2001
September 27, 2016

The Board desires the Superintendent to develop and maintain a recruitment program designed to attract and hold the best possible personnel who are "highly qualified" as defined by federal law in the District's schools. All District teachers teaching a core academic subject area must be determined to be "highly qualified."

The school district recognizes the heterogeneity of the people who live in the school district and believes that this characteristic should have an important bearing on all aspects of the school district's activities.

The Board of Education believes it is especially important that this diversity of population berecognized in the recruitment and assignment of personnel.

To this end, the Superintendent and the Board of Education shall develop and implement a written plan for minority staff recruitment. The administration is directed to make a serious effort to see that the recruitment procedures of the district produce a total staff representative of the total population of the district and that the assignment procedures of the district bring to each school, to the extent possible, staff members representative of the population represented by the student membership in each local school.

The schools shall engage in fair and sound personnel practices in the appointment of all district employees. The administration shall be responsible for establishing recruitment, selection and appointment procedures.

The Superintendent shall insure that the District is in compliance with the provisions of Title I and the No Child Left Behind Act. Manuals and handbooks shall comply with federal law as to the qualifications for instructional personnel. Notice of professional qualifications shall be provided to parents/guardians of students in Title I schools and staffing pattern reviews as required by law shall be conducted annually.
(Gf. 4115 - valuation)

Legal Reference:
• Connecticut General Statutes
• 10-151 Employment of Teachers. Notice and hearing on termination of
contract.
• I 0-153 Discrimination on account of marital status.
• 10-220 Duties of Boards of Education.
• Connecticut General Statutes (continued)
• 31-126 Unfair Employment Practices
• 46a-60 Discriminatory employment practices prohibited.
• Title IV Equal Employment Opportunities
• 20 U.S.C. Section 1119 No Child Left Behind Act
• 34 C.F.R. 200.55 Federal Regulations
• Circular Letter C-6, Series 2004-2005, Determining "Highly Qualified"
Teachers
• Circular Letter C-9, Series 2004-2005, "No Child Left Behind" and
Districts' High Objective Uniform State Standard of Evaluation
(HOUSSE) Plans.

Policy Adopted:
June 24, 2008

Policy Revised:

September 27, 2016

The Stamford Board of Education supports the principles of non-discrimination and equal employment opportunity in all of its employment policies and practices, including recruitment, hiring, training, compensation, benefits, transfers, promotions, and all other terms and conditions of employment. The Board requires that all its employment policies and practices be administered without discrimination on the basis of race, color, national origin, ancestry, citizenship status, age, sex, disability, present or
past history of mental disability, religion, sexual orientation, gender identity or expression, parental status, marital status, genetic information, past or present service in the uniformed services of the United States, or any other basis prohibited by law.

The Board recognizes that a policy of non-discrimination and equal employment opportunity is not, by itself, sufficient to rectify any existing under-representation of certain identifiable groups within the school District's workforce. Accordingly, in addition to monitoring activities aimed at the elimination of discriminatory barriers to employment and advancement, the Board of Education will undertake positive measures to ensure equal opportunity and to seek out potential candidates in those groups that are underrepresented in any job categories that exist in the school District. The protected groups include African Americans, Hispanics, Asians, Native Americans or Native Alaskans, women, individuals with disabilities, and veterans. The long-term goal is to have the representation of affected group members in all job categories be comparable to qualified members of such groups in the relevant labor market, while maintaining high standards for employee selection criteria.

In order to implement this policy, the Superintendent will develop an affirmative action plan for all school District job positions and a plan for minority staff recruitment in accordance with federal and state law, as such laws may be amended from time to time. The Board will review on an annual basis the effectiveness of these plans in increasing minority applicant flow and attracting and retaining qualified candidates for employment.

Legal Reference:
• 4a-60 Nondiscrimination and affirmative action provisions in contracts of the state and political
subdivisions rather than municipalities.
• 4a-60 Contracts of the state and political subdivisions, other than municipalities, to contain
provisions re nondiscrimination on the basis of sexual orientation.
• 10-153 Discrimination on account of marital status.
• 46a-60 Discriminatory employment practices prohibited.
• 46a-81a Discrimination on the basis of sexual orientation.
• Title VII, Civil rights Act U.S.C. 2000e, et. seq.
• The Vietnam Era Veterans' Readjustment Assistance Act of 1974, as amended, 38 U.S.C. §4212.
• Title II of the Genetic Information Nondiscrimination Act of 2008.

Policy Adopted:
June 24, 2008
Amended:
June 25, 2013
September 27, 2016

The Board of Education realizes the importance of providing students with opportunities to interact with students and staff from different racial, ethnic, and economic backgrounds. The Board of Education supports programs which provide integrated learning experiences for our students. Included in the district's efforts in this regard is the active recruitment of minority teachers. The District will continue to recruit, hire, and retain minority staff as important steps in the District's overall commitment to attract and hire the most qualified people to provide the best
possible educational experiences and learning opportunities for all students.

The following actions will be implemented with regard to minority teacher recruitment:

Recruitment
1. Attend Minority Teacher Recruitment Fairs.
2. Utilize the Capitol Region Education Council (CREC) website and applications made
available by the CREC Minority Teacher Recruitment Program and other minority teacher recruitment websites.
3. Identify and use programs/websites of various colleges and universities known to have high percentages of minority students.
4. Expand and utilize pool of nontraditional advertising sources such as the internet, minority publications, media, and organizations.
5. Identify and encourage potential teacher candidates from among the current minority student population and other employee groups.
6. Actively seek changes to the state certification/retirement provisions to enhance out of state recruitment.

Legal Reference:
• Connecticut General Statutes
• PA 98-252, section 13. Requirement for Boards of Education to adopt a minority teacher recruitment plan.
• 10-151 Employment of teachers. Notice and hearing on termination of contract.
• 10-153 Discrimination on account of marital status.
• 10:220 Duties of Boards ofEducation. (as amendedoyPA 98-252)
• 46a-60 Discriminatory employment practices prohibited.

Policy Adopted:
June 24, 2008
Revised:
September 27, 2016

The Stamford Board of Education delegates to the Superintendent the authority to hire certified (except administration), and supplementary positions. In the case of administrative or supervisory personnel, the Superintendent shall nominate a candidate to the Board.

The Superintendent has the authority to hire non-certified personnel, On a monthly basis at a minimum, the Superintendent shall notify the Board of those individuals who have been hired.

The Superintendent shall make it an object of paramount interest to secure employees for the schools. For each vacancy, the Superintendent shall select the most able and best qualified candidate available. The Superintendent shall ensure that all certified personnel to be employed meet state requirements for the position.

The Superintendent shall conduct an annual review of supplemental pay positions to determine their continued need.

The following guidelines shall be observed in hiring personnel:
1. Residence shall not be a factor.
2. No member of the immediate family of any member of the Board of Education shall be employed in any continuing capacity by the Board. This is not to be construed as requiring the resignation of any employee should a member of his/her immediate family be elected to the Board of Education.
3. Relatives of professional administrative or supervisory personnel shall not serve under the supervision of the administrator or supervisor to whom they are related. This is not to be construed as requiring the resignation of any person already in the employ of the Board of Education.
4. Temporary appointments of a relative as described in paragraphs 2) and 3) above may be made.

Legal Reference:
• Connecticut General Statutes
• 10-151 Employment of teachers. Definitions. Notice and hearing on failure to renew or
termination of contract. Appeal.
• 10-153 Discrimination on account of marital status.
• l 0-155f Residency requirement prohibited. 46a-60 Discriminatory employment practices prohibited.
• Title VII, Civil Rights Act as amended by Title IX, Equal Employment Opportunity
Policy adopted:
June 24, 2008
Revised:
September 27, 2016

Every instructional employee shall be certified according to the provisions of applicable state law.

It is the responsibility of the employee to submit proof of appropriate certification to the school system prior to the commencement of employment with the Stamford Public Schools. The school system will maintain a record of the employee's credentials as required by law.

It shall be the sole responsibility of the certified employee to see that his/her credentials for certification are completed before the date of expiration and to file the completed certification with the school system.

In the event of a lapse in certification, employee's status shall be immediately changed to "Substitute" (per diem) with no benefits, and his/her salary will be reduced to the current rate of pay for substitutes. If the employee fails to obtain appropriate certification within 40 days s/he may be subject to termination of employment. If, within a reasonable period of time following a lapse in certification, the employee provides evidence of appropriate certification, the employee's salary and
benefits shall be reinstated, retroactive to the effective date of certification.

Legal Reference:
• Connecticut General Statutes
• I0-145b Teaching certificate (as amended by P.A. 12-116 An Act
Concerning Educational Reform)
• 10-145d State board regulations for teacher certificates et. al. (as
amended by P.A. 12-116, An Act Concerning Educational Reform)
• 10-1450 Teacher education and mentoring program (as amended by
P.A. 12-116, An Act Concerning Educational Reform)
• 20 U .S.C. 1119 - No Child Left Behind Act of 2001
• 34 C.F.R. 200.55 - Federal Regulations Regarding Highly Qualified
Teachers

Policy Adopted:

September 27, 2016

The Superintendent may require any school employee to have a health examination by the employee’s choice of one from a panel of three specialists, designated by the school Medical Advisor in accordance with law. The expense of such examination will be borne by the Board. The specialist shall advise the Superintendent of the employee’s fitness to carry on his/her assignment.

Legal Reference:
· Connecticut General Statutes
· 10-207(c) Duties of medical advisers
· Americans with Disabilities Act of 1990
 

Policy Adopted:
June 24, 2008

In order to create a safe and orderly environment for students, all offers of employment will be conditional upon the successful outcome of a criminal record check. In addition, any person applying for employment with the Board shall submit to a record check of the Department of Children and Families Child Abuse and Neglect Registry before the person may be hired.

District employees shall within 30 days after they are hired submit to state and national criminal checks. District students employed by the school system are exempted from this requirement. Workers placed in a school under a public assistance employment program shall also submit to the criminal check if such individuals will have direct contact with students.

School nurses and nurse practitioners appointed by the Board or under contract with the Board shall also submit to a criminal history check pursuant to C.G.S. 29-17a.

Student teachers placed in District schools as part of completing preparation requirements for the issuance of an educator certificate shall also be required to undergo the same criminal background checks already required for school employees.

Legal Reference:
• Connecticut General Statutes
• 10-221d Criminal history records checks of school personnel.
Fingerprinting. Termination or dismissed. (as amended by PA 01-
173, PA 04-181 and June 19 Special Session, Public Act No. 09-1
and PA 11-93)
• 29-I 7a Criminal history checks. Procedure. Fees.

Policy Adopted:

September 27, 2016

 

4112.SR
Personnel - Certified/Non-Certified
Fingerprinting, Criminal History Records and Employment Reference Checks

Each applicant for a position with the district shall be asked whether he/she has ever been convicted of a crime and whether there are any criminal charges pending against him/her at the time of application. Employees shall not be required to disclose any arrest, criminal charge or conviction that has been erased.

Prior to hiring any person, the district shall make a documented good faith effort to contact previous employers of the person in order to obtain information and recommendations that may be relevant to the person's fitness for employment.

A. Criminal Records Check Procedure
Each person hired by the district shall be required to submit to state and national criminal record checks within thirty (30) days from the date of employment. Each worker placed within a school under a public assistance employment program, who performs a service involving direct student contact shall also be required to submit to state and national criminal record checks within thirty (30) days from the date such worker begins to perform such service. Record checks will be processed according to the following procedure:
1. No later than ten (10) calendar days after the Superintendent or his/her designee
has notified a job applicant of a decision to hire the applicant, or as soon
thereafter as practicable, the Superintendent will supply the applicant with a
packet containing all documents and materials necessary for the applicant to be
fingerprinted by the Regional Service Center. This packet shall also contain all
documents and materials necessary for the police department to submit the
completed fingerprints to the State Police Bureau of Identification for the
processing of state and national criminal record checks.
2. No later than ten (10) calendar days after the Superintendent has provided the
successful job applicant with the fingerprinting packet, the applicant must arrange
to be fingerprinted. Failure of the applicant to have his/her fingerprints taken
within such ten day period, without good cause, will be grounds for the
withdrawal of the offer of employment.
3. Any person for whom criminal records checks are required to be performed
pursuant to this policy must pay all fees and costs associated with the
fingerprinting process and/or the submission or processing of the requests for
criminal record checks.
4. Upon receipt of a criminal record check indicating a previously undisclosed
conviction, the Superintendent or his/her designee will notify the affected
applicant/employee in writing of the results of the record check and will provide
an opportunity for the affected applicant/employee to respond to the results of the
criminal record check.
5. Decisions regarding the effect of a conviction upon an applicant/employee,
whether disclosed or undisclosed by the applicant/employee, will be made on a
case-by-case basis. Notwithstanding the foregoing, the falsification or omission of
any information on a job application or in a job interview, including but not
limited to information concerning criminal convictions or pending criminal
charges, shall be grounds for disqualification from consideration for employment
or discharge from employment.

B. Notice of Conviction
If, at any time, the Board of Education receives notice of a conviction of a crime by 1) a
person holding a certificate, authorization or permit issued by the State Board of
Education, or 2) a person employed by a provider of supplemental services, the Board
shall send such notice to the State Board of Education.

C. School Nurses
School nurses or nurse practitioners appointed by, or under contract with, the Board of
Education shall also be required to submit to a criminal history records check in
accordance with the procedures outlined above.

D. Substitute Teachers
A substitute teacher who is hired by the district must submit to state and national criminal history record checks according to the procedures outlined above, subject to the following:
1. If the state and national criminal history record checks for a substitute teacher
have been completed within one year prior to the date the district hired the
substitute teacher, and if the substitute teacher arranged for such prior criminal
history record checks to be forwarded to the Superintendent, then the substitute
teacher will not be required to submit to another criminal history record check at
the time of such hire.
2. If a substitute teacher submitted to state and national criminal history record
checks upon being hired by the district, then the substitute teacher will not be
required to submit to another criminal history record check so long as the
substitute teacher is continuously employed by the district, that is, employed for at
least one day of each school year, by the district.

E. Policy Inapplicable to Operators of School Transportation Vellicles and Students
Employed by the School District
1. This policy shall not apply to an operator of a school transportation vehicle who is
already required to submit to a criminal history records check pursuant to
Connecticut General Statutes § 14-44( d).
2. This policy shall also not apply to a student employed by the local or regional
school district in which the student attends school.

Legal Reference: Connecticut General Statutes
10-221 d Criminal history records checks of school personnel. Fingerprinting.
Termination or dismissed. (as amended by PA 01-173, PA 04-181 and June
19 Special Session, Public Act No. 09-1)
29-17a Criminal history checks. Procedure. Fees.
10-212 School nurses and nurse practitioners ( as amended by Public Act
04-181 ).
No Child Left Behind Act of 2001, Public Law 107-110

Regulation approved:

September 27, 2016

 

4112.5 Appendix A
CRIMINAL HISTORY RECORD CHECK
 

Connecticut requires that any person (teacher, administrator, special service staff member, teacher's aide, custodian, cafeteria employee, etc.) who is hired by a local or regional board of education submit to a state and national criminal history record check within the first 30 days of the date of employment. The process includes the checking of fingerprints by the State Police Bureau of Identification and the F.B.I. The results of the criminal history record checks (both state and federal) are reported to the employing school district. If the district receives notice of a conviction of a crime
by a person holding a certificate, authorization or permit issued by the State Board of Education, the district shall notify the Bureau Educator Standards and Certification.

Locations Offering Fingerprinting Services

Area Cooperative Educational Services (ACES) 

350 State Street 
North Haven, CT 06473-3108 
(203) 498-6800 
http://www.aces.org

Capitol Region Education Council (CREC)

111 Charter Oak Avenue
Hartford, CT 06106
(860) 524-4003
http://www.crec.org/fp/fingerprinting.php

Cooperative Educational Services (CES) 

40 Lindeman Drive 
Trumbull, CT 
(203) 365-8831 
htto://www.ces.k12.ct. us/12age.cfm?12=2523 

EASTCONN

376 Hartford Turnpike
Hampton, CT 06247
(860) 455-0707
www.eastconn.org

Education Connection

355 Goshen Road PO Box 909
Litchfield, CT 06759-0909
(860) 567-0863 
http://www.educationconnection.org/ 

LEARN

44 Hatchetts Hill Road
Old Lyme, CT 06371
(860) 434-4800
htto://www.leam.k12.ct.us

An appointment may be necessary for fingerprinting services offered by the RESCs. We suggest that you call the RESCs for specific details.

 

 

4112.5 Appendix B

1. Who needs to be fingerprinted?
In accordance with current statute, any person who is employed by a local hoard of education (teacher, administrator, special service staff member, teacher's aide, custodian, cafeteria employee, etc.) must submit to a state and national criminal history record check within the first 30 days of the date of employment. The only exception is that teachers of adult education, who are not required to hold certification for their positions (non-mandated, general interest programs only), are not required to submit to the criminal history record check unless directed by the employing district.

2. How do I request a criminal history record check?
A person may obtain fingerprint packets (including fingerprint cards) and have their fingerprints taken at a local board of education, a Regional Educational Service Center (RESC), or the State Police Bureau of ldentification.

3. If I am fingerprinted at a RESC, can my fingerprints be shared with other districts?
Yes. Individuals fingerprinted at a RESC, may have their fingerprint results shared with local or regional hoards of education. The individual must provide a written request to the RESC indicating where the results should be sent.

4. If I am fingerprinted by a local school district, police department or by the State Police Bureau of Identification, can my results be shared with other districts?
No.

5. A criminal history record check (fingerprinting) was done last year for school district X. I served in that district for the entire year. Do I need to be fingerprinted again if I am applying to work in another district?
Yes, within the first 30 days of your date of employment.

6.I served as a substitute teacher in district X for two weeks last year. Do I need to have a criminal history record check (fingerprinting) done again, if I am employed by the same district for the coming school year?
No, continuous employment for substitute teachers is equal to one day of service each school year.

7. I was fingerprinted by a RESC last year, but was never employed by a board of education. Now that I have been hired, do I need to submit to a new criminal history record check (fingerprinting)?
Yes, within the first 30 days of your employment date.

8. Are school volunteers required to have a criminal history record check (fingerprinting)?
No the statute does not require that volunteers-submit to the criminal history-record check. However, school districts are entitled to establish additional policies concerning criminal history record check.

 

4112.5
Appendix C

CONNECTICUT STATE DEPARTMENT OF EDUCATION
Bureau of Educator Standards and Certification
Hartford, Connecticut
Notice of Conviction
Candidates Enrolled in Educator Preparation Programs

Section I 0-221 d of the Connecticut General Statutes as amended by Public Act 09-01, Section 8, requires that each local or regional board of education shall require each worker ..... "on and after July I, 2010, in a non-paid, non-certified position completing preparation requirements for the issuance of an educator certificate pursuant to chapter 166 ... who performs a service directly involving student contact must submit to state and national criminal history background checks within 30 days from the date that the worker begins to perform such service."

In addition, if the local or regional board of education receives notice of a conviction of a crime by a person in a non-paid, non-certified position completing preparation requirements for the issuance of an educator certificate, the local or regional board of education shall send such notice to the State Board of Education.

The background checks must be completed in accordance with Sec. 29-I 7a of the Connecticut General Statutes through the Connecticut Department of Public Safety. Background checks completed by private companies do not fulfill the requirements of the statute.

Please forward this notification sheet with a copy of the conviction notice to:

Bureau of Educator Standards and Certification
P.O. Box 150471, Room 243
Hartford, CT 06115-0471

Candidate's Name:_______________________________________________________
Institution where candidate is enrolled: ____________________________________
Reporting RESC/School District: __________________________________________
RESC/District Contact Person: ____________________________________________
Phone Number: _______________________

 

All school employees must avoid any situations leading to or likely to lead to a conflict of interest. For example:

1. Employees shall not be assigned to supervise or evaluate other employees to whom
they are related by blood, marriage or law.
2. Employees whose job duties include responsibility for payroll, accounting, auditing or
personnel matters shall take no part in any decision or action that involves other
employees to whom they are related by blood, marriage or law.
3. No employee shall, either directly or indirectly, use his or her position to attempt to
affect the employment (including but not limited to compensation) of a person to whom he/she is related by blood, marriage or law.
4. Employees shall not participate in the hiring of individuals to whom they are related by blood or marriage.

See Policy 4118.22/4218.22 - Code of Ethics
Legal Reference:
• Connecticut General Statutes
• 7-4 79 Conflicts of Interest
• 46b-38nn Equality of benefits, protections and responsibilities (civil unions)
• 46b-38oo applicability of statutes to civil unions and parties to a civil union.
• I0-153a et seq. Teacher Negotiation Act
• 7-467 et seq. Municipal employees relations Act
• United States v. Windsor, U.S. 133 S. Ct. 2675 (2013)

Policy Adopted:
June 24, 2008
Amended:
December 3, 2013
Revised:
September 27, 2016

The Board of Education believes that it is critical that references on applicants be checked prior to an offer of employment. The administration, therefore, is directed to make a documented good faith effort to contact an applicant’s former employer(s) for recommendations and information about the person’s fitness for employment prior to an offer of employment. References should be checked with prior employers listed on the application, even if those references are not specifically listed on the "references" section of the employment application.

The Superintendent of Schools or his/her designee is directed to develop guidelines pertaining to the checking of applicant references.

(cf. 5125 - Student Records)

Legal References:
· Connecticut General Statutes
· 1-200 through 1-241 of the Freedom of Information Act
· 5-193 through 5-269 -State Personnel Act
· 10-151 c Records of teacher performance and evaluation not public records.
· Federal Family Educational Rights and Privacy Act of 1974 (section 438 of the
General Education Provisions Act, as amended, added by section 513 of P.L. 93-
568, codified at 20 U.S.C. 1232g.).
· Dept. of Educ. 34 C.F.R. Part 99 (May 9, 1980 45 FR 30802) regs. implementing
FERP A enacted as part of 438 of General Educ. provisions act (20 U.S.C.
1232g)-parent and student privacy and other rights with respect to educational
records, as amended 11/21 /96.
· PA 01-173 An Act Concerning Revisions to the Education Statutes.

Policy Adopted:
June 24, 2008

The Board of Education directs the Superintendent or his/her designee to take the necessary steps to ensure compliance with the Health Insurance Portability Act of 1996 (HIP AA). Compliance activities shall include conducting an audit to determine applicability of HIPAA to District operations, recommending policies to the Board, implementation of administrative regulations, including record keeping procedures, preparation of necessary documents, employee training and all other activities necessary to ensure compliance.

Legal Reference:
· 42 U.S.C. 1320d-1320d-8, P.L. 104-191, Health Insurance Portability and
Accountability Act of 1996 (HIPAA)
· 65 Fed. Reg. 50312-50372
· 65 Fed. Reg. 92462-82829
· 63 Fed. Reg. 43242-43280 67 Fed. Reg. 53182-53273
 

Policy Adopted:
June 24, 2008

All school employees must avoid any situations leading to or likely to lead to a conflict of interest. For example:
1. Employees shall not be assigned to supervise or evaluate other employees to whom
they are related by blood or marriage.
2. Employees whose job duties include responsibility for payroll, accounting, auditing or
personnel matters shall take no part in any decision or action that involves other
employees to whom they are related by blood or marriage.
3. No employee shall, either directly or indirectly, use his or her position to attempt to
affect the employment of a person to whom he/she is related by blood or marriage.
4. Employees shall not participate in the hiring of individuals to whom they are related by blood or marriage.

See Policy 4118.22/4218.22 – Code of Ethics

Policy Adopted:
June 24, 2008
Amended:
December 3, 2013

The Stamford Public School District shall comply with the Connecticut General Statutes § 17a-101, et seq., by requiring all school employees who have reasonable cause to suspect or believe:

1.     that  any child under eighteen has been abused or neglected, has had a non-accidental injury, or injury which is at variance with the history given of such injury, or has been placed at imminent risk of serious harm, or,

2.     that any person being educated by the District, other than as part of an adult education program, is a victim of sexual assault, and perpetrator is a school employee, to report such suspicions to the designated authority.

It is the policy of the Stamford Board of Education (“Board”) to require ALL EMPLOYEES of the Board to report suspected abuse and/or neglect, nonaccidental physical injury, imminent risk of serious harm, or sexual assault of a student by a school employee, in accordance with this policy and the accompanying regulations.

Policy Adopted:

July 10, 1990

Policy Amended:

August 17, 1993

February 25, 1997

July 24, 2001

August 13, 2024

 

4113R

REPORTS OF SUSPECTED ABUSE OR NEGLECT OF CHILDREN OR REPORTS OF SEXUAL ASSAULT OF STUDENTS BY SCHOOL EMPLOYEES

Conn. Gen. Stat. Section 17a-101 et seq. requires school employees who have reasonable cause to suspect or believe (1) that any child under eighteen has been abused or neglected, has had a nonaccidental physical injury, or injury which is at variance with the history given of such injury, or has been placed at imminent risk of serious harm, or (2) that any person who is being educated by the Technical Education and Career System or a local or regional board of education, other than as part of an adult education program, is a victim of sexual assault, and the perpetrator is a school employee, to report such suspicions to the appropriate authority. In furtherance of this statute and its purpose, it is the policy of the Stamford Board of Education (“Board”) to require ALL EMPLOYEES of the Board of Education to report suspected abuse and/or neglect, nonaccidental physical injury, imminent risk of serious harm, or sexual assault of a student by a school employee, in accordance with the procedures set forth below. 

1. Scope of Policy

This policy applies not only to school employees who are required by law to report suspected child abuse and/or neglect, nonaccidental physical injury, imminent risk of serious harm, or sexual assault of a student by a school employee, but to ALL EMPLOYEES of the Board of Education.

2. Definitions

For the purposes of this policy:

"Abused" means that a child (a) has had physical injury or injuries inflicted upon the child other than by accidental means, or (b) has injuries which are at variance with the history given of them, or (c) is in a condition which is the result of maltreatment, such as, but not limited to, malnutrition, sexual molestation or exploitation, deprivation of necessities, emotional maltreatment or cruel punishment.

"Neglected" means that a child (a) has been abandoned, or (b) is being denied proper care and attention, physically, educationally, emotionally or morally, or (c) is being permitted to live under conditions, circumstances or associations injurious to the child’s well-being, or (d) has been abused.

"School employee" means (a) a teacher, substitute teacher, school administrator, school superintendent, guidance counselor, school counselor, psychologist, social worker, nurse, physician, school paraprofessional or coach employed by the Board or who is working in a Board elementary, middle or high school; or (b) any other person who, in the performance of that person’s duties, has regular contact with students and who provides services to or on behalf of students enrolled in the Stamford Public Schools (“District”), pursuant to a contract with the Board.

"Sexual assault" means, for the purposes of the mandatory reporting laws and this policy, a violation of Sections 53a-70, 53a-70a, 53a-71, 53a-72a, 53a-72b or 53a-73a of the Connecticut General Statutes.  Please see Appendix A of this policy for the relevant statutory definitions of sexual assault laws and related terms covered by the mandatory reporting laws and this policy.

"Statutorily mandated reporter" means an individual required by Conn. Gen. Stat. Section 17a-101 et seq. to report suspected abuse and/or neglect of children or the sexual assault of a student by a school employee.  The term "statutorily mandated reporter" includes all school employees, as defined above, any person who is a licensed behavior analyst, and any person who holds or is issued a coaching permit by the State Board of Education, is a coach of intramural or interscholastic athletics, and is eighteen years of age or older.

3. What Must Be Reported

a) A report must be made when any employee of the Board of Education in the ordinary course of such person’s employment or profession has reasonable cause to suspect or believe that any child under the age of eighteen years:

i) has been abused or neglected;

ii) has had nonaccidental physical injury, or injury which is at variance with the history given for such injury, inflicted upon the child; 

iii) is placed at imminent risk of serious harm; or

b) A report must be made when any employee of the Board of Education in the ordinary course of such person’s employment or profession has reasonable cause to suspect or believe that any person, regardless of age, who is being educated by the Technical Education and Career System or a local or regional board of education, other than as part of an adult education program, is a victim of the following sexual assault crimes, and the perpetrator is a school employee:

i) sexual assault in the first degree;

ii) aggravated sexual assault in the first degree;

iii) sexual assault in the second degree;

iv) sexual assault in the third degree;

v) sexual assault in the third degree with a firearm; or

vi) sexual assault in the fourth degree.

Please see Appendix A of this policy for the relevant statutory definitions of sexual assault laws and related terms covered by the mandatory reporting laws and this policy.

 c) The suspicion or belief of a Board employee may be based on factors including, but not limited to, observations, allegations, facts or statements by a child or victim, as described above, or a third party.  Such suspicion or belief does not require certainty or probable cause.

4. Reporting Procedures for Statutorily Mandated Reporters

The following procedures apply only to statutorily mandated reporters, as defined above.

a) When an employee of the Board of Education who is a statutorily mandated reporter and who, in the ordinary course of the person's employment, has reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or a student is a victim of sexual assault by a school employee, as described in Paragraph 3, above, the following steps shall be taken.

(1) The employee shall make an oral or electronic report as soon as practicable, but not later than twelve (12) hours after having reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or a student is a victim of sexual assault by a school employee. 

1. An oral report shall be made by telephone or in person to the Commissioner of the Department of Children and Families (“DCF”) or the local law enforcement agency.  DCF has established a 24 hour Child Abuse and Neglect Careline at 1-800-842-2288 for the purpose of making such oral reports.  

2. An electronic report shall be made in the manner prescribed by the Commissioner of DCF. An employee making an electronic report shall respond to further inquiries from the Commissioner of DCF or Commissioner’s designee made within twenty-four (24) hours. Such employee shall inform the Superintendent or Superintendent’s designee as soon as possible as to the nature of the further communication with the Commissioner or Commissioner’s designee.

(2) The employee shall also make an oral report as soon as practicable to the Building Principal or Building Principal’s designee, and/or the Superintendent or Superintendent’s designee.  If the Building Principal is the alleged perpetrator of the abuse/neglect or sexual assault of a student, then the employee shall notify the Superintendent or Superintendent’s designee directly.

(3) In cases involving suspected or believed abuse, neglect, or sexual assault of a student by a school employee, the Superintendent or Superintendent’s designee shall immediately notify the child's parent or guardian that such a report has been made.

(4) Not later than forty-eight (48) hours after making an oral report, the employee shall submit a written or electronic report to the Commissioner of DCF or the Commissioner’s designee containing all of the required information. The written or electronic report should be submitted in the manner prescribed by the Commissioner of DCF.  When such report is submitted electronically, the employee shall respond to further inquiries from the Commissioner of DCF or Commissioner’s designee made within twenty-four (24) hours. Such employee shall inform the Superintendent or Superintendent’s designee as soon as possible as to the nature of the further communication with the Commissioner or Commissioner’s designee.  

 

(5) The employee shall immediately submit a copy of the written or electronic report to the Building Principal or Building Principal’s designee and to the Superintendent or the Superintendent's designee.

(6) If the report concerns suspected abuse, neglect, or sexual assault of a student by a school employee holding a certificate, authorization or permit issued by the State Department of Education, the Commissioner of DCF (or Commissioner of DCF’s designee) shall submit a copy of the written or electronic report to the Commissioner of Education (or Commissioner of Education’s designee).

5. Reporting Procedures for Employees Other Than Statutorily Mandated Reporters

The following procedures apply only to employees who are not statutorily mandated reporters, as defined above.

a) When an employee who is not a statutorily mandated reporter and who, in the ordinary course of the person’s employment or profession, has reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm, or a student is a victim of sexual assault by a school employee, as described in Paragraph 3, above, the following steps shall be taken.

(1) The employee shall make an oral report as soon as practicable, but not later than twelve (12) hours after the employee has reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm or a student is a victim of sexual assault by a school employee.  Such oral report shall be made by telephone or in person to the Superintendent of Schools or Superintendent’s designee, to be followed by an immediate written report to the Superintendent or Superintendent’s designee.

(2) If the Superintendent or Superintendent’s designee determines that there is reasonable cause to suspect or believe that a child has been abused or neglected or placed at imminent risk of serious harm or a student is a victim of sexual assault by a school employee, the Superintendent shall cause reports to be made in accordance with the procedures set forth for statutorily mandated reporters. 

b) Nothing in this policy shall be construed to preclude an employee reporting suspected child abuse, neglect or sexual assault by a school employee from reporting the same directly to the Commissioner of DCF.

6. Contents of Reports  

Any report made pursuant to this policy shall contain the following information, if known:

a) The names and addresses of the child* and the child’s parents or other person responsible for the child’s care;

b) the age of the child;

c) the gender of the child;

d) the nature and extent of the child's injury or injuries, maltreatment or neglect;

e) the approximate date and time the injury or injuries, maltreatment or neglect occurred;

f) information concerning any previous injury or injuries to, or maltreatment or neglect of the child or the child’s siblings;

g) the circumstances in which the injury or injuries, maltreatment or neglect came to be known to the reporter;

h) the name of the person or persons suspected to be responsible for causing such injury or injuries, maltreatment or neglect; 

i) the reasons such person or persons are suspected of causing such injury or injuries, maltreatment or neglect; 

j) any information concerning any prior cases in which such person or persons have been suspected of causing an injury, maltreatment or neglect of a child; and

k) whatever action, if any, was taken to treat, provide shelter or otherwise assist the child.

*For purposes of this Paragraph, the term “child” includes any victim of sexual assault by a school employee, as described in Paragraph 3, above.

7. Investigation of the Report 

a) The Superintendent or Superintendent’s designee shall thoroughly investigate reports of suspected abuse, neglect or sexual assault if/when such report involves an employee of the Board of Education or other individual under the control of the Board, provided the procedures in subparagraph (b), below are followed.  In all other cases, DCF shall be responsible for conducting the investigation with the cooperation and collaboration of the Board, as appropriate.

b) Recognizing that DCF is the lead agency for the investigation of child abuse and neglect reports and reports of a student’s sexual assault by school employees, the Superintendent's investigation shall permit and give priority to any investigation conducted by the Commissioner of DCF or the appropriate local law enforcement agency.  The Superintendent shall conduct the District’s investigation and take any disciplinary action, consistent with state law, upon notice from the Commissioner of DCF or the appropriate local law enforcement agency that the District’s investigation will not interfere with the investigation of the Commissioner of DCF or the local law enforcement agency. 

c) The Superintendent shall coordinate investigatory activities in order to minimize the number of interviews of any child or student victim of sexual assault and share information with other persons authorized to conduct an investigation of child abuse or neglect, as appropriate. 

d) Any person reporting child abuse or neglect or the sexual assault of a student by a school employee, or having any information relevant to alleged abuse or neglect or of the sexual assault of a student by a school employee, shall provide the Superintendent with all information related to the investigation that is in the possession or control of such person, except as expressly prohibited by state or federal law. 

e) When the school district is conducting an investigation involving suspected abuse or neglect or sexual assault of a student by an employee of the Board or other individual under the control of the Board, the Superintendent’s investigation shall include an opportunity for the individual suspected of abuse, neglect or sexual assault to be heard with respect to the allegations contained within the report.  During the course of such investigation, the Superintendent may suspend a Board employee with pay or may place the employee on administrative leave with pay, pending the outcome of the investigation.  If the individual is one who provides services to or on behalf of students enrolled in the District, pursuant to a contract with the Board of Education, the Superintendent may suspend the provision of such services, and direct the individual to refrain from any contact with students enrolled in the District, pending the outcome of the investigation.

8. Evidence of Abuse, Neglect or Sexual Assault by a School Employee

a) If, upon completion of the investigation by the Commissioner of DCF (“Commissioner”), the Superintendent has received a report from the Commissioner that the Commissioner has reasonable cause to believe that (1) a child has been abused or neglected by a school employee, as defined above, and the Commissioner has recommended that such employee be placed on the DCF Child Abuse and Neglect Registry, or (2) a student is a victim of sexual assault by a school employee, the Superintendent request (and the law provides) that DCF notify the Superintendent not later than five (5) working days after such finding, and provide the Superintendent with records, whether or not created by DCF, concerning such investigation.  The Superintendent shall suspend such school employee. Such suspension shall be with pay and shall not result in the diminution or termination of benefits to such employee.   

b) Not later than seventy-two (72) hours after such suspension, the Superintendent shall notify the Board of Education and the Commissioner of Education, or the Commissioner of Education's representative, of the reasons for and the conditions of the suspension. The Superintendent shall disclose such records to the Commissioner of Education and the Board of Education or its attorney for purposes of review of employment status or the status of such employee's certificate, permit or authorization, if any.

c) The suspension of a school employee employed in a position requiring a certificate shall remain in effect until the Superintendent and/or Board of Education acts pursuant to the provisions of Conn. Gen. Stat. §10-151. If the contract of employment of such certified school employee is terminated, or such certified school employee resigns such employment, the Superintendent shall notify the Commissioner of Education, or the Commissioner of Education's representative, within seventy-two (72) hours after such termination or resignation.

  d) The suspension of a school employee employed in a position requiring an authorization or permit shall remain in effect until the Superintendent and/or Board of Education acts pursuant to any applicable termination provisions. If the contract of employment of a school employee holding an authorization or permit from the State Department of Education is terminated, or such school employee resigns such employment, the Superintendent shall notify the Commissioner of Education, or the Commissioner of Education's representative, within seventy-two (72) hours after such termination or resignation.

e) Regardless of the outcome of any investigation by the Commissioner of DCF and/or the police, the Superintendent and/or the Board, as appropriate, may take disciplinary action, up to and including termination of employment, in accordance with the provisions of any applicable statute, if the Superintendent’s investigation produces evidence that a child has been abused or neglected by a school employee or that a student has been a victim of sexual assault by a school employee.

f) The District shall not employ a person whose employment contract is terminated or who resigned from employment following a suspension pursuant to Paragraph 8(a) of this policy and Conn. Gen. Stat. § 17a-101i, if such person is convicted of a crime involving an act of child abuse or neglect or an act of sexual assault of a student, as described in Paragraph 2 of this policy.

9. Evidence of Abuse, Neglect or Sexual Assault by an Independent Contractor of the Board of Education

If the investigation by the Superintendent and/or the Commissioner of DCF produces evidence that a child has been abused or neglected, or a student has been sexually assaulted, by any individual who provides services to or on behalf of students enrolled in the District, pursuant to a contract with the Board, the Superintendent shall permanently suspend the provision of such services, and direct the individual to refrain from any contact with students enrolled in the District.

10. Delegation of Authority by Superintendent  

The Superintendent may appoint a designee for the purposes of receiving and making reports, notifying and receiving notification, or investigating reports pursuant to this policy.

11. Confidential Rapid Response Team

The Superintendent shall establish a confidential rapid response team to coordinate with DCF to (1) ensure prompt reporting of suspected abuse or neglect or sexual assault of a student by a school employee, as described in Paragraph 2, above, and (2) provide immediate access to information and individuals relevant to the department’s investigation.  The confidential rapid response team shall consist of a teacher and the Superintendent, a local police officer and any other person the Board of Education, acting through its Superintendent, deems appropriate.

12. Disciplinary Action for Failure to Follow Policy  

Except as provided in Section 14 below, any employee who fails to comply with the requirements of this policy shall be subject to discipline, up to and including termination of employment.

13. The District shall not hire any person whose employment contract was previously terminated by a board of education or who resigned from such employment, if such person has been convicted of a violation of Section 17a-101a of the Connecticut General Statutes, as amended, relating to mandatory reporting, when an allegation of abuse or neglect or sexual assault has been substantiated.

14. Non-Discrimination Policy/Prohibition Against Retaliation

The Board of Education expressly prohibits retaliation against individuals reporting child abuse or neglect or the sexual assault of a student by a school employee and shall not discharge or in any manner discriminate or retaliate against any employee who, in good faith, makes a report pursuant to this policy, or testifies or is about to testify in any proceeding involving abuse or neglect or sexual assault by a school employee. The Board of Education also prohibits any employee from hindering or preventing or attempting to hinder or prevent any employee from making a report pursuant to this policy or state law concerning suspected child abuse or neglect or the sexual assault of a student by a school employee or testifying in any proceeding involving child abuse or neglect or the sexual assault of a student by a school employee.

15. Distribution of Policy, Guidelines and Posting of Careline Information

This policy shall annually be distributed electronically to all school employees employed by the Board. The Board shall document that all such school employees have received this written policy and completed the training and refresher training programs required by in Section 16, below. Guidelines regarding identifying and reporting child sexual abuse developed by the Governor’s task force on justice for abused children shall annually be distributed electronically to all school employees, Board members, and the parents or guardians of students enrolled in the schools under the jurisdiction of the Board. The Board shall post the Internet web site address and telephone number for the DCF Child Abuse and Neglect Careline in a conspicuous location frequented by students in each school under the jurisdiction of the Board. 

16. Training

a) All new school employees, as defined above, shall be required to complete an educational training program for the accurate and prompt identification and reporting of child abuse and neglect.  Such training program shall be developed and approved by the Commissioner of DCF. 

b) All school employees, as defined above, shall take a refresher training course developed and approved by the Commissioner of DCF at least once every three years.

c) The principal for each school shall annually certify to the Superintendent that each school employee, as defined above, working at such school, is in compliance with the training provisions in this policy and as required by state law.  The Superintendent shall certify such compliance to the State Board of Education.

d) Beginning July 1, 2023, all school employees, as defined above, shall complete the (1) training regarding the prevention and identification of, and response to, child sexual abuse and assault; (2) bystander training program; and (3) appropriate interaction with children training program.  Each employee must repeat these trainings at least once every three years. Such trainings shall be identified or developed by DCF. 

17. Records

a) The Board shall maintain in a central location all records of allegations, investigations, and reports that a child has been abused or neglected by a school employee employed by the Board or that a student has been a victim of sexual assault by a school employee employed by the Board, as defined above, and conducted in accordance with this policy.  Such records shall include any reports made to DCF. The State Department of Education shall have access to such records upon request. 

b) Notwithstanding the provisions of Conn. Gen. Stat. §10-151c, the Board shall provide the Commissioner of DCF, upon request and for the purposes of an investigation by the Commissioner of DCF of suspected child abuse or neglect by a teacher employed by the Board, any records maintained or kept on file by the Board. Such records shall include, but not be limited to, supervisory records, reports of competence, personal character and efficiency maintained in such teacher's personnel file with reference to evaluation of performance as a professional employee of the Board, and records of the personal misconduct of such teacher. For purposes of this section, "teacher" includes each certified professional employee below the rank of superintendent employed by the Board in a position requiring a certificate issued by the State Board of Education. 

18. Child Sexual Abuse and/or Sexual Assault Response Policy and Reporting Procedure

The Board has adopted a uniform child sexual abuse and/or sexual assault response policy and reporting procedure in connection with the implementation of the sexual assault and abuse prevention and awareness program identified or developed by DCF, as outlined in Board Policy [#], Child Sexual Abuse and/or Sexual Assault Response Policy and Reporting Procedure.  Upon receipt of any report of child sexual abuse and/or sexual assault from any source, a school employee shall report such suspicion to the Safe School Climate Coordinator in addition to complying with the school employee’s obligations under this Policy and the law regarding mandatory reporting of abuse, neglect and sexual assault.

Beginning July 1, 2023, and annually thereafter, information regarding the sexual abuse and assault awareness and prevention program identified or developed by DCF shall be distributed electronically to all school employees, Board members, and the parents or guardians of enrolled students.

Legal References:

Connecticut General Statutes:

Section 10-151 Employment of teachers. Definitions. Tenure. Notice and hearing on failure to renew or termination of contract. Appeal.

Section 10-221s Posting of Careline telephone number in schools. Investigations of child abuse and neglect. Disciplinary action.

Section 17a-101 et seq. Protection of children from abuse. Mandated reporters. Educational and training programs. Model mandated reporting policy.

Section 17a-101q Statewide Sexual Abuse and Assault Awareness and Prevention Program.

Section 17a-103 Reports by others. False reports. Notifications to law enforcement agency.

Section 46b-120 Definitions.

Section 53a-65 Definitions.

Public Act No. 22-87, “An Act Concerning the Identification and Prevention of and Response to Adult Sexual Misconduct Against Children.” 

Regulation Adopted:
August 10, 1990
Regulation Amended:
August 17, 1993
February 25, 1997
July 24, 2001
March 8, 2011

September 18, 2024

Appendix A

Appendix B

Appendix C

 

The Superintendent shall have responsibility for all transfers. Such transfers shall be made in compliance with the current collective bargaining agreement, if any such provision applies. There shall be no transfer/reassignment of pre-tenured teachers from one school to another except under unusual circumstances.

Policy Adopted:
June 24, 2008

It is universally accepted that good teaching is the most important element in a sound educational program. Student learning is directly affected by teacher competence; therefore, teacher evaluation shall be accomplished using a teacher evaluation plan which demonstrates a clear link between teacher evaluation, professional development and improved student learning. (The educator evaluation and support plan or revisions must be approved annually by the State Department of Education prior to District implementation.)

The submission of the District's evaluation plans for SOE review and approval, including
flexibility requests, shall take place no later than the annual deadline set by the State Department of Education.

Appraisal of teaching performance should serve three purposes:
I. To raise the quality of instruction and educational services to the children of our
community resulting in improved student learning.
2. To raise the standards of the teaching profession as a whole.
3. To aid the individual teacher to grow professionally, linking district-wide teacher
evaluation and professional development plans.

Evaluation of teacher performance must be a cooperative, continuing process designed to improve student learning and the quality of instruction. The Superintendent shall annually evaluate or cause to be evaluated all certified employees in accordance with the teacher evaluation and support program, developed through mutual agreement with the professional development and evaluation committee for the District. The teacher shares with those who work with the teacher the responsibility for developing effective evaluation procedures and instruments and for the development and maintenance of professional standards and attitudes regarding the evaluation process.

The Board of Education shall adopt and implement a teacher evaluation and support program. Such teacher evaluation and support program shall be developed through mutual agreement with the District's Professional Development and Evaluation Committee. If unable to attain mutual agreement, the Board and the Professional Development and Evaluation Committee shall consider adopting by mutual agreement the State Board of Education (SBE) adopted model teacher evaluation and support program without any modification. Further, if the Board and the Professional Development and Evaluation Committee fail to agree on the SBE model, the Board,
will use its statutory authority to adopt and implement a teacher evaluation program of its choice, provided such program is consistent with the SBE adopted guidelines.

The system-wide program for evaluating the instructional process and all certified personnel is viewed as one means to improve student learning and insure the quality of instruction. The evaluation plan shall include, but need not be limited to, strengths, areas needing improvement, strategies for improvement and multiple indicators of student academic growth. *Further, claims of failure to follow the established procedures of such teacher evaluation and support program shall be subject to the grievance procedure in collective bargaining agreements negotiated subsequent to July 1, 2004.

The Superintendent and all employees whose administrative and supervisory duties equal at least 50% of their time shall include a minimum of fifteen hours of training in the evaluation of teachers pursuant to Section l 0-151 b, as part of the required professional development activity during each five year period for reissuance of their professional educator certificate.

The Superintendent shall annually evaluate or cause to be evaluated each teacher and administrator in accordance with the teacher evaluation and support program and may conduct additional formative evaluations toward producing an annual summative evaluation.

In the event that a teacher or an administrator does not receive a summative evaluation during the school year, such individual shall receive a rating of "not rated" for that year.

The Superintendent shall report to the Board annually on the status of the evaluations. In addition, annually, by dates determined by the State Department of Education, the Superintendent shall report to the Commissioner of Education on the implementation of the teacher evaluation and support program, including the frequency of evaluations, aggregate evaluation ratings, the number of teachers and administrators not evaluated, and other requirements as determined by the State Department of Education.

Improvement and Remediation Plans
Teachers rated '"below standard" or "developing" shall have a well-articulated improvement and remediation plan that:
1. is developed in consultation with the teacher and his/her union representative 1s
differentiated by the level of identified need and/or stage of development;
2. identifies resources, support, and other methods to address documented deficiencies;
3. contains a timeline for implementing such measures in the same school year as the plan is issued; and
4. provides success indicators that include a minimum overall rating of "proficient" at the end of the improvement and remediation plan.

The Board, prior to any evaluation conducted under the teacher evaluation and support program, shall conduct training programs for all evaluators and orientation for all District teachers regarding the District's teacher evaluation and support program. Such training shall provide instruction to evaluators regarding how to conduct proper performance evaluations prior to conducting an evaluation under the teacher evaluation and support program. The orientation for each teacher shall be completed before a teacher receives an evaluation under the teacher evaluation and support program.

Implementation Plan
The Board of Education recognizes that the State Board of Education (SBE) has adopted a flexible plan for the implementation of Connecticut's Educator Evaluation and Support System.

The submission of the District's evaluation plans for State Department of Education's review and approval, including flexibility requests, shall take place by annual deadlines set by the State Department of Education.

Complementary Observers
The primary evaluator for most teachers will be the school principal or assistant principal who will be responsible for the overall evaluation process, including assigning summative ratings. The District may also decide to use complementary observers to assist the primary evaluator.

Complementary observers are certified educators, who may have specific content knowledge, such as department heads or curriculum coordinators. Complementary observers shall be fully trained as evaluators in order to be authorized to serve in this role. Complementary observers may assist primary evaluators by conducting observations, including pre- and post-conferences, collecting additional evidence, reviewing student learning objectives (SLOs) and providing additional feedback. A complementary observer shall share his/her feedback with the primary evaluator as it is collected and shared with teachers.

Primary evaluators will have sole responsibility for assigning final summative ratings. Both primary evaluators and complementary observers must demonstrate proficiency in conducting standards-based observations.

Dispute-Resolution Process
In accordance with the requirement in the "Connecticut Guidelines for Teacher Evaluation and Professional Development," in establishing or amending the local teacher evaluation plan, the Board of Education shall include a process for resolving disputes in cases where the evaluator and teacher cannot agree on goals/objectives, the evaluation period, feedback or the professional development plan.

Data Management
The District's Professional Development and Evaluation Committee will review and report to the Board the user experiences and efficiency of the District's data management system/platform to be used by teachers and administrators to manage the evaluation plans.

Evaluation plans shall consider guidance pertaining to the entry of data into the District's data management system/platform needed to manage the evaluation plan. Such guidance shall address items to be entered, prohibitions pertaining to the sharing and transference of individual teacher data to another district or entity without consent of the teacher or administrator, limits on the access to teacher and administrator data and a process for recording authorized individuals' access to information.

Audit
Will participate as required.

(cf. 2400 - Evaluation of Administrators and Administration)
( cf. 4111/4211 - Recruitment and Selection)
( cf. 4131 - Staff Development)
 

Legal Reference:
Connecticut General Statutes
I 0-145b Teaching certificates.
I 0-151 a Access of teacher to supervisory records and reports in personnel
file.
10-151 b Evaluation by superintendent of certain educational personnel.
(amended by PA 04-137, An Act Concerning Teachers' Evaluations, P.A.
10-111, An Act Concerning Education Reform in Connecticut, and P.A.
12-116 An Act Concerning Educational Reform.)
I 0-151 c Records of teacher performance and evaluation not public
records.
I 0-220a(b) In-service training. Professional development. Institutes for
educators. Cooperative and beginning teacher programs, regulations.
Circular Letter C-6, Series 2004-2005, Determining "Highly Qualified"
Teachers.
Circular Letter C-9, Series 2004-2005, "No Child Left Behind" and
Districts' High Objective Uniform State Standard of Evaluation
(HOUSSE) Plans.
PA 11-135 An Act Concerning Implementation Dates for Secondary
School Reform.
PA 12-116 An Act Concerning Education Reform (as amended by PA 13-
145 An Act Concerning Revisions to the Reform Act of 2012.)
Connecticut Guidelines for Educator Evaluation, adopted by the State
Board of Education, June 27, 2012.
Connecticut's System for Educator Evaluation and Development (SEED)
state model evaluation system.
"Flexibility to Guidelines for Educator Evaluation" adopted by
Connecticut State Board of Education, February 6, 2014
20 U .S.C. Section 1119 No Child Left Behind Act.
34 C.F.R. 200.55 Federal Regulations.

Policy Adopted:
June 24, 2008
Policy Amended:
September 27, 2016

It is the policy of the Stamford Board of Education (the "Board") that an athletic coach employed by the Board shall:
I) adhere to all Board policies, rules and regulations;
2) shall conduct himself or herself in a professional manner; and
3) serve as a role model for students;
4) demonstrate competence and proficiency in his or her role as an athletic coach of a
particular sport.
For purposes of this policy, the term "athletic coach" means any person holding a coaching permit who is hired by a local or regional board of education to act as a coach for a sport season. This term "coach" under this policy shall include only coaches who have direct responsibility for one or more teams (including assistant coaches who serve as coach to a team (e.g., JV) and the term shall not include other assistant coaches and volunteer coaches.

I. Evaluations
Pursuant to state law, the Board requires that an athletic coach employed by the Board be evaluated on an annual basis by the coach’s immediate supervisor. An athletic coach shall be provided with a copy of any such evaluation. Other assistant and volunteer coaches may be evaluated as directed by the Superintendent of Schools or his/her designee.
 

II. Employment of an Athletic Coach
Athletic coaches serve at the discretion of the Superintendent, and their employment in their specific coaching positions (e.g., basketball, golf) may be non-renewed or terminated at any time except as follows.

If the athletic coach has served in the same coaching position for three or more consecutive school years the following procedures shall apply. The Superintendent may non-renew the employment of any such athletic coach by providing written notification of that action within ninety (90) calendar days of the end of the season. The Superintendent may terminate the employment of any such athletic coach at any time for 1) for reasons of moral misconduct, insubordination, failure to comply with the Board’s policies, rules and regulations; or 2) because the sport has been canceled. If a decision to terminate a coach’s employment is made during the athletic season, the Superintendent shall remove the coach from duty during the pendency of any
hearing conducted pursuant to this policy.

III. Hearing Procedures
An athletic coach who has served in the same coaching position for three or more consecutive years may appeal any such non-renewal or termination decision (except if such decision was due to cancellation of the sport) to the Board of Education in accordance with the following procedures:
A. The athletic coach must file a written appeal with the Board within ten (10) calendar
days of the Superintendent’s written notification of non-renewal or termination. Such
appeal shall set forth the basis on which the athletic coach seeks review of that
decision, and a copy of said appeal shall be sent to the Superintendent. Failure to
submit a timely written appeal shall constitute a waiver of said appeal opportunity.
B. Within a reasonable period of time of its receipt of a written appeal of the
Superintendent’s decision, the Board or a committee of the Board as designated by the
Chairperson shall conduct a hearing to consider such appeal. Reasonable notice of the
time and place for such hearing shall be issued to the athletic coach prior to the
commencement of the hearing.
C. At the hearing, the athletic coach shall have an opportunity to present facts and
evidence in support of renewal and/or reinstatement, and the Superintendent shall
have the opportunity (but shall not be obligated) to present facts and evidence in
support of the decision of non-renewal and/or termination. For good cause shown, the
athletic coach may call a limited number of witnesses to testify if there is a clear need
for witnesses to present factual information (rather than simply expressing an opinion
on the skill or competence of the athletic coach). In any event, cumulative or
redundant testimony shall not be allowed.
D. The decision of non-renewal or termination shall be affirmed unless the Board
determines that the decision is arbitrary and capricious. The coach shall bear the
burden of proof on this point.
E. Within a reasonable period of time following the hearing, the Board shall determine
whether the Superintendent acted in an arbitrary and capricious manner in making
his/her decision not to renew and/or to terminate, and shall provide a written decision
to the coach. The decision of the Board shall be final.
 

Legal Reference:
· Connecticut General Statutes
· 10-151 b Evaluation by superintendent of certain educational personnel
· 10-220a In-service training
· Public Act 04-243 An Act Concerning Termination of Coaches Policy

Policy Adopted:
June 24, 2008

The Board recognizes that concussions and head injuries are commonly reported injuries in children and adolescents who participate in sports and recreational activities and can have serious consequences if not managed carefully. The Board understands that the proper education of coaches, physical educators, other school personnel, parent/guardians, and student athletes is essential not only to preventing head injuries, but also in recognizing the related symptoms in order to seek treatment. The Board also recognizes that concussions can impact the academic ability of students during rehabilitation and management of the injury.

Legal Reference:

• Connecticut General Statue Sec. IO- l 49b. Training courses for coaches re
concussions and head injuries.
• Connecticut General Statute Sec. I 0-I 49c. Student athletes and
concussions. Removal from athletic activities.

Policy Adopted:
December 3, 2013

Revised:

September 27, 2016

 

4115.5-R
Personnel
REGULATIONS REGARDING CONCUSSION AND HEAD INJURY AWARENESS AND
PREVENTION
 

Definitions:

Concussion: a concussion, as defined by the Center for Disease Control (CDC), is a type of traumatic brain injury caused by a bump, blow, or jolt to the head that can change the way the brain functions. Athletes and individuals who sustain a concussion and participate in a sports or recreational activity prior to the injury fully healing place themselves at a greater risk of acquiring a second injury (i.e., Second Impact Syndrome), experiencing prolonged symptoms, incurring permanent cognitive impairments or even death.

Student-athlete: a student participating in any tryout, practice, or competition of a school team.

Licensed health care professional: a physician licensed pursuant to chapter 370 of the
Connecticut General Statutes, a physician assistant licensed pursuant to chapter 370 of the Connecticut General Statutes, an advanced practice registered nurse licensed pursuant to chapter 378 of the Connecticut General Statutes, or an athletic trainer licensed pursuant to chapter 375a of the Connecticut General Statutes.
 

Coach: a "coach" means any person who holds or is issued a coaching permit by the Connecticut State Department of Education and who is hired by the Stamford Board of Education to coach intramural or interscholastic athletics.

Student Athlete and Parent Informed Consent of Concussions and Head Injuries
Each year, every student athlete and a parent or guardian must verify in writing that they have received information on concussions and head injuries and sign a statement acknowledging receipt of the information. The informational sheet1 will describe:
a. The nature and risk of a concussion or head injury
b. The criteria for removal from play and return to play
c. The risks of not reporting injury and continuing to play
The informational sheet and consent form shall be signed and returned by the student athlete and the student athlete's parent/guardian prior to the student initiating practice or competition. In addition, every student athlete must view the Connecticut Concussion Task Force video2 prior to the student initiating practice or competition.

Mandatory Training Concerning Concussions
1. Any coach of intramural or interscholastic athletics, who holds or is issued a coaching permit, must, before commencing his/her coaching assignment for the season, complete an initial training course concerning concussions and head injuries. This training course must be approved by the State Department of Education.
2. Coaches must provide proof of initial course completion to the Athletic Director or his/her designee prior to commencing their coaching assignments for the season in which they coach.
3. One year after receiving an initial training, and every year thereafter, coaches must review current and relevant information regarding concussions and head injuries prior to commencing their coaching assignments for the season. This current and relevant information shall be that approved by the State Department of Education. Coaches need not review this information in the year they are required to take a refresher course, as discussed below.
4. Beginning with the July 1, 2015, school year and each year thereafter, coaches must complete a refresher course concerning concussions and head injuries not later than five (5) years after receiving their initial training course, and once every five (5) years thereafter. Coaches must provide proof of refresher course completion to the Athletic Director or his/her designee prior to commencing their coaching assignments for the season in which they coach.

Management of Concussions and Head Injuries

A. Removal from Play for a Suspected Concussion
1. Any coach of any intramural or interscholastic athletics shall immediately remove a
student athlete from participating in any intramural or interscholastic athletic activity
who:
a. is observed to exhibit signs, symptoms, or behaviors consistent with a
concussion following an observed or suspected blow to the head or body; or
b. is diagnosed with a concussion, regardless of when such concussion or head
injury may have occurred.
2. The coach shall not permit such student athlete to participate in any supervised team activities involving physical exertion, including, but not limited to, practices, games or competitions, until such student athlete receives written clearance to participate in such supervised team activities involving physical exertion from a licensed health care professional trained in the evaluation and management of concussions.
3. If confusion, unusual behavior or responsiveness, deteriorating condition, loss of
consciousness, or concern about neck and spine injury exists, the student athlete should be referred at once for emergency care.

B. Return to Play After a Concussion or Head Injury
1. Following receipt of clearance, the coach shall not permit such student athlete to
participate in any full, unrestricted supervised team activities without limitations on
contact or physical exertion, including, but not limited to, practices, games, or
competitions, until such student athlete:
a. no longer exhibits signs, symptoms, or behaviors consistent with a concussion
at rest or with exertion; and
b. receives written clearance to participate in such full, unrestricted supervised
team activities from a licensed health care professional trained in the evaluation
and management of concussions.

Miscellaneous
1. For purposes of these administrative regulations, “licensed health care professional” means a physician licensed pursuant to Chapter 370 of the Connecticut General Statues, a physical assistant licensed pursuant to Chapter 370 of the Connecticut General Statutes, an advanced practice registered nurse licensed pursuant to Chapter 378 of the Connecticut General Statutes, or an athletic trainer licensed pursuant to Chapter 375a of the Connecticut General Statutes.
2. Should a coach fail to adhere to the requirements of these administrative regulations, the coach may be subject to discipline up to and including termination, as well as permit revocation by the State Board of Education.
 

Regulation Adopted:
December 3, 2013

 

The Board and the Superintendent shall be in compliance with the State Teacher Tenure Act, Section 10-151, Connecticut General Statutes.

Legal Reference:
· Connecticut General Statutes
· 10-151 Employment of teachers. Notice and hearing on
termination of or failure to renew contract. Appeal
 

Policy Adopted:
June 24, 2008

Dismissal
All dismissals of certified staff shall be in accordance with Section 10-151 of the Connecticut General Statutes, as it may be amended from time to time. All dismissals of non-certified staff shall be in accordance with the applicable collective bargaining agreement or, if the staff member is not a member of a bargaining unit, for just cause as determined by the Superintendent.
 

Suspension
The Superintendent may suspend an employee with pay and benefits and without prejudice pending Board action on a proposed dismissal when the Superintendent has reason to believe that the employee poses a danger to student, staff; property, or the operation of the educational program. The Superintendent may also suspend an employee with pay and benefits and without prejudice pending investigation of allegations against the employee of serious misconduct. The
Superintendent shall provide the Board of Education with periodic updates on the status of any such investigation that continues for more than six months. After notice and an opportunity for a hearing as described below, a staff member may also be suspended from duty in cases in which the Superintendent or the Board, respectively, determines that suspension, rather than dismissal, is a warranted sanction.

Except as provided below, disciplinary action against staff members is the responsibility of the Superintendent or his/her designee. The affected staff member may seek review of any such disciplinary action in accordance with the contractual grievance procedure, or if the staff member is not a member of a bargaining unit, by filing a written request for review by the Personnel Committee within five days of the action.

Disciplinary Suspension Up to Five Days
The Superintendent may suspend employees without pay for up to five days, provided however that the employee shall be given copies of all documents used, the names of all witnesses interviewed by the administration when it made its decision, and afforded an opportunity for an informal hearing before the Superintendent or his/her designee prior to any suspension without pay. Suspension decisions shall be subject to review upon the request of the employee through the contractual grievance procedure, commencing at the Board of Education level, or if the staff member is not a member of a bargaining unit, by filing a written request for review by the Personnel Committee within five days of the action, the decision of which shall be final.
 

Disciplinary Suspension in Excess of Five Days
Implementation of a proposed suspension in excess of five days shall be subject to review upon the request of the employee by the Personnel Committee of the Board of Education. The affected employee shall be given copies of all documents used, the names of all witnesses interviewed by the administration when it made its decision, and afforded an opportunity for an informal hearing before the Personnel Committee prior to the implementation of the suspension. The decision of the Personnel Committee shall be final, except that in cases where in the staff member is a
member of a bargaining unit, this decision shall be subject to review upon the request of the employee though the contractual grievance procedure, commencing at the Board of Education level.

Legal Reference:
· Connecticut General Statutes
· 10-154 (a) Professional communications between teacher or nurse
and student. Surrender of physical evidence obtained from
students.
· 21 (a)-240 Definitions
 

Policy Adopted:
June 24, 2008

Any employee serving in a position requiring a state certificate may retire under provisions of any applicable pension or retirement plan or system provided for state or municipal employees or for teachers in the public schools of the state at the option of the employee.
 

Legal Reference:
· Connecticut General Statutes
· 10-IS3f(a) Normal retirement
· I 0-IS3f (b) Pro-ratable retirement
· I 0-IS3f (c) Early retirement
· 10-183f(d) Deferred vested retirement
· I 0-183w Retirement at age seventy. Exception
· 10-1 83aa Disability allowance
· Public Law 95-256 Age Discrimination in Employment Act
- amendments of 1978
 

Policy Adopted:
June 24, 2008

The Superintendent or designee shall have the authority to accept resignations on behalf of the
Board and without further consideration by the Board. Such resignations shall be effective upon
acceptance. The Superintendent shall keep the Board informed of all resignations

A teacher shall give at least 30 days written notice of resignation to the Superintendent and to
his/her immediate supervisor. The Superintendent or designee shall have discretion to accept or
reject a resignation which is tendered less than 30 days before the proposed termination date.

Policy Adopted:
June 24, 2008

Teachers are responsible to the Principal of the school to which they are assigned and to such
other administrative personnel as the Board may designate to lead particular programs or
activities.

The responsibilities of teachers shall include the following:
1. Instruct and guide students in accordance with the established curricula and the
individual needs and abilities of the students.
2. Conduct the classes to which they are assigned in such a way as to encourage and
foster the ethical, intellectual, physical, emotional, and social development of each
student, and to provide the students with training in citizenship.
3. Make themselves available for individual conferences with students and their parents.
4. Assist the Principal in interpreting to the parents and community the purposes and
program of the school.
5. Perform such other duties as may be reasonably directed by the Principal.
6. Report to school and remain at school for the time necessary to perform the
aforementioned responsibilities. It is understood that a teacher’s day cannot be regulated
by the clock and that many professionally necessary and desirable activities will take
place beyond the designated minimum limits.
7. Comply with Board policies and administrative regulations.

Policy Adopted:
June 24, 2008

As provided by law, the Board shall protect and save harmless any member of the Board and any
teacher and other employee (as defined in Connecticut General Statute Section 10-235) and any
member of its supervisory or administrative staff, from financial loss and expense arising out of
any claim, demand, suit, or judgment by reason of alleged negligence or other act resulting in
accidental bodily injury to or death of any person, or in accidental damage to or destruction of
property, within or without the school building, or any other acts, including infringement of any
person's civil rights, resulting in any injury, provided such teacher, member or employee, at the
time of the accident resulting in such injury, damage or destruction, was acting in the discharge
of his/her duties or within the scope of his/her employment or under the direction of the Board.
This protection shall extend to volunteers approved by the Board of Education to carry out a duty
prescribed by the Board and under the direction of a certified staff member and to volunteer
school bus safety monitors as prescribed by the Board. This protection shall not apply to any acts
that are wanton, reckless or malicious.

Legal Reference:

• Connecticut General Statutes
• 10-235 Indemnification of teachers, board members, employees and certain volunteers and students in damage suits; expenses of litigation

Policy Adopted:
June 24, 2008
Revised:
September 27, 2016
 

The Stamford Board of Education supports the principles of non-discrimination and equal
employment opportunity in all of its employment policies and practices, including recruitment,
hiring, training, compensation, benefits, transfers, promotions, and all other terms and conditions
of employment. The Stamford Board of Education requires that all its employment policies and
practices be administered without discrimination on the basis of race, color, national origin,
ancestry, citizenship status, age, sex, disability, present or past history of mental disability,
religion, sexual orientation, parental status, marital status, genetic information, past or present
service in the uniformed services of the United States, or any other basis prohibited by law.

The Stamford Board of Education recognizes that a policy of non-discrimination and equal
employment opportunity is not, by itself, sufficient to rectify any existing under-representation of
certain identifiable groups within the school district's workforce. Accordingly, in addition to
monitoring activities aimed at the elimination of discriminatory barriers to employment and
advancement, the Board of Education will undertake positive measures to ensure equal
opportunity and to seek out potential candidates in those groups that are underrepresented in any
job categories that exist in the school district. The protected groups include African Americans,
Hispanics, Asians, Native Americans or Native Alaskans, women, individuals with disabilities,
and veterans. The long-term goal is to have the representation of affected group members in all
job categories be comparable to qualified members of such groups in the relevant labor market,
while maintaining high standards of employee selection criteria.

In order to implement this policy, the Superintendent will develop an affirmative action plan for
all school district job positions, and a plan for minority teacher recruitment in accordance with
federal and state law, as such laws may be amended from time to time. The Board will review on
an annual basis the effectives of this plan in increasing minority applicant flow and attracting and
re-training qualified candidates for employment.

Legal Reference:
· Connecticut General Statutes
· 10-153 Discrimination on account of marital status.
· 46a-60 Discriminatory employment practices prohibited.
· Federal Law
· Title VIl of the Civil Rights Act 1964
· Section 504 and the Federal Vocational Rehabilitation Act of 1973, 20
U.S.C. 706(7)(b).
· American Disability Act of 1989.
· Chalk v. The United Slates District Court a/Central California.
· Title IX of the Education Amendments of 1972.
· Civil Rights Act of 1987.

Policy Adopted:
June 24, 2008

The Board of Education (Board) is committed to providing and promoting equal opportunities in
all of its activities and services. This commitment includes following the mandates of the
Americans with Disabilities Act of 1990 (ADA) as amended. This federal law makes it unlawful
to discriminate against a qualified person with a disability in all aspects of the employment
process and in the provision of services and benefits. The Board also observes all Connecticut
laws and regulations that apply to individuals with disabilities.

The Board strictly prohibits discrimination on the basis of disability. Further, it is the policy of
Board not to exclude persons with a disability from participation in any program or activity.
Accordingly, it is the policy of the Board to provide access to all of its programs, services and
facilities to persons with disabilities in accordance with Title II of the Americans with
Disabilities Act.

Under the ADA, an individual with a disability is any person who (1) has a physical or mental
impairment that substantially limits one or more major life activities; (2) has a record of such
impairment; or (3) is regarded as having such an impairment.

The Board will reasonably accommodate the known physical or mental limitations of an
otherwise qualified individual with a disability, unless the accommodation would impose an
undue burden. Every reasonable effort will be made by the Board to determine and provide the
appropriate reasonable accommodation to a qualified individual upon request. The Board, in its
discretion, may require the individual to provide additional information about his or her
disability or limitations and the need for an accommodation.

The ADA does not require the Board to take any action that would fundamentally alter the nature
of its programs or services, or impose an undue financial or administrative burden.

Qualified employees or applicants with disabilities may request accommodations in order to
perform the essential functions of their jobs or to gain access to the hiring process. Such requests
should be made to the employee's supervisor or to a member of the administration.

Qualified individuals with a disability who require an auxiliary aid or service for effective
communication or-a-modification of policies or procedures to participate in a program, service,
or activity of the Board should contact the Board's ADA Coordinator, the Executive Director of
Human Resources for assistance in coordinating the request for accommodation. The individual
should be prepared to provide a description of his or her specific needs.

Complaints that a request for accommodation has been denied or that a Board program, service,
or activity is not accessible to persons with disabilities should be filed in writing with the
Board's ADA Coordinator, (Dr. Stephen Falcone, 888 Washington Boulevard, Stamford, CT
06907, sfalcone@stamfordct.gov.)

The Board strictly forbids retaliation against individuals who request an accommodation or
otherwise exercise their rights under the ADA or Connecticut law. Agents of the Board shall not
retaliate against, coerce, intimidate, threaten, harass, or interfere with any individual exercising
or enjoying his or her rights under the ADA or Connecticut law or because an individual aided or
encouraged any other individual in the exercise of rights granted or protected by the ADA or
Connecticut.

(cf. 0521 -Nondiscrimination)
(cf. 4112.4/4212.4 - Health Examinations)

Legal Reference:
• Connecticut General Statutes
• 10-209 Records not to be public.
• 19-581 AIDS testing and medical information.
• 46a-60 Discriminatory employment practices prohibited.
• Federal Law
• Section 504 and the Federal Vocational Rehabilitation Act of 1973, 20 U.S.C. 706(7)(b).
• American Disability Act of 1989, 42 U .S.C. 1210 l et. seq., as amended by the ADA Amendments Act of 2008
• 29 CFR, Part 1630, Regulations to Implement the Equal Employment Provisions of the Americans with Disabilities Act, as amended, published in the Federal Register, Vo. 76, No. 58, 3/25/11
• Chalk v. The United States District Court of Central California. 

Policy Adopted:

September 27, 2016

The Board of Education requires all employees to conduct themselves at all times in a
professional manner which will maintain the authority and respect necessary in the educational
setting. Therefore, any dating relationships or other social or personal relationships which may
reasonably be perceived to be dating (or anything other than a professional relationship) between
any staff member and any student of this school district, regardless of the student's age, is
expressly prohibited. Employees shall not entertain students or socialize with students in such a
manner as to reasonably create to students, parents, or the public that a dating or other
nonprofessional relationship exists. While the Board encourages employees to be supporting of
students, personnel may not allow students to regard them as peers.

Adults who have contact with children and adolescents through school activities have the
responsibility not to betray or misuse their privileged position. Students develop a special trust in
school staff by virtue of the school system's authority and the important role the schools play in
their lives. Adults must never take advantage of students' vulnerability or of their confidence that
adults in school will behave appropriately in relationships with them.

It is the policy of the Board of Education to prohibit any sexual relationship, contact or sexually
nuanced behavior or communication (verbal or non-verbal) between a staff member and a
student, while the student is enrolled in the school system, regardless of the student's age. The
prohibition extends to students of the opposite sex or the same sex as the staff member, and
applies regardless of whether the student or the staff member is the initiator of the behavior and
whether or not the student welcomes or reciprocates the attention.

It is the responsibility of the administration of each school to emphasize the requirements of this
policy and to provide follow-up on any complaint or evidence of failure to follow the policy. As
mandated reporters under Connecticut law, all school staff members have-the responsibility to
report any suspicion or knowledge of inappropriate conduct between a student and a staff
member.

(cf. 4118.1 12/4218.112- Sexual Harassment)
( cf. 4118.23/4218.23 - Conduct)
(cf. 5141.4- Child Abuse/Neglect)

Legal Reference:
• Connecticut General Statutes
• 10-53a-71 Sexual assault in the second degree: Class C or B felony.

• I 0-151 Employment of teachers. Definitions. Notice and hearing on
failure to renew or termination of contract. Appeal

Policy Adopted:
June 24, 2008
Revised:
September 27, 2016

It is the policy of the Stamford Board of Education to provide a school environment free of sexual
harassment by employees and to provide a process to address relevant complaints students, employees or others may have. An employee found to have engaged in sexual harassment will be subject to immediate disciplinary action, up to and including termination. This policy similarly applies to non-employee volunteers who work subject to the control of school authorities.

Definition of sexual harassment: Unwelcome sexual advances, requests for sexual favors, or other
verbal or physical conduct of a sexual nature may constitute sexual harassment where:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of a
person’s employment or participation in an educational function, or
2. Submission to or rejection of such conduct by an individual is used as the basis for
employment or decisions affecting such individual’s education, or
3. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or
educational performance or creating an intimidating, hostile, or offensive working or educational
environment.

Any employee, student, or other person, who believes he or she has been subjected to sexual harassment
by an employee, in the school environment, should report the incident immediately, either orally or in a
written complaint, to an administrator. All such incidents will be promptly investigated by the
Superintendent or his/her designee. If it is found that sexual harassment has occurred, immediate and
appropriate corrective action will be taken which may include appropriate disciplinary action.

Legal Reference:
· Civil Rights Act of 1964,
· Title VII, 42 U.S. §2000-e2(a)
· Equal Employment Opportunity Commission Policy Guidance (N-915.035) on Current Issues of Sexual Harassment, Effective l0/l5/88
· Merilor Savings Bank, FSB v. Vinson 477 US.57 (1986)
· 29 CFR Para. 1604.11 (EEOC)
· Faragher v. City of Boca Raton, No. 97-282 (U.S. Supreme Court, June 26,1998) Burlington Industries, Inc. v. Ellerth, No. 97-569, (U.S. Supreme Court, June 26,1998)
· Gebbser v. Lago Vista Indiana School District, No. 99-1866, (U.S. Supreme Court, June 26,1998)
· Connecticut General Statute's 46a-60
· Discriminatory employment practices prohibited.

Policy Adopted:
June 24, 2008

 

4118.112R

Personnel - Certified/Non-Certified
Sex Discrimination and Sexual Harassment
Complaint Procedure

It is the express policy of the Board of Education to encourage victims of sexual discrimination or
sexual harassment to promptly report such claims. Timely reporting of complaints facilitates the
investigation and resolution of such complaints. Any employee who feels that he/she has been
sexually harassed or otherwise discriminated against on the basis of sex should submit any such
complaint to the Title IX Coordinator. If the Title IX Coordinator is the subject of the complaint,
the complaint should be submitted to the Superintendent, who shall investigate or appoint a
designee to do so.

Complaints will be investigated promptly and corrective action will be taken when allegations are
verified. Confidentiality will be maintained by all persons involved in the investigation to the extent
possible and reprisals or retaliation that occur as a result of the good faith reporting of charges of sex
discrimination or sexual harassment will result in disciplinary action against the retaliator.

The school district will provide staff development for new district administrators and will publish its
policy and grievance procedures to staff and employees in an effort to maintain an environment free
of sex discrimination and sexual harassment.

Any employee who believes that he or she has been discriminated against or sexually harassed in
the workplace in violation of this policy may also file a complaint with the Southwest Region Office
of the Connecticut Commission on Human Rights and Opportunities, 350 Fairfield Avenue,
Bridgeport, CT 06604 (telephone number 203-579-6246). (Your regional CHRO office can be
found by accessing http://www.state.ct.us/chro/index.html) and/or the Equal Employment
Opportunity Commission, Boston Area Office, 475 Government Center, Boston, MA 02203
(telephone number 617-565-3200). Connecticut law requires that a formal written complaint be
filed with the Commission on Human Rights and Opportunities within 180 days of the date when
the alleged discrimination/harassment occurred. Remedies for sex discrimination and sexual
harassment include cease and desist orders, back pay, compensatory damages, hiring, promotion or
reinstatement.

Title IX Coordinators
The Title IX Coordinators for the Stamford Board of Education is:

Christopher Soules
Executive Director of Human Resources

Regulation approved:
February 7, 2002
Regulation revised:
August 19, 2010
Revised:
September 27, 2016

The Board strives to provide a safe, positive working climate for its employees. Therefore,
harassment, in any form, will not be tolerated in this District. This policy applies to all students,
staff members, Board members, parents, vendors, contracted individuals, volunteers, other
employees and other visitors -- who are on District grounds or property or on property within the
jurisdiction of the District; on buses operated by or for the District; while attending or engaged in
District activities; and while away from District grounds if the misconduct directly affects the good
order, efficient management, and welfare of the District.

Employees, students, and others are expected to adhere to a standard of conduct that is respectful
and courteous to all. The principle of freedom of expression that might otherwise protect the most
offensive public speech does not protect or encompass a right to threaten the dignity and privacy of
an individual. Such personally directed behavior will not be tolerated. It is contrary to academic
values, debilitates its victims, compromises the offenders, and undermines the District's
fundamental commitment to individual freedom and respect for all its members. Furthermore, acts
of intolerance may destroy the very atmosphere in which freedom of expression is otherwise
tolerated and cherished.

For purposes of this policy, harassment consists of verbal, written, graphic, or physical conduct
relating to an individual's race, color, religion, sex, national origin/ethnicity, physical attributes or
disability, parental or marital status, sexual orientation, (including gender identity/expression) or
age when such conduct/harassment:

1. is sufficiently severe, persistent or pervasive that it affects an individual's ability to participate
in or benefit from an educational program or activity or creates an intimidating, threatening or
abuse education environment;
2. has the purpose or effect of substantially or unreasonably interfering with an individual's work
performance;
3. otherwise adversely affects an individual's employment opportunities;

Harassment as set forth above may include, but is not limited to:
• verbal, physical, or written intimidation or abuse;
• repeated remarks of a demeaning or condescending nature;
• repeated demeaning jokes, stories, or activities directed at the individual;

For purposes of this policy, sexual harassment shall consist of unwelcome sexual advances;
requests for sexual favors; and other inappropriate verbal, written, graphic or physical conduct of a
sexual nature when:
1. acceptance of such conduct is made, either explicitly or implicitly, a term or
condition of an individual's continued employment;
2. submission to or rejection of such conduct by an individual is used as the basis for
decisions affecting the individual; and
3. such conduct is sufficiently severe, persistent or pervasive that it has the purpose or
effect of substantially interfering with the employee's job performance or creating
an intimidating, hostile or offensive working environment.

Examples of conduct that may constitute sexual harassment include, but are not limited to sexual
flirtations, advances, touching or propositions; verbal abuse of a sexual nature; graphic or
suggestive comments about an individual's dress or body; sexually degrading words to describe an
individual; jokes; pin-ups; calendars; objects; graffiti; vulgar statements; abusive language;
innuendos; references to sexual activities; overt sexual conduct; or any conduct that has the effect
of unreasonably interfering with an employee's ability to work or creates an intimidating, hostile or
offensive working environment.

Each staff member shall be responsible to maintain an educational environment free from all forms
of unlawful harassment.

Should harassment be alleged, it is the policy of this Board that it shall be thoroughly investigated,
that there shall be no retaliation against the victim of the alleged harassment, and that the
problem/concern shall be appropriately addressed.

In order to maintain a work environment that discourages and prohibits unlawful harassment, the
Board designates the Executive Director of Human Resources as the District's Compliance Officer.

The Compliance Officer shall publish and disseminate this policy and the complaint procedure
annually to students, parents, employees, independent contractors, vendors and the public. The
publication shall include the position, office address and telephone number of the District's Compliance Officer.

The Board directs that complaints of harassment shall be investigated promptly and corrective
action be taken when allegations are substantiated. Confidentiality of all parties shall be maintained
consistent with the District's legal and investigative obligations.

The Building Principal or his/her designee shall be responsible to complete the following duties
when receiving a complaint of unlawful harassment:
1. Inform the-employee or third party of the-right to file-a complaint-and the-complaint
procedure.
2. Notify the complainant and the accused of the progress at appropriate stages of the
procedure.
3. Refer the complainant to the Compliance Officer if the Building Principal is the
subject of the complaint.

(ct: 5145.52 - Harassment)

Legal Reference:
• Title VII, Civil Rights Act, 42 U.S.C. 2000e, et seq.
• 29 CFR 1604.11, EEOC Guidelines on Sex Discrimination.
• Title IX of the Educational Amendments of 1972, 20 U.S.C. 1681 et
seq.
• 34 CFR Section 106.8(b), OCR Guidelines for Title IX.
• Definitions, OCR Guidelines on Sexual Harassment, Fed. Reg. Vol
62, #49, 29 CFR Sec. 1606.8 (a0 62 Fed. Reg. 12033 (March 13,
1977) and 66 Fed. Reg. 5512 (January 19, 2001)
• Meritor Savings Bank FSB v. Vinson, 477 U.S. 57 (1986)
• Faragher v. City of Boca Raton, No. 97-282 (U.S. Supreme Court,
June 26, 1998}
• Burlington Industries, Inc. v. Ellerth, No. 97-569, (U.S. Supreme
Court, June 26, 1998)
• Gebbser v. Lago Vista Indiana School District, No. 99-1866, (U.S.
Supreme Court, June 26, 1998)
• Davis v. Monro County Board of Education, No. 97-843, (U.S.
Supreme Court, May 24, 1999.)
• Connecticut General Statutes
• 46a-60 Discriminatory employment practices prohibited.
• 10-15c Discrimination in public schools prohibited. School
attendance by five-year olds. (Amended by P.A. 97-247 to include
"sexual orientation)
• 10-153 Discrimination on account of marital status.
• l 7a-l 0 1 Protection of children from abuse.

Policy Adopted: September 27, 2016

 

4118.113R
Personnel -- Certified/Non-Certified
Harassment Complaint Procedure

If an individual believes that he/she is being or has been harassed, that person should immediately
inform the harasser that his/her behavior is unwelcome, offensive, in poor taste, unprofessional, or
highly inappropriate.

If the offensive behavior is repeated following a request to the harasser that it cease, the employee
shall have the option of pursuing either an informal complaint procedure designed to educate the
harasser and to eliminate the problem, or a formal complaint procedure that is defined below.

Any employee who makes an informal oral complaint of harassment to his or her supervisor, site
administrator, or the Assistant Superintendent or Compliance Officer will be provided a copy of
these regulations and will be encouraged to pursue the formal procedure should the informal
investigation and intervention, if required, prove unsuccessful in eliminating the objectionable
behavior. HOWEVER, IT IS NOT NECESSARY FOR THE PERSON BEING HARASSED
TO WAIT UNTIL THE OFFENSIVE BEHAVIOR IS REPEATED BEFORE FILING A
COMPLAINT. OFFENSIVE BERA VIOR OF AN EGREGIOUS NATURE WOULD
WARRANT AN IMMEDIATE AND FORMAL COMPLAINT BE FILED.

If, following requests to cease objectionable, harassing behavior, said behavior continues, and if the
informal procedure has also proven unsatisfactory, or unacceptable, the employee may pursue the
formal complaint procedure which involves submitting a written complaint to his or her supervisor,
site administrator, or the Assistant Superintendent or Compliance Officer. The complaint should
list the name of the complainant, the date of the complaint, the date of the alleged harassment, the
name(s) of the harasser(s), where such harassment occurred, and a detailed statement of the
circumstances constituting the alleged harassment.

All formal complaints and informal complaints involving staff are to be forwarded immediately to
the Assistant Superintendent or Compliance Officer unless that individual is the subject of the
complaint, in which case the complaint should be forwarded directly to the Superintendent.
Upon receiving a formal complaint, the building level administrator in concert with the Assistant Superintendent or Compliance Officer will, as soon as possible, commence an effective, thorough,
objective and complete investigation of the complaint. The investigator shall consult with all
individuals reasonably believed to have relevant information, including the complainant and the
alleged harasser, any witnesses to the conduct, and victims of similar conduct that the investigator
reasonably believes may exist.

The investigation shall be free of stereotypical assumptions about either party. The investigation
shall be carried on discreetly, maintaining confidentiality insofar as possible while still conducting
an effective and thorough investigation. Throughout the entire investigative process, the due
process rights of the alleged harasser will be upheld. The investigator shall make a written report
summarizing the results of the investigation and proposed disposition of the matter, and shall
provide copies to the complainant, the alleged harasser, and, as appropriate, to all others directly
concerned.

If the complainant is dissatisfied with the result of the investigation, he or she may file a written
appeal to the Superintendent, who shall review the investigators written report, the information
collected by the investigator together with the recommended disposition of the complaint to
determine whether the alleged conduct constitutes harassment. The Superintendent may also
conduct a reasonable investigation, including interviewing the complainant and alleged harasser
and any witnesses with relevant information. After completing this review, the Superintendent shall
respond to the complainant, in writing, as soon as possible.

If after a thorough investigation, there is reasonable cause to believe that harassment has occurred,
the district shall take all reasonable actions to ensure that the harassment ceases and will not recur.
Actions taken in response to situations of harassment may include reprimand, reassignment,
transfer, suspension, expulsion, disciplinary action, or discharge from employment.

The harasser and any other involved individuals, if appropriate, will be informed that appropriate
action shall be taken if further acts of harassment or retaliation occur. If further acts of harassment
or retaliation do occur, appropriate action shall be taken.

All employees, and supervisors shall be provided copies of the Board of Education policy
concerning harassment and the policy will be reproduced in all employee and student handbooks.

Regulation approved: September 27, 2016

REPORT FORM FOR COMPLAINTS OF DISCRIMINATION