SPS Policies
1000 Community
- 1100 - Communications with the Public & 1100R
- 1110.1 - Parent Involvement & Appendix
- 1111.1 - School Directory
- 1120 - Participation by the Public & 1120R
- 1140 - Distribution of Printed Materials & 1140R
- 1170 - Recognition of Achievements
- 1210 - Parent-Teacher Organizations
- 1241 - Equal Access to Recruiters
- 1250 - School Visitors & 1250R
- 1260 - Community Education
- 1311.1 - Political Activities of School Employees
- 1312 - Public Complaints
- 1313/4031 - Gifts and Gratuities
- 1314 - Solicitation by Board Employees
- 1316 - Conduct on School Property (Civility)
- 1316.1 - Policy Statement & 1316.1R
- 1324 - Soliciting Funds from Students
- 1330 - Use of Building, Grounds, and Equipment
- 1330.1 - Use of School Facilities For Religious Instruction
- 1331 - Smoke-Free Environment
- 1400 - Moment of Silence
- 1610 - Unauthorized Entry, Damage and/or Theft of School District Property
1100 - Communications with the Public & 1100R
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.
1110.1 - Parent Involvement & Appendix
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.
1111.1 - School Directory
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
1120 - Participation by the Public & 1120R
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
1140 - Distribution of Printed Materials & 1140R
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
1170 - Recognition of Achievements
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
1210 - Parent-Teacher Organizations
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
1241 - Equal Access to Recruiters
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
1250 - School Visitors & 1250R
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
1260 - Community Education
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
1311.1 - Political Activities of School Employees
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
1312 - Public Complaints
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
1313/4031 - Gifts and Gratuities
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
1314 - Solicitation by Board Employees
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
1316 - Conduct on School Property (Civility)
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
1316.1 - Policy Statement & 1316.1R
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.
1324 - Soliciting Funds from Students
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
1330 - Use of Building, Grounds, and Equipment
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
1330.1 - Use of School Facilities For Religious Instruction
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
1331 - Smoke-Free Environment
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
1400 - Moment of Silence
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
1610 - Unauthorized Entry, Damage and/or Theft of School District Property
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
2000 Administration
- 2000 - Concept and Roles in Administration
- 2001 - Participatory Management
- 2000.1R - Board-Superintendent Relations
- 2010 - Administration Goals and Objectives
- 2100 - Administrative Staff Organization
- 2130 - Job Descriptions
- 2131 - Chief Administrative Officer
- 2131.1 - Appointment of Designee for Superintendent of Schools
- 2141 - Recruitment and Appointment of Superintendent
- 2151 - Appointments to Administrative Positions & 2151R
- 2200 - Administrative Operations
- 2221 - Administrative Councils and Committees
- 2224 - Consultants
- 2230 - Control and Communication Channels and Systems
- 2231 - Policy and Regulation Systems & 2231R
- 2500/2232 - Administrative Reports
- 2234 - Treatment of Outside Reports
- 2300 - Statement of Ethics for Administrators
- 2300.1 - Statement of Standards for School Leaders & Appendix
2000 - Concept and Roles in Administration
Within the guidelines established by Board policy, state and federal law and board
employee collective bargaining agreements, the Superintendent shall direct and coordinate the administrative staff in implementing the educational philosophy, and achieving the goals and general objectives of the Board. The Board expects the administration to demonstrate leadership and to resolve the inevitable problems which will arise both inside the school system and in its relations with the community. Further, the administration is expected to develop good working relationships with the community for the achievement of common goals. The Administration is prohibited, however, from entering into any agreements that specifically bind the board to take or refrain from taking specific actions without the board's prior review and express approval of such agreements. Further, the Administration has no authority to enter into agreements binding specific Board members, by name, position on the Board or otherwise, from taking or refraining to take any actions. In addition, the Administration must present to the Board for Approval (1) all agreements negotiated with any employee or employee
group that have the effect of amending or changing language in a collective bargaining agreement and/or that have a budgetary impact, and (2) all Memorandum of Agreement and Memorandum of Understanding negotiated with an entity or group outside the District. The Superintendent is encouraged to conduct the operations of the school system according to the management team concept.
Policy adopted: October 27, 2015
Policy amended: August 27, 2019
Policy readopted: August 27, 2019
2001 - Participatory Management
The Board of Education is committed to excellence in teaching, student, achievement, community involvement, and general operations throughout the school district. The Board believes the optimum way in which this commitment may be achieved is through the cooperative use of the talent and wisdom of all of the employees of the district. The Board encourages programs of employee involvement, participatory problem solving and decision making processes. The Board believes it is the responsibility of staff serving on committees to share information with their colleagues at the building level. Also, leadership at the building level shall include time at their monthly staff meetings
to allow for sharing of committee information.
Policy adopted:
October 27, 2015
Revised:
February 28, 2023
2000.1R - Board-Superintendent Relations
The following delineation of roles and responsibilities should be followed with integrity and commitment to ensure that board members and superintendents fulfill the obligations to provide the best possible education for their school district's children.
Board of Education’s Responsibilities:
· To establish and regularly review all policies, ensuring they are lawful and designed to improve the quality of the school district.
· To hire, support, and conduct an annual formal evaluation of the superintendent of schools.
· To refer administrative communications, including questions, complaints and personnel inquiries to the superintendent, as appropriate, and to follow the board-established chain
of command.
· To seek the superintendent’s recommendation before taking action.
· To adopt, advocate for and oversee a school budget, which is responsive to district goals and meets the needs of all students.
· To delegate to the superintendent responsibility for all administrative functions, except those specifically reserved to the board through board policy.
· To conduct an annual self-evaluation of its own leadership, governance and teamwork
· To ensure appropriate resources for the superintendent to carry out his/her
responsibilities.
· To have the board President work with the superintendent to develop regular meeting agendas.
· To determine and include in district policy, hiring procedures that clearly define board and superintendent responsibilities. (see best practices addendum)
· To communicate and interpret the school district’s mission to the public and listen, and incorporate appropriate community perspectives into board action.
· To ensure there is a supportive, smoothly, operating leadership team, which advocates for both children and the community.
Superintendent of Schools’ Responsibilities:
· To implement policies approved by the board and recommend changes, if appropriate.
· To develop, implement and inform the Board of administrative procedures necessary to to implement board policy.
· To serve as the school boards’ chief executive officer and educational leader.
· To respond to communications, as appropriate and ensure the adherence and appropriate response through the chain of command.
· to keep board members informed about district issues in a timely manner.
· To provide the board with timely information for informed decision-making, as appropriate.
· To prepare, advocate for and implement an annual budget that addresses district
goals and meets the needs of all students; and reports regularly to the board on status of the budget and any concerns or other issues about which the board should be informed.
· To oversee the organization and management of the district’s day-to-day operations.
· To participate, as appropriate, in the annual self-evaluation of the board.
· To recommend appropriate resources to ensure he/she can carry out his/her
responsibilities.
· To work closely with the board President to develop regular meeting agendas.
· To, as pursuant to best practice and board policy, hire personnel for the school district and ensure that each employee is properly supervised and evaluated; and to make
recommendations for termination of employment.
· To communicate community perspectives, research information, performance results and educational needs to the board and to the school staff.
· To serve as a key, effective member of the leadership team.
The following are joint responsibilities of the Board and Superintendent. These are areas in which each Board and Superintendent should determine their respective responsibilities.
Joint Board/Superintendent Responsibilities
· To work together with the community to develop a vision and goals for the school district and to monitor the achievement of those goals.
· To advocate for students and the school district and promote the benefits of public education.
· Provide community leadership on educational issues by creating strong linkages with
appropriate organizations, agencies and other groups to provide support for healthy
development and high achievement for all children.
· To collectively execute their legal responsibilities.
· To work collaboratively with appropriate agencies and bodies on an ongoing basis.
· To collaborate with other school boards and superintendents to inform legislators of local concerns and issues relative to education.
· To participate in continuing education professional development specifically regarding their roles and responsibilities and on relevant content areas.
· To support board actions and decisions.
· To semiannually set aside time, to discuss school board/superintendent relations.
· To belong to, actively support and participate in their professional organizations, and that each will encourage the other to do so.
· To institute a process for long-range and strategic planning that will position the school district for success.
· To ensure that professional development opportunities, consistent with district goals, are available to all school district employees.
· To serve as liaisons to the community.
· To ensure adherence to federal and state laws and board policies.
The Relationship between the Board President and the Superintendent
By the nature of the position, the board President plays a key role in ensuring the effective functioning of the governance team. The President serves as the liaison between the board and the superintendent. The board President will often have a very different relationship with the superintendent of schools than others on the board. Because of this relationship, it is crucial that board Presidents be chosen carefully and that ability to serve as representative of the board and, as appropriate, partner with the
superintendent, should be critical considerations in selecting the board President.
Usually the President and superintendent collaborate on developing the regular meeting agenda and other operational issues facing the board. The superintendent will depend on the President for guidance, and the President should look to the superintendent for the same, not only in setting the agenda, but also in carrying out other joint board/superintendent responsibilities.
The superintendent is a non-voting member of the district leadership team, and should be accorded the proper respect. Likewise, the superintendent is an employee of the board, and the board has a responsibility to insulate the superintendent from outside pressures, in particular, political pressure. The President has a responsibility to ensure that the superintendent can do his/her job without undue outside interference. The President must also ensure that individual board members understand their
roles and responsibilities, not only in terms of the board/superintendent relationship, but also as the board relates to the students, community, staff, government agencies and others affected by the board. Understanding that board members are individuals, with different opinions and agendas, the board President still has the responsibility, to the extent possible, for keeping everyone "on the same page". In particular, the President must make every effort to ensure that once district policy has been properly
established, the board speaks "in one voice" as the superintendent implements that policy. This will, in the long run, pay dividends in terms of credibility of the board and will lead to more efficient and effective board action.
Regulation adopted:
October 27, 2015
2010 - Administration Goals and Objectives
The Board of Education believes that proper administration is vital to a successful educational program. The coordination and supervision of all aspects of the operations of the district's schools, pursuant to the policies of the Board, are necessary for the development and maintenance of an effective learning environment. Administrative duties and functions are to be assessed in terms of their contributions to the
improvement of education in the district. The Superintendent of Schools, as chief executive officer of the district, is to provide the leadership necessary to support this objective.
District administration is to be organized so that all divisions and departments of the central office and all schools operate within a system guided by Board policies, which are implemented through the Superintendent. All personnel will have the necessary authority and responsibility (clearly defined and correlated to their roles) to carry out their respective assignments within this framework. Accountability will rest with these same personnel for the effectiveness with which their duties are performed.
Major goals of district administration will be:
1. To effectively manage the district's various departments, units and programs;
2. To provide professional advice and counsel to the Board and to advisory groups established by Board action. This includes the review of policy alternatives and the subsequent recommendation from among them;
3. To actively serve the district’s schools and programs to assure the most effective learning programs. Areas of responsibility include, but are not limited to:
a. Ensuring the effective implementation of Board policy;
b. Addressing the on-site needs of the district's schools;
c. Providing leadership in keeping abreast of current educational developments;
d. Arranging for effective staff development programs;
e. Coordinating cooperative efforts at improving learning programs, facilities, equipment and materials; and
f. Providing channels for the upward flow of information necessary and useful in the design
and development of school policy.
Policy adopted:
March 25, 2008
Revised:
October 27, 2015
2100 - Administrative Staff Organization
The administration of the school system will be delegated to the Superintendent of Schools.
The Superintendent is responsible for developing a table of organization to determine staff responsibilities and authority. The Superintendent will be guided by the knowledge that the Board of Education values free interchange of ideas.
While directing the Superintendent to establish specific lines of authority and responsibility, the Board of Education does not intend to reduce the efficiency of a team operation.
General Operation
The following principles will govern the administrative operation of the school system:
1. The Superintendent of Schools has specific responsibility for overseeing the pattern and sequence of educational experience provided for students from pre-kindergarten through grade 12.
2. The administrative staff of each school will be encouraged to establish the organization of their school that is most appropriate for the students attending that school.
3. Communication will flow from the students to the teachers to the school administrator(s) to the Superintendent and then to the Board of Education. The community is encouraged to follow the same procedure.
4. Each member of the staff will be made aware of their position responsibilities and lines of authority.
Line and Staff Responsibilities
Teachers
All teachers shall be subject to the immediate supervision of their respective Principals and to the general supervision of the Superintendent of Schools.
Traveling Personnel
Teaching personnel who work in more than one school will be responsible to the Principal of the school in which they are working at a particular time.
Administration
School Medical Advisor
The School Medical Advisor shall take action as necessary for safe-guarding the health of students, teachers, and other personnel of the schools
Policy adopted:
March 25, 2008
Revised:
October 27, 2015
2130 - Job Descriptions
2131 - Chief Administrative Officer
Duties of School Superintendents
The responsibilities of the Superintendent or designee shall be:
1. To serve as executive head of the entire school system;
2. To administer the development and maintenance of a positive educational program designed to meet the needs of the community and to carry out policies of the Board; to initiate matters of educational policy and to make definite recommendations thereon; to keep abreast of the best educational developments and advise regarding changes in policies;
3. To recommend policies on organization, research and evaluation, finance, instruction, school planning and other functions of the school program;
4. To recommend the number and types of positions required to provide proper personnel for the operation of such a program;
5. To nominate for appointment and to define the duties of all Administrative Personnel subject to approval of the Board;
6. To assign all Board of Education personnel;
7. To develop the school budget annually by translating Board policy into terms of dollars and cents;
8. To advise and recommend in matters of business administration; to pass upon all proper requests for equipment and supplies, to point out possible economics and to supervise activities of the school system;
9. To keep the Board continually informed on the progress and condition of the schools;
10. To represent the Board to the personnel and to present the personnel to the Board through professional channels;
11. To maintain open lines of communication between the Board of Education, all concerned persons, students, public agencies and community members;
12. In the event that the Superintendent is unable to carry out these duties, the Board of Education shall designate someone to assume these responsibilities;
13. To employ all professional staff excluding administrative personnel and to nominate all administrative personnel subject to the approval of the Board;
14. To evaluate or cause to be evaluated all certified personnel in accordance with Connecticut General Statutes Section 10-151b.
Policy adopted:
March 25, 2008
Revised:
October 27, 2015
2131.1 - Appointment of Designee for Superintendent of Schools
Emergency Designee
In order to provide for unforeseen circumstances, the Superintendent shall appoint a designee. This designee shall function only when the Superintendent is unable to be reached in the event of an emergency. The designee shall function only in emergency situations.
Non-Emergency Designees.
The Superintendent may delegate authority to various designees throughout the year to perform certain tasks and take certain action on behalf of the Superintendent.
Policy adopted:
October 27, 2015
Policy Revised:
September 01, 2020 (effective immediately under suspension of the rules)
2141 - Recruitment and Appointment of Superintendent
The appointment of a Superintendent is the legal responsibility of the Board. The Board of Education will form a Personnel Search Committee which will conduct an active search to find the person it believes can most effectively translate into action the policies of the Board, the aspirations of the community, and foster a diverse professional staff. Efforts will be made to increase recruitment of underrepresented groups, including but not limited to women, minorities and people with disabilities. Applicants who can
best fulfill the role will be sought from within the school system and from without.
Legal Reference:
· Connecticut General Statutes
· 10-157 Superintendents. Relationship to local or regional board of education; written contract of employment, evaluation of superintendent by board of education, (as amended by P.A. 12-116, An Act Concerning Educational Reform)
· 10-222 Reports to state board of education.
Policy adopted:
October 27, 2015
2151 - Appointments to Administrative Positions & 2151R
The Board of Education may accept or reject the candidate recommended by the Superintendent. If the administrative vacancy to be filled is one for Building Principal or other administrator holding supervisory responsibilities over Principals and other administrators, a Personnel Search Committee comprised of all members of the Board of Education, and chaired by the Board President shall meet with any candidate who is recommended by the Superintendent. In the event that the Committee rejects the recommendation, the Superintendent, before the next regular meeting of the Board of Education, shall present another recommendation. Nothing shall preclude the Superintendent from submitting a previously rejected candidate, or recommending that the position be re-opened.
Policy adopted: October 27, 2015
Amended: May 22, 2018
2151R
Administrative Regulations
In recognition of the responsibility of the chief executive officer of the Board of Education to translate Board policy into effective administrative procedure, the Superintendent shall be obligated to provide for the following:
1. Implementation of a procedure for selection of administrative personnel which reflects the best professional management techniques, and which is free of either internal or external political considerations.
2. Appointment of screening committees who shall have the responsibility of initial review of credentials, interviewing of candidates, and submission of recommendations to the Superintendent, and whose members shall represent a balance of viewpoints associated with the administrative position under consideration.
3. Posting of notice, both within and without the district, for all administrative vacancies, excluding only interim or short term administrative vacancies. Such interim or short term vacancies may be posted only within the district, with the duration of the assignment clearly designated.
4. Development of clearly defined criteria whereby the qualifications of the candidates may be judged. Job descriptions developed in this process, and approved by the Board of Education, shall become Board policy.
5. Final nomination to the Board of Education of candidates for administrative positions who, in the judgment of the Superintendent, present the most outstanding potential for success.
In recognition of the ultimate accountability of the Board of Education to the citizens of Stamford for the quality of education it provides, the Board, in considering the nomination of the Superintendent, shall have access to the following data:
1. Names of all members of screening committees and their respective chairmen.
2. Names, paper credentials and screening committee evaluations of all candidate finalists selected for interview by the Superintendent.
Legal Reference:
· Connecticut General Statutes
· 10-151(b) Employment of teachers. Definitions. Tenure, etc. (as amended
by P.A. 12-116, An Act concerning Education Reform)
Regulation adopted:
October 27, 2015
2200 - Administrative Operations
The Board of Education will determine the policies to guide the decision-making process governing all activities of the schools. In setting these policies, it may seek the advice and assistance of the employees or their organizations, and other relevant persons or groups.
The Superintendent is responsible to the Board for the administration of the schools under applicable laws and the policies of the Board. In addition, the Superintendent shall prepare in detail, where applicable, the rules and regulations for implementing the approved policies.
The Superintendent shall organize the staff so all clearly understand the functions of each and the relationship between and among them; establish clear lines of communication, both vertically and horizontally; establish the necessary councils and committees to provide for efficient operation. All groups shall be given specific responsibilities, and channels shall be established so that the recommendations or decisions of each group can be heard and reviewed by the administration and,
where appropriate, by the Board.
The Superintendent shall balance the delegation of responsibility with commensurate authority subject to legal powers of the Board.
(cf. 2121 - Lines of Responsibility)
(cf. 2220 – Representative and Deliberate Groups)
Legal Reference:
· Connecticut General Statutes
· 10-157 Superintendents
Policy adopted:
October 27, 2015
2221 - Administrative Councils and Committees
The Board of Education believes that staff, at all levels, should be engaged in the improvement of the educational program of the District.
The Board authorizes the Superintendent to establish such permanent or temporary councils and committees as the administration deems necessary for proper administration of Board policies and for the improvement of the total educational program.
All councils and committees created by the Superintendent shall be for the purpose of obtaining, to a maximum degree, the advice and counsel of personnel of the district and to aid in district communication. Functioning in an advisory capacity, such groups may make recommendations for submission to the Board through the Superintendent. However, such groups shall exercise no inherent authority. Authority for establishing policy remains with the Board and authority for implementing policy remains with the Superintendent.
The membership, composition, and responsibilities of administrative councils and committees shall be
defined by the Superintendent and may be changed at his/her discretion.
Representative and Deliberative Groups
The Board of Education encourages the Superintendent and administrative staff to create and maintain
appropriate groups such as councils, cabinets and committees to:
1. Foster good communications with the staff, students and the public.
2. Allow staff, students, and the public a voice in decisions affecting them.
3. Establish effective channels of communication for the public, the students and the district staff.
Policy adopted:
March 25, 2008
Revised:
October 27, 2015
2224 - Consultants
The Board of Education, aware of the benefits to be derived, authorizes and encourages the administrative and supervisory staff to use professional consultants from the State Department of Education, colleges, universities, and other sources, when such consultative services will be helpful in the improvement of the instructional program in its schools. All consultants must be approved by the Superintendent, and cases involving honorarium and/or other costs must be within the approved Board of Education budget parameters. Board approval must be secured prior to the invitation and arrangement for visitation by such person or persons, if budgeted funds are not available.
Policy adopted:
October 27, 2015
2230 - Control and Communication Channels and Systems
Records and Recordkeeping
The Superintendent will ensure that all legally required and other appropriate and necessary records are
maintained on file by the Stamford Public School District.
The Superintendent of Schools is the custodian of all records maintained by the Central Office. The
School Principals are the custodians of all student records maintained by the office of each District
School.
All Central Office and Principals’ Office records will be stored as required by state or federal statute and
regulations either in fireproof files or other suitable storage containers and will be treated according to the
general provisions governing public records.
Legal Reference:
· Connecticut General Statutes
· 1-18 Disposition of original documents
· 1-213 to 1-225 The Freedom of Information Act.
· 4-193 Agency’s duties re: personal data
· 7-27 Municipal records to be kept in fire-resistive vaults or safes.
· 7-27a Destruction of original land records or instruments
· 10-15b Access of parent or guardians to student's records.
· 10-209 Records not to be public.
· 17b-90 Disclosure of information concerning program applicants and
participants
· 17a-28 Definitions. Confidentiality of and access to records; exceptions.
Procedures for aggrieved persons. Regulations.
· 19a-215 Reports of diseases on the commissioner’s list of reportable
diseases and laboratory findings. Confidentiality.
· 46b-11 Closed hearings and records
· 46b-124 Confidentiality of records of juvenile records
· 46b-56 (e) Access to Records of Minors.
· 11-8b Transfer or disposal of public records
· Federal Family Educational Rights and Privacy Act of 1974 (20
U.S.C.1232s.).
Policy adopted:
October 27, 2015
2231 - Policy and Regulation Systems & 2231R
Policy Manual
The Superintendent shall establish and maintain an orderly plan for preserving and making accessible
policies and bylaws adopted by the Board, and the regulations of the administration. Board policies, Board
bylaws, and administrative regulations shall be published in a manual, maintained in current condition,
and made available to all persons concerned.
Policies
Policies are statements of intent adopted by the Board of Education. They serve as guides to the
administration in the development and implementation of regulations for operating the district.
The Superintendent is an integral part of this policy-making process recommending to the Board areas
requiring policy adoption or change. The Superintendent shall develop a regulation specifying how
policies will be developed and presented to the Board.
Regulations
Consistent with policy, the Superintendent shall specify required staff actions, and design the
administrative arrangements under which the schools are to be operated. Those regulations and procedures
which apply throughout the district shall be designated as ``regulations,'' and placed in the district policy
manual. Regulations shall be presented to the Board but the Board will not adopt regulations unless
requested to do so by the Superintendent or unless required by federal or state law. The Superintendent is
responsible for development and implementation of district regulations. He/she shall develop a system
involving staff members in development and implementation of regulations. Regulations should be
complete, consistent with adopted Board policy, and capable of reasonable implementation.
Bylaws
Bylaws are the rules governing internal operations of the Board of Education. When need for a new
bylaw, or modification of an existing bylaw is recognized, the Board will consider an effective new or
modified bylaw for adoption. The same procedure used for development of policies shall be used for
development of bylaws.
Policy adopted:
October 27, 2015
2231R
Policy and Regulation Systems
Functions and Composition of Committees and Channels
1. Board of Education
The Board of Education is responsible for the development of policy and, according to law, must adopt policy (cf. 9311). It receives recommended drafts from the Superintendent, individual Board members and/or the policy committee. The Board may accept and adopt drafts, return them to the policy committee or Superintendent with requests for specific changes, or reject them outright. The Board may originate a request for a needed policy through the policy committee and/or Superintendent.
2. Superintendent of Schools
The Superintendent of Schools transmits recommended policy drafts to the Board with request for action. The Superintendent receives drafts from the Chairperson of the appropriate committee, and may accept drafts, or refer them back with requests for specific changes. The Superintendent must act within thirty (30) days and notify the committee of his/her action. The Superintendent approves rules and regulations (cf. 9313). The Superintendent may receive and approve drafts, return them to the submitting committee with request for specific changes, or reject them outright.
3. Committees
Each area of policies shall have a committee of Board of Education members and others if desirable to receive recommendations for new or modified policies or rules and regulations.
The committee will also recommend its own policy changes. The committee shall review once each year all the policies in the particular area for improvements. At least one administrator shall meet with the committee as well as the person who shall write drafts as requested.
4. Policy Handbook
Policies will be maintained online on the SPS website.
Regulation adopted:
October 27, 2015
2500/2232 - Administrative Reports
The Board shall require reports from the Superintendent of Schools concerning the state of the school
system.
The Superintendent shall be responsible for submitting to the Board an annual report indicating the effectiveness of the instructional program, the condition of the schools, and plans and suggestions for their improvement as well as other items of interest to the Board members.
The Board shall file an annual financial report with the State in accordance with the law.
Legal Reference:
- Connecticut General Statutes
- 10-157 Superintendent of Schools
- 10-222 Appropriations and budget
- 10-224 Duties of the Secretary
- 10-227 Returns of receipts, expenditures and statistics to state board.
Policy adopted:
October 27, 2015
September 28, 202
2234 - Treatment of Outside Reports
2300 - Statement of Ethics for Administrators
An educational administrator's professional behavior must conform to the Connecticut Code of
Professional Ethics for Educators (See Appendix) The educational leader provides professional leadership
across the district and also across the community. This responsibility requires the leader to maintain
standards of exemplary professional conduct while recognizing that his or her actions will be viewed and
appraised by the community, professional associates and students.
The educational leader acknowledges that he or she serves the schools and community by providing equal
educational opportunities to each and every child. The work of the leader must emphasize accountability
and results, increased student achievement, and high expectations for each and every student.
2300.1 - Statement of Standards for School Leaders & Appendix
The Board of Education endorses the “Connecticut School Leadership Standards” adopted by the
Connecticut State Board of Education. (See Appendix) These “Standards” represent the qualities
desired of school administrators in this District.
Policy adopted:
October 27, 2015
Appendix
Connecticut Code of Professional Responsibility for Educators
Regulations of Connecticut State Agencies Section 10-145d-400a
(a) PREAMBLE
The Code of Professional Responsibility for Educators is a set of principles which the
education profession expects its members to honor and follow. These principles set forth, on
behalf of the education profession and the public it serves, standards to guide conduct and the
judicious appraisal of conduct in situations that have professional and ethical implications.
The Code adheres to the fundamental belief that the student is the foremost reason for the
existence of the profession. The education profession is vested by the public with a trust and
responsibility requiring the highest ideals of professionalism. Therefore, the educator accepts
both the public trust and the responsibilities to practice the profession according to the highest
possible degree of ethical conduct and standards. Such responsibilities include the
commitment to the students, the profession, the community and the family. Consistent with
applicable law, the Code of Professional Responsibility for Educators shall serve as a basis
for decisions on issues pertaining to certification and employment. The Code shall apply to all
educators holding, applying or completing preparation for a certificate, authorization or
permit or other credential from the State Board of Education. For the purposes of this
section, "educator" includes superintendents, administrators, teachers, special services
professionals, coaches, substitute teachers and paraprofessionals.
(b) RESPONSIBILITY TO THE STUDENT:
(1) The professional educator, in full recognition of his or her obligation to the student, shall:
(A) Recognize, respect and uphold the dignity and worth of students as individual human
beings, and, therefore, deal justly and considerately with students; (B) Engage students in the
pursuit of truth, knowledge and wisdom and provide access to all points of view without
deliberate distortion of content area matter; (C) Nurture in students lifelong respect and
compassion for themselves and other human beings regardless of race, ethnic origin, gender,
social class, disability, religion, or sexual orientation; (D) Foster in students the full
understanding, application and preservation of democratic principles and processes; (E)
Guide students to acquire the requisite skills and understanding for participatory citizenship
and to realize their obligation to be worthy and contributing members of society; (F) Assist
students in the formulation of worthy, positive goals; (G) Promote the right and freedom of
students to learn, explore ideas, develop critical thinking, problem solving, and necessary
learning skills to acquire the knowledge needed to achieve their full potential; (H) Remain
steadfast in guaranteeing equal opportunity for quality education for all students; (I) Maintain
the confidentiality of information concerning students obtained in the proper course of the
educational process, and dispense such information only when prescribed or directed by
federal or state law or professional practice; (J) Create an emotionally and physically safe and
healthy learning environment for all students; and (K) Apply discipline promptly, impartially,
appropriately and with compassion.
(c) RESPONSIBILITY TO THE PROFESSION:
(1)The professional educator, in full recognition of his or her obligation to the profession,
shall: Connecticut Code of Professional Responsibility for Educators (A) Conduct himself or
herself as a professional realizing that his or her actions reflect directly upon the status and
substance of the profession; (B) Uphold the professional educator’s right to serve effectively;
(C) Uphold the principle of academic freedom; (D) Strive to exercise the highest level of
professional judgment; (E) Engage in professional learning to promote and implement
research-based best educational practices; (F) Assume responsibility for his or her
professional development; (G) Encourage the participation of educators in the process of
educational decision-making; (H) Promote the employment of only qualified and fully
certificated, authorized or permitted educators; (I) Encourage promising, qualified and
competent individuals to enter the profession; (J) Maintain the confidentiality of information
concerning colleagues and dispense such information only when prescribed or directed by
federal or state law or professional practice; (K) Honor professional contracts until
fulfillment, release, or dissolution mutually agreed upon by all parties to contract; (L) Create
a culture that encourages purposeful collaboration and dialogue among all stakeholders; (M)
Promote and maintain ongoing communication among all stakeholders; and (N) Provide
effective leadership to ensure continuous focus on student achievement.
(d) RESPONSIBILITY TO THE COMMUNITY
(1) The professional educator, in full recognition of the public trust vested in the profession,
shall: (A) Be cognizant of the influence of educators upon the community-at-large; obey
local, state and national laws; (B) Encourage the community to exercise its responsibility to
be involved in the formulation of educational policy; (C) Promote the principles and ideals of
democratic citizenship; and (D) Endeavor to secure equal educational opportunities for all
students.
(e) RESPONSIBILITY TO THE STUDENT’S FAMILY
(1) The professional educator in full recognition of the public trust vested in the profession,
shall: (A) Respect the dignity of each family, its culture, customs, and beliefs; (B) Promote,
respond, and maintain appropriate communications with the family, staff and administration;
(C) Consider the family’s concerns and perspectives on issues involving its children; and (D)
Encourage participation of the family in the educational process.
UNPROFESSIONAL CONDUCT*
(f ) The professional educator, in full recognition of his or her obligation to the student, shall
not: (A) Abuse his or her position as a professional with students for private advantage; (B)
Discriminate against students; (C) Sexually or physically harass or abuse students; (D)
Emotionally abuse students; or (E) Engage in any misconduct which would put students at
risk; and (g) The professional educator, in full recognition of his or her obligation to the
profession, shall not: Connecticut Code of Professional Responsibility for Educators (A)
Obtain a certificate, authorization, permit or other credential issued by the state board of
education or obtain employment by misrepresentation, forgery or fraud; (B) Accept any
gratuity, gift or favor that would impair or influence professional decisions or actions; (C)
Misrepresent his, her or another’s professional qualifications or competencies; (D) Sexually,
physically or emotionally harass or abuse district employees; (E) Misuse district funds and/or
district property; or (F) Engage in any misconduct which would impair his or her ability to
serve effectively in the profession; and (h) The professional educator, in full recognition of
the public trust vested in the profession, shall not: (A) Exploit the educational institution for
personal gain; (B) Be convicted in a court of law of a crime involving moral turpitude or of
any crime of such nature that violates such public trust; or (C) Knowingly misrepresent facts
or make false statements. * Unprofessional conduct is not limited to the descriptors listed
above. When in doubt regarding whether a specific course of action constitutes professional
or unprofessional conduct please seek advice from your school district or preparation
institution. (i) Code revision This Code shall be reviewed for potential revision concurrently
with the revision of the Regulations Concerning State Educator Certificates, Permits and
Authorizations, by the Connecticut Advisory Councils for Administrator and Teacher
Professional Standards. As a part of such reviews, a process shall be established to receive
input and comment from all interested parties.
Appendix
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals
Education leaders ensure the success and achievement of all students by guiding the development and
implementation of a shared vision of learning, a strong organizational mission, and high expectations
for student performance.
Element A. High Expectations for All: Leaders ensure that the creation of the vision, mission and goals
establish high expectations for all students and staff.
Element B. Shared Commitments to Implement the Vision, Mission, and Goals: Leaders ensure that
the process of implementing and sustaining the vision, mission, and goals is inclusive, building
common understandings and commitment among all stakeholders.
Element C. Continuous Improvement toward the Vision, Mission, and Goals: Leaders ensure the
success and achievement of all students by consistently monitoring and refining the implementation of
the vision, mission and goals.
PERFORMANCE EXPECTATION 2: Teaching and Learning
Education leaders ensure the success and achievement of all students by monitoring and continuously
improving teaching and learning.
Element A. Strong Professional Culture: Leaders develop a strong professional culture which leads to
quality instruction focused on student learning and the strengthening of professional competencies.
Element B. Curriculum and Instruction: Leaders understand and expect faculty to plan, implement, and
evaluate standards-based curriculum and challenging instruction aligned with Connecticut and national
standards.
Element C. Assessment and Accountability: Leaders use assessments, data systems, and accountability
strategies to improve achievement, monitor and evaluate progress, and close achievement gaps.
PERFORMANCE EXPECTATION 3: Organizational Systems and Safety
Education leaders ensure the success and achievement of all students by managing organizational
systems and resources for a safe, high-performing learning environment.
Element A. Welfare and Safety of Students, Faculty and Staff: Leaders ensure a safe environment by
addressing real and potential challenges to the physical and emotional safety and security of students,
faculty and staff.
Element B. Operational Systems: Leaders distribute responsibilities and supervise management
structures and practices to improve teaching and learning.
Element C. Fiscal and Human Resources: Leaders establish an infrastructure for finance and personnel
that operates in support of teaching and learning
PERFORMANCE EXPECTATION 4: Families and Stakeholders
Education leaders ensure the success and achievement of all students by collaborating with
families and other stakeholders to respond to diverse community interests and needs and to
mobilize community resources.
Element A. Collaboration with Families and Community Members: Leaders ensure the
success of all students by collaborating with families and other stakeholders.
Element B. Community Interests and Needs: Leaders respond and contribute to
community interests and needs to provide high quality education for students and their
families.
Element C. Community Resources: Leaders access resources shared among schools,
districts, and communities in conjunction with other organizations and agencies that provide critical
resources for children and families.
PERFORMANCE EXPECTATION 5: Ethics and Integrity
Education leaders ensure the success and achievement of all students and staff by modeling
ethical behavior and integrity.
Element A. Ethical and Legal Standards of the Profession: Leaders demonstrate ethical
and legal behavior.
Element B. Personal Values and Beliefs: Leaders demonstrate a commitment to values,
beliefs, and practices aligned with the vision, mission and goals for student learning.
Element C. High Standards for Self and Others: Leaders model and expect exemplary
practices for personal and organizational performance, ensuring accountability for high
standards of student learning.
PERFORMANCE EXPECTATION 6: The Education System
Education leaders ensure the success and achievement of all students and advocate for their students,
faculty and staff needs by influencing social, cultural, economic, legal, and political contexts affecting
education.
Element A. Professional Influence: Leaders improve the broader social, cultural
economic, legal, and political, contexts of education for all students and families.
Element B. The Educational Policy Environment: Leaders uphold and contribute to
policies and political support for excellence and equity in education.
Element C. Policy Engagement: Leaders engage policymakers to inform and improve
education policy.
3000s - Fiscal Management
- 3000 - General Policy Statement & 3000R
- 3010 - Equivalent Funding
- 3110 - Budget Preparation & 3110R
- 3160 - Operating Budget Transfer, 3160R & 3160 Appendix A & B
- 3162 - Additional Positions
- 3240 - Tuition Fees & 3240R
- 3300 - Purchasing/Expending Authority
- 3325 - Loan, Control and Disposition of Materials and Equipment & 3325R
- 3420 - Classification of Expenditures & 3420R
- 3434 - Periodic Audit & 3434R
- 3445 - Gifts, Grants, and Bequests to the District & 3445R
- 3447 - School Activity Funds & 3447R
- 3450 - Monies in School System Buildings & 3450R
- 3510 - Operation and Maintenance of Plant & 3510R
- 3515.1 - Facilities Use - Telephone & 3515.1R
- 3515.2 - Community Use of School Facilities & 3515.2R
- 3515.3 - School Building Use Fund
- 3517 - Security of Buildings and Grounds & 3517R
- 3533 - Employee Bonds & 3533R
- 3541.43 - Transportation Equipment – Contract Vehicles & 3541.43R
- 3541.44 - Transportation - Privately Owed Vehicles & 3541.44R
- 3542 - Nutrition Program
- 3542.21 - Board Responsibilities: Food Service & 3542.21R
- 3543.13 - Mail and Delivery & 3543.13R
3000 - General Policy Statement & 3000R
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:
- 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.
- To use the best available techniques for budget development and management.
- 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.
- 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
3010 - Equivalent Funding
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
3110 - Budget Preparation & 3110R
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
3160 - Operating Budget Transfer, 3160R & 3160 Appendix A & B
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 |
3162 - Additional Positions
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
3240 - Tuition Fees & 3240R
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:
- 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.
- 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
3300 - Purchasing/Expending Authority
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:
- All contracts for goods or services which exceed $100,000 shall require approval from the Board of Education;
- Vendor contracts over $50,000 must be signed by the Superintendent of Schools;
- Either the Superintendent of Schools or the Director of Finance must sign vendor contracts of $50,000 or less;
- 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;
- 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
- 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
3325 - Loan, Control and Disposition of Materials and Equipment & 3325R
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
3420 - Classification of Expenditures & 3420R
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
3434 - Periodic Audit & 3434R
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
3445 - Gifts, Grants, and Bequests to the District & 3445R
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
3447 - School Activity Funds & 3447R
The Superintendent or his/her designee may establish school activity funds to handle any of the
following:
- the finances of that part of the cost for the school lunch program that is not provided by local appropriations;
- the finances of that part of the cost of the driver education program that is not provided by local appropriations;
- 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
- Activity Specific (Adult Ed., Building Use, Driver Education, Medical Expense, Vending Commissions, Summer School, etc.)
- Scholarship & Awards
- Student Organizations
- School Enterprises
- 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:
- Funds should be turned in to the school Principal or his/her designee within 24 hours of receipt.
- 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.
- Receipts should be posted to a "Receipts Ledger" as soon as feasible, but no later than one time per month.
- 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.)
- All money collected shall be placed in a locked and secure location for safe keeping prior to making the bank deposit.
- 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:
- Bank Reconciliation
- 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
3450 - Monies in School System Buildings & 3450R
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
3510 - Operation and Maintenance of Plant & 3510R
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
3515.1 - Facilities Use - Telephone & 3515.1R
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
3515.2 - Community Use of School Facilities & 3515.2R
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
3515.3 - School Building Use Fund
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
3517 - Security of Buildings and Grounds & 3517R
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.
3533 - Employee Bonds & 3533R
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
3541.43 - Transportation Equipment – Contract Vehicles & 3541.43R
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
3541.44 - Transportation - Privately Owed Vehicles & 3541.44R
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
3542 - Nutrition Program
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
3542.21 - Board Responsibilities: Food Service & 3542.21R
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
3543.13 - Mail and Delivery & 3543.13R
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
4000s - Personnel
- 4000.1/5145.44 - Title IX PROHIBITION OF SEX DISCRIMINATION, INCLUDING SEX-BASED HARASSMENT & 4000.1R/5145.44R
- 4000.2/5005 - Students Bullying Behavior in the Schools
- 4001 - Staff Development
- 4003 - Public Trust Employees
- 4007 - Family and Medical Leave & 4007R
- 4011.1/5141.1 - Communicable Diseases & 4011.1R
- 4031 - Gifts and Gratuities
- 4033/5132 - Responsible Use of the Internet and other Electronic Communication Systems for Students
- 4034 - Copyright
- 4035 - Solicitation By Board Employees & 4035R
- 4111 - Recruitment and Selection
- 4111.1 - Affirmative Action/Non-discrimination
- 4111.3 - Minority Teacher Recruitment
- 4112 - Appointment and Conditions of Employment
- 4112.2 - Certification (New)
- 4112.4/4212.4 - Health Examinations for School Employees
- 4112.5 - Security Check/Fingerprinting (New) , 4112.5R & Appendix A-C
- 4112.8 - Conflict of Interest & Nepotism
- 4112.51/4212.51 - Reference Checks
- 4112.61/4212.61 - Use and Disclosure of Employee Medical Information (HIPAA)
- 4112.8/4212.8 - Conflict of Interest & Nepotism
- 4113 - Reports of Suspected Abuse or Neglect of Children or Reports of Sexual Assault of Students by School Employees & 4113R
- 4114 - Transfer/Reassignment
- 4115 - Evaluation and Support Program
- 4115.3 (a)(b)(c) - Evaluation Coaches
- 4115.5 - Policy on concussion and head injury awareness and prevention
- 4116 - Probationary/Tenure Status
- 4117 (a)(b) - Dismissal/Suspension/Disciplinary Action
- 4117.1 - Retirement
- 4117.2 - Resignations
- 4118 - Responsibilities
- 4118.1 - Liability Protection for Employees
- 4118.11 (a)(b)/4218.11 - Nondiscrimination/ Affirmative Action
- 4118.14 - Nondiscrimination on the Basis of Disabilities
- 4118.24/4218.24 - Staff/Student Non-Fraternization
- 4118.112/4218.112 - Sexual Harassment & 4118.112R
- 4118.113 - Harassment & 4118.113R
- 4118.22/4218.22 - Code of Ethics
- 4118.231 - Smoke-Free Environment
- 4118.232(a)(b)/4218.232 - Substance Abuse
- 4118.233 (a)(b)(c) / 4218.233 - Weapons and/or Threats on School Property
- 4118.234 (a)(b) - Prohibition on Recommendations for Psychotropic Drugs
- 4118.237/4218.2378/5141.8 - Face Masks/Coverings & 4118.237R
- 4118.24/4218.24 - Staff/Student Non-Fraternization
- 4118.5/4218.5 - Acceptable Use of the Internet and Other Electronic Systems & 4118.5R
- 4118.6/4218.6 - Cellular Telephones/District Issued Communication Devices
- 4118.7/4218.7 - Social Networking & 4118.7R
- 4118.11 - Nondiscrimination
- 4119/4219 Staff Conduct Public Trust Employees
- 4121 - Substitute Teachers
- 4122 - Student Teachers
- 4133.1 -- Use of Board of Education Vehicles or Privately Owned Vehicles
- 4140 - Maternity Disability and Child Care Leave
- 4148/4218 - Employee Protection & 4148R
- 4151.9/4152.4(a)/4251.9/4252.4 - Military Leave Benefits to Personnel Entering the Armed Forces
- 4211 - Recruitment and Selection
- 4212.42 - Drug and Alcohol Testing For School Bus drivers
- 4300 - Personnel - Discretionary
4000.1/5145.44 - Title IX PROHIBITION OF SEX DISCRIMINATION, INCLUDING SEX-BASED HARASSMENT & 4000.1R/5145.44R
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:
- 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;
- A parent, guardian, or other authorized legal representative with the legal right to act on behalf of a complainant; and
- 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, 9th 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:_______________________________
4000.2/5005 - Students Bullying Behavior in the Schools
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
4001 - Staff Development
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
4003 - Public Trust Employees
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
4007 - Family and Medical Leave & 4007R
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
4011.1/5141.1 - Communicable Diseases & 4011.1R
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
4031 - Gifts and Gratuities
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
4033/5132 - Responsible 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 "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
4034 - Copyright
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
4035 - Solicitation By Board Employees & 4035R
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
4111 - Recruitment and Selection
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
4111.1 - Affirmative Action/Non-discrimination
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
4111.3 - Minority Teacher Recruitment
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
4112 - Appointment and Conditions of Employment
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
4112.2 - Certification (New)
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
4112.4/4212.4 - Health Examinations for School Employees
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
4112.5 - Security Check/Fingerprinting (New) , 4112.5R & Appendix A-C
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: _______________________
4112.8 - Conflict of Interest & Nepotism
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
4112.51/4212.51 - Reference Checks
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
4112.61/4212.61 - Use and Disclosure of Employee Medical Information (HIPAA)
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
4112.8/4212.8 - Conflict of Interest & Nepotism
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
4113 - Reports of Suspected Abuse or Neglect of Children or Reports of Sexual Assault of Students by School Employees & 4113R
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.
-
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.
-
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
4114 - Transfer/Reassignment
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
4115 - Evaluation and Support Program
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
4115.3 (a)(b)(c) - Evaluation Coaches
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
4115.5 - Policy on concussion and head injury awareness and prevention
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
4116 - Probationary/Tenure Status
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
4117 (a)(b) - Dismissal/Suspension/Disciplinary Action
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
4117.1 - Retirement
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
4117.2 - Resignations
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
4118 - Responsibilities
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
4118.1 - Liability Protection for Employees
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
4118.11 (a)(b)/4218.11 - Nondiscrimination/ Affirmative Action
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
4118.14 - Nondiscrimination on the Basis of Disabilities
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
4118.24/4218.24 - Staff/Student Non-Fraternization
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
4118.112/4218.112 - Sexual Harassment & 4118.112R
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
4118.113 - Harassment & 4118.113R
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
4118.22/4218.22 - Code of Ethics
The Board recognizes that its responsibility to the community and to the students whom it serves
requires a commitment to the highest ethical standards.
Therefore:
1. The Board will ensure that its employment practices strive toward the highest degree of
professional competence, consistent with ethical and fair labor practices.
2. Neither the Board nor any employee shall engage in, or have a financial interest,
directly or indirectly, in any activity that conflicts, or raises a reasonable question of
conflict, with their respective duties and responsibilities.
Any employee of the Board should refer any question concerning the above to his/her immediate
supervisor.
Conflict of Interest
The Board of Education wishes to avoid any conflict of interest on the part of its employees
regarding their personal interests and the interests of the school district in dealing with suppliers,
contractors and all organizations or individuals doing or seeking to do business with the school
district. For this reason, the Board of Education prohibits employees from directly or indirectly
soliciting any gift; or accepting or receiving any gift having a value of twenty-five dollars ($25)
or more, whether in the form of money, services, loan, travel, entertainment, hospitality, thing or
promise, or any other form, under circumstances in which it could be reasonably inferred that the
gift was intended to influence the Board member or employee in the performance of his/her
official duties or was intended as a reward for any official action on his/her part.
Policy Adopted:
June 24, 2008
4118.231 - Smoke-Free Environment
The Board recognizes that tobacco and tobacco alternatives are 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 and tobacco alternatives referred to as vaping or
Electronic Nicotine Delivery Systems (ENDS).
Recognizing the negative impact on nonsmokers by others smoking, the Board declares all
school-sponsored events and areas operated by the Board to be officially designated smoke and
tobacco-free. Smoke and tobacco-free areas include all school buildings and grounds and all
school buses.
For purposes of this policy, use of tobacco/tobacco alternatives/smoke or smoking shall mean all
uses of tobacco, and tobacco alternatives including but not limited to, cigarettes, e-cigarettes,
vapes, ENDS, cigars, snuff, blunts, pipes, chewing tobacco, or any other substance that contains
tobacco or nicotine and all other forms of smokeless tobacco, rolling papers and any other items
containing or reasonably resembling tobacco, tobacco products, or tobacco alternatives.
Legal Reference:
· Drug-Free Workplace Act. 102 Stat. 4305-4308.
· Drug-Free Schools and Community Act, P.L. 99-570, as amended by P.L. 101-226 (1991).
· 21 U.S. C. 812, Controlled Substances Act, I through V, 202.
· 21 C.F.R. 1300.4 through 1300.15 regulation.
· 54 Fed. Reg. 4946 (1989) · Connecticut General Statutes
· 1-21 b Smoking prohibited in certain places.
· PA 93-304 An Act Prohibiting Smoking in Public Buildings.
Policy Adopted:
June 24, 2008
Amended:
September 27, 2016
June 25, 2019
4118.232(a)(b)/4218.232 - Substance Abuse
The Stamford Public Schools recognize that employees should be drug free and alcohol-free so
that the most positive learning experiences for students may take place. This policy is an integral
part of the Stamford Public Schools’ Drug, Alcohol, and Tobacco Prevention Program, and
represents one component of a district-wide effort to respond to problems caused by the
unauthorized use of controlled drugs or alcohol abuse.
Any Stamford Board of Education employee is in violation of this policy if on a school bus,
during a school session, or at a school sponsored activity such individual is under the influence
of alcohol or a controlled drug (except for current prescribed medication(s). Additionally, any
employee is in violation of this policy if, on or off school grounds, such individual unlawfully
possesses, uses, manufactures, dispenses, distributes, sells, or aids in the procurement of
controlled drugs, drug paraphernalia, or alcohol. Such employee shall be subject to discipline up
to and including termination, referral for prosecution, and intervention pursuant to the provisions
and procedures outlined in the Administrative Regulations.
The foregoing standards of conduct and sanctions shall be provided to all students, parents, and
employees.
Drug and alcohol awareness, education, and prevention programs for students and employees
shall be adopted and maintained, and shall teach that the use of controlled drugs and the unlawful
possession and use of alcohol are wrong and potentially harmful. The employee program shall
include information about the dangers of drug and alcohol abuse in the workplace, the Board’s
policy on maintaining a drug-free and alcohol-free workplace, and the availability of any drug
and alcohol counseling, rehabilitation, and employee assistance programs. The program will also
explain the penalties that may be imposed on employees for drug and alcohol-abuse violations
occurring on or off school grounds. Counseling and rehabilitation programs will be offered to
employees as described In the administrative regulations.
As a condition of employment, employees shall abide by the terms of this policy and shall notify
the Board of Education of any criminal drug statute conviction within five days of the
conviction. The Federal agency(ies) which grant(s) funds to the Board of Education will be
notified of the conviction within ten days, and appropriate personnel action will be taken against
the employee within thirty days as set forth in the administrative regulations.
The Board will review its program biennially to determine its effectiveness, to implement
changes to the program when needed, and to ensure that the sanctions set forth in the
administrative regulations are consistently enforced.
Legal Reference:
· Connecticut General Statutes
· Controlled Substances Act, 21 U.S.C. §812; 21 C.F.R. 1308.11 - 1308.15
· Drug-Free Workplace Act of 1988, 41 U.S.C. §701 et. seq.
· Drug-Free Schools and Community Act, P.L. 99-570, as amended by P.L. 101-226 (199)
· Safe and Drug-Free School and Communities Act of 1994,20
U.S.C. §7101 et. seq. Drug-Free Workplace Act, 30 ILCS 580/1 et. seq.
Policy Adopted:
June 24, 2008
4118.233 (a)(b)(c) / 4218.233 - Weapons and/or Threats on School Property
The Stamford Board of Education finds that the presence of weapons poses a risk to all persons,
and it prohibits weapons from school property and school-sponsored activities, except as may be
required as a condition of employment, such as for peace officers. The Board therefore has
adopted the following rules concerning weapons on school property:
1. No employee or other person shall bring onto any school property or to any school
sponsored activities any weapon or dangerous instrument as defined herein.
2. No employee or other person shall use, attempt to use, or threaten to use any such
weapon or dangerous instrument on school property or at any school-sponsored activity.
3. No employee or other person shall cause or threaten to cause death or physical injury
to any individual on school property or at any school-sponsored activity.
Violation of the above rules shall subject the employee to disciplinary action up to and including
discharge and may result in criminal charges against the employee or other person who possesses
a weapon on school property without authorization. This prohibition shall not apply to a peace
officer engaged in this performance of his or her official duties.
Any weapon or dangerous instrument on school property or at a school-sponsored activity will
be confiscated, and there is no reasonable expectation of privacy with respect to such items in the
workplace.
Definitions
"Weapon" means any firearm, including a BB gun, whether loaded or unloaded, any knife
(excluding a small pen or pocket knife), including a switchblade or other knife having an
automatic spring release device, a stiletto, any police baton or nightstick or any martial arts
weapon or electronic defense weapon.
"Dangerous instrument" means any instrument, article, or substance that, under the
circumstances, is capable of causing death or serious physical injury.
"School property" means the land and all temporary and permanent structures comprising the
District's elementary and secondary schools, and administrative office buildings. Such property
includes, but is not limited to, the following: classrooms, hallways, storage facilities, theatres,
gymnasiums, fields and parking lots.
"School-sponsored activity" means any activity sponsored, recognized or authorized by the
Board of Education and includes activities conducted on or off school property.
"Peace officer" means a state police officer, a member of the local police department, an
inspector in the state Division of Criminal Justice, a sheriff, deputy sheriff or special deputy
sheriff, a conservation officer or special conservation officer, a constable who performs criminal
law enforcement duties, a special policeman, an adult probation officer, a Department of
Correction official authorized by the Commissioner of Correction to make arrests in a
correctional institution or facility, an investigator in the investigations unit of the Office of the
State Treasurer, or any special agent of the federal government. Connecticut General Statutes
§53a-3 (9).
Legal Reference:
· Connecticut General Statutes
· 10-221 Board of Education to prescribe rules.
Policy Adopted:
June 24, 2008
4118.233R
Policy 4118.233 and this regulation are intended to:
I. Reduce the potential for violence in and around the workplace;
II. Encourage and foster a work environment that is characterized by respect and healthy
conflict resolution; and
III. Mitigate the negative consequences for employees who experience or encounter
violence in their work lives.
Scope of the Policy and Regulation:
The word "violence" in Policy 4118.233 and this regulation shall mean an act or behavior
that includes one or more of the following:
1. Is physically assaultive;
2. A reasonable person would perceive as obsessively directed, e .g. intensely focused on a
grudge, grievance, or romantic interest in another person, and reasonably likely to result in
harm or threats of harm to persons or property;
3. Consists of a communicated or reasonably perceived threat to harm another individual or
in any way endanger the safety of an individual;
4. Would be interpreted by a reasonable person as conveying potential harm to the
individual;
5. Is a behavior, or action, that a reasonable person would perceive as menacing;
6. Involves carrying or displaying weapons, destroying property, or throwing objects in a
manner reasonably perceived to be threatening; or
7. Consists of a communicated or reasonably perceived threat to destroy property.
Specific examples of conduct that may be considered threats or acts of violence under this policy
include, but are not limited to, the following:
1. Hitting or shoving an individual.
2. Threatening to harm an individual or his/her family, friends, associates, or their property.
3. The intentional destruction or threat of destruction of property owned, operated, or controlled
by the City of Stamford or Stamford Board of Education.
4. Making harassing or threatening telephone calls, letters or other forms of written or electronic
communications.
5. Intimidating or attempting to coerce an employee to do wrongful acts that would affect the
business interests of the City and/or Board of Education.
6. Harassing surveillance, also known as "stalking", the willful, malicious and repeated following
of another person and making a credible threat with intent to place the other person in reasonable
fear of his or her safety.
7. Making a suggestion of harm or intimidation or stating that an act to injure persons or property
is "appropriate".
8. Unauthorized possession or inappropriate use of firearms, weapons, or any other dangerous
devices on City/Board property, or in the course of City/Board business.
While under rare circumstances employees of the Board may be required as a condition of their
work assignment to possess firearms, weapons or other dangerous devices, or permitted to carry
them as authorized by law, such employees are to use them only in accordance with Board
operating procedures and all applicable State and Federal laws.
Citizen, Client and Vendor Interaction
Employees of the Board interact with citizens, clients and/or vendors who are distressed and who
may make threats or commit acts of violence. The Board will provide support and guidance as
deemed appropriate, to employees so that threats of violence can be recognized and addressed
and potentially prevented.
Citizen violence may be difficult to control and some employee exposure may be a result of
working with special populations. The handling of some citizen violence situations may be the
function of local law enforcement agencies. The Board will not tolerate violent acts or threats of
violence by clients, vendors or other members of the public towards or against its employees.
Family Members or Acquaintances
If the workplace is affected by a violent act or threat of violence by an employee’s family
member or acquaintance, the Board will provide access to support and guidance for the victim
and any other affected co-workers. The Board will not tolerate violent acts or threats of violence
by family members or acquaintances of Board employees toward employees.
Employees
The Board will not tolerate violent acts or threats of violence, verbal or implied, by employees.
In such cases the Board will impose immediate and definitive use of the disciplinary process, up
to and including termination of employment. If appropriate, criminal prosecution will also be
pursued in addition to the disciplinary process.
Employee Assistance Program (EAP)
The Board has established an Employee Assistance Program (EAP). Any troubled employee may
request and will be entitled to receive guidance and, if necessary, professional help from the
Employee Assistance Program (EAP). By working with employees with personal problems, the
EAP may assist in addressing potential violence before it occurs. Employees are encouraged to
access the EAP in accordance with the conditions under which it operates.
Reporting Violations
Any employee who experiences or witnesses an act or threat of violence is directed to
immediately report such policy violation to his/her immediate supervisor or the Personnel
Department.
Administrators and supervisors are responsible for ensuring that Board policy as set forth in the
Regulation is implemented in their respective areas of responsibility. Employee safety and the
safety of the public must be the highest concern of all Board employees. When made aware of a
real or perceived threat of violence, administrators, regardless of their level, must immediately
contact the Human Resources Division at (203) 977-4070 or the Personnel Department at (203)
977-4097. Human Resources and/or the Personnel Director will initiate an immediate and
through investigation, provide support for employees and supervisors and take specific actions to
prevent acts of violence from occurring.
If necessary, in circumstances that so require, administrators, teachers and other employees
should not hesitate to contact the Stamford Police Department directly at #91 1.
Legal Reference:
· Connecticut General Statutes
· 10-221 Board of Education to prescribe rules.
Regulation Adopted:
June 24, 2008
4118.234 (a)(b) - Prohibition on Recommendations for Psychotropic Drugs
The Board of Education prohibits school personnel from recommending the use of psychotropic
drugs for any child. For the purposes of this policy, the term "recommend" shall mean to directly
or indirectly suggest that a child should use psychotropic drugs.
Psychotropic drugs are defined as prescription medications for behavioral or social-emotional
concerns, such as attentional deficits, impulsivity, anxiety, depression and thought disorders and
includes, but is not limited to stimulant medications and anti-depressants.
However, school health or mental health personnel, including school nurses or nurse
practitioners, the District’s Medical Advisor, school psychologists, school social workers, and
school counselors (note: The Board may also include other school personnel it has identified as
the person responsible for communication with a parent or guardian about a child’s need for
medical evaluation, such as the district’s director of special services/special education.) may
recommend that a student be evaluated by an appropriate medical practitioner.
Nothing in this policy shall be construed to prohibit a Planning and Placement Team from
discussing with parents and/or guardians of a child the appropriateness of consultation with, or
evaluation by, medical practitioners; or to prohibit school personnel from consulting with
appropriate medical practitioners with the consent of the parents and/or guardians of a child.
The Board recognizes that the refusal of a parent or other person having control of a child to
administer or consent to the administration of any psychotropic drug to the child shall not, in and
of itself, constitute grounds for the Department of Children and Families (DCF) to take such
child into custody or for any court of competent jurisdiction to order that such child be taken into
custody by the Department, unless such refusal causes such child to be neglected or abused, as
defined in C.G.S.46b-120.
The Superintendent of Schools or his/her designee shall promulgate this policy to district staff
and parents/guardians of students annually and upon the registration of new students.
Legal Reference:
· Connecticut General Statutes
· 10-212b Policies prohibiting the recommendation of psychotropic drugs
by school personnel. (as amended by PA 03-211)
· 46b-120. Definitions 10-76a Definitions. (as amended by PA 00-48).
· 10-76b State supervision of special education programs and services. 10-76d Duties and powers of boards of education to provide special education programs and services. (as amended by P A 97-114 and P A 00-48)
· 10-76h Special education hearing and review procedure. Mediation of disputes. (as amended by P A 00-48)
· State Board of Education Regulations.
· 34 C.P.R. 3000 Assistance to States for Education for Handicapped
Children.
· American with Disabilities Act, 42 U.S.C. §12101 et seq.
· Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq.
Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794.
Policy Adopted:
June 24, 2008
4118.237/4218.2378/5141.8 - Face Masks/Coverings & 4118.237R
03/01/2022: Policy suspended effective immediately (under suspension of the rules). Superintendent
authorized to temporarily reinstate policy, in whole or part, subject to Board approval. See minutes
03/01/2022.
Personnel -- Certified/Non-Certified
Students
Face Masks/Coverings
This policy pertains to students, faculty, staff, and visitors. It has been developed to fulfill the
guiding principles contained in the Framework for Connecticut Schools, specifically to
safeguard the health and safety of students and staff and to allow all students the opportunity to
return into classrooms. Evidence shows that the proper wearing of facial masks or coverings
helps stop the spread of the virus.
The Board of Education (Board) is implementing this masking requirement to promote the
safest possible learning, teaching and work environment for students, faculty, staff and visitors
during the COVID-19 pandemic. The first priority of the Board is the health and well-being of
students and staff as the District prepares for and implements the safe reopening of schools.
The Center for Disease Control and Prevention (CDC) and the Connecticut Department of
Public Health (CTDPH) and the Connecticut State Department of Education, as outlined in
Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together requires the
wearing of face coverings for all students and staff when they are inside school buildings and
while riding school transportation vehicles, with certain exceptions.
In consultation with the CTDPH, upon the recommendation of the Department of Health for the
City of Stamford that masks are required, the following policy shall apply.
The Superintendent shall have the authority to limit access to public school grounds and
district buildings.
Additionally, in consultation with the Department of Health for the City of Stamford, the
Superintendent may suspend or modify this policy to alter, reduce, eliminate, or otherwise
modify the requirements contained herein.
Definitions
Mask – A cloth, paper, or disposable face covering that covers the nose and mouth. It may
or may not be medical grade. Masks that have an exhalation valve or vent are prohibited.
This definition is subject to change if necessary in order to conform with future guidance
issued by the CDC and CTDPH.
Face shield – a clear, plastic shield that covers the forehead, extends below the chin and
wraps around the sides of the face, protecting the eyes, nose and mouth from contamination
from respiratory droplets, which may be used along with masks or respirators.
Clear plastic barrier – a clear plastic or solid surface that can be cleaned and sanitized often.
Transportation
All persons riding transportation provided by the district, including student passengers, are
required to wear a face mask that completely covers the nose and mouth during transit. The
individual’s mask must be in place prior to boarding the vehicle and must be kept in place
until they are completely off the vehicle. The Board shall provide back-up masks if students
do not have masks when boarding school transportation. These requirements are also
applicable to the drivers of the vehicle, monitors (if any), and any other individual on the
vehicle.
School Buildings and Grounds
All students, staff, and visitors are required to use a mask that completely covers the nose
and mouth, when they are inside the school building, even when social distancing is maintained.
Specific to outdoor settings, masks are not required, but students and staff will continue to wear
masks in situations where students and/or staff are outdoors and in close contact while stationary
(e.g., sitting/standing together in a group). Where students are actively moving around during
recess or physical education activities, masks can be removed. Masks will also be on when going
out of the building to recess and back into the building afterward. Good hand hygiene will be
emphasized before and after outdoor activities.
Mask breaks may be provided throughout the day, subject to this policy and associated
regulations.
T
Transparent (clear) masks may be used by teachers in situations where it is important for
students to see how a teacher pronounces words (e.g. reading instruction, English learners,
early childhood, foreign language, deaf or hard of hearing students, etc.) and a separating
distance of six feet is consistently maintained.
Parents/guardians may not excuse their child from the requirement to wear a mask by signing a
waiver. If an individual has a medical condition that makes it contrary to their health or safety
to wear a mask, that individual may request a medical exemption from the requirement to wear
a mask. A written notification from a physician is required in order for the Board to permit a
medical exemption. The physician’s note must state the medical reason for the requested
exemption, and must comply with the requirements contained in associated regulation.
Requests for exemption shall be made on the District’s form and be in accordance with the
regulation associated with this policy.
The Board shall provide to any student, staff member or visitor a face mask if such
individual does not have one. Training shall be provided as necessary regarding the proper
use of face coverings. Information shall be provided to staff, students and students’ families
regarding the proper use, removal and washing of cloth face coverings.
Limited Exceptions to Use of Masks – Eating and Drinking
Masks are required in all dining areas while entering and leaving or getting food and drinks.
Subject to the provisions of this policy and associated regulation, when other and appropriate
mitigating practices are in place, such as maintaining a separating distance of six (6) feet to
the greatest extent possible, students will not be required to wear face masks while eating or
drinking.
Mask Breaks
Subject to the provisions of this policy and associated regulation, breaks from wearing masks
shall be scheduled throughout the school day, by the teacher, provided that a separating
distance of at least six (6) feet to the greatest extent possible is maintained and limitations are
enforced regarding student and staff mobility. Members of staff may participate in any or all
scheduled mask breaks.
Mask use will not be required by staff when they are alone in private offices. However, they
are required to mask when anyone enters a private office space and are required to wear a
mask if their office space is physically shared with others and does not allow for 6 feet of
physical distancing or if the work area is frequented by others (such as a reception area).
Additionally, in consultation with the Department of Health for the City of Stamford, the
Superintendent may suspend or modify this restriction so as to excuse staff that has been fully
inoculated from the restrictions of this paragraph.
Violations of this Policy
Violations of this policy, whether by students or staff, shall be handled in the same manner
as other violations of applicable Board policy.
For the health and safety of students and staff, students who refuse to wear a mask without an
approved exemption will be subject to appropriate disciplinary action which may include a
required period of remote learning. In the event such student refuses to wear a mask after
having been prompted to do so, the student shall be sent to a designated location and the
parent/guardian shall be contacted to rectify the situation, school personnel to explain the
options available regarding schooling and for the possible removal of the child from the in
person school setting.
If a visitor refuses to wear a face covering and has not been granted a medical exemption,
entry to the school/district facility may be denied.
Teachers or schools may provide incentives for compliance with the face mask requirement.
Community Outreach
The District shall engage in community education programs including signage, mass and
targeted communication, and positive reinforcement that will actively promote mask use
consistent with CDC, DDH, CSDE and OSHA guidance. Community members will be
reminded that mask use does not replace the need for social distancing, washing of hands and
other preventative practices recommended by all appropriate authorities.
Until further notice the Board will require the wearing of masks as prescribed in this policy. The
Board reserves the right to interpret the provisions of this policy and to modify any or all matters
contained in this policy at any time, subject to applicable law.
(cf. 5141.1 – Communicable/Infectious Diseases) (cf. 6110 – Emergency Closings)
(cf. 6110 – Emergency Closings)
Legal Reference:
Connecticut General Statutes
10-154a Professional communications between teacher or nurse and student.
10-207 Duties of medical advisors.
10-221 Boards of education to prescribe rules.
19a-221 Quarantine of certain persons.
52-557b Immunity from liability for emergency medical assistance, first aid or
medication by injection. School personnel not required to administer or render.
The Family Educational Rights and Privacy Act of 1974, (FERPA), 20 U.S.C. 1232g, 45 C.F.R. 99.
Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together
Connecticut LEA School Reopening Template
CDC Considerations for Schools
CDC Symptoms of Coronavirus
CDC Quarantine & Isolation
CDC Use of Cloth Face Coverings to Help Slow the Spread of COVID-19
CDC Interim Guidance for Administrators of US K-12 Schools and Child Care Programs
CDC Schools Decision Tree for Schools Reopening
Policy Adopted:
September 01, 2020 (Effective immediately under suspension of rules)
Revised:
03/23/2021 (Effective immediately under suspension of rules)
06/01/2021 (Effective immediately under suspension of rules)
Suspended:
03/01/2022 (Effective immediately under suspension of rules)
Superintendent authorized to temporarily reinstate policy, in whole or part, subject to Board
approval. See minutes 03/01/2022.
03/01/2022: Policy suspended effective immediately (under suspension of the rules). Superintendent
authorized to temporarily reinstate policy, in whole or part, subject to Board approval. See minutes
03/01/2022.
4118.237 R
4218.237 R
5141.8 R
Personnel – Certified / Non-Certified Students
Facemasks/Coverings
REGULATION
Exemption from requirement to wear a mask
In an emergent situation, if an individual is having trouble breathing; is unconscious; is
incapacitated; or cannot remove the mask without assistance, that individual may be temporarily
excused from the requirement to wear a mask without formally requesting an exemption.
An exemption from the requirement to wear a mask when in a district building may be granted
for anyone who has a medical condition, behavioral condition or disability that makes wearing
a mask contrary to their health or safety. To request a medical exemption, a written
notification from a Practitioner (as defined below) is required (the “Physician’s Notification”).
A “Practitioner” means a licensed physician, or an advanced practice registered nurse licensed by
the State of Connecticut (“APRN”), or a physician assistant licensed by the State of Connecticut
(“PA”), a licensed or certified medical provider, psychologist, marriage and family therapist,
professional counselor, social worker, or behavior analyst, the Department of Developmental Services
or other state agency that provides or supports services for people with emotional, intellectual or
physical disabilities, or a person authorized by any such agency.
A Physician’s Notification must be provided by a Practitioner, must be on the Practitioner’s
letterhead, signed, dated, and contain the Practitioner’s printed name and contact information. It
must be no more than three (3) months old. It must certify the person is qualified for the
exemption and must state it would be medically contraindicated (contrary to the individual’s
health or safety) for the individual to wear a mask because of a medical condition, behavioral
condition or disability.
Requests for exemption from the requirement to wear a mask in a district building shall be
submitted in advance. If the request for exemption is for a member of staff, the request must be
delivered to the Director of Human Resources for the District (this includes any interim or acting
Director of Human Resources, if applicable). If the request is for a building visitor, the request
must be delivered in advance to the building principal. If the request is for a student, the request
must be delivered to the school nurse, and must include a completed Student Medical Exemption
Certification Statement – Mask or Face Covering form. Submission of a request for exemption
is not a guarantee that an exemption will be granted. The requestor must comply with all
requirements to wear a mask until they have been notified that their request for exemption was
granted. Once granted, an exemption may be conditioned, modified or revoked as may be
necessary and appropriate.
Any individual that is granted an exemption from the requirement to wear a mask is expected to
behave appropriately. Inappropriate behavior or failure to follow any conditions associated with
an exemption will subject the individual to appropriate disciplinary action. The names of
individuals who are granted an exemption from the requirement to wear a mask shall be provided
to the principal who will disseminate this information to those who have a need to know ie:
classroom teacher, etc.
For the purposes of this Regulation, “Fully vaccinated” means at least fourteen days have elapsed
since a person has received the second dose of the Pfizer or Moderna vaccine, or the single dose of
the Johnson & Johnson vaccine, or as otherwise defined by the Centers for Disease Control (“CDC”).
Teacher Removal of Mask During Active Instruction
In an effort to balance the risks of SARS-CoV-2 transmission in a classroom and instructional
needs, teachers who are fully vaccinated may choose to remove their masks when they are engaged
in active instruction at the front of the classroom in which students are seated and masked provided
that a separating distance of at least six (6) feet to the greatest extent possible is maintained. Mask
removal may not occur in cases where a fully vaccinated teacher is a close contact of a known case
and, in lieu of quarantine, is instructed to wear a mask until they receive a negative test.
Mask Breaks
Mask breaks may be allowed at the teacher’s discretion provided a separating distance of six (6)
feet is maintained to the greatest extent possible, limitations are enforced regarding student and
staff mobility are enforced, appropriate additional mitigating measured are followed, and any
additional guidelines that may be set by the administration are followed.
Violation of this Policy
• Minor violations – will ideally be addressed in the moment by an active bystander (e.g.,
offering a forgetful student a mask) and/or through an educational discussion (e.g., student
meeting with staff). We encourage peer engagement and bystander intervention by staff,
consistent with our broader social norming campaign.
• Serious violations – will be handled through the typical process within each building.
Through this administrative process, the administration may administer appropriate
discipline, including suspending a student from in-person learning/activities (i.e., allow them
to continue with remote learning). The definition of what is a “serious” violation will be
fact-bound. Factors to consider include, but are not limited to, repeated violations by the
same individual, actions that constitute a refusal to comply when warned or encouraged, and
large events in plain, intentional disregard of size and distance limitations.
If an employee fails to comply with requirements of this policy, it may result in disciplinary
action, up to and including termination, in accordance with relevant laws, policies and
procedures.
Regulation Adopted:
September 01, 2020
Amended: March 23, 2021
August 17, 2021
August 30, 2021
Suspended:
03/01/2022 (Effective immediately under suspension of rules)
Superintendent authorized to temporarily reinstate policy, in whole or part, subject to Board
approval. See minutes 03/01/2022.
Mask or Face Covering Medical Exemption Form
4118.24/4218.24 - Staff/Student Non-Fraternization
The Board of Education requires all employees to conduct themselves in a manner which will
maintain the authority and respect necessary in the educational setting. Therefore, any dating
relationships or other social relationships which may reasonably be perceived to be dating
between any staff member and any student of this school district 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 relationship exists. While the
Board encourages employees to be warm and 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. 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.
(cf. 4118.112/4218.112 - 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.
· 10-151 Employment of teachers. Definitions. Notice and hearing on failure to renew or termination of contract. Appeal
Policy Adopted:
June 24, 2008
4118.5/4218.5 - Acceptable Use of the Internet and Other Electronic Systems & 4118.5R
The Board of Education believes that the internet and other methods of electronic
communication should be used in school to educate and inform. Resource sharing and
communication for both students and teachers have increased with access to telecommunications
and the internet. It is imperative that members of the school community conduct themselves in a
responsible manner consistent with Board policy as well as federal and state law at all times
while utilizing the internet and any other electronic information retrieval or telecommunications
systems.
The Board believes that staff members have a professional responsibility to teach students to
understand that the internet, similar to other information sources, requires the intellectual skills
to discriminate among information sources, to identify information appropriate to their age and
developmental levels, and to evaluate, use and communicate information to meet their
educational goals.
These electronic telecommunications and computer systems are business and educational tools.
As such, they are made available to Board employees for business and education related uses.
The Administration shall develop regulations setting forth procedures to be used by the
Administration in an effort to ensure that such computer systems are only used for appropriate
business and education related purposes.
It is the responsibility of the student, parent, teachers and administrators to ensure that access to
telecommunication networks and computers provided by the school system is not abused.
The Superintendent of Schools will appoint one administrator to serve as the Board's "Internet
Administrator," who will be responsible for implementing this policy, establishing procedures,
and supervising access privileges.
Legal Reference:
• Connecticut General Statutes
• The Freedom of Information Act
• 53A-182B Harassment in the first degree.
• P.A. 98-142 An Act Requiring Notice to Employees of Electronic Monitoring by Employers.
Policy Adopted:
June 24, 2008
Revised:
September 27, 2016
4118.5R
4218.5
Personnel - Certified/Non certified
Rights, Responsibilities and Duties
Acceptable Use of the Internet and Other Electronic Systems
Introduction
Computers, computer networks, internet access, and electronic mail (popularly known as
"email") are effective and important technological resources in today's educational environment.
The Board of Education has installed computers, a computer network, including internet access
and an e-mail system, to enhance the educational and business operations of the District. In this
regulation, the computers, computer network, internet access and e-mail system are referred to
collectively as "the computer systems."
The computer systems are business and educational tools. As such they are being made available
to employees of the District for District-related educational and business purposes. All users of
the computer systems should use district computer systems for appropriate District-related
educational and business purposes. Incidental personal use of computer systems is permitted
provided that it does not interfere with job responsibilities. In addition, any such use is subject to
the provisions of this regulation concerning prohibited uses and monitoring.
The computer systems are expensive to install, own and maintain. Unfortunately, the computer
systems can be misused in a variety of ways. Therefore, in order to maximize the benefits of
these technologies of the District, our employees and all our students, this regulation shall govern
all use of the computer systems.
Monitoring
It is important for all users of these computer systems to understand that the Board of Education,
as the owner of-the-computer systems, intends to monitor the-use-of the computer systems to
ensure that they are being used for appropriate business and education purposes. The Board of
Education intends to monitor as needed to ensure that the systems are being used appropriately
for District-related educational and business purposes and to maximize utilization of the systems
for such business and educational purposes.
Why Monitor
The computer systems are expensive for the Board to install, operate and maintain. For that
reason alone it is necessary to prevent misuse. However, there are other equally important
reasons why the Board intends to monitor the use of the computer systems, reasons that support
its efforts to maintain a comfortable and pleasant work environment for all employees and
learning environment for students.
The computer systems can be used for improper and even illegal purposes. Experience by other
operators of such computer systems has shown that they can be used for such wrongful purposes
as sexual harassment, intimidation of co-workers, threatening of co-workers, breaches of
confidentiality, copyright infringement and the like.
Monitoring will also allow the Board to continually reassess the utility of the computer systems
and, whenever appropriate, make such changes to the computer systems as it deems fit. Thus, the
Board monitoring should serve to increase the value of the system to the District on an ongoing
basis.
Privacy Issues
Employees must understand that the Board has reserved the right to conduct monitoring of the
computer systems and can do so despite the assignment to individual employees of passwords for
system security. Any password systems implemented by the District are designed solely to
provide system security from unauthorized users, not to provide privacy to the individual system
user.
The system's security aspects, message delete function and personal passwords can be bypassed
for monitoring purposes.
Therefore, in addition to the prohibitions found below, employees must be aware that they
should not have any expectation of personal privacy in the use of these computer systems.
Prohibited Uses
Certain specific types of system misuse are expressly prohibited, including but not limited to the
following:
1. Sending any form of solicitation not directly related to the business of the Board of
Education;
2. Sending any form of slanderous, harassing, threatening, or intimidating message, at
any time, to any person (such communications may also be crime, pursuant to Public Act
95,. I-43, and other laws);
3. Gaining or seeking to gain unauthorized access to computer systems;
4. Sending any message that breaches the Board of Education's confidentiality
requirements, including the confidentiality rights of students;
5. Sending any copyrighted material over the system;
6. Sending messages for any purpose prohibited by law.
7. In addition, if a particular behavior or activity is generally prohibited by law and/or
Board of Education policy, use of these computer systems for the purpose of carrying out
such activity and/or behavior is also prohibited.
8. Sending material of a pornographic nature.
Disciplinary Action
Misuse of these computer systems will result in disciplinary action up to and including
termination of employment. Because no two situations are identical, the Board reserves the right
to determine the appropriate discipline for any particular set of circumstances.
Complaints of Problems or Misuse
Anyone who is aware of problems with, or misuse of these computer systems, should report this
to his or her supervisor.
The Board urges any employee who receives any harassing, threatening, intimidating or other
improper message through the computer systems to report this immediately. It is the Board's
policy that no employee should be required to tolerate such treatment, regardless of the identity
of the sender of the message.
Legal Reference:
• Connecticut General Statutes
• The Freedom of Information Act
• 53A-182B Harassment in the first degree.
• P.A. 98-142 An Act Requiring Notice to Employees of Electronic
Monitoring by Employers.
Regulation Adopted:
June 24, 2008
Revised:
September 27, 2016
4118.6/4218.6 - Cellular Telephones/District Issued Communication Devices
The Board recognizes that the use of cellular telephones and other communication devices may
be appropriate to provide for the effective and efficient operation of the District and to help
ensure safety and security of District property, staff and others while on District property or
engaged in District-sponsored activities. To this end, the Board authorizes the purchase and
employee use of cellular telephones, as deemed appropriate by the Superintendent.
Communication devices issued by the District may include cellular telephones, walkie-talkies,
personal digital assistants (PDAs) or laptop computer with "beaming capabilities," citizen band
radios and pagers/beepers.
District-owned cellular telephones/communication devices shall be used for authorized District
business purposes, consistent with the District’s mission and goals. Personal use of such
equipment is prohibited except in emergency situations. Any expenses incurred for such personal
use shall be reimbursed to the District.
Use of cellular telephones/communication devices in violation of Board policies, administrative
regulations, and/or state/federal laws will result in discipline up to and including dismissal and
referral to law enforcement officials, as appropriate.
The Superintendent is directed to develop administrative regulations for the implementation of
this policy, including a uniform and controlled system for identifying employee cellular
telephone needs, monitoring use and reimbursement. Provisions may also be included for staff
use of privately owned cellular telephones/communication devices for authorized District
business.
Policy Adopted:
June 24, 2008
4118.7/4218.7 - Social Networking & 4118.7R
The Board of Education recognizes the importance of social media for its employees, and
acknowledges that its employees have the right under the First Amendment, in certain
circumstances, to speak out on matters of public concern. However, the Board will regulate the
use of social media by employees, including employees’ personal use of social media, when such
use:
1) interferes with the work of the school district;
2) is used to harass coworkers or other members of the school community;
3) creates a hostile work environment;
4) breaches confidentiality obligations of school district employees,
5) disrupts the educational process;
6) harms the goodwill and reputation of the school district in the community; or
7) violates the law, board policies and/or other school rules and regulations
8) uses social media to enter into inappropriate contacts with students, their families or
guardians.
The Board of Education, through its Superintendent, will adopt and maintain administrative
regulations to implement this policy.
Legal References:
· U.S. Constitution, Amend. I
· Conn. Constitution, Article I, Sections 3, 4, 14
· Conn. Gen. Stat. § 31-48d Conn. Gen. Stat. § 31-51q
· Conn. Gen. Stat. §§ 53a-182; 53a-183; 53a-250
· Electronic Communication Privacy Act, 28 U.S.C. §§ 2510 through 2520
Adopted:
May 22, 2012
4118.7R
Personnel – Certified/Non certified
Social Networking
The Board of Education recognizes the importance of social media for its employees, and
acknowledges that its employees have the right under the First Amendment, in certain
circumstances, to speak out on matters of public concern. However, the Board will regulate the
use of social media by employees, including employees’ personal use of social media, when such
use:
1) interferes with the work of the school district;
2) is used to harass coworkers or other members of the school community;
3) creates a hostile work environment;
4) breaches confidentiality obligations of school district employees,
5) disrupts the work of the school district;
6) harms the goodwill and reputation of the school district in the community; or
7) violates the law, board policies and/or other school rules and regulations 8) uses social
media to enter into inappropriate contacts with students, their families or guardians.
Definitions:
Social media includes, but is not limited to, social networking sites, such as Twitter, Facebook,
LinkedIn, You Tube, MySpace and services designed for mass communication of content.
Board of Education includes all names, logos, buildings, images and entities under the authority
of the Board of Education.
Rules Concerning Personal Social Media Activity
1. An employee may not mention, discuss or reference the Board of Education, the school
district or its individual schools, programs or teams on personal social networking sites,
unless the employee also states that the post is the personal communication of the
employee of the school district and that the views posted are the employee’s alone and do
not represent the views of the school district or the Board of Education.
2. Employees must refrain from mentioning other Board of Education employees or other
members of the school community (e.g., parents or others) on personal social networking
sites, without such individuals’ express consent unless the employee is addressing an
issue of public concern and the employee’s speech falls under applicable constitutional
protections pertaining to same. I ) )
3. Employees are required to maintain appropriate professional boundaries with students,
parents, and colleagues. For example, it is not appropriate for a teacher or administrator
to "mend" a student or his/her parent or guardian or otherwise establish special
relationships with selected students through personal social media, and it is not
appropriate for an employee to give students or parents access to personal postings
unrelated to school.
4. Unless given written consent, employees may not use the Board of Education’s logo or
trademarks on their personal posts. Please note that this prohibition extends to the use of
logos or trademarks associated with individual schools, programs or teams of the school
district.
5. Employees are required to use appropriately respectful speech in their personal social
media posts; and to refrain from harassing, defamatory, abusive, discriminatory,
threatening or other inappropriate communications. Such posts reflect poorly on the
school district’s reputation, can affect the educational process and may substantially and
materially interfere with an employee’s ability to fulfill his/her professional
responsibilities.
6. Employees are individually responsible for their personal posts on social media.
Employees may be sued by other employees, parents or others, and any individual that
views an employee’s social media posts as defamatory, pornographic, proprietary,
harassing, libelous or creating a hostile work environment. Employees may be personally
liable for such claims.
7. Employees are required to comply with all Board of Education policies and procedures
with respect to the use of computer equipment, networks or electronic devices when
accessing social media sites. Any access to personal social media activities while on
school property, using school district equipment, or using any other Board of Educations
provided services, must comply with those policies, and may not interfere with an
employee’s duties at work.
8. The Board of Education reserves the right to monitor all employee use of district
computers and other electronic devices, including employee blogging and social
networking activity, the identification of employee geographic location and all internet
usage. An employee should have no expectation of personal privacy in any personal
communication or post made through social media while using district computers,
cellular telephones, other electronic data devices or network connections wireless or
otherwise.
9. All posts on personal social media must comply with the Board of Education’s policies
concerning confidentiality, including the confidentiality of student information. If an
employee is unsure about the confidential nature of information the employee is
considering posting, the employee shall consult with his/her supervisor prior to making
the post.
I0.An employee may not link a personal social media site or webpage to the Board of
Education’s website or the websites of individual schools, programs or teams; or post
Board of Education material on a social media site or webpage without written
permission of his/her supervisor.
II. All Board of Education policies that regulate off-duty conduct apply to social media
activity including, but not limited to, policies related to public trust, illegal harassment,
cyber-bullying, code of conduct, and protecting confidential information.
Rules Concerning District-Sponsored Social Media Activity
1. If an employee seeks to use social media sites as an educational tool or in relation to
extracurricular activities or programs of the school district, the employee must seek and
obtain the permission of his/her supervisor prior to preparing the site for student use.
2. If an employee wishes to use Facebook or other similar social media site to
communicate meetings, activities, games, responsibilities, announcements etc., for a
school-based club or an school-based activity or an official school-based organization, or
an official sports team, the employee must also comply with the following rules:
3. The employee must set up the club, etc. as a group list which will be "closed" (e.g.
membership in the group is limited to students, parents and appropriate school personnel,
and "monitored" (e.g. the employee had the ability to access and supervise
communications on the social media site).
4. When Facebook is used as the social media site, members will not be established as
"friends," but as members of the group list. When other social media sites are used, the
employee will establish a similar parameter on the basis of the functionality if the social
media site utilized.
5. Anyone who has access to the communications conveyed through the site may only
gain access by the permission of the coordinator (e.g. teacher, administrator, supervisor
or coach). Persons desiring to access the page may join only after the coordinator invites
them and allows them to join.
6. Parents shall be permitted to access any site that their child has been invited to join.
7. Access to the site may only be permitted for educational purposes related to the club,
activity, organization or team.
8. The coordinator’s responsible for the site will monitor it regularly.
9. The coordinator’s supervisor shall be permitted access to any site established by the
employee for a school-related purpose.
10. Employees are required to maintain appropriate professional boundaries in the
establishment and maintenance of all such district-sponsored social media activity.
11. Employees are required to use appropriately respectful speech in their social media
posts on district-sponsored sites; and to refrain from harassing, defamatory, abusive,
discriminatory, threatening or other inappropriate communications to protect the
institutional voice.
12. Employees are required to comply with all Board of Education policies and
procedures and all applicable laws with respect to the use of the Board of Education
domains, computer equipment, networks or devices when accessing district-sponsored
social media sites.
13. The Board of Education reserves the right to monitor all employee use of district
computers and other electronic devices, including employee blogging and social
networking activity. An employee should have no expectation of personal privacy in any
communication or post made through social media while using district computers,
cellular telephones or other data devices.
14. A1l posts on district-sponsored social media must comply with the Board of
Education’s policies concerning confidentiality, including the confidentiality of student
information. If an employee is unsure about the confidential nature of information the
employee is considering posting, the employee shall consult with his/her supervisor prior
to making the post.
15. An employee may not link a district-sponsored social media site or webpage to any
personal social media sites or sites not sponsored by the school district.
16. An employee may not use district-sponsored social media communications for private
financial gain, political, commercial, advertisement, proselytizing or solicitation purpose.
17. An employee may not use district-sponsored social media communications in a
manner that misrepresents personal views as those of the Board of Education, individual
school or school district, or in a manner that could be construed as such.
Disciplinary Consequences
Violation of the Board’s policy concerning the use of social media or these administrative
regulations may lead to discipline up to and including the termination of employment consistent
with state and federal law.
Legal References:
· U.S. Constitution, Amend. I
· Conn. Constitution, Article I, Sections 3, 4, 14
· Conn. Gen. Stat. § 31-48d Conn. Gen. Stat. § 31-51q
· Conn. Gen. Stat. §§ 53a-182; 53a-183; 53a-250
· Electronic Communication Privacy Act, 28 U.S.C. §§ 2510 through 2520
Adopted:
September 28, 2012
Superintendent's Reasonable Interpretation
Social Networking Policy
8-23-12
Provision One: The Board will regulate the use of social media by employees when such use
interferes with the work of the school district.
Superintendent’s Reasonable Interpretation:
1. The administration will monitor and report instances of inappropriate use of social media by
employees.
2. The mission and goals of the Stamford Public Schools should not be compromised or damaged by the
use of social media by employees.
Evidence of Compliance:
1. A record of reports will be kept by the Superintendent of Schools or his/her designee.
2. A record of responses to violations will be kept.
3. A summary report will be completed annually.
Provision Two: The Board will regulate the use of social media by employees when such use is used
to harass co-workers or other members of the school community.
Superintendent’s Reasonable Interpretation:
1. The Human Resources Office will provide for employees a process for reporting harassing behaviors.
2. The Human Resources Office will investigate all claims of harassment by and between employees of
the Stamford Public Schools.
Evidence of Compliance:
1. A record of reports regarding harassment through the use of social media will be kept by the
Superintendent or his/her designee.
Provision Three: The Board will regulate the use of social media by employees when such use
creates a hostile work environment.
Superintendent’s Reasonable interpretation:
1. The Human Resources Office will provide for employees a process for reporting claims of a hostile
work environment based on the use of social media.
2. The Human Resources Office will investigate all claims of a hostile work environment bas ed on the
use of social media.
Evidence of Compliance:
1. A record of reports regarding investigations of hostile work environment based on the use of social
media will be kept by the Superintendent or his/her designee.,
Provision Four: The Board will regulate the use of social media by employees when such use
breaches confidentiality obligations of school district employees.
Superintendent’s Reasonable Interpretation:
1. Students have a right by law to privacy of educational and health records.
2. The administration requires that employees secure information regarding student records and testing.
3. The administration will monitor the use of social media to assure the privacy rights of students and
employees.
4. Employees have a reasonable expectation that information regarding their health and personal wellbeing will be kept confidential.
Evidence of Compliance:
1. A record of reports regarding investigations of alleged breaches of confidentiality will be kept by the
Superintendent or his/her designee.
Provision Five: The Board will regulate the use of social media by employees when such use
disrupts the educational process.
Superintendent’s Reasonable Interpretation:
1. Employees must safeguard the instructional process for students.
2. The administration will intercede and act to restrain any use of social media that disrupts the
educational process.
3. The administration will hold employees responsible for protecting and environment in which students
can work safely and productively.
Evidence of Compliance:
1. A record of reports regarding investigations of disruptions to the education process will be kept by the
Superintendent or his/her designee.
Provision Six: The Board will regulate the use of social media by employees when such use harms
the goodwill and reputation of the school district in the community.
Superintendent’s Reasonable Interpretation:
1. The behavior of employees on and off duty has an impact on the reputation of the school district.
2. Employees have a responsibility to recognize the influence that their employment carries in the
community as representatives of the Stamford Public Schools.
3. The administration will intercede and act to restrain any use of social media that impairs reputation of
the school district.
Evidence of Compliance:
1. A record of reports regarding investigations of harm to the good will and reputation of the school
district will be kept by the Superintendent or his/her designee .
Provision Seven: The Board will regulate the use of social media by employees when such use
violates the law, board policies and/or other school rules and regulations.
Superintendent’s Reasonable Interpretation:
1. Employees must adhere to board of education policies and regulations.
2. All use of social media must comply with all laws.
3. The administration will monitor the use of social media, enforce all governing laws, policies, rules and
regulations.
Evidence of Compliance:
1. A record of reports regarding investigations of violations of law, board policies and/or other school
rules and regulations will be kept by the Superintendent or his/her designee.
Provision Eight: The Board will regulate the use of social media when an employee uses social
media to enter into inappropriate contacts with students, their families or guardians.
Superintendent’s Reasonable Interpretation:
1. Employees are to recognize the line between personal and professional communication when dealing
with students, parents and other employees.
2. Employees are to recognize that social media is not to be used to conduct personal business or express
personal opinions
Evidence of Compliance:
1. A record of reports regarding investigations of harm to the goodwill and reputation of the school
district will be kept by the Superintendent or his/her designee.
Summary: All violations of the social media policy and/or regulations will be investigated. The
administration will take appropriate action if employees misuse social media. The administration will
keep records of all reported misuse of social media and outcomes if such violations are found
4118.11 - Nondiscrimination
It is the intent of the Board of Education to provide a fair employment setting for all persons and to comply with state and federal law. The conditions or privileges of employment in the school
district, including the wages, hours, terms and benefits, shall be applied without regard to race,
color, religious creed, age, veteran's status, genetic information, marital status, national origin, sex,
sexual orientation, gender identity or expression, ancestry, present or past history of mental disorder,
intellectual disability, pregnancy, physical disability or other status protected by law.
The District shall not discriminate against qualified individuals with disabilities because of the
disabilities of such individuals in regard to job application procedures, hiring, advancement,
discharge, compensation, job training and other terms, conditions and privileges of employment.
The District shall not engage in contractual or other arrangements that have the effect of subjecting
its qualified applicants or employees with disabilities to discrimination on the basis of disability.
The District shall not exclude or otherwise deny equal jobs or job benefits to a qualified individual
because of the known disability of an individual with whom the qualified individual is known to
have a relationship or association.
Further, the District shall make reasonable accommodations for the known physical or mental
limitations of an otherwise qualified individual with a disability who is an applicant or employee,
unless the accommodation would impose undue hardship on the operation of the business of the
District.
Any job applicant or employee wishing to discuss the need for a reasonable accommodation, or
other matters related to a disability or the enforcement and application of this policy, should contact
the District's ADA/Section 504 Coordinator. The District's coordinator is the Executive Director of
Human Resources.
(cf. 4111 - Recruitment and Selection)
(cf. 4118.14/4218.14- Disabilities)
Legal Reference: Connecticut General Statutes
4a-60 Nondiscrimination and affirmative action provisions in
contracts of the state and political subdivisions rather than municipalities
4a-60a 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
P.A. 11-55 An Act Concerning Discrimination
Title VII, Civil Rights Act 42 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
Revised:
September 27, 2016
4118.llR(a)
4218.11
Personnel - Certified/Non-Certified
Nondiscrimination
It is the express policy of the Board of Education to provide for the prompt and equitable
resolution of complaints alleging any discrimination on the basis of protected characteristics such
as race, color, religious creed, age, veteran's status, genetic information, marital status, national
origin, sex, sexual orientation, gender identity or expression, ancestry, present or past history of
mental disorder, intellectual disability, pregnancy, physical disability or other status protected
by law. In order to facilitate the timely resolution of such complaints and/or grievances, any
employee who feels that he/she has been discriminated against on the basis of these protected
characteristics should file a written complaint with:
Executive Director of Human Resources
888 Washington Blvd.
Stamford, CT 06907
Preferably, complaints should be filed within thirty (30) days of the alleged occurrence. Timely
reporting of complaints and/or grievances facilitates the investigation and resolution of such
complaints and/or grievances.
Complaints and/or grievances will be investigated promptly and corrective action will be taken
when allegations are verified.
Specifically, upon receipt of a written complaint of discrimination, the Executive Director of
Human Resources and/or his or her designee should:
1. offer to meet with the complainant to discuss the nature of the complaint;
2. provide the complainant with a copy of the Board's anti-discrimination policy
and accompanying regulations;
3. investigate the factual basis of the complaint, including, as applicable,
conducting interviews with individuals deemed relevant to the complaint;
4. conduct the investigation in a confidential manner, to the extent practicable,
adhering to the requirements of state and federal law;
5. communicate the findings and/or results of any investigation to the complainant;
and
6. take appropriate corrective and disciplinary action, as deemed appropriate by the
Executive Director of Human Resources and/or his or her designee.
If the complaint involves an allegation of discrimination based on disability or sex, the
complainant should be referred to the Board's policies and procedures related to Section 504 of
the Rehabilitation Act (for claims of discrimination and/or harassment based on disability) and
Sex Discrimination/Sexual Harassment. (for claims of discrimination and/or harassment based
on sex).
For allegations pertaining to race, color or national origin discrimination, at any stage in this
complaint procedure, the complainant has the right to file formal complaints regarding such
matters with:
Boston Office
Office of Civil Rights
U.S. Department of Education
8th Floor
5 Post Office Square
Boston, MA 02109-3921
Tel. (617) 289-0111
If a complaint is filed with the Office of Civil Rights, it must be filed in writing no later than
one hundred eighty ( 180) days after the occurrence of the alleged discrimination.
A complainant may also file a complaint with the Connecticut Commission on Human Rights
and Opportunities, 1229 Albany Avenue, Hartford, CT 06112 (860 566-7710) and/or the Equal
Employment Opportunity Commission, Boston Area Office, John F. Kennedy Federal Building,
475 Government Center, Boston, MA 02203 (617-565-3200).
(cf.4118.112-Sexual Harassment)
( cf. 5145.4 - Nondiscrimination on the Basis of Disability)
(cf. 5145.5 -Exploitation: Sexual Harassment)
Regulation approved:
June 24, 2008
Revised:
September 27, 2016
4119/4219 Staff Conduct Public Trust Employees
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.
Federal Compliance
All employees will be provided with an explanation of both their responsibilities and their rights
under law in terms of the actions they may take to maintain order, discipline, and an appropriate
educational environment. Training will be provided that defines approved actions, and informs
employees that they may be liable for harm when they engage in criminal, grossly negligent or
reckless conduct, or act with flagrant indifference to the rights and safety of another person who
suffers harm as a result. The Superintendent will develop rules that prescribe the circumstances
under which the District administration and/or parents/guardians are to be notified of actions
taken, any written documentation of actions taken that is necessary, and other appropriate
procedures including staff training.
Legal References:
· 20 USCA - No Child Left Behind
Policy Adopted:
June 24, 2008
4121 - Substitute Teachers
Substitute teachers shall be employed on either a short-term or continuing basis, and shall be
contacted from a list of qualified substitutes, approved by the Superintendent or designee. The
Board encourages the use of innovative means of recruiting and employing qualified persons to
maintain current lists.
Legal References:
• Connecticut General Statutes
• 10-183v Reemployment of teachers.
• 10- l 4Sa Certificates of qualification for teachers.
• June 19 Special Session, Public Act No. 09-1
An Act Implementing the Provisions of the Budget Concerning
Education, Authorizing State Grant Commitments for School
building Projects and Making Changes to the Statutes Concerning
School building Projects and Other Education Statutes. (Section
48) Public Act No. 09-6 September Special Session
Policy Adopted:
June 24, 2008
Revised:
September 27, 2016
4121-R
Personnel – Certified
Substitute Teachers - Regulation
The Stamford Public Schools will seek to employ certified substitute teachers. Prior to being given
assignments through the SubFinder system, substitute teachers will need to complete an application,
Interview, fingerprints to be taken upon submission of application, cross check of the sexual offender
registry, and induction program. Applicants for substitute teacher positions will be required to pay for
fingerprints to be submitted to the Connecticut State Police and FBI. In the event that a charge,
indictment or guilty verdict is discovered, the Executive Director of Human Capital Development shall
review the matter taking into consideration the charge, disposition, and date of the disposition of the
case. Any applicant with a charge or verdict for a crime of moral turpitude shall not be employed as a
substitute teacher. For all charges, the Executive Director will look at the totality of the circumstances
when making such a decision.
Substitutes shall be paid at one of the following rates: A. B. or C as noted below and receive no
benefits. Substitutes shall not be paid retroactively at the long term assignment rate of pay but shall be
paid on a forward moving basis as noted below.
A. Short Term Assignments
$105.00 per day for up to the first 30 consecutive days in the same teacher’s assignment.
B. Long Term Assignments
$105.00 per day for the first 30 consecutive days in the same teacher’s assignment, then $155.00 per
day beginning on the 31" day, and each day thereafter.
C. Long Term Assignments for Connecticut Certified Substitutes Teaching within Their Area of
Certification
$105.00 per day for the first 30 consecutive days in the same teacher’s assignment then $155.00 per day
beginning on the 31" day and each day thereafter until the 60th day. If the substitute is covering for a
teacher on unpaid leave and an interim contract will not otherwise create financial duplicity in this
position, then on the 61" consecutive day in the assignment the substitute certified for that grade or
subject shall be given an interim teaching contract and paid at the Bachelor Step L or Master degree.
Step I salary until a date no later than the last day of the school year or another date as determined by
the Executive Director. Such decision to place the substitute on the interim contract will be the sole
decision of the Superintendent or designees.
Substitutes who are certified in Connecticut but are not in an assignment within their certificate area
shall not be covered by section C. but will be paid under section B.
Substitute teachers are required to apply for and obtain substitute teacher certification when assigned to
the same class for 40 consecutive days. The substitute shall bear the burden and pay all expenses in the
application for long term substitute teacher. Applications are available at www.ct.gov/sde See
application: ED175 APPLICATION FOR EXTENSION OF SUBSTITUTE TEACHER
AUTHORIZATION BEYOND THE 40-DAY LIMIT
Regulation Adopted:
December 4, 2010
4122 - Student Teachers
It shall be the policy of the Board to accept student teachers to teach in Stamford classrooms under the
supervision of a regular classroom teacher. The feasibility of having a student teacher will be based on
the quality and experience of the training teacher available, number of other student teachers already
arranged for, agreement of the cooperating teacher, and any other pertinent factors.
Policy Adopted:
June 24, 2008
4133.1 -- Use of Board of Education Vehicles or Privately Owned Vehicles
Employees should use contracted transportation for all school sponsored events and activities to
transport students. In the event of an emergency, an employee should call 911 or police services.
The use of privately owned vehicles for District business shall be kept to a minimum. Use of
personal vehicles should only be used when absolutely necessary and not for the transportation
of students. In the event that contracted transportation is unavailable, an employee may only use
a Board of Education vehicle or a privately owned vehicle (when a Board of Education vehicle is
unavailable and not for the transportation of students) if the following requirements are satisfied:
- The employee applies in writing and receives the advanced written permission of the Superintendent or his/her designee;
- The employee possesses an automobile insurance policy with liability coverage of at least $300,000 and provides a copy of such policy to the Superintendent or his/her designee at the time he/she applies in writing;
- In accordance with Connecticut laws, the employee possesses a valid Connecticut driver's license, commercial or class D, with the appropriate endorsements and provides a copy of such license to the Superintendent or his/her designee at the time he/she applies in writing; when driving a Board vehicle or private vehicle which is not the result of an incidental, unplanned or emergency situation;
- The employee agrees to maintain his/her privately owned vehicle in a safe operating condition;
- The employee agrees to follow all federal and state laws and regulations regarding the operation of motor vehicles;
- The employee agrees to follow all Board of Education rules for motor vehicle safety, including use of seatbelts and codes of conduct;
- The employee agrees to defend, indemnify, and hold harmless the Board of Education and their agents, servants or employees from any and all claims suits or demands by anyone arising from said participant's use of their personal auto for District business.
Employees who do not satisfy the above requirements are prohibited from transporting students
to and/or from school sponsored events and activities in Board of Education vehicles or using
privately owned vehicles for Board business.
(cf. 3541.22 - Drivers)
(cf. 3541.44 - Use of Private Automobiles on School Trips (by school employees))
Legal Reference:
• Connecticut General Statutes
• 14-1 (i) Motor vehicles: definitions.
• 14-212 (8) Definitions - "Student transportation vehicle."
• 14-212 (2) Definitions - "Carrier."
• 14-261 b Drug and alcohol testing of drivers of certain vehicles,
mechanics and forklift operators.
• 14-276 to 14-279 re: school bus operators et. al.
• PA 07-224 An Act Concerning Operator's Licenses Bearing a
School Bus Endorsement.
• Declaratory Ruling, Nov. 16, 2007- Robert M. Ward,
Commissioner, OMV
• 2717 Alcohol and controlled substances testing (Omnibus
Transportation Employee Testing Act of 1991)
Policy Adopted: September 27, 2016
4140 - Maternity Disability and Child Care Leave
A. Disability
(1) For any period of time as to which a teacher presents a statement by her physician that she is
disabled from performing the duties of her job because of pregnancy or conditions attendant thereto,
she shall be entitled to all job-related benefits provided in cases of any other temporary disability
including the right to sick leave, continuation of health insurance, pension contributions and retirement
credit.
(2) A teacher wishing to return to duty after such a period of disability resulting from pregnancy or any
condition attendant thereto must present a written statement from her physician that she is physically
able to resume the duties of her employment.
B. Child Care Leave
Child care leave may be granted to teachers upon the birth or adoption of a child if the following
conditions are met:
(1) A request in writing must be made by the teacher to the Personnel Office at least thirty (30) days
before commencement of leave.
(2) Leave will normally be for the remainder of the year in which the leave commences, plus the entire
following year. A teacher may request one additional year. The maximum length of child care leave is
two full years plus the fraction of the year in which the leave commenced.
(3) A teacher on child care leave will be guaranteed a return to duty only by the first day o fthe school
year following the termination of his or her leave.
(4) A teacher will be returned to service on the step of the salary schedule to which he or she was
entitled at the time of leave plus any seniority earned during such time as the teacher is receiving sick
pay and other disability benefits under Section AI.
(5) A teacher must make application, in writing, to return to duty or to extend a child care leave at least
sixty (60) days prior to the termination of that leave. Failure to do so will be considered an automatic
resignation.
(6) Child care leave will be granted to teachers on tenure only, and only one spouse, if both are
employed by the Stamford School System, will be granted child care leave at a time.
Policy Adopted:
Nov. 12, 1985
Policy Readopted:
July 24, 2001
4148/4218 - Employee Protection & 4148R
An employee may use reasonable force as is necessary to protect himself/herself from attack, to protect
another person or property, to quell a disturbance threatening physical injury to others, or to obtain
possession of weapons or other dangerous objects upon the person or in the control of a student.
Employees shall immediately report cases of assault suffered by them in connection with their
employment to their Principal or other immediate superior, and may be reported to local law
enforcement agencies. Such notification shall be forwarded immediately to the Superintendent who
shall comply with any reasonable request from the employee for information in the possession of the
Superintendent relating to the incident or the persons involved, and shall act as liaison between the
employee, the police and the courts.
No school administrator shall interfere with the right of a teacher or other school employee to file a
complaint with the local police authority in cases of threats of physical violence or actual physical
violence against such teacher or employee.
As required by law, the Board of Education will file a report annually with the State Board of
Education indicating the number of threats and physical assaults made by students upon teachers,
administrators and other school personnel, and the number of physical assaults involving dangerous
weapons made by students upon other students.
If criminal or civil proceedings are brought against an employee alleging that the employee committed
an assault in connection with his/her employment, such employee may request the Board of Education
to furnish legal counsel to defend the employee in any civil action or proceeding brought against the
employee, within the limits set by law.
The Board of Education shall reimburse an employee for the cost of medical, surgical or hospital
services (less the amount of any insurance reimbursement) incurred as the result of any injury
sustained in the course of his/her employment.
Section 52-557b of the General Statutes grants immunity from liability for emergency medical
assistance to a person in need of it when the assistance is given by a teacher or other school personnel
on the school grounds, in a school building, or at a school function, provided that the teacher or other
staff member has completed a course in first aid offered by the American Red Cross, the American
Heart Association, the State Department of Health Services, or any municipal health department, as
certified by that agency, has such immunity that extends to civil damages for any personal injuries
which result from acts or omissions by the person giving the emergency care or first aid, which might
constitute ordinary negligence. Such immunity does not apply to acts or omissions constituting gross,
willful or wanton negligence.
Legal Reference:
Connecticut General Statutes
1O-233b Removal of pupils from class.
1O-233c Suspension of pupils.
10-233g Boards to report school violence. Reports of principals to police
authority.
10-235 Indemnification of teachers, board and commission members and
employees in damage suits; expenses of litigation.
10-236 Liability insurance.
10-236a Indemnification of educational personnel assaulted in the line of
duty.
52-557b Immunity from liability for emergency medical assistance, first
aid or medication by injection. School personnel not required to
administer or render.
53a-18 Use of reasonable physical force or deadly physical force
generally.
53a-19 Use of physical force in defense of person.
Policy Adopted:
June 24, 2008
Readopted:
September 28, 2022
4148.1R
4248.1R
Employee Safety
General
Employees are entitled to work under safe conditions and shall be provided necessary training in
safety techniques and precautions. The Superintendent of Schools and administrative staff shall
maintain a safe and healthy workplace in each school and district facility with safe equipment
and proper materials; safe methods and practices shall be developed and practiced by staff and
students.
Use of Physical Force
Employees may use reasonable physical force as necessary to protect themselves from attack, to
protect another person or property, to quiet a disturbance which threatens physical injury to
others, or to obtain possession of weapons or other dangerous objects.
Physical Assaults on Teachers, Administrators, Other School Personnel, and Students
Employees shall report, as soon as possible, assaults on them in connection with their
employment to their Principal or other immediate supervisor who may further report such assault
to the local police. The Principals or supervisor shall notify the Superintendent of the incident.
The employee may also, in his/her discretion, file a complaint with the local police.
The Superintendent shall maintain records of any assaults for required reports to the
Commissioner of Education. Legal Protection of Employer As required by the general statutes,
the Board of Education shall indemnify Board members and employees. (cf. 4113/4213
Provisions of Negotiated Agreements)
Employee Identification Badge System
To help ensure the protection of staff and students and reduce the possibilities of theft, vandalism
and loss of District property, all District employees shall be issued and wear identification
badges when on District property.
A badge system, with appropriate designation but without photograph, shall be used for visitors
to schools during regular school hours and for substitutes and/or temporary employees
4151.9/4152.4(a)/4251.9/4252.4 - Military Leave Benefits to Personnel Entering the Armed Forces
The benefits that apply to persons on military leave of absence shall be as provided in state and federal
law.
Legal Reference:
· The Uniformed Services Employment Reemployment Rights Act
(USERRA, 1994 as amended)
· Veterans Benefits Improvement Act of 2004, P.L. 108-454 §201, 203
· 20 CFR Part 1002, Notice of Rights and Duties Under the Uniformed
Services Employment and Reemployment Rights Act; Interim Final Rule
Policy Adopted:
June 24, 2008
4211 - Recruitment and Selection
It is the responsibility of the Superintendent of Schools and of persons designated by the
Superintendent to determine the personnel needs of the school district and to locate suitable candidates
to recommend for employment to the Board of Education. An estimate of the cost of the recruitment
and selection program will be made annually by the Superintendent and presented to the Board of
Education for inclusion in the annual budget.
No inquiry in regard to an employee’s 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, shall be made of a person proposed
for or seeking employment.
Prior to initial employment, a physician shall certify to the Superintendent of Schools that said
employee is in good health and in fit condition for service. It shall be the duty of the Superintendent of
Schools to see that persons nominated for employment shall meet all qualifications established by law
and by the Board of Education for the type of position for which nomination is made.
(cf. 4111.1 - Affirmative Action).
Legal Reference:
· Applicable Connecticut anti-discrimination in employment statutes,
including but not limited to CGS Section 46a-60, and implementing
regulations
· Applicable federal anti-discrimination in employment statutes, including
but not limited to Title VII of the 1964 Civil Rights Act, 42 USC Section
2000e, et seq., and implementing regulations
Policy Adopted:
September 10, 1963
Amended:
June 25, 2013
4212.42 - Drug and Alcohol Testing For School Bus drivers
The Stamford Public School district is committed to the establishment of a drug use and alcohol
misuse prevention program that meets all applicable requirements of the Omnibus Transportation
Employee Testing Act of 1991 (OTETA). The District shall adhere to federal law and regulations
requiring a school bus driver's drug and alcohol testing program.
Contracts for transportation approved by this District shall contain assurance that the contractor will
establish a drug and alcohol-testing program that meets the requirements of federal regulations and this
policy and will actively enforce the regulations of this policy as well as federal requirements.
Legal Reference:
· United States Code, Title 49
· 2717 Alcohol and controlled substances testing (Omnibus Transportation
Employee Testing Act of 1991)
· Code of Federal Regulations, Title 49
· 40 Procedures for Transportation Workplace Drug and Alcohol Testing
Programs
· 382 Controlled Substance and Alcohol Use and Testing
· 395 Hours of Service Drivers
· Holiday v. City of Modesto (1991) 229 Cal. App. 3d. 528, 540.
· International Brotherhood of Teamsters v. Department of Transportation
· 932 F. 2d 1292 (1991)
· American Trucking Association. Inc. v. Federal Highway Administration,
(1995) WL 136022 (4th circuit) Connecticut General Statutes
· PA 95-140 An Act Authorizing Drug Testing of Drivers of Certain Commercial
Motor Vehicle
Policy Adopted:
June 24, 2008
4300 - Personnel - Discretionary
Upon employment and annually thereafter, each discretionary employee shall be notified of the salary
and benefits applicable to his/her position. The notification will include the available medical
coverage, insurance, sick leave, vacation, legal holidays and retirement benefits. .The Superintendent
shall annually recommend to the Board the salaries and benefits for each position unaffiliated with a
collective bargaining unit for the next fiscal year. The Board will review the recommendations of the
Superintendent and then determine the salaries and benefits for such positions. The Board's action
based on the Superintendent's recommendation shall not create a contract of employment.
Policy Adopted:
Nov. 12, 1985
Policy Readopted:
July 24, 2001
Revised:
September 27, 2016
5000s - Students
- 5000 - Equal Opportunity
- 5000.1 - Equity and Diversity & Regulation
- 5001 - Students Nondiscrimination
- 5002 - Transgender, Nonbinary, and Gender Non-Conforming Youth & 5002R
- 5005/4000.2 - Students Bullying Behavior in the Schools & 5005R
- 5007 - Homeless Children and Youth & 5007R
- 5009 - School Governance Council
- 5111 - Admission and Attendance Age 5111.1R
- 5111.1 - Residency & 5111.1R
- 5111.2 - Admission to the Public Schools at or before age of five
- 5112 - Open Campus & 5112R
- 5113 - Attendance and Excuses & 5113R
- 5113A-R - Attendance/High School
- 5113.1R - Requests for Release of Students
- 5114 - Remaining After School
- 5115 - Student Records - Confidentiality and Access & Appendix A
- 5116 - Student Privacy
- 5117 - Assignment of Students to Schools & 5117R Out-of-Attendance Zone Placement
- 5117.2 - Application and Admission to Magnet Schools & 5117.2R
- 5118 - Eligibility for High School Athletics and Selected Extra-Curricular Activities & 5118R
- 5124 - Reporting to Parents
- 5126 - Awards for Achievement
- 5130 - Students Smoke-Free Environment & 5130R
- 5131 - Suspension and Expulsion/Due Process
- 5131R - Suspension and Expulsion/Due Process
- 5131.5 - Vandalism - Liability
- 5131.6 - Substance Abuse By a Minor & 5131.6r
- 5131.7 - Weapons and Dangerous Instruments
- 5131.81 - SPS Cell Phone and Electronic Device Use Policy
- 5132/4033 - Responsible Use of the Internet and other Electronic Communication Systems for Students
- 5134 - Married And/Or Pregnant Students
- 5135 - Promotion and Retention & 5135R
- 5135.2 - High School Graduation Requirements & 5135.2R
- 5135.3 - Honorary Diploma Requirements
- 5140 - School Wellness Policy
- 5141 - Health - Welfare
- 5141.1 - Communicable Diseases
- 5141.2 - Administration of Medicines
- 5141.2R
- 5141.25 - Students with Special Health Care Needs
- 4118.237/4218.2378/5141.8 - Face Masks/Coverings
- 5144.1 - Physical Restraint / Seclusion / Exclusionary Time Out
- 5145 - Search Of Person And Property & 5145R
- 5145.1 - Civil and Legal Rights and Responsibilities & 5145.1R
- 4000.1/5145.44 Personnel – Certified/Non-Certified Students Title IX PROHIBITION OF SEX DISCRIMINATION, INCLUDING SEX-BASED HARASSMENT
- 5147 - Dress and Grooming & 5147R
5000 - Equal Opportunity
Each eligible student will be given an equal opportunity to participate in activities, programs, and
courses of study without discrimination on any basis prohibited by law.
Since students vary widely in capacities and interests, the goal of the Stamford Public Schools will be
to meet the particular needs of each student.
The Board will also attempt to maintain equity among facilities and means for all who wish to learn.
Policy Adopted:
June 14, 1988
Amended
June 27, 2000
5000.1 - Equity and Diversity & Regulation
The purpose of this policy is to establish a framework for the elimination of bias, particularly
racism and cultural bias, as factors affecting student achievement and learning experiences,
especially where disproportionality is concerned, and to promote learning and work
environments that welcome, respect and value equity and diversity. Further the purpose is to
establish particular actions that the District shall take to address disparities in educational
opportunities and achievement.
Every student deserves a respectful learning environment in which their cultural, racial and
ethnic diversity is valued and contributes to successful academic, social, and emotional
outcomes. The Stamford Public Schools is committed to identifying and correcting practices and
policies that perpetuate the achievement gap, the opportunity gap, and institutional racism in all
forms in order to provide all of its students with the opportunity to succeed. Learning and work
environments are enriched and improved by the contributions, perspectives, lived experiences,
and very presence of diverse participants. The Stamford Public School District is committed to
the success of every student in each of our schools and to our mission and vision statements.
The Board of Education (Board) believes that the responsibility for student success is broadly
shared by District staff, families, our community and our student's own efforts. Achievement and
opportunity gaps between white students and students of color are unacceptable if we are to meet
our mission and vision statements and our moral obligations to our students, their families and
our community as a whole. These gaps are contrary to our belief that all children can learn and
succeed. Adult behaviors must not contribute to achievement and opportunity gaps or create
barriers to success. Adult behaviors must be concentrated on the acceptance of all students,
regardless of race or ethnicity, and elimination of gaps, particularly those that are predicated on a
student's race, ethnicity, home language, personal characteristics or culture and on assurance of
educational equity between students. The Board, Superintendent and staff commit to conducting
an equity and diversity impact assessment on all future practices and policies that have a
significant impact on student academic, social and emotional learning, hiring, culturally
competent and responsive curriculum, and resource allocation. This commitment also includes
conducting assessments on policies that are periodically reviewed and updated through the policy
development process that have a significant impact on student learning and resources allocation.
The diversity of our student body, our community and our staff is a strength of this District that
should be celebrated and fostered. Educational equity benefits all students and our entire
community.
Definitions
For the purposes of this policy the following terms shall have these meanings:
A. "Diversity" includes characteristics of persons including, but not limited to race, culture,
color, creed or religion, national origin, gender, mental and physical ability, age, marital status,
family structure, citizenship status, sexual orientation, sexual expression or identity, economic
status, veteran's status, and any other protected class in conformance with federal, state and local
laws.
B. "District Staff" includes all employees, consultants and contractors of the Stamford Public
Schools.
C. “Equity” means the guarantee of fair treatment, access, opportunity, and advancement while
at the same time striving to identify and eliminate barriers that have prevented the full
participation of some groups. The principle of equity acknowledges that there are historically
underserved and underrepresented populations, and that fairness regarding these unbalanced
conditions is needed to assist equality in the provision of effective opportunities to all groups.
D. "Educational Equity" means raising the achievement of all students while (1) narrowing the
gaps between the lowest and highest performing students, and (2) eliminating the racial or
cultural predictability and disproportionality of which student groups occupy the highest and
lowest achievement categories including rates of graduation.
E. “Race Equity” means the condition where one’s race identity has no influence on how one
fares in society. Race equity is one part of race justice and must be addressed at the root causes
and not just the manifestations. This includes the elimination of policies, practices, attitudes, and
cultural messages that reinforce differential outcomes by race.
F. “Racism” means a system of advantage and oppression based on race. A way of organizing
society based on dominance and subordination based on race. Racism penetrates every aspect of
personal, cultural, and institutional life. It includes prejudice against people of color, as well as
exclusion, discrimination against, suspicion of, and fear and hate of people of color.
G. "Institutional Racism" means the collective failure of a public or private organization to
provide an appropriate and professional service to people because of their race, color, culture or
ethnic origin, which can be seen or detected in practices, processes, systems, attitudes and
behavior. It looks beyond individual acts of
prejudice to the systemic biases that may be built into institutions. These systemic biases
discriminate against and disadvantage people of color through unwitting prejudice, ignorance,
thoughtlessness or racial stereotyping.
H. “Anti-oppression Organization” means an organization that actively recognizes and
mitigates the oppressive effects of white dominant culture and power dynamics, striving to
equalize that power imbalance internally and for the communities with which they work.
I. “Critical Race Theory” means theory that explicitly states and recognizes that racism is
ingrained in the fabric and system of American society. Even without overt racists present,
institutional racism is pervasive in dominant culture. Critical Race Theory examines existing
3
power structures, and identifies these structures as based on white privilege and white
supremacy, which perpetuate the marginalization of people of color.
J. “Inclusion” means the act of creating environments in which any individual or group can be
and feel welcomed, respected, supported, and valued to fully participate and bring their full,
authentic selves to work. An inclusive and welcoming climate embraces differences and offers
respect in the words/actions/ thoughts of all people.
K. “Microaggression” means the everyday verbal, nonverbal, and environmental slights, snubs,
or insults, whether intentional or unintentional, which communicate hostile, derogatory, or
negative messages to target persons based solely upon their marginalized group membership.
L. “Social Justice” means the concept of fair and just relations between the individual and
society. This is measured by the explicit and tacit terms for the distribution of power, wealth,
education, healthcare, and other opportunities for personal activity and social privileges.
M. “White Supremacy” means the existence of racial power that denotes a system of structural
or societal racism which privileges white people over others, regardless of the presence or the
absence of racial hatred. White racial advantages occur at both a collective and an individual
level, and both people of color and white people can perpetuate white dominant culture, resulting
in the overall disenfranchisement of people of color in many aspects of society.
N. “Privilege” A social theory that special rights or advantages are available only to a particular
person or group of people (Twine & Gardener, 2013).
O. “Achievement Gap” means any significant and persistent disparity in academic performance,
social emotional outcomes, or educational attainment between different groups of students, such
as white students and minorities, for example or students from higher-income and lower-income
households.
P. “Opportunity Gap” means the disparity in access to quality schools and the resources needed
for all children to be academically successful. Opportunity gaps means the existence of a
significant disparity in the academic performance of students among and between (A) racial
groups, (B) ethnic groups, (C) socioeconomic groups, (D) genders, and (E) English Language
Learners and students whose primary language is English.
Q. “Bias” Prejudice in favor of or against one thing, person or group compared with another,
usually in a way considered to be unfair.
R. “Culturally Relevant Practices / Culturally Relevant Pedagogy” it “allows for a fluid
understanding of culture, and a teaching a practice that explicitly engages questions of equity and
justice” (Ladson-Billings, 2014).
S. “Culturally Responsive Teaching” Can be defined as using the cultural knowledge, prior
experiences, frames of reference, and performance styles of ethnically diverse students to make
learning encounters more relevant to and effective for them. “It teaches to and through the
strengths of these students. It is culturally validating and affirming” (Gay, 2010).
T. “Racial Consciousness or racial awareness” Is the understanding of the uniqueness of one’s
race compared to other races. A racially conscious person is aware of the physical characteristics,
history, culture, traditions, and mores of his own race and how those things differ from other
races.
General Statement of Policy
A. The District welcomes, respects and values the diversity of its students, parents, guardians,
staff and the broader community.
B. The following are established as District values:
1. All students and their families deserve and will receive optimal treatment,
opportunities and education.
2. All students and their families have dignity and worth, and will be treated accordingly
by staff.
3. All students are equally, while differently, gifted.
4. Academic, social and emotional participation outcomes, not intentions, shall be the
measure of whether we are successful.
5. Inclusion of all students and families supports District goals to increase academic
performance and student engagement (social and emotional).
6. Embracing our diversity through inclusion creates an environment that leverages that
diversity and creates schools where students, families, community members, and
employees feel welcomed, valued, supported, and where students and staff can perform
to their personal bests.
C. The District is committed to advancing optimum participation in, contribution to, benefit from
and enjoyment of learning and work experiences by diverse students, parents, guardians, staff
and community.
D. The District is committed to promoting and providing equitable distribution of resources,
opportunities, facilities and supports, selecting culturally diverse curriculum and instructional
materials, even when this means differentiating resource allocations on the basis of student
needs. Resource allocation shall support the definition of educational equity adopted in this
policy while complying with state and federal funding mandates.
E. The District shall employ staffing processes that support and engender racial, gender, and
language diversity in its staff through recruitment, employment, training and retention of
employees. It is important that children of all races, cultures, and backgrounds are provided with
familiar role models in schools. The recruitment of diverse teachers and staff provides all
students with a better chance of seeing themselves as part of the education system. Diversity in
education provides all children with the opportunity to learn from others with dissimilar
backgrounds and recognizes the value of diversity in all learning environments. The District is
committed to increasing the recruitment and retention of highly qualified diverse staff. The
District is committed to fostering a learning environment where diversity is encouraged and to
recruiting and retaining a workforce that reflects the diversity of our students and community.
The Board is committed to hiring the best employees of all racial and ethnic backgrounds who
will bring their unique talents and skills into the school system.
F. The District shall provide ongoing professional development for staff and Board members
specifically designed to strengthen knowledge and skills for eliminating racism, institutional
racism, implicit bias, and disproportionality in achievement and opportunity gaps between
groups of students. The District shall offer opportunities for all staff to improve its cultural
competencies in serving a diverse student body and community. The District staff shall work
together to increase their individual and collective capacity to effectively teach a culturally,
racially and ethnically diverse student population and serve culturally, racially and ethnically
diverse families and communities. The District shall offer opportunities for all staff to improve
culturally responsive instructional practices, curriculum, and assessments competencies in
serving our diverse student body and community to increase individual and collective capacity to
effectively teach our diverse student population and serve diverse families. Practices, procedures
and programs that result in over or under representation of any group of students compared to
peers shall be subject to close review to assure that such results are due to meeting student
legitimate educational, social or emotional needs. Practices that do not meet this close review
shall be eliminated. Teachers, administrators and district staff shall collaborate to establish and
implement culturally responsive instructional practices, curriculum and assessments.
G. The District shall promote the diversification of its vendor and supplier corps in accordance
with law, city charter and district policy.
I. The District shall seek partnerships with outside agencies, organizations and persons who have
demonstrated culturally specific expertise to assist the District in meeting its equitable education
and business goals, including, but not limited to: (1) government agencies, (2) non-profit
organizations, (3) businesses, and (4) other community groups that support educational equity
and cultural competencies.
Responsibility
A. The Board shall consider the values stated in this policy in conducting its business and in
exercising its responsibilities to the people of this community.
B. The Superintendent shall establish in accordance with this policy such plans and procedures
as may be necessary and appropriate to accomplish its purpose and intent. Plans and procedures
established shall include clear accountability for actions and oversight.
C. The Superintendent, in partnership with students, may promulgate regulations, programs, and
activities for the implementation of this policy as deemed necessary.
D. The Board and Superintendent may establish specific goals to implement this policy as
permitted by law and deemed necessary.
E. The Superintendent shall annually report to the Board and the community regarding District
performance goals on academic achievement and progress toward meeting these goals and
closing the achievement and opportunity gaps. The report will also highlight discrepancies
between the targets set and actual performance when applicable. This annual public report shall
include an equity and diversity impact assessment that demonstrates policies with the least
disparate impact have been adopted by the District.
F. District staff shall within the parameters of their various duties and responsibilities comply
with and execute such plans as are designed to address the values and directions included in this
policy. District staff is further responsible to make such suggestions to the appropriate authority
to improve the ability of the District to reduce the achievement and opportunity gaps that exist.
G. Families are partners with the District in its effort to address achievement and opportunity
gaps.
H. Students are partners in their academic achievement. School attendance and engagement are
essential to reduce achievement and opportunity gaps that exist.
I. The Board, Superintendent and staff will work with students, parents and guardians to identify
barriers to achievement and opportunities for academic success.
J. The Board will review this policy at a minimum of every three years, but no more than 5 years.
(cf. 1100.1 – Parent Teacher Communication)
(cf. 1330 - Use of School Buildings, Grounds, and Equipment)
(cf. 4001 – Staff Development)
(cf. 4111 - Recruitment and Selection)
(cf. 4111.1 - Affirmative Action/Nondiscrimination)
(cf. 4118.112 – Sexual Harassment)
(cf. 5001 – Nondiscrimination/Sex Discrimination/Sexual Harassment)
(cf. 5005 – Bullying Behavior in Schools)
(cf. 5009 - School Governance Councils)
(cf. 5131 – Student Behavior)
(cf. 6121 – Standards Based Curriculum)
(cf. 9133 – Special Committees/Temporary Committees/Ad Hoc Committees)
Legal Reference: 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" and P.A. 11-55 to include "gender
identity or expression")
10-153 Discrimination on account of marital status.
17a-101 Protection of children from abuse.
Legal References: Connecticut State Board of Education "Position Statement on Culturally
Responsive Education," adopted May 4, 2011
itle 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, 1997) and 66 Fed. Reg. 5512 (January 19, 2001)
Section 8525, ESEA as amended by the Every Student Succeeds Act
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)
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.)
The Vietnam Era Veterans' Readjustment Act of 1974, as amended, 38 U.S.C. §4212
Title II of the Genetic Information Nondiscrimination Act of 2008
The Americans with Disabilities Act as amended by the ADA Amendments Act of 2008
Public Law 111-256
Meacham v. Knolls Atomic Power Laboratory 128 S.Ct. 2395, 76 U.S.L.W. 4488 (2008)
Federal Express Corporation v. Holowecki 128 S.Ct. 1147, 76 U.S.L.W. 4110 (2008)
Kentucky Retirement Systems v. EEOC 128 S.Ct. 2361, 76 U.S.L.W. 4503 (2008)
Sprint/United Management Co. v. Mendelsohn 128 S.Ct. 1140, 76 U.S.L.W. 4107 (2008)
Policy adopted:
May 4, 2021 (effective immediately under the suspension of the rules)
5000.1R
Equity and Diversity – Regulation
The purpose of BOE Policy 5000.1 is to establish a framework for the elimination of bias— particularly racism and cultural bias—as factors affecting student achievement and learning experiences, especially where disproportionality is concerned, and to promote learning and work environments that welcome, respect, and value equity and diversity. Further, the purpose is to establish particular actions that the District shall take to address disparities in educational opportunities and achievement.
Every student should have access to a respectful learning environment in which their cultural, racial and ethnic diversity is valued and contributes to successful academic, social, and emotional outcomes. Stamford Public Schools is committed to identifying and correcting practices and policies that perpetuate the achievement gap, the opportunity gap, and institutional racism in all forms in order to provide all of its students with the opportunity to succeed.
In order to execute the policy and create a successful school system for all students, these regulations will focus on the execution of (1) Impact Assessments; (2) Professional Development for Stamford Public Schools Staff; (3) Diversification of Suppliers; and (4) Partnerships with Outside Organizations and Agencies. The regulations will also address accountability and reporting.
- Equity and Diversity Impact Assessment on Practices and Policies
The Board, Superintendent, and staff commit to conducting an equity and diversity Impact Assessment of all practices and policies that have a significant impact on student academics, social and emotional learning, culturally competent and responsive curriculum, hiring, and resource allocation. The Board, Superintendent, and staff also commit to periodically reviewing and updating the policy development process using the following “Prompts for Reviewing Policy for Equity” which are taken from the 2017 Protocol for Assessing Equity-Mindedness in State Policy, Center for Urban Education, Rossier School of Education, University of Southern California.
A. Prompts for Reviewing Policy for Equity
Equity in Language
● Does the policy contain biased or stereotypical assumptions about students?
● What types of words are used to describe the beneficiaries of the policy? Are they words that include or exclude students from communities that have been historically underserved by higher education?
● Are student groups clearly identified (e.g., African American/Black, Hispanic/Latino, Native American, Alaskan Native, Asian American/Pacific Islander, White)?
Center for Urban Education. (2017). Protocol for Assessing Equity- Mindedness in State Policy. Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California at pages 15-16. https://cpb-us-e1.wpmucdn.com/sites.usc.edu/dist/6/735/files/2017/02/CUE-Protocol-Workbook-Final_Web.pdf
Data Collection and Reporting Strategy
● Is data collected and reported by racial groups (e.g., African American/Black, Hispanic/Latino, Native American, Alaskan Native, Asian American/Pacific Islander, White)?
● Is disaggregation practiced across different reporting mechanisms and incorporated consistently into policy evaluation, accountability, institutional reporting, etc.?
Disproportionate Impact
● Could the policy cause disproportionate impact to specific groups based on other factors related to educational disadvantage, such as attendance patterns, residential vs. non- residential, participation in advanced college-prep curricula, etc.?
● Does the policy design build in safeguards to protect against potential negative effects on equity in access or success (for example, evaluation of impact using disaggregated data)?
● Who will benefit from the policy?
● Who will be excluded?
● Who is not eligible?
Policy Consistency and Ubiquity
● Are the needs of students from racial, ethnic, and indigenous communities consistently included in the policy? (e.g., are Alaska Natives targeted in access AND completion goals?)
● Are the same disaggregated indicators used in planning, evaluation, accountability, institutional reporting requirements, etc.?
- Professional Development for Adult Behaviors
The District Curriculum Advisory Committee—consisting of teachers, support staff, administrators, and central office staff—as well as the Superintendent’s Student Advisory group, will make recommendations about how to provide ongoing staff professional development specifically designed to strengthen knowledge and skills for eliminating racism, institutional racism, implicit bias, and disproportionality in achievement and opportunity gaps between groups of students. School administrators will work with staff to implement this professional development.
Professional Development will align with the Connecticut Standards for Professional Learning and will be customized to meet the needs of each school’s diverse community. The stated purpose of the professional development will be to increase individual and collective capacity to effectively teach a culturally, racially, and ethnically diverse student population and to effectively serve culturally, racially and ethnically diverse families and communities. Staff will be offered opportunities to improve culturally responsive instructional practices, curriculum, and assessments.
- Diversification of Vendors and Supplier Corps
The District will promote the diversification of its vendor and supplier corps in accordance with all applicable laws, the city charter, and District policy.
- Partnerships with Outside Agencies, Organizations, and Persons
The District will engage in partnerships with outside agencies, organizations, and persons who have demonstrated culturally specific expertise to assist the District in meeting its equitable education and business goals, including, but not limited to: (1) government agencies, (2) non-profit organizations, (3) businesses, and (4) other community groups that support educational equity and cultural competencies.
- Annual Report to the Board by Superintendent
-
- The Superintendent shall annually report to the Board and the community regarding the following:
a. District performance goals on academic achievement and progress toward meeting these goals and closing the achievement and opportunity gaps.
b. Discrepancies between the targets established by the CSDE and actual performance, if applicable.
c. Equity and diversity impact assessments that demonstrate the District has adopted policies with the least disparate impact.
-
- Plans and Procedures to Accomplish the Purpose and Intent of Stamford Public Schools Equity & Diversity Policy
As an addendum to the District Strategic Improvement Plan (DSIP), evidence of progress towards the intent of the focus areas of the Stamford Public Schools Equity plan will be reviewed annually and results will be provided to the Board.
Area of Focus |
Person(s) Responsible |
Year |
Evidenced By |
Allocation of Resources |
|
|
|
Staffing |
|
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|
Professional Development and Training Opportunities |
|
|
|
Implementation of Best Practices |
|
|
|
Diversity in Vendors and Suppliers |
|
|
|
District Engaged Partnership (1) Government agencies (2) Non-profit organizations (3) Businesses (4) Other community groups that support educational equity and cultural competencies |
|
|
|
Collaboration with Families and Students |
|
|
|
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- Yearly determinations:
a. The Superintendent will determine whether to promulgate regulations, programs, and activities in partnership with students for the implementation of the Equity and Diversity policy.
b. The Board and Superintendent will determine whether to establish specific goals to implement the Equity and Diversity policy as permitted by law and deemed necessary.
Regulation Adopted:
December 1, 2023
5001 - Students Nondiscrimination
There shall be no discrimination among students in access to or benefit from any educational program
or activity on any basis prohibited by law.
Sex Discrimination
No discrimination between the sexes shall be permitted in opportunities for admission, participation in
school activities including intramural and interscholastic sports, privileges or other advantages. In
certain special cases, as provided by law and policies and regulations in this manual, separate
provisions may be made for students according to sex with respect to such matters as protection of
modesty in shower rooms and in sex instruction and some athletic competition.
The faculty must be especially sensitive to guard against unconscious sex discrimination and
stereotyping in all school operations.
Sexual Harassment
Sexual harassment will not be tolerated among students of the school district. It is the policy of the
board of education that any form of sexual harassment is forbidden whether by students, supervisory or
non-supervisory personnel, individuals under contract, or volunteers subject to the control of the board.
Students are expected to adhere to a standard of conduct that is respectful and courteous to employees,
to fellow students, and to the public.
A. Definition
Sexual harassment is defined as unwelcome conduct of a sexual nature, whether verbal or
physical, including, but not limited to: insulting or degrading sexual remarks or conduct; threats
or suggestions that a student's submission to or rejection of unwelcome conduct will in any way
influence a decision regarding that student; or conduct of a sexual nature which substantially
interferes with the student's learning, or creates an intimidating, hostile or offensive learning
environment, such as the display in the educational setting of sexually suggestive objects or
pictures.
B. Procedure
It is the express policy of the board of education to encourage victims of sexual harassment to
report such claims. Students are encouraged to promptly report complaints of sexual
harassment to the appropriate personnel or the principal or his/her designee. Complaints will be
investigated promptly and corrective action will be taken when allegations are verified.
Confidentiality will be maintained by all persons involved in the investigation to the extent
possible and reprisals or retaliation which occur as a result of the good faith reporting of
charges of sexual harassment will result in disciplinary action against the retaliator.
The school district will provide staff development for district administrators and will periodically
distribute its policy and grievance procedures to staff and students in an effort to maintain an
environment free of sexual harassment.
Policy Adopted:
November 12, 1985
Policy Amended:
June 27, 2000
5002 - Transgender, Nonbinary, and Gender Non-Conforming Youth & 5002R
Purpose
Federal and state law and District policy require that all programs, activities, and employment
practices be free from discrimination based on sex, sexual orientation, or gender identity or
expression. This policy is designed in keeping with these mandates to create a safe learning
environment for all students and to ensure that every student has equal access to all school
programs and activities.
This policy sets out guidelines for schools and District staff to address the needs of transgender,
nonbinary, and gender non-conforming students and clarifies how state law should be
implemented in situations where questions may arise about how to protect the legal rights or
safety of such students. This policy does not anticipate every situation that might occur with
respect to transgender, nonbinary, or gender non-conforming students and the needs of each
transgender, nonbinary, or gender non-conforming student must be assessed on a case-by-case
basis. In all cases, the goal is to ensure the safety, comfort, and healthy development of the
transgender, nonbinary, or gender non-conforming student while maximizing the student's social
integration and minimizing stigmatization of the student.
Definitions
The definitions provided here are not intended to label students but rather to assist in
understanding this policy and the legal obligations of District staff. It is recognized that students
might or might not use these terms to describe themselves.
“Sex Assigned at Birth” refers to the sex designation recorded on an infant’s birth certificate
should such a record be provided at birth.
“Gender identity” is a person's deeply held sense or psychological knowledge of their own
gender, regardless of the sex they were assigned at birth. One's gender identity can be the same
or different from their sex assigned at birth.
“Transgender” is a term used to describe people whose gender identity differs from the sex
they were assigned at birth.
“Cisgender” refers to individuals whose gender identity conforms to what is typically
associated with their sex assigned at birth.
“Nonbinary” describes people who identify outside of traditional gender categories. This
includes people who identify as both, neither, or fluid genders.
“Gender Minority” is an umbrella term referring to individuals not identifying as cisgender.
“Genderfluid” May be a form of gender identity or gender expression. It generally describes
individuals who may not identify as the same gender all the time, and whose gender expression
may change accordingly.
“Gender expression” refers to the manner a person represents or expresses gender to others,
often through behavior, clothing, hairstyles, pronouns, or mannerisms.
“Gender non-conforming” describes people whose gender identity and/or expression does not
in some way meet the stereotypical expectations of their assigned sex at birth. Gender nonconforming
can also refer to having a gender expression that does not conform to gender norms,
such as “feminine” boys, “masculine” girls, and those who are perceived as androgynous.
Transgender and nonbinary individuals are gender non-conforming, but a person does not have
to be transgender or nonbinary to be considered gender non-conforming.
“Gender dysphoria” is the persistent and authentic disconnect between a gender minoirty
student’s sex assigned at birth and gender identity, which may include a desire to change gender
expression and primary and/or secondary sex characteristics. This disconnect can cause undue
pain and psychological distress which can have a harmful impact on the daily life of gender
minority students. Not all gender minority students experience dysphoria.
"Gender affirmation" refers to an interpersonal, interactive process whereby a person receives
social recognition and support for their gender identity and expression. Receiving gender
affirming support can alleviate the psychological harms of gender dysphoria in transgender and
nonbinary students. As transgender, nonbinary, and gender nonconforming students are at a
higher risk for peer ostracism, victimization, and bullying, recognition and support on an
institutional level plays an important role in creating a safe and nurturing educational
environment.
“Gender transition” is the process in which a person changes physical, social and other
characteristics to better reflect their gender identity. While not all transgender and nonbinary
people transition, many do. Gender transition looks different for every person. In order to feel
more comfortable, transgender and nonbinary people may take a variety of steps to alter their
gender expression such as using a nickname or legally changing their name, changing one’s
pronouns, choosing clothes and hairstyles to reflect their gender identity, and generally
presenting themselves to others consistently with their gender identity. Some, but not all,
transgender and nonbinary people undergo hormone therapy and/or surgical procedures to
change their bodies to better reflect their gender identity. Transitioning may or may not include
changing identity documents (e.g., driver's license, Social Security record) to reflect one's gender
identity.
"Bullying" is defined as 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;
“Harassment” means written, verbal or physical conduct that adversely affects the ability of
one or more students to participate in or benefit from the school's educational programs or
activities because the conduct is so severe, persistent or pervasive. This includes conduct that
is based on a student's actual or perceived race, color, national origin, sex, disability, sexual
orientation, gender identity or expression, or religion. This also includes conduct that targets a
student because of a characteristic of a friend, family member or other person or group with
whom a student associates.
“Gender Markers” are the designation on school and other records that indicate what a
student’s gender is. For most students, the gender marker is determined by a student’s
assigned birth sex. For transgender and nonbinary students, however, the gender marker is
determined by the student’s asserted gender identity.
Privacy
All persons, including students, have a right to privacy. This includes the right to keep private
one's transgender or nonbinary status or gender non-conforming presentation at school.
Information about a student's transgender or nonbinary status, legal name, or gender assigned at
birth also may constitute confidential medical information. School personnel should not disclose
information that may reveal a student's transgender or nonbinary status or gender nonconforming
presentation to others, including parents and other school personnel, unless legally
required to do so or unless the student has authorized such disclosure, nor, however, shall school
personnel promise or otherwise offer to students to keep such information confidential from
parents. Transgender, nonbinary, and gender non-conforming students have the right to discuss
and express their gender identity and expression openly and to decide when, with whom, and
how much to share private information.
When contacting the parent or guardian of a transgender or nonbinary student, school personnel
should use the student's legal name and the pronoun corresponding to the student's sex assigned
at birth unless the student, parent, or guardian has specified otherwise.
Official Records
The District is required to maintain a mandatory permanent student record (“official record”)
that includes a student's legal name and legal gender. However, the District is not required to
use a student's legal name and gender on other school records or documents. The District
will change a student's official record to reflect a change in legal name or legal gender upon
receipt of documentation that such change has been made pursuant to a court order.
However, a court order shall not be required to change a student’s official record. The
District recognizes, under FERPA*, that a student has the right to request the school to
change their name and gender on such student's school records if the student or
parent/guardian, if such a student is under 18 years of age, believes the records are incorrect,
misleading, or violate a student's privacy. (In general, a school should treat requests to
change student records based on transgender or nonbinary status no differently than it would
treat any other request for a change to student records.) Upon such a request, schools should
correct student education records to accurately reflect the student's chosen name and gender
identity, regardless of whether the student has completed a legal name change. *(Family
Educational Rights and Privacy Act)
In situations where school staff or administrators are required by law to use or to report a
transgender or nonbinary student's legal name or gender, such as for purposes of standardized
testing, school staff and administrators shall adopt practices to avoid the inadvertent
disclosure of such confidential information.
Names/Pronouns
A student has the right to be addressed by a name and pronoun that corresponds to the
student's gender identity. A court-ordered name or gender change is not required, and the
student need not change his or her official records.
The intentional or persistent refusal to respect a student's gender identity (for example,
intentionally referring to the student by a name or pronoun that does not correspond to the
student's gender identity) is a violation of this policy.
Gender-Segregated Activities
To the extent possible, all schools should reduce or eliminate the practices of segregating
students by gender. In situations where students are historically segregated by gender, such as in
selected health education classes, transgender and nonbinary students should have access to the
group that corresponds to their gender identity. In no case shall a transgender or nonbinary
student be required to participate in a group that conflicts with the student's gender identity.
Student Information Systems
The District shall modify its student information system, as necessary, to prevent
disclosure of confidential information and ensure that school personnel use a student's
preferred name and pronouns consistent with the student's gender identity.
Restroom Accessibility
Students shall have access to the restroom that corresponds to their gender identity
consistently asserted at school. Any student who has a need or desire for increased privacy,
regardless of the underlying reason, should be provided access to a single user restroom.
However, no student shall be required to use such a restroom because they are transgender,
nonbinary, or gender non-conforming.
Locker Room Accessibility
The use of locker rooms and dressing rooms by transgender and nonbinary students shall be
assessed on a case-by-case basis with the goals of maximizing the student's social integration
and equal opportunity to participate in physical education classes, sports, and other
extracurriculars and extracurricular activities, ensuring the student's safety and comfort, and
minimizing stigmatization of the student. Transgender students should have access to the
locker room or dressing room that corresponds to their gender identity consistently asserted at
school, like all other students. Any student, transgender, nonbinary or not, who has a need or
desire for increased privacy, regardless of the underlying reason, should be provided with a
reasonable alternative changing area such as the use of a private area (e.g., a nearby restroom
stall with a door, an area separated by a curtain, a P.E. instructor's office in the locker room, or
a nearby health office restroom), or with a separate changing schedule (e.g., using the locker
room or dressing room that corresponds to their gender identity before or after other students).
Any alternative arrangement should be provided in a way that protects the student's ability to
keep his or her transgender or nonbinary status confidential. In no case shall a transgender or
nonbinary student be required to use a locker room or dressing room that conflicts with the
student's gender identity.
Field Trips
The use of commercial residential premises such as hotels, motels, or inns for overnight field
trips by transgender and nonbinary students shall be assessed on a case-by-case basis with the
goals of maximizing the student’s social integration and equal opportunity to participate in
education and extracurricular activities, ensuring the student’s safety and comfort, and
minimizing stigmatization of the student. Transgender students should have access to housing
that corresponds to their gender identity consistently asserted at school, like all other students.
Any student, transgender, nonbinary or not, who has a need or desire for increase privacy,
regardless of the underlying reasons, should be provided with a reasonable alternative housing
area (e.g., a private hotel room). Any alternative arrangement should be provided in a way
that protects the student's ability to keep his or her transgender or nonbinary status
confidential. In no case shall a transgender or nonbinary student be required to use a housing
area that conflicts with the student's gender identity.
Physical Education Classes & Intramural Sports
Transgender and nonbinary students shall be permitted to participate in physical education
classes and intramural sports in a manner consistent with their gender identity.
Interscholastic Competitive Sports Teams
Transgender and nonbinary students shall be permitted to participate in interscholastic
athletics in a manner consistent with the applicable regulations of the
Connecticut Interscholastic Athletic Association (CIAC).
Dress Codes
Transgender, nonbinary, and gender non-conforming students have the right to dress in
a manner consistent with their gender identity and gender expression. In general,
District schools may not adopt dress codes that restrict students' clothing or appearance
on the basis of gender identity or sex.
Discrimination/Harassment
It is the responsibility of each school and the District to ensure that transgender, nonbinary, and
gender non-conforming students have a safe school environment. This includes ensuring that any
incident of discrimination, harassment, or violence is given immediate attention, including
investigating the incident, taking appropriate corrective action, and providing students and staff
with appropriate resources.
Complaints alleging discrimination or harassment based on a person's actual or perceived
transgender or nonbinary status or gender nonconformity are to be handled in the same
manner as other discrimination or harassment complaints. Complaints can be filed using the
SPS Community Concern or Complaint Form.
Transferring a Student to Another School (Opportunity Transfers)
In general, schools should aim to keep transgender, nonbinary, and gender non-conforming
students at the original school site. Opportunity transfers should not be a school's first
response to harassment and should be considered only when necessary for the protection or
personal welfare of the transferred student, or when requested by the student or the student's
parent/guardian. The student or the student's parent or guardian must consent to any such
transfer.
Professional Development
The Board of Education directs the Superintendent to provide training for all district
teachers and staff, at minimum, annually, to ensure that all students, regardless of their
gender identity, gender expression and/or sexual orientation, receive equal educational
opportunities. School counselors, social workers, and school psychologists should receive
specific training to address the unique social and emotional challenges that transgender,
nonbinary, and gender nonconforming students may face. Additional training should be
made available at the request of any, administrator, teacher or staff member.
(cf. 1312 – Public Complaints)
(cf. 4001 – Staff Development)
(cf. 5001 – Non-discrimination/Sex Discrimination/Sexual Harassment)
(cf. 5002R – Sexual Harassment)
(cf. 5005 – Bullying Behavior in Schools)
(cf. 5005R – Administrative Regulations Concerning Bullying Behavior in the Schools)
(cf. 5131R – Student Behavior)
(cf. 6153R – Field Trips)
(cf. 6163 – Physical Education)
Legal Reference: Connecticut General Statutes
1-1n “Gender identity or expression” defined.
10-15c Discrimination in public school prohibited. (Amended by P.A. 97-247 to
include “sexual orientation” and PA 11-55 to include “gender identity or
expression”)
10-222g Prevention and intervention strategy re bullying and teen dating violence
as amended by PA 19-166.
46a-51 Definitions.
46a-58(a) Deprivation of rights. Desecration of property. Placing of burning cross
or noose on property. Penalty.
46a-60 Discriminatory employment practices prohibited Federal Law.
46a-64(a)(1)(2) Discriminatory public accommodations practices prohibited.
Penalty.
10-209 Records not to be public.
46a-60 Discriminatory employment practices prohibited.
Section 504 and the Federal Vocational Rehabilitation Act of 1973, 20 U.S.C.
706(7)(b).
Public Act 07-62 An Act Concerning the Deprivation of Rights on Account of
Sexual Orientation.
Public Act 11-55 An Act Concerning Discrimination.
Title IX of the Education Amendments of 1972, 20 U.S.C. §1681(a).
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. Monroe County Board of Education, No. 97-843 (U.S. Supreme Court,
May 24, 1999).
Federal Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g
“Guidance on Civil Rights Protections and Supports for Transgender Students,”
Connecticut State Department of Education, June 2017
Policy adopted:
March 23, 2021
Amended:
February 7, 2022
February 28, 2023
5002R
Students
Accommodating Transgender and Gender Non-Conforming Students
This administrative regulation's accommodation and support guidelines advance the District's
goals of (1) providing all students equal access to a safe, non-hostile learning environment, and
(2) implementing risk management controls in a developing and unsettled area of the law in
which the Federal Office for Civil Rights (OCR) and Department of Justice (DOJ) have issued
guidance.
While there is no mandate requiring administrative regulations for accommodating transgender
students or gender non-conforming students, this administrative regulation guides school
officials through the: (1) application of State and Federal anti-discrimination laws to this student
population, and (2) common needs in which transgender or gender non-conforming students may
request accommodations and support at school. This administrative regulation applies to all
school activities, school-provided transportation, and school-sponsored events regardless of
where they occur.
The Building Principal, Nondiscrimination Coordinator, and/or Complaint Manager, with input
from others as appropriate, will implement this administrative regulation. They will work with
each transgender or gender non-conforming student, and as appropriate with the student's
parent(s)/guardian(s), to manage a student's accommodations and supports on a case-by-case basis.
The Board's legal counsel will be consulted concerning legal compliance.
Additional direction can be acquired from the Connecticut State Department of Education
(CSDE) publication “Guidance on Civil Rights Protections and Supports for Transgender
Students."
Gender-Based Discrimination is Prohibited
School districts must provide equal educational opportunities to transgender students and gender
non-conforming students. Under State law, sex discrimination extends to claims of
discrimination based on sexual orientation and gender identity or expression.
Federal law prohibits exclusion and discrimination on the basis of sex. 20 U.S.C. $1681(a), Title
IX of the Education Amendments of 1972. According to the U.S. Department of Education's
Office for Civil Rights ("OCR") and the U.S. Department of Justice, Title IX protects lesbian,
gay, bisexual, and transgender students, from gender discrimination.
This administrative regulation's guidance on accommodating transgender students or gender nonconforming
students is based on OCR pronouncements.
The laws prohibiting gender discrimination require the District to protect transgender students
and gender non-conforming students from bullying and harassment by other students.
According to OCR, a school district is responsible for damages suffered by a student who was
the victim of protected-class harassment: (1) that is severe, pervasive, or persistent; (2) about
which school officials knew or should have known; and (3) that interferes with or limits a
student's participation in or benefit from services, activities, or opportunities offered by the
school.
State statute 10-15c, as amended, prohibits bullying on the basis of actual or perceived sexual
orientation, gender-related identity or expression, and/or association with a person or group with
one of the aforementioned actual or perceived characteristics. The Board policy on bullying and
it’s School Climate Plan must be used to address and resolve peer bullying and harassment of
transgender or gender non-conforming students. (see Policy #1316.1 )
Glossary of Terms/Definitions
The District may use the following terms and definitions when discussing accommodations for a
transgender student or gender non-conforming student. NOTE: Definitions are not intended to
label students, but rather to assist with understanding.
Gender-based discrimination is a form of sex discrimination, and refers to differential
treatment or harassment of a student based on the student's sex, including gender identity, gender
expression, and non-conformity with gender stereotypes, that results in the denial or limitation of
education services, benefits, or opportunities. Conduct may constitute gender-based
discrimination regardless of the actual or perceived sex, gender identity, or sexual orientation of
the persons experiencing or engaging in the conduct.
Sex assigned at birth and assigned sex refers to the sex designation recorded on an infant’s
birth certificate should such a record be provided at birth.
Gender identity refers to a person's deeply held sense or psychological knowledge of their own
gender which may be different from one's assigned sex, and which is consistently and uniformly
asserted, or for which there is other evidence that the gender identity is sincerely held as part of
the student's core identity.
Transgender For purposes of this administrative regulation, a transgender student is a student
who consistently and uniformly asserts a gender identity different from the student's assigned
sex, or for whom there is documented legal or medical evidence that the gender identity is
sincerely held as part of the student's core identity. Transgender boy and transgender male refer
to an individual assigned the female sex at birth who has a male gender identity. Transgender girl
and transgender female refer to an individual assigned the male sex at birth who has a female
gender identity.
Cisgender is a term used to describe people whose gender identity conforms to what is typically
associated with their sex assigned at birth.
Nonbinary describes people who identify outside of traditional gender categories. This includes
people who identify as both, neither, or fluid genders.
Gender Minority is an umbrella term referring to individuals not identifying as cisgender.
Genderfluid may be a form of gender identity or gender expression. It generally describes
individuals who may not identify as the same gender all the time, and whose gender expression
may change accordingly.
Gender expression refers to the manner a person represents or expresses gender to others, often
through external cues that one uses to represent or communicate one's gender to others, such as
behavior, clothing, hairstyles, activities, voice, mannerisms, or body characteristics.
Gender dysphoria is the persistent and authentic disconnect between a gender minority
student’s sex assigned at birth and gender identity, which may include a desire to change gender
expression and primary and/or secondary sex characteristics. This disconnect can cause undue
pain and psychological distress which can have a harmful impact on the daily life of gender
minority students. Not all gender minority students experience dysphoria.
Gender affirmation refers to an interpersonal, interactive process whereby a person receives
social recognition and support for their gender identity and expression. Receiving gender
affirming support can alleviate the psychological harms of gender dysphoria in transgender and
nonbinary students. As transgender, nonbinary, and gender non-conforming students are at a
higher risk for peer ostracism, victimization, and bullying, recognition and support on an
institutional level plays an important role in creating a safe and nurturing educational
environment.
Gender transition is the process in which a person changes physical, social and other
characteristics to better reflect their gender identity. While not all transgender and nonbinary
people transition, many do. Gender transition looks different for every person. In order to feel
more comfortable, transgender and nonbinary people may take a variety of steps to alter their
gender expression such as using a nickname or legally changing their name, changing one’s
pronouns, choosing clothes and hairstyles to reflect their gender identity, and generally
presenting themselves to others consistently with their gender identity. Some, but not all,
transgender and nonbinary people undergo hormone therapy and/or surgical procedures to
change their bodies to better reflect their gender identity. Transitioning may or may not include
changing identity documents (e.g., driver's license, Social Security record) to reflect one's gender
identity.
Gender stereotypes refers to stereotypical notions of masculinity and femininity, including
expectations of how boys or girls represent or communicate one's gender to others, such as
behavior, clothing, hairstyles, activities, voice, mannerisms, or body characteristics.
Gender non-conforming describes people whose gender identity and/or expression does not in
some way meet the stereotypical expectations of their assigned sex at birth. Gender nonconforming
can also refer to having a gender expression that does not conform to gender
stereotypes.
Facilities refers to facilities and accommodations used by students at school or during school
sponsored activities and trips, and include, but are not limited to, restrooms, locker rooms, and
overnight facilities.
Relevant Board Policies for Accommodations, Supports, and Inclusion of Transgender or
Gender Non-Conforming Students
● 5145.44 Title IX Grievance Procedures policy, contains the process for an individual to
seek resolution of a complaint. A student may use this policy to complain about bullying.
The Title IX Officer shall investigate the complaint promptly and equitably.
● 1330, Use of Building, Grounds, and Equipment - Equal Access, grants student-initiated
groups or clubs the free use of school premises for their meetings, under specified
conditions.
● 5000, Equal Opportunity, requires that equal educational and extracurricular
opportunities be available to all students without regard to, among other protected
statuses, sex, sexual orientation, and gender identity.
● 5001, Nondiscrimination, prohibits discrimination among students in access to or benefit
from any educational program or activity on any basis prohibited by law, including sex,
sexual orientation, and gender identity.
● 5002, Transgender, Nonbinary, and Gender Non-Conforming Youth, sets out guidelines
for schools and District staff to address the needs of transgender, nonbinary, and gender
non-conforming students and clarifies how state law should be implemented.
● 5005, Bullying Behavior in the Schools, contains the comprehensive structure for the
District's prevention of and response to bullying, intimidation, and harassment.
● 5115, Student Records - Confidentiality and Access, contains the comprehensive
structure for managing school student records, keeping them confidential, and providing
access as allowed or required.
● 5147, Dress and Grooming, prohibits students from dressing or grooming in a manner
that is disruptive, unsafe, contrary to law, or interferes with the learning process.
Common Needs for Transgender and Gender Non-Conforming Students; Accommodations
and Supports
The goal of an accommodation is to allow a transgender or gender non-conforming student to
equally participate in educational and extracurricular opportunities. The right of transgender
students to accommodations is generally found in legislation such as Title IX but has not been
fully interpreted by the courts. Determining appropriate accommodations is difficult because
school officials must balance the rights of transgender or gender non-conforming students to
freedom from discrimination and freedom of expression with the rights of other students to
freedoms of religion and expression. The Board's legal counsel as an indispensable member of
the team that will identify accommodations for a specific student.
This list is not exhaustive, and each student's request must be managed on a case-by-case basis.
A particular student may not be interested in an accommodation for each item listed. Seek the
Board's legal counsel advice concerning the scope and extent of accommodations.
1. Gender transition
2. Names and pronouns
3. School student records
4. Student privacy and confidentiality
5. Access to gender-segregated areas (e.g. locker rooms and restrooms)
6. Sports and physical education classes - participation in competitive athletic activities and
contact sports is resolved pursuant to Policy #5002
7. Dress codes
8. Gender segregation in other areas (e.g., class discussions and field trips)
Training for School Staff Members
When and where appropriate, professional development for staff members should include
opportunities to gain a better understanding of equal educational opportunity laws, gender
identity, gender expression, and gender diversity; the development of gender identity in children
and adolescents; developmentally appropriate strategies for communicating with students and
parents/guardians about issues related to gender identity; gender-affirming approaches to
ensuring the safety and support of transgender students and gender non-conforming students;
developmentally appropriate strategies for preventing and intervening in bullying incidents; and
Board policies regarding bullying, discrimination, and student privacy.
CIAC Rules of Eligibility for Transgender Participation (From CIAC Handbook)
“The CIAC is committed to providing transgender student-athletes with equal opportunities to
participate in CIAC athletic programs consistent with their gender identity. Hence, this policy
addresses eligibility determinations for students who have a gender identity that is different from
the gender listed on their official birth certificates. The CIAC has concluded that it would be
fundamentally unjust and contrary to applicable state and federal law to preclude a student from
participation on a gender specific sports team that is consistent with the public gender identity of
that student for all other purposes. Therefore, for purposes of sports participation, the CIAC shall
defer to the determination of the student and his or her local school regarding gender
identification. In this regard, the school district shall determine a student's eligibility to
participate in a CIAC gender specific sports team based on the gender identification of that
student in current school records and daily life activities in the school and community at the time
that sports eligibility is determined for a particular season. Accordingly, when a school district
submits a roster to the CIAC, it is verifying that it has determined that the students listed on a
gender specific sports team are entitled to participate on that team due to their gender identity
and that the school district has determined that the expression of the student's gender identity is
bona fide and not for the purpose of gaining an unfair advantage in competitive athletics.
Students who wish to participate on a CIAC gender specific sports team that is different from the
gender identity listed on the student's current school records are advised to address the gender
identification issue with the local school district well in advance of the deadline for athletic
eligibility determinations for a current sports season. Students should not be permitted to
participate in practices or to try out for gender specific sports teams that are different from their
publicly identified gender identity at that time or to try out simultaneously for CIAC sports teams
of both genders.
Nothing in this policy shall be read to entitle a student to selection to any particular team or to
permit a student to transfer from one gender specific team to a team of a different gender during
a sports season. In addition, the CIAC shall expect that, as a general matter, after the issue of
gender identity has been addressed by the student and the school district, the determination shall
remain consistent for the remainder of the student's high school sports eligibility. The CIAC has
concluded that this criterion is sufficient to preclude the likelihood that a student will claim a
particular gender identity for the purpose of gaining a perceived advantage in athletic
competition.
Regulation approved: February 25, 2022
Any student who feels that he/she has been subjected to sexual harassment should make a written
complaint to the school principal, assistant principal, or counselor.
The student who makes a written or oral complaint of sexual harassment shall be furnished with a copy
of this procedure and informed of his/her rights.
• If an elementary student makes an oral complaint to any school employee, the employee shall
refer the matter directly to the building principal, who shall obtain the above information, and
complete a sexual harassment complaint form.
• If the complainant is a minor student, the person to whom the complaint is given should
consider whether a child abuse report should be completed.
• A copy of the sexual harassment complaint shall be sent to the school principal, and, if the
alleged harasser is a school employee, to the director of personnel or the superintendent of
schools.
Upon receipt of the complaint, the principal or his/her designee shall commence a prompt, thorough,
and impartial investigation of the complaint. The investigator shall consult with all individuals
reasonably believed to have relevant information, including the student 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 carried on discretely, maintaining confidentiality insofar as possible,
while still conducting an effective and thorough investigation.
At the conclusion of the investigation, the investigator shall provide to the superintendent a written
report summarizing the results of the investigation, and a recommendation for disposition of the
matter. If there is reasonable cause to believe that sexual harassment has occurred, the superintendent,
or his/her designee, shall take all reasonable actions to ensure that the harassment ceases and will not
recur. Actions taken in response to allegations of harassment may include suspension or expulsion if
the harasser is a student, and reassignment, transfer, or other disciplinary action up to and including
termination of employment if the harasser is a school employee..
Regulation Adopted:
September 12, 1995
Regulation Amended:
June 27, 2000
5005/4000.2 - Students Bullying Behavior in the Schools & 5005R
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.
(13) 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;
(14) require the principal of a school, or the principal's designee, to notify the appropriate local law
enforcement agency when such principal, or the principal's designee, believes that any acts of bullying
constitute criminal conduct;
(15) prohibit discrimination and retaliation against an individual who reports or assists in the
investigation of an act of bullying;
(16) require, at the beginning of each school year, each school to provide all school employees with a
written or electronic copy of the school district's safe school climate plan; and
(17) require that all school employees annually complete the training described in Conn. Gen. Stat. § 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:
- Physical violence and/or attacks;
- 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;
- Threats and intimidation (through words and/or gestures);
- Extortion or stealing of money and/or possessions; and/or
- 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 written 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 socially appropriate
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 evidencebased
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
5007 - Homeless Children and Youth & 5007R
In accordance with federal law, it is the policy of the Stamford Board of Education (the “Board”)
to prohibit discrimination against, segregation of, or stigmatization of, homeless children and
youth. The Board authorizes the Administration to establish regulations setting forth
procedures necessary to implement the requirements of law with respect to homeless children
and youth. In the event of conflict between federal and/or state law and these administrative
regulations, the provisions of law shall control.
Legal References:
State Law: Connecticut General Statutes § 10-186 Duties of local and regional boards of
education re school attendance. Hearings. Appeals to state board. Establishment of hearing
board. Readmission. Transfers
Connecticut General Statutes § 10-253 School privileges for children in certain placements, nonresident
children and children in temporary shelters
Federal Law: The McKinney-Vento Homeless Education Assistance Act, 42 U.S.C. §§ 11431 et
seq., as amended by Every Student Succeeds Act, Pub. L. 114-95.
Policy Adopted:
October 25, 2022
5007R
Students
ADMINISTRATIVE REGULATIONS REGARDING HOMELESS CHILDREN AND YOUTH
In accordance with federal law, the Stamford Board of Education does not permit discrimination
against, segregation of, or stigmatization of homeless children and youth. The following sets forth the
procedures to implement the requirements of law with respect to homeless children and youth. In the
event of conflict between federal and/or state law with respect to homeless children and youth, the
provisions of law shall control.
I. Definition:
A. Enroll and Enrollment: includes attending classes and participating fully in school
activities.
B. Homeless Children and Youth: means children and youth twenty-one years of age and
younger who lack a fixed, regular, and adequate nighttime residence, including children and
youth who:
1. Are sharing the housing of other persons due to loss of housing, economic hardship,
or a similar reason.
2. Are living in motels, hotels, trailer parks or camping grounds due to the lack of
alternative adequate accommodations.
3. Are living in emergency or transitional shelters.
4. Are abandoned in hospitals.
5. Are awaiting foster care placement.
6. Have a primary nighttime residence that is a public or private place not designed for
or ordinarily used as a regular sleeping accommodation for human beings.
7. Are living in cars, parks, public spaces, abandoned buildings, substandard housing,
bus or train stations, or similar settings.
8. Are migratory children living in the above described circumstances?
C. School of Origin: means the school that a homeless child or youth attended when
permanently housed or the school in which the homeless child was last enrolled.
D. Unaccompanied Youth: means a youth not in the physical custody of a parent or guardian.
II. Homeless Liaison:
A. The District's Homeless Liaison is Mr. Mike Meyer.
B. The duties of the Homeless Liaison include:
1. Ensuring that homeless children and youth are identified by school personnel and
through coordination activities with other entities and agencies.
2. Ensuring that homeless children and youth enroll in, and have full and equal
opportunity to succeed in, the District's schools.
3. Ensuring that homeless families, children, and youths receive educational services for
which such families, children and youth are eligible.
4. Ensuring that parents and guardians of homeless children and youth are informed of
educational and related opportunities available to their children. and are provided with
meaningful opportunities to participate in the education of their children.
5. Ensuring that public notice of the educational rights of homeless children and youth
is disseminated in places in which these children and youth receive services under the
McKinney-Vento Act.
6. Ensuring that enrollment disputes are mediated in accordance with the McKinney-
Vento Act.
7. Ensuring that parent(s)/guardian(s) of homeless children and youth or
unaccompanied youth are fully informed of all transportation services, including
transportation to and from the school of origin, and are assisted in accessing those
services.
8. Assisting homeless children and youth in enrolling in school and accessing school
services.
9. Informing parent(s)/guardian(s) of homeless children and youth, school personnel,
and others of the rights of such children and youth.
10. Assisting homeless children and youth who do not have immunizations or
immunization/medical records to obtain necessary immunizations or
immunization/medical records.
11. Assisting unaccompanied youth in placement/enrollment decisions, including
considering the youth's wishes in those decisions, and providing notice to the youth of
his or her right to appeal such decisions.
12. Ensuring that homeless children and youth and unaccompanied youth are
immediately enrolled in school pending resolution of disputes that might arise over
enrollment or placement.
13. Collaborating and coordinating with State Coordinators for the Education of
Homeless Children and Youth am community and school personnel responsible for
providing education and related support services to homeless children and youth.
III. Enrollment of Homeless Children and Youth:
A. Enrollment of homeless children and youth may not be denied or delayed due to the lack of
any document normally required for enrollment. However, administrators shall require the
parent/guardian to provide contact information prior to enrollment.
B. To facilitate enrollment administrators:
1. May permit parents/guardians of homeless children and youth to sign affidavits of
residency to replace typical proof of residency.
2. May permit unaccompanied youth to enroll with affidavits to replace typical proof of
guardianship.
3. Shall refer parent/guardian/unaccompanied youth to the Liaison who will assist in
obtaining immunizations.
4. Shall contact previous school for records and assistance with placement decisions.
5. Shall maintain records so that the records are available in a timely fashion when the
student enters a new school or school district.
IV. School Selection:
A. Standards for School Selection:
1. The District is required to make a determination as to the best interests of a homeless
child or youth in making a determination as to the appropriate school of placement.
2. In making such a determination, the District is required to keep a homeless child or
youth in his/her school of origin for the duration of homelessness when a family
becomes homeless between academic years or during an academic year; or for the
remainder of the academic year if the child or youth becomes permanently housed
during an academic year, to the extent feasible, unless it is against the wishes of the
parent or guardian Otherwise, the homeless child or youth shall be enrolled in a public
school that non-homeless students who live in the area where the child or youth is
actually living are eligible to attend.
B. Procedures fur Review of School Selection Recommendation:
1. The Principal or his/her designee of the school in which enrollment is sought review
an enrollment request in accordance with the standards discussed above, and shall make
an initial recommendation regarding same. If the Principal or his/her designee's
recommendation is to select a placement other than the school desired by the parent(s)
or guardian(s) of the homeless child or youth or the unaccompanied youth, then the
Principal or his/her designee shall refer the matter to the Superintendent or His/her
designee fur review of the recommendation and the reasons therefor, and shall notify
the District's Homeless Liaison of same.
2. The Superintendent or his/her designee shall review the matter and consult with the
District Homeless Liaison concerning same. If the Superintendent or his/her designee
agrees with the recommendation of the Principal or his/her designee, and a dispute
remains between the District and the parent(s) or guardian(s) of a homeless child or
youth or an unaccompanied youth about a school selection and/or enrollment decision;
the Superintendent or his/her designee shall provide the parent(s) or guardian(s) of a
homeless child or youth or an unaccompanied youth with
a written explanation of the District's decision regarding this matter, and the right to
appeal such decision to the Stamford Board of Education
C. Dispute Resolution Process:
1. The District's Homeless Liaison shall be responsible for promoting objective and
expeditious dispute resolutions, and adherence to these administrative regulations.
2. If the parent(s) or guardian(s) of a homeless child or youth or an unaccompanied
youth disputes the school placement decision or enrollment, the District must
immediately enroll the homeless child or
youth in the school in which enrollment is sought, pending resolution of the dispute.
The homeless child or youth shall also have the right to all appropriate educational
services, including transportation to and from the school in which enrollment is sought,
while the dispute is pending.
3. If necessary, the District Homeless Liaison shall assist parent(s) or guardian(s) of a
homeless child or youth or an unaccompanied youth with completion of the necessary
appeal paperwork required to file for an appeal to the Stamford Board of Education, and
provide the parent(s) or guardian(s) of a homeless child or youth or an unaccompanied
youth with a copy of Section 10-1 86(b).
4. Within ten (10) days of receipt of an appeal to the Stamford Board of Education by a
parent(s) or guardian(s) of a homeless child or youth or an unaccompanied youth, the
District shall hold a hearing before the Stamford Board of Education concerning such
appeal, and such hearing shall be shall be conducted in accordance with Section 10-
186(b).
5. If the Stamford Board of Education finds in favor of the Superintendent or his/her
designee, a parent or guardian of a homeless child or youth or unaccompanied youth
may appeal the Stamford Board of Education's decision to the State Board of Education
within twenty (20) days of receipt of the Stamford Board of Education's written
decision, in accordance with Section 10-186(b). lf necessary, the District Homeless
Liaison shall assist the parent or guardian of a homeless child or youth or
unaccompanied youth with filing the necessary appeal paperwork to the State Board of
Education. The homeless child or youth or unaccompanied youth shall remain in his or
her school of origin pending the determination of the appeal.
V. Services:
A. Homeless children and youth shall be provided with services comparable to those offered
other students in the selected school including:
1. Title I services or similar state or local programs, educational programs for students
with disabilities, programs for students with limited English proficiency, and preschool
programs.
2. Transportation services.
3. Vocational and technical education.
4. Programs for gifted and talented students.
5. School nutrition programs.
6. Before and after school programs.
B. The District shall coordinate with local social service agencies, other service providers,
housing assistance providers and other school districts to ensure that homeless children and
youth have access and reasonable proximity to available education and support services.
VI. Transportation
A. The District shall provide transportation comparable to that available to other students.
B. Transportation shall be provided, at a parent or guardian's request, to and from the school of
origin for a homeless child or youth. Transportation shall be provided for the entire time the
child or youth is homeless and until the end of any academic year in which they move into
permanent housing. Transportation to the school of origin shall also be provided during
pending disputes. The Liaison shall request transportation to and from the school of origin for
an unaccompanied youth. Parents and unaccompanied youth shall be informed of this right to
transportation before they select a school for attendance.
C. To comply with these requirements:
1. Parents/guardians, schools, and liaisons shall use the district transportation form to
process transportation requests.
2. If the homeless child or youth is living and attending school in this District, the
District shall arrange transportation.
3. If the homeless child or youth is living in this District but attending school in another,
or attending school in this District and living in another, the District will follow the
inter-district transportation agreement to determine the responsibility and costs for such
transportation. If there is no inter-district transportation agreement, the District shall
confer with the other school district's Homeless Liaison to determine an apportionment
of the responsibility and costs.
4. If no mutually agreeable arrangement can be reached, then the District shall:
(a) arrange transportation immediately;
(b) bring the matter to the attention of the State Coordinator for the Education of
Homeless Children and Youth; and
(c) shall ensure that such disputes do not interfere with
VII. Contact Information
A. Local Contact: for further information, contact:
Mike Meyer
Director of Family & Community Engagement
(203) 977-5620
B. State Contact: for further information or technical assistance, contact:
Louis Tallarita, State Coordinator
Connecticut Department of Education
25 Industrial Park Road
Middletown, CT 06457-1543
(203) 807-2058
Legal References:
State Law:
10-253(e) School privileges for children in certain placements,
non-resident children and children in temporary shelters
Federal Law:
The McKinney-Vento Homeless Education Assistance Act, 42
U.S.C. §§ 11431 et.seq.
Regulation Adopted:
April 27, 2004
Revised:
June 6, 2023
5009 - School Governance Council
Public Act 10-111 includes provisions for school governance councils. The Stamford Board of
Education will establish and maintain school governance councils in accordance with applicable
legal requirements.
Superintendent’s Reasonable Interpretation
Provision One:
The Stamford Board of Education will establish school governance councils in accordance with
applicable legal requirements
Superintendent's Reasonable Interpretation:
• Schools must establish procedures for School Governance Councils to conduct their elections
• Schools must establish procedures and by-laws for School Governance Councils to conduct
their meetings and perform their advisory duties and responsibilities
• The district must assist in the process and ensure procedures are consistent with district policy
and/or regulations and/or legal considerations.
Evidence of Compliance:
• Artifacts related to procedures
• Artifacts related to elections
• Artifacts related to communication
• Professional development reports
Provision Two:
The Stamford Board of Education will maintain school governance councils in accordance with
applicable legal requirements
Superintendent's Reasonable Interpretation:
• There must be extensive communication on procedures on how and when School Governance
Councils conduct all future elections in order to ensure sustainability and the meaningful
engagement of all stake holders which reflect all members of the school community
• There must be extensive communication on procedures on how and when School
Governance Councils conduct their meetings and perform their advisory duties and
responsibilities
• Training must be conducted to ensure compliance with district policy and/or regulations
and/or legal considerations
• Training must be conducted to ensure alignment with district priorities and school based
needs
Evidence of Compliance:
• Artifacts related to meetings
• Artifacts related to communication
• Professional development reports
• Survey reports
Policy Adopted:
November 22, 2011
5111 - Admission and Attendance Age 5111.1R
The Stamford Public Schools shall provide an education for all eligible persons as required by law.
Children reaching the age of five on or before the first of January will be eligible for Kindergarten in
the preceding September.
Children who apply for initial admission to the district's schools by transfer from non-public schools or
from schools outside the district will be placed at the grade they would have reached elsewhere
pending observation and evaluation by classroom teachers, guidance personnel, and the school
principal.. After such observations and evaluations have been completed, the principal will determine
the final grade placement of the children.
Policy Adopted:
November 12, 1985
Amended:
March 14, 1989
June 27, 2000
5111R
Students
Admission and Attendance Age
All children seeking admission to the district's schools must provide for the school authorities the
following information (unless excused by law):
1. A legal birth certificate as verification of age. In lieu of a birth certificate, the date of birth
listed on a valid passport/ visa may be accepted. Such date of birth from either of these sources
shall be duly recorded in the legal records of the district;
2. Proof of residency in Stamford (unless excused by law);
3. Proof of compliance with required immunizations (unless excused in accordance with
applicable law, including Conn. Gen. Stat. Section 10- 204a because (a) a physician has
provided written certification that immunization is contraindicated or (b) the parent(s) has
provided a written statement that immunization is contrary to J:ris/her religious beliefs).
References:
Please see Regulation 5007-R, Administrative Regulations Regarding Homeless Students and Youth,
for additional information regarding the enrollment of homeless students.
Regulation Adopted:
November 12, 1985
Amended:
April 2, 1989
June 27, 2000
November 23, 2004
5111.1 - Residency & 5111.1R
It shall be the policy of the Stamford Board of Education to enroll only those students eligible to attend
the Stamford Public Schools in accordance with applicable law. Any exceptions to this policy shall be
made by application to the Board.
References:
Please see Regulation 5007-R, Administrative Regulations Regarding Homeless Students and Youth,
for additional information regarding the enrollment of homeless students.
Regulation Adopted:
September 12, 1995
Amended:
June 27, 2000
November 23, 2004
5111.1R
Students
Residency
Registration of Students
In order to implement the policy of the Stamford Board of Education regarding the enrollment of legal
residents in the Stamford Public Schools, the following procedures shall be followed:
A. Whenever a student enrolls in the Stamford Public Schools, the registration form will establish the
legal residence of the parent or legal guardian with whom the student resides. In order to verify the
address provided, the following documentation shall be required by each school principal or his/her
designee at the time of registration:
1) a lease, effective during the current, or upcoming school year; or
2) a recorded deed showing ownership of a residence within the City of
Stamford; and
3) driver's license; and
4) other documentation, such as a current utility bill for household service such as electricity or
water, that would establish a basis for residency.
B. If the student is residing with a legally appointed guardian, the guardian shall provide, in addition to
the documentation listed in part A above, a court order indicating appointment as guardian of the
student.
C. If the student is residing with a relative or nonrelative who is not a parent or legally appointed
guardian, the parent or guardian and the individual with whom the student resides shall provide, in
addition to the documentation listed in part A above, a sworn, notarized affidavit affirming the
following:
1) the student resides with the relative or nonrelative; and
2) this residence is intended by both the relative or nonrelative, and the parent or guardian or
the student, to be permanent; and
3) the residence is provided without any pay to the relative or nonrelative with whom the
student resides; and
4) the residence is not for the sole purpose of obtaining school accommodations in
Stamford;
D. Random verifications of these registrations may be made at any time.
E. If the student is a legally emancipated minor or adult, the student shall provide, in addition to the
documentation listed in part A above, proof of his or her emancipated or adult status.
F. If the student is placed by the Department of Children and Families or any other state agency with a
family in Stamford, that family shall provide, in addition to the documentation listed in part A above,
proof of such placement.
G. If the student is residing in a temporary shelter, or is homeless as defined by federal law, the
student, parent, guardian or other adult responsible for the student shall provide evidence of the
student's residence in the temporary shelter or of the student's homeless status, and the student shall be
permitted to attend school in accordance with the applicable provisions of the state and/or federal law.
H. Students found to be enrolled in the Stamford Public Schools in violation of this policy shall be
removed from the rolls of the Stamford Public Schools. The parents or legal guardian of said child will
be subject to further legal remedy which may include actions to recover the cost of the child's
education while said child was improperly enrolled in said school.
Regulation Adopted:
September 12, 1995
Amended:
June 27, 2000
5111.2 - Admission to the Public Schools at or before age of five
The Stamford Board of Education (the “Board”) complies with its legal obligation to cause each child five years of age and over and under eighteen years of age who is not a high school graduate and is residing within the Board’s jurisdiction to attend school in accordance with Connecticut General Statutes § 10-184.
Effective July 1, 2024, the Stamford Schools (the “District”) shall be open to resident children
five years of age and over who reach age five on or before the first day of September of any
school year. For children who will not reach the age of five on or before the first day of
September of the school year, the child’s parent or guardian may submit a written request to the
principal of the school seeking early admission to the District. Upon receipt of such written
request, the principal and an appropriate certified staff member shall assess such child to
determine whether admitting the child is developmentally appropriate in alignment with the CT
Early Learning and Developmental Standards. For decisions relating to early admission to the
District, the decision of the principal and appropriate certified staff shall be final.
The Superintendent or designee shall be responsible for developing administrative regulations in
furtherance of this policy. Such regulations shall identify procedures for the receipt and
processing of requests for early admission to the District, and for assessing whether early
admission of a child is developmentally appropriate.
Legal Reference: Connecticut General Statutes
10-15c Discrimination by public schools prohibited. School attendance for five-year-olds
10-220 Duties of boards of education
10-221 Board of education to prescribe rules, policies, and procedures
10-184 Duties of parents. School attendance age requirements
Public Act 23-208, “An Act Making Certain Revisions to the Education Statutes.”
Policy Adopted:
06/25/2024
5112 - Open Campus & 5112R
Open Campus is a privilege that may be granted by Stamford Public School administrators to high school students which allows students to leave school grounds during their approved Off Campus Time. This is a privilege and not a right.
The goal of this privilege is to give students the opportunity to develop personal responsibility for their time. Open Campus is an important privilege and will last only as long as students treat it with respect. Parent(s)/guardian(s) must give permission for their student to participate in Open Campus.
Definitions
● Closed Campus – students are not allowed to leave campus at any time during the school day.
● Open Campus – School principal permits some students to leave campus during designated times with parent permission.
● Off Campus Time: The following are the only times students may be permitted to leave campus: lunch, approved early dismissal, approved late arrival, and study halls. Stamford Public Schools are Closed Campus schools. Each
Stamford Public High School may create an Open Campus protocol (the “Protocol”) which applies to their individual campus and allows students to receive Open Campus privileges. The Protocol shall, at a minimum, conform with the parameters specified in this policy.
Open Campus is a privilege granted by Stamford Public School High School Principals to qualifying students whose parent(s)/guardian(s) consent to same. The goal of this privilege is to give students the opportunity to develop independence and responsibility, during approved Off Campus Time.
Open Campus is an important privilege and will last only as long as students follow eligibility requirements, the Protocol and rules or conditions imposed by the school or the administration. Each high school Protocol shall apply only to that school’s individual campus. The Protocol shall be posted on each school’s website and contained in each school’s student handbook. Each high school shall notify the parent(s)/guardian(s) of each student eligible for the Open Campus privilege.
The Protocol language shall require parent signed permission and language noting that Open Campus privileges are subject to change individually and en masse in the sole discretion of the
Stamford Public Schools or school principal with limited or no notice, and/or when deemed necessary by principal or designee or to ensure safety and security of all students and staff. Requirements
1. Each school must set clear criteria for leaving and returning to campus with sign-out and sign-in procedure.
2. Parent/guardian permission to participate must be granted and signed annually.
3. Information about Open Campus must be reviewed annually by each school principal or designee and distributed to all eligible students and families.
4. The Open Campus Protocol shall be included in the school’s student handbook and posted on the school’s individual website.
5. Open Campus privileges are subject to change in the sole discretion of the Stamford Public Schools or school principal with limited or no notice, and/or when deemed necessary by principal or designee or to ensure safety and security of all students and staff.
6. Open Campus is a privilege, not a right, which may be granted or revoked, individually or en masse, at any time in the sole discretion of the school Principal or designee.
7. Open campus privileges apply to seniors at AITE and juniors at the discretion of the principal and to juniors and seniors at Stamford High School and Westhill.
Policy Adopted:
August 22, 2023
5112R
Open Campus Regulation
Open Campus is a privilege that may be granted by Stamford Public School administrators to high school students. This allows students to leave school grounds during their Off Campus Time. This is a privilege and not a right.
Free time for students should focus on academics, volunteering, athletics, clubs and other opportunities organized on our high school campuses. However, inherent in being a high school student is the responsibility of learning to use free time well.
In order to grant this privilege, each high school must develop a written process and procedure for off campus privileges (the “Protocol”). All decisions granting or denying off campus privileges must be recorded in PowerSchool by the Principal or designee. The Protocol must be communicated to parents, guardians, and students, posted on the school website, and be contained in the school’s student handbook. The Protocol must contain, but is not limited to, the following:
1. The qualifications necessary for a student to qualify for off campus privileges.
2. The process for sign-out and sign-in.
3. The process to obtain written permission from the student’s parent(s)/guardian(s). Parent/guardian permission expires at the end of the school year, and must be obtained annually.
4. Specific language stating:
a. If a student leaves school without permission they will be subject to disciplinary action, unexcused absence recording, and loss of open campus privileges;
b. The Open Campus privilege and Protocol are subject to change in the sole discretion of the Stamford Public Schools or school principal with limited or no notice, and/or when deemed necessary by principal or designee or to ensure safety and security of all students and staff; and
c. Open Campus is a privilege, not a right, which may be granted or revoked, individually or en masse, at any time for any reason in the sole discretion of the school principal or designee.
Regulation issued:
August 22, 2023
5113 - Attendance and Excuses & 5113R
The Board of Education is firmly committed to the importance of regular class attendance and believes
that all students should attend and be on time for each class each day.
Research has shown a positive correlation between regular class attendance and student
performance.
Regular attendance is essential for a positive school experience, both socially and academically.
Students learn through participation and performance in the classroom, so that a student's
presence in and contributions to the class are important.
Effective learning takes place when students are present and, in many classes, only if students
are present.
Excessive absences can break the continuity of the learning process.
Regular attendance and punctuality are preparations for success both in school and in life.
All students should understand that attendance affects performance and achievement and may,
therefore, affect grades.
All absences will be recorded.
Students should know that parents will be promptly informed of their absenteeism.
The Superintendent shall develop effective procedures to assist parents, students, and school staff in
achieving regular student attendance.
Policy Adopted:
June 14, 1988
Amended:
November 12, 1991
July 20, 1993
Readopted:
June 27, 2000
5113R
Students
Attendance and Excuses
Attendance
Connecticut state law requires parents to cause their children, ages five through eighteen
inclusive, to attend school regularly during the hours and terms the public school is in session. A
student is considered to be "in attendance" if present at his/her assigned school, or an activity
sponsored by the school (e.g., field trip), for at least half of the regular school day. A student
who is serving an out-of-school suspension or expulsion should always be considered absent. A
student not meeting the definition of "in attendance" shall be considered absent.
Students placed on homebound instruction due to illness or injury in accordance with applicable
regulations and requirements are counted as being “in attendance” for every day that they receive
instruction from an appropriately certified teacher for an amount of time deemed adequate by the
administration so as to ensure that the student is able to successfully return to the regular
classroom setting.
At the beginning of each school year or upon time of enrollment during the school year, school
personnel will notify in writing the parent/guardian of each child of the obligation to assure
regular school attendance by the child; obtain from the parent or person having control of each
child a telephone number or other means of contact during the school day; and ensure that copies
of the policy and regulations can be found on the district website as well as in each school’s
handbook.
The Board of Education requires that accurate records be kept of the attendance of each child,
and students should not be absent from school without parental knowledge and consent.
Excuses
A student's absence from school shall be considered "excused" if written documentation of the
reason for such absence has been submitted within ten (10) school days of the student's return to
school and meets the following criteria:
A. For absences one through nine, a student's absences from school are considered
"excused" when the student's parent/guardian approves such absence and submits
appropriate documentation to school officials.
Such documentation includes a signed note from the student's parent/guardian, a signed
note from a school official that spoke in person with the parent/guardian regarding the
absence, or a note confirming the absence by the school nurse or by a licensed medical
professional, as appropriate. Documentation should explain the nature of and the reason
for the absence as well as the length of the absence. Separate documentation must be
submitted for each incidence of absenteeism.
B. For the tenth absence and all absences thereafter, a student's absences from school are
considered excused for the following reasons:
1. Student illness (must be verified by a licensed medical professional to be deemed
excused, regardless of the length of the absence);
2. Student's observance of a religious holiday;
3. Death in the student's family or other emergency beyond the control of the student's
family;
4. Mandated court appearances (documentation required);
5. The lack of transportation that is normally provided by a district other than the one
the student attends (no parental documentation required);
6. Extraordinary educational opportunities pre-approved by District administration and
in accordance with Connecticut State Department of Education guidance.
C. A student's absence from school shall be considered unexcused unless:
1. The absence meets the definition of an excused absence and meets the documentation
requirements; or
2. The absence meets the definition of a disciplinary absence, which is the result of
school or district disciplinary action and is excluded from the State Board of
Education approved definitions.
When a child enrolled in school fails to report to school on a regularly scheduled school day, and
if school personnel have not been notified of an excused absence, a reasonable effort to notify
the parent/guardian of the child, by telephone and by mail, shall be made. The required mailed
notice shall include a warning that two (2) unexcused absences from school in one month or five
(5) unexcused absences in a school year may result in a complaint filed with the Superior Court
alleging the belief that the acts or omissions of the child are such that the child's family is a
family with service needs.
Truancy
Efforts to remedy truancy shall stress early prevention and inquiry leading to remediation of
absences rather than imposition of punitive measures for students. Referral to legal authorities
normally shall be made only when local resources are exhausted.
“Truant" shall mean a student age five to eighteen, inclusive, who has four (4) unexcused
absences in any one month, or ten (10) unexcused absences in one school year. A student five or
six years of age shall not be considered truant if the parent or person having control over such
student has appeared personally at the school district office and exercised the option of not
sending the child to school at five or six years of age. A student seventeen years of age shall not
be considered truant if the parent or person having control over such student consents to such
student’s withdrawal from school. Such parent or person shall personally appear at the school
district office and sign a withdrawal form indicating such consent. The withdrawal form must
include an attestation from a guidance counselor or school administrator from the school that the
District provided the parent (or person having control of the child) with information on the
educational options available in the school system and community.
Remediation of Truancy
The school administration will make a concerted effort to remedy truancy in its early stages for
students who are found to be truant. Procedures to be followed include:
A. Annually at the beginning of the school year and upon the enrollment of any child during
the school year, the administration shall notify the parent or other person having control
of the student enrolled in grades K-12 in writing of the obligations pursuant to Conn.
Gen. Stat. §10-184 to assure that such a student attends school regularly or to show that
the child is elsewhere receiving equivalent instruction in the studies taught in the Stamford Public Schools.
B. Annually at the beginning of the school year and upon the enrollment of any child during
the school year, the administration shall obtain from the parent or other person having
control of the student in grades K-12 a telephone number or other means of contacting
such parent or other person during the school day.
C. Make a reasonable effort by telephone and by mail to notify parents/guardians of the
child when a child does not arrive at school and there has been no previous approval or
other indication which indicates parents/guardians are aware of the absence. The
required mailed notice shall include a warning that two (2) unexcused absences from
school in one month or five (5) unexcused absences in a school year may result in a
complaint filed with the Superior Court alleging the belief that the acts or omissions of
the child are such that the child's family is a family with service needs. (Note: Persons
who, in good faith, give or fail to give such notice shall be immune from any liability,
civil or criminal, which might otherwise be incurred or imposed and shall have the same
immunity with respect to any judicial proceeding which results from such notice or
failure to give such notice.)
D. Identify a student as "chronically absent" when the student accumulates a total number of
absences at any time during a school year that is equal to or greater than ten percent of
the total number of days that such student has been enrolled at the school during the
school year.
E. A meeting with appropriate school staff and the parent or other person having control of
the child to review and evaluate the reasons for the truancy shall be held not later than ten
(10) school days after the child’s fourth unexcused absence in a month or tenth
unexcused absence in a school year. Such meeting may involve the School or District
Attendance Team.
F. A designated staff member shall coordinate services with and referrals of children to
community agencies providing child and family services as appropriate.
G. In addition to the procedures specified in sections A through F above, a regular education
student who is experiencing attendance problems shall be referred to the building Child
Study Team, or other appropriate school based team, for program review, assistance, and
intervention. The team will review the student’s need for referral for a Planning and
Placement Team (PPT) meeting to review the student’s need and eligibility for special
education. A special education student who is experiencing attendance problems shall be
referred for a PPT meeting for program review.
H. The Superintendent of Schools may file for each such student a written complaint with
the Superior Court pursuant to Section 46b-149, not later than fifteen (15) calendar days
after the failure of a parent/guardian to attend the meeting or upon failure to cooperate
with the school in attempting to solve the truancy problem, alleging the belief that the
acts or omissions of the child are such that his/her family is a family with service needs
(FWSN).
I. If a FWSN petition is filed and the court orders an educational evaluation of the student,
the District shall conduct an appropriate educational evaluation if no such evaluation has
been performed within the preceding year.
Chronic Absenteeism
Definitions
"Chronically absent child" is an enrolled student whose total number of absences at any time
during a school year is equal to or greater than ten percent of the total number of days that such
student has been enrolled at such school during such school year
"Absence" means an excused absence, unexcused absence, or disciplinary absence, as defined by
the State Board of Education, or an in-school suspension that is greater than or equal to one-half
of a school day.
"District chronic absenteeism rate" means the total number of chronically absent children in
the previous school year divided by the total number of children under the jurisdiction of the
Board of Education for such school year.
"School chronic absenteeism rate" means the total number of chronically absent children for a
school in the previous school year divided by the total number of children enrolled in such
school for such school year.
The Board of Education, in compliance with statute, requires the establishment of attendance
review teams when chronic absenteeism rates in the district or at individual schools in the district
meet the following circumstances:
A. A team for the District must be established when the District chronic absenteeism rate is
10 percent or higher.
B. A team for the school must be established when the school chronic absenteeism rate is 15
percent or higher.
C. A team for either the District or each school must be established when (a) more than one
school in the District has a school chronic absenteeism rate of 15 percent or higher or (b)
the District has a District chronic absenteeism rate of 10 percent or higher and one or
more schools in the District have a school chronic absenteeism rate of 15 percent or
higher.
1. The membership of attendance review teams may consist of school administrators,
guidance counselors, school social workers, teachers, chronically absent children,
parents or guardians of chronically absent children, and representatives from
community-based programs who address issues related to student attendance by
providing programs and services to truants.
2. Each attendance review team shall be responsible for reviewing the cases of truants
and chronically absent children, discussing school interventions and community
referrals for such truants and chronically absent children and making any additional
recommendations for such truants and chronically absent children and their parents or
guardians. Each attendance review team shall meet at least monthly.
The District shall annually include data pertaining to truancy and chronically absent children in
the strategic school profile report for each school under its jurisdiction and for the school district
as a whole submitted to the Commissioner of Education.
Legal References:
(cf. 5142 - Student Safety)
(cf. 5113.2 - Truancy)
(cf. 6113 - Released Time)
Connecticut General Statutes
10-184 Duties of parents (as amended by PA 98-243 and PA 00-157)
10-185 Penalty
10-198a Policies and procedures concerning truants (as amended by P.A.11-136,
An Act Concerning Minor Revisions to the Education Statutes and PA 14-198,
An Act Concerning Excused Absences from School for Children of Service
Members.)
45a-8c Truancy clinic. Administration. Policies and procedures. Report. (as
amended by PA 15-25)
PA 15-225 An Act Concerning Chronic Absenteeism
10-199 through 10-202 Attendance, truancy - in general
Connecticut State Department of Education Guidelines for Implementation of the
Definitions of Excused and Unexcused Absences and Best Practices for Absence
Prevention and Intervention, April 2013.
Regulation Adopted:
November 12, 1991
Amended:
June 27, 2000
June 28, 2016
5113A-R - Attendance/High School
The administration expects that students will attend every class daily. Students, Parents/ Guardians, Teachers, School Counselors, and Administrators share responsibility for student attendance.
High School Students
Students must attend class and keep track of any absences. They must seek out missing work upon their return and complete all make up work by the deadline agreed upon with the classroom teacher. Students share the responsibility with their parents/guardians to provide documentation for their absence to the school-identified personnel to accurately record appropriate attendance codes.
Parents/Guardians of High School Students
Parents/Guardians must provide the school with updated phone numbers/contact information and must support the emphasis on regular daily attendance.
High School Teachers
Per BOE Policy 5113, student attendance must be recorded daily. Teachers must record accurate attendance codes daily. Attendance reporting should be initiated at the beginning of each period in order to trigger automated notifications to parents and admin through PowerSchool including automated communications home.
High School Counselors
School Counselors must inform administrators of absence patterns.
High School Administrators
Administrators must enforce the attendance policy and regulation including accurate attendance codes.
High School-Based Attendance Teams
School-based attendance teams, consisting of administration, teachers, school counselors, support staff, etc., will meet on a consistent basis (minimum monthly) to review data and identify students in need of intervention.
A student is considered to be “in attendance” if: 1) present at their assigned school, and/or 2) participating in an activity sponsored by the school (e.g., field trip); and/or,
3) participating in statutorily authorized remote learning as determined through a combination of: synchronous virtual classes, synchronous virtual meetings, activities on time-logged electronic systems, and/or the completion and submission of assignments for at least half of the instructional school day. Students serving an out-of-school suspension or expulsion are reported as “absent” except for each day that the student receives alternative education programming for at least half of the instructional school day.
Definitions (related to chronic absenteeism)
● Chronically absent child: An enrolled student whose total number of absences at any time during a school year is equal to or greater than ten percent of the total number of days that such student has been enrolled at such school during such school year.
● Absence: An excused absence, unexcused absence, or disciplinary absence, as those terms are defined by the State Board of Education pursuant to C.G.S.
10-198b.
● District chronic absenteeism rate: The total number of chronically absent children in the previous school year divided by the total number of children under the jurisdiction of the Board of Education for such school year.
● School chronic absenteeism rate: The total number of chronically absent children for a school in the previous school year divided by the total number of children enrolled in such school for such school year.
Documentation of Absences
In order for an absence to be marked as excused, Parents/Guardians are required to notify the school in writing when a student is absent within ten (10) school days of the student’s return to school. High School students will complete the online form and upload appropriate documentation, when required. In addition, the absence must meet the following criteria:
A. For absences one through nine, a student’s absences from school are considered “excused” when the student’s parent/guardian approves such absence and submits appropriate documentation to school officials.
B. Per CT state statute, for the tenth absence and all absences thereafter, a student’s absences from school are considered excused only for the following reasons and with the proper documentation:
a. Student Illness - verified by a licensed medical professional to be deemed excused, regardless of the length of the absence.
b. Religious Holiday - student’s observance of a religious holiday must be documented with a parent/guardian note.
c. Mental Health Wellness Days - Absences during which the student attends to such student’s emotional and psychological well being in lieu of attending school. Such days shall not be consecutive, nor shall they exceed a total of two days per school year.
d. Death in the Family - or other emergency beyond the control of the student’s family; documentation must be provided by the parent/guardian.
e. Mandated Court Appearance - official documentation required
f. Lack of Transportation - is normally provided by a district other than the one the student attends (no parental documentation required).
g. Field Trips or School-Related Activities - Absences relating to school activities may include, but are not limited to, field trips, early dismissal for participation in athletic events, and meetings with school personnel.
h. Extraordinary Educational Opportunities - pre-approved by District administration and to be in accordance with Connecticut State Department of Education guidance.
i. Awaiting Medical.
C. A student’s absence from school shall be considered unexcused unless:
a. The absence meets the definition of an excused absence and meets the documentation requirements; or
b. The absence meets the definition of a disciplinary absence, which is the result of school or District disciplinary action and is excluded from these State Board of Education approved definitions.
Responsibility for completion of missed classwork lies with the student, not the teacher. Unless a student has an extended illness, all make-up work will be completed by a deadline agreed upon with the classroom teacher.
Documentation of Tardies
Students are expected to come to school and class on time.
Students who arrive late and have a pass will be marked Excused Tardy (ET). Students arriving to school on a late bus, or due to any other situation communicated by administration by announcement/email, will be marked Excused Tardy.
Students who arrive without a pass after the bell has rung will be marked Unexcused Tardy (TT).
A student is considered absent from class if they miss more than 50% of the block. Students will be marked Absent Tardy (AT) if they arrive to class after 50% or more of the block (i.e., 48 minutes for a standard 96 minute block or 24 minutes for a standard 48 minute block; 50% applies for all schedules, including the full day schedule, early release, late arrival, etc.)
For every (4) Unexcused Tardy earned, students will earn (1) Unexcused Absence.
4 Codes for Attendance in PowerSchool
● (A)= Unexcused Absence
● (ET) = Excused Tardy
● (TT) = Unexcused Tardy for less than half of block
● (AT) = Absence Tardy for those who arrive after 50% of the class
Absence Excused code is TBD, dependent upon receipt of letter from guardian stating appropriate reason from the already established list.
Excessive tardies – defined as more than six (6) unexcused tardies in a month – shall necessitate school communication to the parent/guardian to support regular attendance. Students with excessive tardies are subject to disciplinary action. School Site Attendance Committee will determine and communicate this process.
Absences and Excessive Tardies to Study Halls and Other Classes
Study Halls and other “non-credit bearing” classes are not an “optional” part of a student’s schedule and must be attended. Privileges, such as attending prom, parking on school property, or participation in extracurricular activities may be revoked at the discretion of the principal or designee due to a lack of attendance.
Progressive Discipline Framework for Excessive Unexcused Tardies and Excessive Unexcused / Excused (Non-Exempt) Absences
Absences will be calculated both quarterly and cumulatively for student records. Students who are Unexcused Absent / Excused (Non-Exempt) Absent from a course more than 3 times for a full block course (96 minutes) or more than 5 times for a half block course (48 minutes) in one quarter will fall into one of the two following scenarios.
Scenario 1 : Student earning a passing grade in a class for which they have exceeded the (3) Unexcused / Excused (Non-Exempt) Absences (full block) / (5) Unexcused / Excused (Non-Exempt) Absences (half block) allowance for that quarter.
The following will occur:
a. The student’s grade will revert to an “AGR” (Attendance Grade Recovery) due to exceeding the allowed unexcused / excused (non-exempt) absences for the quarter. The “AGR” (Attendance Grade Recovery) will appear on the quarterly grade report with a percentage of 58.
b. The student will be required to attend a Student Attendance Review Board (SARB), see Process Guidelines for details.
c. The student will present to the SARB why they have exceeded the number of absences for the quarter.
d. Together, the SARB and the student will determine the next steps for the student to recover the time they have missed, in order to receive a passing grade.
e. These are suggested meaningful and appropriate actions the SARB and student may determine will occur:
i. The student may do community service.
ii. The student may attend attendance recovery time.
iii. The student may serve detentions or Saturday school.
iv. The student may fail the quarter as determined by the SARB due to lack of participation by the student or completion of agreed upon actions.
f. The decision of the SARB will be final and binding.
g. The student, parent/guardian, and counselor/administrator will sign a SARB Attendance Contract outlining the agreed upon action steps. Contract link here.
h. Upon successful completion of the agreed upon student actions, the counselor will ensure the document for the grade change is submitted and recorded. The student’s “AGR”will be reinstated to their original passing grade and numerical percentage upon completion of the actions determined by the SARB.
i. If the student does not successfully complete the actions as outlined in the SARB contract by the midpoint of the following quarter, the “AGR” will become an “F” with a value of 59 on the report card.
j. Counselor will ensure a Log Entry has been made in the Student Information System to document the SARB meeting.
Scenario 2: Student earning a failing grade in a class for which they have exceeded the (3) Unexcused / Excused (Non-Exempt) Absences (full block) / (5) Unexcused / Excused (Non-Exempt) Absences (half block) allowance for that quarter.
The following will occur:
a. The student’s failing grade will stand as their earned grade for the quarter, thereby resulting in a failing grade and loss of credit.
b. The student has the ability to complete grade recovery through the designated platform at their school site for a quarter failure. Students electing to do grade recovery also earn attendance recovery.
c. Regardless of whether the student attends recovery or not, the tiered supports outlined below should be triggered into action to support the student who has demonstrated barriers to consistent attendance. Such students should be considered those needing Tier 2 or 3 level support as determined by the Attendance Committee and as provided by the school site support staff, e.g., counselors, social workers, outside agencies, administration, etc.
d. School Counselor will log the applied intervention into the Student Information System.
Process Guidelines:
a. The Student Attendance Review Board (SARB) is a diversionary and prevention board designed to support students who are accruing excessive unexcused / excused (non-exempt) absences in a class, yet receiving a passing grade in the class.
i. The purpose of the SARB is to offer meaningful opportunities for students to improve their attendance through their own participation in the process, guided by school staff.
ii. The SARB uses intervention strategies that promote responsible and community-based alternatives to redirecting student behavior.
iii. The SARB offers the opportunity for school staff to work with students as a strategy of empowering students with ownership of their own behavior as well as to help solve problems that may be at the root of the behavior, taking into consideration students’ needs and homelife situations.
iv. The SARB is automatically triggered into place once the student has exceeded the number of allowed unexcused / excused (non-exempt) absences. The student does not initiate the SARB. The school initiates the SARB.
v. The counselor or grade level administrator of the student sets the date and time of the SARB meeting.
vi. SARB members will include, but are not limited to, the student’s counselor, a teacher, and an administrator. It is preferable that the parent/guardian attends, and, if not, parent/guardian is contacted and the result of the SARB (determination of student actions) is communicated to the parent/guardian.
b. Attendance recovery will only be afforded to students up to the midpoint of the following quarter. Once the midpoint of the quarter has passed, the student will no longer be eligible for attendance completion. The “AGR” will become an “F” on the report card with a value of 59.
c. If a student misses class(es), they have the ability to make up classwork for the time they missed. Teacher discretion (course syllabus) will determine acceptable timeframe for missing, incomplete, or unfinished work, keeping in mind student IEP’s and 504 accommodation plans.
d. The educator who oversees the grade and attendance recovery via a digital platform at the school site will verify with the teacher and counselor that the required actions have been completed by the student, thus enacting a reinstatement of the grade.
e. Student athletes will be expected to adhere to the CIAC eligibility guidelines.
f. SPS understands the complexity of instituting attendance regulations in our high schools. We also understand that the MTSS position and Branching Minds are new, and we need to grow our understanding of how we will implement these supports. To that end, these regulations will serve as a framework for the calendar year of 2024-25 and will be revisited throughout the school year. School leadership will look at their data with their school leadership team and seek input from staff as to how the regulations are being implemented. SPS leadership will work with school administration to address questions and concerns as they arise. These regulations will be revisited at the end of the school year and adjustments will be made as necessary.
Multi-Tiered System of Supports
Student attendance needs will be addressed through a multi-tiered system of support (MTSS) created and implemented at the school site level with support from Central Office. The school-site Attendance Committee is responsible for consistently reviewing individual student attendance as well as larger patterns of school attendance in order to best determine how to support students and families. The goal of a multi-tiered system of support for attendance is to work with school site personnel (counselors, outside providers, social workers, teachers, administrators) to provide students and families with progressively increasing levels of support based on their needs and aligned to the root cause(s) of the absences.
Four (4) tiers of support will be leveraged as part of the multi-tiered system of support for attendance. Each school will communicate with stakeholders regarding these supports and how they will be applied.
● Initial Foundational Support at all School Sites
Effective attendance strategies are enhanced by the presence of foundational supports in schools. These supports encompass physical and emotional health, safety, a strong sense of belonging, academic engagement, and social-emotional growth. These conditions are pivotal in motivating consistent student attendance.
● Tier 1: School-wide Prevention (All students)
These strategies are aimed specifically at preventing absenteeism among all students. Examples of strategies include setting expectations about when students show up to class and recognizing improvement in attendance.
● Tier 2: Targeted Support (10-19%)
Tier 2 assistance is designed to remove barriers to attendance for students at heightened risk of chronic absenteeism, such as those who are close to or already missing 10 percent of the school year (the standard definition of chronic absenteeism). Tier 2 interventions can be offered to individuals or to groups of students in similar circumstances. Schools need to give these students and their families more personal attention to help them understand the importance of coming to school and create a plan to address the barriers they are facing.
● Tier 3: Intensive Support (20%+)
Tier 3 interventions provide intensive support to students most at risk of chronic absenteeism and typically require case management customized to an individual student’s challenges and can involve health, housing and social services agencies. Students missing 20 percent or more of the school year benefit from this level of support.
Student Accountability
In order to establish underlying conditions that promote consistent attendance, it is essential that the conditions are rooted in relationship-building and fostering a strong sense of belonging. These conditions should persist for matters that include student accountability.
Student accountability is enacted when an absence, pattern of absences and/or tardiness is observed for reasons that are violative of school conduct expectations. Examples of such include multiple unexcused tardies or absent without leave (AWOL) from a scheduled class. Accountability measures will be determined as outlined in BOE Policy 5131: Student Behavior as well as student/family handbooks and/or student codes of conduct.
Communication and Education to Students and Parents/Guardians
A. The school site attendance regulation will be directly communicated to parents and students at the beginning of each school year. Consideration should be given to 9th Grade Orientation, First Year Seminar, Open School Night as well as weekly principal communications. Additionally, community outreach efforts should be considered as a means to reach as many families as possible.
B. Students and parents/guardians will have access to information concerning attendance in the PowerSchool Parent Portal or PowerSchool app.
C. Early Warning System of Communication.
a. A daily automated call will parents/guardians of an absence from any particular period(s) during the school day. Parents/Guardians can also sign up for notifications on the PowerSchool app which provides an alert on their device when their student is marked absent from a particular class.
b. Parents/Guardians are encouraged to regularly monitor their child’s attendance and if there is a problem/discrepancy they should contact their student’s teacher and follow up with their child’s counselor or administrator, if necessary.
c. Nudge notifications including asset-based language are sent to parents/guardians when students are approaching chronic absenteeism.
Notification of Regulation
This regulation will be included in the Student Handbook and posted on the district and school website. This regulation will be reviewed with incoming 9th grade students in First Year Seminar at the start of the school year and will be provided to students and parents/guardians when they register during the school year.
Legal Reference:
Connecticut General Statutes
10-198a Policies and Procedures Concerning Truants (As Amended by PA 21-46, An Act Concerning Social Equity and the Health Safety and Education of Children)
10-199 through 10-202 Attendance, truancy - in general (Revised, 1995, PA 95-304) Action taken by the State Board of Education on January 2, 2008, to define "attendance."
Action taken by State Board of Education on June 27, 2012, to define "excused" and "unexcused" absences.
Regulation Adopted:
May 27, 1997
Amended:
June 27, 2000
June 28, 2016
June 13, 2022
December 1, 2023
September 9, 2024
5113.1R - Requests for Release of Students
Requests for release of students may only be made by a custodial parent or guardian and must be made
in writing.
Elementary and Middle Schools
The school must have written permission from the custodial parent or guardian to release a student to a
designee.
The custodial parent, guardian, or designee must come into the school office to pick up the student and
sign the student out.
High Schools
Students who request release must receive permission to leave the building from the principal or his
designee. The administration will make every effort to substantiate by phone the validity of the
request.
Regulation Adopted:
April 9, 1989
Readopted:
June 27, 2000
5114 - Remaining After School
Students may be kept after school for disciplinary reasons. They may also stay for extra help with
school work, to assist teachers with school programs, and for other reasons that teachers believe
will benefit their students.
When elementary or middle school students remain after school, the school principal must see that
parents/ guardians/ other persons having control of the student are given twenty-four hours’ notice
and that arrangements are made for the students' safe return home.
Policy Adopted:
March 10,1987
Policy Amended:
June 27, 2000
November 23, 2004
5114R
Students
Remaining After School
When students remain after school, whether for disciplinary purposes, extra help with school work,
assistance with a school program, or other reasons, it can be beneficial to their education. Teachers
may keep a student after school whenever they believe that it will benefit that student. Teachers
should be flexible with respect to the day that a student stays after school in order to accommodate
a student’s particular circumstances.
Elementary and Middle School Students
When an elementary or middle school student remains after school, the school principal must see
that
a the student ’s parents (or guardian) are given twenty-four hours notice, and
arrangements are made for the student’s safe return home.
A principal may delegate these duties but remains responsible for them.
Notice to Parents: Notice may be given in any effective way. It will normally be given by
telephone.
Student's Safe Return Home: When giving notice to parents, the school principal (or designee)
must ensure that the parents understand the arrangement for the student’s safe return home.
The arrangement may be any of the following or another one as appropriate:
- The parent or parent’s designee picks up the student.
- The student walks as usual, provided that the usual crossing guards remain on duty.
- The student takes a late bus.
High School Students
High school students are responsible for notifying their parents whenever they are kept after school
(which may be on the same day that a teacher decides to keep them). The Board shall offer
transportation to students who are kept after school, through the late bus or other reasonable
means.
Regulation Adopted:
May 11, 1988
Readopted:
June 27, 2000
5115 - Student Records - Confidentiality and Access & Appendix A
The Stamford Board of Education (“Board”) complies with the state and federal regulations
regarding confidentiality and access to and amendment of student records by implementing
procedures that protect the privacy of parents and students while providing proper access to
records. These procedures are made known annually to parents of students attending
Stamford Public Schools (“SPS”) and eligible students currently in attendance.
I. DEFINITIONS
A. Student Records
1. "Student records", also referred to as “education records”, include any
information directly related to a student that is recorded and
maintained by the SPS or persons acting for the SPS in any manner
(e.g., in writing, on film, or on tape or disk).
2. "Student records" shall not include:
(a) private, personal, or working notes in the sole possession of the
maker thereof; and which are not accessible or revealed to any
other individual except a "substitute";
(b) employment records used only in relation to the student's
employment by the school district;
(c) alumni records that contain information about the student
regarding events that occurred after he/she is no longer in
attendance at the school; and
(d) records on a student enrolled in the SPS who is 18 years of age
or older, or is attending a postsecondary educational institution,
that are maintained by a physician, psychologist, or other
recognized professional or paraprofessional acting in his/her
official capacity, made in connection with the treatment of the
student and disclosed only to individuals providing such
treatment.
B. Directory Information
"Directory information" includes information not generally considered harmful or an
invasion of privacy if disclosed, including, e.g., name, address, telephone number,
email address, photographic, computer and/or video images, date and place of birth,
major field(s) of study, grade level, participation in school sponsored activities or
athletics, weight and height (if the student is a member of an athletic team), dates of
attendance, degrees and awards received, and the most recent previous educational
agency or institution attended.
C. Eligible Student
An "eligible student" is a student or former student who has reached 18 years of age
or is attending an institution of post-secondary education or is an emancipated minor.
D. Parent
The word "parent" is defined as a parent or parents of a student, including a natural
parent, a guardian, or surrogate parent. The rights of a parent shall transfer to an
eligible student, however, a parent of a student who claims that student as a
dependent under Section 152 of the Internal Revenue Code of 1954 is entitled to the
student's records without the eligible student's consent.
E. Personally Identifiable Information
"Personally identifiable information" includes, but is not limited to the name and
address of the student, student's parent, or other family member, the student's
personal identifier, such as social security number or student identification number,
or a list of characteristics or other information that would make the student's identity
easily traceable.
F. Access
"Access" is defined as the right to inspect, review, or obtain copies of a student's
educational records or any part thereof.
II. PROCEDURES
A. The following procedures shall apply regarding student records:
1. Parents and/or eligible students have the right to inspect and review all
education records of their child or, in the case of eligible students, their
on education records. A request to inspect and review records shall be
in writing and scheduled through the custodian of the records.
2. For the records of regular education students, the Board will make
records available for inspection and review by parents or eligible
students within a reasonable period of time, but in any event, no more
than 45 days from receipt of a written request.
3. For the records of special education students, the following time frames
apply: As required by Section 10-76d-18(b)(I1) of the Regulations of
Connecticut State Agencies, written requests by parents of students
requiring special education and related services will be accommodated
without unnecessary delay and before any meeting regarding an
individual education plan (“IEP”), due process hearing, or resolution
session held in accordance with the Individuals with Disabilities
Education Act (“IDEA”), otherwise compliance with such requests must
be made within ten (10) calendar days of the receipt of such requests,
One (1) free copy of a student's records will be provided to parents of
students requiring special education and related services on written
request within ten (10) calendar days of the request.
4. SPS will appoint an individual to be responsible for the care and upkeep
of all student records. Educational records are kept by categories, each
of which encompasses a specific type of data collected during a student's
education career. These categories also determine how long the school
district must maintain the records. SPS will provide to parents, on
request, a list of the categories and locations of education records
collected, maintained, or used by the school district. On an annual
basis, the school district will notify parents of students or eligible
students currently in attendance of their rights regarding a student's
education records. This notice will be published in all student
handbooks in the District, in the school district's guide to Pupil
Personnel Services, and will be published in any other manner
"reasonably likely" to inform such parents and eligible students of their
rights. SPS will take steps to ensure that parents or eligible students
whose primary or home language is not English will also be notified of
their rights regarding a student's education records in a language that
the parent(s) can understand.
III. CONFIDENTIALITY OF EDUCATION RECORDS
A. All school staff must understand that personally identifiable information in
student records is confidential. Each person who has access to student records
is responsible for ensuring personally identifiable information is protected
from disclosure at collection, storage, disclosure, and destruction stages .
B. Student records are not public records and any disclosure other than to persons
authorized to receive the records without prior parent consent violates the law
and Board policy, except as otherwise provided in federal and state statutes.
IV. ACCESSIBILITY TO STUDENT RECORDS
A. A parent or eligible student may have access to specific confidential
information about the student unless such rights have been waived under
Section IX, below.
B. Aside from a parent or eligible student, only professional staff members who
have been determined by the school system to have a legitimate educational
need, and the other exemptions as set forth in Section VI, may have access to
a student's records without parental consent. SPS maintains a record of parties
that have access to education records, including information found in computer
memory banks.
C. Parents' rights of inspection and review are restricted to information dealing
with their own child. All requests for access to student records must be in
writing. A parent does not lose his or her right to access to records upon
divorce. This means that even non-custodial parents retain their rights to
review their child's education records unless otherwise ordered by a court.
1. When requesting inspection or review, a parent or eligible student will
submit a written request that identifies the record or records being
sought. The school district will notify the parent or eligible student of
the date, time, and location where the records may be inspected and
reviewed. Requests will be accommodated within a reasonable period
of time but in no case more than 45 calendar days after the receipt of
such requests, except in those special circumstances requiring more
timely compliance due to approaching planning and placement team
(“PPT”) meetings, due process hearings or resolution sessions.
2. The parents may designate a representative to inspect and review the
records.
3. A school professional shall be present at all such inspections and
reviews and shall, upon the request of the reviewer, explain and
interpret data in the records whenever access is granted.
D. A fee cannot be charged by the system to search for or to retrieve the
educational records of a student. If a student has been identified as requiring
special education and related services, the parents' right to inspect and review
the child's Records shall include the right to receive one free copy of those
records. A request for the free copy shall be made in writing. The board of
education shall comply with such request as stated above. A charge will be
levied for additional copies; in no case will the charge exceed 50¢ per page.
E. A form will be kept documenting individuals, who have obtained access to
student records, including information found in computer memory banks.
1. The form shall indicate the name of any individual, agency, or
organization that obtained access to the student's records, the date
access was given, and the purpose for which the party was granted
access to the records, including the names of additional parties to whom
the receiving party may disclose the information on behalf of the school
district, and the legitimate educational interest in obtaining the
information.
2. The form does not need to include a record of access if the information
was given to parents, eligible students, teachers, or other school
personnel who have a legitimate educational interest in a student's
record, a person( s) with written consent from the parent or eligible
student, or if the records are sought under direction of a law
enforcement subpoena, where either the existence or contents of the
subpoena or the information requested in the subpoena is to remain
undisclosed, or if access was to directory information only and in the
absence of a parental objection to such release filed on an annual basis.
3. The form is a permanent part of the record and must be available to the
parent or eligible student upon request.
F. The following individuals may inspect a student's record: the parent or eligible
student, a student attending an institution of post-secondary education, the
school official or other school personnel responsible for maintaining the
student's records, school personnel with a legitimate educational interest, and
authorized representatives of the Comptroller General of the United States,
the Secretary of Education, State and local educational authorities, or the
Attorney General of the United States or his/her designee, acting in accordance
with an ex parte order in connection with the investigation or prosecution of
terrorism crimes as specified in section 2332b(g)(5)(B) and 2331 of title 18, U.S.
Code.
V. THE RELEASE OF RECORDS OR PERSONAL DATA
A. The school system or its designated agents may not permit release of
personally identifiable records or files of any student to any outside individual,
agency, or organization without the written consent of the parents or eligible
student, except as indicated in V.(D) below. Personally identifiable
information contained in the student record, other than directory information,
will not be furnished in any form (i.e., written, taped, person-to-person,
statement over the telephone, on computer disk, etc.) to any person other than
those listed below, unless written consent has been obtained.
B. The written consent must be signed and dated by the parent(s)/eligible student
and must specify the records that may be disclosed, note the purpose of the
disclosure, and identify the party or class of parties to whom the disclosure
may be made.
C. SPS shall provide a copy of the records, as disclosed to a parent, to a student
under 18, if the parent requests the student receive the copy.
D. Personally identifiable information may be released without consent of the
parents, or the eligible student, only if the disclosure is:
1. To other school officials, including teachers within the educational
agency who have been determined by such agency or institution to have
legitimate educational interests in the records. A school official has a
legitimate educational interest in the records if the official is: (i)
performing a responsibility that is specified in his or her job description,
position description, or contract agreement; (ii) performing a task
related to the student's education; (iii) performing a task related to
discipline of a student; or (iv) providing a service or benefit to the
student and/or the student's family including, but not limited to, health
care, parent effectiveness training, and home bound instruction.
2. To officials of other schools or school systems in which the student seeks
or intends to enroll upon condition that the student's parents be notified
of the transfer, receive a copy of the record if desired, and have an
opportunity for a hearing to challenge the content of the record
pursuant to Section VII.
3. To authorized representatives of the Comptroller General of the United
States; the Secretary of Education; or State and local educational
authorities, under the following conditions: the school shall provide
such authorized representatives access to student or other records that
may be necessary in connection with the audit, evaluation, or
enforcement of state and federally supported education programs, but
shall not permit such representatives to collect personally identifiable
information unless specifically authorized to do so by state and federal
law or if the parent or eligible student has given written consent for the
disclosure.
4. In connection with a student's application for, or receipt of, financial
aid, if such information is necessary to determine eligibility for, the
amount of, or the conditions for financial aid, or to enforce the terms
and conditions of financial aid.
5. To state and local officials or authorities to whom such information is
specifically required to be reported or disclosed pursuant to state
statute adopted prior to November 19, 1974, if the disclosure concerns
the juvenile justice system and its ability effectively to serve the student
whose records are released or if the officials and authorities to whom
the records are disclosed certify in writing to the school district that the
information will not be disclosed to any other party without the prior,
written consent of the parent of the student, except as provided under
State law.
6. To accrediting organizations in order to conduct their accrediting
functions.
7. To parents of an eligible student who claim that student as a dependent
student as defined in Section 152 of the Internal Revenue Code of 1954.
8. In connection with an emergency if knowledge of the information is
necessary to protect the health or safety of the student or other
individuals.
a. A student's education records may include appropriate
information concerning disciplinary action taken against the
student if the student's conduct posed a significant risk to the
safety or wellbeing of the student or other individuals within the
school community.
b. Such information may be disclosed to teachers and school
officials who have been determined to have legitimate
educational interests in the behavior of the student.
9. To comply with a judicial order or lawfully issued subpoena, provided
that the educational agency makes a reasonable effort to notify the
parent or the eligible student in advance of compliance, unless such
order or subpoena specifies to the contrary.
10. To organizations conducting studies for, or on behalf of, educational
agencies or institutions for the purpose of developing, validating, or
administering predictive tests, administer student aid programs, or
improving instruction, so long as the study does not permit personal
identification of parents or students by individuals outside the
organization and the information is destroyed after it is no longer
needed.
11. Between two or more schools in which the student is enrolled or
receiving services.
12. Directory Information as identified in Section I(B). The school district
will notify parents or eligible students annually of the district's intent
to disclose such information and provide such individuals with an
opportunity to object to such disclosure. Permissible disclosure includes
publication of such information on the district's web site(s). An
objection to such disclosure shall be good for only one year. Please note
that school districts are legally obligated to provide military recruiters
or institutions of higher education, upon request, with the names,
addresses and telephone numbers of secondary school students, unless
a parent or eligible student objects in writing to such disclosure. Such
objection must be in writing and shall be effective for one year.
13. If the District initiates legal action against a parent or student, the
District may disclose to the court, without a court order or subpoena,
the educational records of the student that are relevant for the District
to proceed with the legal action as plaintiff.
14. If a parent or eligible student initiates legal action against the District,
the District may disclose to the court, without a court order or
subpoena, the student's educational records that are relevant for the
District to defend itself.
15. To the Attorney General of the United States or his/her designee in
response to an ex parte order in connection with the investigation or
prosecution of terrorism crimes specified in sections 2332b(g)(5)(B) and
2331 of title 18, U.S. Code. When producing information or permitting
access to student records pursuant to this subsection, the District is not
required to record its disclosure on the registry or form referred to in
Section IV E.
E. The District will also facilitate the transfer of a student's disciplinary records
to officials of any private school in which the student seeks or intends to enroll.
VI. AMENDMENT OF STUDENT RECORDS
A. If a parent or an eligible student believes that information in the student's
records is inaccurate or misleading or violates the student's right to privacy,
he/she is entitled to:
1. Request in writing that the school district make appropriate
amendments;
2. Receive within two (2) weeks a decision from the school district.
B. If the decision is to amend the records, the school district shall promptly take
such steps as may be necessary to put the decision into effect.
C. If the school district decides that an amendment of data in accordance with the
request is not warranted; it shall so inform the parent or eligible student and
advise him/her of the right to a hearing.
VII. HEARING RIGHTS AND PROCEDURES
A. Rights
1. Upon written request of a parent or eligible student to the
Superintendent, an opportunity for a hearing shall be provided to
challenge data to insure that they are not inaccurate, misleading, or
otherwise in violation of the student's right to privacy.
2. If as a result of the hearing, the decision is that the data are inaccurate,
misleading, or otherwise in violation of the student's right to privacy,
the data shall be amended, and the parent or eligible student shall be
informed in writing.
3. If, as a result of the hearing, it is decided that data are not inaccurate,
misleading, or otherwise in violation of the student's right to privacy,
the parent or eligible student shall be informed of the right to place in
the records a statement setting forth the reasons for disagreement with
the decision.
a. Any explanation placed in the records of the student shall be
maintained by the school system as part of the records of the
student as long as the record or contested portion is maintained
by the school system.
b. If the records of the student or the contested portion are
disclosed by the school system to any eligible party, the
statement of parental disagreement shall also be disclosed to
said party.
B. Procedures
1. The hearing shall be held within thirty (30) school days after the school
system has received the request, unless the parent requests a delay.
2. The parent shall be given notice of the date, place, and time no less than
one (1) school week prior to the hearing. .
3. The hearing will be conducted by a person(s) appointed by the
Superintendent of Schools. This person(s) shall be knowledgeable of
the policies relating to confidentiality and shall not have a direct
interest in the outcome of the hearing.
4. The parent and the school system shall have the right to be represented
by person(s) of their choosing, to cross-examine witnesses, to present
evidence, and to receive a written decision of the hearing.
5. The decision reached through the hearing shall be made in writing
within ten (10) days of the hearing. The decision will be based solely
upon the evidence presented at the hearing and shall include a
summary of the evidence and the reasons for the decision.
VIII. WAIVER OF RIGHTS
A. A parent of a student or an eligible student may waive his or her right of access
to confidential records subject to the following limitations:
1. The waiver must be signed by the parent or an eligible student.
2. An educational agency or institution may not require such a waiver, but
may request it.
B. A student who is an applicant for admission to an institution of post-secondary
education or is in attendance at an institution of post-secondary education,
may waive his or her right to inspect and review confidential letters and
confidential statements of recommendations with the following limitations:
1. The student is notified, upon request, of the names of all individuals
providing the letters or statements.
2. The letters or statements are used only for the purpose for which they
were originally intended.
3. The waiver is not required by the agency as a condition of admission to
or receipt of any other service or benefit from the agency.
4. The waiver must be in writing and executed by the student, regardless
of age, rather than by the parent.
C. A waiver may be revoked with respect to any actions occurring after the
revocation.
D. Revocation of a waiver must be in writing.
E. If a parent of a student executes a waiver, that waiver may be revoked by the
student at anytime after he/she reaches the age of 18, absent a court order
finding incapacity of the student.
IX. SPECIAL CONFIDENTIALITY PROCEDURES FOR HIV-RELATED
INFORMATION
A. The following definitions shall apply to Section X. of this policy:
1. Confidential HIV -Related Information
"Confidentiality -related information" means any information pertaining to the
protected individual or obtained pursuant to a release of confidential HIV related
information, concerning whether a person has been counseled
regarding HIV infection, has been the subject of an HIV -related test, or has
HIV infection, HIV-related illness or AIDS, or information which identifies or
reasonably could identify a person as having one or more of such conditions,
including information pertaining to such individual's partners.
2. Health Care Provider
"Health Care Provider" means any physician, dentist, nurse, provider of
services for the mentally ill or persons with mental retardation, or other person
involved in providing medical, nursing, counseling, or other health care,
substance abuse or mental health service, including such services associated
with, or under contract to, a health maintenance organization or medical
services plan.
3. Protected Individual
"Protected individual" means a person who has been counseled regarding HIV
infection, is the subject of an HIV -related test or who been diagnosed as having
HIV infection, AIDS or HIV -related illness.
4. Release of confidential HIV -related information
"Release of confidential HIV-related information" means a written
authorization for disclosure of confidential HIV -related information which is
signed by the protected individual, if an eligible student, or a person authorized
to consent to health care for the individual and which is dated and specifies to
whom disclosure is authorized, the purpose for such disclosure, and the time
period during which the release is to be effective. A general authorization for
the release of medical or other information is not a release of confidential HIV
-related information, unless such authorization specifically indicates its dual
purpose as a general authorization and an authorization for the release of
confidential HIV -related information.
5. School Medical Personnel
"School medical personnel" means an employee of the Board who is a registered
nurse or the school district medical adviser.
B. Confidentiality of HIV-related Information
1. All school staff must understand that no person who obtains
confidential HIV-related information regarding a protected individual
may disclose or be compelled to disclose such information. Each person
who has access to confidential HIV-related information is responsible
for ensuring that confidential HIV-related information is protected
from disclosure and/or re-disclosure.
2. Confidential HIV -related information is not public information and any
disclosure, other than to persons pursuant to a legally sufficient release
or to persons authorized by law to receive such information without a
legally sufficient release, violates the law and Board policy.
C. Accessibility of Confidential HIV -related Information
1. No school staff member who obtains confidential HIV -related
information may disclose or be compelled to disclose such information,
except to the following:
a. the protected individual, his/her legal guardian or a person
authorized to consent to health care for such individual;
b. any person who secures a release of confidential HIV-related
information;
c. a federal, state or local health law officer when such disclosure
is mandated or authorized by federal or state law;
d. a health care provider or health facility when knowledge of the
HIV -related information is necessary to provide appropriate
care or treatment to the protected individual or when
confidential HIV-related information is already recorded in a
medical chart or record and a health care provider has access to
such record for the purpose of providing medical care to the
protected individual;
e. a medical examiner to assist in determining cause of death;
f. any person allowed access to such information by a court order.
D. Procedures
1. If a school staff member, other than school medical personnel, is given
confidential HIV -related information regarding a protected individual
who is also a student from the student's legal guardian or the student,
the school staff member shall attempt to secure a release of confidential
HIV -related information for the sole purpose of disclosing such
information to school medical personnel.
2. If a school medical personnel member is given confidential HIV-related
information regarding a protected individual, who is also a student, by
a student's legal guardian, or by the student and the legal guardian, or
the student requests accommodations to the student's program tor for
reasons related thereto, the school medical personnel member shall
inform the legal guardian or the student, if an eligible student, that a
release of confidential HIV -related information is necessary before
such information may be disclosed to other educational personnel
capable of assessing the need for and implementing appropriate
accommodations to the student's program.
3. Any school staff member who obtains confidential HIV-related
information from a source other than the protected individual or his/her
legal guardian, shall keep such information confidential and shall not
disclose such information.
4. No school staff member may disclose confidential HIV -related
information to other school staff members without first obtaining a
release of confidential HIV -related information.
5. Any record containing confidential HIV-related information shall be
maintained in a separate file, and shall not be subject to the provisions
of this policy regarding accessibility of general student records.
6. If school medical personnel determine that the health and safety of the
student and/or others would be threatened if a release of confidential
HIV-related information is not obtained, the school medical personnel
may seek a court order authorizing disclosure. In such cases, such
confidential HIV-related information may be disclosed as set forth in
and subject to any limitation of such court order.
E. Disclosures Pursuant to a Release
1. Any disclosure pursuant to a release shall be accompanied by a notice
in writing stating, "This information has been disclosed to you from
records whose confidentiality is protected by state law. State law
prohibits you from making any further disclosure of it without the
specific written consent of the person to whom it pertains, or as
otherwise permitted by said law. A general authorization for the
release of medical or other information is NOT sufficient for this
purpose."
2. Oral disclosures must be accompanied or followed by the above notice
within 10 days.
3. Except for disclosures made to a federal, state or local health officer
when such disclosure is mandated or authorized by federal or state law,
a notation of all disclosures shall be placed in the medical record or with
any HIV -related test result of a protected individual, who shall be
informed of such disclosures on request.
F. Child Abuse Reporting
1. Nothing in this policy shall limit a mandated reporter's responsibility
to report suspected child abuse or neglect under the Board's Child
Abuse and Neglect Reporting Policy #4113.
Regulation Adopted:
November 12, 1985
Amended:
June 28, 1988
June 27, 2000
June 25, 2002
November 25, 2003
November 22, 2022
Appendix A
Notification of Rights under FERPA
Under the above procedures, the following information will be disclosed on an annual basis
to all parents of students in attendance or students over 18 ("eligible students"), in
attendance.
The Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g, et seq., affords
parents and eligible students certain rights with respect to the student's education records. They are:
(1) The right to inspect and review the student's education records within 45 days
of the day the Stamford Public Schools (the District) receives a request for
access.
Parents or eligible students should submit to the school principal or
appropriate school official a written request that identifies the record(s) they
wish to inspect. The principal will make arrangements for access and notify
the parent or eligible student of the time and place where the records may be
inspected.
(2) The right to request the amendment of the student's education records that
the parent or eligible student believes are inaccurate or misleading.
Parents or eligible students may ask the District to amend a record that they
believe is inaccurate or misleading. They should write the school principal,
clearly identifying the part of the record they want changed, and specify why
it is inaccurate or misleading.
If the District decides not to amend the record as requested by the parent or
eligible student, the District will notify the parent or eligible student of the
decision and advise them of their right to a hearing regarding the request for
amendment. Additional information regarding the hearing procedures will be
provided to the parent or eligible student when notified of the right to a
hearing.
(3) The right to consent to disclosures of personally identifiable information
contained in the student's education records, except to the extent that FERPA
authorizes disclosure without consent.
One exception that permits disclosure without consent is disclosure to a school
official with legitimate interests. A school official is a person employed by the
District as an administrator, supervisor, instructor or support staff member
(including health or medical staff and law enforcement unit personnel); a
person serving on the School Board; a person or company with whom the
District has contracted to perform a special task (such as an attorney, auditor,
medical consultant, or therapist); or a parent or student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official in performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order
to fulfill his or her professional responsibility.
Upon request, the District will disclose a student's education record without
consent to officials of another school district in which the student seeks or
intends to enroll.
(4) The right to file a complaint with the U.S. Department of Education concerning
alleged failures by the District to comply with the requirements of FERPA.
The name and address of the Office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, S.W.
Washington, DC 20202-4605
Unless notified by a parent or eligible student to the contrary within two weeks of the
date of this notice, the school district will be permitted to disclose "Directory
Information" concerning a student Such disclosure may include publication of such
information on district web site(s). Directory Information includes information not
generally considered harmful or an invasion of privacy if disclosed, including, e.g.
name, address, telephone number, e-mail address, photographic, computer or video
images, date and place of birth, major field(s) of study, grade level, participation in
school-sponsored activities or athletics, weight and height (if the student is a member
of an athletic team), dates of attendance, degrees and awards received, and the most
recent previous educational agency or institution attended.
The written objection to the disclosure of Directory Information shall be good for only
one year. The District is legally obligated to provide military recruiter and
institutions of higher learning, upon request, with the names, addresses and
telephone numbers of secondary school students, unless a parent or eligible student
objects to such disclosure in writing. Such objection shall be in writing and effective
for one year. In all other circumstances, information designated as Directory
Information will not be released when requested by a third party unless the release
of such information is determined by the administration to be in the educational
interest of the District and is consistent with the District's obligations under both
state and federal law.
5116 - Student Privacy
In accordance with federal law, the Stamford Board of Education (“Board”) adopts, in
consultation with parents, the following provisions related to student privacy.
I. Definitions
A. "Invasive physical examination" means any medical examination that
involves the exposure of private body parts, or any act during such
examination that includes incision, insertion, or injection into the body,
but does not include a hearing, vision, or scoliosis screening.
B. "Parent" includes a legal guardian or other person standing in loco
parentis (such as a grandparent or stepparent with whom the child
lives, or a person, such as a teacher, who is legally responsible for the
welfare of the child).
C. "Personally identifiable information" includes, but is not limited to, the
name and address of the student, student's parent, or other family
member, the student's personal identifier, such as social security
number or student identification number, or a list of characteristics or
other information that would make the student's identity easily
traceable.
D. "Personal information" means individually identifiable information
including, but not limited to -
(i) a student's or parent's first and last name;
(ii) a home or other physical address (including a street name and
the name of a city or town);
(iii) a telephone number; or
(iv) a Social Security or other school identification number.
E. "Survey" includes an evaluation, but does not include a surveyor
evaluation administered to a student in accordance with the
Individuals with Disabilities Education Act (20 U.S.C. §1400 et seq.).
II. Student Surveys
A. Surveys Funded in Whole or in Part by the U.S. Department of Education:
1. The administration shall make available for inspection by parents all
instructional materials, including teacher's manuals, films, tapes or
other supplementary material which will be used in connection with
any survey, analysis, or evaluation funded in whole or in part by the
U.S. Department of Education.
2. The administration shall obtain the prior written consent of the parent
or student (if the student is an adult or an emancipated minor – referred
to as an “eligible student” under federal law), prior to requiring a
student to submit to a survey, analysis, or evaluation funded in whole
or part by the U.S. Department of Education that reveals information
concerning any of the following topics:
a. political affiliations or beliefs of the student or the student's
parent(s);
b. mental and psychological problems potentially embarrassing to
the student or the student's family;
c. sex behavior and attitudes;
d. illegal, anti-social, self-incriminating, or demeaning behavior;
e. critical appraisals of other individuals with whom a student has
close family relationships;
f. legally recognized privileged or analogous relationships, such as
those of lawyers, physicians, and ministers;
g. religious practices, affiliations, or beliefs of the student or of the
student's parent; or
h. income (other than that required by law to determine eligibility
for a program or for receiving financial assistance under such
program).
B. Confidential Topic Surveys Funded by Sources Other than the U.S.
Department of Education:
1. Confidential Topic Surveys
a. The provisions of this subsection apply to any survey (sponsored
by the school district or a third party) which contains questions
pertaining to one or more of the following items ("Confidential
Topic Survey"):
i) political affiliations or beliefs of the student or the
student's parent;
ii) mental or psychological problems of the student or the
student's parent;
iii) sex behavior or attitudes;
iv) illegal, anti-social, self-incriminating, or demeaning
behavior;
v) critical appraisals of other individuals with whom
respondents have close family relationships;
vi) legally recognized privileged or analogous relationships,
such as those of lawyers, physicians, and ministers;
vii) religious practices, affiliations, or beliefs of the student
or of the student's parent; or
viii) income (other than that required by law to determine
eligibility in a program or for receiving financial
assistance under such program).
b. At the beginning of the school year, the administration shall give
direct notice to parents of affected students of the district's
intent to distribute a Confidential Topic Survey(s). Such notice
shall include the specific or approximate dates during the school
year of such distribution.
c. Upon request, the administration shall permit parents to inspect
any Confidential Topic Survey before it is administered or
distributed by a school to a student. The administration shall
grant reasonable access to the Confidential Topic Survey(s)
within a reasonable period of time after a parental request is
received.
d. Student responses to Confidential Topic Surveys that contain
personally identifiable information shall be considered student
records, and shall be subject to the district's Confidentiality and
Access to Student Records Policy and any administrative
regulations or procedures governing the confidentiality of
student records.
e. Upon written request, the administration shall permit the
parent or student (if an adult or emancipated minor) to opt out
of participation in any Confidential Topic Survey( s) described in
this subparagraph.
III. Collection of Personal Information
A. The provisions of this subsection apply to any instrument designed to collect
personal information from a student for the purpose of marketing, selling or
otherwise distributing such information or providing that information to
others for that purpose.
B. At the beginning of the school year, the administration shall give direct notice
to parents of affected students (or to the students aged eighteen or older or
emancipated minors) of the district's intent to collect, disclose or use personal
information collected from students for the purpose of marketing, selling or
otherwise distributing such information or providing that information to
others for that purpose. Such notice shall include the specific or approximate
dates during the school year of such collection, disclosure or use of personal
information.
C. Upon written request, the administration shall permit parents to inspect an
instrument designed to collect personal information of students before it is
administered or distributed by a school to a student. The administration shall
grant reasonable access to the instrument within a reasonable period of time
after a parental request is received.
D. Upon written request, the administration shall permit parents (or students
aged eighteen or older or emancipated minors) to opt out of participation in the
collection, disclosure or use of personal information obtained from students for
the purposes of marketing, selling or otherwise distributing the personal
information to others.
E. The provisions regarding the collection, disclosure and/or use of personal
information do not apply to personal information collected from students for
the exclusive purpose of developing, evaluating, or providing educational
products or services for, or to, students or educational institutions, such as the
following:
1. college or other post-secondary education recruitment, or military
recruitment;
2. book clubs, magazines, and programs providing access to low-cost
literary products;
3. curriculum and instructional materials used by elementary schools and
secondary schools;
4. tests and assessments used by elementary schools and secondary
schools to provide cognitive, evaluative, diagnostic, clinical, aptitude, or
achievement information about students;
5. the sale by students of products or services to raise funds for school
related or education-related activities;
6. student recognition programs.
* Note: Notwithstanding the foregoing, the district will permit parents and students
over the age of eighteen or emancipated minors to prevent disclosure of secondary
school students' names, addresses and telephone numbers to military recruiters
and institutions of higher education, in accordance with the district's
Confidentiality and Access to Student Records Policy.
IV. Non-Emergency Invasive Physical Examinations and Screenings:
A. The provisions described in this subparagraph shall apply to any nonemergency,
invasive physical examinations/screenings conducted by the school
district, when such examinations/screenings meet the following conditions:
1. they are required as a condition of attendance;
2. they are administered by the school and scheduled by the school in
advance;
3. they are not necessary to protect the immediate health and safety of the
students; and
4. they are not required by state law.
B. At the beginning of the school year, the administration shall give direct notice
to parents of affected students (or the affected student if eighteen or older or
an emancipated minor) of the district's intent to conduct non-emergency
invasive physical examination(s)/ screening(s) described above, except for
hearing, vision or scoliosis screenings. Such notice shall include the specific or
approximate dates during the school year of the administration of such the
non-emergency invasive physical exanimation(s) / screening(s).
C. Upon written request, the administration shall permit parents of affected
students or the affected students (if adults or emancipated minors) to opt out
of participation in the nonemergency invasive physical
exanimation(s)/screening(s) described in this subparagraph.
V. Complaint Procedure
Parents or students (if adults or emancipated minors) who believe that their rights
under this policy have been violated may file a complaint with:
Family Policy Compliance Office
United States Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
Legal References:
Federal Law: ·
- Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. §§ 1232g et seq. ·
- Pupil Privacy Rights Act, as amended by the No Child Left Behind Act of 2001, ·
- Public Law 107-110, §1061, codified at 20 U.S.C 6301 and 20 U.S.C. § 1232h.
Model Notification of Rights Under the Protection of Pupil Rights Amendment
("PPRA")
The Protection of Pupil Rights Amendment (PPRA), 20 U.S.C. § 1232h, affords parents and
eligible students (i.e. students over 18 or emancipated minors) certain rights with respect to
the administration of student surveys, the collection and use of personal information, and the
administration of certain physical exams. These rights include:
1. the right of a parent to inspect, upon request, a survey created by a third party before the
survey is administered or distributed by a school to a student;
2. the right of a parent to inspect, upon request, any survey concerning one or more of the
following confidential topics:
a. political affiliations or beliefs of the student or the student's parent;
b. mental or psychological problems of the student or the student's family;
c. sex behavior or attitudes;
d. illegal anti-social, self-incriminating, or demeaning behavior;
e. critical appraisals of other individuals with whom respondents have close family
relationships;
f. legally recognized privileged relationships, such as those with lawyers, doctors,
physicians, or ministers;
g. religious practices, affiliations, or beliefs of the student or the student's parent; or
h. income, other than as required by law to determine eligibility for certain programs
or for receiving financial assistance under such programs;
3. the right of a parent to inspect, upon request, any instructional material used as part of
the educational curriculum;
4. the right of a parent to inspect, upon request, any instrument used in the collection of
personal information from students gathered for the purpose of marketing, selling or
otherwise providing that information to others for that purpose. Personal information
means individually identifiable information including, a student or parent's first and last
name, a home or other physical address; a telephone number or a social security number;
5. the right of a parent to be notified of the specific or approximate dates of the following
activities, as well as the right of a parent or eligible student to opt out of participation in
these activities:
a. activities involving the collection, disclosure, or use of personal information
collected from students for the purpose of marketing or selling that information (or
otherwise providing that information to others for that purpose);
b. the administration of any survey containing confidential topics (see #2, above, a-h);
or
c. any non-emergency, invasive physical examination or screening that is required as
a condition of attendance, administered by the school and unnecessary to protect
the immediate health and safety of a student. Such examinations do not include a
hearing, vision, or scoliosis screening or other examinations permitted or required
by State law.
Parents and eligible students may not opt out of activities relating to the collection,
disclosure, and/or use of personal information collected from students for the exclusive
purpose of developing, evaluating, or providing education products or services for, or to,
students or educational institutions, such as the following:
a. college or other post-secondary education recruitment, or military recruitment;
b. book clubs, magazines, and programs providing access to low-cost literary
products;
c. curriculum and instructional materials used by elementary and secondary
schools;
d. tests and assessments used by elementary and secondary schools to provide
cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information
about students;
e. the sale by students of products or services to raise funds for school-related or
education-related activities;
f. student recognition programs.
To protect student privacy in compliance with the PPRA, the Stamford school district has
adopted policies regarding these rights. Parents and/or eligible students who believe their
rights have been violated under the PPRA may contact:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-4605
Policy Adopted:
November 22, 2022
5117 - Assignment of Students to Schools & 5117R Out-of-Attendance Zone Placement
A. Each public school student shall be assigned to attend a school based on attendance areas designated by the Board of Education. The student's assigned school will be one of the following:
1. A geographically zoned school determined by the residence of the student's parent(s) or other person responsible for the student: or in the case of an emancipated minor. A geographically zoned school determined by the residence of the student. The Board shall designate the boundaries of geographic zones controlling school assignments and also the feeder pattern controlling assignments to the middle schools and the high schools based on the recommendations of the Superintendent: or
2. A zoned magnet school which has a Board approved attendance zone and also accepts students from throughout the district through approved application and admission procedures, if the student's parent(s) or other person responsible for the student, or the emancipated minor. resides in the attendance zone
All elementary, middle, and high schools in the Stamford Public School system are expected to meet the district's integration standard to within +/- 10% as determined annually, The district's integration standard is determined by the percent of disadvantaged students (students receiving free/reduced lunch according to federal guidelines, or students identified as English Language Learners according to state guidelines. or students residing in income restricted housing) and the percent of advantaged students, as calculated on October 1 of the given school year.
No elementary, middle or high school should have a variance in the percent of disadvantaged/advantaged students that is greater than 10 percentage points from the district-wide average at that level
B. Exceptions to a student's assigned school based on attendance area are as follows:
1. A student may be granted admission to a district-wide magnet school or a zoned magnet school. Magnet schools are open to all students who reside in the City of Stamford consistent with space and class size limits, the integration standards of the Stamford Public Schools, and guidelines and procedures issued by the Superintendent. With Board approval, the Superintendent shall issue equitable procedures, consistent with Board policies, for magnet school applications and admissions. Issuance and revision of such procedures is subject to Board review
2. A student's assigned school may be one that offers a specialized educational program in which the student is placed based on the student's identified educational needs.
3. A student may be granted an exception, pursuant to procedures established by the Board, for medical or child care reasons.
4. Non-resident certified staff may request their children to attend the school at which the parent/guardian is assigned. The district will assign children of non- resident staff to schools if the school levels of the parent/guardian and child differ (e.g., the parent teaches at the elementary level, but the child is of high school age). Effective beginning the 2024-2025 school year and continuing thereafter, students who are enrolled in Stamford Public Schools through this policy must do so only by entering into a written agreement between the non-resident certified staff member who is a parent or guardian of the non-resident student and the District acting by the Superintendent or their designee.
5. The Stamford Public Schools does not determine the admission of a student based on the student's disability status. A non-resident Student enrolled in the District pursuant to this regulation requires special education and/or related services, the Student’s district of residence remains responsible for the provisions of a free and appropriate education (“FAPE”) and is obligated to meet all associated procedural requirements as defined by state and federal laws and regulations.
The Superintendent or his/her designee shall approve all exceptions for reasons other than these. No exceptions will be granted if they interfere with the standards of Stamford Public Schools for integration, school capacity, or class size, unless required by law.
No exceptions to the Board approved application and admission procedures for admission to magnet schools will be granted.
Policy Adopted:
October 26, 1993
Readopted:
June 27, 2000
Amended:
November 27, 2007
July 25, 2023
August 13, 2024
5117R
Students
Out-of-Attendance Zone Placement
I. Definitions and Conditions
A. Out-of-Attendance Zone Placement
Out-of-Attendance Zone Placement refers to a child attending a school other than the one in the attendance zone of his/her legal residence. Enrollment in magnet schools or special district programs, such as New Arrivals and Bilingual Programming or due to a Special Education plan, are not considered Out-of-Attendance Zone placements.
A parent or guardian initiates the request for Out-of-Attendance Zone placement. Requests may be granted only after careful consideration and for limited reasons.
B. Legal Guardian
A legal guardianship is recognized when there is appropriate documentation of the transfer of parental responsibility to someone other than the parent.
C. Out-of-Attendance Zone Process
The Superintendent's designee conducts the review of requests for Out-of-Attendance Zone placement.
D. Duration
Out-of-Attendance Zone placement shall be granted for one school year only. New applications and renewals must be filed with the Office of Family and Community Engagement (OFCE) for placement.
Renewals must be filed by May 15; parents/guardians will be informed by June 15. New applications filed by July 15 will be processed and parents/guardians informed by
August 15. New applications filed by August 16 will be processed and parents/guardians
informed by September 1. New applications filed on/or after September 2 will be processed and parents/guardians will be informed within ten business days of receipt of application.
E. Transportation
Parents/guardians must provide transportation, unless placement is made to comply with individual educational needs as are prescribed by a Planning and Placement Team (PPT), by a Section 504 team, or by recommendation of a school's English Language Learner team.
F. Student Responsibility
Students are subject to the district's Attendance Policy and Regulations (5113, 5113-R) and Student Behavior Policy and Regulations (5131, 5131-R). Students who do not comply may be required to return to their districted school.
II. Reasons for granting out-of-attendance zone placement requests
A. Medical/Psychological Issues
The Board recognizes Out-of-Attendance Zone placements to accommodate serious medical/psychological needs of students
1. The parent/guardian is required to provide sufficient documentation to establish the medical/psychological necessity for a student to attend a school outside his/her attendance zone. The request must also establish the advantages of the receiving school over the regularly assigned school to avoid documented physical and/or psychological harm that would otherwise occur.
2. Medical problems must be documented by a physician. Psychological problems must be documented by a psychologist, psychiatrist, professional clinic or agency while the student is in treatment.
3. At the discretion of the Superintendent's designee, permission may be sought to speak with a physician to document a medical issue and/or treatment. Medical/Psychological documentation may be forwarded to the City Health Director or other designated agent of the Board for review and recommendation.
B. Child Care Issues
The Board recognizes Out-of-Attendance Zone placement to accommodate families of elementary and middle school students, where both parents/guardians are working.
1. The parent/guardian is required to complete an Out-of-Attendance Zone application.
2. The Out-of-Attendance Zone application must include:
a. A letter provided by the parent/guardian's employer stating the hours and location of employment.
b. A letter provided by the babysitter/child care provider documenting his/her place of residence and the schedule of child care.
c. A description of efforts to obtain child care in the child's zoned school or the necessity to maintain the existing child care services such that out-of- attendance zone placement is needed.
C. Professional Courtesy CI. Resident Staff
1. Certified staff who reside in Stamford may request Out-of-Attendance Zone placement for their children to attend the school at which they are assigned rather than the districted school. Staff may not select a third school (e.g., a teacher teaching at Westhill who live in the Stark district cannot request that his/her elementary school child attend Roxbury.
2. Certified staff who reside in Stamford and are assigned to a magnet school may submit an application through the lottery so that that their children be placed in the magnet schools to which they are assigned. This will be considered a professional courtesy placement, and students will be prioritized per Regulation 5117.2.
3. Except as provided in this policy, students in the SPS remain subject to any and all applicable policies of the Stamford Board of Education. Resident students will be afforded all the protections under Stamford's conduct and discipline policies.
C2. Non-Resident Staff
1. Non-resident certified staff may request their children to attend the school at which the parent/guardian is assigned. The district will assign children of non- resident staff to schools if the school levels of the parent/guardian and child differ (e.g., the parent teaches at the elementary level, but the child is of high school age).
2. Effective beginning the 2024-2025 school year and continuing thereafter, students who are enrolled in Stamford Public Schools through these regulations must do so only by entering into a written agreement between the non-resident certified staff member who is a parent or guardian of the non-resident student and the District acting by the Superintendent or their designee.
3. Non-resident certified staff who are assigned to magnet schools may submit an application through the lottery so that that their children are placed in the magnet schools in which they are assigned. This will be considered a professional courtesy placement, and students will be prioritized per Regulation 5117.2.
4. Enrollment of children of non-resident staff to the school at which the parent/guardian is assigned shall be subject to the availability of space in existing classes at the child's grade level. Enrollment may be denied if the enrollment of such a student would, in the judgment of the Superintendent or the Superintendent's designee, require creation of an additional class or grouping on the assignment of paraprofessional support in accordance with the teachers' contract. The District may then offer enrollment to the child at a school closest to where the parent/guardian is assigned, as space permits.
5. Non-resident certified staff will receive notification of the child's school assignment by the week directly prior to the start of the school year of entry.
6. The Stamford Public Schools does not determine the admission of a student based on the student's disability status. A non-resident Student enrolled in the District pursuant to this regulation requires special education and/or related services, the Student’s district of residence remains responsible for the provisions of a free and appropriate education (“FAPE”) and is obligated to meet all associated procedural requirements as defined by state and federal laws and regulations.
7. Except as provided in this policy, students in the Stamford Public Schools remain subject to any and all applicable policies of the Stamford Board of Education. Non- resident students who attend by permission of the Superintendent or the Superintendent's designee may be dis-enrolled at any time due to behavior/discipline concerns.
III. General Considerations
A. Out-of-Attendance Zone placement may be limited by Board of Education policies relating to the following:
1. Class size
2. Socioeconomic balance
3. Other pertinent Board of Education policies
B. When a parent requests an out-of-attendance zone placement, transportation shall be the responsibility of the parent, unless the placement is made for individual educational needs as determined by a Planning and Placement (PPT) team, a Section 504 team, or English Language Learner team meetings. For non-residents of Stamford, all transportation is the responsibility of the parent/guardian.
C. A student, who applies for and receives approval for an out-of-attendance zone placement, may be ineligible for interscholastic competition. Eligibility shall be determined in accordance with the rules of the Connecticut Interscholastic Athletic Conference and policies of the Stamford Public Schools.
D. Management Responsibilities: The magnet application procedure and magnet admission procedure for all magnets will be directed system-wide by the Superintendent or their designee who is responsible for the proper operation of these procedures.
IV. SPECIAL CONSIDERATION
A. Special consideration may be given in the following cases provided the student's record of past attendance, academic performance and behavior is acceptable:
1. Students who are Stamford residents, entering the last year at a particular school level (grades 5, 8, or 12), may be granted permission to complete the educational program at that school. Students who move out of Stamford may also request to remain at the school they attended, but will be charged the tuition rate, calculated for the school year in which the child is enrolled.
2. A student who moves out of his/her attendance zone after December 1, but remains a Stamford resident, may be allowed to remain in his/her school for the balance of that school year. The student is required to enroll in his/her district school in the following year. A student who moves out of Stamford after December I, may also remain in his/her school, but will be charged the prorated tuition rate.
3. School personnel may request that a student be placed in a school program other than at his/her assigned school to accommodate requirements of IDEA, Section 504, or state statutes for English Language Learners. The school assignment is determined by the district.
Regulation Adopted: August 23, 1983
Regulation Amended:
August 6, 1988
October 26, 1993
June 27, 2000
March 25, 2009
August 5, 2023
August 13, 2024
Procedure for Implementation
Guidelines for Out-of-Attendance Zone Placement
Standard Procedures for Out-of-Attendance Zone Placement:
The procedures below apply to initial Out-of-Attendance Zone placements as well as reapplications.
1. Out-of-Attendance Zone forms may be submitted online and obtained from the Board of Education, 888 Washington Blvd., Stamford, Connecticut, Office of Family and Community Engagement.
Out-of-Attendance Zone forms may be submitted online for all Stamford schools, except the interdistrict magnet schools. Rogers, Strawberry Hill, AITE, and Scofield do not have attendance zones and do not accept Out-of-Attendance Zone applications.
2. Completed forms and necessary accompanying documentation should be submitted online or returned to the Office of Family & Community Engagement (OFCE). The OFCE may discuss the request with the principals from both the sending and receiving schools. After consultation with the principals, the Superintendent's designee will make the decision to either accept or reject the request based on Board policy. The parent or guardian may appeal this decision as set forth below.
3. The Superintendent's designee will notify the parent/guardian and schools involved of the disposition of the request.
4. For reapplication the above procedure applies.
Out-of-Attendance-Zone Appeals:
1. In the case where an out-of-attendance zone request is denied, the denial may be appealed following the steps below:
● Parent receives written notice from the Superintendent's designee that the request for out-of-attendance zone placement has been denied.
● Parent may write a letter of appeal to the Superintendent of Schools. The appeal letter must identify the specific basis for the requested placement.
● If the Superintendent is satisfied with the decision and rationale, he forwards his response to the parent, indicating that the decision stands.
● If the Superintendent of Schools wishes to continue the review process based on the parent's appeal, they may convene an appeal review. The appeal review will consist of the following:
The Superintendent of Schools (or his/her designee), not the person making the original decision, will review the appeal on paper. If necessary, the designee may invite the parent/guardian to a meeting to which the relevant principal may also be invited, if they have relevant information. After the Superintendent (or his/her designee) makes a decision, the parent or guardian will be informed of this decision in writing.
If the appeal is granted, a letter to the parent/guardian will contain the conditions as outlined in the out-of-attendance zone placement guidelines. There is no further right of appeal from an adverse decision of the Superintendent of Schools or his/her designee, not the person making the initial decision. These conditions, if not complied with, may result in the student having to return to his regularly assigned school.
5117.2 - Application and Admission to Magnet Schools & 5117.2R
A. Purpose of Magnet Schools:
The chief purposes of the magnet schools are to assist in managing enrollment and the district's
integration standard as defined in Policy 5117 while providing educational options, Magnet
schools will be evaluated regularly to determine their effectiveness in addressing stated purposes.
Specifically - Magnet schools are designed to:
● Stabilize integration as defined in Policy 5117 in the Stamford Public Schools
● Manage changes in enrollment
● Provide educational choice and offer innovative programming through curricula themes
and/or alternate strategies to meet district educational standards
B. Definitions:
1. District-wide Magnet Schools - These schools serve students from throughout the district and do
not have an assigned attendance area.
2. Zoned Magnet Schools - These schools serve students from throughout the district and have an
assigned attendance area, Students residing in these areas typically attend the magnet schools
without applying via the lottery process.
3. Preferred Attendance Area - Preferred attendance areas include streets so designated by the
Board of Education to manage enrollment. Preferred attendance areas include streets outside of
but near to the attendance zone for a magnet school that are so designated by the Board of
Education to manage enrollment. Students residing in these areas are assigned to a non-magnet
or zoned magnet school; they must apply to the district-wide magnet schools via the lottery
process and are given priority status. They are invited to the magnet schools in accordance with
their lottery numbers. Once magnet school seats are exhausted, these students must enroll in
their assigned non magnet or zoned magnet schools.
4. Targeted Recruitment - At times, students residing in attendance areas associated with non
magnet schools expected to be over enrolled or out of balance as defined in Policy 5117 may
be given targeted recruitment status, These students will be granted priority status in the
admission process to the magnet schools and will be selected in accordance with their lottery
numbers.
C. Application and Admission:
1. In order that all magnet schools are consistent in application and admission procedures, the
application procedures:
● Shall be centralized
● Shall be determined and approved by the Board of Education
● Shall be managed by the Superintendent or the Superintendent's designee
2. Information will be posted and distributed to inform families of magnet school opportunities,
application procedures, and deadlines.
3. Application to magnet schools is open to special education students on the same basis as other
students in the Stamford Public Schools.
4. Magnet schools will not screen applicants or determine admissions by the use of special
admissions tests, auditions, or requirements to submit portfolios or collections of past work: or
by reference to test scores, academic records, attendance or discipline records, or by use of
teacher recommendations, parent letters, or interviews of applicants.
5. Admissions to magnet schools shall be controlled to ensure that magnets balance enrollment and
promote the district's, +/-10% integration standard, as defined in Policy 5117, at each of the
public schools.
D. Priority Admission Procedures:
1. Sibling Status:
Younger siblings of enrolled magnet school students will be granted priority admission
to the magnets attended by their siblings. Such status requires that the magnet school
applicant a) have a sibling who is enrolled in the magnet school to which the applicant
seeks admission, and b) who will continue to be enrolled in the magnet school for at
least one school year when the applicant will be enrolled. For this purpose, "siblings" are
defined as children who live in the same household with a common parent. Older
siblings may be admitted to the magnet school as classroom space allows.
2. Preferred Attendance Area Status:
Elementary students who reside in "preferred attendance areas" as designated by the
Board will be granted preference in admission to the respective magnet schools as
classroom space allows.
3. Targeted Recruitment Status:
Target recruiting will be used at times for the purpose of managing enrollment and
promoting the +/-10% integration standard at all schools.
Order of Admission:
In keeping with the purposes of magnet schools, students will be admitted in the
following order:
1. Students with siblings attending a magnet/zoned magnet school
2. Students residing in the attendance area of a zoned magnet school
3. Students whose parents are certified staff and work at the school site
(admitted with professional courtesy)
4. Students residing in the preferred attendance area of a magnet school
5. Students assigned to a school targeted for recruitment to a magnet school
6. All other applicants
E. Continued Enrollment in Magnet Schools:
1. Once admitted to a magnet school students are expected to remain in that school at least until
completion of their first school year. They are entitled to remain in the school without
reapplying until they complete the highest grade in the school.
2. Students who are assigned to a magnet school based on their residence in an attendance area and
relocate to a new residence in another attendance area during the school year will be allowed to
complete the school year at the magnet school as long as there is no violation of contract limits
on class size or the stated purposes for magnet schools, as defined in Policy 5117. These
students may apply through the lottery to continue in the magnet school in the following school
year.
F. General Expectations of Magnet Schools:
1. Students in magnet schools shall be subject to the same discipline policies and practices as all
students in the Stamford Public Schools.
2. Magnet school students shall be eligible to participate in all extracurricular activities offered
by the school they attend without special wait periods or requirements.
3. Transportation of magnet school students will be provided under the same rules that apply to
students in other schools.
Policy Adopted: October 26, 1993
Readopted:
June 27, 2000
Amended:
November 28, 2006
November 27, 2007
July 25, 2023
5117.2R
Students
Regulation and Procedures for Application and Admission to Magnet Schools
A. Board Policies
Board policies regarding application and admission to magnet schools apply. All principals and
other staff should familiarize themselves with these policies.
B. Management Responsibility:
The magnet application procedure and magnet admission procedure for all magnets will be
directed system-wide by the Superintendent or their designee who is responsible for the proper
operation of these procedures.
C. Priority Admission Based on Residence in an Assigned or Preferred Attendance Area:
1. Hart Magnet Elementary School
Hart Magnet Elementary School will enroll all students who reside on streets in Hart's attendance
area. These students need not apply for admission to Hart. These students may apply, if they
wish, for admission to other magnet schools.
Certified staff at Hart may enroll their children through professional courtesy.
In addition, Hart will admit students via the magnet application process outlined herein.
2. Rogers International School
Rogers will enroll all new students through the lottery process. All new students will be
required to complete a lottery application. Stamford students (In-District) will be admitted
according to their lottery number, Advantaged/Disadvantaged status, and priority categories
below:
● Siblings from Preference Area 1 (defined in the Sept. 2008 Redistricting Plan)
● Siblings from Preference Area 2 (defined in the Sept. 2008 Redistricting Plan)
● Siblings not from a Preference Area
● Certified staff at RIS enrolling student(s) with professional courtesy.
● Students from Preference Area 1
● Students from Preference Area 2
● All other Students
Rogers will enroll all new students through the lottery process. All new students will be
required to complete a lottery application. Students (Out-of-District) will be admitted
according to their lottery number, Advantaged/Disadvantaged status, and priority categories
below:
● Siblings
● Certified staff at RIS enrolling student(s) with professional courtesy.
● All other Students
Rogers will be required to include at a minimum 25% of its students from out of town (Out-of-
District).
3. Strawberry Hill, an extension of Rogers International School
Strawberry Hill will enroll all new students through the lottery process. All new students will
be required to complete a lottery application. Stamford students (In-District) will be admitted
according to their lottery number, Advantaged/Disadvantaged status, and priority categories
below:
● Siblings from Preference Area 1
● Siblings not from a Preference Area
● Certified staff at Strawberry Hill enrolling student(s) with professional courtesy.
● Students from Preference Area 1
● All other students
Strawberry Hill will enroll all new students through the lottery process. All new students will
be required to complete a lottery application. Students (Out-of-District) will be admitted
according to their lottery number, Advantaged/Disadvantaged status, and priority categories
below:
● Siblings
● Certified staff at STH enrolling student(s) with professional courtesy.
● All other Students
Strawberry Hill will be required to include at a minimum 25% of its students from out of town (Outof-
District).
4. Toquam Magnet Elementary School
Toquam Magnet Elementary School will enroll all students who reside on streets in Toquam's
attendance area. These students need not apply for admission to Toquam. These students may
apply, if they wish, for admission to other magnet schools.
Certified staff at Toquam may enroll their children through professional courtesy.
Toquam will also admit students via the magnet application process outlined herein.
5. Westover Magnet Elementary School
Westover Magnet Elementary School will enroll all students who reside on streets in Westover's
attendance area. These students need not apply for admission to Westover. These students may
apply, if they wish, for admission to other magnet schools.
Certified staff at Westover may enroll their children through professional courtesy.
Westover will also admit students via the magnet application process outlined herein.
6. Scofield Magnet Middle School
Scofield Magnet Middle School will admit students via the magnet application process outlined
herein. Students will be admitted to grade six in proportions that reflect the proportions (both in
numbers and balance) of incoming students to Cloonan, Dolan, Rippowam, and Turn of River.
Certified staff at Scofield may enroll their children through professional courtesy.
7. Academy of Information Technology and Engineering (AITE)
AITE will enroll all new students through the lottery process. All new students will be required to
complete a lottery application. Stamford students (In-District) will be admitted according to their
lottery number, Advantaged/Disadvantaged status, and priority categories below. AITE will be
required to include at a minimum 25% of its students from out of town (Out-of-District).
● Siblings
● Certified staff at AITE enrolling student(s) with professional courtesy.
● All other students
AITE will enroll all new students through the lottery process. All new students will be required
to complete a lottery application. Students (Out-of-District) will be admitted according to their
lottery number, Advantaged/Disadvantaged status, and priority categories below:
● Siblings
● Certified staff at AITE enrolling student(s) with professional courtesy.
● All other Students
8. Priority admission to all magnets will be granted to applicants who are siblings of students
who are currently enrolled in and will continue to be enrolled for at least one school year in the
magnet sought by the applicant's sibling. See Board policy for definition of "sibling."
D. Magnet Students Who Relocate Their Residence:
This provision applies to students who reside in the assigned attendance areas of Toquam, Hart, and
Westover Elementary Schools for whom admission is guaranteed, based on residence. If such a
student relocates to a new address during the school year and is outside the original attendance area,
but remains a Stamford resident, the student may complete the school year at the school. Transportation will not be provided.
To remain at the school for the subsequent year(s) until completion of the final grade level at the
school, the student can either apply to remain at the school through an OOAZ application or via the
lottery.
- To be accepted via OOAZ, the application must be approved by the Associate Superintendent. Transportation will not be provided and all stipulations around attendance and behavior must be adhered.
- To be accepted via the lottery, the school must be admitting applicants at the grade level.
If accepted via the lottery, transportation will be provided.
This provision applies to students who attend Strawberry Hill, Rogers International, and AITE as
“out-of-district” students. If such a student relocates to Stamford and requests to continue enrollment
at their school, they will maintain their seat and be designated an “in-district” student. This also
applies if the student begins attending as an “in-district” student and moves out of district. The
student will maintain their seat at the school they are attending and be designated as “out-of-district”
student.
E. Target Recruitment:
1. In the event that targeted recruiting is necessary to achieve the stated purposes for
magnet schools, the Superintendent will bring this need to the Board for discussion.
Following this discussion, the Superintendent will inform the Board of the designated
areas for targeted recruiting.
2. Instructions to magnet principals to recruit applicants in designated attendance areas
will be issued by the Superintendent or their designee and will be shared with the
principals of schools serving the targeted areas.
3. In addition to instructions for targeted recruiting, the Superintendent or their designee
will provide magnet principals with guidance and technical assistance for targeted
recruiting.
4. Magnet principals are responsible for implementing targeted recruiting effectively
and in a timely manner.
F. Application Procedures:
- All magnets will use a system-wide magnet application procedure directed by the Superintendent or their designee.
- Magnet schools will operate on varied application time periods. The dates for “Application Due,” “Lottery Drawn,” and “Acceptance Due” will all be posted on the SPS website prior to the first day of school each academic year. In addition to posting on the website, the dates will be communicated via the
- SPS Weekly Message and in the annual Magnet School Lottery Presentation (also posted on the website). There will be three separate cycles of applications. First the Elementary Schools, then AITE, and then Scofield. Rogers and Strawberry Hill are both K-8 schools and all grades are includedin the Elementary Lottery dates.
3. All magnet schools will use a common on-line application form, approved by the Superintendent or their designee. Paper forms will also be available.
4. A district meeting will be held by November 1 for all parents interested in applying for magnet schools. At this meeting, the rules and procedures for
magnet schools will be explained.
5. Principals will schedule two orientation meetings at the magnet schools between October and November (elementary), October and February
(middle) and October and December (high). At these recommended, but not required, orientation meetings, principals or their designee will meet with
parents to explain the particular school programs.
6. On-line application forms will be available for all parents from September 15 to the deadline for submission of applications. Paper forms will also be
available.
7. The Superintendent or their designee will authorize the dissemination of information describing magnet schools and the magnet school application
procedures to ensure broad and timely dissemination.
● Posting of magnet meetings and timelines on the district website
● Announcements in local and community newspapers
● Announcements/meetings at community agencies
8. Families will be permitted to apply to all magnet schools at a given level (elementary, middle or high school).
9. Completed on-line applications must be entered on/or before 4:00pm on the application due dates. If a due date should fall on a Saturday, Sunday or holiday, the date will be moved to the next business day. Applications received after the respective due dates will not be included in the lottery. These applications will be date stamped and considered after all lottery applications, including wait listed applications, are exhausted.
10. On-line acceptance invitations will be provided to parents within one week of the lottery drawing. Parents will have three weeks to respond on-line to magnet invitations. Once a parent accepts a seat in a magnet school, the child's name will be withdrawn from the waiting lists of the other magnet schools to which the parent may have applied.
11. Parents will have three weeks to respond to on-line magnet invitations. If a response is not received within that time period, their child will be removed from the list, and the next child on the lottery list will be invited to enroll.
12. After acceptances, declines or "no responses" to on-line invitations are received, offers of invitation to parents of students on the waiting lists will be made by email. Parents will have five school days to respond. If a response is not received within that time period, the next child on the lottery list will be invited to enroll.
13. By April 30, principals will send emails to parents of students currently in their schools to determine the number of returning students.
14. If spots are available, by June 1 seats in grades 1-5, 7-8, and 10-12 will be offered in writing to parents. Parents are expected to respond by June 15. If a response is not received within that time period, the next child on the lottery list will be invited to enroll.
15. By August 1, emails will be sent to all parents of children on magnet school waiting lists to inform them of their waiting list status.
16. Parents who apply through the lottery may move their children to a magnet school throughout the school year as seats are offered by the schools under the direction of the Superintendent or their designee.
17. Out of Attendance Zone applications are not valid for magnet school admission to Rogers, Strawberry Hill, AITE, and Scofield.
18. Certified staff in the magnet schools may bring their children as professional courtesy. All other certified staff who are Stamford residents are required to apply to magnet schools through the lottery process. Certified staff who do not work in a magnet school and do not reside in Stamford may only apply to the inter-district magnet schools in Stamford.
19. In applying for the lottery, parents must represent that the information they provided as part of the application for admission to a magnet school remains true and correct. Any changes to that information must be disclosed and may affect admission to a magnet school. If any information provided by the parent/guardian on the magnet school application, any registration form, or any other form, is found to be false, the registration may be voided and child/ren may be removed from the lottery acceptance list. Additionally, inability to prove to the District's satisfaction (1) current residence at the address provided as part of the lottery application, or (2) eligibility for disadvantaged student status (English Learner and/or socio-economic status) any registration may be voided and/or the student may be removed from the magnet acceptance list.
G. Admission Procedures:
- Admissions to all magnet schools will be under the direct supervision of the Superintendent or their designee. Admission cannot be offered by the schools without approval from the Superintendent or their designee.
- Admissions to magnet schools will be controlled so as to accomplish the following results:
- Each magnet school meets integration standards of the school system and each grade in each magnet school generally reflects the racial composition goal set for the school.
- Admissions to the magnet schools assist the sending schools in keeping their enrollments within capacity and preventing the sending school from falling outside the integration standard of the school system.
- Admissions will be made by use of a process that is objective and equitable, and as described below in 4, 5 and 6.
- 4. For each magnet school, admissions will be determined by procedures in accordance
- with these guidelines:
a. By December 1 the number of available seats in each school and in each grade
will be calculated, reflecting school capacity and class size standards.
i. A breakdown of the available seats will be calculated, reflecting the
integration standard set for the district.
ii. Restrictions on admission of students from selected schools to the
magnet schools will be determined and announced.
iii. Targeted admission of students from selected schools will be determined
based on October 1 projections and announced.
iv. The number of seats in the magnet schools allocated for School Choice
will be determined and announced through a centralized process.
b. Admissions will be limited to the approved number of available seats, unless
exceptions are authorized by the Superintendent.
c. The applicants will be grouped on two discrete lists: Educationally Advantaged
and Educationally Disadvantaged.
d. Applicants on each of the two lists will be placed in a ranked order.
i. Highest on each list will be applicants with priority admission granted via the
sibling rule, placed in ranked order by using a lottery or similar method.
ii. Next following on each list will be applicants with priority admission via the
professional courtesy rule for certified staff.
iii. Next following on each list will be applicants who reside in preferred areas
designated by the Superintendent for target recruiting, placed in ranked order
using a lottery or similar method.
iv. Next following on each list will be all other applicants, placed in ranked order
using a lottery or similar method.
e. Students selected for more than one school will be offered the school they
ranked highest on their lottery applications.
f. The available seats will be filled by taking applicants from the ranked lists
one at a time, beginning at the top of each list and alternating between the
lists in this sequence: Educationally Advantaged/Educationally
Disadvantaged. When eighty percent (80%) of the seats have been filled for
each school, the Superintendent or their designee will review the process to
make certain that the district's goals for magnet schools are being met.
g. Applicants identified in this fashion will be offered admission to the magnet
school unless one of the following conditions applies:
i. The applicant's admission foreseeably would cause the composition of
the magnet school not to meet its integration goal: or
ii. The applicant's admission would cause the sending school to fall outside
the integration standard of the school system: or
iii. The composition of the sending school is already outside the integration
standard of the school system and the applicant's admission would
worsen the sending school's imbalance.
h. Where an applicant cannot be offered admission for any reasoning, above, the
applicant will be bypassed, and the admission process will continue until an
applicant can be admitted.
i. Applicants bypassed as in (h) above, will have their names remain on the list in
the same ranked position, and they will be reconsidered in their ranked order in
each subsequent selection round. On each such occasion, a fresh consideration
will be given as to whether they can be offered admission in light of the effect of
intervening admissions on the sending school and/or the magnet school.
j. So long as seats remain available and names remain on the lists, the selection
process will continue until all available seats are filled.
k. Should either of the two lists become exhausted before all available seats are
filled, the process will continue with the remaining list. Available seats will be
filled so long as the school system's integration standard is met for the magnet
school and for the sending schools.
l. If available seats cannot be filled from the lists within the integration standard of
the school system, available seats may be filled only if written authorization is
provided by the Superintendent and a target recruiting plan for the school for the
following year has been approved by the Superintendent.
5. The ranked list of magnet school applicants, determined by lottery or similar method,
will be produced on the third Monday in March. Admission offers will be in writing to
all parents.
6. The admission offer must be accepted by a deadline set forth with the admission offer.
Admission offers that are not accepted by the prescribed deadline will be considered
unaccepted.
7. When the initial admissions process is completed, the remainder of the two lists will be
considered ranked wait lists.
a. Seats that become available before the start of or during the school year as a
result of unaccepted admissions offers or other reasons will be offered promptly
to students on the wait lists in order of their ranking, using the same manner of
selection and considering the same factors as in the initial process.
b. No admission offers will be made after December 1 at which time the wait lists
will expire. Applicants on wait lists who do not gain admission to their chosen
magnets must reapply in the next following application period if they wish to be
considered in the next round of admissions.
8. A student who has enrolled in and attended a magnet school through the lottery and
withdraws their enrollment must reapply to the lottery in order to attend the school. Students
will only be offered seats based on their status in the lottery and if seats are available.
H. Appeal Procedure:
1. An applicant who is denied admission to a magnet school may appeal to the
Superintendent's designee. Such an appeal shall clearly state how the applicant alleges
these procedures were violated.
2. The Superintendent's designee will review the case together with any additional
information made available by the applicant, and issue a decision in writing to the
applicant within 15 days of receipt of the appeal,
3. The applicant may appeal the decision of the Superintendent's designee to the
Superintendent. Such an appeal shall clearly state how the applicant alleges these
procedures were violated. The Superintendent will review the case, together with any
additional information made available by the applicant, and issue a decision in
writing. The Superintendent's decision made independently or with the assistance of a
designee, will be conveyed to the applicant within 30 days of receipt of the appeal.
The decision of the Superintendent will be final.
Regulation Adopted:
October 26, 1993
Amended:
February 15, 1994
May 24, 1994
November 12, 1996
June 27, 2000
November 2008
October 28, 2015
September 4, 2018
August 20, 2019
August 5, 2023
5118 - Eligibility for High School Athletics and Selected Extra-Curricular Activities & 5118R
The Board of Education encourages students to participate in interscholastic athletics and other
selected extra-curricular activities. Students who wish to participate must meet the CIAC
(Connecticut Interscholastic Athletic Conference) minimum eligibility requirements and must
also meet any other requirements which are established by the Board of Education (unless
excused by law). These requirements shall be set forth in the administrative regulations
governing this policy.
Policy Adopted:
September 10, 1963
Readopted:
June 27, 2000
Amended:
October 25, 1976
August 14, 1984
July 29, 1990
May 28, 1991
November 27, 2001
November 23, 2004
5118R
Students
Eligibility for High School Athletics
ATHLETICS
1. A student who has an out-of-district transfer from one Stamford public high school or Stamford public charter school to another shall be ineligible for interscholastic competition for a period of 365 days commencing upon the date of registration at the high school to which the student transfers. If a student transfers due to admission to a district recognized and approved program only offered at one high school (ECS, IB, JROTC, Agriscience, School of Business, and Academy of Finance) or has a change in residency impacting the districted home school and the transfer is approved by the district then the above rule may be waived.
2. Students in the freshman class must be enrolled in at least five credit-bearing courses to be eligible for a fall sport.
3. To participate in any sport a student must:
a) take at least five courses, and
b) pass and earn credit in five credit-bearing courses in the marking period previous to and during the sport (or the previous year to begin a fall sport), and
c) attain a minimum of 1.7 – 2.3 grade point average (GPA) in the marking period previous to and during the sport. Students under 1.7 will not be eligible to participate. Students between 1.7 – 2.3 will be required to attend academic support.
* Seniors who have already earned 21 or more credits may take a minimum of four credit- bearing courses to remain eligible.
4. Final year’s grades (GPA) in a given year shall determine eligibility for the fall season, unless the student has successfully met the eligibility requirements by attending summer school during the same academic year. Any student who does not meet the 2.3 grade point average and falls between the 1.7 – 2.3 GPA range (GPA) will be deemed in need of academic support and will be required to attend the school’s academic support program.
5. Students who receive more than one out-of-school suspension in a school year may be ineligible to participate in any sport for the remainder of that school year.
6. Each school principal or his/her designee or Athletic Director shall determine student eligibility prior to the start of each season’s athletics. If a student becomes ineligible for an academic reason, the student shall be assigned to an academic support program (if between 1.7 – 2.3) or removed from participation (if below a 1.7).
a) Academic support is required for students with a GPA between 1.7 – 2.3. Those students will remain in the academic support program until their GPA is 2.3 or higher.
b) The principal or his/her designee or Athletic Director shall monitor the student’s progress regularly in the academic support program and adjust supports as needed, which includes but is not limited to: academics, behavior, and attendance participation by the student in academic support. Coaches shall monitor attendance and participation for students participating in academic support, and shall communicate progress or lack of progress to the Athletic Director.
7. Board Policy 5118-R will be applied to all athletics.
8. These requirements are subject to review and modification by a Planning and Placement Team in situations involving students with disabilities or by a Section 504 team for students with a Section 504 plan.
9. Eligibility standards of the Connecticut Interscholastic Athletic Conference (CIAC) shall apply whenever they are stricter than the requirements set out in this policy. The current CIAC eligibility policy requires student-athletes to pass at least four (4) credit bearing classes in the most recent marking period, or for the previous school year (including summer school) for initial fall season eligibility.
Definitions
“Eligibility” means a student has met all of the requirements as outlined in this regulation to participate fully in the athletic program.
“Academic Support” is support provided for student athletes who earn a GPA between 1.7 and 2.3. Academic support may include but is not limited to the following support areas: attendance, behavior, academics.
“Ineligible” means a student has not met all of the requirements as outlined in this regulation to participate fully in the athletic program. Student athletes who are ineligible may participate in practices and academic support but may not play in athletic contests or games.
STAMFORD PUBLIC SCHOOLS
Stamford, Connecticut
Regulation Approved:
September 10, 1963
Amended:
October 26, 1976
August 14, 1984
July 29, 1990
August 20, 1991
August 27, 1996
June 27, 2000
November 27, 2001
April 29, 2014
July 29, 2016
November 14, 2017
September 25, 2018
June 23, 2020
June 8, 2021
February 14, 2024
5124 - Reporting to Parents
The Board of Education encourages regular and effective two-way communication between parent
and teacher through frequent and varied reporting methods. Parent-teacher conferences, letters and
informal notes, emails, telephone calls to parents, and school visitation should be used regularly,
among other means, to inform parents of student successes and student needs and to inform teachers
of parent concerns about, suggestions for, and perceptions of their children which may help the
teacher in his or her work with particular children.
Formal Communications
1. Report Card. Written reports on student progress will be issued in accordance with a
schedule approved by the Superintendent of Schools after consultation with Principals and
faculties. Reporting dates shall be determined annually and placed on the school calendar.
Parents will be advised no later than the penultimate reporting period of a student's potential
failure in a course or grade and the possibility of the student repeating the grade or course.
Report cards should reflect the educational growth of the student in relationship to a
variety of student's ability, attitudes, interests, conduct or citizenship, and achievement and
in relationship to standards for his/her age and grade. Teachers also will report on student
progress at regularly scheduled parent conferences.
2. Warning Notices. Student progress reports to parents/guardians should be sent as needed
between marking periods — not only to indicate student failure but also to note
deficiencies needing attention — or special student achievement. Parental
acknowledgment of these communications should be encouraged.
If parents are separated or divorced, both have equal rights to be informed of their child's
school progress unless there is an order from the court to the contrary. Noncustodial
parents shall receive written reports and conference notifications upon a request to the
school principal.
Legal Reference: Connecticut General Statutes
10-15b Access of parent or guardian to student's records.
46b-56 Access to records of minor children by noncustodial parent.
Policy Adopted:
April 25, 1989
Amended:
June 27, 2000
November 23, 2004
September 28, 2022
5126 - Awards for Achievement
The Board encourages the professional staff to establish and maintain a set of criteria and procedures
for presenting letters or other suitable awards to students for scholarship and distinguished service
school activity. In all cases, the relationship between the award and relevant goal or goals of the
schools should be stated.
Policy Adopted:
November 12, 1985
Readopted:
June 27, 2000
Amended:
November 23, 2004
5126R
Students
Awards for Achievement
Professional staff authorized by the Superintendent or his/her designee may review and approve, or
reject, proposed trophies, prizes, scholarships or other awards from non-school donors. Acceptance
will require affirmative answers to at least the following questions:
1. Can the proposed award be considered free from motives of personal or corporate gain and
publicity?
2. Are the criteria for making the award under the control of the professional staff, or acceptable to the
staff?
3. Are the purposes, either implied or explicit, of the proposed award consistent with our school’s
goals?
Regulation Adopted:
November 12, 1985
Amended:
June 27, 2000
November 23, 2004
5130 - Students Smoke-Free Environment & 5130R
The Board recognizes that tobacco and tobacco alternatives are 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, and tobacco alternatives referred to as vaping or Electronic Nicotine Delivery Systems (ENDS).
The Board prohibits smoking, including smoking using an electronic nicotine delivery system (e.g. e-cigarettes), electronic cannabis delivery system or vapor product, within any of its schools, including in any area of a school building, including but not limited to any indoor facility owned or leased or contracted for and utilized by the Board for the provision of routine or regular preschool, kindergarten, elementary or secondary education or library services to children or on the grounds of such school or at any school-sponsored activity on the real property of any school or administrative office building or at any school-sponsored activity.
The Board further prohibits smoking including smoking using an electronic nicotine delivery system (e.g., e-cigarettes), electronic cannabis delivery system, or vapor product on the real property of any administrative office building. Real property means the land and all temporary and permanent structures comprising the district’s administrative office building(s) and includes, but is not limited to storage facilities and parking lots.
The following definitions shall apply to this policy:
“Any area” shall mean the interior of a school building and the outside area within twenty-five feet of any doorway, operable window or air intake vent of a school building.
“Cannabis” shall mean marijuana, as defined in Conn. Gen. Stat. § 21a-240.
“Electronic Nicotine Delivery System” shall mean an electronic device used in the delivery of nicotine to a person inhaling from the device and includes, but is not limited to, an electronic cigarette, electronic cigar, electronic cigarillo, electronic pipe or electronic hookah and any related device and any cartridge or other component of such device including but not limited to electronic cigarette liquid or synthetic nicotine.
“School-Sponsored Activity " shall mean any activity sponsored, recognized or authorized by the Board n and includes activities conducted on or off school property."
“Smoke” or “smoking” shall mean the burning of a lighted cigar, cigarette, pipe or any other similar device, whether containing, wholly or in part, tobacco, cannabis or hemp.
“Vapor product” shall mean any product that employs a heating element, power source, electronic circuit or other electronic, chemical or mechanical means, regardless of shape or size, to produce a vapor that may or may not include nicotine or cannabis and is inhaled by the user of such product.
Policy Adopted:
November 12, 1985
Amended:
February 23, 1988
April 21, 1992
June 27, 2000
June 25, 2019
November 22, 2022
5130R
(4010R)
(1239R)
Students Smoke-Free Environment
The Administration will work with students to inform and educate them about the personal risks
associated with smoking, and the use of tobacco alternatives and has established a smoke-free
environment as stated in Board Policy 4010 and 5130.
Any student found smoking in violation of Board Policy 5130 will receive appropriate
disciplinary action up to suspension or expulsion. All principals will determine appropriate
disciplinary action according to procedures stated in Board Policy 5131.
Regulation Adopted:
March 23, 1988
Amended:
May 26, 1992
June 27, 2000
June 13, 2019
5131 - Suspension and Expulsion/Due Process
Suspension and Expulsion/Due Process
The Stamford Board of Education is committed to creating a safe, orderly, & supportive learning environment for all students, staff, and visitors. This policy aims to balance the necessity of maintaining safety and order within our schools while adhering to progressive discipline and restorative practices, which seeks to address and correct inappropriate behavior while promoting accountability, personal growth, and the repair of harm.
Students are expected to comply with school rules & Board policies and may be disciplined for conduct on school grounds or at any school-sponsored activity that endangers persons or property, is seriously disruptive of the educational process, or that violates a publicized policy of the Board. Students may be disciplined for conduct off school grounds if such conduct is seriously disruptive to the educational process and violates Board policy.
Policy Objectives
1. Ensure Safety and Order: Maintain a secure and disciplined school environment conducive to learning and free from violence, threats, and disruptive behaviors.
2. Promote Equity and Fairness: Apply disciplinary measures in an equitable, consistent, and unbiased manner, ensuring that all students are treated with dignity and respect.
3. Support Progressive Discipline: Implement a progressive discipline model that focuses on intervention and prevention strategies to address and correct student behavior before it escalates.
4. Implement Restorative Practices: Incorporate restorative practices that emphasize accountability, reparation of harm, and the restoration of relationships within the school community.
5. Encourage Personal Responsibility: Foster a sense of personal responsibility and self-discipline in students, helping them to understand the consequences of their actions and to make better choices in the future.
6. Engage Families and Communities: Involve parents, guardians, and community members in the disciplinary process to support students in their behavioral and academic growth.
Policy Guidelines
1. Clear Expectations and Communication:
● Establish and communicate clear behavioral expectations and the consequences of violating them.
● Ensure that all students, staff, and parents/guardians are aware of the discipline policy and procedures.
2. Progressive Discipline Framework:
● Utilize a tiered approach to discipline that escalates in response to the severity and frequency of the behavior.
● Implement early intervention strategies such as counseling, mentoring, and behavior modification plans to address minor infractions.
3. Restorative Practices:
● Employ restorative practices such as mediation, peer counseling, and restorative circles to address conflicts and repair harm.
● Encourage students to take responsibility for their actions and to actively participate in the resolution process.
4. Consistent and Fair Application:
● Ensure that disciplinary measures are applied consistently and fairly across all student populations.
● Monitor and address any disparities in the application of disciplinary actions to prevent discrimination or bias.
5. Supportive Interventions:
● Provide support services such as counseling, social work, and mental health resources to help students address underlying issues contributing to behavioral problems.
● Develop individualized behavior plans for students with recurring or severe behavioral issues.
6. Engagement and Collaboration:
● Engage families in the disciplinary process through regular communication and involvement in restorative practices.
● Collaborate with community organizations and resources to support students and families in addressing behavioral and social-emotional needs.
7. Training and Professional Development:
● Provide ongoing training for staff on progressive discipline, restorative practices, and culturally responsive approaches to student behavior.
● Encourage staff to develop skills in conflict resolution, de-escalation techniques, and positive behavior support.
Review and Accountability
The Stamford Board of Education will regularly review the effectiveness of its discipline policy, incorporating feedback from students, staff, parents, and the community. Data on disciplinary actions and their outcomes will be collected and analyzed to ensure continuous improvement and the achievement of policy objectives.
By adopting this balanced approach to discipline, the Stamford Public School District aims to create a school environment where all students can learn, grow, and succeed while feeling safe and supported.
A. Definitions
1. “Exclusion” shall be defined as any denial of public school privileges to a student for disciplinary purposes.
2. “Removal” shall be defined as an exclusion from a classroom for all or a part of single class period, provided such exclusion shall not extend beyond ninety (90) minutes.
3. “In-School Suspension” means an exclusion from regular classroom activity for no more than five consecutive days, but not exclusion from school, provided such exclusion shall not extend beyond the end of the school year in which such in-school suspension was imposed. Such suspensions shall be served in any school building under the jurisdiction of the Board of Education.
4. “Suspension” means an exclusion from school privileges or from transportation services, provided such exclusion shall not extend beyond the end of the school year in which suspension was imposed. An out-of-school suspension for students in grades 3-12 shall not exceed ten days. An out-of-school suspension imposed for children in preschool to second grade shall not exceed five days.
All suspensions shall be in-school unless the administration determines for any student in grades three through twelve that (1) the student being suspended poses such a danger to persons or property or such a disruption of the educational process that the student (grades three to twelve) shall be excluded from school during the period of the suspension, or (2) that an out-of-school suspension is appropriate based on evidence of previous disciplinary issues that have led to suspensions or expulsion of the student and efforts by the administration to address such disciplinary issues through means other than out-of-school suspension or expulsion, including positive support strategies.
A student in grades preschool to two, inclusive, may be given an out-of-school suspension if it is determined by the administration that such suspension is appropriate based on evidence that the student’s conduct on school grounds is of a violent or sexual nature that endangers persons. In addition, a person’s duty as a mandated reporter to report suspected child abuse or neglect is not limited by this provision.
5. “Expulsion” shall be defined as an exclusion from school privileges for any student in grades three to twelve, inclusive, for more than ten (10) consecutive school days and shall be deemed to include but not be limited to, exclusion from the school to which such student was assigned at the time such disciplinary action was taken, provided that assignment to a regular classroom program in a different school in the district shall not constitute a suspension or an expulsion. Such period of exclusion may extend to the school year following the school year in which the exclusion was imposed, up to one calendar year. To be expelled, the student’s conduct must be found to be both violative of a Board policy and either seriously disruptive of the educational process or endangering persons or property.
Unless an emergency exists, no student shall be expelled without a formal hearing provided whenever such student is a minor, the notice shall also be given to the parents or guardians of the student at least five business days before such hearing, not including the day of such hearing. If an emergency exists, such hearing shall be held as soon after the expulsion as possible. The notice shall include information concerning the parent’s or guardian’s and the student’s legal rights and concerning legal services provided free of charge or at a reduced rate that are available locally and how to access such services. An attorney or other advocate may represent any student subject to expulsion proceedings. The parent or guardian of the student shall have the right to have the expulsion hearing postponed for up to one week to allow time to obtain representation, except that if an emergency exists, such hearing shall be held as soon after the expulsion as possible.
6. “Emergency” shall be defined as a situation under which the continued presence of the student in the school imposes such a danger to persons or property or such a disruption of the educational process that a hearing may be delayed until a time as soon after the exclusion of such student as possible.
7. “Days” is defined as days when school is in session.
8. “School-sponsored activity” is defined as any activity sponsored, recognized or authorized by the Board of Education and includes activities conducted on or off school property.
9. “Possess” means to have physical possession or otherwise to exercise dominion or control over tangible property.
10. “Deadly weapon” means any weapon, whether loaded or unloaded, from which a shot may be discharged, or a switchblade knife, gravity knife, billy, blackjack, bludgeon, or metal knuckles. A weapon such as a pellet gun and/or airsoft pistol may constitute a deadly weapon if such weapon is designed for violence and is capable of inflicting death or serious bodily harm.
11. “Firearm” as defined in 18 U.S.C.§921, means 1) any weapon (including a starter gun) which will or is designed to or readily be converted to expel a projectile by the action of an explosive; 2) the frame or receiver of any such weapon; 3) any firearm muffler or firearm silencer; or 4) any destructive device. Firearm does not include any antique firearm. For purposes of this definition “destructive device” means any explosive, incendiary, or poison gas, bomb, grenade, rocket having a propellant charge of more than 4 ounces, missile having an explosive or incendiary charge of more than ¼ ounce, mine, or device similar to any of the weapons described herein. A “destructive device” does not include an antique firearm; a rifle intended to be used by the owner solely for sporting, recreational, or cultural purposes; or any device which is neither designed nor redesigned for use as a weapon.
12. “Vehicle” means a “motor vehicle” as defined in Section 14-1 of the Connecticut General Statutes, snow mobile, any aircraft, or any vessel equipped for propulsion by mechanical means or sail.
13. “Martial arts weapon” means a nunchakum kama, kasari-fundo, octagon sai, tonfa or chinese star.
14. “Dangerous Drugs and Narcotics” is defined as any controlled drug in accordance with Connecticut General Statutes §219-240.
15. “Alternate education” means a school or program maintained and operated by the Board of Education that is offered to students in a nontraditional setting and addresses their social, emotional, behavioral and academic needs. Such program must conform to SBE guidelines and conform to C.G.S. 10-15 and 16 (180 days/900 hours).
16. “Dangerous Instrument” means any instrument, article, or substance which, under the circumstances in which it is used or attempted or threatened to be used, is capable of causing death or serious physical injury, and includes a “vehicle” or a dog that has been commanded to attack.
17. “Seriously disruptive of the educational process” means, as applied to off-campus conduct, any conduct that markedly interrupts or severely impedes the day-to-day operation of a school.
B. Removal from Class
1. All teachers are hereby authorized to remove a student from class when such student causes a serious disruption of the educational process within the classroom.
2. Such teacher shall send the student to a designated area and shall immediately inform the building Principal or his/her designee as to the name of the student and the reason for removal.
3. No student shall be removed from class more than six (6) times in any year nor more than twice in one week, unless such student is referred to the Building Principal or his/her designee and granted an informal hearing in accordance with the provisions of this policy, as stated in G(3).
4. A school principal or other school administrator shall notify a parent or guardian of a student whose behavior has caused a serious disruption to the instruction of other students, caused self-harm or caused physical harm to a teacher, another student or other school employee not later than twenty-four hours after such behavior occurs. Such notice shall include, but not be limited to, informing such parent or guardian that the teacher of record in the classroom in which such behavior occurred may request a behavior intervention meeting.
Any teacher of record in a classroom may request a behavior intervention meeting with the crisis intervention team for the school, for any student whose behavior has caused a serious disruption to the instruction of other students, or caused self-harm or physical harm to such teacher or another student or staff member in such teacher’s classroom. The crisis intervention team shall, upon the request of such teacher and notifying such student’s parent or guardian, convene a behavior intervention meeting regarding such student. The participants of such behavior intervention meeting shall identify resources and support to address such student’s social, emotional and instructional needs. Not later than seven days after the behavior intervention meeting, the crisis intervention team shall submit to the parent or guardian of such student, in the dominant language of such parent or guardian, a written summary of such meeting, including, but not limited to, the resources and supports identified.
C. Exclusion from Co-Curricular and Extra-Curricular Activities
Participation in co-curricular and extra-curricular activities is a privilege and not an entitlement. Students involved in such programs are expected to follow all school rules and demonstrate good citizenship. Failure to do so may result in partial or complete exclusion from said activities and programs. Activities include, but are not limited to, athletic programs, musical or drama productions, clubs, field trips, and school trips out-of-state and abroad.
D. Actions Leading to Disciplinary Action, including Removal from Class, Suspension and/or Expulsion
Conduct which may lead to disciplinary action (including, but not limited to, removal from class, suspension and/or expulsion in accordance with this policy) includes conduct on school grounds or at a school-sponsored activity (including on a school bus), and conduct off school grounds, as set forth above. Such conduct includes, but is not limited to, the following:
1. Striking or assaulting a student, members of the school staff or other persons.
2. Theft.
3. The use of obscene or profane language or gestures, the possession and/or display of obscenity or pornographic images or the unauthorized or inappropriate possession and/or display of images, pictures or photographs depicting nudity.
4. Violation of smoking, dress, transportation regulations, or other regulations and/or policies governing student conduct.
5. Refusal to obey a member of the school staff, law enforcement authorities, or school volunteers, or disruptive classroom behavior.
6. Any act of harassment based on an individual’s sex, sexual orientation, race, color, religion, disability, national origin or ancestry.
7. Refusal by a student to identify himself/herself to a staff member when asked, misidentification of oneself to such person(s), lying to school officials or otherwise engaging in dishonest behavior.
8. Inappropriate displays of public affection of a sexual nature and/or sexual activity on school grounds or at a school-sponsored activity.
9. A walk-out from or sit-in within a classroom or school building or school grounds.
10. Blackmailing, threatening or intimidating school staff or students (or acting in a manner that could be construed to constitute blackmail, a threat, or intimidation, regardless of whether intended as a joke).
11. Possession of any weapon, weapon facsimile, deadly weapon, martial arts weapon, electronic defense weapon, pistol, knife, blackjack, bludgeon, box cutter, metal knuckles, pellet gun, air pistol, explosive device, firearm, whether loaded or unloaded, whether functional or not, or any other dangerous object or instrument. The possession and/or use of any object or device that has been converted or modified for use as a weapon.
12. Possession of any ammunition for any weapon described above in paragraph 11.
13. Unauthorized entrance into any school facility or portion of a school facility or aiding or abetting an unauthorized entrance.
14. Possession or ignition of any fireworks, combustible or other explosive materials, or ignition of any material causing a fire. Possession of any materials designed to be used in the ignition of combustible materials, including matches and lighters.
Unlawful possession, sale, distribution, use, or consumption of tobacco, electronic nicotine delivery systems (e.g. e-cigarettes), vapor products, drugs, narcotics or alcoholic beverages (or any facsimile of tobacco, drugs, narcotics or alcoholic beverages, or any item represented to be tobacco, drugs or alcoholic beverages), including being under the influence of any such substances or aiding in the procurement of any such substances. For the purposes of this Paragraph 15, the term “electronic nicotine delivery system” shall mean an electronic device that may be used to simulate smoking in the delivery of nicotine or other substance to a person inhaling from the device and includes, but is not limited to, an electronic cigarette, electronic cigar, electronic cigarillo, electronic pipe or electronic hookah and any related device and any cartridge or other component of such device. For the purposes of Paragraph 15, the term “vapor product” shall mean any product that employs a heating element, power source, electronic circuit or other electronic, chemical or mechanical means, regardless of shape or size, to produce a vapor that may or may not include nicotine that is inhaled by the user of such product. For the purposes of this Paragraph 15, the term “drugs” shall include, but shall not be limited to, any medicinal preparation (prescription and non-prescription) and any controlled substance whose possession, sale, distribution, use or consumption is illegal under state and/or federal law.
15. Sale, distribution, or consumption of substances contained in household items; including, but not limited to glue, paint, accelerants/propellants for aerosol canisters, and/or items such as the aerators for whipped cream; if sold, distributed or consumed for the purpose of inducing a stimulant, depressant, hallucinogenic or mind-altering effect.
16. Unlawful possession of paraphernalia used or designed to be used in the consumption, sale or distribution of drugs, alcohol or tobacco, as described in subparagraph (15) above. For purposes of this policy, drug paraphernalia includes any equipment, products and materials of any kind which are used, intended for use or designed for use in growing, harvesting, manufacturing, producing, preparing, packaging, storing, containing or concealing, or injecting, ingesting, inhaling or otherwise introducing controlled drugs or controlled substances into the human body, including but not limited to items such as “bongs,” pipes, “roach clips,” vials, tobacco rolling papers, and any object or container used, intended or designed for use in storing, concealing, possessing, distributing or selling controlled drugs or controlled substances.
17. The destruction of real, personal or school property, such as, cutting, defacing or otherwise damaging property in any way.
18. Accumulation of offenses such as school and class tardiness, class or study hail cutting, or failure to attend detention.
19. Trespassing on school grounds while on out-of-school suspension or expulsion.
20. Making false bomb threats or other threats to the safety of students, staff members, and/or other persons.
21. Defiance of school rules and the valid authority of teachers, supervisors, administrators, other staff members and/or law enforcement authorities.
22. Throwing snowballs, rocks, sticks and/or similar objects, except as specifically authorized by school staff.
23. Unauthorized and/or reckless and/or improper operation of a motor vehicle on school grounds or at any school-sponsored activity.
24. Leaving school grounds, school transportation or a school- sponsored activity without authorization.
25. Use of or copying of the academic work of another individual and presenting it as the student’s own work, without proper attribution; or any other form of academic dishonesty, cheating or plagiarism.
26. Possession and/or use of a cellular telephone, radio, walkman, CD player, blackberry, personal data assistant, walkie talkie, Smartphone, mobile or handheld device, or similar electronic device, on school grounds or at a school-sponsored activity in violation of Board policy and/or administrative regulations regulating the use of such devices.
27. Possession and/or use of a beeper or paging device on school grounds or at a school-sponsored activity without the written permission of the principal or his/her designee.
28. Unauthorized use of any school computer, computer system, computer software, Internet connection or similar school property or system, or the use of such property or system for inappropriate purposes.
29. Possession and/or use of a laser pointer, unless the student possesses the laser pointer temporarily for an educational purpose while under the direct supervision of a responsible adult.
30. Hazing.
31. Bullying, defined as the repeated use by one or more students of a written, oral or electronic communication, such as cyberbullying directed at another student attending school in the same district, or a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district, which:
a. causes physical or emotional harm to such student or damage to such student’s property;
b. places such student in reasonable fear of harm to himself or herself, or of damage to his or her property;
c. creates a hostile environment at school for such student;
d. infringes on the rights of such student at school; or
e. substantially disrupts the education process or the orderly operation of a school.
Bullying includes, but is not limited to, repeated written, oral or electronic communications or physical acts or gestures based on any actual or perceived differentiating characteristics, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics.
32. Cyberbullying, 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.
33. Acting in any manner that creates a health and/or safety hazard for staff members, students, or the public, regardless of whether the conduct is intended as a joke.
34. Engaging in a plan to stage or create a violent situation for the purposes of recording it by electronic means; or recording by electronic means acts of violence for purposes of later publication.
35. Engaging in a plan to stage sexual activity for the purposes of recording it by electronic means; or recording by electronic means sexual acts for purposes of later publication.
36. Using computer systems, including email, instant messaging, text messaging, blogging or the use of social networking websites, or other forms of electronic communications, to engage in any conduct prohibited by this policy.
37. Use of a privately owned electronic or technological device in violation of school rules, including the unauthorized recording (photographic or audio) of another individual without permission of the individual or a school staff member.
E. Scope of the Student Discipline Policy
- Conduct on School Grounds or at a School-Sponsored Activity
Students may be disciplined for conduct on school grounds or at any school-sponsored activity that endangers persons or property, is seriously disruptive of the educational process, or that violates a publicized policy of the Board.
- Conduct off School Grounds
Students may be disciplined for conduct off school grounds if such conduct is seriously disruptive of the educational process and violative of a publicized policy of the Board. In making a determination as to whether such conduct is seriously disruptive of the educational process, the Administration and the Board of Education may consider, but such consideration shall not be limited to, the following factors: (1) whether the incident occurred within close proximity of a school; (2) whether other students from the school were involved or whether there was any gang involvement; (3) whether the conduct involved violence, threats of violence, or the unlawful use of a weapon, as defined in section Conn. Gen. Stat. § 29-38, and whether any injuries occurred; and (4) whether the conduct involved the use of alcohol.
In making a determination as to whether such conduct is seriously disruptive of the educational process, the Administration and/or the Board of Education may also consider whether such off-campus conduct involved the illegal use of drugs.
F. Mandatory Expulsion
It shall be the policy of the Board to expel a student, grades preschool, and kindergarten to twelve, inclusive, for one full calendar year if:
1. The student, on grounds or at a school-sponsored activity, was in possession of a firearm, as defined in 18 U.S.C. 921[1], as amended from time to time, or deadly weapon, dangerous instrument or martial arts weapon, as defined in C.G.S. 53A-3; or the student, off school grounds, did possess such firearm in violation of C.G.S. 29-35 or did possess and use such a firearm, instrument or weapon in the commission of a crime; or the student, on or off school grounds offered for sale or distribution a controlled substance, as defined in subdivision (9) of C.G.S. 21a-240, whose manufacture, distribution, sale, prescription, dispensing, transporting or possessing with intent to sell or dispense, offering or administering is subject to criminal penalties under C.G.S. 21-277 and 21a-278.
2. Such a student shall be expelled for one calendar year if the Board of Education or impartial hearing officer finds that the student did so possess or so possess and use, as appropriate, such a weapon or firearm, instrument or weapon or did so offer for sale or distribution such a controlled substance.
3. The Board may modify the period of a mandatory expulsion on a case-by-case basis.
A firearm, as defined by C.G.S. 53a-3 includes any sawed-off shotgun, machine gun, rifle, shotgun, pistol, revolver, or other weapon, whether loaded or unloaded from which a shot may be discharged, or a switchblade knife, a gravity knife, billy, black jack, bludgeon or metal knuckles.
4. A student enrolled in a preschool program provided by the Board of Education, state or local charter school or interdistrict magnet school shall not be expelled from such school except that a student shall be expelled for one calendar year from such preschool program pursuant to the mandatory expulsion requirement in compliance with the Gun-Free School Act, as described in this section.
G. Suspension Procedure (as modified in Public Act 24-45, Sections 13 and 14)
All suspensions shall be in-school suspensions, except the Board of Education may authorize the administration of schools under its direction to impose an out-of-school suspension on any student in:
- Grades three to twelve, inclusive, if, resulting from a due process hearing:
- The administration determines that the student being suspended poses such a danger to persons or property or such a disruption of the educational process that the student shall be excluded from school during the period of suspension;
- The administration determines that an out-of-school suspension is appropriate for such student based on evidence of:
- Previous disciplinary problems that have led to suspensions or expulsion of such student, and
- Efforts by the administration to address such disciplinary problems through means other than out-of-school suspension or expulsion, including positive behavioral support strategies; or for grades preschool to two if during the due process hearing:
- The administration determines that an out-of-school suspension is appropriate for such student based on evidence that such student’s conduct on school grounds is behavior that causes physical harm;
- Requires that such student receives services that are trauma-informed and developmentally appropriate and align with any behavioral intervention plan, individualized education program, or plan pursuant to Section 504 of the Rehabilitation Act of 1973, as amended from time to time, for such student upon such student’s return to school immediately following the out-of-school suspension; and
- Considers whether to convene a planning and placement team meeting for the purposes of conducting an evaluation to determine whether such student may require special education or related services.
An out-of-school suspension shall not exceed ten school days for students in grades 3-12.
An out-of-school suspension shall not exceed five school days for children in preschool through 2 grade.
An in-school suspension may be served in the student’s school or any school building under the jurisdiction of the local or regional board of education, as determined by such board.
The administration shall also have the authority to suspend a student from transportation services whose conduct while awaiting or receiving transportation violates the standards set forth in paragraph D, above. The administration shall have the authority to immediately suspend from school any student when an emergency exists as that term is defined in paragraph A, above.
If an emergency situation exists, the hearing outlined in paragraph G (3) shall be held as soon as possible after the exclusion of the student.
- In the case of suspension, the administration shall notify the student’s parents and the Superintendent of Schools not later than twenty-four (24) hours of the suspension as to the name of the student who has been suspended and the reason therefore. Any student who is suspended shall be given an opportunity to complete any class work including, but not limited to, examinations which such student missed during the period of his/her suspension.
- Except in the case of an emergency, as defined in paragraph A, above, a student shall be afforded the opportunity to meet with the administration and to respond to the stated charges prior to the effectuation of any period of suspension or in-school suspension. If, at such a meeting the student denies the stated charges, he/she may at that time present his/her version of the incident(s) upon which the proposed suspension is based. The administration shall then determine whether or not suspension or in-school suspension is warranted. In determining the length of a suspension period, the administration may receive and consider evidence of past disciplinary problems which have led to removal from a classroom, in-school suspension, or expulsion.
- For any student who is suspended for the first time and who has never been expelled, the school administration may shorten the length of or waive the suspension period if the student successfully completes an administration-specified program and meets any other administration-required conditions. Such program shall be at no expense to the student or his/her parents/guardians.
- No student shall be suspended more than ten times or a total of fifty (50) days in one school year, whichever results in fewer days of exclusion, unless a hearing as provided in paragraph H(5) is first granted.
- No student shall be placed on in-school suspension more than fifteen times or a total of fifty (50) days in one school year, whichever results in fewer days of exclusion, unless a hearing as provided in paragraph H(5) is first granted.
H. Expulsion Procedures
1. The Board of Education may, upon recommendation of the Superintendent of Schools, expel any student for one or more of the reasons stated in this policy if in the judgment of the Board of Education, such disciplinary action is in the best interest of the school system.
2. Upon receipt of a recommendation for expulsion from the Superintendent of Schools the Board shall, after giving written notice, at least five (5) business days before such hearing, to the student and his parents or guardian, if said student is less than 18 years of age, conduct a hearing prior to taking any action on the expulsion of said student, provided however, that in the event of an emergency as defined in this policy, the student may be expelled prior to the hearing but in such case even a hearing shall be held as soon after the expulsion as possible. The notice shall include information concerning the student’s and his/her parent’s/guardian’s legal rights and concerning legal services that are provided free of charge or at a reduced rate that are available locally (CT Legal Service a source of such services) and how to access such services. An attorney or other advocate may represent any student subject to expulsion proceedings. The parent/guardian of the student has the right to have the expulsion hearing postponed for up to one week to allow time to obtain representation, except that if an emergency exists, such hearing shall be held as soon after the expulsion as possible.
3. Expulsion hearings conducted by the Board will be heard by any three or more Board members. A decision to expel a student must be supported by a majority of the Board members present, provided that no less than three (3) affirmative votes to expel are cast.
Alternatively, the Board may appoint an impartial hearing officer composed of one (1) or more persons to hear and decide the expulsion matter, provided that no member of the Board may serve on such panel.
4. A special education student’s handicapping conditions shall be considered before making a decision to expel. A Planning and Placement Team (PPT) meeting must be held to determine whether the behavior or student actions violative of Board of Education standards set forth in policy governing suspension and expulsion are the result of the student’s handicapping condition.
5. The procedure for any hearing conducted under this paragraph shall at least include the right to:
a. Notice prior to the date of the proposed hearing which shall include a statement of the time, place and nature of the hearing and a statement of the legal jurisdiction under which the hearing is to be held and a statement that students under sixteen years old who are expelled and students between sixteen and eighteen who have been expelled for the first time and who comply with conditions set by the Board of Education, must be offered an alternative educational opportunity;
b. A short and plain statement of the matters asserted, if such matters have not already been provided in a statement of reasons requested by the student;
c. The opportunity to be heard in the student’s own defense;
d. The opportunity to present witnesses and evidence in the student’s defense;
e. The opportunity to cross-examine adverse witnesses;
f. The opportunity to be represented by counsel at the parents’/student’s own expense; and
g. Information concerning legal services provided free of charge or at a reduced rate that are available locally and how to access such services;
h. The opportunity to have the services of a translator, to be provided by the Board of Education whenever the student or his/her parent or legal guardian do not speak the English language;
i. The prompt notification of the decision of the Board of Education, which decision shall be in writing if adverse to the student concerned.
6. The record of the hearing held in any expulsion case shall include the following:
a. All evidence received and considered by the Board of Education;
b. Questions and offers of proof, objections and ruling on such objections;
c. The decision of the Board of Education rendered after such hearing; and
d. A copy of the initial letter of notice of proposed expulsion, a copy of any statement of reasons provided upon request, a statement of the notice of hearing and the official transcript, if any or if not transcribed, any recording or stenographic record of the hearing.
7. Rules of evidence at expulsion hearings shall assure fairness, but shall not be controlled by the formal rules of evidence, and shall include the following:
a. Any oral or documentary evidence may be received by the Board of Education but, as a matter of policy, irrelevant, immaterial or unduly repetitious evidence may be excluded. In addition, other evidence of past disciplinary problems which have led to removal from a classroom, in-school suspension, suspension, or expulsion may be received for considering the length of an expulsion and the nature of the alternative educational opportunity, if any, to be offered;
b. The Board of Education shall give effect to the rules of privilege by law;
c. In order to expedite a hearing, evidence may be received in written form, provided the interest of any party is not substantially prejudiced thereby;
d. Documentary evidence may be received in the form of copies or excerpts;
e. A party to an expulsion hearing may conduct cross-examination of witnesses where examination is required for a full and accurate disclosure of the facts;
f. The Board of Education may take notice of judicially cognizable facts in addition to facts within the Board’s specialized knowledge provided, however, the parties shall be notified either before or during the hearing of the material noticed, including any staff memoranda or data, and an opportunity shall be afforded to any party to contest the material so noticed;
g. A stenographic record or tape-recording of any oral proceedings before the Board of Education at an expulsion hearing shall be made provided, however, that a transcript of such proceedings shall be furnished upon request of a party with the cost of such transcript to be paid by the requesting party. Findings of fact made by the Board after an expulsion hearing shall be based exclusively upon the evidence adduced at the hearing.
h. Decisions shall be in writing if adverse to the student, and shall include findings of fact and conclusions necessary for the decision. Findings of fact made by the Board after an expulsion hearing shall be based exclusively upon the evidence adduced at the hearing.
8. For any student expelled for the first time and who has never been suspended, except for a student who has been expelled based on possession of a firearm or deadly weapon, the Board of Education may shorten the length of or waive the expulsion period if the student successfully completes a Board specified program and meets any other conditions required by the Board. Such a Board specified program shall not require the student or the parent/guardian of such student to pay for participation in the program.
I. Notification
- All students and parents within the jurisdiction of the Board of Education shall be informed, annually, of Board Policy governing student conduct by the delivery to each said student of a written copy of said Board Policy.
- The parents or guardian of any minor student either expelled or suspended shall be given notice of such disciplinary action no later than 24 hours of the time of the institution of the period of expulsion or suspension.
- The notice of an expulsion hearing shall be given at least five (5) business days before such hearing to the student and his/her parents or guardians, if said student is less than 18 years of age shall include information concerning the parent’s/guardian’s and the student’s legal rights and concerning legal services that are provided free of charge or at a reduced rate that are available and how to access such services. The notification shall reference the maximum number of suspension days before the expulsion days proceed. (5 consecutive days for students in pre-school to second grade, 10 consecutive days for students in grades 3-12), a statement that an attorney or other advocate may represent any student subject to expulsion proceedings. The parent/guardian of the student shall be notified of the right to have the expulsion hearing postponed for up to one week to allow time to obtain representation, except that if an emergency exists, such hearing shall be held as soon after the expulsion as possible.
J. Stipulated Agreements
In lieu of the procedures used in this section, the Administration and the parents (or legal guardians) of a student facing expulsion may choose to enter into a Joint Stipulation of the Facts and a Joint Recommendation to the Board concerning the length and conditions of expulsion. Such Joint Stipulation and Recommendation shall include language indicating that the parents (or legal guardians) understand their right to have an expulsion hearing held pursuant to these procedures, and language indicating that the Board, in its discretion, has the right to accept or reject the Joint Stipulation of Facts and Recommendation.
If the Board rejects either the Joint Stipulation of Facts or the Recommendation, an expulsion hearing shall be held pursuant to the procedures outlined herein. If the Student is eighteen years of age or older, the student shall have the authority to enter into a Joint Stipulation and Recommendation on his or her own behalf.
If the parties agree on the facts, but not on the disciplinary recommendation, the Administration and the parents (or legal guardians) of a student facing expulsion may also choose to enter into a Joint Stipulation of the Facts and submit only the Stipulation of the Facts to the Board in lieu of holding the first part of the hearing, as described above. Such Joint Stipulation shall include language indicating that the parents understand their right to have a hearing to determine whether the student engaged in the alleged misconduct and that the Board, in its discretion, has the right to accept or reject the Joint Stipulation of Facts. If the Board rejects the Joint Stipulation of Facts, a full expulsion hearing shall be held pursuant to the procedures outlined herein.
K. Students identified as eligible for services under the Individuals with Disabilities Education Act (“IDEA”)
If the Board of Education expels a student who has been identified as eligible for services under the Individuals with Disabilities Education Act (“IDEA”), it shall off an alternative educational opportunity to such student in accordance with the requirements of IDEA, as it may be amended from time to time.
L. Procedures Governing Suspension and Expulsion of Students Identified as Eligible for Services under the Individuals with Disabilities Education Act (“IDEA”)
A. Suspension of IDEA students
Notwithstanding the foregoing, if the Administration suspends a student identified as eligible for services under the IDEA (an “IDEA student”) who has violated any rule or code of conduct of the school district that applies to all students, the following procedures shall apply:
1. The administration shall make reasonable attempts to immediately notify the parents of the student of the decision to suspend on the date on which the decision to suspend was made, and a copy of the special education procedural safeguards must either be hand-delivered or sent by mall to the parents on the date that the decision to suspend was made.
2. During the period of suspension, the school district is not required to provide any educational services to the IDEA student beyond that which is provided to all students suspended by the school district.
B. Expulsion and Suspensions that Constitute Changes in Placement for IDEA Students
Notwithstanding any provision to the contrary, if the administration recommends for expulsion an IDEA student who has violated any rule or code of conduct of the school district that applies to all students, the procedures described in this section shall apply. The procedures described in this section shall also apply for students whom the administration has suspended in a manner that is considered under the IDEA, as it may be amended from time to time, to be a change in placement:
1. The parents of the student must be notified of the decision to recommend for expulsion (or to suspend if a change in placement) on the date on which the decision to suspend was made, and a copy of the special education procedural safeguards must either be hand-delivered or sent by mail to the parents on the date that the decision to recommend for expulsion (or to suspend if a change in placement) was made.
2. The school district shall immediately convene the student’s planning and placement team (“PPT”), but in no case later than ten (10) school days after the recommendation for expulsion or the suspension that constitutes a change in placement was made.
The student’s PPT shall consider the relationship between the student’s disability and the behavior that led to the recommendation for expulsion or the suspension which constitutes a change in placement, in order to determine whether the student’s behavior was a manifestation of his/her disability.
3. If the student’s PPT finds that the behavior was a manifestation of the student’s disability, the Administration shall not proceed with the recommendation for expulsion or the suspension that constitutes a change in placement.
4. If the student’s PPT finds that the behavior was not a manifestation of the student’s disability, the Administration may proceed with the recommended expulsion or suspension that constitutes a change in placement.
5. During any period of expulsion, or suspension of greater than ten (10) days per school year, the Administration shall provide the student with an alternative education program in accordance with the provisions of the IDEA.
6. When determining whether to recommend an expulsion or a suspension that constitutes a change in placement, the building administrator (or his or her designee) should consider the nature of the misconduct and any relevant educational records of the student.
C. Transfer of IDEA Students for Certain Offenses:
School personnel may transfer an IDEA student to an appropriate interim alternative educational setting for not more than forty-five (45) school days if the student:
1. Was in possession of a dangerous weapon, as defined in 18 U.S.C. 930(g)(2), as amended from time to time, on school grounds or at a school-sponsored activity, or
2. Knowingly possessed or used illegal drugs or sold or solicited the sale of a controlled substance while at school or at a school-sponsored activity; or
3. Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function.
The following definitions shall be used for this subsection XII. C.
1. Dangerous weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than 2.5 inches in length.
2. Controlled substance means a drug or other substance identified under schedules I, II, III, IV, or V in section 202(c) of the Controlled Substances Act, 21 U.S.C. 812(c).
3. Illegal drug means a controlled substance but does not include a substance that is legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or under any other provision of federal law.
4. Serious bodily injury means a bodily injury which involves: (A) a substantial risk of death; (B) extreme physical pain; (C) protracted and obvious disfigurement; or (D) protracted loss or impairment of the function of a bodily member, organ, or mental faculty.
M. Procedures Governing Expulsions for Students Identified as Eligible under Section 504 of the Rehabilitation Act of 1973 (“Section 504”)
A. Except as provided in subsection B below, notwithstanding any provision to the contrary, if the Administration recommends for expulsion a student identified as eligible for educational accommodations under Section 504 who has violated any rule or code of conduct of the school district that applies to all students, the following procedures shall apply:
1. The parents of the student must be notified of the decision to recommend the student for expulsion.
2. The district shall immediately convene the student’s Section 504 team (“504 team”) for the purpose of reviewing the relationship between the student’s disability and the behavior that led to the recommendation for expulsion. The 504 team will determine whether the student’s behavior was a manifestation of his/her disability.
3. If the 504 team finds that the behavior was a manifestation of the student’s disability, the Administration shall not proceed with the recommended expulsion.
4. If the 504 team finds that the behavior was not a manifestation of the student’s disability, the Administration may proceed with the recommended expulsion.
B. The Board may take disciplinary action for violations pertaining to the use or possession of illegal drugs or alcohol against any student with a disability who currently is engaging in the illegal use of drugs or alcohol to the same extent that such disciplinary action is taken against nondisabled students. Thus, when a student with a disability is recommended for expulsion based solely on the illegal use or possession of drugs or alcohol, the 504 team shall not be required to meet to review the relationship between the student’s disability and the behavior that led to the recommendation for expulsion.
N. Procedures Governing Expulsions for Students Committed to a Juvenile Detention Center
A. Any student who commits an expellable offense and is subsequently committed to a juvenile detention center, the Connecticut Juvenile Training School or any other residential placement for such offense may be expelled by the Board in accordance with the provisions of this section. The period of expulsion shall run concurrently with the period of commitment to a juvenile detention center, the Connecticut Juvenile Training School or any other residential placement.
B. If a student who committed an expellable offense seeks to return to a school district after participating in a diversionary program or having been detained in a juvenile detention center, the Connecticut Juvenile Training School or any other residential placement and such student has not been expelled by the board of education for such offense under subdivision (A) of this subsection, the Board shall allow such student to return and may not expel the student for additional time for such offense.
O. Alternative Educational Opportunity
The Board of Education recognizes its obligation to offer any student under the age of sixteen (16) who is expelled, an alternative educational opportunity which shall be equivalent to alternative education, as defined, by C.G.S. 10-74j with an individualized learning plan, (1) if the Board provides such alternative education, or (2) in accordance with the standards adopted by the State Board of Education (by 8/15/17), which includes the kind of instruction to be provided and the number of hours to be provided, during the period of expulsion.
Any parent or guardian of such student who does not choose to have his or her child enrolled in an alternative educational opportunity shall not be subject to the provision of Section 10-184 of the Connecticut General Statutes. Any expelled student who is between the ages of sixteen (16) and eighteen (18) not previously expelled and who wishes to continue his or her education shall be offered such an alternative educational opportunity if he or she complies with conditions established by the Board of Education. other than the one from which the student has been excluded.
Such alternative educational opportunity may include, but shall not be limited to, the assignment of a student (who is seventeen (17) years of age or older) to any such adult education program or placement of such student in a regular classroom program of a school
Any student participating in an adult education program during a period of expulsion shall not be required to withdraw from school under C.G.S. 10-184. In determining the nature of the alternative education opportunity to be offered under this Section, the Board of Education may receive and consider evidence of past disciplinary issues which have led to removal from a classroom, suspension, or expulsion.
The Board of Education is not obligated to provide such alternative educational opportunity to any student eighteen years of age or older. The Board of Education is also required to offer such alternative educational opportunity, as defined, to any student between the ages of sixteen and eighteen who is expelled because of conduct which endangers persons, and involved the following, on school grounds or at a school-sponsored event:
1. Possession of a firearm, deadly weapon, dangerous instrument or martial arts weapon, or
2. Offering an illegal drug for sale or distribution.
If the Board expels a student for the sale or distribution of a controlled substance, the Board shall refer the student to an appropriate state or local agency for rehabilitation, intervention or job training, or any combination thereof, and inform the agency of its action. If a student is expelled for possession of a firearm, deadly weapon, dangerous instruments (those that can be used to cause death or serious injury) or martial arts weapons the Board shall report the violation to the local police department.
This provision shall not apply to students requiring special education who are described in subdivision (1) of sub-section (e) of C.G.S. 10-76a. The alternative educational opportunity for any such student shall be established by the IEP team (PPT) in accordance with the procedures described above.
P. Other Considerations
1. If a student is expelled, notice of the expulsion and the conduct for which the student was expelled shall be included on the student’s cumulative educational record. Such notice, except for the notice of an expulsion of a student in grades nine through twelve, inclusive, based on possession of a firearm or deadly weapon, shall be expunged from the cumulative educational record by the Board if the Board determines that the student’s conduct and behavior in the years following such expulsion warrants an expungement or if the student graduates from high school.
2. If a student’s expulsion is shortened or the expulsion period waived based upon the fact that the student was expelled for the first time, had never been suspended, and successfully completed a Board specified program and/or met other conditions required by the Board, the notice of expulsion shall be expunged from the cumulative educational record if the student graduates from high school or, if the Board so chooses, at the time the student completes the Board specified program and meets any other conditions required by the Board.
3. If a student in grades preschool to eight, is expelled based on possession of a firearm or deadly weapon, the Board may expunge from the students’ cumulative education record the notice of the expulsion and the conduct for which the student was expelled if the Board determines that the conduct and behavior of the student in the years following such expulsion warrants an expungement.
4. The Board may adopt the decision of a student expulsion hearing conducted by another school district provided such Board of Education held a hearing pursuant to C.G.S.10-233d(a). Adoption of such a decision shall be limited to a determination of whether the conduct which was the basis for the expulsion would also warrant expulsion under the policies of this Board. The student shall be excluded from school pending such hearing. The excluded student shall be offered an alternative education opportunity in accordance with item K above.
5. Whenever a student against whom an expulsion hearing is pending withdraws from school and after notification of such hearing but before the hearing is completed and a decision rendered, (1) notice of the pending expulsion hearing shall be included on the student’s cumulative educational record and (2) the Board shall complete the expulsion hearing and render a decision.
6. A student expelled for possession of a firearm, deadly weapon, dangerous instrument or martial arts weapon shall have the violation reported to the local police department.
7. The period of expulsion shall not extend beyond a period of one calendar year. A period of exclusion may extend into the next school year.
8. An expelled student may apply for early readmission to school. Such readmission shall be at the discretion of the Board of Education/Superintendent of Schools (choose which). Readmission decisions shall not be subject to appeal to Superior Court. The Board or Superintendent, as appropriate, may condition such readmission on specified criteria.
9. Any student who commits an expellable offense and is subsequently committed to a juvenile detention center, The Connecticut Juvenile Training School or any other residential placement for such offense may be expelled by the local Board of Education. The period of expulsion shall run concurrently with the period of commitment to a juvenile detention center, the Connecticut Juvenile Training School or any other residential placement.
A. Student moving into the school district
1. If a student enrolls in the district while an expulsion hearing is pending in another district, such student shall not be excluded from school pending completion of the expulsion hearing unless an emergency exists, as defined above. The Board shall retain the authority to suspend the student or to conduct its own expulsion hearing.
2. Where a student enrolls in the district during the period of expulsion from another public school district, the Board may adopt the decision of the student expulsion hearing conducted by such other school district. The student shall be excluded from school pending such hearing. The excluded student shall be offered an alternative educational opportunity in accordance with statutory requirements. The Board shall make its determination based upon a hearing held by the Board, which hearing shall be limited to a determination of whether the conduct which was the basis of the previous public school district’s expulsion would also warrant expulsion by the Board.
B. Student moving out of the school district:
Where a student withdraws from school after having been notified that an expulsion hearing is pending, but before a decision has been rendered by the Board, the notice of the pending expulsion hearing shall be included on the student’s cumulative record and the Board shall complete the expulsion hearing and render a decision. If the Board subsequently renders a decision to expel the student, a notice of the expulsion shall be included on the student’s cumulative record.
R. Compliance with Documentation and Reporting Requirements
A. The Board of Education shall include on all disciplinary reports the individual student’s state-assigned student identifier (SASID).
B. The Board of Education shall report all suspensions and expulsions to the State Department of Education.
C. If the Board of Education expels a student for sale or distribution of a controlled substance, the Board shall refer such student to an appropriate state or local agency for rehabilitation, intervention or job training and inform the agency of its action.
D. If the Board of Education expels a student for possession of a deadly weapon or firearm, as defined in Conn. Gen. Stat. §53a-3, the violation shall be reported to the local police.
Readmission of Student from a Residential Placement
A District student who has committed an expellable offense who seeks to return to a District school, after participating in a diversionary program or having been detained in a juvenile detention center, the Connecticut Juvenile Training School or any other residential placement, for one year or more, in lieu of expulsion from the District, shall be permitted to return to the appropriate school setting within the District. Further, the District shall not expel the student for any additional time for the offense(s).
Students and parents shall be notified of this policy annually.
Legal Reference: Connecticut General Statutes
4-176e through 4-180a. Contested Cases. Notice. Record, as amended
10-74j Alternative education (PA 15-133)
10-222d Safe school climate plans. Definitions. Safe school climate assessments.
10-233a through 10-233f Suspension, removal and expulsion of students, as amended by PA 95-304, PA 96-244, PA 98-139, PA 07-66, PA 07-122, PA 08-160, PA 09-82, PA 09-6 (September Special Session), PA 10-111, PA 11-126, PA 14-229, PA 15-96, PA 16-147 and PA 17-220, and PA 19-91.
10-233l Expulsion and suspension of children in preschool programs
19a-342a Use of electronic nicotine delivery system or vapor product prohibited.
29-38 Weapons in vehicles
53a-3 Definitions.
53a-217b Possession of Firearms and Deadly Weapons on School Grounds.
53-344b Sale and delivery of electronic nicotine delivery system or vapor products to minors.
53-206 Carrying of dangerous weapons prohibited.
PA 15-96 An Act Prohibiting Out-of-School Suspensions and Expulsions for Students in Preschool and Grades Kindergarten to Two.
GOALS 2000: Educate America Act, Pub. L. 103-227.
Title III - Amendments to the Individuals with Disabilities Education Act. Sec. 314 (Local Control Over Violence)
Elementary and Secondary Act of 1965 as amended by the Gun Free Schools Act of 1994
P.L. 105-17 The Individuals with Disabilities Act, Amendments of 1997.
Kyle P. Packer PPA Jane Packer v. Thomaston Board of Education.
P.L. 108-446 The Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq.
18 U.S.C. §921 – Definitions of “firearms”
18 U.S.C. §930(g)(2) – Definition of “dangerous weapon”
18 U.S.C. §1365(h)(3) – Identifying “serious bodily injury”
21 U.S.C. §812(c) – Identifying “controlled substances”
Public Act 24-45 An Act Concerning Education Mandate Relief, School Discipline and Disconnected Youth, Sections 13-14
Public Act 24-93 An Act Concerning Various and Assorted Revisions to the Education Statutes, Section 11 and Section 12
Policy adopted: August 13, 2024
5131R - Suspension and Expulsion/Due Process
When the Principal or designee has determined that there is cause for suspension of a student, the following procedures shall be observed:
1. The student shall be given a hearing before the Principal or designee, at which time the charges against the student will be stated and the student will be given an opportunity to respond to the charge. This hearing must be granted except when an emergency situation exists, in which case the hearing must be held as soon after the suspension as possible. Nothing in the informal hearing shall be taken to prevent a more formal hearing from being held if the circumstances warrant. An out-of-school suspension shall not exceed ten days for students in grades 3-12 and not exceed five days for children in pre-school to 2nd grade.
2. The Principal or designee may receive and consider evidence of past disciplinary problems which have led to removal from a classroom, suspension or expulsion of the student.
3. The Principal or designee shall make every possible attempt to reach the parent or guardian of the student stating the charges against the student and the terms and conditions of the suspension.
4. Whether the telephone contact is made or not the Principal or designee shall forward a letter to the parent or guardian at the last known address according to school records (unless a newer address is determined) not later than twenty-four hours of the suspension, and offering the parent or guardian the opportunity for a conference to discuss the suspension.
5. Notice of the suspension shall be transmitted by the Principal to the Superintendent of Schools by the close of the school day following the commencement of the suspension, but no later than twenty-four hours of the commencement of the suspension.
6. Following a conference with the Principal or designee the parent or guardian may request the Superintendent to review the Principal's decision. Such review shall be completed and a written report issued to the student and parent or guardian, and to the Board of Education, within three (3) days of the receipt of such request. In examining the Principal's decision to suspend, the Superintendent shall obtain oral or written statements from the Principal or designee, the student, and the person(s) who witnessed and reported the incident(s) which resulted in the suspension. The Superintendent may call all concerned parties together for a conference, and take whatever other action is needed to determine the true facts of the matter.
7. If a student is eighteen or older, any notice required by Board policy and this regulation shall be given to the student.
8. Textbooks and homework are to be provided each student for the duration of the suspension period and the student shall be allowed to complete any classwork, including examinations, without penalty, which was missed during suspension.
9. The Superintendent shall report any unusually serious cases of student suspension to the Board of Education at the first meeting following such action.
10. Notice of a suspension for conduct endangering persons or property or seriously disruptive of the educational process and a description of the conduct leading to such suspension shall be included on the student's cumulative educational record. Such notice shall be expunged from the cumulative record by the Board if the student graduates from high school, except if such notice of expulsion is based on possession of a firearm or deadly weapon.
11. All suspensions shall be in-school suspensions unless the administration (1) determines that the student, in grades three through twelve, inclusive, being suspended poses such a danger to persons or property or such a disruption of the educational process that the student shall be excluded from school during the period of suspension or (2) that an out-of-school suspension is appropriate based on evidence of previous disciplinary problems that have led to suspensions or expulsion of the student and efforts by the administration to address such disciplinary problems through means other than out-of-school suspension or expulsion, including positive support strategies.
A student in grades preschool through grade two, inclusive, may be given an out-of-school suspension if it is determined by the administration that such suspension is appropriate based on evidence that the student’s conduct on school grounds is of a violent or sexual nature that endangers persons.
12. The administration will use the guidelines developed and promulgated by the Commissioner of Education to help determine whether a student should receive an in-school or out-of-school suspension.
13. In-school suspension will be served in the school attended by the student. (or: In-school suspensions will be served by assigning the suspended student to one of the following schools: _______________________.)
14. For any student who is suspended for the first time and who has never been expelled, the school administration may shorten the length of or waive the suspension period if the student successfully completes an administration-specified program and meets any other administration-required conditions. Such program shall be at no expense to the student or his/her parents/guardians.
The foregoing procedure will be followed unless the student has had a total of ten (10) suspensions during the current school year, or has been suspended for a total of fifty (50) days during the current school year. If the student's proposed suspension would exceed either figure the suspension shall not take effect until so ordered by the Board of Education after a formal hearing such as that required for expulsion. If the Principal has reason to believe that the student's conduct endangers persons or property, is seriously disruptive of the educational process or is in violation of a Board policy, expulsion may be recommended.
Expulsion
The Board of Education or an impartial hearing officer, as defined in C.G.S. 10-233d, may expel any student in grades three through twelve, inclusive, whose conduct on school grounds or at a school sponsored activity has been found to be both violative of a Board policy and either seriously disruptive of the educational process or endangers persons or property.
In making a determination as to whether conduct is “seriously disruptive of the educational process,” the administration, Board of Education or impartial hearing officer may consider, but such consideration shall not be limited to; (1) whether the incident occurred within close proximity of a school; (2) whether other students from the school were involved or whether there was any gang involvement; (3) whether the conduct involved violence, threats of violence or the unlawful use of a weapon as defined in Section 29-38 and whether any injuries occurred, and (4) whether the conduct involved the use of alcohol.
The procedures leading to expulsion are as follows:
1. Requests for expulsion are to be directed to the Board of Education through the Superintendent of Schools.
2. Upon receipt of an expulsion request the Superintendent will conduct an inquiry within two (2) school days.
3. If after the inquiry the Superintendent or designee determines the student should be expelled, the Superintendent shall forward such request to the Board of Education within five days, after receipt of the request to expel.
4. Except in an emergency situation requiring the student's immediate removal, the Board shall conduct a hearing to be governed by the following procedures:
A. The student and parent or legal guardian must be given notice at least five business days prior to the date of the hearing.
B. The notice shall contain:
The date, time and place of the scheduled hearing.
The details of the grounds for the expulsion, including a narrative of the events leading to the expulsion, the names of any witnesses against the student, copies of any statements or affidavits of those witnesses, a detailed summary of any other information to be used in support of expulsion, including any record of past offenses or misbehavior, and whether any prior warnings or suspensions have been given, and the proposed penalty.
A statement of the student's, parent’s/guardian’s rights.
A statement that the Board is not required to offer an alternative educational opportunity to any student between 16 and 18 who was previously expelled. A student between the ages of 16 and 18 who is expelled for the first time and who complies with conditions set by the Board will be offered an alternative educational opportunity that is equivalent to “Alternative Education” as defined in Section 10-74, with an individualized learning plan.
C. At the hearing the student shall have the right to testify and produce witnesses and other evidence in his/her defense and shall have the right to demand that any witnesses against him/her appear in person to answer questions.
In exceptional circumstances the Board or the impartial hearing panel may refuse to allow a witness against the accused student to appear, when the Board or panel believes that fear on the part of the witness would prevent the giving of accurate testimony. In such cases a verbatim statement of the witness's testimony must be given to the student.
A witness's unsubstantiated desire to remain anonymous is not such an exceptional circumstance as to justify dispensing with confrontation and questioning by the student.
D. A student may be represented by any third party of his/her choice, including an attorney. The parent/guardian of the student have the right to have the expulsion hearing postponed for up to one week to allow time to obtain representation, except that if an emergency exists, such hearing shall be held as soon after the expulsion as possible.
E. A student is entitled to the services of a translator, to be provided by the Board of Education, whenever the student or his/her parent or legal guardian do not speak the English language.
F. The Board or impartial hearing officer shall keep verbatim record of the hearing and the student or his/her parent or legal guardian shall be entitled to a copy of that record at his/her own expense.
G. The Board or impartial hearing officer shall report its final decision in writing to the student, stating the reasons on which the decision is based, and the penalty to be imposed. Said decision shall be based on evidence produced and derived at the hearing.
H. Except under unusual circumstances the parent or a minor student shall be notified of the Board action within twenty-four hours.
I. Whenever an emergency exists, the hearing provided for the above procedure shall be held as soon as possible after the expulsion.
5. Whenever the Board of Education or impartial hearing officer expels a student it shall offer an alternative education opportunity to students under the age of sixteen which shall be (1) alternative education as defined by C.G.S. 10-74j with an individualized learning plan if the Board provides such alternative education or in accordance with State Board of Education standards indicating the kind of instruction and number of hours to be provided by a student enrolled in an alternative educational opportunity. The parent or guardian of such student has the legal right to reject such a program without being subject to the truancy law. The Board of Education shall make provisions for an alternative educational opportunity to expelled students between the ages of sixteen and eighteen, conditional upon the desire of the student to continue his/her education and compliance with conditions established by the Board. A student age 17 or older may be placed in an adult education program as an alternative educational opportunity. Any student participating in an adult education program during a period of expulsion shall not be required to withdraw from school under C.G.S. 10-184. Any special education student expelled for a misconduct not caused by the student's disability must be offered an alternative educational opportunity consistent with the student's needs during the period of expulsion.
6. If the Board expels a student for the sale or distribution of a controlled substance, the Board shall refer the student to an appropriate state or local agency for rehabilitation, intervention or job training, or any combination thereof, and shall inform the agency of its action.
7. Notice of the expulsion and the conduct for which the student was expelled shall be included on the student's cumulative educational record. Such notice, except for the notices of an expulsion of a student in grades nine through 12, inclusive, based on possession of a firearm or deadly weapon, shall be expunged from the cumulative educational record by the Board if the Board determines that the student’s conduct or behavior in the years following such expulsion warrant an expungement or if the student graduates from high school.
8. If a student in grades kindergarten to eight, is expelled based on possession of a firearm or deadly weapon, the Board may expunge from the students’ cumulative education record the notice of the expulsion and the conduct for which the student was expelled if the Board determines that the conduct and behavior of the student in the years following such expulsion warrants an expungement.
9. The Board may adopt the decision of a student expulsion hearing conducted by another school district provided such Board of Education held a hearing pursuant to C.G.S. 10-233d(a). Adoption of such a decision shall be limited to a determination of whether the conduct which was the basis for the expulsion would also warrant expulsion under the policies of this Board. The student shall be excluded from school pending such hearing. The excluded student shall be offered an alternative education opportunity in accordance with the provisions of 5 and 6 above.
10. Whenever a student against whom an expulsion hearing is pending withdraws from school and after notification of such hearing but before the hearing is completed and a decision rendered, (1) notice of the pending expulsion hearing shall be included on the student's cumulative educational record and (2) the Board shall complete the expulsion hearing and render a decision.
11. The Superintendent shall recommend an expulsion hearing if there is reason to believe a student possessed a firearm or other dangerous instrument in or on real property, comprising any public school or at any school activity as defined in C.G.S. 10-233a or in conduct displayed off school grounds.
12. If a student enrolled in grades preschool through grade twelve, inclusive, is found to have possessed a firearm, dangerous instrument, dangerous weapon or martial arts weapon in or on the real property or a school or at any school function as defined in Section 10-233a, or on or off school property offered for sale of distribution a dangerous drug, he or she must be expelled for one calendar year. The expulsion period may be modified on a case by case basis by the Board of Education or hearing officer.
13. A student expelled for possession of a firearm, deadly weapon, dangerous instrument or martial arts weapon shall have the violation reported to the local police department or State Police if the student is enrolled in a regional vocational-technical school.
14. The Board will report annually to the Commission of Education, as prescribed, information pertaining to expulsions for weapons and/or dangerous instruments.
15. An expelled student may apply for early readmission to school. Such readmission shall be at the discretion of the Board of Education (alternative language - “at the discretion of the Superintendent of Schools”) Readmission decisions shall not be subject to appeal to Superior Court. The Board or Superintendent, as appropriate, may condition such readmission on specified criteria.
16. For any student expelled for the first time and who has never been suspended, the Board of Education may shorten the length of or waive the expulsion period if the student successfully completes a Board specified program and meets any other conditions required by the Board. Such a Board specified program shall not require the student or the parent/guardian of such student to pay for participation in the program.
17. If a student’s expulsion is shortened or the expulsion period waived based upon the fact that the student was expelled for the first time, had never been suspended, and successfully completed a Board specified program and/or met other conditions required by the Board, the notice of expulsion shall be expunged from the cumulative educational record if the student graduates from high school or, if the Board so chooses, at the time the student completes the Board specified program and meets any other conditions required by the Board.
18. The record of a student, grades 9 to 12 inclusive, expelled for possession of a firearm or deadly weapon, shall not be expunged.
19. The Board may expunge an expulsion in the years following the expulsion if the student has demonstrated conduct warranting an expungement.
20. A student in grades K-8 inclusive, shall have any expulsion, including for possession of a firearm or deadly weapon expunged from the record upon graduation.
Prior Notice
The Superintendent shall provide for an effective means of informing all students and their parents or guardians of the Board's policy and this regulation at the beginning of each school year, or when the student enrolls or transfers during the school year.
Legal Reference: Connecticut General Statutes
4-176e through 4-185 Uniform Administrative Procedure Act, as amended.
10-74j Alternative education (PA 15-133)
10-233a through 10-233f Suspension, removal and expulsion of students, as amended by PA 95-304, PA 96-244, PA 98-139, PA 07-66, PA 07-122, PA 08-160, PA 09-82, PA 09-6 (September Special Session), PA 10-111, PA 11-126, PA 14-229, PA 15-96n, PA 16-147, PA 17-220 and PA 19-91.
53a-3 Firearm and deadly weapons
53a - 217b Possession of firearm and deadly weapons on school grounds.
PA 94-221 An Act Concerning School Discipline and Security.
PA 15-96 An Act Concerning Out-of-School Suspensions and Expulsions for Students in Preschool and Grades Kindergarten to Two
GOALS 2000: Educate America Act Pub. L. 103-227.
18 U.S.C. 921 Definitions.
Title III - Amendments to the Individuals with Disabilities Education Act Sec. 314 (Local Control Over Violence)
Elementary and Secondary, Education Act of 1965 as amended by the Gun Free Schools Act of 1994.
Kyle P. Packer PPA Jane Packer v. Thomaston Board of Education.
Public Act 24-45 An Act Concerning Education Mandate Relief, School Discipline and Disconnected Youth, (Sections 13-14)
[1] Alternative education is a school or program maintained and operated by a school board that is offered to students in a non-traditional setting and addresses their social, emotional, and behavioral and academic needs. (C.G.S. 10-74j)
Attachment A
EXPULSION HEARING CHECK LIST
Student Name________________ Parent/Guardian Name____________ Home Phone________
School ___________ Id # _______ Grade _______ Parent Work Phone ____________
_____ 1) Obtain Student Discipline Incident Report and other relevant documentation
_____ 2) Is the student a Special Education student? Was he/she ever in Special Education?
_____ 3) Set up the file
_____ 4) Call Hearing Officer or BOE Members to set a hearing date_________________
_____ 5) Get an attorney to represent the BOE (if BOE members conducting hearing)_____
_____ 6) Get 4 Board members to participate in hearing (if not Hearing Officer) ________
______7) Get an attorney to represent Central Office Administration __________________
______8) Notify the Town Clerk in writing and then e-mail notice to all Board of Education members, Superintendent, and two Assistant Superintendents
______9) Line up witnesses (i.e. principal/assistant principal, security officer, police officer).
______10) Hand deliver & send via regular mail initial letter to parent/guardian at least five business days before the scheduled expulsion proceedings, (& copy to student) which includes copies of Board of Education Suspension/Expulsion Policy & Regulations and the student’s disciplinary record. Deliver or mail copies of letter and all documentation to both attorneys.
______11) Prepare Proof of hand-delivery & mailing of documents to parent/guardian and have courier sign.
______12) Prepare Superintendent’s recommendation
______13) Prepare sets of copies (five (5) if hearing officer / nine (9) if BOE members)
a) ___ BOE Policy & Regulations |
g) ___ Student academic record |
b) ___ Student Handbook |
h) ___ Student attendance record |
c) ___ Letter/attachments to parent/guardian |
i) ___ Posted Meeting Notice |
d) ___ Proof of Delivery receipt |
j) ___ Arrest report if applicable |
e) ___ Incident Report |
Other: _______________________ |
f) ___ Student disciplinary record |
|
_____14) Arrange for any evidence (weapon, etc.) to be brought to hearing and/or make copies of photo(s).
_____15) Manifestation Letter (PPT) (if applicable)
_____16) Prepare DRAFT of Minutes for hearing officer or Board Secretary
_____17) Set up room (tape recorder, pads/pencils, coffee, etc.)
_____18) Keep small conference room free for breakout meetings
AFTER HEARING:
_____19) Obtain hearing minutes from Hearing Officer OR finalize Board Secretary’s minutes
_____20) Prepare outcome letter from Superintendent to parent/guardian outlining disposition
_____21) If Board presided, prepare outcome letter from Board Chair to parent/guardian. If Hearing Officer presided, obtain copy of Hearing Officer’s outcome letter to parent/guardian for file.
_____22) If tutoring and/or counseling to be provided, prepare memo to Asst. Superintendent for Curriculum/Instruction requesting services to be arranged for student.
Attachment B
Expulsion Hearings - Order of Copies
If presided over by Hearing Officer make five (5) sets
If presided over by Board Members nine (9) sets
PHASE I
Initial letter to Parent(s), Proof of delivery of initial letter to Parent(s), and Posted Meeting Notice (stapled together in this order)
Policy and Regulations (Policy/Regs #5131)
Student Handbook (one original and 5 or 9 copies depending on who is presiding)
Incident Report (redacted)
Statements (redacted)
Photo of weapon/instrument (and actual weapon/instrument) (if applicable)
PHASE II
Discipline Records (current year first followed by previous years)
Attendance Records (current year first followed by previous years)
Transcript (Report Card) (current year first followed by previous years)
Regulation Adopted: August 13, 2024
5131.5 - Vandalism - Liability
By a Minor
The parent or guardian of any minor un-emancipated child who willfully or maliciously defaces or
otherwise damages any property, real or personal, belonging to the Stamford Public Schools shall be
held liable for all such damages up to the maximum amount allowed under state law.
A minor who damages property of the Stamford Public Schools shall also be held liable for such
damage.
The parent or guardian of a minor child shall also be held liable for all library books, textbooks and
other property belonging to the Stamford Public Schools lent to the student and not returned upon
demand of the district. Should a student lose, damage or fail to return textbooks, library materials or
other educational materials, the school may withhold grades, transcripts and reports cards until the
student pays for or returns the textbook, library book or other educational material. The student may
also be subject to disciplinary action for failing to return or for damaging such items.
By An Adult or Emancipated Child
An adult or emancipated student shall be held personally liable for any damage he or she does to any
property, real or personal, belonging to the Stamford Public Schools. The student may also be subject
to disciplinary action..
Policy Adopted:
November 12, 1985
Amended:
June 27, 2000
5131.6 - Substance Abuse By a Minor & 5131.6r
The Stamford Public Schools recognize that students should be drug-free and alcohol-free so that the
most positive learning experiences may take place. This policy is an integral part of the Stamford
Public Schools' Drug, Alcohol and Tobacco Prevention Program, and represents one component of a
district-wide effort to respond to problems caused by the unauthorized use of controlled drugs or
alcohol abuse.
Any Stamford Public Schools student is in violation of this policy if on a school bus, during a school
session, on school grounds, or at a school sponsored activity, the student is under the influence of a
controlled drug (except for current prescribed medication(s)) or alcohol. Additionally, a student is in
violation of this policy if he/she possesses, uses, manufactures, dispenses, distributes, sells or aids in
the procurement of controlled drugs, drug paraphernalia, or alcohol. Such student shall be subject to
discipline up to and including expulsion, referral for prosecution, and intervention pursuant to the
provisions and procedures outlined in the Administrative Regulations. Copies of these standards of
conduct and sanctions shall be provided to all students, parents, and employees.
Drug and alcohol awareness, education and prevention programs for students shall be adopted and
maintained, and shall teach that the use of controlled drugs (except for current prescribed
medication(s)) and the unlawful use and possession of alcohol are wrong and harmful. The student
programs shall address the legal, social, and health consequences of drug and alcohol use, and provide
information about effective techniques for resisting peer pressure to use controlled drugs or alcohol.
The programs will also explain the penalties that may be imposed on students for drug and alcoholabuse
violations occurring on or off school grounds.
Counseling and rehabilitation on programs, as described in the Administrative Regulations, shall be
provided to students.
The Board will review its program biennially to determine its effectiveness, to implement changes
when needed, and to ensure that the sanctions set forth in the Administrative Regulations are
consistently enforced.
Policy Adopted:
November 12, 1985
Amended:
October 23, 1990
August 17, 1993
June 27, 2000
5131.6R
Students
Substance Abuse
I. Drugs, Alcohol and Tobacco Prevention Program
As an integral part of the Stamford Public Schools' Drug, Alcohol, and Tobacco Prevention Program,
these regulation:; represent one component of a district-wide effort to respond to controlled drug and
alcohol related problems that may occur on a school bus, during a school session, on school grounds,
or at a school-sponsored activity. These procedures are intended to provide a consistent disciplinary
response to controlled-drug and alcohol-related problems. The Stamford Public School seek to provide
a safe and healthful environment for students, with due consideration for their legal rights and
responsibilities.
Counseling and Rehabilitation Programs
Students and employees have available the following counseling and rehabilitation programs:
School Based Counseling Services
Child Guidance Center of Southwestern Connecticut
Liberation Programs
Meridian Center
Teen Crisis Service
The Alcohol and Drug Abuse Council. Inc.
Youth Options
II. Disciplinary Action Regarding Students
A. Definitions:
1. Controlled Drugs: Controlled drugs are those drugs which contain any quantity of a
substance which has been designated as subject to federal narcotic laws, or which have
been designated as a depressant or stimulant drug pursuant to federal drug laws, or
which have been designated by the public health council and commissioner of consumer
protection, pursuant to section 21a-243 of the
Connecticut General Statutes, as having a stimulative, depressive, or hallucinogenic
effect upon the higher function of the central nervous system and having a tendency to
promote abuse and/or psychological dependence (C.G.S. Sec. 21a-240 (8)).
2. Professional Communication: Any communication made privately and in
confidence by a student to a professional employee of the student's school (C. G.S. Sec.
10-154a(a)(4)).
3. Professional Employee: A person employed by a school who:
(a) holds a certificate from the state Board of Education,
(b) is a member of a faculty where certification is not required ,
(c) is an administration officer of a school, or
(d) is a registered nurse employed by or assigned to a school (C.G.S. Sec.10-
154a(a)(2)).
4. Drug Paraphernalia: Any object or device used, intended for use, or designed for
use in ingesting, inhaling, injecting, or otherwise introducing controlled or restricted
substances into the human body (e .g., bongs, pipes, roach clips, miniature cocaine
spoons, crack vials, tobacco rolling papers), or any object or container used, intended
for use, or designed for use in storing, concealing; or distributing controlled drugs.
B. Procedures:
Any student who, on a school bus, on school grounds, during a school session, or at a school sponsored
activity is under the influence of or possesses, uses, manufactures, dispenses,
distributes, sells, or aids in the procurement of a controlled drug, drug paraphernalia, or
alcohol, shall be subject to discipline pursuant to the procedures outlined below.
1. Prescribed Medications:
The parent(s)/guardian(s) of any student who is required to take prescribed medication
during the school day shall so inform the school nurse or the person designated to act in
the absence of a nurse. Such prescribed medication will then be administered to the
student under the supervision of the school nurse or the designee.
Students taking improper amounts of a prescribed medication or taking the prescribed
medication without proper notification and supervision of the school nurse or designee
will be subject to the procedures for drug use outlined below.
2. Voluntary Disclosure of Drug/Alcohol Problem (Self-Referral):
The following procedures will be followed when a student privately, and in confidence,
discloses to a professional employee his/her possessing, using, manufacturing,
dispensing, distributing, selling or aiding in the procurement of controlled drugs, drug
paraphernalia or alcohol:
(a) A professional employee shall not be required to disclose any information
acquired through a professional communication with a student, when such
information concerns alcohol or drug abuse or any alcohol or drug problem of
such student (C.G.S. Sec. I0-154a(b)) .
(b) Any physical evidence obtained from such student indicating that a crime
has been or is being committed by the student must be turned over to the
building administrator or the designee and law enforcement officials within two
school days after receipt of such evidence. In no case, however, will such
employee be required to disclose the name of the student from whom the
evidence was obtained (C.G.S. Sec. l0-154a(b)).
(c) Any professional employee who has received a professional communication
from a student may obtain advice and information concerning appropriate
resources and refer the student accordingly.
(d) If the student requests disclosure of the professional communication
concerning his/her use, possession or sale of a controlled drug or alcohol, or if,
in the discretion of the professional employee, such disclosure is necessary to
protect the safety of the individual or others, the professional employee may
then report the student's name and problem to the building administrator or the
designee.
(e) If an emergency situation results from drug use, or if confirmation of drug
use is required, the professional employee shall notify the building principal or
designee, who shall then send the student to the school nurse or medical advisor.
3. Involuntary Disclosure of Drug/Alcohol Problem:
Confidentiality does not apply to instances of involuntary disclosure. When a
professional employee obtains information from a source other than a student's
disclosure that is relative to the student's possessing, using, manufacturing, dispensing,
distributing, selling or aiding in the procurement of controlled drugs, drug
paraphernalia, or alcohol on a school bus, during a school session, on school grounds, or
at a school-sponsored activity, the information is considered to be involuntarily
disclosed.
(a) When a professional employee obtains such information he/she will
immediately report the information to the building administrator or the designee.
(b) Any physical evidence (e:g. , alcohol, drugs or drug paraphernalia) obtained
from a student indicating that a crime has been or is being committed by a
student must be turned over to the building administrator or the designee, and
law enforcement officials within two school days after receipt of such evidence
(C.G.S. Sec. lO-154a(b)) . Because such physical evidence was not obtained
through a confidential disclosure, the name of the student must be disclosed to
the building administrator or the designee, and law enforcement officials.
4. Search and Seizure of Students and/or Possessions:
The Fourth Amendment's prohibition of unreasonable searches and seizures applies to
searches conducted by public officials. Professional employees who reasonably suspect
that a student is violating a state/federal law or a school substance abuse policy should
immediately report their suspicion to the building administrator or the designee.
If the administrator or the designee has reasonable suspicion that the student has
violated or is violating either the law or the Board's substance abuse policy, the building
administrator or the designee may then search a student's person or possessions. Such a
search is permissible in its scope when the measures adopted are reasonably related to
the objectives of the search and not excessively intrusive in light of the age and sex of
the student and the nature of the infraction. New Jersey v. T.L.O., 469 U.S.32S (1985).
Students shall be informed that desks and lockers are school property and are subject to
search.
5. Consequences for Possessing, Being Under the Influence, Manufacturing,
Dispensing, Distributing, Selling or Aiding in the Procurement of Controlled
Drugs, Drug Paraphernalia, or Alcohol:
Any student possessing, being under the influence, manufacturing, dispensing,
distributing, selling or aiding in the procurement of controlled drugs, (except for current
prescribed medication(s)), drug paraphernalia, or alcohol on a school bus, during a
school session, on school grounds, or at a school –sponsored activity shall automatically
be subject to the procedures outlined below . Any student who is expelled for sale or
distribution of a controlled drug shall be referred to an appropriate state agency for
rehabilitation, intervention, or job training. Such agency shall be notified of the referral.
(a) First Violation
Any student found to be in violation of this policy for the first time will be
referred by the building administrator or designee to an appropriate agency
licensed to assess and treat any drug/alcohol abusers.
(1) In cases involving the use, possession for personal use, or being under the
influence, the violator will also be subject to one of the following procedures:
(a) A structured five-day, in-school suspension, which may be waived if
a student voluntarily agrees to be assessed by a licensed drug/alcohol
agency and completes the program prescribed by the agency in
coordination with the school's support staff. Completion of a prescribed
program involves:
(i) written verification of program completion signed by the
treatment agency; and
(ii) a meeting with the school's support staff, school
administrator, student and parent(s)/guardian(s) to discuss the
school's drug policy and after-care programs.
If the student agrees and then fails to complete the program
prescribed by the agency in coordination with the school's
support staff, then the structured five-day in-school suspension
shall be imposed. During the five-day in-school suspension, the
student will be required to complete his/her daily classwork in
addition to attending a daily session of one or more of the
following alternatives for assistance:
(1) in-school counseling,
(2) an alcohol or other drug-abuse group being held on
school property, or
(3) a combination of (1) and (2).
(b) suspension for up to ten days
(c) referral for expulsion
(2) In cases of manufacturing, law enforcement officials will be notified. The
violator will also be subject to an out-of-school ten (10) day suspension, in
accordance with student due process procedures. In addition, the principal shall
recommend to the Superintendent of Schools that the student be expelled unless,
at the option of the Superintendent, the following procedure is followed:
(a) the student agrees to be evaluated and treated by a certified drug
counselor/agency;
(b) the student provides written verification of program completion
signed by the treatment agency;
(c) a meeting is held with the school's support staff, school administrator,
student and parent(s)/guardian(s) to discuss the school's drug policy and
aftercare programs.
If the student does not agree to be assessed and to participate in the
agency program, or agrees and then fails to complete the program, the
recommendation for expulsion is to be forwarded to the Superintendent
of Schools.
(3) In cases of distributing, selling, dispensing or aiding in the procurement, law
enforcement officials will be notified. The violator will also be subject to an outof-
school ten (10) day suspension, in accordance with student due process
procedures, and referral for expulsion in accordance with the mandatory
expulsion provisions of Board Policy 5131.
(b) Second Violation
Any student found to be in violation of this policy for the second time will be
subject to one of the procedures outlined above. In assessing discipline, the
school administration shall consider the student's status as a repeat offender.
Law enforcement officials will be notified of all second violations involving
possessing, manufacturing, dispensing, distributing, selling or aiding in the
procurement of controlled drugs, drug paraphernalia, or alcohol.
(c) Third Violation
The student will be recommended to the Board of Education for expulsion
pursuant to Section 1O-233a(a)(e) of the Connecticut General Statutes. Law
enforcement officials will be notified immediately of all third violations
involving possessing, manufacturing, dispensing, distributing, selling or aiding
in the procurement of controlled drugs, drug paraphernalia, or alcohol.
Regulation Adopted:
September 28, 1993
Amended:
November 23, 1990
September 28, 1993
5131.7 - Weapons and Dangerous Instruments
The Board of Education (“Board”) determines that possession, concealment, and/or use
of a weapon by a student is detrimental to the welfare and safety of the students and
school personnel within the district. Possession and/or use of any dangerous or deadly
weapon, firearm, dangerous instrument or destructive device in any school building on
school grounds, in any school vehicle, or at any school-sponsored activity is prohibited.
Such weapons include but are not limited to any pistol, revolver, rifle, shotgun, air gun or
spring gun; slingshot; bludgeon; brass knuckles or artificial knuckles of any kind; knives,
any knife the blades of which can be opened by a flick of a button or pressure on the
handle, or any pocketknife where the blade is carried in a partially opened position;
martial arts weapon; or destructive device.
A “dangerous instrument” is any weapon, device, instrument, material or substance,
which under the circumstances in which it is used, attempted to be used or threatened to
be used is readily capable of causing death or serious injury.
A “deadly weapon” is any instrument, article or substance specifically designed for and
presently capable of causing death or serious injury.
Pursuant to federal law, the term firearm includes, but is not limited to, any weapon
designed to or may readily be converted to expel a projectile by the action of an
explosive, the frame or receiver of any such weapon, a muffler or silencer for such a
weapon, or destructive device. A student who violates this policy will be reported to law
enforcement authorities.
A “destructive device” is considered any device with an explosive, incendiary or poison
gas component or any combination of parts either designed or intended for use in
converting any device into any destructive device or from which a destructive device may
be readily assembled. A destructive device does not include any device which is designed
primarily for use as a signaling, pyrotechnic, line-throwing, safety or similar device.
The possession or use of any such weapon or devices will require that the proceedings for
the suspension and/or expulsion of the student involved will be initiated immediately by
the principal. If the student is found to have possessed a firearm or other dangerous
weapon as defined in Connecticut General Statutes 53a-3 in violation of 29-35 or 53-206,
in or on the real property of a school or at any school activity as defined in Connecticut
General Statutes 10-233a, he/she must be expelled for one calendar year. The Board or
hearing officer may modify the period of expulsion on a case by case basis.
The Board shall consider a student's conduct off school grounds that is seriously
disruptive of the educational process and is violative of publicized policies of the Board
as grounds for expulsion.
(cf. 5131 – Student Behavior)
Legal Reference: Connecticut General Statutes 10-221 Boards of education to prescribe rules.
10-233a through 10-233f – Suspension and Expulsion
53a-3 Definitions.
53a-217b - Possession of firearms and deadly weapons on school grounds
53-206 Carrying and sale of dangerous weapons.
PA 94-221 An Act Concerning School Discipline and Safety.
Gun-Free School Zones Act of 1990, 18 U.S.C. §§ 921(a))25)-(26),
922(q) (2006)
GOALS 2000: Educate America Act
18 U.S.C. 921 Definitions.
20 U.S.C. §7961, The Gun-Free School Act, 8561 of the Every Student
Succeeds Act.
Youth Handgun Safety Act, 18 U.S.C. §§ 922(x), 924(a)(6) (2006)
Safe and Drug-Free Schools and Communities Act, 20 U.S.C. §§ 7101-
7117
Policy Adopted:
September 28, 2022
5131.81 - SPS Cell Phone and Electronic Device Use Policy
The Stamford Public Schools recognize that many students at all grade levels possess and bring
cell phones and other electronic devices to school. The purpose of the Stamford Board of
Education Cell Phone and Electronic Device Use Policy is to ensure that cell phones and other
electronic devices support classroom instruction, enrich student learning, and promote the safety
of students, school staff, and school property. The use of cell phones and other electronic devices
will be regulated by building administration and by the classroom teacher.
The Board considers allowing students to bring such devices to school to be a privilege and not a
right. The Board reserves the right to revoke this privilege if a student fails to adhere to Board
policies and associated rules and regulations, the following guidelines, and/or the Board's
acceptable use and student discipline policies.
The Stamford Public School system assumes no liability for personal electronic devices that
are lost, broken, or stolen, or damaged in any manner.
Policy Adopted:
August 23, 2022
5131.81R
Cell Phone and Electronic Device Use Regulations
For the purpose of this policy and regulation, an electronic device is defined as any two-way
wireless communication device or any other device capable of storing, playing, transmitting, or
receiving images, data, text, video, audio files, and/or games, including, but not limited to,
tablets, smart watches, cell phones, smart phones, e-readers, headphones, handheld video game
devices, etc., and similar devices (hereinafter collectively referred to as a “Device” or
“Devices”).
Use
Any improper or unauthorized use of Devices while on school property, while on school-sponsored
transportation, while at school-sponsored events, or at such times not authorized by
the principal or designee, is prohibited.
Use: Timing
Devices are permitted on school grounds and at school-sponsored events but may not be used,
heard, or displayed during the school day, or during a school sponsored event, unless specifically
approved pursuant to this regulation, by the request of the classroom teacher (approved by a
building administrator), or where required by and IEP or 504 plan.
During the instructional day, all Devices shall be silenced and stored in the students’ bookbags,
backpacks, and/or personal bags except as set forth below. The school day includes but is not
limited to, transportation to and from school by school bus, lunch breaks, recess periods, class
changes, study halls, and any other structured or unstructured district activity that occurs before,
during, or after the school day. Use of Devices might be allowed at appropriate times during the
school day as noted below by grade level.
Use: Content
Devices shall not be used in an illegal manner or in a way that violates a published Board of
Education policy or regulation (including school based regulations). Any image depicting
persons in any place or situation in which there is a reasonable expectation of privacy may not be
published, broadcast, or transmitted to any other person/device without the consent of the
person/persons appearing in the image. Prohibited conduct specifically includes creating,
sending, sharing, viewing, receiving, or possessing an indecent visual depiction of oneself or
another person.
Audio and/or video recording devices and other Devices may be authorized for student use by
the principal, and/or their designee, during a class and only in support of a student’s specific
education needs (IEP/504). In such cases, if a lesson is being recorded, the teacher and the entire
class must be notified that the lesson is being recorded. Students may wear a smartwatch,
provided the same is used solely as a watch and not as a communication device.
Examples of prohibited uses include, but are not limited to, the following:
- In a locker room or restroom;
- In any place or situation in which a person has a reasonable expectation of privacy, without the person’s permission (if the person is mentally impaired, permission must be obtained from the person’s parent or guardian);
- In a way that would violate copyright law;
- To harass, intimidate, or bully another person;
- To invade a person’s privacy;
- To send any form of harassing, threatening, or intimidating message or image at any time to any person (such communication may also be a crime);
- To take pictures without the specific permission of the subject of the picture;
- To record (video or audio) of oneself or another individual while on school property, while on school-sponsored transportation, while at school-sponsored events, or at such times not authorized by the principal or designee;
- Any use which violates academic integrity, such as taking pictures of an assessment, sending the questions or answers to students, or providing assistance to students on an assessment in a manner that violates Board policy.
Any improper or unauthorized use of a Device while on school property, while on schoolsponsored
transportation, while at school-sponsored events, or at such times not authorized by
the principal or designee, is prohibited. Unauthorized or improper use of such Devices may lead
to disciplinary action, up to and including expulsion.
A student’s Device may be searched and/or seized by an Administrator (or their designee in
accordance with a specific administrative directive) if there are grounds for suspecting that the
search will turn up evidence that the student has violated the law, Board policy, regulation, or the
rules of the school. If a Device is confiscated, the Device will be returned to the student at the
end of school day. If appropriate, a parent/guardian will be required to pick up the Device at
school.
Responsibility/Liability
Any student who chooses to bring a Device c to school shall do so at their own risk and shall be
personally responsible for the security of their Device. Neither the district personnel nor the
Board of Education will assume any responsibility or liability for loss, theft, damage, or
vandalism to a Device brought onto school property, or for the unauthorized use of any such
Device. Students may not store Devices in non-secured locations, including cubbies and lockers.
School Based Regulation
Each school must establish a school-based regulation regarding the use of Devices on school
property (that conforms with Policy 5131.81, this regulation and each grade level's regulations
contained herein. The school-based regulations may treat different kinds of Devices
differently. By way of example only, cell phone use may be permitted during lunch breaks,
while use of a handheld video game device during lunch breaks may be
prohibited.
Elementary School Students
Elementary school students may possess Devices on school property and school-sponsored
transportation provided such devices are not visible, used, or activated, and are kept in the “off”
position upon entrance into the building and throughout the instructional school day. Students
must keep their Devices stored in a non-visible secure location or a location determined by their
teacher during the instructional school day. Devices shall only be used at the direction of the principal or their designee. At all times when a Device is in use, students must comply with the requirements of the “Use – Content” section, above.
Middle School Students
Middle school students may possess Devices on school property and school-sponsored
transportation provided such Devices are not visible, used, or activated, and are kept in the “off”
position upon entrance into the building and throughout the instructional school day. Middle
school students must keep their Devices stored in a non-visible secure location, or in a location
determined by their teacher. Devices shall only be used at the direction of the principal or their designee. At all times when a Device is in use, students must comply with the requirements of the “Use – Content” section, above.
High School Students
High school students may possess Devices on school property and school-sponsored
transportation provided such Devices are not visible, used, or activated, and are kept in the “off”
position throughout the instructional school day. High school students may use their Devices
before the first bell, at lunch, at dismissal, any time they are not in class (unless otherwise
directed by their administrator or classroom teacher) and as allowed by the school principal.
High school students must keep their Devices stored in a non-visible secure location, or in a
location determined by their teacher. At all times when a Device is in use, students must comply
with the requirements of the “Use – Content” section, above.
Teachers and students will talk about how cell phones and Devices support the classroom, enrich
student learning, and promote the safety of students, school staff and school property. Topics
will include digital literacy and citizenship, standards for use of Devices during class, steps in
response to alleged violations of classroom standards, students’ rights in terms of the search and
seizure of cell phones, and the harm done by taking photos/videos of others, cyberbullying,
harassing, sexting, stalking, cheating, and unlawful dissemination of an intimate image.
IEP, 504, or Health Care/Medical Plan
Students may use Devices during class time when authorized pursuant to the Americans with
Disabilities Act (ADA), an Individual Education Plan (IEP), a Section 504 Accommodation
Plan, or a Health Care/Medical Plan with supportive documentation from the student’s
physician.
Health, Safety, or Emergency Reasons
Exceptions to the restrictions in this policy, in part or in its entirety, may be made for health,
safety, and emergency reasons by the Principal.
School Trips or School-Sponsored Activities
The use, display, or activation of cellular phones or other wireless communication devices during
school trips or school-sponsored activities shall be at the discretion of the Principal or designee,
but shall not be disruptive to the activity.
Other Reasons
Other reasons determined appropriate by the Principal.
Revised:
September 13, 2024
5132/4033 - Responsible 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 "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
5134 - Married And/Or Pregnant Students
Married students shall have the same educational opportunities in this school system as unmarried
students.
The Board's responsibility for the education of all school age children includes the pregnant teenager.
These girls shall be allowed and encouraged to remain in school, and support services for them shall be
made a regular pan of the school system. A pregnant girl may remain in her regular school program as
long as her physical and emotional condition permits.
Any modification in participation in regular school classes shall be based upon assessed individual
needs through the child study team and/or planning and placement team process.
Policy Adopted:
November 12, 1985
Amended:
October 11, 1988
June 27, 2000
5135 - Promotion and Retention & 5135R
While continuous learning is the goal for all students, students exhibit a range of achievement and
ability levels and learning styles. Each teacher should have high expectations for every student.
Students will be promoted to appropriate levels of instruction where they may achieve academically,
and develop emotionally and socially. Most students, with appropriate motivation and instruction, will
progress satisfactorily.
Academic achievement benchmarks will be established by the Superintendent or his/her designee(s) at
the end of grades two, three, four, five, and eight, and, effective in 2001-2002, grade six. Students not
achieving to the level of these benchmarks will not be permitted to move to the next grade without
accepting and completing a plan of remediation to the satisfaction of the principal Such a plan may
include, but will not be limited to, (a) after school programs, (b) Saturday programs, or (c) attendance
in a summer school program. Plans involving a community agency instructional program may be
substituted with prior written approval of the building principal Parents must be notified by April 1 that
such a remediation plan may be required.
Retention should be an exceptional measure, and must result from the professional judgment of the
school principal, teachers, and support personnel, with input from the parent( s) or guardian. Where
remediation in specific areas is indicated, school personnel will formulate a plan for appropriate
instruction, with input from the parent(s) or guardian.
Promotion and retention decisions for children identified as requiring special education will be made
with the input of the planning and Placement Team.
Policy Adopted:
February 24, 1987
Readopted:
June 27, 2000
Amended:
May 22, 2001
289255 v.01
5135R
Students
Promotion and Retention
PROMOTION
The instructional program’s goal is to develop and extend learning as students move from one grade or
one level of school to the next.
Principals and other supervisors should help teachers (especially of grades K through 3), see their work
as a learning continuum. Teachers of these grades should plan together to assure an appropriate and
meaningful primary education program.
At the intermediate, middle, and high school level principals and other supervisors should continuously
monitor instruction and curriculum implementation to assure that appropriate attention is given to
varied student learning styles, needs and abilities, and proper placement according to individual needs
and abilities.
The expectation at each grade level is that given appropriate instruction and support by teachers,
administrators, parents and others, students can learn.
Additional support shall be provided to students in accordance with Public Act 99-288, An Act
Concerning Educational Accountability (the "Act"), as follows. Unless the school principal determines
that such instruction is not necessary based on the recommendation of the student’s teacher, additional
instruction shall be provided to each student who fails to meet the state-wide standard for intervention
on the fourth grade mastery examination, and, effective with the 2001-2002 school year, to each
student who fails to meet the state-wide standard for intervention on the sixth grade mastery
examination. Such additional instruction shall be designed to address the student’s deficiencies and
may include tutoring, an after-school or school vacation program, or a weekend school program funded
through the Act. Such students shall be required to attend school the summer following the
examination on which they failed to reach such standards, provided that the Superintendent may
exempt an individual student from this requirement, upon the recommendation of the school principal,
based on the student’s progress with the additional instruction provided to the student. Such students
who have not been exempted and who have been offered an opportunity to attend summer school but
fail to attend summer school to the satisfaction of the principal shall not be promoted.
In accordance with the Act, district personnel shall evaluate the reading level of students in grades one,
two and three at the middle and at the end of each school year. If a student is determined to be
substantially deficient in reading based on the middle of the year evaluation, district personnel shall
notify the parents or guardian of that determination. If a student is determined to be substantially
deficient in reading based on the end of the year evaluation, school personnel shall develop a personal
reading plan for such student. The personal reading plan shall include measures to improve the
student’s reading level such as tutoring, a transitional class, or a summer reading program. A personal
reading plan shall be maintained for each student who is substantially deficient in reading until the
student achieves a satisfactory level of proficiency.
Promotion of students who are substantially deficient at year-end shall be based on progress in
achieving the goals of the personal reading plan or demonstrated reading proficiency. If a student who
is substantially deficient in reading is to be promoted from third to fourth grade, the school principal
shall provide to the Superintendent written justification for such promotion. The Superintendent shall
report to the Commissioner of Education on the number of students who are substantially deficient in
reading and are promoted from third to fourth grade.
RETENTION
Retention is most common at the primary grades. Accordingly, principals and supervisors who work
with primary grade teachers should:
1. Help teachers recognize the variety of children’s learning styles, and adjust their teaching
styles accordingly.
2. Help teachers develop self-confidence and a sense of worth in each learner.
3. Help teachers set high expectations for learners. This does not mean a stressful academic
atmosphere, nor that student's work must be difficult. It does mean a belief and confidence that
each child can learn and, with appropriate instruction, will learn.
The Board of Education expects that there will be few, if any, retentions. In the event that retention is
considered, careful monitoring and assessment of each individual case is required. Parents must be
notified by April 1, by a principal that retention is possible. Unless parent involvement is secured there
is scant likelihood that retention will benefit the student.
The principal, the teacher, and support personnel who have been involved with the learner must
consult and plan together, with the involvement of parent or guardian, to develop a specific plan for
appropriate instruction. This procedure is not intended to be an Individual Education Plan (I.E.P.), but
should be a thoughtful educational plan that all agree will assist the learner to achieve the expectations
stated in paragraph one of Policy 5135.
Principals will review this policy with their teaching staff and monitor it on a regular basis. It should
be reviewed as appropriate with parents.
Regulation Adopted:
February 24, 1987
Readopted:
June 27, 2000
Amended:
May 22, 2001
5135.2 - High School Graduation Requirements & 5135.2R
In accordance with Connecticut General Statutes Section 10-223a, it is the express policy of the
Board of Education that all students in the Stamford Public Schools shall fulfill the following
requirements in order to graduate from high school:
1. Pass all district required courses for graduation, as posted in the District Program of Studies;
2. Take all sections of the CAPT test and either:
a. Pass the CAPT at proficient level;
b. Pass an alternate national standardized assessment at proficient level (as the
Superintendent shall define by regulation); or
c. Meet the requirements of a district performance task at proficient level.
In order to assist teachers and students in understanding and complying with this policy, the
Board of Education, through the Superintendent, shall adopt regulations concerning the
implementation of these graduation requirements.
Students who fail to meet these high school graduation requirements shall not graduate from high
school, except as may be specifically provided in the regulations.
Legal References:
Connecticut General Statutes Section 10-223a
5135.2-R
Students
High School Graduation Requirements
In order to ensure that all students in the Stamford Public Schools fulfill the Graduation
Requirements, the Board of Education has established the following guidelines:
Time Line for Implementation:
Graduating Class of 2006: must pass 1 of 4 CAPT tests at proficient level, Band 3, or one
of the alternate national standardized assessments, as
described in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies, or one of the district performance tasks,
as set forth in the "High School Graduation Requirements in
Reading, Writing, Math and Science," published in the
Program of Studies.
Graduating Class of 2007: must pass 2 of4 CAPT tests at proficient level, Band 3, or two
of the alternate national standardized assessments, as
described in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies, or one of the district performance tasks,
as set forth in the "High School Graduation Requirements in
Reading, Writing, Math and Science," published in the
Program of Studies.
Graduating Class of 2008: must pass 3 of 4 CAPT tests at proficient level, Band 3, or
three of the alternate national standardized assessments, as
described in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies, or one of the district performance tasks,
as set forth in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies.
Graduating Class of 2009: must pass 4 of 4 CAPT tests at proficient level, Band 3, or
four of the alternate national standardized assessments, as
described in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies, or one of the district performance tasks,
as set forth in the "High School Graduation Requirements in
Reading, Writing, Math and Science," published in the
Program of Studies.
Adult Education: must pass alternate national standardized assessments, as
described in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the
Program of Studies, or one of the district performance tasks,
as set forth in the "High School Graduation Requirements in
Reading, Writing, Math and Science Requirements,"
published in the Program of Studies, according to time line
described above for Graduating Classes of 2006 (one test or
task), 2007 (two tests or tasks), 2008 (three tests or tasks) and
2009 (four tests or tasks).
Schedule for Taking Alternate National Standardized Assessments/Passing District
Performance Tasks:
l0th Grade: CAPT, PSAT
11th Grade: CAPT, PSAT, SATI, SAT II, ACT, TOEFL, AP and district
performance task(s}, as set forth in the "High School Graduation
Requirements in Reading, Writing, Math, and Science," published in
the Program of Studies.
12th Grade: CAPT, SAT I, SAT II, ACT, AP, TOEFL and district performance
task(s}, as set forth in the "High School Graduation Requirements in
Reading, Writing, Math, and Science," published in the Program of
Studies.
Adult Education: practice GED, CASAS, and district performance task(s} as set forth in
the "High School Graduation Requirements in Reading, Writing,
Math, and Science," published in the Program of Studies.
Special Populations:
• Students who enter the Stamford Public Schools with less than 18 months of school
remaining are required to meet the requirements of the alternate national standardized
assessment(s}, as described in the "High School Graduation Requirements in Reading,
Writing, Math, and Science," published in the Program of Studies, or one of the district
performance tasks, as set forth in the "High School Graduation Requirements in Reading,
Writing, Math and Science Requirements," published in the Program of Studies.
• Students who qualify for the ESL or Bilingual programs must meet the Graduation
Requirements on the same terms and conditions as the rest of the students, although they
may proceed through the curriculum at a slower pace. ESL students will learn the skills
needed to pass CAPT, the alternate national standardized assessments and the district
performance tasks in their English as Second Language classes. Bilingual students will
learn the skills needed to pass CAPT, the alternate national standardized assessments and
the district performance tasks in their Bilingual classes.
• Requirements for Special Education students will be determined by the IEP.
Support for AU Unsuccessful Students, including Special Populations:
1. Attend summer school and meet the Graduation Requirements.
2. Take a remediation course(s) and meet the Graduation Requirements. By January 10 of
junior year, guidance counselors will notify each student who has not passed CAPT, an
alternate national standardized assessment(s) or a district performance task(s), and his/her
parent or guardian, that such student must enroll in one or more of the following courses,
depending upon the CAPT, alternate national standardized assessment(s) or district
performance task(s) that she has not yet passed:
a. CAPT course to focus on Reading for Information, Response to Literature, and
Writing across the Disciplines CAPT skills.
b. CAPT course to focus on CAPT math skills.
c. CAPT course to focus on CAPT science skills.
Students, including Special Populations, who do not meet the Graduation Requirements
may select one of the following options:
1. Remain at the high school level and meet the Graduation Requirements or attain the age
of twenty -one, whichever comes first.
2. Enroll in summer school and meet the Graduation Requirements.
3. Enroll in courses at Stamford Adult Education and meet the Graduation Requirements.
4. Make arrangements for re-testing to meet the requirements of the district performance
task(s), as set forth in the "High School Graduation Requirements in Reading, Writing,
Math, and Science," published in the Program of Studies, or one of the district
performance tasks, as set forth in the "High School Graduation Requirements in Reading,
Writing, Math and Science Requirements," published in the Program of Studies.
These Graduation Requirements will be reexamined yearly.
Legal References:
Connecticut General Statutes Section 10-223a
ADOPTED:
REVISED:
7/5/02
5135.3 - Honorary Diploma Requirements
Honorary diplomas may be awarded to deceased students at the discretion of the Superintendent
when a request is made for same by the family of the deceased student. The family will be notified
of the Superintendent’s decision within thirty (30) days of the date of the request, or ten (10) days
before graduation, whichever is sooner. In the event of a student death occurring less than ten (10)
days before graduation, the family will be notified of the Superintendent’s decision as soon as
reasonably possible.
In order to be eligible for a posthumous honorary Stamford Public School District diploma at AITE,
ANCHOR, Stamford High School or Westhill High School:
- The student attended AITE, ANCHOR, Stamford High School or Westhill High School and was enrolled at the time of the death;
- Honorary posthumous diplomas will be awarded at the Graduation Ceremony;
- Deceased student’s name may be read as part of the roll call of graduates at the graduation ceremony, if the family desires;
- Issuance of a posthumous honorary diploma may be withheld at the Superintendent’s discretion.
Adopted:
5140 - School Wellness Policy
In accordance with the Child Nutrition and WIC (Women, Infants, and children) Reauthorization Act
of 2004 (Federal Public Law: PL 108.265, Section 204), it is the express policy of the Board of
education that the following requirements be met in all schools by the beginning of the first day of the
2006-2007 school year in order to promote the following goals: a) to influence students' eating
behaviors by building nutrition knowledge and skills to make healthy eating and physical activity
choices; b)to provide nutrition education that is appropriate for students' ages, reflects students'
cultures, and is integrated into subjects such as math and reading; and c) to provide opportunities for
students to practice skills and have fun:
1. The school lunch program complies with federal , state, and local requirements.
2. All foods and beverages available in schools 9including the school lunch program, vending,
concessions, student stores, parties, and fundraising) during the school day are consistent with
current "Dietary Guidelines for Americans."
3. School lunch, breakfast, and snack menus are planned with input from students, parents, and
school personnel and cultural considerations are taken into account.
4. All foods made available in all schools adhere to food safety and security guidelines.
5. The school lunch program is accessible to all children.
6. Sequential nutrition education is provided and integrated into other areas of the curriculum.
7. The school environment is safe, comfortable, and pleasing and also allows appropriate time
and space for eating meals.
8. Food and/or physical activity are not used as a reward or punishment.
9. Information is shared with families to encourage them to teach their children about health
and nutrition and to provide nutritious meals.
10. Meaningful physical activity that connects to students' lives outside of physical education.
11. All school-based activities are consistent with this school wellness policy.
Legal References:
Federal Public Law: PL 108.265, Section 204; Sections 1 and subsection (a) of Sec. 10.2125b-1
and Sec. 10-215-23 of the Connecticut General Statutes.
Policy Adopted:
May 23, 2006
5141 - Health - Welfare
The Board recognizes that a pupil's readiness to learn depends upon many factors, including the pupil's
health. It is the intent of the Board of Education to provide health services to students, as required by
state law, to promote the physical well-being of all students.
The Board will adhere to state laws that pertain to immunization and health assessments.
Policy Adopted:
November 12, 1985
Readopted:
June 27, 2000
5141.1 - Communicable Diseases
The Board recognizes its obligations to provide all students an appropriate educational program in the
least restrictive environment and to 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 himself 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 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
and to the Board President, who shall then report to the Board.
Policy Adopted:
April 22, 1986
Readopted:
June 27, 2000
5141R
Students
Health Assessments/Screenings
Assessments
The Board requires each student enrolled in the Stamford Public Schools to have health
assessments (CT General Statute Sec. 10-206) and be protected by adequate immunizations (CT
General Statute Sec. 10-204a and Sec. 19a-7f) as mandated by state law. The purpose of such
health assessments shall be to ascertain whether a student has any physical disability tending to
prevent him/her from receiving the full benefit of school work and to ascertain whether school
work should be modified in order to prevent injury to the student or to secure a suitable program
of education for him/her. Such health assessments must be conducted by a legally qualified
practitioner of medicine, an advanced practice registered nurse or registered nurse, who is
licensed under state statute, a physician assistant, who is licensed under state statute, or the school
medical advisor. The Board of Education will provide written prior notice of the health
assessments required under this policy to the parent or guardian of each student subject to
assessment. The parent or guardian shall be provided a reasonable opportunity to be present
during such assessment or he/she may provide for such assessment him/herself. No health
assessment shall be made of any public school student unless it is made in the presence of the
parent or guardian or in the presence of another school employee. Pursuant to CT General
Statutes Sec. 10-206 (Health assessments), “Each local or regional board of education shall
require each pupil enrolled in the public schools to have health assessments pursuant to the
provisions of this section. . . A local or regional board of education may deny continued
attendance in public school to any child who fails to obtain the health assessments required
under this section.”
In addition, pursuant to CT General Statutes Sec. 10-204a (Required immunizations), “Each
local or regional board of education, or similar body governing a nonpublic school or schools,
shall require each child to be protected by adequate immunization against diphtheria, pertussis,
tetanus, poliomyelitis, measles, mumps, rubella, hemophilus influenze type B and any other
vaccine required by the schedule for active immunization adopted pursuant to section 19a-7f
before being permitted to enroll in any program operated by a public school under its
jurisdiction. Before being permitted to enter seventh grade, a child shall receive a second
immunization against measles.” Any student who fails to obtain adequate immunization shall
be denied continued attendance in the Stamford Public Schools.
Assessments Required
Prior to enrollment in Stamford Public Schools, all Pre-K and kindergarteners and new
students must undergo and submit a current health assessment to the Board of Education.
During grade six and during grade nine, all students must undergo and submit a current health
assessment. Any student who fails to submit this health assessment during grade six and during
grade nine may be excluded from school until a current and complete assessment is submitted to
the Board of Education.
This health assessment shall include (1) a physical examination, which includes hematocrit or
hemoglobin tests, height, weight and blood pressure and, beginning with the 2003-2004 school
year, a chronic disease assessment which shall include, but not be limited to, asthma, as defined
by the Commissioner of Public Health pursuant to subsection (c) of Section 19a-62a of the
Connecticut General Statutes. The assessment form shall include (A) a check box for the provider
conducting the assessment to indicate an asthma diagnosis, (B) screening questions relating to
appropriate public health concerns to be answered by the parent or guardian, and (C) screening
questions to be answered by such provider; (2) an updating of immunizations as required by state
law; (3) vision, hearing, speech, postural and gross dental screenings; and (4) such other
information, including health and developmental history, as the physician feels is necessary and
appropriate. The Board of Education shall provide such assessments free of charge to students
whose parents or guardians meet the eligibility requirements for free and reduced price meals
under the National School Lunch Program or for free milk under the special milk program. If,
after consultation with the school medical advisor and the local health department, the
Superintendent or designee determines that such tests are necessary, he/she may also require the
health assessments to include tests for tuberculosis for sickle cell anemia or Cooley’s anemia, or
for lead levels in the blood.
Screenings Required
The Board of Education will provide annually to each student enrolled in kindergarten,
grades one and three to five inclusive, a vision screening using a Snellen chart or equivalent
screening. The Superintendent or designee shall give written notice to the parent or guardian of
each student who is found to have any defect of vision or disease of the eyes, with a brief
statement describing the defect or disease, and who did not receive such vision screening, with a
brief statement explaining why such pupil did not receive such vision screening.
The Board of Education will provide annually to each student enrolled in kindergarten and
grades one and three to five, inclusive, audiometric screening for hearing. The Superintendent or
designee shall give written notice to the parent or guardian of each student who is found to have
any impairment or defect of hearing, with a brief statement describing the impairment or defect,
and who did not receive an audiometric screening for hearing, with a brief statement explaining
why such pupil did not receive an audiometric screening for hearing.
The Board of Education will provide annual postural screenings for each female pupil in
grades five and seven, and each male pupil in grade eight or nine. The Superintendent or
designee shall give written notice to the parent or guardian of each student who evidences any
postural problem, with a brief statement describing such evidence and who did not receive a
postural screening, with a brief statement explaining why such pupil did not receive such
postural screening.
All of the screenings required under this policy will be performed in accordance with
regulations applicable to such screenings as adopted by the State Board of Education.
Assessment/Screening Results
The results of each assessment and screening required by this policy shall be recorded on
forms supplied by the State Board of Education. Each physician, advanced practice registered
nurse, registered nurse, or physician assistant performing health assessments under this policy
shall sign each form and any recommendations concerning a student shall be in writing.
Assessment/screening forms shall be included in the cumulative health record of each student
and they shall be kept on file in the school attended by the student. If a student permanently
leaves the Stamford Public Schools, his/her cumulative health record shall be sent to the chief
administrative officer of the school district to which the student moves, with the Board of
Education retaining a copy.
Appropriate school health personnel shall review the results of each assessment and
screening. If in reviewing, school health personnel judge that a student is in need of further
testing or treatment, the Superintendent or designee shall give written notice to the parent or
guardian of such student and shall make reasonable efforts to ensure that such further testing or
treatment is provided. Reasonable efforts shall include determination of whether the parent or
guardian has obtained the necessary testing or treatment for the student, and, if not, advising the
parent or guardian how such testing or treatment may be obtained. The results of such further
testing or treatment shall be recorded, kept on file and reviewed by appropriate school health
personnel in the same manner as the results of the health assessments and screenings required
under this policy and reported to the parent or guardian.
Exemption
Nothing in this policy shall be construed to require any student to undergo a physical or
medical examination or treatment, or be compelled to receive medical instruction, if the parent or
legal guardian of such student or the student, if he/she is an emancipated minor or is eighteen
years of age or older, notifies the teacher or principal or other person in charge of such student in
writing that he/she objects on religious grounds to such physical or medical examination or
treatment or medical instruction.
Other Non-Emergency, Invasive Physical Examinations and Screenings
In addition to the screenings listed above, the District may require students to undergo additional
non-emergency, invasive physical examination or screening as defined as:
1. Any medical examination that involves the exposure of private body parts; or
2. Any act during such examination that includes incision, insertion, or injection into the
body, but does not include a hearing, vision or scoliosis screening; and
3. Is required as a condition of attendance, administered by the school and scheduled by
the school in advance; and
4. Is not necessary to protect the immediate health and safety of the students.
If the District elects to conduct any such examinations, then, at the beginning of the
school year, the administration shall give direct notice to parents of the affected students of the
District’s intent to conduct the non-emergency invasive physical examination(s) and/or
screening(s) described in this subsection. Such notice shall include the specific or approximate
dates during the school year of the administration of such non-emergency invasive physical
examination(s)/screening(s).
Regulation Adopted:
June 27, 2000
Amended:
November 25, 2003
September 28, 2012
April 30, 2015
September 29, 2015
October 27, 2016
5141.1R
Students
Students
Communicable Diseases
1. Students 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. Any student so excluded shall be provided an appropriate alternative
educational program.
2. The School Medical Advisor shall promptly notify the Superintendent or his/her designee of any
student diagnosed as having such a communicable disease. The right of privacy of a student with such
a communicable disease and of his or her family shall be respected. (For example, information about a
student's condition shall be provided only to personnel with a need to know, e.g., those involved in
providing direct services to the student.)
3. Any student whose period of exclusion is projected to exceed ten (10) school days shall be provided
an appropriate educational program outside the school setting. As to shorter exclusions, school work
shall he continued in the same manner as for other absences.
4. Recommendations for an appropriate educational program for students excluded from school for a
period longer than ten (10) school days shall be made by an advisory panel in a report to the
Superintendent. The advisory panel shall include the School Medical Advisor and an appropriate
school system staff. The panel's inquiry shall include consultation with the student's parent(s) or
guardian(s) and physician.
5. The factors to be considered by the advisory panel in making a recommendation shall include the
student's:
a) medical condition; b) educational record; c) social and emotional development and d) behavior
patterns.
6. The advisory panel shall submit its recommendations to the Superintendent within eight (8) school
days after receiving the recommendation for an extended exclusion from the School Medical Advisor.
7. The Superintendent or his/her designee shall present any recommendation for an exclusion longer
than ten (10) days to the Board or to a subcommittee of the Board for an exclusion hearing. The
student and his/her parent(s) or guardian(s) shall receive notice of the recommendation and shall be
given the opportunity to be heard.
8. The administration of the Stamford Public Schools shall provide information and training to
personnel involved in providing services to students with diagnosed communicable diseases.
Regulation Adopted:
April 22, 1986
Readopted:
June 27, 2000
5141.2 - Administration of Medicines
Administration of Student Medications in the schools
A. Definitions
Administration of medication means any one of the following activities: handling, storing, preparing or pouring of medication; conveying it to the student according to the medication order; observing the student inhale, apply, swallow, or self-inject the medication, when applicable; documenting that the medication was administered; and counting remaining doses to verify proper administration and use of the medication.
Authorized prescriber means a physician, dentist, optometrist, advanced practice registered nurse or physician assistant, and, for interscholastic and intramural athletic events only, a podiatrist.
Before or after school program means any childcare program operated and administered by the Board of Education (the “Board”) and exempt from licensure by the Office of Early Childhood pursuant to subdivision (1) of subsection (b) of Section 19a-77 of the Connecticut General Statutes. Such programs do not include public or private entities licensed by the Office of Early Childhood or Board enhancement programs and extra-curricular activities.
Cartridge injector means an automatic prefilled cartridge injector or similar automatic injectable equipment used to deliver epinephrine in a standard dose for emergency first aid response to allergic reactions.
Coach means any person holding a coaching permit who is hired by the Board to coach for a sport season.
Controlled drugs means those drugs as defined in Conn. Gen. Stat. Section 21a-240.
Cumulative health record means the cumulative health record of a pupil mandated by Conn. Gen. Stat. Section 10-206.
Director means the person responsible for the day-to-day operations of any school readiness program or before or after school program.
Eligible student means a student who has reached the age of eighteen or is an emancipated minor.
Error means: (1) the failure to do any of the following as ordered:
(a) administer a medication to a student;
(b) administer medication within the time designated by the prescribing physician;
(c) administer the specific medication prescribed for a student;
(d) administer the correct dosage of medication;
(e) administer medication by the proper route;
(f) administer the medication according to generally accepted standards of practice; or
(2) the administration of medication to a student which is not ordered, or which is not authorized in writing by the parent or guardian of such student, except for the administration of epinephrine or naloxone for the purpose of emergency first aid as set forth in Sections D and E below.
Guardian means one who has the authority and obligations of guardianship of the person of a minor, and includes: (1) the obligation of care and control; and (2) the authority to make major decisions affecting the minor's welfare, including, but not limited to, consent determinations regarding marriage, enlistment in the armed forces and major medical, psychiatric or surgical treatment.
Intramural athletic events means tryouts, competition, practice, drills, and transportation to and from events that are within the bounds of a school district for the purpose of providing an opportunity for students to participate in physical activities and athletic contests that extend beyond the scope of the physical education program.
Interscholastic athletic events means events between or among schools for the purpose of providing an opportunity for students to participate in competitive contests that are highly organized and extend beyond the scope of intramural programs and includes tryouts, competition, practice, drills and transportation to and from such events.
Investigational drug means any medication with an approved investigational new drug (IND) application on file with the Food and Drug Administration (FDA), which is being scientifically tested and clinically evaluated to determine its efficacy, safety and side effects and which has not yet received FDA approval.
Licensed athletic trainer means a licensed athletic trainer employed by the school district pursuant to Chapter 375a of the Connecticut General Statutes.
Medication means any medicinal preparation, both prescription and non-prescription, including controlled drugs, as defined in Conn. Gen. Stat. Section 21a-240. This definition includes Aspirin, Ibuprofen or Aspirin substitutes containing Acetaminophen.
Medication emergency means a life-threatening reaction of a student to a medication.
Medication plan means a documented plan established by the school nurse in conjunction with the parent and student regarding the administration of medication in school. Such plan may be a stand-alone plan, part of an individualized health care plan, an emergency care plan or a medication administration form.
Medication order means the authorization by an authorized prescriber for the administration of medication to a student which shall include the name of the student, the name and generic name of the medication, the dosage of the medication, the route of administration, the time of administration, the frequency of administration, the indications for medication, any potential side effects including overdose or missed dose of the medication, the start and termination dates not to exceed a 12-month period, and the written signature of the prescriber.
Nurse means an advanced practice registered nurse, a registered nurse or a practical nurse licensed in Connecticut in accordance with Chapter 378, Conn. Gen. Stat.
Occupational therapist means an occupational therapist employed full time by the Board and licensed in Connecticut pursuant to Chapter 376a of the Connecticut General Statutes.
Optometrist means an optometrist licensed to provide optometry pursuant to Chapter 380 of the Connecticut General Statutes.
Paraeducator means a health care aide or assistant or an instructional aide or assistant employed by the Board who meets the requirements of the Board for employment as a health care aide or assistant or instructional aide or assistant.
Physical therapist means a physical therapist employed full time by the Board and licensed in Connecticut pursuant to Chapter 376 of the Connecticut General Statutes.
Physician means a doctor of medicine or osteopathy licensed to practice medicine in Connecticut pursuant to Chapter 370 of the Connecticut General Statutes, or licensed to practice medicine in another state.
Podiatrist means an individual licensed to practice podiatry in Connecticut pursuant to Chapter 375 of the Connecticut General Statutes.
Principal means the administrator in the school.
Research or study medications means FDA-approved medications being administered according to an approved study protocol. A copy of the study protocol shall be provided to the school nurse along with the name of the
medication to be administered and the acceptable range of dose of such medication to be administered.
School means any educational facility or program which is under the jurisdiction of the Board excluding extracurricular activities.
School nurse means a nurse appointed in accordance with Conn. Gen. Stat. Section 10-212.
School nurse supervisor means the nurse designated by the Board as the supervisor or, if no designation has been made by the Board, the lead or coordinating nurse assigned by the Board.
School readiness program means a program that receives funds from the State Department of Education for a school readiness program pursuant to subsection (b) of Section 10-16p of the Connecticut General Statutes and exempt from licensure by the Office of Early Childhood pursuant to subdivision (1) of subsection (b) of Section 19a-77 of the Connecticut General Statutes.
Self-administration of medication means the control of the medication by the student at all times and is self-managed by the student according to the individual medication plan.
Teacher means a person employed full time by the Board who has met the minimum standards as established by the Board for performance as a teacher and has been approved by the school medical advisor and school nurse to be designated to administer medications pursuant to the Regulations of Connecticut State Agencies Sections 10-212a-1 through 10-212a-7.
B. General Policies on Administration of Medications
(1) Except as provided below in Sections D and E, no medication, including non-prescription drugs, may be administered by any school personnel without:
(a) the written medication order of an authorized prescriber;
(b) the written authorization of the student's parent
or guardian or eligible student; and
(c) the written permission of a parent for the exchange of information between the prescriber and the school nurse necessary to ensure safe administration of such medication.
(2) Prescribed medications shall be administered to and taken by only the person for whom the prescription has been written.
(3) Except as provided in Sections D and E, medications may be administered only by a licensed nurse or, in the absence of a licensed nurse, by:
(a) a full-time principal, a full-time teacher, or a full-time licensed physical or occupational therapist employed by the school district. A full-time principal, teacher, licensed physical or occupational therapist employed by the school district may administer oral, topical, intranasal or inhalant medications. Such individuals may administer injectable medications only to a student with a medically diagnosed allergic condition that may require prompt treatment to protect the student against serious harm or death.
(b) students with chronic medical conditions who are able to possess, self-administer, or possess and self-administer medication, provided all of the following conditions are met:
(i) an authorized prescriber provides a written medication order, including the recommendation for possession, self-administration, or possession and self-administration;
(ii) there is a written authorization for possession, self-administration, or possession and self-administration from the student's parent or guardian or eligible student;
(iii) the school nurse has developed a plan for possession, self-administration, or possession and self-administration, and general supervision, and has documented the plan in the student’s cumulative health record;
(iv) the school nurse has assessed the student’s competency for self-administration and deemed it safe and appropriate, including that the student: is capable of identifying and selecting the appropriate medication by size, color, amount or other label identification; knows the frequency and time of day for which the medication is ordered; can identify the presenting symptoms that require medication; administers the medication appropriately; maintains safe control of the medication at all times; seeks adult supervision whenever warranted; and cooperates with the established medication plan;
(v) the principal, appropriate teachers, coaches and other appropriate school personnel are informed the student is possessing, self-administering, or possessing and self-administering prescribed medication;
(vi) such medication is transported to school and maintained under the student's control in accordance with this policy; and
(vii) controlled drugs, as defined in this policy, may not be possessed or self-administered by students, except in extraordinary situations, such as international field trips, with approval of the school nurse supervisor and the school medical advisor in advance and development of an appropriate plan.
(c) a student diagnosed with asthma who is able to self-administer medication shall be permitted to retain possession of an asthmatic inhaler at all times while attending school, in order to provide for prompt treatment to protect such student against serious harm or death, provided all of the following conditions are met:
(i) an authorized prescriber provides a written order requiring the possession of an inhaler by the student at all times in order to provide for prompt treatment in order to protect the student against serious harm or death and authorizing the student’s self-administration of medication, and such written order is provided to the school nurse;
(ii) there is a written authorization from the student's parent or guardian regarding the possession of an inhaler by the student at all times in order to protect the student against serious harm or death and authorizing the student’s self-administration of medication, and such written authorization is provided to the school nurse;
(iii) the conditions set forth in subsection (b) above have been met, except that the school nurse’s review of a student’s competency to self-administer an inhaler for asthma in the school setting shall not be used to prevent a student from retaining and self-administering an inhaler for asthma. Students may self-administer medication with only the written authorization of an authorized prescriber and written authorization from the student’s parent or guardian or eligible student; and
(iv) the conditions for self-administration meet any regulations as may be imposed by the State Board of Education in consultation with the Commissioner of Public Health.
(d) a student diagnosed with an allergic condition who is able to self-administer medication shall be permitted to retain possession of a cartridge injector at all times while attending school, in order to provide for prompt treatment to protect such student against serious harm or death, provided all of the following conditions are met:
(i) an authorized prescriber provides a written order requiring the possession of a cartridge injector by the student at all times in order to provide for prompt treatment in order to protect the student against serious harm or death and authorizing the student’s possession, self-administration, or possession and self-administration of medication, and such written order is provided to the school nurse;
(ii) there is a written authorization from the student’s parent or guardian regarding the possession of a cartridge injector by the student at all times in order to protect the student against serious harm or death and authorizing the student’s possession, self-administration, or possession and self-administration of medication, and such written authorization is provided to the school nurse;
(iii) the conditions set forth in subsection (b) above have been met, except that the school nurse’s review of a student’s competency to self-administer cartridge injectors for medically-diagnosed allergies in the school setting shall not be used to prevent a student from retaining and self-administering a cartridge injector for medically-diagnosed allergies. Students may self-administer medication with only the written authorization of an authorized prescriber and written authorization from the student’s parent or guardian or eligible student; and
(iv) the conditions for self-administration meet any regulations as may be imposed by the State Board of Education in consultation with the Commissioner of Public Health.
(e) a student with a medically diagnosed life-threatening allergic condition may possess, self-administer, or possess and self-administer medication, including but not limited to medication administered with a cartridge injector, to protect the student against serious harm or death, provided the following conditions are met:
(i) the parent or guardian of the student has provided written authorization for the student to possess, self-administer, or possess and self-administer such medication; and
(ii) a qualified medical professional has provided a written order for the possession, self-administration, or possession and self-administration.
(f) a coach of intramural or interscholastic athletic events or licensed athletic trainer who has been trained in the administration of medication, during intramural or interscholastic athletic events,
may administer inhalant medications prescribed to treat respiratory conditions and/or medication administered with a cartridge injector for students with medically diagnosed allergic conditions which may require prompt treatment to protect the student against serious harm or death, provided all of the following conditions are met:
(i) the school nurse has determined that a self-administration plan is not viable;
(ii) the school nurse has provided to the coach a copy of the authorized prescriber’s order and parental permission form;
(iii) the parent/guardian has provided the coach or licensed athletic trainer with the medication in accordance with Section K of this policy, and such medication is separate from the medication stored in the school health office for use during the school day; and
(iv) the coach or licensed athletic trainer agrees to the administration of emergency medication and implements the emergency care plan, identified in Section H of this policy, when appropriate.
(g) an identified school paraeducator who has been trained in the administration of medication, provided medication is administered only to a specific student in order to protect that student from harm or death due to a medically diagnosed allergic condition, and the following additional conditions are met:
(i) there is written authorization from the student's parents/guardian to administer the medication in school;
(ii) medication is administered pursuant to the written order of (A) a physician licensed under chapter 370 of the Connecticut General Statutes, (B) an optometrist licensed to practice optometry under chapter 380 of the Connecticut General Statutes, (C) an advanced practice registered nurse licensed to prescribe in accordance with section 20-94a of the Connecticut General Statutes, or (D) a physician assistant licensed to prescribe in accordance with section 20-12d of the Connecticut General Statutes;
(iii) medication is administered only with approval by the school nurse and school medical advisor, if any, in conjunction with the school nurse supervisor and under the supervision of the school nurse;
(iv) the medication to be administered is limited to medications necessary for prompt treatment of an allergic reaction, including, but not limited to, a cartridge injector; and
(v) the paraeducator shall have received proper training and supervision from the school nurse in accordance with this policy and state regulations.
(h) a principal, teacher, licensed athletic trainer, licensed physical or occupational therapist employed by the Board, coach or school paraeducator, provided medication is antiepileptic medication, including by rectal syringe, administered only to a specific student with a medically diagnosed epileptic condition that requires prompt treatment in accordance with the student’s individual seizure action plan, and the following additional conditions are met:
(i) there is written authorization from the student’s parents/guardians to administer the medication;
(ii) a written order for such administration has been received from the student’s physician licensed under Chapter 370 of the Connecticut General Statutes;
(iii) the principal, teacher, licensed athletic trainer, licensed physical or occupational therapist employed by the Board, coach or school paraeducator is selected by the school nurse and school medical advisor, if any, and voluntarily agrees to administer the medication;
(iv) the principal, teacher, licensed athletic trainer, licensed physical or occupational therapist employed by the Board, coach or school paraeducator annually completes the training program established by the Connecticut State Department of Education and the Association of School Nurses of Connecticut, and the school nurse and medical advisor, if any, have attested, in writing, that such training has been completed; and
(v) the principal, teacher, licensed athletic trainer, licensed physical or occupational therapist employed by the Board, coach or school paraeducator receives monthly reviews by the school nurse to confirm competency to administer antiepileptic medication.
(i) a director of a school readiness program or a before or after school program, or the director’s designee, provided that the medication is administered:
(i) only to a student enrolled in such program; and
(ii) in accordance with Section L of this policy.
(j) a licensed practical nurse, after the school nurse has established the medication plan, provided that the licensed practical nurse may not train or delegate the administration of medication to another individual, and provided that the licensed practical nurse can demonstrate one of the following:
(i) training in administration of medications as part of their basic nursing program;
(ii) successful completion of a pharmacology course and subsequent supervised experience; or
(iii) supervised experience in the administration of medication while employed in a health care facility.
(4) Medications may also be administered by a parent or guardian to the parent or guardian’s own child on school grounds.
(5) Investigational drugs or research or study medications may be administered only by a licensed nurse. For FDA-approved medications being administered according to a study protocol, a copy of the study protocol shall be provided to the school nurse along with the name of the medication to be administered and the acceptable range of dose of such medication to be administered.
C. Diabetic Students
(1) The Board permits blood glucose testing by students who have a written order from a physician or an advanced practice registered nurse stating the need and capability of such student to conduct self-testing, or the use of continuous blood glucose monitors (CGM) by students diagnosed with Type 1 diabetes, who have a written order from a physician or an advanced practice registered nurse.
(2) The Board will not restrict the time or location of blood glucose testing by a student with diabetes on school grounds who has written authorization from a parent or guardian and a written order from a physician or an advanced practice registered nurse stating that such student is capable of conducting self-testing on school grounds.
(3) The Board will not require a student using a continuous glucose monitor approved by the Food and Drug Administration for use without finger stick verification to undergo finger stick verification of blood glucose
readings from a continuous glucose monitor on a routine basis. Finger stick testing of a student using a continuous glucose monitor so approved by the Food and Drug Administration shall only be conducted: (1) as ordered by the student’s physician or advanced practice provider; (2) if it appears that the continuous glucose monitor is malfunctioning; or (3) in an urgent medical situation.
(4) The Board shall purchase or use existing equipment owned by the Board to monitor blood glucose alerts transmitted from continuous glucose monitors of students with Type 1 diabetes to dedicated receivers, smartphone/tablet applications, or other appropriate technology on such equipment.
(5) In the absence or unavailability of the school nurse, select school employees may administer medication with injectable equipment used to administer glucagon to a student with diabetes that may require prompt treatment in order to protect the student against serious harm or death, under the following conditions:
(a) The student’s parent or guardian has provided written authorization;
(b) A written order for such administration has been received from the student’s physician licensed under Chapter 370 of the Connecticut General Statutes;
(c) The school employee is selected by either the school nurse or principal and is a principal, teacher, licensed athletic trainer, licensed physical or occupational therapist employed by a school district, coach or school paraeducator;
(d) The school nurse shall provide general supervision to the selected school employee;
(e) The selected school employee annually completes any training required by the school nurse and school medical advisor in the administration of medication with injectable equipment used to administer glucagon;
(f) The school nurse and school medical advisor have attested in writing that the selected school employee completed the required training; and
(g) The selected school employee voluntarily agrees to serve as one who may administer medication with injectable equipment used to administer glucagon to a student with diabetes that may require prompt treatment in order to protect the student against serious harm or death.
D. Epinephrine for Purposes of Emergency First Aid Without Prior Authorization
(1) For purposes of this Section D, “regular school hours” means the posted hours during which students are required to be in attendance at the individual school on any given day.
(2) The school nurse shall maintain epinephrine in cartridge injectors for the purpose of emergency first aid to students who experience allergic reactions and do not have prior written authorization of a parent or guardian or a prior written order of a qualified medical professional for the administration of epinephrine.
(a) The school nurse, in consultation with the school nurse supervisor, shall determine the supply of epinephrine in cartridge injectors that shall be available in the individual school.
(b) In determining the appropriate supply of epinephrine in cartridge injectors, the nurse may consider, among other things, the number of students regularly in the school building during the regular school day and the size of the physical building.
(3) The school nurse or school principal shall select principal(s), teacher(s), licensed athletic trainer(s), licensed physical or occupational therapist(s) employed by the Board, coach(es) and/or school paraeducator(s) to maintain and administer the epinephrine in cartridge injectors for the purpose of emergency first aid as described in Paragraph (2) above, in the absence of the school nurse.
(a) More than one individual must be selected by the school nurse or school principal for such maintenance and administration in the absence of the school nurse.
(b) The selected personnel, before conducting such administration, must annually complete the training made available by the Department of Education for the administration of epinephrine in cartridge injectors for the purpose of emergency first aid.
(c) The selected personnel must voluntarily agree to complete the training and administer epinephrine in cartridge injectors for the purpose of emergency first aid.
(4) Either the school nurse or, in the absence of the school nurse, at least one of the selected and trained personnel as described in Paragraph (3) above shall be on the grounds of each school during regular school hours.
(a) The school principal, in consultation with the school nurse supervisor, shall determine the level of nursing services and
number of selected and trained personnel necessary to ensure that a nurse or selected and trained personnel is present on the grounds of each school during regular school hours.
(b) If the school nurse, or a substitute school nurse, is absent or must leave school grounds during regular school hours, the school nurse, school administrator or designee shall use an effective and reasonable means of communication to notify one or more qualified school employees and other staff in the school that the selected and trained personnel identified in Paragraph (3) above shall be responsible for the emergency administration of epinephrine.
(5) The administration of epinephrine pursuant to this section must be done in accordance with this policy, including but not limited to the requirements for documentation and record keeping, errors in medication, emergency medical procedures, and the handling, storage and disposal of medication, and the Regulations adopted by the Department of Education.
(6) The parent or guardian of any student may submit, in writing, to the school nurse, that epinephrine shall not be administered to such student pursuant to this section.
(a) The school nurse shall notify selected and trained personnel of the students whose parents or guardians have refused emergency administration of epinephrine.
(b) The Board shall annually notify parents or guardians of the need to provide such written notice.
(7) Following the emergency administration of epinephrine by selected and trained personnel as identified in this section:
(a) Such emergency administration shall be reported immediately to:
(i) The school nurse or school medical advisor, if any, by the personnel who administered the epinephrine; and
(ii) The student’s parent or guardian, by the school nurse or personnel who administered the epinephrine.
(b) A medication administration record shall be:
(i) Submitted to the school nurse by the personnel who administered the epinephrine as soon as possible, but no later than the next school day; and
(ii) filed in or summarized on the student’s cumulative health record, in accordance with the Document and Record Keeping section of this policy.
E. Opioid Antagonists for Purposes of Emergency First Aid Without Prior Authorization
(1) For purposes of this Section E, “regular school hours” means the posted hours during which students are required to be in attendance at the individual school on any given day. “Regular school hours” does not include after-school events such as athletics or extracurricular activities that take place outside the posted hours.
(2) For purposes of this section, an “opioid antagonist” means naloxone hydrochloride (e.g., Narcan) or any other similarly acting and equally safe drug that the FDA has approved for the treatment of a drug overdose.
(3) In accordance with Connecticut law and this policy, a school nurse may maintain opioid antagonists for the purpose of administering emergency first aid to students who experience a known or suspected opioid overdose and do not have a prior written authorization of a parent or guardian or a prior written order of a qualified medical professional for the administration of such opioid antagonist.
(a) The school nurse, in consultation with the Board’s medical advisor, shall determine the supply of opioid antagonists that shall be maintained in the individual school.
(b) In determining the appropriate supply of opioid antagonists, the nurse may consider, among other things, the number of students regularly in the school building during the regular school day and the size of the physical building.
(c) The school nurse shall be responsible for the safe storage of opioid antagonists maintained in a school and shall ensure any supply of opioid antagonists maintained is stored in a secure manner, in accordance with the manufacturer’s instructions, and in a location where it can be obtained in a timely manner if administration is necessary.
(d) The school nurse shall be responsible for maintaining an inventory of opioid antagonists maintained in the school, tracking the date(s) of expiration of the supply of opioid antagonists maintained in a school, and, as appropriate, refreshing the supply of opioid antagonists maintained in the school.
(4) The school nurse, in consultation with the Superintendent and the building principal, shall provide notice to parents and guardians of the Board’s policies and procedures regarding the emergency administration of opioid antagonists in the event of a known or suspected opioid overdose.
(5) A school nurse shall be approved to administer opioid antagonists for the purpose of emergency first aid, as described in Paragraph (3) above, in the event of a known or suspected opioid overdose, in accordance with this policy and provided that such nurse has completed a training program in the distribution and administration of an opioid antagonist (1) developed by the State Department of Education, Department of Consumer Protection, and Department of Public Health, or (2) under a local agreement, entered into by the Board on July 1, 2022 or thereafter, with a prescriber or pharmacist for the administration of opioid antagonists for the purpose of emergency first aid, which training shall also address the Board’s opioid antagonist storage, handling, labeling, recalls, and record keeping.
(6) The school nurse or school principal shall select principal(s), teacher(s), licensed athletic trainer(s), coach(es), school paraeducator(s), and/or licensed physical or occupational therapist(s) employed by the Board to maintain and administer the opioid antagonists for the purpose of emergency first aid as described in Paragraph (3) above, in the absence of the school nurse.
(a) More than one individual must be selected by the school nurse or school principal for such maintenance and administration in the absence of the school nurse.
(b) The selected personnel, before administering an opioid antagonist pursuant to this section, must complete a training program in the distribution and administration of an opioid antagonist (1) developed by the State Department of Education, Department of Consumer Protection, and Department of Public Health, or (2) under a local agreement, entered into by the Board on July 1, 2022 or thereafter, with a prescriber or pharmacist for the administration of opioid antagonists for the purpose of emergency first aid, which training shall also address the Board’s opioid antagonist storage, handling, labeling, recalls, and record keeping.
(c) All school personnel shall be notified of the identity of qualified school employees authorized to administer an opioid antagonist in the absence of the school nurse.
(7) Either the school nurse or, in the absence of the school nurse, at least one of the selected and trained personnel as described in Paragraph (6) above, shall be on the grounds of each school during regular school hours.
(a) The school principal, in consultation with the school nurse supervisor, shall determine the level of nursing services and number of selected and trained personnel necessary to ensure that a nurse or selected and trained personnel is present on the grounds of each school during regular school hours.
(b) If the school nurse, or a substitute school nurse, is absent or must leave school grounds during regular school hours, the school nurse, school administrator or designee shall use an effective and reasonable means of communication to notify one or more qualified school employees and other staff in the school that the selected and trained personnel identified in Paragraph (6) above shall be responsible for the emergency administration of opioid antagonists.
(c) If a Board employee becomes aware of a student experiencing a known or suspected opioid overdose on school grounds but outside of regular school hours and opioid antagonists and/or the school nurse or other qualified school employee is not available to administer opioid antagonists for the purpose of emergency first aid, the Board employee will call 9-1-1.
(8) The administration and storage of opioid antagonists pursuant to this policy must be effected in accordance with this policy and procedures regarding the acquisition, maintenance, and administration established by the Superintendent in consultation with the Board’s medical advisor.
(9) The parent or guardian of any student may submit, in writing, to the school nurse, that opioid antagonists shall not be administered to such student pursuant to this section.
(a) The school nurse shall notify selected and trained personnel of the students whose parents or guardians have refused emergency administration of opioid antagonists.
(b) The Board shall annually notify parents or guardians of the need to provide such written notice of refusal.
(10) Following the emergency administration of an opioid antagonist by a school nurse or selected and trained personnel as identified in this section:
(a) Immediately following the emergency administration of an opioid antagonist by a school nurse or selected and trained personnel as identified in this section, the person administering the opioid antagonist must call 911.
(b) Such emergency administration shall be reported immediately to:
(i) The school nurse or school medical advisor, if any, by the personnel who administered the opioid antagonist;
(ii) The Superintendent of Schools; and
(iii) The student’s parent or guardian.
(c) A medication administration record shall be:
(i) Created by the school nurse or submitted to the school nurse by the personnel who administered the opioid antagonist, as soon as possible, but no later than the next school day; and
(ii) filed in or summarized on the student’s cumulative health record, in accordance with Section F of this policy.
(11) In the event that any provisions of this Section E conflict with regulations adopted by the Connecticut State Department of Education concerning the use, storage and administration of opioid antagonists in schools, the Department’s regulations shall control.
F. Documentation and Record Keeping
(1) Each school or before or after school program and school readiness program where medications are administered shall maintain an individual medication administration record for each student who receives medication during school or program hours. This record shall include the following information:
(a) the name of the student;
(b) the student’s state-assigned student identifier (SASID);
(c) the name of the medication;
(d) the dosage of the medication;
(e) the route of the administration,
(e.g., oral, topical, inhalant, etc.);
(f) the frequency of administration;
(g) the name of the authorized prescriber;
(h) the dates for initiating and terminating the administration of medication, including extended-year programs;
(i) the quantity received at school and verification by the adult delivering the medication of the quantity received;
(j) the date the medication is to be reordered (if any);
(k) any student allergies to food and/or medication(s);
(l) the date and time of each administration or omission, including the reason for any omission;
(m) the dose or amount of each medication administered;
(n) the full written or electronic legal signature of the nurse or other authorized school personnel administering the medication; and
(o) for controlled medications, a medication count which should be conducted and documented at least once a week and co-signed by the assigned nurse and a witness.
(2) All records are either to be made in ink and shall not be altered, or recorded electronically in a record that cannot be altered.
(3) Written orders of authorized prescribers, written authorizations of a parent or guardian, the written parental permission for the exchange of information by the prescriber and school nurse to ensure safe administration of such medication, and the completed medication administration record for each student shall be filed in the student's cumulative health record or, for before or after school programs and school readiness programs, in the student’s program record.
(4) Authorized prescribers may make verbal orders, including telephone orders, for a change in medication order. Such verbal orders may be received only by a school nurse and must be followed by a written order, which may be faxed, and must be received within three (3) school days.
(5) Medication administration records will be made available to the Department of Education for review until destroyed pursuant to Section 11-8a and Section 10-212a(b) of the Connecticut General Statutes.
(a) The completed medication administration record for non-controlled medications may, at the discretion of the school district, be destroyed in accordance with Section M8 of the Connecticut Record Retention Schedules for Municipalities upon receipt of a signed approval form (RC-075) from the Office of the Public Records Administrator, so long as such record is superseded by a summary on the student health record.
(b) The completed medication administration record for controlled medications shall be maintained in the same manner as the non-controlled medications. In addition, a separate medication administration record needs to be maintained in the school for
three (3) years pursuant to Section 10-212a(b) of the Connecticut General Statutes.
(6) Documentation of any administration of medication by a coach or licensed athletic trainer shall be completed on forms provided by the school and the following procedures shall be followed:
(a) a medication administration record for each student shall be maintained in the athletic offices;
(b) administration of a cartridge injector medication shall be reported to the school nurse at the earliest possible time, but no later than the next school day;
(c) all instances of medication administration, except for the administration of cartridge injector medication, shall be reported to the school nurse at least monthly, or as frequently as required by the individual student plan; and
(d) the administration of medication record must be submitted to the school nurse at the end of each sport season and filed in the student’s cumulative health record.
G. Errors in Medication Administration
(1) Whenever any error in medication administration occurs, the following procedures shall apply:
(a) the person making the error in medication administration shall immediately implement the medication emergency procedures in this policy if necessary;
(b) the person making the error in medication administration shall in all cases immediately notify the school nurse, principal, school nurse supervisor, and authorized prescriber. The person making the error, in conjunction with the principal, shall also immediately notify the parent or guardian, advising of the nature of the error and all steps taken or being taken to rectify the error, including contact with the authorized prescriber and/or any other medical action(s); and
(c) the principal shall notify the Superintendent or the Superintendent's designee.
(2) The school nurse, along with the person making the error, shall complete a report using the authorized medication error report form. The report shall include any corrective action taken.
(3) Any error in the administration of medication shall be documented in the student's cumulative health record or, for before or after school programs and school readiness programs, in the student’s program record.
(4) These same procedures shall apply to coaches and licensed athletic trainers during intramural and interscholastic events, except that if the school nurse is not available, a report must be submitted by the coach or licensed athletic trainer to the school nurse the next school day.
H. Medication Emergency Procedures
(1) Whenever a student has a life-threatening reaction to administration of a medication, resolution of the reaction to protect the student's health and safety shall be the foremost priority. The school nurse and the authorized prescriber shall be notified immediately, or as soon as possible in light of any emergency medical care that must be given to the student.
(2) Emergency medical care to resolve a medication emergency includes but is not limited to the following, as appropriate under the circumstances:
(a) use of the 911 emergency response system;
(b) application by properly trained and/or certified personnel of appropriate emergency medical care techniques, such as cardio-pulmonary resuscitation;
(c) administration of emergency medication in accordance with this policy;
(d) contact with a poison control center; and
(e) transporting the student to the nearest available emergency medical care facility that is capable of responding to a medication emergency.
(3) As soon as possible, in light of the circumstances, the principal shall be notified of the medication emergency. The principal shall immediately thereafter contact the Superintendent or the Superintendent's designee, who shall thereafter notify the parent or guardian, advising of the existence and nature of the medication emergency and all steps taken or being taken to resolve the emergency and protect the health and safety of the student, including contact with the authorized prescriber and/or any other medical action(s) that are being or have been taken.
I. Supervision
(1) The school nurse is responsible for general supervision of administration of medications in the school(s) to which that nurse is assigned.
(2) The school nurse's duty of general supervision includes, but is not limited to, the following:
(a) availability on a regularly scheduled basis to:
(i) review orders or changes in orders and communicate these to personnel designated to give medication for appropriate follow-up;
(ii) set up a plan and schedule to ensure medications are given properly;
(iii) provide training to licensed nursing personnel, full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and interscholastic athletics, licensed athletic trainers and identified paraeducators designated in accordance with Section B(3)(g), above, which training shall pertain to the administration of medications to students, and assess the competency of these individuals to administer medication;
(iv) support and assist other licensed nursing personnel, full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics, licensed athletic trainers and identified paraeducators designated in accordance with Section B(3)(g), above, to prepare for and implement their responsibilities related to the administration of specific medications during school hours and during intramural and interscholastic athletics as provided by this policy;
(v) provide appropriate follow-up to ensure the administration of medication plan results in desired student outcomes, including providing proper notification to appropriate employees or contractors regarding the contents of such medical plans; and
(vi) provide consultation by telephone or other means of telecommunications, which consultation may be provided by an authorized prescriber or other nurse in the absence of the school nurse.
(b) In addition, the school nurse shall be responsible for:
(i) implementing policies and procedures regarding the receipt, storage, and administration of medications;
(ii) reviewing, on a periodic basis, all documentation pertaining to the administration of medications for students;
(iii) performing observations of the competency of medication administration by full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics and licensed athletic trainers in accordance with Section B(3)(f), above, and identified paraeducators designated in accordance with Section B(3)(g), above, who have been newly trained to administer medications; and,
(iv) conducting periodic reviews, as needed, with licensed nursing personnel, full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics and licensed athletic trainers in accordance with Section B(3)(f), above, and identified paraeducators designated in accordance with Section B(3)(g), above, regarding the needs of any student receiving medication.
J. Training of School Personnel
(1) Full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics and licensed athletic trainers in accordance with Section B(3)(f), above, and identified paraeducators designated in accordance with Section B(3)(g), above, who are designated to administer medications shall at least annually receive training in their safe administration, and only trained full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics and licensed athletic trainers in accordance with Section B(3)(f), above, and identified paraeducators designated in accordance with Section B(3)(g), above, shall be allowed to administer medications.
(2) Training for full-time principals, full-time teachers, full-time licensed physical or occupational therapists employed by the school district, coaches of intramural and/or interscholastic athletics and licensed athletic trainers in accordance with Section B(3)(f), above, and identified paraeducators designated in accordance with Section B(3)(g), above, shall include, but is not necessarily limited to, the following:
(a) the general principles of safe administration of medication;
(b) the procedures for administration of medications, including the safe handling and storage of medications, and the required record-keeping; and
(c) specific information related to each student’s medication plan, including the name and generic name of the medication, indications for medication dosage, routes, time and frequency of administration, therapeutic effects of the medication, potential side effects, overdose or missed doses of the medication, and when to implement emergency interventions.
(3) The principal(s), teacher(s), licensed athletic trainer(s), licensed physical or occupational therapist(s) employed by the Board, coach(es) and/or school paraeducator(s) who administer epinephrine as emergency first aid, pursuant to Section D above, shall annually complete the training program developed by the Departments of Education and Public Health and training in cardiopulmonary resuscitation and first aid.
(4) The principal(s), teacher(s), licensed athletic trainer(s), licensed physical or occupational therapist(s), coach(es) and/or school paraeducator(s) who administer opioid antagonists as emergency first aid, pursuant to Section E above, shall annually complete a training program in the distribution and administration of an opioid antagonist (1) developed by the State Department of Education, Department of Consumer Protection, and Department of Public Health, or (2) under a local agreement, entered into by the Board on July 1, 2022 or thereafter, with a prescriber or pharmacist for the administration of opioid antagonists for the purpose of emergency first aid, which training shall also address the Board’s opioid antagonist storage, handling, labeling, recalls, and record keeping.
(5) The Board shall maintain documentation of medication administration training as follows:
(a) dates of general and student-specific trainings;
(b) content of the trainings;
(c) individuals who have successfully completed general and student-specific administration of medication training for the current school year; and
(d) names and credentials of the nurse or school medical advisor, if any, trainer or trainers.
(6) Licensed practical nurses may not conduct training in the administration of medication to another individual.
K. Handling, Storage and Disposal of Medications
(1) All medications, except those approved for transporting by students for self-medication, those administered by coaches of intramural or
interscholastic athletics or licensed athletic trainers in accordance with Section B(3)(f) above, and epinephrine or naloxone to be used for emergency first aid in accordance with Sections D and E above, must be delivered by the parent, guardian, or other responsible adult to the nurse assigned to the student's school or, in the absence of such nurse, the school principal who has been trained in the appropriate administration of medication. Medications administered by coaches of intramural or interscholastic athletics or licensed athletic trainers must be delivered by the parent or guardian directly to the coach or licensed athletic trainer in accordance with Section B(3)(f) above.
(2) The nurse shall examine on-site any new medication, medication order and the required authorization to administer form, and, except for epinephrine and naloxone to be used as emergency first aid in accordance with Sections D and E above, shall develop a medication administration plan for the student before any medication is given to the student by any school personnel. No medication shall be stored at a school without a current written order from an authorized prescriber.
(3) The school nurse shall review all medication refills with the medication order and parent authorization prior to the administration of medication, except for epinephrine and naloxone intended for emergency first aid in accordance with Sections D and E above.
(4) Emergency Medications
(a) Except as otherwise determined by a student’s emergency care plan, emergency medications shall be stored in an unlocked, clearly labeled and readily accessible cabinet or container in the health room during school hours under the general supervision of the school nurse or, in the absence of the school nurse, the principal or the principal’s designee who has been trained in the administration of medication.
(b) Emergency medication shall be locked beyond the regular school day or program hours, except as otherwise determined by a student’s emergency care plan.
(5) All medications, except those approved for keeping by students for self-medication, shall be kept in a designated and locked location used exclusively for the storage of medication. Controlled substances shall be stored separately from other drugs and substances in a separate, secure, substantially constructed, locked metal or wood cabinet.
(6) Access to stored medications shall be limited to persons authorized to administer medications. Each school or before or after school program and school readiness program shall maintain a current list of such authorized persons.
(7) All medications, prescription and non-prescription, shall be delivered and stored in their original containers and in such a manner that renders them safe and effective.
(8) At least two sets of keys for the medication containers or cabinets shall be maintained for each school building or before or after school program and school readiness program. One set of keys shall be maintained under the direct control of the school nurse or nurses and an additional set shall be under the direct control of the principal and, if necessary, the program director or lead teacher who has been trained in the general principles of the administration of medication shall also have a set of keys.
(9) Medications that must be refrigerated shall be stored in a refrigerator at no less than 36 degrees Fahrenheit and no more than 46 degrees Fahrenheit. The refrigerator must be located in the health office that is maintained for health services with limited access. Non-controlled medications may be stored directly on the refrigerator shelf with no further protection needed. Controlled medication shall be stored in a locked box that is affixed to the refrigerator shelf.
(10) All unused, discontinued or obsolete medications shall be removed from storage areas and either returned to the parent or guardian or, if the medication cannot be returned to the parent or guardian, the medication shall be destroyed in collaboration with the school nurse:
(a) non-controlled drugs shall be destroyed in the presence of at least one witness;
(b) controlled drugs shall be destroyed in pursuant to Section 21a-262-3 of the Regulations of Connecticut State Agencies; and
(c) accidental destruction or loss of controlled drugs must be verified in the presence of a second person, including confirmation of the presence or absence of residue, and jointly documented on the student medication administration record and on a medication error form pursuant to Section 10-212a(b) of the Connecticut General Statutes. If no residue is present, notification must be made to the Department of Consumer Protection pursuant to Section 21a-262-3 of the Regulations of Connecticut State Agencies.
(11) Medications to be administered by coaches of intramural or interscholastic athletic events or licensed athletic trainers shall be stored:
(a) in containers for the exclusive use of holding medications;
(b) in locations that preserve the integrity of the medication;
(c) under the general supervision of the coach or licensed athletic trainer trained in the administration of medication; and
(d) in a locked secured cabinet when not under the general supervision of the coach or licensed athletic trainer during intramural or interscholastic athletic events.
(12) In no event shall a school store more than a three (3) month supply of a medication for a student.
L. School Readiness Programs and Before or After School Programs
(1) As determined by the school medical advisor, if any, and school nurse supervisor, the following procedures shall apply to the administration of medication during school readiness programs and before or after school programs run by the Board, which are exempt from licensure by the Office of Early Childhood:
(a) Administration of medication at these programs shall be provided only when it is medically necessary for participants to access the program and maintain their health status while attending the program.
(b) Except as provided by Sections D and E above, no medication shall be administered in these programs without:
(i) the written order of an authorized prescriber; and
(ii) the written authorization of a parent or guardian or an eligible student.
(c) A school nurse shall provide consultation to the program director, lead teacher or school administrator who has been trained in the administration of medication regarding the safe administration of medication within these programs. The school medical advisor and school nurse supervisor shall determine whether, based on the population of the school readiness program and/or before or after school program, additional nursing services are required for these programs.
(d) Only school nurses, directors or directors’ designees, lead teachers or school administrators who have been properly trained may administer medications to students as delegated by the school nurse or other registered nurse. Properly trained directors or directors’ designees, lead teachers or school administrators may administer oral, topical, intranasal or inhalant medications. Investigational drugs or research or study medications may not be administered in these programs.
(e) Students attending these programs may be permitted to self-medicate only in accordance with the provisions of Section B(3) of this policy. In such a case, the school nurse must provide the program director, lead teacher or school administrator running the program with the medication order and parent permission for self-administration.
(f) In the absence of the school nurse during program administration, the program director, lead teacher or school administrator is responsible for decision-making regarding medication administration.
(g) Cartridge injector medications may be administered by a director, lead teacher or school administrator only to a student with a medically-diagnosed allergic condition which may require prompt treatment to protect the student against serious harm or death.
(2) Local poison control center information shall be readily available at these programs.
(3) Procedures for medication emergencies or medication errors, as outlined in this policy, must be followed, except that in the event of a medication error a report must be submitted by the program director, lead teacher or school administrator to the school nurse the next school day.
(4) Training for directors or directors’ designees, lead teachers or school administrators in the administration of medication shall be provided in accordance with Section J of this policy.
(5) All medications must be handled and stored in accordance with Section K of this policy. Where possible, a separate supply of medication shall be stored at the site of the before or after or school readiness program. In the event that it is not possible for the parent or guardian to provide a separate supply of medication, then a plan shall be in place to ensure the timely transfer of the medication from the school to the program and back on a daily basis.
(6) Documentation of any administration of medication shall be completed on forms provided by the school and the following procedures shall be followed:
(a) a medication administration record for each student shall be maintained by the program;
(b) administration of a cartridge injector medication shall be reported to the school nurse at the earliest possible time, but no later than the next school day;
(c) all instances of medication administration, except for the administration of cartridge injector medication, shall be reported to the school nurse at least monthly, or as frequently as required by the individual student plan; and
(d) the administration of medication record must be submitted to the school nurse at the end of each school year and filed in the student’s cumulative health record.
(7) The procedures for the administration of medication at school readiness programs and before or after school programs shall be reviewed annually by the school medical advisor, if any, and school nurse supervisor.
M. Review and Revision of Policy
In accordance with the provisions of Conn. Gen. Stat. Section 10-212a(a)(2) and Section 10-212a-2 of the Regulations of Connecticut State Agencies, the Board shall review this policy periodically, and at least biennially, with the advice and approval of the school medical advisor, if any, or other qualified licensed physician, and the school nurse supervisor. Any proposed revisions to the policy must be made with the advice and approval of the school medical advisor, school nurse supervisor or other qualified licensed physician.
Legal References:
Connecticut General Statutes:
Public Act No. 23-52, “An Act Concerning The Department of Consumer Protections Recommendations Regarding Prescription Drug Regulation”
Section 10-206
Section 10-212
Section 10-212a
Section 10-212c
Section 10-220j
Section 14-276b
Section 19a-900
Section 21a-240
Section 21a-286
Section 52-557b
Regulations of Conn. State Agencies:
Sections 10-212a-1 through 10-212a-10, inclusive
Memorandum of Decision, In Re: Declaratory Ruling/Delegation by Licensed Nurses to Unlicensed Assistive Personnel, Connecticut State Board of Examiners for Nursing (April 5, 1995)
Storage and Administration of Opioid Antagonists in Schools: Guidelines for Local and Regional Boards of Education, Connecticut State Department of Education (October 1, 2022)
ADOPTED:
September 10, 2024
STAMFORD PUBLIC SCHOOLS
REFUSAL TO PERMIT ADMINISTRATION
OF EPINEPHRINE FOR EMERGENCY FIRST AID
Name of Student: _______________________
Date of Birth: _________________________
Address of Student: ______________________________________________________________________
Name of Parent(s):_____________________________________________________________________
Address of Parent(s):___________________________________________________________________
(if different from child)
Connecticut law requires the school nurse and other qualified school personnel in all public schools to maintain epinephrine in cartridge injectors (EpiPens) for the purpose of administering emergency first aid to students who experience allergic reactions and do not have a prior written authorization of a parent or guardian or a prior written order of a qualified medical professional for the administration of epinephrine. State law permits the parent or guardian of a student to submit a written directive to the school nurse that epinephrine shall not be administered to such student in emergency situations. This form is provided for those parents who refuse to have epinephrine administered to their child. The refusal is valid for only for the 20__-20__ school year.
I, _____________________________, the parent/guardian of __________________________,
Print name of parent/guardian Print name of student
refuse to permit the administration of epinephrine to the above named student for purposes of emergency first aid in the case of an allergic reaction.
_______________________________________ __________________________
Signature of Parent/Guardian Date
Please return the completed original form to your child’s school nurse.
STAMFORD PUBLIC SCHOOLS
REFUSAL TO PERMIT ADMINISTRATION
OF OPIOID ANTAGONISTS FOR EMERGENCY FIRST AID
Name of Student:_______________________
Date of Birth: _________________________
Address of Student: ______________________________________________________________________
Name of Parent(s):_____________________________________________________________________
Address of Parent(s):___________________________________________________________________
(if different from child)
Connecticut law authorizes the school nurse and other qualified school personnel in all public schools to maintain opioid antagonists (Narcan) for the purpose of administering emergency first aid to students who experience an opioid-related drug overdose and do not have a prior written authorization of a parent or guardian or a prior written order of a qualified medical professional for the administration of opioid antagonists. State law permits the parent or guardian of a student to submit a written directive to the school nurse that opioid antagonists shall not be administered to such student in emergency situations. This form is provided for those parents who refuse to have opioid antagonists administered to their child. The refusal is valid for only for the 20__-20__ school year.
I, _____________________________, the parent/guardian of ___________________________,
Print name of parent/guardian Print name of student
refuse to permit the administration of opioid antagonists to the above named student for purposes of emergency first aid in the case of an opioid-related drug overdose.
________________________________________ __________________________
Signature of Parent/Guardian Date
Please return the completed original form to your child’s school nurse.
5141.2R
5141.2R
Students
Administration of medicines by school personnel
According to C.G.S. Section 1O-212a, during school hours and after school activities, administration of
medicines by a licensed professional qualified school nurse, or in the absence of a school nurse, the principal or designated certified teacher, or other professional registered nurse licensed and trained in administration of medications under the supervision of a qualified school nurse, is permitted to meet the health needs of an individual student with emergency, chronic, or short-term health problems so mat he/she can attend school.
A. Administration of Medicines by School Personnel
1. Prescribed medications should not be administered during school hours if it is possible to
achieve me desired effect for the student by home administration outside of school hours.
2. The school nurse may administer prescribed medicines. Principals, designated certified
teachers, trained in the administration of medications, and parents, in the absence of the school
nurse may administer only prescribed oral, topical, or inhalant medications. Investigational
drugs may not be administered by principals or teachers.
3. In the absence of the school nurse, the principal or designated teacher will give students
prescribed oral medications. The school nurse is responsible for staff education and supervision
in the administration of medication by a principal or teacher. Supervision includes review of
me medication, potential side effects, proper dosage and route of administration with the
principal/teacher, regular review of the written record of medication administration. Self administration
of medication by a pupil shall only occur with written authorization from parent
and pupil's physician. All medications must be evaluated and approved by the school nurse and
submitted to school physician for review. Regular assessment of the student's status shall be
documented on the student's cumulative health record. The plans or recommendation of the
medication must be approved by the school nurse. A written administration plan must be
developed by the school nurse. Principals and appropriate teachers are informed that the student
is self-administering prescribed medication. Such medication is transported (0 the school and
maintained under the student's control in accordance with the Board of Education policy on
self-medication by students.
Section 10-2 12-2(c)(d)(e)(f)(g)(h)
1. The Board of Education, with the advice and assistance of the school medical advisor and
Director of Nursing Services, shall review and revise the policies and procedures concerning
the administration of medicines as needed, but at least biennially. Whenever revised, these shall
be forwarded to the department for review and approval.
2. No medication may be administered without:
a) the written order of a physician or dentist, advanced practice registered nurse
(APRN) or physician's assistant; and
b) the written authorization of a parent or guardian
3. The Board of Education will not allow aspirin, ibuprofen, or an aspirin substitute containing
acetaminophen to be administered to a student without the authorization of the parent or
guardian, and standing orders from a physician. Refer to A.2. regarding administration of
prescribed medications.
4. Prescribed medication shall be administered to and taken by only the person for whom the
prescription has been written.
5. In the absence of a licensed nurse, only principals and teachers who have been properly
trained may administer medications to students. Principals and teachers may administer oral,
topical, or inhalant medications. Injectable medications may be administered by a principal or
teacher only to a student with a medically diagnosed allergic condition which may require
prompt treatment to protect the student against serious harm or death. Investigational drugs
may not be administered by principals or teachers.
6. Established policies and procedures to be followed in the event of a medication emergency
are available and the Board will
a) ensure that the following information is readily available in schools in its jurisdiction,
b) the Poison Information Center telephone number is 1-800-343-2722,
c) the physician, clinic, or emergency room to be contacted in the event of a medication
emergency is the local hospital, namely Stamford,
d) the name of the person responsible for decision-making in the absence of the school
nurse will be designated and posted by the principal of each school.
7. All Controlled drugs currently listed in Schedules II through V of the Regulations of
Connecticut State Agencies, Sections 21 a-243-8 through 21 a-243-11, may be administered in
schools pursuant to Board of Education policy.
Section 10-211a-3.
8. Training of School Personnel
a) The Board of Education will allow principals and teachers , in the absence of a
school nurse, to give medications to students and shall provide training to designated
principals and teachers in the safe administration of medications.
b) Only principals or teachers who have received such training from the school nurse or
physician shall be allowed to administer medications to students. This training shall
include, but not be limited to
(l) the procedural aspects of medication administration, the safe handling and
storage of medications, and recording; and
(2) the medication needs of specific students, medication idiosyncrasies, and
desired effect, potential side effects or untoward reactions.
c) The Board of Education shall maintain, and annually update, documentation that such
training has been provided and successfully completed.
d)The Board of Education shall maintain, and annually update, a list of principals and
teachers who have been trained in the administration of medications.
e) The Board of Education shall provide for a review and informational update to be
done, at least annually, for principals and teachers trained in the administration of
medications.
Section 10-212a-4
9. Self-Administration of Medications
The Board of Education approves of students who are able to self-administer
medication to do so provided:
a) a physician or dentist, advanced practice registered nurse (APRN) or physician's
assistant provides a written order for self-administration; and
b) there is a written authorization from the student's parent or guardian; and
c) the school nurse has evaluated the situation and deemed it to be safe and appropriate;
has documented this on the student's cumulative health record; and has developed a
plan for general supervision; and
d) the principal and appropriate teachers are informed that the student is self-administering
prescribed medication; and
e) such medications transported to the school and maintained under the student's control
in accordance with the Board of Education's policy on self-medication by students.
Section 10-212a-5
10. Handling, Storage and Disposal of Medications
a) All medications, except those approved for transporting by students for self-medication,
shall be delivered by the parent or other responsible adult and shall be
received by the nurse assigned to the school. The nurse must examine on-site any new
medication, medication order and permission form and develop a medication
administration plan for the student before any medica1ion is given by any school
personnel.
b) All medications, except those approved for keeping by students for self-medication,
shall be kept in a designated locked container, cabinet, or closet used exclusively for the
storage of medication. In the case of controlled substances, they shall be stored
separately from other drugs and substances in a separate, secure, substantially
constructed, locked metal or wood cabinet.
c) Access to all stored medication shall be limited to persons authorized to administer
medications. Each school shall maintain a current list of those persons authorized to
administer medications.
d) All medications, prescriptions and non-prescription, shall be stored in their original
containers and in such a manner as to render them safe and effective.
e) Medications requiring refrigeration shall be stored in a refrigerator at no less than 36
F and no more than 46 F.
Section 10-212a-5(f)(2)(h)(i)
f) All unused, discontinued or obsolete medications shall be removed from storage areas
and either returned to the parent or guardian or, with the permission of the parent or
guardian, destroyed:
(1) non-controlled drugs shall be destroyed in the presence of at least one (1)
witness:
(2) controlled drugs shall be destroyed in accordance with part 1307.21 of the
Code of Federal Regulations or by surrender to the Commissioner of the
Department of Consumer Protection.
g) No more than a forty -five (45) school day supply of a medication for a student shall
be stored at the school.
h) No medication for a student shall be stored at a school without a current written order
from a physician or dentist, advanced practice registered nurse (APR.N) or physician's
assistant.
11. Medication Errors
Definitions: A medication error includes the following situation:
a) Failure to administer a medication which has been ordered and approved for a
student. (Refusal by the student to take the medication is not an error, but should be
reported as an "incident, " and the parent notified).
b) Failure to administer the medication within the time frame designated by the
prescribing practitioner, (i.e., one-half hour before or after the stated time).
c) Failure to administer the correct, specific medication as ordered by the prescribing
practitioner.
d) Administration of an incorrect dosage of the medication.
e) Administration of the medication to the wrong student, i.e., a student for whom the
medication has not been ordered.
f) Failure to administer any medication according to generally accepted nursing practice
or pharmacological standard.
12. Procedure for Medication Errors
A. As soon as the person administering the medication, or any other person, recognizes
that an error has been made, she/he must:
(1) Determine if the error will lead to an immediate threat to the health or well
being of the recipient. If the error was administration of an incorrect medication
or an incorrect dosage, or if the dose of the correct medication was given 30
minutes too soon, or too late, to take the following actions at once:
(a) Telephone the prescribing practitioner (physician or dentist. advanced
practice registered nurse (APRN) or physician's assistant) and explain
the situation. Write down the advice that you are given and repeat it back
to the physician/dentist, then follow that advice.
(b) If you cannot reach the said physician or dentist, advanced practice
registered nurse (APR.N) or physician 's assistant, call the school
medical advisor and do as noted in "a".
(c) If you cannot reach either person quickly, telephone the Poison
Control Center and explain the situation. Write down the advice that you
are given, and repeat it back to the Center spokesman, then follow that
advice. If an emergency situation exists, notify the principal or
headmaster at once. Follow the school emergency plan. Notify the
appropriate supervisor(s) by telephone as soon as possible.
B. If the medication error does not present an immediate threat to the student's health,
she/he should be kept under observation by the nurse (or principal) until the prescribing
practitioner (physician or dentist, advanced practice registered nurse [APRN] or
physician's assistant) is consulted. If she/he cannot be reached, the school medical
advisor should be consulted. (If the school nurse is not present. the principal should
assume this responsibility, and also notify the school nurse).
C. A medication Error Report should be completed by the school nurse, and all parties
involved in the error must sign it. One copy should be sent to the nurse supervisor, and
the original filed in the student's cumulative health record. Notes on advice given by a
physician or dentist, advanced practice registered nurse (APRN) or physician's assistant
or Poison Control Center (1-800-343- 2722) should be kept and filed with reports. The
school administration may also retain a copy of the report if they so desire. If any
witness disagrees with any of the report, the area of disagreement should be put in
writing and filed with the original report(s) as a dissenting opinion.
All occurrences of errors in administration of medications shall be investigated by the
director of nursing services and the medical advisor and/or his designee. There shall be
a review of all medication errors at least annually to evaluate policy and procedures.
D. A report shall be completed using the accident/incident report form authorized by the
Board of Education.
E. Any error in the administration of a medication shall be documented in the student's
cumulative health record.
Section 10-212a-6(a)(G)
13. Each school where medications are administered shall maintain a medication administration
record for each student who receives medication during school hours. These records should be
filed in me student's cumulative record and kept at least seven (7) years from date of last entry.
A. Such record shall include:
(1) the name of the student
(2) the name of the medication
(3) the dosage of the medication
(4) the route of administration
(5) the frequency of administration
(6) the name of the prescribing physician or dentist, advanced practice registered
nurse (APRN) or physician's assistant. or in the case of aspirin. ibuprofen, or an
aspirin substitute containing acetaminophen to be given to a student, the name of
the parent or guardian requesting the medication be given.
(7) the date the medication was ordered
(8) the quantity received
(9) the date the medication is to be reordered
(l0) any student allergies to food and/or medicine
(11) the date and time of administration or omission including the reason for the
omission
(12) the dose or amount of drug administered (13) the full legal signature of the
nurse, principal or teacher administering.
Section 10-212a-6(a) (2) (3) (b) (c) (d) (H)
B. Each transaction shall be recorded in ink and shall not be altered.
C. The medication administration record shall be made available to the department upon
request.
D. The written order of the physician or dentist, advanced practice registered nurse
(APRN) or physician's assistant, the written authorization of the parent or guardian, and
the completed medication administration record for each student shall be filed in the
student's cumulative health record.
E. A. physician or dentist, advanced practice registered nurse (A.PRN) or physician's
assistant's verbal order including a telephone or faxed order for a change in any
medication can be received only by a school nurse. Any such verbal order must be
followed by a written order within three (3) school days.
Section 10-212a-7.1
14. Supervision
The school nurses responsible for general supervision of administration of medications in the
schools to which that nurse is assigned. The school nurse will be available on a regularly
scheduled basis to:
a) review orders or changes in orders, and communicate these to the personnel
designated to give medication for appropriate follow-up;
b) set-up a plan and schedule to ensure medications are given;
c) . provide training to principals, teachers and other licensed nursing personnel in the
administration of medications;
d) support and assist other licensed nursing personnel, principals, and teachers to
prepare for and implement their responsibilities related to the administration of specific
medications during school hours;
e) provide consultation by telephone or other means of telecommunication. In the
absence of the school nurse, licensed physician or dentist, advanced practice registered
nurse (APRN) or physician's assistant, or nurse may provide this consultation;
f) implementation of policies and procedures regarding receipt, storage, and
administration of medication;
g) monthly review of all documentation pertaining to the administration of medications
for students; - h) work-site observation of medication administration by teachers and
principals who have been newly trained;
i) periodic review, as needed, with licensed nursing personnel, principals and teachers
regarding the needs of any student receiving medication.
Regulation Adopted:
June 9, 1987
Amended:
May 15, 1990
February 25, 1997
June 27, 2000
5141.25 - Students with Special Health Care Needs
The focus of a Districtwide Food Allergy Management Plan shall be prevention, education,
awareness, communication and emergency response. The management plan shall strike a balance
between the health, social normalcy and safety needs of the individual student with life
threatening food allergies and the education, health and safety needs of all students. The District
Food Allergy Management Plan shall be the basis for the development of the procedural
guidelines that will be implemented at the school level and provide for consistency across all
schools within the district.
The goals for the Districtwide Plan include:
1. To maintain the health and protect the safety of children who have life-threatening food
allergies in ways that are developmentally appropriate, promote self-advocacy and
competence in self-care and provide appropriate educational opportunities.
2. To ensure that interventions and individual health care plans for students with life-threatening
food allergies are based on medically accurate information and evidence-based
practices.
3. To define a formal process for identifying, managing, and ensuring continuity of care for
students with life-threatening food allergies across all transitions. (Pre-K-Grade 12)
It is the policy of the Board of Education to follow the guidelines developed and promulgated by
the Connecticut Department of Public Health and Department of Education for students within
the District with life-threatening food allergies and glycogen storage disease. Such guidelines
include (1) education and training for school personnel on the management of students with life-threatening food allergies and glycogen storage disease, including training related to the
administration of medication with a cartridge injector and the provision of food or dietary
supplements, (2) procedures for responding to life threatening allergic reactions to food, (3) a
process for the development of individualized health care and food allergy action plans for every
student with a life-threatening food allergy, (4) a process for the development of individualized
health care and glycogen storage disease action plans for every student with glycogen storage
disease and such plan shall include, but not be limited to, the provision of food or dietary
supplements by the school nurse or by any school employee approved by the school nurse, to a
student with glycogen storage disease provided such plan does not prohibit a parent/guardian or a
person they so designate, to provide food or dietary supplements on school grounds during the
school day, and (5) protocols to prevent exposure to food allergens.
It is the Board's expectation that specific building-based guidelines/actions will take into account
the health needs and well-being of all children without discrimination or isolation of any child. It
is the Board's belief that education and open and informative communication are vital for the
creation of an environment with reduced risks for all students and their families. In order to assist
children with life-threatening allergies to assume more individual responsibility for maintaining
their safety as they grow, it is the policy of the Board that guidelines shift as children advance
through the primary grades and through secondary school.
The District's plan for managing students with life-threatening food allergies shall be posted on
the District's website (and/or on the website of each school within the District).
(cf. 5141 - Student Health Services)
(cf. 5141.21 - Administering Medication)
(cf. 5141.23 - Students with Special Health Care Needs)
(cf. 5141.3 - Health Assessments)
(cf. 5145.4 - Nondiscrimination)
Legal Reference: Connecticut General Statutes
10-15b Access of parent or guardian to student's records.
10-154a Professional communications between teacher or nurse and student.
10-207 Duties of medical advisors.
10-212a Administrations of medications in schools
10-212c Life threatening food allergies; Guidelines; district plans, as amended
by P.A. 12-198
10-212a(d) Administration of medications in schools by a paraprofessional
10-220i Transportation of students carrying cartridge injectors
52-557b Good Samaritan Law. Immunity from liability for emergency medical
assistance, first aid or medication by injection
PA 05-104 An Act Concerning Food Allergies and the Prevention of Life-
Threatening Incidents in Schools
PA 05-144 and 05-272 An Act Concerning the Emergency Use of Cartridge
Injectors
The Regulations of Connecticut State Agencies section 10-212a through 10-
212a-7
Federal Legislation
Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794 § 504; 34 C.F.R.
§ 104 et seq.)
Americans with Disabilities Act (ADA) of 1990 (42 U.S.C. §12101 et
seq.; 29C.F.R. §1630 et seq.
The Family Education Rights and Privacy Act of 1974 (FERPA)
The Individuals with Disabilities Education Act of 1976 (IDEA) (20 U.S.C. §
1400 et seq.); 34 C.F.R. § 300 et seq.
FCS Instruction783-2, Revision 2, Meal substitution for medical or other
special dietary reasons.
P.A. 09-155 An Act Concerning the Use of Asthmatic Inhalers and Epinephrine
Auto-Injectors While at School
Land v. Baptist Medical Center, 164 F3d 423 (8th Cir. 1999)
Policy Adopted:
May 25, 2021
4118.237/4218.2378/5141.8 - Face Masks/Coverings
This policy pertains to students, faculty, staff, and visitors. It has been developed to fulfill the guiding principles contained in the Framework for Connecticut Schools, specifically to
safeguard the health and safety of students and staff and to allow all students the opportunity to return into classrooms. Evidence shows that the proper wearing of facial masks or coverings helps stop the spread of the virus.
The Board of Education (Board) is implementing this masking requirement to promote the
safest possible learning, teaching and work environment for students, faculty, staff and visitors during the COVID-19 pandemic. The first priority of the Board is the health and well-being of students and staff as the District prepares for and implements the safe reopening of schools.
The Center for Disease Control and Prevention (CDC) and the Connecticut Department of
Public Health (CTDPH) and the Connecticut State Department of Education, as outlined in
Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together requires the
wearing of face coverings for all students and staff when they are inside school buildings and while riding school transportation vehicles, with certain exceptions.
In consultation with the CTDPH, upon the recommendation of the Department of Health for the City of Stamford that masks are required, the following policy shall apply.
The Superintendent shall have the authority to limit access to public school grounds and
district buildings.
Additionally, in consultation with the Department of Health for the City of Stamford, the
Superintendent may suspend or modify this policy to alter, reduce, eliminate, or otherwise
modify the requirements contained herein.
Definitions
Mask – A cloth, paper, or disposable face covering that covers the nose and mouth. It may
or may not be medical grade. Masks that have an exhalation valve or vent are prohibited.
This definition is subject to change if necessary in order to conform with future guidance
issued by the CDC and CTDPH.
Face shield – a clear, plastic shield that covers the forehead, extends below the chin and
wraps around the sides of the face, protecting the eyes, nose and mouth from contamination from respiratory droplets, which may be used along with masks or respirators.
Clear plastic barrier – a clear plastic or solid surface that can be cleaned and sanitized often.
Transportation
All persons riding transportation provided by the district, including student passengers, are
required to wear a face mask that completely covers the nose and mouth during transit. The individual’s mask must be in place prior to boarding the vehicle and must be kept in place until they are completely off the vehicle. The Board shall provide back-up masks if students do not have masks when boarding school transportation. These requirements are also applicable to the drivers of the vehicle, monitors (if any), and any other individual on the vehicle.
School Buildings and Grounds
All students, staff, and visitors are required to use a mask that completely covers the nose
and mouth, when they are inside the school building, even when social distancing is maintained. Specific to outdoor settings, masks are not required, but students and staff will continue to wear masks in situations where students and/or staff are outdoors and in close contact while stationary (e.g., sitting/standing together in a group). Where students are actively moving around during recess or physical education activities, masks can be removed. Masks will also be on when going out of the building to recess and back into the building afterward. Good hand hygiene will be emphasized before and after outdoor activities.
Mask breaks may be provided throughout the day, subject to this policy and associated
regulations.
Transparent (clear) masks may be used by teachers in situations where it is important for
students to see how a teacher pronounces words (e.g. reading instruction, English learners, early childhood, foreign language, deaf or hard of hearing students, etc.) and a separating distance of six feet is consistently maintained.
Parents/guardians may not excuse their child from the requirement to wear a mask by signing a waiver. If an individual has a medical condition that makes it contrary to their health or safety to wear a mask, that individual may request a medical exemption from the requirement to wear a mask. A written notification from a physician is required in order for the Board to permit a medical exemption. The physician’s note must state the medical reason for the requested exemption, and must comply with the requirements contained in associated regulation. Requests for exemption shall be made on the District’s form and be in accordance with the regulation associated with this policy.
The Board shall provide to any student, staff member or visitor a face mask if such
individual does not have one. Training shall be provided as necessary regarding the proper
use of face coverings. Information shall be provided to staff, students and students’ families regarding the proper use, removal and washing of cloth face coverings.
Limited Exceptions to Use of Masks – Eating and Drinking
Masks are required in all dining areas while entering and leaving or getting food and drinks.
Subject to the provisions of this policy and associated regulation, when other and appropriate mitigating practices are in place, such as maintaining a separating distance of six (6) feet to the greatest extent possible, students will not be required to wear face masks while eating or drinking.
Mask Breaks
Subject to the provisions of this policy and associated regulation, breaks from wearing masks shall be scheduled throughout the school day, by the teacher, provided that a separating distance of at least six (6) feet to the greatest extent possible is maintained and limitations are enforced regarding student and staff mobility. Members of staff may participate in any or all scheduled mask breaks.
Mask use will not be required by staff when they are alone in private offices. However, they
are required to mask when anyone enters a private office space and are required to wear a
mask if their office space is physically shared with others and does not allow for 6 feet of
physical distancing or if the work area is frequented by others (such as a reception area).
Additionally, in consultation with the Department of Health for the City of Stamford, the
Superintendent may suspend or modify this restriction so as to excuse staff that has been fully inoculated from the restrictions of this paragraph.
Violations of this Policy
Violations of this policy, whether by students or staff, shall be handled in the same manner
as other violations of applicable Board policy.
For the health and safety of students and staff, students who refuse to wear a mask without an approved exemption will be subject to appropriate disciplinary action which may include a required period of remote learning. In the event such student refuses to wear a mask after having been prompted to do so, the student shall be sent to a designated location and the parent/guardian shall be contacted to rectify the situation, school personnel to explain the options available regarding schooling and for the possible removal of the child from the in person school setting.
If a visitor refuses to wear a face covering and has not been granted a medical exemption,
entry to the school/district facility may be denied.
Teachers or schools may provide incentives for compliance with the face mask requirement.
Community Outreach
The District shall engage in community education programs including signage, mass and
targeted communication, and positive reinforcement that will actively promote mask use
consistent with CDC, DDH, CSDE and OSHA guidance. Community members will be
reminded that mask use does not replace the need for social distancing, washing of hands and other preventative practices recommended by all appropriate authorities.
Until further notice the Board will require the wearing of masks as prescribed in this policy. The Board reserves the right to interpret the provisions of this policy and to modify any or all matters contained in this policy at any time, subject to applicable law.
(cf. 5141.1 – Communicable/Infectious Diseases) (cf. 6110 – Emergency Closings)
(cf. 6110 – Emergency Closings)
Legal Reference:
Connecticut General Statutes
10-154a Professional communications between teacher or nurse and student.
10-207 Duties of medical advisors.
10-221 Boards of education to prescribe rules.
19a-221 Quarantine of certain persons.
52-557b Immunity from liability for emergency medical assistance, first aid or
medication by injection. School personnel not required to administer or render.
The Family Educational Rights and Privacy Act of 1974, (FERPA), 20 U.S.C. 1232g, 45
C.F.R. 99.
Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together
Connecticut LEA School Reopening Template
CDC Considerations for Schools
CDC Symptoms of Coronavirus
CDC Quarantine & Isolation
CDC Use of Cloth Face Coverings to Help Slow the Spread of COVID-19
CDC Interim Guidance for Administrators of US K-12 Schools and Child Care Programs
CDC Schools Decision Tree for Schools Reopening
Policy Adopted:
September 01, 2020 (Effective immediately under suspension of rules)
Revised:
03/23/2021 (Effective immediately under suspension of rules)
06/01/2021 (Effective immediately under suspension of rules)
Suspended:
03/01/2022 (Effective immediately under suspension of rules)
Superintendent authorized to temporarily reinstate policy, in whole or part, subject to Board
approval. See minutes 03/01/2022.
03/01/2022: Policy suspended effective immediately (under suspension of the rules). Superintendent authorized to temporarily reinstate policy, in whole or part, subject to Board approval. See minutes 03/01/2022.
4118.237 R
4218.237 R
5141.8 R
Personnel – Certified / Non-Certified Students
Facemasks/Coverings
REGULATION
Exemption from requirement to wear a mask
In an emergent situation, if an individual is having trouble breathing; is unconscious; is
incapacitated; or cannot remove the mask without assistance, that individual may be temporarily excused from the requirement to wear a mask without formally requesting an exemption.
An exemption from the requirement to wear a mask when in a district building may be granted for anyone who has a medical condition, behavioral condition or disability that makes wearing a mask contrary to their health or safety. To request a medical exemption, a written notification from a Practitioner (as defined below) is required (the “Physician’s Notification”).
A “Practitioner” means a licensed physician, or an advanced practice registered nurse licensed by the State of Connecticut (“APRN”), or a physician assistant licensed by the State of Connecticut (“PA”), a licensed or certified medical provider, psychologist, marriage and family therapist, professional counselor, social worker, or behavior analyst, the Department of Developmental Services or other state agency that provides or supports services for people with emotional, intellectual or physical disabilities, or a person authorized by any such agency.
A Physician’s Notification must be provided by a Practitioner, must be on the Practitioner’s
letterhead, signed, dated, and contain the Practitioner’s printed name and contact information. It must be no more than three (3) months old. It must certify the person is qualified for the exemption and must state it would be medically contraindicated (contrary to the individual’s health or safety) for the individual to wear a mask because of a medical condition, behavioral condition or disability.
Requests for exemption from the requirement to wear a mask in a district building shall be
submitted in advance. If the request for exemption is for a member of staff, the request must be delivered to the Director of Human Resources for the District (this includes any interim or acting Director of Human Resources, if applicable). If the request is for a building visitor, the request must be delivered in advance to the building principal. If the request is for a student, the request must be delivered to the school nurse, and must include a completed Student Medical Exemption Certification Statement – Mask or Face Covering form. Submission of a request for exemption is not a guarantee that an exemption will be granted. The requestor must comply with all requirements to wear a mask until they have been notified that their request for exemption was granted. Once granted, an exemption may be conditioned, modified or revoked as may be necessary and appropriate.
Any individual that is granted an exemption from the requirement to wear a mask is expected to behave appropriately. Inappropriate behavior or failure to follow any conditions associated with an exemption will subject the individual to appropriate disciplinary action. The names of individuals who are granted an exemption from the requirement to wear a mask shall be provided to the principal who will disseminate this information to those who have a need to know ie: classroom teacher, etc.
For the purposes of this Regulation, “Fully vaccinated” means at least fourteen days have elapsed since a person has received the second dose of the Pfizer or Moderna vaccine, or the single dose of the Johnson & Johnson vaccine, or as otherwise defined by the Centers for Disease Control (“CDC”).
Teacher Removal of Mask During Active Instruction
In an effort to balance the risks of SARS-CoV-2 transmission in a classroom and instructional needs, teachers who are fully vaccinated may choose to remove their masks when they are engaged in active instruction at the front of the classroom in which students are seated and masked provided that a separating distance of at least six (6) feet to the greatest extent possible is maintained. Mask removal may not occur in cases where a fully vaccinated teacher is a close contact of a known case and, in lieu of quarantine, is instructed to wear a mask until they receive a negative test.
Mask Breaks
Mask breaks may be allowed at the teacher’s discretion provided a separating distance of six (6) feet is maintained to the greatest extent possible, limitations are enforced regarding student and staff mobility are enforced, appropriate additional mitigating measured are followed, and any additional guidelines that may be set by the administration are followed.
Violation of this Policy
• Minor violations – will ideally be addressed in the moment by an active bystander (e.g.,
offering a forgetful student a mask) and/or through an educational discussion (e.g., student meeting with staff). We encourage peer engagement and bystander intervention by staff, consistent with our broader social norming campaign.
• Serious violations – will be handled through the typical process within each building.
Through this administrative process, the administration may administer appropriate
discipline, including suspending a student from in-person learning/activities (i.e., allow them to continue with remote learning). The definition of what is a “serious” violation will be fact-bound. Factors to consider include, but are not limited to, repeated violations by the
same individual, actions that constitute a refusal to comply when warned or encouraged, and large events in plain, intentional disregard of size and distance limitations.
If an employee fails to comply with requirements of this policy, it may result in disciplinary
action, up to and including termination, in accordance with relevant laws, policies and
procedures.
Regulation Adopted:
September 01, 2020
Amended: March 23, 2021
August 17, 2021
August 30, 2021
Suspended:
03/01/2022 (Effective immediately under suspension of rules)
Superintendent authorized to temporarily reinstate policy, in whole or part, subject to Board
approval. See minutes 03/01/2022.
5141.8 FORM
Student Medical Exemption Certification Statement – Mask or Face Covering
The Center for Disease Control and Prevention (CDC) and the Connecticut Department of
Health (CTDPH) and the Connecticut State Department of Education, as outlined in Adapt,
Advance, Achieve: Connecticut’s Plan to Learn and Grow Together requires the wearing of face coverings for all students and staff when they are inside school buildings and while riding school transportation vehicles, with certain exceptions.
Parents or guardians claiming a medical exemption on the basis that a wearing a mask or face covering is medically contraindicated (contrary to the health and safety of the student) for their child must complete the following statement and attach a letter (the “Physician’s Notification”) signed by a Practitioner (as defined below) licensed to practice medicine stating that in the Practitioner’s opinion, wearing a mask or face covering is medically contraindicated (contrary to the health and safety of the student) and that the person qualifies for the exemption, and return it to the school nurse.
A “Practitioner” means a licensed physician, or an advanced practice registered nurse licensed by the State of Connecticut (“APRN”), or a physician assistant licensed by the State of Connecticut (“PA”), a licensed or certified medical provider, psychologist, marriage and family therapist, professional counselor, social worker, or behavior analyst, the Department of Developmental Services or other state agency that provides or supports services for people with emotional, intellectual or physical disabilities, or a person authorized by any such agency.
The Physician’s Notification must be dated, not more than three (3) months old, include the child’s name and, birth date, the Practitioner’s name, contact information and signature, state that a medical condition, behavioral condition or disability contraindicates the wearing of a mask or face covering, and certify the person is qualified for the exemption.
To Whom It May Concern:
As the parent(s)/guardian(s) of ____________________________________, (Name of student)
I/we are submitting the enclosed documentation from a Practitioner stating that for this child wearing a mask or face covering is medically contraindicated and would be contrary to the child’s health and safety, and that the child qualifies for an exemption from the requirement to wear a mask.
I/we understand the need for an exemption for wearing a face covering is rare. As stated in
Addendum 11 Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together,
Connecticut State Department of Education, Interim Guidance for the Use of Face Coverings in Schools during COVID-19,
“Medical contraindications to the wearing of cloth or other similar loose fitting masks are
generally limited to individuals suffering from severe chronic obstructive pulmonary
disease (COPD) such as might be seen with cystic fibrosis, severe emphysema, heart
failure, or significant facial burns that would cause extreme pain or interfere with the
healing of a skin graft. These severe medical conditions will be rare in students or staff
capable of presenting to the school for work or instruction (in most cases these
individuals would not be able to move about freely without significant assistance). In
addition, for anyone suffering from any of these underlying conditions, the strong
recommendation would be for that person to remain at home and engage in fully virtual
learning due to their risk of developing severe complications if they did become infected
with COVID-19. Mild or intermittent respiratory or other common conditions such as
asthma, cardiovascular diseases, kidney disease, or other similar conditions are generally
not considered contraindications to the wearing of loose-fitting face coverings.”
I/we have read the Stamford Public Schools mask and face covering policy and associated
regulation and agree to be bound by same.
______________________________________________Signature of Parent(s)/Guardian(s)
Date:
Address:
Telephone #:
School:
Revised:
August 17, 2021
5144.1 - Physical Restraint / Seclusion / Exclusionary Time Out
The Stamford Board of Education seeks to foster a safe and positive learning environment for all students. In compliance with applicable law, this policy, and accompanying regulations, Board of Education employees will avoid the use of physical restraint and seclusion of students. However, physical restraint or seclusion of a student by trained school employees may be necessary in an emergency situation to maintain the safety of the student or another individual, where harm to the student or others is immediate or imminent. The Board also regulates the use of exclusionary time out in accordance with this Policy and applicable law.
The following sets forth the procedures for compliance with the relevant Connecticut General Statutes and Regulations concerning the physical restraint and seclusion of students in the Stamford Public Schools. The Board of Education mandates compliance with this policy and the associated administrative regulations at all times. Violations of this policy and/or associated administrative regulations by a Board of Education staff member or other individual working at the direction of, or under the supervision of, the Board of Education, may result in disciplinary action, up to and including possible termination of employment status and/or termination of contract for services.
Nothing within these policies and administrative regulations shall be construed to interfere with the Board’s responsibility to maintain a safe school setting, in accordance with Connecticut General Statutes § 10-220, or to supersede the justifiable use of reasonable physical force permitted under Connecticut General Statutes §53a-18(6). Under no circumstances shall employees or individuals under the supervision of the Board use corporal punishment with students or physically manage students for purposes of discipline.
I. Definitions
A. Exclusionary time out means a temporary, continuously monitored separation of a
student from an ongoing activity in a non-locked setting, for the purpose of calming
such student or de-escalating such student’s behavior.
B. Life-threatening physical restraint means any physical restraint or hold of a person
that restricts the flow of air into a person’s lungs, whether by chest compression or
any other means, or immobilizes or reduces the free movement of a person’s arms,
legs or head while the person is in the prone position.
C. Physical restraint means any mechanical or personal restriction that immobilizes or
reduces the free movement of a person’s arms, legs or head, including, but not limited
to, carrying or forcibly moving a person from one location to another. Excluded from
this definition is briefly holding a person in order to calm or comfort the person;
restraint involving the minimum contact necessary to safely escort a person from one
area to another; medical devices including but not limited to, supports prescribed by a
health care provider to achieve proper body position or balance; helmets or other
protective gear used to protect a person from injuries due to a fall; or helmets, mitts
and similar devices used to prevent self-injury when the device is part of a
documented treatment plan or individualized education program pursuant to
Connecticut’s special education laws or prescribed or recommended by a medical
professional and is the least restrictive means to prevent such self-injury or an
exclusionary time out.
D. Psychopharmacologic agent means any medication that affects the central nervous
system, influencing thinking, emotion or behavior.
E. School employee means a teacher, substitute teacher, school administrator,
Superintendent, guidance counselor, school counselor, psychologist, social worker,
nurse, physician, school paraeducator, board certified behavior analysist or coach
employed by the Board of Education or working in a public elementary, middle or
high school; or any other individual who, in the performance of his/her duties has
regular contact with students and who provides services to or on behalf of students
enrolled in the Stamford Public Schools, pursuant to a contract with the Board of
Education.
F. Seclusion means the involuntary confinement of a student in a room, with or without
staff supervision, in a manner that physically prevents the student from leaving.
Seclusion does not include any confinement where the student is physically able to
leave the area of confinement including, but not limited to, in-school suspension and
time-out. Seclusion does not include exclusionary time out.
G. Student means a child (A) enrolled in grades Pre-K, kindergarten to twelve,
inclusive, in a public school under the jurisdiction of a local or regional Board of
Education, (B) receiving special education and related services in an institution or
facility operating under contract with a local or regional Board of Education, (C)
enrolled in a program or school administered by a regional education service center,
or (D) receiving special education and related services from an approved private
special education program, but shall not include any child receiving educational
services from Unified School District #2 or the Department of Mental Health and
Addiction Services.
II. Use of Physical Restraint and/or Seclusion
A. No school employees shall use a life-threatening physical restraint on a student under
any circumstance.
B. No student shall be placed in seclusion unless the use of seclusion is being used as an
emergency intervention to prevent immediate or imminent injury to the student or to
others, provided the seclusion is not used for discipline or convenience and is not
used as a substitute for a less restrictive alternative.
C. Seclusion shall not be utilized as a planned intervention in a student’s behavioral
intervention plan, individualized education program or plan pursuant to Section 504
of the Rehabilitation Act of 1973, as amended from time to time.
D. If any instance of physical restraint or seclusion of a student exceeds fifteen minutes
an administrator or his/her designee (member of crisis team), or a school health or
mental health personnel, or a board certified behavioral analyst, who has received
training in the use of physical restraint and seclusion shall determine whether
continued physical restraint or seclusion is necessary to prevent immediate or
imminent injury to the student or to others. Upon a determination, that such continued
physical restraint or seclusion is necessary; such individual shall make a new
determination every thirty minutes thereafter regarding whether such physical
restraint or seclusion is necessary to prevent immediate or imminent injury to the
student or to others.
E. Physical restraint and seclusion of a student shall never be used as a disciplinary
measure or as a convenience.
F. School employees must explore all available less restrictive alternatives prior to using
physical restraint or seclusion for a student.
G. In the event that physical restraint or seclusion is used on a student four or more times
within twenty school days:
1. An administrator, one or more of such student’s teachers, the
parent/guardian of such student and, if any, a mental health professional
shall convene for the purpose of:
a. conducting or revising a behavioral assessment of the student;
b. creating or revising any applicable behavioral intervention plan; and
c. determining whether such student may require special education.
2. If such student is a child requiring special education or is a child being
evaluated for eligibility for special education and awaiting a
determination, such student’s planning and placement team shall convene
for the purpose of:
a. conducting or revising a behavioral assessment of the student; and
b. creating or revising any applicable behavioral intervention plan,
including, but not limited to, such student’s individualized education
plan.
H. A school employee must continually monitor any student who is physically
restrained or secluded. Any student voluntarily or involuntarily placed in seclusion
or restrained shall be regularly evaluated by a school employee for indications of
physical distress. The school employee conducting the evaluation shall enter each
evaluation in the student’s educational record.
1. Monitor shall mean by direct observation or by observation using video
monitoring within physical proximity sufficient to provide aid as may be
required.
2. The area in which such student is secluded is equipped with a window or other
fixture allowing the student a clear line of sight beyond the area of seclusion.
I. School employees shall not use a physical restraint on a student or place a student in
seclusion unless they have received training on the proper means for performing
such physical restraint or seclusion.
J. School employees may not use a psychopharmacologic agent on a student without
that student’s consent except (1) as an emergency intervention to prevent
immediate or imminent injury to the student or to others, or (2) as an integral part
of the student’s established medical or behavioral support or educational plan, as
developed consistent with Section 17a-543 of the Connecticut General Statutes
or, if no such plan has been developed, as part of licensed practitioner’s initial
orders. The use of psychopharmacologic agents, alone or in combination, may be
used only in doses that are therapeutically appropriate and not as a substitute for
other appropriate treatment.
K. The parent/guardian of a student who is placed in physical restraint or seclusion shall
be notified not later than twenty-four hours after the student is placed in physical
restraint or seclusion. A reasonable effort shall be made to provide such notification
immediately after such physical restraint or seclusion is initiated. Such notification
must be made by phone or email, which may include but is not limited to sending a
note home with the child. The parent of such child, regardless of whether he or she
receives such notification, must be sent a copy of the incident report no later than
two business days after the emergency use of physical restraint or seclusion.
L. Beginning July 1, 2016, The Board of Education, and each institution or facility
operating under contract with the Board to provide special education for children,
including any approved private special education program, shall:
1. Record each instance of the use of physical restraint or seclusion on a
student.
2. Specify whether the use of seclusion was in accordance with an
individualized education program.
3. Specify the nature of the emergency that necessitated the use of such
physical restraint or seclusion.
4. Include such information in an annual compilation on its use of such
restraint and seclusion on students.
M. The Board and institutions or facilities operating under contract with the Board to
provide special education for children, including any approved private special
education program, shall provide such annual compilation to the Department of
Education in order to examine incidents of physical restraint and seclusion in
schools.
N. Any use of physical restraint or seclusion on a student shall be documented in the
student’s educational record. The documentation shall include:
1. The nature of the emergency and what other steps, including attempts at verbal
de-escalation, were taken to prevent the emergency from arising if there were
indications that such an emergency was likely to arise; and
2. A detailed description of the nature of the restraint or seclusion, the duration of
such restraint or seclusion and the effect of such restraint or seclusion on the
student’s established educational plan.
O. Any incident of the use of restraint or seclusion that results in physical injury to a
student shall be reported to the State Board of Education.
III. Crisis Intervention Teams
A. For the school year commencing July 1, 2017 and each school year thereafter, the
Board requires each school in the District to identify a crisis intervention team. Such
team shall consist of any teacher, administrator, school professional or other school
employee designated by the school principal and who has direct contact with students
and trained in the use of physical restraint and seclusion.
1. Members of such teams shall respond to any incident in which the use of
physical restraint or seclusion may be necessary as an emergency intervention
to prevent immediate or imminent injury to a student or to others.
2. Each member of the crisis intervention team shall be recertified in the use of
physical restraint and seclusion on an annual basis.
3. The Board shall maintain a list of the members of the crisis intervention team
for each school.
IV. Documentation and Communication
A. After each incident of physical restraint or seclusion, and no later than the end of the
next school day following the incident, a school employee must complete the
standardized incident report form developed by the Connecticut State Department of
Education for reporting incidents of physical restraint and seclusion. The incident
form must be included in the educational file of the person who was physically
restrained or secluded. The information on the form must include the following:
1. In the case of an emergency, the nature of the emergency and what other steps,
including attempts at verbal de-escalation, were taken to prevent the
emergency from arising if there were indications that such an emergency was
likely to arise;
2. A detailed description of the nature of the restraint or seclusion;
3. The duration of the restraint or seclusion;
4. The effect of the restraint or seclusion on the student’s established behavioral
support or educational plan; and
5. Whether the seclusion of a student was conducted pursuant to a behavior
support or educational plan.
B. A school employee must notify the parent or guardian of a student of each incident
that the student is physically restrained or placed in seclusion.
1. A reasonable attempt shall be made to notify the parent or guardian of the
student on the day of, but no later than twenty-four (24) hours after, physical
restraint or seclusion is used as an emergency intervention to prevent
immediate or imminent injury to the student or others.
2. Notification must be made by telephone, e-mail, or other method which may
include, but is not limited to, sending a note home with the student.
3. The parent or guardian of a student who has been physically restrained or
placed in seclusion shall be sent a copy of the completed incident report of
such action no later than two (2) business days after the emergency use of
physical restraint or seclusion, regardless of whether the parent received the
notification described in subsections 1 and 2 above.
C. The Director of Special Education, or their designee, must, at each initial PPT
meeting for a student, inform the child’s parent, guardian, or surrogate parent, or the
student if such student is an emancipated minor or eighteen years of age or older, of
the laws relating to physical restraint and seclusion as expressed through this policy,
and of the laws and regulations adopted by the Connecticut State Board of Education
relating to physical restraint and seclusion.
D. The Director of Special Education, or their designee, must be notified of the
following:
1. Each use of physical restraint or seclusion on a special education student;
2. The nature of the emergency that necessitated its use;
3. Whether the seclusion of a special education student was conducted pursuant to
a behavioral support plan; and
4. If the physical restraint or seclusion resulted in physical injury to the student.
V. Required Training and Prevention Training Plan
A. Training shall be provided by the Board to the members of the crisis intervention
team for each school in the District. The Board may provide such training to any
teacher, administrator, school professional or other school employee, designated by
the school principal and who has direct contact with students regarding physical
restraint and seclusion of students. Such training shall be provided during the school
year commencing July 1, 2017 and each school year thereafter.
B. Training shall include an annual overview of the relevant laws and regulations
regarding the use of physical restraint and seclusion on students and the proper uses
of physical restraint and seclusion. (Such overview is to be provided by the
Department of Education commencing July1, 2017 and annually thereafter, in a
manner and form as prescribed by the Commissioner of Education.)
1. The creation of a plan by which the Board will provide training regarding the
prevention/de-escalation of incidents requiring physical restraint or seclusion
of students.
2. The Board will create a plan requiring training regarding the proper means of
physical restraint or seclusion of a student, including, but not limited to:
a. Verbal defusing and de-escalation;
b. Prevention strategies;
c. Various types of physical restraint and seclusion;
d. The differences between life-threatening physical restraint and other
varying levels of physical restraint;
e. The differences between permissible physical restraint and pain
compliance techniques;
f. Monitoring methods to prevent harm to a student who is physically
restrained or in seclusion, including training in the proper means of
physically restraining or secluding a student; and
g. Recording and reporting procedures on the use of physical restraint
and seclusion.
VI. Exclusionary Time Out
Exclusionary time outs must follow, but need not be limited to, the following
requirements:
1. Exclusionary time out is not to be used as a form of discipline. The use of
exclusionary time out should be closely monitored by child study teams and
grade level teams in order to examine data. If it is determined that the use of
time out, including exclusionary time out as an intervention for an individual
student is not effective at reducing the inappropriate behavior and does not
encourage learning of the new and appropriate behavior, the team should
consider looking closely at the students behavior using an Functional Behavior
Assessment (FBA) and developing alternative interventions. Such information
can be documented by a Behavior Intervention Plan (BIP) that is informed by
an FBA.
2. At least one school employee remains with the student, or be immediately
available to the student such that the student and school employee are able to
communicate verbally, throughout the exclusionary time out.
3. The space used for an exclusionary time out is clean, safe, sanitary and
appropriate for the purpose of calming such student or de-escalating such
student’s behavior.
4. The exclusionary time out period terminates as soon as possible.
5. If such student is a child requiring special education, as defined in C.G.S. 10-
76a, or a child being evaluated for special education, pursuant to C.G.S. 10-
76d, and awaiting a determination, and the interventions or strategies are
unsuccessful in addressing such student’s problematic behavior, such student’s
planning and placement team shall convene as soon as is practicable to
determine alternative interventions or strategies.
6. An exclusionary time out becomes a reportable “seclusion” if or when the
student is physically or prohibited from leaving the space.
7. The parent or guardian of a student who is placed in exclusionary time out
shall be notified not later than 24 hours after the student is placed in
exclusionary time out. A reasonable effort shall be made to provide such
notification immediately after such exclusionary time out is initiated.
8. Staff shall record each instance of exclusionary time out. The school principal
shall maintain an annual compilation of exclusionary time out. Such
compilation will be reported to the Board of Education annually.
VII. Dissemination of Policy
A. This policy and its procedures shall be made available on the District’s website and in
the Board’s procedural manual. The policy shall be updated not later than sixty (60)
days after the adoption or revision of regulations promulgated by the State Board of
Education.
(cf. 4148/4248 – Employee Protection)
(cf. 5141.23 – Students with Special Health Care Needs)
(cf. 5144.2 – Use of Exclusionary Time Out Rooms)
Legal Reference:
Connecticut General Statutes
10-76b State supervision of special education programs and services.10-76d
Duties and powers of boards of education to provide special education programs
and services.
10-236b Physical restraint and seclusion of students by school employees. (as
amended by PA 17-220 and PA 18-51)
46a-150 Definitions. (as amended by PA 07-147 and PA 15-141)
46a-152 Physical restraint, seclusion and use of psychopharmacologic agents
restricted. Monitoring and documentation required.
46a-153 Recording of use of restraint and seclusion required. Review of records
by state agencies. Reviewing state agency to report serious injury or death to
Office of Protection and Advocacy for Persons with Disabilities and to Office of
Child Advocate. (as amended by PA 12-88)
53a-18 Use of reasonable physical force or deadly physical force generally.
53a-19 Use of physical force in defense of person.
53a-20 Use of physical force in defense of premises.
53a-21 Use of physical force in defense of property.
PA 07-147 An Act Concerning Restraints and Seclusion in Public Schools.
PA 15-141 An Act Concerning Seclusion and Restraint in Schools.
Public Act 18-51, An act Implementing the Recommendations of the Department
of Education
Conn. Gen . Stat. 10-76b
Conn. Gen. Stat. 10-76d
Conn. Gen. Stat. 53a-18 to 53a-22 Reg.
Conn. State Agencies 10-76b-5 to 10-76b-11.
Other References:
Restraint and Seclusion: Resource Document, United States Department of
Education, available at http://www2.ed.gov/policy/seclusion/restraints-andseclusion-
resources.pdf.
Understanding the Laws and Regulations Governing the Use of Restraint and
Seclusion, Connecticut State Department of Education (July 2018)
Guidance Related to Recent Legislation Regarding Restraint and Seclusion,
Connecticut State Department of Education (Revised, July 2018)
Policy adopted:
August 27, 2019
5145 - Search Of Person And Property & 5145R
Student Search
According to a decision of the Supreme Court of the United States, "a student may be searched if there are reasonable grounds for suspecting that the search will rum up evidence that the student has violated the law or rules of the school." A student's personal effects are also subject to being searched by school officials and are subject to the same rule. All searches of students and their effects must be particularized; school officials shall not conduct group searches.
The scope of any search must be "reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction”. If school officials conclude that a more intrusive search (i.e. a strip search) is needed, they shall report their suspicions to the police who shall be solely responsible for any such search. School officials shall call the parents or guardians of the student(s) involved before an intrusive search begins.
An annual notice regarding this policy shall be provided through student handbooks or other publications.
Search of Depositories
The Board provides lockers; desks, and other such depositories which are owned by the schools but are assigned to students for their use. This school property shall remain under the control of school officials and shall be subject to searches and inspections. A student should not expect privacy regarding items placed in school property.
Desks, lockers and other depositories may be searched by an authorized school administrator or law enforcement official as is reasonably necessary in the operation of the school. Any such search must be (I) justified at its inception, i.e. there must be reason to believe that a search of such depository will rum up evidence that there has been a violation of law or rules of the school or that students or others may be endangered by contraband material in them, and (2) reasonably related in scope to the purpose
of objectives of the search, and not excessively intrusive in light of the age and sex of the student and the nature of the infraction.
An annual notice regarding this policy and its regulations shall be provided through student handbooks or other publications.
Policy Adopted:
April 25, 1989
Amended
June 27, 2000
5145R
Students
Search of Depositories
No student shall keep or store personal belongings or school materials in any depositary other than those designated for his/her use. Each student shall be responsible for maintaining any assigned depository in an orderly and sanitary condition.
Where lockers are used, each one should be assigned to an individual student who will be held responsible for its contents.
No student shall keep or store in any depository any item the possession of which is illegal; or in violation of school regulations; or which endangers the health, safety or welfare of self or others. Such contraband includes, but is not limited to, fireworks, chemicals, ammunition, weapons, drugs, alcohol.
The decision to conduct a search of a student's desk, locker or depository shall be made by the principal or the principal's designee. Whenever appropriate. the student should be present at the time of the search. Nothing herein shall prevent a principal or teacher from having access to an unlocked desk or depository .
Discovery of contraband shall be reported to the student's parent(s) or guardian and to we Office of the Superintendent.
When circumstances warrant, the school administration will involve the police in the investigation of unlawful activity on school property. The school administration will cooperate with law enforcement agencies as appropriate.
Regulation Adopted:
May 28, 1989
Amended
June 27, 2000
5145.1 - Civil and Legal Rights and Responsibilities & 5145.1R
The District recognizes its responsibility to provide a free, appropriate public education to students with disabilities under Section 504 of the Rehabilitation Act of 1973, (Section 504). Accordingly, no otherwise qualified individual with disabilities shall, solely by reason of his/her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District program or activity, including extra-curricular athletics or other non-academic activities, or those provided by the District through contractual or other arrangements. District aids, benefits and services will afford qualified students with disabilities equal opportunity to obtain the same result gain the same benefit or reach the same level of achievement as students without disabilities in the most integrated setting appropriate to the student's needs. Programs and activities shall be accessible to and usable by individuals with disabilities as prescribed by law.
The District, in order to fulfill its obligation under Section 504, recognizes its responsibility to avoid discrimination in policies and practices regarding its personnel, students, parent/guardians and members of the public who participate in school-sponsored programs.
A qualified individual with disabilities under Section 504 is an individual who has a physical or mental impairment that substantially limits one or more major life activities; has a record of such an impairment or is regarded as having such an impairment.
Major life activities, as defined by the Americans with Disabilities Act Amendments of 2008, include caring for one's self, walking, seeing, hearing, speaking, breathing, working, performing manual tasks, learning, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating; and major bodily functions, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
In compliance with the provisions of Section 504, the District will:
1. Provide written assurance of nondiscrimination in accordance with application procedures whenever the District receives federal money;
2. Designate an employee to coordinate compliance with Section 504;
3. Provide procedures to resolve complaints of discrimination under Section 504;
4. Provide notice to students, parents, employees, including those with vision or hearing impairments, of the District's policy and compliance with law assuring nondiscrimination in admission or access to, or treatment, in District programs, activities or employment. Notice will be included in student/parent and staff handbooks and other materials as appropriate;
5. Annually identify and locate all Section 504 qualified students with disabilities in the District who are not receiving a free appropriate, public education;
6. Ensure that tests and other evaluation materials have been validated, are administered by trained personnel, are tailored to assess educational need and are not based on IQ scores, and reflect what the tests purport to measure;
7. Provide nonacademic and extracurricular services and activities in such a manner as to afford qualified students with disabilities an equal opportunity for participation in such services and activities by making reasonable modifications* and provide those aids and services that are necessary to ensure an equal opportunity to participate, unless the District can show that doing so would be a fundamental alteration to its programs;
*If a modification is necessary, the District must allow it unless doing so would result in a fundamental alteration of the extracurricular-athletic activity. A modification might constitute a fundamental alteration if it alters such an essential aspect of the activity or game that it would be unacceptable even if it affected all competitors equally (such as adding an extra base in baseball.) Alternatively, a change that has only a peripheral impact on the activity or game might nevertheless give a particular player with a disability an unfair advantage over others and, for that reason, fundamentally alter the character of the competition.
Nonacademic and extracurricular services and activities may include, but are not limited to, counseling services, transportation, health services, athletics, intramurals, clubs or organization activities, referrals to agencies which provide assistance to persons with disabilities and employment of students, including both employment by the district and assistance by the district in making available outside employment.
8. Annually notify students with disabilities and their parents or guardians of the District's responsibilities under Section 504, including those with limited proficiency in English and those with vision or hearing impairments;
9. Provide parents or guardians with procedural safeguards, including notification of their right:
a. To be notified in writing of any decisions made by the District concerning the identification, evaluation or educational placement of their student pursuant to Section 504. (The District will request parental consent prior to conducting an evaluation of the student);
b. To examine, copy and request amendments of the student's educational records;
c. To request an impartial hearing, with opportunity for participation by the student's parents or guardian and representation by counsel regarding District decisions concerning identification, evaluation or educational placement of their student. A review procedure will be provided. In addition, a complaint may be filed with the Office for Civil Rights, U.S. Department of Education (OCR) (617-289-0111) Office for Civil Rights, Boston Office).
10. Students with disabilities who cannot participate in the school's existing extracurricular athletics program, even with reasonable modifications or aids and services, still have an equal opportunity to receive the benefits of extracurricular athletics. The District therefore may create additional opportunities for such students, such as creating disability-specific teams for sports such as wheelchair tennis or basketball. (If numbers are insufficient, districts can develop regional teams, mix male and female students with disabilities on teams together, offer "allied" or "unified" sports teams mixing disabled and non-disabled students.)
Students identified as qualified individuals with disabilities under Section 504 shall be placed in the regular educational environment unless it is demonstrated by the District that the education of the student with the use of related aids and services in such a placement cannot be achieved satisfactorily. All placement decisions will be made by an evaluation team comprised of persons designated by the Superintendent or designee, knowledgeable about the student, the meaning of the evaluation data and placement options.
Students 504 will be reviewed annually and evaluated reevaluated periodically, but no less than every three years. Additionally, before implementing discipline that constitutes a significant change in the placement (i.e.,
expulsion, serial suspensions which exceed 10 school days in a school year, a series of suspensions each of which is 10 or fewer school days in duration but that creates a pattern of exclusion), the District shall conduct a reevaluation of the student to determine whether the
misconduct in question is caused by the student's disability and, if so, whether the student's current educational placement is appropriate.
If it is determined that the misconduct of the student is caused by the disability, the District's team will continue the evaluation, following the requirements of Section 504 and the Americans with Disabilities Act of 1990 and Americans with Disabilities Act Amendments Act of 2008 (ADA) for evaluation and placement to determine whether the student's current educational placement is appropriate. Due process procedures that meet the requirements of the IDEA may be used to meet the procedural safeguards of law.
If it is determined that the misconduct is not caused by the student's disability, the student may be excluded from school in the same manner as are similarly situated students who do not have disabilities.
A student identified as a qualified individual with disabilities under Section 504, who is also covered by the Individuals with Disabilities Education Act, will be disciplined in accordance with Board policy #5144.3, "Discipline of Students with Disabilities."
A reevaluation will also be required before any other significant change in placement (i.e., transferring a student to alternative education, significantly changing the composition of the student's class schedule, such as from regular education to the resource room, etc.).
Legal Reference: Connecticut General Statutes
10-15c Discrimination in public schools prohibited.
Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. §§791, 793-794 (2006), (34 Code of Federal Regulations Part 104)
Americans with Disabilities Act of 1990, 42 U.S.C. §§12101-12213; 29 C.F.R. Part 1630 (2006); 28 C.F.R. Part 35 (2006)
Americans with Disabilities Amendments Act of 2008
U.S. Department of Education, Office for Civil Rights, "Dear Colleague Letter," 113 LRP 3326 (OCR 1/25/13)
Policy adopted:
February 25, 2025
5145R
Stamford Board of Education Section 504/ADA Grievance/Complaint Procedures Regarding Discrimination Against Students on the Basis of Disability
Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and Title II of the Americans with Disabilities Act of 1990 (“Title II” or “ADA”) (collectively, “Section 504/ADA”) prohibit discrimination on the basis of disability. For the purposes of Section 504/ADA, the term
“disability” with respect to an individual means: (a) a physical or mental impairment that substantially limits one or more major life activities of such individual; (b) a record of such an impairment; or (c) being regarded as having such an impairment.
I. Definitions
Free appropriate public education (FAPE) for purposes of Section 504, refers to the provision of regular or special education and related aids and services that are designed to meet individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met, that are provided without cost (except for fees similarly imposed on nondisabled students/parents), and is based upon adherence to procedures that satisfy the Section 504 requirements pertaining to educational setting, evaluation and placement, and procedural safeguards.
Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working. A major life activity also includes the operation of a major bodily function, such as the functions of the immune system, special sense organs and skin, normal cell growth, and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive systems. The operation of a major bodily function includes the operation of an individual organ within a body system.
Mitigating measures include, but are not limited to, (a) medication, medical supplies, equipment, appliances, low-vision devices (defined as devices that magnify, enhance, or otherwise augment a visual image, but not including ordinary eyeglasses or contact lenses), prosthetics including limbs and devices, hearing aid(s) and cochlear implant(s) or other implantable hearing devices, mobility devices, oxygen therapy equipment and supplies; (b) use of assistive technology; (c) reasonable modifications or auxiliary aids or services; (d) learned behavioral or adaptive neurological modifications; or (e) psychotherapy, behavioral therapy, or physical therapy.
Physical or mental impairment is (a) any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems, such as: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, immune, circulatory, hemic, lymphatic, skin, and endocrine; (b) any mental or psychological disorder, such as intellectual disability, organic brain syndrome, emotional or mental illness, and specific learning disability; or (c) an impairment that is episodic or in remission if it would substantially limit a major life activity when active. Physical or mental impairment includes, but is not limited to, contagious and
noncontagious diseases and conditions such as the following: orthopedic, visual, speech, and hearing impairments, and cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, intellectual disability, emotional illness, dyslexia and other specific learning disabilities, Attention Deficit Hyperactivity Disorder, Human Immunodeficiency Virus infection (whether symptomatic or asymptomatic), tuberculosis, drug addiction, and alcoholism.
II. Procedures for Grievances/Complaints Alleging Discrimination on the Basis of Disability
A. Any eligible person, including any student, parent/guardian, staff member or other employee who feels that the individual has been discriminated against on the basis of disability (including differential treatment, harassment and retaliation) may submit a written complaint to the designated Section 504/ADA Coordinator (see contact information below) for the Stamford Public Schools (the “District”) within thirty (30) school days of the alleged occurrence. Complaints by students and/or parents/guardians alleging discrimination involving students will be investigated under these procedures; complaints by employees or other non-students will be investigated pursuant to Board Policy.
B. Timely reporting of complaints facilitates the prompt investigation and resolution of such complaints. If a complaint is filed relating to alleged discrimination occurring more than thirty (30) school days after the alleged occurrence, the Board’s ability to investigate the allegations may be limited by the passage of time. Therefore, complaints received after thirty (30) school days of the alleged occurrence shall be investigated to the extent possible, given the passage of time and the impact on available information, witnesses and memory. If a complaint is made verbally, the individual taking the complaint will reduce the complaint to writing.
C. At any time, when a complaint involves discrimination that is directly related to a claim regarding the identification, evaluation or educational placement of a student under Section 504, the complainant may request that the Section
504/ADA Coordinator submit the complaint directly to an impartial hearing officer and request a due process hearing in accordance with Section III.D. Complaints regarding a student’s rights with respect to the student’s identification, evaluation or educational placement shall be addressed in accordance with the procedures set forth below in Section III.
D. Retaliation against any individual who complains pursuant to the Board’s policy and regulations listed herein is strictly prohibited. The District will not tolerate any retaliation that occurs as a result of the good faith reporting or complaint of disability-based discrimination or as a result of an individual’s participation or cooperation in the investigation of a complaint. The District will take necessary actions to prevent retaliation as a result of filing a complaint or the participation in an investigation of a complaint.
E. If the Section 504/ADA Coordinator is the subject of the complaint, the complaint should be submitted directly to the Superintendent who may conduct the investigation or appoint a designee to conduct the investigation in accordance
with these procedures. If the Superintendent is the subject of the complaint, the Board shall designate an appropriate party to conduct the investigation in accordance with these procedures.
F. Complaints will be investigated promptly. Timeframes may be extended as needed given the complexity of the investigation, availability of individuals with relevant information and other extenuating circumstances. Confidentiality will be maintained by all persons involved in the investigation to the extent possible.
G. If a disability discrimination complaint raises a concern about bullying behavior, the Section 504 Coordinator shall notify the Safe School Climate Specialist or designee who shall coordinate any bullying investigation with the Section 504 Coordinator, so as to ensure that any such bullying investigation complies with the requirements of applicable Board policies.
H. The complaint should contain the following information:
1. The name of the complainant;
2. The date of the complaint;
3. The date(s) of the alleged discrimination;
4. The names of any witnesses or individuals relevant the complaint;
5. A detailed statement describing the circumstances in which the alleged discrimination occurred; and
6. The remedy requested.
However, all complaints will be investigated to the extent possible, even if such information is not included in the complaint. In such circumstances, additional information may be requested by the investigator as part of the investigation process.
I. Upon receipt of the complaint, the individual investigating the complaint shall:
1. Provide a copy of the written complaint to the Superintendent of Schools;
2. Meet separately with the complainant and the respondent within ten (10) school days to discuss the nature of the complaint, identify individuals the complainant and respondent believe have relevant information, and obtain any relevant documents the complainant and respondent may have;
3. Provide the complainant and the respondent with a copy of the applicable Board Section 504/ADA Policy and these administrative regulations;
4. Consider whether and which interim measures might be appropriate for an alleged victim and the respondent pending the outcome of the District’s investigation;
5. Conduct an investigation of the factual basis of the complaint that is adequate, reliable, and impartial, including conducting interviews with individuals with information and review of documents relevant to the complaint;
6. Maintain confidentiality to the extent practicable throughout the investigative process in accordance with state and federal law;
7. Communicate the outcome of the investigation in writing to the complainant, and to the respondent (to the extent permitted by state and federal confidentiality requirements), within fifteen (15) school days from
the date the complaint was received by the Section 504/ADA Coordinator or Superintendent. The written notice shall include a finding whether the complaint was substantiated and if so, shall identify how the District will remedy any identified violations of Section 504/ADA. The investigator may extend this deadline for no more than fifteen (15) additional school days if needed to complete the investigation. The complainant and the respondent shall be notified of any such extension;
8. If a complaint is made during summer recess, the complaint will be reviewed and addressed as quickly as possible given the availability of staff and/or other individuals who may have information relevant to the complaint, and no later than fifteen (15) school days after the start of the following school year. The complainant and the respondent will receive notice if the investigation has been impeded by the summer recess, and interim measures may be implemented as necessary (see sub-paragraph 4);
9. Ensure that appropriate corrective action is taken whenever allegations are verified. When allegations are verified, ensure that measures to remedy the effects of the discrimination and prevent its recurrence are appropriately considered, and offered, when appropriate. Corrective action should include steps to avoid continuing discrimination;
10. In the event the investigator concludes that there is no violation of Section 504/ADA, the District may attempt to resolve the complainant’s ongoing concerns, if possible.
J. If the complainant or the respondent is not satisfied with the findings and conclusions of the investigation, the dissatisfied party may request review and reconsideration of the conclusion of the complaint (an “Appeal”) within thirty
(30) days of receipt of the written outcome. In requesting an Appeal, the appealing party must submit the complaint, the written outcome of the complaint, and explain why such party believes the factual information relied upon by the investigator was incomplete, the analysis of the facts was incorrect, and/or the appropriate legal standard was not applied, and how this information would
change the investigator’s determination in the case. Failure to provide all such information may result in the denial of the Appeal.
Upon review of an Appeal from the appealing party, the Superintendent shall review the investigative results of the investigator and determine if further action and/or investigation is warranted, or shall appoint a designee to do so. Such action may include consultation with the investigator and other relevant witnesses, a meeting with appropriate individuals to attempt to resolve the complaint or a decision affirming or overruling the investigator’s conclusions or findings. The Superintendent or designee shall provide written notice to the appealing party and the other party of the Superintendent or designee’s decision within ten (10) school days following the receipt of the Appeal. When an Appeal is received during summer recess, the Superintendent or designee shall conduct the review as quickly as possible given the availability of staff and/or other individuals who may have information relevant to the review, and no later than ten (10) school days after the start of the following school year. The Superintendent or designee’s decision shall be final.
III. Grievance/Complaint Resolution Procedures for Complaints Involving a Student’s Identification, Evaluation or Educational Placement
Complaints regarding a student’s identification, evaluation or educational placement shall generally be handled using the procedures described below. However, at any time, the complainant may request that the Section 504/ADA Coordinator submit the complaint directly to an impartial hearing officer, and request a hearing in accordance with the provisions of subsection D (below).
A. Submission of Complaint to Section 504/ADA Coordinator
1. In order to facilitate the prompt investigation of complaints, any complaint regarding a student’s identification, evaluation or educational placement under Section 504 should be forwarded to the District’s Section 504/ADA Coordinator (see contact information below) within thirty (30) school days of the alleged date that the dispute regarding the student’s identification, evaluation and/or education placement arose. Timely reporting of complaints facilitates the resolution of potential educational disputes.
2. The complaint concerning a student’s identification, evaluation or educational placement should contain the following information:
a. Full name of the student, age, and grade level;
b. Name of parent(s);
c. Address and relevant contact information for parent/complainant;
d. Date of complaint;
e. Specific areas of disagreement relating to the student’s identification, evaluation and/or placement; and
f. Remedy requested.
However, all complaints will be investigated to the extent possible even if such information is not included in the written complaint. In such circumstances, additional information may be requested by the investigator as part of the investigation process.
3. Complaints will be investigated promptly within timeframes identified below. Timeframes may be extended as needed given the complexity of the investigation, availability of individuals with relevant information and other extenuating circumstances.
4. Upon receipt of the complaint, the Section 504/ADA Coordinator or the Coordinator’s designee shall:
a. Forward a copy of the complaint to the Superintendent of Schools;
b. Meet with the complainant within ten (10) school days to discuss the nature of the complainant’s concerns and determine if an appropriate resolution can be reached, or whether interim
measures may be appropriate. If a complaint is made during summer recess, the complaint will be reviewed and addressed as quickly as possible given the availability of staff and other individuals who may have information relevant to the complaint, and no later than ten (10) school days after the start of the following school year;
c. If, following such a meeting, further investigation is deemed necessary, the Section 504/ADA Coordinator or designee shall promptly investigate the factual basis for the complaint, consulting with any individuals reasonably believed to have relevant information, including the student and/or complainant; and
d. Communicate the results of the investigation in writing to the complainant and any persons named as parties to the complaint (to the extent permitted by state and federal confidentiality requirements) within fifteen (15) school days from the date the complaint was received by the Section 504/ADA Coordinator or designee.
e. In the event that the Section 504/ADA Coordinator or designee has a conflict of interest that prevents such individual from serving in this role, the complaint shall be forwarded to the Superintendent who shall appoint an investigator who does not have a conflict of interest.
B. Review by Superintendent of Schools
1. If the complainant is not satisfied with the findings and conclusions of the investigation, the dissatisfied party may present the complaint and written outcome to the Superintendent for review and reconsideration (an
“Appeal”) within thirty (30) calendar days of receiving the findings. This process provides an opportunity for the appealing party to bring information to the Superintendent’s attention that would change the outcome of the investigation. In submitting an Appeal, the appealing party must explain why such party believes the factual information relied upon by the investigator was incomplete, the analysis of the facts was incorrect, and/or the appropriate legal standard was not applied, and how
this information would change the investigator’s determination in the case. Failure to provide all such information may result in the denial of the Appeal.
2. Upon review of an Appeal from the appealing party, the Superintendent shall review the investigative results of the investigator and determine if further action and/or investigation is warranted, or appoint a designee to do so. Such action may include consultation with the investigator and other relevant witnesses, a meeting with appropriate individuals to attempt to resolve the complaint or a decision affirming or overruling the
investigator’s conclusions or findings. The Superintendent or designee
shall provide written notice to the appealing party of the Superintendent or designee’s decision within ten (10) school days following the receipt of the Appeal, or if the Appeal is received during summer recess, as quickly as possible but no later than ten (10) school days after the start of the following school year.
3. If the complainant is not satisfied with the Superintendent or designee’s decision or proposed resolution, such individual may request that the Superintendent submit the matter to a neutral mediator or to an impartial hearing officer. This request for mediation or a hearing should be made within fifteen (15) school days of the Superintendent or designee’s decision.
C. Mediation Procedures
1. A parent/guardian or student aged 18 or older may request mediation with a neutral mediator to attempt to resolve a disagreement with the decisions made by the professional staff of the District with respect to the identification, evaluation or educational placement of the student.
2. A request for mediation regarding a student’s identification, evaluation or educational placement under Section 504 should be forwarded to the
District’s Section 504/ADA Coordinator within thirty (30) school days of the alleged date that the dispute regarding the student’s identification, evaluation, and/or education placement arose or within fifteen (15) school days of the Superintendent’s decision in reviewing a complaint handled through the grievance/complaint procedure described in Section III.B, above. Mediation shall only occur by mutual agreement of the parties.
3. The request for mediation concerning a disagreement relating to a student’s identification, evaluation or educational placement should contain the following information:
a. Full name of the student, age, and grade level;
b. Name of parent(s);
c. Address and relevant contact information for parent/complainant;
d. Date of complaint;
e. Specific areas of disagreement relating to the student’s identification, evaluation and/or placement; and
f. Remedy requested.
4. Upon receipt of a request for mediation,
a. The Section 504/ADA Coordinator shall:
i. Forward a copy of the request for mediation to the Superintendent of Schools; and
ii. Inform the parent/guardian or student 18 years old or older as to whether the District agrees to mediation in writing.
b. If the District agrees to mediation, the Board shall retain a neutral mediator who is knowledgeable about the requirements of Section 504/ADA and has an understanding of a free appropriate public education (“FAPE”) under Section 504 and the distinctions between and among Section 504, the ADA and the Individuals with Disabilities Education Act (“IDEA”).
c. If the District does not agree to mediation, the Section 504/ADA Coordinator shall inform the parent/guardian or student aged 18 or older of their right to request an impartial hearing.
5. The mediator shall inform all parties involved of the date, time and place of the mediation and of the right to have legal counsel or other
representation at the complainant’s own expense, if desired.
6. The mediator shall meet with the parties jointly, or separately, as determined by the mediator, and shall facilitate a voluntary settlement of the dispute between the parties, if possible.
7. All statements, offers, or discussions and/or information shared during the mediation process, but not available from other means, shall be confidential, and may not be used in a subsequent hearing or other administrative or judicial proceeding related to the disagreement that is the subject of the mediation.
8. If the parties are not able to reach a voluntary settlement of the dispute, the complainant may request an impartial hearing, as described below.
D. Impartial Hearing Procedures
An impartial due process hearing is available to a parent/guardian of a student, or a student aged 18 years of age or older, who disagrees with the decisions made by the professional staff of the District with respect to the identification, evaluation or educational placement of the student, or otherwise makes a claim of discrimination relating to the identification, evaluation or educational placement of the student.
1. The request for a due process hearing concerning a disagreement relating to a student’s identification, evaluation or educational placement should contain the following information:
a. Full name of the student, age, and grade level;
b. Name of parent(s);
c. Address and relevant contact information for parent/complainant;
d. Date of complaint;
e. Specific areas of disagreement relating to the student’s identification, evaluation and/or placement; and
f. Remedy requested.
2. Upon receipt of a request for an impartial due process hearing, the Board shall retain an impartial hearing officer. The impartial hearing officer must be someone who is knowledgeable about the requirements of Section 504/ADA and has an understanding of a free appropriate public education (“FAPE”) under Section 504 and the distinctions between and among Section 504, the ADA and the IDEA.
3. The impartial hearing office shall schedule a pre-hearing conference with the District and the parent(s) or student aged 18 years of age or older (and/or legal counsel for the student) to identify the issue(s) for hearing, set the hearing schedule and address other administrative matters related to the hearing, including the option for mediation.
4. The impartial hearing officer shall inform all parties involved of the date, time and place of the hearing and of the right to present witnesses, other evidence and to be represented by legal counsel at each party’s own expense, if desired.
5. The impartial hearing officer shall hear all aspects of the complainant’s complaint concerning the identification, evaluation or educational placement of the student and shall reach a decision within forty-five (45) school days of receipt of the request for hearing. The decision shall be presented in writing to the complainant and to the Section 504/ADA Coordinator. The impartial hearing officer’s decision shall be final.
6. An impartial hearing officer under Section 504 does not have jurisdiction to hear claims alleging discrimination, harassment or retaliation based on an individual’s disability unless such a claim is directly related to a claim regarding the identification, evaluation, or educational placement of a student under Section 504.
7. The time limits noted herein may be extended for good cause shown for reasons including, but not limited to, permitting more time for thorough review of the record, presentation of evidence or opportunity for resolution.
E. Drug/Alcohol Violations
If a student with a disability violates the Board’s policies relative to the use or possession of illegal drugs or alcohol, the Board may take disciplinary action against such student for the student’s illegal use or possession of drugs or alcohol to the same extent that the Board would take disciplinary action against nondisabled students. Such disciplinary action is not subject to the complaint or due process procedures outlined above.
IV. The Section 504/ADA Coordinator for the District is:
Dr. Michael Fernandes
888 Washington Boulevard – 5th Floor
Stamford, CT 06902
V. Complaints to Federal Agencies
At any time, the complainant has the right to file a formal complaint with the U.S. Department of Education, Office for Civil Rights, 8th Floor, 5 Post Office Square, Suite 900, Boston, MA 02109-0111 (TELEPHONE NUMBER (617) 289-0111);
http://www2.ed.gov/about/offices/list/ocr/docs/howto.html.
STAMFORD PUBLIC SCHOOLS
NOTICE OF PARENT/STUDENT RIGHTS
UNDER SECTION 504 OF THE REHABILITATION ACT OF 1973 AND TITLE II OF THE AMERICANS WITH DISABILITIES ACT OF 1990
Section 504 of the Rehabilitation Act of 1973 (“Section 504”) is a non-discrimination statute enacted by the United States Congress. Section 504 prohibits discrimination on the basis of disability by recipients of federal funds. Title II of the Americans with Disabilities Act (“ADA” or “Title II”) also prohibits discrimination on the basis of disability by state and local governments. To be protected under Section 504 and the ADA (“collectively, “Section 504/ADA”) as an individual with a disability, an individual must (1) have a physical or mental impairment that substantially limits one or more major life activities; (2) have a record of such an impairment; or (3) be regarded as having such an impairment.
Under Section 504, the Stamford Public Schools (the “District”) has specific responsibilities to identify, evaluate and provide an educational placement for students with a disability. The
District’s obligation includes providing such eligible students a free appropriate public education (“FAPE”). Section 504 defines FAPE as the provision of regular or special education and related services that are designed to meet the individual educational needs of a student with a disability as adequately as the needs of students without disabilities are met, and that are provided without cost (except for fees similarly imposed on nondisabled students/parents).
A student is eligible for regular or special education and related services under Section 504 if it is determined that the student has a mental or physical disability that substantially limits one or more major life activity such as (but not limited to): caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating or working. A major life activity may also include the operation of a major bodily function, such as an individual’s immune, digestive, respiratory or circulatory systems.
A student can have a disability and be covered by Section 504/ADA even if the student does not qualify for, or receive, special education services under the IDEA.
The purpose of this notice is to provide parents/guardians and students 18 years of age or older with information regarding their rights under Section 504. Under Section 504, you have the right:
1. To be informed of your rights under Section 504;
2. To have your child take part in and receive benefits from the District’s education programs without discrimination based on your child’s disability;
3. For your child to have equal opportunities to participate in academic, nonacademic and extracurricular activities in your school without discrimination based on your child’s disability;
4. To be notified of decisions and the basis for decisions regarding the identification, evaluation, and educational placement of your child under Section 504;
5. If you suspect your child may have a disability, to request an evaluation, at no expense to you and to have an eligibility determination under Section 504 (and if eligible, placement decisions made) by a team of persons who are knowledgeable of your child, the assessment data, and any placement options;
6. If your child is eligible for services under Section 504, for your child to receive a free appropriate public education (FAPE). This includes the right to receive regular or special education and related services that are designed to meet the individual needs of your child as adequately as the needs of students without disabilities are met;
7. For your child to receive reasonable accommodations and services to allow your child an equal opportunity to participate in school, extra-curricular and school- related activities;
8. For your child to be educated with peers who do not have disabilities to the maximum extent appropriate;
9. To have your child educated in facilities and receive services comparable to those provided to non-disabled students;
10. To review all relevant records relating to decisions regarding your child’s Section 504 identification, evaluation, and educational placement;
11. To examine or obtain copies of your child’s educational records at a reasonable cost unless the fee would effectively deny you access to the records;
12. To request changes in the educational program of your child, to have your request and related information considered by the team, a decision made by the team, and if denied, an explanation for the team’s decision/determination;
13. To request an impartial due process hearing if you disagree with the District’s decisions regarding your child’s Section 504 identification, evaluation or
educational placement. The costs for this hearing are borne by the District. You and the student have the right to take part in the hearing and to have an attorney represent you at your expense;
14. To file a local grievance/complaint with the District’s designated Section 504/ADA Coordinator to resolve complaints of discrimination including, but not limited to, claims of discrimination directly related to the identification, evaluation or placement of your child; and
15. To file a formal complaint with the U.S. Department of Education, Office for Civil Rights.
The Section 504/ADA Coordinator for the District is:
Dr. Michael Fernandes
888 Washington Boulevard – 5th Floor
Stamford, CT 06902
For additional assistance regarding your rights under Section 504 and Title II of the Americans with Disabilities Act, you may contact:
Office for Civil Rights, Boston Office
U.S. Department of Education 8th Floor
5 Post Office Square Boston, MA 02109-0111
(617) 289-0111.
Student Eligibility Determination Worksheet
Student Eligibility Determination Worksheet/Meeting Summary
Section 504 Request for Mediation/Hearing
Agreement to change Section 504 plan without convening a Section 504 meeting
Notice and consent to conduct a Section 504 Evaluation/Re-evaluation
4000.1/5145.44 Personnel – Certified/Non-Certified Students Title IX 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.
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:
- 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;
- A parent, guardian, or other authorized legal representative with the legal right to act on behalf of a complainant; and
- 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, 9th 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 Title IX
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:
- 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;
- A parent, guardian, or other authorized legal representative with the legal right to act on behalf of a complainant (collectively, “parent or guardian”); and
- 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 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
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Party means a complainant or respondent.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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; and
3) 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.
- 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.
- 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.
- 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.
- 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).
COMPLAINT FORM REGARDING SEX DISCRIMINATION, INCLUDING
SEX-BASED 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(es) to the conduct: _________________________________________________
Detailed statement of the circumstances:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Remedy requested: _____________________________________________________________________
Signature: ______________________________________
Date: __________________________________________
Regulation Updated: August 1, 2024
5147 - Dress and Grooming & 5147R
The development of individual pride and self-esteem is an integral part of education. Dress and
grooming play an important role in this development.
The Board encourages students to dress in clothing appropriate to the school situation.
Restrictions on freedom of student appearance may be applied whenever the dress or grooming:
1. interferes with the learning process
2. is disruptive
3. is unsafe
4. is contrary to law.
In addition, any school may choose to adopt the use of school uniforms.
The Board directs the administration to establish specific regulations consistent with this policy that
promote cooperative planning with staff, parents and students.
Enforcement of dress and grooming rules adopted in accordance with this policy is the responsibility
of each building principal. In a case where a school has adopted the use of uniforms, according to this
policy and corresponding regulations, such use shall be voluntary.
Policy Adopted:
September 6, 1988
Readopted:
June 27, 2000
Amended
June 25, 2011
5147R
Students
Student Dress
The Board of Education encourages students to dress in a manner that reflects pride in and respect for
themselves, their school, and their community. To promote a positive, safe and non-disruptive learning
environment, proper attire should be worn. Therefore, the following attire is prohibited from being
worn in the Stamford Public Schools during the academic school day:
1. Attire or accessories which portray disruptive, obscene writing or pictures;
2. Attire or accessories which depict logos or emblems that encourage the use of drugs, tobacco
products, or alcoholic beverages;
3. Shirts and/or blouses that reveal the abdomen, chest, breasts, or undergarments;
4. See-through clothing;
5. Shorts, miniskirts, or pants that reveal the upper thigh or undergarments;
6. Other attire or accessories which, in the opinion of the principal, are not in good taste or
depict vulgar, illegal, racial, or sexist viewpoints.
7. Head coverings of any kind including, but not limited to scarves, bandannas, masks,
kerchiefs, athletic headbands, hoods, etc. which prevent the easy identification of students;
except that hats and caps may be worn at the discretion of high school teachers and
administrators and provided that headwear for bona fide religious reasons may be worn.
8. Footwear which damages floors or is a safety hazard;
9.Sunglasses (unless required by doctor's order);
10. "Name" or other oversized metal belt buckles;
11. Spiked or studded bracelets, oversized or multi-finger rings, belts or any other article or
attire with spikes or studs attached;
12. Possession of any electronic device without prior approval of the building principal.
The decision to pursue the use of school uniforms must be approved by the school site principal. The
adoption of school uniforms is allowed under the following guidelines:
1. A school uniform committee consisting of families, teachers, administrators and students -
where age appropriate - will develop a survey to be sent to all families to inquire about their
position on school uniforms. This survey shall be sent by February I5th of the school year prior
to the implementation of school uniforms.
2. Prior to the distribution of the survey, the committee must sponsor at least one family forum
or meeting open to all families for the purpose of information and input.
3. The school committee must determine ways for families to purchase clothes at the lowest
cost possible.
4. In order for a school site to further consider the use of uniforms; all student families shall
receive a school uniform survey. A minimum of 80"10 of the surveys must be returned and at
least 80% of the returned surveys must support the use of uniforms.
5. The Board of Education must be notified by April 15th of the school year prior to the
implementation of school uniforms.
6. If, after following the above steps, a school determines that it will implement school
uniforms, by April 30th of the school year prior to implementation, the Principal shall notify all
parents / guardians of the decision and their rights under policy and statute.
Regulation Adopted:
September 26, 1988
Amended
October 10, 1995
Readopted:
June 27, 2000
February 25, 2011
6000s - Instruction
- 6110 - Emergency Closings & 6110R
- 6111 - School Calendar
- 6112 - School Day & 6112R
- 6114 - Emergencies and Disaster Preparedness & 6114R
- 6115 - Ceremonies and Observations & 6115R
- 6119 - Philosophy of the Educational Program
- 6120 - Goals of the Instructional Program
- 6121 - Nondiscrimination
- 6121.1 - Standards-Based Curriculum
- 6141.51 - Advanced Courses or Programs, Eligibility Criteria for Enrollment
- 6141.52 - Challenging Curriculum Policy (Criteria for Identification of Eligible Grade 8, 9 Students)
- 6142 - Career Education
- 6144 - Online Courses & 6144R
- 6146 - Graduation Requirements & 6146R
- 6146.3 - Grading and Weighting of Grades & 6146.3R
- 6148 - FAFSA Completion Program
- 6152 - Assignment of Students for Instructional Purposes
- 6153 & 6153R - Field Trips
- 6154 - Homework Policy
- 6160 - Computers: Web Sites, Pages & 6160R
- 6161.21 - Damaged or Lost Instructional Materials
- 6161.3 - Selection of Instructional Materials Other Than Textbooks & 6161.3R
- 6161.31 - Comparability of Services
- 6162 - Alternatives to Dissection
- 6163 - Physical Education
- 6164 - Health
- 6164.2A - Youth Suicide Prevention and Intervention & 6164.2R
- 6164.2B - Comprehensive School Counseling Framework
- 6165 - Sunday Interscholastic Sports
- 6171 - Special Education
- 6172 - Family Living. Sex Education. and Personal Safety
- 6172.1 - Gifted and Talented Students Program
- 6172.4 - Parental Involvement Policy for Title I Students
- 6174 - Parent-Teacher Communication
- 6175 - Instruction on Acquired Immune Deficiency Syndrome (AIDS)
- 6177 - Use of Commercially Produced Movies, Videos and Video Clips & 6177R
6110 - Emergency Closings & 6110R
The Board authorizes the Superintendent to determine School Cancellation, Delayed Opening or Early Release in the event of hazardous weather or other emergencies that present threats to the safety of students, school staff members, or school property. Every school will follow the procedure that the Superintendent establishes for notifying parents and staff in a timely manner.
Policy Adopted:
September 10, 1963
Amended:
September 28, 1976
Readopted:
July 25, 2000
Amended:
May 28, 2013
Procedures for No School/Delayed Opening and Early Dismissal due to inclement
weather
The decision for School Cancellation/Delayed Opening or Early Dismissal due to inclement weather or emergency situations is based on information received from the Police Department, the City Department of Operations, Buildings & Grounds Department, SPS Transportation Office, the bus company, and weather forecasts. The conditions of the roads and sidewalks are considered, as well as the condition of the utilities at the schools. It is not an easy decision to make. The safety of students is the major consideration.
School Cancellation/Delayed Opening
In the event of inclement weather, the Superintendent of Schools will make a decision to cancel school or have a delayed opening early in the morning, after consulting with Transportation and Facilities personnel. Delayed openings are always two (2) hours later than the usual school opening time. Information about School Cancellation or Delayed Opening is posted to the district’s web site (stamfordpublicschools.org) by 6 a.m.
Information will also be available on area radio and TV stations, delivered to families via a ParentLink, emailed to faculty and posted on social and electronic media, which parents and staff can access.
Early Dismissal
Occasionally, changing weather conditions may necessitate dismissing school early. The Superintendent of Schools may announce an early dismissal. This information will be available to the public on the district’s web site (stamfordpublicschools.org), on area radio and TV stations, and delivered to families and their emergency contacts via a ParentLink message.
After School Activities (Adult Education and Meetings)
When school is closed or there is an early dismissal, all after school activities will be canceled.
Parent Responsibility
It is the parent or guardian’s responsibility to monitor the latest weather forecast and announcements for possible School Cancellation/Delayed Opening or Early Dismissal.
Amended:
May 28, 2013
Effective: 2013-2014 School Year
6111 - School Calendar
6112 - School Day & 6112R
Daily Sessions
The time of opening and closing daily sessions shall be determined by the Board of Education and no change in the opening or dismissal of any school shall be made without the permission of the
Superintendent of Schools, or his/her designee.
Policy Adopted:
September 10, 1963
Amended:
September 28, 1976
Policy Readopted:
July 25, 2000
6112R
School Day
Teachers are to be in their classrooms or at their assignments at a time designated by the principal before and after each school session in accordance with the collective bargaining agreement. Teachers shall exercise their professional judgment as to when additional time is required.
Regulation Adopted:
September 10, 1963
Amended:
July 25, 2000
6114 - Emergencies and Disaster Preparedness & 6114R
The Board of Education recognizes that the health, welfare and safety of its students and
employees are dependent upon sound emergency preparedness planning. All employees of the
school system are responsible for doing everything in their power to promote the safety of all of
the students at all times. District staff shall be prepared to respond immediately and responsibly
to any combination of events which threaten to result in a disaster as well as to a disaster when it
occurs.
Policy Adopted:
September 10, 1963
Amended:
July 25, 2000
September 28, 2022
6114R
Safety Plans
The Safety and Compliance Manager or Designee shall use state-approved School Security and
Safety Plan Standards and the accompanying School Security and Safety Plan Template to be
compliant with the National Incident Management System (NIMS), and incorporate the National
Incident Command System when updating District and site-level emergency and disaster
preparedness plans. Each school in the District, each school year, will develop and implement a
school security and safety plan. Such a plan shall be based upon the standards issued by the
Department of Emergency Services and Public Protection/Division of Emergency Management
and Homeland Security (DESPP/DEMHS) and the accompanying School Security and Safety
Plan Template. In addition to preparedness and response, the plan shall provide guidance on
recovery from any emergency incident.
School Security and Safety Committee
Each school shall establish a school security and safety committee which will assist in
developing and administering the school's security and safety plan. The members of the
Committee shall include a local police officer, local first responder, teacher and administrator
from the school, a mental health professional, a parent or guardian of a student at the school and
any other person deemed necessary (school nurse, custodian, local health director, transportation
coordinator, etc.). Any parent or guardian serving as a member of a school security and safety
committee shall not have access to any information reported to such committee, pursuant to
subparagraph (c) of subdivision (2) of subsection (c) of section 10-222k.
(cf. 5141.6 - Crisis Prevention/Response)
(cf. 5142 - Student Safety)
(cf. 6114.1 - Fire Emergency/Crisis Response Drills)
(cf. 6114.3 - Bomb Threats)
(cf. 6114.6 - Emergency Closings)
(cf. 6114.7 - Safe Schools)
Legal Reference: Connecticut General Statutes
10-221 Boards of education to prescribe rules
10-231 Fire drills
52-557b Immunity from liability for emergency medical assistance, first aid or
medication by injection. School personnel not required to administer or render.
P.A. 13-3 An Act Concerning Gun Violence Prevention and Children's Safety
(Section 86, 87, 88)
10-222m - School security and safety plans. School security and safety
committees
10-222n - School security and safety plan standards
6115 - Ceremonies and Observations & 6115R
Flag Display
A United States flag shall be displayed in every classroom and in the school auditorium.
A United States flag shall be displayed an all school buildings or school grounds on all school days and on legal holidays when the weather will permit. It shall also be displayed on the inside of the school building.
Pledge of Allegiance
Each school day shall begin with the Pledge of Allegiance. Students may choose not to recite the
Pledge of Allegiance. Students who choose not to recite the Pledge of Allegiance shall not engage in any disruptive behavior during the period of time set aside for the recitation of the Pledge of
Allegiance.
Holiday Observance
In recognition of our diverse school population, and to allow each student the opportunity to
preserve the integrity of his or her religious training, the Board encourages holiday programs and
activities that are as secular as possible, while still appreciating art, music and literature that have
contributed to American culture.
Legal References:
Connecticut General Statutes Section 10-230(a) and (c), Flags in schoolrooms
and schools. Policy on the reciting of the "Pledge of Allegiance
Policy Adopted:
September 10, 1963
Amended:
October 11, 1988
July 25, 2000
November 23, 2004
6115R
Instruction
Ceremonies and Observations
Holiday Observance
Education is a part of life and not just a preparation for life itself; hence, in motivating children in their learning in all areas and in providing rich living experiences which orient children to many aspects of our diversified cultures, the Board of Education approves of appropriate recognition of religious, civic and cultural holidays and events that have significance in out-of-school life.
Holidays such as Columbus Day, Veterans Day, Martin Luther King Day, and Memorial Day are
addressed in the Stamford Public Schools’ curriculum and in the schools. Whether school is in session or out of session on that date, observances and learning about these events in history take place on that date, around the time of the holiday, or during the course of studies.
Regulation Adopted:
September 10, 1963
Readopted:
July 25, 2000
Regulation Amended:
April 29, 2014
6119 - Philosophy of the Educational Program
The Stamford Public Schools recognize the worth and dignity of each individual and his or her right to learn. They, therefore, exist to serve students in a manner which will assist their growth toward their fullest potential. More specifically, the schools function to produce constructive, competent citizens who must be able to maintain an attitude of inquiry , have the ability to make sound judgments based upon experience and research, and have the capacity both to communicate and to act upon those judgments.
It is also the responsibility of the schools to evaluate and reevaluate educational objectives, teaching methods and materials in order to meet the changing needs of the students and community. So that these needs are met more effectively, the Board of Education shall set its priorities annually.
Policy Adopted:
March 10, 1964
Amended:
September 25, 1973
February 8, 1977
July 25, 2000
6120 - Goals of the Instructional Program
The mission of the Stamford Public Schools, in partnership with the home and the community, is to educate all students to become responsible, productive citizens in our continuously changing world. The richness of our diversity, the broad array of our educational programs, our safe environment, and the quality of our staff serve to promote the academic, artistic, emotional, physical, and social development of our students.
Policy Adopted:
September 10, 1963
Amended:
September 25, 1973
February 8, 1977
July 25, 2000
6121 - Nondiscrimination
Nondiscrimination
There shall be no discrimination among students in access to or benefit from any educational program or activity on any basis prohibited by law and further requires:
- equal right and opportunities for students and staff members in the school community.
- equal opportunity for all students to participate in the total school program of the schools.
- continual study and development of curricula toward improving human relations and understanding and appreciating cultural differences.
- training opportunities for improving staff ability and responsiveness to educational and social needs.
- opportunities in educational programs which are broadly available to all students.
- an appropriate learning environment for students which includes (1) adequate instructional books, supplies, materials, equipment, staffing, facilities and technology, (2) equitable allocation of resources among district schools and (3) a safe school setting.
Sex Discrimination
No discrimination between the sexes shall be permitted in opportunities for admission, participation in school activities including intramural and interscholastic sports, privileges or other advantages. In certain special cases, as provided by law and policies and regulations in this manual, separate provisions may be made for students according to sex with respect to such matters as protection of modesty in shower rooms and in sex instruction and some athletic competition.
The faculty must be especially sensitive to guard against unconscious sex discrimination and stereotyping in all school operations.
Sexual Harassment
Sexual harassment will not be tolerated among students of the school district. It is the policy of the board of education that any form of sexual harassment is forbidden whether by students, supervisory or non-supervisory personnel, individuals under contract, or volunteers subject to the control of the board. Students are expected to adhere to a standard of conduct that is respectful and courteous to employees, to fellow students, and to the public.
A. Definition
Sexual harassment is defined as unwelcome conduct of a sexual nature, whether verbal or physical, including, but not limited to: insulting or degrading sexual remarks or conduct; threats or suggestions that a student's submission to or rejection of unwelcome conduct will in any way influence a decision regarding that student; or conduct of a sexual nature which substantially interferes with the student's learning, or creates an intimidating, hostile or offensive learning environment, such as the display in the educational setting of sexually
suggestive objects or pictures.
B. Procedure
It is the express policy of the board of education to encourage victims of sexual harassment to report such claims. Students are encouraged to promptly report complaints of sexual harassment to the appropriate personnel or the principal or his/her designee. Complaints will be investigated promptly and corrective action will be taken when allegations are verified.
Confidentiality will be maintained during the investigation to the extent possible and reprisals or retaliation which occur as a result of the good faith reporting of charges of sexual harassment will result in disciplinary action against the retaliator.
The school district will provide staff development for district administrators and will periodically distribute its policy and grievance procedures to staff and students in an effort to maintain an environment free of sexual harassment.
Policy Adopted: November 12, 1985
Policy Amended:
June 27, 2000
December 5, 2023
6121.1 - Standards-Based Curriculum
The Stamford Public Schools (SPS) is committed to preparing all students for both higher education and lifelong learning and to providing high quality, rigorous curriculum and instruction across all subject areas for all students. Successful implementation of curriculum requires involvement of and continuous communication among all internal stakeholders throughout the curriculum cycle. Curriculum in SPS will be implemented, monitored, and evaluated as part of a continuous cycle of systemic improvement.
The SPS curriculum process is informed by the following guiding principles:
1. Curriculum and instruction must be based on state, national, and international standards of
either the federal or state government where they exist or the professional organization of the
content area (e.g., National Council of Teachers of Mathematics). Curriculum must include
explicit content standards and grade level expectations (GLEs) that describe what students
should know and be able to do in all subjects and at every grade level at every school across the
district. Acquisition of 21st century skills-expert thinking and problem solving; complex
communication skills; team work and collaboration; creativity and innovation-- is a key
element of these standards.
2. Curriculum content and instructional practices must be rigorous and designed to promote
active engagement of all learners.
3. All stakeholders must hold high expectations for all students as well as a belief that
achievement is based on effort, not on race, ethnicity, or socio-economic background.
Curriculum and professional development must provide strategies for differentiating instruction
to ensure equitable access and high performance for all students.
4. Stakeholders share responsibility to work collaboratively in all phases of the curriculum
development process and accountability for implementation.
5. The curriculum process must include consistent, ongoing and high quality professional
development to ensure the continuous improvement of teacher knowledge and skills for
effective instruction and assessment.
6. The curriculum process must include adequate resources (including time, staff, money, and
materials) to support all phases of the work - planning, implementation, and evaluation.
7. The collection and analysis of district-level data from recurring formative and summative
assessments should guide curriculum development and instructional decision-making.
8. Curriculum development should be informed by relevant research, evaluative data, and
documented best practices.1
The Stamford Board of Education (BOE) expects administrators and faculty to develop curriculum
according to the eight principles detailed above. The superintendent will adhere to a five-seven year curriculum renewal cycle, and will update the BOE as the district progresses through the phases of curriculum development process. The BOE also has a role to advise at the start of the curriculum development process, when current curricula are reviewed and assessed. During this phase, the superintendent will present recommendations to the board regarding the assessment of current curricula and next steps in the process, including a rationale for the revised or new curricular program, costs, and projected end results.
Policy Adopted:
February 23, 2010
1. The introduction and eight principles of curriculum development are taken from A Plan for Curriculum Management, Design, and Delivery in Stamford Public Schools, April 6, 2009.
A Plan for Curriculum Management, Design, and Delivery
6141.51 - Advanced Courses or Programs, Eligibility Criteria for Enrollment
Purpose
The Board of Education (Board) believes in the basic principle that academic rigor and the opportunity to accelerate learning are powerful motivators for students to meet intellectual challenges and excel in the academic environment. The Board supports advanced courses and programs that promote academic acceleration. All students at the high school level will be provided an opportunity to participate in a rigorous and academically challenging curriculum.
The Board encourages students to pursue rigorous, challenging academic coursework such as, but not limited to, honors classes, dual enrollment, dual credit, advanced placement classes, and International Baccalaureate courses.
The Board, to encourage student participation in advanced courses or programs, will communicate in writing information and the process to enroll in advanced courses or programs to students and parents; offer district-wide counseling to students about the benefits of advanced level courses and programs; and annually report on District progress toward increasing students' readiness and participation for advanced courses or programs.
The benefits of advanced coursework opportunities are not limited to one particular model.
Definitions
An "advanced course or program" is defined as an honors class, advanced placement class, International Baccalaureate program, x2dual enrollment, dual credit, early college or any other advanced or accelerated course or program offered by the Board of Education in grades 9-12, inclusive.
"Prior academic performance" means the course or courses that a student has taken, the grades received for each course, and a student's grade point average.
Procedures/Criteria/Guiding Principles
The Board is aware that minority students are chronically underrepresented in advanced level high school courses and programs of similar rigor. Low awareness of advanced courses and programs, insufficient preparation, and fear of social isolation prevent low-income and minority students from enrolling in such courses or programs. Further, other barriers to participation include the failure to identify students with potential, insufficient motivation and incentives on behalf of teachers and/or students, and funding.
An emphasis on equity must include a focus on increasing student's access to rigorous learning opportunities to assist all students to be prepared for success after high school. The following District and school-level principles will contribute to fostering greater equity in student participation in advanced courses or programs:
1. Provide a course sequence and foundation-building in earlier grades, ensuring high expectations for all students, that makes later advanced coursework a viable option;
2. Create multiple access points to advanced courses and programs, allowing students to access these programs at various points of their high-school experience;
3. Use only enrollment access criteria that are educationally necessary;
4. Use multiple methods by which a student may satisfy eligibility criteria for enrollment, including but not limited to:
a. Recommendations from teachers, administrators, school counselors, or other school personnel;
b. Criteria not exclusively based on a student's prior academic performance;
c. Use of a student's prior academic performance must rely on evidence-based indicators of how
a student will perform in an advanced course or program;
d. GPA improvement over time;
e. Scoring near benchmark on local assessments;
f. Student interests and persistence.
5. Offer a robust set of student supports, which can include tutoring, access to technology, and support from school counselors, that help all students succeed in advanced courses or programs; and
6. Publish and disseminate materials that encourage all students to participate in advanced courses and programs and making these materials available in multiple languages.
In order to access advanced courses or programs students need to complete sufficiently difficult coursework at the middle school level. This equitable course enrollment policy is based on rigorous learning opportunities for all students in elementary and middle grades.
High school students willing to accept the challenge of a rigorous academic curriculum shall be admitted to an advanced course or program as defined in this policy. Students who have successfully completed the prerequisite course work or have otherwise demonstrated mastery of the prerequisite content knowledge and have permission from the course instructor to participate will be allowed to enroll in advanced courses or programs offered by the District. The student must request the course or program through the guidance counselor.
District administrators and guidance counselors shall advise students and parents/guardians of the opportunity to participate in advanced courses or programs as defined in this policy. When students' success plans are prepared and revised, the academic component shall include appropriate preparatory courses and advanced course and program participation. Teachers shall also encourage students to take challenging courses.
The Board seeks an equitable course enrollment policy that limits prerequisites and entrance requirements to those that are directly related to a student's potential for success. Therefore, multiple measures must be used to identify students for advanced coursework so that no single measure excludes their participation.
Advanced courses or programs must comply with applicable District policies and state standards and this policy must be in accordance with SDE promulgated guidance.
The Superintendent or his/her designee shall ensure the development and/or identification of program stipulations, eligibility criteria, student attendance and discipline standards/expectations and criteria for continuation in advanced courses or programs, and shall ensure the development and/or identification of procedures for students encountering difficulty and/or wishing to drop advanced courses.
Evaluation
The Board will review annually data on student participation in advanced courses or programs, the data shall be disaggregated by gender, ethnicity, and free/reduced lunch participation. Such data will be used during the planning process for course and program offerings in the upcoming school year.
(cf. 6141.4 - Independent Study)
(cf. 6141.5 - Advanced College Placement)
(cf. 6172.1 - Gifted and Talented Students)
(6141.52 - Challenging Curriculum Policy)
(cf. 6141.7 - Honors Programs)
(cf. 6172.6 - Virtual/Online Courses)
Legal Reference: Connecticut General Statutes
P.A. 21-199 Section 3
10-221r Advanced placement course program. Guidelines.
District Guidance for Developing an Advanced Course Participation Policy
Policy adopted:
July 26, 2022
6141.52 - Challenging Curriculum Policy (Criteria for Identification of Eligible Grade 8, 9 Students)
The Board of Education (Board) believes academically advanced courses and/or programs are
designed to motivate students to understand rigorous content. The Board recognizes its
responsibility to identify these students in grades 8 and 9, in compliance with Section 5 of P.A.
21-199, and to provide them with appropriate instructional adaptions and services. Any student
who is capable of and wishes to do advanced course work or take an accelerated course or
program, as detailed in this policy should be permitted to do so (in grades 8 and 9).
An "advanced course or program" as defined in this policy means an honors class, advanced
placement class, International Baccalaureate Program, dual enrollment, dual credit, early college
or any other advanced or accelerated course or program offered by the Board. Such courses or
programs are specifically designed to extend, enrich, and/or accelerate the standard school
program in order to meet the needs of District students.
The Board's goal is to create a culture of deliberate excellence through its commitment to all
students who have the capability, potential, or motivation to access advanced academic
curriculum and instruction. The Board desires to nurture potential in all students and to challenge
students with advanced capabilities through differentiation and responsive instruction. The needs
of advanced and high potential learners will be equitability addressed across all populations.
In compliance with Section 5 of P.A. 21-199, the Board adopts this "challenging curriculum
policy" aligned with Connecticut State Department of Education (CSDE) guidance. This policy
includes, as required, the criteria for the identification of students in grades 8 and 9 who may be
eligible to take or enroll in an advanced course or program, as defined, and that such identified
students have an academic plan.
Priority placement will be given to students identified as gifted, as per policy #6172.1, "Gifted
and Talented Students."
District middle schools will offer advanced academic classes in the four content areas of
language arts, mathematics, social studies and science.
Students taking high school credit courses in the middle school are required to meet all
expectations for earning course credit applicable to meeting high school graduation
requirements.
Criteria
For purposes of this policy these are students who possess or demonstrate high levels of ability in
one or more content areas when compared to their chronological peers in the District and who
would benefit from advanced courses or programs in order to achieve in accordance with their
capabilities.
The Superintendent or his/her designee will develop procedures for an ongoing identification
process that includes multiple measures in order to identify student strengths in intellectual
ability, creativity or a specific academic area. The identification process shall include
consideration of all students including those who are English language learners and those with
Individualized Education Plans or 504 Plans.
The purposes of identification are to find students who display characteristics which make them
eligible for the taking of advanced courses or programs, as defined; to assess the aptitudes,
attributes, and behaviors of each student; and to evaluate each student for the purposes of
placement. Student aptitudes, attributes and academic behaviors will be identified, assessed and
reviewed through a multistep, multimodal, and multidimensional identification system.
Students who experience success in advanced courses or programs typically exhibit the
following characteristics: reading at or above grade level; strong study skills and self-motivation;
proficient oral and written communication skills; self-discipline to plan, organize, and carry out
tasks to completion; and interest and self-directedness in the particular subject.
Such students may be found within any racial, ethnic, or socioeconomic group; within any
nationality; within both genders; and within populations of students with disabilities.
Identification Process
Identification is a multistep process, which shall consist of screening and referral, assessment of
eligibility and placement/enrollment.
The Superintendent or his/her designee is directed to develop and document appropriate
curricular and instructional modifications and/or programs for such identified students, in grades
8 and 9, indicating content, process, products and learning environments.
The identification process shall include the following:
• Identification of students with:
• Superior cognitive ability;
• Specific academic ability in one or more of the following content areas; math, science,
language arts, social studies (consistently received grades of "B" or higher in the core
content areas);
• Creative thinking ability; and
• Giftedness.
• Teacher recommendations/referrals
• Referrals from parents, students
• Placement tests if available
• Parental approval
Detailed information will be made available on the District website regarding this policy and the
procedures used to identify students who would benefit from enrollment in advanced courses or
programs, and the required academic plan.
Academic Plan
Each identified student shall develop an academic plan for the period grade 8 through high
school. The plan, developed with the assistance of parents/guardians and with the advice and
recommendations of school personnel, shall be reviewed annually. The plan is to include a list of
courses and learning activities/programs in which the student will engage while working toward
the fulfillment of graduation requirements.
The student's academic plan must be designed to enroll the identified student in one or more
advanced courses or programs and allow the student to earn high school and college credit or
result in career readiness.
The academic plan must be aligned with the following:
1. the courses or programs currently offered by the Board of Education;
2. the student's student success plan;
3. the high school graduation requirements established in state law; and
4. any other Board-adopted policies or standards relating to student enrollment eligibility
for advanced courses or programs.
A student or his or her parent/guardian have the right to decline the implementation of the
provisions of the academic plan.
The academic plan enables a student to take a deeper look into what the high school years and
beyond will look like. The student needs to be honest about himself/herself and consider their
interests, strengths, likes, dislikes, as well as who they aspire to be as an individual. The plan
should be updated as necessary and at a minimum, at least once a year.
Beginning in the middle school years, students must be counseled on opportunities for beginning
postsecondary education prior to high school graduation. Such opportunities include access to
Advanced Placement (AP), International Baccalaureate, or Cambridge courses or college-level
courses for degree credit. Wherever possible, students shall be encouraged and offered
opportunities to take college courses simultaneously for high school graduation and college
degree credit (dual enrollment) upon approval of the Principal prior to such participation, the
willingness of the college to accept the student for admission to the course or courses.
(cf. 6141.4 - Independent Study)
(cf. 6141.5 - Advanced College Placement)
(cf. 6141.51 - Advanced Courses or Programs-Eligibility Criteria for Enrollment)
(cf. 6141.7 - Honors Programs)
(cf. 6172.1 - Gifted and Talented Students)
(cf. 6172.6 - Virtual/Online Courses)
Legal Reference: Connecticut General Statutes
P.A. 21-199 Section 5
10-221r Advanced placement course program. Guidelines.
District Guidance for Developing an Advanced Course Participation Policy
Policy adopted:
July 23, 2022
6142 - Career Education
Career education in the Stamford Public Schools is understood as meaning a continuing process which prepares students for, and sensitizes them to the varying dimensions of human productivity.
As such, career education is designed to fuse key concepts of career development and preparation into existing disciplines and educational experiences in order that students may acquire self-knowledge of the world of work and ability to make decisions. Necessary to this acquisition is an ongoing exchange between the educational system and all centers of productivity within the community.
The end product of career education is the successful application of skills learned in school to further learning in both vocational and avocational pursuits.
Policy Adopted:
June 28, 1977
Readopted:
July 25, 2000
6144 - Online Courses & 6144R
The Stamford Public Schools (SPS) is committed to expanding instructional opportunities for
students that extend beyond the walls of Stamford classrooms. Students enrolled in online
courses will participate in asynchronous/synchronous online discussions, online group projects,
and teamwork while learning rigorous course content independently or with a teacher.
Enrollment to online courses will be available to SPS students in need of recovering credits in
order to graduate in a timely manner as well as to students who wish to enrich or accelerate their
learning.
SPS students will only be given credit for successfully completing online courses that are offered
by an accredited educational institution and approved in advance by the Stamford Public School
district. Successful completion of online courses will count toward high school credit in SPS.
Grades given in district-approved online courses shall be included in a student's GPA and class
rank.
For purposes of this policy, an online course shall mean a course offered via the Internet,
wherein the source of the information and the learner are separated by time and distance, or both.
For purposes of this policy, credit recovery shall mean passing and receiving credit for a course
in which a student was previously unsuccessful in earning academic credit toward graduation.
The goals of credit recovery programs typically focus on helping students stay in school and
graduate on time. For purposes of this policy, an accredited educational institution shall mean an
institution that has met quality assurance standards used by an external body to evaluate
educational programs. Accrediting associations for online courses may include the New England
Association of Schools and Colleges (NEASC), the North Central Association Commission on
Accreditation and School Improvement (NCA), the Middle States Association of Schools and
Colleges (MSA), the Southern Association of Schools and Colleges (SACS), and the Western
Association of Schools and Colleges (WASC).
In the event a pandemic, epidemic, and/or state of emergency is declared, whether same is
national, local, or otherwise (collectively referred to as an “emergency” or “emergency
situation”), students who enroll in district-approved online courses may also earn credit for high
school graduation by participating successfully in distance learning offered by the Board during
emergency, or other long-term school closure related to a community-wide emergency. Credit
will be determined per BOE Policy #6146.
Legal References: Connecticut General Statutes § 10-221a.
Adopted:
March 23, 2010
Amended:
February 23, 2021
6144R
Instruction
Online Courses
1. Online courses may be taken by SPS students if: the course is not offered or available in SPS,
the student wishes to meet graduation requirements or graduate early or the student wishes to
accelerate his/her learning. Online courses for credit recovery may be taken by students in SPS
if: the course can serve as a supplement to extend homebound instruction, the course can serve as a supplement to high school courses offered, the student has failed the course, lost credit, or the student has been expelled from the regular school setting, but educational services are to be
continued.
2. SPS students will only be given credit for successfully completing online courses that are
offered by an accredited educational institution and approved by the Stamford Public School
district. Schools will be responsible to confirm online course acceptability by the NCAA.
3. Permission for students to enroll in online courses will require approval by the principal or
designee(s). Requests to appeal decisions will be considered by the Superintendent or the
Superintendent's designee.
4. Online courses may be taken in school, as well as at home during the school year, and in the
summer.
5. Successful completion of online courses will count toward high school credit in SPS. Grades
given in online courses shall be included in a student's GPA and class rank.
6. The school online course coordinators will be the liaison between students and their content
teachers. The school online course coordinator will enroll students, monitor student progress,
keep parents informed of the work done by the students, and arrange for grading and
administration of tests.
7. Enrollment in online courses will require signature by the student, parent/guardian, and school
in a contract detailing roles and responsibilities.
8. For students who are seeking to accelerate learning through enrichment courses, online course
costs will be the responsibility of the student's family. If the student’s family is eligible for a fee
waiver, all costs will be paid by the BOE.
Requirements for Online Coursework
1. The workload required by the online course is substantially equivalent to that of a similar
course taught in a traditional classroom setting;
2. The content of the online course is rigorous and aligned with the curriculum guidelines
approved by the State Board of Education, where appropriate;
3. The course engages students and has interactive components, which may include, but are not
limited to, required interactions between students and their teachers, participation in online
demonstrations, discussion boards or virtual labs;
4. The program of instruction for such online coursework is planned, ongoing and systematic;
5. The courses are: a. Taught or supported by teachers who are certified in Connecticut or
another state and have received training on teaching in an online environment, or b. offered by
institutions of higher education that are accredited by the Board of Regents for Higher
Education or regionally accredited; and
6. The principal or designee has determined, in his or her professional judgment, that, given the
student’s academic and disciplinary history, the student is appropriately suited to engage in
online coursework.
Additional Requirements: Students are eligible to receive credit toward high school graduation
by taking district approved online courses. Students who have been pre-approved shall receive
such credit upon completing the online course and obtaining a passing grade. Any expense
incurred for taking an online course identified by the student and/or parent shall be the
responsibility of the student/parent and shall not be the responsibility of the Board unless the
student’s family is eligible for a fee waiver. Distance learning provided to students during a
pandemic, epidemic, and/or state of emergency shall be provided at Board expense.
Regulation Adopted:
July 7, 2011
Amended:
February 23, 2021
6146 - Graduation Requirements & 6146R
Graduation Requirements
In order to ensure that all students in the Stamford Public Schools fulfill the Graduation Requirements, the Board of Education has established these guidelines.
I. Credit Requirements:
Commencing with the graduating class of 2023, in order to graduate from the Stamford Public Schools, a student must satisfactorily complete a minimum of twenty-five credits and meet the following requirements:
Subject Area Credits Humanities (9 credits) |
|
English |
4 |
Social Studies (.5 credits in Civics) |
3 |
Arts |
1 |
Humanities elective |
1 |
Science, Technology, Engineering, and Mathematics (9 credits) Mathematics* |
3 |
Science |
3 |
Science, Technology, Engineering, and |
3 |
Mathematics elective |
|
Physical Education and Wellness |
1 |
Health and Safety Education |
1 |
World Language |
1 |
Mastery-based Learning Assessment |
1 |
First Year Seminar(FYS)** |
.5 |
Electives |
2.5 |
Total |
25 |
*Students must complete Algebra 1 and Geometry (or Integrated Math 1 and 11) to fulfill graduation requirements
**All new 9th grade students students must enroll in First Year Seminar. However, if a student does not pass this course, it does not need to be retaken.
Commencing with the graduating class of 2027, in order to graduate from the Stamford Public Schools, a student must satisfactorily complete a minimum of twenty-five credits and meet the following requirements:
Subject Area Credits Humanities (9 credits) |
||
English |
4 |
|
Social Studies (.5 credits in Civics) |
3 |
|
Arts |
1 |
|
Humanities elective |
1 |
|
Science, Technology, Engineering, and Mathematics (9 credits) Mathematics* |
3 |
|
Science |
3 |
|
Science, Technology, Engineering, and |
3 |
|
Mathematics elective |
|
|
Physical Education and Wellness |
1 |
|
Health and Safety Education |
1 |
|
World Language |
1 |
|
Personal Financial Management/Literacy |
.5 |
|
|
.5 | |
Electives*** |
3.0 |
|
Total |
25 |
*Students must complete Integrated Math 1 and 11 to fulfill graduation requirements
**All new 9th grade students students must enroll in First Year Seminar. However, if a student does not pass this course, it does not need to be retaken.
*** Students may earn one elective credit through a Mastery-based Learning Assessment
Graduation Requirements
Credit earned in any course requires a final course grade of D- (60) or greater. Specific course requirements are indicated in the High School Program of Studies. Students entering high school in the 9th grade will enter into 1st year seminar, if the students does not pass this course they will not receive credit, however the student is not required to retake this course.
I. High School Courses Taken in Middle School
Students will earn high school credit and fulfill course requirements for high school level courses taken in middle school, including Mathematics, World Language and Virtual High School(VHS) courses, provided that students have earned a final grade of ‘C’ or better. The district strongly recommends that students who fulfill these credits in middle school continue to enroll in World Language and Math courses in high school.
II. Special Populations
English Learner (EL) students must meet the Graduation Requirements on the same terms and conditions as all students. Students who qualify for special education services may have indicated in their Individual Education Program (IEP) alternative Graduation Requirements.
III. Alternatives to Not Meeting Graduation Requirements
Students, including Special Populations, who do not meet the Graduation Requirements, may select one of the following options:
1. Remain at the high school level and meet the Graduation Requirements.
2. Enroll in summer school, a class offered at a constituent unit of the state system of higher education, or an approved online course and meet the Graduation Requirements.
3. Enroll in courses at Stamford Adult and Continuing Education and meet the Graduation Requirements.
4. Enroll in alternate or remedial courses designed to help master the performance standards.
The Board may permit a student to graduate during a period of expulsion if the Board determines the student has satisfactorily completed the necessary credits.
These Graduation Requirements will be reexamined yearly.
(cf. 6146.2 - Statewide Proficiency/Mastery Examinations) 6146 – High School Graduation Requirements
Legal References:
Connecticut General Statutes
10-5c Board examination series pilot program. Issuance of certificate (as amended by P.A. 13-247) 10-14n State-wide mastery examination. Conditions for reexamination. Limitation on use of test
results. (as amended by Section 115 of PA 14-217)
10-16(l) Graduation exercises. (as amended by P.A. 96-108, An Act Concerning Student Use of Telecommunication Devices and the Establishment of Graduation Dates)
10-221a High school graduation requirements. (As amended by P.A. 00-156, An Act Requiring a Civics Course for High School Graduation, P.A. 10-111, An Act Concerning Education Reform in Connecticut, P.A. 11-135, An Act Concerning Implementation Dates for Secondary School Reform, P.A. 13-122, An Act Concerning Minor Revisions to the Education Statutes and P.A. 13-247, Budget Implementer Bill.
10-233(a) Promotion and graduation policies. (as amended by PA 01-166)
P.A. 13-108, An Act Unleashing Innovation in Connecticut Schools.
P.A. 13-247, An Act Implementing Provisions of the State Budget.
Policy Revised:
September 1, 2020 (effective immediately under suspension of the rules)
September 24, 2021
December 6, 2022
August 13, 2024
6146R
Instruction
Graduation Requirements
Mastery-Based Learning Assessment
(For students in the graduating classes of 2025 and 2026, 1 credit must be earned while enrolled in high school to meet graduation requirements. Commencing with the class of 2027, 1 credit may be earned to fulfill an elective requirement.)
Successful demonstration of subject matter content mastery achieved through educational experiences and opportunities that provide flexible and multiple pathways to learning.
These pathways include:
SAT Score College and Career Readiness Benchmark for Evidence-Based Reading and Writing: 480
SAT Score College and Career Readiness Benchmark for Math: 530
ACT Score of English 18, Math 22, Reading 22, Science 23, ELA 20
Recognition as an Advanced Placement (AP) Scholar (receives a score of 3 or more on 3 AP exams)
Capstone Project* Internship (120 hours)*
Volunteer/Service Experience (120 hours)* Work Study Experience (120 hours)* Independent Study*
Award of Seal of Biliteracy
Recognition of achievement in a state or national competitions in the areas of debate, literary, STEM, visual or performing arts
FCIAC Recognition
For EL students who have lived in Connecticut for fewer than five years, a score of proficiency or above on the LAS Links assessment
Student Self-Designed Project*(prior approval required)
* A Mastery-Based Learning Assessment Committee composed of a teacher, school counselor, building administrator, and central office administrator will review submissions and award credit based upon attainment of established criteria.
Mastery-Based Learning Assessment Awarding Process:
1. Students obtain the Mastery-Based Learning Assessment Form through their high school website. This can occur in grades 9 - 12.
2. Students must complete and submit their Mastery-Based Learning Assessment Form and supporting documentation to their School Counselor by March 1st of senior year.
3. The Mastery-Based Learning Assessment credit will be awarded as pass/fail and will be included on students’ final transcript.
4. The Mastery-Based Learning Assessment Committee will meet in March to determine pass/fail for student assessments that require review.
5. Students will be awarded one credit for passing their Mastery-Based Learning Assessment.
Revised:
September 1, 2020 (effective immediately under the suspension of the rules)
November 23, 2021
August 13, 2024
6146.3 - Grading and Weighting of Grades & 6146.3R
Students shall be graded on their work at all levels. For grades 9 through 12, students shall receive grades ranging as follows: A, A-, B+, B, B-, C+, C, C-,D+, D, D- and F. Students who receive an F will not earn credit for a course.
All AP, 1B, ECE, and ECS at Norwalk Community College courses shall be weighted by using a factor of +.070 and all Honors classes shall be weighted by using a factor of .05. Such weighting of grades in AP/IB/ECE classes shall occur only for students who take the AP/1B/ECE examination. If the student cannot afford to pay related test fees, upon verification of such circumstances, the District will pay such fees.
All ungrouped and other level courses (i.e. 1,2,3) shall be given equal weight.
Two sets of class rankings shall be established: weighted and non-weighted. Plus and minus grades shall be included in the computation of grades in accordance with administrative regulation.
The Student Handbook in each school that offers honors courses, Advanced Placement(AP), International Baccalaureate(IB), Early College Experience(ECE) and Early College Studies (ECS) courses shall include this policy and the related Regulations 6146.3R
Adopted:
March 26, 1985
Amended:
June 11, 1996
July 25, 2000
December 5, 2000
March 27, 2001
August 2019
6146.3R
Instruction
Weighting of Grades/Calculation of GPA
Students will receive two class rankings based on weighted and unweighted grades. Either or both may be used as appropriate except that:
(1) Student transcripts will include both GPAs and class rankings.
(2) The list of students to be recognized at graduation for their high level of scholarship shall include the top five (5) percent of students from the weighted and unweighted grade point averages.
The method of calculating the GP A shall be:
1. Calculate GPA
A= 4.0, A-= 3.75, B+ = 3.50, B = 3.0, B- = 2.75, C+ = 2.50, C = 2.0,
C- = 1.75, D+ = 1.50, D = 1.0, D- = .75, F = 0
2. Add +.05 for each Honors Course
3. Add +.070 for each AP, IB, ECE, and ECS at Norwalk Community College course. Such weighting of grades in AP/IB/ECE classes shall occur only for students who take the AP/IB/ECE examination. A student/parent/guardian may request a waiver of fees associated with AP/IB/ECE and ECS courses, including, but not limited to, course and test enrollment fees. To make such a request the parent/guardian will complete a "Consent to Share Free/Reduced Lunch Status" form provided by the District. Upon verification of eligibility for a waiver of fees, the District will pay for such fees.
Regulation Adopted:
July 15, 1990
Amended:
June 11, 1996
July 25, 2000
December 5, 2000
March 27, 2001
August 23, 2019
6148 - FAFSA Completion Program
The Board of Education (Board) recognizes that college, for many students, continues to be an
important pathway that helps to provide students with the necessary skills for work and for lifelong learning. In addition, research has indicated the students who complete the Free Application for Federal Student Aid (FAFSA) are more likely to attend college with financial aid.
Many Connecticut students, eligible for college, fail to complete the FAFSA each year, resulting
in the loss of funds that could help support their postsecondary education.
The Board acknowledges that Connecticut has, for eligible school districts, implemented a FAFSA
Completion Challenge (Challenge). This Challenge is based on the premise that FAFSA
completion is strongly associated with postsecondary enrollment and outcomes. Students who
complete the FAFSA, in greater numbers, attend college directly from high school in comparison
to non-completers.
Note: The statewide FAFSA Challenge is a partnership between the State Department of
Education (SDE) and the Connecticut College and Career Readiness Alliance. This
partnership aims to strengthen postsecondary access and enrollment by raising FAFSA
completion rates among high school seniors.
Therefore, the Board, through this policy, sets as a goal a District initiative to improve the
completion rates for FAFSA among grade 12 students or students in District adult education
programs. This goal aims to strengthen District efforts to improve postsecondary enrollment and
student outcomes and to make it easier for students to attend postsecondary education.
District efforts to meet this initiative should spark and support local creativity to increase FAFSA
completion and postsecondary enrollment rates. The Board directs the administration to develop
plans to pilot and initiate new strategies to increase yearly student FAFSA completion rates. The
Board may accept gifts, grants, and donations, including in-kind donations, to implement this
policy.
Legal Reference: Connecticut General Statutes
P. A. 21-199 An Act Concerning Various Revisions and Additions to the
Statutes Relating to Education and Workforce Development, Sect. 6, 7, 8.
Policy adopted:
November 22, 2022
6152 - Assignment of Students for Instructional Purposes
Pupils in the Stamford Public Schools are placed in classes on the basis of their needs and previous experiences. The specific criteria applied may be included in administrative guidelines.
Placement may also take into consideration the professional judgment of the school staff.
Final accountability for placement and any changes thereof shall be that of the school principal.
Policy Adopted:
September 10, 1963
Amended:
May 11, 1976
July 25, 2000
6153 & 6153R - Field Trips
6153
Field Trips
The Stamford Board of Education (the "Board") encourages and sanctions student field trips that are of value in helping achieve each participating student's educational objectives.
All student field trips shall require signed parent or guardian consent received in advance of the trip and prior written approval by the building principal. In addition, all student field trips that are scheduled to last more than one day shall require the prior written approval of the Superintendent or their designee, and trips with destinations outside the United States must be approved by the Board.
Parents must understand that trips outside of the United States involve certain inherent risks that are beyond the control of the District. For example, their student could require medical treatment in a foreign country, which raises several issues including additional cost and travel issues associated with same. Parents are encouraged to consider travel insurance, and to become familiar with the specific terms and conditions of any policy they obtain.
All specific field trips that require fundraising shall be approved before fundraising begins. In addition, any such fundraising activities must comply with the provisions of the Board Policy concerning fundraising activities and any administrative regulations implementing such Board Policy.
A student's opportunity to participate in a field trip shall not be limited by their disability, 504 plan status, IEP status, English learner status, gender or gender identity.
The Superintendent or designee is authorized to develop administrative regulations to implement this Policy. The Board will not be responsible for any field trip that is not approved in accordance with the procedures set forth in this policy and any accompanying administrative regulations.
Students participating in Field Trips are expected to conform to the same standards of behavior and conduct as established in Board policy, regulation, and applicable codes of conduct. Any violation of District or Board policies or local, state, or federal laws may result in disciplinary action or sanctions.
Additional Considerations
This policy does not apply to regular interscholastic athletic games/competitions, as that schedule is developed by the Athletic Director in conjunction with the administration. Any trips by athletic teams beyond the regular interscholastic schedule must be approved in accordance with this policy.
The acceptance of any gratuities, discounts and/or gifts for personal use resulting from field trips is prohibited. Any gifts, gratuities, or promotional items provided by travel companies will become the property of the District and will be used for the benefit of the trip or the school. Trip organizers are reminded they are subject to the Code of Ethics for the City of Stamford.
The administration may deny the participation for any student on any field trip under circumstances where the health, safety or welfare of that student or others may be affected.
Trips Unrelated to the District
The Board of Education cannot and does not accept responsibility for non-school sponsored trips/tours. Individuals who plan trips/tours that are not school sponsored must alert parents and students that the planned trip is not associated with the Stamford Public Schools. The trip planners must clearly indicate in writing that they are serving as private agents or private individuals. The preparation for non-school sponsored trips shall not take place during school hours. No school materials may be used for letters to parents, directions or other communications.
Indemnification
The Board of Education will indemnify and hold harmless the teachers, employees of the Board of Education and/or other properly designated volunteer acting under the direction of a certified administrator of the Board of Education involved in approved field trips from liability which may arise out of the field trip activity, as provided in Connecticut General Statues Sectionl0-235 excluding, however, liability which occurs as a result of grossly negligent or wanton behavior on the part of the above individuals.
Policy Approved: August 27, 2024
6153R
School sponsored off-campus trips serve the instructional program by using resources of the community and region, which cannot be brought into classrooms. They must contain educational value; consistent with the aims of the school programs and with the age level of the students involved. Principals and teachers should exert every effort to make off-campus trips as free from hazards as possible.
All Stamford Public Schools ("SPS") sponsored field trips must be planned in accordance with this regulation and associated policy. The teacher(s) initiating the trip (the "Sponsor") must request approval for all field trips in accordance with this Regulation.
I. GENERAL CONDITIONS
All field trips must meet the following general conditions.
1. Accessibility
All students should have the opportunity to participate in field trips. Because field trips are important learning opportunities and part of the general education curriculum, students cannot be denied access to field trips due to their disability, 504 Plan status, IEP status, English Learner
(EL) status, gender or gender identity. All students must be provided equal opportunity for participation, including transportation to and from the field trip site(s) and all planned educational and recreational activities that take place at the field trip site(s). Trip sponsors should make every effort to enable full participation and to mitigate factors that could discourage participation, such as cost and accessibility.
2. Medical
Provisions for a student medical information sheet and medical emergencies must be a part of the proposal submitted.
School nurses must be part of the initial approval process for all field trips. By being involved early on in the planning, the school nurse can identify potential concerns with the location, safety, transportation, qualifications of chaperones, meals and food plans, and special health care provisions. Early involvement and notification also means that the school nurse can have the needed time to make special arrangements for care, investigate state laws pertaining to nursing care out of state, and conduct training of staff and chaperones.
A minimum of thirty (30) days notification should allow for adequate planning and obtaining any necessary approvals. For field trips outside of Connecticut, the school nurses must determine the licensure and practice acts in the state or country where the students are visiting.
If a nurse is accompanying the trip, the nurse must request permission to practice in another state or determine if the state or country grants visiting privileges. If the school nurse is not going on
the trip and there are nursing procedures or medications to be administered by unlicensed personnel, the school nurse must determine what aspects of care may be delegated to unlicensed personnel in that state prior to delegating any procedures including medication administration.
3. Chaperonage
The determination of what constitutes adequate chaperonage varies depending upon the purpose and nature of the trip, age of the students, distances traveled and other pertinent factors. Consequently, the Principal is delegated the responsibility to make the determination of what constitutes adequate chaperone coverage. Schools must provide a sufficient number of chaperones to ensure adequate supervision, according to the following adult-to-student ratios:
a. Elementary- (PreK-Grade 5): A minimum of one (1) adult to every 10 students;
b. Secondary-(Grades 6-12): A minimum of one (1) adult to every 15 students
c. International - (Grades 8-12): A minimum of one (1) adult to every 10 students, with a minimum of two (2) adults.
These guidelines may be modified on a case-by-case basis dependent on the nature of the trip. More and/or specifically qualified chaperones/staff may be needed for higher-risk activities, overnight stays (gender-specific), out of country travel (speak the language), and those including behaviorally, physically or mentally challenged students. There shall be at least one certified teacher or administrator on every field trip. Adult chaperones including other school personnel, parents, etc. who will accompany the group must be briefed on special instructions beforehand by the sponsor as to the purpose of the trip, special conditions, procedures, pertinent medical and dietary information, responsibilities and expected behavior. Use of smoking and tobacco products (including "vapes"), alcoholic beverages, or any illicit substance is prohibited during the field trip.
Chaperones who are not Stamford Public Schools staff are considered volunteers and must work under the supervision of Stamford Public Schools staff. Volunteers are held to the same standards of conduct as school staff and must observe all Board policies. This includes but is not limited to: use of appropriate language, maintaining confidentiality, wearing appropriate attire, and exercising good judgment. Volunteers may be required to submit to state and federal criminal record checks and a record check of the Department of Children and Families (DCF) Child Abuse and Neglect Registry. No person who is a "sex offender" as defined by Public Act 98-111, An Act Concerning the Registration of Sexual Offenders, may volunteer in the Stamford Public Schools.
4. Conduct
School trips are a privilege, and participating students are expected to behave in a manner that best represents the school, the district, and the student. A school administrator will be called immediately in cases of inappropriate behavior. Violations of these rules, the Code of Conduct, or any applicable Extracurricular Code of Conduct may result in ineligibility for future school trips, suspension from extracurricular activities, and/or any other disciplinary action authorized by the Board of Education Policies.
II. APPROVAL
Timing
All field trips must be approved sufficiently in advance of the trip to allow all necessary issues and logistics to be addressed. It is expected that field trips will be planned at the start of the school year as part of the instructional program planning process. However, it is understood that field trip opportunities may arise during the school year as well.
Only field trips meeting the following conditions will be approved.
The trip organizer must ensure that:
a. Trips are age-level appropriate.
b. Trips are reasonable in terms of time, distance and cost.
c. No student is denied the opportunity to participate in a field trip because of the inability to pay.
d. Where appropriate, fundraising should be organized to help defray costs. All fundraising must be done in compliance and accordance with Board policies.
e. Trips are not scheduled during standardized examination periods for students taking those exams.
f. Trips are planned with the utmost consideration for student safety, which includes, without limitation, an appropriate number of adult chaperones.
g. There is adequate supervision on the field trip, with minimal impact on other classes because of the number of teachers missing classes due to chaperoning.
h. Provisions have been made for medical emergencies, including attending medical personnel, when necessary.
i. Trip cancellation insurance must be made available for purchase by
families/individual students for all multiple day out-of-state trips and international travel.
j. Mandated insurance coverage requirements, including those established by the Risk Manager, must be met before the field trip can be approved.
k. No financial commitments are to be made until the Field Trip Request form is returned with all required signatures.
*** All forms used must be those as adopted by the Superintendent.
1. TRIPS OF UP TO ONE-DAY DURATION
a. Approval
The trip's Sponsor must secure written permission from the Principal to organize an off-campus trip. Timely submission to the Principal is necessary to allow for the Principal' s approval.
b. Permission
A signed parent or guardian consent form must be received in advance of the trip for each student who plans to attend an off-campus trip. For day trips, a signed consent form must be received at least one day in advance. However, earlier submission may be required to allow enough time to plan and implement appropriate accommodations for those students requiring same. Students in attendance on the day of the trip who have not submitted a signed consent form will remain in a class assigned by the Principal. The consent form must include a contact phone number that a parent or guardian may use in the event of substantial delay or change of plans. This phone number must be available after hours if the trip warrants it.
c. Transportation
Transportation shall be arranged by the teacher and Principal. The current student transportation contractor or other available services may be contracted to provide bus service for off-campus trips as determined by the Principal. The current student transportation contractor or other transportation provider as authorized by the Board shall be the only providers of transportation services for off-campus field trips for students under the age of seven and/or weighing less-than sixty pounds.
The personal vehicles of staff, parents and/or volunteers shall not be used to transport students.
d. Non-Participating Students
Any student not attending a field trip must be provided with the regular instructional activities developed by the classroom teacher who is on the field trip. The school principal will monitor this situation for quality educational experiences for students not attending a field trip.
e. Student Conduct
The sponsor shall inform the students that all policies pertaining to any type of misconduct will be strictly enforced. The sponsor will review with students behavioral expectations for the trip, and specifically remind students that possession, use, or distribution of tobacco, alcohol, or illegal substances or being under the influence of alcohol or illegal drugs is prohibited. Additional trip rules may be added. Students should be advised that a failure to follow the Standard of Conduct, Board policy, or trip rules may result in a forfeiture of the student's participation in the trip, any future field trips, and/or result in other disciplinary measures, including but not limited to, suspension and/or possible expulsion from school.
2. TRIPS OF LONGER THAN ONE DAY DURATION
School sponsored off-campus trips may extend beyond one-day duration period.
Included here are those trips related to the school programs to destinations in the United States and/or throughout the world. In these situations, the regulations for the one-day trip are to be observed, plus the following:
a. Approval
A written proposal for a trip in the United States of longer than one-day duration must be submitted to the Superintendent of Schools or designee at least ninety (90) days prior to the departure date. Trip Sponsors must receive the prior written approval of both the Principal and the Superintendent (or the Superintendent's designee) for all trips of longer than one-day duration. Approval is not automatic and is not renewed from one year to the next for these trips.
The Superintendent or designee shall take into consideration any travel warnings issued by the U.S. Department of State concerning the region of travel.
A written proposal for trips out of the country must be submitted to the Superintendent of Schools or designee at least one hundred twenty ( 120) days prior to the departure date and requires the additional approval of the Board of Education. Approval is not automatic and is not renewed from one year to the next for these trips. The Superintendent or designee shall take into consideration any travel warnings issued by the U.S. Department of State concerning the region of travel.
b. Objectives and Plans
The objectives and plans for these trips are to be submitted in advance to the Principal and are to include the rationale for taking the trip, the objectives to be achieved from taking it, and specific procedures to be followed as outlined previously in these regulations. This information shall be shared with parents.
c. Attendance
For regularly scheduled, curriculum related trips which include a class or several classes, no student should be denied the opportunity to participate because of an inability to pay. Consequently, fund raising activities that comply with Board policy for said trip should take this into account.
d. Permission
Overnight trips require a signed parent or guardian consent form at least three (3) days in advance of the trip; trips of two or more nights require a signed consent form at least seven (7) days in advance of the trip. However, earlier submission may be required to allow enough time to plan and implement appropriate accommodations for those students requiring same. Students who have not submitted a signed consent form will remain at school during the days of the trip in a class assigned by the Principal
e. Costs
The costs for such trips are the responsibility of the group planning the trip. Fund raising activities that are compliant with Board policy and regulation are recognized and accepted. Other forms of approved funding would include student contribution, contributions by the PTOs, clubs, student government or parents' organizations.
f. Chaperonage
To a large degree the number of Chaperones needed is related to the nature of the trip. Certainly, overnight trips require more chaperones and more supervision than day trips. To assure effective supervision, it is required that plans relating to same be submitted in advance to the Principal, and that the plan be approved by the Principal prior to the submission of the written proposal to the Superintendent. There will be a minimum of one chaperone for every ten ( 10) students for overnight trips.
g. Student Behavior
Guidelines for student behavior and provisions for contacting parents must be included in the trip proposal submitted. Copies of these forms should be kept available in the office for the duration of the trip.
h. International Travel
Trip Sponsors must provide participants and parents with information about traveling in the foreign country being visited, including but not limited to potential safety risks. Students and chaperones must have proper immunizations, identification (passports, visas, etc), and knowledge of laws specific to the country regarding drugs and prescription medication. Review information from the U.S. Department of State International Travel website at:
http ://travel. tate.gov/content/passports/en/countrv.html for tips on traveling abroad, requirements for U.S. citizens, and for travel warnings. Trip sponsors should consult with the local Consulate office of the foreign country for specific requirements of visitors to that country. Non-US citizens should be advised to determine their immigration status before entering a foreign country and to take appropriate credentials with them. All other participants should be advised to take appropriate identification.
Policies of trip insurance differ. Consequently, the District will use its best efforts to facilitate a meeting between parents and the company providing trip insurance. Parents should be encouraged to understand any policy of trip insurance and that they should consult with the appropriate professionals to understand the various terms and conditions. For example, the policy may provide that if evacuation for medical treatment is required, it may be to the closest facility that can handle the treatment, which may not be located in the United States. Consequently, a student may be in a medical facility in a foreign country. If the child could not fly back on a commercial flight due to medical condition, the parent would incur this cost. There may be waiting periods that apply, exclusions (intoxication, pre-existing medical, recreational activity are all examples of typical exclusions). It is important to remember that every contract of insurance is different, and parents should understand coverage and exclusions.
i. P-Card
For trips out of the country, a member of staff who is serving as a chaperones will be issued a
credit card (or P-card) to cover the cost of unforeseen medical emergencies requiring medical
services that must be paid before services are provided. The request for the card must be
submitted to the District's finance office at least forty-five (45) days in advance of departure
and in accordance with any departmental deadlines and rules.
6154 - Homework Policy
Stamford Public Schools’ Board of Education believes that teachers and families must work together to motivate and support all students to develop responsibility and study habits that will enable them to become life-long learners. The Stamford Public Schools staff assigns relevant and challenging homework assignments that reinforce classroom learning objectives.
The general purposes of homework are to: reinforce classroom instruction; develop specific skills
through practice; prepare for future lessons; foster the habits of consistent independent study and time management; and provide an opportunity for student learning outside the classroom. Homework can also preview new learning and ready students for their class experience. Homework assignments should never be used punitively. Homework assignments shall be modified based on students’ individual needs (i.e., IEP, 504 Plans, other interventions, and extenuating circumstances). Feedback for homework should be formative in nature, given in a timely fashion, and count for a maximum of 10% of the student’s grade.
Additionally, no assignments shall be due, or assessments given, on the day immediately following
major religious holidays that are also school holidays (i.e., Good Friday, eve and day of Yom Kippur
and Rosh Hashanah). When such a major holiday falls on a weekend no assignments shall be due, or assessments given, on the day immediately following that weekend. Students observing religious holidays, that are not school holidays, shall not have homework due on that day if a student or a family requests an extension, as described above.
Policy Adopted:
September 10, 1963
Amended:
February 8, 1977
September 9, 1986
Readopted:
July 25, 2000
Amended:
September 24, 2013
6160 - Computers: Web Sites, Pages & 6160R
The Board of Education allows the district and the schools within the district to create and maintain world wide web sites for educational purposes. Web sites are avenues for educating, providing information, communicating and expressing creativity. District and individual school web sites shall be used to share information about school curriculum and instruction, school-authorized activities, and other information relating to our schools and our mission. Web sites shall also provide instructional resources for staff and students.
Materials displayed on web sites are published on the Internet. Therefore, the content should be
professional quality and consistent with the education mission of the school system. Web sites created
and maintained under the authority of the Stamford Public Schools shall adhere to ethical and
professional standards applicable to information and technology as determined by the Board, acting
through its Administration. The Board retains the right to control all content of any web site subject to
this policy for legitimate pedagogical reasons. Pages shall reflect an understanding that both internal
and external audiences will be viewing the information.
Therefore, any pages or links representing the school district shall follow guidelines and
responsibilities pertaining to content standards, student records, copyright, and technical standards that are contained in the administrative regulations that accompany this policy. Publishing privileges are provided to students and staff through the web producer authorized by the Public Affairs Officer.
Policy Adopted:
July 22. 1999
Amended:
June 25, 2002
6160R
Computers: Web Sites, Pages
Subject Matter
All subject matter on the school district web pages and their links must relate to curriculum and
instruction, school-authorized activities, or information about the District or-its mission. Staff or
student work may be published only as it relates to a class projects, courses, or other school-related
activity. Students, staff, or other individuals may not use the district's web pages to provide access to
their personal pages on other servers or online services.
Quality and Pre Approval
All work must be free of any spelling or grammatical errors. Documents may not contain objectionable
material or point directly to objectionable material. Prior to submission to the
Public Affairs Officer, all building level material must have pre-approval of the appropriate building
principal. All district level material must have pre-approval of the appropriate district administrator,
for example, Director of Curriculum for curriculum materials. Determination regarding whether
material is objectionable shall be made on a case by case basis by either the appropriate building
principal for building level materials or by the appropriate district coordinator for district level
materials.
Privacy and Student Safety Issues
• Documents shall not include any personally identifiable information regarding students, other
than information that has been designated "directory information" by the Board through its
Student Records policy (policy #5115), unless prior written consent has been obtained from the
parent or guardian or eligible student (18 or older). Published e-mail addresses shall be
restricted to those of staff members.
• Student photographs are defined as directory information and may be published on district
web site(s) unless student's parent or guardian or eligible student him/herself has objected in
writing in accordance with policy #5115 to the use of the student's photograph(s) in a school
publication.
• Student work shall not be published without prior written consent of the student and his/her
parent or guardian, and a member of the central staff administration.
Technical Standards:
Each school web page shall contain a disclaimer statement similar to the following: "We have made
every reasonable attempt to insure that our web pages are educationally sound and do not contain links
to any questionable material or anything that can be determined in violation of the Acceptable Use
Policy." All pages should adhere to the following:
• Conventional length is three standard screens length unless content is suitable for longer.
• Links to commercial sites are prohibited.
• E-mail links are for professional use only.
• All copyright laws must be adhered to. Authors and sources should always be cited.
• Pages should be submitted on a Windows formatted disk, in one folder, and also in hard copy,
with the signed pre-approval form included.
• The folder should be entitled: schoolinitials.html (i.e. shs.html)
• The folder for school content pages should be entitled: schoolinitials.content.html
• The folder for school graphics should be entitled: schoolinitialsgraphics.html
Links:
The districts' web sites contain links to other sites on the web, The inclusion of such links is governed
by the following criteria:
1. Links may be provided to other libraries and municipal web sites for the City of Stamford.
2. Links may be provided to other public educational institutions' sites.
3. Links may be provided to state and federal agencies' sites.
4. Links will not be provided to commercial sites or private individuals.
The Board of Education maintains the sole discretion to select sites for inclusion on the district's web
sites, and to remove such links from the district's web sites.
The Board of Education recognizes that link sites may lead individuals to materials that does not
further the educational mission of the Stamford Public Schools, and may not be appropriate for all
users. While particular sites will be reviewed at the time of inclusion to determine the appropriateness
of such inclusion, it is impossible for the Board to monitor and/or control the content of such linked
sites. Accordingly, the Board takes no responsibility for materials posted on other sites, even if such
materials could be accessed through a link with the Stamford Public Schools' web sites.
Copyright Issues:
The Internet has grown to a worldwide computer network with many different types of users with
many different purposes for their presence. Copyright issues are often brushed aside or completely
ignored. As an educational institution, we should be aware of the necessity of conforming to all laws,
regardless of how they may be perceived on the Internet. The guidelines stated herein are for our own
protection and for teaching by example those principles we wish to instill within our students.
Policy Adopted:
July 22. 1999
Amended:
June 25, 2002
6161.21 - Damaged or Lost Instructional Materials
Students and families bear a responsibility to care for school property and to utilize such property as intended. “School Property” includes, but is not limited to, Instructional Materials, real property and other physical assets of the District.
Instructional Materials
“Instructional Materials” include all forms of District property provided or lent to students, including, but not limited to, textbooks, bound books, paperbacks, musical instruments, athletic equipment, uniforms, Chromebooks, laptops, chargers and other computer and electronic devices, software, applications (“apps”), and access to centralized data systems.
Students are entitled to receive Instructional Materials when such materials are required for coursework. These materials are lent to students and must be used in accordance with applicable laws, copyrights, Board policies and directives, and the intended instructional purpose.
The administration shall develop options for insurance for Instructional Materials, but same will not be mandatory (in which case the student bears the responsibility for damage or loss). The District may choose to self-insure materials.
Instructional Materials must be returned in good condition and working order, and as directed by the administration and staff. Fees may be imposed on students or their families for lost or damaged School Property or Instructional Materials.
Physical Property
All assets of the Stamford Public Schools must be treated with care and respect. Vandalism, damage or loss of property, including real property, may result in the imposition of fees and/or disciplinary action as determined by the administration, and in accordance with law and Board policy. All School Property lent to a student must be returned in good working condition and is subject to fees and penalties for damage or loss.
Use of School Property
All School Property must be utilized in accordance with school directives, Board policy, and applicable law. The administration shall develop procedures and protocols for using School Property, Instructional Materials, and other property. Software, applications (“apps”), and access to centralized data systems are specifically included in this policy.
The following uses are expressly prohibited. This list is not exhaustive and must be read in conjunction with the District’s Acceptable Use Agreement, the Acceptable Use Policy and Regulation, and other applicable policies and directives.
Instructional Materials and School Property shall not be used to:
- Intimidate, threaten, slander, defame or harass any student or employee of the District.
- Violate any law or further a criminal act.
- Solicit business or information that is not directly related to class assignments.
- Gain unauthorized access to websites, apps or data systems.
- Impersonate another user without the user’s consent.
- Send messages for any purpose prohibited by law.
- Access and/or disseminate any pornographic material.
- Compromise the privacy of another student or employee of the District.
- Access generative artificial intelligence applications unless specifically class assigned.
- Access or disseminate any material that is not directly related to class assignments.
By using School Property, the user consents to monitoring and relinquishes all expectations of personal privacy.
Students, parents, guardians and families of students are subject to the rules regarding proper use of School Property and must conform to the District’s policies and regulations. Parents, guardians and families of students bear the same responsibilities as the students.
This Policy and any associated regulation are to be considered and read in conjunction with the District’s Acceptable Use Agreement, Acceptable Use Policy 5132 and associated regulation, and other applicable policies and/or directives.
Policy Adopted:
December 5, 2006
Revised:
December 5, 2023
6161.3 - Selection of Instructional Materials Other Than Textbooks & 6161.3R
The Board of Education delegates to the professional personnel of the Stamford Public Schools
authority for selection of learning resources. All types of materials for school use shall be
recommended for purchases by the professional personnel of the schools. Consultation shall take place with the administration, consultative staff, faculty, and when appropriate with students.
All instructional materials selected shall support stated objectives of school media programs, be
consistent with stated Principles for Selection and meet stated specific selection criteria. Gifts to the
schools may be accepted only with the understanding that the disposition of such gifts becomes the
prerogative of the professional staff.
PRINCIPLES OF SELECTION
FOR INSTRUCTIONAL MATERIALS OTHER THAN TEXTBOOKS
The Stamford Board of Education and its professional staff endorse and accept the principles
incorporated in the School Library Bill of Rights of the American Association of School Libraries
which asserts the following responsibilities:
1. to provide materials that will enrich and support the curriculum, taking into consideration the
varied interests, abilities, learning patterns and maturity levels of the pupils served
2. to provide materials that will stimulate growth in factual knowledge, literary appreciation,
aesthetic values, and ethical standards.
3. to provide a background of information which will enable pupils to make intelligent
judgments in their daily life
4. to provide materials on opposing sides of controversial issues so that young citizens may
develop under guidance the practice of critical analysis of all media
5. to provide materials representative of the many religious, ethnic, and cultural groups and
their contributions to our American heritage
6. to place principle above personal opinion and reason above prejudice in the selection of
materials of the highest quality in order to assure a comprehensive collection appropriate for
users
Given the responsibility for the well-being of all students, however the Board of Education and the
Administration reserve the right to limit access or remove identified materials from the school libraries
or other repositories when there is a legitimate pedagogical reason for doing so.
Policy Adopted:
May 14, 1974
Amended:
July 25, 2000
6161.3R
Selection of Instructional Materials Other Than Textbooks
Race, Religion, Sex, National Origin
Instructional material should be free of any adverse reflection on the dignity of the individual because
of race, religion, Sex, or national origin.
Propaganda
Material that is clearly in the nature of propaganda for any political organization or special interest
group should be identified clearly in an appropriate manner by the professional staff. It may be used, at
the discretion of the classroom teacher, in classes that study propaganda analysis, or to refute the
arguments of groups antagonistic to American ideals.
Gifts
Many schools receive as gifts various kinds of instructional material from individuals and
organizations. These gifts should be accepted for use only if, upon examination by the professional
staff, they meet the standards described in policy under" Principles of Selection . ..
Advertising Matter
It is desirable that the initiative for obtaining such material come from the school. However, the
material, whether acquired by solicitation or not, must be examined in light of the Principles of
Selection. Although such material containing advertising may meet the standards of selection, the
advertising feature should not be blatant.
Adult Books for Young People
A large body of literature, classical and current, fiction and non-fiction, is intended for adult readings.
Much of this can be used to advantage in middle and high schools. It should measure up to the
"Principles of Selection ...
Family Living and Health Education
While pupils should have free access to materials in the area of sex and health education these should
be chosen with care.
Appeals
Should a parent, student or other interested parry request review of instructional materials other than
textbooks, he/she shall address such request to the building principal. Should the parry requesting
review not be satisfied with the response of the building principal or his/her designee, the requesting
party may appeal to the Superintendent. The decision of the Superintendent or his/her designee shall be final.
Policy Adopted:
May 14, 1974
Amended:
July 25, 2000
6161.31 - Comparability of Services
It is the policy of the Board of Education to insure comparability of services funded by state and
local sources in both Title I project schools and non-project schools.
The Board ensures equivalence among schools and will:
1. Provide services with federal, state and local funds on an equitable basis in schools
serving Title I project areas that are at least comparable to services in non-project areas;
2. Use federal, state and local funds to provide equitable staff resources (teachers,
administrators, auxiliary personnel) in all schools with the same grade levels;
3. Use federal, state and local funds to provide equitable resources in all schools with
the same grade levels in the areas of curriculum and instruction.
Legal Reference: Title I Improving the Academic Achievement of the Disadvantages,
as implemented by 34 C.F.R. part 200 of the No Child Left Behind
Act of 2001.
Agostini v. Felton 521 U.S. 103 (1997)
Policy Adopted:
October 25, 2022
6162 - Alternatives to Dissection
Dissection is one of many instructional methods used in life science courses.
Students may request alternatives to dissection. Alternatives include such materials as videos,
computer programs, films, filmstrips, models, transparencies, charts, diagrams, dissecting microscopes
and textbook overlays.
If alternatives to dissection are requested, teacher assistance will be available at all times, and no
grades may be adversely affected because alternatives are requested.
Policy Adopted:
April 21, 1992
Amended:
July 25, 2000
6162R
Instruction
Alternatives to Dissection
1) A copy of the POLICY ON ALTERNATIVES TO DISSECTION will be posted in every middle
and high school science room.
2) High School Department chairpersons and Middle School Principals will review the POLICY ON
ALTERNATIVES TO DISSECTION annually, at the start of each school year, with teachers of
science.
3) The POLICY ON ALTERNATIVES TO DISSECTION will appear in the "Program of Studies" in
the Science Program section.
4) The absolute right of the student to request and receive permission to pursue an alternative to
dissection is affirmed, but it is the intent of the Board of Education that the alternative method chosen
be equal in rigor and evaluation to regular classroom dissection.
Regulation Adopted:
June 16, 1992
Readopted:
July 25, 2000
6163 - Physical Education
All pupils shall participate in the required Physical Education program unless a valid medical excuse is
presented to the school nurse.
Temporary excuses must be approved by the nurse and the principal.
Permanent excuses must be approved by the school medical advisor.
Policy Adopted:
September 10, 1963
Amended
February 8, 1977
July 25, 2000
6164 - Health
The school medical advisor shall take action as necessary for safeguarding the health of pupils,
teachers, and other personnel of the schools.
The school medical advisor shall on request confer with principals, teachers, or other health agencies
concerning special health programs.
Policy Adopted:
September 10, 1963
Amended
July 25, 2000
6164.2A - Youth Suicide Prevention and Intervention & 6164.2R
The Stamford Public Schools are concerned about youth suicide. In response to that concern, and in
accordance with state law, it shall be the policy of the Stamford Public Schools to establish programs
and procedures regarding youth-suicide prevention and intervention for schoolteachers, administrators,
pupil personnel staff, and students. The purpose of the programs will be to heighten the awareness of
staff and students about the signs of suicide contemplation, the risk factors associated with suicide
attempts, and the community resources that are available for student referral. The Board recognizes,
however, that suicide is a complex problem, and that the programs established are neither expected nor
intended to develop staff expertise in clinical assessment or providing in-depth suicide prevention
counseling.
Policy Adopted:
September 14, 1993
Readopted:
July 25, 2000
6164.2R
Instruction
Procedures for Suicide Prevention and Intervention
Prevention:
1. The Stamford Public Schools, through its administration. will identify social service
agencies, mental health clinics, and other community resources that have expertise in youth
suicide prevention, for the purpose of developing education and referral sources.
2. In-service program will be developed for teachers, administrators, and pupil personnel staff
to enhance their ability to recognize those students who may be contemplating suicide. Training
will include: information about factors that increase a student’s risk for suicide: recognition of
the behavioral signs that indicate suicidal tendencies; information on community resources
available for students who may need assistance; and information regarding school procedures
for handling a suicidal student.
3. Pupil personnel staff resources are available both for students at risk of suicide themselves,
and for all students subsequent to a suicide attempt by one of their peers.
Intervention:
If any member of the teaching, pupil personnel, or administrative staff is confronted by a student who
exhibits suicidal tendencies or who makes a statement of suicidal intention, the following procedures
must be followed:
1. The principal or designee must be advised immediately. The principal or designee will notify
the school nurse and the pupil personnel staff (a counselor, school psychologist, or school
social worker), who will immediately meet with the student.
2. The student will be brought to the school nurse’s office, pupil personnel staff or the school
office. Under no circumstances is the student to be left alone.
3. The student’s parent(s)/guardian(s) will be notified.
4. The student’s parent (s)/guardian(s) will be referred to a local physician or community
agency for emergency intervention and counseling.
5. The parent (s)/guardian(s) will be asked to pick the student up from school. The student will
not be allowed to go home alone.
6. The principal or designee will be responsible for following up with the student’s
parent(s)/guardian(s) to ensure that professional intervention has occurred.
7. The student will be monitored by pupil personnel staff to assess whether or not the threat of
suicide continues. Appropriate personnel will maintain contact with the outside agency that is
treating the student to support the treatment program.
8. If school staff has reason to believe that the student continues to have suicidal tendencies and
no follow-up treatment has been secured by the student’s parent(s)/guardian(s), the principal or
pupil personnel staff designee will inform the parent (s) /guardian (s) that their failure to secure
professional intervention may constitute emotional neglect, and a referral will be made to the
Department of Children and Youth Services.
9. In the event any employee becomes aware that a student has attempted suicide and may be in
imminent danger, the principal or designee and school nurse are to be notified immediately.
10. If the principal or designee and school nurse determine that the student’s medical or
emotional condition (with pupil personnel staff consultation as appropriate) requires
hospitalization as a result of the suicide attempt, the parent(s)/guardian(s) will be contacted and
the student will be transported immediately to an area hospital for medical treatment.
11. The student and his/her parent(s)/guardian(s) will be referred to a local physician or
community agency for ongoing counseling.
Response To A Suicidal Event
1. Each school will establish a crisis team, composed of administrators, teachers, and pupil
personnel staff, to deal with an instance of student suicide. Procedures to provide counseling
services for all students wishing such support are to be established in the school.
2. The director of pupil personnel or his/her designee will coordinate the assignment of staff
counselors to schools as necessary and arrange for the presence of community-based personnel
as required.
3. Phone numbers of school or agency suicide-prevention resources to use in non-school hours
should be made available to all students who need or request them.
Regulation Adopted:
September 14, 1993
Amended:
July 25, 2000
6164.2B - Comprehensive School Counseling Framework
The District shall provide and maintain a comprehensive school counseling framework that is systematic, equitable, responsive, and purposeful in assisting students with in acquiring skills needed to meet academic standards; promoting social-emotional development and preparing every graduate to make informed decisions when choosing from an array of post-secondary options. The school counseling framework is a data-driven, scaffolded, student-centered system of programs and services delivered by school counselors in collaboration with the school community.
The District shall not discriminate in the methods, practices, and materials used for counseling students on the basis of gender, sexual orientation, gender identity or expression, race, color, national origin, religion, ancestry, or disability. This does not, however, prohibit the use of special counseling materials or techniques to meet the individualized needs of students.
Legal References:
Connecticut General Statutes
Connecticut Comprehensive K-12 School Counseling Framework Guide, 2020, Connecticut State
Department of Education
Family Educational Rights and Privacy Act (FERPA) 20 U.S.C.
Public Act 19-63
Policy adopted:
November 23, 2021
6165 - Sunday Interscholastic Sports
Sunday play of postponed regular season games is permitted in accordance with the following:
1. The postponement must be due to severely adverse weather conditions.
2. The two competing schools must agree to Sunday play of a postponed game.
3. No Sunday game may start before 1:30 p.m.
Policy Adopted:
January 13, 1967
Readopted:
July 25, 2000
Superintendent's Reasonable Interpretation
Online Courses
Provision One:
Enrollment to online courses will be available to SPS students in need of recovering
credits in order to graduate in a timely manner.
Superintendent's Reasonable Interpretation:
· Schools must establish procedures for students who would like to recover credits.
· The district must assist in the process and ensure procedures are consistent with
district policy and/or regulations and/or legal considerations.
· There must be extensive communication on procedures so that teachers and
student support services staff know their roles.
· There must be extensive communication on procedures so that students and
families know how and when to use it.
· Training of staff must be conducted to ensure compliance with district policy
and/or regulations and/or legal considerations.
· There must be training of staff on technology integration and distance learning.
· There must be support to students to become independent learners.
Evidence of Compliance:
Artifacts related to the existence of procedures for enrollment into online
courses to recover credit
Artifacts related to communication
Professional development reports
Provision Two:
Enrollment to online courses will be available to SPS students who wish to enrich or
accelerate their learning.
Superintendent's Reasonable Interpretation:
· Schools must establish procedures for students who would like to enrich or
accelerate their learning.
· The district must assist in the process and ensure procedures are consistent with
district policy and/or regulations and/or legal considerations.
· There must be extensive communication on procedures so that teachers and
student support services staff know their roles
· There must be extensive communication on procedures so that students and
families know how and when to use it.
· Training of staff must be conducted to ensure compliance with district policy
and/or regulations and/or legal considerations.
· There must be training of staff on technology integration and distance learning.
· There must be support to students to become independent learners.
Evidence of Compliance:
Artifacts related to the existence of procedures for enrollment into online
courses to enrich or accelerate learning
Artifacts related to communication
Professional development reports
Provision Three:
SPS students will only be given credit for successfully completing online courses that
are offered by an accredited educational institution and approved by the Stamford
Public School District.
Superintendent's Reasonable Interpretation:
· District must establish a mechanism for schools to identify and approve
accredited educational institutions that offer online courses.
· The district must assist in the process and ensure that school procedures are
consistent with district policy and/or regulations and/or legal considerations.
· Training of staff must be conducted regularly to ensure compliance with district
policy and/or regulations and/or legal considerations.
Evidence of Compliance:
Artifacts related to the existence of procedures for reviewing and verifying
accredited educational institutions that offer online courses
Artifacts related to communication
Completion of virtual high school course application forms
Provision Four:
Successful completion of online courses will count toward high school credit in SPS for
middle school or high school students. Grades given in online courses will not be
included in a student’s GPA or class rank.
Superintendent's Reasonable Interpretation:
· District must establish a mechanism for schools to review and verify successful
completion of online courses.
· Schools must establish a mechanism for schools to award credit for successful
completion of online courses.
· The district must assist in the process and ensure that school procedures are
consistent with district policy and/or regulations and/or legal considerations.
· Training of staff must be conducted regularly to ensure compliance with district
policy and/or regulations and/or legal considerations.
Evidence of Compliance:
Artifacts related to the existence of procedures for reviewing and verifying
successful completion
Artifacts related to communication
Completion of virtual high school course application forms
Superintendent's Reasonable Interpretation
High School Credit for High School Level Courses Taken by Middle School
Students
Provision One:
The Stamford Public Schools (SPS) is committed to expanding the opportunities for middle school
students who demonstrate the ability to do high school level coursework.
Superintendent's Reasonable Interpretation:
Schools must establish procedures for students who would like to do high school level courses.
The district must assist in the process and ensure procedures are consistent with district policy and/or
regulations and/or legal considerations.
There must be extensive communication on procedures so that parents, teachers, guidance counselors
and students know how to access high school level courses.
Evidence of Compliance:
Artifacts related to the existence of procedures for enrollment into high school level courses
in middle schools
Artifacts related to communication
Provision Two:
This policy is consistent with the district goals of SPS to increase academic achievement of all
students.
Superintendent's Reasonable Interpretation:
Schools must establish procedures for students who would like to do high school level courses.
The district must assist in the process and ensure procedures are consistent with district policy and/or
regulations and/or legal considerations.
There must be extensive communication on procedures so that parents, teachers, guidance counselors
and students know how to access high school level courses.
Evidence of Compliance:
Artifacts related to the existence of procedures for enrollment into high school level courses
in middle schools
Artifacts related to communication
Provision Three:
This policy establishes criteria for awarding high school credit to middle school students who have
demonstrated competency in high school level courses.
Superintendent's Reasonable Interpretation:
Schools must establish procedures so students who earn a final grade of at lea st "B" for a high school
level course are given the option to receive high school credit for that course.
Schools must establish procedures so students who are eligible for high school credit must make their
decision and complete a High School Credit Request Form, including a guardian’s signature, no later
than June 15th of their grade 8 school year.
The district must assist in the process and ensure procedures are consistent with district policy and/or
regulations and/or legal considerations.
Evidence of Compliance:
Artifacts related to procedures for students to receive high school credits.
Artifacts related to communication
Record of completed High School Credit Request Forms
Provision Four:
Middle school students who are enrolled in high school level courses have the option to obtain high
school credit for their coursework upon completion of the course requirements.
Superintendent's Reasonable Interpretation:
Schools must establish procedures so high school credits can be awarded to middle school students.
These credits will not be included in the determination of student high school grade point average or
class rank.
The district must assist in the process and ensure that school procedures are consistent with district
policy and/or regulations and/or legal considerations.
Evidence of Compliance:
Artifacts related to procedures for students to receive high school credits.
Artifacts related to communication
Record of completed High School Credit Request Forms
6171 - Special Education
The Board of Education accepts its legal duties and responsibilities for providing special education programs for eligible students of the school district.
In making a determination of eligibility for special education and related services, through use of a variety of assessment tools and strategies designed to gather relevant functional, developmental, and academic information, a student shall not be determined to be a disabled student if the dominant factor for such a determination is a lack of appropriate instruction in reading, including in the essential components of reading instruction, as defined in the Every Student Succeeds Act, lack of instruction in math or limited English proficiency or evidence that a child’s behavior repeatedly violated disciplinary policy. Further, the District is not required to take into consideration whether a student has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skills, reading comprehension or mathematical calculation or reasoning.
Each student with a disability who is a resident of the district shall be provided quality education programs and services that meet the student’s needs for educational, instructional, transitional and related services. The special education program shall be designed to comply with federal and state law; conform to district goals; and integrate programs of special education with the regular instructional programs of the schools, consistent with the interests of the student with a disability and other students.
In determining whether a child has a specific learning disability, the District may use a process that determines if the student responds to scientific, research-based intervention as a part of the evaluation procedures to determine eligibility.
The Superintendent of Schools or his/her designee is directed to develop a comprehensive plan for compliance with all requirements of federal and state law for the education of students with disabilities residing in or attending school in the school district.
The Board of Education requests that the plan be in harmony with the school district's financial abilities, with the availability of special facilities needed and the availability of trained and certified personnel.
(cf. 3231 - Medicaid Reimbursement for Special Education Students)
(cf. 5145.71 - Surrogate Parent Program)
Legal Reference: Connecticut General Statutes
10-76a Definitions. (as amended by PA 00-48 and PA 06-18)
10-76b State supervision of special education programs and services. (as amended by PA 12-173)
10-76c Receipt and use of money and personal property.
10-76d Duties and powers of boards of education to provide special education programs and services. (as amended by PA 97-114, PA 00-48, PA 06-18 and June Special Session PA 15-5, Section 277)
10-76e School construction grant for cooperative regional special education facilities.
10-76f Definition of terms used in formula for state aid for special education.
10-76ff Procedures for determining if a child requires special education (as amended by PA 06-18)
10-76g State aid for special education.
10-76h Special education hearing and review procedure. Mediation of disputes. (as amended by PA 00-48)
10-76i Advisory council for special education. 10-76j Five-year plan for special education.
10-76k Development of experimental educational programs. PA 06-18 An Act Concerning Special Education
State Board of Education Regulations.
10-76m Auditing claims for special education assistance. 10-76a-1 et seq. Definitions. (as amended by PA 00-48)
10-76b-1 through 10-76b-4 Supervision and administration. 10-76d-1 through 10-76d-19 Conditions of instruction.
10-76h-1 through 10-76h-2 Due process. 10-76l-1 Program Evaluation.
10-145a-24 through 10-145a-31 Special Education (re teacher certification). 10-264l Grants for the operation of interdistrict magnet school programs.
P.A. 12-173, An Act Concerning Individualized Education Programs and Other Issues Relating to Special Education
34 C.F.R. 3000 Assistance to States for Education for Handicapped Children.
American with Disabilities Act, 42 U.S.C. §12101 et seq. Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq. Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794.
P.L. 108-446 The 2004 Reauthorization of the Individuals with Disabilities Act
Bd of Ed of the City School District of the City of New York v. Tom F.
128S.Ct. 1, 76 U.S.L.W. 3197 (2008)
Rowley v. Board of Education, 485 U.S.-176 (1982)
Endrew F. v. Douglas County School District RE-1, 15-827 U.S. (2017)
A.M. v. N.Y. City Department of Education, 845F.3d 523, 541 (2d Cir.1997)
Mrs. B., v. Milford Board of Education 103 F. 3d 1114, 1121 (2d Cir. 1997)
A.R. v. Connecticut State Board of Education, 3:16-CV-01197 (CSH D. Conn. June 10, 2020)
Policy adopted:
February 25, 2025
6172 - Family Living. Sex Education. and Personal Safety
The Board supports a program of family living, sex education, and personal safety at each grade level
and encourages active parental involvement in this effort. The school system seeks to support parents
to help their children develop good decision-making skills. A primary goal is to help students develop
a positive self-image that will lead to social and sexual behavior which is self-respecting and nonexploitative.
This policy respects parental choice. Parents may request that students be excused from
participation in accordance with state law.
Policy Adopted:
January 13, 1967
Readopted:
July 25, 2000
6172.1 - Gifted and Talented Students Program
The Board of Education (Board) recognizes its responsibility to identify gifted and talented
students within the school district [and to provide these students with appropriate instructional
adaptions and services]. (Districts are required to identify but provision of services is at the
discretion of the local district.) The Board is committed to providing identification and
assessment which is responsive to students' economic conditions, gender, developmental
differences, disabling conditions and cultural diversity.
For purposes of this policy, "gifted and talented students" means a child identified by the
Planning and Placement Team (PPT) as (A) possessing demonstrated or potential abilities that
give evidence of very superior intellectual, creative or specific academic capability and (B)
needing differentiated instruction or services beyond those being provided in the general
education program in order to realize the child's intellectual, creative or specific academic
potential. The term shall include children with extraordinary learning ability and children with
outstanding talent in the creative arts.
For purposes of this policy "outstanding talent in the creative arts" means a child identified by
the Planning and Placement Team as gifted and talented on the basis of demonstrated or potential
achievement in music, the visual arts or the performing arts.
The school district shall provide educational programs for the gifted and talented, within
budgetary constraints, that include a broad spectrum of learning experiences which increase
knowledge and develop skills necessary for the student to function successfully in society while
encouraging students to excel in areas of special competence and interest.
The Superintendent or his/her designee will develop procedures for an ongoing kindergarten
through grade twelve identification process for gifted and talented students that includes multiple
measures in order to identify student strengths in intellectual ability, creativity or a specific
academic area.
Multiple measures may include, but are not limited to, tests of academic achievement, aptitude,
intelligence, and creativity; achievement test scores; grades; student performance or products;
samples of student work; parent, student, and/or teacher recommendations; and other appropriate
measures. The identification methodology will include consideration of all students, including
those who are English language learners and those with Individualized Education Plans (IEP) or
504 Plans, be developmentally appropriate, non-discriminatory, and related to the programs and
services offered by the District.
The final determination in the identification of students as gifted and/or talented must be done by
a PPT. Such PPT charged with this responsibility shall be composed of a group of certified or
licensed professionals representing each of the teaching, administrative and pupil personnel
staffs.
Though early identification of the gifted and talented is important, it is essential that the
identification of these students be recognized as a continuing process in that special abilities and
skills appear at different times in the lives of many children and new children are regularly being
enrolled in the system.
Upon the identification of a student as gifted and talented, the District shall provide electronic
notice of such identification to the parent/guardian of such student. Such notice shall include, but
need not be limited to:
1. an explanation of how such student was identified as gifted and/or talented;
2. the contact information for the District's employee in charge of the provision of
services to gifted and talented students, or, if there is no such employee, the
District's employee in charge of the provision of special education and related
services;
3. the employee at the Connecticut State Department of Education who has been
designated as responsible for providing information and assistance to Boards of
Education and parents or guardians of students related to gifted and talented students,
pursuant to section 10-3e of the General Statutes; and
4. any associations in the state that provide support to gifted and talented students.
The school district, should it decide to offer services to the gifted and talented, shall utilize the
guidelines, developed and promulgated by the Connecticut State Department of Education
(CSDE), for providing services to those students. The guidelines include best practices for the
district to consider for (1) addressing the intellectual, social and emotional needs of gifted and
talented students in schools and (2) providing teacher training and professional development on
gifted and talented students.
Legal Reference: Connecticut General Statutes
10-76a-(e) Definitions.
10-76d-(e) Duties and powers of Boards of Education to provide special
education programs and services.
Regulations of Connecticut State Agencies Sections 10-76a-1-10-76l-1.
P.A. 19-184 An Act Concerning the Provision of Special Education.
Gifted and Talented Education: Guidance Regarding Identification and Service.
SDE Guidance, March 2019.
P.A. 21-199 An Act Concerning Various Revisions and Additions to the
Statutes Relating to Education and Workforce Development, Section 2.
Policy adopted:
July 26, 2022
6172.4 - Parental Involvement Policy for Title I Students
In accordance with Section 1118 of the No Child Left Behind Act of2001 ("NCLB"), Public Act 1 07- 110, it is the policy of the Stamford Board of Education (hereinafter referred to as the “Board”) to provide parents of students participating in the district's Title I programs substantial and meaningful opportunities to participate in the education of their children within these programs. To facilitate parental participation, the Board encourages parents of Title I eligible students to be involved in regular meetings, communications, and activities that will inform them about the district's Title I programs, to participate in the improvement of such programs and to help improve their child's progress within these programs.
The Board delegates the administration of this policy to the Superintendent or their designee (hereinafter referred to as the “District”) and directs the District to establish any processes and procedures deemed necessary to achieve the goals of this policy. This policy has been developed jointly with, and agreed upon by, parents of children participating in Title I programs. The District shall distribute this written parental involvement policy to parents of participating students in an understandable and uniform format and, to the extent practicable; in a language the parents can understand. The policy shall be made available to the public and updated periodically, as necessary to carry out the requirements of parental involvement under Section 1118 of NCLB.
The District shall, with the involvement of Title I parents, conduct an annual evaluation of this policy in order to assess its effectiveness in involving parents in the improvement of the Title I programs and to identify barriers to greater parent participation in Title I program activities. The District may present recommendations to the Board based on the results of this evaluation.
Each year, the District shall also conduct a meeting, at a convenient time, to involve parents in the planning, review and improvement of programs funded by Title I. All parents of participating children must be invited and encouraged to attend. At this meeting, parents shall be given a description and explanation of the Title I programs, the curriculum in use at the school, the forms of academic assessment used, the proficiency levels students are expected to meet and information regarding the importance of parental involvement.
In addition to the required annual meeting, and if requested by parents, the District shall offer opportunities for regular meetings at flexible times of the day in order to allow parents to formulate suggestions for the Title I programs and their application to their child(ren)'s programs; and to participate, as appropriate, in decisions related to the education of their children. Parents will be given opportunities to participate in the joint development of the district's Title I plan, as required by Section 1112 of NCLB, and in the process of any school review and improvement should a school fail to make adequate annual progress as required by Section 1116 of NCLB. At any time, if a parent is dissatisfied with a school's Title I program, they shall have the opportunity to submit comments for review to the District.
The District will provide the coordination, technical assistance and other support necessary to assist Title I schools in planning and implementing effective parent involvement. Parental involvement in Title I programs shall be coordinated with parental involvement strategies under other district programs.
In order to build the schools' and parents' capacity for strong parental involvement, the District shall:
- provide assistance to parents of students participating in Title I programs in understanding topics related to their child's progress, such as explanation of state academic standards and assessment tools, the requirements under Title I, and how to monitor their child's progress;
- provide materials and training to help parents to work with their children, such as literacy training and using technology;
- educate teachers, staff and administrators about how to better communicate and work with parents;
- ensure that information related to school and parent programs, meetings and other activities is sent to participating parents in a format and, to the extent practicable, in a language the parents can understand;
- provide such other reasonable support for parental involvement activities as parents may request; and
- inform parents and parental organizations of the existence and purpose of parent resource centers within the State.
SCHOOL-PARENT COMPACT
This policy further requires that each school involved in Title I programs shall jointly develop with parents of participating children a school-parent compact that outlines how parents, staff; and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. The school-parent compact shall:
- describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables Title I students to meet the State's student academic achievement standards;
- indicate the ways in which each parent will be responsible for supporting their child's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions related their child's education and positive use of extra-curricular time;
- stress the importance of ongoing teacher-parent communication through parent-teacher conferences, frequent reports to parents, reasonable access to school staff, and opportunities to volunteer, participate in and observe their child's classroom activities.
The Board authorizes the Superintendent, or their designee, to develop a school-parent compact and other procedures such as those relating to meetings, parent communication and parental involvement activities, as they deem necessary in order to ensure compliance with this policy.
Legal References:
20 U.S.C. § 6318. Parental Involvement
20 U.S.C. § 7801. Definitions
Policy adopted:
March 23, 2004
Revised:
October 21, 2003
December 5, 2023
STUDENTS
PARENT – SCHOOL COMPACT
Parents, students and staff involved in Title I programs within the Stamford Public Schools agree to share responsibility for improving student academic achievement. In furtherance of this agreement, these parties agree to the following:
The Stamford Public Schools shall be responsible for:
- providing high-quality curriculum and instruction in a supportive and effective learning environment that enables students in the [name of school] Title I program to meet state academic achievement standards
- communicating with parents regarding their child's progress and providing timely information about Title I programs and assessment tools;
- encouraging ongoing communication between teachers and parents;
- educating staff about the importance of parental involvement;
- providing, at minimum, annual parent-teacher conferences during which the school-parent compact will be discussed as it related to the individual child's achievement;
- providing frequent reports to parents on their child's progress;
- providing reasonable access to school staff;
- providing opportunities for parents to volunteer, participate in and observe their child's classroom activities.
Teachers participating in Title I programs shall be responsible for:
- communicating with parents on an ongoing basis;
- participating in parent-teacher conferences, at least annually, during which the school-parent compact will be discussed as it relates to the individual child's achievement;
- providing frequent reports to parents on their child's progress;
- providing opportunities for parents to volunteer, participate and observe their child's classroom activities.
Parents shall be responsible for supporting their child's learning in the following
- monitoring their child's attendance;
- monitoring their child's homework completion and television watching
- volunteering in their child's classroom;
- encouraging positive use of their child's extracurricular time;
- promoting familiarity and compliance with Board of Education policies regarding school conduct; and
- participating, as appropriate, in decisions relating to their child's education.
10/20/03
6174 - Parent-Teacher Communication
The Board of Education believes that parents should be knowledgeable about the education that the
school district provides to enrolled students. This Board believes that parents are most knowledgeable
when they have regular communication with teachers. Therefore, it is the policy of the Board of
Education to encourage parent-teacher communication. The Superintendent or his/her designee shall be responsible for developing procedures in furtherance of this policy.
Policy Adopted:
July 25, 2000
6175 - Instruction on Acquired Immune Deficiency Syndrome (AIDS)
In accordance with the provisions of Section lO-19(b) of the Connecticut General Statutes, it is the
policy of the Board of Education to provide, during the regular school day, planned, ongoing and
systematic instruction on Acquired Immune Deficiency Syndrome (AIDS). The Superintendent of
Schools shall develop procedures concerning the exemption of pupils from such instruction upon the
written request of the pupil’s parent or guardian.
Policy Adopted:
July 25, 2000
6177 - Use of Commercially Produced Movies, Videos and Video Clips & 6177R
Classroom time for teaching and learning is limited. In addition, active rather than passive modes of instruction are more beneficial to students. Therefore, the use of full-length movies, videos or video clips, are to be used both appropriately and sparingly.
Movies, Videos and Video Clips will be selected and assigned to give support directly to instructional learning objectives contained within the Board approved curriculum.
Movies, Videos and Video Clips, when used, shall be selected for their direct relevance to the instructional program. General selection criteria should include quality of the overall worth and its individual parts, fair and accurate representation of the facts, the reputation and significance of the writer, director, and/or performer.
Movies, Videos and Video Clips shall not be used for recreation, entertainment, or rewards, or for other than planned instructional purposes.
Legal Reference: Publication 94-553; The Copyright Act of 1976, 17 U.S.C. 101 et seq. and 1980 amendments
Policy adopted:
August 13, 2024
6177R
Instruction
Use of Commercially Produced Movies, Videos and Video Clips
Classroom time for teaching and learning is limited. In addition, active modes of instruction are more beneficial to students than the passive viewing of videos. Therefore, the use of full-length videos or video clips is prohibited during instructional time unless such movies, videos or video clips support instruction in alignment with approved curricula. The use of videos to support instruction should be limited and appropriate to the audience. The use of video content for recreation or entertainment is prohibited.
For the purposes of this policy, “movies” “videos” and “video clips” includes all video content, including, but not limited, to the following:
- Content streamed or downloaded from any free or subscription-based streaming service or website (e.g. YouTube, TikTok, Netflix, Disney+, Hulu)
- Content shown in real time or recorded from a subscription TV service (e.g. Optimum TV, YouTube TV, etc.)
- Content stored to USB drives, DVDs or other storage media
The following guidelines shall be followed to govern the use of videos:
1. A video is never to replace direct skills instruction with students as called for in the various subject area/curricula.
2. Video content must always be of recognized merit and relate to the curriculum.
3. In the case of a written work, students generally must read the printed version of the materials before, or in conjunction with, viewing the video.
4. Students must respond critically to the presentation after viewing.
5. Only full-length feature movie videos which directly support the school curriculum and are approved in writing by the principal or designee may be used in the classroom in keeping with the following requirements:
a. At the elementary level, only G-rated movie videos may be used. PG and PG-13 rated videos may be used at the elementary level only if they are of exceptional merit, enhance the curriculum and are approved by the principal. If a PG or PG-13 video is proposed for use, parents must be notified of its nature and possible offensive content and must give permission for their child to view this video. A child can opt not to view the video even if parental approval is given.
b. At the middle school level, only G or PG rated movie videos may be used. If a PG-13 video is proposed for use, it must be of exceptional merit, enhance the curriculum, and be approved by the principal. Parents must also be notified of its nature and possible offensive content and must give permission for their child to view this video. A child can opt not to view the video even if parental approval is given.
c. At the high school only G, PG and PG-13 rated videos may be used. Any movie with a rating over PG-13 or Unrated may be used at the high school level only if they are of exceptional merit, enhance the curriculum and are approved by the principal. If a movie over a rating of PG-13 or Unrated is being used, the movie must not contain explicit sex, and parents must be notified of its nature and possible offensive content and must give permission for their child, if under 18, to view it. A student can opt not to view the video even if parental approval is given.
6. Teachers must preview all videos before showing them to their students.
Legal Reference: Publication 94-553; The Copyright Act of 1976, 17 U.S.C. 101 et seq. and 1980 amendments
Regulation Adopted: August 13, 2024
9000s - Board Policies - By Laws
- 9000 - Role of the Board and Member (Powers, Purposes, Duties)
- 9005 - Role of the Board and Its Members
- 9010 - Limits of Authority
- 9011 - Accountability
- 9012 - Legal Responsibilities of Board of Education
- 9020 - Public Statements
- 9020.1 - Public Statements - Advocacy & 9020.1R
- 9030 - Commitment to Democratic Principles in Relation to Community, Staff, Students
- 9040 - Duties of the Board
- 9120R - Officers and Auxiliary Personnel
- 9121R - Office of the President
- 9122 - Office of the Vice-President
- 9123R - Secretary of the Board
- 9124 - Recording Clerk
- 9125 - Board Attorney
- 9130 - Committees
- 9133 - Special Committees/Temporary Committees/Ad Hoc Committees
- 9222 - Resignation/Removal from Office
- 9230 - Orientation of Board Members
- 9240 - Board Member Professional Development
- 9250 - Remuneration and Reimbursement
- 9260 - Board Member Protection
- 9270 - Code of Ethics
- 9271 - Conduct for Board Members
- 9311 - Formulation, Adoption, Amendment of Policies/Bylaws
- 9311.1 - Board Policies
- 9312 - Board Review of Regulations
- 9313 - Formulation, Adoption, Amendment of Administrative Regulations
- 9314 - Suspension of Policies, ByLaws or Administrative Regulations
- 9321 - Time, Place and Notification of Meetings
- 9322 - Public and Executive Sessions
- 9323 - Construction of the Agenda
- 9324.1 - Board Calendar & 9324.1R
- 9325 - Meeting Conduct & Appendix
- 9325.3 - Parliamentary Procedure
- 9325.4 - Vote Method
- 9325.5 - Requests for Information by Board Members
- 9326 - Order of Business - Minutes and Reports
- 9330 - Board/School System Records
- 9400 - Monitoring Products and Processes
9000 - Role of the Board and Member (Powers, Purposes, Duties)
In accordance with the General Statutes and City Charter, the Stamford Board of Education is the
agent of the state and the duly constituted authority of the City of Stamford in all matters relating
to the organization and administration of the schools. As such, the Board of Education shall
perform such duties and have such powers as are imposed or vested by the General Statutes upon
Boards of Education in the several towns.
In carrying out this mandate, the Board of Education shall act as a legislative and appraisal body,
delegating executive functions to the Superintendent of Schools and his/her staff. The Board
shall concern itself with broad questions of educational policy, and not with administrative
details. The Board shall act as a committee of the whole, and individual members shall make no
commitments for the Board, except when executing an assignment requested by the Board.
Powers and Duties
The Board of Education shall be responsible for the maintenance and operation of the public
schools as required by law and by the Charter of the City of Stamford. The Board shall be
responsible for carrying out the following duties:
1. Establish and periodically review appropriate policies for the school system.
2. Interpret the needs of the community and the desired educational requirements to its
professional organization.
3. Appoint and evaluate the Superintendent of Schools.
4. Approve the appointment of personnel except as that responsibility has been delegated to
the Superintendent.
5. Prepare, with the aid of the Superintendent, and adopt an annual budget for submission to
the City's fiscal boards.
6. Provide the applicable City boards with statements of the need for additional school
facilities, including proposed additions to or extensions of existing school department
buildings, and such statements shall set forth as to each such building or facility or
extension or addition complete information concerning the area to be served thereby, the
time when, in the opinion of the Board the same shall be needed, and the number of
students to be accommodated, together with such other information as the Board may
deem appropriate.
7. Approve preliminary and final plans and specifications for all new buildings and
additions.
8. Evaluate the total program of the schools in Stamford.
9. Evaluate the performance of the Superintendent.
10. Inform the people of Stamford of the goals, values, conditions and needs of public
education in Stamford.
11. Meet periodically during each year with student representatives of all Stamford high
schools.
12. Consider any other specific actions recommended by the Superintendent of Schools.
13. Exercise any other powers authorized and take any other actions required by law.
14. The Board of Education members will use the Code of Ethics as recommended by CABE
as the guide in the performance of theft duties (See policy 9271).
Legal Reference: Connecticut General Statutes
1-200 Definitions
10-186 Duties of local and regional boards of education
10-220 Duties of boards of education.
10-221 Boards of education to prescribe rules
10-240 Control of schools
10-241 Powers of school districts
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9005 - Role of the Board and Its Members
Statement of Integrity
The long term health of a representative democracy requires that citizenship and leadership act
upon what is right, rather than what is popular. As Board of Education members, our goal is to
improve the education of our children and to advocate for them and their best interests. Board
members must be working effectively together and with others in the community to successfully
reach this goal. A Board of Education that operates with integrity will be a more effective Board.
Integrity is first, discerning what is right and what is wrong, second, acting upon what you have
discerned even at personal cost; and third, saying openly that you are acting on your
understanding of right from wrong. It requires that students, colleagues, constituents, and others
in the community be considered in every decision. A Board of Education with a sense of
integrity will consider what is right, and what is wrong. This takes discipline and an awareness of
one’s environment.
To this end, as a Board of Education with integrity, we will:
· Understand that our first and greatest concern is the educational welfare of the students, and
that all decisions must be based on this understanding;
· Render all decisions based solely on our judgment of the available facts and not surrender
that judgment to individuals, special interests, or our own personal agendas;
· Attend all Board meetings insofar as possible, and be responsible for becoming informed on
any and all issues coming before the Board, as well as being prepared to discuss and/or act
upon all agenda items;
· Be responsible for becoming informed on any and all issues coming before the Board;
· Seeks to facilitate ongoing communication between the Board and students, staff, parents and
all elements of the community;
· Conduct our meetings and foster an environment where all elements of the community can
express their ideas;
· Declare a conflict of interest when it arises and excuse ourselves from related discussion and
action on that issue;
· Refrain from using our position on the Board for personal or partisan gain;
· Insist on regular and impartial evaluation of all staff, and conduct a yearly self-evaluation
and set annual goals;
· Fairly assess all non-instructional aspects of the school operation;
· Support all decisions by the Board to the community once a decision has been reached; AND
· Understand that we have no authority beyond that which is exercised at the Board meeting,
and that we shall not lend the impression that we are speaking on the Board's behalf unless
that authority has been so delegated.
The Board of Education is committed to the highest legal and ethical standards essential in
governing its school system. It endeavors to encourage growth and support established and
innovative educational objectives.
Bylaw adopted by the Board:
December 2, 2014
9010 - Limits of Authority
The Board of Education is the unit of authority. Apart from their function as part of the unit, the
Board member has no individual authority. Individually the Board member may not commit the
district to any policy, act or expenditure. The Board member cannot do business with the district
served, nor should the Board member have an interest in any contract with the school district in
general. The Board member does not represent a factional segment of the community, but is rather a
part of the body which represents and acts for the community as whole.
No individual member of the Board, by virtue of holding office, shall exercise any administrative
responsibility with respect to the schools, nor as an individual command the services of any school
employee.
No members of the Board of Education shall be asked to perform any routine or clerical duties
which may be assigned to an employee.
No individual members of the Board of Education may give orders, reprimand, threaten or
intimidate any school employee. All instructions to employees shall be given by the Superintendent
or his/her designee.
Legal Reference:
· Connecticut General Statutes
· 10-220 Duties of boards of education.
· 10-232 Restrictions on employment of members of the board of
education.
Bylaw adopted by the Board:
January 25, 2000
Amended:
December 2, 2014
9011 - Accountability
The public is accountable for:
· Maintaining a vigorous interest in, concern for, and constructive criticism of the schools;
· Electing the most able men and women available to represent them on the Board of
Education;
· Providing the resources necessary for the Board and staff to accomplish publicly
endorsed goals and objectives of the school district.
The Board is accountable for:
· Being responsive to the community's desires and concerns regarding the quality and
performance of the school system;
· Carrying out its mandate to plan, to make policy, and to lead in the identification of goals
and objectives;
· Requesting the resources necessary for the achievement of the goals and objectives
through the budget process;
· Evaluating the degree to which the goals and objectives are accomplished;
· Selecting and evaluating the Superintendent of Schools.
The Superintendent is accountable for:
· Providing creative professional leadership, counsel and management in all aspects of the
school district programs;
· Being responsive to the Board of Education’s desires and concerns regarding the quality
and performance of the school district;
· Effecting the policies, goals and objectives established by the Board of Education;
· Providing fiscal leadership in the implementation of the budget process;
· Selecting and evaluating all professional staff.
The administration, the teachers and other employees are accountable for:
· Achieving the goals and objectives related to their stated job responsibilities;
· Being responsive to the Superintendent of School’s desires and concerns regarding the
quality and performance of their job responsibilities;
· Maintaining communications with students, parents and the community regarding their
stated job responsibilities;
· Conforming to the policies established by the Board of Education.
The parents are accountable for:
· Providing an atmosphere that supports the education of their child;
· Maintaining close communication with the school.
The students are accountable for:
· Diligently pursuing their own learning;
· Following the rules of the school district.
Legal Reference:
· Connecticut General Statutes
· 10-220 Duties of boards of education.
Bylaw adopted by the Board:
December 2, 2014
9012 - Legal Responsibilities of Board of Education
The Board of Education shall have authority to take all action necessary or advisable to meet its
responsibilities under state statute and CITY Charter including but not limited to the following:
1. To annually establish, with the Superintendent of Schools, educational priorities for the
school district.
2. Create, abolish, modify and maintain such positions, schools, divisions and classifications
as may be necessary for the efficient administration of the educational enterprise.
3. To elect a Superintendent of Schools in accordance with state statutes.
4. To consider and adopt an annual budget, prepared by the Superintendent of Schools.
5. To determine the number, classification, duties and remuneration of employees.
6. To establish policy for employment, promotion and dismissal of personnel in accordance
with state statutes.
7. To provide for the evaluation of the performance of personnel.
8. To initiate and approve the acquisition and disposition of school sites and to initiate and
approve plans for school buildings.
9. To consider any specific recommendations made by the Superintendent of Schools.
10. To keep the citizenry informed of purposes, values, conditions and needs of public
education in the City.
11. To consider, revise and adopt any changes in the curriculum.
12. To take any other actions required or permitted by law.
13. To make reasonable provision to implement the educational interests of the State, as
defined by law, so that
(a) each child shall have for the period prescribed in the General Statutes equal
opportunity to receive a suitable program of educational experiences;
(b) the school district shall finance at a reasonable level an educational program
designed to achieve this end;
(c) the school district shall provide educational opportunities for its students to
interact with students and teachers from other racial, ethnic and economic
backgrounds;
(d) the mandates in the General Statutes pertaining to education within the
jurisdiction of the State Board of Education shall be implemented.
14. To maintain a safe school setting and shall, in accordance with the statutes, maintain
records of allegations, investigations, and reports that a child has been abused or
neglected by a school employee, as defined in C.G.S. 53a-65.
Legal Reference:
· Connecticut General Statutes
· 53a-65 Definitions
· 10-220 Duties of boards of education. (as amended by PA 11-93)
Bylaw adopted by the Board:
December 2, 2014
9020 - Public Statements
The Stamford Board of Education recognizes that communication is a continuous two-way process.
The Board believes that it is important to keep the public informed about educational programs, and,
in turn, that the community should have the opportunity to provide input.
Communication will be a concurrent responsibility of the Board of Education and the
Superintendent of Schools. The Superintendent of Schools will work with the members of the Board
of Education to conduct an active and comprehensive program throughout the school district and
community for the prompt dissemination of information about decisions made at all Board
meetings. Press releases, action reports posted with the City Clerk, the SPS website, Parent Link,
and meeting videos are regarded as appropriate media of information for meeting the requirements
of this bylaw. Press releases relative to Board of Education action shall be released only by the
Board President or the delegated agent of the Board.
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9020.1 - Public Statements - Advocacy & 9020.1R
The Board of Education believes that advocacy is a critical part of its activity and an important
responsibility of school Board members. Advocacy is engagement in the political process at local,
state and national levels to influence the public policies that affect Boards of Education and school
children.
Education advocacy requires the Board of Education to publicly state what is needed to achieve
effective public education. It is a recognition that the Board of Education has an important message
to deliver to all governmental levels, the media and community that affect educational policy and
power to influence outcomes.
Education must be a priority in local, state and national policy and actions. Advocacy is
necessitated by the many laws mandated on the school district by the state and federal government
as well as regulations promulgated by State and Federal Departments of Education.
School Board members, are charged with the responsibility to advocate to legislators and explain
the local impact of state and federal policy decisions.
The Board of Education will cooperate with parent groups, other educators, special interest groups,
business and service organizations other school boards, CABE, and community members to achieve
favorable legislation on education issues. Coalition building is critical to effective advocacy.
The Board of Education will develop a plan to fulfill its advocacy responsibilities.
9020.1 R
Bylaws of the Board
Public Statements
Advocacy (continued)
Regulations
To fulfill its advocacy role, the Board of Education will:
1. join a broad advocacy network, including CABE membership, at the state and national
levels;
2. recognize the Board of Education President , or his/her designee, to be the conduit for
information and action; with the power to write and contact legislators on behalf of the
entire Board; and serve as the press spokesperson for the Board of Education on state and
national educational issues;
3. schedule time at Board meetings for a report on state and national advocacy issues;
4. use varied available means of communication, such as newsletter, general media, public
forums to publicize federal and state legislative policy issues being addressed by the Board;
5. agree, as a Board, in its lobbying effort on the particular issues and tactics, to be given
priority;
6. cooperate, in a coalition with other Boards of Education, teachers, parents, administrators,
local elected officials, business and community leaders on agreed upon educational lobbyist
issues;
7. use media as an advocacy tool.
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9030 - Commitment to Democratic Principles in Relation to Community, Staff, Students
Board-Staff Communications
The Stamford Board of Education recognizes the need to maintain open communication between
itself and the staff. Essentially, communications with staff deal with three general
areas -- administration, policy and philosophy. While the Board recognizes the necessity for
Board-staff communications, it also recognizes that administrative matters must be dealt with
through its chief administrator. Hence, the basic line of communication for administrative matters
shall be through the Superintendent.
1. Staff Communications to the Board
All formal reports to the Board or any Board committee from administrators, supervisors,
teachers or other staff members shall be submitted through the Superintendent. This
necessary procedure shall not be construed as denying the right of any employee to appeal to
the Board from administrative decisions on important matters, provided that the
Superintendent shall have been notified of the forthcoming appeal and that it is processed in
accordance with the Board’s policy on complaints and grievances.
Staff members are also reminded that Board meetings are public meetings. As such, they
provide an excellent opportunity to observe and participate first hand in the Board’s
deliberations on problems of staff concern.
2. Board Communication to Staff
All official communications, policies and directives of staff interest and concern will be
communicated to staff members through the Superintendent, and the Superintendent will
employ all such media as are appropriate to keep staff fully informed of the Board’s,
concerns and actions.
3. Visits to Schools
Individual Board members interested in visiting schools or classrooms will make
arrangements for visitations through the administrators of the various schools. Such visits
shall be regarded as informal expressions of interest in school affairs and not as
"inspections" or visits for supervisory or administrative purposes. Official visits by Board
members will be conducted only under Board authorization and with the full knowledge of
staff, including the Superintendent, building administrators and other supervisors.
4. Social Interaction
Staff and Board members share an interest in the schools and in education generally, and it
is to be expected that when they meet at social affairs and other functions, they will
informally discuss such matters as educational trends, issues, and innovations and general
school district problems. Individual Board members have no special authority except when
they are convened at a legal meeting of the Board or vested with special authority by Board
action. Board of Education members are expected to avoid discussion of:
A. Matters that are, or have the potential of becoming, the subject of an executive
session;
B. Information and data contained in personnel records protected by the privacy act;
C. Contested issues that may require final resolution by the Board.
Legal Reference:
· Connecticut General Statutes
· 10-220 Duties of boards of education.
Bylaw adopted by the Board:
December 2, 2014
9040 - Duties of the Board
State statute charges the Board of Education to "maintain good elementary and secondary
schools" and to "give all the children of the town as nearly equal advantages as practical." In
carrying out this duty, the Board is directed to serve the interests of the State as well as those of
the City.
To assist in determining the interests of the City, the Board will be receptive to community
opinion on local educational matters. However, the Board cannot delegate to local individuals or
groups its authority for establishing educational policy and its control of the schools.
The Board of Education will base its actions on the welfare of the students. In so doing, it will
endeavor to secure maximum educational benefit for every dollar spent.
The following guidelines will govern the activities of the Board:
1. Board members will never use their position on the Board for personal gain.
2. Board members must understand that their primary responsibility is to
establish policy.
3. The local school district has been created as a unit of the state government. This
means that a local Board is responsible both to the local community and to state
government. The Board of Education member is a state official functioning at a local
level.
4. All Board members will abide by the principle of majority rule.
5. Board members should make no promise of commitments on school
questions unless they are fully discussed and acted upon in the Board meeting.
6. The individual Board member has no authority when the Board is not in
session unless authorized by the Board.
7. The local Board of Education should function independently of other local
government bodies, except as provided by state law and city charter.
8. Board members will recognize that authority rests only with the whole board
assembled in meeting, and will make no personal promises nor take any private
action which may compromise Board.
9. Board members will acknowledge that the Board represents the entire school
community, and a member will refuse to surrender his of her independent judgment
to special interest of partisan political groups.
10. Board members will respect the confidentiality of executive session.
11. Board members will arrive at conclusions only after discussing all aspects of
the issue at hand with other board members in meeting. Opinions of Board members
with differing points of view will be respected.
12. No individual member of the Board, by virtue of holding office, shall
exercise any administrative responsibility with respect to the schools, nor as an
individual command the services of any school employee.
Legal Reference:
· Connecticut General Statutes
· 10-220 Duties of Boards of Education
· 10-232 Restrictions on employment of members of the Board of
Education.
· Charter
· C7-2, Powers and Duties
Bylaw adopted by the Board:
December 2, 2014
9120R - Officers and Auxiliary Personnel
The first meeting of the Board of Education held on or after December 1st shall be the annual
organizational meeting of the Board. At the annual meeting of the Board of Education a President,
Vice-President, Secretary and Assistant Secretary shall be elected by the voting members for one
year. A majority vote of all nine members eligible to vote shall be necessary for election.
When a Board of Education officer vacates his/her position as a member of the Board, the Board of
Education will conduct new elections to fill that office after the Board of Representatives has
appointed a new member of the Board.
When a Board of Education member steps down from his/her office, but remains a member of the
Board, the Board of Education shall elect an officer to replace him/her at their next regular meeting.
Legal Reference:
· Connecticut General Statutes
· 10-218 Officers. Meetings.
Bylaw adopted by the Board:
December 2, 2014
9121R - Office of the President
It shall be the duty of the President to preside at all meetings of the Board, to maintain order,
enforce the rules of the Board, to sign all legal instruments ordered to be executed by the Board,
to appoint all standing Board committees and all special Board committees unless otherwise
ordered by the Board.
The President of the Board of Education shall be ex-officio member of all Board committees
with voice and vote.
Absence of President
In the absence of the President or of the Secretary, the Vice-President and the Assistant Secretary
shall perform respectively all the duties of the President and the Secretary. In the absence of both
the President and the Vice-President, the Secretary shall perform the duties of the President until
another provision is made by the Board.
Between Meetings
The Superintendent of Schools and the President of the Board of Education shall officially
represent the Board of Education between meetings.
Legal Reference:
· Connecticut General Statutes
· 10-218 Officers. Meetings.
Bylaw adopted by the Board:
December 2, 2014
9122 - Office of the Vice-President
In case of the resignation or removal of the President of the Board of Education, the Vice-President
shall perform the duties of the President until a new President has been elected.
In case of a long absence or disability, the Vice-President will perform the duties of the President
until the President either returns or resigns.
Bylaw adopted by the Board:
January 25, 2000
9123R - Secretary of the Board
Duties of the Secretary
The Secretary shall sign necessary papers, and perform other such duties as are required by General
Statutes.
Legal Reference:
· Connecticut General Statutes
· 10-218 Officer. Meetings.
· 10-224 Duties of secretary.
· 10-225 Salaries of secretary and attendance officers.
Bylaw adopted by the Board:
December 2, 2014
9124 - Recording Clerk
The Superintendent shall designate a Clerk to assist the Board of Education. Under the supervision
of the Board President, such Clerk shall keep a complete record of the resolutions and other
proceedings of the Board and shall have custody of all its correspondence, files, and other records.
Such Clerk shall comply with the provisions of the law concerning filing of records and public
access to public records.
The Clerk shall file notice of all Board meetings with the Town Clerk in accordance with the
Freedom of Information Act.
Legal Reference:
· Connecticut General Statutes
· 10-218 Officer. Meetings.
· 10-224 Duties of secretary.
· 10-225 Salaries of secretary and attendance officers.
Bylaw adopted by the Board:
December 2, 2014
9125 - Board Attorney
The Board of Education, by a majority vote, shall appoint an attorney or attorneys to provide
professional legal counsel and representation to it and the Superintendent. The President of the
Board shall be the liaison between the Board and the Board Attorney. No Board member shall
request the services of the Board Attorney without express authorization by the Board President.
If the Board President refuses to convey an inquiry to the Board Attorney or to allow a Board
member access to the services of the Board Attorney as to a legal inquiry, a Board member may
gain such access by a majority vote by the Board at a meeting of the Board.
All legal opinions written to the President shall be copied and forwarded to all members of the
Board.
Bylaw adopted by the Board:
December 2, 2014
9130 - Committees
Committee Functions
In order for committees to function effectively, the following policies and procedures should be
followed:
1. Each committee will be assigned a high level administrator to work with in establishing
agendas. In most situations that administrator will attend committee meetings and present
information. The Chair of a committee works with the designated staff member to set the
agenda and chairs the meetings for the committee. The function is to bring forward agenda
items to the full Board at a regular or special meeting of the Board. Chairs of committees
have no power to take formal actions on any item unless specifically authorized by the
Board. When the Committee Chair communicates with the designated staff member by email
the Board President and Superintendent should be copied on the e-mail.
2. A Committee Chair may request information from that administrator without going through
the Superintendent or Board President. A committee member may request information
through the Committee Chair from that administrator. It is critical to the process that each
Committee Chair meet with the assigned administrator at least a week in advance prior to
the month's committee meeting to review the committee agenda, including what will be
presented and how long it will take. All information provided to any Committee Chairman
must be provided by the Committee Chairman to the full Board at the time the information
is received.
3. It is important for the Chair of each committee to maintain communication with the
members of the committee to assure they will attend committee meetings. It is the
responsibility of committee members to attend committee meetings regularly to notify the
chair of a committee in advance of potential absence or tardiness, and to become familiar
with any items of discussion that take place when the member is absent from a committee
meeting.
4. Only genuine emergency situations may bypass committee approval, and go directly to the
full Board.
5. Committee Chairs should bear in mind the schedule for completion of the committee
meeting and review the time allocated for every item on the agenda at the beginning of
the meeting. Committee Chairs are urged to avoid unnecessary repetition and topic drift.
6. Items to be discussed in Committee meetings will have materials presented in the Board
Friday packet prior to the Committee meeting. Board members are expected to review
those materials prior to the meeting, and be prepared for discussion. Significant questions or
concerns should be communicated to the Committee Chair and the appropriate administrator
in advance of the meeting so a response will be available at the meeting. The
Superintendent and Board President shall be copied on e-mail correspondence.
7. Board members who wish to place an item on a committee agenda should submit their
request to the committee chair with cc to superintendent and board president by 12 noon on
Friday before a committee meeting. At the committee meeting, the item will be discussed.
If a report needs to be generated by staff, superintendent will determine the timeframe for
providing that report. When information is ready it will be included on the committee's
agenda. During the Reports/Discussion portion of the regular monthly meeting, a Board
member may request that an item be placed on a committee meeting agenda.
Adopted:
September 25, 2007
Amended:
September 28, 2010
April 22, 2011
December 2, 2014
March 22, 2022
9133 - Special Committees/Temporary Committees/Ad Hoc Committees
The President of the Board of Education shall appoint temporary and special committees as deemed
necessary or advisable by the Board of Education, and the President shall be an ex-officio member
of each committee.
The duties of the committee shall be outlined at the time of appointment, and the committee shall be
considered dissolved when its final report has been made to the Board of Education.
All committees of the Board of Education shall follow the provisions of the Freedom of Information
Act as required by statute.
Ad Hoc Committees
Ad Hoc committee members shall be designated in the first instance by the President. Any Board
member interested in serving on an Ad Hoc committee shall notify the President promptly
concerning his/her interest. Any member who is interested in attending Ad Hoc committee
meetings may do so.
In the event of vacancies on Ad Hoc committees, the President shall have the power to appoint new
committee members. All appointments expire when the committee as a whole expires.
Upon completion of the assigned task, the committee will cease to function.
Record Keeping
All committees shall keep minutes of business conducted at meetings. The minutes will be kept on
file in the Superintendent’s office and available at all times to the Board of Education members.
Legal Reference:
· Connecticut General Statutes
· 1-200 through 1-241 of the Freedom of Information Act.
· 1-200 Definitions.
· 1-226 Meetings of government agencies to be public.
Bylaw adopted by the Board:
December 2, 2014
9222 - Resignation/Removal from Office
Board officers may be removed from being an officer of the Board by a two-thirds vote of the
voting membership of the whole Board.
The Board may vote to censure or reprimand a member by a two-thirds vote of the voting
membership of the whole Board.
In each case then, if the voting membership of the Board is nine, six votes shall be the two-thirds
vote required, which may include the vote of the President.
Adopted:
January 25, 2000
Amended:
August 22, 2006
9230 - Orientation of Board Members
The Board of Education and the administrative staff shall assist each new Board member-elect to
understand the Board of Education's functions, policies and procedures and operation of the school
system immediately upon election. The following methods shall be employed:
1. The incoming member shall be given selected material on the function of the Board of
Education and the school system.
2. The incoming member shall be invited to attend Board meetings and to participate in its
discussions.
3. The incoming member shall be introduced to direct reports to the Superintendent during
the December Board Retreat or within 30 days of coming on to discuss services they
perform for the Board.
4. The incoming member shall be provided with a copy of the Board's policies and bylaws,
administrative regulations and copies of pertinent materials developed by the State School
Board Association.
5. The incoming member may attend, at District expense, workshops for newly elected
members as approved by the Board of Education.
Adopted:
January 25, 2000
Amended:
August 22, 2006
March 22, 2022
9240 - Board Member Professional Development
The Board of Education desires that its individual members learn, understand and practice effective
governance principles. The Board is responsible for member orientation and development. Board
members have an equal opportunity to attend state and national meetings designed to familiarize
members with public school issues, governance and legislation.
In order to develop leadership capabilities, become informed about current issues in education, and
improve their skills as members of a policy-making body, Board members will participate in
opportunities for development that may include, but not be limited to, the following:
- In-service activities planned by the Board and by the administration for staff members, as appropriate;
- Participation in conferences, workshops and conventions held by State and National School Boards Associations and other educational organizations;
- Participation in board retreats;
- Subscriptions to publications addressing Board member concerns.
Recognizing the need for continuing training and development of its members, the Board of
Education encourages the participation of all members in appropriate conferences, conventions and
workshops. To control both the investment of time and funds necessary to implement this policy,
the Board establishes these principles and procedures for its guidance:
- The Superintendent of Schools will inform Board members, in a timely manner, of upcoming conferences, conventions and workshops. The Board will decide which meetings appear to be most likely to produce the greatest benefit to the Board and the district;
- Funds for participation at such meetings will be budgeted. When funds are limited, the Board will designate which members would be most appropriate to participate at a given meeting;
- If authorized to attend, and reimbursement is approved by the entire Board, Board members will be reimbursed, upon request, for reasonable and necessary expenses actually incurred;
- When a conference, convention or workshop is not attended by the full Board, those who do participate will be requested to share, by means of written or oral reports, information, recommendations and materials acquired at the meeting.
Bylaw adopted by the Board:
December 2, 2014
9250 - Remuneration and Reimbursement
Remuneration
A member of the Board of Education shall receive no compensation for his/her services.
Reimbursement
1. Approval
All expenses must be approved by the Board President before reimbursements are made.
The President's expenses must be approved by the Vice-President.
2. Expense Reimbursement
Board members shall be granted reimbursement for reasonable expenditures incurred in
connection with the discharge of their official Board duties.
3. Educational Conference
Board members who attend educational conferences shall be reimbursed for reasonable
expenditures in addition to transportation to and from the destination and registration fees.
The Board President shall make every effort to rotate the opportunity to attend such
conferences.
Legal Reference:
· Connecticut General Statutes
· 10-225 Salaries of secretary and attendance officers.
· 10-232 Restrictions on employment of members of board of
education.
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9260 - Board Member Protection
The Stamford Public Schools shall maintain adequate insurance to protect the district and its Board of Education against loss because of fire, damage to school property, loss to other property, or
general liability resulting as a responsibility of the school district, and save harmless its Board and
staff while acting in behalf of the school district.
Legal Reference:
· Connecticut General Statutes
· 10-235 Indemnification of teachers, board members and employees
in damage suits; expenses of litigation.
· 10-236 Liability insurance.
· 10-236a Indemnification of educational personnel assaulted in the
line of duty.
Bylaw adopted by the Board:
December 2, 2014
9270 - Code of Ethics
The members of the Stamford Board of Education shall comply with any Code of Ethics enacted by
the City of Stamford as such code may be amended from time to time.
The Board expects that the City, acting through the Corporation Counsel, will provide written
notification to the members of the Board of any such changes.
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
9271 - Conduct for Board Members
Conduct expected of Board members is based upon Standards of Leadership for Members of
Boards of Education recommended by the CABE Board of Directors. As a guide to performing
their duties Board members should:
1. Be staunch advocates of high quality free public education for all Connecticut children.
In fulfilling responsibilities, think of children first.
2. As agents of the state, uphold and enforce all laws rules, regulations and court orders
pertaining to public schools. Strive to bring any needed change only through legal and
ethical procedures.
3. Strive to help create public schools which meet the individual educational needs of all
children regardless of their ability, race, creed, sex, or social standing.
4. Work unremittingly to help the community understand the importance of proper support
for public education whether it be in providing adequate finance, optimum facilities,
staffing and resources, or better educational programs for children.
5. Join with the Board, staff, community and students in becoming fully informed about the
nature, value and direction of contemporary education in our society. Support needed
change in our schools.
6. Strive to ensure that the community is fully and accurately informed about our schools.
7. Communicate community concerns to the District staff.
8. Recognize that their responsibility is not to run the day-to-day operation of schools and
the District through administration, but together with their fellow Board members, to
ensure that the schools and the District are well-run through monitoring of effective
policies.
9. The Board President communicates for the Board as a whole. Individual Board members
speak for themselves. The Board clerk must be copied on all e-mail responses.
10. Attempt to confine Board action to policy-making planning and appraisal, and help to
frame policies and plans only after the Board has taken into account those who will be
affected by its actions.
11. Arrive at conclusions only after discussing all aspects of the issue at hand with fellow
Board members in meeting. Respect the opinions of others, and abide by the principle of
majority- rule.
12. Recognize that authority rests only with the whole Board assembled in meeting, and
make no personal promises nor take any private action which may compromise the
Board.
13. Acknowledge that the Board represents the entire school community, and refuse to
surrender independent judgment to special interests or partisan political groups. Never
use their position on the Board for gain for self or friends.
14. Hold confidential all matters pertaining to schools which, if disclosed might needlessly
injure individuals or the schools.
15. Insist that all school business transactions be open and ethical.
16. Strive to appoint the best professional leader available when a vacancy exists in the
Superintendency.
17. Strive to appoint the best trained technical and professional personnel available, upon the
recommendation by the Superintendent.
18. Refer all complaints through the proper chain of command within the system.
19. Constituent inquiries about a child must not be answered directly by individual Board
members. Inquiries about a policy or practice must be referred to the "chain of
command."
20. Personal disagreements or disputes between Board members (as opposed to policy
disagreements) should be addressed immediately by both members. If they cannot be
resolved directly by the parties, the Board President should be called in to help.
Legal Reference:
· Connecticut General Statutes
· 7-479 Conflicts of Interest.
· 10-156e Employees of boards of education permitted to serve as
elected officials; exception.
· 10-232 Restrictions on employment of members of the board of
education.
· P.A. 05-10 An Act Concerning Civil Unions
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
September 28, 2010
December 2, 2014
9311 - Formulation, Adoption, Amendment of Policies/Bylaws
The policies and bylaws of the Board of Education may be added to, amended or repealed at any
two regular meetings by a majority vote of members of the Board present and voting, provided
that notice shall have been given of such proposed action at a previous meeting and that each
member shall be notified in writing by the secretary of the proposed change.
New or amended policies and bylaws shall take effect upon the date of their adoption or date
specified by policy or bylaw.
The Board of Education shall have a continuing review of the policies and administrative
practices governing the school system. Staff shall be consulted before recommendations are
brought to the full Board.
Reference: Robert’s Rules of Order, Newly Revised
Bylaw adopted by the Board:
January 25, 2000
Amended:
December 2, 2014
9311.1 - Board Policies
Within the context of current law, the District shall be guided by Board-adopted written policies that
are given appropriate distribution and are accessible to staff members, parents, students, and
community residents.
Legally referenced policies contain provisions from federal and state statutes and regulations, case law,
and other legal authority that together form the framework for local decision making and
implementation. These policies are binding on the District until the cited provisions are repealed,
revised, or superseded by legislative, regulatory, or judicial action.
No policy or regulation, or any portion thereof, shall be operative if it is found to be in conflict with
applicable law.
If any portion of a policy or its application to any person or circumstance is found to be invalid, that
invalidity shall not affect other provisions or applications of policy that can be given effect without the
invalid provision or application; and to this end the provisions of this policy manual are declared to be
severable.
Policies and policy amendments may be initiated by the Superintendent, Board members, school
personnel, or community citizens, and generally shall be recommended for the Board’s consideration
by the Superintendent.
The Board shall designate one copy of the policy manual as the official policy manual of the District.
The official copy shall be kept in the Superintendent's office, and the Superintendent or designee shall
be responsible for its accuracy and integrity and shall maintain a historical record of the District’s
policy manual.
Local policies may be adopted or amended by a majority of the Board at any regular or special
meeting, provided that Board members have advance written notice of the proposed change and that it
has been placed on the agenda for such meeting.
Local policies become effective upon Board adoption or at a future date designated by the Board at the
time of adoption.
After Board review of legally referenced policies and adoption of local policies, the new material shall
be incorporated into the official policy manual and into other localized policy manuals maintained by
the District. If discrepancies occur between different copies of the manual distributed throughout the
District, the version contained in the official policy manual shall be regarded as authoritative.
Legal Reference: Connecticut General Statutes
10-221 Boards of education to prescribe rules, policies and procedures
Bylaw adopted by the Board: December 2, 2014
9312 - Board Review of Regulations
The Board of Education does not adopt administrative regulations unless specifically required to do
so by law, or unless requested to do so by the Superintendent. Adoption and amendment of such
Board of Education adopted regulations shall be by the same procedure as that specified for
policies.
The Board of Education reserves the right to review and direct revisions/additions of administrative
regulations should they, in the Board of Educations judgment, be inconsistent with the policies
adopted by the Board. Any Board action directing such revisions shall require a two-thirds (2/3)
vote of the entire Board.
Bylaw adopted by the Board:
January 25, 2000
Amended:
December 2, 2014
9313 - Formulation, Adoption, Amendment of Administrative Regulations
The Board shall only adopt administrative regulations unless specifically required to do so by law, or is requested to do so by the Superintendent or two-thirds of voting Board members.
Adoption and amendment of such Board-adopted regulations shall be by the same procedure as
that specified for policies in Bylaw 9311.
The Board of Education reserves the right to review and direct revisions of administrative
regulations should they, in the Board of Education's judgment, be inconsistent with the policies
adopted by the Board of Education.
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9314 - Suspension of Policies, ByLaws or Administrative Regulations
Policies and bylaws of the Board of Education may be suspended for a specified purpose and for
a limited time upon the vote of a majority of those Board members present and voting, provided
that prior notification of the proposed suspension has been provided. If not prior notification has
been provided, any such suspension of policies and bylaws shall require either a two-thirds vote
of those Board members present and voting or a majority vote of all members of the Board.
Administrative regulations may be suspended for a specified purpose and for a limited time upon
the vote of a majority of those Board members present and voting, whether or not prior
notification has been provided.
Reference: Robert's rules of Order, Newly Revised
Bylaw adopted by the Board:
January 25, 2000
Amended:
August 22, 2006
December 2, 2014
9321 - Time, Place and Notification of Meetings
Regular Meetings
The Board of Education shall file with the office of the Town Clerk, not later than January 31st of
each year, the schedule of the regular meetings of the Board of Education.
Special Meetings
Notice of each special meeting of the Board of Education shall be filed not less than twenty-four
hours in advance of the meeting with the Town Clerk, giving the time and place of the special
meeting and business to be transacted. No other business shall be considered by the Board at the
special meeting. Each member of the Board of Education shall be notified by the Superintendent
or the Clerk not less than 24 hours prior to the time of the special meeting and shall be advised of
the time, place and business to be transacted, although any Board member may waive the twentyfour
hour notification by a written waiver of notice to the purpose.
Special meetings may be called by the President or shall be called by the Secretary on the written
request of at least five members of the Board.
Notice
Notice of meetings will be mailed to persons filing a written request renewable in January of
each year. The Board of Education may charge a fee based upon cost of the service, as provided
by law.
Emergency Meetings
An emergency meeting may be held. The Board must file minutes of any such meeting and state
the nature of the emergency within seventy-two hours of the meeting. (Sec. 1-21)
Electronic Participation
Recognizing the inherent responsibility and statutory duties of Board of Education members, the
Board of Education (Board) strongly encourages Board members to attend and participate at
meetings of the Board. Though great importance is given to the physical presence of Board
members at meetings, the attendance and participation of members by teleconference may be
allowed under certain circumstances.
Meetings in which some Board members participate electronically are subject to the requirements
of the Freedom of Information Act. The Board of Education authorizes the Board President or
presiding officer to allow Board members to participate electronically in a Board meeting if there
is good cause why the Board members cannot attend in person and the request is received
sufficiently in advance to allow a good quality electronic connection to be set up. When a Board
member participates electronically, the member will be considered present and will have his or
her actual physical presence excused. The member shall be counted present for purposes of
convening a quorum. The Board Secretary will document it in the Minutes when members
participate in the meeting electronically. Board members may not simply vote electronically, but
must be connected with the meeting throughout the discussion of business.
Executive Session
Due to security concerns, electronic participation in executive sessions is generally discouraged.
However, electronic participation in executive session may be held when unique or exceptional
circumstances exist.
The Board of Education authorizes the Board President or presiding officer to allow Board
members to participate electronically in an executive session if there is good cause why the
Board members cannot attend in person and the request is received sufficiently in advance to
allow a good quality and secure electronic connection to be set up. Electronic participants must
pay careful attention to maintain the secure and confidential nature of the executive session. This
may include, but is not limited to, assuring the meeting is not overheard by others. Failure to
adequately protect the confidentiality of executive session may result in the denial of future
requests to participate electronically in executive session.
Legal Reference: Connecticut General Statutes
1-200 (2) Definitions. “Meeting”
1-206 Denial of access to public records or meetings.
1-225 Meetings of government agencies to be public, as amended by June
11 Special Session, PA 08-3
1-227Mailing of notice of meetings to persons filing written request.
1-228 Adjournment of meetings. Notice.
1-229 Continued hearings. Notice.
1-230 Regular meetings to be held pursuant to regulation, ordinance or
resolution.
10-218 Officers. Meetings
Bylaw adopted by the Board:
December 2, 2014
Amended:
August 11, 2020 (effective immediately)
March 22, 2022
9322 - Public and Executive Sessions
Public Meetings
All meetings of the Board of Education, regular, special and emergency shall be open to the
public with the exception of executive sessions. A chance or social meeting, a caucus, a meeting
of a personnel search committee for executive level employment candidates, or a discussion of
strategy or negotiations with respect to collective bargaining are not defined as “meetings” under
the Freedom of Information Act. A meeting is defined as a hearing or other proceeding of the
Board, any convening or assembly of a quorum of the Board and any communication by or to a
quorum of the Board, whether in person or by means of electronic equipment to discuss or act
upon a matter over which the public agency has supervision, control, jurisdiction, or advocacy
power. Communications between and among a quorum of members convening on electronically
linked personal computers or by telephone conference call are subject to the Freedom of
Information Act.
Executive Sessions
The public may be excluded from meetings of the Board of Education which are declared to be
executive sessions. Executive sessions may be held upon a two-thirds vote of the members
present and voting taken at a public meeting for only one or more of the following reasons, and
may not be held for any other reason:
1. Discussion concerning the appointment, employment, performance, evaluation, health or
dismissal of a public officer or employee, provided that such individual may require that
discussion be held at an open (public) meeting.
2. Strategy and negotiations with respect to pending claims and litigation that the Board or a
member of the Board, is party.
3. Matters concerning security strategy or the deployment of security personnel, or devices
affecting public security.
4. Discussion of the selection of a site or the lease, sale or purchase of real estate by a
political subdivision of the state when publicity regarding such site, lease, sale, purchase
or construction would cause a likelihood of increased price until such time as all of the
property has been acquired or all proceedings or transactions concerning same have been
terminated or abandoned.
5. Discussion of any matter which would result in the disclosure of public records or the
information contained therein described in Subsection (b) of Section 1-210 of the
Connecticut General Statutes.
The motion to go into executive session shall identify the persons, in addition to the Board, who
shall be invited to be in attendance in the executive session. The persons invited into executive
session shall be limited to persons needed to present testimony or opinion pertinent to matters
before the Board and such persons’ attendance shall be limited to the time period for which their
presence is necessary.
Due to security concerns, electronic participation in executive sessions is generally discouraged.
However, electronic participation in executive session may be held when unique or exceptional
circumstances exist.
The Board of Education authorizes the Board President or presiding officer to allow Board
members to participate electronically in an executive session if there is good cause why the
Board members cannot attend in person and the request is received sufficiently in advance to
allow a good quality and secure electronic connection to be set up. Electronic participants must
pay careful attention to maintain the secure and confidential nature of the executive session. This
may include, but is not limited to, assuring the meeting is not overheard by others. Failure to
adequately protect the confidentiality of executive session may result in the denial of future
requests to participate electronically in executive session.
Non-Meetings
Not every meeting of the Board of Education constitutes a “meeting” under the Freedom of
Information Act (FOIA). A meeting does not include:
- Any meeting of a personnel search committee to executive level employment candidates;
- Any chance meeting, or a social meeting neither planned nor intended for the purpose of discussing matters related to official business;
- Any meeting discussing strategy or negotiations with respect to collective bargaining;
- A caucus of members of a single political party notwithstanding that such members also constitute a quorum of a public agency;
- A quorum of the members of the Board who are present at any event which has been noticed and conducted as a meeting of another public agency, in that case, the event shall not be deemed to be a member of the Board as a result of their presence at such event. (For example, if the Board of Education is invited to attend a meeting of the Board of Finance, such a meeting does not have to be noticed and posted by the Board of Education.)
There is no specific executive session privilege for the discussion of collective bargaining issues.
However, discussion of “records, reports of strategy or negotiations with respect to collective
bargaining” is permitted in executive session, provided that such documents exist.
Absent such documents, such strategy discussions and/or negotiations themselves must be held
as a “non-meeting.” Collective bargaining is excluded from the definition of a meeting under the
Freedom of Information Act (FOIA). Collective bargaining sessions shall be held outside the
scope of the FOIA as a “non-meeting.” Such sessions may be held at any time without posting,
and related strategy sessions or updates to the Board of Education may be held either before or
after the end of a regular or special meeting, without the need to post such meetings.
Legal Reference: Connecticut General Statutes
1-200 Definitions. (as amended by PA 02-130)
1-206 Denial of access to public records or meetings.
1-210 Access to public records.
1-225 Meetings of government agencies to be public.
1-226 Recording, broadcasting or photographing meetings.
1-231 Executive sessions.
19a-342 Smoking prohibited in certain places.
Bylaw adopted by the Board:
December 2, 2014
Amended:
August 11, 2020 (effective immediately)
9323 - Construction of the Agenda
The Superintendent in cooperation with the President of the Board of Education shall prepare an
agenda for each regular and special meeting. Any member of the Board of Education may call the
Superintendent or President and request that an item to be placed on the agenda. Upon the written
request of three Board members, an item shall promptly be placed on the agenda of a regular or
special meeting.
Posting of the Agenda
At least 24 hours prior to the time of the regular meeting, the agenda shall be available to the public.
Legal Reference:
· Connecticut General Statutes
· 1-225 Meetings of government agencies to be public.
Bylaw adopted by the Board:
January 25, 2000
Amended:
December 2, 2014
9324.1 - Board Calendar & 9324.1R
The Board will develop and maintain, with the assistance of the Superintendent of Schools, an
annual calendar of Board topics and events to assure that such topics are discussed on a regular and
timely basis.
Bylaw adopted by the Board:
December 2, 2014
9324.1R
Board Calendar
This is intended to be a reminder of processes that should take place at specific times of the year.
The dates should be flexible, but following them will prevent important decisions and discussions
from being postponed or forgotten. Additional key dates may be added as appropriate.
December 1 New Board members take office. Swearing in (usually by Mayor) can take
place any day between December 1 and the first Board meeting.
December 1-7 Board Organization Meeting - First Tuesday in December. Presided over by
highest remaining outgoing Board officer. Election of new officers is the only
item on the agenda.
December Board Meeting - First Tuesday in December. Presided over by new
President elected at the Organizational Meeting.
December - Board President appoints committee chairs and assigns members.
-District Goal Plan status report by Superintendent.
-Budget is reviewed and finalized by Superintendent.
-State issues enrollment projections.
January - New Board meets for quarterly retreat. Should be at least a full day.
Facilitated in-depth discussions; Review status of Board Goals; Opportunity
to review Board protocols for new members.
-Superintendent's budget is submitted to the Board; Fiscal Committee begins
review process.
February - Fiscal Committee finalizes recommended adjustments to Superintendent's
budget and refers budget to full Board. Full Board first holds public hearing
on budget. Full Board votes on budget (middle of February) and refers to
Board of Finance and Board of Reps.
March - District Goal Plan status report by Superintendent.
March-April Quarterly Board Development meeting to follow up on January retreat, other
Board issues. Review status of Board goals. Can be evening meeting.
May - Annual evaluation of Superintendent; consideration of contract extension and
changes.
-Review and reallocate budget to accommodate reductions made by BOF &
BOR.
June - Board resolutions on Superintendent's performance evaluation and contract
extension. Strategic Plan status report by Superintendent. Facilitated Board self-evaluation; determine Board goals for coming school year; determine Superintendent's goals for coming school year.
Superintendent recommends salary adjustments for non-union staff.
September - Review status of Strategic Plan with Superintendent and cabinet/staff.
Review standardized assessments.
-Staff begins to work to develop next year's proposed school calendar.
Consults Board for guidelines.
-Operations Committee begins review of Capital Budget requirements.
-Superintendent and Board review next year's operating budget guidelines.
October - Board is given Superintendent's proposed school calendar(s) for coming
year(s); reviews in Policy Committee. School calendar is put on Board
agenda.
-Board reviews annual City Audit of school system's financial records.
November - Quarterly Board Development meeting. Can be evening meeting. Review
status of Board goals.
-Board meeting to review status of Strategic Plan with Superintendent.
-Board votes on Capital Budget request for following year.
-Elections result in new Board members.
New Board members are:
1. Invited to sit at Board meetings and participate, except for voting.
2. Given Board guidebook including By-Laws, Protocols, and Calendar.
3. Assigned a mentor from current Board by President.
4. Encouraged to attend annual CABE conference.
5. Given CABE and NSBA books on Board membership
Regulation approved:
September 25, 2007
December 2, 2014
9325 - Meeting Conduct & Appendix
Meetings of the Board of Education shall be conducted by the President of the Board of
Education in a manner consistent with the adopted bylaws of the Board.
All Board meetings shall commence at the stated time and shall be guided by an agenda which
will have been prepared and delivered in advance to all Board members and other designated
persons.
The conduct of meetings shall, to the fullest possible extent, enable members of the Board (1) to
consider problems to be solved, weigh evidence related thereto, and make wise decisions
intended to solve the problems, and (2) to receive, consider and take any needed action with
respect to reports of accomplishment both as to students and as to school system operations.
Provisions for permitting any individual or group to address the Board concerning any subject
that lies within its jurisdiction shall be as follows:
1. At the beginning of each meeting, the Board may establish a time limit allowed to each
speaker with a maximum of 30 minutes per meeting being allocated for this portion of the
agenda. The agenda for workshop sessions of the Board of Education may, but need not
include a public participation session.
2. The Board of Education shall not permit at any Board meeting conduct which disrupts or
interrupts the orderly conduct of such meeting. A willful participant in such conduct may
be removed from the meeting by the Board. The meeting room may be cleared, except for
non-participating representatives of the press, in case of a disturbance.
3. The Board may, by a majority vote, decide to cancel or extend the public participation
session.
4. Questions which can be answered during the hearing period may be answered at the
option of the Board. Other inquiries which may require analysis/investigation will be
answered as soon as possible.
The Board may adjourn any regular or special meeting to a specified time and place. If there is
less than a quorum, the meeting may also be adjourned. A copy of the notice of adjournment
shall be conspicuously displayed near the meeting room door within twenty-four hours of
adjournment.
Legal Reference:
· Connecticut General Statutes
· 1-200 Definitions
· 1-206 Denial of access of public records or meetings. Notice.
Appeal
· 1-210 Access to public records
· 1-225 Meetings of government agencies to be public
· 1-226 Recording, broadcasting or photographing meetings
· 19a-342 Smoking prohibited in certain places. Sign required.
Penalty
· 1-231 Executive sessions
· 1-232 Conduct of meetings (re disturbances)
· 10-224 Duties of the Secretary
Bylaw adopted by the Board:
August 22, 2006
9325 Appendix
Meeting Norms
All meetings, whether of the full Board, or of Board Committees, shall be run in accordance with
the prescribed Board norm for meetings, including:
a. Participate actively
b. Don’t step on others’ talk; build on what others say; watch your own air time
c. Stay focused; avoid side conversations
d. Respect the opinions of others
e. Non-verbal communications (facial and body language) among and between board members
and/or staff must be respectful
f. Emphasize clarification, amplification, and implications of ideas
g. Accept the consensus/vote of the meeting and move on without taking personal affront
h. No cell phone use or texting allowed; if an emergency arises, leave the Board Room
Meeting chairs are responsible for maintaining an orderly meeting, and making sure each Board
member present has an opportunity to be heard. Meetings are run generally in accordance with
Board By-Laws and Roberts Rules of Order. In small informal meetings it is possible to function
without formal recognition of speakers, but Board or Committee Chairs should observe carefully
to make sure discussion is not dominated by a few, and that there is only one discussion taking
place at a time, and step in if necessary to restore order. Once a member has spoken and given up
the floor, others should be recognized before that member speaks again. Cross conversations
would be avoided in meetings wherever possible.
The monthly Board meeting is a formal meeting and should be run strictly by Board Bylaws and
Robert’s Rules. Members must be recognized before speaking.
The length and productivity of meetings should be monitored by the Chair, and expected
adjournment times should be honored when possible. That may mean reminding the members, as
a group, of the passage of time, or asking members to stay on topic. It is the responsibility of the
Chair to summarize discussion and move to end discussion, either by a vote, by identifying next
steps, or by moving to the next item on the agenda.
A Chair should begin each meeting with an idea of what the goal is for that meeting, and make
sure it is achieved. Decisions should not be postponed until another meeting without some
resolution unless there is a specific reason.
Chairing a meeting is an administrative task. The Chair should not be hesitant to use his/her
authority, and Board members should respect that authority.
Board members have a responsibility to attend meetings prepared for discussion by reading
materials presented in the weekly packet and bringing appropriate materials.
Board members have a responsibility to other Board members and to invited guests to arrive at
meetings on time. On time means arriving and seated at the time the meeting is scheduled to
begin. Any tardiness, whatever the reason, warrants a voiced apology. A meeting scheduled at
6:30 should begin promptly at 6:30.
RESPONDING TO BOARD MEMBER REQUESTS FOR INFORMATION
(Background Information for Policy Sub-Committee)
Superintendents of Schools believe board members should have a deep knowledge of their
school districts. Such knowledge helps the board to support the superintendent’s agenda. The
foundation for effective policymaking is an informed board. Therefore, superintendent reports
are an important part of every board meeting. It is also necessary for superintendents to keep
board members informed of the important issues facing the school district. In addition,
superintendents should respond in good faith to responsible and reasonable requests for
information.
However, some individual board members have an seemingly insatiable appetite for information,
seeing themselves as watchdogs for the public or to satisfy their curiosity. Unfortunately, board
members may make many requests for information which can hamper the activities of the central
office. Some board members may request documents pertaining to the status of contract
negotiations, personnel performance or pending management decisions. In short, the
superintendent is faced with the dilemma of how to respond to those board members who may
disrupt the flow of district activities with difficult or even inappropriate requests for information.
The superintendent should be able to screen such requests through the board chairperson.
A failure to respond or simply rejecting such requests may create the appearance that the
administration has something to hide. Moreover, it is not wise to question the motives of a board
member, as some requests are legitimate and helpful. The superintendent is faced with the
problem of determining how to respond to some board members and not to others.
The superintendent needs to place the responsibility for managing board member requests on the
full board. As with other issues, the instrument of choice for regulating board behavior is board
policy and bylaws. A bylaw pertaining to information requests makes it clear that board
members, subject to the policies that apply to all citizens, have access to public documents. They
are also welcome to request information, subject to some safeguards.
The board, through its bylaw, accepts responsibility for checking unreasonable requests for
information. In addition, the board goes on record respecting executive privilege. Such a bylaw
is based upon the principle that the board must accept responsibility for policing itself. It is
difficult, on many issues, for a superintendent to challenge the inappropriate behavior of
individual board members. Unless appropriate behavior is agreed upon in advance and defined in
policy and bylaws, boards will find it difficult to hold in check inappropriate behaviors of many
kinds.
Board members who abuse the requests for information is not at the top of major governance
challenges. However, such behaviors can present an unneeded problem for the superintendent. A
bylaw pertaining to this issue reflects the responsible actions of the board.
9325.3 - Parliamentary Procedure
The deliberations of the Board shall be regulated by the rules of parliamentary practice in
accordance with Robert's Rules of Order, unless otherwise provided by these bylaws.
Writing Out Motions
At any meeting, Board members may write out motions which they have made and present them
to the secretary.
Presentation of Resolutions, Motions and Amendments
Resolutions, amendments or motions must be reduced to writing at the request of the President of
the Board of Education, the Presiding Officer of any Board committee or at the request of a
majority of the members present at any Board meeting or committee meeting.
Legal Reference:
· Connecticut General Statutes
· 1-200 Definitions
· 1-206 Denial of access of public records or meetings. Notice.
Appeal
· 1-210 Access to public records
· 1-226 Recording, broadcasting or photographing meetings
· 19a-342 Smoking prohibited in certain places. Sign required.
Penalty
· 1-231 Executive sessions
· 1-232 Conduct of meetings (re disturbances)
· 10-224 Duties of the Secretary
Policy Adopted:
January 25, 2000
Amended:
December 2, 2014
9325.4 - Vote Method
Except as otherwise required by statute or bylaw, the Board shall take action by majority vote of
those present and voting. The President has the right to vote upon all questions.
Recording of Votes
All votes shall be recorded at all Board of Education committee meetings, as well as at all
regular and special meetings of the Board of Education.
Legal Reference:
· Connecticut General Statutes
· 1-225 (formerly 1-21) Meetings of government agencies to be public.
Recording of votes. Schedule and agenda of meetings to be filed.
Notice of special meetings. Executive sessions. (as amended by P.A.
99-71: An Act Clarifying Certain Time Periods in the Freedom of
Information Act Eliminating Outdated and Unnecessary Freedom of
Information Provisions.)
Policy Adopted:
January 25, 2000
Amended:
December 2, 2014
9325.5 - Requests for Information by Board Members
Board of Education (Board) members represent the public and are entitled to information
regarding District performance that will assist them in governance. All Board member requests
for documents or information should be made directly to the Superintendent or his/her designee.
Documents subject to Connecticut's Freedom of Information law will be provided, as they are
provided to all citizens under Board policy.
Should requests be for information that already exists or data that can be easily gathered and
analyzed (provided the request is not for privileged management information, as outlined below),
the Superintendent will, in a timely manner provide the information in its most accessible format,
to the requesting Board member, with copies to all Board members.
Should the information not exist and/or be difficult to obtain, and should the Superintendent
determine that the value of the information to the District be insufficient to justify the time or
cost of obtaining it, he/she shall bring the request to the Board, with an estimate of the time/cost
of responding to the Board member's request. By Board action, the Board will direct the
Superintendent to provide, or not provide, the requested information.
The Board, by this policy, wishes to distinguish between District performance information and
privileged management information. Performance information is normally data based on
numerical measures of results, District operations or practice patterns. Documents or other
management information relating to individuals, contracts, meetings, or events of any ongoing
management process, unless under the purview of the Freedom of Information Act, are
considered privileged management information and not within the purview of the Board.
Legal Reference:
· Connecticut General Statutes
· 1-200 Definitions
· 1-206 Denial of access of public records or meetings. Notice.
Appeal
· 1-210 to 1-213 Access to public records (as amended by PA 02-
113)
· 1-211 Access to computer stored records.
· 1-214 Public contracts as part of public records.
· 1-225 to 1-240 Meetings of government agencies to be public
Bylaw adopted by the Board:
December 2, 2014
9326 - Order of Business - Minutes and Reports
1. In compliance with legal requirements, a complete and accurate set of minutes of each
meeting shall be kept.
2. Minutes shall be maintained at the Administrative Offices of the school district in an official
record book designated for said purpose.
3. The minutes shall constitute the official records of proceedings of the Board of Education
and shall be open to public inspection at all reasonable times.
4. The minutes shall include the following:
a. The time, place and date of each meeting.
b. The names of those members in attendance.
c. The disposition of all matters on which action was recommended.
d. All motions and resolutions and their disposition, listing all votes,
abstentions and absentees.
e. All decisions concerning future meetings and agendas.
f. By request, a brief statement of a Board member may be included.
5. A record of votes taken at each meeting shall be reduced to writing and made available
for public inspection within forty-eight hours of the conclusion of the meeting at which
the votes were taken. Votes taken shall also be reflected in the minutes of each meeting,
and the minutes shall be made available for public inspection within seven days of the
date of the meeting to which they refer.
A Board member who desires information or a report from a member of the administration on a
particular subject shall make such a request on the record at a Board meeting. The Secretary shall
convey all requests to the Superintendent and shall add the responses to the agenda of a future
meeting. All such requests shall be so scheduled within a reasonable period of time.
Legal Reference:
· Connecticut General Statutes
· 1-225 Meetings of government agencies.
· 10-218 Election of officers.
· 10-224 Duties of the secretary.
Bylaw adopted by the Board:
December 2, 2014
9330 - Board/School System Records
The Board of Education shall comply with the applicable state and federal laws concerning
preservation of and public access to records in the custody of the Board of Education.
The Board may charge for the reproduction of documents or other information as authorized by the
Freedom of Information Act.
Legal Reference:
· Connecticut General Statutes
· 1-15 Application for copies of public records.
· 1-200 Definitions.
· 1-210 to 1-213 Access to public records. (as amended by PA 02-113)
· 1-211 Access to computer stored records.
· 1-214 Public contracts as part of public records.
· 1-225 to 1-240 Meetings of public agencies.
· Federal Rules of Civil Procedure 2006 Amendments
Policy Adopted:
January 25, 2000
Amended:
December 2, 2014
9400 - Monitoring Products and Processes
Self-Evaluation
The Stamford Board of Education is made up of duly elected individuals to oversee the Public
Schools of the community. This very responsible and complex job requires that the Board blend its
diverse opinion into a common purpose which will give direction to the school system. The local
community looks to its Board of Education to provide leadership for the school system. The success
of the system depends on how well that role is carried out.
Therefore, it shall be the policy of the Stamford Board of Education that there shall be an annual
program of self evaluation in which each member shall participate.
Annually at its organizational meeting in December, the Board will schedule dates to conduct its
self-evaluation. The evaluation will include, but not be limited to, the following leadership areas:
community leadership of education, influencing educational policy, community involvement,
communicating with the public, the decision making process, planning and setting goals, allocating
resources, developing Board policy, policy oversight, selecting and evaluating the Superintendent,
working with the Superintendent, promoting good employee relations, setting expectations for
Board member conduct, conducting the work of the Board, Board member development.
The Board may, at times, request consultant assistance in carrying out the evaluation of the Board.
Bylaw adopted by the Board:
December 2, 2014