washington northeast supervisory union

WASHINGTON NORTHEAST SUPERVISORY UNION

EMPLOYEE HANDBOOK

TWINFIELD ~ CABOT

TWINFIELD UNION SCHOOL TABLE OF CONTENTS

Staff Handbook Introduction……………………………………………………... i

WNESU Core Principles………………………………………………………….. ii

Mission Statement………………………………………………………………… iii

WNESU 2017-2018 School Calendar……………………………………………. iv

WNESU 2017-2018 Pre-School Calendar……………………………………….. v

Morning Meeting Schedule……………………………………………………….. vi

Bell Schedule……………………………………………………………………… vii

School Floor Plan…………………………………………………………………..viii

Faculty/Staff Phone Listing………………………………………………………. ix

No Idling………………………………………………………………………….. x

STUDENT SAFETY Act One – Child Protection………………………………………………………… 1 Act One – Incident Reporting Forms………………………………………………. 12 Mandated Reporting……………………………………………………………….. 19 Report of Suspected Abuse………………………………………………………... 25 Restraint and Seclusion…………………………………………………………….. 27 Restraint and Seclusion Reporting Forms………………………………………..... 29 Family Education Rights and Privacy Act (FERPA)……………………………... 31 Student Records…………………………………………………………………… 34 Confidentiality…………………………………………………………………….. 35 Arrival and Dismissal Procedure………………………………………………….. 37 Policy G11 Responsible Computer, Network & Internet Use…………………….. 38 Policy F30 Prevention of Harassment, Hazing & Bullying of Students………….. 41 Emergency Procedures & Crisis Plans…………………………………………….. 47 Student Accident Report…………………………………………………………... 65 INSTRUCTIONAL RESOURCES Arranging for a Substitute…………………………………………………………. 67 Dress Code…………………………………………………………………………. 68

INSTRUCTIONAL RESOURCES Continued Field Trip Request (Off-Site Learning Opportunity)………………………………. 69 Field Trip Chaperone / Classroom Volunteer……………………………………… 70 P.B.I.S……………………………………………………………………………… 71 Special Education FAQ’s………………………………………………………….. 87 Roles & Responsibilities of Paraeducators………………………………………… 90 Act 504…………………………………………………………………………….. 92 Daily Attendance…………………………………………………………………... 94 Policy F25 Student Attendance……………………………………………………. 95 Attendance / Truancy Protocol…………………………………………………….. 96 Planned Absence Form…………………………………………………………….. 97 Student Teacher Opportunities…………………………………………………….. 98 TLC………………………………………………………………………………… 99 TPIE………………………………………………………………………………... 100 PROFESSIONAL RESOURCES Board of Directors………………………………………………………………….. 101 LSB Information…………………………………………………………………… 102 School Closings and Delays……………………………………………………….. 103 Professional Development Request………………………………………………... 104 Facility Use Form………………………………………………………………….. 107 Request for Repairs………………………………………………………………… 107a Teacher Evaluation Procedure……………………………………………………... 108 Educator Mentoring Program……………………………………………………… 112 EMPLOYEE INFORMATION ABC’s of Employment…………………………………………………………….. 116 Policy D12 Harassment of Employees…………………………………………….. 134 Policy E12 Security Camera……………………………………………………….. 138 Staff Use of Technology…………………………………………………………… 139 Telephone Instructions…………………………………………………………….. 140 Purchase Order Procedure…………………………………………………………. 141 Employee Reimbursement Procedure……………………………………………… 142 Work Related Injuries……………………………………………………………… 143 Employee Accident Form………………………………………………………….. 144 Employee Assistance Program…………………………………………………….. 146 VEHI / PATH……………………………………………………………………… 147 Leave Form………………………………………………………………………… 148 Timesheet…………………………………………………………………………... 150 Mileage Form………………………………………………………………………. 151

PLEASE SIGN AND RETURN YOUR ACKNOWLEDGEMENT FORM TO SYLIVA IN CENTRAL OFFICE

2017-2018


EMPLOYEE HANDBOOK & POLICY ACKNOWLEDGEMENTS

EMPLOYEE HANDBOOK RECEIPT AND ACKNOWLEDGEMENT

I hereby confirm that I have received a copy of and read the Employee Handbook. I understand it and have had the opportunity to ask questions about it. I agree to abide by it at all times.

_________________________________________________ ______________________ Signature Date

SPECIFIC INFORMATION ACKNOWLEDGEMENT

I hereby confirm that I have received and read the following items. I understand them and have had the

opportunity to ask questions about them. I agree to abide by them at all times.

Please check off all items you have read

______ Act One Child Protection Information

______ Mandatory Reporting

______ Use of Restraint or Seclusion

______ FERPA: Basic Guidelines for Faculty and Staff

______ Student Records

______ Confidentiality

______ Prevention of Harassment, Hazing & Bullying of Students Policy F30

______ Special Education Responsibilities & IEP FAQs

______ Para-Educator Roles

______ Responsible Computer, Network & Internet Use Policy G11

______ Staff Use of Technology

______ Field Trip Chaperones / Classroom Volunteers Procedure

_________________________________________________ ______________________ Signature Date

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Mark Tucker P.O. Box 470 – Plainfield, Vermont – 05667

Superintendent Phone 802-454-9924 – Fax 802-454-9934

Staff Handbook 2017- 2018

To All Staff Members: Washington Northeast Supervisory Union is committed to a quality education that results in each and every student possessing the knowledge, skills and dispositions needed for success in our rapidly changing world. We seek to do this through the emerging practice of teaching to proficiencies – how we do this is a work in progress! – using 21st century teaching practices that include project-based and self-directed learning. Underpinning these goals is the creation and nurturing of a caring, respectful learning environment founded on high expectations for the children and youth of our communities. Our students deserve nothing less of us all. None of what we envision above is possible without simultaneously fostering a caring and respectful workplace for the adults in this learning community who have to deliver on this promise to our students. Part of creating a respectful workplace for all employees is creating clear systems for operations and communicating that information. In this Handbook we developed and gathered information, procedures, forms, policies and guidelines that we believe will be helpful to all employees. The aim of these is to simplify the “have-to’s” so we have more time for the “want-to’s.” The Staff Handbook is located on your school website under Faculty and Staff Resources; each section is linked to the Table of Contents to make access easier. Please review the information carefully and direct your questions to your administrator or relevant supervisory union staff. Each year we are required to review certain crucial safety and confidentiality information with staff as a means to assure that all staff attend to these important laws and requirements. Last year we conducted this required review as a group during the first day of in-service, and we will do the same this year. Each year we work to be responsive to the feedback that we receive by incorporating these suggestions in the next year’s handbook. We welcome your thoughtful suggestions on ways that we can improve this document. Mark Tucker, Superintendent August, 2017

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Washington Northeast SupervisoryUnion

Core Principles

Decisions of the Boards and Administration of Washington Northeast Supervisory Union will be guided by the following core principles:

1. We will make decisions based on the greatest educational benefit for all

students. 2. We will act on our belief that all students can learn by providing all students

with an equal opportunity to learn and access to challenging curriculum. 3. We will work to assure no student falls through the cracks. 4. We will prepare our students to be competent, caring citizens both locally and

globally. 5. We will foster development of lifelong transferrable skills: patience, leadership,

and social skills. 6. We will model empathy, diversity, transparency, and working cooperatively to

reach collaborative, creative solutions. 7. We value families as partners and encourage participation and collaboration. 8. We will use our size to augment our effectiveness. 9. We will teach and practice responsible stewardship of our resources:

environmental, fiscal, and human. 10. We will develop and maintain community connections. 11. We hold ourselves, staff, and students accountable to set and meet goals.

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Twinfield Union School

Our Mission

The mission of the Twinfield Union School community is to educate all students to become responsible, productive, critical-thinking, lifelong-learning citizens in a

safe, nurturing environment of mutual respect, high standards, creativity and academic excellence.

Our Core Beliefs

1. Twinfield Union School is a center of learning for the entire community.

2. Students, staff, parents and community members are all responsible partners whose

unique contributions are valued.

3. The school and community serve as resources for each other.

4. Our school is a part of the exciting journey of lifelong learning.

5. Effective communication is essential.

6. We all thrive in a nurturing climate.

7. Everyone has a right to belong and to be treated with respect.

8. Learning is enriched when it is diverse, includes real-life experiences, connects many fields of knowledge, is shared and includes inter-age experiences.

9. Everyone can learn, has the right to learn and is responsible for learning.

10. Effective learning includes active participation, critical thinking, creative problem solving and reflection.

11. Every individual has the right and responsibility to succeed in his or her educational pursuits.

12. Ongoing, relevant and varied assessment of learning guides improvement.


Cabot School District & Twinfield Union School District Cabot School: 802-563-2289 ~ Twinfield Union School: 802-426-3213

2017-2018 SCHOOL CALENDAR

August ‘17

Su M Tu W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 O 26

27 I I I 31

(3 In-Service Days,1 Student Day)

8/31/17 First Day of School

September ‘17

Su M Tu W Th F S

1 2

3 V 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 ER 29 30

(20 Student Days)

October ‘17

Su M Tu W Th F S

1 2 3 4 5 6 7

8 V 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 ER 27 28

29 30 31

(21 Student Days)

November ‘17

Su M Tu W Th F S

1 2 3 4

5 6 7 8 9 IP 11

12 13 14 15 16 17 18

19 20 21 V V V 25

26 27 28 29 30

(18 Student Days)

(1 In-Service Day)

December ‘17

Su M Tu W Th F S

1 2

3 4 5 6 ER 8 9

10 11 12 13 14 15 16

17 18 19 20 21 V 23

24 V V V V V 30

31 (15 Student Days)

January ‘18

Su M Tu W Th F S

V 2 3 4 5 6

7 8 9 10 11 12 13

14 V 16 17 18 19 20

21 22 23 24 ER 26 27

28 29 30 31

(21 Student Days)

February ‘18

Su M Tu W Th F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 ER 16 17

18 19 20 21 22 23 24

25 V V V

(17 Student Days)

March ‘18

Su M Tu W Th F S

V V 3

4 V V 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 ER I 24

25 26 27 28 29 30 31

(17 Student Days)

(1 In-Service Days)

April ‘18

Su M Tu W Th F S

1 2 3 4 5 IP 7

8 9 10 11 12 13 14

15 V V V V V 21

22 23 24 25 26 27 28

29 30

(15 Student Days)

(1 In-Service Day)

May ‘18

Su M Tu W Th F S

1 2 3 4 5

6 7 8 9 ER 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 V 29 30 31

(22 Student Days)

June ‘18

Su M Tu W Th F S

1 2

3 4 5 6 7 8 9

10 11 12 I I 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

(8 Student Days, 2 In-Service Days)

6/12/18 Last Day of School

IP – In-Service Parent Teacher

Conference-No School

V - Student Vacation/Holiday-

No School

I - In-Service-No School

ER – Early Release-Students

dismissed at 12:50pm

O - New Employee Orientation

OPEN HOUSE TEACHER APPRECIATION DAY GRADUATION

Cabot School, September 13, 2017 MAY 8, 2018 Cabot School, June 15, 2018

Twinfield Union School, September 14, 2017 Twinfield Union School, June 16, 2018

NOTES:

175 Student days. For each “Snow Day” the school year will be extended by one day.

Cabot and Twinfield students attending the Central VT Career Center, follow their calendar.

SCHOOL BOARD MEETING SCHEDULES

Cabot School Board-First & Third Monday Each Month, 6pm

Twinfield Union School Board-Second & Fourth Tuesday Each Month, 6:30pm

Visit our Websites: Cabot School: www.cabotschool.org Twinfield Union School: www.twinfield.net

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Cabot School District & Twinfield Union School District Cabot School: 802-563-2289 ~ Twinfield Union School: 802-426-3213

2017-2018 PRE-SCHOOL CALENDAR

August ‘17

Su M Tu W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 I I I HV

(3 In-Service Days)

September ‘17

Su M Tu W Th F S

HV 2

3 V HV HV 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

(17 Student Days)

9/7/17 First Day of School

October ‘17

Su M Tu W Th F S

1 2 3 4 5 6 7

8 V 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 I 27 28

29 30 31

(20 Student Days)

(1 In-Service Day)

November ‘17

Su M Tu W Th F S

1 2 3 4

5 6 7 8 9 IP 11

12 13 14 15 16 17 18

19 20 21 V V V 25

26 27 28 29 30

(18 Student Days)

(1 In-Service Day)

December ‘17

Su M Tu W Th F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 V 23

24 V V V V V 30

31 (15 Student Days)

January ‘18

Su M Tu W Th F S

V 2 3 4 5 6

7 8 9 10 11 12 13

14 V 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

(21 Student Days)

February ‘18

Su M Tu W Th F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 I 16 17

18 19 20 21 22 23 24

25 V V V

(16 Student Days)

(1 In-Service Day)

March ‘18

Su M Tu W Th F S

V V 3

4 V V 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 I 24

25 26 27 28 29 30 31

(17 Student Days)

(1 In-Service Days)

April ‘18

Su M Tu W Th F S

1 2 3 4 5 IP 7

8 9 CPS CPS TPS TPS 14

15 V V V V V 21

22 23 24 25 26 27 28

29 30

(13 Student Days)

(1 In-Service Day)

May ‘18

Su M Tu W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 V 29 30 31

(22 Student Days)

June ‘18

Su M Tu W Th F S

1 2

3 4 5 6 7 I 9

10 I I I I I 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

(5 Student Days, 6 In-Service Days)

6/7/18 Last Day of School

HV – Home Visit

IP – In-Service Parent Teacher

Conference-No School

V - Student Vacation/Holiday-

No School

I - In-Service-No School

CPS – Cabot Pre-K Screening

TPS – Twinfield Pre-K Screening

OPEN HOUSE TEACHER APPRECIATION DAY

Cabot School, September 13, 2017 MAY 8, 2018

Twinfield Union School, September 14, 2017

NOTES:

For each “Snow Day” the school year will be extended by one day.

SCHOOL BOARD MEETING SCHEDULES

Cabot School Board-First & Third Monday Each Month, 6pm

Twinfield Union School Board-Second & Fourth Tuesday Each Month, 6:30pm

Visit our Websites: Cabot School: www.cabotschool.org Twinfield Union School: www.twinfield.net

http://www.cabotschool.org/

http://www.twinfield.net/

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Kindergarten: ● Homeroom at 8:20 ● K & 1st Grade Allied Arts (PE, Art, Health, Music) Rotation: 2:05 to 2:50 daily

Grades 24

● Homeroom at 8:20 ● Grades 2, 3 and 4 Allied Arts (PE, Art, Health, Music) rotation: 1:10 to 1:55

Grade 56

● Homeroom at 8:20 ● Grades 5 & 6 Allied Arts (PE, Art, Health, Music) rotation: 12:15 to 1:00

Middle School Grades 7 & 8

● Teacher Advisory at 8:20 ● Period 1: 8:30 9:20 ● Period 2: 9:20 10:10 ● Period 3: 10:12 10:53 (Explorations 5 different offerings in 5 sessions) see example of

explorations schedule for 20162017 in folder, sessions are the bottom tabs. ● Period 4: 10:55 11:38 ● Lunch 11:40 12:00 ● Recess 12 12:20 ● Period 5: 12:25 1:00 ● Period 6: 1:05 1:58 ● Period 7: 2:00 2:50

High School Grades 912 Red Days (Mon & Wed) White Days (Tues & Fri) Thursdays X Day (TA Only)

● Teacher Advisory 8:20 8:28 ● 1A: 8:30 9:10 ● 1B: 9:12 9:50 ● 2A: 9:53 10:33 ● 2B: 10:34 11:15 ● Lunch 11:15 11:35 ● 3A: 11:45 12:30 ● 3B: 12:32 1:10 ● 4A: 1:15 2:00 ● 4B: 2:02 2:48

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Staff and Extensions

Ackermann Peter 210 Gosselin Melissa 206 A\D Chad 278

Ainslie Stephanie 250 Gulardo** Bob 242 Attendance 207

Allen Mary Anne 207 Harvey Rita 342 Boiler Room 265

Bialowoz Paul 223 Hinkley Shane 243 Bus Drivers 210

Baum Sharyn 246 Herrick Peter 219 Bus Notes 201

Bickford Brittany 341 Hicks Rachel 277 Custodians 210

Bigglestone Valerie 236 Hodgdon Desiree 273 Guidance 7-12 206

Bishop Seth 262 Hohn Becca 247 H.S Para Rm 228

Bohannan Rebecca 227 Howard Linda 345 Kitchen 232

Booth Francie 354 Larrow Krista 236 Nurse 212

Boucher Denise 240 Livingston Laurie 348 Renaissance 252

Brailey Christina 245 Lunn Jeneane 230 IT Specialists 262

Brigham Betsy 205 Maiola Melanie 272 Staff Room 213

Buret Darcy 211 McNaughton Tracey 225 Student Phone 251

Burtt Johnnye 259 Molleur Dianne 270 TLC 208

Carney Kevin 217 Mooney* Mark 204 Twinfield Together Mentoring 255

Cecchinelli Mary 214 Parent Gail 241 * Principal

Cheney Katie 343 Perkins Nicole 352 ** Assistant Principal

Clements Joe 275 Pinsof-DePillis Debra-Ann 344

Collier Lee 232 Popoli Anthony 239 Cabot 563-2289

Copeland Darleen 347 Potter Leatrice 232

Copeland Chad 278 Pulaski Sarah 236 Twinfield Union School

Costello Thom 264 Quinn Pam 255 Main Line: 426-3213

Davis Maureen 220 Ricker Pam 340 Fax Line Main: 426-4085

Day Alice 212 Kozak Julie 208 Fax Line SSC: 426-2135

Danque Larry 262 Rossell Katy 203 106 Nasmith Brook Rd

DeForge Maureen 355 Russell Elaine 351 Plainfield, VT 05667

Dickinson Liz 221 Scott Cindy 218

Dufresne Dede 201 Shedd Julie 233 State Police 229-9191

duPont Cathy 256 Sheehan Chris 216

Dwyer Emily 270 Stapleton Anna 248 Superintendent's Office

Emerson Rebecca 274 Stoleroff Debra 252 Plainfield Office: 454-9924

Flannery Amy 276 Stratton Lori 350 Fax Line: 454-9934

Fay Ryan 235 Tait Trevor 238 WNESU

Flinn Heather 209 Vest Terri 226 PO Box 470

Forman Maria 222 Wanzer Charlie 234 Plainfield, VT 05667

Fowler Joanna 215 Weinreich Carol 264

Foxx Elaina 270 White Melanie 346 Supervisory Union's Extensions

Gibson Keith 229 Wilson Steffani 253 Tucker,Mark 201

Greaves Kandi 257 Charron, Sylvia 202

Gonyaw Deb 224 Pritchard, Julia 204

X Renaud, Amy 205

Flannery,Amy 208

Morrissey,Monica 209

Kimball,Christina 210

Miller, Robin 212

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Nancy Thomas P.O. Box 470 – Plainfield, Vermont – 05667


NEW LAW PROHIBITS IDLING OF MOTOR VEHICLES

Effective May 5, 2014, Vermont has a new law prohibiting a person from causing or permitting the idling of motor vehicles for more than five minutes in any 60-minute period while the vehicle is stationary [T.23 V.S.A. 1110]. Pursuant to T.23 V.S.A. 1282 (f), adopted in 2007; the operator of a school bus shall not idle the engine while waiting for children to board or to exit the vehicle at a school and shall not start the engine until ready to leave the school premises. There are exceptions which include a school bus on school grounds which reasonably require the idling of the engine, including periods when it is necessary to operate defrosting, heating or cooling equipment to ensure the health or safety of the driver or passengers. Our school asks that you please be aware of this new law when dropping off and picking up students. Please be sure to turn off your car when you pull up to the school if you expect to be stationary for more than five minutes. Thank you for your cooperation.

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1

Act One

Child Protection Sexual Abuse Prevention

ACT ONE

2

The Importance of Child Protection

Policies and Procedures

Child protection policies create barriers for sex offenders. The more rules and regulations that WNESU has in place, the less likely an offender will want to work here. As a child-centered organization, we base our policies and procedures on:

A shared understanding by employees/volunteers of what constitutes child sexual abuse and exploitation and how to recognize and prevent it.

Trained employees/volunteers that are equipped to recognize situations of potential abuse and inappropriate behaviour, and the response that is expected of them in these situations.

Clear lines of communication, authority and decision-making so that employees/volunteers have well-defined procedures and a consistent approach for handling all child protection issues.

Regular review of the effectiveness of policies and procedures whereby WNESU assesses if any adjustments, additions or improvements are required

Openness about our work and how we conduct it. WNESU has an atmosphere where child sexual abuse/misconduct can be raised and addressed. We critically assess our practice in an effort to continuously improve organizational child protection measures.

Equity and fairness by treating all reports with the same importance.

Dignity and respect by keeping sensitive personal information confidential, and only sharing it on a ‘need-to-know’ basis.

Coordination with other organizations that can assist with child protection matters. This can include child welfare, law enforcement and legal counsel.

ACT ONE

3

Child Abuse Definitions

In order to prevent child sexual abuse at WNESU, it is first necessary to understand child sexual abuse, how offenders groom, signs of a disclosure and the impact of abuse on victims. In understanding child sexual abuse a major step is taken towards addressing the problem constructively and promoting positive change.

Vermont statute defines child sexual abuse as: Any act or acts by any person involving sexual molestation or exploitation of a child including but not limited to incest, prostitution, rape, sodomy, or any lewd and lascivious conduct involving a child. Sexual abuse also includes the aiding, abetting, counselling, hiring, or procuring of a child to perform or participate in any photograph, motion picture, exhibition, show, representation, or other presentation which, in whole or in part, depicts a sexual conduct, sexual excitement or sadomasochistic abuse involving a child.

Grooming

An individual who sexually abuses a child often uses a variety of techniques to gain sexual access to the child. The individual first gains the trust of the child and the adults around the child. An emotional connection is purposely built to reduce the likelihood that the child will disclose the abuse. This process is known as grooming. Grooming is often a slow, gradual and escalating process of building trust and comfort with a child. The offender’s goal is to have the child see him/her as a caring adult the child can trust and whose directions they should follow. Grooming also includes the process of making inappropriate behaviour seem normal. This process of normalizing inappropriate behavior can range from the telling of sexual jokes to physical contact. Once trust has been established, the result can be a child who is very confused, one who is torn between what they know to be wrong and their feelings for the offender. Although the purpose of grooming is to non-violently access and control children, in extreme cases offenders may also attempt to physically maintain control over children. In extreme cases, some offenders may attempt to gain control over a child through the use of threats (to the child, his/her pets or family) and/or physical force. This type of violence may be used to overcome resistance, maintain compliance, and/or prevent the child from disclosing the abuse. It is of the utmost importance to realize that the reason cooperative and compliant children are victims is not because they were groomed, manipulated or brainwashed but simply because they are children.

ACT ONE

4

Code of Conduct

As a reputable child-serving organization, WNESU has developed the following code of conduct to guide our employees/volunteers. While every employee/volunteer is valued and unique, we come together as an organization in the best interests of children and their families. The safety, rights and well-being of children we serve are at the core of our daily operations. We nurture supportive relationships with children while balancing and encouraging appropriate boundaries.

Employee/volunteer misconduct will not be tolerated, especially as it relates to the well-being of the children in the organization’s care.

Misconduct refers to inappropriate behavior in the organization and includes but is not limited to any/all of the following:

Communication that goes beyond the employee/volunteer’s employment responsibilities with the child and/or does not occur within the context of their duties and responsibilities such as:

Writing personal letters or text messages to a child.

Making personal phone calls to a child.

Having personal Internet exchanges with a child (email, instant messaging, chatting, social networking, etc.).

Sending personalized gifts to a child. Note: It is not misconduct to give a contextually appropriate thank-you card, birthday card, seasonal card, or other nominal gift to a child, where such a gesture would be considered reasonable in the circumstances provided that all gestures, taken together, are not excessive in number and any such exchanges are carried out within the workplace, in the presence of others and with the knowledge of the organization.

Offering unauthorized rides to an individual child.

Spending time with a child outside of designated work times and activities (except where such activity results from a parent-initiated request and the activity has been disclosed to and approved by the organization in advance).

Favoring a child.

Telling sexual jokes to a child.

Taking pictures of a child, except when specifically requested to do so by the organization and provided that only cameras owned or under the control of the organization are used to take such pictures.

Note: Under no circumstances may an employee ever use his/her cellular phone or personal camera to take pictures of a child, nor upload or copy any pictures he/she may have taken of a child to the Internet or to any personal storage device.

ACT ONE

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Employees/volunteers of Washington Northeast Supervisory Union

must:

Always adhere to the organization’s policies and procedures in dealing with children.

Treat children with respect and dignity.

Treat all allegations or suspicions of sexual abuse seriously. It is an employee/volunteer’s responsibility to report suspected abuse.

Follow established procedures when reporting any allegations of misconduct or potential policy violations.

Consider the final outcomes of any behavior, as well as a child’s reaction to any activities, conversations, or interactions so as to avoid embarrassing, shaming, or humiliating the child.

Establish, respect, and maintain boundaries with all children.

Employees/volunteers of Washington Northeast Supervisory Union

must not:

o Engage in any activity that endangers a child or makes a child feel uncomfortable.

o Engage in any activity that goes against the organization’s mandate, policies, or code of conduct.

o Make any sort of remark, comment, or joke to/regarding a child that is in any way suggestive, explicit, or sexual.

o Engage in any sort of physical contact with a child that may make the child feel uncomfortable, or that violates reasonable boundaries.

o Conduct their own investigation into allegations or suspicions of sexual misconduct — it is an employee/volunteer’s duty to report, not to investigate.

o Place a child in danger from anyone, either within or outside of the organization.

o Offer any child “special” treatment that falls outside of the organization’s mandate, or that may (or may appear to) place a child at risk of exploitation.

o photograph, videotape, or otherwise record a child unless it has been pre-approved by the child’s parent and his/her supervisor.

o have children at his/her home without a parent’s permission and authorization from his/her supervisor.

Employees/volunteers of Washington Northeast Supervisory Union should consider whether:

The activities they are engaging in with a child are known to, or approved by, supervisors and/or parents. Child interactions should not be kept secret. They should be transparent.

Activities would raise concerns in the mind of a reasonable observer as to their appropriateness.

ACT ONE

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The organization may be detrimentally affected by the employees/volunteers activities.

The activity may be reasonably regarded as posing a risk to the personal integrity or security of a child.

The activity may contribute to a child’s discomfort.

The activity may appear inappropriate to the organization, the child’s family, or the public.

Note: Poor judgment will not be accepted as an excuse for inappropriate behavior.

Failure to adhere to the code of conduct by any employee/volunteer will result in an investigation and disciplinary action if necessary. Appropriate consequences / disciplinary actions are to be determined by management, and will be based on the nature and severity of the incident.

ACT ONE

7

Reporting and Documenting Suspected Child

Sexual Abuse

At WNESU, all children have the right to a safe and respectful environment that is free from sexual abuse. Any acts committed by an employee/volunteer that violate the code of conduct will not be tolerated. Any employee/volunteer engaging in such acts will be subject to a range of disciplinary procedures up to and including dismissal (see Suspension/Dismissal: Potentially Illegal Behaviour policy on page [Insert page number]. Similarly, employees/volunteers who are aware of breaches of the code of conduct, but fail to take appropriate action, may be subject to discipline.

Washington Northeast Supervisory Union is committed to:

Ensuring suspected abuse is reported

Ensuring we create an environment that encourages reporting

Treating all complaints as confidential

Parameters

This applies to all employees/volunteers of WNESU including full-time, part-time, contract, temporary or casual.

Employees/volunteers are required to immediately report all disclosures, allegations or indicators of sexual abuse regardless of source or content.

Procedures

Employee/volunteer:

1. Report suspected child sexual abuse, including any disclosures, to the Vermont Department for Children and Families (DCF)—within 24 hours.

2. Document the information using Incident Report Form A.

3. Inform supervisor about the report and provide him/her with the incident report form.

4. Keep the information confidential.

5. Do not investigate the allegation or determine accuracy.

ACT ONE

8

Reporting and Documenting Misconduct

(Inappropriate Behaviour)

At Washington Northeast Supervisory Union, all children have the right to a safe and respectful environment free from sexual abuse and/or inappropriate conduct. Acts committed by an employee/volunteer that violate the code of conduct will not be tolerated. Any employee/volunteer engaging in such acts will be subject to a range of disciplinary procedures up to and including dismissal. Similarly, employees/volunteers who are aware of breaches of the code of conduct, but fail to take appropriate action, may be subject to discipline.

Washington Northeast Supervisory Union is committed to:

Ensuring that prompt action is taken in regard to allegations of misconduct.

Ensuring we create an environment that encourages reporting.

Treating all complaints as confidential.

Parameters

This applies to all employees/volunteers of WNESU including full-time, part-time, contract, temporary or casual.

Employees/volunteers are required to immediately report all inappropriate behaviour or allegations of inappropriate behaviour as defined in the code of conduct.

Procedures

Employee/volunteer:

1. Treat the allegations of inappropriate behaviour seriously and reassure the child (if appropriate).

a. Document disclosure on Incident Report Form B.

2. Report immediately to your supervisor.

a. Document discussion on Incident Report Form B.

3. Keep the information confidential.

4. Do not investigate the allegation or determine accuracy.

ACT ONE

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Supervisor:

1. Consult with the Principal and determine whether concern is warranted.

a. Document determination on Incident Report Form B.

Principal and Supervisor:

1. Meet with accused employee/volunteer to discuss concerns reported.

a. Tell the employee/volunteer about the complaint without disclosing the source.

b. Ask the employee/volunteer to share his/her version of the story.

c. Document the discussion on Incident Report Form B.

2. Perform an investigation.

3. Seek legal counsel.

4. Document the outcome of the investigation on Incident Report Form B.

Other Matters of Note

Interference With the Conduct of an Investigation

A threat or promise made to discourage the filing of a complaint, or any interference with the conduct of an investigation, including an attempt to have a complaint withdrawn, is strictly prohibited and will result in disciplinary action.

Confidentiality

All complaints will be handled in confidence. We will not disclose the identity of any parties involved, or the circumstances of the complaint, except where necessary for the purpose of investigative or corrective action, where required by law, or for the protection of individuals. Similarly, employees/volunteers interviewed as part of an investigation under this policy shall treat all information in a confidential manner. An employee/volunteer who breaches confidentiality may be subject to discipline.

A copy of the documented incident shall be placed in the accused employee/volunteer’s human resource file. Any identifying information about the child victim or reporting person shall be removed from this copy. A generic letter shall also be placed in the file that indicates the alleged offence, how it was handled, and any follow-up that was completed.

ACT ONE

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Confidential Information

Employees/volunteers of WNESU are regularly entrusted with confidential information regarding the community it serves. All information with respect to third parties (including information related to children and families) received by employees/volunteers in the course of their involvement with WNESU are regarded as confidential.

Suspicions of child sexual abuse will only be shared with the employees/volunteers in the organization who need to know. WNESU will maintain confidentiality while keeping the interests of the child as the primary concern.

Procedure

Employees/volunteers: 1. All complaints against employees/volunteers will be directed through the formal

complaint process in a prompt manner.

2. No employee/volunteer shall attempt to address the situation on his/her own.

3. No employee/volunteer shall engage in, or threaten to engage in, retaliation against anyone who discloses, reports, or otherwise provides information with respect to alleged sexual abuse or misconduct.

1. No employee/volunteer shall disclose any information to the public or to the media

regarding WNESU policies, operations, employees, volunteers or complaints (reports).

2. Upon commencement of employment, the employee/volunteer shall sign a confidentiality agreement.

WORKSHEETS reproducible

Commit to Kids™ A Program to Help Child-Serving Organizations Prevent Sexual Abuse

Copyright © 2008-2010, Canadian Centre for Child Protection Inc. All rights reserved. You may print from the original CD and make copies for informational and

reference purposes only, provided this notice remains intact. This page may not be used or reproduced to generate revenue for any person.

INCIDENT REPORT FORM A:ADisclosure or suspicion of chilD sexual abuse

Part 1: Details of inciDent

CHIlD’S NAME

CHIlD’S DATE OF bIRTH

ORgANIzATION

CHIlD’S PARENT(S)/guARDIAN(S)

HOME ADDRESS

HOME PHONE NuMbER

CONTACT INFORMATION FOR PERSON COMPlETINg THIS FORM

Who the child disclosed to or who witnessed the incident:

NAME

ROlE

CONTACT INFORMATION

DATE & TIME OF INCIDENT

lOCATION OF INCIDENT

12

scharron

Typewritten Text

scharron

Typewritten Text





INCIDENT REPORT FORM A: (continued)ADisclosure or suspicion of chilD sexual abuse

Part 1: Details of inciDent (CONTINuED)

The context of the incident (what was occurring around the incident):

Who is aware of the allegations (parents, no one, etc.):

Were any other people involved, or did other people witness the alleged incident:

Information the accused employee/volunteer provides (detail exactly what s/he says and note their behavior):

13





INCIDENT REPORT FORM b:Bemployee/volunteer sexual misconDuct

Part 1: Details of inciDent

CHIlD’S NAME

CHIlD’S DATE OF bIRTH

ORgANIzATION

CHIlD’S PARENT(S)/guARDIAN(S)

HOME ADDRESS

HOME PHONE NuMbER

CONTACT INFORMATION FOR PERSON COMPlETINg THIS FORM

Who the child disclosed to or who witnessed the incident:

NAME

ROlE

CONTACT INFORMATION

DATE & TIME OF INCIDENT

lOCATION OF INCIDENT

14





INCIDENT REPORT FORM b: (continued)Bemployee/volunteer sexual misconDuct

Part 1: Details of inciDent (CONTINuED)

The context of the incident (what was occurring around the incident):

Who is aware of the allegations (parents, no one, etc.):

Were any other people involved, or did other people witness the alleged incident:

Information the accused employee/volunteer provides (detail exactly what s/he says and note their behavior):

15






Part 2: consult with supervisor

DATE TIME

Discussion with supervisor:

16






Part 3: Discussion with employee/volunteer

17






Part 4: follow-up

• Documentongoingfeedbackwithanyoneregardingthisincident

• Documentoutcomeoftheincident

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To: Mandated Reporters From: Cindy Walcott, Deputy Commissioner, Family Services Division Date: July 22, 2015 Subject: Changes to Mandated Reporting and Information Sharing in S.9/Act 60

Act 60 (formerly known as S.9) is in effect as of July 1, 2015. This legislation makes improvements across the child protection system, including changes to mandated reporting procedures and information sharing across the system. This memo includes updated information and guidance for mandated reporters. Please help us make sure other mandated reporters in your organization, including staff and colleagues, have this information. Share it! A mandated reporter is any: Health care provider, including any chiropractor, dentist, emergency medical personnel, hospital

administrator, intern, licensed practical nurse, medical examiner, osteopath, pharmacist, physician, physician assistant, psychologist, registered nurse, resident physician, and surgeon;

Individual who is a) employed by a school district or an approved or recognized independent school or b) contracted and paid by a school district or an approved or recognized independent school to provide student services, including any school superintendent, school principal, headmaster of an approved or recognized independent school, school teacher, student teacher, school librarian, and school guidance counselor;

Agency of Human Services employee, contractor, or grantee who has contact with clients; Camp administrator, counselor, and owner, including any residential and nonresidential camp and

recreational program; Childcare worker, clergy member, mental health professional, and social worker; and Police officer and probation officer. Mandated Reporter Webpage: Visit mandatedreporters.vt.gov to get the latest information on reporting, a sign-up for email updates, links to relevant information, and a link to online training once it’s available. Mandated Reporter Training: We are working on a web-based training for mandated reporters that should be available in fall 2015. In the meantime, please direct any training requests to your local Family Services District Office. A list of our offices is available at mandatedreporters.vt.gov (click on the link for FSD District Offices). The Family Services Division (FSD) of the Department for Children and Families (DCF) shares an important responsibility with all Vermonters: keeping children safe and ensuring they live in safe, supportive, and healthy environments. Accomplishing these goals requires cooperation between FSD and mandated reporters. We are grateful for your continued collaboration and support, and we believe the changes in Act 60 will make our partnership better. Please contact Lindsay Barron at [email protected] if you have questions about this memo. Please Note: while the Statute that governs reporting in Vermont is cited throughout this memo (e.g.,

33 VSA § 4913), it will not be updated on the “Vermont Statutes Online” website until late fall. In the meantime, please refer to Act 60 if you want more detailed information about the law. You can access it from the mandatedreporters.vt.gov webpage.

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http://mandatedreporters.vt.gov



I. Reporting Child Abuse or Neglect Act 60 resulted in important changes to reporting requirements. Additionally, some definitions of abuse and neglect were revised (see Section II below). The new reporting standard is:

Any mandated reporter who reasonably suspects abuse or neglect of a child shall report in accordance with the provisions of section 4914 of this title within 24 hours of the time information regarding the suspected abuse or neglect was first received or observed (33 VSA § 4913(c)).

This revised standard includes some important changes:

The previous standard (“have reasonable cause to believe” a child has been abused or neglected) is no longer in effect. A report now must be made when a mandated reporter “reasonably suspects” abuse and neglect.

The individual who suspects abuse or neglect must make a report directly; it is no longer sufficient to “cause a report to be made”.

A report must be made within 24 hours of the time information about suspected abuse or neglect was first received or observed. Calling law enforcement is not the same as reporting suspected abuse or neglect to FSD. You must notify FSD directly.

While organizations may have their own policies related to notifying supervisors or management about suspected child abuse or neglect, individual mandated reporters are legally required to report suspected child abuse and neglect to FSD within 24 hours. Each mandated reporter is responsible for making a report on time and is liable if one is not made. No one, including supervisors and managers, may prevent a mandated reporter from making a report within the required timeframe.

Liability: A person who files a report in good faith has immunity from any criminal or civil liability. Failure of a mandated reporter to report can result in criminal prosecution and a fine of up to $500. If a mandated reporter failed to report with the intent to conceal the abuse or neglect, the penalty increases to up to six months in prison and a fine of up to $1,000 (33 VSA §4913). Group Reporting: If more than one individual within an organization needs to make a report about the same information or incident, FSD strongly recommends they report as a group — by phone or in writing. The same 24-hour time limit applies.

I. The best way to ensure a staff or team has met their legal responsibility is by having everyone with direct knowledge of the information in the room together when the report is made. The names of everyone who is in the room making the report should be clearly communicated to FSD.

II. Another option is for one person to draft a written report and have everyone involved sign it. When In Doubt: Please call us for advice if you:

Are not sure a report is warranted; or

Are considering telling the parents about your report. In some cases, this could endanger the child and hinder the response.

"Reasonably suspects abuse or neglect of a child” means that you need only suspect that abuse or neglect might have taken place to make a report. When in doubt, report!

To report child abuse or neglect, call 1-800-649-5285 or fax a written report to (802) 241-3301 — 24 hours a day, 7 days a week. If a child is in immediate danger, dial 911 or your local police first. Then, call FSD to make a report.

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II. Definitions of Abuse and Neglect Act 60 made some changes to child abuse definitions. This will impact how FSD screens intakes, conducts child safety interventions and makes substantiation decisions. While many of the new terms also have definitions in the criminal code, FSD definitions are not the same as those in the criminal code. The following definitions were either added or revised by Act 60 (33 VSA § 4912):

An abused or neglected child (revised definition): One whose physical health, psychological growth and development or welfare is harmed or is at substantial risk of harm by the acts or omissions of his or her parent or other person responsible for the child’s welfare. It also means a child who is sexually abused or at substantial risk of sexual abuse by any person and a child who has died as a result of abuse or neglect.

Serious physical injury (new statutory definition): means, by other than accidental means: A. Physical injury that creates any of the following:

i. A substantial risk of death; ii. A substantial loss or impairment of the function of any bodily member or organ; iii. A substantial impairment of health; or iv. Substantial disfigurement; or

B. Strangulation by intentionally impeding normal breathing or circulation of the blood by applying pressure on the throat or neck or by blocking the nose or mouth of another person (33 VSA § 4912(17)).

Risk of harm (revised definition): A significant danger that a child will suffer serious harm by other than accidental means, which harm would be likely to cause physical injury or sexual abuse, including as the result of:

A. A single, egregious act that has caused the child to be at significant risk of serious physical injury;

B. The production or preproduction of methamphetamines when a child is actually present; C. Failing to provide supervision or care appropriate for the child’s age or development and, as a

result, the child is at significant risk of serious physical injury; D. Failing to provide supervision or care appropriate for the child’s age or development due to use

of illegal substances, or misuse of prescription drugs or alcohol; E. Failing to supervise appropriately a child in a situation in which drugs, alcohol, or drug

paraphernalia are accessible to the child; and F. A registered sex offender or person substantiated for sexually abusing a child residing with or

spending unsupervised time with a child (33 VSA § 4912(14)).

Sexual abuse (revised definition): Consists of any act or acts by any person involving sexual molestation or exploitation of a child, including:

A. Incest; B. Prostitution; C. Rape; D. Sodomy; E. Lewd and lascivious conduct involving a child; F. Aiding, abetting, counseling, hiring, or procuring of a child to perform or participate in any

photograph, motion picture, exhibition, show, representation, or other presentation which, in whole or in part, depicts sexual conduct, sexual excitement, or sadomasochistic abuse involving a child;

G. Viewing, possessing, or transmitting child pornography, with the exclusion of the exchange of images between mutually consenting minors, including the minor whose image is exchanged;

H. Human trafficking; I. Sexual assault; J. Voyeurism; K. Luring a child; or L. Obscenity (33 VSA § 4912(15)).

Refer to FSD Policy 50 for child abuse and neglect definitions. It is available online at mandatedreporters.vt.gov. Click on the link for FSD policies.

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III. Information Sharing

Act 60 encourages information sharing across the child protection system. FSD is committed to sharing information with mandated reporters whenever possible to support child safety and facilitate collaboration. We endeavor to make sure individuals who need information can receive it, whether through verbal communication or sharing documents. Unless otherwise noted below, records or information should be provided as soon as reasonably possible following a request. Any confidential information received cannot be disclosed to a person who is not authorized to receive that information.

FSD is obligated to provide certain records and information to various people and entities. The table below provides an overview of what information may be shared. For more information, refer to Policy 157: Records and Information Sharing. It is available online at mandatedreporters.vt.gov (click on the link for FSD policies).

Type of information To whom? By whom, how, when?

Acceptance of a report and track assignment Mandated reporters

The assigned social worker, promptly as part of

child safety intervention Non-acceptance of a report Mandated reporters Centralized Intake, by letter Whether investigation was

substantiated; whether assessment resulted in need

for services

Mandated reporters

District Office or Residential Licensing, by letter at the

conclusion of a child safety intervention

Records, upon request

The Court, parties to the juvenile proceeding, and the child’s guardian ad litem if there is a pending

juvenile proceeding or if the child is in the custody of the Commissioner

District Office

Law enforcement officers engaged in a joint investigation with the Department, Assistant

Attorney General, or a State’s Attorney

District Office or Residential Licensing, as part of child

safety intervention Other State agencies conducting related inquiries or

proceedings Central Office

Relevant records or information, upon request

Information may be provided

verbally, or in writing.

Determinations of relevancy shall be made by the

Department.

A person, agency, or organization, including empaneled multidisciplinary team authorized to

diagnose, care for, treat, or supervise the child or who is responsible for the child’s health or welfare

District Office

Health and mental health care providers working directly with the child or family who is the subject of

the report or record District Office

Educators working directly with the child or family District Office Licensed or approved foster caregivers for the child District Office Mandated reporters engaged in an ongoing working

relationship with the child or family who is the subject of the report

District Office

A Family Division of the Superior Court involved in any proceeding in which custody of a child or

parent-child contact is at issue District Office

A Probate Division of the Superior Court involved in guardianship proceedings District Office

Other governmental entities for purposes of child protection Central Office

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What happens to reports?1. A supervisor reviews each report.

The supervisor decides whether a report can be accepted for intervention according to Vermont law and departmental policy. Several factors are considered, including:

ÎThe child’s age; ÎThe alleged abuser’s relationship to the child; and ÎThe nature of the allegation.

2. If a report is accepted, the supervisor determines the appropriate intervention.Vermont law authorizes two types of intervention: assessment and investigation. An investigation is required in certain situations, including when a report alleges that:

ÎA child was sexually abused by someone over 10; ÎA child is at risk of harm for sexual abuse by an adult; ÎSomething a person responsible for a child’s welfare1 did or didn’t do resulted in a child’s death or serious injury; or ÎA person responsible for a child’s welfare1: • Abandoned a child; • Maliciously punished a child;• Physically abused a child under

three or one of any age who does not talk or is not able to walk; or

• Allowed a child to be exposed to methamphetamine production.

3. FSD opens an investigation or assessment.A social worker is assigned to the case and the selected intervention begins, usually within 72 hours but sooner if a child is in imminent danger.

Both types of intervention include similar steps:a. Assessing a child’s immediate safety;b. Assessing the risk of future

maltreatment; c. Determining the outcome of the

intervention; andd. If needed, opening a case for ongoing

services.

The main difference between the two interventions is that an investigation requires a formal determination of whether the reported abuse or neglect happened and should be substantiated, while an assessment does not.

Who can make a report?While all Vermonters are encouraged to report their concerns about children’s safety to FSD, certain people — called mandated reporters — are required by law to do so.

If you work in one of the professions listed below, you are a mandated reporter. This means that you alone are legally required to report suspected child abuse or neglect to FSD within 24 hours.

Mandated Reporters in Vermont

• Chiropractor, dentist, emergency medical personnel, licensed practical nurse, medical examiner, mental health professional, osteopath, pharmacist, physician, physician’s assistant, psychologist, registered nurse, surgeon, any other health care provider;

• Hospital administrator, intern, resident physician in any hospital in the state;

• School superintendent, principal, headmaster, teacher, librarian, guidance counselor, other individual regularly employed by, or contracted and paid by, a school district or independent school to provide student services;

• Child care worker, police officer, probation officer, social worker, clergy member;

• Residential and non-residential camp administrator, counselor, or owner; and

• Employee, contractor, or grantee of the Agency of Human Services who has contact with clients.

The Family Services Division (FSD) of the Department for Children and Families shares an important responsibility with all Vermonters: keeping children safe and making sure their basic needs are met.

How do I make a report?Call 1-800-649-5285 — 24 hours a day, 7 days a week. If the child is in immediate danger, dial 911 or your local police first. Then, call FSD to make a report.

What happens when I call?A social worker will: 1. Question you about the situation;2. Record the information you provide; 3. Ask you to fill out a written report; and

4. In some cases, ask you to gather more information.

Try to have as much information on hand as possible (e.g., the child’s name, date of birth, home address, school or child care provider, and parents’ names).

What if I’m not sure it’s abuse?Please call us for advice, if you:• Are not sure a report is warranted; or • Are considering telling the parents about

your report. In some cases, this could endanger the child and hinder the response.

1Person responsible for a child’s welfare includes:

• The child’s parent, guardian, or foster parent;

• Any other adult residing in the child’s home who serves in a parental role;

• An employee of a public or private residential home, institution or agency; or

• Other person responsible for the child’s welfare while in a residential, educational or child care setting, including any staff person.

If you suspect that a child is being abused or neglected, report it. Protecting children is everyone’s business!

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How to Report Suspected Child Abuse & Neglect

(Updated 07•14)

What happens at the end of an assessment or investigation?An assessment results in:• A determination of the family’s need for

ongoing services, based on the assessed risk of future maltreatment.

An investigation results in both: 1. A determination of the family’s need for

ongoing services, based on the assessed risk of future maltreatment; and

2. A formal determination of whether the reported abuse or neglect occurred. The report is either substantiated or unsubstantiated.

What information may be shared with me?If you are a mandated reporter, we may share the following with you: • Whether your report was accepted for

investigation or assessment; • If an investigation was conducted,

whether it was substantiated; and • If an assessment was conducted,

whether a need for services was found. can I be sued?Vermont law provides you with immunity from civil or criminal liability as long as your report was made in good faith.

What about HIPaa?The HIPAA privacy rule allows covered organizations to disclose protected health information to report suspected child abuse or neglect to government authorities authorized by law to receive such reports.

Is my report confidential?We will not divulge your identity unless: • You give us your permission to do so; • Your report leads to a court or human

services board proceeding; • A court finds probable cause to believe

your report was not made in good faith and orders DCF to divulge your identity; or

• The person substantiated for abuse requests a review of the decision, and we determine that identifying information about you can be provided without compromising your safety.

1-800-649-5285

(24 hours a day, 7 days a week) dcf.vermont.gov/fsd

07/14 • 15,000

agency of Human Services

If English is not your

primary language and you need help understanding this

information, please let us know.

Child Abuse and NeglectVermont law (33.V.S.A. 49, § 4912) defines an abused or neglected child one whose physical health, psychological growth and development or welfare is harmed or is at substantial risk of harm by the acts or omissions of his or her parent or other person responsible for the child’s welfare. It also means a child who is sexually abused or at substantial risk of sexual abuse by any person.

Harm can occur by: 1. Abandonment of the child, 2. Emotional maltreatment, 3. Neglect, or4. Physical injury.

Emotional Maltreatment: a pattern of malicious behavior, which results in impaired psychological growth and development.

Neglect: failure to supply a child with adequate food, clothing, shelter or health care.

Physical Injury: death, permanent or temporary disfigurement, or impairment of any bodily organ or function other than by accidental means.

Sexual Abuse: any act or acts by any person involving sexual molestation or exploitation of a child including but not limited to incest, prostitution, rape, sodomy, or any lewd and lascivious conduct involving a child. Sexual abuse also includes the aiding, abetting, counseling, hiring, or procuring of a child to perform or participate in any photograph, motion picture, exhibition, show, representation, or other presentation which, in whole or in part, depicts a sexual conduct, sexual excitement or sadomasochistic abuse involving a child.

Risk of Harm: a significant danger a child will suffer serious harm other than by accidental means, likely to cause physical injury, neglect, emotional maltreatment, or sexual abuse.

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Report Child Abuse: 1-800-649-5285

Fax Report To: (802) 241-3301

Report of Suspected Child Abuse and Neglect Child’s name:

Child’s address: Birthdate or approximate age:

Was an oral report made to FSD?

Yes No If yes, who made the report? When was it made?

Parents or other person responsible for child’s care Name of Person 1:

Address:

Relationship to child:

Phone number(s):

Birthdate or approximate age:

Name of Person 2:

Address:


Phone number(s):


Suspected perpetrator Name:

Address:


Phone number(s):


Other person with knowledge of the alleged abuse Name:

Address:

Phone number(s):

Explain the suspected abuse/neglect, including the nature and extent of the child’s injuries; any evidence of previous abuse/neglect to the child or the child’s siblings; and other information you believe might help establish the cause of the injuries/reason for the neglect, protect the child, and support the family (use extra sheet if needed):

25

Are there any siblings in the family? Yes No If yes, names of the siblings: _________________________________________________________________________ Has the injury or problem been discussed with the family? Yes No Is the family aware you are making this report? Yes No Other information available: Medical exam Photographs Hospital Records X-Rays

Person(s) making this report Name:

Address:

Phone number(s):

Title or relationship to child:

Agency:

Signature(s):

Date:

For information on mandated reporting, go to:

mandatedreporters.vt.gov

Fax this report to (802) 241-3301 (24 hours a day, 7 days a week).

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http://mandatedreporters.vt.gov/

27

The Use of Restraint or Seclusion:

What staff should know about Vermont State Rule 4500 Cabot School and Twinfield Union School promote the practice of Positive Behavior Intervention Supports (PBIS). When a child or student is displaying either anger or aggression toward peers or adults the goal is to work with the child to de-escalate and redirect the child without using physical restraint or seclusion. Only staff trained in an approved restraint program are permitted to restrain a child or student. If any staff person in an emergency situation uses physical restraint or seclusion, the new rule requires that they report the incident to the building principal as soon as possible, and no later than the end of the school day. If the principal deems that a restraint or seclusion was used, the staff person will be asked to fill out the Restraint & Seclusion Incident Report Notification. A copy of the Restraint & Seclusion Report must be sent to the Special Service Director when it is received by the school administrator, as certain Restraint & Seclusion events must be reported to the Secretary of Education. Physical restraint Does not include: 1. Momentary periods of physical restriction by direct person-to-person contact, accomplished with

limited force and designed either to prevent a student from completing an act that would result in potential physical harm to himself/herself or another person; or to remove a disruptive student who is unwilling to leave the area voluntarily;

2. The minimum contact necessary to physically escort a student from one place to another; 3. Hand-over-hand assistance with feeding or task completion; or techniques prescribed by a qualified

medical professional for reason of safety or for therapeutic or medical treatment.

Seclusion means the confinement of a student alone in a room or area from which the student is prevented or reasonably believes he or she will be prevented from leaving. Seclusion does not include time-out where a student is not left alone and is under adult supervision. All Staff are encouraged to become familiar with Rule 4500 regarding Restraint and Seclusion. Copies of the rule can be found in the main office or on the Department of Education Website. If you have specific questions about the new rule please contact by email: Mark Tucker, Special Services Director at [email protected] . Crisis Prevention Intervention: WNESU Approved De-escalation and Restraint Training

When necessary, in accordance to State Rule 4500 4502.4, only staff trained in an approved restraint program are permitted to restrain a child or student. Physical restraint or seclusion shall only be imposed: (a) by school personnel or contract service providers who have been trained to provide the selected intervention unless, due to the unforeseeable nature of the danger of the circumstance (e.g. the imminent risk of harm to the student, another student, or staff member), trained personnel are not immediately available.

1. Washington Northeast Supervisory Union will insure that there is not less than one (1), and preferably two (2) trainers, trained in a Vermont Department of Education recommended physical restraint training program. a.) WNESU has selected Crisis Prevention Institution (CPI) and has two trainers authorized

(certified) to train other school personnel.

mailto:[email protected]

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b.) CPI Trainers are required to provide a minimum of eighteen (18) hours of trainings per year to maintain their certification and insure each school district sustains well-trained staff.

2. Each School district will maintain a Crisis Prevention Team consisting of no less than five (5) staff trained in CPI. a.) First-time Crisis Prevention Team members will be required to complete, at a minimum,

twelve (12) hours of CPI training. b.) Crisis Prevention Team members will receive annual recertification training two times a year

of not less than four (4) hours each. c.) Each School District Crisis Prevention Team is encouraged to meet on a regular basis for

additional practice to maintain their proficiency.

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Washington Northeast Supervisory Union Restraint or Seclusion Incident Report Notification Type:

□ Staff Report to Administrator Any person who imposes a restraint or seclusion shall report its use to the school administrator as soon as possible, but in no event later than the end of the school day of its use. □ Administrator Report to Superintendent Reports to the Superintendent shall be made within three school days of the incident whenever:

a. There is death, injury or hospitalization to staff or student as a result of a restraint or seclusion; or b. An individual employee or contracted service provider has engaged in the use of physical restraint or seclusion three (3) separate times on one (1) or more students; or c. Physical restraint has been used for more than fifteen (15) minutes; or d. Any student has been restrained or secluded three (3) or more times per school year; or e. A student has been restrained or secluded more than once in a school day; or f. A student is restrained or secluded who is not on a behavioral intervention plan; or g. Restraint or seclusion has been used in violation of these rules, including the use of any prohibited form of restraint. Learning environments other than public schools shall fulfill this reporting requirement by reporting to the Superintendent of the Supervisory Union that is the LEA or sending district for the student. If there is no sending district or LEA, this requirement shall be fulfilled by reporting to the Commissioner of the Department of Education

□ Superintendent Report to DOE Commissioner: The Superintendent of the supervisory union/district shall report the use of restraint or seclusion to the Commissioner of the Department of Education within three (3) school days of incident whenever:

a. There is death, injury requiring outside medical treatment or hospitalization to staff or student as a result of a restraint or seclusion; or b. Physical restraint or seclusion has been used for more than thirty (30) minutes or c. Physical restraint or seclusion has been used in violation of these rules, including the use of any prohibited restraint or seclusion.

In addition to this incident report, a written review with recommendations of the superintendent must be provided.

Student Information: Student Name: Student Address:

Age: Gender: Grade: Check if applicable: □ IEP □ 504 □ BIP □ ESP □ Other, explain:

School Information: (name and address)

Restraint/Seclusion Incident Description: Date Incident Occurred: Time restraint/seclusion began:

Time restraint/seclusion ended:

Location of incident: □ Classroom □ Hall □ Cafeteria □ Playground □ Other: _______________________

Precipitating Event:

Reason for Restraint/Seclusion:

Type of Restraint/Seclusion Used: Description of efforts made to deescalate and alternatives to physical restraint/seclusion that were attempted:

List of school personnel who administered/monitored the seclusion or restraint: Name Position/Title Trained to use Restraint?

□ Yes □ No

□ Yes □ No

□ Yes □ No

Did any injury or hospitalization occur as a result of the incident? □ No □ Yes

If yes, describe:

Date notification was provided to student’s parents/guardians: Physical Restraint means the use of physical force to prevent an imminent and substantial risk of bodily harm to the student or others. Physical restraint does not include: a. Momentary periods of physical restriction by direct person-to-person contact, accomplished with limited force and designed either to prevent a student from

completing an act that would result in potential physical harm to himself/herself or another person; or to remove a disruptive student who is unwilling to leave the area voluntarily;

b. The minimum contact necessary to physically escort a student from one place to another; c. Hand-over-hand assistance with feeding or task completion; or Techniques prescribed by a qualified medical professional for reason of safety or for therapeutic or

medical treatment. Seclusion means the confinement of a student alone in a room or area from which the student is prevented or reasonably believes he or she will be prevented from leaving. Seclusion does not include time-out where a student is not left alone and is under adult supervision.

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FERPA: Basic Guidelines for Faculty and Staff

The Family Education Rights and Privacy Act of 1974, commonly known as FERPA, is a federal law that protects the privacy of student education records. Students have specific, protected rights regarding the release of such records and FERPA requires that institutions adhere strictly to these guidelines. Therefore, it is imperative that the faculty and staff have a working knowledge of FERPA guidelines before releasing educational records.

Educational Records

FERPA gives parents, guardians and students over the age of 18 the following rights regarding educational records:

Right to inspect and review their own records; Right to seek amendment of their records; Right to consent to disclosure; Right to file a complaint with the Department of Education; Right to opt out of directory information (provide a definition of directory information); Definition of school officials and legitimate educational interest; Records transfer policy.

Parents, guardians and students over the age of 18, have a right to know about the purpose, content, and location of information kept as a part of their educational records. They also have a right to expect that information in their educational records will be kept confidential unless they give permission to the school to disclose such information. Therefore, it is important to understand how educational records are defined under FERPA. Educational records are defined by FERPA as:

Records that directly relate to a student and that are maintained by an educational agency or institution or by a party acting for the agency or institution. Educational records are directly related to the student and are either maintained by the school or by a party or organization acting on behalf of the school. Such records may include:

Written documents; (including student advising folders) Computer media; Microfilm and microfiche; Video or audio tapes or CDs; Film; Photographs

Any record that contains personally identifiable information that is directly related to the student is an educational record under FERPA. This information can also include records kept by the school in the form of student files, student system databases kept in storage devices such as servers, or recordings or broadcasts which may include student projects.

Records Not Considered As Educational Records

The following items are not considered educational records under FERPA:

Private notes of individual staff or faculty; (NOT kept in student advising folders); Medical records (which are covered under HIPAA); Statistical data compilations that contain no mention of personally identifiable information about any

specific student.

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Faculty notes, data compilation, and administrative records kept exclusively by the maker of the records that are not accessible or revealed to anyone else are not considered educational records and, therefore, fall outside of the FERPA disclosure guidelines. However, these records may be protected under other state or federal laws such as the doctor/patient privilege. It is recommended that you check to make sure that you fully comply with these disclosure guidelines before disseminating any of this information.

Two Types of Educational Records

There are two types of educational records as defined under FERPA. Each type of educational record is afforded different disclosure protections. Therefore, it is important for faculty and staff to know the type of educational record that is being considered for disclosure.

Directory Information

Some information in a student's educational record is defined as directory information under FERPA. Under a strict reading of FERPA, the school may disclose this type of information without the written consent of the student. However, the student can exercise the option to restrict the release of directory information by submitting a formal request to the school to limit disclosure. Directory information may include:

Name Address Telephone number Date and place of birth Dates of attendance Grade level Enrollment status Participation in activities and sports Weight and height of athletes Degrees, honors, awards Photograph

Though it is not specifically required by FERPA, institutions should always disclose to the parents/guardians or students over the age of 18 that such information is considered by the school to be directory information and, as such, may be disclosed to a third party upon request. Institutions should err on the side of caution and request, in writing, that the parent/guardians or students over the age of 18 allow the school to disclose directory information to third parties.

Non-directory Information

Non-directory information is any educational record not considered directory information. Non-directory information must not be released to anyone without the prior written consent of the parents/guardians and students over the age of 18. Further, faculty and staff can access non-directory information only if they have a legitimate academic need to do so. Non-directory information may include:

Social security numbers; Student identification number; Race, ethnicity, and/or nationality; Gender Transcripts; grade reports Academic or Behavior Plans and any supporting documents

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Transcripts are non-directory information and, therefore, are protected educational records under FERPA. Students have a right to privacy regarding transcripts held by the school where third parties seek transcript copies.

Institutions should require that the parent/guardian or student over the age of 18, first submit a written request to have transcripts sent to any third party as the privilege of privacy of this information is held by the student under FERPA.

Prior Written Consent

In general, a the parent/guardian or student over the age of 18’s prior written consent is always required before institutions can legitimately disclose non-directory information. Institutions may tailor a consent form to meet their unique academic needs. However, prior written consent must include the following elements:

Specify the records to be disclosed; State the purpose of the disclosure; Identify the party or class of parties to whom the disclosure is to be made; The date; The signature of the parent/guardian or student over the age of 18, whose record is to be disclosed; The signature of the custodian of the educational record.

Institutions do not need prior written consent to disclose non-directory information where the health and safety of the student is at issue, when complying with a judicial order or subpoena, or where, as a result of a crime of violence, a disciplinary hearing was conducted by the school, a final decision was recorded, and the alleged victim seeks disclosure. In order for institutions to be able to disseminate non-directory information in these instances FERPA requires that institutions annually publish the policies and procedures that the institutions will follow in order to meet FERPA guidelines.

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Student Records

A set of permanent student records is kept by each school district. In all cases a student will have a permanent record kept in the school’s main office and a health record kept by the school nurse. The student’s permanent record will contain contact and emergency information, a copy of their birth certificate, any documents pertaining to legal custody and a complete record of report cards and transcripts. The health record contains the student’s immunization record and any other pertinent health and medical information the school nurse should be aware of. If a student is found eligible for an IEP, Act 504 or EST plan, a third set of records is maintained by school personnel. In the case of a student in special education and on an IEP, the records are kept by the school’s special education department. Act 504 and EST plans may be kept by staff designated to maintain the records, but also should be found in the student’s permanent records in the main office. Access to student records is based on your professional right or “need to know” specific student information that may impact the student’s program, academics, challenges, disabilities or behavior issues, and you are the student’s teacher, case manager, guidance person, or you have a direct professional relationship with the student’s education. (See Confidentiality)

In the case of a student in special education in your classroom, the special education case manager will provide you with a copy of the student’s IEP with a list of the student’s special education services, accommodations and modifications (see Regular Classroom Teacher Special Education Responsibilities). As a classroom teacher it is imperative that you are familiar with all students’ IEP, Act 504 and EST plans and insure they are fully implemented in your classroom.

In the case of a student’s health and medical records, the school nurse will inform you of any health or medical information you need to know regarding a student, if the health or medical concern might present itself while the student is in your classroom or in the school building.

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CONFIDENTIALITY

GENERALLY SPEAKING

Unless we have a need to know or need to discuss information about a student with another professional directly involved with the student, we shouldn’t ask about, or tell anyone else about anything that includes a student’s personally identifiable information.

PERSONALLY IDENTIFIABLE INFORMATION

A student’s name, parent or family name or other student/family information Address or place of residence SS number or other ID number Information about health and disability

ALSO, ANY DISCUSSION OF

A student’s program, plan or evaluation Team meeting information Academic or behavioral issues Accommodations Other challenges

YOU HAVE A NEED TO KNOW IF

You are a student’s teacher, advisor or directly work with the student You are an IEP, EST, 504 or evaluation team member

COMMON SITUATIONS

A parent, guardian or community member asks you a question in the community, such as the market, convenience store, a sporting event or at a community function:

If you’re not the student’s teacher or case manager, although it may be tempting to respond, don’t. It is not ethical and could lead to an administrative disciplinary action. Simply advise the parent to contact the case manager, teacher or school administrator – or whoever is appropriate to address the person’s inquires.

If the person asking questions is not the specific parent or guardian of the student in question you must decline to discuss any aspect of the situation and refer the person to the office.

It is not appropriate to discuss student information with those not professionally involved with the student. That means that discussions about a student’s behavior plan in the staff lunch room, among all of the teachers and support staff, is unethical. We should refrain

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from necessary exchanges of such information in settings in which our discussion can be overheard by anyone else. This includes the office, staff room, library, hallway, or in the community: anywhere but a private area. Only the staff that has a working relationship with the student should be privy to discussions about the student’s progress in school.

You see a behavior or intervention and wish to assist or comment:

Again, unless it is an emergency, report any concerns you might have to the teacher, case manager or principal. If there is someone working with the student, ask if additional help is necessary. Don’t assume that a situation requires additional personnel or that you have a better idea as to how to deal with the student.

FINAL NOTE

In small school districts such as ours, everyone seemingly knows an awful lot about everything: Who is or isn’t on an IEP; who’s having behavioral issues; and who’s doing well or poorly on a given day. Our smallness notwithstanding, however, we cannot take anything for granted. We need to treat each situation with confidentiality and professionalism.

If you have questions about confidentiality or specific situations, discuss them with your direct supervisor or school administrator.

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Arrival/Dismissal Procedures The school day begins at 8:20 a.m. and concludes at 2:50 p.m. Parents/guardians who drive their child(ren) to school are asked to leave students at school no earlier than 8:05 a.m. Students who arrive after 8:20 a.m. are to sign in at the main office and obtain a pink tardy slip to present when entering class. Students will be dismissed to their buses at 2:50. Buses should leave the school by 3:00. Students should bring a note to their homeroom teacher or TA if they are being dismissed early from school or have alternate dismissal plans for the day. Elementary students are signed out by parents or other authorized adult in the cafeteria. All students must be out of the building at the end of the school day unless arrangements have been made with a teacher, coach, club advisor or administrator.

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CABOT SCHOOL – TWINFIELD UNION SCHOOL

POLICY G11 RESPONSIBLE COMPUTER, NETWORK & INTERNET USE

The Washington Northeast Supervisory Union and Cabot and Twinfield Union School Districts recognize that information technology (IT) is integral to learning and educating today’s children for success in the global community and fully supports the access of these electronic resources by students and staff. The purpose of this policy is to:

1. Create an environment that fosters the use of information technology in a manner that supports and enriches the curriculum, provides opportunities for collaboration, and enhances staff professional development.

2. Ensure the district takes appropriate measures to maintain the safety of everyone who accesses the districts’ information technology devices, network and web resources while fostering a broad range of intellectual curiosity.

3. Comply with the requirements of applicable federal and state laws that regulate the provision of access to the internet and other electronic resources by school districts.

Policy It is the policy of the Washington Northeast Supervisory Union and Cabot and Twinfield Union School Districts to provide students and staff access to a multitude of information technology (IT) resources including the Internet. These resources provide opportunities to enhance learning and improve communication within our community and with the global community beyond. However, with the privilege of access comes the responsibility of students, teachers, staff and the public to exercise responsible use of these resources. The use by students, staff or others of district IT resources is a privilege, not a right. The same rules and expectations govern student use of IT resources as apply to other student conduct and communications, including but not limited to the district’s harassment and bullying policies. The district’s computer and network resources are the property of the district. Users shall have no expectation of privacy in anything they create, store, send, receive or display on or over the district’s computers or network resources, including personal files and electronic communications. The superintendent is responsible for establishing procedures governing use of IT resources consistent with the provisions of this policy. These procedures must include:

1. An annual process for educating students about responsible digital citizenship. As defined in this policy, a responsible digital citizen is one who:

Respects One’s Self. Users will maintain appropriate standards of language and behavior when sharing information and images on social networking websites and elsewhere online. Users refrain from distributing personally identifiable informationabout themselves and others.

Respects Others. Users refrain from using technologies to bully, tease or harass other people. Users will report incidents of cyber bullying and harassment in accordance with the district’s policies on bullying and harassment. Users will also refrain from using another person’s system account or password or from presenting themselves as another person.

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Protects One’s Self and Others. Users protect themselves and others by reporting abuse and not forwarding inappropriate materials and communications. They are responsible at all times for the proper use of their account by not sharing their system account password.

Respects Intellectual Property. Users suitably cite any and all use of websites, books, media, etc.

Protects Intellectual Property. Users request to use the software and media others produce.

2. Provisions necessary to ensure that Internet service providers and other contractors

comply with applicable restrictions on the collection and disclosure of student data and any other confidential information stored in district electronic resources.

3. Technology protection measures that provide for the monitoring and filtering of online activities by all users of district IT, including measures that protect against access to content that is obscene, child pornography, or harmful to minors. The district recognizes its responsibility to screen material not suited to students, but within that constraint also recognizes the value of the internet and technology to allow students a full exploration of ideas, including unpopular ones, and shall not limit student access to information based solely on ideology.

4. Methods to address the following: Control of access by minors to sites on the Internet that include inappropriate

content, such as content that is: Lewd, vulgar, or profane Threatening Harassing or discriminatory Bullying Terroristic Obscene or pornographic

The safety and security of minors when using electronic mail, social media sites, and other forms of direct electronic communications.

Prevention of unauthorized online access by minors, including “hacking” and other unlawful activities.

Unauthorized disclosure, use, dissemination of personal information regarding minors.

Restriction of minors’ access to materials harmful to them.

5. A process whereby authorized persons may temporarily disable the district’s Internet filtering measures during use by an adult to enable access for bona fide research or other lawful purpose.

Policy Application This policy applies to anyone who accesses the district’s network, collaboration and communication tools, and/or student information systems either on-site or via a remote location, and anyone who uses the district’s IT devices either on or off-site.

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Limitation/Disclaimer of Liability The District is not liable for unacceptable use or violations of copyright restrictions or other laws, user mistakes or negligence, and costs incurred by users. The District is not responsible for ensuring the accuracy, age appropriateness, or usability of any information found on the District’s electronic resources network including the Internet. The District is not responsible for any damage experienced, including, but not limited to, loss of data or interruptions of service. The District is not responsible for the accuracy or quality of information obtained through or stored on the electronic resources system including the Internet, or for financial obligations arising through their unauthorized use. Enforcement The district reserves the right to revoke access privileges and/or administer appropriate disciplinary action for misuse of its IT resources. In the event there is an allegation that a user has violated this policy, a student will be provided with notice and opportunity to be heard in the manner set forth in the student disciplinary policy. Allegations of staff member violations of this policy will be processed in accord with contractual agreements and legal requirements.

Legal Reference(s):

17 U.S.C. §§101-120 (Federal Copyright Act of 1976 as amended)

20 U.S.C. § 6777 et seq. (Enhancing Education Through Technology Act)

18 U.S.C. §2251 (Federal Child Pornography Law—Sexual Exploitation and Other Abuse of Children)

47 U.S.C. §254 (Children’s Internet Protection Act) 47 CFR §54.520 (CIPA Certifications)

13 V.S.A. §§2802 et seq. (Obscenity, minors) 13 V.S.A. § 1027 (Disturbing Peace by Use of…Electronic Means) 13 V.S.A. §2605(Voyeurism)

WNESU Cabot Twinfield: Date warned: April 6, 2015 March 24, 2015 Date adopted: May 4, 2015 April 28, 2015 Reviewed:

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POLICY F30 PREVENTION OF HARASSMENT, HAZING & BULLYING OF STUDENTS

I. Statement of Policy The Washington Northeast Supervisory Union, Cabot School District and Twinfield Union School District1 (hereinafter “District”) is committed to providing all of its students with a safe and supportive school environment in which all members of the school community are treated with respect. It is the policy of the District to prohibit the unlawful harassment of students based on race, color, religion, creed, national origin, marital status, sex, sexual orientation, gender identity or disability. Harassment may also constitute a violation of Vermont’s Public Accommodations Act, Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, the Age Discrimination Act of 1975, and/or Title IX of the federal Education Amendments Act of 1972. It is also the policy of the District to prohibit the unlawful hazing and bullying of students. Conduct which constitutes hazing may be subject to civil penalties. The District shall address all complaints of harassment, hazing and bullying according to the procedures accompanying this policy, and shall take appropriate action against any person - subject to the jurisdiction of the board - who violates this policy. Nothing herein shall be construed to prohibit punishment of a student for conduct which, although it does not rise to the level of harassment, bullying, or hazing as defined herein, otherwise violates one or more of the board’s disciplinary policies or the school’s code of conduct. The Procedures are expressly incorporated by reference as though fully included within this Policy. The Procedures are separated from the policy for ease of use as may be required. II. Implementation The superintendent or his/her designee shall: 1. Adopt a procedure directing staff, parents and guardians how to report violations of this policy and file complaints under this policy. (See Procedures on the Prevention of Harassment, Hazing and Bullying of Students) 2. Annually, select two or more designated employees to receive complaints of hazing, bullying and/or harassment at each school campus and publicize their availability in any publication of the District that sets forth the comprehensive rules, procedures, and standards of conduct for the school. 3. Designate an Equity Coordinator to oversee all aspects of the implementation of this policy as it relates to obligations imposed by federal law regarding discrimination. This role may be also be assigned to one or both of the Designated Employees.

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4. Respond to notifications of possible violations of this policy in order to promptly and effectively address all complaints of hazing, harassment, and/or bullying. 5. Take action on substantiated complaints. In cases where hazing, harassment and/or bullying is substantiated, the District shall take prompt and appropriate remedial action reasonably calculated to stop the hazing, harassment and/or bullying; prevent its recurrence; and to remedy the impact of the offending conduct on the victim(s), where appropriate. Such action may include a wide range of responses from education to serious discipline. Serious discipline may include termination for employees and, for students, expulsion or removal from school property. It may also involve penalties or sanctions for both organizations and individuals who engage in hazing. Revocation or suspension of an organization’s permission to operate or exist within the District’s purview may also be considered if that organization knowingly permits, authorizes or condones hazing. III. Constitutionally Protected Speech It is the intent of the District to apply and enforce this policy in a manner that is consistent with student rights to free expression under the First Amendment of the U.S. Constitution. The purpose of this policy is to (1) prohibit conduct or communication that is directed at a person’s protected characteristics as defined below and that has the purpose or effect of substantially disrupting the educational learning process and/or access to educational resources or creates a hostile learning environment; (2) prohibit conduct intended to ridicule, humiliate or intimidate students in a manner as defined under this policy. IV. Definitions. For the purposes of this policy and the accompanying procedures, the following definitions apply: A. “Bullying” means any overt act or combination of acts, including an act conducted by electronic means, directed against a student by another student or group of students and which:

a. Is repeated over time;

b. Is intended to ridicule, humiliate, or intimidate the student; and

c. (i) occurs during the school day on school property, on a school bus, or at a school-sponsored activity, or before or after the school day on a school bus or at a school sponsored activity; or (ii) does not occur during the school day on school property, on a school bus or at a school sponsored activity and can be shown to pose a clear and substantial interference with another student’s right to access educational programs. B. “Complaint” means an oral or written report information provided by a student or any person to an employee alleging that a student has been subjected to conduct that may rise to the level of hazing, harassment or bullying. C. “Complainant” means a student who has provided oral or written information about conduct that may rise to the level of hazing, harassment or bullying, or a student who is the target of alleged hazing, harassment or bullying.

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D. “Designated employee” means an employee who has been designated by the school to receive complaints of hazing, harassment and bullying pursuant to subdivision 16 V.S.A. 570a(a)(7). The designated employees for each school building are identified in Appendix A of this policy. E. “Employee” includes any person employed directly by or retained through a contract with the District, an agent of the school, a school board member, a student teacher, an intern or a school volunteer. For purposes of this policy, “agent of the school” includes supervisory union staff. F. “Equity Coordinator” is the person responsible for implementation of Title IX (regarding sex-based discrimination) and Title VI (regarding race-based discrimination) for the District and for coordinating the District’s compliance with Title IX and Title VI in all areas covered by the implementing regulations. The Equity Coordinator is also responsible for overseeing implementation of the District’s Preventing and Responding to Harassment of Students and Harassment of Employees policies. This role may also be assigned to Designated Employees. G. “Harassment” means an incident or incidents of verbal, written, visual, or physical conduct, including any incident conducted by electronic means, based on or motivated by a student’s or a student’s family member’s actual or perceived race, creed, color, national origin, marital status disability, sex, sexual orientation, or gender identity, that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student’s educational performance or access to school resources or creating an objectively intimidating hostile, or offensive environment. Harassment includes conduct as defined above and may also constitute one or more of the following: (1) Sexual harassment, which means unwelcome conduct of a sexual nature, that includes sexual violence/sexual assault, sexual advances, requests for sexual favors, and other verbal, written, visual or physical conduct of a sexual nature, and includes situations when one or both of the following occur: (i) Submission to that conduct is made either explicitly or implicitly a term or condition of a student’s education, academic status, or progress; or (ii) Submission to or rejection of such conduct by a student is used as a component of the basis for decisions affecting that student. Sexual harassment may also include student-on-student conduct or conduct of a non-employee third party that creates a hostile environment. A hostile environment exists where the harassing conduct is severe, persistent or pervasive so as to deny or limit the student’s ability to participate in or benefit from the educational program on the basis of sex. (2) Racial harassment, which means conduct directed at the characteristics of a student’s or a student’s family member’s actual or perceived race or color, and includes the use of epithets, stereotypes, racial slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display, or circulation of written or visual material, and taunts on manner of speech and negative references to cultural customs. (3) Harassment of members of other protected categories, means conduct directed at the characteristics of a student’s or a student’s family member’s actual or perceived creed, national origin, marital status, disability, sex, sexual orientation, or gender identity and includes the use

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of epithets, stereotypes, slurs, comments, insults, derogatory remarks, gestures, threats, graffiti, display, or circulation of written or visual material, taunts on manner of speech, and negative references to customs related to any of these protected categories. H. “Hazing” means any intentional, knowing or reckless act committed by a student, whether individually or in concert with others, against another student: In connection with pledging, being initiated into, affiliating with, holding office in, or maintaining membership in any organization which is affiliated with the educational institution; and (1) Which is intended to have the effect of, or should reasonably be expected to have the effect of, endangering the mental or physical health of the student. Hazing shall not include any activity or conduct that furthers legitimate curricular, extra-curricular, or military training program goals, provided that: (1) The goals are approved by the educational institution; and

(2) The activity or conduct furthers the goals in a manner that is appropriate, contemplated by the educational institution, and normal and customary for similar programs at other educational institutions. With respect to Hazing, “Student” means any person who: (A) is registered in or in attendance at an educational institution; (B) has been accepted for admission at the educational institution where the hazing incident occurs; or (C) intends to attend an educational institution during any of its regular sessions after an official academic break. I. “Notice” means a written complaint or oral information that hazing, harassment or bullying may have occurred which has been provided to a designated employee from another employee, the student allegedly subjected to the hazing, harassment or bullying, another student, a parent or guardian, or any other individual who has reasonable cause to believe the alleged conduct may have occurred. If the school learns of possible hazing, harassment or bullying through other means, for example, if information about hazing, harassment or bullying is received from a third party (such as from a witness to an incident or an anonymous letter or telephone call), different factors will affect the school’s response. These factors include the source and nature of the information; the seriousness of the alleged incident; the specificity of the information; the objectivity and credibility of the source of the report; whether any individuals can be identified who were subjected to the alleged harassment; and whether those individuals want to pursue the matter. In addition, for purposes of violations of federal anti-discrimination laws, notice may occur when an employee of the district, including any individual who a student could reasonably believe has this authority or responsibility, knows or in the exercise of reasonable care should have known about potential unlawful harassment or bullying. J. “Organization” means a fraternity, sorority, athletic team, association, corporation, order, society, corps, cooperative, club, or other similar group, whose members primarily are students at an educational institution, and which is affiliated with the educational institution. K. “Pledging” means any action or activity related to becoming a member of an organization.

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L. “Retaliation” is any adverse action by any person against a person who has filed a complaint of harassment, hazing or bullying or against a person who assists or participates in an investigation, proceeding or hearing related to the harassment complaint. Such adverse action may include conduct by a school employee directed at a student in the form of intimidation or reprisal such as diminishment of grades, suspension, expulsion, change in educational conditions, loss of privileges or benefits, or other unwarranted disciplinary action. Retaliation may also include conduct by a student directed at another student in the form of further harassment, intimidation, and reprisal. M. “School administrator” means a superintendent, principal or his/her designee assistant principal//technical center director or his/her designee and/or the District’s Equity Coordinator. N. “Student Conduct Form“ is a form used by students, staff, or parents, to provide, in written form, information about inappropriate student behaviors that may constitute hazing, harassment and/or bullying.

Cabot Twinfield: Date warned: September 14, 2015 August 25, 2015 Date adopted: September 21, 2015 September 8,2015 Reviewed:

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APPENDIX A Designated Employees: The following employees of the Cabot School have been designated by the District to receive complaints of bullying, harassment and/or hazing pursuant to this policy and 16 V.S.A. § 570a(a)(7) and 16 V.S.A. §570c(7) and under federal anti discrimination laws; Name: David Schilling Title: Principal Contact Information: [email protected] Name: Angelica Bianchi Title: Responsive Interventionist Contact Information: [email protected]

The following employees of the Twinfield Union School have been designated by the District to receive complaints of bullying, harassment and/or hazing pursuant to this policy and 16 V.S.A. § 570a(a)(7) and 16 V.S.A. §570c(7) and under federal anti discrimination laws; Name: Robert Gulardo Title: Assistant Principal Contact Information: [email protected] Name: Melissa Gosselin Title: Guidance Counselor Contact Information: [email protected]





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Twinfield Crisis Commands

Clear The Halls – Go to closest room supervised by an adult. Close door. Only use classroom intercom or phone for emergencies. Secure The School – Go to closest room supervised by an adult. Close and lock the door. Students and staff remain away from closed doors and windows. Turn off lights/shut curtains/blinds (if available). Designated staff secure outside doors. Students outdoors, move away from building. Evacuate The School – Exit using closest exit in an orderly fashion. If not with a specific class, go to assigned area for attendance. Teacher will take attendance.

TWINFIELD CRISIS RESPONSE TEAM Emergency Evacuation 2017/2018

The following people will be acting in the assigned capacities during any emergency evacuation.

NAME TASK/LOCATION

SWEEPERS Lee Collier, Leatrice Potter Sweep cafeteria/kitchen area/stage

Rick, Heath, Jerome Sweep Grade PK-4 area of wing

Alice Day Sweep Grade 5-6 area of wing,

Music

Rick, Heath, Jerome Sweep gym and locker rooms

Rick, Heath, Jerome Sweep back hall

RUNNERS/ATTENDANCE

Joe Clements Runner for PK-6 ~ get attendance

slips to Dede Dufrense

Liz Dickinson, Maria Forman Runner & Sweeper ~ Sweep library

& classrooms off library. HS~ Get

slips to Dede Dufrense

Denise Boucher, Dede Dufrense, Receive pink slips from

Mary Anne Allen, Amy Flannery runners, match with attendance lists-

communicate with administration

Maria Forman Stands with secretaries and

Denise/Amy and helps out with

sorting of attendance

Cathy DuPont, Paul Bialowoz Runner for bell area and middle

school

48

OTHER

Trevor Tait (Keith Gibson Backup) Stop traffic at bell

Rick Dutil (Custodial Backup) At large-inside building-track time

for evacuation

Mark Mooney (Rick Dutil) Evacuation site general monitor

Bob Gulardo attendance monitor back-up

8/4/2017

49

50

Crisis Response Plans (Inside the building)

Clear the Halls

Used in the event where it is helpful for personal or safety reasons to have only crisis response members in the hallway (ex. Bringing student with health crisis out of building)

Directions

1. Stay in rooms Sweep students from hall into your room Close all doors and remove magnet to ensure locked door Stay in classroom, continuing with lessons Remain calm and quiet

2. All clear will be given to end response

Secure the School

Used in the event that the building needs to be secured (ex. Physical threat to people in building)

Directions

1. Stay in rooms Sweep students from hall into your room Close all doors and remove magnet to ensure locked door Move away from doors and windows. Try to remain out of sight. Turn off lights. Close curtains/blinds Keep phone lines clear except for emergency situations Please instruct students to turn cell phones off and remain quiet

while awaiting further instructions. 2. All clear will be given to end response

Directions to Secure common areas of the building

Cafeteria- All students will go into the kitchen and doors will be locked.

Gym – If group is 12 people or fewer, students will go to the equipment room, door will be closed and locked.

If group is larger than 12 people, students will be brought to the girl’s locker room where the door will be closed and locked.

51

Library- The classrooms off of the library may be used for student and staff to go into. Students will be brought to the side storage rooms off the librarian’s office. Each room can accommodate approximately 15 people. Doors will be closed and locked.

Evacuate the Building (Fire Alarm)

Used in the event that there is danger inside the building that we can get away from (ex. Fire)

Directions

1. Leave the building Close all doors and window Turn off lights Grab Radio (if you have one) and Emergency backpack Leave from nearest exit with your class Go to assigned location

2. Help students remain calm and orderly

3. Student: Evacuate with your class, if not with class, go to the closest attendance area. Please be sure you are marked as an extra person on a pink emergency slip.

4. Adults: Go to assigned area. If you do not have a class, go to the closest attendance area: Please be sure you are marked as an extra person on a pink emergency slip.

5. Prepare list of missing and extra students and adults on pink emergency form. Students already reported as absent should be reported on this list as well. Please record first and last name.

6. Give pink emergency form to the runner for your area

7. All clear will be given to end response

Evacuation Areas in the building:

Elementary wing exits- students and staff will go to the edge of the parking lot and stand in the upper soccer field by classes

Bus loading exit (main door across from the main flag pole door)- students and staff will go to the edge of the parking lot and stand in the upper soccer field by classes

52

Main entrance (by the flag pole)- students and staff will go to where the buses are parked and will be instructed to load onto a bus to wait for further information.

High school wing exit- students and staff will go to the edge of the parking lot and wait on the upper soccer field. If a student or staff is unscheduled during the time of the evacuation , they are to wait and take attendance at the telephone pole.

Middle school wing exit by the library- students and staff will go to the edge of the parking lot and stand on the grass at the top of the sliding hill by the big pine trees.

Middle school wing exit by the cafeteria- students and staff will go to the top of visitor parking area and be asked to load a bus and wait for further instruction.

53

Emergency Bag Check List The bag should be kept clearly visible near the entrance

Needed Supplies o Pink Emergency Slips o Current Class Lists o Class Contact List o Clip Board o Sign-Out Sheet o Emergency Folder o Pens/Pencils

Suggested Supplies o Non-perishable Snacks o Books o Paper o Crayons o Games/Cards o Small First Aid Kit with gloves o Kleenex o Trash Bag

55

Filling out Pink Emergency Evaluation Sheets * Slips should be filled out using class list information * Make writing legible * Use first and last names * If evacuation occurs between periods, proceed to next class. Fill out teacher or substitute name (if you are the SUBSTITUTE, fill out your name and the teacher’s name should be under MISSING ADULT)

List students that are missing from your class

List students that are extra with your class

List adults that are with your class as extras (volunteers, para-educators, etc.)

List missing adults

56

Emergency Evacuation Teacher’s Name Substitute’s Name _____________________ _____________________ Missing Student (first and last name) Extra Student (first and last name) _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Missing Adult (first and last name) Extra Adult (first and last name) _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

Emergency Evacuation Teacher’s Name Substitute’s Name _____________________ _____________________ Missing Student (first and last name) Extra Student (first and last name) _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Missing Adult (first and last name) Extra Adult (first and last name) _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

57

Substitute Expectations for Emergency Procedures

Know the closest exit for emergencies When exiting for evacuation, take emergency bag with you When subbing in a classroom review contents and familiarize yourself with

the sub folder in emergency bag The folder should include the following:

Map of School (interior) Map of School (grounds) List of students in the class/classes Pink emergency slips for attendance A pen or pencil in folder Crisis Commands A written statement as to where the class should stand in the

event of an evacuation

If the folder does not include the above information or if you have questions about the information, please contact the office and the information will be provided.

When filling out the emergency pink slip, remember to add your name under “Substitute’s Name”

Add the teacher’s name you are subbing for under “Missing Adult” Use the class list when filling out pink slips

59

Off-site Evacuation Instructions

Board the closest bus when the command is given.

Take a head count on the bus

When you arrive at Goddard, proceed to your assigned space (See attached map).

Take attendance, someone will be around to pick it up.

Once at Goddard: If a student goes to another room including the bathroom, have them sign-out on your sign-out sheet. An authorized adult will come to your room and sign the students out to go home. If you are in a place that is under control and you are not needed, sign out and go to the information center in the Hay Barn (see map) to be reassigned. Once all of your students have signed out to go home, adults need to check in at the information center.

Attendance lists should include room number and adults in the room.

Remember that this could be a stressful situation, please reach out to others.

Counseling

Rm 200

Flinn

Rm 202

Pre-school

Rm 204

Baum

Rm 206

Emerson

Rm 208

Brailey

Rm 224

Deb Gonyaw Heather Flinn Elaina Foxx Sharyn Baum Rebecca Emerson Christina Brailey

Brittany Bickford Dianne Molleur Darleen Copeland Lori Stratton

Melissa Gosselin Maria Forman Rebecca Hohn Sarah Pulaski Liz Dickinson

*Support distressed

students

*Classroom Teacher Role: Stay with and take initial attendance of students. Have supplies and activities available.

Hicks

Rm 234

Scott

Rm 220

Ainslie

Rm 222

Herrick

Rm 228

Stapleton

Rm 230

Bohanan

Rm 232

Rachel Hicks Cindy Scott Stephanie Ainslie Peter Herrick Anna Stapleton Rebecca Bohanan

Laurie Livingston Joe Clements Krista Larrow Maureen Davis Chad Copeland Johnnye Burtt

Rita Harvey Maureen Deforge Shane Hinckley Francie Booth

Main Doorway:

Trevor Tait *Main Doorway Role: Let parent know that you are here to help unite parent with child

Keith Gibson Direct parents to sign in with Mary Anne and help keep crowd calm.

61

8/4/2017

Nurses

Rm 201

Maiola

Rm 203

LaCasse

Rm 205

7/8

Rm 207

High School Haybarn

Theatre

*High School Teacher

Role:

Alice Day Melanie Maiola Desiree LaCasse Kevin Carney Joanna Fowler Take attendance

Valerie Bigglestone Lee Collier Kandi Greaves Debra Stoleroff by grade. Assign

Niki Perkins Betsy Brigham Tracey Witherspoon Charlie Wanzer one person to

Mary Cecchinelli Jeneane Lunn have sign out

Ryan Fay Julie Shedd sheet for students

*Health Issues Linda Howard Elaine Russell to leave to go to

Paul Bialowoz Melanie White bathroom, sibling

Terri Vest classroom…

Cathy duPont

Chris Sheehan

Darcy Buret

*Classroom Teacher Role: Stay with and take initial attendance of students. Have supplies and activities available.

Attendance Center Info. Center Parking Lot Where Needed

Mary Anne Allen Denise Boucher Thom Costello Mark Mooney

Carol Weinreich Amy Flannery Bob Gulardo

Gail Parent Dede Dufresne Anthony Popoli

Katy Rossell

*A.C Role: *I.C Role: *P. L Role:

Gather attendance Getting needed adult Crowd calming,

double check support when stamp hand once

authorization of pick neccesary and verified adult

up for specified collecting initial picking up student

child/ren attendance and

bringing it to A.C

62 * Any staff member unassigned, report to Information Center

8/4/2017

STUDENT SIGN-OUT PROCEDURE

Please follow these procedures below to help

expedite the pick up

process

TWINFIELD UNION SCHOOL

Emergency Information

Only custodial parents, guardians or emergency contacts registered with the school will be allowed to pick up children

We may ask for identification

Please wait in the cafeteria for your child

When you are ready to leave with your child, you must sign out at the designated area

Twinfield Union School 106 Nasmith Brook Road

Plainfield, VT 05667 802-426-3213

Mark Mooney - Principal

Bob Gulardo – Assistant Principal

Washington Northeast Supervisory Union

PO Box 470 Plainfield, VT 05667

802-454-9924

Mark Tucker – Superintendent 7/27/2017

63

Please read over this

pamphlet for information on

how to sign your child(ren)

out so you can take them

home.

Our goal is to make this

process go as quickly and

smoothly as possible while

maintaining a safe and

respectful environment.

Please follow the signs to the

pick up area in the cafeteria

where you will be asked to

check in again with the

attendance center before

signing your child(ren) out.

THANK YOU AGAIN

FOR YOUR

COOPERATION

The Emergency Response Team has

been working on an off-site

evacuation plan since 2007. Our

mission is to provide the school

with a comprehensive plan for all

emergency situations. The

information we provide to staff,

parents, students, Goddard and

emergency personnel is continually

being updated to provide the most

current information possible.

MAP OF GODDARD CAMPUS

For information on open positions or to submit your resume, please visit our Web site at:

www.lucernepublishing.com

1) Complete report on the day of occurrence 2) If serious injury, signed statements by witnesses must accompany report

3) Follow up report required if accident causes absence from school

Original: School Nurse / Copy: Principal / Copy: Superintendent

STUDENT ACCIDENT REPORT


Student School Insurance ____Yes ____No

____M ____F ______AGE ______GRADE

Name of Injured:_____________________________________________________________

Address:____________________________________________________________________

Date of Accident:__________________________ Time of Accident:____________________

Location of Accident:__________________________________________________________

Name / Title of Person on Duty:___________________________ / _____________________

Describe the Accident:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Names of Witnesses (Include phone Number):________________________________________

______________________________________________________________________________

Nature of Injury:________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Aid Administered:_________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Aid Administered by:______________________________________Time:__________________

Parent or Guardian called: ____Yes ____No /

Name of Person contacted:___________________________________________________

Address & Phone:_______________________________________________________________

Relationship to the Injured:___________________________________________________ 65

1) Complete report on the day of occurrence 2) If serious injury, signed statements by witnesses must accompany report

3) Follow up report required if accident causes absence from school

Original: School Nurse / Copy: Principal / Copy: Superintendent

Additional Information:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Additional Medical Aid Provided or Sought:___________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

If accident occurs during events that are scheduled outside of the routine school day, the

adult in charge is to complete and submit this form to the main office within 24 hours. An

administrator is to be informed of the accident as soon as possible. Notify the school nurse

within the next school day.

School Nurse Notified by:___________________________Date:_________Time:___________

Administrator Notified by:___________________________Date:_________Time:___________

Signature of Person Completing this Report:

_________________________________ Title:_________________Date:_______Time:_______

Signature of Administrator:

_________________________________ Title:_________________Date:_______Time:_______

The contents of this report do not constitute any admission of liability on the part of the

school system or any employee thereof.

66

67

ARRANGING FOR A SUBSTITUTE TEACHER

Calling In

If you are sick and need to call in, please do so no later than 7:00am and leave a

message with Gail Parent 426-3213 ext. 241. If you need to submit sub plans for the

day, please email Gail ([email protected]) no later than 7:30am with them so she

can be sure your sub gets them in plenty of time for class. Please also let Gail know

where to find your substitute folder with your emergency plans.

When you return to work you must fill out a leave form that is available in the staff

room or on the network at [faccommonson Chaldon(H), Business Forms, Leave Form

w/ PD Directions], then submit paperwork to Gail Parent for processing.

Check List for Substitute Teacher Folders

Please use the following check list when compiling your substitute folder for the days

you are not here. It is imperative that these folders are complete with plans and

instructions for your substitute.

Student Handbook

Emergency Procedures

Confidentiality

Behavior Form

Phone Extensions

Class Lists

TA List

Class Time Schedule

Attendance Procedures

School Map

Teaching/Learning Plans

Classroom Expectations with any specific language or techniques that is used to

re-focus students

Check List for Substitute Para-Educator Folders

Daily schedule and list of assigned students

List of specific instructions

Name of special educator supervisor that can direct sub


68


DRESS CODE

The dress code will allow students a freedom of choice and diversity within the boundaries of safety, good health, and appropriate dress for the productive atmosphere in a school. The following guidelines for all students have been created jointly by Student Council, secondary faculty and administration.

GUIDELINES

Appropriate clothing includes: Shorts/skirts no shorter than your arms by your side, extended fingertips Chest/torso covered armpit to armpit Leggings (opaque, not sheer) Pants, shorts and skirts reach to the beltline Underwear covered (bra straps are not underwear).

Appropriate clothing does not include clothing which:

Promotes the use of alcohol, tobacco, drugs or violence Depicts in words or graphics messages which demean, harass or exploit others Displays profanity or which refers to or depicts in graphics obscene gestures, actions or messages.

CONSEQUENCES

First offense: A student perceived to be in violation of the dress code will be notified by a staff member and a written report will be filed as a warning. The student will be asked to cover up. Second offense: A student in violation a second time will be notified, a staff member will notify parents/guardians, and a written report sent home. The student will be asked to cover up. Third offense: A third offense will elicit all of the above consequences, plus a detention. Further offences will lead to more serious consequences. These guidelines apply to all students, faculty, staff and volunteers at Twinfield Union School. These guidelines apply to all school-sponsored activities such as field trips, dances and games. These guidelines do not limit rules established in individual classrooms of for class activities.

69


Off-Site Learning Opportunity (Field Trip) Request

All Off-Site Learning should be discussed with the principal or associate principal during the planning stages, prior to filling out this form.

Date of Event__________________Destination_________________________

Teacher(s) _________________________________________________________

Class____________ Number of Students________________

Departure Time _______________ Return Time______________

Transportation______________________________________

# of chaperones requested_____________________

List Learning Outcomes & Assessment:

_______________________________________________________________ ________________________________________________________________

________________________________________________________________

_______________________________________________________________

Teacher Signature:__________________________ Date:________________

Principal Signature:_________________________ Date:________________

Transportation Director:_____________________ Date:_________________ Approved number of Chaperones_______ Background Check required? Yes No Submit names of chaperones to the school office and the WNESU office within 5 days of approval. (see Volunteer Procedure) Submit names of students participating on day of departure.

70

CLASSROOM VOLUNTEERS / FIELD TRIP CHAPERONES The schools of the Washington Northeast Supervisory Union are committed to student safety. All school employees have completed background checks. All Classroom Volunteers / Field Trip Chaperones will also have background checks completed. At the beginning of the school year, the school’s administrative assistant will send information to parents and faculty concerning WNESU procedure for becoming a Classroom Volunteer and/or Field Trip Chaperone.

FIELD TRIPS & CHAPERONES o Faculty will complete a Field Trip Request form and submit form to

Principal for approval. o Faculty will compile a list of Field Trip Chaperones and submit list to

Administrative Assistant for approval. o Chaperone list must be submitted to Administrative Assistant at least

two weeks prior to field trip. CLASSROOM VOLUNTEERS

o Faculty will compile a list of Classroom Volunteers and submit list to Administrative Assistant for approval.

BACKGROUND CHECKS MUST BE PERFORMED o All Field Trip Chaperones and/or Classroom Volunteers will complete the

following forms: A Volunteer Application An Agency of Human Services Release Forms can be completed at home and sent to School

Administrative Assistant o Field Trip Chaperones and/or Classroom Volunteers who will be Driving

students other than their own children will complete and present the following forms:

A Driver Information Form Present a valid Driver License Present current proof of Insurance Present current proof of Registration Assure that vehicle is inspected and safe Forms must be completed in front of HR Coordinator or School

Administrative Assistant o Field Trip Chaperones and/or Classroom Volunteers who will be

attending an overnight trip with students or supervising students without a teacher present (including driving), will complete the following steps:

A Fingerprint Authorization Certification Volunteer will make an appointment with Sheriff to be

Fingerprinted Forms must be completed in front of HR Coordinator

71

Twinfield PBIS

Positive Behavioral Interventions & Supports

If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child

doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child

doesn’t know how to behave, we teach? punish? (Hemer,1998)

The philosophy of education at Twinfield Union School and the mission of PBIS are closely

linked. The goal of PBIS is to create an environment where students, parents and staff are continually

teaching and modeling the behaviors that will allow all students to thrive and succeed academically,

socially and emotionally in order to become responsible citizens, life-long learners and successful

contributors to our diverse local and global economy.

PBIS is a nationally validated behavior education process that provides ongoing supervision

and training for staff through the VT Department of Education. PBIS specifies universal recognition of

positive behaviors, prevention strategies for at-risk behaviors and individual supports for high-risk

behaviors.

In order for students to learn appropriate social behaviors...

● Adults must consistently model the expected behavior. Students must be formally

taught the behavior. Students must be engaged in the academic program.

● Student expectations are kept simple and specific behaviors are described in a matrix of

various school settings. (See matrix of expected behaviors)

72

Comprehensive Discipline Plan

Twinfield Union School's philosophy of child behavior education and discipline includes:

● An active partnership between parents and school

● Clearly communicated, developmentally appropriate lists of expected behaviors

● Direct, repeated instruction in expected behaviors

● High frequency recognition for expected behaviors (verbal and PBIS tokens)

● Targeted intervention/support for chronic inappropriate behaviors

This learning requires a consistently supportive and safe environment that models and teaches

self-control and a sense of community among students and adults. These factors will enable students

to become socially responsible citizens, lifelong learners and successful contributors to our diverse

local and global economy.

Twinfield Union School's Guiding Expectations

Take care of yourself Understand each other Safely learn together

(See matrix of behavior expectations)

Twinfield Union School staff members are expected to respond to positive and negative

student behaviors according to the following levels of responses. Children cannot be expected to

exhibit behaviors that they haven’t been taught. For most students, the fact that this set of steps

exists will be all they need to be successful. Once expectations are taught, they will work hard to

discipline themselves and adult intervention will be minimal.

LEVEL 1: CLEAR EXPECTATIONS

The first step in the Discipline Plan calls for establishing and teaching rules and expectations to all

students, staff, and parents. These must be discussed, posted and clearly visible in all appropriate

areas in the school. For most students, simply having a set of expectations will be all they need to

assume responsibility for themselves and their actions. For others, additional interventions and

supports will need to be provided.

LEVEL 2: FREQUENT RE-TEACHING

When acquiring new information in changing environments, students often need reminders. Students

will be reminded of the Twinfield Union School expectations through re-teachìng and examples of

positive behavior.

73

LEVEL 3: SUBTLE STAFF INTERVENTIONS

Staff have many subtle, non-confrontative strategies for redirecting a student's behavior such as:

moving closer to the student, establishing eye contact, asking a question, giving a new direction, etc.

Staff may have a chime or other attention device to re-focus students who are off track.

LEVEL 4: DIALOGUE

When conflict or disruption arises, staff will guide the student to recognize the negative behavior,

state the appropriate behavior, and choose to do it.

A conversation could consist of three questions:

1. What are you doing? Tapping my pencil on neighbor’s desk. 2. What are you supposed to be doing? Finishing my math assignment. 3. What are you going to do? Stop tapping the pencil and finish the math assignment.

LEVEL 5: TAKE A BREAK/COOL DOWN AREA

The break area and cool down procedure will be designated and taught by each teacher within the

first two weeks of the school year. This break/cool down area might be a private space in the

classroom, in an adjacent teacher’s classroom, or any other space that would allow the student to

cool down, re-focus, and re-start. At the secondary level, the Student Support Center may be used for

this purpose. The cool down area is not punishment, carries no further negative consequences, and

must last only as long as it takes for the student to agree to come back to class/area and participate

appropriately in the activity. Students are responsible for self-regulating and returning to class

activities when they are ready to learn. A natural consequence is for the student to make up any

missed work and repair the impact of their actions with other students or adults who were negatively

affected.

LEVEL 6: RESPONSIVE INTERVENTION FROM BEHAVIOR SUPPORT STAFF OR ADMINISTRATOR

If a student is demonstrating behavior that prevents the teacher from teaching or classmates from

learning, staff will complete an office discipline referral and contact SSC or main office for behavior

support staff. Behavior support staff will process the ODR with the student and return and copy of the

completed ODR to the classroom teacher.

Processing Basics

● Have quiet reflection until ready to process.

● After a time, give an opening for child to speak about incident/feelings. Acknowledge

feelings with limited adult talking.

● Use prompts below to develop an acceptable plan.

74

■ What happened? Student responds using I statements either verbally or in

writing. Students identify who was impacted by the behavior.

■ Why did it happen? Student identifies what need the behavior filled. Most

children will need suggestions.

■ What could you have done differently? Assist the student in identifying

replacement behaviors.

■ What could you do next time? Choose a replacement behavior, model and

practice the behavior. Choose appropriate restitution and plan for

implementation.

Behavior support staff or administrator will contact parents about needed behavioral support.

Completed ODR will be sent home.

LEVEL 7: IN-SCHOOL SUSPENSION

When a student is unable to maintain expected behaviors in the social/classroom environment,

he/she may be assigned to in-school suspension. Parents will be notified. The student will spend the

in-school suspension day(s) in an assigned area with bathroom breaks as needed. Lunch will be

delivered to the student. Teachers will provide classwork and reading, and the student will be

expected to work consistently throughout the day so that he/she returns to class prepared and with

work up-to-date. The student is also expected to maintain behavior expectations or the suspension

may be extended.

LEVEL 8: MAJOR INFRACTIONS

The following constitute major infractions which result in immediate actions and consequences as

outlined in Vermont statutes and School Board policy:

● Weapons

● Serious physical altercations

● Bomb scare/threat

● Serious verbal, non-verbal or physical aggression and threats

● False setting of fire alarm

● Damage to or theft of property

● Chronic violation of school or class rules

● Bullying

● Harassment

● Possession or use of illicit drugs, tobacco, alcohol, or a controlled substance

INTERVENTIONS, SUPPORTS, AND CONSEQUENCES FOR MAJOR INFRACTIONS

Immediate parent notification and due process when required by law will precede disciplinary

actions for major infractions. When these infractions are criminal in nature, police, Department

of Children, Youth & Families and/or community mental health agency notification may be

warranted.

Consequences for major infractions may include:

75

● Safety plans

● Loss of privileges

● Restitution and reparations

● In-school suspension

● Out-of-school suspension (up to 45 days)

● Expulsion

INDIVIDUAL BEHAVIOR PLANNING

A small percentage of students will require plans. These are students who chronically violate

school rules or for whom the system appears ineffective. Students may be referred for

educational and/or psychological evaluation. The school will need to rely on skilled individuals

(e.g. behaviorist) to design plans that teach students expected social behaviors. These plans

may need to be revised often and require a team approach for successful implementation. This

team should include the student, their family, TUS school staff, and other professionals as

needed.

76

Twinfield Elementary Token System

How do students earn tokens?

By meeting our TUS Expectations (Take care of yourself, Understand each other, Safely learn

together). For example, being where you’re supposed to be, thinking how your behaviors affect

others, walking in the hallway, staying in control of your body, and reporting unsafe behaviors and

conditions to adults.

See Twinfield Guiding Expectations for all expected behaviors.

Where do tokens go?

Elementary tokens go to their classroom tube.

How do we celebrate?

Students and teachers collaboratively choose a celebration activity to work towards. When the

class has earned one inch of tokens per number of students in the class, they have earned their

celebration activity. These activities should not exceed 30 minutes.

Celebration ideas: Extra recess, game time, crazy hair day, no homework days, theme days

What happens next?

Students return tokens to receptacle in designated area near the elementary office. The

process of earning tokens and celebrations continues throughout the year.

A sticker will be added to the chart near the guidance office to track the number of celebration

activities earned over the year by each classroom. Once every classroom has reached previously set

milestones, all elementary classrooms will participate in a school-wide celebration.

Teachers’ token supplies will be replenished upon request.

77

Twinfield Middle School Token System

How do students earn tokens / raffle tickets?

By meeting our TUS Expectations (Take care of yourself, Understand each other, Safely

learning together). For example, being where you’re supposed to be, thinking how your behaviors

affect others, walking in the hallway, staying in control of your body, and reporting unsafe behaviors

and conditions to adults.

See Twinfield Guiding Expectations for all expected behaviors.

Staff can give either a token or a raffle ticket directly to a student.

Where do tokens go?

Student will take tokens to TA teacher to exchange for a raffle ticket.

What happens next?

Student will put raffle ticket into the raffle box of their choice. Raffles will take place monthly

during school-wide celebrations.

78

Comprehensive Discipline Plan

Level 1: Clear Expectations

Level 2: Frequent Re-teaching

Level 3: Subtle Staff Interventions

Level 4: Dialogue

“What are you doing?:

“What are you supposed to be doing?”

“What are you going to do?”

Level 5: Take a Break/Cool Down

*in the classroom and then a buddy classroom (elementary)

Level 6: Office Referral & Responsive Intervention

*ODR filled out

Twinfield Guiding Expectations

The goal of TUS is to provide a unified approach to student management, develop a sense of collective responsibility, and promote school-wide positive behavior.

Positive Attitude Changes Everything

Updated June, 2016 79

All Settings Classroom Hallway Lunchroom Outdoors Bus

T Take care of

yourself

Participate and try your best Use positive communication Be where you’re supposed to be Stay hydrated

Be prepared to learn Communicate your ideas and thoughts Ask for help when you need it Be an active listener

Walk in the hallway Follow directions Be where you’re supposed to be

Touch and eat only your food Eat as many colors as you can Take a complete meal

Be safe Try new things Have fun

Stay seated Keep your body to yourself Keep your belongings in your space Keep the bus free of food and drink

U Understand each

other

Listen actively Think about how your behaviors affect others

Help each other learn Accept that everyone has their own thoughts Respect differences

Use soft voices Use appropriate and respectful language Be aware of the learning around you

Keep your body to yourself Include others Talk softly

Compromise and negotiate with each other Take turns Share equipment and space Include others

Share the seat Use soft voices Help others Use appropriate and respectful language

S Safely learn together

Stay in control of your body Use materials correctly Report unsafe conditions and behaviors to an adult Follow directions

Stay in the classroom Use space appropriately

Share the space Be aware of others

Stay seated until excused Walk Store outdoor gear before eating

Dress for the weather Stay within designated boundaries Use equipment appropriately

Stay seated Take care of the bus Keep aisles clear Follow directions

80

____________________________________________

Student

has been recognized as a

TUS Rockstar

for exceeding the following TUS expectation

❏ Take Care of Yourself ❏ Understand Others ❏ Safely Learn Together

__________________________________________ ________ ___________

Nominating Teachers Grade Date

The expectation was exceeded by demonstrating the following:

Twinfield Union School Positive Behavior Report

Student Name:

____________________________________

Adult: ___________________________________

Date: _____________ Time: _____________

Expectation Exceeded:

❏Take care of yourself

❏Understand each other

❏Safely learn together

Explanation:

________________________________________________________

________________________________________________________

_______________________________________________________

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82

BEHAVIOR REPORTS PROCEDURES

ELEMENTARY

* If another student is targeted, then a Target Report needs to be completed

and attached to the Office Discipline Referral

Major Reports

1. Write the referral and be sure to include the Teacher Response 2. Give the referral to Katy Rossell3. Katy Rossell or Mark will contact the parents as needed (phone call and/or a copy of the

report sent home as appropriate) 4. The referral will be passed to Dede Dufresne for data entry 5. Dede will return a copy to the homeroom teacher and case manager

Non-homeroom teachers and staff:

Major Reports

1. Write the report 2. Give the report to Katy Rossell 3. Katy Rossell or Mark will contact the parents (phone call and/or a copy of the report sent

home as appropriate) 4. The referral will be passed to Dede Dufresne for data entry 5. Dede will return a copy to the homeroom teacher, case manager, and any other relevant

staff

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BEHAVIOR REPORTS PROCEDURES

SECONDARY

* If another student is targeted, then a Target Report needs to be completed

and attached to the Office Discipline Referral

Major Reports

1. Write the referral and be sure to include the Teacher Response 2. Give the referral to Bob Gulardo 3. Katy Rossell or Bob will contact the parents (phone call and/or a copy of the report sent

home as appropriate) 4. The referral will be passed to Dede Dufresne for data entry 5. Dede will return a copy to the TA, case manager, and other relevant staff

Non-TA teachers (not the student’s TA) and staff:

Major Reports

1. Write the referral 2. Give the referral to Bob Gulardo 3. Katy Rossell (if Katy is out, Bob Gulardo) will contact the parents (phone call and/or a copy

of the report sent home as appropriate) 4. The referral will be passed to Dede Dufresne for data entry 5. Dede will return a copy to the homeroom teacher, case manager, and any other relevant

staff

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Procedures for Dealing with Problem Behaviors

Observe

problem

behavior

Is

behavior

major?

Talk with

student(s)

Problem solve

Determine possible

motivation

Determine consequence

NO

TA/Homeroom Teacher contacts

Parent(s) as appropriate

Ensure

safety

Determine possible motivation

Does the behavior warrant an

Office Discipline Referral?

Deal with informally NO

YES

Problem solve

Complete Office Discipline Referral

and Target Report as necessary

Submit Referral(s) to Katy

Hebert or Bob Gulardo

Dede distributes Office

Discipline Referral copies

Referral is given to Dede

for data entry

YES


Office Discipline Referral Form

Grade

_____

Gym Locker Room Parking Lot Other _________________

Hall Off CampusLibrary Office

PROBLEM BEHAVIORS (check the most intrusive)

ο Abusive lang./inapprop. lang./profanity ο Inappropriate display of affection ο Technology violation

ο Defiance/disrespect/insubordination/non-compliance ο Inappropriate location / out of bounds area ο Use / poss. of alcohol

ο Disruption ο Lying/ cheating ο Use / poss. of combustibles

ο Dress code violation ο Physical aggression ο Use / poss. of drugs

ο Fighting ο Property damage / vandalism ο Use / poss. of tobacco

ο Forgery/ theft ο Skip class / truancy ο Use / poss. of weapons

ο Harassment/ bullying ο Tardy (Excessive) ο Other

ο None ο Staff ο Target - Student / Adult (if student, complete Target Report form)

ο Peers ο Substitute ο Teacher ο Other ο Unknown

ο Guided apology ο Parent contact

ο Individualized instruction ο Time out (location) ___________________

ο Detention (classroom) ο Loss of privilege

ADMINISTRATIVE RESPONSE Date Received_______________

ο Harassment/bullying investigation ο Police Contact

ο Other _____________________________________________

Parent contacted: Yes No

Date(s) of consequence(s): ________________

Date received: Date copied: Date mailed:

__________ _____________ / NA

o Case manager o Parent / guardiano HR Teacher / TA o Referring staff

_____________

POSSIBLE MOTIVATION

OTHERS INVOLVED

TEACHER RESPONSE(S) (check all that apply)

ο Conference w/student

ο Change seating

ο Bus Suspension

Phone ___ Email ___ Mail ___ Conference___

Principal Assistant Principal Behavior Specialist

Special event/assembly/fieldtrip

Playground

Student

________________________

HR Teacher / TA

_____________________

Date of incident:

__________

Time of incident:

________ AM/PM

Referring Staff

___________________

Bus Loading Zone Common Area

CafeteriaBathroom

Bus Classroom _______________

LOCATION (circle one)

ο Detention (office)

ο Unknown admin. decisionο Community service

ο Conference with student

ο Individualized instruction

ο Loss of privlege

ο In-school suspension

DESCRIPTION

ο Out of school suspension

ο Parent contact

ο Restitution / community service

ο Time out in office

ο Avoid adult

ο Avoid peer

ο Avoid tasks / activities

ο Obtain adult attention

ο Obtain items

ο Obtain peer attention

ο Other __________________

ο Unknown motivation

85


Office Discipline Referral Form

Major Problem

BehaviorDefinition

Student engages in inappropriate, consensual verbal and / or physical gestures / contact, of a sexual

nature to another student / adult.

Student delivers disrespectful messages. Disrespectful messages include negative comments based on

race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic

origin, disabilities or other personal matters.

Student is in possession of, having passed on, or being responsible for removing someone else's property

or has signed a person's name without that person's permission.

Student is involved in mutual participation in an incident involving physical violence.Fighting

Forgery/ theft

Harassment/ bullying

Inappropriate display of

affection

Student leaves or misses class without permission. / Student receives an 'unexcused absence' for 1/2 day

or more.

Student participates in an activity that results in destruction or disfigurement of property.

Student engages in actions involving serious physical contact where injury may occur (e.g., hitting,

punching, hitting with an object, kicking, hair pulling, scratching, etc).

Student delivers message that is untrue and/or deliberately violates rules.

Student is in an area that is outside of school boundaries (as defined by school).

Student is in possession of or is using illegal drugs / substances or imitations.

Student is in possession of substances / objects readily capable of causing bodily harm and / or property

damage (matches, lighters, firecrackers, gasoline, lighter fluid).

Student is in possession of or is using alcohol.

Student engages in inappropriate (as defined by school Acceptable Use of Electronic

Resources and the Internet Policy) use of cell phone, pager, music/video players, camera, and/or

computer (or other electronic device).

Student is late to class or the start up of the school day.

Use / poss. of weapons

Other Student engages in problem behavior not listed.

Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing

bodily harm.

Student is in possession of or is using tobacco.

Technology violation

Use / poss. of alcohol

Use / poss. of

combustibles

Use / poss. of drugs

Use / poss. of tobacco

Lying/ cheating

Physical aggression

Property damage /

vandalism

Skip class / truancy

Tardy (Excessive)

Inappropriate location /

out of bounds area

Dress code violation Student wears clothing that does not fit within the dress code guidelines practiced by the school.

Student engages in behavior causing an interruption that interferes with the learning process. Disruption

includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and /

or sustained out-of-seat behavior.

Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate

way.

Student engages in refusal to follow directions, talks back and / or delivers socially rude interactions.

Abusive lang./inapprop.

lang./profanity

Defiance/disrespect/

insubordination/non-

compliance

Disruption

86

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Regular Classroom Teacher Special Education Responsibilities

1. What is my legal liability in special education? 2. When should I refer a student for special education services? 3. With how much of the IEP should I be familiar? 4. How can I manage accommodations, modifications, and standards? 5. What notes and documentation do I need to maintain? 6. When should the regular classroom teacher call an IEP meeting? 7. Where can I find an explanation of IDEA regulations? 8. What does inclusion mean to me?

What is my legal liability in special education?

Regular classroom teachers employed by a school district will have very limited liability exposure in special education so long as the duties assigned to them regarding implementation of the IEP are executed in a legal and appropriate manner. Failure to implement the IEP as specified could result in disciplinary action, criminal charges, and civil lawsuits that could result in personal liability exposure. Accommodations, modifications, behavior intervention plans, and supplementary aids and services are examples of IEP items that are typically the responsibility of the regular classroom teacher. IF a parent believes these items have not been implemented, they may file a complaint with the state Agency of Education (AOE) alleging noncompliance with the IEP. The AOE will launch an inquiry and possible investigation. Typically, if the school district is found to be in noncompliance, a corrective action plan will be developed and the matter is resolved. If, however, the parent elects to pursue a due process hearing, one will be held to determine if the district did, in fact, fail to implement the agreed-upon IEP and denied the special education student the entitlement to a "free, appropriate public education" (FAPE). If the hearing officer decides that the school district denied the student FAPE, the district will be required to implement the IEP as written, pay attorney's fees and other costs the parent may have incurred and may be required to pay the cost of compensatory services.

When should I refer a student for special education services?

Regular classroom teachers should refers students with suspected disabilities for assessment to determine if special education services or programs would be necessary for them to progress in the general curriculum. Students who should be referred include those suspected of having cognitive, academic, social, emotional, language, motor, or visual impairments. The referral should be made to the grade-level case manager at your school, or alternatively, to the Special Services Director.

With how much of the IEP should I be familiar?

As a regular classroom teacher, you are required by law to have knowledge regarding the contents of the IEP for each special education student enrolled in your classes, and you are legally obligated to implement any portions of an IEP that apply to you. To successfully meet this obligation, you should read the IEP for each special education student for whom you deliver instruction in order to fully understand the student's education condition, their instructional needs, any specific activities that have been assigned to you and your classroom, and what, if any, accommodations or modifications you should be implementing.

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#publishing

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#installation

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#template

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#stylesheets

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#class

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#graphics

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#extensions

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm#bells

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How can I manage accommodations, modifications, and standards?

IDEA requires regular classroom teachers to implement accommodations and modifications as prescribed by the student's IEP. Accommodations enable the student to access the general curriculum and demonstrate his or her knowledge of course-content by making an adjustment to the way the student shows his or her understanding. Accommodations are designed to reduce the impact of the disability and increase the likelihood that the students' performances accurately reflect their knowledge of the academic material. Modifications allow students with significant limitations in their academic skills to participate in the general curriculum by altering the course content, assignments, or assessments. Modifications that fundamentally alter or lower the standards for a class are typically reserved for students whose disabilities are so significant that there is no expectation the student will be pursuing a regular high school diploma.

What notes and documentation do I need to maintain?

Regular education teachers working with special education students should document their efforts to implement the student's IEP. Upon reviewing the IEP, regular classroom teachers should make a list of any goals, accommodations and modifications, behavior intervention plans, and supplementary aids and services that apply to the regular classroom setting. If the student's IEP includes accommodations or modifications of assignments or tests, it is a good idea to keep a copy of those assignments or tests that show the accommodations or modifications that have been made to the original assignments. Likewise, if students in the regular classroom have a behavior intervention plan, it is a good idea to keep a running record of the interventions that have been made based on the plan. Additionally, any discussions with the student's case manager, guidance counselor (and/or special education counselor), school psychologist, other support personnel, and parents should be noted and maintained. Finally, anything written regarding a special education student will, if there is a dispute, become part of the body of evidence in a hearing or legal proceeding.

When should the regular classroom teacher call an IEP meeting?

Regular classroom teachers should request an IEP meeting (via the student’s case manager) whenever there are concerns regarding the content or implementation of the IEP. It is important to note that the IEP is a plan that can, and should, be modified if there are questions regarding either the meaning or accuracy of the document. There may be times when implementation of the IEP is hindered by the student's own actions. For example, truancy or refusal by the student to complete homework or participate in required classroom activities are barriers to the implementation of the IEP. It would be appropriate to ask for an IEP meeting to discuss these problems and develop some strategies to improve cooperation and compliance. Furthermore, if the child's behavior in the regular classroom is creating classroom disturbances that interfere with teaching, it would be appropriate to convene an IEP meeting to determine if the current placement is viable.

Where can I find an explanation of IDEA regulations?

Federal regulations can be found at the following web sites:

For the complete regulations, visit the Council for Exceptional Children's IDEA Laws and Resources site

The Council for Exceptional Children site also offers an alphabetized topical index

http://www.cec.sped.org/law_res/doc/law/law/index.php

http://www.cec.sped.org/law_res/doc/law/law/index.php

http://www.cec.sped.org/law_res/doc/law/regulations/topicIndex.php

89

What does inclusion mean to me?

Federal law requires that a full continuum of placement options be available to each special education student and that placement decisions be made by the IEP Team based on the student's needs. Congress and the courts, however, have affirmed the legal right of children with disabilities to be educated in the least restrictive environment possible. Some schools have interpreted this to mean "full inclusion" and have advocated for all students to be educated in regular classroom. For most, the decision to "include" or "exclude" students from the regular classroom is still based on the individual and unique needs of the student. Regular classroom teachers play a vital role in determining the extent to which students with disabilities can be successful in the general curriculum because of their expertise in the curriculum area for which they teach.

Resource Web Site: http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm

http://www.ci.maryville.tn.us/mhs/MCSSped/teachers.htm

90

ROLES & RESPONSIBILIES OF PARAEDUCATORS

Paraeducators who work with students with disabilities in inclusive settings have a

variety of roles depending on the unique need of the students with whom they work with.

It is important to note that paraeducator roles are subject to state and local regulations and

policies; therefore examples listed below may not pertain to all paraeducators.

Examples of paraeducator roles in five main areas include but are not limited to the

following:

Implementation of teacher-planned instruction

Implementing instructional plans created by a case manager, teacher or supervisor

under the direct supervision of such a person

Monitoring and providing assistance to students during classroom activities

Supporting students using instructional modification for lessons prepared by the

classroom teacher

Assist students to compose original work (stories, essays, reports, projects)

Checking for work completion

Re-teach/reinforce instructional concepts introduced by teachers to small groups

or individual students

Communication with team members about a student’s program

Attending student meeting, when requested by supervisor

Recording and charting academic and behavior data collection

Preparing instructional materials; and

Meeting regularly (weekly) with the supervising case manager

Clerical and general duties

Provide accurate and timely information about the student to those who have the

right to know (e.g. team members)

Abide by school district policies, school rules, and team standards in all areas

Maintain composure / emotional control while working with students

Demonstrate punctuality, good attendance, and report absences as directed

Protect the privacy and dignity of school staff members, team members, co-

workers, other adults in the school

Request direction, instruction, or guidance for new or unfamiliar tasks

Engage in mature conflict management steps / processes

Use appropriate communication and actions in adult-adult interactions

Participate in school wide growth and development activities as specified

Adapt materials / equipment as specified for particular student

Maintaining daily logs

Maintaining records

Medicaid Paperwork

91

Supervision of students

Provide guided study halls

Enforce class and school rules

At lunchtime

At playground and recess

As they arrive and depart buses

In transition between classes.

Behavioral and social support

Implement and reinforce behavioral management plans developed by the teacher

or team

Communicating with team members about a student’s program and behaviors

Teach appropriate social behaviors in common areas

Maintain a professional level of interaction with students

Facilitate students’ active participation in cooperative groups

Supporting individual student needs

Assisting with individualized student plans in the community learning settings

Help students use computers

Respect the dignity of every child at all times

Assisting with personal care, including feeding, toileting, and hygiene support

Assisting students with unique motor or mobility needs

Assisting students with unique sensory needs

92

Section 504 of the Rehabilitation Act of 1973 Section 504 of the Rehabilitation Act of 1973 (hereinafter Section 504) is a federal law prohibiting discrimination on the basis of disability. It applies to any entity that receives federal funding. Section 504 is similar to federal laws prohibiting discrimination in federally funded programs on the basis of race, national origin and gender. Public school districts and independent schools that directly or indirectly receive federal funds must comply with Section 504 both as providers of education to children and as employers. Recipients of federal funds (hereinafter referred to as recipients) are individually responsible for compliance with Section 504. If an individual feels that he or she has been subjected to unlawful discrimination by a Vermont school district or independent school, he or she may ask the U.S. Department of Education’s Office for Civil Rights to investigate and enforce compliance with this law. SUMMARY OF SECTION 504 Section 504 prohibits discrimination on the basis of disability. The Rehabilitation Act itself states the nondiscrimination standard: “No otherwise qualified individual with a disability in the United States shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of or be subjected to discrimination under any program or activity receiving Federal financial assistance.” The regulations adopted by the U.S. Department of Education, Office for Civil Rights (OCR) to govern the enforcement of Section 504 elaborate on this standard by prohibiting certain “discriminatory actions.” Among the actions prohibited by the regulations are the following: • Denying a qualified person with a disability the opportunity to participate in or benefit from the aid, benefit or service provided by an entity covered by the Act; • Affording a qualified person with a disability an opportunity to participate that is not equal to that afforded others; • Providing a qualified person with a disability an aid, benefit, or service that is not as effective as that provided to others; • Providing different or separate benefits or services to qualified persons with disabilities or to any class of qualified persons with disabilities unless such action is necessary to provide benefits or services that are as effective as those provided to others; • Aiding or perpetuating discrimination against a qualified person with a disability by providing significant assistance to an agency, organization or person that discriminates on the basis of disability in providing any aid benefit or services; • Otherwise limiting a qualified person with a disability in the enjoyment of any right, privilege, advantage, or opportunity enjoyed by others.

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Section 504 in the Classroom

Students with a documented disability who do not otherwise qualify for Special Education may qualify for a Section 504 Plan. The purpose of a 504 Plan is to document the existence and nature of a student’s disability and how that disability impacts the student’s access to education. In addition to describing the disability itself, the Section 504 Plan will include modifications, accommodations and services that are necessary to ensure that the student has equal access to the educational facility and instructional content. The determination for eligibility for a Section 504 Plan is the responsibility of the 504 Team, at the direction of the school’s 504 Coordinator. The makeup of the 504 Team depends on the nature of the student’s need, including the child’s classroom teacher(s), and at least one person who has specific knowledge of the child’s disability. For example, the school nurse would typically be involved in a medical disability, whereas a special educator would be involved when he or she conducted one or more assessments that identified a learning disability that did not otherwise qualify the student for an Individualized Education Plan (IEP). However, it is not the case that students who were evaluated for special education, found to have a disability, but did not otherwise meet eligibility criteria for special education are automatically eligible for a Section 504 Plan. In that case, as with all others, it is the responsibility of the school’s Section 504 Coordinator to determine eligibility for 504 and, if the student is eligible, to develop a 504 Plan that documents eligibility in accordance with federal and state regulations. Parents or other caregivers may provide information to the school identifying the existence of a disability or medical condition that warrants the development of a Section 504 Plan. If a parent presents you with documentation related to a disability or medical condition that might fall under the criteria of Section 504, you as the classroom teacher should forward that information immediately to the school’s Section 504 Coordinator. If a student has a Section 504 Plan, the classroom teacher is required to follow its guidelines, including the implementation of any documented accommodations and/or modifications to instruction that are prescribed in the plan.

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Student Attendance Procedures Classroom teachers record daily attendance via our student management system – Alma. Substitutes may call in the attendance to the main office but teachers must do attendance electronically. All teachers will keep a current copy of their attendance list in their sub folders. Attendance should be noted at 8:20 AM and recorded by 8:30 AM. Everyone is expected to record attendance by 8:30 AM every day. The attendance secretary calls every absent child whose parents have not already called us. We need your attendance recorded by 8:30 AM so that every child can be located. Students who arrive AFTER 8:20 AM must sign in at the main office and obtain a pink tardy slip to be presented when entering the classroom. Each morning, some children will give you notes about early dismissal or new dismissal arrangements. Elementary teachers will clip these notes to the outside of their classroom doors. Secondary TA’s will have their students with these notes bring them directly to the main office.

WNESU Cabot Twinfield Warned: February 12, 2015 February 5, 2015 Adopted: March 16, 2015 March 10, 2015 Reviewed:

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POLICY F25 STUDENT ATTENDANCE

Policy It is the policy of the Washington Northeast Supervisory Union and Cabot and Twinfield Union School Districts to set high expectations for consistent student school attendance in accordance with Vermont law in order to facilitate and enhance student learning. Legal pupils between the ages of 6 and 16 and who are residents of the school district and non-resident pupils who enroll in school district schools are required to attend school for the full number of days that school is held unless they are excused from attendance as provided in state law. Students who are over the age of 16 are required to attend school continually for the full number of the school days for which they are enrolled, unless they are mentally or physically unable to continue, or are excused by the superintendent in writing. The Superintendent shall develop administrative rules and procedures to ensure the implementation of this policy. Administrative Rules and Procedures The procedures will address the following issues and may include others as well:

A. written excuses; B. tardiness; C. notification of parents/guardian; D. signing out of school; E. excessive absenteeism; F. homebound and hospitalized students; G. early dismissals; H. homework assignments; I. making up work

Administrative Responsibilities

1. The principal is responsible for maintaining accurate and up-to-date records of student attendance.

2. The principal is responsible for assuring that the school has the appropriate family information that allows the school to contact the parent(s) or guardian(s) of all students whenever necessary.

Legal Reference(s): 16 V.S.A. §§1121 et seq. (Attendance required)

VT State Board of Education Manual of Rules & Practices: §2120.8.3.3

WASHINGTON COUNTY

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ATTENDANCE/TRUANCY PROTOCOL Staying in school is the first step to a good education. Students cannot learn if they are not in school. Absences from school for any reason (illness, vacation, religious holidays, family deaths and others) affect a student’s ability to learn and succeed. Truancy is inappropriate absence from school, which is defined as unexcused or insufficient excuse for absence. After five inappropriate absences, the procedures will be followed: PROCEDURE:

Youth has missed more than 10 days, but less than 15 days

Intervention Team: :

Meets with student and parent/guardian

Develops a plan of action to keep youth in school

Offers appropriate services/referrals

Continues documentation

Notifies Dept. of Children and Families (DCF) and Truant Officer (as deemed appropriate)

Follow-up as necessary with Intervention Team and implementation of action plan

Youth successfully remains in school

Youth is determined to be truant for 15 or more days, but less than 20 days

Letter of notification sent to family, with copies to (DCF) and Truant Officer

Affidavit written by school administrator and sent to State’s Attorney

Youth has missed more than 5 days

No further truancy

No further truancy

Youth successfully remains in school

OR Parent/Youth refusal to work with team OR

School Intervention includes:

Personal contact with parent/guardian

Appropriate support services offered

Follow-up letter outlining consequences for further absences including possible prosecution for truancy

Documentation maintained by principal

Petition may be filed with Family Court by State’s Attorney

DCF may investigate, and case may be brought to court

*Districts utilize their own interventions and contacts with students and families prior to beginning the process. This ensures that the students and families have been informed of the attendance policy. The onset of this process is left to the individual school’s discretion.

97

Nancy Thomas P.O. Box 470 – Plainfield, Vermont – 05667


PLANNED ABSENCE FORM

Consistent attendance is necessary for students to be successful in school. However, there are times when absences may be necessary for college visits or family events such as weddings or funerals. State law allows for the Superintendent to excuse a student from school for up to 10 days for “emergencies and absence from town.” Please note that absences for family vacations will NOT be approved. These absences will be unexcused and the students will be considered truant. It is also important that the attendance secretary, teachers and administrators are aware of planned absences. Please complete this form AT LEAST TWO WEEKS before the absence, except in cases of emergencies, such as a family member funeral. The process requires approval by the Superintendent. If approved, the form will be forwarded to the teacher(s) who will then arrange with the student the process to make up missed work. __________________________ _____ _____________________________ (Student Name) (Grade) (School)

_________________________ through ________________________

(1st day of absence) (last day of absence)

Purpose: _______________________________________________________________

Parent Signature ___________________________ Date: ____________________

Approved: ________________________________ _______________

(Superintendent) (Date)

Not-Approved: ___________________________ _______________

(Superintendent) (Date)

Teacher(s) must sign off below (after Superintendent approval):

Elementary Teacher________________________________

OR- Secondary Teachers

Period 1 ____________________ Period 2 ____________________ Period 3 ____________________ Period 4 ____________________ Period 5 ____________________ Period 6 ____________________ Period 7 ____________________ TA ____________________

****Return completed form to the Attendance Secretary****

98

Student Teacher Opportunities Supervising a student teacher is a great way to support our profession and grow as an educator. All student teaching arrangements should be completed through the principal’s office. If the placement is made, you are required to notify the central office. It is of utmost importance that all administrators are aware of anyone who is spending time in the classroom to assure all appropriate steps have been taken (background check, etc.) Most colleges have a student teaching handbook that you should request. You may be asked to sign a document indicating you understand your role and responsibilities in supporting the student teacher during their internship with you. You should be aware of who the supervisor for the student teacher will be and how often they will be in the classroom to observe. Be sure to give the office a copy of any agreement you sign. It is also important for the principal to review any document the student teacher may wish to send home with students. WNESU encourages staff to share their expertise with aspiring educators. By following the steps above we can work together to assure our students are safe and well served.

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Twinfield Learning Center (TLC) Afterschool Program

TLC, Twinfield Union School’s after-school program, offers a safe, educational and enriching blend of activities for students in grades k-6. TLC is open Monday-Friday from the end of the school day until 5:30 whenever school is in session. Students may participate for one to five days a week or just for specific activity strands that interest them.

TLC’s skilled team of instructors includes experienced teachers and community members who bring a diversity of skills to share with students. This staff works closely with Twinfield faculty to provide students with personalized academic and emotional support.

As a registered school age child care program, TLC participants are eligible for subsidies through the Vermont Department of Children and Families. Paperwork to apply for subsidies is available through our office or the DCF website. Our daily rate for the 2013-2014 school year is $14/day. Interested families can contact TLC Site Coordinator Carrie Riker at 426-3213 ext. 208 or [email protected].


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TWINFIELD PARTNERS IN EDUCATION (TPIE)

MISSION STATEMENT

The Twinfield Partners in Education (TPIE) is a group of Twinfield Union School parents, community members, school staff and administrators. The mission of TPIE is to create a partnership to benefit the students’ education.

TPIE will act as a vehicle for linking parents and the greater community to the school in order to meet the needs of teachers and students in the classroom. TPIE will promote consistent, open communication among parents, community members, teachers and the administration regarding all areas of education. TPIE will provide a platform for promoting the ongoing work of the entire Twinfield learning community.

For more information, please contact:

Lori Hebert 802-454-1620 [email protected]


WASHINGTON NORTHEAST SUPERVISORY UNION SCHOOL BOARD MEMBERS MARCH 2017 – March 2018

NAME MAILING ADDRESS E-MAIL ADDRESS TELEPHONE TERM WNESU BOARD

COMMITTEE

CABOT SCHOOL

Sharon O’Connor P.O. Box 221 Cabot, VT 05647

[email protected] 563-2144 (h) 454-8626 (w)

March 2015-March 2018 (3 year term)

Clerk/ Vice

Chair

Rory Thibault 28 Elm St Cabot, VT 05647

[email protected]

373-6262 (h) March 2017-March 2019 (2 year term)

Jackie Folsom Clerk/Vice Chair

2603 US Route 2 Cabot, VT 05647

[email protected]

426-3579 (h) 777-3857 (c)


Negotiations UDAG

Lisa Olson 370 Tetreault Rd Cabot, VT 05647

[email protected] 563-3132 (h) March 2014-March 2017 (3 year term)

X

Career Center

Chris Tormey Chair

83 Stone Farm Rd Marshfield, VT 05658



Chair

Negotiations


Scott Harris-P Clerk/Vice Chair

320 Bean Rd Plainfield, VT 05667

[email protected]

730-6146 (c) March 2015-March 2018 (3 year term)

Negotiations

Chandra Miller-P 23 East Hill Rd Plainfield, VT 05667

[email protected] 522-5967 (c) 454-1285 (h)


Career Center

Jon Groveman-M 28 School St Marshfield, VT 05658

[email protected] 426-4200 (h)


Patrick Healy-M Chair

468 Brook Rd Marshfield, VT 05658

[email protected] 426-3754 (h) 223-5352 (w) 279-6957 (c)


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Negotiations

Lauren Cleary-P 137 Gray Rd Plainfield, VT 05667

[email protected] 338-2480 (c) 454-8614 (w)


X

Jill Wilson-M 150 Star Pudding Farm Rd Marshfield, VT 05658



X













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Washington Northeast Supervisory Union Local Standards Board

Vermont’s relicensing process requires the development of an educational portfolio that

documents the educator’s professional growth through self-assessment, professional development and

reflection.

Washington Northeast Supervisory Union has a local standards board that educators can work

with to develop their portfolios and acquire credits for workshops, courses, teaching of

courses/workshops and other applicable educational experience. The Plan of Operations, policies,

forms and link to the Agency of Education, licensing website are located on the WNESU website on the

LSB page. You can also contact a LSB committee member for forms and information.

The WNESU LSB meets every month alternating between both schools. Educators should turn in

their Professional Development Activity Approval form each year as they take their applicable

professional development. Each educator has a contact person to go to and ask for help. The list of

information is posted in the staff room every year.

2016-2017 LSB Committee Members

Cabot representatives-

Deb Bothfeld Rose Riley Lyn Talamini

Twinfield representatives-

Kevin Carney Peter Herrick Sarah Pulaski Amy Sykas

Agency of Education for licensing contact information

http://education.vermont.gov/licensing

[email protected] (802) 479-1700 The Licensing Office accepts Official Transcripts via email:[email protected] The Licensing Office is staffed Monday through Friday, 7:45AM to 4:30PM

http://education.vermont.gov/licensing




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School Closings & Delays If school is delayed or cancelled, you will receive a call from our automated calling system. It will also be posted on our website. Closings and delays are also sent to local radio and TV stations. Unsafe roads and other emergencies may require school to close or to open late. When there is a late opening, pre-school class does not meet. When school is closed for the full day or is dismissed early due to weather or other emergency, there will be no after-school or evening activities. Please do not ask for an exception as this can jeopardize student safety & cause disruption and confusion for staff and families.

WASHINGTON NORTHEAST SUPERVISORY UNION PROFESSIONAL DEVELOPMENT ACTIVITY APPROVAL FORM

SUBMIT THIS FORM TO YOUR PRINCIPAL TWO WEEKS PRIOR TO EVENT, BE SURE TO SUBMIT A LEAVE REQUEST TO THE SCHOOL SECRETARY AS WELL. REQUIRED DOCUMENTATION FOR CENTRAL OFFICE: PROFESSIONAL DEVELOPMENT ACTIVITY APPROVAL FORM; DESCRIPTION OF COURSE OR WORKSHOP; DOCUMENTATION SHOWING COST OF REGISTRATION/TUITION FEE; PURCHASE ORDER FOR REGISTRATION/TUITION FEE. EMPLOYEE NAME(S):________________________________________________________________________________

TODAY’S DATE:___________________________________________SCHOOL:__________________________________

EVENT: (complete section 1 OR section 2) PURCHASE ORDER #_____________________

SECTION 1: COURSE – TITLE:_________________________________________________________________________

DATE(S) OF COURSE:___________________________________________ ACADEMIC CREDIT: ____yes ____no

COLLEGE/INSTITUTION:____________________________________________________ # OF CREDITS:____________

TOTAL COST: $_________________________ TOTAL LAB FEE COST: $__________________________

Contact Central Office HR Coordinator for current tuition rate and your credit status

SECTION 2: CONFERENCE/WORKSHOP – TITLE:___________________________________________________________

DATE(S) OF CONFERENCE/WORKSHOP:________________________________REGISTRATION FEE: $___________

ANTICIPATED EXPENSES FOR REIMBURSEMENT (may include): Lodging, Travel, Mileage, Meals. Note: Reimbursement

requires itemized receipts and a mileage claim form. Submit all receipts following attendance of

conference/workshop to central office. Complete a Purchase Order and attach Receipts.

PLEASE DESCRIBE HOW THIS ACTIVITY WILL CONTRIBUTE TO THE ACHIEVEMENT OF YOUR STUDENTS AND THEIR MASTERY OF VERMONT GRADE EXPECTATIONS:

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

PLEASE DESCRIBE HOW THIS ACTIVITY WILL FURTHER YOUR SCHOOL’S ACTION PLAN AND HOW THIS ACTIVITY IS

CONNECTED TO YOUR PERSONAL GOALS.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

By signing below, I agree to the terms of Article 13.3 (Twinfield) or Article 12.3 (Cabot) of the teacher’s agreement to

reimburse the school district if the course completion documentation is not submitted to Central Office; Certificates of

Attendance for conferences/workshops must also be submitted to central office.

EMPLOYEE SIGNATURE(S):_______________________________________________________DATE:______________

PRINCIPAL SIGNATURE:__________________________________________________________DATE:_____________

CURRICULUM DIRECTOR SIGNATURE:______________________________________________DATE:_____________

SUPERINTENDENT SIGNATURE:___________________________________________________DATE:_____________ 104

WASHINGTON NORTHEAST SUPERVISORY UNION PROFESSIONAL DEVELOPMENT ACTIVITY APPROVAL FORM

DIRECTIONS FOR PROFESSIONAL DEVELOPMENT APPROVAL PPROCESS

ALL FORMS AND APPROVALS MUST BE SUBMITTED NO LATER THAN TWO WEEKS

PRIOR TO THE EVENT

PLEASE DO NOT REGISTER FOR YOUR EVENT BEFORE YOU RECEIVE APPROVAL

FROM YOUR PRINCIPAL, CURRICULUM DIRECTOR AND SUPERINTENDENT

There are four items that need to be submitted for a Professional Development

event:

1) Professional Development Approval Form – to be approved/signed by your

principal

2) Course or conference/workshop description – attach this to your

Professional Development Form

3) Documentation showing cost of registration or tuition fee – attach this to

your Professional Development Form

4) Purchase Order to pay for registration or tuition fee – to be approved/signed

by your principal, attach to your Professional Development Form

a. Once your Principal has approved all forms they will be submitted to

Central Office for further approval/signature from the Curriculum

Director and Superintendent.

b. Once ALL approvals/signatures have been obtained, you will be notified

by Central Office. At that time, you will be ready to register for your

event

c. Following your attendance and successful completion of the event,

please submit Proof of attendance to Central Office

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WASHINGTON NORTHEAST SUPERVISORY UNION FLEX DAY DOCUMENTATION OF HOURS

PLEASE COMPLETE THIS FORM AT LEAST ONE WEEK PRIOR TO THE DATE OF THE

EVENT

NAME________________________________________ DATE________________

ACTIVITY NAME:

ACTIVITY DATE:

ACTIVITY TIME: (EX 5PM-7PM - 2 HOURS TOTAL)

BRIEF DESCRIPTION OF ACTIVITY:

Staff Signature__________________________________________

Administrator Approval___________________________________

Administrator Comment:


Building Use/After School Event Request Form

MUST BE SUBMITTED 2 WEEKS IN ADVANCE

Whenever students are involved in after-school functions at Twinfield they must have adult supervision at all

times. Their activities should be limited to the designated area requested below.

In the event of an emergency school closing, all events for that day will be cancelled.

Please print legibly

Title of event_______________________________________________________________________________ Date(s) of event______________________________ Entry Time: _____________ Exit Time:____________ If this event is open to the public, what are those entry/exit times? (if different from above________/_________ Entryway to be used (circle one): Main Flagpole Entrance Library Entrance Requested location(s)_________________________________________Number of people expected_________ Name of person requesting use of building_____________________________________________________

Phone ___________________________________ Email Address ___________________________________

Name of group affiliation (If not a TUS Staff Member)_____________________________________________ Admission charge for this event (if any)________________________________ Name and number of emergency contact_________________________________________________________

NOTE: Some activities may require a paid custodian and proof of liability insurance for non-school

organizations. You will be informed if this is the case.

__________________

To the best of my ability the above information is accurate. I understand that school functions take

priority and as such I/we may be asked to pick an alternative date. By signing this Building Use Form

I/we are responsible for the space I/we use. We will leave the room in the same condition as we found it.

Signature_________________________________________________Date_______________________ Approved by______________________________________________Date________________________

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(Return completed form to the Main Office for approval)

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Washington Northeast Supervisory Union Teaching Evaluation System for Professional and Student Learning

The purpose of a supervision and evaluation system is to increase our individual and collective effectiveness in our work of supporting students to achieve success. We believe in continuous growth for ourselves as professionals, just as we do for our students. There are two elements to our Teaching Evaluation System. The first is annual goal setting between the teacher and administrator, using a rubric which provides a shared definition of the work teachers do. Summation of the year’s performance with the rubric is done by both the teacher and the supervisor. The second element is classroom walkthroughs which are short, frequent, unannounced visits. Each visit is followed up with a brief face to face reflection and a note. The goal of these two approaches is effective support of improved teaching and learning as well as building positive relationships. This process is based on Kim Marshall’s mini-observations and his rubrics that have been adapted by the teacher committee members. There is a rubric for classroom teachers, and separate rubrics that have been modified to reflect differences in the way that Special Education teachers and Speech-Language Pathologists work with their students. Teaching Evaluation Rubrics

1. Goal Setting. (20 – 30 minutes) At the start of the school year, teachers self-assess using the rubrics, meet with their supervisor and set 2 – 3 goals.

2. Mid-year check-in. (20 – 30 minutes) A mid-January check-in meeting will be held. Supervisor and teacher fill out the rubric in advance and compare each page, discussing differences. The mid-year check-in will give both parties an opportunity to reflect on progress towards the agreed upon goals.

3. Summing up the year in May or June. (30 minutes) Supervisor and teacher fill out the rubric in advance, discuss the rubric and their different perspectives, striving for consensus. This meeting and work with the rubric can also serve as the goal setting meeting for the coming school year. The supervisor gives an overall rating at the bottom and writes a brief summative statement. The teacher also writes a brief summative statement and both sign off on the evaluation.

The rubrics provide a shared language about teaching and help to guide development of the teacher’s goals. They are the background for walk-throughs, but are NOT to be used as a check-list. They are used to create a conversation about teaching between the teacher and his/her supervisor.

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Supervisor Walk-throughs These walk-throughs provide supervisors a way to see the daily reality of classrooms or other practice situations, such as IEP meetings for special educators. These are:

1. Unannounced – a sample of each teacher’s work as it happens. 2. Frequent - averaging 1 time per month, enough to put together an accurate

picture of the year. Throughout the course of the year there will be the opportunity to see the beginning, middle and end of lessons, transitions, class work in progress, assessments, different disciplines.

3. Short - about 10 minutes, long enough to get a meaningful impression. 4. Keep in mind the individual’s teaching goals, unit plans, student data.

Following the walk-through, provide brief face-to-face feedback/coaching. 5. Followed up with brief written reflection. These write-ups are for reflection

and will not be placed in the teacher’s file. The procedure for New Teachers and Formal Improvement Plans remains the same as the process that has been in place for 4 years. New Teachers All teachers in their first two years of service to the school will have additional supports as follows:

1. Teachers new to the school will meet with their supervisor and mentor to develop goals.

2. Teachers new to the profession or to Vermont will have two written performance evaluations each of the first two years. 16 V.S.A § 1752 (b) (2)

Formal Improvement Plan The Formal Improvement Plan is a highly individualized process and designed to assist the teacher to make improvements necessary to support student success. The administrator will assign the teacher to a Formal Improvement Plan when he/she receives formal substantiated complaints about a teacher, per Article 7 of the Collective Bargaining Agreement, or has documented evidence that indicates the teacher needs significant improvement in one or more areas. During the time the teacher is placed on a Formal Improvement Plan, a teacher mentor may be assigned by mutual agreement between the teacher and the evaluating administrator. The superintendent may assign an alternate administrative evaluator at the teacher’s request. A detailed, written Formal Improvement Plan, containing specific criteria for improvement will be developed by the administrator. The teacher will be given the opportunity to contribute to the plan. Other peers or qualified people may be involved as agreed to mutually. The plan will include:

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targeted areas for improvement clear criterion/indicators of attainment action plan for remediation, including procedures, activities and a timeline resources needed a schedule of planned conferences with the administrator a summative assessment

The timeline begins when the plan is finalized, with input from the teacher, and has been presented to the teacher in a meeting for that purpose. Following 4 months of Formal Improvement Plan activities, the administrator will complete a summative evaluation. If the summative evaluation is satisfactory, the teacher moves to back into the standard Teaching Evaluation System. If unsatisfactory, the Improvement Plan process continues for another 4 months or until April 1, whichever comes first. In the event the administrator determines the teacher has not successfully completed the Formal Improvement Plan and/or continues to have serious performance deficiencies the administrator may

place the teacher on a Formal Improvement Plan for up to an additional 4 months or

recommend non-renewal. The teacher will be informed of the administrator’s decision at a formal meeting with representation of the Association, if desired. If the recommendation is for non-renewal, the administrator will confer with the superintendent. The superintendent will consider the documentation, meet with the teacher and association representatives, if desired, and determine the status of the teacher for the coming year. In the case of a decision of non-renewal, the teacher will be notified no later than April 15. The process will be in compliance with the Collective Bargaining Agreement and 16 V.S.A § 1752 regarding “Grounds and procedures for suspension and dismissal”.

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Washington Northeast Supervisory Union ___________________________________

EDUCATOR MENTORING PROGRAM

____________________________________________ Why Teacher Mentoring?

“Teaching is an occupation that loses many of its newly trained members very early in their careers,” says national researcher Richard Ingersoll. The Nation Center for Educational Statistics shows about one third of America’s teachers are leaving the field during their first three years of teaching. At the five year mark nearly half will have left. Teaching is one of the only professions that expects new hires to assume all the responsibilities of the experienced employee with little support from the system.

Being a novice teacher can be overwhelming. A good mentoring program supports new teachers while they transition from theory to practice. Mentoring programs also help transition more experienced teachers into new teaching assignments. Supporting the well-being of these new teachers will improve the quality of instruction. Mentoring has been shown to decrease the number of teachers leaving the profession. Students are the greatest benefactors of the support given to new teachers.

Mission Statement

The mission of the Washington Northeast Supervisory Union’s Educator Mentor Program is to provide students with quality instruction by promoting the professional development of our teachers.

Purpose

The purpose of the Educator’s Mentor Program is to aid the transition of teachers, new to the district or to the position, into the classroom while encouraging best practices through collaboration with experienced educators. Mentors can do this in many ways including help mentees learn systems in a school, help them connect to others, provide a sounding board, help identify strengths, help prioritize what needs to get done, aid in organization and most importantly, support reflective practice. The relationship between a mentor and mentee is one of collegial support, not of supervision and evaluation.

Mentor: A model who actively provides induction assistance, support, and opportunities over time for a new teacher or, to an experienced teacher new to the district or the position.

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Definitions of Mentoring:

Long-range, ongoing assistance o Not just a beginner’s orientation

A combination of structured, purposeful activities and open dialog conducted over time with an experienced teacher who has mentoring skills.

o Not merely a buddy system Trust-building, nurturing , and support

o Not evaluation

Characteristics of Effective Mentors:

Patient and approachable Good listener Non-judgmental Team player – uses a collaborative approach with other teachers and administrators A Learner – willing to participate in training sessions to develop and enhance their

mentoring skills. Willing to learn new teaching strategies from mentees. Reflective and analytical about their own teaching Maintains confidentiality and discretion A resource Looks ahead Able to build trusting professional relationships Have been successful in working with and teaching adults Able to work in a sustained way with beginning teachers

What are the Expectations for Mentors?

The Vermont Field Guide for Educator Mentoring put it best:

Typically, mentors working with new teachers are expected to help them learn school procedures, give them moral and emotional support, be a sounding board for new ideas, and share their own knowledge about new materials, planning strategies, curriculum development, and teaching methods. Mentors may also help with classroom management; observe the new teacher in the classroom and offer non-judgmental feedback; and enable the new teacher to observe other classrooms and teachers at work. The mentor provides support as the mentee experiments with new ideas and strategies, and helps the new teacher self-assess and reflect on his/her practice. The mentor may also be expected to help the new teacher understand the impacts and implications of student diversity on teaching and learning.

(Danielson & McGreal, 2000)

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Goals of Mentoring Program

1. To provide an environment in which new teachers and teachers new to

the district can take the risks necessary to improve teaching

performance.

2. To reduce the isolation of new teachers and increase the retention of

promising beginning teachers.

3. To promote the personal and professional well-being of teachers new to

their positions.

4. To model a culture of reflective practice and collaborative, professional

learning among colleagues.

5. To help new teachers learn to self-assess and to direct their own

professional growth.

Roles and Responsibilities

Mentor Mentee

Attend formal training sessions and

meetings of mentors conducted by

WNESU

Meet for an equivalent of 1 hour twice

a month

Complete time logs

Arrange for mentee to observe in other

classrooms and

Observe mentee 3 times. Meet with

mentee to discuss and reflect on lesson.

Help mentees learn school procedures

Offer support and be a sounding board

for ideas

Share knowledge about teaching and

learning

Assist with classroom management and

discipline

Participate in assessment of mentoring

program

Help mentees understand the

importance of maintaining

confidentiality.

Participate in the school’s Orientation

in year one.

Meet with mentor the equivalent of 1

hour twice a month

Complete 2 classroom observations of

other teachers

Have mentor observe in your classroom

3 times with a focus on areas of your

choosing. Meet with mentor to debrief

and reflect on lessons.

Develop and pursue professional goals

Attend any mentee meetings conducted

by WNESU

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Mentoring Program Confidentiality Policy The mentoring program of Washington Northeast Supervisory Union has been developed to ensure that each teacher new to the Cabot or Twinfield School Districts be afforded the support of experienced teachers for orientation and instructional coaching. For mentoring to meet its goal of aiding new teachers in effective instructional practices, the environment must be risk-free and non-threatening; new teachers need to avail themselves of such help and willingly open their classrooms to their mentors. With this understanding as a foundation, the relationship between the mentor and new teacher will remain confidential and non-evaluative.

Mentors will NOT share any information regarding mentees with the mentee’s colleagues, students or administrators.

At their discretion, new teachers may wish to share personal or evaluative information with mentors as a means of seeking help or advice.

Should a mentee leave the district, mentors will maintain confidentiality.

It is an important professional responsibility that you understand the confidentiality requirements of your position as mentor.

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ABC’s of Employment

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Washington Northeast Supervisory Union Employment Open Communication Washington Northeast Supervisory Union encourages you to discuss any work-related issue you may have with a co-worker directly with that person. If a resolution is not reached, or if you are uncomfortable in addressing the issue directly with the co-worker involved, please arrange a meeting with your administrator to discuss any concern, problem, or issue that arise during the course of your employment. Any information discussed in this meeting is considered confidential within Washington Northeast Supervisory Union administration, except as may be necessary in order to address the problem. Retaliation against any employee for appropriate usage of Open Communication channels is unacceptable and should likewise be reported to your administrator or another member of Washington Northeast Supervisory Union administration as soon as possible. Please remember it is counterproductive to Washington Northeast Supervisory Union for employees to create or repeat rumors or gossip about colleagues or the Washington Northeast Supervisory Union; whereas, it is constructive for an employee to consult his/her administrator immediately with any questions or problems related to our workplace or employees. Employment Equal Employment Opportunity Washington Northeast Supervisory Union is an equal employment opportunity employer. Employment decisions are based on merit and business needs, and not on race, ancestry, religion, gender, age, marital or civil union status, national origin, sexual orientation, place of birth, citizenship, veteran status, or disability, as defined and required by state and federal laws. It is the policy of Washington Northeast Supervisory Union to comply with all the relevant and applicable provisions of the Americans with Disabilities Act (ADA). We will not discriminate against any qualified employee or job applicant with respect to any terms, privileges, or conditions of employment because of a person's physical or mental disability. We will also make a reasonable accommodation whenever possible for all employees or applicants with disabilities, provided that the individual is otherwise qualified to safely perform the essential duties and assignments connected with the job and provided that any accommodations made do not impose an undue hardship on our Washington Northeast Supervisory Union, in conformance with state and federal laws. Equal employment opportunity notices are posted on our main bulletin board as required by law. These notices summarize the rights of employees to equal opportunity in employment and list the names and addresses of the various government agencies that may be contacted in the event that any employee believes he or she has been discriminated against. Administration is primarily responsible for seeing that our equal employment opportunity policies are implemented, but all members of the staff share in the responsibility for assuring that by their personal actions the policies are followed. Any employees, including administrators, responsible for or involved in discriminatory practices or actions may be subject to termination.

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Standards of Conduct Whenever people gather together to achieve goals, some rules of conduct are needed to help everyone work together efficiently, effectively, and harmoniously. By accepting employment with us, you have a responsibility to Washington Northeast Supervisory Union (WNESU), its member districts and to your fellow employees to adhere to certain rules of behavior and conduct. The purpose of these rules is not to restrict your rights, but rather to be certain that you understand what conduct is expected and necessary. When each person is aware that she/he can fully depend upon fellow workers to follow the rules of conduct, our Washington Northeast Supervisory Union will be a better place to work for everyone. Unacceptable Activities Generally speaking, we expect each person to act in a mature and responsible way at all times. If you have any questions concerning any work or safety rule, or any of the unacceptable activities listed below, please see your immediate administrator for clarification.

Note that the following list of unacceptable activities does not include all types of conduct that can result in disciplinary action, up to and including termination.

1. Negligence or any careless action that endangers the life or safety of another person. 2. Being intoxicated or under the influence of a controlled substance while at work or use, possession or

sale of a controlled substance in any quantity while on WNESU premises, except for medications prescribed by a physician and which are managed by the affected employee.

3. Smoking on school grounds in accordance with federal law. 4. Possession of firearms, dangerous weapons or explosives on WNESU property or while on duty off

premises. 5. Engaging in criminal conduct or acts of violence or making direct or indirect threats of violence

toward anyone on WNESU premises or when representing WNESU, fighting, or provoking a fight on WNESU property, or negligent damage of property.

6. Insubordination or refusing to obey instructions properly issued by your administrator pertaining to your work.

7. Threatening, intimidating or coercing fellow employees on or off the premises at any time, for any purpose.

8. Engaging in an act of sabotage; negligently causing the destruction or damage of WNESU property, or the property of fellow employees, parents, suppliers, or visitors in any manner.

9. Theft or unauthorized possession of WNESU property or the property of fellow employees; unauthorized possession or removal of any WNESU property, including documents, from the premises without prior permission from administration; unauthorized use of WNESU equipment or property for personal reasons; using WNESU equipment for profit.

10. Dishonesty; falsification or misrepresentation on your application for employment or other work records, including time cards; lying about sick or personal leave; falsifying reason for a leave of absence or other data requested by WNESU; alteration of WNESU records or other WNESU documents.

11. Breach of confidentiality of personal, educational or medically related information. 12. Conducting an illegal lottery or engaging in gambling on WNESU premises. 13. Any act of harassment, sexual, racial or other, including but not limited to, telling sexist or racist

jokes; making racial or ethnic slurs. See harassment policy.

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14. Violation of the WNESU’s email, Internet and computer use policies. 15. Violation of security or safety rules or failure to observe safety rules or WNESU safety practices;

failure to wear required safety equipment; tampering with WNESU equipment or safety equipment. Disciplinary Actions Please refer to the Collective Bargaining Agreement. Immigration Law Compliance All offers of employment are contingent on verification of your right to work in the United States. On your first day of work you will be asked to provide original documents verifying your right to work and, as required by federal law, to sign federal Form I-9, Employment Eligibility Verification Form. If you, at any time, cannot verify your right to work in the United States, WNESU may be obliged to terminate your employment. Absence or Lateness From time to time, it may be necessary for you to be absent from work. WNESU is aware that emergencies, illnesses, or pressing personal business that cannot be scheduled outside your work hours may arise. WNESU provides time off for these reasons outlined in the Collective Bargaining Agreement. If you are unable to report to work, or if you will arrive late, please contact the designated person at your school. By 7:00am or earlier Call:

Cabot School - 563-2289 ext. 0 and leave your message for Stephenie Manning. Let her know if there are any special class plans that need to be cancelled.

Twinfield Union School- 802-426-3213 ext. 344 and leave your message for Gail Ducharme. For planned and unplanned absences please refer to the WNESU Leave Form. Family Medical Leave Act (FMLA) may also be for absences of three or more days or in the case of absence due to a chronic health condition. A consistent pattern of absences that do not qualify for FMLA leave or Short-Term Family Leave may be considered excessive, and may be cause for concern and/or discipline. In addition, excessive lateness or leaving early without letting your administrator know may be considered a "lateness pattern" and may carry the same weight as an absence. Other factors, like the degree and reason for the lateness, will be taken into consideration. Be aware that excessive absences, lateness or leaving early may lead to disciplinary action, including possible dismissal.

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Personnel Records and Administration The task of handling personnel records and related personnel administration functions for WNESU is handled by the Administrative Assistant for Human Resources. Questions pertaining to your wages and insurance should be directed to the WNESU Business Office. Your Personnel/ Payroll File Keeping your personnel file up-to-date is important to you with regard to, deductions, benefits and other matters. If you have a change in any of the items listed below, please be sure to notify the WNESU central office as soon as possible.

1. Legal name 2. Home address 3. Home telephone number 4. Person to call in case of emergency 5. Number of dependents 6. Marital status (including Domestic Partner) 7. Driving record or status of driver's license, if you operate any WNESU vehicles or transport

students 8. Military status 9. Exemptions on your W-4 tax form 10. Training Certificates 11. Professional License 12. Beneficiary change

Upon experiencing a family status change, please notify the Business Office within thirty-one (31) days for benefit modifications, if necessary. Your Medical Records File: All medical records, e.g. related to Family Medical Leave Act leave, will be kept in a separate confidential file. WNESU maintains this information in the strictest confidence.

Compensation Wage and Salary Pay Cycle WNESU will pay you on a bi-weekly pay cycle. Our pay period and workweek for overtime purposes runs from Sunday–Saturday. Live checks and direct deposit statements are distributed on the day of payroll (every other Friday). Direct deposit is available the morning of payroll date, see current payroll schedule. For school year employees that elect the 26 payment option, the process has been that you receive five checks in the final payroll in June.

S95 added new options for payroll withholding and disbursements. Any school district employee may elect to have a set amount or a set percentage of his or her wages withheld in district-controlled account for disbursement during summer months. The employee can also access the funds earlier, if necessary. If

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the employee is a member of a collective bargaining unit, the manner in which the withholding and disbursement occur can be addressed by a negotiated agreement.

Mandatory Deductions From Paycheck WNESU is required by law to make certain deductions from your paycheck each time one is prepared. Among these are your federal, state and local income taxes and your contribution to Social Security as required by law. These deductions will be itemized on your check stub. The amount of the deductions will depend on your earnings and on the information you furnish on your W-4 form regarding the number of exemptions you claim. If you wish to modify this number, please request a new W-4 form from the central office immediately. Only you may modify your W-4 form. Verbal or written instructions are not sufficient to modify withholding allowances. We advise you to check your pay stub to ensure that it reflects the proper number of withholdings. The W-2 form you receive annually reflects how much of your earnings were deducted for these purposes. Any other mandatory deductions to be made from your paycheck, such as court-ordered garnishments, or child support, will be set out on your pay stub whenever WNESU is ordered to make such deductions. Direct Payroll Deposit Direct payroll deposit is the automatic deposit of your pay into the financial institution accounts of your choice. If you are not currently enrolled in direct deposit of your pay, but would like to do so please contact the business office. You must provide written authorization to WNESU to deposit through electronic funds transfer or other direct deposit systems. Error in Pay Every effort is made to avoid errors in your paycheck. If you believe an error has been made, please contact the Business Office. WNESU will take the necessary steps to research the problem and to assure that any necessary correction is made promptly. Time Sheets Support Staff Only: By Federal law, we are obligated to keep accurate records of the time worked by each employee. This is done by time sheets for hourly employees. You are responsible for accurately tracking your time. No one may track hours worked for another employee (except for supervisors who can track in times of absences). In the event of an error in reporting your time, please report the matter to your administrator immediately. Benefits Please refer to the Collective Bargaining Agreement (Insurance)

For additional information, please contact WNESU Business Office. Government Required Coverage

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Workers' Compensation Business All employees are entitled to Workers' Compensation benefits. This coverage is automatic and immediate and provides certain benefits to compensate you for an on-the-job injury. An on-the-job injury is defined as an accidental injury suffered in the course of your work, or an illness that is directly related to performing your assigned job duties. WNESU pays for this job-injury insurance. If you cannot work due to a job-related injury or illness, Workers' Compensation insurance pays your medical bills and provides a portion of your income until you can return to work or for a limited period of time defined by law, whichever comes first. All injuries or illnesses arising out of the scope of your employment must be reported to your administrator immediately. Prompt reporting is the key to prompt benefits. An accident report should be completed within 24 hours and given to the school nurse or building principal. You cannot start receiving benefits until we know about the injury. Insure your right to benefits by reporting every injury, no matter how slight. Employees returning to work after being absent due to a work-related injury must report to their administrator prior to beginning work and must bring a doctor's clearance for returning to work. Unemployment Compensation Depending upon the circumstances, employees may be eligible for Unemployment Compensation upon termination of employment or a reduction in hours of work with WNESU. The Department of Employment and Training determines eligibility for Unemployment Compensation. Social Security As a wage earner, you are required by law to contribute a set amount of your weekly wages to the trust fund from which future Social Security benefits are paid. As your employer, WNESU is required to deduct this amount from each paycheck you receive. In addition, WNESU matches your contribution dollar for dollar, thereby paying one-half of the cost of your Social Security benefits. Your Social Security number is used to record your earnings. - You are encouraged to protect your Social Security record by ensuring your name and Social Security number on your pay stub and W-2 Form are correct. You may also want to make sure your earnings statement is accurate each year by reviewing the Personal Earnings and Benefit Estimate Statement you receive each year from the U.S. Social Security Administration. Paid/Unpaid Leaves Please refer to the Collective Bargaining Agreement. (Leaves and Absences) Family Medical Leave (Federal) An employee who has worked for WNESU for at least twelve (12) months (whether or not consecutive) and for at least 1,250 hours during the previous twelve (12) months is entitled to take Family Medical Leave under the circumstances described below. Qualifying Reasons for Leave

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WNESU allows eligible employees to take Family Medical Leave for the following qualifying reasons:

pregnancy or the birth of a child; the placement of a child with the employee for adoption or foster care; the serious illness of the employee’s child, stepchild, or ward who lives with the employee,

foster child, parent, spouse, or the employee’s own serious illness.

“Serious illness” means an accident, disease or physical or mental condition, including illness, injury, or impairment, that: i) poses imminent danger of death; ii) requires inpatient care in a hospital, hospice, or nursing home; or iii) requires continuing treatment, including outpatient treatment, by a health care provider.

Caregiver Leave

Active Duty Leave o FMLA-eligible employees who are the spouse, child, parent, or next of kin to a service

member who has been seriously injured (including illness) while on active duty can take up to 26 weeks of unpaid leave in a 12-month period to care for the service member. Important: Where appropriate, all existing provisions of the FMLA apply, including the intermittent leave, the substitution of paid leave, and the notice provisions.

o Effective 10/28/09 The Caregiver Leave has expanded the provision to include veterans who are undergoing medical treatment, recuperation or therapy for serious injury or illness that occurred any time during the five years preceding the date of treatment.

o An employee may take FMLA leave for "any qualifying exigency" arising out of the fact that his/her spouse, child, or parent is on active duty or has been notified of an active-duty call. Amount of leave available: up to 12 weeks in a 12-month period (i.e., the usual FMLA leave allotment).

o Effective 10/28/09 The Active Duty Leave was expanded to include family members of active duty service members not just the National Guard and Reserves.

Length of Leave Eligible employees may use a maximum of twelve weeks of FMLA Leave during a 12-month period. A “rolling 12-month period” is defined by WNESU to be the 12-month period measured backward from the first day of any Family Medical Leave used by an employee. Family Medical Leave need not be taken at one time. It may also be taken on an intermittent basis or used to reduce your work schedule during the period of the serious illness, if there is a medical need for such

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leave and that need can best be accommodated through an intermittent or reduced leave schedule. If you need intermittent Family Medical Leave or a reduced schedule, you must attempt to schedule the leave so as not to disrupt the operations of WNESU. WNESU may assign you to an alternative position with equivalent pay and benefits that better accommodate your intermittent leave or reduced schedule. Payment for FMLA Leave Family Medical Leave will be unpaid unless the employee chooses OR the employer requires the employee to use personal or accrued paid sick leave. Employees have the right to use any amount of accrued, unused paid leave for any part of the 12-week period. However, accrued paid leave may not be used to extend FMLA Leave. FMLA Leave will run concurrently with all absences from work that meets the qualifications of FMLA. Notices You must give reasonable notice of the need to take FMLA Leave to WNESU when it is foreseeable. “Reasonable notice” means notice that is given as soon as is practicable. If the necessity for Family Medical Leave is based on planned medical treatment, you must provide at least thirty (30) days’ notice and make a reasonable effort to schedule the treatment so as to not unduly disrupt the WNESU’s operations, subject to the approval of the health care provider. WNESU requires that any Family Medical Leave request that is based on a serious illness of the employee or family member, or that is for an intermittent or reduced schedule, be supported by the certification of a health care provider on the form provided by WNESU for that purpose. Copies of the Certification of Health Care Provider form are available from your doctor’s office. You must obtain a re-certification of the need for leave for your serious illness or that of a family member every thirty (30) days or at the end of the predicted minimum period of absence (whichever is later) in order to establish the continuing need for Family Medical Leave. If you are taking Family Medical Leave because of your own serious illness, you must present certification from your health care provider indicating that you are able to return to work. Updates While On Leave Any employee on Family Medical Leave must report to WNESU periodically, but at least once per month, regarding his/her status and intent to return to work. Additionally, an employee must notify WNESU office as soon as possible when he/she is able to return to work so that the WNESU may make the appropriate arrangements to reinstate the employee. Return from Leave Upon returning from leave, you will be returned to your previous position, or a comparable position with equal pay, benefits, seniority, and other terms and conditions of employment, unless one of the following exceptions applies. If, during the period of Family Medical Leave, WNESU would have ended your employment or you would have been laid off for reasons unrelated to the leave, WNESU will not reinstate you to your previous position. Additionally, if you performed unique services and hiring a permanent replacement

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during the leave was necessary to prevent substantial and grievous economic injury to WNESU, we will notify you of WNESU’s intent not to reinstate you after the expiration of your Family Medical Leave. If you choose not to return to work at the expiration of the Family Medical Leave for reasons other than the continuation of a serious illness or reasons beyond your control, you must reimburse WNESU for the employer portion of premiums it paid in maintaining group health and dental benefits during your Family Medical Leave. If you do return from Family Medical Leave, you will be restored to your former position, or to an equivalent position with equivalent pay, and you will be credited for benefits and other terms and conditions of employment for the time you were on Family Medical Leave. Please contact WNESU office if you have any questions. Special Rules for Education Institutions FMLA leave that starts at the end of a school year and continues until the beginning of the next year is leave taken consecutively, not intermittent. The period during summer vacation when the employee would not be working does not count against FMLA leave. If an eligible instructional employee needs intermittent leave or leave on a reduced schedule to care for a family member, or for the employees own serious health condition, which is foreseeable based on planned medical treatment, and the employee would be on leave more than 20% of the total number of working days over the period the leave would extend, the employer may require the employee to choose either:

Take leave for a greater period or periods of a particular duration, not greater than the duration of the planned treatment

Transfer temporarily to an available alternative position for which the employee is qualified, which has equivalent pay and benefits and which better accommodates recurring periods of leave than does the employee’s regular position.

These rules apply only to a leave involving more than 20 percent of the working days during the period over which the leave extends. For example, if an instructional employee who normally works five days each week needs to take two days of FMLA leave per week over a period of several weeks, the special rules would apply. Employees taking leave which constitutes 20 percent or less of the working days during the leave period would not be subject to transfer to an alternative position. Periods of a particular duration'' means a block, or blocks, of time beginning no earlier than the first day for which leave is needed and ending no later than the last day on which leave is needed, and may include one uninterrupted period of leave. If an instructional employee does not give required notice of foreseeable FMLA leave to be taken intermittently or on a reduced leave schedule, the employer may require the employee to take leave of a particular duration, or to transfer temporarily to an alternative position. Alternatively, the employer may require the employee to delay the taking of leave until the notice provision is met. Please note that any time the employer requires you to take does not count toward your FMLA leave.

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Rules when taking FMLA near the end of an academic term (school semester) There are different rules for instructional employees who begin leave more than five weeks before the end of a term, less than five weeks before the end of a term, and less than three weeks before the end of a term. If an instructional employee begins leave more than five weeks before the end of a term. The employer may require the employee to continue taking leave until the end of the term if: The leave will last at least three weeks, and The employee would return to work during the three-week period before the end of the term. If the employee begins leave for a purpose other than the employee's own serious health condition during the five-week period before the end of a term. The employer may require the employee to continue taking leave until the end of the term if: The leave will last more than two weeks, and The employee would return to work during the two-week period before the end of the term. If the employee begins leave for a purpose other than the employee's own serious health condition during the three-week period before the end of a term, and the leave will last more than five working days. The employer may require the employee to continue taking leave until the end of the term. Vermont Parental Leave Law An employee who has worked for WNESU for the past 12 months averaging 30 hours per week is entitled to take Vermont Parental Leave and Vermont Family Leave, including Short Term Leave [discussed below] under the circumstances described below. Qualifying Reasons for Leave WNESU will allow eligible employees to take Vermont Parental Leave for the following qualifying reasons:

pregnancy (employee only, not employee’s spouse) or the birth of a child;

to care for their newborn child up to 12 months old

the placement of a child with the employee for adoption or foster care;

to care for their newly adopted child under the age of 16 within the first year of placement

WNESU will allow eligible employees to take Vermont Family Leave for the following qualifying reasons:

the serious illness of the employee’s child, stepchild, or ward who lives with the employee, foster

child, parent, parent-in-law, spouse, or

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the employee’s own serious illness.

“Serious illness” means an accident, disease or physical or mental condition, including illness, injury, or impairment, that: i) poses imminent danger of death; ii) requires inpatient care in a hospital, hospice, or nursing home; or iii) requires continuing treatment, including outpatient treatment, by a health care provider.

WNESU will allow eligible employees to take Vermont Short Term Family Leave (a type of leave for routine recurrent family or medical related events less than one full day) for the following reasons:

Participate in preschool or school related activities directly related to a family members academic advancement (such as a parent-teacher conference)

Go to a doctors or dentist appointment for a routine visit Accompany a family member to a routine doctor or dentist appointment Respond to a medical emergency involving a family member Accompany a family member to appointments for professional services related to their care and

well-being such as interviewing for admission to a nursing home. Please note:

Short Term Family Leave is NOT counted in the 12 weeks of FMLA/VPLA Short Term Family Leave consists of a total of 4 hours in any 30 day period, with no more than a

total of 24 hours in 12 months. Employers can require use in 2 hour blocks of time. Length of Leave Eligible employees may use a maximum of twelve weeks of leave during a 12-month period. A “rolling 12-month period” is defined by WNESU to be the 12-month period measured backward from the first day of any Family Medical Leave used by an employee. Vermont Family Leave need not be taken at one time. It may also be taken on an intermittent basis or used to reduce your work schedule during the period of the serious illness, if there is a medical need for such leave and that need can best be accommodated through an intermittent or reduced leave schedule. If you need intermittent Vermont Family Leave or a reduced schedule, you must attempt to schedule the Leave so as not to disrupt the operations of WNESU and the school. WNESU may assign you to an alternative position with equivalent pay and benefits that better accommodates your intermittent leave or reduced schedule. Payment for Vermont Family Leave Vermont Family Leave will be unpaid unless the employee chooses to use personal time or accrued paid sick leave. Employees have the right to use any amount of accrued, unused paid leave (up to 6 weeks of time) for any part of the 12-week period. However, accrued paid leave may not be used to extend Vermont Family Leave Vermont Family Leave will run concurrently with absences from work covered by workers’ compensation, disability or other qualifying time off.

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Short-Term Family Leave In addition to Family Medical Leave, Vermont law entitles an employee to Short-Term Family Leave of up to 4 hours in any 30-day period (but not more than 24 hours in any 12 month period) of unpaid leave as follows: to participate in preschool or school activities directly related to the academic advancement of the employee’s child, stepchild, foster child, or ward who lives with the employee; to attend or to accompany the employee’s child, stepchild, foster child or ward who lives with the employee or employee’s parent, spouse, or parent-in-law to routine medical or dental appointments; to accompany the employee’s parent, spouse, or parent-in-law to other appointments for professional services related to their care and well-being; to respond to a medical emergency involving the employee’s child, stepchild, foster child or ward who lives with the employee or the employee’s parent, spouse, or parent-in-law. Exempt employees’ pay will not be reduced for Short-Term Family Leave. You must give at least seven (7) days’ notice of the need for Short-Term Family Leave, except in the case of an emergency. Military Leave of Absence If you are inducted into the U.S. Armed Forces, you will be eligible for re-employment after completing military service, provided:

1. You show your orders to your administrator as soon as you receive them. 2. You satisfactorily complete your active duty service. 3. You enter the military service directly from your employment with WNESU or the district .

4. You apply for and are available for re-employment within ninety days (90) after discharge from active duty. If you are returning from up to six months (6) of active duty for training, you must apply within twenty days (20) after discharge.

Military Reserves or National Guard Leave of Absence

Employees who serve in U. S. military may take the necessary time off without pay to fulfill this obligation, and will retain all of their legal rights for continued employment under existing laws. These employees may apply accrued personal leave and unused earned vacation time to the leave if they wish, however, they are not obliged to do so. You are expected to notify your administrator as soon as you are aware of the dates you will be on duty so that arrangements can be made for replacement during this absence. Insurance Premium Payment During Leaves of Absence While you are on any type of unpaid leave of absence, other than Family Medical Leave, from WNESU, you will be responsible for paying the total premiums for your coverage and that of your dependents. Failure to do so may result in loss of coverage and possible refusal by the insurance carrier to allow your coverage to be reinstated. Security Maintaining the security of WNESU buildings is every employee's responsibility. Develop habits that

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insure security as a matter of course. For example:

Be advised the premises, inside and outside the building, are protected by security cameras. It is important to be aware of the crisis emergency plan. (See Crisis/ Emergency Plan) Know the location of all alarms and fire extinguishers, and familiarize yourself with the proper

procedure for using them, should the need arise. If you are the last to leave your area make sure that all entrances are properly locked and secured.

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Separation of Employment Insurance Conversion Privileges According to the federal Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1985, in the event of your termination of employment with WNESU, or loss of eligibility to remain covered under our group health insurance program, you and your eligible dependents may have the right to continued coverage under our health insurance program for a limited period of time at your own expense. Upon termination, WNESU will provide you with written notice as to your COBRA rights, and you will learn how you can continue your insurance coverage and any other benefits you currently have as an employee who is eligible for continuation. If you are party to a civil union, you may have certain rights under Vermont Law (VIPER). Please contact WNESU central office. Exit Interviews When an employee leaves the supervisory union or member districts, WNESU administration may wish to conduct an exit interview to discuss your reasons for leaving and any other impressions that you may have about WNESU. During the exit interview, you can provide insights into areas for improvement that WNESU can make. Every attempt will be made to keep all information confidential within WNESU administration. Return of Washington Northeast Supervisory Union Property Any WNESU property and equipment issued to you, as well as all documents, including those stored electronically and all computer software must be returned to WNESU at the time of your termination. You may be responsible for any lost or damaged items. The value of any property issued and not returned may be deducted from your final paycheck, and you may be required to sign a wage deduction authorization form for this purpose; provided that you will be paid at least minimum wage regardless of the amount owed to WNESU due to unreturned WNESU property. Other rules may apply to exempt employees. Post-Employment Inquiry WNESU will verify dates of employment and position last held.

Workplace Guidelines This Employee Handbook is designed to answer many of your questions about the practices and policies of WNESU. Feel free to consult with your administrator for help concerning anything you don't understand. Personal Appearance Please understand that you are expected to dress in accordance with accepted social and professional standards. A neat, tasteful appearance contributes to the positive impression you make on our visitors, students and parents. You are expected to be suitably attired during working hours or when representing

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the school. Drug-Free Workplace Policy It is the goal of WNESU to maintain a drug-free workplace.

1. The unlawful manufacture, possession, distribution, or use of controlled substances is prohibited in the workplace and during work time.

2. Employees who violate this prohibition are subject to corrective or disciplinary action as deemed appropriate, up to and including termination.

3. As an on-going condition of employment, employees are required to abide by this prohibition and to notify, in writing and within five (5) days other violation, her/his/her administrator of any criminal drug statute conviction, they receive. Included in this requirement are convictions for Driving While Intoxicated (DWI) and Driving Under the Influence (DUI).

4. If an employee receives such a conviction, WNESU may take appropriate personnel action against the employee, up to and including termination, depending on the relationship to the employee’s job.

5. WNESU provides referral to an Employee Assistance Plan (see EAP) for information about drug counseling and treatment.

6. WNESU reserves the right to search and inspect all areas of the workplace and the WNESU premises for the maintenance of a safe and healthy workplace.

Expense Reimbursement You must have your administrator’s written authorization (by way of a purchase order) prior to incurring an expense on behalf of WNESU. To be reimbursed for all authorized expenses please complete a mileage reimbursement form. If you are asked to conduct WNESU business using your personal vehicle, WNESU will reimburse you at the rate per mile permissible by the IRS. Recycling, Waste Prevention and Conservation WNESU encourages you to be conscious of our commitment to recycle and conserve our resources. Solicitations and Distributions Please obtain permission from your building administrator prior to distributing information or soliciting for any non-profit organization Telephone/Voicemail/Computer/Mail Use And Privacy WNESU telephones are to be used for professional purposes in serving the interest of our students and parents and in the course of normal WNESU operations. Personal use of the WNESU phones should be for emergencies and essential personal business. The frequency or duration of telephone calls for personal business must not interfere with the performance of an employee’s job duties or the functioning of WNESU’s operations. The log of calls from each extension may be reviewed on a regular basis to implement this policy and to insure that the WNESU is not incurring charges for personal calls. Please charge any long-distance charges for personal calls made from work to another source.

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Employees should not expect that voice mail is private. The content of messages left in voice mail may be reviewed by WNESU administration and an employee’s use of the WNESU’s telephone and voice mail systems grants permission for such review. Proper use of the telephones and voice mail is a job requirement for all WNESU employees. WNESU equipment, including computer hardware and software, is a valuable WNESU asset. They are to be used for WNESU purposes only and for personal use consistent with WNESU’s policy for E-Mail and Internet Use, as well as the computer use provision below. WNESU employees may not copy or use WNESU purchased/leased software contrary to the provisions of the WNESU's contract. Employees may use WNESU computers for personal purposes on a limited basis during non-work time so long as it does not interfere with WNESU utilization. Communications per the WNESU computer system are subject to the policies of WNESU and are held to the same standards as in-person communications, e.g. confidentiality, violations of trust, harassment, etc. WNESU may access your computer files and documents. WNESU employees should not expect that the contents of their computer documents or files are private. Use of the WNESU’s computer and equipment and software grants permission for such access. WNESU employees are prohibited from giving their passwords to anyone other than the computer administrator, or in some approved instances, to members of the support staff assigned to assist that individual. Internet Employees are encouraged to use the Internet, particularly the Web resources, to foster WNESU interests and to enhance their professional skills. This use includes research and acquiring information of benefit to WNESU and its students and parents. Use of the Internet on personal time (lunch breaks, before/after normal working hours, etc.) is permitted for legitimate personal use consistent with the prohibitions described below. No user should ever share access to any WNESU computer system with any individual not employed by or consulting with WNESU. The following behaviors, although not exhaustive of all prohibited conduct, are specifically prohibited using WNESU Internet access, e-mail, or telecommunications resources:

accessing non-business related sites on WNESU time; pursuing business opportunities unrelated to WNESU duties, including operating a business; soliciting money for personal gain; gambling or any other criminal activity; violating copyright laws by downloading graphics or text for use in other documents; use of logos, graphics or other proprietary or copyright material which is the property of

WNESU or its clients; downloading software (which can introduce viruses into the WNESU systems) except by

authorized Information Systems employees; viewing, downloading or otherwise accessing sexually explicit, violent or hate-related

material; communicating inappropriate messages, i.e. that are derogatory, defamatory, obscene or

otherwise inappropriate in a workplace setting; establishing Web sites or other Internet sites without express permission from the

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administration; engaging in any other Internet activity that violates local, state or federal law; disclosure of confidential information; engaging in Internet activity or sending e-mail messages that violate WNESU policies; and any other use inconsistent with or contrary to the policies of WNESU.

Electronic Mail Use of electronic mail (e-mail), whether sent or received, is intended for business functions and activities. Performance requirements of WNESU’ Internet and other information systems must be maintained at all times. If large files or documents must be sent or received that may degrade systems operation, check with Wildbranch for off-hours scheduling. Limited personal use of e-mail is permitted for legitimate purposes. This personal use is intended to be infrequent, for short messages without objectionable, harassing or sexually explicit content. Employees will refrain from sending or receiving personal e-mail with large files or documents attached that could affect the performance or storage capacity of our systems. Monitoring of Employee Usage and Restricting Access to Objectionable Internet Content WNESU reserves the right to monitor employee use of its school resources in accordance with the Electronic Communications Privacy Act. Under this law, WNESU has the absolute right to review, audit, monitor and disclose the content of all e-mail messages (and any documents, files or materials attached to them) that employees send or receive through the WNESU’s system. Employees should be aware that access to content includes deleted items not fully eliminated from the system, as well as to existing hard copies of the same. Personal passwords can be overridden and should not be disclosed to others. Use of e-mail and WNESU Internet connection grants consent to review by administration. WNESU’s e-mail and Internet connection is to be used only by authorized persons, i.e. employees and others such as contractors or consultants specifically granted such permission. WNESU, at its discretion, may prevent access to Web sites and/or monitor employee access to Web sites. Implementation and Violations of this Policy While not everyone may have access to the Internet or e-mail as a requirement of his/her or her immediate job, over time, access will be expanded within the WNESU. Therefore every employee is expected to comply with this policy. All employees will be asked to read and sign the statement attesting to their receipt and understanding of this policy. Employees who violate this policy will be subject to disciplinary action up to and including termination of employment, in the discretion of WNESU administration.

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POLICY D12 HARASSMENT OF EMPLOYEES Harassment is a form of unlawful discrimination, as well as disrespectful behavior, which will not be tolerated. Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct, or communications constituting harassment as defined and otherwise prohibited by state and federal law violates this policy. Further, it shall be a violation of this policy to retaliate against any complainant raising good faith allegations of unlawful harassment or witness cooperating in an investigation by the Supervisory Union or District pursuant to this policy.

Definitions 1. Employee: For purposes of this policy, employee means any person who may be permitted, required or directed by the school district, in consideration of direct or indirect gain or profit, to perform services.

2. Unlawful Harassment: Unlawful harassment is a form of discrimination. It is verbal or physical conduct based on an employee’s race, religion creed, color, national origin, marital status, sex, sexual orientation, gender identity, age, political affiliation, ancestry, place of birth or disability which has the purpose or effect of substantially interfering with an employee’s work or creating an intimidating, hostile or offensive environment.

3. Sexual Harassment: Is a form of sex discrimination and means unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:

a) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment; or

b) Submission to or rejection of such conduct by an individual is used as a component of the basis for employment decisions affecting such individual; or

c) Such conduct has the purpose or effect of substantially interfering with an individual's work performance or creating an intimidating, hostile or offensive working environment.

4. Retaliation. Retaliation is adverse action taken against a person for making a complaint of unlawful harassment or for participating in or cooperating with an investigation.

Examples Unlawful harassment can include any unwelcome verbal, written or physical conduct which offends, denigrates, or belittles an employee because of the employee’s race, religion, creed, color, national origin, marital status, sex, sexual orientation, gender identity age, ancestry, place of birth or disability. Such conduct includes, but is not limited to, unsolicited derogatory remarks, jokes, demeaning comments or behavior, slurs, mimicking, name calling, graffiti, innuendo, gestures, physical contact, stalking, threatening, bullying, extorting or the display or circulation of written materials or pictures.

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1. Sexual Harassment Sexual harassment may include unwelcome touching, crude jokes or pictures, discussions of sexual experiences, teasing related to sexual characteristics, pressure for sexual activity, display or sending of pornographic pictures or objects, obscene graffiti, and spreading rumors related to a person's alleged sexual activities.

2. Racial and Color Harassment

Racial or color harassment may include unwelcome verbal, written or physical conduct directed at the characteristics of a person’s race or color such as nicknames emphasizing stereotypes, racial slurs, and negative references to racial customs.

3. Creed and Religion Harassment

Creed and religion harassment includes unwelcome verbal, written or physical conduct directed at the characteristics of a person’s religion or creed such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs.

4. National Origin Harassment Harassment on the basis of national origin includes unwelcome verbal, written or physical conduct directed at the characteristics of a person’s national origin such as negative comments regarding surnames, manner of speaking, customs, language or ethnic slurs.

5. Marital Status Harassment Harassment on the basis of marital status includes unwelcome verbal, written or physical conduct directed at the characteristics of a person’s marital status, such as comments regarding pregnancy or being an unwed mother or father.

6. Sexual Orientation Harassment

Harassment on the basis of sexual orientation includes unwelcome verbal, written or physical conduct directed at the characteristics of a person’s sexual orientation.

7. Gender Identity Harassment

Harassment on the basis of gender identity includes unwelcome verbal, written or physical conduct directed at an individual’s actual or perceived gender identity, or gender-related characteristics intrinsically related to an individual’s gender or gender identity, regardless of the individual’s assigned sex at birth.

8. Disability Harassment

Disability harassment includes any unwelcome verbal, written or physical conduct directed at the characteristics of a person’s disabling mental or physical condition such as imitating manner of speech or movement, or interference with necessary equipment.

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D. Procedure 1. Duty to Investigate. In the event the Supervisory Union or District receives a complaint of unlawful harassment of an employee, or otherwise has reason to believe that unlawful harassment is occurring, it will take all necessary steps to ensure that the matter is promptly investigated and addressed. The District is committed to take action if it learns of potential unlawful harassment, even if the aggrieved employee does not wish to file a formal complaint. 2. Designated Persons. Every employee is encouraged to report any complaint of or suspected acts of unlawful harassment. Unlawful harassment should be reported to the Non-Discrimination Coordinators or to the Principal at the following address and telephone number:

Non-Discrimination Coordinators: Nancy Thomas, Superintendent Address: P.O. Box 470 – Plainfield, VT 05667 Telephone number: (802) 454-9924, ext. 202 Principal: David Schilling, Cabot School Address: 25 Common Road – Cabot, VT 05647 Telephone number: (802) 563-2289 Principal: Mark Mooney, Twinfield Union School Address: 106 Nasmith Brook Road – Plainfield, VT 05667 Telephone number: (802) 426-3213

3. Investigation. Allegations of unlawful harassment will be promptly investigated by a Non-Discrimination Coordinator or his/her designee. At the outset of the investigation, the complainant shall be provided with a copy of this policy. If the allegations are found to have been substantiated by the investigator, the District will take appropriate disciplinary and/or corrective action. The Non-Discrimination Coordinator or his/her designee will inform the complainant(s) and the accused(s) whether the allegations were substantiated. The accused(s) and the complainant(s) shall be warned against any retaliation. If, after investigation, the allegation is found not to have been substantiated, the complainant(s) shall be informed of the right to contact any of the state or federal agencies identified in this policy. 4. Filing a Complaint. Employees are encouraged to report the alleged unlawful harassment as soon as possible to the Non-Discrimination Coordinators or the Principal. The complainant will be asked to provide copies of any relevant documents or notes of events and the names of people who witnessed or were told of the unlawful harassment and will be asked to provide a written description of the unlawful harassment. 5. Alternative Complaint Processes. Employees may file complaints with both the District and with state and federal agencies. If employees are dissatisfied with the results of an investigation, they may file a complaint with state and federal agencies. The agencies are:

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a. Vermont Attorney General's Office, Civil Rights Unit, 109 State Street, Montpelier, VT 05602, tel: (802) 828-3171. Complaints should be filed within 300 days of any unlawful harassment.

b. Equal Employment Opportunity Commission, 1 Congress Street, Boston, MA 02114, tel: (617)565-3200 (voice), (617)565-3204 (TDD). Complaints should be filed within 300 days of any unlawful harassment.

Legal Reference(s): 9 V.S.A. §§4502 et seq. (Public accommodations)

16 V.S.A. 11(a)(26) (Definitions)

21 V.S.A. §§495 et seq. (Unlawful employment practice, sexual harassment)

42 U.S.C. §§2000e et seq. (Title VII of the Civil Rights Act of 1964) 29 C.F.R. 1604.11 (Equal Opportunity Employment Commission)

WNESU Cabot Twinfield 1st Reading: April 18, 2012 May 7, 2012 May 8, 2012 Adopted: June 21, 2012 May 21, 2012 June 12, 2012 Reviewed:

WNESU Cabot Twinfield 1st Reading: December 15, 2011 December 12, 2011 December 13, 2011 2nd Reading: January 19, 2012 January 9, 2012 January 10, 2012 Adopted: January 19, 2012 January 9, 2012 January 10, 2012 Reviewed:

138



POLICY E12 SECURITY CAMERAS Washington Northeast Supervisory Union and its member schools respect the privacy of all members of the school community and the public. This policy has been developed to govern the use of security cameras on campus to ensure that such cameras are used judiciously. Security cameras have come into increasing use on school campuses as part of a crime prevention strategy and to aid in the protection of property and public safety. Security cameras will be used on campus for non-instructional purposes in order to enhance:

Protection of individuals, equipment and facilities

Monitoring of public areas (e.g. hallways)

Monitoring of building entrances and exits

Investigation of unlawful activity The Superintendent will enforce policy and procedures regarding security cameras in order to ensure lawful, prudent use of cameras which supports the mission and core values of the supervisory union. Procedures will be developed by the Superintendent in consultation with staff.

139

Twinfield Union School Staff Agreement on Use of Technology

I have been given the privilege of using technology owned by the School District in the form of access to telecommunications and computer hardware and software. I understand that this is a privilege and not a right of my employment and that I must employ this technology in a manner that complies with the District’s policies. I understand that the District extends no rights of privacy or ownership to work completed by me on District-owned technology. I understand that it is prohibited for me to:

1. Use the District’s technology for my personal gain or profit or for any commercial use not sanctioned by the School District;

2. Use any software or technology in a manner inconsistent with the District’s/school’s licensing agreements;

3. Distribute any information about any student’s records or files to persons outside the school system, unless such distribution is authorized by law or there is written permission from the parent/guardian or student to do so;

4. Use offensive, obscene or racially demeaning language in any communications;

5. Download software protected by copyrights; and 6. Store personal software on any computer owned by the District. 7. I understand that the School Board may revoke these privileges at any

time and that any illegal activity will be reported to the appropriate authorities.

140

Telephone Instructions

Please refer to the staff extension list for your extension number.

General phone use instructions:

1. Dial 9 for an outside line 2. To reach another extension, just dial the extension number. When you do this, you will

be on speaker-phone and can speak directly into the room 3. To reach another extension’s voice mail, press pound then the extension number

All Staff: It is VERY important that all staff set up their phone. Please follow the instructions to set up your personal greeting, enter your name and record your name into the system. IF YOU DON’T FOLLOW EACH OF THESE STEPS, YOUR NAME WILL NOT BE FOUND ON THE DIAL BY NAME OPTION AND YOUR PHONE WILL NOT HAVE A MESSAGE WHEN PEOPLE ARE TRANSFERRED TO YOUR VOICE MAIL. WITHOUT THESE ENTERED, IT CREATES CONFUSION FOR ANYONE WHO IS TRYING TO REACH YOU. Press the MSG button on your phone and then:

1. Enter/change your Password…………………………………………….Dial #, 7, 1 Password length can be from 1 to 8 digits. Default password is 0000.

2. Record your name ………………………………………………………... Dial #, 7, 2

This recorded name plays to your callers when they are transferred through the Auto Attendant. The Automated Directory also plays your recorded name so callers receive the correct spelling.

3. Enter your dial-by-name directory name ………………………………..Dial #, 7, 3

You are asked to first spell, enter and accept your Last Name, then your First Name on the telephone keypad. The Automated Directory uses the feature for callers who do not know your extension number but do know your name.

4. Record your primary (no-answer) greeting ……………………………. Dial 5,1

This personal greeting plays to your callers when you do not answer your phone.

141

PURCHASE ORDER PROCEDURE

STEP 1 – Sign out 3 part purchase order a. Purchase orders are located at the school office and the central office b. Requester verifies that the log and purchase order number correspond STEP 2 – In order to be approved, purchase orders must include the following: a. Vendor Name, Address, Phone and Fax Number b. Item(s) and the cost c. Shipping cost – add 15% unless otherwise known d. Be sure to indicate who the package should be shipped to ATTN:____________ e. School Districts are Sales Tax Exempt f. Sign and date the purchase order g. Courses, workshops and conferences require submission of the Request for

Professional Development. Please attach a description of the course/workshop/conference. Contact HR Coordinator in regard to credit status. h. If expense if Grant Funded, indicate on purchase order. i. Amazon Orders: print Amazon Shopping cart and attach to Purchase Order.

STEP 3 – Purchase Order Approval Process

a. All purchase orders require approval/signature by the Principal, Associate Principal, Director of Special Services or Superintendent.

b. Professional Development Requests require prior approval by the Superintendent & Principal

STEP 4 – Placing Orders a. Order items: Amazon orders are placed by the Business Office. The administration

will retain one copy, the other two copies are sent promptly to the Business Office. The Business Office will forward the original purchase order back to the staff person. For all other items: The administrator will retain one copy, one copy is sent promptly to the Business Office, and the original is returned to the employee to place the order.

b. Registrations: Once approved, you will be notified with the purchase order number, indicating that it is O.K. for you to register.

STEP 5 – Receipt of goods/services a. Employee verifies order is in good condition b. If items are incorrect or damaged, contact the Business Office promptly c. On the original purchase order, complete the section labeled APPROVED FOR

PAYMENT and forward to the Business Office promptly d. Direct all invoices and billing questions to the central office

STEP 6 – Payment a. Reimbursement forms that have been approved will be paid during our next normal

check run

142

EMPLOYEE REIMBURSEMENT PROCEDURE

TYPE OF REIMBURSEMENT:

MILAGE: Pre-Approved Mileage Reimbursement

a. Mileage reimbursement does not require a purchase order

b, Mileage reimbursement forms can be found in the school

office or the central office

c. Complete and submit mileage reimbursement on a monthly

basis. Each month should be on a separate form

d. Mileage reimbursement forms need to be approved/signed by

the Principal, Associate Principal or other Administrator

PROFESSIONAL SERVICES, Prior Approval

SUPPLIES, BOOKS & a. Follow procedure for purchase orders

EQUIPMENT

Acceptable Forms of Proof of Payment

a. Copy of personal checks with corresponding invoice or detailed

receipt

b. Credit card receipts with corresponding invoice or detailed

receipt

c. A summary receipt with amount and signature alone are not

acceptable forms of proof of payment

Payment

a. Reimbursement forms that have been approved will be paid

during our next normal check run

b. Schools are not subject to sales tax

110 Kimball Avenue 654 Granger RoadBurlington, VT 05403 Barre, VT 05641(802) 658-5756 (802) 223-7499

To Access Concentra's Urgent Care Services between 8 a.m. and 5 p.m. on school days:

To Access Concentra's Urgent Care Services after hours:

* Contact your supervisor who will document your injury or illness.

For more information, contact the HR Coordinator (Superintendent's Office) at 454-9924, ext. 202.143

Concentra will communicate the nature of your injury to your supervisor so we may find modified duty to help you return to work as soon as possible.

* Washington Northeast Supervisory Union is committed to helping you get appropriate medical care for work related injuries and this important plan will help.

Washington Northeast Supervisory Unionand

CONCENTRA

* The Supervisor will call Concentra After Hours program, and will assist you to get the services you need.

Washington Northeast Supervisory Union has chosen Concentra as the preferred medical rescource for the treatment of work related injuries and illness for the teachers and staff of Cabot School and Twinfield Union School and the Supervisory Union. Concentra has earned a reputation for high quality, timely, and effective care which is essential for prompt resolution of injuries. They have successfully treated thousands of employees from many businesses in our area. All needed services for work-related injuries and illnesses are available under one roof and are provided by a skilled professional staff. Concentra will also serve as a resource to the Supervisory Union for DOT physicals for bus drivers.

* Contact your Supervisor and/or school nurse or building administrator who will document your injury or illness* The Supervisor will refer you to Sylvia Charron Workers Compensation Coordinator for WNESU, who will assist you to get the services you need.

144

EMPLOYEE ACCIDENT REPORT


__M __F ____________DOB _____________SSN ____EMPLOYEE ____VISITOR

Name of Injured:_____________________________________________________________

Address:____________________________________________________________________

Home Phone:____________ Hire Date:__________ Supervisor:________________________

Date of Accident:_____________Time of Accident:__________On School Grounds: __Yes __No

Location of Accident:__________________________________________________________

Describe the Accident:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Names of Witnesses (Include phone Number):________________________________________

______________________________________________________________________________

Nature of Injury:________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Aid Administered:_________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Aid Administered by:______________________________________Time:__________________

Was Medical Attention Sought at Concentra: ____Yes ____No /

Name of Physician:______________________________________________________________

Address & Phone:_______________________________________________________________

Time Lost from Work ____Yes ____No Date Lost Time Began:_________________________

Employee Hours of Work: Start Time:___________________ End Time:_______________

145

Cause of Accident:_______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe any Unsafe Conditions:___________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe any Contributing Causes:__________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Corrective Action to be Taken:_____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Signature of Person Completing this Report:

_________________________________ Title:_________________Date:_______Time:_______

Signature of Administrator:

_________________________________ Title:_________________Date:_______Time:_______

146

EMPLOYEE ASSISTANCE PROGRAM

Benefits

Who is an Invest EAP Member?

Anyone who belongs to or works for an organization that contracts with us

Any household members of those employees

Any Vermont dairy farmer and their household members

Member Benefits

Confidential short-term counseling, including assessment, resources and referrals.

o Counseling and support on a wide range of personal issues, including:

> Relationship and Family Issues > Healthy LIfestyle Changes > Drug and Alcohol > Workplace Conflict > Mental Health > Legal issues > Grief and Loss > Financial Problems > Medical and Illness > Stress Management > Disability > Parenting techniques > Eldercare > Transportation Issues > Childcare > Housing Issues

o Referrals to a private counselor who fits best with your insurance coverage (for issues that would

benefit from more than short-term EAP support).

Website resources at this site, including self-assessments, videos, articles and helpful links in the

Members/Employees section. http://www.investeap.org/benefits.asp

A quarterly wellness newsletter. If you don't already receive this from your organization, simply go

the newsletter section of the website and you can sign up for an electronic version that we'll send to

you directly.

Legal information and lawyer referrals, including a 30 minute free consultation with a network

attorney and a 25% discount off standard fees if you need to retain the attorney for ongoing work.

Financial consultation including debt counseling, budget review and strategy, and information on

more complex money matters such as investment and tax planning

Childcare resource information

Eldercare resource information

Disability and Disease Management

24/7 access to a counselor by telephone toll free number (1-800-287-2173)

http://www.investeap.org/benefits.asp

147

VEHI – Vermont Education Health Initiative What is VEHI?

VEHI is a large nonprofit purchaser of health care plans for Vermont school employees.

A self-funded, fully insured purchasing trust, VEHI is co-managed by the Vermont

School Boards Insurance Trust (VSBIT) and the Vermont—National Education

Association (V-NEA).

VEHI currently purchases plans from Blue Cross Blue Shield of Vermont. As a voluntary

purchasing alliance, VEHI plays an active role in all areas of health plan delivery:

design, financing, marketing, risk management, health promotion, consumer education,

and customer service. VEHI currently licenses its wellness programs from VSBIT and

from PATH, LLC.

http://www.vehi.org/

PATH – Planned Action Toward Health PATHpoints is sponsored by VEHI, the Vermont Education Health Initiative, a nonprofit

health insurance trust for Vermont school employees, co-managed by the Vermont

School Boards Insurance Trust (VSBIT) and the Vermont-National Education

Association (V-NEA). Participate in VEHI PATHpoints programs, earn points, and get a

reward at the end of the school year.

https://secure.tomypath.com/

What is VEHI PATH Program & PATHpoints

PATH is a wellness program sponsored by VEHI, the Vermont Education Health Initiative, a

nonprofit health insurance trust for Vermont school employees, co-managed by the Vermont

School Boards Insurance Trust (VSBIT) and the Vermont-National Education Association (V-

NEA).

All employees are eligible to join PATH and earn PATHpoints – insured or not. You must be

recognized by your District as an employee and appear on a verification of employment list that

the District VEHI Wellness Leader sends us each year.

Your Wellness Leader is: Rita Harvey

PATH Program’s goal is to affect the culture and climate of the building in which you work. Log

on to https://secure.tomypath.com/ and start participating.

http://secure.tomypath.com/WNESU/faq/view/?id=3&org_id=49

http://www.vehi.org/



148

Name: _____________________________________________ Date/s Requested: _____________________

Full, Half, or Qtr Day: ______ Time (ex: 12:00-2:45): ______________________

PLEASE COMPLETE SECTION A, B or C

NOTE: All types of leave require advance approval, unless reason for leave is unforeseeable.

A. Paid Leave:

( ) Sick ( ) Personal (See back for definitions)

( ) Vacation ( ) Floating Holiday ( ) Jury Duty ( ) Military

( ) Workers Compensation Date of Injury: ________________________________

( ) Maternity/Parental/Adoption Leave

( ) Bereavement Relationship to Decedent: _____________________________

B. Paid Professional:

( ) Professional - Elective [ProfSelf]

( ) Professional - Assigned by Principal, Special Services Coord or Superintendent [ProfReq]

C. Paid Regular Duties Outside of Classroom:

( ) Local Standards Board ( ) Assessments ( ) Offsite Learning Opportunities

( ) Association ( ) Collaborative Work

__________________________________________________ ____________________________ Employee Signature Date _________________________________________________ ____________________________ Principal Approval Date

DO YOU REQUIRE A SUBSTITUTE? ( ) YES ( ) NO

Specify Hours/Class Periods a Sub is required: ______________________________________________________

Is there a specific sub(s) you would like scheduled (If Available): ________________________________________

WASHINGTON NORTHEAST SUPERVISORY UNION Cabot _______ Twinfield _______ SU _______

LEAVE FORM and SUBSTITUTE REQUEST

149

Teacher CBA

10.3 Personal Leave Each teacher will be entitled to up to five (5) days of paid leave each school year for

personal necessity. Except in an emergency all personal leave should be requested at least 48 hours in advance and will require the approval of the administration.

Personal leave is in no way to be construed as additional sick leave or vacation time and

is not accumulative. Personal leave days will not be used for extending a holiday or a vacation. Requests for personal leave in connection to a holiday or vacation may be granted in exceptional circumstances at the discretion of the principal. The administration in charge has the right to limit the total number of leaves on any day.

Support Staff CBA

14.4 Personal Leave Up to four (4) paid leave days may be granted for personal, legal or business matters

which require absence during working hours. Unless an emergency exists, requests for personal leave must be made to the principal at least 24 hours in advance. Personal leave may not be used to extend a vacation. Personal leave may not be used for purposes eligible for sick leave.

Name:

Date Start Time End Time Total Sub Initials

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Total:

Date Start Time End Time Total Sub Initials

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Total:

Employee Signature: ______________________________________ Date: ___________

Principal Signature: ______________________________________ Date: ___________

Extra time/ overtime requires prior approval by administrationTeachers, Paraeducators, Custodian, Food Service & Substitutes

Cabot ________ Twinfield ________ SU ________

TIMESHEET

Type of Leave/ Comments

KEY: S= Sick P= Personal PD= Prof. Development B= Bereavement V= Vacation H= Holiday


Type of Leave/ Comments

150

Cabot Twinfield SU

Name:

MILEAGE REIMBURSEMENT FORM - (Do not combine districts on one form)

ENTER MILESin one or more columns

School BusinessDescription *Date

TravelFrom:

TravelTo:

Trai

ning

/Con

fere

nce

(580

.XX

.10)

Tran

spor

t Stu

dent

s (5

19.0

0.00

)

Trav

el to

do

your

job

(Ban

k, P

ost o

ffice

, etc

) (5

80.X

X.0

0)

School BusinessDescription *

Date Date

For Office Use Only:

Subtotal Miles 0 0 0

IRS Rate: 0.540 0.540 0.540

Subtotal $ 0.00 0.00 0.00

Total Reimbursement Request: $ 0.00

G/L Code: ______________________________________________

______________________________________________

______________________________________________

Signature Signature

Employee Administrator

* for example: Deposit daily receipts, Spring Census Training, SPED instruction (with student's initials)

washington northeast supervisory union

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