student handbook 2016.17 - norwich public schools
TRANSCRIPT
Norwich Public Schools
2016-‐2017
Parent/Guardian Handbook
Bishop School Early Learning Center Case Street Early Learning Center at DTZ
Samuel Huntington School Thomas W. Mahan School
Moriarty Environmental Sciences Magnet School John B. Stanton Network School
Uncas Network School Veterans Memorial School
Wequonnoc Arts and Technology Magnet School Kelly Middle School
6th Grade Academy @ Teachers’ Memorial
If you would like this information translated into Spanish, Haitian Creole or Chinese, please contact Sheila Osko -‐ 860 823 4205 x 2509. Si a usted le gustaría esta informaciόn traducida al español, criollo haitiano o chino, sírvase contactar a Sheila Osko -‐ 860 823 4205 x 2509. Si ou ta renmen enfomasyon sa tradui an Español, Kreyόl Ayisyen oubyen Chinwa, tanpri kontakte Sheila Osko -‐ 860 823 4205 x 2509. 如果您想这些资料翻译成西班牙文，海地语或中文，请联系 Sheila Osko -‐ 860 823 4205 x 2509.
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CENTRAL OFFICE ADMINISTRATION www.norwichpublicschools.org 90 Town Street (860) 823-‐6284 Abby I. Dolliver, Superintendent [email protected]
Dr. Thomas J. Baird, Director of Curriculum, Instruction & Assessment
Mary Donnelly, Director of Student Services & Special Education [email protected]
Athena Nagel, Business Administrator
BOARD OF EDUCATION
Aaron Daniels, Chairperson Dennis Slopak, Vice Chairperson
Angelo Yeitz, Secretary Robert Aldi
Margaret Becotte Kevin Saythany Susan Thomas Joyce Werden
Dr. Yvette Jacaruso
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TABLE OF CONTENTS
Central Office Administration 2 Board of Education 2 School Calendar 2016-‐2017 5 Schools, Addresses and Telephone Numbers 6 Mission Statement 7 Board of Education Meetings 8 General Information:
• Early Release • Emergency Closing • Other Emergencies • School Messenger System • Changes in Telephone Numbers/Addresses • Visiting Our School • Personally Identifiable Student Information • Items From Home • Lost and Found • Kindergarten Registration • Classroom Placement • School Lunch/Breakfast Program • Snacks and Birthday Celebrations • Food Allergies and Glycogen Storage Disease (Diabetes) • Green Cleaning Program • Asbestos Management • Pesticides • Non-‐Discrimination Statement • State Department of Education Complaint Resolution Procedure • Student Records
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Student Responsibilities • Expectations for Behavior • Playground Expectations • Cafeteria Expectations • Textbooks and School Property • Technology Guidelines • Educational Technology
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Discipline Procedures 18 Student Dress/ Uniforms
• Dress Code for Girls • Dress Code for Boys
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Student Attendance • Absences • Early Parent Pick Up • Truancy • Chronically Absent
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Child Abuse 20 Health Room Information
• School Health Office • Medication
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Home/School Communication • School-‐Parent Compact • School-‐Family-‐Community Partnerships • Support for Homeless Populations • Parent-‐Teacher Organizations • Messages to Teachers • Steps in Communication • Notices Home • Formal Reports to Parents • Conferences
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Transportation • Bus Guests • Bus Safety • Bus Discipline • Walkers • Bicycle Safety
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Learning Goals 25 Elementary Program of Study 26 Middle School Program of Study 30 Student Assessments
• Connecticut State Department of Education Mandate Assessments • Norwich Public Schools Required Assessments
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Special Programs • Reading Incentive Program • Before and After School Programs • School Readiness
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Student Services • Preschool • Special Education • Social Support • Elementary School Counseling • Middle School Guidance Counseling • English to Speakers of Other Languages • Bilingual Center • Translation Services • Title I
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Homework • Guidelines for Homework • Suggested Time for Homework • Teacher Responsibilities • Student Responsibilities • Parent Responsibilities • Principal Responsibilities
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Teacher Qualifications 39
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Norwich Public Schools
Telephone and FAX
School
School Hours
Street Address (860) 823-‐4204 FAX (860) 823-‐4241
Samuel Huntington School Siobhan O’Connor, Principal
9:10 a.m. -‐3:35 p.m.
80 West Town Street Norwich, CT 06360
(860) 823-‐4205 FAX (860) 823-‐4243
Thomas W. Mahan School Donna Funk, Principal
8:30 a.m. -‐2:55 p.m.
94 Salem Turnpike Norwich, CT 06360
(860) 823-‐4206 FAX (860) 823-‐4246
Moriarty Environmental Sciences Magnet Rebecca Pellerin, Principal
9:10 a.m. -‐3:35 p.m.
20 Lawler Lane Norwich, CT 06360
(860) 823-‐4207 FAX (860) 823-‐4250
John B. Stanton Network School Billie Shea, Principal
9:10 a.m. -‐3:35 p.m.
386 New London Turnpike Norwich, CT 06360
(860) 823-‐4208 FAX (860) 823-‐4251
Uncas Network School Peter Camp, Principal
9:10 a.m. -‐3:35 p.m.
280 Elizabeth Street Ext Norwich, CT 06360
(860) 823-‐4209 FAX (860) 823-‐4252
Veterans Memorial School Adam Rosenberg, Principal
9:10 a.m. -‐3:35 p.m.
80 Crouch Avenue Norwich, CT 06360
(860) 823-‐4210 FAX (860) 823-‐4253
Wequonnoc Arts and Technology Magnet Scott Fain, Principal
9:10 a.m. -‐3:35 p.m.
155 Providence Street Taftville, CT 06380
(860) 823-‐4211 FAX (860) 892-‐4302
Kelly Middle School William Peckrul, Principal Susan Kessler, Assistant Principal Victor Turbes, Assistant Principal
8:05 a.m. -‐2:45 p.m.
25 Mahan Drive Norwich, CT 06360
(860) 823-‐4212 FAX (860) 823-‐4277
6th Grade Academy @ Teachers’ Memorial Alexandria Lazzari, Principal
8:05 a.m. -‐2:45 p.m.
15 Teachers Drive Norwich, CT 06360
(860) 823-‐4286 FAX (860) 823-‐4220
Bishop School Early Learning Center Lynn DePina, Director
6:30 a.m. -‐5:00 p.m.
526 East Main Street Norwich, CT 06360
(860) 892-‐4354 FAX (860) 892-‐4357
Case Street Early Learning Center at DTZ Lynn DePina, Director
6:30 a.m. -‐5:30 p.m.
30 Case Street Norwich, CT 06360
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NORWICH PUBLIC SCHOOLS
Mission Statement
The Norwich Public Schools will provide each student a rigorous, effective teaching and learning environment where equity is the norm, excellence is the goal, student health and safety is assured. The Next Generation Norwich Education System is a fully integrated community educational environment for all our citizens throughout their lives in any facet they desire. The Norwich Educational System Will:
• Be known for how learners, families, educators, and the Norwich community work together to deliver personalized and effective learning programs for every learner.
• Give learners the personalized support they need for success.
• Be flexible in the use of time, space, and learning experiences.
• Use Norwich community resources creatively and responsibly for mutual benefit of the community, the schools, and learners.
• Help citizens learn continuously throughout their lives.
• Have a sustainable financial model that reflects not only the cost side of the public ledger, but also the benefits side.
• Have processes that periodically renew the system as times and priorities change.
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BOARD OF EDUCATION MEETINGS 2016-‐2017
Board of Education meetings are held in the Community Room at Kelly Middle School, 25 Mahan Drive, Norwich. They are open to the public and begin at 5:30 p.m. on 9/13, 10/18, 11/15, 12/13, 1/10, 2/14, 3/14, 4/18, 5/9, 6/13.
GENERAL INFORMATION Any references to online links for further information can be printed by making the request at any school office. Early Release Days There are days throughout the school year that are scheduled for early release. These are noted on the school calendar with the symbol (ER or LED). Please note the early release schedule below.
Mahan School
Huntington, Moriarty, Stanton, Uncas, Veterans and Wequonnoc
Schools
6th Grade Academy @ Teachers’
Memorial and Kelly Middle Schools
Bishop Early Learning Center ½ day programs
8:30-‐12:55 9:10 a.m.-‐1:35 p.m. 8:05-‐12:45
9:10 a.m.-‐11 a.m. (1st session)
11:45 a.m.-‐1:35 p.m. (2nd session)
Emergency Early Closings / No School / Delayed Openings At times, school schedules may be adjusted due to a sudden change in the weather or other emergency. Early closings follow the schedule listed above. On a delayed opening day, school begins 2 hours later than the typical start time.
Want the latest and up-‐to-‐date info on our delays and closings? Follow us on Twitter! @norwichps
All other media outlets will be notified within 1 hour of our tweet.
The stations listed below will provide this information. Announcements begin about 6:00 a.m. and will be broadcast over the following stations:
• Radio: o FM 97.7 WCTY o FM 98.3 WILI o FM 107.7 WBMW o FM 106.5 WBMW o AM 98.7 WNLC o AM 1310 WICH
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• Television o Channel 3 o Channel 30, o Channel 8 o FOX 61
In addition, School Messenger Service (described below) will send an automated call to the phone numbers on file. We strongly advise you to develop a family emergency school closing plan. A family plan might include the following:
• Three to five homes, listed in specific order, that your child could go to until you could reach him/her
• Ensure your child has your phone number to contact you Please take the time to practice your family emergency school closing plan with all children. If your child attends a preschool program, please check with the school for specific program schedules. Other Emergencies There have been times when it has been necessary to evacuate the school in order to ensure the safety of students. In that event, students will be transported to another site, where their school day can continue. Under the advice of police, phone lines must be kept clear and the creation of a secondary hazard must be avoided. Our School Messenger System will notify parents as soon as possible. If it is deemed safe by emergency personnel by the end of the day, students will be transported home on their regular bus. “Walker” students will be transported back to their home school where they can be met by parents or walk home along their regular route. Students enrolled in the before-‐ and after-‐school program will be transported back to the school. School Messenger System Norwich Public Schools uses the School Messenger System to notify parents, guardians, and/or the designated student emergency contact, of pertinent information regarding your child and school. The district uses this notification system for the following:
• Daily notification of student absence • Delayed school openings • Early release due to weather or school emergencies • School or district surveys • Notification of upcoming school or district events • Other unforeseen emergencies or circumstances
Changes in telephone numbers and /or address Contact information forms are sent home at least twice per year and must be filled out and returned to your child’s teacher. The information is especially helpful if an emergency should arise. Parents’ and guardians’ phone numbers and names are requested so that we may contact someone in an emergency. It is crucial that all emergency numbers are kept up to date to ensure that parents, guardians and /or emergency contacts receive important messages. Be sure to contact the school secretary should any information change during the school year.
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Visiting Our Schools In order to ensure the safety of students and staff, all doors are kept locked and monitored by a security system. All visitors, including parents, must ring the doorbell for entry; sign the visitor’s log in the office, present a photo ID, and wear a visitor’s badge at all times. Even our most regular volunteers are asked to comply with this request. Personally Identifiable Student information, Photography, and Video Personally identifiable information can only be released according to state statute. On occasion, Norwich Public Schools (NPS) staff or local/state news media may photograph or record students and/or student-‐produced work during school and outside of school hours. They are used for state/local, district, and school publications, productions, marketing, websites and social media outlets for NPS and the NPS Education Foundation. NPS may use these photographs and recordings indefinitely unless authorization is revoked in writing. However, if revoked, NPS shall not be required to recall the photos and/or recordings of the affected publications, productions, marketing, websites, social media outlets in use.
If a parent does not wish directory information, photographs and/or recordings of his/her child released, or doesn’t want their child’s work posted, he/she must notify the school principal in writing.
Surveillance equipment may be used on buses, in certain areas of campus, and at school events for security, safety, and discipline purposes. These video/audio records may be utilized as evidence for certain disciplinary procedures. This evidence may be maintained as part of a student’s record and available to the parent. Parental notice restricting photographs or videos will not apply to the use of surveillance equipment for safety, security, and disciplinary procedures.
Items from Home Students are discouraged from bringing any electronic devices to school. Although the school recognizes that students use these devices to and from school, it is expected that these devices be secured immediately upon entrance to the school building. Improper use of these devices may result in confiscation and will be returned only to the parent. It should be noted that the school will not be held liable for lost, stolen, or broken electronic devices. (See policy 5134 Bring your own device) Lost and Found Students should inquire at the school office for lost items. Kindergarten Registration Kindergarten Registration is conducted in the early spring of every school year. Students who will be five years of age by January 1 of the coming school year are eligible to register, however state law will not allow your child to attend without completing necessary paperwork including appropriate medical information. Please call the registration center at (860)823-‐4201 ext. 2104 for more information. Classroom Placement The choice of your child’s teacher is a professional decision made in a collaborative effort by the staff and the school principal. Many factors enter into the decision, including academic ability, gender, friendships, behavior, student strengths and interests. Parent input regarding a student’s particular learning style may be shared with the assigned teacher at the beginning of the year.
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Placement decisions for a transferring student in a classroom are not considered final until records from a sending school are received. School Lunch and Breakfast Program Norwich Public Schools participates in the National School Lunch & Breakfast programs. Breakfast and lunch are served every day at school. A detailed notice explaining the Norwich Public Schools’ Lunch Policies is sent home at the beginning of each school year, and includes an application for free and reduced lunch. All students are welcome to FREE breakfast upon arrival at school. Students may purchase (or qualify for free and reduced) hot lunch daily. Students may purchase milk even if they are not purchasing lunch. Snacks and Birthday Celebrations Students are encouraged to bring a healthy snack daily, such as fruit, vegetables, cheese and crackers, pretzels, and/or juices. However, we discourage snacks containing tree nuts (peanuts, cashews, etc.) or peanut oils due to concern about students with severe allergies. Our district wellness policy mandates a limit of outside food brought into the classroom. Please contact the school principal for healthy celebration options. Management Plan and Guidelines for the Management of Food Allergies and Glycogen Storage Disease (Diabetes) The Norwich Public Schools recognize that food allergies and glycogen storage disease may be life threatening. For this reason, the district is committed to developing strategies and practices to minimize the risk of accidental exposure to life threatening food allergens and to ensure prompt and effective medical response should a child suffer an allergic reaction while at school. To view the complete management plan, please visit www.norwichpublicschools.org, click on “district information”, then “policies”, then scroll to policy 5141.25. Green Cleaning Program A written description of our green, cleaning program is available upon request from your school office. Asbestos Management A written notice of the availability of asbestos management plan is available upon request from your school office. Pesticides Norwich Public Schools will provide a 24 hours notice of the application of pesticides on school grounds. Information will be available at www.norwichpublicschools.org . For information on how to receive written notice of pesticides including name of active ingredients, target pest, location and date of application, please contact Dolores Thayer, Facilities Supervisor at (860) 859-‐5015 ext. 2114. Non-‐Discrimination Statement The Board of Education complies with all applicable federal, state and local laws prohibiting the exclusion of any person from any of its educational programs or activities, or the denial to any person of the benefits of any of its educational programs or activities because of race, creed, color,
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national origin, sex, sexual orientation, marital status, age, or disability, subject to the conditions and limitations established by law. State Department of Education Complaint Resolution Procedure
Connecticut State Department of Education Complaint Resolution Procedure
Elementary and Secondary Education Act 34 Code of Federal Regulations (CFR) Part 299 (10)(a)
I. Filing of Complaint
A. Violation of Law A written complaint may be filed by an organization or individual with the Connecticut Commissioner of Education alleging that the state educational agency (SEA) or an agency or consortium of agencies is violating a federal statute or regulation that applies to the following applicable programs: 1. Part A of Title I (Improving Basic Programs Operated by Local Educational
Agencies). 2. Part B, Subpart of Title I (Reading First). 3. Part B, Subpart 3 of Title I (Even Start Family Literacy Programs). 4. Part D of Title I (Children and Youth Who Are Neglected, Delinquent, or At Risk
of Dropping Out). 5. Part A of Title II (Teacher and Principal Training and Recruiting Fund). 6. Part D of Title II (Enhancing Education Through Technology). 7. Part A of Title III (English Language Acquisition, Language Enhancement, and
Academic Achievement Act). 8. Part B, Subpart 4 of Title III (Emergency Immigrant Education Program). 9. Part A of Title IV (Safe and Drug-‐Free Schools and Communities). 10. Part A. of Title V (Innovative Programs).
B. Review of an Appeal
A written complaint may be filed by an individual with the Connecticut Commissioner of Education appealing the decision of an agency or consortium of agencies based on prior written complaint presented by an individual to such agency or consortium of agencies.
C. Content of Complaint The complaint shall be in writing, signed by the complainant and contain the following: 1. A statement that the SEA or an agency or consortium of agencies has violated a
requirement of federal statuses or regulation regarding the applicable program, or in the case of an appeal, a statement of aggrievement with the decision
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rendered by the agency or consortium of agencies based on a prior written complaint.
2. A clear and concise description of the facts on which the statement is based and the specific alleged violation or aggrievement.
3. A description of prior efforts to resolve the complaint, including information demonstrating that the SEA, agency or consortium of agencies has taken action adverse to the complaint or has refused or failed to take action within a reasonable period of time.
4. Complainant’s and respondent’s name, address and telephone number. 5. Other materials or documents containing information which support or clarify
the statement.
II. Review of Complaint A. Analysis
Within three business days of receipt of the complaint, the Commissioner shall assign a review official. Within five business days of the assignment, the review official shall determine whether the complaint has been properly filed in accordance of Section I. If necessary, the review official shall interview the complainant.
B. Dismissal of Complaint The review official may dismiss the complaint in writing stating an explanation for such action. The grounds for dismissal shall include, but not limited to, the following: 1. Failure to file a proper complaint pursuant to Section I. 2. The allegations fail to state a bona fide violation of federal statute or regulations
by the SEA or an agency or consortium of agencies. 3. The allegations fail to state a bona fide aggrievement with the decision rendered
by an agency or consortium of agencies based on prior written complaint. 4. The allegations were not caused by the actions or failure to act by the SEA,
agency or consortium of agencies.
III. Notification of Complaint and Investigation If a complaint is not dismissed, the review official shall forward the complaint to the respondent immediately along with a copy of the Complaint Resolution Procedures.
IV. Response to Complaint Within 10 business days of the receipt of the complaint from the review official, the respondent shall file with the Commissioner a written response to the complaint. A. Content of Response
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The response shall address each and every allegation of the complaint and shall list the respondent’s name, address and telephone number.
B. Interview
The review official or the respondent may request an interview to discuss the response and to resolve the dispute informally.
V. Complaint Investigation Upon completion of Section IV or the failure of the respondent to file a response, the review official shall conduct an investigation. All parties may be duly notified that an investigation has begun. At any time during the investigation, the review official shall attempt to resolve the dispute informally. Within 60 calendar days of the receipt of the complaint, an investigation of the complaint shall be completed and a written report shall be mailed to both parties. Information shall be gathered in a timely manner, while minimizing any inconvenience or disruption to the complainant or respondent. Concerning a review of an appeal of the decision of an agency or consortium of agencies, the review official may elect to disregard the procedures contained in this section using in lieu thereof the following abbreviated procedure: 1. Review all of the appropriate records and determine whether the decision of the
agency or consortium of agencies shall be affirmed, reversed or modified. 2. Draft a letter of review of an appeal addressing, but not limited to, the issue in
dispute, the facts found, the affirmation, reversal or modification of the lower decision and recommendation for improved practices, policies or procedures.
A. Data Collection The complainant and respondent shall provide the review official with copies of all relevant records requested in writing. Telephone interviews of the complainant, respondent and others with knowledge of the allegations may be conducted. Pursuant to 34 CFR 99-‐35(a) the review official, acting on behalf of the SEA, is authorized to have access to education records in connection with an evaluation of federal or state-‐supported education programs or for the enforcement of or compliance with federal legal requirements which relate to those programs.
B. Independent On-‐Site Investigation The review official may conduct an on-‐site visit to investigate the complaint if the official deems it necessary. Any on-‐site visit shall be coordinated with the respondent.
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C. Complaint Investigation Report The Complaint Investigation Report shall be completed by the review official and mailed to the parties within 60 calendar days of the receipt of the complaint by the SEA. The Commissioner may grant an extension for the completion of the report upon written request of the review official or respondent if exceptional circumstances exist with respect to the particular complaint. Such extension shall be in writing and shall be mailed to the parties. The report shall contain the following contents: 1. Summary of all investigation activities including, but not limited to, date of receipt of
complaint, allegations, parties interviewed, documents received and dates of on-‐site visits.
2. Specific allegation of the complaint, the findings of fact, conclusions and final decisions rendered regarding each allegation, including citation to applicable federal statute or regulation.
3. Specific corrective action plan that resolves the complaint or ensures future compliance of the respondent regarding the violation of federal statute or regulation.
4. Recommendations for improved practices, policies or procedures shall be offered when no violation of federal statute or regulation is found.
D. Corrective Action Plan If the Complaint Investigation Report finds that the respondent is violating federal statute or regulations, the respondent shall be requested to submit a corrective action plan within a specified period of time as determined by the review official. Respondent may request technical assistance from the SEA in order to prepare a plan to achieve compliance.
VI. Review of Final Decision The complainant may file a written request with the Secretary of the U.S. Department of Education to review the final decision of the SEA.
All local educational agencies shall disseminate information about the complaint procedures to teachers, staff, parents and appropriate private school officials or representatives.
A private school official shall have the right to complain that a local educational agency did not engage in consultation that was meaningful and timely, or did not give due consideration to the views of the private school official.
Student Records The Board of Education ("Board") complies with the state and federal regulations regarding confidentiality, access to and amendment of student records. The Board shall implement procedures that protect the privacy of parents and students while providing proper access to
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records. Availability of these procedures shall be made known annually to parents of students currently in attendance and eligible students currently in attendance. To view the complete Student Records policy and procedures, please visit the link below or request a printed copy from your school office. www.norwichpublicschools.org/uploaded/documents/_dis/policies/5115_student-‐records.pdf
STUDENT RESPONSIBILITIES Expectations for Behavior Students are expected to demonstrate kindness, respect and responsibility for themselves and others. Physical or verbal threats will not be tolerated. This ensures an atmosphere of safety and security for students and staff. Teachers ensure a safe, respectful, and caring school climate by setting clear expectations, modeling appropriate behaviors, and reinforcing desired behaviors. Playground Expectations To ensure safety and well being of all students during recess, students are expected to behave appropriately, play games safely, and follow the direction of the adults on duty. Cafeteria Expectations In the cafeteria, students are expected to show respect for themselves and one another by exhibiting polite table manners and cleaning up after themselves. Textbooks and School Property Students are expected to responsibly handle all textbooks and school/classroom library books. Students and parents/guardians may be asked to pay for the loss of or damage to school property. Technology Guidelines Computing devices, networks (includes wireless), internet access, and electronic communications are effective and important technology resources in today's educational environment. The Board of Education (BOE) has installed computing devices and a network infrastructure including internet access that is referred to collectively as computing systems. This is in place in order to enhance both the educational opportunities for our students and the business operations of the district. All computing devices (hardware and software) as well as materials produced on such equipment remains the property of the Norwich Public Schools. Any misuse or abuse of this property or any violation of the Computing Systems Use Agreement of the Norwich Public Schools is prohibited. In recognition of rapid technological and legal developments, the BOE authorizes revision to the Computing System Use Agreement by the Superintendent. The Superintendent may also establish additional guidelines and rules. The District provides individualized instruction to students through a variety of technological resources including educational web applications. These resources utilize personal information of students, such as name and district-‐created user name. This information is provided for educational purposes only in order to customize and individualize instruction. A list of current educational websites and applications are found below:
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Class Dojo Clever Discovery Education Discovery Education Science Edmodo ELLIS FitnessGram Follett Destiny Google Apps for Education (Drive, Docs, Sheets, Slides, Calendar, Classroom) Holt McDougal Khan Academy Lexia myOn Noodle Tools - provided by NFA for grades 6-8 Prodigy Math RAZ Kids Renaissance Learning ST Math ThinkCentral Tinkercad Type To Learn 4 Typing.com Wixie
The District complies with Public Act 16-‐189, Family Educational Rights and Privacy Act (FERPA), and Children’s Online Privacy Protection Act (COPPA) and makes every effort to avoid websites and applications that market or sell student personal information. Please note that the District’s Computer Use Agreement 6141.32 is posted on its web site. Parents who have questions about any of these programs should contact the Curriculum Office at (860) 823-‐6284. Educational Technology Our education program enables technology-‐capable students to live, learn, and work successfully in an increasingly complex and information-‐rich society. They will gain knowledge about the influence and effects of technology and will be able to design and develop products, systems and environments to solve problems. Interdisciplinary units encourage students to integrate knowledge from various subject areas. Students learn to present information in varied forms of technology-‐based projects relevant to their lives. They will be prepared to live, learn, and work successfully in this ever-‐changing information-‐rich society. National Educational Technology Standards for Students include:
1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
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2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
4. Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
5. Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate for their goals.
7. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.*
*International Society for Technology in Education 2016
DISCIPLINE PROCEDURES Progressive Discipline and Consequences We employ a system of progressive discipline at our elementary schools with an emphasis on educating our students about the importance of demonstrating kindness to all, respect for oneself and others, and responsibility for one’s actions. Students are usually given the opportunity to improve on their own. If improvement does not occur, the school will work together with families to develop a behavior program for the student. Should a student continue to behave inappropriately, the seriousness of the offense determines the severity of the discipline. In general, students can expect to receive a range of consequences, including verbal reminders, a parent phone call, after-‐school detention, loss of a privilege (field trip), a disciplinary form mailed to the parent, removal from the classroom, in-‐school suspension, or out-‐of-‐school suspension. Title IX: Grievance Procedures For district grievance procedures, please contact our Title IX Coordinator, Mary Donnelly, Director of Student Services & Special Education at (860) 823-‐6284. Bullying Family support in matters involving bullying helps to protect your child and other students. In addition to the classroom teacher and principal, support staff is available to assist students who are having difficulty. Incidents of bullying and harassment are taken very seriously. Please contact the school principal should your child be a victim of bullying.
STUDENT DRESS/UNIFORMS School uniforms will be required for all preschool through eighth grade students.
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Dress Code for Girls • Navy blue or khaki colored jumpers, skirts, (not more than 3” above the knee), pants or
knee length shorts, sized to fit the student. Shorts may be worn from April 1 to November 1 only. Pants and shorts must be “dress” or “docker” style. No jeans or cargo shorts may be worn.
• Blue dress shirts must be worn. Dress shirts must have a collar and may be button down/oxford or polo style. Dress shirts must be tucked into pants or shorts. Hem must reach to waistline when arms are raised. Sleeves may be long or short. No tee shirts may be worn.
• Sweaters or sweatshirts without hoods or pockets are optional, but if worn must be solid in color or contain the school insignia or name.
• Footwear that causes noisy distractions, high heels which can cause safety hazards or footwear which causes marks on floors are not permitted.
Dress Code for Boys
• Navy blue or khaki colored pants or knee-‐length shorts. Shorts may be worn from April 1 to November 1 only. Pants and shorts must be “dress” or “docker” style. No jeans or cargo shorts may be worn.
• Blue shirts must be worn. Shirts must have a collar and may be button down/oxford or polo style. All shirts must be tucked into pants or shorts.
• Sweaters or sweatshirts without hoods or pockets are optional, but if worn must be solid in color or contain the school insignia or name.
• Footwear that causes noisy distractions or cause safety hazards, or footwear which causes marks on floors are not permitted
To access the complete School Uniform Policy, please go to www.norwichpublicschools.org, click “District Information”, then “Policies”, then scroll to policy #5132 Dress Code and #5300 School Uniform Policy.
STUDENT ATTENDANCE Regular attendance at school is essential to the educational process. The state legislature strongly reaffirmed this principle by passing Public Law 91-‐303 or Connecticut General Statutes (CGS) 10-‐198a. To comply with this legislation, we ask that you help us by doing the following: Absences If your child is going to be absent from school, please call the office before 9:30 a.m. to ensure safety of your child, if we have not heard from you by 9:30 a.m. the school will make a reasonable attempt to call you at the primary number on file. In all cases of absence or tardiness you are required to submit a signed, written note including the student’s name, reason for the absence/tardiness, and date of the absence. Your child must bring the note upon their return to school. Absences will be considered excused when a written note is presented for one or more of the following reasons:
• Reasons of health, illness, or doctor’s visits • Religious holidays • Court appearances • Funerals
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• Approved school activities • Suspensions or expulsions • Limited absences for special activities with parent consent
The building principal will determine whether an absence is excused. Parents or guardians may appeal that decision to the Superintendent of Schools or his/her designee, whose decision shall be final. A physician’s certificate or, if necessary, a certificate from the school nurse must be presented for absences in excess of five consecutive days. Additionally, a doctor’s note must be provided to excuse a health related absence after the ninth absence in a school year. No student shall be excused from any regular study or exercise for an extended period of time unless a certificate of a physician can be presented. It is the obligation of the parent or guardian of each student between the age of five and eighteen years (inclusive) to ensure regular school attendance. Early Parent Pick Up It is important that your child attend school for the complete school day. If it becomes necessary for you to pick up your child prior to their scheduled release time, please send in a note to your child’s teacher, indicating the time your child needs to be released. Parents or other authorized adults must have photo identification and sign students out in the school office if they wish to pick students up before the regular release time. No student is to leave the building unescorted during the school day. All students will be released according to their regular bus/transportation/child-‐care arrangements each day. Students may stay after school only if enrolled in a supervised program or at the request of the teacher. Truancy “Truant” means a student age five to eighteen inclusive, who is enrolled in a public or private school and has four unexcused absences from school in any one month or ten unexcused absences from school in any school year. A student is considered a “habitual truant” who has twenty unexcused absences within a school year (CGS 1-‐198a). Chronically Absent A student is considered chronically absent if s/he misses 10% of his/her days enrolled for any reason. District personnel regularly monitor all student attendance. When a student has reached a threshold of missing 1 out of every 10 days of school (10%), district personnel will closely monitor students and individual family plans will be put in place.
CHILD ABUSE Teachers, principals, teacher assistants and other professional school staff are obligated by law to report suspected child abuse or neglect to the Connecticut State Department of Children and Family Services (DCFS). Specific procedures governing the reporting of abuse and neglect can be found at www.norwichpublicschools.org, click on “district information”, then “policies”, then scroll to policy 4119. The role of staff members as mandated reporters of suspected child abuse or neglect is taken very seriously by the school staff and a report of suspected abuse must be made. The school will
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cooperate with DCFS, local or state police authorities and other appropriate state agencies in the investigation of such a report.
HEALTH OFFICE INFORMATION In the event that the principal or school nurse determines that a student should be sent home due to illness or injury, the parent is notified. In an emergency, if neither parent nor guardian is available, the family physician, school medical advisor, or person indicated by the parent emergency form is called. Parents are encouraged to speak with the school nurse about student health concerns.
School Health Office School nurses coordinate a comprehensive health plan to promote health and safety for students while in school. Parents/Guardians are encouraged to speak with the school nurse about their child’s health concerns. Medication Medication will be administered in school under the following guidelines:
• A physician, dentist, APRN or PA feels there is a need for the medication to be administered during school hours.
• A completed and signed authorization form from the physician, dentist, APRN or PA is presented to the school nurse as required by Connecticut State Law.
• As required by Connecticut State Law, the parent/guardian will be expected to provide the appropriate completed authorization before medication is administered in school.
• The parent/guardian or assigned adult must bring medication to the school office. Medication must be supplied in a physician, dentist or pharmacy prepared and labeled container. Medication is not to exceed a forty-‐five (45) day supply.
HOME/SCHOOL COMMUNICATION
Education professionals and families must work as knowledgeable partners in order to work towards continuous educational improvement so that the students may achieve their potential. Please visit www.norwichpublicschools.org, click “District Information”, then “Policies”, and scroll to policy #1100 for more information on the Parent and Community Involvement policy. School-‐Parent Compact The School-‐Parent Compact provides an understanding of the responsibilities of the Norwich Public Schools and parents/guardians for improving student academic achievement and school performance. Effective compacts are linked to the school improvement plan and student academic achievement goals. Effective compacts identify activities to develop partnerships, opportunities to communicate about student progress, and are in a format and language accessible to all. Each year, school administrators will host a meeting at the beginning of the school year, explaining the rights of parents/guardians to be involved in the development of the School-‐Parent Compact. School-‐Family-‐Community Partnerships We honor parents’ contributions to their children’s education. We see the results of your efforts when:
• Students arrive at school regularly, on time and with proper uniform. • Students have the necessary materials for learning.
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• Students have completed assignments and homework.
Please reach out to your child’s school if you need assistance with any of the items listed above. In addition, parents are encouraged to become involved in the following ways:
• Participate in parent organizations focused on engaging families and community agencies. • Develop School-‐Parent Compacts. • Join the School Governance Councils.
School personnel understand the importance of strong home-‐school connections. You can see the results of our efforts by:
• Regular phone, email, or written two-‐way communication focused on your child’s progress. • Schools that have a welcoming atmospheres (through creating a friendly physical
environment, developing family friendly policies and procedures, employing welcoming staff, and ensuring welcoming written communication).
• A focused commitment to provide a curriculum and school climate that is designed to meet students' intellectual and social/emotional needs.
• School events highlighting the services offered under Title I, including interventions and the development of a School-‐Parent Compact.
• Opportunities throughout the year for parents to dialogue with staff about academic needs of students and community outreach for student success. When possible, the district will provide transportation and childcare through grant funding to eliminate barriers to participation.
• Established schedules for building based committees and processes for involving parents. • Communication of services for students and opportunities for parental involvement
through use of school newsletters, district website, email, telephone contact and/or home visits.
Support for Homeless Populations The McKinney-‐Vento Homeless Education Assistance Act is a federal law that ensures immediate enrollment and educational stability for homeless children and youth. If your family lives in any of the following situations:
• Shelter • Motel or campground • Car, park, abandoned building or bus or train station • Doubled up with other people
Your family may be eligible for assistance. Please contact our Homeless Liaison Assistant, Denise Amburn, at (860)823-‐6284 ext. 2012 for more information. Parent Organizations (PTO) Many of our elementary schools have dedicated and energetic Parent-‐Teacher Organizations. Every day the students in Norwich benefit from the talents and fundraising ability of this group of invaluable parents. You can find the names and contact information of the PTO president online, or in the PTO newsletter. The PTO newsletter is a great way to learn about school-‐wide events and ways in which you can become involved at school. Additional information can be found on the NPS website. Messages to the Teacher If your child is having problems at school, in the classroom, on the bus, with other students or with the work that he/she is assigned, it is important to tell the classroom teacher. This will help you and
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your child's teacher determine the next step in identifying a solution to his/her difficulties. If you are experiencing problems at home, your child’s teacher can direct you to the appropriate staff member who can assist you in finding help. If you wish to set up an appointment or talk with your child’s teacher, you can call the school office and the secretary will connect you with the teacher or his/her voice mail, or you can email the teacher. The teacher will contact you as soon as possible. We do not interrupt classroom instruction for telephone calls. Steps in Communication In order to avoid any misunderstanding, the following channels of communication have been established. Parent concerns should be made in the following sequence:
1. Teacher 2. Principal 3. Superintendent
Notices Home Look through your child’s backpack each day for important notices. Read all materials carefully as important information is contained in these notices and some may have deadlines or require a response. Classroom teachers often provide parents with regular newsletters describing their special classroom events. In addition, notices from the school office and the Central Office are sent home for your information. If you have any questions related to the content of the message, please feel free to call your child’s school for more information. Formal Reports to Parents Report cards are sent home three times per year for students in Grades K-‐8 and twice a year for students in preschool. The following information provides a brief overview of the types of report cards sent home from the Norwich Public Schools.
• Report Card for Students in Grades PK: The Norwich Public Schools Report to Parents uses the following descriptors to inform parents about their child’s progress: B-‐Beginning mastery; D-‐Developing mastery; S-‐Secure mastery. Teachers in these grades also include a written narrative
• Report Card for Students in Grades K-‐5: The Norwich Public Schools Report to Parents uses the following descriptors to inform parents about their child’s progress: 1-‐Below; 2-‐ Proficient; 3-‐Goal; 4-‐Advanced. Teachers in these grades also provide information on your child’s work habits, behavior, and effort.
• Report Card for Students in Grades 6-‐8: The Norwich Public Schools Report to Parents at the middle school level uses a five point grading scale. Students are assigned grades from a 1 to a 5, 1 representing the lowest and 5 the highest indicator of progress. Their report cards also include written comments. • Progress Report Card for Students 6-‐8: In order to provide families with a “mid way check system”, progress reports are mailed approximately one-‐half way through the trimester marking period. This report is not a final grade, but simply a projected grade based upon student performance up to the report. Families should celebrate and reinforce with their children if they are pleased with the report. Families should immediately contact the school if they have concerns following the report.
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• During the 2016-‐2017 school year, we are thrilled to introduce the new Parent Portal, a module of our PowerSchool student information system, which will enhance communication between parents and teachers. This has been in the planning stages for some time and I know many of you have requested that this portal be opened. By logging on to any computer, you will have access to your student's attendance, and at the middle grade level (grades 6-‐8) you will also have access to grades and on-‐line communication with their teachers. Our staff would be happy to help answer questions or assistance as needed.
Conferences Parent/Teacher conferences will be held in December and March of each school year and provide an opportunity to discuss a student’s progress. The dates of conferences are listed on the school calendar and are early release days. Preschool classes follow a shortened schedule for an entire week. Notices about appointments for conferences will be sent home later in the fall. Conferences are usually 10-‐15 minutes long. Parents/guardians needing more time should request a longer conference. In order to be well prepared for your Parent/Teacher conferences, here are some points to consider:
• Come with a list of questions for your child’s teacher. • List any information that you feel will help the teacher gain a better understanding of your
child. • Listen carefully to the teacher’s observations. • Remember, home-‐school teamwork is key to providing your child with a successful school
experience! In addition to these conferences, parents/guardians may request a meeting with a teacher at any time during the school year. Please contact your child’s teacher by note or telephone to schedule a mutually convenient time.
TRANSPORTATION Student safety to and from school is of great importance to parents, guardians, school administrators, and bus operators. Please review these guidelines with your child and remind your child of safety rules regularly. Proper conduct is expected of each student, from time of arrival at the bus stop in his/her neighborhood until he/she reaches the school, and from the time the student leaves school at the end of the day until arrival at his/her neighborhood bus stop. Parents are responsible for their child’s behavior on buses. Bus Guests Students may arrange to ride on another bus or have a guest on a bus if parents or guardians have provided written permission at least one day in advance and there is room for a guest on the bus. Students wishing to ride a different bus must submit a permission note from their parent to the main office. If approved, the school secretary will issue a bus pass to the student to present to the bus driver. Please note that the bus company considers this service a privilege and students are expected to follow all safety rules and comply with the driver’s directions. Bus Safety The bus driver is in full charge of the bus and of students being transported in it. Follow the driver’s instructions and cooperate with the driver. Students should arrive at the stop in ample time, but no more than ten minutes ahead of the scheduled pick up.
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Bus Discipline Riding a school bus is a privilege. Students who violate school bus rules will be subject to disciplinary action. Details regarding bus conduct are outlined in Policy 5131.1 in the Policy section of the district website. In the event of a disciplinary infraction, the driver will submit a Bus Discipline Report to a school administrator or designee who will speak with the student. The form will be sent home for the parent’s signature. Such misconduct will cause school administration to suspend the student from the school bus for a period up to ten days for each occurrence. The student and his parents will still be responsible for the student’s regular attendance at school. Misconduct on the bus or at any bus stop may also be grounds for expulsion from school. Walkers Students who walk to school should walk with a friend or adult. Students should cross only at protected crossings. Bicycle Safety Students with a letter of permission on file in the school office are allowed to ride bicycles or walk to school. The decision whether or not to allow a child to do so is left to the discretion of the parent. State law mandates that a student under the age of twelve must wear a helmet when riding a bicycle on public roads. The school cannot assume responsibility for lost or stolen bicycles. It is recommended that students lock their bicycles on racks outside the school for this purpose. Students are not allowed to ride bicycles on school property during school hours. Students should walk their bicycles once they arrive on school property. Parking and Traffic Please observe all rules of the road when driving in the school parking lot. Students being picked up prior to the end of the school day must be met in the office by a parent/guardian. Students being dropped off at school in the morning must be escorted to the entrance by a parent/guardian.
LEARNING GOALS 2016-‐2017 The Norwich Board of Education goals follow the Connecticut Common Core of Learning. Goal One: Motivation to Learn
• Students will develop a positive learning attitude through experience with meaningful learning activities.
• Students will build feelings of self-‐worth and self-‐assurance and continue to be life-‐long learners.
Goal Two: Mastery of Basic Skills
• Students will learn the essential curriculum as measured by local and state assessments. Goal Three: Acquisition of Knowledge
• Students will understand history and past events and will apply to their own lives lessons learned from the past.
• Students will respect persons and contributions of their own and other cultures.
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• Students will cultivate an appreciation of the arts. • Students will acquire reasoning abilities to think and proceed logically. • Students will apply evaluative criteria to the selection, interpretation, analysis,
reorganization and synthesis of information from a variety of sources and formats. • Students will discover special interests and talents as they are exposed to rich curricula and
opportunities to learn. Goal Four: Competence in Life Skills
• Students will view education as a life-‐long process adapted to individual needs and assets by understanding that the individual is a valuable contributor to society.
Goal Five: Understanding Society’s Values
• Students will learn habits of good citizenship by developing an awareness of the civic rights, privileges, obligations and responsibilities required of people living in an American democracy.
• Students will study our country’s heritage and ideals.
ELEMENTARY PROGRAM OF STUDY
The Norwich Public Schools provide a comprehensive set of programs designed to help students develop basic skills, use their critical thinking skills, acquire an appreciation for the arts, develop habits for a healthy lifestyle, and develop appropriate social skills and emotional well-‐being. The programs offered by the district are aligned with the Common Core Standards, a set of national standards adopted by Connecticut in 2010.
The Norwich Board of Education has adopted the following program of study. It is an accurate description of the district’s academic programs, as well as supplemental activities to support the core curriculum. Elementary Language Arts/Reading The elementary language arts – reading, writing, listening, and speaking – are taught using a workshop model. This model of instruction allows teachers and support staff to provide high-‐quality, rigorous and targeted literacy instruction to meet the individual needs of each student. The workshop model promotes and nurtures the development of reading and writing skills using culturally relevant, high-‐quality fiction and non-‐fiction literature. The ultimate goal is to prepare today’s student to be ready, upon graduation from high school, to be college and/or career ready. Throughout the elementary language arts, the developmental needs and readiness of the individual student remains constant. The ability to read and comprehend; to communicate effectively through writing and speaking and to develop a life-‐long passion to read quality literature, whether in print or digitally, is a major focus embedded within the literacy workshop model. Throughout the elementary grades, instruction focuses on skill development and the ability to interact with the printed word through discussion and in the written form. Students will be exposed to the various genres in literature, which includes culturally relevant fiction, non-‐fiction, poetry and digital print. This allows them to read with understanding and respond thoughtfully to a variety of literature.
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Writing is an important form of communicating ideas, thoughts, and feelings. Critical to becoming a successful reader is the ability and opportunity to write often. Critical to be becoming a successful writer is the ability and opportunity to read often and for extended periods of time. They go hand-‐in-‐hand. The workshop model builds these opportunities into daily instruction. The elementary language arts curriculum is delivered through thematic units of student, with a focus on historical or science related topics. Using research-‐based instructional strategies teachers present the content and skills of each unit of study to students so it becomes relevant to the world around them, and thus are able to relate to it at a more personal level. Students learn best when the skills and content are meaningful and realistic. Elementary Mathematics Norwich Public Schools believes that a high-‐quality comprehensive mathematics education is essential for students to become mathematically literate. In order to be mathematically literate, students must understand major mathematics concepts, possess computational facility and have the ability to apply the understandings to their daily life. By the end of high school students have to be prepared to think critically, compute, reason, communicate, and solve problems to ensure success in life. Our core mathematics curriculum is rigorous and focused on developing key mathematical concepts and skills as determined by the Common Core Math Standards and the “Principles and Standards for School Mathematics” published by the National Council of Teachers of Mathematics. Norwich Public Schools uses a balanced approach to mathematics education placing equal importance on conceptual understandings, computational and procedural fluency and problem solving using various strategies, tools and technology. The district provides all students with adequate time and support to learn mathematics. Teachers and administrators examine student data to determine gaps in mathematics achievement and establish strategies to help eliminate these gaps. The school district strives to provide teachers and students with high-‐quality instructional resources, including manipulatives and technology. As the district’s mission is to help prepare students for college and careers, teachers plan interactive instruction, which blends individual and group work, projects, explorations and investigations. All of which are necessary functions and skills for college and future careers. Teachers use research-‐based lesson plans focused on best practices and strategies for effective instruction. Finally, instructional emphasis is placed upon the fundamental knowledge of: numeration and order, measures and measurement, operations, patterns, functions and sequences, and problem solving. Students also learn the basic concepts of: data and change, geometry and spatial sense, algebra, and reasoning and proof. Elementary Science K-‐5 Science Curriculum: Problem solving and critical thinking skills are developed as students make observations, collect data and obtain, evaluate, and communicate information. Students learn to ask significant questions and to seek relevant answers about their world. The program develops in students an awareness of and an appreciation for the world in which they live, encourages them to develop a positive attitude toward science, and to perceive science as an integral part of their everyday lives. An understanding of the social, moral and historical impact of science on our society and an awareness of career opportunities in science, engineering, and technology are intertwined throughout all
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science curriculum units. Science curriculum includes the following life, earth/space and physical science units: Kindergarten • Alive (Life) • Matter (Physical) • Your Earth (Earth) Grade One • Life Cycle of Butterflies (Life) • Solids and Liquids (Physical) • Pebbles, Sand and Silt (Earth) Grade Two • Air and Weather / Sunshine and Shadows (Earth) • Organisms (Life) • Balance and Motion (Physical) Grade Three • Changes (Physical) • Rocks and Minerals (Earth) • Plant Growth and Development (Life) Grade Four • Electric Circuits and Magnets (Physical) • Ecosystems and Animal Studies (Life) • Landforms and Water (Earth) Grade Five • Sound and Hearing (Physical/Life) • Earth, Moon and Sun (Earth/Space) • Lenses and Mirrors/Color Analyzers and Vision (Physical/Life)
Full Option Science System, Science Technology and Children, Scholastic Science Place, and Delta Science Modules “hands-‐on,” inquiry-‐based science kits and supplemental materials are used to implement the science curriculum at the elementary level.
Elementary Social Studies
Elementary Social Studies Curriculum is currently being rethought through grades 4-‐8. Social Studies and the ways, which it is thought of and taught, have been reworked to increase rigor and expand the ideas of geography, civics, and local historical importance. The journey begins in grade four with the study of the land and regions. Each region shares its resources, economic availability, and geographical importance into the development of our country. Students will develop a greater understanding of the Native American Cultures especially those in the North Eastern part of the United States, with a greater focus on local tribes and their impact in Norwich and Connecticut. Grade five continues to build upon the lay of the land and the foundation for the inception of our country. Students will ask compelling questions as to how our country was founded and why? Students will trace the origin of movement to the "New Land" and investigate the ideals that led to the countries growth. Economics, religion, geography and a focus on the growth of government from the time of the landing at Plymouth Rock to just before the start of the Revolutionary War. The scope and sequence of this time will bring students back to the historical relevance of Norwich, Connecticut and what role it played during Colonial Times. With such a vast amount of historical
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areas and resources, students will be immersed in local historical sites and areas that will help in the depth and understanding in the development of our Nation and our state. Elementary Health and Safety Education Students in grades preschool through 5 will develop and maintain behaviors that promote life-‐long health and safety as well as contribute to their well-‐being. The Great Body Shop and Second Step programs are used in grades 1-‐5. As a result of health and safety education, children will:
• Recognize and practice health-‐enhancing lifestyles. • Use information to analyze and evaluate health and safety issues and resources in order to
become healthy, responsible citizens. • Use communication skills to promote peaceful resolution of conflicts by appreciating and
respecting others. • Make decisions, set goals, and learn to say "no" when appropriate in order to sustain a
quality of life. Elementary Technology Our elementary education program will facilitate technology-‐capable students to live, learn, and work successfully in an increasingly complex and information-‐rich society. They will gain knowledge about the influence and effects of technology and will be able to design and develop products, systems and environments to solve problems.
Technology education includes:
1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem-‐solving, and decision-‐making 5. Digital citizenship 6. Technology operations and concepts*
* http://iste.org/standards
Elementary Library/Media Center Learning Resources Students visit the library once a week, for instructional time and to check out library books. Students/parents are held financially responsible for lost books. The Norwich Public Schools library program encourages students to become life-‐long readers and seeks to develop the ability to access information using a variety of print resources and technology. This is accomplished through support of the entire district curriculum through materials and equipment, and the provision of instruction in library use, reference, research, technology and communication skills. Elementary Music The music program is designed to develop in each student the ability to perform, to create and to understand music. Music classes meet once a week for a 40-‐minute period. Musical experiences for students emphasize a hands-‐on approach, including technology such as the Music in Education (MIE) keyboards.
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Elementary Physical Education The physical education program seeks to provide sequential, well-‐planned learning experiences that contribute to the psychomotor, cognitive and affective development of students through movement and physical education. Physical education classes provide opportunities for students to develop concepts and skills and apply them in games and activities. It is through this program that instructors hope to promote healthy lifestyles, including the need for physical exercise. Physical education classes meet once a week for 40 minutes. Students must wear sneakers to school on days when physical education is scheduled. Elementary Art The art program provides a variety of activities that foster imagination, creativity and self-‐expression for all students. Lessons are designed to develop visual skills and fine motor coordination using a wide range of materials and tools. Students will experience multicultural awareness, the communication of ideas, and personal growth through art. Art classes meet once a week for 40 minutes.
MIDDLE SCHOOL PROGRAM OF STUDY The Norwich Public Schools provide a comprehensive set of programs designed to help students develop basic skills, use their critical thinking skills, acquire an appreciation for the arts, develop habits for a healthy lifestyle, and develop appropriate social skills and emotional well-‐being. The programs offered by the district are aligned with the Common Core Standards, a set of national standards adopted by Connecticut in 2010. The Norwich Board of Education has adopted the following program of study. It is an accurate description of the district’s academic programs, as well as supplemental activities to support the core curriculum. Grades 6-‐8 Language Arts/Reading The middle school language arts program will continue to build upon the foundation begun in elementary school. In order for students to graduate from high school, college and/or career ready, they need to be able to read, write, listen, speak and communicate effectively. Similar to the elementary grades, middle school students will experience the language arts through a “literacy workshop model”. They will be provided with rigorous literacy instruction using a wide variety of culturally relevant contemporary literature – both fiction and non-‐fiction. Students will be taught the art and skill of writing so that they can effectively communicate thoughts and ideas through a variety of genre – description, narration, expository, argument and poetry. Reading and writing will be integrated into all areas of study science, social studies, math, art, music, and physical education. To be ready for college, workforce training and life in a technological society, today’s students need the ability to gather, comprehend, evaluate, synthesize and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-‐print texts in a variety of medial forms. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.
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At the middle school level students will read independently a variety of fiction and nonfiction texts for comprehension and appreciation. Through daily writing practice in various writing genre students will follow the writing process with emphasis on composition and style as well as sentence formation, usage, and mechanics. Students will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. Technology will be used to gather, organize and communicate information in properly cited research projects. Grades 6-‐8 Mathematics The middle school math curriculum is aligned to the Common Core Standards, as well as the National Council of Teachers of Mathematics (NCTM) principles and standards for school math. The curriculum offers high quality, comprehensive middle school instruction, content and skills so students continue to be mathematically literate. Students will learn and understand major math concepts, possess computation facility and have the ability to apply these understandings to situations in their daily life. Making connections between math and other disciplines is critical to appropriate application of math skills and concepts to solve problems. The ability to read and write within the discipline of math is an integral skill that supports mathematical understanding, reasoning and communication. Mathematically literate persons are able to make informed decisions about the world around them and have the interest and confidence to meet an increasingly quantitative, data-‐rich global society’s needs and challenges. Grades 6-‐8 Science The goal of the middle school science program is to foster the attainment of the values, knowledge and scientific practices essential for the 21st Century; to develop as scientifically literate individuals and to inspire them to continue learning about science and technology. District science curriculum is based upon the underlying principles of the National Science Education Standards and CT Science Framework. The science program embraces the realization that science is for all students and that students learn science best in an active, inquiry-‐oriented environment. The program emphasizes developing and using models to understand key science concepts and theories, the ability to ask significant questions, construct explanations based on evidence and obtain, evaluate, and communicate information effectively. Middle School Science curriculum core themes and content: Grade 6
• Weather and Climate • Environmental Science • Chemical Building Block • Long Island Sound Study
Grade 7 • Human Biology and Health • Earth’s Changing Surface • STS / Food Preservation and Production
Grade 8 • Motion, Forces and Energy • Astronomy • Cells and heredity • STS/Structures –Bridge Design
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Grades 6-‐8 Social Studies The Connecticut Core Standards for English language arts and literacy in history/social studies, science and technical subjects outline vital literacy skills that can consistently and comprehensively be found in social studies and history classrooms at all grade levels. Social studies as a discipline naturally allows students to master key reading, writing, analysis, speaking and listening skills that are outlined in the common core literacy standards.
The Norwich Public Schools Social Studies curriculum is aligned with the College, Career, and Civic life (C3) Framework for Social Students State Standards: Guidance for Enhancing the Rigor of K-‐12 Civics, Economics, Geography and History.
The Guiding Principles of the C3 framework are included in the NPS curriculum as follows:
• Social studies prepares the nation’s young people for success in college and career, as well as informed, engaged participation in civic life.
• Inquiry is at the heart of social studies instruction. • Social studies involves interdisciplinary instruction and benefit form interaction with and
iteration of the arts and humanities. • Social studies is composed of deep and enduring understandings, concepts, and skills from
the disciplines. Social studies instructors should emphasize skills and practices that prepare students for informed and engaged participation in civic life.
The four separate Dimensions of Inquiry embodied in the curriculum are:
• Dimension 1: Developing questions and planning inquiry • Dimension 2: Applying disciplinary concepts and tools • Dimension 3: Evaluating sources and using evidence • Dimension 4: Communicating conclusions and taking informed action
World Regional Studies is a two year course for grades 6 and 7. Students study at least eight world regions, and through the lens of geography, they explore and learn about economies, history and civics throughout the world. Relevant global issues provide opportunities for addressing multiple standards through focused inquiry, inviting students to generate and research compelling questions. The case study model supports in-‐depth inquiry and allows students to explore regional themes thorough localized topics and issues.
In eighth grade, students engage in the study of events, documents, movements, and people emphasizing 18th/19th century America with a focus on inquiry into the development of the United States as a nation. The study of U.S. History in the 18th and 19th centuries requires that students generate and research compelling questions which lead to a deeper understanding of the United States from colonization to the Industrial Revolution eras.
Grades 6-‐8 Computers & Technology Interdisciplinary units encourage students to integrate knowledge from various subject areas. Students learn to present information in varied forms of technology-‐based projects relevant to their lives. They will live, learn, and work successfully in this ever-‐changing information-‐rich society.
Technology-‐based projects integrate with the core curriculum according to the guidelines of the National Educational Technology Standards for Students:
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1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem-‐solving, and decision-‐making 5. Digital citizenship 6. Technology operations and concepts*
∗ http://iste.org/standards Grades 6-‐8 Library/Media Center Learning Resources The Norwich Public Schools library program encourages students to become life-‐long readers and seeks to develop the ability to access information using a variety of resources, both print and electronic. This is accomplished through support of the entire district curriculum through materials and equipment, and the provision of instruction in library use, reference, research, and technology and communication skills. The Library Media Center maintains a flexible schedule enabling individual students or entire classes to utilize the library as needed. Students are reacquainted at the beginning of each school year with the resources that are available to them. Students in grades 6-‐8 visit with either their Language Arts or Reading class, and return on a bi-‐weekly basis for book exchange. Students may take out two books, and are expected to return materials on time and in good condition. Students/parents are held financially responsible for lost or damaged books. Grades 6-‐8 Music General Music classes for all middle school students in grades 6, 7, & 8 include learning how to:
• Perform a variety of melodies and playing techniques on their own MIE piano keyboard, • Sing in unison with their classmates as an ensemble and as a soloist, • Explore a variety of expressive singing styles, • Develop their own inner expressive skills through rhythm, melody, harmony, and form as
they play hand-‐held and melodic instruments, • Recognize the role of music and rhythm in drama, dance, social interaction and its unique
role as an individual expressive language, • Read about, listen to and identify cultural styles of music to appreciate their unique musical
characteristics. Grades 6-‐8 Physical Education The physical education department focuses activities on student centered learning. Each student is given physical education every other day for the entire year. The classes are 50 minutes in length. Such activities include: tennis, soccer, flag football, throwing and catching, physical fitness preparation and testing, cross country, volleyball, pickle ball, badminton, fitness, cup stacking, archery, softball, Frisbee golf, and lacrosse. Our goal is to introduce to students activities that will remain with them for a lifetime. Grades 6-‐8 Health and Safety Education Life Skills Training provides middle school students with the knowledge and skills necessary to:
• Say NO to tobacco, alcohol, and other drugs • Develop a positive self-‐image • Think clearly and make informed decisions • Cope with pressure from the media
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• Manage anger and anxiety • Communicate effectively and avoid misunderstandings • Build healthy relationships • Handle social situations • Resist peer pressures • Recognize unhealthy and at-‐risk situations • Understand proper nutrition habits as well as the importance of exercise
Grades 6-‐8 Art The middle school art program is based on learning about and exploring a variety of materials leading to the expression of personal thoughts and ideas. Lessons are designed to promote an understanding of different ways of seeing, interpreting, and expressing one’s thoughts, ideas, and emotions. This hands-‐on experience fosters creativity, encourages self-‐expression and develops an understanding of many styles of drawing, painting, and sculpture. Students are introduced to famous artists and artistic styles, thus developing appreciation for other cultures and people of the world. Grades 6-‐8 World Language Students at the middle school level will have the opportunity to study Spanish. Depending upon the grade level and school, students will receive instruction in the Spanish language every other day for a period of 13 to 20 weeks. The goal of the program is to enable students to interact and communicate with others while gaining a greater understanding of and respect for the cultural perspectives and practices of different cultures.
STUDENT ASSESSMENTS The Norwich Public Schools administers district and state-‐mandated tests to students throughout the year. These assessments are used to gather student performance data which help school faculty improve student instruction and learning and to measure what each student knows and can do in relation to specific educational standards. Connecticut State Department of Education (CSDE) Mandated Testing
• Smarter Balanced Summative Assessment: The Smarter Balanced summative assessments aligned to the Common Core State Standards in English language arts/literacy and mathematics will be administered to students. A balanced assessment system – which includes summative and interim assessments and formative assessment practices – provides tools to improve teaching and learning. The assessment system includes a computer adaptive summative assessment administered during the last 12 weeks of the school year to students in grades 3 through 8. This assessment can be used to describe student achievement and growth of student learning as part of program evaluation and school, district, and state accountability systems.
• Connecticut Physical Fitness Assessment: Students in Grade 4 participate in the Connecticut Physical Fitness Assessment. This test is administered throughout a seven-‐week testing period during the fall. It measures a student’s flexibility, abdominal strength and endurance, upper-‐body strength and endurance, and cardio respiratory endurance. Criterion-‐referenced standards were established specifically for Connecticut students through a formal standards-‐setting process using national and state data.
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Norwich Public Schools Required Assessments • Writing Samples: Each student in Grades 2-‐5 respond to a writing prompt in fall, winter,
and spring. The prompt is uniform for each student in the grade level. Teams of teachers score writing samples with the school’s Instructional Specialist overseeing this process. Classroom teacher’s use writing prompt information to plan and refine each student’s writing instruction.
• Running Records: Running Records assists teachers in determining a student’s oral reading level, strategies used in oral reading, and comprehension as measured during a retelling of the student-‐read story.
• Math Assessment: Students are given a pre-‐test for every unit of study in mathematics. This informs teachers to the individual needs of students and allows them to plan lessons more effectively. At the end of the unit, students are given a post-‐test to assess their understanding and knowledge of the skills and concepts taught.
• Kindergarten Assessment: Kindergarten students are given a number of assessments throughout the year. The K-‐Basic Assessment is given three times a year. It assesses letters, sounds, and sight vocabulary
• MAP (Measure of Academic Progress) Assessment: The MAP is given 2 times per year for reading and math.
SPECIAL PROGRAMS Reading Incentive Program Each elementary school encourages students to read from a wide variety of genres and for a variety of purposes. Students participate in a school-‐wide reading incentive program each year, which fosters an interest in reading for pleasure. Every June students are provided with a list of suggested titles available at the Otis Library. Before and After-‐School Programs All schools sponsor a variety of after-‐school programs for students. These programs vary from school to school but may consist of after-‐school tutorials, enrichment classes, and sports programs. Students have opportunities to go on field trips, learn special skills, and serve as leaders in their school community through service and project based learning activities. These programs are limited by the availability of grant funds and donations. Information about programs is distributed throughout the school year and can be found online at www.norwichpublicschools.org/extendedlearning. Please contact your school office for information on programs available in your area. Other contacts include: Bishop Early Learning Center’s Family Resource Center (860) 823-‐4201 BRIDGES/ASPIRE Program (at several district schools) (860) 934-‐1111 School Readiness The School Readiness council collaborated with Norwich Public Schools to provide support for spaces in early care programs in Norwich. School Readiness dollars help to support eight part-‐day classes, 5 full-‐day, full-‐year classes, and 2 school-‐day school-‐year preschool classes. For more information contact Lynn DePina, Norwich Public Schools, (860) 823-‐4201 or Carole Glenn, LEARN (860) 434-‐4800 ext. 125.
STUDENT SERVICES Preschool Program The Norwich Public Schools Early Learning Centers serve eligible students who are three and four years old. The program is designed to make each child’s school experience one that will foster positive self-‐esteem and a positive attitude toward learning. We do this by:
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• Providing each child with a developmentally appropriate environment that will meet their individual needs and learning styles.
• Encouraging each child to think, reason, question and experiment. • Respecting cultural, linguistic, and family diversity and individual differences of children
and staff. • And fostering communication and cooperation between parents and teachers in order to
provide a meaningful environment in which children learn best. Special Education The Norwich Board of Education provides special education and student personnel services (speech and language counseling, etc.) to students who are identified as special education students and to those who are identified as disabled under Section 504 of the Rehabilitation Act. If you believe that your child’s program is not meeting his/her educational needs, you can request in writing, through a building principal, a Planning and Placement Team (PPT) meeting to review your concerns. Parents or guardians are notified five (5) days in advance by mail of the PPT meeting to discuss the referral. If the PPT determines that an evaluation is necessary, the responsibilities for the evaluations are assigned. A multidisciplinary evaluation must be conducted to determine eligibility. Within forty-‐five (45) school days, the completed evaluations are reviewed at the PPT meeting to determine eligibility. If the student is eligible, an Individualized Education Program (IEP) is developed and implemented. If the student is not eligible as a special education student, but does qualify for eligibility under Section 504 of the Rehabilitation Act, a plan is developed and implemented. 504 is a regular education service with accommodations for students who have a life-‐ long medical condition that impacts one of the major areas of life. A team approach consisting of school staff, parents and administration is used in developing the educational plan. Parents’ rights for Procedural Safeguards and Due Process under the Individuals with Disabilities Education Act (IDEA) and parents’ rights under Section 504 of the Rehabilitation Act are noted at every PPT meeting. Subsequent to identification under Section 504, parents’ rights are recognized at each Section 504 meeting. The district maintains compliance under federal statute and regulations through the State Department of Education. Records shall be maintained for each student from entrance into school to graduation or withdrawal. Retention of certain types of records is required by law. Access to and security of student records and requests for amendments are assured by the Connecticut General Statutes, the Federal Family Educational Rights and Privacy Act of 1974 and their respective regulations. Social Support The school social worker/counselor provides mental health services to students who have been identified through the Planning and Placement Team process to help students improve their functioning to achieve increased school success. The social worker provides crisis intervention and participates as a member of an interdisciplinary team including the school administrator(s), guidance counselors, school psychologist, and teachers to address student needs. Elementary School Counseling An education social worker/counselor employed by the Norwich Board of Education works with parents, staff, and others to help individual students. Students sometimes need assistance in order to make the most of their school experience. Students show their need for help in many ways:
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irregular attendance, achievement that does not match a student’s ability, fears or emotional distress. Please contact your student’s teacher if you have concerns. Middle School Guidance Counseling The focus of the guidance program is to address the unique concerns of the middle school student. Services are designed to respond to the personal/social, career and educational needs of all students. Students and parents are encouraged to discuss school progress, adjustment, career, and academic goals with their counselors. English to Speakers of Other Languages (ESOL) Students whose dominant language is other than English and who are identified as eligible receive ESOL and/or Bilingual services. The ESOL program provides targeted instruction in English, while respecting the dominant language and cultural values of the students and their families. The Bilingual program provides instruction in either Haitian Creole and English or Spanish and English with a goal of at least 50% of instruction in English by the end of the first year in the program. Emphasis is on integrating the student into regular classes while providing the instruction to improve listening, speaking, reading, and writing skills. Students receiving ESOL services are assessed annually with the Language Assessment Scale (LAS). Results are sent home in the June report card. Bilingual Education The Norwich Public School system has seven schools that are considered Spanish bilingual buildings by the state. These schools are Huntington, Mahan, Moriarty, Stanton, Wequonnoc, Kelly Middle and the 6th Grade Academy at Teachers’ Memorial. If a student is eligible for bilingual services, he/she will receive services from a bilingual certified teacher or by an ESOL certified teacher with the help of a native language paraeducator. Although students will receive some instruction in Spanish, the transition to English is encouraged and supported. Students are mainstreamed into regular classes according to their skill level and all students participate in the special subjects. Translation Services Translation Services are provided to all parents/guardians upon request. In cases where a Norwich Public Schools staff translator is not available, or does not speak the language required, CyraCom (a telephonic translation service) is used to facilitate communications between the district, school and home. Parents/Guardians are also encouraged to bring their own translators to meetings if they feel comfortable doing so. Written information/letters sent from the administrative offices of Norwich Public Schools are currently translated into Spanish, Haitian Creole and Simplified Chinese. For the translation of other school letters/documents and for the translation of these documents into other languages, Norwich Public Schools uses CyraCom (a telephonic translation service) to orally translate these documents to parents/families. Title I Students in Norwich are served by Title I federal funds. It is the largest federal program for education. The project supports programs in all seven elementary schools and the two middle schools. Money must be used to serve students who require remediation in their studies. The money provided is above what the Board of Education normally spends on students.
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HOMEWORK Homework is a necessary reinforcement to classroom instruction, as well as a means by which independent study skills and curiosity can be fostered in the home. Homework assignments provide practice of basic skills already presented in class; opportunities to apply newly learned skills and concepts to a new situation and/or require students to engage in creative projects, which integrate many skills and concepts. Teachers will make adjustments for differences in students’ abilities and learning styles. Guidelines for Homework
• Assigned with a purpose that is understood by both the teacher and student. • Enhance learning, as homework projects need the reflective periods not possible in the
classroom. • Enhance social awareness, community appreciation, and other innovative activities and
experiences. • Acknowledged by the teacher as an integral part of a student’s performance evaluation (i.e.,
checked, graded, credited) to monitor learning. • Monitored by building principals to ensure each teacher’s implementation of the homework
policy. Suggested Time for Homework
• Kindergarten, activities for homework should require no more than 15 minutes. • Grades 1 and 2, up to 30 minutes, 4 nights per week. • Grades 3 and 4, up to 40 minutes, 4 nights per week. • Grade 5, up to 60 minutes, 4 nights per week. • Grade 6-‐8, 60 minutes, 4 nights per week. • Special Education, assignments should reflect the special needs of these students.
Students in Grades 3-‐8 should have experiences working on long-‐term projects, preparing for tests and reading assignments. Teacher Responsibilities for Homework
• Inform students and parents of the importance of homework completion • Inform students and parents how homework will be reflected in the student’s progress. • Explain individual homework expectations (e.g., for grading, extra credit) to students and
parents. Student Responsibilities for Homework
• Complete homework assignments on time and to the satisfaction of the respective teachers. • Understand of all rules, regulations, and consequences that relate to non-‐compliance with
the homework policy. Parent Responsibilities for Homework
• Support and encourage their child(ren) to take the time and put forth effort to produce quality work.
• Ensure adequate space (lighting, noise level, and writing surfaces) to complete homework. This can include dedicated space at home, a trip to a local library, or enrolling students in extended learning offerings that provide children time to complete assignments.
• Discuss assignments with children, daily.
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Principal Responsibilities for Homework
• Oversee the implementation of the district homework policy. • Communicate policy to students, teachers and parents. • Individualize the policy according to the needs of his/her school.
TEACHER QUALIFICATIONS
All of Norwich Public Schools receive Title I funds. Under the provisions of the No Child Left Behind Act of 2001, parents may request information regarding the qualifications of the students' classroom teacher. Upon written request to the building principal, this information will be provided in a timely fashion.