51 14 SUSPENSION AND PROCESS It is the goal of the Board of Education to ensure the safety and welfare of all students in attendance, and to maintain an atmosphere conducive to learning. In keeping with this goal, students are expected to comply with school rules and regulations, as well as Board policies. Students may be disciplined for conduct on school grounds or at any school-sponsored activity that endangers persons or property, is seriously disruptive of the educational process, or that violates a publicized policy of the Board. Students may be disciplined for conduct off school grounds if such conduct is seriously disruptive of the educational process and violates a publicized policy of the Board. In working with students, emphasis shall be placed upon developing effective self-discipline as the most effective disciplinary approach. A. Definitions 1. ?Exclusion? shall be de?ned as any denial of public school privileges to a student for disciplinary purposes. 2. ?Removal? shall be de?ned as an exclusion from a classroom for all or a part of a single class period, provided such exclusion shall not extend beyond ninety (90) minutes. 3. ?In-School Suspension? shall be de?ned as an exclusion from regular classroom activity ,fonno more than?xeiten days effect1ve July 1 2009) consecutive school days, but not I exclusion from school, provided such exclusion shall not extend beyond the end of the school year in which such in-school suspension was imposed. Such suspensions shall be served 1n the School attended by the student, or, such suspensions may be served in any school building under the jurisdiction of the Board of Education. The Board has determined that in-school suspensions shall be served 1n the Regional School District No. 7. 4. ?Suspension? shall be de?ned as an exclusion from school privileges or from transportation servicesrfor no more than ten-{10) consecutive school days, provided such exclusion shall not extend beyond the end of the school year in which such suspension was hiinposed. (Effective July 1, 2009: Suspens1ons shall be 1n?school suspens10ns unless the adnun1strat1on determmes that. the student being suspended poses such a danger to persons I. or property or such a d1srupt1on of the educatlonal process that the student. shall be excluded from school during the period of suspension.) 5. ?Expulsion? shall be. de?ned as an exclusion from school pr1v1leges for more than ten (10) I consecutive school days and shall be deemed to include but not be limited to, exclusmn from the school to which such student was assigned at the time such dlsc1p11nary action was taken prov1ded that assignment to Ia regular classroom programII in Ia different school 1n the D1str1ct shall not Ia suspens1on or Ian expulsion. Such period of exclusion may extend to the school year following the school year in which the exclusion was imposed, up to one calendar year. Approvedl 1/12/08; Revised/Approved 6/8/11 Page 1 of 16 5114 SUSPENSION AND PROCESS 6. ?Emergency? shall be de?ned as a situation under which the continued presence of the student in the school imposes such a danger to persons or property or such a disruption of the educational process that a hearing may be delayed until such time as soon after the exclusion of such student is possible. 7. ?Days? is de?ned as days when school is in session. 8. ?School-sponsored activity? is de?ned as any activity sponsored, recognized or authorized by the Board of Education and includes activities conducted on or off school property. 9. ?Possess? means to have physical possession or otherwise to exercise dominion or control over tangible property. 10' ?Deadly gravitrknifebilly. 9.: metal .. . . . . 11. ?Firearm? means weapentincluding a readily he..converted to .?xpel, a projectile by the action of an explosive; .2) the frame or receiver of any such weapon; 3) any ?rearm muf?er or ?rearm silencer; or 4) any destructive ?rearm For purposes of this de?nition, ?destructive device? means any leaplosive, incendiary, or poison gas, bomb, grenade, rocket having a propellant charge of more than 4 ounces, missile having an explosive or incendiary charge of more than ounce, mine, or device similar to any of the weapons described herein. 12. ?Vehicle? means a ?motor vehicle? as defined in Section 14?1 of the Connecticut General Statutes, snow mobile, any aircraft, or any vessel equipped for propulsion by mechanical means or sail. 13. ?Martial arts weapon? means a nunchakum kama, kasari?fundo, octagon sai, tonfa or Chinese star. 14. ?Dangerous Drugs or Narcotics? is de?ned as any controlled drug in accordance with Connecticut General Statutes ?219~240. 15. ?Dangerous instrument? means an instrument, article or substance which, under the circumstances in which it is used or attempted or threatened to be used, is capable of causing death or serious physical injury, and includes a motor vehicle and a dog that has been commanded to attack. Approved] 1/ 12/08 Revised/Approved 6/8/11 Page 2 of 16 5114 SUSPENSION AND PROCESS B. Removal from Class 1. All teachers are hereby authorized to remove a student from class when such student causes a serious disruption of the educational process within the classroom. 2. Such teacher shall send the student to a designated area and shall immediately inform the Building Principal or his/her designee as to the name of the student and the reason for removal. 3. No student shall be removed from class more than six (6) times in any year nor more than Mme week, unless such student is referred to the Pnnc1pal or his/her desrgnee and granted an mformal hearing' in accordance with the provisions of this policy, as stated in C. Exclusion from Ctr?Curricular and Extra?Curricular Activities Participation in co~curricular and extra-curricular activities is a privilege and not an entitlement. Students involved in such programs are expected to follow all school rules and demonstrate good citizenship. Failure to do so may result in partial or complete exclusion from said activities and programs. Activities include, but are not limited to, athletic programs, musical or drama productions, clubs, ?eld trips, and school trips out-of?state and abroad. (@spension and Expulsion 1. A student may be suspended or expelled for conduct on school property or at a school~ sponsored activity that endangers persons or property, is a violation of a publicized policy of the Board, or is seriously disruptive of the educational process, including but not limited to one or more of the following reasons: a. Conduct causing danger to the physical well?being of himself/herself or other people that is not reasonably necessary for self?defense; b. Intentionally causing or attempting to cause physical injury to another person that is not reasonably necessary for self-defense; c. Intentionally causing or attempting to cause damage to school property or material belonging to staff (private property). (1. Stealing or attempting to steal private or school property or taking or attempting to take personal property or money from any other person; Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 3 of 16 5114 SUSPENSION AND PROCESS e. The use, either spoken or written on clothing, of obscene or profane language or gestures on school property or at a school?sponsored activity; f. Deliberate refusal to obey the directions or orders of a member of the school staff; g. Harassment and/or hazing/bullying on the basis of that person?s race, religion, ethnic background, gender or sexual orientation. Bullying includes any overt acts by a student or group of students directed against another student with the intent to ridicule, humiliate, harass or intimidate the other student while on school grounds or at a school? sponsored activity which acts are committed more than once against any student during the school year along with bullying outside of the school setting if it has a direct and negative impact on a student?s academic performance or safety in school; h. Open de?ance of the authority of any teacher or person having authority over the student, including verbal abuse; i. Threatening in any manner, including orally, in writing, or Via electronic communication, a member of the school including a teacher, a member of the school administration or any other employee, or a fellow student; j. Blackmailing a member of the school community, including any teacher, member of the school administration or any other employee or fellow student; k. Possession of a ?rearm, deadly weapon, dangerous instrument, or martial arts weapon, as de?ned in Section 53a?3, such as a pistol, knife, blackjack, etc.; 1. Possession of any weapon or weapon facsimile, including but not limited to knife, pistol, pellet guns and/or air soft pistols. m. Possession, use, transmission, or being under the in?uence of any narcotic drug, hallucinogenic drug, performance enhancing drug, amphetamine, barbiturate, marijuana, cocaine, alcoholic beverage, or intoxicant of any kind including prescription drugs for which the possession, user or transmitter has no legal prescription, or drug paraphernalia; Possession or transmission of a facsimile of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, or marijuana; *Please note that any substance with an intoxicating effect, whether legal or illegal, shall be considered to be prohibited under this policy. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 4 of 16 5114 SUSPENSION AND PROCESS n. Knowingly being in the presence of those who are in possession of using, transmitting, or being under the in?uence of any dangerous drug, narcotic, hallucinogenic drug, amphetamine, barbiturate, marijuana, alcoholic beverage, or intoxicant of any kind; 0. Participation in any unauthorized occupancy by any group of students or others of any part of any school, school premises or other building owned by any school district after having been ordered to leave said school premises or other facility by the Principal or other person then in charge of said school building or facility; p. Participation in any walkout from a classroom or school building by any group of students and refusing to immediately return to said classroom or school building after having been directed to do so by the Principal or other person then in charge of said classroom or school building; q. Intentional incitement which results in an unauthorized occupation of, or walkout from, any school building, school premises, facility or classroom by any group of students or other persons; Repeated unauthorized absence from or tardiness to school; s. Intentional and successful incitement of truancy by other students; t. The use or copying of the academic work of another and the presenting of it as one's own without proper attribution; u. Violation of school rules and practices or Board policy, regulation or agreement, including that dealing with conduct on school buses and the use of school district equipment; V. Violation of any federal or state law which would indicate that the Violator presents a danger to any person in the school community or to school property; w. Lying, misleading or being deceitful to a school employee or person having authority over the student; x. Unauthorized leaving of school or school-sponsored activities; y. Smoking. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 5 of 16 5114 SUSPENSION AND PROCESS E. Suspension for Conduct Off School Grounds 1. Students are subject to suspension for conduct off school property and outside of school- sponsored activities in accordance with law, for conduct that violates a publicized policy of the Board and is seriously disruptive of the educational process, including but not limited to the following: a. Conduct leading to a violation of any federal or state law if that conduct is determined to pose a danger to the student himself/herself, other students, school employees or school property. b. Adjudication as a delinquent or a youthful offender as the result of a felony if the conduct leading to the adjudication is determined to pose a danger to the student himself/herself, other students, school employees or school property. 2. In making a determination as to whether conduct is "seriously disruptive of the educational process,? the administration, Board of Education or impartial hearing board may consider, but such consideration shall not be limited to; (1) whether the incident occurred within close proximity of a school; (2) whether other students from the school were involved or whether there was any gang involvement; (3) whether the conduct involved violence, threats of violence or the unlawful use of a weapon as de?ned in Section 29-38 and whether any injuries occurred, and (4) whether the conduct involved the use of alcohol, narcotic drug, hallucinogenic drug, amphetamine, barbiturate or marijuana. F. Mandatory Expulsion It shall be the policy of the Board to expel a student for one full calendar year if: 1. The student, on grounds or at a school-sponsored activity, was 1n a ?rearm, as de?ned in 18 S. C. 921 ,as amended from time to time, or deadly weapon, dangerous instrument or martial arts weapon, as de?ned in C. S. or the student, off school grounds, did possess such ?rearm 1n violation of C. G. S. 29-35 or did possess and use such a ?rearm, instrument or weapon in the commission of a crime; or the student, on or off school grounds offered for sale or distribution a controlled substance, as defined 1n subdivision (9) of C.G.S. 21a?240, whose manufacture, distribution, sale, prescription, dispensing, transporting or possessing with intent to sell or dispense, offering or administering is subject to criminal penalties under C.G.S. 21 -277 and 2131-278. 2. Such a student shall be expelled for one calendar year if the Board of Education or impartial hearing board ?nds that the student did so. possess or so possess and use,- as appropriate, .such- a weapon or firearm instrument or weapon or did so offer for sale or distribution such a controlled substance. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 6 of 16 5114 SUSPENSION AND PROCESS 3. The Board may modify the period of a mandatory expulsion on a case-by-case basis. 4. A ?rearm, as de?ned by C.G.S. 53a?3 includes any sawed-off shotgun, machine gun, ri?e, shotgun, pistol, revolver, or other weapon, whether loaded or unloaded from which a shot may be discharged, or a knife, a gravity knife, billy, black jack, bludgeon or metal knuckles. ?rearm; currently de?ned by 18 U.S.C. 921, is any weapon that can expel a projectile by an explosive action and includes explosive devices, incendiaries, poison gases, and ?rearm frames, receivers, muf?ers or silencers. G. Suspension Procedure 1. The administration of each school shall have the authority to invoke suspension for a period of up to ten days or to invoke suspension for a period of up to five days (ten school days effective July 1, 2009) of any student for one or more of the reasons stated in paragraph C, above, in accordance with the procedure outlined in this paragraph. (Effective July 1, 2009: vSuspensionsm shall be in?school suspensions unless the I determrnes that the student bemg suspended poses suCH a danger to persons or property or . such adisrupuon of the educatronal process that the student shall be excluded from school II dunng the period of suspensron) The administration is expected to use the guidelines developed and promulgated by the Commissioner of Education to help determine whether a student should receive an in? school or out?of-school suspension. The administration shall also have the authority to suspend a student from transportation services whose conduct while awaiting or receiving transportation violates the standards set forth in paragraph C, above. The administration shall have the authority to immediately suspend from school any student when an emergency exists as that term is de?ned in paragraph A, above. If an emergency situation exists, the hearing outlined in paragraph shall be held as soon as possible after the exclusion of the student. 2. In the case of suspension, the administration shall notify the student?s parents and the Superintendent of Schools not later than twenty?four (24) hours of the suspension as to the name of the student who has been suspended and the reason therefore. Any student who is suspended shall be given an opportunity to complete any class work including, but not limited to, examinations which such student missed during the period of his/her suspension. Approvedl 1/ 12/08 Revised/Approved 6/8/11 Page 7 of 16 5114 SUSPENSION AND PROCESS 3. Except in the case of an emergency, as defined in paragraph A, above, a student shall be afforded the opportunity to meet with the administration and to respond to the stated charges prior to the effectuation of any period of suspension or suspension. If, at such a meeting the student denies the stated charges, he/she may at that time present his/her version of the incident(s) upon which the proposed suspension is based. The administration shall then determine whether or not suspension or in-school suspension is warranted. In determining the length of a suspension period, the administration may receive and consider evidence of past disciplinary problems which have led to removal from a classroom, in-- school suspension, or expulsion. 4. For any student who is suspended for the ?rst time and who has never been expelled, the school administration may shorten the length of or waive the suspension period if the student successfully completes an administration-specified program and meets any other administration-required conditions. Such program shall be at no expense to the student or his/her parents/ guardians. 5? exclusipg unlesse hearing as. provided in ls 6- ?nstudentshailnephew} ornatotal of ?fty ?gradersinaneschcolrear, Whicheverresults iafswer days 9f excluswnunlessahearmg as prowded in paragraph granted H. Expulsion Procedures 1. The Board of Education may, upon recommendation of the Superintendent of Schools, expel any student for one or more of the reasons stated in this policy if in the judgment of the Board of Education; such disciplinary action is in the best interest of the school system. 2. Upon receipt of a recommendation for expulsion ?om the Superintendent of Schools the Board shall, after giving written notice to the student and his parents or guardian, if said student is less than 18 years of age, conduct__ ahearing prior totakingany $119391;th ofan eesresasrasde?nedm the $144611,th be to, the being Hhallheiheldassoonafter the expulsron as The notice concerning legal service?s?that are providerl free of charge or at a reduced rate that are available locally (CT Legal Service or source of such services) and how to access such services. Approved11/12/08; Revised/Approved 6/8/11 Page 8 of 16 5114 SUSPENSION AND PROCESS 3. Three members of the Board of Education shall constitute a quorum for an expulsion hearing. A student may be expelled if a majority of the Board members sitting in the expulsion hearing vote to expel and provided at least three af?rmative votes for expulsion are cast. 4. A speg_ial__ education students handicapping conditions shall be eonsidered. before making and. decision to expel A Planning and Placement Teain (PPT) meeting must be held to determine Whether the behavror or student actions volatile of Board of Education standards 1 set in policy governing snspensron and expulsion are the result of the student? handicapping condition 5. The procedure for any hearing conducted under this paragraph shall at least include the right to: a. Notice prior to the date of the proposed hearing which shall include a statement of the time, place and nature of the hearing; a statement of the legal jurisdiction under which the hearing is to be held; and a statement that the board is not required to offer an alternative educational opportunity to any student between 16 and 18 who was previously expelled or who is found to have engaged in conduct endangering persons which involved (1) possession of a ?rearm, deadly weapon, dangerous instrument or martial arts weapon on school property or school transportation or at a school Sponsored activity or (2) offering for sale or distribution on school property or at a school sponsored activity a controlled substance, as defined in Section 21a?240(a) of the Connecticut General Statutes. b. A short and plain statement of the matters asserted, if such matters have not already been provided in a statement of reasons requested by the student; c. The opportunity to be heard in the student?s own defense; d. The opportunity to present witnesses and evidence in the student?s defense; e. The opportunity to crossuexamine adverse witnesses; f. The opportunity to be represented by counsel at the parents?lstudent?s own expense; and g. Information concerning legal services provided free of charge or at a reduced rate that are available locally and how to access such services; Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 9 of 16 5114 SUSPENSION AND PROCESS H. Expulsion Procedures h. i. The opportunity to have the services of a translator, to be provided by the Board of Education whenever the student or his/her parent or legal guardian do not speak the English language; The prompt noti?cation of the decision of the Board of Education, which decision shall be in writing if adverse to the student concerned. 6. The record of the hearing held in any expulsion case shall include the following: a. All evidence received and considered by the Board of Education; Questions and offers of proof, objections and ruling on such objections; The decision of the Board of Education rendered after such hearing; and A copy of the initial letter of notice of proposed expulsion, a copy of any statement of reasons provided upon request, a statement of the notice of hearing and the of?cial transcript, if any or if not transcribed, any recording or stenographic record of the hearing. 7. Rules of evidence at expulsion hearings shall assure fairness, but shall not be controlled by the formal rules of evidence, and shall include the following: a. Any oral or documentary evidence may be received by the Board of Education but, as a matter of policy, irrelevant, or unduly repetitious evidence may be excluded. In addition, other evidence of past disciplinary problems which have led to removal from a classroom, in-school suspension, suspension, or expulsion may be received for considering the length of an expulsion and the nature of the alternative educational opportunity, if any, to be offered; The Board of Education shall give effect to the rules of privilege by law; In order to expedite a hearing, evidence may be received in written form, provided the interest of any party is not substantially prejudiced thereby; Documentary evidence may be received in the form of copies or excerpts; A party to an expulsion hearing may conduct cross-examination of witnesses where examination is required for a full and accurate disclosure of the facts; Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 10 of 16 5114 SUSPENSION AND PROCESS H. Expulsion Procedures f. The Board of Education may take notice of judicially cognizable facts in addition to facts within the Board's specialized knowledge provided, however, the parties shall be noti?ed either before or during the hearing of the material noticed, including any staff memoranda or data, and an opportunity shall be afford to any party to contest the material so noticed; g. A stenographic record or tape-recording of any oral proceedings before the Board of Education at an expulsion hearing shall be made provided, however, that a transcript of such proceedings shall be furnished upon request of a party with the cost of such transcript to be paid by the requesting party. Findings of fact made by the Board after an expulsion hearing shall be based exclusively upon the evidence adduced at the hearing. h. Decisions shall be in writing if adverse to the student and shall include ?ndings of fact and conclusions necessary for the decision. Findings of fact made by the Board after an expulsion hearing shall be based exclusively upon the evidence adduced at the hearing. 8. For any student expelled for the first time and who has never been suspended, the Board of Education may shorten the length of or waive the expulsion period if the student successfully completes a Board speci?ed program and meets any other conditions required by the Board. Such a Board speci?ed program shall not require the student or the parent] guardian of such student to pay for participation in the program. 1. Notification 1. All students and parents within the jurisdiction of the Board of Education shall be informed, annually, of Board Policy governing student conduct by the delivery to each said student of a written copy of said Board Policy. 2. The parents or guardian of any minor student either expelled or suspended shall be given notice of such disciplinary action no later than 24 hours of the time of the institution of the period of expulsion or suspension. 3. The notice of an expulsion hearing to the student and his/her parents or guardians, if said student is less than 18 years of age shall include information concerning legal services that are provided free of charge or at a reduced rate that are available and how to access such services. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 11 of 16 5114 SUSPENSION AND PROCESS J. Students with Disabilities A special education student?s and/or 504 disability shall be considered before making a decision to suspend- sshool days (ins some? year without. the need. if?! .prQYide (a?if?eidiicatienai sen/IcesKai?s??bl?dsida?nt may be additionally removed (suspended) for up to ten school days at a time for separate acts of misconduct as long as the removals do not constitute a pattern. During any subsequent suspension of ten days or less of a student with disabilities, ?131,32 ?i??izledistudentto the extent determined necessary to enablethe,_student to, apprepriat?lyw ?gmgein the, general,reducationgurrisulmn and toward achievinghis/her IERgoalstIn cases involving removals for ten days or less, school personnel (school administration) in consultation with the child's special education teacher, shall make the service determination. If the disabled student?s suspensions beyond ten school days in a school year constitute a pattern because of factors such as the length of each removal, the total amount of time the child is removed and the proximity of the removals to one another, the IEP team (PPT) shall conduct a manifestation determination. Meetings of a student's IEP team (PPT) are required to deveIOp a behavioral assessment plan or to review and modify as necessary one previously developed when the disabled student has been removed (suspended) from his/her current placement for more than ten school days in a school year and when commencing a removal (suspension) that constitutes a change in placement. Whenever a student is suspended, notice of the suspension and the conduct for which the student was suspended shall be included on the student's cumulative educational record. Such notice shall be expunged from the record by the Board if the student graduates from high school. Notwithstanding the foregoing, the following procedures shall apply to students who have been identi?ed as having one or more disabilities under the IDEA and/or Section 504 of the Rehabilitation Act (a "student with disabilities?): 1. If a student with disabilities engages in conduct that would lead to a recommendation for expulsion, the district shall convene an IEP team (PPT) meeting to determine whether the misconduct was caused by or had a direct and substantial relationship to the student's disability or if the conduct in question was the direct result of the District's failure to implement the IEP. A student may be suspended for up to ten days pending the IEP team (PPT) determination. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 12 of 16 5114 SUSPENSION AND PROCESS J. Students with Disabilities 2. If the District, parent and relevant members of the IEP team (PPT) determine that the misconduct was not caused by the disability, the Superintendent may proceed with a recommendation for expulsion. glaringany period of ,?Ndisabilities underthe shall receive as?ait?r?ativ?e' educational plan consistent With thIEPtmePnIghc cf (expuljsiggand the The services must continueto ii?c?ssary ecstatic the disabled student to appropriately advance in the general education curriculum and to advance toward achieving the goals of his/her IEP, and be provided a free appropriate public education. 3. If the District, parent and relevant members of the IEP team (PPT) determine that the misconduct was caused by or had a direct and substantial relationship to the disability, or the conduct in question was the direct result of the District?s failure to implement the student's Supfzrintendent shall not proceed with. the recommendationfor expulsion. The IEP team (PPT) shall consider the student's misconduct and revise the IEP to prevent a recurrence of such misconduct and to provide for the safety of the other students and staff. A ?mctional behavioral assessment shall be conducted, if not previously done, and a behavioral intervention plan implemented or revised, if in existence. The student shall be returned to the placement from which he/she was removed unless agreed otherwise by the District and parent. 4. Should a parent of a student with disabilities who is eligible for services under the IDEA (or the student himself/herself if eighteen years of age or older) file a request for a due process hearing to contest an expulsion under subparagraph (2) above or a preposed change in placement under subparagraph (3), unless the parents (or student if eighteen years of age or older) and the Board otherwise agree, the child shall stay in the interim alternate educational setting, if so placed by student authorities, pending decision in said due process hearing and any subsequent judicial review proceedings. 5. Notwithstanding the provisions of the preceding subparagraph (4), a student with disabilities may be assigned to an interim alternative educational setting for not more than forty-?ve (45) school days if the student brings a weapon to school or to a school function or knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function, or has in?icted serious bodily injury upon another person while at school, on school premises, or at a school function. For purposes of this paragraph, "weapon" means a device instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, but excludes a pocket knife with a blade of less than 2 1/2 inches in length. "Serious bodily injury" is de?ned as bodily injury which involves a Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 13 of 16 5114 SUSPENSION AND PROCESS substantial risk of death, extreme physical pain, protracted and obvious dis?gurement or protracted loss or impairment of the function of a bodily member, organ or mental faculty. The interim alternative placement shall be determined by the IEP team (PPT). If a due process hearing is requested, the student shall remain in said interim alternative placement pending a decision in the due process hearing, unless the Board and the parents otherwise agree, or the Board obtains a court order. 6. In order for the district to unilaterally obtain a 45 day change in placement ?om a federal judge of Connecticut hearing of?cer, it must prove by substantial evidence, that maintaining the current placement of the student is substantially likely to result in injury to the child or others. The school must also prove that it has made reasonable efforts to minimize the risk of harm the student presents in the current placement. K. Alternative Educational Opportunity The Board of Education recognizes its obligation to offer any student under the age of . s1xteen (16) Who is expelled an alternatlve educational opportunity during the period of . expulsron Any parent or guardian if such Student Who does not choose to have his or her child enrolled in an alternative educational program shall not be subject to the provision of Section 10- 184 of the Connecticut General Statutes. Any expelled student who is between the ages of sixteen (16) and eighteen (18) not previously expelled and who wishes to continue his or her education shall be offered an alternative educational opportunity if he or she complies with conditions established by the Board of Education. Such alternative educational opportunity may include, but shall not be limited to, the assignment of a student (who is sixteen years of age or older) to an adult education program or placement of such student in a regular classroom program of a school other than the one from which the student has been excluded. In determining the nature of the alternative education opportunity to be offered under this Section, the Board of Education may receive and consider evidence of past disciplinary problems which have led to removal from a classroom, suspension, or expulsion. The Board of Education is not obligated to provide such alternative educational opportunity to any student eighteen years of age or older. The Board of Education is not required to offer such alternative educational opportunity to any student between the ages of sixteen and eighteen who is expelled because of conduct which endangers person, if it was determined at the expulsion hearing that the conduct for which the student was expelled involved carrying on or introducing onto school property a ?rearm, deadly weapon or dangerous instrument as de?ned 1n C. S. 5 3a~3 or offering for sale or distribution on school property or at a school sponsored activity a controlled substance, as de?ned 1n subdivision (8) of C. G. S. Ella?240, Whose manufacture, distribution, sale, prescription, Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 14 of 16 5114 SUSPENSION AND PROCESS K. Alternative Educational Opportunity dispensing, transporting, or possessing with the intent to sell or dispense, offering, or administration is subject to criminal penalties under C.G.S. 21a?277 and Zia-278. If the Board expels a student for the sale or distribution of such a controlled substance, the Board shall refer the student to an appropriate state or local agency for rehabilitation, intervention or job training, or any combination thereof, and inform the agency of its action. If a student is expelled for possession of a ?rearm or deadly weapon, the Board shall report the violation to the local police department. This provision shall not apply to students requiring special education who are described in subdivision (1) of sub-section of C.G.S. 10-76a. The alternative educational opportunity for any such student shall be established by the IEP team (PPT) in accordance with the procedures described above. Whenever the Board noti?es a student between the ages of sixteen and eighteen or the parents/ guardians of such student, that an expulsion hearing will be held, the noti?cation shall include a statement that the Board is not required to offer an alternative educational opportunity to any student who is found to have engaged in conduct including possession of a martial arts weapon, ?rearms, deadly weapons or dangerous instruments on school property or at a school function. L. Other Considerations 1. If a student is expelled, notice of the expulsion and the conduct for which the student was expelled shall be included on the student's cumulative educational record. Such notice shall be expunged from the cumulative educational record by the Board if the student graduates from high school unless the expulsion notice is based on possession of a ?rearm or deadly weapon. 2. If a student's expulsion is shortened or the expulsion period waived based upon the fact that the student was expelled for the ?rst time, had never been suspended, and successfully completed a Board speci?ed program and/or met other conditions required by the Board, the notice of expulsion shall be expunged from the cumulative educational record if the student graduates from high school or, if the Board so chooses, at the time the student completes the Board speci?ed program and meets any other conditions required by the Board. Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 15 of 16 5114 SUSPENSION AND PROCESS L. Other Considerations 3. The Board may adopt the decision of a student expulsion hearing conducted by another school district provided such Board of Education held a hearing pursuant to C.G.S.10- 233d(a). Adoption of such a decision shall be limited to a determination of whether the conduct which was the basis for the expulsion would also warrant expulsion under the policies of this Board. The student shall be excluded from school pending such hearing. The excluded student shall be offered an alternative education opportunity in accordance with item above. Whenever a student against whom an expulsion hearing is pending withdraws from school and after noti?cation of such hearing but before the hearing is completed and a decision rendered, (1) notice of the pending expulsion hearing shall be included on the student's cumulative educational record and (2) the Board shall completed the expulsion hearing and render a decision. A student expelled for possession of a ?rearm or deadly weapon shall have the violation reported to the local police department. The period of expulsion shall not extend beyond a period of one calendar year. A period of exclusion may extend into the next school year. An expelled student may apply for early readmission to school. Such readmission shall be at the discretion of the Superintendent of Schools. Readmission decisions shall not be subject to appeal to Superior Court. The Board or Superintendent, as appropriate, may condition such readmission on speci?ed criteria. Legal Reference: Connecticut General Statutes ??176e through 4-180a. Contested Cases. Notice. Record. (as amended) 10?23% through 10-233f. Suspension, removal and expulsion of students, as amended by PA 95?304, PA 96-244, PA 98-139, PA 0766, PA 07?122 and PA 08-460 "Sig-3 De?nitions. gig-21% Possession of Firearms and Deadly Weapons on School Grounds. PA 94-221 An Act Concerning School Discipline and Safety. GOALS 2000: Educate America Act, Pub. 103 ~227. 18 U.S.C. 921 De?nitions. Title Amendments to the Individuals with Disabilities Education Act. Sec. 314 (Local Control Over Violence) Elementary and Secondary Act of 1965 as amended by the Gun Free Schools Act of 1994. PL. 105 ?17 The Individuals with Disabilities Act, Amendment of 1997. Kyle P. Packer PPA Jane Packer v. homaston Board of Education 20 U.S.C. Section 7114, No Child Left Behind Act PL. 108-446 Individuals with Disabilities Education Improvement Act of 2004 State v. Hardy, 896 A.2d 755, 278 Conn 113 (2006) Approvedl 1/ 12/08; Revised/Approved 6/8/11 Page 16 of 16 - ?fgw?? f? .. The Connecticut Leader Evaluation and Support Rubric 2015 A Rubric to Guide the Development, Support and Evaluation of School and District Leaders CONNECTICUT STATE DEPARTMENT OF EDUCATION Connecticut State Department of Education August 18, 2015 . FEATURES PRICING CUSTOMERS RESOURCES LOGIN BLOG TEMPLATES TUTORIALS GUIDES SUPPORT search FM for? CATEGORIES Teacherjob description This Teacher job description template is optimized for posting 5'5 POStth?i's?Te? job ad to15+ free job, beardswithme on online job boards or careers pages and easy to customize for your Company. submission . Teacher Responsibilities Include: 0 Presentin lessons in a com rehensive manner and use visual/audio means . . {Indegd glassdoo? to faCIlitate learning CarnrziJET ??adzuna 0 Providing individualized instruction to each student by promoting interactive learning igbgiob 0 Creating and distributing educational content POStthisTear-heriob - jOb, boards with One-sub -, . ad on the most popularjobboards today7.31. a v. We are looking for a committed Teacher to complement our qualified description workforce of educators. You will be responsible for preparing and implementing a full educational teaching plan according to the school's requirements. It will be fundamental to provide knowledge and instruction to students while also helping them develop their personalities and skills. ?j A amf?wdT/V?r (TWP it U?r??bb '5 GT0 Mal??1 671mg L417 Ub? n/ um Teacher interview questions The ideal candidate will be passionate for the job with an ability to reach out to RELATED RESOURCES Principal interview questions Preschool Teacher interview 7/11/17, 10:26 AM Page 1 of 4 students and create a relationship of mutuai trust. They will know how to organize a class and make learning an easy and meaningful process. Child Care Teacher interview questions The goal is to help cultivate the students? interest in education and be their dedicated ally in the entire process of learning and development. Kindergarten Teacher interview questions Responsibilities Present lessons in a comprehensive manner and use visual/audio means to facilitate learning Provide individualized instruction to each student by promoting interactive learning Create and distribute educational content (notes, summaries, assignments etc.) Assess and record students? progress and provide grades and feedback Maintain a tidy and orderly classroom Collaborate with other teachers, parents and stakeholders and participate in regular meetings Plan and execute educational in-class and outdoor activities and events Observe and understand students' behavior and and report suspicions of neglect, abuse etc. Develop and enrich professional skills and knowledge by attending seminars, conferences etc. Requirements Proven experience as a teacher Thorough knowledge of teaching best practices and legal educational guidelines partnered with a willingness to follow the school's policies and procedures Excellent communicability and interpersonal skills Well?organized and committed Creative and energetic Strong moral values and discipline as ibis K, it: .6 7/11il7,10226 AM Page 12 of [i egg} 6 Degree in teaching or in a specialized subject with a certificate in education; were pert erg} r73. {we (5.. ?w EC: Post this Teacherjob ad to 15+ free job boards with one submission we search. at: em, lat it?; 235%? Start a free Workable trial and post your ad on the most popular job boards today. if; i if Watertown, CT, United States About Workable: Allm?nwene recruiting software ,7 r' will a. m! A luv? . - i - all??fif?l Nil afEHiiFEt-f moms LU #30231 te?: (2:317; 5214Hutu 5&0: mat means actually LU the?: Workeble: Ail?in~one recruiting software 1 a 7' saw??Mm Contact sales: USA 8: Rest of World: +1 857 990 9675 PRODUCT Sign up for: The Workable Newsletter . tree tie ii a res}; COMPANY Feature Tour Contact Us Feature Overview Customers &Android apps 8ng People Search Careers Pricing Press time? a it zit?i 1 54% aft: ilai {lips/lit; (if?giujirf; Ca, RESOURCES Support Newsletter Recruiting Blog Recruiting Templates Recruiting Tutorials AM Page 3 of 4 ELEMENTARY SC OOL PRINCIPAL unuqu fry QUALIFICATIONS: 1. Master?s Degree in Elementary Administration 2. Minimum of three years teaching? preferably at Elementary level Cou?ciuadi? nu? 3. Current certi?cation 1n Elemmy?dmms?a?en JOB GOAL: To use leadership and administrative skills in promoting the maximum educational development of each elementary school student. EVALUATED BY -Sttpeci?endeat Ci?owiruun mt do L9 9% SUPERVISES: 0Q Elementary Building Staff PERFORMANCE RESPONSIBILITIES: 1. Staff Personnel a. Assist 1n acquiring and supervise and develop the building?s human resource so that the educational and other programs of the building might be most effectively implemented efk?r: ml b. Assess staf?ng needs, recruiting and interviewing and making recommendations concerning employment. f? c. Assign staff within the building to particular teaching or support positions. i 416-599 d. Supervise and direct the evaluation of individuals assigned to the building. e. Administer provisions of We} employee contracts relative to certificated and classi?ed staff in the building. 2. Curriculum and Instruction a. Maintain and improve the quality of the instructional program and school climate through being responsible for teacher implementation of the curriculum, through supervision of instruction and through assisting in the development of the instructional program Wt. b. Provide leadership in establishing and implementing educational goals and objectives for the school and in evaluating the attainment of those goals and objectives. c. Direct the planning of building level staff development activities and inservice day programs. d. Participate in district curriculum revision and textbook selection efforts. e. Plan and effect an organizational framework to bring together the school?s staff, students, facilities and programs in an effective instructional program. f. Pupil Personnel a. Provide leadership and support for services which will foster the well-being of students and provide for their individual needs. b. Establish and direct behavior management systems which are consistent with the Egg Wu Student Rights and Responsibilities Policiesprograms, such as guidance, special education and nursing services, that provide for the safety, emotional and physical well? ?being and enhanced educational opportunities for students (1. Provide orientation for students new to the building. e. Compile, secure and use student records in compliance with legal restraints and n?ret policies 9 c: Hat (rim. School/Community Relations a. Foster and maintain effective two-way communication between the community. :2 7" . - adv1sory groups. b. Organize and meet. - 1 0. Direct the release of information about the school through newsletters, meetings, newspapers, parent groups and other appropriate communication techniques G60 gum on. @252) d. Present or supervise the presentation of reports Develop relationships with individuals and community groups which foster support for school goals, objectives and programs. Resource Management a. Supervise the operation of the building, equipment, and business procedures 1n ways that enhance the overall program b. Direct custodial staff to insure the proper cleanliness and safety of the facilities. 0. Assess the general condition and needs of the building and grounds and report them to the Director of Support Services. cl. Prepare and implement a budget which will adequately support school programs. Pr? 0? e. Prepare and subrnithfederal, state and local reports. 6. Professional and Personal Development 3. Develop and maintain professional and personal skills and knowledge needed to provide effective leadership as a building principal. b. Participate in local, state, and national professional organizations. c. 'Visit programs in other schools and attend educational conferences and inservices. (1. Read current professional literature 773-3. ?au? in}! ML Cognj??nl 7. Other duties as assigned CONDUCT: Each staff member shall remain free of any alcohol or nonprescribed controlled substance and abuse of any prescribed controlled substance in the workplace throughout his/her employment in the District. Each staff member shall serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings. Each staff member has a legal responsibility to help instill in students the belief in and practice of ethical principles and democratic values. TERMS OF EMPLOYMENT: 226 work days paid vacation days 246 contract days per year beginning August 1 Salary: As established by the Board of Education Level 13 -- a. 2' is an Equal Opportunity Employer and as such does not . sis of . ntal stat s/ora yoth status protece bylaw ye?? "Wt-?5 ?-19 a Educator Effectiveness and Professmnal Learning FAQ mm: 0 Teachers Staff 0 School&District Leaders 0 My. Research 0 Training &Events Home Home Connecticut?s System for Educator Evaluation and Development (SEED) Connecticut?s System for Educator Evaluation and Development (SEED) Connecticut?s System for Educator Evaluation and Development (SEED) is a model evaluation and support system that is aligned to the Connecticut Guidelines for Ed 10 tor al ation (COre Requirements), which were adopted by the Performance Evaluation Advisory Council (PEAC) in 2012 and revised in 2014, and inform implementation of a model teacher and administrator evaluation and support system which was piloted in 2012-13 school year. The SEED model was informed by research, including the Gates Foundation's Measures of Effective Teaching_(MET) study. The MET study and other research have consistently found that no school- level factor matters more to student success than high-quality teachers. To support teachers, we need to clearly de?ne effective practice, provide strong leadership, develop systems/practices that give accurate, useful information about and development areas, and provide opportunities for growth and recognition throughout the career continuum. Connecticut's new evaluation and support system is designed to fairly and accurately evaluate teacher and school leader performance in order to help strengthen practice to improve student learning. Teacher Evaluation- Design Principles The SEED model for teacher evaluation, developed in partnership with Education First, adheres to the following design principles: 8/7/17, 6:31 PM Page ?1 of 4 culu prom or wacncm i no ?mum, war w. performance: student learning teacher performance and practice parent feedback and school-wide student learning or student feedback These categories are grounded in research?based and national standards: The Connecticut Common Core of Teaching (CCT) 2010; CT Core Standards; the Connecticut Framework K-12 Curricular Goals and Standards; the and Smarter Balanced Assessments; as well as locally?developed curriculum standards. Promote both professional judgment and consistency Assessing a teacher?s professional practice requires evaluators to constantly use their professional judgment. No rubric or formula, however detailed, can capture all of the nuances in how teachers interact with students. multiple sources of information into performance ratings is inherently more complex than checklists or numerical averages. At the same time, teachers? ratings should depend on their performance, not on their evaluators? biases. Accordingly, the model aims to minimize the variance between school leaders? evaluations of classroom practice and support fairness and consistency within and across schools. Foster dialogue about student learning This model hinges on improving the professional conversation between and among teachers and administrators who are their evaluators. The dialogue in the new model occurs more frequently and focuses on what students are learning and what teachers and their administrators can do to support teaching and learning. To be successful, educators must master their content, re?ne their teaching skills, re?ect on and analyze their own practice and their students? performance, and implement the changes needed to improve teaching and learning. Encourage aligned professional development, coaching and feedback to support teacher growth" variation Novice and veteran teachers alike deserve detailed, constructive feedback and professional development, tailored to the individual needs of their classrooms and students. SEED promotes a shared language of excellence to which professional development, coaching and feedback can align to improve practice. John Hattie?s (2008), research revealed that feedback was among the most powerful in?uences on achievement. Ensure feasibility of implementation Implementation of this model requires hard work. Throughout each district, educators are developing PM Page 2 of 4 new skills and learning to think differently about how they manage and prioritize their time and resources. The model aims to balance high expectations with ?exibility for the time and capacity constraints in our districts. Administrator Evaluation? Design Principles The SEED model for administrator evaluation, developed in partnership with New Leaders, adheres to the following design principles: Focus on what matters most The CT Guidelines for Educator Evaluation specify 4 areas of administrator performance as important to evaluation student learning administrator practice stakeholder feedback and teacher effectiveness Since the ?rst 2 categories make up 85% of an administrator?s evaluation, we focus the bulk of our model design on specifying these 2 categories. In addition, we take the view that some aspects of administrator practice most notably instructional leadership have a bigger in?uence on student success and therefore demand increased focus and weight in the evaluation model. Emphasize growth over time The evaluation of an individual?s performance should primarily be about his/her improvement from an established starting point. This applies to his/her professional practice focus areas and the outcomes/he is striving to reach. Attaining high levels of performance matters and for some administrators, maintaining high results is a critical aspect of their work but the model should encourage administrators to pay attention to continually improving their practice. Through the goal?setting processes described in the SEED Handbook, this model does that. Leave room for judgment In the quest for accuracy of ratings, there is a tendency to focus exclusively on the numbers. We believe that of equal importance to getting better results is the professional conversation between an administrator and his/her supervisor that can be accomplished through a well-designed and well? executed evaluation system. So, the model requires evaluators to observe the practice of administrators enough to make informed judgments about the quality and ef?cacy of practice. Consider implementation at least as much as design We tried to avoid over?designing the system for 2 reasons: (1) the pilot provided a signi?cant opportunity for the state to learn and adapt the model before full implementation; and (2) the model should not be so difficult or time-consuming to implement as to create excessive demands on those PM Page 3 of 4 doing the evaluation or being evaluated. Sensitive to the tremendous responsibilities and limited resources that administrators have, we designed the model to align with other responsibilities writing a school improvement plan) and to highlight the need for evaluators to build important skills in setting goals, observing practice, and providing high?quality feedback. ?ame Teachers Staff School District Leaders Eglicy Research Training Events 2016-17 Evaluation Plan Submission 0 Disclaimer CT State Department of Education 450 Columbus Boulevard Hartford, CT 06103 Phone: Page 4 of :11 ?mne 0 Teachers Staff 0 . School District Leaders Enlisx Research 0 Training Events Home Connecticut?s System for Educator Evaluation and Deyelopment SEED) Administrator Evaluation Administrator Evaluation Administrator Standards and Evaluation Rubric Standards Rubric Administrator Evaluation Categg?ies Summative Administrator Evaluation Rating Performance Ratings A robust administrator evaluation system is a powerful means to develop a shared under?standing of leader effectiveness for the state of Connecticut. The Connecticut administrator evaluation model de?nes principal effectiveness in terms of administrator practice (the actions taken by administrators that have been shown to impact key aspects of school life); (2) the results that come from this leadership (teacher effectiveness and student achievement); and (3) the perceptions of the administrator?s leadership among key stakeholders in their community. It provides a structure for the ongoing development of principals and other administrators so that we have a basis for assessing their and growth areas so they have the feedback they need to get better. It also serves as a means for districts to hold themselves accountable for ensuring that every child in their district attends a school with effective leaders. The model meets all of the requirements for the evaluation of 092 endorsement holders outlined in Connecticut Statute and Connecticut State Board of Education 817/17, 6:35 PM Page?i of 5 regulations. Administrator Evaluation Categories The evaluation of administrators, as well as supports for their ongoing growth and development, are based on 4 categories: 1 Leadership practice An assessment of an administrator?s leadership practice by direct observation of practice and the collection of other evidence 2 Stakeholder feedback assessed by administration of a survey with measures that align to the Connecticut Leadership Standards 3 Student learning - Student learning is assessed in equal weight by: performance and progress on the academic learning measures in the state?s accountability system for schools and performance and growth on locally-?determined measures. Each of these measures will have a weight of 22.5% and together they will account for 45% of the administrators? evaluation. 4 Teacher Effectiveness as measured by an aggregation of teachers? student learning objectives. Administrator Evaluation Process Timeline An annual cycle and sequence of events for administrators and evaluators to follow that lends well to a meaningful and feasible process. 8/7/37, 6:35 PM Page 2 of 6 Summative Administrator Evaluation Rating The administrator and evaluator meet in the late spring to discuss the administrator?s self-assessment and all evidence collected over the course of the year. Annual summative evaluations will be calculated as follows: The process for determining summative evaluation ratings involves three steps: determining a practice rating, determining an outcomes rating, and combining the two into an overall rating. 0 A. PRACTICE: Leadership Practice Stakeholder Feedback 50% 0 B. OUTCOMES: Student Learning Teacher Effectiveness 50% 0 C. OVERALL: Practice Outcomes 100% 8/7/37, 6:35 PM Page 3 of 5 Performance Ratings The overall rating combines the practice and outcomes ratings using the Summative Matrix to determine a ?nal rating aligned to one of four performance evaluation designators de?ned as follows: Levels of Performance 4 Exemplary Substantially exceeded target/indicators 3 Profieient Met target/indicators 2 Developing Made progress but did not meet target/indicators Made little or no progress against 1 BQEGW Standard target/indicators Quick Start Links Starter XML Content Online Documentation Support Forum Download more skins Beans. Teachers Staff School i Policv Research Training Events 2016?17 Evaluation Plan Submission EJ-LQ 0 Contact Us 0 Disclaimer 8/7/17, 6:35 PM Page 11 of 5 Talent Of?ce Main Site CT ?tate Department of Education 450 Columbus Boulevard Hartford, CT 06103 Phone: (m)713-6820 8/7/17, 6:35 PM Page 5 of 5 EARLY CHILDHOOD SRBI .. SupportmgAll Children I If w; A Guide for Preschool Programs High?quality preschool prograins support all children, regardless of their range of experience or current skills, abilities and interests. Early Childhood SRBI offers a framework for providing this support and ensuring that the needs of our youngest learners are met. Many of the key components of this framework are already present in high?quality preschool programs. Early Childhood SRBI is adapted from Scienti?c Research?Based Interventions (SRBI), Connecticut?s Framework for Response to Intervention (RTI), currently being implemented in elementary, middle, and high schools throughout the state. Implementing a similar framework, appropriate for early childhood, will help to ensure that our youngest learners have a solid foundation for future life and school success. Key Components of Early ChildhOod SRBI: I High?quality core curriculum that addresses state learning standards in all domains; Assessment to determine how children are progressing; Individualized support, across multiple tiers, for children who are not making expected progress; Collaborative problem solving as a basis for making decisions; and Comprehensive supports for social, emotional, behavioral, mental and physical health. TIER ill The school? or program provides more intensive r?merverm?ons for chiidren who need the most support. The school or program provides help for Children who rreedmore support than they are receiving from the com curriculum. All children receive" high-qualizy curricur?um and r'nsrrucfr?on. CURRICULUM CIRCLE How the speci?c Person learns. NATURE OF THE LEARNER The Individual person 's uniqueness. . Knowledge grows and changes. OF KNOWLEDGE The world for which we prepare. How ALL humans learn. NATURE OF CONTEXT OF LEARNING THE LEARNER Th9 and Theneeds of the community science of (he The demands of society. human brain. . ?Curriculum is the decision a teacher makes each day.? PMB Peter M. Blackwell. Peter J. Geisser MFA Rhode Island School for the Deaf Providence, RI ?Curriculum is the decision a teacher makes each day.? -Peter M. Blackwell, Principal Emeritus, Rl School for theDeaf Fi?? Adaptive Strategies for Persons with Emotional and/or Behavioral P7 Needs Sue Loesl, Adaptive Art Specialist January 2011 May need to see and example of the final product or the process of the art activity. a. Samples may help alleviate anxiety about the expectations and may reduce frustration b. If they work quickly to finish the task, offer them to make another one, make you a sample, to help someone else, or work in a sketchbook, or on a longer term activity May need to be allowed to shorten amount of time on task. They may need to switch activities for a few minutes to refocus. Offer them to walk around room, get a drink of water, look out the window, find a fidget, etc. Use info from others about what works. Be sure to give a specific time to get back to work. Perfectionism may be an issue. Offer activities once in a while that do not have to ?be? something specific? more abstract than concrete. Offer them the opportunity to start over without saying things like, You haven?t gotten far enough?, ?Are you sure??, etc. Let their own ?perfect meters? guide them so that they will let themselves trust you. Offer suggestions for the start?over, and encourage a new tack from where they ran into problems. Ask what could be made different or easier to understand about the project. Be sure to limit the ?do-overs?. You may need to keep choices to a minimum to reduce frustration. See what they need as you work with them, as maybe just two choices is enough for most activities. More choices may agitate them, as they may get worked up over the ?specifics" of each. BOUNDARIES ARE KEY. Keeps you and them from getting into power struggles. Be consistent as possible. If you waiver a lot, they will push you, as they really want boundaries and parameters, despite what they say! Praise them realistically at the various stages of the process. IF they are in a class with a behavior plan, find out what it is, what the consequences and rewards are and use them. Many times art will minimize many of the behaviors seen in other classes. Find things that interest them to have conversations about. Ask them to tell you things the next time you see them..engage them on multiple levels. wage Art and Music Strategies for Students with Hearing Impairments Susan Loesl, ATR-BC Adaptive Art Specialist loeslsd@milwaukee.k12.wi.us Students with hearing impairments do not all have the same level of hearing loss (and may or may not also have a cognitive challenge). Students may be profoundly deaf and others may have various degrees of hearing ability. Some students may use hearing aides, sign language (ASL or signed exact English) or other accommodations such as a voice output device to communicate. Teachers need to be sensitive to the individual needs of the student with a hearing impairment in the art classroom. Because so much of the work in the art class is very visual, students with hearing impairments often have a high degree of success in the art classroom with few accommodations. But because so much of the work in the music class is auditory, many feel that the music experience may not be ?appropriate?. A few particular strategies are important for student success in art and music 1. Assign the student a seat away from extra noise sources and close in vision to the teacher.As long as they can see the teacher, there is no need to necessarily have them in the front row due to their challenges. Have them turn to look at class during discussions if in a traditional classroom setting. The best setup is in a circle or square so all can see all. 2. Get the student?s attention before speaking. Speak clearly and face the student as much as possible during the presentation of the lesson. Do not try to over-enunciate and twist your mouth to speak. that can lip read will be confused. Use lots of communication: gestures, demonstrations, visuals, write on board, language, and facial expressions. Also, find out if volume of speech is important to the student. Some students with hearing impairments actually have hearing sensitivity and a louder voice may make the communication more dif?cult. An FM system may also be available to use for the art or music teacher for the students that bene?t from this. 3. See if the student?s interpreter can be present during the introduction of the lesson. Ask both the student and the interpreter about some basic signs for the art draw, cut, glue, more, enough, stop, look, or look on the internet as there are sign language websites. Also, if the student uses augmentative communication strategies, ask the speech pathologist to create some basic communication boards so the student can request materials or assistance. (Boardmaker TM is a universal computer program with Mayer? Johnson images that most speech pathologists use.) 4. Pair up the student with another student that can help as they work, as there are times that students with HI do not ask for assistance as they may be 08 embarrassed to ask for directions to be repeated, may have missed critical aspects of the activity, or may have developed skills to watch peers for clues as to the assignment. 5. Have lots of visuals of the concept that students are engaging in for this activity-this may be in the form of a powerpoint presentation, posters on the wall, overhead projection, slides, computer with images/concepts, as well as samples- if possible, that can be touched and manipulated . Avoid use of the black/white board, unless the notes are presented to the student ?rst. As you write on the board, your back and mouth will be away from the student. 6. If students can read, present the expectations of the project in a written handout at the student?s workspace. DO not assume that their cognitive level significantly lower and that their readability is compromised. Find out from the Classroom teacher how well the students can read and present appropriately. 7. Periodically check in with the student to be sure that they are understanding the task. You may have them explain it back to you or demonstrate to be sure. 8. Some persons with hearing impairments have difficulty articulating themselves. Be patient and listen for a repeat if necessary. 9. If you require students to do a verbal presentation during class, allow the student with hearing impairments, as well as the other students, to complete their presentation via a powerpoint presentation, video or other alternative way to demonstrate their understanding of the concept. Don?t automatically assume that the student will want an alternative presentation mode?ask ALL the students to consider it as an alternative so that it becomes a norm and not a special opponun?y. 10. Do not assume that students with hearing impairments can?t hear music and deny them the opportunity to engage in music making. For some students that may be profoundly deaf, the vibrations of the instruments may be a very satisfying and creative experience for them. Instruments that are made of wood resound better that others made of different materials, although tone chimes have a wonderful resonance that many students of all levels really enjoy. A string bass, guitar, tone bar are very good resonating instruments, as well a drums. 11. lf doing a drum circle, have the student with the hearing impairment BEGIN the and have the other studentsjoin into this The student will be able to see the movements of the other students to see that they are ?with him?, and will also be able to end the piece, with everyone following him! (This also works if you want to just use other instruments as well, but works better if the beginning beat is a loud drum.) 08 12. As for ?reading? music, just like any other student, it is a language that needs to be learned. it can be color coded, with or without words, and not even on a traditional music staff. A good accommodation is for the students to create short musical pieces in color circles and then play them for the other students (or ?conduct? the other students!) 13. Some students with hearing issues may not be able to sing on the exact pitch with the other sounds like many other people I know!! Let them sing along with the rest of the class at times, break into smaller groups and sing, sing alone, just like the other students. As with other folks,( if there is some hearing) a little practice matching tones 1:1 does wonders! They may need to be directed up or down to meet certain some can learn to ?feel? where that is in their voices. 14. Be sure to set up hand/visual signals for the students for when you want the activity to begin and end. Traditional orchestra directors use batons to extend their hands so all can see the directions. Be sure that the hand signals that you use are not sign language for something else! Other ideas: Connecticut State Department of Education 2014-2015 SRBI Survey (?l?llxl?L ll l' lilJULL??xl ION Introduction The Connecticut State Department of Education (CSDE) conducted a brief web-based survey of educators to gather information regarding the statewide implementation of Connecticut?s Scientific Research-Based Interventions (SRBI) framework since 2008 when the framework was adopted. SRBI emphasizes research based effective instruction for all students through the systematic implementation of high-quality core general education practices, as well as targeted small group or individualized interventions for students experiencing learning, social-emotional and/or behavioral challenges. This survey is part of the CSDE's ongoing efforts to communicate with and support educators in the collective work of improving student outcomes. SRBI is a framework involving instruction and interventions in general education at the onset of concern about student performance. This multi?tiered approach systematically matches the needs of a student to effective interventions. The critical features of the framework include school-wide commitment to success of all students, overt use of data for decision-making screening, progress monitoring, summative), and consistent application of research based interventions to support student needs. Effective implementation of the SRBI framework ensures that research-based educational practices and access to the core curriculum occurs in an effective and efficient manner. The 19 item survey examined the following areas: I Student access I Leadership and organizational structures I Implementation of SRBI systems, structures, and supports I Collaboration and parent engagement I Needs for additional support, training, and guidance Some questions required participants to "check all that apply? while others asked participants to rate a exploring,? or ?not If series of items within each area as "full implementation, partial implementation, in place.? Another set of questions required participants to rank items in need of support. A indicated greatest need, while a indicated least need. This report analyzes data from the 700 respondents, 588 of whom completed the entire survey in the period from November 2014 to January 2015. Survey outcomes will be used to inform changes in statewide implementation and guide stakeholders in providing technical assistance and supports. Connecticut State Department of Education 1