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THE

DISTRICT OPERATIONS
GUIDE
2016-2017

THE DISTRICT OPERATIONS GUIDE


TABLE OF CONTENTS
PROGRAM

ADMINISTRATOR

PAGE

Curriculum, Instruction, and Assessment . . . . . . . . . . .

Tamu Lucero/Natalie Elder (K-5). . . . . . . . . .


Michael Fernandes/ Abbie Lareau(6-12)

1-2

English Learner Programs . . . . . . . . . . . . . . .

Tamu Lucero . . . . . . . . . . . . . . . . . . . . . . . . .
Mike Meyer

3-4

Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Al Barbarotta . . . . . . . . . . . . . . . . . . . . . . . . .

Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hugh Murphy . . . . . . . . . . . . . . . . . . . . . . . . .

Food Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Al Benjunas/ Hugh Murphy. . . . . . . . . . . . . . .

7-8

Grants and Funded Programs . . . . . . . . . . . . . . . . . . . . .

Cheryl Poltrack . . . . . . . . . . . . . . . . . . . . . . .

Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Steve Falcone . . . . . . . . . . . . . . . . . . . . . . . .

Information Systems and Technology . . . . . . . . . . . . . .

Abbie Lareau. . . . . . . . . . . . . . . . . . . . . . .

Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Natalie Elder (K-5) . . . . . . . . . . . . . . . . . . . . .


Abbie Lareau (6-12)

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Natalie Elder (K-5) . . . . . . . . . . . . . . . . . . . . .


Abbie Lareau (6-12)

Office of Family and Community Engagement . . . . . . .

Mike Meyer . . . . . . . . . . . . . . . . . . . . . . . . . .
Wayne Holland

Public Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sharon Beadle . . . . . . . . . . . . . . . . . . . . . . . .

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Judith Singer . . . . . . . . . . . . . . . . . . . . . . . . .

Safety and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

John Perrotta . . . . . . . . . . . . . . . . . . . . . . . . .
Tamu Lucero/Natalie Elder (K-5) . . . . . . . . . .
Michael Fernandes/ Abbie Lareau (6-12)

25-26

School Improvement and Professional Development . .

Natalie Elder (K-5) . . . . . . . . . . . . . . . . . . . . .


Abbie Lareau (6-12)

27

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Natalie Elder (K-5) . . . . . . . . . . . . . . . . . . . . .


Abbie Lareau (6-12)

28

Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wayne Holland . . . . . . . . . . . . . . . . . . . . . . .

29

Wayne Holland . . . . . . . . . . . . . . . . . . . . . . .

30-31

Michael Fernandes . . . . . . . . . . . . . . . . . . . .
Mike Meyer
Wayne Holland

32-35

Natalie Elder (K-5) . . . . . . . . . . . . . . . . . . . . .


Abbie Lareau (6-12)

36

9-12
13
14-15
16-17
18-19
20-21
22-23
24

Special Education Out of District . . . . . . . . . . . . . . . . .


Special Education State Reporting . . . . . . . . . . . . . . .
Student Support and Special Programs . . . . . . . . . . . . .
World Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CURRICULUM, INSTRUCTION, AND ASSESSMENT


Contact
Tamu Lucero, Assistant Superintendent for Elementary tlucero@stamfordct.gov x4912
Michael Fernandes, Assistant Superintendent for Secondary mfernandes@stamfordct.gov x4567
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
The curriculum cycle in the Stamford Public Schools (SPS) is guided by The Plan for
Curriculum Management, Design, and Delivery as established in Board Policy number 6121:
http://www.stamfordpublicschools.org/sites/stamfordps/files/file/file/6000-instruction__september_2012.pdf

The district is currently focused on full implementation of the Connecticut Core Standards.
Curriculum Documents
Available in Outlooks BOE Public Folders for: Early Childhood, EL, Literacy, Math,
Science, Social Studies, and World Languages.
All teachers will have access to the updated curriculum documents before the opening of
schools.
Instruction
Instruction in SPS is supported by professional learning opportunities on the district level
and by Instructional Data Teams at the school level. Literacy Support Specialists
support the implementation of the Readers & Writers Workshops in grades K-8.
Assessments
Developed and revised internally by curriculum committees in the content areas.
Assessment calendar for the district is produced annually by the Research Department.
Access to students assessment data is available internally and externally:
On schools and classrooms midyear and end-of-year reports from the Research
Office for K-5 mathematics assessments, 3-5 science assessments.
LAS (Language Assessment System) results of EL (English Learner) students.
DRA (Developmental Reading Assessment) results and Lexile scores
Online for middle school and high school benchmark assessments in Mathematics,
Science, and English from SchoolNet.
On CTreports for all state assessment data: http://www.ctreports.com
The Alliance District Improvement Plan (ADIP)
The Alliance District Improvement Plan is required by the Connecticut State Department
of Education. The ADIP is the guiding document for teaching and learning in the district.
All School Improvement Plans are expected to be aligned to the ADIP, which has four
priority areas: Connecticut Core Standards, new state evaluation systems, interventions,
and college readiness. Alliance District Improvement Plan:
http://stamfordpublicschools.org/spsAdminHandbook/AllianceGrantApplicationYr4.pdf

An annual monitoring report is prepared for the CSDE and disseminated to the school
community.

Implementation of the Connecticut Core Standards


The coordination of the implementation of the Connecticut Core Standards in Literacy,
Mathematics, Social Studies, and Science is under this department. A comprehensive
multi-year plan was developed to prepare all teachers for instruction aligned to these
standards to prepare all students for success on the new assessments, and to develop
the infrastructure needed for implementing the standards. The SPS Comprehensive
Three-Year Plan for the Implementation of the standards can be accessed at:
http://stamfordpublicschools.org/spsAdminHandbook/CCSS3YrPlanAugust2012.pdf

Additional resources are available in Outlook on the BOE CCSS Public Folder.
The internet site developed by the writers of the standards is accessed at:
http://www.achievethecore.org/

The full documents of the CCSS in ELA and Mathematics may be accessed at:
http://www.corestandards.org/the-standards

Implementation of Focus Walks


As part of our work with the State of Connecticut Bureau of Accountability and
Improvement, the SPS formed a Monitoring Design Team to collect evidence about how
well school improvement efforts are being implemented. The Team researched various
approaches to improving teaching and learning, and designed a process to aid teachers
in improving instructional practices and, ultimately, increase student performance.
Focus Walks, organized visits to classrooms to identify and reinforce high quality,
effective instruction, provide the district with opportunities to assess needs and provide
support relative to the School Improvement Plan.
Ten schools initially volunteered to implement Focus Walks in the 2011-12 school year
which provided valuable feedback for the district-wide implementation in 2012-13.
Schools are required to conduct a minimum of four Focus Walks per school year
following the process created by the SPS Monitoring Design Team

ENGLISH LEARNER PROGRAMS


Contact
Mike Meyer, Executive Director for Student Support and Special Programs
mmeyer@stamfordct.gov x5620
Denise Grant, Teacher on Special Assignment, dgrant@stamfordct.gov x6177
English Learner (EL) Programs
EL
English Learner refers to learners who are identified as still in the process of acquiring
English as an additional languagestudents who may not speak English at all or, at
least, do not speak, understand, and write English with the same facility as their
classmates because they did not grow up speaking English (rather they primarily spoke
another language at home). Students who are eligible for this identification receive
language support based on their level of proficiency.
ESL/LTSS
The program is designed to provide students with the English communication skills
necessary for successful participation in the mainstream classroom. LTSS stands for
Language Transition Support Services. LTSS is the language support which is provided
to students who have had 30 months in a bilingual program but have not yet met the
English mastery standard (LAS Links). LTSS looks just like ESL; it is given a different
name to distinguish this as a service given to students who were enrolled in a bilingual
program.
New Arrival Center
This program is available to students in grades one through twelve who have been in the
U.S. for one year or less and who come from a non-English language background.
Students attend the program from a minimum of ten weeks to a maximum of one year.
Using TESOL methodologies, and taught in the target language of English, the NAC
services students who are new to the country and provides them with an intensive
English language course of study in addition to following the content-area curriculum.
Bilingual Education
A state mandated K-12 program of basic instruction designed to meet the needs of
students dominant in Spanish K-12, and Haitian-Creole at the high school. While in the
program, bilingual students are placed in mainstream environment classes for part of the
day, in order to gradually expose them and finally exit them from the bilingual program
into mainstream English classes. The program may be conducted in the native
language and also offers students intensive training using TESOL strategies.
Two Programs offered in the district
1. Self-Contained Bilingual Program (Anchor Program)
2. Bilingual Native Language Support (District Elementary School)
English Learner (EL) Identification Eligibility
When a new registrant enters Stamford Public Schools the guardian completes a
Registration Form. The third page of the Registration Form contains a home language
survey that is filled out by a students parent/guardian. A Home Language Survey that
indicates that a students dominant language is, or may be, one other than English
should be immediately brought to the EL Departments attention. Contact Derek Garlet
x0868.

The following is an outline of the screening process that is followed before a student can
be identified and then placed into an EL program:
1
2

One answer on the Home Language Survey (HLS) indicates the use of a
language other than English is spoken in the home.
Observation Form for Determination of Language Dominance:
http://stamfordpublicschools.org/spsAdminHandbook/ObservationFormDeterminationofLa
nguageDominance.doc

English Proficiency Interview Form (A or B):


Form A (K-5):
http://stamfordpublicschools.org/spsAdminHandbook/EnglishProficiencyInterviewFormA(
K-5).doc

Form B (6-12):
http://stamfordpublicschools.org/spsAdminHandbook/EnglishProficiencyInterviewFormB(
6-12).doc

LAS (Language Assessment System) Levels 1-3 eligible for identification as an


EL; Levels 4-5 not eligible.

Flowchart of student identification and EL eligibility:

http://stamfordpublicschools.org/spsAdminHandbook/StudentIdentificationandELLEligibility20
122013.doc

Placement Consent letter:


English:
http://stamfordpublicschools.org/spsAdminHandbook/ELLNewStudentPlacementConsentEngl
ishVersion.doc

Spanish:
http://stamfordpublicschools.org/spsAdminHandbook/ELLNewStudentPlacementConsentSpa
nishVersion.doc

Haitian Creole:
http://stamfordpublicschools.org/spsAdminHandbook/ELLNewStudentPlacementConsentHaiti
anCreole.doc

FACILITIES
Contact

Al Barbarotta, Director of Facilities abarbarotta@stamfordct.gov x4525


Richard Lyons, rlyons@stamfordct.gov x6612
Dan DiBlasio ddiblasio@stamfordct.gov x4525
Kevin Iassogna kiassogna@stamfordct.gov x6624

Buildings and Grounds


The Facilities Department works with all BOE custodians and BOE tradesmen for all repairs
and problems inside and outside the school buildings. The Department is also responsible
for all building use, school event permits, fire drill reports, evacuation reports, and Sonitrol
security.
Repairs
Plumbing
Electrical
Carpentry
Painting
HVAC
Grounds
Use of Building
Building use permits
School event permits
Fire Drills/Evacuations Drills
Monthly Fire Drill reports
Evacuation Drill reports
Sonitrol cards for security
Codes and pin numbers
Basic Information
Any repair issue is reported to Head Custodian and work order is issued to trade.
All monthly fire drill and evacuation reports must be sent interoffice mail to: Facilities
Department, 3rd floor Government Center.
All School Building Use Application for Outside Community and Organization
forms are available at the facilities office.
Stamford School Event forms are available in all school offices and must be faxed to
our office x5547.
http://stamfordpublicschools.org/spsAdminHandbook/5_18_09SchoolSponsoredEvent Form.xls

Custodians must be present when building is open without an Administrator.


Custodians do not need to be present if Administrator is working during off hours.
Staff and Areas of Responsibility
Kevin Iassogna x6624: custodians staffing, payroll, supplies, and overtime
Dan DiBlasio x4525: contracts, trades repair, and maintenance
Rich Lyons x6136: projects performed by trades, venders, contractors, or city
Engineering

Charlie Benzyk x6668 and Stacie Schwartz x4525: energy conservation and green
environmental programs

FINANCE
Contact
Hugh Murphy, Executive Director of Finance hmurphy@stamfordct.gov x5011
Operating Budget and Grant Budget
The Stamford Public Schools begins preparation of the next years operating budget in
October. Information is collected from many sources (labor contracts, benefit cost
estimates, trends, per pupil allocations) to produce an operating budget to finance the
cost of public education in the City of Stamford. The school system operating budget is
generally the largest line item in the city budget, accounting for approximately 54% of the
citys expenditures. The district also prepares budgets for federal, state, and private
grants that it receives each year.
Contact for operating budget: Vivens Joachim x4240
Contact for grant budget: John Castellana x4239
Contact for vendor/payment issues: Dave Hollywood x4064
Finance and Budget Information Manual
Payroll and Position Control
The largest expenditure in the district budget is staffing cost (salaries and benefits).
Each teaching position costs the district approximately $83,824. Management of position
budgets is essential to overall cost control in the district.
Contact for position control: Barbara Farrell x4538
Purchasing
In each fiscal year, the school system issues approximately 8,000 purchase orders for
goods and services. Obtaining the best price, quality, and timely delivery is essential to
running the district. All purchases are processed through the H.T.E. system.
Contact for purchasing: Vivens Joachim x4240; Jeanie Valentine x4243
H.T.E. instructions are available in the Finance and Budget Information Manual
beginning on page 49.

FOOD SERVICES
Contact
Al Benjunas, Food Service Director, abenjunas@stamfordct.gov x9888
Hugh Murphy, Executive Director of Finance hmurphy@stamfordct.gov x5011

Complying with Healthy Food Certification (HFC)


Healthy Food Certification
In addition to USDA federal school nutrition guidelines, Stamford Public School District
elects to receive additional reimbursement dollars by following more strict nutrition
standards set by Connecticut State called Healthy Food Certification.
HFC standards apply to any foods and beverages sold to students anytime, other than
student meals, on school premises: a la carte sales in the cafeteria, vending
machines, school stores, fundraisers, culinary arts programs, family and consumer
sciences classes, recipient schools under interschool agreements, a la carte foods
sold in Seamless Summer Food Programs and Summer Food Service Programs,
USDA After-School Snack Program, summer school programs (e.g., enrichment or
exploratory), adult education programs, and any other sources of food sales to
students
HFC standards apply only to student sales:
Foods sold to teachers and school staff are not subject to requirements of state
statutes and CNS, as long as they are not accessible to students, for example:
snack vending machines in teachers lounges or other areas prohibited to
students
Does not include foods given to students, such as classroom parties, rewards for
achievement and behavior, refreshments at meetings. (Given means that
money or its equivalent (e.g., tokens, coupons) is not required to get the food).
However some food giveaways are the same as selling food to students and
must meet the Connecticut Nutrition Standards.
Students are required to purchase something to get a free food item
A fee is collected to cover the cost of food given to students for
classroom parties and other school activities
A fee is charged for student participation and the fee includes the cost of
food given to students (e.g., sports teams, afterschool enrichment
programs)
Giving away coupons, tickets, tokens or similar items that are redeemable
for food (e.g., student rewards)
Sale of food includes an exchange for money as wells as gift cards, tickets, coupons,
tokens, and donations.
These regulations apply AT ALL TIMES unless:
Sale is in connection with an event occurring 30 minutes after the official end of
the school day, or over the weekend
The sale is at the location of an event (eg: soccer game, school play, school
debate)
Foods are not being sold from vending machine or school store

Foods and beverages that do not comply with HFC can NEVER be sold
out of a vending machine or school store no matter the time of day

Administrative Reviews
Every three years state auditors come out to our locations
Annual Recertification
Every year we are required to submit documentation to the state showing all of
our schools are in compliance with HFC
The district receives additional funding if it certifies it will follow the Connecticut
Nutrition Standards
10 cents per lunch
Based on the total number of lunches (paid, free, and reduced) served in the
districts NSLP in the prior year
Potential to lose $125,000 in fiscal sanctions if found non-compliant
Smart Snacks Key Facts
The Healthy, Hunger-Free Kids Act of 2010 requires that USDA establish nutrition
standards for all foods and beverages sold in school beyond the federal child nutrition
programs in schools. The law specifies that the nutrition standards shall apply to all
foods sold outside the school meal programs on the school campus, and at any time
during the school day
What are Competitive Foods?
All food and beverages sold to students on school campus during the school day,
other than meals reimbursable under programs authorized by the NSLA and the CAN.
Where and when do the standards apply?
School campus: All areas of the property under jurisdiction of the school that are
accessible to students during the school day.
School day: The period from the midnight before to 30 minutes after the end of the
official school day.
Standards for Foods:
Apply to all grade levels
Include general and specific nutrient standards
Provide exemptions to nutrient standards for specific foods
Allow broader exemptions for fruits and vegetables and some NSLP/SBP foods
Nutrition Standards for Foods: CGS section 10-215f
Any food sold in schools must:
Be a whole grain-rich grain product; or
Have as the first ingredient a fruit, a vegetable, a dairy product, or a protein food; or
Be a combination food that contains at least cup of fruit and/or vegetable; or
Contain 10% of the Daily Value (DV) of one of the nutrients of public health concern in
the 2010 Dietary Guidelines for Americans (calcium, potassium, vitamin D, or dietary
fiber).*
Foods must also meet several nutrient requirements:
Calorie limits: snack items 200 calories; entre items 350 calories
Sodium limits: snack items 230 mg**; entre items 480 mg
Fat limits: total fat 35% of calories; saturated fat < 10% of calories; trans fat: zero
grams
Sugar limits: 35% of weight from total sugars in foods
*On July 1, 2016, foods may not qualify using the 10% DV criteria. **On July 1, 2016,
snack items must contain 200 mg sodium per item

Nutrition Standards for Beverages: CGS section 10-221g


All schools may sell:
Plain water (with or without carbonation)
Unflavored low fat milk
Unflavored or flavored fat free milk and milk alternatives permitted by NSLP/SBP
100% fruit or vegetable juice and
100% fruit or vegetable juice diluted with water (with or without carbonation), and no
added sweeteners.
Elementary schools may sell up to 8-ounce portions, while middle schools and high
schools may sell up to 12-ounce portions of milk and juice. There is no portion size limit
for plain water. Beyond this, the standards allow additional no calorie and lower
calorie beverage options for high school students.
No more than 20-ounce portions of:
Calorie-free, flavored water (with or without carbonation); and
Other flavored and/or carbonated beverages that are labeled to contain < 5 calories
per 8 fluid ounces or 10 calories per 20 fluid ounces.
No more than 12-ounce portions of beverages with 40 calories per 8 fluid ounces, or
60 calories per 12 fluid ounces.
Other Requirements
Fundraisers:
The sale of food items that meet nutrition requirements at fundraisers are not limited
in any way under the standards
The standards do not apply during non-school hours, on weekends and at off-campus
fundraising events
The standards provide a special exemption for infrequent fundraisers that do not meet
the nutrition standards. State agencies may determine the frequency with which
fundraising activities take place that allow the sale of food and beverage items that do
not meet the nutrition standards
Accompaniments
Accompaniments such as cream cheese, salad dressing and butter must be included
in the nutrient profile as part of the food item sold.
This helps control the amount of calories, fat, sugar and sodium added to foods by
accompaniments, which can be significant.
Recordkeeping
LEAs and SFAs maintain records such as receipts, nutrition labels and product
specifications
SFAs maintain records for competitive foods sold under the nonprofit school food
service account
LEAs maintain records for all other competitive food sales
Monitoring and Compliance
State agencies will monitor compliance with standards through a review of local
educational agency records as part of state agency administrative review
If violations have occurred, technical assistance and corrective plans would be
required
Healthy Fundraising
Provides Consistent Messages
Supporting classroom lessons in which students are learning about health, instead of
contradicting lessons

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Healthy Kids Learn Better


Research clearly demonstrates that good nutrition is linked to better behavior and
academic performance
Promotes a Healthy School Environment
Healthy fundraisers will help promote positive lifestyle choices to reduce student
health risks
Check CSDEs List of Acceptable Foods and Beverages for ideas of items that meet
Connecticut Nutrition Standards
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=322432
**Compliant Food and Beverage items may be purchased in bulk, at cost through your school
cafeteria**
Healthy Fundraising Ideas
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Non-Food Ideas
Air Fresheners
Bath Accessories
Books
Candles
Coffee cups or mugs
Flowers, bulbs, plants
Gift wrap
Holiday wreaths
Jewelry
Magazine subscriptions
DVDs
School spirit gear
Scarves
Stationary

Things You Can Do


Bike-a-thon
Bowling night
Car wash
Carnivals
Magic show
Fun runs
Garage sale
Talent show
Jump-rope-a-thon
Scavenger hunt
Father-daughter dances
Read-a-thon
Spelling bee
Walk-a-thon

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For more information on school wellness policy, see:

Understanding Healthy Food Certification


HFC Letter to District
Requirements for School Wellness Policy
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Nutrition/NSLP/School_Wellness.prf
Action Guide for School Nutrition and Physical Activity Policy
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=322436
School Wellness Policies www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=322438

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GRANTS AND FUNDED PROGRAMS

Contact

Cheryl Poltrack, Director of Grants & Funded Programs cpoltrack@stamfordct.gov x5271


Doug Fetchin, Assistant Director Grants Compliance dfetchin@stamfordct.gov x5118
Marie Underwood, Data Management Specialist munderwood@stamfordct.gov x5447
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Grants Managed through the Grants and Funded Programs Office
21st Century Grants to create community learning centers that provide programs
focused on helping children in high-need schools to succeed academically through the
use of scientifically based practice and extended learning time.
State After School Grants to provide programs outside school hours that offer students
academic/educational enrichment and recreational activities.
Alliance District Grant to help districts improve student achievement through evidence
based reform strategies.
Carl D. Perkins to develop more fully the academic, career, and technical skills of high
school students who elect to enroll in Career and Technical Education (CTE).
Extended School Hours Grant to provide programs during before/after school hours
that include enrichment, recreation, and academic support.
Priority School District Grant to provide academic support to close the achievement gap.

Title I to provide academic support in Reading and Math to targeted students.


Professional development may also be funded through this grant. Parent involvement is
an important focus for this grant.
Upward Bound Program to provide fundamental support to first generation collegebound Stamford High School students from low-income families in their preparation for
college entrance. The goal of Upward Bound is to increase the rate at which participants
complete a rigorous secondary education and enroll in and graduate from institutions of
postsecondary education.
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Grant Related Forms and Approvals
All forms can be obtained in the Grants and Funded Program Handbook which is
available online at http://www.stamfordpublicschools.org/node/2344/files
Return the following forms to the Grants and Funded Programs Office prior to
expenditure:
Grants Request Approval Form completed for all purchases/conferences to be paid
by grant funds
Contracts completed, signed and submitted prior to services (ESH grant)
Explanation of Funds by School form to be completed by October 31
HTE order form completed for all purchases to be paid by grant funds
Invoice form completed after services are completed
Kronos form completed for Before/After/During school programs submitted prior to
the start of a program
Tutor request forms to be completed when hiring tutors prior to the start of programs
(must accompany a Kronos form)
Substitute Request Forms fax to x4128 with a copy to Pat Cunningham, x4040
Travel Reimbursement Form completed and submitted after travel, with original receipts
included

o HUMAN RESOURCES
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Contact
Stephen Falcone, Executive Director of Human Resources & Professional Learning
sfalcone@stamfordct.gov x5598

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Hiring
Hiring Process Documents are available for Teachers, Support Services Staff, and
Paraeducators. The Hiring Process Document outlines the steps of the process and
includes the forms that must be completed and returned to Human Resources to
recommend a candidate. Please contact Stephen Falcone x5598 for further
information.
Teachers: http://www.stamfordpublicschools.org/district/humanresources/files/hiringprocess-teachers
Support Services Staff: http://www.stamfordpublicschools.org/district/humanresources/files/hiringprocess-supportservices
Paraeducators: http://www.stamfordpublicschools.org/district/humanresources/files/hiringprocess-paraeducators
Vacancies will be posted by Human Resources as resignations are received. Please
contact Melissa Wills x4159 (Teachers/Support Services Staff) or Kaitlin Donahue
x4456 (Paraeducators/Security Workers) if you have a job that needs to be posted.
Applications will be accepted on the AppliTrack system only no paper applications will
be considered. The AppliTrack link can be found on the Job Listings page of our
website: http://www.generalasp.com/stamford/onlineapp.
The principal or hiring director makes the recommendation for hiring a candidate after
the proper posting and interview. Candidates not holding certification should not be
interviewed if certified candidates are available.
The actual offer of employment and salary placement will be determined by the
Executive Director or designee, and communicated to the candidate by the human
resources staff. The principal or hiring director will be cc:ed on the offer letter when
issued to the candidate.
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Performance Evaluations
Administrator and Teacher Evaluations An updated process will be used for the 201617 school year. All certified staff members will be trained in this updated process as
needed.
Paraeducator Evaluations Paraeducators will be evaluated twice a year during the first
three (3) continuous years of service, by February 1st and by the end of the school year.
All Paraeducators will be evaluated once a year by the end of the school year.
Paraeducators will receive a copy of the written evaluation 24-hours before each inperson meeting.
Security Worker Evaluations Probationary Security Workers (within the first 186 days
of employment) shall receive a performance evaluation no later than the expiration of the
probationary period. All Security Workers shall receive an annual performance
evaluation by an administrator by the end of the school year.
Support Personnel Evaluations Probationary Support Personnel shall receive a
performance evaluation after three months of employment and after six months of

employment. All Support Personnel shall receive an annual performance evaluation by


an administrator by July 1.
Performance Evaluation forms for Paraeducators, Security Workers, and Support
Personnel will be distributed annually by Human Resources.
o
Student Teacher/Student Intern Placements
The district places university student interns and student teachers throughout the
schools. Contact Kim Hawreluk x5903 regarding interns and student teachers.
o
Payroll/Benefits
Payroll Paychecks are issued in accordance with the payroll calendar, which is
disseminated at the beginning of each year. Payroll Department x5734 handles all
questions about paychecks.
Benefits Health insurance, life insurance, flexible spending and 403(b) tax-deferred
investment accounts, as well as other benefits are available at group rates. Please
contact Meryl Meiteles at x4196. Benefits cover both current employees as well as
retirees. More information is available at the Benefits Office or on our website at
http://www.stamfordpublicschools.org/benefits
Health benefits begin the first of the month after hire date provided enrollment forms are
submitted before the first of the month. Health benefit enrollment forms must be
submitted within 30 days of hire.
Teachers Retirement Board (TRB) information is available at www.ct.gov/trb.
An Employee Assistance Program (EAP) is available; please contact Meryl Meiteles at
x4196 or visit the EAP website at http://www.the-lexington-group.com.
Tuition Reimbursement, Childcare Scholarships and Salary Reclassification are handled
by HR staff. Contact Kim Hawreluk at x5903 to request forms or information.
Tuition Reimbursement: http://www.stamfordpublicschools.org/currentemployees/pages/tuition-reimbursement
Childcare Scholarships: http://www.stamfordpublicschools.org/currentemployees/pages/childcare-scholarships
Salary Reclassification: http://www.stamfordpublicschools.org/currentemployees/pages/salary-reclassification
For any problems with Kronos (time and attendance system) contact Yves Lafleur
x4901
Vouchers for teacher extra service must be submitted with account numbers, EINs and
all appropriate information, and will be submitted to payroll for payment. Payment will
take between 2-4 weeks normally. All per diem payments must be approved by the
Assistant Superintendent of Schools. Contact Kim Hawreluk x5903 with any questions
on vouchers.
o
Leaves
For questions on Medical and Maternity Leaves, including FMLA, call Kaitlin Donahue
x4456.
For questions on full-year childcare and personal leave-of-absence requests, call
Melissa Wills x4159.
o
Employee Absences

Aesop/Employee Attendance All employees must report any absences to the Aesop
system (1-800-942-3767 or www.aesoponline.com) by 6 a.m. on the day of absence.
The contact person is Pat Cunningham x4101.
Aesop Training Materials are available on the SPS website at:
http://www.stamfordpublicschools.org/current-employees/pages/aesopinformation
Substitute teachers must be requested if needed at the time an absence is reported.
Early reporting of absences, even months in advance, allows HR to more efficiently fill
job openings so that our students receive the best instruction.
Snow Delays and Absences Delays and closings for inclement weather are posted on
major television stations, on radio, our website, and through ParentLink.
For all long- term absences (more than 30 consecutive days), substitutes must be
certified in the area they will be covering. Pat Cunningham x4101 has lists of certified
subs for many certification areas, or we can post the vacancy through Applitrack.
Contact Kaitlin Donahue x4456 if you need a long-term substitute position posted.
If a non-certified substitute is selected for an assignment, they must apply to the
CSDE for long-term substitute authorization if this authorization is not issued,
they will not be able to remain in an assignment for more than 40 consecutive
days.
o
Grievances
Employee discipline issues and grievances Principals or directors investigate the
matter and make recommendations to HR.
Grievances may be filed with the administrator and shall follow the terms of the contract
with the specific employee. Grievances should be settled at the lowest level between
the employee and the immediate supervisor.
o
Contract Negotiations
Human Resources manages negotiations for the following unions:
Administrators Stamford Administrative Unit
Teachers Stamford Education Association
Paraeducators Paraeducators of Stamford Association
Security Guards The International Brotherhood of Teamsters Amalgamated
Local 145
The City of Stamford manages negotiations for the following unions, with input from the
Board of Education:
Office Support Staff and other Clerical Employees UAW
Non-certified Managers M.A.A.
Custodians Stamford Board of Education Employees Association, Custodians
and Maintenance Workers
Nurses
o
Statutory Requirements
Workers Compensation Whenever employees are injured at work, the matter should
be immediately reported to the school administrator, the Personnel Injury Report should
be completed online, and the employee should visit an approved first treatment center.
The Personnel Injury Report for online reporting of claims can be found at (only
accessible when logged into city intranet): http://citynetstfd.com/employee-forms.aspx

Fill out the Personnel Injury Report as completely as possible and submit within
24 hours of the injury.
Contact Melissa Wills x4159 with any questions
Title IX Any complaints of sex discrimination should be filed with Stephen Falcone
x5598.
DCF Mandated Reporter Training - Public Act No. 11-93 (AN ACT CONCERNING THE
RESPONSE OF SCHOOL DISTRICTS AND THE DEPARTMENTS OF EDUCATION
AND CHILDREN AND FAMILIES TO REPORTS OF CHILD ABUSE AND NEGLECT
AND THE IDENTIFICATION OF FOSTER CHILDREN IN A SCHOOL DISTRICT)
requires the following:
School Employees Hired After July 1, 2011: All school employees hired by a
local or regional board of education on or after July 1, 2011, shall be required to
complete the mandated reporter training program. All such school employees
shall complete the refresher training program not later than three years after
completion of the initial training program, and shall thereafter retake such
refresher training course at least once every three years.
School Employees Hired Before July 1, 2011: On or before July 1, 2012, all
school employees hired by a local or regional board of education before July 1,
2011, shall complete the refresher mandated reporter training program, and shall
thereafter retake such refresher training course at least once every three years.
Employment Law Posters - Every site must maintain a posting area where employment
law and other related postings approved by HR are displayed. For information about
these postings contact Melissa Wills x4159.
o
Legal
Legal matters pertaining to employee/employment issues must be directed to the
Executive Director of Human Resources.
o
Freedom of Information Requests
o You may receive requests from parents, community members, or other stakeholders that
solicit information by invoking the state or federal Freedom of Information Act. The basic
principle governing such requests is that all records of information are public knowledge to
be freely consumed, unless there is a codified exemption absolving the district of its
obligation to release such information.
It is imperative that you forward any such requests to Stephen Falcone, Executive
Director of Human Resources, as the district has an obligation to issue a response an
acceptance of the obligation to produce the information or a denial thereof within a
reasonable amount of time. This confirmation of receipt is generally issued within 4
business days of receiving a request. Furthermore, it is important that you do not
generate any records or communications pertaining to the issue at hand either directly
through your own analysis, or by providing commentary on the matter. Please note that
records that can be obtained by the public include emails, utility bills, training manuals,
and even internal school communications.
o
Transportation
Currently, the school district transports nearly 11,000 students from home to school each
day on 140 vehicles. Complex busing patterns are required to assure on time arrival and
minimize district cost.
Contact for transportation: Steve Schneider x5436

o
o

INFORMATION SYSTEMS AND TECHNOLOGY

O
o

Contact

Judith Singer, Director of Research jsinger@stamfordct.gov x4198


o
o
District Technology Systems
o Questions concerning the following District Technology Systems should be addressed to
Judy Singer. For more information, please refer to the District Technology Systems Excel
Spreadsheet
o
Power School
School Net
Parent Link
Naviance
ProTraxx
Read 180 and System 44
MClass
Learning A to Z
SAM
Dreambox
Snap
InfoSnap
School Choice
IEP Direct Centris
504 Direct
Ellevations
Protraxx
Destiny
Everyday Math
Versatrans
o
Technology Purchases
o Please notify Judy Singer, Director of Research, of any technology purchases at least
two weeks in advance of submission of the purchase order. This will help ensure that your
purchases are fully supported and that a consistent level of equitable service is maintained
throughout the district. Purchases that should generate a written notification (e.g., email)
include laptops, desktops, tablet devices (iPads, kindles, etc.), printers, and software
licenses (e.g., SRBI).
o
2015-2018 District Technology Plan
o The district has a strategic planning committee which developed the three-year
technology plan. This committee is comprised of teachers, administrators, staff, parents,
students and Board of Education representation and meets at least three times per year.
The purpose of this committee is to align and monitor all technology initiatives with our
district goals and objectives. Schools are encouraged to contact Judy Singer with any
school technology initiatives that they wish to pursue. Our goal is to ensure that students

and staff in all schools throughout the district have equal access to up-to-date technology to
support teaching and learning. District Technology Plan:
http://stamfordpublicschools.org/spsAdminHandbook/TechPlan2015-16.pdf

LITERACY

o
o

o Contact
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o
o

Elementary (Grades K-5)


Readers and Writers Workshop Model (Opening, Work Period, Closing)
Core Curriculum Units of Study aligned to CT Core Standards and Planning Guide
K-5 students will implicate integrated units that incorporate Science and Social Content
utilizing ELA skills
Common Unit Assessments and Performance Tasks
District Benchmark Assessments (mClass Dibels-Grades K-3 and DRA Progress
Monitoring K-5)
Wright Skills Pacing Guide, Assessment Booklets, and Teacher Materials (K-2)
Word Study period (K-5) provides opportunity for grammar and word work
District Professional Learning Opportunities throughout the year with emphasis on ELA
College and Career Readiness Anchor Standards
Multiple Reading Teachers in each building (BOE Reading, Title I Reading, Reading
Developmental Teacher, and Instructional Support Teachers K-5)
Curriculum documents are provided in the Outlook Public Folders
o More information is provided on the SPS website under Curriculum:
http://www.stamfordpublicschools.org/district/english-language-arts
o
o

Secondary (Middle School Grades 6-8)


Readers and Writers Workshop (Opening, Work Period, Closing)
Reading Curriculum includes the use of Book Clubs, Core Texts, one Assured Text per
year
Vocabulary instruction takes place during Readers Workshop; however, Academic
Vocabulary instruction takes place in both Readers Workshop and Writers Workshop
Writing Curriculum includes writing in various genres: narrative, informative/explanatory
and argument
Grammar instruction takes place during Writers Workshop
Common Assessments in both Reading and Writing; includes both formative and
summative assessments
Academic Enrichment Support is available in grades 6, 7, and 8
Academic Enrichment Extension is available for grade 6 only (research writing is
exclusive for the Extension class)
One Literacy Support Specialist (LSS) in each middle school
Curriculum documents are provided in the Outlook Public Folders
District Assessments are given three times a year (baseline, midterm, final). Data are
available for midterm and final online from SchoolNet for teachers to analyze and use to
inform instruction
Baseline Assessments are strictly formative (not for a grade)

Assessments for the midterm and final exams count for a grade
Regrouping Assessments are given for students in grades 6, 7, and 8. See Middle School
Reference Guide on the SPS website (currently in the process of being updated) for details.
More information is provided on the SPS website under Curriculum:
o

http://www.stamfordpublicschools.org/district/english-language-arts

o
o

Secondary (High School Grades 9-12)


Reading Curriculum includes the use of Core Texts and Literature Studies Texts
Writing Curriculum includes writing in various genres: narrative, informative/explanatory
and argument
Common Assessments in both Reading and Writing
All teachers have been trained in Laying the Foundations Modules 1-8
Curriculum documents are provided in the Outlook Public Folders
District Assessments are given three times a year (baseline, midterm, final). Data are
available for midterm and finals online from SchoolNet for teachers to analyze and use
to inform instruction.
Baseline Assessments are strictly formative (not for a grade)
o
o
Intervention Programs (Scientific Research-Based Interventions)
o These programs are for each and every student who requires support, above and
beyond the district-wide standards-based core curriculum in Literacy.
Leveled Literacy Intervention (Grades K-2)
Read 180 Reading Comprehension (Grades 3-8)
Systems 44 Phonics and Phonemic Awareness (Grades 3-8)
English Lab for grade 9 students (WHS and SHS)

o
o

MATHEMATICS
o

o Contact
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o
o
Elementary Mathematics (K-5)
Everyday Mathematics Program
Pacing guides/unit assessments given to all teachers
Between 70 and 80 minutes each day for Mathematics
District Benchmark Assessments, including District Formative Assessments
Flex Days and Skill-based Focus days to help mastery of CCSS content
Elementary Math Liaison (EML) in each building
Curriculum materials provided in the Outlook Public Folders
o
Middle School Mathematics
o Two Mathematics courses, College Prep (CP) and Honors, based on district established
criteria. See Middle School Reference Guide on the SPS website (currently in the process
of being updated) for details.
Connected Mathematics Project 3 (CMP3) for CP and Honors in grades 6 and 7, and
grade 8 CP
Algebra 1 offered to grade 7 and 8 students and Geometry offered to grade 8 students
based on district established criteria
Algebra 1 textbook: McDougall Littell
Workshop model (Launch, Explore, Summary)
Academic Enrichment periods:
Academic Enrichment Support is available in grades 6, 7, and 8
Academic Enrichment Extension is available for grade 6 only (mainly performance
tasks)
Mathematics Handbook for each grade level is provided in the Outlook Public Folders
District Assessments are given three times a year (baseline, midterm, final). Data are
available for midterm and final online from SchoolNet for teachers to analyze and use to
inform instruction.
Baseline Assessments are strictly formative (not for a grade)
Assessments for the midterm and final exams count for a grade
Regrouping Assessments are given for students in grades 6 and 7 (see Middle School
Reference Guide for specifics)
o
High School Mathematics
Courses aligned to CCSS include:, Algebra 1, Algebra 2, Geometry
Additional core courses with district-wide curriculum include Pre-Calculus (CP, Honors),
Bridges Course
Algebra 1, Geometry, Algebra 2 textbooks: McDougall Littell
Workshop model

Mathematics Handbook for each course is provided in the Outlook Public Folders
District Assessments are given three times a year (baseline, midterm, final). Data are
available for midterm and finals online from SchoolNet for teachers to analyze and use
to inform instruction.
Baseline Assessments are strictly formative (not for a grade)
o

o
o

OFFICE OF FAMILY AND COMMUNITY ENGAGEMENT

o
o
Contact
Mike Meyer, Executive Director for Student Support Services and Special Programs
mmeyer@stamfordct.gov x4119
Wayne Holland, Director for Student Support Services and Special Programs
wholland@stamfordct.gov x4524
Valeria Lopez, School/Family Resource Facilitator vlopez@stamfordct.gov x4465
Xiomara Barrero, Customer Service Specialist, xbarrero@stamfordct.gov x5312
o
o
Homeless Children and Youth
We ensure that children and youth in homeless situations are identified by school
personnel and through coordinated activities with other entities and agencies. In
order to ensure that all students experiencing homelessness can be accurately
represented, we must properly indicate the "homeless" status for each student
reported in the statewide public school information system (PSIS). This data is
gathered annually from the PSIS and allows the Department to collect, aggregate
and analyze student data consistent with federal requirements. Please contact
Valeria Lopez at x4465 for more information.
o
Homeschooling Please contact Ivy Hylton-Dalhouse at x4119
Parents must file with the superintendent of schools in the town in which they
reside a notice of intent form that provides basic information about the program
to be provided to their child. A notice of intent will be effective for up to one
school year:
o
on.doc

http://stamfordpublicschools.org/spsAdminHandbook/NoticeofIntentStudentHomeInstructi

Filing must occur within 10 days of the start of the home schooling program.
The school district will receive the notice of intent, check it for completeness and
keep it as part of the district's permanent records. A complete form will be one
that provides basic program information including name of teacher, subjects to be
taught and days of instruction, and the teacher's methods of assessment.
A parent, by filing a notice of intent, acknowledges full responsibility for the
education of their child in accordance with the requirements of state law. Receipt
of a notice of intent in no way constitutes approval by a school district of the
content or effectiveness of a program of home schooling.
If a parent fails to file a notice of intent or files an incomplete form, then a certified
letter shall be sent to the parent requesting compliance within 10 days.
An annual portfolio review will be held with the parents and school officials to
determine if instruction in the required courses has been given.
Any continued refusal by the parent to comply with the reasonable request of the
school district for completion and filing of the notice of intent or to participate in
an annual portfolio review may cause the child to be considered truant.

A school district should not accept nor require a notice of intent [or option to
exempt] for any child younger than seven years or sixteen years or older.
The school district shall record the number of students instructed at home on the
appropriate form issued by the State Department of Education.
o
School Governance Councils
Stamford has established school governance councils in 14 schools as defined
by state law as not making adequate yearly progress. School governance
councils enable parents, school staff, students, and community to work together
in facilitating quality educational plans that engender continuous improvement of
student achievement. Please contact Juan Pazmino at x5324 for more
information.
o
Section 504 Coordinator Mike Meyer
Section 504 of the Rehabilitation Act of 1973 (commonly referred to as Section
504) is a nondiscrimination statute enacted by the United States Congress. The
purpose of Section 504 is to prohibit discrimination and to assure that disabled
students have educational opportunities and benefits equal to those provided to
non-disabled students.
504 Documents must now be electronically recorded using 504 Direct software.
o
Volunteers
Volunteer application and screening guidelines: Every school volunteer,
including parents, must fill out a School Volunteer application form. Additionally,
you must ensure that every volunteer is screened against the Connecticut Sex
Offender Registry: http://www.communitynotification.com/cap_office_disclaimer.php?
office=54567.
o
Information about the notification law:
http://stamfordpublicschools.org/spsAdminHandbook/GuidanceSexOffenderNotificationLaw.doc
The School Volunteer application forms may be obtained online or by calling

Valeria Lopez, School/Family Resource Facilitator at x4465.


o
o

http://stamfordpublicschools.org/spsAdminHandbook/VolunteerApplicationEnglish.doc
http://stamfordpublicschools.org/spsAdminHandbook/VolunteerApplicationSpanish.doc

Any questions or concerns about the registry should be directed to John


Perrotta, Directory of Safety and Security, at x 5820 or
jperrotta@stamfordct.gov.

o
Free or Reduced Price Meals
The Stamford Public Schools has announced its policy for determining the
eligibility of children who may receive free or reduced-price meals served under
the National School Lunch and School Breakfast Programs or free milk served
under the Special Milk Program. The policy is adopted from federal income
eligibility guidelines based on family size and income criteria. These guidelines
will be used in Connecticut from July 1, 2016, to June 30, 2017.

Application forms are being sent to all homes with a letter to parents. To apply for
free or reduced-price meals or free milk, households should fill out the application
and return it to the Office of Family and Community Engagement (OFCE) to the
attention of Xiomara Barrero at xbarrero@stamfordct.gov. Additional copies are
available at each schools office or at Office of Family and Community
Engagement (OFCE) at the Government Center, 3rd floor, 888 Washington Blvd.
For more information or questions about the application process, call Xiomara
Barrero at x5312 or email xbarrero@stamfordct.gov.
o
o

PUBLIC AFFAIRS

o Contact
Sharon Beadle, Public Affairs Officer sbeadle@stamfordct.gov x4095
o
o
Emergency Communications
o Depending upon the nature of the emergency, you have different tools at your disposal.
When an immediate notification is warranted (such as a full or partial school evacuation, or if
students are likely to send texts about an issue) you should:
Always inform Public Affairs Office (PAO) of an incident. PAO will communicate with the
Board, when warranted.
Send an outbound phone call through Blackboard/ParentLink call to your families so
they are immediately informed. There is a mobile app that you should have on your
phone and be comfortable using in case you are not in the building at the time of the
emergency.
For a pressing emergency, send the call to ALL emergency numbers provided (work,
home, cell). For routine matters, send calls to the home number only.
ParentLink training for authorized school users (those designated by the principal)
are held each year. It is recommended that a minimum of two school staff members
be trained to ensure someone is always available to send an emergency call.
Inform staff members.
Depending upon the nature of the incident, the principal may want to post a letter on
the schools website.
o
o In less urgent circumstances, a letter may be sent home to parents. Sample emergency
letter templates are listed below. Remember these templates are meant to serve as a
starting point for your letters to parents. Please be sure you modify them as needed. Unique
situations will require an original letter. Contact the PAO for assistance as needed.
o
Arrest of Staff Member Template
Bed Bugs Template
Bus Accident Template
Critical Incident (Hoax) Template
Death of Staff or Student Template
Drugs at School Template
Planned Evacuation/Lockdown/Shelter-in-Place Template
Unplanned Evacuation/Lockdown/Shelter-in-Place Template
Food Allergies Template
Head Lice Template
Serious Illness Template
Suspicious Persons Template
Weapon at School Template
o
o Remember all delayed openings are two hours. A district informational flyer on
emergency notifications is available on the SPS website in both English and Spanish.
o School Delay Notification Poster

o
Dealing with the Media
o In all cases, please notify the PAO whenever you have contact with the media, please
inform you staff to do the same.
What to do if a reporter calls Sometimes you welcome a reporters call; sometimes you
dont. If it is a fairly routine matter, go ahead and respond. If you are uncomfortable or
unsure why the reporter is calling, you may want to:
Ask about the nature of the call and what the reporters questions are.
Ask when his/her deadline is.
Say when you will call back.
This gives you time to think about your responses or to email/call the PAO for advice.
How to get publicity for a school event:
o Each school should have a designated Communications Contact. Inform the PAO
of the Communications Contact for your school each year. Schools are
encouraged to contact the media directly for events, but should always
inform/copy the PAO of any media outreach. Use the Media Advisory
Template to either contact the media directly or to request the PAO contact the
media on your schools behalf.
o Given the number of schools and events that take place throughout the year,
please provide the completed Media Template to the PAO seven (7) to ten (10)
school days prior to the scheduled event.
http://stamfordpublicschools.org/spsAdminHandbook/Media Advisory TEMPLATE_20152016.docx

o
Student and Staff Recognition at BOE meetings
o Each month at the regular Board of Education (BOE) meeting during the school year, we
recognize significant positive achievements of our students and staff members. Some
months we may have very few recognitions, and other months we may have to select from
among many. In order to be certain we recognize successes from every school throughout
the year, you (or your designated Communications Contact) need to notify The Office of
Public Affairs when you believe you have an accomplishment worth celebrating. Invitations
will be sent to administrators for students about two weeks in advance, so the sooner you
inform PAO the better. However, you must provide the following details or use the
attached template in order to be considered:
http://stamfordpublicschools.org/spsAdminHandbook/StudentStaffRecognitionTemplate.docx

Name/grade of the student(s) or staff member


Description and significance of the award or honorthe prestige is not always apparent
and requires elaboration by those familiar with it
Name of the organization sponsoring the award (if appropriate)
Contact name for further information
o
Bed Bug Protocol
If you discover a suspected bedbug, please follow the specific protocol:
Guidelines for administrators: http://stamfordpublicschools.org/spsAdminHandbook/SPS
protocol for bedbug management ADMINISTRATORS2015.pdf

Bed bug submission form (to accompany bug when delivered to the Health
Department): http://stamfordpublicschools.org/spsAdminHandbook/Insect Submission form
for schools 2015-16.pdf

o
o
o

RESEARCH

o Contact

Judith Singer, Director of Research jsinger@stamfordct.gov x4198


Christina Hefele, Chief Information Officer chefele@stamfordct.gov x5521
Lori Fuda, Manager of Student Information Systems lfuda@stamfordct.gov x4309
Sabine Sawyer, Research Analyst sawyer@stamfordct.gov x4202
o
o
o The function of the Research Office is to collect, analyze and disseminate information to
assist data driven decision making in the district.
o
District Data Team and the Alliance District Improvement Plan (ADIP)
SPS develops an annual Alliance District Improvement Plan (ADIP) and convenes a
District Data Team to monitor its implementation as required by the Connecticut State
Department of Education. School Improvement Plans (SIPs) are expected to be aligned
to the ADIP.
http://stamfordpublicschools.org/spsAdminHandbook/AllianceGrantApplicationYr4.pdf
The District Data Team (DDT) meets monthly and includes representatives from all
schools. Minutes of the DDT are sent to principals. Principals are asked to schedule
time at the monthly faculty meetings for their DDT representative to report on the work of
the DDT.
o
Districtwide Assessments
District-wide assessments include the state required tests and District Benchmark
Assessments.
A calendar of assessments is posted annually on the SPS website.
The SPS Test Protocol Manual has been developed to ensure consistency in test
administration procedures describes processes and procedures for testing
(currently in the process of being updated).
All schools are required to appoint administrators as School Test Coordinators as well as
Special Ed, SRBI, and 504 Support Test Coordinators prior to the administration of
district-wide assessments. Test Coordinators are required to attend workshops in which
assessment rules and procedures are reviewed. The School Test Coordinators are the
site managers for district-wide assessments.
o
Power School
Power School holds demographic and attendance data, K-12, and course grades for
students in middle and high school. Data from Power School are uploaded three times a
year into the states student information system (PSIS). The CSDE uses the data to
generate Educational Cost Sharing reimbursements, grants, and numerous
accountability reports. Data in Power School are used by the SPS for many purposes
including: enrollment projections, student attendance, class scheduling, and report card
generation.
Training in the use of Power School for OSS, Counselors, Teachers, and Administrators
is ongoing.
o
o

School Net
School Net is a data warehouse that houses district assessments. It enables users to
obtain analytic information linking student demographics to assessment results.
Extensive training for teachers and administrators is planned for 2016-17.
o
CTreports and TIDE
CTreports.com is a CSDE website from which numerous state assessment data reports
may be obtained: http://www.ctreports.com. In Spring 2016, students in grades 3-8 and
10 were only tested on the Science portion of the CMTs and CAPT. TIDE is the online
site to manage the administration of the Smarter Balanced Assessments as well as to
access Smarter Balanced Assessment results.
o
Strategic School Profiles
The CSDE issues annual Strategic School Profiles and a District Profile. Data for the
School Profiles are collected by the Research Office from the schools. Strategic School
Profiles are issued in late fall by the CSDE. Copies are provided to the schools.
Strategic School Profiles are also posted on the CSDE website:
o
http://sdeportal.ct.gov/Cedar/WEB/ResearchandReports/SSPReports.aspx?
type=SSP
o
Enrollment and Registration
Annual enrollment projections are developed by the Research Office. These projections
define staffing needs and are critical to budget development.
A Registration Manual detailing the requirements for registration to SPS is posted on the
SPS website:
Registration Manual:
o http://stamfordpublicschools.org/spsAdminHandbook/RegistrationManual.pdf
Registration Forms:
http://stamfordpublicschools.org/spsAdminHandbook/RegistrationForms.pdf
Out of District Parent Letters:
http://stamfordpublicschools.org/spsAdminHandbook/OutofDistrictParentLetters.doc
Enrollment to the elementary and middle magnet schools is managed by the Research
Office. In 2013-14 online registration to magnet schools was initiated. Orientation
meetings and application procedures are described on the SPS website:
http://www.stamfordpublicschools.org/district/research-office/pages/magnet-schools
o
Training
Training in the use of administrative applications is provided by the Research Office and
includes:
Power School, student information system
Smarter Balanced Assessments
School Net, warehouse of student demographic and test data
HTE, budget and accounting system
Kronos, time and attendance system
ProTraxx, professional development accounting system
Microsoft Office Suite (Word, Excel, and Access)
o
Student Records

The Research Office manages student records. Records of students who have left SPS
are sent to the Research Office. These records are digitized and stored. Students and
parents who require copies of student records are provided the records upon request.

o
o

SAFETY AND SECURITY

o Contact
John Perrotta, Director of Safety and Security jperrotta@stamfordct.gov x5820
o
o
Safety Meetings
Schools are required to conduct four safety meetings during the course of the school
year. The minutes (safety report) can be sent to both John Perrotta and the city
safety/training officer Matt Stuhlman. Please use the School Safety Committee Report
template:
http://stamfordpublicschools.org/spsAdminHandbook/SchoolSafetyCommitteeReport.pdf

The district safety committee will review the School Safety Reports and assist when
required.
o
Bomb Threats/Suspicious Packages
The following information can prove invaluable if a bomb threat is called in or a
suspicious package is received. This material should be kept within easy reach of office
phones. Bomb Threat or Suspicious Mail:
http://stamfordpublicschools.org/spsAdminHandbook/BombThreatSuspiciousMail.pdf

o
Elementary Schools
Elementary schools now have an early warning system that will immediately direct the
school to go into lockdown and notify police and school administrators of an active
shooter or someone on school grounds with a deadly weapon. The system is called
S.A.R.A.
All staff members should be trained in the proper use of the S.A.R.A. system. The district
will provide a link to a training video for staff members who did not attend the in-person
training.
o
Staff Development
The Director of Safety and Security is available to attend staff development sessions
and/or meet with administrators whenever invited.
o
School Based Arrests
Protocol for reporting school based arrests:
When a student is arrested, the school principal or designee must email a brief
description of the incident to the Assistant Superintendent and copy Sharon Beadle
and John Perrotta.
Protocol following school based arrests under the terms of the Agreement:
Following a school based arrest, John Perrotta, Director of Security, must meet with
the principal within 72 hours to discuss the incident, as required by the Agreement, to
determine if the incident needs to be referred to the Community Review Team.
o
o
o

SCHOOL IMPROVEMENT AND PROFESSIONAL


DEVELOPMENT

o
Contact

Tamu Lucero, Assistant Superintendent for Elementary tlucero@stamfordct.gov x4912


Michael Fernandes, Assistant Superintendent for Secondary mfernandes@stamfordct.gov x4567
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o
o
School Improvement Planning Process
The School Improvement Planning Process is the central driver to school improvement.
This process entails systemic procedures and protocols to guide administrators,
teachers, school data teams, and Central Office staff in the development and
implementation of a comprehensive school improvement plan.
The Principals Role
The School Data Teams Role
The Districts Role
o
http://stamfordpublicschools.org/spsAdminHandbook/SchoolImprovementPlanningProces
s2013.pdf

o
Professional Learning
Professional Learning refers to the various types of continual learning experiences that
educators engage in, including work in Instructional Data Teams, collaborative teams,
district workshops, conferences, university courses, etc. This terminology, used by the
National Staff Development Council, connects educators learning to improve student
performance and broadens educators traditional conception of professional
development.
District-Initiated Professional Learning
School-Initiated Professional Learning
Educator-Initiated Professional Learning
o

http://stamfordpublicschools.org/spsAdminHandbook/PD Calendar 2015-2016.pdf

o
Instructional Data Teams (IDTs)
Stamford Public Schools have established Instructional Data Teams in all schools.
Educators are committed to working collaboratively in ongoing processes of collective
inquiry and action research in order to achieve better results for the students they serve.
IDTs operate under the assumption that the key to improved learning for students is
continuous, job-embedded learning for educators.
Five Step Data Process
Instructional Data Team Standards
Instructional Data Team Steering Committee
o

http://stamfordpublicschools.org/spsAdminHandbook/IDTTrainersGuide2013.pdf

o
School Data Teams

A School Data Team is a group of people working interdependently to achieve a


common goal for which members are mutually accountable. School Data Teams
organize and prepare data in a comprehensible format so that the staff can dedicate
their time analyzing and disaggregating data, looking for patterns and trends in the
student learning.
Five Step Data Process
SPS School Data Team Gold Standards
CSDE Standards for School Data Teams
Three-Year Action Plan
o

http://stamfordpublicschools.org/spsAdminHandbook/SchoolDataTeams2013.pdf

o
o
o
o
o

SCIENCE
o

o Contact
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o
o
Elementary Science Program K-5
Science instruction is an inquiry-based approach utilizing FOSS and STC modules.
K-5 students will implicate integrated units that incorporate Science content and ELA
skills.
Pacing guides provide guidance regarding target dates for unit completion and district
assessments.
Science curriculum and pacing guides for each grade level are provided in the Outlook
Public Folders.
Grades 3-4 complete end of the year district assessments. Grade 5 completes a
cumulative assessment based on content and skills from Grades 3-5.
Two elementary laboratory assistants maintain and replenish the science materials in the
FOSS and STC kits.
o
Middle School Science Program
Science instruction is provided through the SEPUP program which emphasizes an
issue-oriented inquiry-based approach. There is at least one required STEM
project/activity for each grade level.
Science Handbook for each grade level is provided in the Outlook Public Folders.
Pacing guides provide guidance regarding target dates for unit completion and district
assessments.
A building-based science administrator aids in the delivery of instruction and materials.
District Assessments are given three times a year (baseline, midterm, final). Data are
available online for midterm and final from SchoolNet for teachers to analyze and use to
inform instruction.
Baseline Assessments are strictly formative (not for a grade).
Assessments for the midterm and final exams count for a grade.
o
High School Science Program

Physical Science, Biology, Chemistry, and Physics curricula have been revised to
include standards-based units of study and a pacing guide.
Science instruction is inquiry-based with an emphasis on real world applications and
each course has at least one required STEM project/activity. Selected performance
tasks from Laying the Foundation curriculum will be inserted in all core Science courses.
Science Handbook for each course is provided in the Outlook Public Folders.
Chemical hygiene plans are written for all three high schools. The use of science safety
protocols is integral to science instruction in all courses.
District Assessments are given three times a year (baseline, midterm, final). Data are
available online for midterm and final from SchoolNet for teachers to analyze and use to
inform instruction.

Baseline Assessments are strictly formative (not for a grade).


Assessments for the midterm and final exams count for a grade.

SOCIAL STUDIES
o

o Contact
Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o
o
Elementary Social Studies Program K-5
Social Studies instruction is an inquiry-based approach aligned to the four dimensions
according to the National Council Social Studies guidelines.
Elementary Social Studies Handbook includes curriculum maps that provide guidance
regarding unit topics, essential questions, depth of knowledge and performance task for
each grade level, as well as instruction on how to implement inquiry based learning.
Social Studies scope and sequence and curriculum maps for each grade level will be
provided in the Outlook Public Folders for the 2015-2016 school year.
Assessments for grades K-5 will primarily take the form of a performance task. Grades
3-5 will engage in Document Based Questions as summative assessments.
K-5 students will implicate integrated units that incorporate Social Studies content and
ELA skills.
o
Middle School Social Studies Program
Social Studies instruction is an inquiry-based approach aligned to the four dimensions
according to the National Council of Social Studies.
Social Studies Handbooks for each middle school grade level is provided in the Outlook
Public Folders.
Pacing guides provide guidance regarding target dates for unit completion and district
assessments for the 2015-2016 school year.
A building-based Social Studies administrator aids in the delivery of instruction and
materials.
Social Studies students have multiple differentiated opportunities to showcase their
mastery of the content and skills, including writing, project-based learning and district
assessments.
Grade 8 students will participate in an interdisciplinary research project (capstone) that is
supported by the ELA department.
District Assessments are given three times a year (baseline, midterm, final).
Baseline Assessments are strictly formative (not for a grade).
Assessments for the midterm and final exams count for a grade.
o
High School Social Studies Program
Social Studies instruction is an inquiry-based approach aligned to the National Council of
Social Studies four dimensions.
Social Studies Handbooks for the following HS courses are provided in the Outlook
Public Folders:
Grade 9 and Grade 10: Modern World History and Civics
Grade 11: U.S. History

Grade 8 students will participate in an interdisciplinary research project (capstone) that is


supported by the ELA department.
o

SPECIAL EDUCATION OUT OF DISTRICT

o Contact
Mike Meyer, Executive Director for Student Support Services and Special Programs
mmeyer@stamfordct.gov x4119
Wayne Holland, Director for Student Support Services and Special Programs
o
wholland@stamfordct.gov x4524
o
o
Out of District Student Placement Considerations
When there is a question regarding a students ability to be successful and alternate
educational placements are being considered, please make sure of the following before
making an initial referral for assistance.
Have all available resources been implemented such as the use of tiered
interventions? These include:
o 1. Progress monitoring
o 2. Data-based decision making
o 3. Multi-level or tiered interventions
o 4.
Consider the need for the completion of a behavioral assessment
If the needs of a student demand the consideration of alternate educational provisions,
the team can include a district administrator to consider alternate placement. Please
remember the decision to consider alternate placement is serious and should be
carefully considered. Students attending a school other than their districted school
remain as members of your school community. Please be prepared to participate in
educational planning including Individualized Education Plan meetings for the student,
including but not limited to:
IEP goal and objective support to represent programming supports available within
the district.
Observations of students (in educational and social settings), planning, and social
emotional and educational evaluations.
o
Private and Parochial Students
Stamford residents have the option to send their child to a Private or Parochial School,
non-public, within the city limits. In this instance, the home district school is still obligated
to offer the child a Free and Appropriate Public Education (FAPE). Example of a similar
situation provided here for illustrative purposes:
A parent will call the office of Special Education or the building directly requesting
testing for their child for the purposes of a triennial evaluation or to explore a
concern noted by the parent or by the students teacher at the non-public school.
You would treat this similarly to a student attending your school and a request for
assistance is made.
Stamford residents also have the option of sending their child to a Private or Parochial
School, non-public, within or outside of the State of Connecticut. In this instance, the
district where the school is located is responsible for evaluative testing for both new
requests and triennial IEP mandates. If the child is found eligible, it is the Stamford
district school responsibility to hold an initial or update IEP meeting and to offer FAPE to
student and family. Remember, the family can decline the offer of an educational plan
but it must be presented at an Annual Review meeting each year.

o
o

O SPECIAL

EDUCATION STATE REPORTING

o Contact
Mike Meyer, Executive Director for Student Support Services and Special Programs
mmeyer@stamfordct.gov x4119
Wayne Holland, Director for Student Support Services and Special Programs
o
wholland@stamfordct.gov x4524
Jon Panzer, Assistant Director for Special Education Services
o
jpanzer@stamfordct.gov x5622
TBA, Assistant Director for Special Education Services
Sue Chandler, Assistant Director for Special Education Services
o
schandler@stamfordct.gov x5309
o
Marla Bergman, teacher on Special Assignment, Special Education Data & Tech Support
o
mbergman@stamfordct.gov x4061
o
o
IEP Direct
IEP Direct is both a data entry program which produces a printed state IEP and it has
the capability of pulling data for state reports and state testing accommodations. From
the back end of the program, data can be exported directly onto the State of Connecticut
website. IEP Direct is also a ISV Partner with PowerSchool.
504 Direct is fully integrated Section 504 solution for documenting, accessing and
monitoring 504 student information for compliance and instructional purposes.
RTI Direct provides lifecycle solution for documenting, tracking, and managing Scientific
Research-Based Intervention (SRBI) services.
o
Special Education Data Application Collection Report (SEDAC)
The Federal Government mandates that each state collects and submits data on Special
Education Students. The State of Connecticut collects this data through the SEDAC
REPORT that gets extracted from the most current IEP on IEP DIRECT on October 1 of
each year. The data is exported to the State of Connecticut SEDAC website. Special
Ed funding is connected to this report. The Federal Government and the State
Department are monitoring data for compliance issues. Currently the State of
Connecticut has a State Performance Plan (SPP) which is being monitored by the
Federal Government. There are 21 Indicators that the Federal Government has
included in the State of Connecticuts Improvement Plan.
o
o

http://www.csde.state.ct.us/public/help/sedac

State Indicators
The information that Stamford sends to the State of Connecticut comes from more than
one source. The INDICATORS that are being monitored are:
1. Graduation Rate (Pulled from IEP DIRECT and PSIS (State Registration Module
data from PowerSchool is uploaded to the State)
2. Dropout Rate (Pulled from PSIS via PowerSchool)
3. Participation and Performance on Statewide Assessment monitoring students
with disabilities
4. Suspension and Exclusion (ED-166 report)

5.
6.
7.

8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Least Restrictive Environment (data pulled from TIME WITH NONDISABLE


PEERS) from IEP DIRECT)
Early Childhood Settings What types of programs are preschoolers attending
(data collected from SEDAC on IEP DIRECT)
Early Childhood Outcomes (ECO) Students with Disabilities The Federal
Government is monitoring progress of Preschool Students (ages 3 5) that are
receiving Special Education Related Services. Each State was required to
choose a diagnostic tool to evaluate growth. Connecticut chose the Brigance.
Each student is administered a pretest by the primary service provider within a
month from being identified. There is then a post test administered in the Spring
prior to their kindergarten year. Results are entered by service providers on
State ECO website.
Parent Involvement taken from a parent survey sent from the State Dept. to
Parents of Special Ed students
Disproportionate Representation In Special Education Data pulled from IEP
DIRECT and SEDAC module/ PSIS-race analysis
Disproportionate Representation in 6 Disability Categories Data is pulled from
IEP through the SEDAC module and exported to state/PSIS Race Analysis for
LD, ID, ED, SLI, OHI and AU
Evaluation Timelines Report monitors the timeline from the RECEIPT of a New
Referral until a student is identified for services. Data is pulled from IEP Direct
FAPE (Free and Appropriate Education) by age 3 Data is pulled from IEP
through the SEDAC module and exported to state
Post-Secondary Transition Goals and Objectives Data is pulled from IEP
Direct. This monitors that TRANSITION PLANS for 16 years and older are in
place with goals and objectives
Post-Secondary Outcomes Survey sent to graduated Special Ed students
General Supervision Towns have all noncompliance issues corrected within
one year
State Complaints all complaints to a school district are addressed within that
Reporting period
Due Process Hearings number of due process hearings are reported/resolved
Resolution Sessions number of resolution sessions are reported to state
Mediations number of mediations are reported to the state
Timely and Accurate Data District Reported Data from: Sedac, ECO (Early
Childhood Outcome), Evaluation Timeline, Exit Data, Assessments, ED-166
Restraint and Seclusion incidents must be reported by fax immediately to
x4985 for required timely reporting to the state.

o
o
o

STUDENT SUPPORT AND SPECIAL PROGRAMS

o
o
Contact
Mike Meyer, Executive Director for Student Support Services and Special Programs
mmeyer@stamfordct.gov x4119
Wayne Holland, Director for Student Support Services and Special Programs
o wholland@stamfordct.gov x4524
o
o
o The purpose of Student Support and Special Programs is to provide a continuum
of developmental, preventative, remedial, and supportive services that enhance
opportunities for all students to achieve academic success and personal wellbeing. Student Support Services provides assistance to students, families,
schools, and community.
o
Social Work Services (Department Head: Joe OCallaghan x4902)
School social workers are available to all students needing individual or group
counseling in order to alleviate personal crises and problems of adjustment within
the school, the home, or the community. The confidential nature of these
communications is understood and respected by each of the social workers.
School social workers are available to parents, faculty, and administration who
seek to facilitate appropriate educational plans and services for students. The
department's goal is to restore student functioning so as to enable the student to
take full advantage of his/her educational resources. School social workers who
speak a variety of languages are available to each school.
o
Psychological Services (Department Head: Dr. Barbara Bollar x4529)
School psychologists are available to facilitate learning and to promote the
cognitive, social, and personal development of all students. Each school has an
assigned psychologist whose main activity is to enhance the academic
achievement of students. They do so by assessing student needs, developing
positive individual student outcomes, administering diagnostic evaluations, and
evaluating student performance. School psychologists are available to parents,
faculty, and administration who seek to facilitate appropriate educational plans
and services for students. Their focus is to improve and enhance staff
competence in supporting a positive school climate.
o
Guidance Services (Department Heads: WHS- Carol Deluca x4501; SHS- Gerri
Nuzzo x5755; Middle School- Je-nean Fox x2767)
The role of school counselors is to bridge the knowledge gap for potential first
generation college-bound students and their peers, provide support for the
children of college graduates and their families, and help students determine the
best possible education and career paths to take. Counselors are essential to
getting students prepared for and into postsecondary schools.

Program components and delivery system for guidance include: Developing


School Counseling Curriculum, Individual School Planning, responsive services
and collaboration within and outside the school community.
Naviance Succeed is an intuitive, easy-to-use system specifically designed to
meet the needs of students, parents, teachers, counselors, principals and
administrators. This system facilitates self-directed student planning, open-ended
communication, collaboration among all the stakeholders in the implementation
of Student Success Plans, and detailed reporting. http://www.naviance.com
o
Alternative Routes to Success (ARTS) (LEAP Department Head- Peter Konrad
x6156; RISE- Joe OCallaghan x4902)
The ARTS Program currently operates several alternative community-learning
centers and home instruction tutorial programs. The ARTS Program strives to
foster learning environments that promote academic success and emotional
health. Students are provided with support and accommodations for improving
academic, social and behavioral achievement goals through a team approach. All
referrals must be made by administrators and agreed to by the parent or
guardian.
o
Home Instruction Referrals
Medical/Mental Health Professional evaluates child and discusses options with
parents.
If home or hospital instruction seems the best alternative, the referring person
contacts childs district school and begins referral process. Building nursing staff
must contact Central Nursing Office upon learning of a childs need for home or
hospital instruction.
Referral requires the completion of the Home Instruction Referral Form/SR7
(combined).
The referral form must be filled out completely and the parent must complete the
SR7 part of this request. (Referral will not be considered without both parts
of the form being completed and signed.)
Written requests (new form) should be sent with supportive data to the Central
Office of the Board of Education (Mairead Collins x5980) for processing to the
school health supervisory staff. Ms. Collins will consult with designee at the
Health Department and approved requests will be processed to the Home
Instruction Department for teacher assignment.
Follow-up will be the responsibility of the Stamford Public School staff in
conjunction with the childs district school.
Informal doctors notes or calls to school personnel or letters of referral will not be
accepted. No referrals should be couriered by the parents and must be
processed electronically or by U.S. Mail; no exceptions.
Permission to release information signed by a parent is only good for one year
from the date of signing. Parents failure to give permission for consultation with
the treating person will void the process and no instructional staff will begin to
work with the student until such permission is granted.

o
Restraint and Seclusion Process
The State Department of Education is collecting data on students who are
restrained or secluded. Incidents must be reported by fax or email immediately
to Kristopher Bottoni, Phone: x4752, Fax: x4680, kbottoni@stamfordct.gov,
who will enter the information onto the state website.
http://stamfordpublicschools.org/spsAdminHandbook/IncidentReportRestraintForm2013.pdf

Continue to send all injury reports to Student Support Services x4985.


o
Behavior Incident Form (BIF)
District-wide Behavior Incident Forms (one for elementary, one for secondary)
are used to ensure consistency in the way we collect individual behavioral data.
Training to staff is available on how to use the forms. Contact Rachel Bria at
rbria@stamfordct.gov.
o
PreK-Elementary:
http://stamfordpublicschools.org/spsAdminHandbook/BehaviorIncidentFormPreK-Elem2014.docx
o
Middle-High School:
http://stamfordpublicschools.org/spsAdminHandbook/BehaviorIncidentFormMS-HS2014.docx
o

Death Protocols
See Public Affairs section for letter templates
Student Death Protocol
Adapt for Staff Death
Disciplinary Offense Record ED 166
Disciplinary Offense Record was designed to combine the reporting requirements
for the following federal statutes: the Individuals with Disabilities Education Act
(IDEA); the Safe and Drug-Free School Act; the Gun-Free Schools Act; and the
No Child Left Behind Act of 2001. The Department is required to submit data on
all offenses that result in an in-school suspension or out-of-school suspension (or
an expulsion). In addition, all incidents involving Alcohol, Drugs or Weapons must
be reported regardless of the type of sanction imposed. The ED 166 form should
be completed electronically and emailed to Carol Policastro with a copy of the
notification letter to parents.
o
http://stamfordpublicschools.org/spsAdminHandbook/DisciplinaryOffenseRecordED166form2013-14.doc

DCF Mandated Reporting


All Stamford Public Schools employees are required to report or cause a report
to be made when, in the ordinary course of their employment or profession, have
a reasonable cause to suspect or believe that a child or youth has been abused,
neglected, or is placed in imminent risk of serious harm.
1. Call the Department of Children and Families (DCF) CareLine 1-800-8422288, or call the Stamford Police as soon as possible. You must call within
12 hours. It is not up to you to investigate or be absolutely certain before
you make the call. DCF is responsible for investigating reports.

2. File a written report (DCF 136) within 48 hours. You can get the form from
your school social worker or online at:
http://www.ct.gov/dcf/lib/dcf/policy/forms/DCF-136.dotx

3. Fax the written report to the DCF regional office at (203) 899-1463.
4. Notify your principal and school social worker that a report has been
made. Give a copy of the DCF 136 to social worker.
5. Send a copy of the DCF 136 to Laura Marino, District Social Worker,
Student Support Services, 5th Floor Government Center or fax to x4680
o
School Climate
Public Act 11-232, An Act Concerning the Strengthening of School Bullying
Laws, was signed into law by Governor Daniel Malloy on July 13, 2011, after
clearing the Connecticut General Assembly with unanimous approval. This law
includes several steps that every school district needs to take in order to ensure
that every student is provided with a safe environment in which to learn. For
more information regarding this law please refer to the following link.
http://www.cga.ct.gov/coc/PDFs/bullying/2011_bullying_law.pdf

Below is a general outline of the steps each school district and individual schools
need to take:
Safe School Climate Coordinator (mandated by law) Mike Meyer
a. Oversee districts Safe School Climate Plan
b. Collaborate with building specialist to investigate behavior related to
bullying
c. Provide data to state department
d. Meet with Specialists at least 2 times per school year
e. Provide leadership related to best practices
Safe School Climate Specialist (mandated by law) Principal or designee (1
per building)
a. Investigate acts of bullying
b. Collect and maintain records of reports in schools
c. Chair or co-chair the Committee and lead meetings
d. Serve as primary supervisor for School Climate Improvement Plan
Safe School Climate Committee (mandated by law)
a. In collaboration with Coordinator, Specialist in each school building shall
form a representative committee should include teachers,
administrators, student support personnel, community members and
parents (this can be your PBIS committee, climate committee, safety
committee, etc.)
b. Should be formed no later than 30 days after school climate policy is
approved
c. Committee membership/composition should be reviewed annually by
coordinator
d. Responsibilities of committee include scheduling and supervising
school climate surveys, compiling results, reviewing school climate
assessment data, creating/revising school climate improvement plan

Every school should review their annual school climate survey. A School
Climate Improvement Plan should be developed based on climate survey
results. Codes of Conduct should reinforce positive school climates by
supporting positive behavior, using restorative justice practices which may
include such things as counseling support, mental health support, community
services, conflict resolution/mediation.
o
o

WORLD LANGUAGES
Contact

Natalie Elder, Director of School Improvement & Professional Development for Elementary
nelder@stamfordct.gov x5106
Abbie Lareau, Director of School Improvement & Professional Development for Secondary
alareau@stamfordct.gov x4633
o

o
World Languages Elementary
o
o Foreign Language Elementary Experience (FLEX), an enrichment program, offers after
school classes in Spanish in all K-5 elementary schools.
o

o
World Languages Secondary
o
o Please reference the following chart for information on what language is offered and
where.

o
o

World Language Courses in Stamford Public Schools

o
o

o S

o F

o M

r
e
n
c
h

Ar

o X

an
da
rin
Ch
ine
se
o X

La

o Roger

p
a
n
i
s
h
o X

o
Gr

s Intl

o R
u
s
s
i
a
n

o
Ital

K-

o Cloon

o X

o X

o X

an

o Dolan

7-

o
7-

o Rippo
wam*

o Scofie
ld**

o Turn
of
River

o X

o X

o X

o X

6-

o
6-

o
7-

o AITE

o X

o X

o X

o X

9-

o SHS

o X

o X

9-

o WHS

o X

o X

9-

o
X

o
o *6th grade students at Rippowam take Spanish as part of the IB program
o

**6th grade students at Scofield have access to a world language as part of their magnet
theme

o
As of the 2015-2016 school year, there is district curriculum for the following courses:
Spanish, Levels 1-5
French, Levels 1-5
Italian 1
Latin 1
World Language Handbooks can be found on the public folders.
District midterm and final assessments are provided for all levels of Spanish and French,
and for Level 1 for Italian and Latin.

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