Professional Documents
Culture Documents
DISTRICT OPERATIONS
GUIDE
2016-2017
ADMINISTRATOR
PAGE
1-2
Tamu Lucero . . . . . . . . . . . . . . . . . . . . . . . . .
Mike Meyer
3-4
Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Al Barbarotta . . . . . . . . . . . . . . . . . . . . . . . . .
Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hugh Murphy . . . . . . . . . . . . . . . . . . . . . . . . .
Food Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7-8
Cheryl Poltrack . . . . . . . . . . . . . . . . . . . . . . .
Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Steve Falcone . . . . . . . . . . . . . . . . . . . . . . . .
Abbie Lareau. . . . . . . . . . . . . . . . . . . . . . .
Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mike Meyer . . . . . . . . . . . . . . . . . . . . . . . . . .
Wayne Holland
Public Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sharon Beadle . . . . . . . . . . . . . . . . . . . . . . . .
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Judith Singer . . . . . . . . . . . . . . . . . . . . . . . . .
John Perrotta . . . . . . . . . . . . . . . . . . . . . . . . .
Tamu Lucero/Natalie Elder (K-5) . . . . . . . . . .
Michael Fernandes/ Abbie Lareau (6-12)
25-26
27
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Wayne Holland . . . . . . . . . . . . . . . . . . . . . . .
29
Wayne Holland . . . . . . . . . . . . . . . . . . . . . . .
30-31
Michael Fernandes . . . . . . . . . . . . . . . . . . . .
Mike Meyer
Wayne Holland
32-35
36
9-12
13
14-15
16-17
18-19
20-21
22-23
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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.
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
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:
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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
Form B (6-12):
http://stamfordpublicschools.org/spsAdminHandbook/EnglishProficiencyInterviewFormB(
6-12).doc
http://stamfordpublicschools.org/spsAdminHandbook/StudentIdentificationandELLEligibility20
122013.doc
Spanish:
http://stamfordpublicschools.org/spsAdminHandbook/ELLNewStudentPlacementConsentSpa
nishVersion.doc
Haitian Creole:
http://stamfordpublicschools.org/spsAdminHandbook/ELLNewStudentPlacementConsentHaiti
anCreole.doc
FACILITIES
Contact
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
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
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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
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Contact
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
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.
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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.
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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
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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.
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Legal
Legal matters pertaining to employee/employment issues must be directed to the
Executive Director of Human Resources.
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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.
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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
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Contact
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
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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
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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:
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http://www.stamfordpublicschools.org/district/english-language-arts
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MATHEMATICS
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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
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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
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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)
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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)
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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
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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.
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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:
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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.
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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.
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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.
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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.
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Information about the notification law:
http://stamfordpublicschools.org/spsAdminHandbook/GuidanceSexOffenderNotificationLaw.doc
The School Volunteer application forms may be obtained online or by calling
http://stamfordpublicschools.org/spsAdminHandbook/VolunteerApplicationEnglish.doc
http://stamfordpublicschools.org/spsAdminHandbook/VolunteerApplicationSpanish.doc
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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.
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PUBLIC AFFAIRS
o Contact
Sharon Beadle, Public Affairs Officer sbeadle@stamfordct.gov x4095
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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.
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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.
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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
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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
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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
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
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
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
o
Contact
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
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
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.
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
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
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.
o
o
o
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.
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
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
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
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.