Phillipsburg Alternative Learning School: 2014-2015 Student Handbook

Phillipsburg Alternative Learning School
2014-2015
Student Handbook
We Believe
“The Phillipsburg School District, a proud and diverse learning community with a
focus on educational excellence and a strong sense of tradition, ensures that all
students are engaged in challenging work causing them to achieve the New Jersey
Core Curriculum Content Standards at all grade levels. Attainment of the skills and
knowledge addressed in the standards empowers our graduates to become
confident, contributing members of society.
(Revised 2014)
"Come to school everyday, behave yourself and get to work!"

Table of Contents
Preface/Mission/Philosophy ......................................................................................3
District Initiatives.......................................................................................................4-6
Electronic Surveillance……………………………………………………………...7
Components of the Program ......................................................................................8
District Directory/Phillipsburg Board of Education…………………………...……9
Staff…………………………………………………………………………………10
General Operations of the Program ...........................................................................11-12
Daily Class/Modified Schedules ................................................................................12-13
Grading .....................................................................................................................14-15
Attendance Policy ......................................................................................................16-17
Categories of Misconduct ..........................................................................................17-18
Privilege Denial……………………………………………………………………19-20
Statement of Non-Discrimination/Affirmative Action ..............................................20-21
Behavioral Level System ...........................................................................................21-22
Highly Qualified Teacher ..........................................................................................23
Privilege Denial Contract…………………………………………………………...24
Pupil Dismissal……………………………………………………………………...25
Dress Code…………………………………………………………………………..26
Breakfast/Lunch Program……………………………………………………………27
P.A.L.S Application Form…………………………………………………………..28-29
P.A.L.S. Attendance Contract……………………………………………………….30
Detention Letter/Procedures…………………………………………………………31-32
S.H.A.R.P. Guidelines………………………………………………………………..33-34
Safety/Security Drills………………………………………………………………..35
Open Container Contracts…………………………………………………………...36
Middle School Calendar……………………………………………………………..37-47
District Calendar…………………………………………………………………….48
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Preface
Welcome to the 2014-2015 school year! As a member of the Phillipsburg Middle School community at the
Phillipsburg Alternative Learning School, it is important that you are familiar with school policies and
procedures, our educational philosophy, and general information related to day-to-day operations. The
information contained in this manual must be read and understood by everyone to ensure consistent
implementation of policies and procedures. The purpose of this handbook is to clarify practices and
procedures specific to the alternative school. The PMS Student Handbook should be read prior to the
beginning of the school year and should be used as a general reference to our practices and procedures.
This is the fourth year the Phillipsburg Alternative Learning School will open its doors for approximately
thirty at-risk students. Our ability to individualize instruction creates an environment that engages students
in meaningful school work. We believe when students are working; they are learning. The staff and
myself are excited as we embark on this journey in hopes of a successful year.
Sincerely,
Kyle R. Rovi
Director of Alternative Education
Phillipsburg School District
The Academic Philosophy of Phillipsburg Middle School
The profound intellectual, personal, social and physical changes that mark the end of childhood and the
emergence into adulthood create special needs within each student that are unique. In order to develop an
organizational pattern that addresses these developmental changes, our Phillipsburg Middle School will
provide support in the healthy development of each adolescent, and subsequently, meet all educational
requirements stated in the laws of the State of New Jersey and the Phillipsburg Board of Education.
As a student-centered school, our concern for each student is as evident as concern for the subject
matter which focuses on special student interests. Our priorities will be to affirm each staff member's
responsibility and utilize their various talents to help each student reach his/her potential in a variety of
settings. This will create an environment of learning and exploration, as well as create educational and
social experiences that are supportive, safe, and familiar.
Phillipsburg Alternative Learning School Mission Statement
The Phillipsburg Alternative Learning School, believes in providing a safe, predictable, positive
environment in which all students can experience success. The school will emphasize the development of
broad knowledge base problem-solving/decision-making skills, creativity, self-esteem and respect for
others in an ever-changing world. The program will provide both individualized and differentiated
instruction practices that create a school environment that engages students in meaningful work. Students
will commit themselves to success and strengthen their academic and social skills to help them prepare for
entry into the high school. All teachers, administrators, students, families and community resources will
work together as a learning community, dedicated to supporting active participation and positive
expectations for all students.
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In the Phillipsburg School District, we believe that…
 Every person is unique, important, and entitled to respect, understanding,

and appreciation.
 Learning is the primary focus of all school activity.
 The purpose of our schools is to prepare students to assume successful
roles in society.
 Students experience success in school when provided work that is
meaningful and challenging.
 Students are entitled to a safe, caring, learning environment.
 Education of our youth is the shared responsibility of the home, the school,
and the community.
 Students deserve the necessary resources to prepare them for success in a
changing, information-based society.
 The role of the school community is to cooperatively support the needs of
the students.
 Staff development drives innovation and continuous improvement for
individuals and the school system, leading to higher student achievement.
- Beliefs approved by the Board of Education on February 12, 2007
The following are the key initiatives of the school district for the 2014-2015 school year.
Student Achievement - The district is committed to working with all students to assure success in not only
literacy, mathematics and science, the disciplines for which there is state standardized testing; but also
social studies, world language, fine, performing and practical arts, and health and physical education.
Curriculum Alignment - The district ensures the curriculum is aligned to the New Jersey Core Curriculum
Content Standards recently revised addressing two critical education priorities: 1) that students acquire the
knowledge and skills needed for post-secondary opportunities, and 2) that the curriculum framework
responds to the needs of 21st century digital learners.
Professional Development - All staff have access to professional development activities. There continues
to be an emphasis on differentiating instruction in the classroom. Professional Learning Communities
(PLCs) meet regularly to analyze student data to determine individual, small group and whole classroom
needs. In addition, staff will have access to PD360, an on-demand library of Video Journal of Education
programs.
Instruction - Teachers design challenging work for students that is interesting

and meaningful. This includes the creation of 21st century student-centered
learning environments via a variety of new technologies that lead to increased
student achievement.
Safe Schools - The district is committed to providing schools that are safe and conducive to student
learning. Electronic surveillance systems in school buildings and monitoring devices on school vehicles,
coupled with an accountable security staff, contribute to maintaining safe and secure conditions in all our
buildings.
Strategic Planning - As required by the Middle States Association and New Jersey’s monitoring process
for public school systems (Quality Single Accountability Continuum), the district continues
implementation of action plans to increase student achievement.
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School Facilities - The district is committed to providing buildings that are well maintained. Work on the
NEW Phillipsburg High School continues to be our focus, as does implementation of the district’s Long
Range Facility Plan to ensure students and staff have the best possible facilities for learning and delivering
instruction.
Nondiscrimination/ Affirmative Action

No pupil enrolled in the district schools shall be excluded from participation in, denied the benefits of, or be
subjected to discrimination in any vocational or other educational program or activity of this district on the
basis of race, color, creed, religion, sex, affectional or sexual orientation, national origin, place of residence
in the district, social or economic condition, or non-applicable disability. The affirmative action officer shall
be responsible for planning, implementing and monitoring the district’s affirmative action program with
respect to school and classroom practices.
Reporting to the Superintendent, the Affirmative Action Officer, Marian Trapani Ed. D. shall review the
following areas for compliance with state department of education regulations and make suggestions and/or
recommendations when necessary.
A. Curriculum Content
He/she shall examine the following areas to ensure that curricula eliminates discrimination and
promotes understanding and mutual respect among students, regardless of race, color, creed, religion,
gender, affectional or sexual orientation, ancestry, national origin, socio-economic status or disability:
school climate, courses of study, instructional materials, instructional strategies, library materials,
software and audio-visual materials, guidance and counseling, extracurricular programs and activities,
and testing and other assessments. He/she shall monitor the curriculum to ensure inclusion of instruction
on African-American history in the teaching of United States history and inclusion of instruction on the
Holocaust and genocide in the curriculum for all elementary and secondary school pupils.
B. Staff Training
He/she shall suggest a program of in-service training for school personnel designed to identify and
solve problems of bias in all aspects of the school program. An affirmative action/equity in-service
program shall be held for teaching staff; for each support staff member; and for parents and community
members as needed to facilitate participation and support.
C. Pupil Access
He/she shall review all school facilities, courses, programs, activities and services to ensure that all
pupils are provided equal and bias-free access to them.
Particular attention shall be paid to the following:

1) Ensuring equal access to all school and classroom facilities; 2) Assigning pupils in such a way that
the racial/national origin composition of each school's enrollment reflects the composition of the
district-wide enrollment at each grade level; 3) Refraining from locating new facilities in areas that
will contribute to imbalanced, isolated or racially identifiable school enrollments; 4) Assigning pupils
so that school and classroom enrollments are not identifiable on the basis of race, national origin or
gender; 5) Ensuring that pupils are not separated or isolated within schools, courses, classes, programs
or extracurricular activities; 6) Ensuring that minority and male pupils are not over-represented in
detentions, suspensions, dropouts or special needs classifications; 7) Ensuring equal and bias-free
access for all pupils to computers, computer classes and other technologically-advanced instructional
assistance; 8) Ensuring that all limited English-proficient pupils and pupils with disabilities have equal
and bias-free access to all school programs and activities; 9) Ensuring equal and bias-free access for
language-minority pupils and pupils with disabilities to multiple measures for determining special
needs; 10) Ensuring that pupil support services (such as school-based youth services, health care,
tutoring and mentoring) are available to all pupils, including LEP pupils; 11) Ensuring that all pregnant
pupils are permitted to remain in the regular school program and activities.
D. District Support
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He/she shall ensure that like aspects of the school program receive like support as to staff size and
compensation, purchase and maintenance of facilities and equipment, access to such facilities and
equipment, and related matters and that all grades within the district are comparable in those areas.
The Superintendent will report to the board annually on continuing compliance.
Middle States Accreditation and State Monitoring
During the 2006-2007 school years, every school in the district engaged in a self-assessment process in
order to achieve Middle States Accreditation. The process concluded with an on-site visit in the spring of
2007 by educators from the schools in the Middle States region. Surveys were administered to the
community, parents, administrators, teachers, students, and support staff. The feedback from 1,143 surveys
was used to assess the twelve Middle States standards. An analysis of standardized testing data was used in
developing an action plan for continuous improvement for each school and the district. In addition, the
district mission and belief statements were revised using guidance from Middle States.
The question often arises – What is Middle States accreditation and what is its value? Accreditation
encourages and facilitates educational growth and improvement. The Middle States Association of Colleges
and Schools was first established in 1887. It is a nongovernmental, nonprofit, peer administered
organization. It provides leadership in school improvement for its member schools in Delaware, the District
of Columbia, Maryland, New Jersey, New York, and Pennsylvania, as well as locations outside the United
States. 3,750 schools are accredited through Middle States in this region.
This process focuses on the most important work of the educational community – improving student
performance. All of the schools in the district were accredited through 2014. Mid-term reports were filed
by all the schools during the 2009-2010 school year, and approved by the Middle States Association. In
addition, Middle States requires all schools to review and act upon their plans on a regular basis.
In addition to schools being accredited, the district, under the New Jersey Quality Single Accountability
Continuum (QSAC), must implement a rigorous self assessment leading to an on-site visit by state
personnel in five areas: Operations; Instruction and Program; Governance; Fiscal Management; and
Personnel. Twelve district administrators and teachers gathered the documentation needed to provide
evidence the district was in compliance in the individual areas over a five-month period in 2008.
An on-site visit took place in February, 2009. The district has been identified as a “high performing
district”, as a result of satisfying at least 80% of the weighted indicators in each of the five QSAC areas.
Public Complaints/Inquiries
Any person having a legitimate interest in the affairs of the district shall have a right to present a request,
suggestion, complaint, or grievance in reference to the physical plant, playground, curriculum, faculty,
transportation, administration, pupils, or any other pertinent school matter.
In order for the Board to consider or act upon a concern, the following procedures are recommended:
1. Inquiries and complaints can best be addressed by those closest to the problem. In most cases this
means a teacher or building principal.
2. The staff member involved in the situation shall act promptly upon notification of a concern.
3. If the concern cannot be resolved at the initial level, then the person originating the problem may
proceed to the next highest authority.
4. If a satisfactory resolution of the problem cannot be or is not achieved by the building principal, the
party may then submit a written explanatory request for a conference with the Superintendent or
his/her designee in which is set forth:
a) The specific nature of the problem and a statement of the facts;
b) The respect in which it is alleged the complaint has been adversely affected; and
c) The specifics of the relief which the complainant is seeking.
5. Only in those cases where satisfactory resolutions cannot be made by the Superintendent and the staff,
shall the problem be referred to the Board of Education.
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Electronic Surveillance
The Board of Education authorizes the use of electronic surveillance systems in school buildings and on
school grounds to enhance the safety and security for school district staff, pupils, community members, and
other building occupants, and to protect the school district’s buildings and grounds. Therefore, all school
buildings and school grounds within this school district may be monitored.
Monitoring Devices on School Vehicles
The Board of Education recognizes that safe and secure conditions for all pupils transported to school
owned or contracted school vehicles are paramount. Pupils transported in a school owned or contracted
school vehicle must maintain proper discipline in the vehicle at all times.
To maintain the safe and secure conditions for all pupils transported on school owned or contracted school
vehicles, the Board may use devices to monitor and/or observe passenger behavior, school bus driver
discipline procedures and/or school bus driver driving techniques. The device may be a sound video
camera, a voice monitoring device or other appropriate devices.
Notice of Hazardous Materials
As required by the State of New Jersey, Department of Health and Senior Services, all school districts must
send a written notice to the parent or guardian of each child attending their facility stating that notice of any
construction or other activities involving the use of any hazardous substance will be posted on a bulletin
board in the school or child care center, that hazardous substances may be stored at the facility at various
times throughout the year, and the availability of a Hazardous Substance Fact Sheet on particular
substances.
This will serve as the school district official notice to parents and/or guardians.
ASBESTOS MANAGEMENT PLAN
The Board of Education has an Asbestos Management Plan on file. If you wish to review this plan, contact
the Director of Plants & Facilities at 908-213-2492.
Components of the Program

Staff
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The P.A.L.S. program will have 3 full-time certified general education teachers or 2 certified general
education teachers a Special Education teacher. Support staff will include one secretary, one custodian and
one security officer. The following positions should be made available through district rotation: a Health
and PE teacher, 2 counselors, 4 elective teachers and a nurse.
Curriculum
The curriculum delivered to each student in the program has been adopted by the Phillipsburg Board of
Education and New Jersey Department of Education. Students will be responsible for completing work in
English, Math, Science, Social Studies and Physical Education. Electives in both World Language and
Technology will also be available for the students.
Technology
Each classroom will be equipped with Interactive White Boards. Desktop computers will be available in
each classroom as well as laptop stations, wireless internet and printers.
Behavioral Level System

To promote proper behavior and decorum in the classroom from all students, a rewards based system will
be used. Each individual student’s level will be updated weekly and will consist of Red, Green and Gold.
10 to 1 Student/Teacher Ratio
Smaller classroom sizes will allow the teacher to be flexible within the classroom, make connections with
each individual student and allow for differentiated and individualized instruction to take place.
Individualized Instruction
Smaller classroom sizes allow for the classroom teacher to individualize the content being delivered.
Teachers will be able to create connections with students that allow them to implement lesson plans that
meet the individual needs of each student.
Individual Program Plans

Each student participating in the program will have an IPP. The IPP serves as a vehicle for planning each
student’s educational needs. It provides for an overall strategy to guide the implementation of agreed-upon
educational experiences and program activities that will help each student transition successfully back into
the general education classroom or to the high school.
Service Learning
Each student will participate in a Service Learning Activity. Since the program is in the implementation
process, these activities will be determined at a later date. However, students will benefit greatly from
participating in these activities by learning the concept of team work and giving back to the community
they currently reside.
Attendance
Students are expected to attend school every day. To encourage our students to have exemplary
attendance, attendance contracts will be given to each student and parent to be signed. If attendance
becomes an issue we could also begin to use interventions such as Attendance Recovery. This would hold
the student accountable for his/her absenteeism and allow them to make-days by coming in before or after
school to make up time and work missed.
Advocacy Program/Character Education

The students in the P.A.L.S. Program will participate in a Character Education Program. The character
education activities selected will teach our young students knowledge, values, and skills needed for
success.
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DISTRICT DIRECTORY
Education Center……………………………………… 445 Marshall Street

908-454-3400
Superintendent………………………………………… George Chando
908-213-2500
Assistant Superintendent……………………………... Dr. Marian L. Trapani
908-213-2400
School Business Administrator……………………….. William A. Bauer
908-213-2600
Director of Planning, Research and Evaluation ……… Staci Horne
908-213-2447
Administrator of Technology and Information Services Staci Horne
908-213-2447
Director of Plants and Facilities ……………………… James Mengucci
908-213-2492
Student Assistance Coordinator………………………. Robert Pierfy
908-213-2612
908-213-2524
SCHOOL BOARD MEMBERS
Kevin J. DeGerolamo President

James Hanisak Vice-President
Bernard Brotzman
Cathy Morgan
Rosemarie Person
Paul Rummerfield
William J. Spencer
Richard Turdo
Robert D. Yale, Jr
Kevin Bayne Representative from Greenwich
William Taggart Representative from Lopatcong
Wayne Hann Representative from Pohatcong
Nicholas Braughton Student Representative
Erin Contiliano Student Representative-Alternate
George Chando ………………………...…….. Superintendent

William A. Bauer ……………..………………Board Secretary
Lester E. Taylor III…………………...……………… Attorney
School Board Meetings are open to the public and are generally conducted on the
second and fourth Monday of each month in the Commons Area of the Phillipsburg
Middle School at 7:00 p.m.
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P.A.L.S. Staff
Administration
Mr. Kyle Rovi Director of Alternative Education (908) 916-2689
Mr. Rich Kistler Middle School Principal (908) 213-2511
Mr. John Stillo Middle School Assistant Principal (908) 213-2512
Teachers
Mr. Rich Gunkle Math/Science (908) 213-2651
Ms. Melody Harrison Language Arts/Social Studies (908) 213-2651
Ms. Burma Jo Bononno Special Education Teacher (908) 213-2651
Special Services
Mr. Mike Kennedy Social Worker (908) 213-2707
Mrs. Jan Bensimhon Counselor (908) 213-2521
Ms. Karen Palardy School Nurse (908) 213-2626
Non-Instructional Staff
Mrs. Cathy Baker Secretary
Mr. Dan Brousseau Security (908) 213-2651
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General Operations
Relationship to Phillipsburg Middle School

Since the Phillipsburg Alternative Learning School is a subsidiary of the Phillipsburg Middle School,
guidelines and rules concerning the student Code of Conduct are applicable to P.A.L.S. students as well. It
is highly recommended and encouraged that all parent(s) and/or guardian(s) as well as students review the
Student Parent Handbook of Phillipsburg Middle School as rules pertaining to the Discipline Code, the
Eligibility Policy, Acceptable Use Policy, Section 504 Rehabilitation Act of 1973, general school
procedures, and other related areas are in effect. Certain modifications to the Student Code will be allowed
for the P.A.M.S. Program, given its unique nature in dealing with the at-risk student personnel of the
district. These modifications are outlined in the following pages.
Admission Procedure
Application for entry must be recommended, supported, and completed by the middle school guidance
counselor and administration. Such recommendations may be initiated by parents, the school counselors,
teachers, administrators, or representatives of social agencies connected with the middle school. Students
must complete the application form, available through their respective PMS guidance counselors, prior to
scheduling an entrance conference with the Director of Alternative Education. Students and their parent(s)
or guardian(s) are expected to visit the alternative school site and participate in an interview with the
alternative school staff prior to consideration of admission. During the entrance conference and prior to
placement in the program, the Individual Program Plan (IPP) will be developed, outlining student program
goals and objectives. The alternative education program is designed to meet the needs of at-risk students
who are not eligible for special education or related services. Additionally, the program is not designed to
address the specialized needs of students who have learning disabilities. Students who are eligible for
special education and related services will not be denied access to alternative education programs, however,
their educational placements must be determined by their individual needs as specified in their
Individualized Education Plan (IEP).
1. All students must complete the application form prior to admission. Students will be screened by
staff based upon their academic, attendance, and behavioral records to see if the program best fits
their needs. Students selected will be scheduled according to their needs stipulated in the
Individual Program Plan (IPP).
2. Staff, students and parent(s) or guardian(s) will then develop Individual Program Plans (IPP).
3. If program capacity has not been met through the regular admissions process, students from other
districts will be considered and the admission procedure once again would be in effect. Genesis
will also be used to access student attendance and discipline reports in order to identify students
who could possibly enroll at the Alternative Learning School.
4. During marking periods three and four- sixth grade students who have been identified by their
guidance counselors as potential candidates for the alternative program, would also be eligible
pending program restrictions and guidelines. Sixth grade students must enter the middle school
first. Students from grades 7-8 will also be identified for possible admission. Once again, the
staff prior to admittance will screen potential candidates to ensure the program can best fit student
needs.
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Individual Program Plan
The Director or his/her designee shall be responsible for the approval and placement of students in their
alternative education program. Individual Program Plans (IPP’s) will be kept on file in the school
counselor’s office and are subject to review by student(s), parent(s), guardian(s), and staff alike. The IPP
serves as a vehicle for planning each student’s educational needs. It provides for an overall strategy to
guide the implementation of agreed-upon educational experiences and program activities with the goal to
successfully transition each student into the high school. The IPP will be developed in consultation with
appropriate staff members who are familiar with the student’s needs. The IPP will focus on issues
including attendance, behavior, and curriculum, clearly delineating goals that students will attain upon
program completion. It will provide students a record of the credits earned and the documentation that the
student successfully met the New Jersey Core Curriculum Content Standards. Yearly analysis and plans
for ensuing years will occur prior to the start of the upcoming school year. The director or his/her designee
will provide a signature indicating agreement to the student’s plan.
P.A.L.S. Daily Sessions
Period Time Monday Tuesday Wednesday Thursday Friday

HR 8:35- Homeroom/Breakfast
8:50
1 8:50- Health & PE Health & PE Health & PE Health & PE Health & PE
9:35
2 9:35- Math/Lang Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
10:20 Arts
3 10:20-
11:05
4 11:05 Math/Lang Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
11:50 Arts
Lunch 11:50 Math/Lang Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
12:30 Arts
5 12:30- Electives @ PMS: MP1: Art
1:35 MP2: Family Consumer Science
MP3: Music
MP4: Spanish
6 1:35- Science/Social Science/Social Studies Science/Social Science/Social Science/Social
2:20 Studies Studies Studies Studies
2:45 Arts
8 2:45- Community Community circle Community Community Community
3:00 circle circle circle circle
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P.A.L.S. Daily Sessions
90 Minute Delay

HR/ 9:00- Homeroom/Breakfast
Breakfast 9:15
1 9:15- HPE HPE HPE HPE HPE
9:55
2 9:55 Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
10:35
10:35- Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
3 11:15
4 11:15- Science/Social Science/Social Science/Social Science/Social Science/Social
11:55 Studies Studies Studies Studies Studies
Lunch 11:55
12:35
5 12:35 Science/Social Science/Social Science/Social Science/Social Science/Social
1:15 Studies Studies Studies Studies Studies
6 1:15- Electives @ PMS: MP 1: Art
2:00 MP 2: Family Consumer Science
MP 3: Music
MP 4: Spanish
7 2:00- Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts Math/Lang Arts
2:40
8 2:35- Community Community Circle Community Circle Community Circle Community Circle
3:00 Circle
P.A.L.S. Daily Session

Half Day Schedule
Half Day Schedule

HR 8:00- Breakfast/Homeroom Announcements
8:10
1 8:10- HPE HPE HPE HPE HPE

8:35
2 8:35- Math/Social Math/Social Math/Social Math/Social Math/Social Studies
9:05 Studies Studies Studies Studies
9:05- Math/Social Math/Social Math/Social Math/Social Math/Social Studies
3 9:35 Studies Studies Studies Studies
4 9:35- Science/Lang Science/Lang Arts Science/Lang Science/Lang Arts Science/Lang Arts
10:05 Arts Arts
5 10:05- Science/Lang Science/Lang Arts Science/Lang Science/Lang Arts Science/Lang Arts
10:35 Arts Arts
6 10:35- Electives @ PMS: MP 1: Art

11:15 MP 2: Family Consumer Science
MP 3: Music
MP 4: Spanish
11:45 Arts
8 11:45- Community Community Circle Community Community Circle Community Circle
12:00 Circle Circle
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Grading System
A 90 to 100
B 80 to 89
C 70 to 79
D 60 to 69
F 59 and below*
*50% is the lowest numerical grade that will be issued for all (4) four marking periods, the mid-term exam,
and the final exam.
Note: A failing grade in a core subject for both the 3rd and 4th marking periods (regardless of the grade/s
received in the first (2) two marking periods) MAY constitute a failure for the course for the school year
which could result in the need to repeat each failed subject in summer school before promotion to the next
grade level is granted.
Program Completion
Students can complete the program by transitioning a return to the middle school setting or can complete
promotion requirements while enrolled in the alternative education program. This will be reviewed and
stipulated during the IPP process.
Grade Reporting
Progress Reports
Progress reports are issued to all students at mid-marking period. If a student’s work becomes deficient
after the middle of the marking period, the teacher will immediately notify the student’s parents as well as
the guidance counselor. Distribution dates are also listed on the calendar.
Report Cards
Each marking period consists of approximately nine weeks. Computer-generated report cards are issued
four times a year. It is the parents' responsibility to pick up report cards after conferences for the 1st
marking period only. Distribution dates for the 2nd, 3rd, and 4th marking periods are also listed in the
calendar.
PROGRESS REPORTS/REPORT CARDS

Distribution Schedule 2014-2015
14
Grading System:
1st and 2nd marking periods, a grade of “50” will be the minimal number a student can receive as a marking
period grade. During the 3rd and 4th marking periods, a grade of “40” will be the minimal number a student
can receive. Midterm examinations and final examinations, the raw test grade will be on their report card.
For example: if your student receives a “20” on your midterm, or final exam, that will be the grade
calculated into their final grade.
Conferences
Scheduled conferences will be held shortly after the first marking period. Parents will be given the
opportunity to meet with teachers and briefly discuss each student's academic progress or deficiency. A
follow-up meeting may be scheduled at that time to continue monitoring and evaluating the student's
progress. Conferences may also be scheduled anytime during the school year by the guidance counselor or
parent. Contact the student’s guidance counselor for an appointment. Conference dates are listed on the
calendar
Class and Homework:
Why Homework is Important
Homework is an essential part of a student’s education. It is relevant work that is planned, approved, and
checked by the teacher and completed by the student outside of the regular classroom without immediate or
direct supervision. Homework is assigned as deemed necessary, not as a matter of routine or punishment.
Completing Assignments - School or Class Absenteeism

All assigned work must be completed if a student is absent from school or class. Students should contact
one of their classmates or check the school website for assignments if they are only absent 1 or 2 days. If a
student is absent due to an illness or other acceptable reasons for (3) three or more consecutive days,
parents may request assignments by contacting the Student Center. Parents will be responsible for
coordinating the delivery of all study materials.
1. The Phillipsburg Alternative Learning School holds an individual accountable for all student work
necessary to attain proficiency in that respective area. Staff members are encouraged to provide
students with alternatives under extenuating circumstances. However, rules and regulations
determined prior to the student’s completion of a course and adopted in respective classrooms across
the curriculum regarding grading procedures will not be undermined.
2. Documentation is critical and must be maintained accurately by the teacher according to the following
criteria:
 A sufficient number of grades reflected in Genesis

 Grades should be labeled according to the type of evaluation it represents
 Student absences should be accurately noted in a manner that the month, day, and nature of
the absence is readily discernible by others
 Progress reports should be handed to students every 10 days and should be generated upon the
director’s request (teachers should update their Genesis database within 48 hours upon
completion of an assignment)
Guidance Services
Middle school guidance services are available to meet student academic needs throughout the school day.
If the alternative school counselor is not immediately available and students wish to address a particular
situation at the moment, notify the director’s secretary and the director will assist in these emergency
situations. The middle school guidance counselor will also be available on an as needed basis for further
assistance.
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Homebound Instruction
Home instruction is available for any student unable to attend school for two weeks or more. To initiate the
process, the parent must obtain a physician’s statement indicating the diagnosis and the recommended
duration of home instruction necessary. It is recommended that parents call the director’s secretary who
will assist in facilitating this process.
Early Sign-Out Procedures
Occasionally a student may have to leave school before the end of the school day due to certain situations.
Parental approval must be obtained before students are permitted to leave early. Students must then notify
their respective teachers of the early sign-out.
Fire/Security Drills
Fire/Security Drills are held in accordance with state and local regulations. Two fire-drills per month will
be held during the school year. Specific instructions concerning fire/security drills are posted in each room.
Please obey these instructions. Students are to walk and remain quiet. Once outside, proceed to the
specified area until the signal to re-enter the building.
School Insurance
Since the board of education assumes no responsibility for accidental injury at school activities, classes,
trips, shops, or gym classes, a recommendation for parents is to seriously consider purchasing school
insurance. Forms will be available through the director’s secretary and will be distributed at the beginning
of every school year.
School Sponsored Trips

Alternative education programs cannot be effective when they provide the same kind of group instruction
that typically occurs in traditional high schools. Therefore, school sponsored trips will be a major part of
the curriculum. Students may decline to attend a trip if it involves an expenditure of money on the
student’s part or if parents object to their attendance. Students may be restricted from attending certain
field trips for academic, behavioral, or attendance reasons. Section 3 of the Code of Conduct outlines
restrictions.
Medications
The administration of medications in the school should be avoided whenever possible. Unless the
medications are prescribed by a physician, they will not be allowed in school.
Medications prescribed in writing by a licensed physician and approved in writing by the school physician
in consultation with the high school nurse may be given at the request of a parent/guardian. The name of
the drug, the dosage, and time of administration, the duration of the administration, and any side effects
should be communicated. The medicine should be brought to school by a responsible adult in the original
container labeled accordingly, and kept in a secured area. When a medication becomes outdated or no
longer necessary, it is recommended that the parent/guardian be advised to pick up any unused portion of
the medicine. These items will be destroyed if the parent/guardian fail to respond to such notification.
Special arrangements will be made prior to any field trips and the school will provide reasonable
accommodations for students who need medication on field trips.
P.A.L.S. Attendance Policy

Teachers are required to maintain daily attendance of students in classes and the main office monitors
attendance using the district-wide Genesis System. Absences are also recorded on Report Cards for
parental concerns and listed on students’ records and transcripts. P.A.L.S. staff routinely makes attendance
calls to verify student absences each day. If no contact is made, the student is called to the counselor’s
office upon returning to school to verify the absence. If the absence is one that can be excused by the
parent, meaning that the parent was aware of the absence, the student will not be remanded to red level
within the school’s Behavioral Level System or serve Pre-Session or CR Session time. Students will be
expected to be in attendance on all the days and hours that school is in session, unless appropriate reasons
justify their absences such as those outlined by the Phillipsburg High School attendance policy Section B
subsection 3A. Cumulative absences will be defined as those absences 1) not documented by medical
verification, 2) family vacation while school is in session, and 3) any other absences not covered by the
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PhillipsburgAlternative Learning School’s Attendance Policy. The school may grant waivers as per the
discretion of the P.A.L.S. Director.
 The Attendance Recovery Program is a series of activities defined as time spent on task for
recovery of credit in courses where students have exceeded the allotted number of absences.
These academic activities can take place after school from ( 3:00 p.m. to 3:30 p.m.), over lunch
period, or during CR Session time (2:10 p.m. to 3:00 p.m.). Students must report to their
respective counselors/teachers to check in, obtain the necessary paperwork for verifications
purposes, and schedule time with staff to recover grades. Teachers will provide opportunities for
students to “make-up” work lost due to excessive absences. Failure to complete this process
within a semester will subject the student to credit denial, which could prevent the student from
graduating until credit restoration can be completed.
 The counselor will chart students’ recovery time with an attendance contract for each of the times
below:
1. 1 afternoon session = 1 class restoration
 Students are expected to make-up academic work missed during absences, including work during
disciplinary suspensions. It is the student’s responsibility to initiate the request, obtain
assignments and see that the completed work is returned to the teacher(s) within the allotted time.
 In the event a parent has not verified a student’s absence, upon return from absence, the student
will report to the counselor’s office for verbal warning of truancy. Absences without parental
permission constitute truancy from school. The student will be remanded to Red Level Lunch in
the event a parent does not telephone the school to verify the absences. Parental conferences will
occur in the event of excessive truancy and students could be removed from the program in the
event of excessive truancy.
Guidelines for students exiting the program

There will be instances when the alternative school cannot satisfy the needs that exist for every student who
is admitted to the program. When that situation arises, and the staff concludes that the alternative program
is not serving a particular student’s needs, a procedure will be implemented to try and adapt the program to
better serve that student. This will occur through the IPP.
Behavioral contracts, program modifications, and other appropriate measures will be pursued in the hopes
that these remediation/recovery strategies address unwanted student behavior. Short and long term
consequences will also be implemented as a step by step process which can lead to student removal from
the program.
However, it is also understood that certain student actions may lead to an immediate referral back to the
middle school. Every effort will be made to focus students on the goals stipulated in their IPP.
Categories of Misconduct
Category 1 Offenses
These offenses are defined as serious offenses which require consideration of the maximum penalties
levied by the school system.
1. Physical assault or harassment of teachers, staff or students, including profanity directed at

staff members
2. Possession with intent to do harm or retention of any objects which could be used as a
weapon, or possession of inherently dangerous or illegal objects such as firecrackers, mace,
etc.
3. Extortion of any type
4. Hostile sexual harassment as defined by Board of Education Policy (the Sexual
Harassment/Intimidation Policy , #4118.14, Grievance Forms, and other procedures for filing
a grievance may be obtained by contacting the District’s Affirmative Action Officer
5. Possession of Drugs/Under Influence*
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The penalties for the above-related offenses, as determined by the Director of Alternative Education, will
be a suspension of school up to 9 days, with a possible recommendation for immediate removal from the
program. Immediate IPP amendment is recommended for these offenses. The student may also be subject
to further legal action. Civil action may also occur at the discretion of parties involved.
Category 2 Offenses
These offenses involve serious disorderliness requiring middle school detention** or time served during
Student Make-up period.
1. Physical harassment which constitutes intimidation by physical threat or actual physical

contact
2. Unwanted physical contact
3. Smoking and the use of smokeless tobacco
4. Leaving school without permission
5. Vandalism: the penalties assigned will be up to the discretion of the Director of Alternative
Education, based on the severity of the offense
6. Quid pro quo sexual harassment
The penalties for the above are to be graduated and will result in a program change through the IPP
process. Continued misconduct under Category 2 offenses and the failure to remediate may mean removal
from program.
Category 3 Offenses
Offenses which require student make-up time as the initial consequence. Restriction from field trips may
also result for offenses in this category.
1. Class cutting
2. Obscenities in general conversation
3. Insubordination to staff
4. Violation of Dress Code
5. Disruptive classroom behavior
Teacher Intervention Process: Verbal warnings, writing assignments, letters of apology, behavior
contracts, IPP amendments, and other alternative means of addressing a disciplinary situation will be
encouraged. Teachers will have the option to utilize Make-up Period as a means of recovery. Phone calls
to parents will be initiated by teachers making use of this time.
Statement of Appropriate Student Behavior

Students in the Phillipsburg School District are expected to treat one another and staff members with
respect regardless of gender, race, color, creed, religion, national origin, or sexual orientation.
Inappropriate touching of a sexual nature, gender-based or racial comments and/or jokes, and name calling
of any kind by students are not permitted on the way to and from school or on school property. All
instances of such harassment are to be reported to the building administrator. Parents will be contacted and
appropriate action will be taken. Interventions include, but are not limited to, supportive counseling,
detention, suspensions, and/or contacting district and local authorities.
* See District Drug and Alcohol Policy ** see Middle School Handbook
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Harassment, Intimidation, and Bullying Policy
The Board of Education prohibits acts of harassment, intimidation, or bullying of a pupil. A safe and civil
environment in school is necessary for pupils to learn and achieve high academic standards. Harassment,
intimidation, or bullying, like other disruptive or violent behaviors, is conduct that disrupts both a pupil’s
ability to learn and a school’s ability to educate its pupils in a safe and disciplined environment. Since
pupils learn by example, school administrators, faculty, staff and volunteers should be commended for
demonstrating appropriate behavior, treating others with civility and respect, and refusing to tolerate
harassment, intimidation, or bullying. The reporting documents and policy information is located on the
Phillipsburg School District website.
Student Privileges/Privilege Denial
For the 2014 -2015 school year, student privileges that are included but not limited to the following listing:
1. Back to School Dance

2. Spooky Movie Night
3. Pep Rally
4. Winter Vocal and Instrumental Concert Assembly
5. Winter Dance
6. Spring Fling Dance
7. Spring Vocal Concert
8. 8th Grade Washington D.C, Trip (Other guidelines may apply)
9. Grade Level Field Trips
10. Spring Vocal and Instrumental Concert Assembly
11. Track and Field Championships @ PHS
12. Spring Concert Assembly
13. 8th Grade Picnic
14. 8th Grade Promotion Dance
15. 8th Grade Breakfast on the Last Student Day
16. 8th Grade Promotional Ceremony
17. Removal from all Co-curricular Activities
18. Other Grade Level Assemblies and our Grade Level Activity Days Program, which will be announced
at the end of each marking period prior to Report Card distribution
 Privilege Denial is a designation that is intended to promote student accountability of the Phillipsburg
Middle School’s 8 Promises and the Student Discipline Code. It impacts students regarding
participation in various “privileges” throughout the year. We believe that no Phillipsburg Middle
School student should be suspended from school. In the event a student receives an out-of-school
suspension for more than 1 day, at the discretion of the Principal/Assistant Principal, if the a student
exhibits a blatant disregard for the rules and policies of PALS and/or the Phillipsburg Middle School,
all privileges will be denied throughout the year. Any further in-school activities, assemblies or after
school-sponsored activities will be added as necessary. Students will serve in Liner School for in-school
activities during the day for privilege denial.
 Students who exhibit a pattern of unwanted behavior despite school interventions (Liner School
interventions, detention assignments, behavior contracts, guidance and/or counseling services,
parent/school conferences) will be subject to a continuous misconduct out-of-school suspension at the
discretion of the administration.
 Students who fail one/multiple course(s), more than one course or the same course more than one time
throughout the year will also be placed on Privilege Denial
Privilege Denial Appeals Process for Academic/Behavioral Issues
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Students wishing to appeal a Privilege Denial designation must complete the following:
1. Write a 250 word essay to the Principal/Assistant Principal as to the nature of the Appeal and why the
designation needs to be removed.
2. Conduct a parent conference with administration and staff in an Appeal Court to determine status of
student’s privileges (if warranted.)
3. An academic/behavioral contract will be drawn at the Appeal Conference with the Principal or his/her
designee.
4. The Appeal Process will begin only if the student begins the process with the submission of the Appeal
Letter within 30 calendar days.
5. Notification of the Appeal will be communicated through a letter home to parents and a letter to
students.
6. The status of the granted Appeal will remain only if the student maintains a high level of behavior
throughout the remainder of the year.
Statement of Non-Discrimination/Affirmative Action

The Phillipsburg School District complies with Title VI of the Civil Rights Act of 1964 Title IX of the
Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the
Americans with Disabilities Act of 1990, and the Age Discrimination Act of 1975, and their
respective implementing regulations which prohibit discrimination on the basis of race, color, or
national origin, sex, disability, and age, respectively. The District provides equal access and
opportunity in employment as well as enrollment, in vocational and all other educational programs
and activities, regardless of race, color, national origin, sex, disability, or age. Through the designated
responsible personnel, the District will guarantee that no persons shall on the basis of sex, race,
religion, creed, ancestry, national origin, affectional or sexual orientation, civil union status, social or
economic status, and/or handicap be excluded from participation in, be denied the benefits of, or be
subject to discrimination under any educational program or activity. Anyone who feels that his or her
rights have been violated may file a grievance with the Phillipsburg School District through the
Affirmative Action/Title IX/504 Officer. Board of Education Policies 4111.1/4211.1 Non-
discrimination/Affirmative Action, 4118.4 Grievance Procedure – Discrimination Complaints and
grievance forms, as well as the District’s 2007-2010 Comprehensive Equity Plan (CEP), are available
in all of the district offices and on the Phillipsburg School District website - www.pburg.k12.nj.us.
Affirmative Action/Title IX/504 Officer
George M. Chando
Phillipsburg Board of Education Office
445 Marshall Street
Phillipsburg, NJ 08865
908.213.2400
General Guidelines for the Behavioral Level System

The Phillipsburg Alternative Learning School will be using the Fantastic Five Behavior Modification
System to encourage good behavior. Students will be given a score of 1-5 for all classes attended for the
entire week. At the end of the week the scores will be averaged by the teachers. Status Levels will be
given weekly to the students and are as follows:
Gold 3.5-5.0
Green 3.0-3.49
Red 2.99-Below
Students will be rewarded on their behavior weekly. The following are rewards for each level:
 Gold: Door pass, gym equipment carrier, Liner Loot, Lunch snack coupon, Three DOL treats,
work pass, game system, slice of pizza, teacher helper, free time games.
 Green: Two DOL treats, teacher helper, free time games
 Red: One DOL treat, free time worksheets, assigned seating.
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The teachers are responsible for the following:
1. The student’s last session teacher must verify that all sections of the Performance Packet are
completed and tallied correctly.
2. Teachers should then submit Performance Packets to the Mrs. Harrison for review prior to
departure for the weekend. Mrs. Harrison will enter the level into the database and designate
levels on the bulletin board.
3. Student absences from school will result in a grade of “0” for each class period if the absence is
cumulative or non-excused. Absences, which are non-cumulative or excused, will not be scored
or counted. The secretary will place and “x” in the appropriate area for notification.
4. Students should be given a “0” if they are late to class (at the teacher’s discretion). Students
removed from class should be given a “0” as well. Opportunities for a higher score or number for
that particular class session can be attained through CR Session or in the event a student returns to
class and recovers work.
5. Level changes can be made throughout the week in the event of student absences.
6. No marks will be given for Activity Days. Individual counseling sessions will also not be scored.
Group activities held outside the classroom (i.e. anger management session, boys/girls group, etc.)
will be scored.
7. If a student loses a performance packet they should see the main office secretary immediately for a
replacement packet. Students may return to their teachers for tallying of marks and assignment of
levels in the event that Performance Packets are lost.
8. Teachers should discuss with the Director all Behavior Referrals prior to their write-up, which
then should be submitted within 24 hours of the incident. Depending upon the circumstances,
these matters will be handled outside the Behavior Level System.
9. Consistent failure to complete the Performance Contract will mean removal from program. All
questions concerning the Behavior Level System, the management and operation, should be
directed to the Director, who will intervene in the event of any discrepancies.
 Students on Gold and Green Level will receive coupons on Monday morning to receive their rewards
throughout the week.
 Students on Red Level have 5 days of restricted Lunch. Students absent during a week of restricted
lunch will serve the remaining days the following week only if the absence is cumulative or non-
excused. Disciplinary action needed during red level lunch could result in further disciplinary action
and removal from school. Writing assignments, behavioral contracts and other punitive measures could
also be levied. Three consecutive weeks of red level will result in a parent conference with specific
recommendations from staff in a performance contract for corrective behavior. Failure to abide by this
contract will result in a removal from the program. Students on red level for three consecutive weeks
will have a mandatory parent conference and a performance contract to be determined and completed
for continuation in the program. Upon completion of the performance contract, students will return to
the Behavior Level System.
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The Philosophy of Phillipsburg Alternative Learning School
High academic achievement for all students in a supportive school environment that prepares students for
secondary education is the goal of the Phillipsburg Alternative Learning School. The profound intellectual,
social, emotional, psychological, and physical changes that mark the end of childhood and the emergence
into adulthood create special needs within each student that are unique. Creating school structures so
students cannot remain anonymous, the aspirations, strengths, weaknesses, interests, and the progress of all
students to meet the educational the requirements and standards stated in the New Jersey Core Content
Curriculum become the main focus of school staff.
Aware of these profound changes with each student, the Phillipsburg Middle School will provide support in
the healthy development of each student. As a student-centered school, our challenge is to create a culture
where the various talents of all students can reach their full potential so that they are fully prepared to enter
the secondary level.
Academic Instruction
The Phillipsburg School District has 180 student instructional days. Each school day consists of four
periods: 2 periods include academic subjects and one period includes a subject from the related arts and one
will be an elective course. Each grade level's program of study is approved by the Board of Education.
Academic Subjects
Algebra Health/Physical Education
Mathematics Pre-Algebra
Language Arts Reading/Literature
Science Social Studies
Related Arts
Art Instrumental and Vocal Music
Family and Consumer Science Technology
World Language
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Highly Qualified Teacher Information
September, 2014
Dear Parent/Guardian:
The Elementary and Secondary Education Act was our country’s most important education law. This law
was revised and is now called, The No Child Left Behind Act. No Child Left Behind (NCLB) was
designed to make changes in teaching and learning that will help our students achieve more in school.
The law requires that all schools receiving federal funds must inform parents of their right to ask schools
about the qualifications of their child’s teachers. Our schools receive federal funding and we are happy to
share this information with you.
We believe that nothing is more important to your child’s education than having a well-prepared and highly
qualified teacher. The law requires that all teachers must meet a specific, legal definition of “highly
qualified” in order to teach in schools that receive federal funding. The legal definition of a “highly
qualified teacher” has three parts. It states that the teacher must have:
1. A four-year college degree;
2. A regular teaching certificate/license; and
3. Proof of their knowledge in the subject they teach
New Jersey has the most qualified teachers in the country and we are extremely proud of the quality of the
teaching staff in the Phillipsburg School District. All of our regular teachers have college degrees and
many have advanced degrees. The State of New Jersey has always required a teaching certificate/license
for all teachers. In Phillipsburg, our teachers continue their own learning through professional
development activities and they are evaluated each year to make sure that their teaching skills remain at the
highest possible level.
Most teachers already meet this legal definition of “highly qualified.” All teachers hired after the
beginning of the 2002-03 school year were required to meet this definition. Veteran teachers, hired before
the 2002-2003 school year, who had not yet met the legal definition of “highly qualified” had until the end
of the 2005-2006 school year to do so.
To ensure that every child in every classroom has a highly qualified teacher, the State of New Jersey and
our school district are working together to help teachers meet the requirements of the federal law by
providing several options. Teachers are able to take a new test, or they can demonstrate their expertise
through a combination of college coursework, professional development activities, and experience.
A highly qualified teacher knows what to teach, how to teach, and has a full understanding of the subject
matter being taught. We believe that every teacher in our school district is fully qualified and dedicated to
teaching your child and we will do everything possible to help our teachers who may not yet meet the legal
definition required by the federal government.
I encourage you to support your child’s education and to communicate with his or her teacher on a regular
basis. By partnering together – families and educators – we can provide your child with the best education
possible.
Sincerely,
George Chando
Superintendent of Schools
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445 Marshall Street
Mr. Kyle Rovi, Director
Phone: (908) 213-2651 Fax: (908) 454-2479
Privilege Denial Contract
“Privilege Denial is designed to promote a students’ responsibility for their actions and to be held
accountable for misbehavior. At the discretion of the Director of Alternative Education, various privileges
throughout the year may be denied if a student exhibits a blatant disregard for the discipline code, remains
unaccountable for his or her behavior, or exhibits a pattern of continuous behavior. Some of these
privileges may include: Formal dances, Non-Formal dances, Athletic Contests, Co-curricular Club
activities, Class Activities, Pep Rallies, Promotion Ceremony, etc.”
As part of my enrollment at the Phillipsburg Alternative Learning School, I understand the aforementioned
middle school policy and the consequences of violation of the policy.
Student Signature Date
Parent Signature Date
I, the Director of the Phillipsburg Alternative Learning School, have explained the aforementioned policy
to both parents and students and have outlined future consequences if students are in violation of the policy.
Director’s Signature Date
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445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
For Pupils in Grades K to 12
Parent/Legal Guardian Name:__________________________________________________________
Phone Numbers: ___________________, ______________________, ________________________

Home Work Cell
Child’s Name/School _____________________________ Teacher/Grade_____________________
In accordance with Board of Education Policy, I am requesting my child(ren) listed above not be permitted to
walk home from school alone unless escorted by a parent or an escort. Therefore, I am requesting the school
only release my child(ren) listed above to a parent/legal guardian or the escorts I designate. This procedure is
in accordance with district Board Policy. I understand my obligations in authorizing the school district to
maintain supervision of my child(ren) after school dismissal including, but not limited to:
1. I and/or my designated escort may not be able to enter the school building until a time designated by
the Principal or program administrator, which may be after other children are dismissed from school.
2. I and/or my designated escort will enter the school building and go directly to the location in the
building the Principal or program administrator designates to pick-up my child(ren). I or my
designated escort will leave the school building promptly upon picking-up the child(ren).
3. I understand this request shall be for every school day, including half-session and early closing days
due to emergencies, and shall apply for the duration of the entire school year.
4. I acknowledge a parent or designated escort is provided permission to enter the school building for
the purpose to pick-up their child(ren). I or my designated escort agrees to pick-up my child(ren) in
accordance with the timelines established by the Principal or program administrator.
The following persons are designated to pick up my child(ren) after school dismissal:
Escort Name: ___________________________________ Phone #_________________________
Parent/Legal Guardian Signature: __________________________________Date:______________
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445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479

______________________________________________________________________________
To: Students
From: Mr. Rovi
Re: Dress Code 2014-2015
Date: August 25, 2014
The Phillipsburg Board of Education has adopted a dress code for its pupils. Although the code allows for flexibility, the
following are items of attire which will be expressly forbidden:
1. See-through clothing;
2. Bare feet;
3. Spandex clothing;
4. Cut-off clothing not properly tailored or seamed;
5. Trousers/slacks with studs or gaudy accessories, or other accessories such as wrist/ankle bands with spikes, waist
chains or similar fad items;
6. Clothing which advertises alcohol or drugs, or which is offensive to ordinary taste, obscene or immoral,
or promotes a counter culture inconsistent with public school;
7. Clothing (midriffs, tank tops, sun dresses) that excessively exposes the anatomy;
8. Flip-flops/black soled hiking boots/cleated footwear/spikes or similar footwear;
9. Headbands, bandanas or hats; and
10. Outerwear in classrooms.
The following items of attire are permitted with the noted clarifications:
1. Shorts and similar types of clothing (those displaying an in-seam) must be longer than finger-tip length when
the arms are fully extended to the sides (gym/exercise-type shorts are not permitted);
2. Clothing such as skirts and dresses should be approximately knee length; and
3. Clothing, such as shorts, pants, or skirts are not permitted to be worn below the hip level.
The child’s school should be contacted if there are any questions regarding the above. Pupils failing to abide by the dress
code will be required to contact a parent(s) or legal guardian(s) to obtain appropriate attire and be subject to discipline
procedures.
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445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479

______________________________________________________________________________
BREAKFAST / LUNCH PROGRAM
The Phillipsburg Board of Education sponsors a school lunch program and a school breakfast
program. Students may purchase a nutritious lunch for $2.35 at the elementary level; $2.40 at the
Middle School and $2.45 at Phillipsburg High School and the Phillipsburg Alternative Secondary
School while all schools offer milk at $.50. Breakfast is provided free of charge to our students in
grades Pre K thru the 12th grade.
Children from families whose income is below the Federal Income Poverty Guidelines are
eligible for free meals or at the reduced price of $.40 for lunch. Application forms for free and
reduced priced meals are available in all school offices.
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445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
Application Form
Date: _____________
Student Information:
Full Legal Name: _______________________________________________
Address: ______________________________________________________
Home Phone Number: ___________________________________________
Date of Birth: _________________ Gender: Male/Female
Grade Level: __________________ Year of Promotion: _______________
Parent Information:
Mother’s Name: ________________________________________________
Address: ______________________________________________________
Home phone #: ___________________Cell Phone #___________________
Employer: _______________________Work Phone #: _________________
Father’s Name: ________________________________________________

Address: ______________________________________________________
Home phone #: ___________________Cell Phone #___________________
Employer: _______________________Work Phone #: _________________
AUTHORIZATION TO RELEASE IEP AND/OR 504 PLAN

I hereby authorize the release of any documentation from the PMS Guidance Department, Child
Study Team or 504 Coordinator directly to the ALC Program for review and consideration for
possible admittance in the program.
___________________________________________ _________________
AGREEMENT
I understand that it is my obligation to contact the ALC Program to arrange and interview for the
preparation of an Individual Program Plan (IPP) with the Director of Alternative Education.
___________________________________________ _______________
___________________________________________ __________________
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Student Essay
Please explain why you are applying for entrance into the Phillipsburg Alternative Learning
School. Use the lines below to write your response (60 words minimum)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
To be completed by the Middle School Counselor

Please attach the following to the application:
 Year to date attendance record
 Current Grades/Gradesheets
 Year to date incident reports
 Transcript of courses taken
 Current individual grades for each class (Applies to any student applying to program
during school year)
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445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
P.A.L.S. Attendance Contract 2014-2015
Teachers are required to maintain daily attendance of students in classes and the Main Office monitors attendance using
the district-wide Genesis System. Absences are also recorded on Report Cards for parental concerns and listed on
students’ records and transcripts. P.A.L.S. staff routinely makes attendance calls to verify student absences each day.
If no contact is made, the student is called to the counselor’s office upon returning to school to verify the absence. If
the absence is one that can be excused by the parent, meaning that the parent was aware of the absence, the student will
not be remanded to red level within the school’s Behavioral Level System or to serve Pre-Session or Liner Pride period.
Students will be expected to be in attendance on all the days and hours that school is in session, unless appropriate
reasons justify their absences such as those outlined by the Phillipsburg Middle School attendance policy Section B
subsection 3A. Cumulative absences will be defined as those absences 1) not documented by medical verification, 2)
family vacation while school is in session, and 3) any other absences not covered by the Phillipsburg Middle School’s
attendance policy. The school may grant waivers as per the discretion of the Director of Alternative Education. The
maximum number of absences allowable is 7 absences per semester course. Students excessive of 7 cumulative
absences will receive no credit unless Credit Restoration measures are fulfilled.
 The Credit Restoration Program is a series of activities defines as time spent on task for recovery of credit in
courses where students have exceeded the allotted number of absences. These academic activities can take
place during Pre Session time, over lunch period, or during Liner Pride Period. Students must report to their
respective counselors to check in, obtain the necessary paperwork for verifications purposes, and schedule
time with staff to recover credit. Teachers will provide opportunities for students to “make-up” work lost due
to excessive absences.
 The counselor will chart students’ recovery time with an attendance contract for each of the times below:
1. 1 Pre Session class = 1 class restoration
2. 1 Red Level Lunch = 1 class restoration
3. 1 CR Session = 1 class restoration
 In the event a parent has not verified a student’s absence, upon return from absence, the student will report to
the counselor’s office for verbal warning of truancy. Absences without parental permission constitute
truancy from school. The student will be remanded to Red Level Lunch in the event a parent does not
telephone the school to verify the absences. Parental conferences will occur in the event of excessive truancy
and students will be removed from the program in the event of excessive truancy.
I acknowledge the aforementioned attendance policy, the Credit Restoration Program, and I will telephone the school in
the event of student absence from school.
30
445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
Dear Parent(s)/Guardian(s),
The Phillipsburg Alternative Learning School will be implementing a detention system to

provide an intervention program to assist our students with their behavioral and social
skills. We recognize that our students need to grow and mature and part of that process
involves making positive decisions. In the event that our students make decisions that are
contrary to our expectations and standards, students will now be held accountable and
consequences will be imposed. Time spent after school serving a working detention may
be one of those consequences.
A working detention will have three primary objectives for our students. First, detention
should demonstrate that students are held accountable for their actions. Second,
detention should help to modify and change behavior. Finally, detention should educate
by providing honest and constructive feedback to students in further decision making.
Students will be given a twenty-four hour notice if they are to serve a detention and the
parent/guardian will be notified. Attached you will find our detention procedures and
student behavior that can lead to detention.
If you have any questions, please feel free to contact me at (908) 916-2689 or via email
rovi.kyle@pburgsd.net. Thank you for your cooperation as we implement this important
change to our program.
Kyle R. Rovi
Direction of Alternative Education

31
445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
Detention Procedures
1. If a student is given a detention, the parent or guardian will be informed by phone

call and the school will document the behavior.
2. Students will be given a 24 hour notice prior to serving any detention.
3. Student detention will run from 3:00 p.m. - 3:30p.m. on Monday, Tuesday,
Wednesday, Thursday and Friday in the Cafeteria.
4. Students assigned to detention are to use the restroom prior to entering the
Cafeteria. A designated staff member will be supervising the students.
5. If a student skips an assigned detention period for any reason other than illness, an
additional detention will be assigned. If the student skips two consecutive
detention periods, he/she could be suspended from school.
Reasons for Detention Referral
 Class Cutting (not leaving school grounds)

 Obscenities in general conversation
 Insubordination to Staff
 Violation of Dress Code
 Disruptive Classroom Behavior
 Smoking/use of Smokeless Tobacco
 Failure to use Behavioral Packet
 Leaving class without permission
 Verbal threats to another student
 Violation of Cell Phone Policy
 Failure to follow teacher interventions
32
445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479

_______________________________________
S.H.A.R.P.
The program, S.H.A.R.P. (Student Help And Referral Program) is designed to enable the district to comply
with state laws and regulations (I & RS 6A:16 - 8.1. – 8.3). Over the past several years, it has become
increasingly apparent that students are reaching out for help and support concerning many divergent issues.
In order to facilitate a broad approach, S.H.A.R.P. has been implemented within our district Pre-K thru 12th
Grade.
S.H.A.R.P. is a screening or funneling mechanism, designed for the above the norm, chronic problematic,
and/or at-risk student. A staff member, parent, student, or any other person may refer any student they feel
may benefit. All referrals will be sent to the S.H.A.R.P. team via the Student Assistance Coordinator
(S.A.C.), or Guidance Counselor. This process should not inhibit anyone from seeking assistance on any
student through the Guidance. The counselors are members of the S.H.A.R.P. team and would be glad to
discuss the concerns for any student, when appropriate.
The basic options offered within the school setting would be individual counseling by Guidance
Counselors, School Based personnel, and/or the S.A.C. Also, several varieties of assistance/support groups
will be available.
Mission Statement
The Phillipsburg School District's comprehensive student assistance program, S.H.A.R.P. will provide a
systematic process to identify, refer, pre-assess, educate, and support students who exhibit behaviors or
concerns that interfere with the learning process and their peer's education and healthy development.
Overview
The students of today face many complex stressors. These complexities impact heavily on their ability to
learn and function adequately. Family issues, academic struggles, and societal pressures, place undue
burdens on our students. The problems facing our students are vast and at times quite perplexing. The
effectiveness of individual effort can be extremely limited. Not only is there a high burnout rate, but also
one person can only see from one perspective. Consequently, a program, which consists of a team of
individuals (a group united by a common goal and responsibility), will be more effective. A Student
Assistance Program consists of a multi-disciplinary team of staff who draft policy language, design
procedures, train others, and promote the program awareness in order to identify, assess, refer, and support
students in many diverse and potentially problematic areas.
As is fundamental to the student assistance philosophy, its function is to target “at-risk students.” A true
Student Assistance Program (SAP) would be one that would be broad-based and identify, refer, and support
a wide variety of potential student problem issues. The appeal of the SAP is that while it can retain the
necessary bite of discipline, it can also offer the helping hand of support. A troubled student is at a
disadvantage in the typical educational setting. Substance use and abuse, emotional turmoil, and other
personal problems interfere with the student’s ability to learn, to socialize appropriately, and to work at his
or her fullest potential. S.H.A.R.P. is an early incremental, intervention program, which offers education
and support.
33
Individual personal struggles seldom remain isolated within that individual. Teachers, administrators, and
parents inevitably become involved either directly or indirectly. The challenge to help the troubled student
or the At-Risk student is a challenge but not an impossible task. The expertise of a SAP Team lies in its
ability to observe the behavior and performance of students. This early or incremental intervention process
is an excellent method of getting to a potentially problematic situation before it becomes full blown and
costly.
The purpose of S.H.A.R.P. is to improve the quality of education in schools and the school environment, by
providing assistance to all teachers, students and families on an as needed basis.
Synopsis of Substance Abuse Guidelines
These guidelines are intended to provide a consistent means for effectively responding to alcohol and drug
related situations that may occur at school, related functions, or when the Quantum of Proof Test is met.
They have been written with due consideration for the legal rights and responsibilities of administrators,
faculty, students, and parents. A brief synopsis of the Guidelines is as follows:
Self Referral
Whenever a student voluntarily seeks help, immediate assistance will be offered through the SHARP
process. This is a helping intervention and no discipline is involved. Confidentiality laws will be strictly
followed.
Staff Referral
If a staff member is concerned about inappropriate behavior, continued poor class performance, tardiness,
or absenteeism, the staff member will refer the student to SHARP for monitoring or assessment. No
discipline will be enacted and confidentiality is strictly enforced.
Under-the-Influence
Any staff member to whom it appears that a student may be under the influence of an alcohol beverage or
other drugs, as defined in Section 2 (18A:40A-9) on school property or at school functions, shall report the
matter as soon as possible to the Principal or his/her designee. An immediate medical examination which
will include a drug screen will be arranged. A positive result from the drug test will require discipline of a
minimum of three days out-of-school suspension, suspension from all activities, and referral to SHARP for
further assessment.
Possession or Distribution
When there is a reasonable suspicion to suggest alcohol or drug possession, the student will be escorted to
the Principal's office, Security office, or the office of the Principal's designee. If illegal substances are
found, the local law enforcement will be contacted immediately. The student will also be referred to
SHARP for further assessment. Discipline will be a minimum of 10 days out-of-school suspension, 90 days
suspension from all activities for possession, and one full school year for distribution. Failure to comply
may result in extended disciplinary action.
Week-End/After-Hours Use
The school district has a legal and moral obligation to identify and assist students whose drug or alcohol
use may affect school performance, student behavior, or the ability of the district to provide educational
programs to its students, regardless of when it occurs. When weekend/ after hours use is confirmed via
direct observation by a school official or police officer, through self admittance, or if there are legal charges
including a citation or police report which when aggregated meets the Quantum of Proof Test, the student
will be held subject to disciplinary action and not be eligible for school activities.
The Quantum of Proof Test is described as, but not limited to, the following items of evidence: self-
admittance, a police report indicating the student's illicit activities; police citation; or a signed collaborated
statement by another student.
34
445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
Dear Parents,
The purpose of this letter is to inform you of the upcoming changes in our safety drills
that the state of New Jersey is requiring. The state is mandating that all schools practice
procedures that respond to emergency situations. We are required to run each of the
following drills twice a year:
 Evacuation (non-fire)
 Bomb Threat
 Lockdown
 Active Shooter (NO real person involved)
Because proper execution of each drill is required, it will pose a great deal of planning
and preparation for all of us. I can assure you that proper communication, specific
directions and tight procedures will be conducted throughout each drill. The drills will be
held in conjunction with civil authorities and our security team will be monitoring the
process while advising building administration.
In all instances whether an Evacuation, Bomb Threat, Lockdown or Active Shooter Drill,
the following statement will be announced over the intercom:
“This is a Security Drill!”
Attached please find the list of dates and times for our security drills. If you have any
questions, please feel free to contact me directly at (908) 916-2689.
Kyle R. Rovi
Director of Alternative Education 6-12

35
445 Marshall Street
Phone: (908) 213-2651 Fax: (908) 454-2479
Open Container Policy
In an effort to act in a proactive manner to provide a safe school

environment, the Phillipsburg Alternative Learning School is enacting
a No Open Container Policy.
 All open containers in a student’s possession must be consumed or

discarded prior to entering school property.
 Sealed containers may be carried into the school and immediately

placed in the student’s locker to drink at lunch time only.
 If security/staff requests a student to discard a drink and the student

refuses, they will be disciplined accordingly and suspended from
school.
By signing below, you acknowledge that you have read and understand all protocol,
procedures, and policies of both the Phillipsburg Middle School and the Phillipsburg
Alternative Learning School.
________________________________ _____________________
________________________________ ______________________
**Note:This form needs to be returned during the first week of school.
36

Phillipsburg Alternative Learning School: 2014-2015 Student Handbook

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Phillipsburg Alternative Learning School

"Come to school everyday, behave yourself and get to work!"

The Academic Philosophy of Phillipsburg Middle School

Phillipsburg Alternative Learning School Mission Statement

 Every person is unique, important, and entitled to respect, understanding,

Instruction - Teachers design challenging work for students that is interesting

Nondiscrimination/ Affirmative Action

Particular attention shall be paid to the following:

The Superintendent will report to the board annually on continuing compliance.

Middle States Accreditation and State Monitoring

Monitoring Devices on School Vehicles

Notice of Hazardous Materials

ASBESTOS MANAGEMENT PLAN

Components of the Program

Behavioral Level System

Individual Program Plans

Advocacy Program/Character Education

Education Center……………………………………… 445 Marshall Street

SCHOOL BOARD MEMBERS

Kevin J. DeGerolamo President

George Chando ………………………...…….. Superintendent

Mr. Kyle Rovi Director of Alternative Education (908) 916-2689

Mr. Rich Kistler Middle School Principal (908) 213-2511

Mr. John Stillo Middle School Assistant Principal (908) 213-2512

Mr. Rich Gunkle Math/Science (908) 213-2651

Ms. Melody Harrison Language Arts/Social Studies (908) 213-2651

Ms. Burma Jo Bononno Special Education Teacher (908) 213-2651

Mr. Mike Kennedy Social Worker (908) 213-2707

Mrs. Jan Bensimhon Counselor (908) 213-2521

Ms. Karen Palardy School Nurse (908) 213-2626

Mr. Dan Brousseau Security (908) 213-2651

Relationship to Phillipsburg Middle School

P.A.L.S. Daily Sessions

Period Time Monday Tuesday Wednesday Thursday Friday

Period Time Monday Tuesday Wednesday Thursday Friday

P.A.L.S. Daily Session

Half Day Schedule

Period Time Monday Tuesday Wednesday Thursday Friday

1 8:10- HPE HPE HPE HPE HPE

6 10:35- Electives @ PMS: MP 1: Art

PROGRESS REPORTS/REPORT CARDS

Completing Assignments - School or Class Absenteeism

 A sufficient number of grades reflected in Genesis

School Sponsored Trips

P.A.L.S. Attendance Policy

Guidelines for students exiting the program

1. Physical assault or harassment of teachers, staff or students, including profanity directed at

1. Physical harassment which constitutes intimidation by physical threat or actual physical

Statement of Appropriate Student Behavior

Student Privileges/Privilege Denial

1. Back to School Dance

Privilege Denial Appeals Process for Academic/Behavioral Issues

Statement of Non-Discrimination/Affirmative Action

General Guidelines for the Behavioral Level System

Mr. Kyle Rovi, Director

Phone: (908) 213-2651 Fax: (908) 454-2479

Privilege Denial Contract

Student Signature Date

Parent Signature Date

Director’s Signature Date

For Pupils in Grades K to 12

Parent/Legal Guardian Name:__________________________________________________________

Phone Numbers: _, , ________

Child’s Name/School _________ Teacher/Grade_

Child’s Name/School _________ Teacher/Grade_

Child’s Name/School _________ Teacher/Grade_

Escort Name: ___________ Phone #_

Escort Name: ___________ Phone #_

Escort Name: ___________ Phone #_

Parent/Legal Guardian Signature: ____________________Date: