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Central Middle School Handbook
2024-2025
Office Telephone – 203-661-8500
Attendance Telephone – 203-413-8413
Fax – 203-661-2576
Thomas Healy, Principal
Lauren Showstead, Assistant Principal
Scott Trungadi, Assistant Principal
Kim Robinson, Administrative Assistant
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TABLE OF CONTENTS
Mission and Core Values ...................................................................................................................................................................... 4
Non-Discrimination and Equity Statement .......................................................................................................................................... 4
Vision of the Graduate ......................................................................................................................................................................... 4
Board of Education .............................................................................................................................................................................. 5
Principal’s Letter.................................................................................................................................................................................. 6
Central Administration .........................................................................................................................................................................7
Business & Operations ..........................................................................................................................................................................7
Program Administration .......................................................................................................................................................................7
SCHOOL FACULTY AND STAFF................................................................................................................................................... 8
ADMINISTRATIVE INFORMATION ............................................................................................................................................ 9
Office ................................................................................................................................................................................................... 9
Visitors ................................................................................................................................................................................................ 9
School Volunteer.................................................................................................................................................................................. 9
Early Dismissal .................................................................................................................................................................................... 9
Emergency Closures............................................................................................................................................................................. 9
Student Profile Information ................................................................................................................................................................. 9
Fire Drills and Emergency Preparedness ............................................................................................................................................ 10
Notice of Connecticut Sex Offender Registry....................................................................................................................................... 10
Health Education ................................................................................................................................................................................ 10
*Child Abuse ....................................................................................................................................................................................... 10
*Student Records and Directory Information ..................................................................................................................................... 10
*On Campus Recruitment ................................................................................................................................................................... 11
*Drugs, Tobacco, & Alcohol ................................................................................................................................................................ 11
Admission/Placement ......................................................................................................................................................................... 12
*Homeless Students ............................................................................................................................................................................ 12
*Migrant Students .............................................................................................................................................................................. 12
*Pesticide Application ......................................................................................................................................................................... 12
ATTENDANCE INFORMATION ................................................................................................................................................... 12
Residency Verification and Registration ............................................................................................................................................. 12
*Attendance ........................................................................................................................................................................................ 12
Attendance Law .................................................................................................................................................................................. 13
Tardiness ............................................................................................................................................................................................ 13
Religious Holidays .............................................................................................................................................................................. 14
Family Vacations ................................................................................................................................................................................ 14
Court Ordered Custodial Restrictions ................................................................................................................................................. 14
BEHAVIOR GUIDELINES............................................................................................................................................................. 14
*Harassment/Threatening Behavior ................................................................................................................................................... 14
*Non-discrimination ........................................................................................................................................................................... 14
*Sexual Harassment/Equal Opportunity ............................................................................................................................................ 14
Fighting .............................................................................................................................................................................................. 15
*Dangerous Weapons and Instruments .............................................................................................................................................. 15
*Bullying ............................................................................................................................................................................................. 15
Detention ............................................................................................................................................................................................ 16
*Philosophy of Discipline .................................................................................................................................................................... 16
Suspension.......................................................................................................................................................................................... 16
Expulsion ............................................................................................................................................................................................ 16
EDUCATIONAL POLICIES AND SERVICES.............................................................................................................................. 16
Office of Special Education & Student Supports.................................................................................................................................. 16
Homebound Instruction ..................................................................................................................................................................... 17
School Health Program ....................................................................................................................................................................... 17
Health Assessments and Immunizations ............................................................................................................................................ 17
Administering Medications ................................................................................................................................................................. 17
In the event of a severe allergic reaction: ............................................................................................................................................ 17
Self-Administration of Medication ...................................................................................................................................................... 17
*Psychotropic Drug Use ...................................................................................................................................................................... 18
School Health Screenings ................................................................................................................................................................... 18
Asbestos .............................................................................................................................................................................................. 18
Communicable/Infectious Diseases .................................................................................................................................................... 18
Illness ................................................................................................................................................................................................. 18
Guidelines for Childhood Illness ......................................................................................................................................................... 18
Hospitalizations and Injuries .............................................................................................................................................................. 19
Special Health Care Needs .................................................................................................................................................................. 19
Bed Bugs ............................................................................................................................................................................................. 19
Nurse’s Office...................................................................................................................................................................................... 19
Student Insurance............................................................................................................................................................................... 19
Special Education and Student Support Services ................................................................................................................................ 19
Planning and Placement Team (PPT)................................................................................................................................................. 20
Individualized Education Plan (IEP).................................................................................................................................................. 20
Equal Opportunity for Students with Disabilities............................................................................................................................... 20
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Ceremonies and Observances ............................................................................................................................................................. 21
Strategic Improvement Team............................................................................................................................................................. 22
Assigning Students to a Teacher and Classes ..................................................................................................................................... 22
Grouping (Differentiated Instruction) ............................................................................................................................................... 22
*Promotion/Acceleration/Retention.................................................................................................................................................. 22
*Teacher and Paraprofessional Qualifications ................................................................................................................................... 22
Standardized Testing Program ........................................................................................................................................................... 23
*Homework ....................................................................................................................................................................................... 23
Summer School .................................................................................................................................................................................. 23
School Lockers ................................................................................................................................................................................... 23
Dress Code ......................................................................................................................................................................................... 23
*Physical Exercise .............................................................................................................................................................................. 23
Footwear for Physical Education........................................................................................................................................................ 23
Americans with Disabilities Accommodations ................................................................................................................................... 23
Soliciting by Students ........................................................................................................................................................................ 23
Distribution of Printed Materials from Outside Organizations .......................................................................................................... 24
*Report Cards/Grades ....................................................................................................................................................................... 24
*Weighted Grading ............................................................................................................................................................................ 24
Duplicate Mailing .............................................................................................................................................................................. 24
E-Mail Correspondence ..................................................................................................................................................................... 24
*Title I Comparability of Service ........................................................................................................................................................ 24
*Title I Parent and Family Engagement ............................................................................................................................................. 24
GENERAL INFORMATION .......................................................................................................................................................... 24
The Greenwich School Lunch Program .............................................................................................................................................. 24
Free and Reduced Price Lunch (GPS procedure E040.13) ................................................................................................................. 25
Children without Lunch Money ......................................................................................................................................................... 25
Snow Day Procedure for School Lunch Program ................................................................................................................................ 25
Nutritional Information ..................................................................................................................................................................... 25
Food Allergy Information .................................................................................................................................................................. 25
Wellness Policy .................................................................................................................................................................................. 25
Mandated Reporting/Child Abuse/Neglect ........................................................................................................................................ 25
CT DCF Mandated Reporting Policy & Forms Birthday and Classroom Celebrations ........................................................................ 26
Personal Items ................................................................................................................................................................................... 26
Class Pictures ..................................................................................................................................................................................... 26
Dogs and Pets .................................................................................................................................................................................... 26
STUDENT TRANSPORTATION .................................................................................................................................................. 26
General Guidelines ............................................................................................................................................................................ 26
Eligibility ........................................................................................................................................................................................... 26
Pupil Walking Distance ...................................................................................................................................................................... 26
Safety Rules ....................................................................................................................................................................................... 26
Roles and Responsibilities for Bus Procedures................................................................................................................................... 26
Rights and Responsibilities .................................................................................................................................................................27
Schedules and Bus Stops:....................................................................................................................................................................27
* Transportation Safety Complaints / Procedures ..............................................................................................................................27
CURRICULUM INFORMATION ..................................................................................................................................................27
Advanced Learning Program (ALP) ....................................................................................................................................................27
English Language Learners Program ................................................................................................................................................. 28
Humanities ........................................................................................................................................................................................ 28
Library Media & Technology .............................................................................................................................................................. 28
Physical Education............................................................................................................................................................................. 29
Receipt of Handbook .......................................................................................................................................................................... 31
Personal Reminders ........................................................................................................................................................................... 32
Questions I want to ask the teacher during my parent conference: .................................................................................................... 33
School Friends’ Information .............................................................................................................................................................. 34
*Statement mandated by law
While some GPS policies and procedures are referred to throughout this handbook, a complete and updated list of all
policies and regulations can be found at GPS eGovernance Website. This site can be searched by keyword.
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Greenwich Public Schools
Vision of the Graduate
Mission and Core Values
It is the Mission of the Greenwich Public Schools
• to educate all students to the highest levels of academic achievement;
• to enable them to reach and expand their potential; and
• to prepare them to become productive, responsible, ethical, creative and compassionate members of society.
Core Values: “As educators, we value…
A Comprehensive education: we provide our students with a challenging, well-rounded education that includes the arts, humanities,
mathematics, the sciences, technology, and health, and that fosters students’ social and emotional well-being.
High expectations: we hold ourselves and our students to high standards of performance and behavior.
Integrity: we are honest, ethical, and respectful of others, and we foster those traits in our students.
Accountability: we establish clear goals, measure progress, and take responsibility for results, and we teach our students to become
responsible, self-motivated learners.
Collaboration: we partner with parents and our diverse community to support our students’ learning, and we teach our students to
work cooperatively with others to accomplish goals.
Diversity: we appreciate, respect, and learn from diverse viewpoints, and we teach our students to do the same.
Life-long learning: we challenge ourselves to continue our own professional and personal development, and we strive to instill a love
of learning in our students.”
Non-Discrimination and Equity Statement
The Greenwich Public Schools do not discriminate on the basis of race, color, national origin, sex, sexual orientation, religion,
disability or age in its programs and activities.
Vision of the Graduate
The Greenwich Public Schools are committed to preparing students to function effectively in an interdependent global community.
Therefore, in addition to acquiring a core body of knowledge--which is established in local curricular documents reflecting national
and state standards as well as workplace expectations--all students will develop their individual capacities to:
Academic Capacities
Master a core body of knowledge
Pose and pursue substantive questions
Critically interpret, evaluate, and synthesize information
Explore, define, and solve complex problems
Generate innovative, creative ideas and products
Personal Capacities
Be responsible for their own mental and physical health
Conduct themselves in an ethical and responsible manner
Recognize and respect other cultural contexts and points of view
Pursue their unique interests, passions and curiosities
Respond to failures and successes with reflection and resilience
Interpersonal Capacities
Communicate effectively for a given purpose
Advocate for ideas, causes, and actions
Collaborate with others to produce a unified work and/or heightened understanding
Contribute to community through dialogue, service, and/or leadership
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About this Handbook
This handbook provides information about the most commonly referenced Board of Education Policies and
Administrative Regulations for the Greenwich School District. The handbook does not provide all of the policies or regulations.
Changes in the policies are made throughout the year and are made available to parents and students through newsletters, web
pages, and other communications. For the most current and up to date Policies and Regulations please go to the GPS eGovernance
Website. Throughout this handbook the term parent is used to represent both parents and legal guardians.
Board of Education
By state law, the Board of Education is responsible for the public schools. It generally meets once or twice a month to
review, discuss and/or take action on Board and Administrative reports/proposals and to review/revise Board Policy. Members of
the public may address the Board during the public hearings held at the monthly business meetings on an agenda item or a non-
agenda item. Meetings dates, times, agendas, policies and documents are available on the GPS eGovernance Website
The Board consists of four Republicans and four Democrats who are elected and unpaid. Two members from each
political party are elected every two years for a four-year term. Listings of current Board members , committees, liaison assignments,
etc. may be obtained through the Communications office (625-7426) and/or through the GPS Website.
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GREENWICH PUBLIC SCHOOLS
Principal’s Letter
Dear CMS Families,
Wow, another summer break has flown by and we are closing in on the start of another school year. I hope that each
of you has had a wonderful time this summer doing whatever you enjoy. CMS has been abuzz all summer hosting
the district’s summer school and extended school year programs from the beginning of July to the beginning of
August. To that end I want to take a moment to acknowledge the hard work of our custodial crew which has been
working like gangbusters to get the building ready for the staff and students to return. Thank you Dale, John, Tony,
Phil, Ryan, and Manny for all your hard work this summer and all year long! Parents, please remind your children
that there are so many people in front and behind the scenes who make school possible and encourage your child to
thank our custodians, office staff, and food service staff when they see them. They all work very hard and rarely get
the appreciation they deserve. It is also a great way to make sure that we at CMS lead with kindness this year and
focus on even the small gestures that make our school environment a positive one for all!
Now, for those high profile individuals that make all the difference in your child’s life and learning experience, let’s
not forget that even though teachers are not necessarily teaching classes during the summer, all of our teachers work
in one way or another. From summer jobs to summer learning and planning, our staff is fully engaged in making
Central a wonderful place to learn and grow. CMS is a learning organization and community that prides itself on
reflection and resilience. We are guided by our vision statement, Central Middle School develops high performing
students in a safe and nurturing environment. At CMS, all learners are empowered for active participation in their
community through purposeful, authentic, and personal learning opportunities. Ultimately, Central staff is focused
on student mastery of skills and knowledge in a collaborative and engaging learning environment. Our work is
acutely centered on the following core beliefs:
• Students are our Number 1 priority.
• Honest and accurate reflection leads to continual improvement.
• Collaboration is the key to maximizing our individual and collective potential.
We are committed to making all of our students feel welcomed and valued as members of our school and classroom
community. Over the summer our staff read the book, The Anxious Generation by Jonathan Haidt, and we will
collaborate on various themes and takeaways from the book in order to support all of our students during this
important time in their lives. Two specific changes to our practices this year are following the new K-8 BOE
Regulation on cell phones, smartwatches, and personal devices. While not a popular change (take it from me, a
parent who has a rising 12th and rising 8th grader) this will have a profoundly positive impact on our instructional
time, level of student engagement and improved social interactions. In addition, CMS has changed our bell schedule
this year for a few reasons, but one outcome is more time for recess during the lunch periods. We are excited for
these changes and expect them to have a very positive impact on our school climate and culture. Throughout the
year, we will seek feedback from students, staff, and families about the experience in order to adapt and improve
upon any and all of our practices.
Please look out for our first Cougar Chronicles (weekly principal’s note and PTA newsletter) email of the 2024-
2025 school year on Friday, August 30th. We are so excited to welcome our new students to the Central community
and to see our returning students again soon!
Sincerely,
Mr. Thomas C. Healy
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The Havemeyer Building, located at 290 Greenwich Avenue, houses the Board of
Education, and the offices of the Superintendent of Schools and her staff.
Central Administration
Superintendent Dr. Toni Jones (203) 625-7425
Deputy Superintendent Dr. E. Ann Carabillo (203) 625-7446
Chief Officer of Curriculum Mr. Marc D’Amico (203) 625-7463
and Leadership K-12
Chief Officer Special Education Dr. Stacey Heiligenthaler (203) 625-7466
and Student Supports
Chief Human Resources Officer Dr. Jonathan Budd (203) 625-7405
Director of HR and Recruiting Mr. David Eisenstein (203) 625-7461
Director of Communications Mr. Jonathan Supranowitz (203) 625-7415
Chief Technology Officer Mr. Michael Ting (203) 625-7442
Program Coordinator-Research and
Information Services Ms. Jennifer Lau (203) 625-7431
Business & Operations
Chief Operating Officer Mr. Ben Branyan (203) 625-7471
Finance Manager TBD (203) 625-7429
Accounting Ms. Jamie Powers (203) 625-7438
Director of Facilities Mr. Daniel Watson (203) 625-7437
Food Services Ms. Martha Ramkellawan (203) 625-7424
Transportation Manager TBD (203) 625-7449
Warehouse/Purchasing Mr. Eugene Watts (203) 625-7411
Director of School Safety Services (Int.) Mr. Brent Reeves (203) 625-7478
Budget Director Mr. Patrick Lai (203) 625-7480
Program Administration
Adult Learning Program/Continuing Education Mr. Braulio Santiago (203) 625-7403
ESL & World Language Program Coordinator Mr. Geoffrey Schenker (203) 625-4454
ELA K-8 Ms. Kimberly Paladino (203) 625-7484
Unified Applied Arts Mr. James Antonucci (203) 625-7435
Science K-8 / Social Studies K-5 Ms. Tara Fogel (203) 625-7421
Math Mr. Michael Reid (203) 625-7483
SESS (ES) Ms. Leah Zilich (203) 625-xxxx
SESS (MS) Ms. Theresa Fox (203) 625-7492
SESS (PreK / ES) Mr. Joseph Baynes (203) 625-7498
SESS (ES) Mr. Eugene Matejak (203) 625-7472
SESS (GHS / Transition) Mr. Harry Burg (203) 625-8018
Advanced Learning Program Ms. Bonnie O’Regan (203) 625-7422
Physical Education / Wellness Mr. Marc D’Amico (203) 626-7463
Title I and Title II Mr. Marc D’Amico (203) 625-7463
School Counseling Ms. Michele Iannello (203) 625-8097
School Nurse Supervisor (Interim) Ms. Jessica Weineke (203) 625-7494
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CENTRAL MIDDLE SCHOOL FACULTY AND STAFF 2024 - 2025 (8/22/24)
Name
Assignment
Assignment
CERTIFIED STAFF
Alessi,Carol
Spanish (6)
AP
Alfano, Colleen
Guidance (8)
Sped (7)
Alvarado, Bob
PE/Health
French (6,7)
Bally, Daniel
SS (8)
English (6)
Berard, Danielle
Sped (6 - 8)
Music / Band
Bitanga, Victoria
Math (8)
PE
Boone, Lisa
Lit Specialist
AP
Bresler, Jen
Science (8)
Sped (8)
Brookman, Elana
Math (6)
Math (7)
Catalano, Jessica
Science (7)
SS (7)
Cattaneo, Stefania
Spanish (7)
TBD
SS (6)
Nurse
TBD
Media Special.
Davis, Michele
Guidance (6)
Media Asst
Dawson, Ashley
Social Worker
Nurse Asst
Desouza, Laine
English (8)
Activity (part-time)
Fallon, Allison
English (8)
Attendance
Ferguson, Allena
AVID/Math
Guidance/SpEd
Franzese, Samantha
Science (6)
Principal Asst
TBD
Sped (8)
IT Support
Gale, Madeline
English (7)
Goldberg, Robert
Sped (6 )
Sped PA
Guiza, Guadalupe
Spanish (8)
Sped PA
Healy, Thomas
Principal
Sped PA
Jeffries, Laura
Psychologist
Sped PA
Jukic, Ante
PE
Sped PA
Jukic, Maria
English (6)
Sped PA
Kane, Rita
Sped (7)
Sped PA
Krois, Kevin
English (8)
Sped PA
Leger, Valerie
French (6,8)
Sped PA
Leon, Marlene
ELL
Lipschutz, Rebecca
Music /Choir
Custodian II
Lofaro, Aaron
Music
/Orchest.
Custodian-Head
Maher, Brian
English (7)
Custodian - Lead
Mangano, Anthony
English (7)
Custodian II
McKay, Rose
Sped (6)
Custodian II
Norris-Oliva, Francis
SS (8)
Custodian II
O'Brien, Joe
SS (6)
Ostruzka, Ted
Math (8)
Food Service
Outhouse, Jesse
Science (7)
Food Service
Palace, Valerie
Math (6)
Café Manager
Palange, Lesley
Guidance (7)
Food Service
Papathomas, Catherine
Psychologist
Pinkhasik, Marina
Science (8)
Perm., Bldg. Sub
Pirro, Ryan
English (6)
Perm., Bldg. Sub
Previs, Jaimee
AVID, SS (7)
Perm., Bldg. Sub
Riviere, Jeannette
Consumer Sci.
TBD - LTS
Speech
Sandone, Michelle
Art
Santilli, Jeffrey
Tech. Edu.
Scallon, Haley
Science (6)
Schacter, Michael
Math (7)
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ADMINISTRATIVE INFORMATION
Office
Office hours are posted, Monday through Friday. Parents
wishing to deliver messages, forgotten homework, musical
instruments, etc., are asked to come to the office. Every
effort is made to reduce classroom interruptions.
Visitors
Parents, guardians, and/or members of the community are
welcome in our schools and are encouraged to visit the
schools/classrooms. All visitors are required to check in at
the main office and are required to wear a visitor’s badge.
General Visits: General inquiries about your child do not
require an appointment and may be directed to the main
office staff. Visitors are asked to make appointments for
information or inquiries with the building leadership and/or
teachers.
Classroom Visits/School Tours: A written request must be
submitted to the principal at least 48 hours in advance,
specifying the focus of the visit and alternative times/dates.
School Volunteer
The Superintendent encourages the use and involvement of
volunteers in the Greenwich Public Schools in the belief that
this provides an opportunity for citizens to render genuine
services to the public schools. The Superintendent also
believes that such involvement furthers the District’s goals
and objectives in community relations. Efforts shall be made
to involve all segments of the community in the volunteer
program.
Early Dismissal
While we do not encourage scheduling appointments for students
during the day, we recognize early dismissal is sometimes
unavoidable.
All children who are dismissed for whatever reason must be signed
out in the office by the parent or designee picking up the child.
Emergency Closures
In the event of a DELAYED OPENING
and/or a SCHOOL CLOSING:
In the event of inclement weather or other causes (power
outages, etc.) for the delayed opening or closing of school,
the Superintendent or his/her designee will determine an
appropriate and safe course of action. Generally, the decision
is made and announced* between 5:00AM and 6:00AM.
Please note that although every attempt is made to
determine the opening status of the schools as early as
possible, the Superintendent reserves the right to make that
decision at any time based on the conditions of the moment.
In the case of a delayed opening, please continue to check the
status of the schools, as the status could change to a closing if
the weather or an emergency situation continues or worsens.
*The following methods of communication will be used for
notification of school closures and delayed openings:
- GPS Website
- CT Weather Web Site: CT Weather Website, click on IAN
Cancellations or follow link on GPS web site
- District ParentLink: The District will use the ParentLink
electronic telephone communication system to call the
primary number for each family.
- Radio: local and regional stations
- Television: Cablevision Channel News 12 and other local
and regional stations
Please note: A delayed opening means faculty will also arrive
late to school. Since there is no supervision available before
the stated delayed opening time, students must not arrive
early on these days. Parents who must report to work at
their usual times should arrange for their child to stay with
another adult or go to the home of a classmate until school
opens.
In the event of an EARLY RELEASE:
In the case of an early release, a decision is made prior to
11:00 a.m. in order to follow the standard early release
schedule. However, a decision could be made at any time to
dismiss earlier or later than the ‘standard’ schedule. In either
case, the early release dismissal times are listed on the GPS
Web Site. It is suggested that if there is a chance of
inclement weather, and parents/guardians will not be
available that day due to work or other obligations, that
parents/guardians check in with emergency contacts and
make arrangements in case an early release is called.
*The following methods of communication will be used for
notification of an unscheduled Early Release:
- GPS Website
- Local Radio Station: WGCH
- Gmail for GPS staff
*The following methods of communication MAY be used for
notification of an unscheduled Early Release:
- Other local and/or regional radio and television stations
- School ParentLink: Schools will use their ParentLink
electronic telephone and/or email system at the discretion of
each school’s building leader and based on the school’s Early
Release notification protocol.
Please be sure you are familiar with your school’s
unscheduled early release communications plan
Please check the GPS website at
greenwichschools.org/departments/communications/emerg
ency-alerts
for additional and/or updated information.
IMPORTANT:
Do not rely on any ONE form of communication for
information related to school closings, delays
and/or early release.
Please check phone, email, web, television and/or
radio in anticipation of any changes of opening
status for schools.
Student Profile Information
With the beginning of each new school year, families will
receive a Student Information Profile Sheet from our district
database. This profile contains all of the student's data
(home, address, phone number) including emergency
contact information. Parents must please review the profile
sheet, update the information as appropriate and return it to
school immediately. This information will be used to update
the student's profile in our database and will be referenced in
an emergency.
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Fire Drills and Emergency Preparedness
Fire drills and emergency preparedness drills are held at
regular intervals as required by state law. Students must
follow the exit directions posted in each classroom. The
school will host a drill each month for a total of 11. In the 1st
30 days of the school year the school with have two (2) drills.
Additionally, two lockdown drills will be conducted each
year.
Notice of Connecticut Sex Offender Registry
Dear Parents:
In accordance with Public Act 09-199, effective September 1, 2009, whenever a
registrant on the Sex Offender Registry is released into the community, the
Connecticut Sex Offender Registry will notify the Superintendent of the district in
which the registrant resides or plans to reside. This notification is in addition to
that which is made to the local police department.
This information is available to the public at:
CT Sex Offender Registry
Please note: You should type in the names of each Greenwich post office to
search the entire Town e.g. “Glenville, Old Greenwich, Riverside, etc.”
If you are interested in receiving notification of specific registrants being released
into the community and/or changes in their status, you may sign up for
notification on the Connecticut Sex Offender Registry web site listed above. We
strongly recommend frequently checking the Connecticut Sex Offender Registry
website to keep apprised of any status changes or additions to the list of
registered sex offenders living in Greenwich.
District Procedure E-0151.16 outlines the internal notification of Principals and
all staff members with each registration and/or change in status on the Sex
Offender Registry. Principals maintain a file on all registrants with the
information available from the Sex Offender Registry site. This file is available to
be reviewed upon request.
As with any possible emergency, all staff members are on alert and understand
the procedures in place should they encounter a situation requiring emergency
action. Please take this opportunity to speak to your children and remind them to
be alert for strangers and to immediately report any suspicious activity to a
responsible and trusted adult. Please know that we maintain close contact with
the Greenwich Police Department on all reported incidents involving sex
offenders.
Health Education
In accordance with Connecticut law and Greenwich Board of
Education policy, parents have the right to exempt their
children from specific portions of the health program. In the
interest of fully informing each parent, dates and times for
parent information sessions on this curriculum will be
established each year and parents will be notified of these
sessions so they may attend. You will also receive forms to
use should you choose to exercise your right to exempt your
children from any of the above areas.
We believe strongly in the importance of fully educating each
child to health issues, which are part of our complex society.
We also believe, after years of development and review by
professional and community groups, our health curriculum
provides high quality education in all critical health areas.
*Child Abuse
All school employees, including teachers, superintendents,
administrators, coaches of intramural or interscholastic
athletics, paraprofessionals and other professional school
staff including guidance counselors, school counselors,
paraprofessionals, social workers, psychologists, licensed
nurses, physicians, licensed behavior analysts, and substitute
teachers are obligated by law (C.G.S. 17a-101) to report
suspected child abuse, neglect, or if a child is placed in
imminent danger of serious harm or sexual assault by a
school employee to the Connecticut State Department of
Children and Families Services. Specific procedures
governing the reporting of abuse and neglect are in effect,
and staff receives training in their use, as required by state
law.
Reporting of child abuse, neglect and sexual assault by a
school employee is a responsibility which is taken seriously.
If there is any doubt about reporting suspected abuse,
neglect or a sexual assault a report will be made. The school
will work with the parents and appropriate social agencies in
all cases.
Child abuse is defined as any physical injury inflicted by
other than accidental means or injuries which are not in
keeping with the explanation given for their cause. Improper
treatment such as malnutrition, sexual molestation,
deprivation of necessities, emotional abuse, cruel
punishment or neglect are also considered child abuse.
A certified professional staff member or instructional aide
who has reasonable cause to suspect a child has been subject
to abuse shall make or cause to be made an oral report to the
Commissioner of the Department of Children and Families
or a law enforcement agency within 12 hours of reasonably
suspecting a child has been abused or neglected.
*Student Records and Directory Information
A student’s school records are confidential and are protected
by federal and state law from unauthorized inspection or use.
A cumulative record is maintained for each student from the
time the student enters the District until the student
withdraws or graduates. This record moves with the student
from school to school.
By law, both parents, whether married, separated, or
divorced, have access to the records of a student who is
under 18 or a dependent for tax purposes. A parent whose
rights have been legally terminated will be denied access to
the records if the school is given a copy of the court order
terminating these rights.
The principal is custodian of all records for currently
enrolled students at the assigned school. The Superintendent
is the custodian of all records for students who have
withdrawn or graduated. Records may be reviewed during
regular school hours upon completion of the written request
form. The record’s custodian or designee will respond to
reasonable requests for explanation and interpretation of the
records.
Parents of a minor or of a student who is a dependent for tax
purposes, the student (if 18 or older), and school officials
with legitimate educational interests are the only persons
who have general access to a student’s records. “School
officials with legitimate educational interests” include any
employee, agents, or facilities with which the District
contracts for the placement of students with disabilities, as
well as their attorneys and consultants, who are:
1. Working with the student;
2. Considering disciplinary or academic actions, the
student’s case, an Individual Education Plan (IEP) for a
student with disabilities under IDEA or an individually
designed program for a student with disabilities under
Section 504;
3. Compiling statistical data; or
4. Investigating or evaluating programs.
Certain other officials from various governmental agencies
may have limited access to the records. Parental consent is
required to release the records to anyone else. When the
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student reaches 18 years of age, only the student has the
right to consent to release of records.
The parent’s or student's right of access to, and copies of,
student records does not extend to all records. Materials that
are not considered educational records, such as teachers’
personal notes on a student that are shared only with a
substitute teacher and records pertaining to former students
after they are no longer students in the District, do not have
to be made available to the parents or student.
A student over 18 and parents of minor students may inspect
the student’s records and request a correction if the records
are inaccurate, misleading, or otherwise in violation of the
student’s privacy or other rights. If the District refuses the
request to amend the records, the requestor has the right to a
hearing. If the records are not amended as a result of the
hearing, the requestor has 30 school days to exercise the
right to place a statement commenting on the information in
the student’s record. Although improperly recorded grades
may be challenged, parents and the student are not allowed
to contest a student’s grade in a course through this process.
Parents or the student have the right to file a complaint with
the U.S. Department of Education if they believe the District
is not in compliance with the law regarding student records.
The District’s policy regarding student records is available
from the principal’s or superintendent’s office.
Copies of student records are available without a charge for
the first set of copies and then at a cost of $0.50 per page,
payable upon receipt for duplicate copies of records. Parents
may be denied copies of a student’s records (1) after the
student reaches age 18 and is no longer a dependent for tax
purposes; (2) when the student is attending an institution of
post-secondary education; (3) if the parent fails to follow
proper procedures and pay the copying charge; or (4) when
the District is given a copy of a court order terminating the
parental rights.
Certain information about District students is considered
directory information and will be released to anyone who
follows procedures for requesting it, unless the parent
objects to the release of any or all directory information
about the child. This objection must be made in writing to
the principal within ten school days after the issuance of this
handbook. Directory information includes a student’s name,
address, telephone number, date and place of birth, major
field of study, grade levels, photograph, e-mail address,
participation in officially recognized activities and sports,
weight and height of members of athletic teams, dates of
attendance, awards received in school, and most recent
previous school attended.
On an annual basis the school system gives parents annual
notice of their rights, including the right to refuse to permit
disclosure of any or all Directory Information as defined.
Denial to disclose Directory Information represents a denial
to disclose same information to any/all institutions without
express permission. If a parent (or eligible student) does not
object within the time specified in the notification, school
and district administrators will release such information
upon request without the specific consent of the parents or
eligible student to the following entities. Each organization
may request the information in a standard print or electronic
format. The production of mailing labels or the development
of custom formats is the responsibility of the requesting
organization using the data provided.
1. Federal, state and local governmental agencies
including but not limited to regional, inter-district,
and other specialized schools and programs.
2. Representatives of the news media
3. Employers or prospective employers
4. Nonprofit youth organizations
5. Parent Teacher Associations for the purpose of
producing and distributing class lists and/or
school directories to members of the school
community
6. Military recruiters or institutions of higher
education.
No information may be released directly or indirectly to a
private profit-making entity other than employers,
prospective employers and representatives of the news
media. School or district administrators should forward any
questions regarding disclosure, including but not limited to
the type of organization, to the Deputy Superintendent.
The District, when a student moves to a new school system
or charter school, will send the student’s records to the new
District or charter school within ten business days of
receiving written notice of the move from the new District.
Unless the parents/guardians of the student authorize the
record transfer in writing, the sending District is required to
send a notice when the records are sent to the new District.
Parents and eligible students have the right to file a
complaint with the U.S. Department of Education
concerning alleged failures by the District to comply with the
Requirements of FERPA. Complaints may be addressed to:
Family Policy Compliance Office, U.S. Department of
Education, 5400 Maryland Avenue, S.W., Washington, DC
20202-4605.
The District’s HIPPA Privacy Officer is the School Nurse
Supervisor.
*On Campus Recruitment
Students at the middle and high school level will be informed
of the availability of (1) vocational, technical and
technological education and training of technical high
schools and (2) agricultural sciences and technology
education at regional agricultural science and technology
education centers. Full access for the recruitment of students
by technical high schools, regional agricultural science and
technology education center, magnet schools, charter schools
will be provided. Military recruiters and institutions of
higher learning shall have access to secondary school
students’ names, addresses and telephone listings unless the
student’s parent/guardians submits a written request that
such information not be released without their prior written
consent.
*Drugs, Tobacco, & Alcohol
The schools play three important roles in helping to prevent
student drug, tobacco, and alcohol use. Operating in
conjunction with the home and community, they:
• Try to prevent drug use through education
• Intervene with drug users and at-risk students
• Promote recovery through referrals and reentry support
Smoking and/or use of smokeless tobacco is prohibited for
elementary, middle, and high school students. Students shall
not manufacture, possess, sell, distribute, or use illegal or
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harmful substances in school buildings, on school grounds,
or while involved in any school or school-approved activity.
In addition to the prohibition pertaining to alcohol, drugs,
tobacco and inhalants, the Board of Education prohibits the
use of performance-enhancing drugs, including anabolic
steroids and food supplements, including Creatine, by
students involved in school-related athletics or any co-
curricular or extracurricular school activity or program,
other than use for a valid medical purpose as documented by
a physician.
Admission/Placement
A student seeking enrollment in the Greenwich Public
Schools for the first time or following attendance in another
Connecticut public school District, out-of-state attendance,
private school attendance or admission through a bona fide
foreign exchange program should contact the principal. A
student who is transferring from non-public schools or
schools outside the District will be placed at his/her current
grade level pending evaluation and observation of the
student after such assessment and consultation with the
parents, the principal will determine the grade placement of
the child. A student who has attained the age of sixteen and
who has voluntary terminated enrollment in the District’s
schools and subsequently seeks admission may be denied
readmission for up to ninety school days from the date of
such termination. A student, nineteen years of age or older
may be placed in an alternative school program or other
suitable educational program if he/she cannot acquire a
sufficient number of credits for graduation by age twenty-
one. Students who are classified as homeless under federal
law and do not have a fixed residence will be admitted
pursuant to federal law.
Residency is verified for all students new to the Greenwich
Public Schools at the District central office using a standard
set of acceptable proofs (photo id, tax bills, mortgage
statements, verifiable rental agreements, and utility bills
other than telephone). Once residency is verified,
registration materials including an application, verification
of the student’s birth date and medical form are processed at
the school level. Changes of address are also verified at the
District level. Students who are living with someone other
than a parent or legal guardian are referred to central office
for sponsorship. In this case, the adult with whom the
student is living provides proof of residence and signs an
affidavit attesting that the student is living with him or her
on a permanent basis. Once residency and sponsorship have
been verified, the registration process is completed at the
school level.
Students enrolled in a school identified for school
improvement pursuant to federal law may transfer to
another public school within the District that has not been
identified for school improvement. The transfer will be
allowed in accordance with law. Transportation will be
provided by the District.
*Homeless Students
Homeless students, as defined by federal and state
legislation, will have all programs, services and
transportation that other students enjoy and may continue to
attend the school origin. The local liaison for homeless
children is Chief Officer of Special Education and Student
Services.
*Migrant Students
The District has a program to address the needs of migrant
students. A full range of services will be provided to migrant
students, including but not limited to: applicable Title I
programs, special education, gifted education, vocational
education, language programs, counseling programs and
elective classes. Parents/guardians of migrant students will
be involved in and regularly consulted about the
development, implementation, operation and evaluation of
the migrant program.
*Pesticide Application
The Superintendent directs his/her designee to provide
adequate and appropriate notice to students, staff and
parents/guardians prior to pesticide application in school
buildings and on school grounds, in conformity with
applicable statutes. The definition of pesticide application
excludes disinfectants, sanitizers and bait formulations.
Parents/guardians who want to be notified prior to pesticide
applications inside their child’s school assignment area may
contact their school office for information.
ATTENDANCE INFORMATION
Residency Verification and Registration
Connecticut Public Schools be residents in the Town of
Greenwich. Prior to registering parents are required to
provide proof of residency. Verification is required of all
incoming and rising ninth grade students. Verification is
conducted at the school; all required forms detailing
required documentation can be found on the GPS
Website link to the Residency Verification section.
Parents who move during the school year must re-verify
their new address and complete numbers 1 through 4 on the
Residency Verification Checklist before the new address can
be added into the student database. Parents who lease
property must supply a new lease or extension letter from
their Landlord/ Property Manager along with a
Parent/Guardian Affidavit when their lease expires.
Students who are living with someone other than a parent or
legal guardian are referred to central office for
sponsorship. In this case, the adult with whom the student is
living provides proof of residence and signs an affidavit
attesting that the student is living with him or her on a
permanent basis. Once residency and sponsorship have
been verified, the registration process is completed at the
school level. Sponsorship must be re-verified every year.
*Attendance
Attendance information can be found in the following
procedure:
A daily attendance record is kept for every student. All State
regulations on student accounting will be strictly followed.
All absences, whether excused or unexcused, are reported by
law to the Connecticut State Department of Education.
Students with 18 or more absences during a full school year
are noted as chronically absent.
1. "Unexcused Absence" –any absence from a regularly
scheduled school day for at least one half of the school day,
which is not excused or considered a disciplinary absence.
2. "Excused Absence" – a student is considered excused from
school if the school has received documentation describing
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the reason for the absence within ten (10) school days of a
student’s return to school and the following criteria are met:
A: The student’s absences 1 through 9 are
considered excused when the student’s
parent/guardian approves such absence and
submits to school officials appropriate written or
telephoned documentation.
B: For the student’s 10
th
absence and all absences
thereafter, a student’s absences from school are,
with appropriate written or telephoned
documentation, considered excused only for the
following reasons:
a. student illness (verified by an appropriately
licensed medical professional)
b. observance of a religious holiday
c. mandated court appearances (documentation
required)
d. funeral or death in the family, or other
emergency beyond the control of the student’s
family
e. extraordinary educational opportunities pre-
approved by the district administrators in
accordance with the Connecticut State Department
of Education guidance
f. lack of transportation that is normally provided
by a district other than the one the student attends
Written Documentation Requirements:
1. Written documentation must be submitted/recorded for
each incidence of absence within ten (10) school days of the
student’s return to school. An incidence of absence is
considered consecutive days of absence.
2. The first nine (9) days of absence will be excused upon
receipt of a note confirming the absence from the student’s
parent/guardian, a signed note from a school official that
spoke in person with the parent/guardian regarding the
absence, or a note confirming the absence by the school
nurse or licensed medical professional, as appropriate.
3. For the student’s 10
th
absence and all absences thereafter,
documentation of the absence must be submitted and must
include the reason for the absence and the following
additional information:
a. student illness: (1) signed note from a medical
professional, who may be the school nurse, who
has evaluated the student confirming the absence
and giving an expected return date; or (2) signed
note from school nurse who has spoken with the
student’s medical professional and confirmed the
absence, including the date and location of the
consultation.
b. observance of a religious holiday
c. mandated court appearance: (1) police
summons, (2) a subpoena, (3) a notice to appear,
(4) a signed note from a court official, or (5) other
official written documentation of the legal
requirement to appear in court
d. funeral or death in the family, or other
emergency beyond the control of the student’s
family. Written documentation must be provided
explaining the nature of the emergency.
e. extraordinary educational opportunity: written
pre-approval from school administration
f. lack of transportation normally provided by a
district other than the one the student attends
In order to qualify as an extraordinary educational
opportunity, the opportunity must: (a) be educational in
nature and must have a learning objective related to the
student’s course work or plan of study, (b) be an opportunity
not ordinarily available for this exemption, (c) be grade and
developmentally appropriate, (d) include content that is
highly relevant to the student. Students who are granted
excusal from school to participate in extraordinary
educational opportunities are expected to share their
experiences with other students and/or school staff when
they return. Family vacations do not qualify as extraordinary
educational opportunities. All requests for approval of
extraordinary educational opportunities must be submitted
to the building administration in writing no later than ten
(10) days prior to the opportunity except in exceptional
circumstances at the discretion of the building
administrator.
Attendance Law
The Connecticut Statutes require parents or guardians of
children from the age of five through eighteen years to be
responsible for their regular attendance in a public day
school, in their District, during times the school is in session,
or in another school providing instruction as according to
law; otherwise, they must be able to show that the child is
receiving instruction equivalent to that of the public school.
The law gives five days’ leeway before violation lays a parent
open to prosecution.
Tardiness
A student will be marked tardy if he/she arrives in his/her
classroom after the school start time. Children who are tardy
must report to the office to verify attendance and lunch.
Parents are encouraged to have their children at school on
time. Tardiness is disruptive to the educational process.
Repeated tardiness can result in disciplinary action, such as
detentions, or may require referral to the school
psychologist. In extreme cases, tardiness can be considered
educational neglect and requires school personnel to report
such cases to an appropriate state agency.
*Truancy
Truancy is defined by statute as absence(s) from school
without the knowledge or approval of parents/guardians
and/or school officials. A student age five to eighteen**
inclusive with 4 (four) unexcused absences in one month or
10 (ten) unexcused absences in a school year will be
considered a truant. Disciplinary action may include after
school detention for each class/study period missed. Tests
and academic work missed in class that day will be recorded
as a failing grade.
Parents have the responsibility to assist school officials in
remedying and preventing truancy. School staff are mandated
by the state to report excessive absences or patterns of
concern.
Information about truancy will also be posted in the annual
district report cards required by the very Student Succeeds
Act (ESSA).
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Religious Holidays
Students who miss school due to a religious holiday will be
allowed sufficient time to make up missed work. Work
missed will not be expected the next day. Missing school for
a religious holiday is an excused absence and students will
not be penalized.
Family Vacations
Family vacations taken while school is in session are
considered unexcused absences. Parents are strongly urged
to refrain from withdrawing students from school at non-
vacation times. However, if circumstances do cause a
vacation during school times, parents should inform the
office and classroom teacher in writing. Since personal
vacations are not excused absences, teachers are not
responsible for preparing materials in advance for students.
Work will be kept for students to complete upon their return.
This will minimize inconsistent assignments and allow the
teacher greater supervision of the student’s work. It is
important to keep in mind when planning family vacations
during the spring break, that the break may be shortened or
completely eliminated due to weather or emergency closings
during the school year that exceed those planned for in the
school calendar. The district is obligated by state statute to
open school for a minimum of 180 days of student
attendance per year.
Court Ordered Custodial Restrictions
Parents should notify the school office immediately of any
custodial restrictions regarding their child. Documentation
from the court must be provided to the school regarding any
special custodial arrangements.
BEHAVIOR GUIDELINES – Code of Conduct
Behavior Guidelines and consequences are outlined
in the GHS and Middle School Codes of Conduct
grids which are posted in detail on the GHS and
Middle School websites.
Appropriate behavior is expected from all students. It is the
responsibility of the professional staff to be knowledgeable
about and to use techniques used to reinforce positive
behavior and enable students to develop self-discipline and
respect for the rights of others. In cases where student
conduct endangers persons or property, seriously disrupts
the educational process, or violates a published rule of the
school or policy of the Board of Education, students will be
subject to removal from class, suspension, or expulsion from
school.
Teachers may remove from class students who deliberately
disrupt the educational process in the classroom. It is the
Board’s intention suspension from classes and from school
privileges, including transportation, be used only for serious
disciplinary offenses.
*Harassment/Threatening Behavior
Every child has the right to feel safe, valued, and comfortable
in school. No one else’s behavior should ever make children
feel afraid or embarrassed because of their color, their
religion, the country in which they were born, their gender,
their sexual orientation or disability. The Greenwich Public
Schools has zero tolerance for harassment or threatening
behavior of any kind.
Please teach your child that if he/she is harassed, bullied,
=threatened, or sees harassment or threatening behavior
happen to someone else, the behavior should be reported to
a teacher or the principal. To maintain a positive and
productive learning environment, the Board of Education
and District officials will make every attempt to halt any
harassment or threatening behavior by calling attention to
this policy and/or by direct disciplinary action. For serious
threats, disciplinary action will include notification of the
superintendent or his/her designee, possible involvement of
the Youth Division of the Greenwich Police Department,
and/or suspension.
*Non-discrimination
The Greenwich Public Schools do not discriminate on the
basis of race, color, national origin, sex, sexual orientation,
religion, disability, or age in its programs and activities,
including employment. Under Title IX of the Education
Amendments of 1972, 34 CFR Part 106, Section 504 of the
Rehabilitation Act of 1973, 34 CFR Part 104, the Age
Discrimination Act of 1975, and 34 CFR Part 110. The
Greenwich Public Schools do not discriminate in admission or
access to, or treatment or employment in any program or
activity. Title IX was updated at the Federal level in April of
2024.
Please reference Board of Education Policies for information
on the Greenwich Board of Education’s grievance process
including how to report or file a complaint of sexual
discrimination and/or sexual harassment, and how the
Greenwich Public Schools will
respond: 4000.1, 4118.11/4218.11, 5145.44, and 6121.
Questions concerning compliance with Title VI, Title IX or the
Age Discrimination Act should be directed to:
GPS Title VI, Age Act, and Title IX Coordinator
Deputy Superintendent
290 Greenwich Avenue
Greenwich, CT 06830
203-625-7446
TitleIXCoordinator@greenwich.k12.ct.us
[email protected]
and/or
U.S. Department of Education, Office for Civil Rights
5 Post Office Square, 8th Floor
Boston, MA 02109.
Questions concerning Title II of the Americans with
Disabilities Act and its implementing regulation at 28 CFR
Part 35, and Section 504 of the Rehabilitation Act of 1973 and
its implementing regulation at 34 CFR Part 104 should be
directed to:
Program Coordinator for School Counseling
290 Greenwich Avenue,
Greenwich, CT 06830,
203-625-8097,
Michel[email protected]
*Sexual Harassment/Equal Opportunity
Title IX of the Federal Education Amendments of 1972 (20
U.S.C. 1681, 1682) prohibit school systems from engaging in
15
employment practices and operating educational programs
or activities, which discriminate on the basis of sex. Sexual
Harassment is also prohibited based on Title IX of the
Education Amendments of 1972, and State Law – Sec. 10-
15c. Harassment based on sexual orientation is also
protected under State Law – Sec. 10-15c. Sexual Harassment
is defined as unwanted and unwelcome behavior of a
sexual nature which interferes with a student’s right to learn
study, work, achieve, or participate in school activities in a
comfortable and supportive atmosphere.
The Chief of Human Resources shall serve as the District
Title IX Compliance Officer. In addition, each middle school
and the high school have a Title IX Coordinator located at
the building.
Greenwich Public Schools
290 Greenwich Avenue
Greenwich, CT 06830
Phone Number – 203-625-7405
Fax Number – 203-625-7408
Email- [email protected]
The district will provide every student with equal educational
opportunities regardless of race, color, creed, sex, sexual
orientation, national origin, religion, age, economic status,
marital status, or disability. No student will be excluded on
such basis from participating in or having access to any
course offerings, student athletics, counseling services,
employment assistance, extracurricular activities or other
school resources.
Fighting
Fighting is not an acceptable solution to a problem. If a child
is having difficulty with another student, a group of students,
or is being threatened by anyone, the student should discuss
the situation with his/her classroom teacher. If the problem
continues, the student should see their assistant principal or
principal. If a student is involved in a fight in school, the
student may be sent to the assistant principal or principal.
The principal will contact the student’s parents and assign a
consequence according to the Code of Conduct grid.
*Dangerous Weapons and Instruments
The Board of Education is concerned for the safety and
welfare of all students and school personnel in school or at
school-sponsored activities. For this reason, the Board
prohibits student possession of a firearm, a deadly weapon, a
dangerous instrument, or a martial arts weapon in any
school building, on school grounds, in any school vehicle, or
at any school-sponsored activity. A violation of this policy
will result in the mandatory recommendation by the
Superintendent of expulsion for one calendar year.
Further, the possession of a facsimile of a weapon,
dangerous instrument, or martial arts weapon in any school
building, on school grounds, in any school vehicle, or at any
school-sponsored activity may result in disciplinary action
including suspension and/or expulsion.
*Bullying
The Board of Education (Board) promotes a secure and
happy school climate, conducive to teaching and learning
that is free from threat, harassment and any type of bullying
behavior (as defined herein). Therefore, it shall be the policy
of the Board that bullying of a student by another student is
prohibited.
The Board believes that a school environment in which
students feel safe, supported, engaged and appropriately
challenged is optimal for learning and healthy development.
The Board seeks an environment in which students and
adults feel socially, emotionally, intellectually and physically
safe; an environment that is free of harassment, intimidation
and bullying.
Students who engage in any act of bullying, on school
grounds, at a school-sponsored or school-related activity,
function or program whether on or off school grounds, at a
school bus stop, on a school bus or other vehicle owned,
leased or used by the Board of Education, or through the use
of an electronic device or an electronic mobile device owned,
leased or used by the Board of Education, and outside of the
school setting are subject to appropriate disciplinary action
up to and including suspension, expulsion and/or referral to
law enforcement officials.
The Board expects prompt and reasonable investigations of
alleged acts of bullying and teen dating violence. The safe
school climate specialist of each school is responsible for
handling all complaints of alleged bullying and teen dating
violence. The safe climate specialist shall investigate or
supervise the investigation of all reports of bullying and teen
dating violence promptly.
For purposes of this policy, “Bullying” means an act that is
direct or indirect and severe, persistent or pervasive, which:
(A) causes physical or emotional harm to an individual
(B) places an individual in reasonable fear of physical or
emotional harm, or
(C) infringes on the rights or opportunities of an individual
at school
Bullying shall include, but not be limited to, a written, oral,
or electronic communication or physical act or gesture based
on any actual or perceived differentiating characteristic, such
as race, color, religion, ancestry, national origin, gender,
sexual orientation, gender identity or expression,
socioeconomic status, academic status, physical
appearance, or mental, physical, developmental or sensory
disability, or by association with an individual or group who
has or is perceived to have one or more of such
characteristics. (The student against whom the activity is
directed must be attending school in the same district as the
students engaged in the activity.)
Cell Phone Use in Secondary
Middle School- No Cell Bell to Bell. Devices and wearables
should be in a locker or backpack, not on the person.
GHS- For the 2024-2025 school year GHS will continue to
utilize off and away during instructional times unless the
teacher or a supervisor provide permission to utilize phones
as part of the instructional day.
An implementation plan will be developed in collaboration
with student government, staff, and PTA for full
implementation specifics in January, 2025.
Greenwich Public Schools Safe School Climate
District Norms:
Be Here
Be Safe
Be Honest
Care For Self and Others
Let Go and Move On
16
*Discipline Infractions are Outlined in the
Greenwich High School Code of Conduct and the
Middle School Code of Conduct. The Code of
Conduct can be found on each secondary school’s
website.
Detention
If a child is to be detained after school hours for makeup
work or discipline, the child will be requested to notify his
home. The child’s teacher or an administrator will also make
a follow-up communication with home. No student will be
detained until the parent/guardian has been notified and has
given authorization.
*Philosophy of Discipline
The Board of Education’s goals in establishing disciplinary
guidelines are to ensure an orderly and safe environment
conducive to education, and to encourage students to
develop self-discipline, self-control, and voluntary
compliance with just rules.
An orderly and safe environment is essential to allow all
students to pursue their education and must be maintained
to protect the rights of all students. The school District is
committed to the principle that disorderly and disruptive
behavior should not be permitted to interfere with the rights
of other students to pursue their education.
Self-discipline leads each child to become a mature,
responsible citizen. Discipline in a school setting that relies
solely on external enforcement measures without focusing on
developing self-discipline is merely crowd-control, leading
children to develop low levels of commitment to good
behavior.
In order to maintain order and discipline, the administration
shall establish regulations governing student conduct. Each
school shall inform students and parents at the beginning of
each school year of the administrative regulations and the
school rules regarding student conduct. The administration,
through its principals and teachers, and with the help of
parents, shall see that such regulations and rules are
implemented. Students shall then be accountable for
complying with the standards of conduct. Any student who
fails to comply with the rules and regulations concerning
student conduct is liable to a range of disciplinary actions.
Parental support in developing self-discipline in their
children at home and in cooperating with school authorities
about their children’s behavior at school is essential to an
effective approach to discipline and creating safe and orderly
school climates.
Suspension
No student may be suspended without an informal hearing
before the building principal or the principal’s designee
unless the principal determines an emergency situation
exists.
If it is necessary to suspend a student before an informal
hearing is held, a hearing shall be held as soon after the
suspension as possible. In the informal hearing the student
shall be informed of the reasons for the disciplinary action
and be given an opportunity to explain the situation.
Nothing in the information hearing shall be taken to prevent
a more formal hearing from being held if the circumstances
warrant.
Except in an emergency situation which is defined above, no
student shall be suspended without prior consultation with
the student; one or both of the student’s parents, if it is
possible to contact them (if it is impossible to contact a
student’s parents, they shall be notified as soon as possible
thereafter); a teacher administrator or other professional
staff member who is in a position to assess the student’s
needs and problems.
Information regarding the appeals procedure will be
provided to the parent or eligible student as part of their
notification of the right to appeal.
Students shall make restitution for damages, which result
from their actions.
When it appears a student may have broken the law, the
principal or his/her designee must inform the student’s
parents and the police. All students shall be afforded the
procedural due process guaranteed by law.
If a staff member obtains physical evidence from a student
indicating that crime has been or is being committed by the
student, or that the student intends to harm himself or
others, the staff member is required to turn such evidence
over to school administrators or law enforcement officials as
soon as possible.
Expulsion
Expulsion is the most extreme action in disciplining
students.
The Board of Education may expel a student from school
privileges if, after a full hearing, the Board finds that the
student’s conduct endangers person(s), property, or the
educational process, or is in violation of a publicized Board
policy. Students who have been expelled may be eligible for
an alternative educational program.
Expulsion from school will result in the loss of all extra-
curricular and social privileges during the period of
expulsion.
Student possession and/or use of weapons, including martial
arts weapons, or other dangerous instruments in any school
building, on school grounds, in any school vehicle, or at any
school-sponsored activity is cause for expulsion for a
calendar year. A student who offers illegal drugs for sale or
distribution on or off school grounds is also cause for
expulsion for a calendar year.
Whenever a student is expelled, notice of the expulsion and
the conduct for which the student was expelled will be
included on the student’s cumulative education record. The
record will be expunged if the student graduates from high
school and the expulsion was not for weapon possession
and/or for the sale or distribution of illegal drugs.
EDUCATIONAL POLICIES AND SERVICES
Office of Special Education & Student Supports
The following services are available to students through the
Greenwich Public Schools:
Health Services: to assess the health of each student, prevent
disease, and promote health and a healthful environment.
Psychological Services: to assist students needing specialized
help with their intellectual and emotional development.
School Social Work Services: to assist students who have
emotional, social, or personal problems, which interfere with
their successful school experience.
Speech and Language Services: to help students with speech,
language, or hearing impairments reach maximum levels of
development.
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The Psychological, School Social Work, and Speech and
Language services are an integral part of the entire
educational program and serve as a support network to
students, teachers, and families.
Homebound Instruction
Homebound or hospitalized instruction must be provided
when a student’s condition will cause an absence of at least
10 consecutive days or for short repeated periods of time.
Provided nothing in the student’s condition precludes it,
such instruction shall begin as soon as possible and no later
than two weeks from the first day of absence, and continue
until the student is able to return to school. Homebound
requires a doctor’s referral, which includes a projected date
of return.
Homebound or hospital instruction shall be provided at least
one hour per day or five hours per week for grades K-5, and
at least two hours per day or ten hours per week for grades 6-
12. Where evaluative data indicate these time requirements
are too great, instruction may be decreased.
HEALTH SERVICES
The major purposes of the School Health Program are to
assess the health of each student, prevent disease, and
promote health and a healthy environment for all students
and staff.
School Health Program
The School Medical Advisor, appointed by the
Superintendent, and the School Health Nursing Supervisor
direct the School Health Program. Each District school is
provided with the services of a public health school nurse
and other members of the health care team on a regular
basis. The school nurse in each school monitors required
health and immunization assessments, plans nursing care to
meet student health needs, and provides health care
referrals, emergency care, and programs that promote a
healthy environment.
Health Assessments and Immunizations
The GPS District recognizes that periodic health assessments
are important to determine health status of students,
facilitate the removal of handicaps to learning, and find out
whether some special adaptation of the school program may
be necessary for a medical reason. The District requires that
students have health assessments and screenings prior to
school enrollment and at 3
rd
, 6
th
and 10
th
grade levels as
required by the State Department of Health and District
Policy. The District shall provide health assessments without
charge when needed.
To participate in the competitive sports teams at the middle
and high schools, a physical examination is required every 13
months. The physical examination must be documented on
the “Physical Exam for Sports Participation” form or the
Health Assessment Record for the State of Connecticut. The
forms can be obtained through the district website
The GPS District adheres to those state laws that pertain to
school immunizations and health assessments. Attendance
in school may be denied to any student who fails to obtain
the health assessments (HAR-3) and immunizations as
required under C.G.S. 10-206. Parents, wishing their
children exempted or excused from physical examinations,
health assessments, screenings and immunizations, must
comply with State Medical or Religious Exemption rules.
The public health school nurse at each school is very willing
to answer questions that a parent may have regarding new
student health requirements.
All students in Connecticut schools must submit proof of
State required immunizations in order to register for
entrance. Connecticut Immunization Requirements 2024-
2025
All students must be immunized and must present a
certificate from a physician or local health agency. If the
student should not be immunized due to medical or religious
reasons documentation as required by the State of
Connecticut should be submitted to the school nurse. Forms
can be found on the District website
Administering Medications
The public health school nurse, or in her absence the
principal, teacher, athletic trainer, coach, occupational
therapist or qualified school personnel, paraprofessional
and/or qualified school employee, who have been properly
trained, may administer medications.
No medications (except emergency medications- see In the
event of an allergic reaction) including over the counter, will
be administered without the following:
1. The completed Medication Authorization Form signed by a
physician or dentist licensed in the states of Connecticut or
New York or a licensed advanced practice registered nurse or
a licensed physician assistant.
2. The completed written authorization of the parent or
guardian of the child, section provided on the Medication
Authorization Form. To avoid medication emergencies, the
first administration of authorized medication shall not occur
during school hours or at a school sponsored activity.
3. The medication must be provided in the original container
with the appropriate label.
4. Over-the-counter medicines (i.e., Tylenol, Advil, Benadryl,
etc.) must be in an unopened container.
The school nurse will not dispense any medication unless the
above conditions are met. The appropriate Medication
Authorization Form can be obtained from the school health
office or district website. This authorization is required for
administering both prescription and over-the-counter
medications BEFORE the medication can be administered. A
new Medication Administration Form is required for each
medication, each academic year. Medications must be picked
up at the end of the school year, medications cannot be held
at the school over the summer.
In the event of a severe allergic reaction:
a child without a previous history and without parental or
physician authorization may receive epinephrine by auto-
injection from a trained certified teacher or qualified
personnel during regular school hours should the nurse be
unavailable. (CT .Act 14-176). The parent or guardian of a
student may submit, in writing, to the school nurse or school
medical advisor, if any, a notice that epinephrine shall not be
administered to such student. The school district shall
annually notify parents or guardians of the need to provide
such written notice.
Self-Administration of Medication
In cases in which the parent wishes the student to be able to
self-administer medication, the parent or guardian must fill
out and sign the self-administration section on the
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Medication Administration Form. All other sections of the
form must also be completed. The Medication
Administration Form must be renewed at the beginning of
each school year and signed by the authorizing physician.
The public health school nurse must also agree that the
student is capable of safely self-administering the medication
in school before the student may self-administer the
medication.
*Psychotropic Drug Use
School personnel members are prohibited from
recommending the use of psychotropic drugs for any student
enrolled within the school system. Members of the school
medical staff, including school nurses, may recommend that
a student be evaluated by an appropriate medical
practitioner. Additionally, with written consent from
student’s parent/guardian, school personnel may consult
with the medical practitioner regarding the use of such
psychotropic drugs.
School Health Screenings
At-school screenings such as those described below should
not be considered a substitute for regular physical
examinations. They are meant to supplement a child’s yearly
physical examination. The screenings are done because
vision and postural problems can develop quickly, and
screenings help pick up the problems early so that treatment
can begin before vision and hearing problems affects the
child’s learning. The following health screenings are done:
Scoliosis Screenings: The public health school nurses screen
female students in 5
th
and 7
th
grades, and male students in
8
th
, or 9
th
grades for scoliosis. Parents have the right to refuse
school screenings for their child if they so desire. If a
student does not meet minimum standards after two
screenings, a written referral will be sent to parents
suggesting that a doctor evaluate the student.
Vision & Hearing Screenings: Screenings are available based
on individual need or referral.
Dental Screenings
Dental screenings are offered to children through grade 8.
This screening is provided in addition to the child’s regular
dental visits. The dental hygienist makes referrals when
there is evidence of need for further restorative/preventative
dental care.
Asbestos
The State of Connecticut enacted legislation requiring all
public buildings to be reevaluated to determine if asbestos is
present and if it poses a significant health hazard to the
building’s occupants. Greenwich Public School buildings
have on file plans showing the location of asbestos in each
building and measures undertaken to comply with
regulations to maintain a safe school environment. Requests
to review these plans may be made in the school office.
Asbestos Management Plans are updated every three years
and more frequently as required, often as a result of capital
projects.
Communicable/Infectious Diseases
Students with any medical condition that may expose others
to disease or infectious conditions within the school setting
will be excluded from school and referred for medical
diagnosis and treatment. Additional information concerning
this may be obtained from the school nurse.
Concussion - A concussion is both a medical and educational
issue. All students exhibiting signs of a concussion will be
removed from the activity, parents will be notified, and the
student referred to a medical professional. Accommodations
for learning are individual and should be recommended by a
specialist in concussion management and reviewed with the
school. Written clearance by a medical professional is
required upon return to physical activities. Connecticut
Public Act No. 14-66: An Act Concerning Youth Athletics and
Concussions requires all student athletes and parents in
intramural or interscholastic activities to view written
materials, or view online or in person training regarding
Concussion Education and Sudden Cardiac Arrest and sign
an informed consent.
Illness
When a student is ill in school, the public health school
nurse, or designated staff member, determines if the student
needs to go home. The public health school nurse, or
designated staff member, contacts the parent/guardian.
When a pattern of numerous cases of a communicable
disease (such as strep throat) occurs, the school notifies
parents of symptoms of which to be aware. This notification
is via a School Health Alert notice sent home with students.
Parents or authorized emergency contacts must be available
to escort the ill student home. Please note the guidelines
below:
Guidelines for Childhood Illness
The following guidelines are to help us provide a healthy
environment for your child in school.
Please keep your child home when he/she has:
Cold symptoms with fever, malaise, cough, discolored nasal
drainage
Diarrhea &/or vomiting
Eye drainage (profuse &/or thick)
Fever (>100.5)
Rash (undiagnosed – not seen by M.D.)
When your child feels too sick to take part in the school day
Your child may return to school when:
Temperature is normal for 24 hours after stopping Tylenol or
Ibuprofen
Diarrhea &/or vomiting has stopped for 24 hours
Rash has been seen by M.D. (must bring note to school
nurse)
Children are generally non-infectious:
24 hours after starting antibiotics
1 week after the onset of any communicable disease
Any injury (causing the child to wear a cast, splint, or to use
crutches or have stitches) or illness which would prevent the
child from participating in activities, such as gym or recess,
requires a note from your health care provider explaining the
restrictions and the anticipated time frame.
Greenwich School District and the public health school
nurses reserve the right to send home any student who
displays signs of ill health or injury that, in the nurse’s
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judgment, may jeopardize the general welfare of the student
&/or the class.
Hospitalizations and Injuries
If your child is returning to school after being
hospitalized or treated in an emergency room, it is
necessary to bring a note to the school nurse from
the child’s healthcare provider or the ER physician
stating that the child may return to school, and
delineating any restrictions or treatments the child
may need while in school.
Special Health Care Needs
Meeting Students’ Needs:
“Students with Special Health Care Needs” refers to those
students who have a medically diagnosed chronic health
condition, such as asthma, diabetes, life threatening food or
insect allergies, seizures, cardiac abnormalities, chronic
infectious disease, acquired disability, mental health
conditions, or a significant acute illness or injury requiring
treatment and a recovery period, such as mononucleosis,
Lyme disease, or a fractured arm or leg. These students have
needs that often require accommodations in a school setting
to provide a safe environment where the child is able to
achieve at a level equal to his/her ability. For those students,
access to education may require:
• Assessment and periodic reassessment of the
child’s health status and level of functioning in
order to determine what special services or
program modifications he or she may need;
• Close collaboration with families;
• Development of an individualized health care
plan (ICHP) and/or school health plan (SHP),
and/or emergency care plan (ECP) to address
health and safety needs for school attendance;
• Related services necessary to ensure successful
functioning in educational settings;
• Enhanced communication with staff health and
social service providers in the school and the
community;
• Education of school personnel
The State of Connecticut Department of Education
Guidelines for Serving Students with Special Health Care
Needs, 1992, as adapted, will be used to develop and
promote safe and appropriate educational opportunities for
students with special health needs on a case-by-case basis.
Bed Bugs
Bed bug infestations in schools are uncommon. However, a
bed bug could hitch a ride to school on the belongings of a
student or staff member, and then could be carried home by
another student or staff member. This is no minor concern
given the expense of eradication and the social stigma
associated with this issue. The GPS is committed to
addressing all incidents of possible bed bug sightings in a
confidential and respectful manner.
A procedure has been developed by the District that outlines
specific steps building administration will follow to:
• Educate families and staff about bed bugs
• Investigate bed bug sightings
• Communicate with families in the event of a
confirmed bed bug siting
• Partner with families directly impacted by a bed
bug siting to provide appropriate support
A Bed Bug FAQ is available on the GPS website.
Nurse’s Office
The school nurse’s office is designed to provide care to
students who become ill or are injured while in school:
The middle school nurse’s hours are 7:45 am – 3:00 pm.
The high school nurse’s hours are 8:15 am – 3:30 pm.
Please check with your school nurse for specific hours.
A cumulative health file is maintained for each student. This
file includes notations of past illnesses, results of physical
examinations, and other pertinent health information.
Parents are notified of any deviation from the normal pattern
of health and suggestions are given for follow-up. It is
likewise important that parents notify the school nurse in
case of a student’s illness. If a student is to be excused or
limited for an extended period from participation in school
activities, he/she is required to bring a statement signed by a
physician. The school nurse is available to parents and
students for conferences regarding health issues.
Student Insurance
School insurance is made available to families through a
specific program. Brochures are distributed to all students at
the beginning of each academic year. While the program is
not mandatory, it is desirable that parents take advantage of
the opportunity to provide adequate protection for their
children while in school. Any such arrangement is
contractual between the parent and insurance carriers and
the Greenwich Public Schools assumes no liability from
disputes arising from such contract.
Special Education and Student Support Services
The Greenwich Public Schools provide services to students
eligible under IDEA through District services and supports
designed to meet the individual needs of each student with a
disability. The goals are to ensure the provision of all
mandated services in a manner that is compliant with state
and federal regulations. Using the IDEA frame of least
restrictive environment (LRE), students are educated with
their non-disabled peers to the maximum extent appropriate
for each individual student. Students’ instructional
environments include general education (with and without
paraprofessional support), “push in” special education,
co/collaborative teaching, special education classes (all
students in the setting have disabilities), in-District special
programs, day programs in special schools outside the
District, residential placements (for both educational and
non-educational reasons), education in hospitals,
homebound instruction and short-term diagnostic
placements.
Students may also receive related services as described in
their IEPs. These services may include: behavior/social
skills/mental health supports from psychologists, social
workers and/or guidance counselors, speech therapy, hearing
and vision services, nursing services and occupational and
physical therapies. The District also provides additional
services to students with disabilities to ensure that they can
access the curriculum and participate in the activities of the
school community. The District has an assistive technology
coach who is responsible for conducting assistive
technology/augmentative communication evaluations and
who assists the IEP teams in making recommendations for
high and low tech devices for individual students and provides
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training and technical assistance to staff and families
regarding the effective use of technology.
Planning and Placement Team (PPT)
Individual Education Plan Team (IEP Team)
Any student who is identified as possibly needing special
education and/or related services must be referred to a special
education PPT for consideration and possible evaluation. The
PPT is a group of professionals representing the teaching,
administrative, and pupil personnel staffs, the parent or
guardian of the referred student and when appropriate, the
student. If the team suspects that the student may have a
disability, an evaluation of the student is completed. The PPT
will determine whether the student meets the IDEA eligibility
criteria. If the student meets the IDEA eligibility criteria, an
IEP will be developed. Parents must give their written
consent before any evaluation can be done and before any
services can begin. There is a process of regular assessment
of each student’s progress throughout the year, an annual
review of the IEP and a three-year review of the student’s
eligibility in order to provide a “free and appropriate public
education” (FAPE).
Individualized Education Plan (IEP)
The Individualized Education Plan (IEP) is developed
annually for each student who meets the IDEA eligibility
criteria. The IEP is developed to reflect the student’s present
level of performance. Using the student’s strengths and
weaknesses, the IEP Team develops a series of annual goals
and short-term objectives and describes the supports and
services the student will need to master the goals and
objectives. The IEP Team must meet at least annually but
meetings can be called at any time by either the school or
parents to discuss proposed changes to the IEP.
Equal Opportunity for Students with Disabilities
The Greenwich Public Schools will not discriminate on the
basis of disability as required under the ADA (Americans with
Disabilities Act), the IDEA (Individuals with Disabilities
Education Act), Section 504, and Connecticut General Statute
10-76a and any other similar law or provision. The Chief
Officer of Special Education & Student Supports) has been
designated to coordinate compliance with the
nondiscrimination requirements of Section 504 of the
Rehabilitation Act of 1973, as well as compliance with the
ADA. The Coordinator of Guidance, is the 504 Coordinator
for the district.
The Rehabilitation Act of 1973, commonly referred to as
Section 504, is a nondiscrimination statute enacted by the
U.S. Congress. The purpose of the Act is to prohibit
discrimination on the basis of disability and to assure that
individuals with disabilities have educational opportunities
and benefits equal to those provided to nondisabled students.
An eligible student under Section 504 is a student who (a) has,
(b) has a record of having, or (c) is regarded as having a
physical or mental impairment that substantially limits one or
more major life activities, including but not limited to
learning, self-care, walking, seeing, hearing, speaking,
breathing, working, and/or performing manual tasks.
Many students will be eligible for educational services under
both Section 504 and the Individuals with Disabilities
Education Act (IDEA), but entitlement to services under the
IDEA or other statutes is not required to receive services
under Section 504. A student can be disabled and be covered
by Section 504 even if he/she does not qualify for, or receive,
special education services under the IDEA.
The following is a description of the rights and options
granted by federal law to students with disabilities under
Section 504. Under Section 504, you have the right:
• To be informed of your rights under
Section 504;
• To have your child take part in and
receive benefits from the Greenwich
School District’s education programs
without discrimination based on his/her
disability.
• For your child to have equal
opportunities to participate in academic,
nonacademic and extracurricular
activities in your school without
discrimination based on his/her
disability;
• To be notified of decisions and the basis
for decisions regarding the
identification, evaluation, and
educational placement of your child
under Section 504;
• If you suspect your child may have a
disability, to request an evaluation, at no
expense to you, to have an eligibility
determination under Section 504, and if
eligible, placement decisions made by a
team of persons who are knowledgeable
of your child, the assessment data, and
any placement options;
• If your child is eligible for services under
Section 504, for your child to receive a
free appropriate public education
(FAPE). This includes the right to
receive regular or special education and
related services that are designed to
meet the individual needs of your child
as adequately as the needs of students
without disabilities are met.
• If your child is eligible for services under
Section 504, for your child to receive
reasonable accommodations and
services to allow your child an equal
opportunity to participate in school,
extra-curricular and school-related
activities;
• For your child to be educated with peers
who do not have disabilities to the
maximum extent appropriate;
• To have your child educated in facilities
and receive services comparable to those
provided to non-disabled students;
• To review all relevant records relating to
decisions regarding your child’s Section
504 identification, evaluation, and
educational placement;
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• To examine or obtain copies of your
child’s educational records at a
reasonable cost unless the fee would
effectively deny you access to the
records;
• To request changes in the educational
program of your child, to have your
request and related information
considered by the team, a decision made
by the team, and if denied, an
explanation for the team’s
decision/determination;
• To an impartial due process hearing if
you disagree with the school district’s
decisions regarding your child’s Section
504 identification, evaluation or
educational placement. The costs for
this hearing are borne by the local
school district. You and the student
have the right to take part in the hearing
and to have an attorney represent you at
your expense.
• To file a local grievance/complaint with
the district’s designated Section 504
Coordinator to resolve complaints of
discrimination including, but not
limited to, claims of discrimination
directly related to the identification,
evaluation or placement of your child.
• To file a formal complaint with the U.S.
Department of Education, Office for
Civil Rights.
The Office for Civil Rights of the United States Department of
Education enforces the requirements of Section 504. The
address of the regional office is:
Boston Regional Office
Office for Civil Rights
U.S. Department of Education
8
th
Floor
5 Post Office Square, Suite 900
Boston, MA 02109-3921
Telephone: (617) 289-0111
The District FERPA Officer is the Chief Officer of Special
Education and Student Support.
Ceremonies and Observances
Opening Exercises
The morning opening exercises shall include the following:
1. An opportunity at the start of each school day to allow
those students and teachers who wish to do so to observe this
time in silent meditation.
2. An opportunity each school day for students to recite the
Pledge of Allegiance. Students may decline to recite the
Pledge of Allegiance and may refrain from saluting the flag.
A student who chooses not to participate may remain seated
during the flag salute.
The morning opening exercises may also include activities
such as one or a combination of the following:
•Patriotic song (participation is voluntary)
•Reading
•Music
•Student speakers
•News reports
•Sharing experiences
•Announcements
•Planning the day’s work
•Appropriate activities for special days
•Assignment of duties
United States Flag
The flag of the United States of America shall be displayed in
each classroom and raised above each schoolhouse and at
other appropriate places during all school sessions, weather
permitting. The flag shall be raised before the opening of
school and taken down at its close every day.
Flags at all schools and building administered by the Board
shall be displayed at half-staff as directed by the chief
executive officer of the Town of Greenwich.
Religious Ceremonies
Decisions of the United States Supreme Court ruled public
schools shall be religiously neutral and any practices must:
• Have a secular purpose
• Have a primary effect, which neither advances
nor inhibits religion
• Avoid excessive government entanglement with
religion
1. Prayer in Public Schools – vocal, denominational, or
nondenominational prayer – and ceremonial reading from
sacred texts, such as the old and new testaments of the Bible
and the Koran, are unconstitutional practices in public
schools. Prayers delivered by clergy at official public school
graduation ceremonies are unconstitutional. School officials,
employees, or outsiders may not deliver prayers at school
assemblies. Student volunteers may not deliver prayers at
school assemblies, even if the assemblies are voluntary.
It is unconstitutional for teachers to pray with or in the
presence of their students in school, or in their capacity as a
teacher or representative of the school.
A student may engage in private prayer or other religious
activities, including engaging other students in religious
discussion, as long as that private religious activity does not
materially disrupt the school’s educational mission and
activities. Personal religious activity may not interfere with
the rights and wellbeing of other students.
2. Religion in the Curriculum – religion may be presented as
part of a secular educational program, with the goal of
teaching students about the role of religion in the historical,
cultural, economic, and social development of the United
States and other nations, and instilling understanding,
tolerance, and a respect for a pluralistic society. Religion
must be discussed in a neutral, objective, balanced, and
factual manner.
The study of religion may naturally occur within the context
of studying other topics. The curriculum’s approach may not
be devotional or doctrinal nor have the effect of promoting or
inhibiting religion. Sacred texts, such as the old and new
testaments of the Bible and the Koran, may be studied as
literature, but not as religious doctrine. The lesson must be
secular, religiously neutral, and objective.
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If religion is discussed, care must be taken to include
minority as well as majority religions. Any discussion of
religion in the classroom should be very sensitive to the
beliefs of different students in the class. In no event should
any student feel that his/her own beliefs or practices are
being questioned, infringed upon, or compromised.
Students may be excused from a class or program due to the
conflicting religious beliefs of the students or their parents.
A written request from a parent or partner is required.
3. Religious Holidays – observing religious holidays in the
form of religious worship or other practices is
unconstitutional. Teaching about the historical,
contemporary, and cultural aspects of holidays with both a
religious and secular basis may be constitutional if it furthers
a genuine secular program of education, is presented
objectively, and does not have the effect of advancing or
inhibiting religion. The study of religious holidays should
reflect this nation's diversity.
Religious symbols such as crosses, crèches, and menorahs
may be used as teaching aids in the classroom provided the
symbols are displayed as an example of the cultural and
religious heritage of the holiday, and are temporary in
nature. They may not be used as decorations. Symbols of
religious holidays, which have acquired secular meaning,
such as Christmas trees, may be permissible decorations.
Students may be excused from classes if the religious beliefs
of the students or their parents conflict with the content of a
classroom activity. A written request from a parent or
guardian will be required.
Music, art, literature, and drama with religious themes may
be included in teaching about holidays, provided they are
presented in a religiously neutral, prudent, and objective
manner, and relate to sound, secular educational goals.
Religious music or drama may be included in school events
such as assemblies, concerts, and programs so long as the
programs are objective and educational and do not focus on
any one religion or religious observance. Student
participation should be voluntary.
Strategic Improvement Plan
Continuous improvement is an essential element of our
success. Annually, each school is required to develop a
School Improvement Plan (SIP). The School team, made
up of building administration and teachers, is responsible
for:
• Reviewing student performance data to identify an
area of academic need;
• Developing a SMART Goal (specific, measurable,
achievable, relevant and timely; and
• Creating an Action Plan with specific strategies
and a timeline designed to achieve the SIP Goals.
The team is convened at key points throughout the year to
review and monitor SIP implementation and results. The
plan and the results are shared with the PTA. The plan ties to
the GPS Strategic Plan.
Assigning Students to a Teacher and Classes
The building principal will have the responsibility and the
authority for the assignment of each student to his or her
class and, therefore, his or her teacher with the best interests
of the child in mind. The principals will not take requests to
place children with particular teachers. The parent(s) will
have the opportunity to inform the principal or designee in
the spring prior to classroom assignments concerning the
child's learning style, specialties and difficulties, and
particular needs, personal or educational. The parent(s)
is/are also encouraged to discuss with the principal the
child's progress in the fall once classes are under way.
However, the principal will make the final determination in
placing all children.
Grouping (Differentiated Instruction)
The Board of Education believes that a critical dimension of
a quality educational program is the extent to which it offers
courses, activities, experiences, and instruction tailored to
the particular needs and abilities of each student. The Board
of Education also recognizes its responsibility to educate all
students to their highest academic potential.
In each grade level, appropriate student learner objectives or
outcomes shall be established consistent with the high
expectations that the Board of Education has for the students
and teachers. Such objectives shall be made known to
students and the public, and, for each grade level, shall be
uniform across the District. Expected levels of performance
on these student learner objectives shall be established and
such tests or other assessment devices obtained or written as
appropriate to measure each student’s degree of attainment
of the standards. Assessment instruments developed within
the District shall reflect teacher input, and shall meet such
standards of reliability and validity as are necessary to
accurately measure student performance.
Students may be grouped based on a variety of factors that
include: similar past performance, performance on academic
assessments, student interests, and/or learning styles. The
goal remains that each student master the learning
objectives of the course. Instructional groupings should be
organized as heterogeneously as possible with opportunities
for remediation and acceleration integrated into each class.
*Promotion/Acceleration/Retention
Student promotion is dependent on each student’s mastery
and acquisition of basic learning objectives. Normally,
students will progress annually from grade to grade.
Students who master objectives at an exceptional rate may
be considered for acceleration to another grade or class.
Students who fail to master basic learning objectives at a
normal rate will be provided remediation by the teaching
staff during the school year and their parents will be notified
of such. If remediation efforts fail to result in mastery of the
learning objectives, retention will be considered. Retention
and acceleration decisions will be the responsibility of the
teaching staff and principal, after prior notification and
discussions with parents. The final decisions rest with the
building principal in accordance with regulations established
by the superintendent.
*Teacher and Paraprofessional Qualifications
Parents have the right to request information about the
professional qualifications of their child’s teacher(s). The
response will indicate whether the teacher is certified for the
subject matter and grade taught; the teacher’s undergraduate
major and any graduate degrees or certifications a teacher
may have. Parents will also be advised, if requested as to
whether the child is provided service by paraprofessionals
and their qualifications.
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Standardized Testing Program
All students in grades 3 through 8 and in grade 10 will
participate in standardized assessments. Students receiving
special education services participate in these assessments
except in the rare case when the student’s IEP Team
determines participation in the assessment is not
appropriate. In order to graduate, students must meet
District standards for graduation, in addition to required
course credits. Standardized assessments are some of the
measures used to determine if students have met the
identified standards
Please refer to the updated procedure at GPS eGovernance
Website for more information.
*Homework
Worthwhile homework benefits students. Homework should
be an extension of the class lesson, be clearly understood by
the students, be well planned and meaningful. Homework
shall not be used as a form of punishment. Homework
assignments should be minimized over vacations and should
not be assigned on major religious holidays.
Purpose of Homework
1. Practice of Skills
Practice provides students with the opportunity to reinforce
and master specific skills presented in class and to review
content.
2. Preparation for Future Classes
Prepares students for future classes, and may include
preparation for discussion, reading, research, studying or
other information-gathering/processing activities.
3. Extension of Class Work
Extension focuses on individual application, research, and
study; takes students beyond work covered in class.
Please refer to the GPS Homework Procedure at GPS
eGovernance Website for more information.
Field Trips
Field trips are educational trips away from the school,
organized by the teachers, and they are an integral part of
the educational program and are linked to curricular
objectives. Parent permission is required for student
participation in trips. Buses will be used as a means of
transportation for these trips. On the day of the field trip,
parents must sign in at the office prior to going on the trip.
This is for insurance purposes. A signed permission slip is a
must for students to be able to participate.
Students who have emergency medications as well as
authorized medication doses during regular school hours will
have those medications carried by and administered by the
teacher voluntarily. The nurse will give the teacher those
medications. Any medication that needs to be given on field
trips other than during the regular school hours (8:00-2:50)
must be supplied by the parent. An additional medication
authorization form is required to cover those added times
and medications. Please see the nurse.
Summer School
The Board of Education sponsors a summer school program
providing remedial and enrichment courses at all levels, and
review courses and credit recovery at the secondary level.
Summer school information is sent home in the spring.
Extended School Year (ESY) services are provided for all
students with IEPs found eligible during a PPT meeting.
School Lockers
Lockers may be searched at times when the principal, or
his/her designee, believes this to be necessary to protect the
life, health, or safety of students in his/her building.
Locker search should be carried out with discretion. Lockers
should not be searched indiscriminately. This means that
the school principal, or his/her designee, has information or
belief that the locker(s) may contain property, which the
student may not legally possess, or property, which presents
clear and present danger to the student or others within the
school building.
The use of substance-sniffing dogs is permissible to check for
illegal substances in lockers. Identification by such trained
animals provides justification for a locker search by a school
administrator.
When a locker is searched, the principal, or his/her designee,
shall report this on the same day by telephone and in writing
to the Deputy Superintendent.
Dress Code
A student’s choice of clothing or grooming styles has been
held to fall within his/her right of privacy, as a form of self-
expression. The Board of Education may not impose
limitations on dress in which fashion or taste is the sole
consideration; it is requested that students:
• consider health, safety, and respect for the
academic environment in their choice of attire;
• not wear hats in the school building (except for
religious reasons); and
• not wear clothing advertising alcohol, drugs, or
tobacco, or displaying offensive language.
Footwear for Physical Education
• Athletic, sport, specific running or cross-training
shoes are required (no fashion sneakers will be
permitted, i.e. Mary Janes, slides, mules or after-
sport shoes)
• Shoes must be worn with socks
• Shoes must have a closed-in heel and toe
• Shoes must support the heel
• Water shoes that are worn in water, at the beach, or
in a pool or shower are not allowed
• Shoes with platforms are not allowed
• Shoes that have a strap with a buckle are not
allowed
• Sport sandals are not allowed
• High heels on shoes are not allowed
• Skate board sneakers are not allowed
• Shoes with pop-up wheels are not allowed (even if
the wheels are removed)
• Rubber clog-type shoes (i.e. Crocs, etc.) are not
allowed
• Shoes must pass the “kick test” - they cannot fly off
when foot is kicked forward
Send your child to school wearing what you
would wear to a fitness center
Americans with Disabilities Accommodations
Should special accommodations for access under the
Americans Disabilities Act be required to attend a school
function or meeting, please contact the school secretary.
Soliciting by Students
All solicitations of funds must receive prior approval of the
school Principal. Funds so collected may not be used to
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replace budgeted funds for existing programs or activities.
All funds collected shall be subject to approved accounting
procedures and periodic audit.
Distribution of Printed Materials from Outside
Organizations
All requests from groups or individuals to have materials
distributed to the parent community, with the exception of
school-connected organizations, will be referred to the office
of the superintendent to determine whether the request
complies with District procedure. Events, activities,
programs and/or services offered by not-for-profit
organizations will be posted to the District’s Community
Web Calendar for access by anyone in the school community
once approved by the Superintendent’s Office.
*Report Cards/Grades
A system of annual evaluation of student performance shall
include standardized measures of achievement and school
learning ability. It shall also measure attainment of
Greenwich curricular objectives. Annually, the
Superintendent shall report on these measures to the Board
and the public through monitoring reports. Reporting
progress in academic, learning, attitude, effort and
attendance to students and their parents will be done on a
regular basis. Report cards are issued three times a year for
elementary schools and four times a year for middle school
and high school. Middle School progress reports will be
made available to parents through the Family Portal. Please
carefully review your child’s report card. You are encouraged
to contact your child’s teacher if you have any questions or
concerns.
*Weighted Grading
The Board of Education is in favor of weighted grading for
honors and advanced placement courses. The grading system
reflects their position.
Duplicate Mailing
In the case of shared custody arrangements, there may be a
need for duplicate mailings (two copies of report cards, two
copies of Friday folder information, etc.). Under these
circumstances, the parents must notify the school each year
in writing, listing the appropriate contact information.
E-Mail Correspondence
E-mail is a convenient way to communicate information to
teachers. You are welcome to use e-mail, but please do not
use e-mail to communicate any information teachers must
have immediately. Teachers use their non-instructional
periods for planning and meeting with colleagues.
Therefore, they may not be able to read their e-mail within a
24-hour period. If you have a message you must get to your
child’s teacher that day, please write a note or call the office.
To send a message to any teacher or administrator, type first
name, underscore, last name, followed by
@greenwich.k12.ct.us.
John_Smith@greenwich.k12.ct.us
*Title I Comparability of Service
The Board of Education believes that at all times its schools
should be equally as well equipped and maintained as may
be possible within existing financial limitations. It shall be
the policy of the Board of Education to insure comparability
of services funded by state and local sources in both Title I
project schools and non-project schools. The Board of
Education will therefore:
1. Maintain a District wide salary schedule.
2. Provide services with federal, state and local funds
in schools serving Title I project areas that are at
least comparable to services in non-project areas.
3. Use federal, state and local funds to provide for an
equivalence among all schools with the same grade
levels in teachers, administrators, auxiliary
personnel.
4. Use federal, state and local funds to provide for an
equivalence among all schools with the same grade
levels in the provision of curriculum and
instructional materials, books and supplies.
5. Nothing in this policy will prohibit the
administration from addressing identified
problems at individual schools.
*Title I Parent and Family Engagement
Parents of a child in a Title 1 funded program will receive a
copy of the District’s parental involvement policy, including
provisions of an annual meeting and involvement of parents
in the planning, review and implementation of Title 1
programs.
GENERAL INFORMATION
The Greenwich School Lunch Program
We are engaged in work that is important to the health and
welfare of the children of Greenwich. It is a task that we take
considerable interest and pride in. We value our reputation
for quality food and good service. Our District, with the
exception of Greenwich High School, participates in the
National School Lunch Program and follows the National
Guidelines/Standards developed by the Connecticut State
Department of Education. Our staff members have been
trained to recognize and encourage that children take a
complete well-balanced meal.
Menu:
We offer Middle School students multiple hot choices and
cold choices on a daily basis. In addition to this, students are
offered a large variety of ala carte choices in addition to the
meals available. These range from specialty salads and
sandwiches to other student favorites.
The High School Food Service program offers many hot
choices and an expansive combination of cold choices per
day. In addition to this we offer the student body a broad ala
carte program to meet all their dining needs including an ala
carte and National School Breakfast program served from 7
to 11 daily.
Current menus are posted on the GPS website.
Debit Account System:
The Greenwich Schools use a debit account system that
allows students and faculty to deposit money into a lunch
account by personal check or by debit or credit card at
MySchoolBucks.com. There is no need to carry cash every
day. Money deposited into an account can be restricted for
lunch meals only, or can be designated for a combination of
lunch meals and a la carte purchases. Deposit forms and
further information are available on the GPS website.
REFUND POLICY
A. Pre K – Grade 11
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To obtain a refund, a parent or guardian must submit a
written request to the Food Services Office. After verification
of account balance, the Town Treasurer will issue a refund
check. Students permanently leaving the Public School
system should submit a request within 90 days after
withdrawal. Please allow 2-4 weeks for your refund.
B. Graduating Seniors
OPTION 1: If a graduating senior has a younger sibling in
the Greenwich Public School System, a parent or guardian
can submit a written request to the Food Services Office to
have those funds transferred to the designated sibling’s
account. The request to transfer can be submitted up to 90
days after graduation.
OPTION 2: A parent or guardian may request a refund of
monies in the account. To obtain a refund, a parent or
guardian must submit a written request to the Food Services
Office within 90 days after graduation. After verification of
account balance, the Town Treasurer will issue a refund
check. Please allow 2-4 weeks for your refund.
Free and Reduced Price Lunch (GPS procedure
E040.13)
National School Lunch Program regulations require that
lunches be provided for needy students when family income
is insufficient to provide the basic necessities, including food
of the proper quality and amount for good
nutrition. Application forms and further information is
available on the GPS website and your school’s front office.
Children without Lunch Money
The Greenwich Food Services Department does not extend
credit for children who have forgotten their lunch, forgot or
lost their money or are out of money on their debit
account. Children who fall into this category will be
provided a lunch, free of charge, consisting of a Peanut
Butter/Sun Butter and Jelly Sandwich or a Cheese Sandwich
served with Milk and Fruit. After a second consecutive
day, the school office will be notified to contact the parent or
guardian.
Snow Day Procedure for School Lunch Program
If school is cancelled, the cancelled day’s lunch will be served
the next scheduled school day. Example: If school is
cancelled on Tuesday, on Wednesday we will serve Tuesday’s
menu. Wednesday’s menu will be served on Thursday.
Thursday’s menu will be cancelled.
Nutritional Information
The National School Lunch Program introduced the first
changes in 20 years with the introduction of the Healthy
Hunger-Free Kids Act of 2010 (HHFKA). The program,
which began in the 2012-13 school year, was implemented to
expose consumers to more healthful food in conjunction with
restrictions on calories, portion sizes, vegetables and grains.
School meals are planned to encourage children to choose a
variety of foods by making food choices on a daily basis. Our
entree, side dishes and milk choices are offered to help
students best meet their recommended nutrient levels. The
following key nutrients are the focus of our meals: calories
(<30% calories from fat, <10% calories from saturated fat),
protein, calcium, iron, vitamin A & vitamin C.
Food Allergy Information
The Greenwich School Lunch Program recognizes the
increasing prevalence of potentially life-threatening food
allergies among children. Effective management of food
allergies in the kitchen includes implementing strategies for
avoidance of offending foods by allergic children. It is the
intention of the Greenwich School Lunch Program to provide
assistance and information to parents in order to help them
determine whether or not their child consumes food items
served in the cafeteria. Parents are strongly encouraged to
contact the Food Services Office located at the Board of
Education or read food labels posted on the GPS website.
Refer to parent letter on page 30.
Wellness Policy
The Wellness Policy supports parents' efforts to provide a
healthy diet and daily physical activity for their children.
The district will offer healthy eating information for parents,
send home nutrition information, post nutrition tips on
school websites, and provide nutrient analyses of school
menus.
Schools should encourage parents to pack healthy lunches
and snacks and to refrain from including beverages and
foods that do not meet the nutrition standards for individual
foods and beverages.
The school will provide parents a list of suggested foods that
meet the district's snack standards and ideas for healthy
celebrations/parties, rewards, and fundraising activities.
The district will provide opportunities for parents to share
their wellness practices with others in the school community:
• Parents and other family members are invited to
periodically eat with their student in the cafeteria.
• Families are invited to attend exhibits of student
nutrition or health fairs
• Schools will work with community institutions to assure
screening services are available for interested families
The district will provide information about physical
education and other school-based physical activity
opportunities before, during, and after the school day; and
support parents' efforts to provide their children with
opportunities to be physically active outside of school. Such
supports will include sharing information about physical
activity and physical education through a website,
newsletter, or other take-home materials, special events, or
physical education homework.
Schools will provide students with access to a variety of
affordable, nutritious and appealing foods that meet
students’ health needs and accommodate ethnic and cultural
food preferences. School meals will include a variety of
healthy choices that meet USDA requirements and the
Dietary Guidelines for Americans, and are modified, as
appropriate, for special dietary needs. To encourage healthy
choices for students, Nutrition Standards used by the District
will provide clear guidance about foods and beverages
available on school grounds throughout the school day. The
Nutrition Standards will focus on increasing nutrient
density, decreasing fat and added sugars, and moderating
portion size. Procedures and practices will encourage the
consumption of nutrient-dense foods, such as whole grains,
fresh fruits, vegetables, and low-fat dairy products.
Mandated Reporting/Child Abuse/Neglect
The link below brings you to the Report of Suspected Child
Abuse or Neglect and Summary of Legal Requirements for
Mandated Reporters:
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CT DCF Mandated Reporting Policy & Forms
Birthday and Classroom Celebrations
Access the birthday and classroom celebration procedure on
the district website at:
GPS eGovernance Website
Personal Items
The school will not be responsible for any personal items
that have been lost or stolen.
Class Pictures
Each year individual pictures are taken. Parents are notified
of the scheduled dates. Both class and individual photos
may be purchased.
Dogs and Pets
Greenwich Public Schools does not permit animals in
classrooms with the exception of certified service animals
per Tools for Schools indoor air quality program guidelines.
These guidelines are designed to promote safe, clean
learning environments.
For health and safety reasons schools request that parents
and neighbors keep dogs and other pets away from school
grounds during school hours. School hours include and
extend through the period when after school activities take
place. The Greenwich Health Department has designated all
school grounds as restricted areas for dogs (Greenwich
Municipal Code, Section 6, Article 7 – Animal Control). The
legal notice states that in all restricted areas a) dogs must be
kept on a secure leash less than ten (10) feet in length; and b)
dog handlers or owners must provide for the prompt removal
of feces should the dog defecate in said areas. School staff
will contact the Police Department’s animal control officer to
retrieve stray dogs.
STUDENT TRANSPORTATION
For all Transportation guidelines please see the following
district procedures:
General Guidelines
The District shall provide safe, reliable, efficient and
economical transportation for all public, private, and
parochial students in Greenwich to the extent required by
law. The Transportation Manager, the Director of School
Safety, and the Deputy Superintendent with the involvement
of the Chief Pupil Personnel Services Officer and school
administrators, are responsible for all aspects of student
transportation.
Eligibility
Free transportation is provided to and from school for
students living beyond the established pupil walking
distances within their attendance Districts, and students
attending a District magnet school that live within that
school’s designated cluster area. Western - Hamilton Ave.;
Central – Julian Curtiss; Eastern – International School at
Dundee).
Students may also receive transportation in the following
special circumstances:
a. Students who live within the established walking distances
but whose walking routes to school are determined to be
not pedestrian friendly based on established standards
and criteria
b. Students with disabilities whose IEPs or Section 504
Accommodation Plans stipulate specialized
transportation.
Pupil Walking Distance
Free transportation is not provided for students that live
within the following walking distances to and from school.
Established pupil walking distances also apply to a students’
assigned bus stop. Additional reference to mileage can be
found in the policy on the GPS website.
Middle School: 1.5 miles
High School: 2.0 miles
Safety Rules
The following guidelines and protocols are designed to
ensure that students arrive at school and return home safely,
and that there is clear and consistent communication
between and among school, home, the bus company, police,
and central office administrators:
1. School administrators are responsible for securing and
maintaining a written permission slip in advance and for
verifying space availability on a bus whenever a parent or
guardian requests permission to travel on a bus other than
his/her own assigned route or to another student’s home.
Slips will be kept on file in the school office for the balance of
the academic year.
2. Connecticut Motor Vehicle Regulations (Sec. 14-275c-16)
states that at least twice during each school year, each pupil
shall be instructed in safe (bus) riding practices, and
participate in emergency evacuation drills. School leaders
should contact the District Transportation Manager for
assistance in arranging for these drills.
3. For the safety of all students, no food is to be consumed
while on the buses.
4. The following roles and responsibilities apply in the event
of an accident (any incident,
without limitation and no matter how slight, where an
automobile, motorcycle, truck, van
or other motor vehicle, any bicycle, animal or any other
personal or public property
comes into contact with any bus) or delay (more than 30
minutes after the scheduled
pick-up/arrival time). The sequence and responsibilities may
vary depending on the
circumstances.
Roles and Responsibilities for Bus Procedures
Bus Driver
The bus driver is the responsible adult on the bus. Their
directions must be followed. The driver will remind the
students of their responsibility to follow guidelines.
Parents
Contact school or District administrator to notify them that a
bus is more than 30 minutes late picking up students in the
morning or dropping off students in the afternoon.
In Case of an Accident:
Bus Driver will contact bus company by radio or phone.
Police Department
Notify bus company and Superintendent of accident.
Transportation Manager & Director of School Safety
• Contacts the school(s) involved, including those with
subsequent bus runs, both public and/or private
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• Reports the information to the Chief Operations Officer
and/or the Deputy Superintendent.
• Reports the information to the Chief Pupil Personnel
Services Officer if students with special needs are involved.
Bus company (any and all service providers)
• Reports immediately by phone to the District
Transportation Manager and or Director of School Safety
• In the absence of the Transportation Manager and the
Director of School Safety, contacts the Chief Operations
Officer
• Reports back within an hour of the initial notification with
details about delay or accident including injuries, property
damage, or citations
• Files a written report no later than 48 hours following the
accident
• Contacts the Police Department with the understanding
that no student is to be taken off a bus or released to
parents/adults unless the police have authorized an
evacuation or the bus driver determines that remaining on a
bus may result in serious injury.
• Maintains contact with the bus driver to identify causes and
solutions.
Deputy Superintendent
• Provides back up and support to the Transportation
Manager.
• Shares information with other District administrators
including Superintendent and the Communications office
who will, as appropriate, update information on the website.
Chief Pupil Personnel Services Officer or designee
• As necessary, establishes and maintains communication
with impacted non-District schools attended by children
with special needs.
• Notifies parents of special needs students, providing
contact information for updates.
School Administrator(s)
Notifies parents of students involved, providing contact
information for updates. If there are obvious weather
conditions or other extenuating circumstances, the school
principal may contact the bus company directly in the event
of any delay.
Rights and Responsibilities
While Districts are required to provide transportation
services to eligible students, Connecticut Statute (C.G.S. 10-
233c) allows Districts to suspend transportation services for
any pupil whose conduct while awaiting or receiving
transportation to and from school endangers others or
violates District policies and procedures. Unless an
emergency exists, transportation will not be suspended
without advance written notification to parents or guardians
and an informal hearing convened by the school and/or
District administrators. The pupil will be informed of the
reasons for the disciplinary action and given an opportunity
to explain the situation. If circumstances warrant, the
District may convene a more formal hearing. In emergency
situations, the hearing may be held as soon after the
suspension as possible. Unless there is a formal hearing, no
pupil shall be suspended more than ten times or a total of
fifty days in one school year, whichever results in fewer days.
Schedules and Bus Stops:
School bus scheduling, including the location of stops, are
subject to change based on safety and educational needs,
number of students, frequency of ridership, and trip
duration. Typically, the length of time students are on the
bus will not exceed 60 minutes. The goal of the district is to
have busses arrive at school approximately 10-15 minutes
prior to the school start time. Late bus routes usually vary
from regular morning and afternoon routes and stops based
on ridership. Only transportation to and from an alternate
location shall require the approval of the Director of School
Safety.
School-related trips
Athletic and field trip transportation may be handled in part
by private transportation companies operating under
arrangements independent of other school transportation
contracts, consistent with all purchasing, bidding, and
insurance requirements.
* Transportation Safety Complaints / Procedures
Parents or other interested parties should report any and all
bus issues and/or questions using the on-line transportation
reporting system available through the (GPS Website).
Those who do not have access to a computer should contact
their youngster’s school office where someone will either
answer the question or file an on-line transportation report.
If the question, concern, request or complaint is not
addressed at the school level or by the Transportation
Manager to the satisfaction of the person who initiated the
process, the escalation procedure, which should be
communicated to parents through school handbooks and by
those addressing problems, is as follows:
a. Submit a written appeal to the Chief Operations Officer
who will consent with the individual filing the appeal and
others as appropriate (supervises the Transportation
Manager)
b. If no resolution matter is forwarded to the Superintendent
of Schools for review
d. In accordance with Section 10-186 Connecticut General
Statutes, the parent or guardian of any child denied
transportation may, in writing, request a hearing with the
Board of Education. The Board of Education shall conduct
such a hearing within ten (10) days using an impartial
hearing officer. The recommendations of the hearing
officer shall be binding on the Board. The hearing officer
will be guided by state law. This must be submitted in
writing and should include a description of the
transportation issue (e.g., substantiation of a claim of a
pedestrian safety condition, or variance from the
procedures), and the requested change.
CURRICULUM INFORMATION
Advanced Learning Program (ALP)
The ALP program is a system-wide program, which serves
the needs of students who are gifted and talented. Students
qualifying for ALP services are identified and selected by a
team from the school, primarily consisting of the school
psychologists, classroom teachers, and the ALP teacher.
Criteria used for identification and selection of ALP students
combine teacher recommendation, standardized test results,
and ALP teacher observations. The ALP student’s
instructional program may involve any of the following
options: accelerated or expanded activities, in academic
subjects, enrichment or mini-courses, field work,
independent study, mentor programs, computer programs,
training in critical thinking skills and research. The regular
classroom teacher, the ALP teacher, the media specialist,
school staff, and community volunteers will be utilized to
provide the ALP student with an enriching and cohesive
program throughout the school day.
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In the middle school, in addition to teaching the Greenwich
Public Schools’ language arts objectives, the ALP English
curriculum includes thematic units developed by the College
of William and Mary Center for the Gifted Education.
The goals of these units are to develop students’ skills in
literacy analysis and interpretation, persuasive writing and
linguistic competency, and to strengthen students’ reasoning
skills. Through the study of Utopian literature and the
literature of persuasion and that of the 19
th
century and the
1940’s, students investigate the overarching theme of
change, considered one of the most basic and pervasive
features of life experience. The open-ended approach to
discussion emphasizes the search for meaning in literature
while enhancing grammar, vocabulary, reading
comprehension, and textual analysis skills. The literature
studied embraces multiple genres: short stories, poetry,
essays, autobiographies, novels, non-fiction and plays.
In addition, students participate in WordMasters, a national
vocabulary program that encourages growth in vocabulary
and verbal reasoning.
The middle school also offers the seminar program. It is a
continuum, which allows reasoning models and approaches
to problem solving to be revisited, practiced and refined over
a three-year period. Seminar students frame their own
questions, engage in research, analyze and discuss ideas, and
apply what they have learned to social problems. The
overarching theme for all three grades is “What does it mean
to be human?” In sixth grade the focus is on evolutionary
change, seventh grade on the concept of systems, and in
eighth grade on public health systems.
Advanced Placement Courses:
Greenwich High School offers Advanced Placement courses
in Biology, Calculus AB and BC, Computer Science,
Chemistry, Economics, English, Environmental Science,
European History, French Language, German Language,
Music Theory, Physics AB and BC, Psychology, Spanish
Language, Spanish Literature, Statistics, and US
Government and Politics, US Comparative Government and
Politics and US History.
English Language Learners Program
The ELL program with the Greenwich Public Schools is
designed to facilitate the acquisition of communicative and
academic English, academic content and cultural knowledge
to enable English Language Learners (ELLs) to succeed in
mainstream classes and in U.S. communities as quickly as
possible. . ELL classes are self-contained and replace
Language Arts classes until students have acquired sufficient
English language proficiency to be successful in mainstream
English classes, or until they meet the English Mastery
Criteria established by the State of Connecticut. The
Superintendent of Schools, or a designee, shall ascertain
annually the number of children of limited and non-English
speaking ability within the school system, classify them
according to their dominant language, and report these data
to the State Department of Education. All in need of
instruction shall be provided with appropriate services.
World Language at the Middle School
The World Language program at the middle school level is a
continuation of the FLES program provided in all Greenwich
elementary schools. Students either continue their studies of
Spanish or may begin their study of French in the sixth
grade. (A continuation of French is available for Julian
Curtis students at CMS.) Classes in Native Language Arts are
available for heritage and native speakers of Spanish at all
three middle schools. The goal of language study is
communicative proficiency combined with cultural
knowledge, which will enable students to interact in a variety
of real-life situations with native speakers of Spanish or
French. The major focus at this level is oral/aural
competency, supported by reading and writing. Authentic
materials are used to create meaningful contexts for student
interaction. Performance assessments and project work
occur frequently, and technology is integrated whenever
possible. Students also study a variety of content units,
which reinforce their language skills as well as their
knowledge of the target countries and cultures, both past and
present.
Humanities
Language Arts
The language arts department supports the strategies and
skills required for students to comprehend and communicate
effectively in a 21
st
Century Society. Reading, writing,
listening, speaking and language are addressed within the
core curriculum that is aligned to the Connecticut and
Common Core English Language Arts Standards. All five
strands are taught through an integrated and constructivist
approach to support student engagement and the capacities
within Greenwich Public Schools’ Vision of the Graduate.
Literacy instruction is most effective when written, spoken
and visual communications are taught in context. Students
are expected to be active and flexible learners as they
organize, analyze, revise, synthesize and evaluate
information. Students are also encouraged to develop an
appreciation and respect for all forms of literacy, with a
balance of nonfiction and fiction genres. Students develop
knowledge and skills in the areas of reading, writing,
listening, speaking and language to develop proficient use of
language, to support critical literacy, and to become college
and career “ready” upon graduation.
Social Studies
The social studies program has three major components:
skills, knowledge (concepts and content), and application.
The skills component is sequenced and developmental to
provide the student with the tools and processes to
understand and use the concepts and content at each
particular level. The essential skills categories that form the
matrix include quantitative, geography, social interaction,
research, and critical thinking. As the students move through
the program, they apply their learning to increasingly
sophisticated concepts and content. Social studies education
seeks to arm the students with the knowledge and abilities
that will enable them to put what they know and what they
can do towards the betterment of the human condition.
Library Media & Technology
The Library Media Center is the hub of our schools and plays
a central role in the education of our students. Our media
specialists teach skills on how to use information, create
engaging presentations with the newest technology, and
discover new ideas through interdisciplinary lessons using
both print and digital resources. Teachers and media
specialists work together to design lessons that help students
locate, evaluate, interpret, synthesize, use and present
information in ways similar to real-world expectations.
Students produce multimedia presentations, create websites
and produce digital movies and podcasts. Projects are
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embedded throughout our curricular areas and are taught in
context-- not in isolation. Our school media centers
maintain a rich collection of books suitable for all reading
interests but also go beyond the physical spaces they occupy,
as more resources are available 24/7 through the power of
the Internet. We truly have "Media Centers without Walls”
The resources and lessons provided through the Library
Media Center help prepare students for their 21st century
world.
Regular classroom visits are scheduled to develop library
skills as well as a love of literature. The Center is open to
students throughout the day as a resource. All classes
receive instruction in the Computer Center at least once per
week, and have the opportunity to sign up for lab time
beyond their weekly scheduled time.
STEM
Science
The Greenwich Public Schools provides a rich and
challenging educational experience in science to every
student. Children learn the essential understandings of living
organisms, the physical world, and of their interrelationship.
Additionally, students develop the ability to apply scientific
knowledge to make informed decisions regarding personal,
community and societal issues.
Greenwich Public Schools support an inquiry approach to
science as a basic component in the daily instruction of every
school student. Through inquiry-based exploration, our
students develop problem-solving, analysis and
communication skills that support and encourage the
investigation of the conceptual themes as described in the
Connecticut Science Frameworks and the conceptual
framework for the new Science National Standards.
Math
The guiding principle that drives mathematics instruction in
the Greenwich Public Schools is that every student needs and
deserves a high-quality, comprehensive, and challenging
program that will lead to mathematical proficiency. With the
adoption of the Common Core State Standards, student
learning in the area of mathematics is focused on developing
the skills and dispositions necessary for students to become
mathematically proficient. The Common Core includes both
Standards for Mathematical Content, which address skills
and conceptual understanding at each grade level, and
Standards for Mathematical Practice, which address the
dispositions and habits of mind that students at all levels
need to possess in order to apply their mathematical
knowledge and leave the Greenwich Public Schools “college
and career ready.”
Music, Visual and Theatre Arts
Music
In our Music program students will: [1] express ideas,
feelings, and human experience, [2] know artistic choices are
influenced by personal experience and human development,
[3] create in the arts using imagination, self-discipline,
problem-solving and experience, [4] grasp that process
impacts product, [5] learn that artistic expression can be
analyzed, described, and evaluated, both intellectually and
emotionally, in a variety of ways, [6] understand that
responding to the arts enhances one’s life and influences
one’s personal expression, [7] study the art discipline as a
language unto itself, communicated through a unique system
of symbols and terms, [8] comprehend that literacy in the
arts is valuable in facilitating the transfer of artistic
expression, [9] connect the arts to other disciplines, personal
experiences, and daily life and [10] find similarities and
differences in the arts produced among cultures and across
time.
Visual Art
In our Visual Arts program students will: [1] express ideas,
feelings, and human experience, [2] know artistic choices are
influenced by personal experience and human development,
[3] create in the arts using imagination, self-discipline,
problem-solving and experience, [4] grasp that process
impacts product, [5] learn that artistic expression can be
analyzed, described, and evaluated, both intellectually and
emotionally, in a variety of ways, [6] understand that
responding to the arts enhances one’s life and influences
one’s personal expression, [7] study the art discipline as a
language unto itself, communicated through a unique system
of symbols and terms, [8] comprehend that literacy in the
arts is valuable in facilitating the transfer of artistic
expression, [9] connect the arts to other disciplines, personal
experiences, and daily life and [10] find similarities and
differences in the arts produced among cultures and across
time.
Physical Education
The Greenwich Public Schools Board of Education has
adopted the six National Standards for Physical Education,
developed by the National Association for Sport and Physical
Education, as the framework for the Physical Education
Curriculum. The standards have been re-clustered into four
standards for which instructional objectives and assessments
have been identified for each grade level. These detail what
students should know and be able to do as physically
educated individuals. A physically educated person not only
acquires the skills and knowledge to perform a variety of
physical activities, but also participates in such activities
regularly, and understands the implications of non-
participation. The instructional program emphasizes the
developmental, educational, and sequentially appropriate
nature of model physical education programming as
identified through national best practices and 21
st
century
programming. The program content is articulated both
vertically and horizontally, thus enabling students to engage
in a wide range of sports and activities through which they
learn and transfer the essential skills and knowledge for
lifetime activity and fitness. As a leader in current activity
and sport trends, the Greenwich Public School’s program
content ranges from fitness walking, through the use of heart
rate telemetry, to adventure programming, orienteering,
racquet sports, dance, and team sports.
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ALLERGY AWARENESS IN THE GREENWICH PUBLIC SCHOOLS
September 2024
Dear Parents and Guardians of Greenwich Public School Students:
Greenwich Public Schools continue to reflect the increasing diversity in our community, which includes differences in language,
cultural backgrounds, socio-economic status, race, religion, ability and disability. Our mission is to prepare and graduate students
who are academically competent as well as compassionate and open to engage and respect others. We must ensure a welcoming and
safe environment, not just because this is the right thing to do, but also because a diverse classroom creates the most powerful and
effective learning environment. This message highlights a particular group of students who have life threatening food allergies. It is
our expectation that these students receive the same consideration given to any individual even though their disability poses challenges
in school.
Health and safety have always been top priorities for the Greenwich Public Schools and we take food allergies very seriously. In any of
our schools there may be several students who have severe allergies to specific foods, which are potentially life threatening. These
students cannot eat, and sometimes not even touch, foods or food products containing the allergen that causes them to react.
The purpose of this letter is to reiterate the ways in which we can all work together to reduce the risk to students with food allergies.
Following these recommendations will make our schools safer for our students with allergies as well as those students who may have
a reaction in the future.
Below are some steps that you can take to reduce exposure to food allergens for our affected students. While these precautions are not
mandates, we ask your assistance by following these recommendations. We know that these may be inconvenient but we trust that
you understand how serious this is.
• Please teach your children not to share food with other children in school and please reinforce the district “no eating on the
school bus” rule.
• Please try to avoid sending your child to school or afterschool activities and programs with peanuts, tree nuts, peanut butter
or foods made with nuts or prepackaged food with a printed warning label (“may contain peanuts/tree nuts”).
• If your child has eaten any nuts prior to going to school in the morning, please make sure that his/her hands are washed
with soap and water. Water alone or hand sanitizers are not sufficient to remove nut residue.
• If you do send these foods only as lunch or a snack, please write on the bag, “contains nuts.”
• Special tables in the elementary school cafeterias will be clearly marked as peanut/tree nut-free. Please make sure that your
elementary school child knows if his/her lunch contains nuts of any kind so that he/she does not sit at the “peanut free”
table.
• Each school will keep boxes of wipes in the cafeteria. While hand washing with soap and water is best, it is not always
possible. Please ask your children to use a wipe after eating any nuts or nut products during lunch.
• We will not be doing any classroom projects that involve peanut butter or peanut shells (art projects). Please do not send
any projects made with these materials into school with your child.
• Please keep in mind that there are children with other food allergies that can be life threatening as well, such as eggs, dairy,
wheat and soy. While almost impossible to remove, if your child has a fellow student in his/her classroom with one of these
allergies, please be mindful of this by reading labels carefully and communicating with the teacher about what snacks are
brought into school.
• For preschool and elementary school students: in keeping with the goals of our Wellness and Food Allergy policies, outside
foods (cupcakes, candy, etc.) are NOT permitted for classroom birthday celebrations. The birthday celebration procedures
will be shared with you by your school and PTA class parent.
The Office of Food Services is an active and concerned partner in making our lunchrooms safe. Currently, they are developing a more
“user-friendly” web site where all food labels are found as well as any substitutions that may be made should a food item normally
served on a particular day not be available.
Thank you very much for your understanding and consideration in helping us reduce the risk of allergic reactions occurring in school
and keeping all students safe within our district. Additional information can be found on the FoodAllergy.org website.
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Receipt of Handbook
I/We have received and read the School Handbook.
We agree to comply with all of the procedures as
they are outlined in this document and will address
any questions to the appropriate recipient.
Student’s Name:
Parent’s Name:
Parent’s Signature:
Date:
(Please return signed form to your child’s homeroom teacher by
Wednesday, September 14, 2024)
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Personal Reminders
This is a handy spot to write yourself notes. Some parents use this area to write down information unique to their child’s classroom
or schedule.
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Questions I want to ask the teacher during my parent conference:
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School Friends’ Information