Oakdale Elementary School
The Oakdale Community
Partners in Our Children’s Future
Jill M. Mazzalupo, Principal
30 Indiana Circle, Oakdale CT 06370
Phone (860) 859-1800 Fax (860) 859-2170
Superintendent – Laurie Pallin
Assistant Superintendent – Dianne Vumback
Administrative Assistant to the Superintendent – Jennifer LeMay
Director of Special Services – Paula LaChance
Special Education Supervisor – Theresa Gouveia
Business Manager – Kathy Lamoureux
Director of Food Services – Carol Dodson
Director of Transportation – Kerry Tetreault
Director of Facilities – Steve Carroll
Director of Technology – Nic Savoie
BOARD OF EDUCATION MEMBERS
Sandra Berardy, Chair
Monica Pomazon, Secretary
Joe Aquitante III
Robert R. Mitchell, Jr.
James B. Wood
Superintendent’s Office: (860) 848-1228
Director of Special Services: (860) 848-1228
Director of Food Services: (860) 848-9208
Director of Transportation: (860) 848-3878
TABLE OF CONTENTS
Vision, Mission and Student Expectations – Page 3
Preface – Page 4
Board of Education – Page 5
Starting School – Page 5
Admission Placement – Page 5
Accidents – Page 6
Attendance – Page 6
Before & After School Activities – Page 7
Birthday Invitations – Page 7
Breakfast/Lunch – Page 7
Cafeteria/Cafeteria Rules – Page 7
Lunch/Recess Schedule – Page 8
Building Security – Page 8
Bullying – Page 8
Bus Regulations – Page 8
Care of School Property – Page 9
Child Abuse – Page 9
Curriculum – Page 9
Dress Code – Page 9
Electronic Devices – Page 9
Early Dismissals – Page 10
English Language Learners – Page 10
Fire Drills/Emergency Preparedness – Pg. 10
Food Outside of the Classroom – Page 10
Health Services – Pages 10-13
Homework – Page 12
Insurance – Page 13
Lost and Found – Page 13
Oakdale PTO – Page 13
Parent-Teacher Conferences – Page 13
Paw Print Newsletter – Page 14
Playground Safety Rules – Page 14
PBIS – Page 14
Report Cards – Page 14
School Communication – Page 14
School Schedule – Page 15
School Hours – Page 15
School Messenger – Page 15
Snow Days/Early Dis./Late Start – Page 15
Special Education – Page 15
Special Programs – Page 16
Teacher Requests – Page 16
Testing – Page 17
Traffic Flow & Parking – Page 17
Tutoring – Page 17
Vacations – Page 17
Visitors – Page 18
Walkers (Independent) – Page 18
Oakdale Elementary School is a diverse community of lifelong learners. We provide a safe, nurturing and positive environment in which all members are encouraged and motivated to achieve their true potential. Students are inquisitive and active learners who are provided with multiple opportunities to become successful. We thrive in an atmosphere of mutual respect and strong family and community involvement.
In order to achieve this vision, the school community will:
- Maintain high expectations and instill a sense of self-motivation to achieve academic, social and emotional growth
- Promote good citizenship by modeling cooperation, mutual respect and kindness
- Demonstrate appreciation of diverse student and family needs
- Provide opportunities for family and community to be actively involved in the daily education and social growth of the Oakdale community
- Promote independence and a love for learning that extends beyond the school and the local community
- Provide a curriculum that is continually revised, reflective of research, and responsive to student needs
- Foster meaningful collaboration for the promotion of academic, ethical, social, emotional and physical development of each child
- Provide a positive, orderly environment to ensure safety for all
- Model, guide and support positive decision-making skills
- Instill open communication while respecting the confidentiality of student and parent communication
- Maintain high expectations for staff members, seeking opportunities for continued professional growth
- Demonstrate RESPONSIBILITY for academic success
- Communicate ideas clearly and effectively
- Utilize technology to further learning goals
- Engage in learning opportunities and school activities in and out of the classroom
- Demonstrate good decision-making and critical and investigative thinking skills
- Set realistic goals for their own learning while practicing self-evaluation, reflections, and higher level questioning
- Demonstrate safe and responsible behavior
- Demonstrate respect and care for self, others and property
- Display self-confidence and a positive attitude
- Demonstrate appreciation and understanding for differences in others and their unique needs
- Demonstrate positive decision-making and leadership skills
- Express themselves and their needs in an appropriate and safe manner
The material covered within this student handbook is intended as a method of communicating to students and parents regarding general district information, rules and procedures and is not intended to either enlarge or diminish any Board policy, administrative regulation or negotiated agreement. Material contained herein may therefore be superseded by such Board policy, administrative regulation or negotiated agreement. Any information contained in this handbook is subject to unilateral revision or elimination from time-to-time without notice.
This booklet is written for our students and their parents. It contains required and useful information. Because it cannot be as personal a communication as we would like, we address students not directly as “you” but rather as “the student,” “students,” or “children.” Likewise, the term, “the student’s parent,” may refer to the parent, legal guardian, or other person who has agreed to assume responsibility for the student. Both students and parents need to be familiar with the District’s Student Code of Conduct which is intended to promote school safety and an atmosphere conducive for learning.
The Student Handbook is designed to be in harmony with Board policy. Please be aware that the handbook is updated yearly, while policy adoption and revision may occur throughout the year. Changes in policy that affect portions of this handbook will be made available to students and parents through newsletters, web pages, and other communications. 4
GENERAL SCHOOL INFORMATION
BOARD OF EDUCATION
Board members are unpaid elected public officials with the responsibility for governance of the school district. In order to perform its duties in an open and public manner and in accordance with state law, the Montville Board of Education holds regular business meetings on the 3rd Tuesday of each month at 6:00
p.m. in the Montville High School library. Parents, students and other community members are encouraged to attend. By calling the Board of Education office (860-848-1228), you may learn how to obtain an agenda, and the date, time and location of the next board meeting. The Board’s main purpose is policy setting designed to improve student learning. Board members are interested in the public’s opinion on district issues, which can assist them in formulating policy which reflects community values and expectations.
There are state and district requirements that must be completed before your Kindergarten or transfer student may be admitted to Montville Schools. Parents and guardians should contact the school office as soon as possible after moving to the district. Children whose 5th birthday falls on or before December 31 may be admitted to Kindergarten. Early registration of your child for Kindergarten will allow them to participate in orientation and visitations. If your child has a late fall birthday, you may want to contact the principal or one of the Kindergarten teachers in your school to discuss your child’s developmental readiness to begin Kindergarten.
District schools shall be open to all children five years of age and over who reach age five the first day of January of any school year. Each such child shall have, and shall be so advised by the appropriate school authorities, an equal opportunity to participate in the program and activities of the school system without discrimination on account of race, color, sex, religion, national origin or sexual orientation. Students who are classified as homeless under federal law, and therefore do not have a fixed residence, will be admitted pursuant to federal law and Policy #5118.1. Exceptions from routine admission may be made by the school principal on the basis of supporting evidence from physical and psychological examinations.
Children who apply for initial admission to the district’s schools by transfer from non-public schools or from schools outside the district will be placed at the grade they would have reached elsewhere pending observation and evaluation by classroom teachers, guidance personnel, and the school principal. After such observations and evaluations have been completed, the principal will determine the final grade placement of the children.
The parent or person having control of a child five years of age shall have the option of not sending the child to school until the child is six years of age. The parent or persons having control of a child six years of age shall have the option of not sending the child to school until the child is seven years of age.
The parent or person shall exercise such option by personally appearing at the Board of Education central office to sign an option form. The district shall provide the parent or person with information on the educational opportunities available in the school system.
According to the Connecticut General Statute 10-76d(b2), special education will be provided for children who have attained the age of three and who have been identified as being in need of special education, and whose educational potential will be irreparably diminished without special education at an early age. If a special education student is being considered for an exception, the Planning and Placement Team (PPT) will notify the administrator in charge of special education.
Each child entering the district schools for the first time will be requested by the Building Principal to provide a birth certificate and legal proof of residence. The parent or person having control of a child 16 or 17 years of age may consent to such child’s withdrawal from school. The parent or person shall exercise this option by personally appearing at the Board of Education central office to sign a withdrawal form. The district shall provide the parent or
person with information on the educational opportunities available in the school system and in the community. Children who have attained the age of 16 and who have terminated enrollment in the district’s schools with permission as previously described and subsequently seeks readmission may be denied readmission for up to 90 school days from the date of such termination.
Parents are reminded that school is generally NOT liable for accidents and injuries incurred by their child during school hours, nor are they able to pay the medical and other costs of an accident occurring at school (SEE INSURANCE).
Good teachers and the best curriculum are of little consequence if the students do not attend school on a regular basis. Time lost from the classroom is essentially irretrievable; the experiences, discussions, and the uniqueness of the classroom learning process require school attendance. Students, parents/guardians, and school staff must work together to take full advantage of educational opportunities. Failure to attend school on a regular basis will likely lead toward long range problems. Establishing good attendance habits early will better equip young people in becoming productive members of society. Classroom attendance is considered to be an integral part of a student’s course of study.
School administrators are required to check the attendance records of all elementary students and to follow established procedures to ensure regular attendance. If your child is going to be absent from school, please call the school at (860) 859-1800 before 9:00 am. Calls may be made earlier leaving your child’s name, grade, and reason for absence on the school’s voice mail. Please follow up the next day with a note to the office as to the reason for the absence. If a phone call is not placed to the office by 9:00 am, an automated call will be placed through our School Messenger System. You will then need to call the office with the reason for your child’s absence. Occasionally it is necessary for a child to be dismissed from school early for family emergencies, doctor appointments, etc. At these times, a note stating the date, time, reason and person picking up the child should be given to the teacher. A note should be written regardless whether a phone call was made to school.
Any child being dismissed early must be met in the office by the parent/guardian and signed out on the dismissal log. Should someone other than the parent/guardian come for the child, please send note to the school stating the name of the person picking up the child. This person should have photo ID available. While the school realizes that emergencies are unavoidable, parents/guardians are requested to make appointments outside of regular school hours whenever possible.
We are concerned about our number of early dismissals. These dismissals result in lost instructional time for the students who are dismissed. When the secretary calls the classroom for a student, it is disruptive to the other students and the teacher, so it is a two-fold problem. Our instructional time runs until 3:15 pm.
If a student is not prompt and regular in attendance, proper measures shall be taken to encourage regular attendance. If such encouragement is not successful in improving the situation, a review of assessment of student learning shall be conducted and a range of interventions up to and including retention shall be instituted. The final intervention plan or decision to retain rests with the school principal.
Board Policy #5113 states:
Elementary School Attendance Procedures
The homeroom teacher is responsible to take daily attendance with the district-wide student information system.
A doctor’s note may be requested for contagious illnesses, accidents, and extended school absences of a medical nature. A certificate allowing a child to return to school may be required following an illness of three (3) consecutive school days for reasons of illness or injury. If the child has been sick, a doctor’s certificate is preferred. If a doctor has seen the child, the school nurse can meet with the parent/guardian and certify the child’s return to school.
The school secretary will provide written notification to parents/guardians at two (2) unexcused absences per month and/or five (5) unexcused absences in a year. The school secretary shall send written notification of total absences to parents/guardians beginning at five (5) absences and at each additional five absences, i.e., 10, 15, 20 absences.
An administrator or designee shall track attendance regularly. Any student with ten (10) or more excused or unexcused absences shall be the focus of a parent meeting where a plan to improve student attendance is formulated; or earlier at the discretion of the principal.
If attendance does not improve, the school may see further assistance through a Family with Service Needs Referral and/or the School Resource Officer or D.A.R.E. Officer.
Continued absences may also be reported to the Division of Children and Families (D.C.F.) as educational neglect per DCF Policy 37-7-7 of four unexcused days per month or ten unexcused days per year if the circumstances are warranted.
A letter will be sent to the parent/guardian for habitual tardiness or early dismissals from school. Students may be required to serve after school detention with his/her teacher to make up missed work.
BEFORE AND AFTER SCHOOL ACTIVITIES
Announcements of before or after school activities will be made in advance. We offer Math Olympiads and a community club, made up of students from grades 3-5, which meets on a monthly basis. There may be opportunities for other activities throughout the year. Notices and our school newsletter, The Paw Print, are sent home via email and posted on our website.
Invitations may not be handed out in classrooms.
BREAKFAST / LUNCH
Breakfast and lunch are available for purchase. It is preferable that meals are purchased in advance for the week or month on the first school day of the week. In an emergency, such as leaving home without lunch or money, students may charge their lunch. Parents are to send in the money for such charges the following day.
Meal Prices for Students
Milk $ .50
Hot Lunch $3.00
Orange Juice $ .50
Fresh veg/fruit: $ .50
Snacks, water bottle, low fat frozen treats – $1.25
Cookie - $ .75
HOW TO BUY LUNCH
Students may prepay the cashier in the café before class the first day of the week. Pay by cash or check to Montville Schools Nutrition Program or MSNP. Please list payment amount if only for meals. We ask parents to prepay so their child will always have money for a lunch or breakfast. Parents are able to prepay at www.mypaymentsplus.com.
Parents may look up their child’s account online. Students will key in their ID# (students use their ID number in the library and to save files on computers at school). Student’s name, account ID#, and photo will be displayed on the cashier’s terminal.
The district participates in the National School Lunch Program and offers to students nutritionally balanced lunches daily. Free and reduced priced lunches are available based on financial need. Information on this program can be obtained from school secretaries, our cafeteria manager, or on the district’s website. Food and beverages offered for sale to students will meet federal and state standards and guidelines. Sodas and sports drinks will not be available for sale.
Rules of cleanliness are to be observed at all times. Misconduct in the cafeteria may be cause for receiving an assigned set or forfeiting the right to eat in that location or such other disciplinary action deemed appropriate for the misconduct.
Students should plan to use the bathroom facilities BEFORE lining up to leave for the cafeteria.
Each student will be assigned an eating area and will be responsible for its cleanliness.
After students have obtained their hot lunch and/or milk, they are to be seated and remain seated unless given permission to do otherwise.
Any student who is yelling or using inappropriate table manners (throwing food, littering the eating area, spitting, etc.) will be disciplined for their actions.
Soda is not allowed in school.
LUNCH AND RECESS SCHEDULE
11:05 TO 11:31
11:31 TO 11:57
11:05 TO 11:31
11:31 TO 11:57
12:05 TO 12:31
12:31 TO 12:57
12:05 TO 12:31
12:31 TO 12:57
1:05 TO 1:31
1:31 TO 1:57
1:05 TO 1:31
1:31 TO 1:57
THE SAFETY OF THE CHILDREN AT OAKDALE IS OF UTMOST IMPORTANCE! All visitors during school hours must enter the building through the main doors and report to the office. Visitors are required to show photo ID, sign in and pick up a visitor pass before going anywhere within the school. We ask parents who are picking up students who do not usually “walk” home at the end of the day to sign their child out and wait in the front lobby for them. If a student rides a bicycle to school, please provide a bike lock. The school cannot be responsible for lost or stolen bicycles. NOTE: Law requires a helmet be worn.
Bullying of a student by another student is prohibited. Such behavior is defined as any overt acts by a student or groups of students directed against another student with the intent to ridicule, harass, humiliate or intimidate the other student while on school grounds, at a school sponsored activity or on a school bus which acts committed more than once against any student during the school year. Bullying which occurs outside of the school setting may be addressed by school officials if it has a direct and negative impact on a student’s academic performance of safety in school. Such behavior will result in disciplinary action. Examples of bullying include, but are not limited to:
Physical violence and attacks.
Verbal taunts, name-calling and put-downs, including ethnically-based or gender-based put-downs.
Threats and intimidation.
Extortion or stealing of money and/or possessions.
Exclusion from peer groups within schools.
Each child is designated by school district guidelines as a walker or bus rider. All children will be dismissed according to their regular bus route each day, and walkers will be dismissed at 3:20 pm unless we have a detailed note which states otherwise. Many buses are at or near capacity; therefore, changing of buses MUST be approved beforehand. Parental permission notes also need to be submitted if a student plans to go a friend’s house, either on a bus other than the one to which he/she is assigned or to an alternate bus stop. Such notes should be turned in to the student’s teacher by 9:00 am.
Riding the bus is a privilege not a right. Students not accepting this responsibility will have their names turned in to the school administrator. Consequences for inappropriate behavior while on the bus can include, but will not be limited to, suspension of bus privilege for up to 10 school days.
Students are expected to wait at their designated bus stop in an orderly fashion.
Any change in bus assignment or bus stop requires written parental request for approval by the school administrator or the school bus coordinator.
The drivers are in charge of their buses and must be treated with respect.
Students must remain seated and the driver determines the seating arrangement.
Throwing of objects, yelling, not listening to the driver’s instructions, fighting, name calling, etc., which interfere with the concentration of the driver and endanger the students will not be tolerated.
CARE OF SCHOOL PROPERTY
All materials, property, and storage areas are the property of the Montville Board of Education and are loaned free of charge. Students are expected to care for all materials issued to them and return them in similar condition at the end of the school year. Textbooks are very expensive. Parents may be responsible for the cost of lost or damaged materials or property.
Teachers, superintendents, principals, coaches of intramural or interscholastic athletics, paraprofessionals and other professional school staff including guidance counselors, social workers, psychologists, and licensed nurses 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 to the Connecticut State Department of Children and Families Services. Specific procedures governing the reporting of abuse and neglect are in effect, and staff members receive yearly training in their use.
Reporting of child abuse and neglect is a responsibility which is taken seriously. If there is any doubt about reporting suspected abuse or neglect 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.
For information about curriculum, please consult the district’s website. www.montvilleschools.org
Students should be clean and neatly dressed in order to maintain a safe and proper educational environment. Often student behavior and performance have a direct relationship to the type of clothing being worn. The following clothing styles are not permitted:
Clothing and accessories shall not display letters, words or pictures which reference any of the following: drugs or alcohol, tobacco, offensive signs, symbols or words
Flip flops, thong sandals, sneakers with rollers on the bottom, slippery-soled shoes, and untied shoelaces are not allowed in order to provide for the safety of our students.
Jackets, coats and windbreakers normally worn as outdoor wear should not be worn in school.
Hats, kerchiefs or caps should not be worn anywhere in the school building by either boys or girls.
Devices such as handheld games and cell phones are not allowed to be used in school. They are expensive devices and there is a risk they could be broken or misplaced, and the school cannot be responsible for this. In addition, they can act as a distraction from our learning process. Your cooperation with this matter is greatly
appreciated. Devices should be kept in the student’s backpack and turned off. Students using devices in school will have their devices kept in the school office until the end of the day. Repeated offenses will require a parent/guardian to pick the device up at the office.
Occasionally it is necessary for a child to be dismissed from school early for family emergencies, doctor appointments, etc. At these times, a note stating the date, time, reason and person picking up the child should be given to the teacher. A note should be written regardless whether a phone call was made to school. Any child being dismissed early must be met in the office by the parent/guardian and signed out on the dismissal log. Should someone other than the parent/guardian come for the child, please send note to the school stating the name of the person picking up the child. This person should have photo ID available. While the school realizes that emergencies are unavoidable, parents/guardians are requested to make appointments outside of regular school hours whenever possible.
We are concerned about our number of early dismissals. These dismissals result in lost instructional time for the students who are dismissed. When the secretary calls the classroom for a student, it is disruptive to the other students and the teacher, so it is a two-fold problem. Our instructional time runs until 3:15 pm.
ENGLISH LANGUAGE LEARNERS
When registering a child for school, if a parent indicates that the child’s primary language is other than English, permission to assess English proficiency will be secured. Students will be administered the LAS Links assessment, and the performance on this test will determine if English language services are indicated. The test evaluates four areas of English proficiency: reading, writing, speaking and listening. Parents will be notified of the results of this assessment and permission will be obtained for tutorial services. Students participating tin the English Language Learner program are assessed annually in the spring to determine whether tutorial service are necessary for student success.
FIRE DRILLS AND EMERGENCY PREPAREDNESS
Fire drills are held at regular intervals as required by state law. Students must follow the exit directions posted in each classroom. The school will also conduct crisis response drills. Such crisis response drills will be planned and conducted with the local law enforcement agency.
Students are expected to follow the direction of teachers or others in charge quickly, quietly and in an orderly manner. The signal for a fire drill is a voice command and an alarm sound. When the alarm sounds, students are to proceed along the posted exit routes in a quick, quiet and calm manner. Students should not return to the building until the return signal is given.
FOOD OUTSIDE THE CLASSROOM
With the exception of snack and lunch, no outside food may be brought into school from outside sources. This is to assure consistent procedures across the school district, to align our procedures with the Child Nutrition Programs, the Dietary Guidelines for Americans, and federal, state, and local requirements. Furthermore, our Wellness Policy No. 6142 states: Foods and beverages made available on campus during the school day are consistent with the current Dietary Guidelines for Americans and also states ALL foods prepared on campus adhere to food health and safety guidelines. This would include all birthday and classroom celebrations. Please work with your child’s teacher to find alternative celebration ideas outside of food choices.
A registered nurse is available during the school day to assess illnesses, administer first aid when needed and administer prescribed medication. Throughout the school year, certain health-related tests and examinations are carried out during school time (ex. Vision, hearing, etc.)
Students should arrive at school prepared to attend class. Please feed your child(ren) a healthy breakfast and tend to minor health problems. (ex. cough and cold medication if needed, calamine lotion on bug bites and poison ivy, Band-Aids covering all areas of broken skin)
Children occasionally complain of illness during school hours and are sent to the nurse’s office. Usually a rest of 10 to 15 minutes, after having a temperature check, is sufficient and the child is sent back to class. The child who has more serious symptoms (temperature of over 100 degrees, vomiting, etc.) is deemed too ill to function in class, may
be endangering the health of others and will be dismissed if possible. Such children must be picked up in the office by the parent/guardian, or by someone authorized by them.
Requirements for communicable diseases:
MEASLES – remain home for 5 days after appearance of rash
MUMPS – remain home until all swelling has disappeared
CHICKEN POX – remain home for 6 days and until scabs dry
STREPTOCCAL INFECTION – remain home until 48 hours of appropriate antibiotic therapy has been instituted
After a child has been examined by his doctor following a communicable disease, she/he may return to school with a statement from the doctor.
In the event of a serious injury, every effort is made to contact the parents/guardians immediately. If a parent/guardian cannot be located, the decision is made to transport the child to a medical facility by ambulance. Continuing effort will be made to locate them even if the child has left the school.
It is imperative that the school has correct telephone numbers on file at all times for both the home and place of business. If a number is changed or the phone disconnected, please notify the school immediately and provide instructions for the school to follow to locate a parent/guardian in case of emergency.
Students shall not return to school after an absence due to illness unless they are able to participate in the entire school program, including outdoor recess and other outdoor activities. A written doctor’s statement is required allowing a child to return to school with restricted recess or physical education class activity. Make sure the note specifies how long the particular activity is to be restricted.
Administration of medication by school personnel is a program designed to meet student health needs. The administration of any medication, including over-the-counter medications like Tylenol and cough drops, must be done under an order from a physician, dentist, nurse practitioner or physician’s assistant, in addition to parents/guardians’ permission.
The medication must be delivered to the school nurse by the parent/guardian. Forms for physician’s orders are available in the nurse’s office. Do not send any medication (prescribed or over-the-counter) with your child. Medication must be delivered in the original and properly labeled bottle.
In accordance with Public Act 90-85, the Montville Board of Education has a written policy regarding the administration of medications to students. This policy covers not only prescribed medications to be taken during the school day (or at a school-sponsored event) but also includes: aspirin, aspirin substitutes and all other over-the-counter medications such as cough drops, protein substitutes, sprays, medicated gums, creams, antihistamines, vitamins, lotions, patches, inhalants.
The policy states that students may take mediations at school only after:
The district’s authorization form, which includes the doctor’s written order, has been completely filled out.
The form is signed by the student’s physician/dentist.
The form is signed by a parent/guardian.
The form is on file at the school.
The written order is valid for the current school year.
Permission forms for the administration of medications may be obtained at each school.
Questions regarding procedures should be directed to the school nurse.
The school nurse will administer medications when on duty. In the absence of the nurse, principals or teachers may give medications. Medications must be delivered to the school by an adult and must be in the original container labeled with the:
Name and strength of the medication
Name of the patient
Name of the prescribing physician
Directions for taking the medication
No more than a 45-day supply of medication can be kept at the school. Medication will be destroyed at the end of the school year unless an adult retrieves them by the last day of school.
Epinephrine for Purpose of Emergency First Aid without Prior Authorization
The school nurse shall maintain epinephrine in cartridge injectors for the purpose of emergency first aid to a student who experiences allergic reactions and does not have prior written authorization of a parent/guardian or a prior written order of a qualified medical professional for the administration of epinephrine.
The parent/guardian of any student may submit in writing, to the school nurse or school medical advisor, if any, that epinephrine shall not be administered to such a student pursuant to this section.
a. The school nurse shall notify selected and trained personnel of the students whose parents or guardians have refused emergency administration of epinephrine;
b. The Board shall annually notify parents/guardians of the need to provide such written notice.
Heights, weights, vision and hearing tests are administered to each student annually. The school department has up-to-date equipment for this testing. Passing standards for vision and hearing are set by the state.
If a child fails to meet passing standards in either vision or hearing, a notice is sent to the parent/guardian, referring students to a doctor. Parents/guardians are requested to take the form provided at the time of referral to the doctor and request that he/she complete the form; it should be returned to the school nurse. Recommendations of the doctor are communicated to those who work with the child.
If the parent/guardian is already aware of the problem and if the child is already under care, a note to that effect should be written on the bottom of the referral and the form should be returned to the nurse.
Head Lice: In many schools the problem of pediculosis (head lice) has reached epidemic proportions. Head checks are done on all students during the first two or three weeks of school. If a child is found to have head lice, immediate dismissal is mandatory and treatment instructions are given. Children will be readmitted to school when completely free of nits. Examination by the school nurse is required before the child is readmitted.
Postural screening is done in the fifth grade because curvatures of the spine rarely start to show before the preadolescent years. Screening is done to check for signs of scoliosis, kyphosis, and lordosis.
A growth and development film will be shown to all fourth graders with parental permission. The boys will see their film with a male teacher, administrator, or health professional. The girls will see their film with a female teacher, administrator, or health professional. All parents/guardians are welcome to attend this viewing with their child.
All other health programs will be part of the classroom curriculum.
Oakdale School is a Smoke-Free environment. Students shall not possess or use alcohol, drugs (including look-alike drugs) or drug paraphernalia on school property. Any student found in violation of the tobacco-alcohol-drug policy will face immediate suspension and, where applicable, be remanded to the proper authorities.
EMERGENCY HEALTH FORMS
Emergency health forms are sent home annually and are to be returned at the beginning of the school year. It is imperative that the nurse and appropriate personnel be aware of health needs of individual students such as bee sting or food allergies requiring immediate intervention. Please contact the school nurse whenever a change in information occurs such as a change in authorized people in case of emergency or new medical diagnosis.
Homework is an important dimension of an effective study skills program and is an extension of classroom work to help students become self-directed, independent learners.
Primary reasons for homework are:
Reinforce classroom work
Practice particular skills
Develop initiative, independence, self-direction, and responsibility
Develop good study skills
Acquaint parents/guardians with work pupils do in school
Foster good school/home communication
Teach the importance of utilizing time at home for study
Spark students’ curiosity and creativity
TIME GUIDELINES FOR HOMEWORK
Kindergarten: 10 minutes, 4 nights per week
Grades 1 & 2: 20 – 30 minutes, 4 nights per week
Grades 3 & 4: 30 – 40 minutes, 4 nights per week
Grade 5: 45 – 60 minutes, 4 nights per week
Students in grades 4 and 5 should have experience working on long-term projects. This may entail completing assignments over a weekend or during a holiday period; however, if students budget their time wisely, this may not be necessary.
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 suggested 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 Montville Public Schools assumes no liability from disputes arising from such contract. Failure to return the form signifies that there is a denial of insurance.
LOST AND FOUND
Any articles which are found in the school or on school grounds should be turned in at the main office. Every Friday the lost and found items are displayed by the monitors during each lunch time for each grade level. Unclaimed articles will be disposed of at the end of the school year. Loss of personal or school property should be reported to the main office. Found items are located in the hallway next to the school store.
OAKDALE PARENT TEACHER ORGANIZATION (PTO)
ALL parents/guardians are invited to become involved at Oakdale School. The PTO sponsors numerous functions each year. Events such as the book fair and family fun nights are just a couple of the many PTO sponsored happenings. Cultural assemblies are provided by the efforts of the PTO. See the website for meeting dates.
PARENT TEACHER CONFERENCES
PARENTS ARE ENCOURAGED TO BECOME PARTNERS IN THEIR CHILD’S EDCUATIONAL SUCCESSES. Conferences with teachers may be held at any time during the school year. Parents/guardians and students, as well as teachers, counselors, or administrators may initiate a conference.
A parent or student may arrange a conference with an individual member of the school staff or a group conference with school staff members. Conferences are held during school hours but every effort will be made to accommodate parent/guardian schedules. Formal conferences are held on the Monday and Tuesday preceding the Thanksgiving break. An Additional conference will be offered in the spring. If it is not possible to attend the scheduled parent/teacher conference, due to the date or time, please phone the school or email the teacher to reschedule.
The following tips are from the National Education Association for parent/teacher conferences. These tips will help to ensure a successful conference.
Relax. Teachers want to help your child do his/her best. Working together will produce success during the school year.
Bring notes on things that the teacher should know; your child’s personality, problems, home life, habits and hobbies. Write down concerns about the school programs or policies.
Talk to your child before the conference. Find out what he/she thinks are his best subjects and what he/she likes the least, and why. Ask if there is anything that he/she would like to have you, as the parent, talk about with the teacher. Make sure he/she does not worry about the meeting. Tell him/her you are meeting because you are interested in his/her school life, and you want to know if there are ways you may help.
Be on time, and try not to run over the allotted time. Request another time to continue the conference if need be.
Ask questions about your child’s participation in class, readiness, and changes in study habits, group discussions and activities.
End the conference by summing up decisions you’ve made together. If need be, meet again.
After the conference, start on the action plan that was worked out. Stay in touch regularly with the teacher to discuss progress.
The Paw Print, Oakdale School’s electronic newsletter, and important fliers/notices will be emailed to families on Wednesdays.
PLAYGROUND SAFETY RULES
No fighting, teasing, or rough play is allowed. Students involved in inappropriate behavior will receive a suitable consequence.
Food items are not allowed on the playground.
Students are to be responsible for safe use of all equipment.
Students are not to leave the school grounds without permission from a monitor.
POSITIVE BEHAVIOR INTERVENTION SUPPORT (PBIS)
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restroom). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm. Positive Behavior Intervention Support (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. PBIS is a process that is consistent with the core principles of Response to Intervention (RTI). Similar to RTI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of environment as it applies to the development and improvement of behavior problems.
Report cards for Grades K-5 are issued in November, March and June.
Written communication – when to send a note:
When your child returns to school after an illness or extended absence
When you need to pick up your child from school or have him/her dismissed early
When a change of bus stop on your child’s regular route is necessary
When events or situations occur that may affect your child’s behavior or progress
When a medical or physical condition exists of which the teacher should be aware
When a change of address or phone number occurs To request a parent/guardian – teacher conference
When your child is going home with another student, it is necessary for both students to bring a note
Notes should include your child’s full name, grade level, teacher’s name, and the date. See the school’s website for a generic note that can be printed and used to send to school.
Education succeeds best when there is a strong partnership between home and school. Parents/guardians are urged to encourage their children to put a high priority on education and to make the most of their educational opportunities available. Parents/guardians should become familiar with all of the child’s school activities and with the district’s academic programs. Attendance at parent-teacher conferences, attendance at Board of Education meetings and being a school volunteer are strongly encouraged. Families are encouraged to provide optional means of communication with their child’s teacher (notes, telephone calls, email).
Through a great deal of research and a number of site visits, the Montville district has instituted a block schedule for the elementary schools. The primary advantages of the block schedule are that by its design it creates “blocks” of uninterrupted instructional time for students and teachers, and allows teachers longer periods of shared planning time. Students have each special subject are class once a week for forty-five minutes. We are on a five-day rotating schedule. This cycle eliminates the problem of students frequently missing their special classes such as Art, Music, P.E., and Library/Media Center.
SCHOOL HOURS AND TARDINESS
Grades K – 5: 8:45 a.m. to 3:20 p.m.
After 8:45 a.m., students are considered tardy and must be signed in at the main office by an adult.
Our ability as a school district to communicate with our students, students’ parents, faculty and staff has certainly been enhanced through changing technology. Through our relationship with School Messenger and their school communication system, we inform you through personalized telephone messages, emails or texts, regarding important dates, parent or student events, etc., as well as emergencies.
SNOW DAYS – EARLY DISMISSALS – LATE STARTS
Snow days are inevitable. School may be closed, have a late start or an early dismissal. Any late starts will be a 2-hour delay. School will start at 10:40 a.m. When these situations occur, announcements are broadcasted on the following TV and radio stations:
TV: WFSB Ch. 3; WTNH Ch. 8; WVIT Ch. 30
Radio: WSUB 980 AM; WICH 1310 AM; WCTY 97.7 FM; WILI 98.3 FM; WNLC 98.7 FM; WKNL 100.9 FM; WVVE 102.3 FM; WQGN 105.5 FM
NOTE: In the event of early dismissal due to inclement weather, parents are advised to have made PREVIOUS ARRANGEMENTS for students to follow when the parent will not be home. All late openings will be a 2-hour delay. Parents will be contacted via School Messenger in the event of an early dismissal.
Montville’s elementary schools provide a variety of classrooms/programs designed to assist students with special education needs. Teachers who are trained in special education provide direct instructional services and indirect services such as assisting or providing consultation to the regular classroom teachers through Special Services.
Oakdale Elementary School is committed to a system of inclusion for our students with disabilities. We believe that all children can learn and that students with disabilities have the right to be educated with non-disabled peers to the maximum extent appropriate. We therefore practice the following characteristics of responsible inclusion.
Characteristics of Responsible Inclusive Practices:
The faculty believes inclusion is a valued practice for all students.
The general education class and curriculum is the reference point for all instructional planning.
Students are in age-appropriate general education classrooms.
An array of instructional strategies for diverse learners is used effectively in each classroom.
Special education support is provided for students with disabilities in the general education classroom when appropriate.
Special education and support services personnel are on grade level or subject area teams with their fellow general educators.
All educators regularly plan together to meet the needs of students they serve.
The identification of children requiring special education and/or related services and the delivery of these services is a process requiring cooperative participation between parents/guardians and staff. This process may be initiated in a number of ways, and if you have any question at all about any procedure or process relative to special education and available services, you should call the Director of Special Services at 860-848-1228.
Special Services addresses the needs of those students who may fall into one or more of the following categories: Autism, Deaf-Blindness, Developmental Delay (ages 3-5), Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Learning Disabilities, Speech or Language Impaired, Traumatic Brain Injury, Visual Impairment, Other Health Impairment, OHI-ADD/ADHD.
The district provides special programs such as but not limited to, gifted and talented, bilingual, and special education services. A student or parent with questions about these programs should contact the school principal. The coordinator of each program is available to answer questions about eligibility requirements, programs, and services offered in the district or by other organizations.
The district utilizes the Response to Intervention (RTI) or Scientifically Based Research Intervention (SRBI) model which combines systematic assessment, decision-making and a multi-tiered delivery model to improve educational and behavioral outcomes for all students. Academic and behavioral support and targeted interventions will be provided for students who are not making academic progress at expected levels in the general curriculum.
Montville’s elementary schools provide a variety of classroom programs designed to assist students. Teachers who are trained in special areas provide direct instructional services and indirect services such as assisting or providing consultation to the regular classroom teacher.
Speech and language services are available to any child whose educational success is impacted by a disorder. This could include speech problems, many types of language problems or stuttering.
Counseling services are available to any child whose educational success is impacted by his/her social/emotional functioning.
Physical/Occupational therapy is provided to students who display gross/fine motor delays that affect their abilities to benefit from the educational experience. Mobility issues which relate to safety and access to the school building and playground area as well as performance in P.E. classes are addressed.
Adaptive physical education is provided in a small group setting to students who need to improve their movement, motor, and special area skills. The teacher works with paraprofessionals to help each student learn the skills necessary to be a part of the regular physical education class.
District-wide screening of 3- and 4-year-olds helps to identify children at risk for educational difficulties and to provide educational interventions where indicated.
Title I is a remedial reading program that supports the teaching of reading skills taught in the classroom. Students who are recommended by the classroom teacher and reading consultant are given diagnostic tests to confirm a need for remediation. Results of the tests are shared with the classroom teacher and parents/guardians. First grade students who experience difficulty with learning to read may become involved in the Early Intervention Reading Program. In grades 1 - 5, students receive support from reading consultants and paraprofessionals both in and out of the classroom.
Teacher and parent/guardian concerns may be addressed through the Planning and Placement Team (P.P.T.) process. If deemed appropriate, specialized tests may be administered by the reading consultants, school psychologist, special educations teachers, speech and language pathologist, occupational therapist, and physical therapist on an individual basis when recommended by the P.P.T.
Teacher and parent/guardian concerns are addressed through the Collaborative Intervention Team (C.I.T.) process. Specialized tests are administered by the reading consultants, the math coordinator, the school psychologist, the special education teachers, the speech and language pathologist, the occupational therapist, and the physical therapist on an individual basis, as needed.
Enrichment Program supplements and enriches the regular school program for students who possess academic talents. The enrichment teacher works with students recommended by their teacher. A formal program is offered to students in grade 4 and 5.
While the school wants, and needs, to know about your child (needs, strengths, areas of concern, and specific parent/guardian concerns), we cannot honor requests for a specific teacher. In the spring, parents are encouraged to share their child’s strengths and areas of concern or needs with the principal. In determining placement from one year to the next for all our children, the following factors are taken into consideration:
English language availability
Gender make up of class
Each year all Montville elementary students in grades K through 5 participate in a district-wide testing program designed to provide information concerning their proficiency on tests of academic achievement and aptitude. This testing program was organized by a committee of school personnel and approved by the Board of Education.
The primary purpose of testing is to determine the achievement or readiness level of the student in a given subject of skill. In addition, large group standardized tests have the added value of providing a rough measure of how well-suited the curriculum is to the students. Test information is utilized by classroom teachers, specialists, and administrators in meeting the learning needs of the individual student.
It should be noted that test scores are only one measure of a student’s ability to perform in a classroom. The teacher’s knowledge of each individual student is considered when interpreting test scores and developing educational programs.
Individual student reports of all group test results become part of the student’s school record and, as such, are subject to the provision of the student record policy. Parent/guardian copies of each test are sent home in the report card envelope.
The following achievement and intelligence tests are administered system-wide to all elementary students:
Otis-Lennon Ability Test – Gr. 3
Smarter Balanced Asses. – Gr. 3 - 5
Benchmark/Progress Monitoring Assess. (Reading and Math) – Gr. K – 5
State of CT Physical Fitness Assess. – Gr. 4
TRAFFIC FLOW AND PARKING
Please read this section on policies for entering the school grounds to drop-off and pick-up students.
All traffic must ENTER the Oakdale School grounds from Indiana Circle and then EXIT onto Carolina Drive, then take a left onto Maryland Road. Traffic flows ONE WAY ONLY.
All students being transported to school by bus will use the middle entry doors of the school where monitors are stationed. Parents dropping their child off in the morning should use the drop-off location at the back of the school. Students may be dropped off between 8:30 a.m. and 8:40 a.m. Again, a monitor will be stationed at that location. After 8:40 a.m., parents must park and walk their students across the parking lot to the entry door. After 8:45 a.m., students are considered tardy and must be signed into the office by the accompanying adult.
DO NOT PARK IN THE FIRE LANES. Please observe all posted signs, directional arrows, and respect handicap parking spaces.
Teachers may not teach privately (tutor) students of the school in which he/she teaches. This does not apply to teachers of homebound children employed by the Board of Education.
School policy strongly encourages the scheduling of family vacations and trips during times which coincide with school vacations.
VISITORS (BOE Policy #1250)
NOTICE: ALL VISITORS MUST SHOW PHOTO ID AND RECEIVE A VISITOR PASS AT THE OFFICE
< >Any person wishing to visit a school building, and/or observe any student program, must obtain prior approval from the principal or responsible administrator of the respective school building or program.
A visitor to any school building or program must be able to articulate a legitimate reason for his/her proposed visit and/or observation. Where the visitation involves direct contact with district students, or observation of an identified student or student program, the visitor must have a sufficient education nexus with the district, its educational programs, or the student to support such request.
All visits must be reasonable in length and conducted in a manner designed to minimize disruption to the district’s educational programs.
When determining whether to approve a request to visit and/or observe student programs, the building principal or responsible administrator shall consider the following factors:
The frequency of visits
The duration of the visit
The number of visitors involved
The effect of the visit on a particular class or activity
The age of the students
The nature of the class or program
The potential for disclosure of confidential, personally identifiable student information
Whether the visitor/observer has a legitimate educational interest in visiting the school
Whether the visitor/observer has professional ethical obligations not to disclose any personally identifiable student information
Any safety risk to students and school staff
The building principal or responsible administrator has the discretion to limit, or
- refuse, requests for visits and/or observations of student programs in light of the above criteria.
- If a building principal or responsible administrator approves a request to visit a school building and/or observe a student program, arrangements must be made in advance to ensure that the visit will not disrupt educational programs. Upon arrival, all visitors must report directly to the visitors’ reception area of the school office. All visitors must sign in and out of the building and shall be accompanied by appropriate school personnel while in school buildings.
- The length and scope of any visit shall be determined by the building principal or responsible administrator in accordance with these regulations and accompanying Board policy.
Visits shall not be permitted if their duration or frequency interferes with the delivery of instruction or disrupts the normal school environment. Unauthorized persons shall not be permitted in school buildings or on school grounds. School principals are authorized to take appropriate action to prevent such persons from entering the building or loitering on the grounds. Such persons will be prosecuted to the full extent of the law. All visitors are expected to demonstrate the highest standards of courtesy and conduct. Disruptive behavior will not be permitted.
Independent walkers are dismissed when announcements are made at 3:15 p.m. Students must have a note to walk home if they are not normally dismissed as a walker.