Section 6000 Instruction

Madison Public Schools
Vision for 21st Century Education
The Madison Public Schools: “Every child, every day, leading the way”

The Madison Public Schools are driven by a mission to prepare all learners to make a unique, positive contribution in a complex, global society. We are committed to fostering the diverse talents and abilities of each and every child in an emotionally and physically safe environment. We envision learning as joyful and learners as passionate. We support our educators as innovators in a dynamic pursuit of continuous improvement. We are committed to the work that will lead to the development of all learners’ capacities to:

• put ideas into action by thinking critically and creatively to identify and solve authentic, complex problems;
• communicate and collaborate purposefully and effectively using a variety of media;
• approach learning with effort and persistence while responding to success and failure with resiliency, reflection, and adaptability in an ever-changing world;
• make ethical and responsible decisions.

Date of Adoption: October 1, 1996
Revised: November 7, 2006
Revised: September 3, 2013
Revised: February 11, 2014 / Added Series 0000 Mission, Goals, Philosophy

Promotion and Retention 

It is the policy of the Madison Board of Education that student promotion shall be determined by academic performance and social and emotional maturity.  The Administration and faculty shall apply these criteria when determining whether to promote or retain a student.

In each grade level, appropriate assessments will chronicle the skills, knowledge, and understandings in the curriculum. Results of such assessments shall be made known to students and their parent(s) / guardian(s). Expected levels of performance on these student learning goals shall be established and tests or other assessment devices shall be obtained or written as appropriate to measure each student’s degree of attainment of these standards. If a student is failing to meet standards or mastering at a consistent accelerated rate, efforts to differentiate instruction shall be taken immediately and parent(s) / guardian(s) should be advised.

Retention or acceleration will only be considered if multiple indicators point to a successful outcome for the student. Retention and acceleration decisions will be the responsibility of the building principal, after discussion and review with parents / guardians, other school officials, and with the Student Support Team when necessary. The student’s social and emotional growth shall be taken into consideration in making a determination to accelerate or retain. The building principal will review the consideration in accordance with established regulations and inform the parent(s) / guardian(s) in writing of the decision. Such decisions may be appealed first to the building principal and then to the Superintendent or Superintendent’s designee.

Legal Reference:          

Connecticut General Statutes § 10-221(b)
Connecticut General Statutes § 10-223a

Date of Adoption:    June 4, 1996
Date of Revision:      February 2, 1999
Date of Revision:    May 6, 2014 

Date of Revision:     October 22, 2024

#6030 School Calendar

The Board of Education shall establish an official school calendar which shall show the number of school days in each month, legal and local holidays, professional development days, early dismissal days, vacation periods, and other pertinent dates. The calendar shall meet all existing statutory requirements.

The school calendar should adhere to sound principles of calendar design, such as those listed below, so as to maximize the use of instructional time. Therefore, each adopted school calendar should illustrate that the Board of Education has considered the following principles for calendar design:

1. maintain contiguous five-day school weeks to the extent possible throughout the school year;
2. minimize the number of interruptions of school weeks in the fall of each school year prior to Thanksgiving;
3. maintain a balance in the number of weeks between school vacations, including the December vacation, the February vacation, and the April vacation;
4. schedule school vacation (start dates and end dates) in concert with other shoreline towns and the LEARN recommended regional calendar to the extent possible without violating other principles of calendar design;
5. observe, in accordance with applicable law, all legally-required state and federal holidays, as well as Rosh Hashanah, Yom Kippur and the day after Thanksgiving as school holidays;  
6. Veterans Day – observe Veterans Day by holding school-based Veterans Day observance activities;
7. schedule the high school graduation ceremony no earlier than the 180th day of school; schedule the beginning and end of the school year to permit the first day of school to be as late as possible in August or in early September while allowing a reasonable number of make-up days for school cancellations in the month of June; and
8. schedule professional development days for staff per the following: (a) prior to the beginning of school; (b) on days when students are not scheduled to attend school; (c) on days immediately preceding or following a scheduled holiday for students and / or staff; and (d) on such other dates as are consistent with sound principles of professional development and calendar design.

The Superintendent shall be charged with presenting a draft of the school calendar, based on the principles such as those above, to the Board of Education for review and approval no later than the first regular Board meeting in January. The proposal shall cover the school year following the upcoming year’s calendar.
    
Within the framework of this policy, the Board of Education shall have the prerogative to amend the school calendar when the Board considers it to be in the best interest of the school district to do so.

Legal Reference:      
           Connecticut General Statutes
            1-4 Days designated as legal holidays
            10-15 Towns to maintain schools
            10-16 Length of school year

Date of Adoption:  February 25, 1997
Date of Revision:  March 21, 2006
Date of Revision:  November 15, 2011
Date of Revision:   November 29, 2022
 

The creation of curricular phases organizes and identifies priorities in a systematic manner which will guide revision efforts. The phases within the cycles allows for flexibility in revisions that move faster or slower based on depth and breadth of content. It further promotes interaction across content and concepts in order to build 21st Century Skills with meaning and importance while considering the changing needs of our students.

The Curriculum Review Council (CRC) provides clear guidance and feedback for curriculum writers with a primary function to uphold criteria for district design and assessment standards. All documents are reviewed by the Council prior to presentation to the Madison Board of Education. Changes and improvements in curriculum may be suggested and implemented administratively, as deemed necessary and educationally sound by the Superintendent or designee. Before new courses are added to the total offerings, such courses must be approved by the Board of Education. Courses may be dropped during one year because of few enrollees in the course, but reoffered and reinstated the following year by administrative action.

The Superintendent or designee shall establish a cyclical curriculum management process for all fields of study, consisting of the following components:

Curriculum Review Phases

PHASE 1

Years 1-2: Review and evaluate curriculum, compare current standards, and research best practices. Draft priority benchmark units and courses. Conduct pilot units at select grade levels.

PHASE 2

Years 2-3: Revise K-12 curriculum including indicators of student growth with supporting Professional Development for systemic instructional shifts. Select and purchase supporting materials.

PHASE 3

Years 3-4: Implement adopted curriculum with a focus on instruction and continuing professional development. Evaluate needs for modification for learning plan based on evidence of student learning.

PHASE 4

Years 4-5: Monitor implementation and make adjustments. Collect and analyze data on student performance. Determine needs for supplemental materials and additional in-service training.

PHASE 5

Years 5-6: Evaluate effectiveness of curriculum based on data and various measures of student outcomes.

Legal Reference: Connecticut General Statutes
10-16b Prescribed courses of study.
10-16c et seq. re family life education.
10-17 English language to be medium of instruction.
10-17 et seq. re Bilingual instruction.
10-18 Courses in United States history, government and duties and responsibilities of citizenship.
10-18a Contents of textbooks and other general instructional materials.
10-18b et seq. re Firearms safety programs.
10-19 Effect of alcohol, nicotine or tobacco and drugs to be taught. Training of personnel. Evaluation of programs by alcohol and drug abuse commission and department of education.
10-19a et seq. re Substance abuse prevention team.
10-24 Course in motor vehicle operation and highway safety.
10-21 et seq. re Vocational education and cooperation with business .
10-220 Duties of boards of education as amended by PA 08-153.
10-221a High School graduation requirements.

Date of Adoption: October 1, 1996
Date of Revision: October 3, 2017

In accordance with state statutes, the prescribed course of study shall include at least the following subject matter:

1. The arts;
2. Career education;
3. Consumer education;
4. Health and safety, including, but not limited to, human growth and development; nutrition; first aid; disease prevention; community and consumer health, physical mental and emotional health, including youth suicide prevention, substance abuse prevention, and safety, which may include the dangers of gang membership, and accident prevention; instruction on acquired immune deficiency syndrome (AIDS) and sexual harassment & assault.
5. Language arts, including reading, writing, grammar, speaking and spelling;
6. Mathematics;
7. Physical education;
8. Science;
9. Social studies, including, but not limited to, citizenship, economics, geography, government and history;
10. At least on the secondary level, one or more foreign languages and/or career & life education.

Written curriculum will be applied by the staff in their classroom teaching.

Legal Reference: Connecticut General Statutes
10-16b Prescribed courses of study. (as modified by PA 97-45 and PA 97-61)
10-18 Courses in United States history, government and duties and responsibilities of citizenship.
10-19 Teaching about alcohol, nicotine or tobacco, drugs, and acquired immune deficiency syndrome. Training of personnel.
10-220 Duties of boards of education
10-221(d) Board of education to prescribe rules

Date of Adoption: February 25, 1997
Technical Revision: August 22, 2006
Date of Revision: November 15, 2016
Date of Revision: October 3, 2017

It will be the policy of the district that innovation on a regular basis is critical to maintaining a quality learning program for students at both the elementary and secondary level. Planning for improvement of the district's learning program must always include innovative programs developed by the district's professional educators and supported by sound educational philosophy and research.

The professional staff is encouraged to seek improvement of the educational program in the schools through all appropriate means, including carefully designed pilot project.

"Pilot project" may originate at the individual classroom level, building level or district level. Approval of the pilot project should be obtained from the Assistant Superintendent for Instruction and the school principal before implementation.

Date of Adoption: October 1, 1996

The Board of Education recognizes each student is unique, and, although for most students the core educational program is appropriate, some students have exceptional needs that cannot be met without additional special services. Therefore, the district shall provide special programs and services for all students whether these needs are academic, physical, emotional, psychological, or sociological

General Principles for Programming

The Madison Board of Education requires the administration and staff, under the direction of the Superintendent, to . . .

1. develop a comprehensive plan of compliance with all of the requirements of federal and state law for the education of students with special needs who attend district schools.
2. develop and promulgate regulations and procedures to identify students with special needs; and
3. develop plans for assessment and evaluation of specific needs of each student identified to have special needs. The assessment plan shall be a description in ordinary language of procedures, tests, records, or reports proposed for use in student assessments.

Legal Reference: Connecticut General Statutes
10-76a Definitions.
10-76b State supervision of special education programs and services.
10-76c Receipt and use of money and personal property.
10-76d Duties and powers of boards of education to provide special education programs and services.
10-76d(a) Identification of school age children needing special education.
10-76e School construction grant for cooperative regional specialeducation facilities.
10-76f Definition of terms used in formula for state aid for special education.
10-76g State aid for special education.
10-76h Special education hearing and review procedure. Mediation of disputes.
10-76i Advisory council for special education.
10-76j Five-year plan for special education.
10-76k Development of experimental educational programs.
10-76m Auditing claims for special education assistance.

State Board of Education Regulations
10-76a-1 et seq. Definitions.
10-76d-1 to 10-76d-19 Conditions of Instruction.
10-76h-1 to 10-76h-2 Due process.
10-76I-1 Program Evaluation.
10-145a-24 to 10-145a-31 Special Education (re teacher certification).
34 C.F.R. 3000 Assistance to States for Education for Handicapped Children.

Date of Adoption: November 7, 1996

The Madison Board of Education recognizes that there are some students with extraordinary learning ability or outstanding talent in the creative arts, the development of which requires programs or services beyond the level of those ordinarily provided in the core educational program.

General Principles for Programming

Section 10-4a of the Connecticut General State Statutes requires that “each child shall have equal opportunity to receive a suitable program of educational experiences.” Therefore, the Madison Board of Education affirms the following:

• The Madison Public Schools should identify gifted and talented students, K-12.
• The Madison Public Schools should meet the educational needs of gifted and talented students, including expanding enrichment learning opportunities.
• Instructional modifications should occur in the core educational program as part of a planned, ongoing, and systematic approach to meeting the needs of gifted and talented students.
• In addition to the core educational program, specialized learning opportunities should be available.
• Educators working with gifted and talented students should receive specialized training.

General Identification Guidelines

Connecticut state statute requires K-12 students who are gifted and talented to be identified. The purpose of assessment to identify giftedness is to determine areas of unusually high performance or potential and to develop them to the maximum extent. The Board recognizes that gifted and talented students possess a range of gifts and talents and that exceptionality may be exhibited in one or more specific areas, but not necessarily in all. Gifted and talented students’ social and emotional development may not always match their advanced intellectual, academic or creative development. For these reasons, identification must be accomplished by multiple procedures which are methodologically sound. Procedures may include portfolio review, performance-based assessment, judgment by experts, and standardized tests, as well as information collected from teachers and parents.

Guidelines for Instruction

The Madison Public Schools should provide challenging programming that nurtures the strengths, interests, and abilities of gifted and talented students. These students with exceptional gifts and talents deserve learning experiences that provide a wide range of open-ended activities designed to accommodate the students’ learning styles.

Quality instruction for gifted and talented students may be differentiated by faster pacing and greater depth and breadth, higher levels of abstraction and complexity, and presentation at an earlier age. Learning experiences which may be particularly successful with these students include in-depth investigations of special topics, directed independent study, regional or statewide off-campus courses, internships, mentorships, and peer teaching, all of which should respect each student’s learning style and area of giftedness. Gifted and talented students also need opportunities to interact with each other. Interaction periodically with others learning at a similar pace and level provides additional intellectual challenge, social, and emotional support, and the opportunity to gain a more accurate perspective of their own abilities and those of others.

Opportunities should be provided for both direct instruction and facilitation by those teachers trained especially to work with gifted and talented students, as well as by the core educational program teachers. These opportunities should be an integral part of the student’s total instructional time.

K-12 Program Development

The Board of Education requires the Madison Public Schools’ administration and staff, under the direction of the Superintendent, to develop and implement a planned, challenging, and integrated program of instruction for gifted and talented students in the Madison Public Schools (K-12). Each school should incorporate the development of a gifted and talented program as a school-based initiative documented in the school’s improvement plan.

Date of Adoption: December 3, 1996

Title I Programs

The Superintendent or his / her designee shall pursue funding under Title I, Improving the Academic Achievement of the Disadvantaged, of the Elementary and Secondary Education Act, to supplement instructional services and activities in order to improve the educational opportunities of educationally disadvantaged or deprived children.

All Madison schools, regardless of whether they receive Title I funds, shall provide services that, taken as a whole, are substantially comparable. Teachers, administrators, and other staff shall be assigned to schools in a manner that ensures equity among Madison schools. Curriculum materials and instructional supplies shall be provided in a manner that ensures equity among Madison schools.

Title I Parental Involvement

The Madison Public Schools maintains programs, activities, and procedures for the involvement of parents / guardians of students receiving services, or enrolled in programs, under Title I. These programs, activities, and procedures are described in District-level and School-level compacts.

District-Level Parental Involvement Compact

The Superintendent or his / her designee shall develop a District-Level Parental Involvement Compact according to Title I requirements. The District-Level Parental Involvement Compact shall contain: (1) the District’s expectations for parental involvement, (2) specific strategies for effective parent involvement activities to improve student academic achievement and school performance, and (3) other provisions as required by federal law. The Superintendent or his / her designee shall ensure that the Compact is distributed to parents / guardians of students receiving services or enrolled in programs under Title I.

School-Level Parental Involvement Compact

Each Building Principal or his/her designee shall develop a School-Level Parental Involvement Compact according to Title I requirements. This School-Level Parental Involvement Compact shall contain: (1) a process for continually involving parents / guardians in its development and implementation, (2) how parents / guardians, the entire school staff, and students share the responsibility for improved student academic achievement, (3) the means by which the school and parents / guardians build and develop a partnership to help children achieve the State’s high standards, and (4) other provisions as required by federal law. Each Building Principal or designee shall ensure that the Compact is distributed to parents / guardians of students receiving services, or enrolled in programs, under Title I.

(cf. 3541 – Student Transportation Services)
(cf. 4216.36 – Teacher Aides)
(cf. 5050.1 – Compulsory Attendance)
(cf. 5030.1 - Intradistrict School Attendance Areas)
(cf. 5100.9.1 – Student Recruitment)
(cf. 5120.9 – Homeless Students)
(cf. 5180.1 – Records / Confidentiality)
(cf. 5180.1.1 – Directory Information)
(cf. 5180.2 – Research)
(cf. 6080.21 – Bilingual Instruction)

Legal Reference: Title I of the Elementary and Secondary Education Act, 20 U.S.C.
§6301-6514.

Policy adopted: October 21, 2008

The Board believes that an English language arts curriculum should constitute the basic foundation for acquiring 21st century skills in other areas of study as well as promoting literacy to become lifelong learners and effective communicators. Experiences are crafted or students by offering opportunities for choice, collaboration, and critical reflection. A program which includes authentic assessment, differentiation of instruction, flexible grouping, and a multi-modality approach maximizes individual motivation and engagement.

Recognizing the importance of establishing the appropriate foundation during the primary grades and its statutory requirements, the district shall create and implement programs to develop literacy skills of students in grades K through 3 inclusive. To this end, professionals receive training through various professional growth opportunities in the teaching of the language arts, reading, and reading readiness. Ongoing assessments allow for targeted instruction and intervention, which are provided as needed to build foundational literacy skills. In the elementary and middle schools, students are individually assessed to determine targets for growth and development as readers. Developmental needs of students create a balance between advancement in books and the advancement of readers.

Legal Reference: Connecticut General Statutes
PA 98-243 An Act Concerning Early Reading Success
10-14t Reading assessments for students in kindergarten to grade 3 (as amended by P.A. 15-97)
10-220a In-service training. Professional development. Institutes for educators.
Cooperating and beginning teacher programs, regulations (as amended by P.A. 15-97)
10-2211 Statewide Early Reading Success Institute
P.A. 15-97 An Act Concerning Students with Dyslexia

Date of Adoption: December 9, 1997
Date of Revision: January 19, 1999
Date of Revision: June 21, 2016

Psychological services are available to students in the district by state certified school psychologists. School psychologists are supervised by the Director of Special Programs and Student Services who is responsible for implementing the comprehensive school psychology program. Psychologists are also responsible to the school principal who provides building-level supervision and coordinates the school’s program.

• School psychology is a support service which assists in the psychological growth of pupils and in the maintenance of a mentally healthy school environment.
• School psychologists shall provide psychological services including consultation, psychological counseling, assessment, and advocacy in accordance with their job description.
• School psychology services shall be available to both regular education and special education pupils.
• Staff administration support and assistance shall be available from the Director of Special Programs and Student Services.
• School psychologists shall administer and interpret individual psychological tests as part of multidisciplinary evaluations.

Date of Adoption: May 23, 2000

The focus of the guidance and counseling program in the district is on the developmental needs of all students at the middle and secondary levels.

Counselors demonstrate respect for the dignity and worth of each individual and encourage each student to develop individual responsibility and decision-making skills. Counselors coordinate the school guidance counseling program and involve all staff members in designing and implementing plans to meet three major goals:

• Educational Development: Students participate in planning their educational experiences so that their education is consistent with educational requirements and career aspirations.
• Personal Social Development: Students develop appropriate behaviors for a variety of social settings, and develop awareness of self and confidence in their own abilities in order to enhance their career and development
• Career Development: Students explore career options consistent with their interests, abilities, and values, focusing on the four areas of vocation, avocation, family life, and citizenship

Within the areas of school counseling and guidance responsibility, the counselor enters into professional relationships with four segments of the school community: students, school personnel, and parents and guardians, and community agencies and resources. Consistent with the rights of the individual and the obligations of the counselor as a professional, the counseling relationship and resulting information is, in most instances, protected as privileged communication by state law. When appropriate, counselors will be responsible for explaining the ramifications of confidentiality to students.

Date of Adoption: May 23, 2000

Teaching is viewed as a decision-making, decision-implementing process intended to promote learning. The decision-making process is the essence of responsibility and is clearly the task of certified personnel. However, once the professional decisions are made, trained instructional paraprofessionals can assist in their implementation.

An instructional paraprofessional is a person employed to assist classroom teachers and other certified personnel in the performance of their instructional or professional duties and responsibilities which, in the judgment of the certified personnel to whom the instructional paraprofessional is assigned, may be performed by a person not licensed as a classroom teacher.

The primary rationale supporting the utilization of instructional paraprofessionals in the school program is that their presence should significantly improve learning. Their addition to the staff should result from program development. Such program development should utilize certified personnel and instructional paraprofessionals in coordinated ways so as to greater learning opportunities for all students.

As the Madison Board of Education works toward more effective utilization of personnel, it recognizes the need for a special effort in three unique areas - elementary school level, middle school level and secondary school level. The board will seek qualified certified personnel and qualified instructional paraprofessionals in adequate numbers to deal with issues of:

1. Optimum class size for each situation.
2. Adequate released time for daily preparation during school hours.
3. Reasonable sharing of clerical and other supportive tasks which contribute to the successful operation of the school program.
4. Other matters consistent with the above stated policy, state statutes, and State Department of Education regulations.

The superintendent is responsible for establishing administrative procedures dealing with the assignment, transfer, job responsibilities and evaluation of instructional paraprofessionals employed by the Madison Public Schools.

Legal Reference: Connecticut General Statute
#10-145 Teacher Aides in Connecticut Public Schools Connecticut Department of Education

(cf. 4216 Instructional Paraprofessionals)

Date of Adoption: June 4, 1973 as #4216.36 Teacher Aides
Date of Revision: October 21, 2008

It is the District’s policy to ensure that all students receive high quality, scientific, research-based general education core instruction and, as appropriate, strategic and intensive intervention supports matched to student needs. The District utilizes the core principles of the Response to Intervention (RTI) process, as embodied in Connecticut’s Framework for RTI, “Using Scientific Research-Based Interventions: Improving Education for All Students,” which combines systematic assessment, decision-making and a multi-tiered delivery model to improve educational and behavioral outcomes for all students.

The Board of Education recognizes that the provision of academic and behavioral supports and targeted interventions for students who are not making academic progress at expected levels in the general curriculum may improve a student’s performance, and help avert the need for referral for possible classification as a student with a disability. Therefore, the District will implement, on a school-wide basis, practices appropriate to enable all of the District’s students to succeed in the general education environment.

The District’s process will strive to identify students’ challenges early and provide appropriate instruction to ensure students are successful in the general education classroom. In implementing the RTI/SRBI process, the District shall apply:

1. Scientific, research-based interventions in the general education setting;
2. Monitoring and measurement of student progress in response to the instruction and interventions; and
3. Use of data from these measures of student progress to shape instruction and make educational decisions

The Superintendent or his/her designee shall develop procedures to implement student interventions; and use teacher observations, and classroom, school or District assessments to identify students who are at risk of academic or behavioral problems and thereby in need of scientific research-based interventions.

Interventions consist of three levels or tiers of assistance that increase in intensity. The three levels shall include:

1. Universal screening and classroom interventions; (Scientific Research-Based Core Curricula, Instruction, and Social/Behavior Supports)
2. Targeted small group interventions; and (Scientific Research-Based Supplemental Interventions)
3. Intensive interventions; (Supplemental, Research-Based Interventions that are more intensive and individualized)

The District is committed to follow the core features of the RTI/SRBI process, as follows:

• High quality, research-based instruction and behavioral support in general education.
• School-wide/district-wide screening of academics and behavior in order to determine which students need closer monitoring or additional interventions.
• Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need.
• Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.
• Continuous monitoring of student progress during the interventions, using objective information to determine if students are meeting goals.
• Follow-up measures providing information that the intervention was implemented as intended and with appropriate consistency.
• Documentation of parental involvement throughout the process.
• Documentation that the special education evaluation timelines specified in IDEA 2004 and in the state regulations is followed unless both the parents and school team agree to an extension.

Parent Involvement in the RTI/SRBI Process

The District shall inform parents regarding the use of scientific, research-based interventions, including:

1. The state’s policies regarding the amount and nature of students’ performance data collected and the general education services provided;
2. Strategies used to increase the student’s rate of learning; and
3. The parent’s right to request a special education evaluation.

District implementation of any of the above practices will not impede or delay the appropriate evaluation of a student suspected of having a disability, and the student’s right to a free appropriate public education (FAPE).

(cf. 3150 – Medical Reimbursement for Special Education Students)
(cf. 6080.1 – Educating Students With Special Needs
(cf. 6090.10 – Individualized Education Programs / Special Education Programs
(cf. 6172.2 – Remedial Instruction)

Legal Reference: Connecticut General Statutes

10-76a Definitions. (as amended by PA 00-48 and PA 06-18)
10-76b State supervision of special education programs and services.
10-76d Duties and powers of boards of education to provide special education programs and services. (as amended by PA 97-114, PA 00-48 and PA 06-18)
10-76f Definition of terms used in formula for state aid for special education.
10-76ff Procedures for determining if a child requires special education (as amended by PA 06-18)
10-76g State aid for special education.
10-76h Special education hearing and review procedure. Mediation of disputes. (as amended by PA 00-48)
10-76i Advisory council for special education.
10-76j Five-year plan for special education.
10-76k Development of experimental educational programs.
PA 06-18 An Act Concerning Special Education

State Board of Education Regulations.
10-76m Auditing claims for special education assistance.
10-76a-1 et seq. Definitions. (as amended by PA 00-48)
10-76b-1 through 10-76b-4 Supervision and administration.
10-76d-1 through 10-76d-19 Conditions of instruction.
10-76h-1 through 10-76h-2 Due process.
10-76l-1 Program Evaluation.
10-145a-24 through 10-145a-31 Special Education (re teacher certification).
10-264l Grants for the operation of interdistrict magnet school programs.
34 C.F.R. 3000 Assistance to States for Education for Handicapped Children.
34 C.F.R. §300.309 of IDEA, Use of Scientific Research-Based Intervention
American with Disabilities Act, 42 U.S.C. §12101 et seq.
Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq.
Individuals with Disabilities Act §§ 1413(1); 14 14(b)(6)(B)
Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794.
P.L. 108-446 The 2004 Reauthorization of the Individuals with Disabilities Act
20 U.S.C. §6368(3) The No Child Left Behind Act
Bd of Ed of the City School District of the City of New York v. Tom F. 128S.Ct. 1, 76U.S.L.W. 3197 (2008)

Policy adopted: July 20, 2010

6080.23 Home Schooling

The Madison Board of Education (the “Board”) recognizes its legal responsibility to provide school accommodations to children five years of age and over and under twenty-one years of age who are not graduates of a high school or technical education and career school. The Board further recognizes the state law requiring parents/guardians to cause children ages five to eighteen to attend a public school regularly, unless such child is a high school graduate or the parent/guardian is able to show that the child is elsewhere receiving equivalent instruction in the studies taught in the public schools. 

Parents wishing to educate children in the home may do so in compliance with Connecticut General Statutes and regulations of the Connecticut State Agencies.  The parent or guardian shall provide the Assistant Superintendent for Curriculum, Instruction and Assessment with the following:

1. "Letter of Intent to Home School”; and
2. an outline of the annual portfolio to be completed by the parent/guardian or provider of homeschool instruction that details the instruction being provided, which is required to be equivalent instruction in the studies taught in the public schools.

The Board authorizes the Superintendent of Schools or designee to develop administrative regulations to implement this policy, if necessary.

Legal Reference:  

Connecticut General Statutes

10-184 Duties of Parents
10-220 Duties of Boards of Education
Regulations of the Connecticut State Board of Education

Date of Adoption:  January 21, 1997
Date of Revision:  May 18, 2010
Date of Revision:  November 29, 2022
 

#6080.26.4 Enrollment in an Advanced Course or Program and Challenging Curriculum (formerly Advanced Courses Placement)

The Madison Board of Education (the “Board”) understands the importance of providing opportunities for students to enroll in an advanced course or program and offering students challenging curriculum in the Madison Public Schools (the “District”).  In accordance with Connecticut law, this policy shall explain the manner in which the District determines eligibility for enrollment in advanced courses or programs and creates academic plans for students in the District.

I.    Definitions

For purposes of this policy:

"Advanced course or program" means an honors class, advanced placement class, International Baccalaureate program, Cambridge International program, dual enrollment, dual credit, early college or any other advanced or accelerated course or program offered by the Board in grades nine to twelve, inclusive.

“Advanced placement” program is a program authorized by the College Board that offers college-level courses and exams that students take in high school.

“Cambridge International program” is an internationally recognized academic program for students aged five (5) to nineteen (19). High school level courses, available only through approved Cambridge International Schools, provide students the opportunity to earn postsecondary credit that is accepted by colleges in the United States and abroad.

“Dual credit/Dual enrollment” courses are college courses offered by high schools in partnership with a college or university. Students taking these courses in high school are simultaneously enrolled with the partner higher education institution. Students who successfully complete a dual credit/dual enrollment course earn credit toward high school graduation as well as college course credit that appears on a student transcript issued by a college or university. 

“International Baccalaureate (“IB”) program” is a program that offers international education through four programs for students aged three (3) to nineteen (19). The four programs are: Primary Years, Middle Years, Diploma Program, and Career-related Program. Schools must be authorized to teach IB programs. Every authorized school is known as an IB World School.

"Prior academic performance" means the course or courses that a student has taken, the grades received for such course or courses and a student's grade point average.

II.    Eligibility Criteria

Consistent with state law, the District will identify students in grades eight and nine who may be eligible to take or enroll in an advanced course or program. Students will be eligible to enroll in advanced courses or programs throughout their high school career, even if they are not identified as eligible in grades eight or nine.

Eligibility for enrollment in an advanced course or program shall not be based exclusively on a student’s prior academic performance. There are multiple methods by which a student may satisfy the eligibility criteria for enrollment in an advanced course or program, including:

• Recommendations from teachers, administrators, school counselors or other school personnel. 
• A student’s prior academic performance, as determined by evidence-based indicators of how a student will perform in an advanced course or program.
• The District administration may, in its discretion, identify and publicize additional criteria, including but not limited to student or parent request.  Any such criteria shall be established prior to the commencement of an academic term.

III.    Creation of an Academic Plan/Challenging Curriculum

The District will create an academic plan for each student who is identified in grade eight or nine as eligible for enrollment in an advanced course or program.  Such plan will be designed to enroll the student in one or more advanced courses or programs and allow the student to earn college credit or result in career readiness. Such academic plan will also be aligned with:

• The courses or programs offered by the Board,
• The student’s student success plan, created pursuant to Conn. Gen. Stat. § 10-221a(j), 
• High school graduation requirements, and 
• Any other policies or standards adopted by the Board relating to the eligibility for student enrollment in advanced courses or programs.

The academic plan may be part of the student’s success plan, which plan is required for each student by Conn. Gen. Stat. §10-221a.

A student, or the student’s parent or guardian, may decline to implement the provisions of an academic plan created for such student.
 

IV.    Guiding Principles and Implementation

 The Board recognizes that course access and academic planning should be guided by considerations beyond traditional course eligibility criteria.  Specifically, the Board recognizes that academic achievement and engagement in middle school are strong
 
precursors to high school success.  In addition, the Board recognizes the importance of engaging with a student’s parents and/or guardians throughout the student’s educational experience, reducing barriers to opportunities for advanced courses and programs, and providing a wide range of advanced courses that appeal to students with various interests.

The Superintendent or designee shall be responsible for implementing this policy and developing procedures in furtherance of this policy and in accordance with guidance provided by the Connecticut Department of Education.

Legal Reference:

• Connecticut General Statutes § 10-221a
• Connecticut General Statutes § 10-221w
• Connecticut General Statutes § 10-221x
• Connecticut State Department of Education, District Guidance for Developing an Advanced Course Participation Policy (April 2022)

Date of Adoption:  February 25, 1997
Date of Revision:  November 29, 2022

#6090.1  Home Visits by Social Workers

As a function of the role of the Student Services Department, home visits may be utilized, under the direction of the school principal or special education administration, as a part of the instructional program of the Madison Public Schools.   Special education and student services staff, in cooperation with families, may schedule a home visit to assist in determining how best to meet the educational needs of the student and his / her families relative to making the school experience more meaningful.

Several goals underlie the home visitation program.   Such goals are as follows:

• to develop a closer working relationship between school and home because effective school-home communication is important and is a two-way process;
• to develop a better understanding of the student by consideration of his home environment because parents, as well as the school, have a responsibility for education; 
• to ease the reluctance on the part of some families to contact the school;
• to help the families better understand the programs and goals of the school because the home has a direct influence on the student in school;
• to exchange general and specific information that will benefit the student at home and at school; 
• to involve the family, teacher, and child in jointly establishing goals for the child; and
• to provide consultation for families in order to generalize goals which are being worked on in schools.

Special education and student services staff may include, but not be limited to, special education teachers, Board Certified Behavior Analysts, Registered Behavior Technicians, social workers, school psychologists, guidance counselors and paraeducators.

Date of Adoption:   May 23, 2000
Date of Revision:    June 4, 2019
 

6090.10 Individualized Education Program/Special Education Program

The Madison Board of Education assumes the responsibility for providing all the educational text, materials, supplies and equipment necessary to support and enrich the curriculum and further the achievement of the district's instructional goals. All books and equipment shall be loaned, and supplies and materials furnished, to the students in the Madison Public Schools. The Board of Education believes that the schools should be as well equipped as possible within existing financial limitations. At a minimum, each student will be supplied with any and all necessary texts, materials, supplies and equipment to successfully complete the requirements of the curriculum.

The teaching staff shall serve on curriculum committees as defined by the Madison Curriculum Management Cycle. They shall consult with the administration to recommend improvements in curriculum, including materials and equipment used to deliver instruction. The following guidelines shall apply to the review and selection of materials:

All materials, textbooks, and software should:

• present balanced views concerning the international, national and local issues and problems of the past, present and future, where applicable;
• stimulate growth in factual knowledge and literary appreciation;
• help students develop abilities in critical reading and thinking;
• create an awareness of and foster an appreciation of cultural diversity and development in the United States and throughout the world;
• provide for all students an effective basic education that does not discriminate on the basis of race, age, color, religion, national origin, sex or physical disabilities; and
• allow sufficient flexibility for meeting the special needs of individual students and groups of students.

Review, Selection and Approval of Foundational Instructional Materials

The Board of Education shall approve the adoption of recommended foundational instructional materials for use in the schools. Notice of such adoptions shall be given at a meeting of the Board held at least one week prior to the vote on the adoption. Basic foundational instructional materials selection shall require the approval of the Superintendent or his / her designee. The Superintendent shall maintain a current list of approved foundational instructional materials for the Madison Public Schools.

Definition of Foundational Instructional Materials

Basic foundational instructional materials shall be defined as the book, or set of instructional materials, that serve as the basis for a major component of the course content. The review and selection of such materials shall be continuous to keep pace with the expansion of knowledge and changes in the world.

Review, Selection and Approval of Supplemental Instructional Materials

Supplemental instructional materials may be used to enhance the basic foundational instructional materials. The Superintendent shall develop procedures for the selection and approval of such supplemental instructional materials. The Superintendent shall develop procedures to implement these guidelines.

Cf. #3260, Sales and Disposal of Equipment, Books, and Supplies

Date of Adoption: June 24, 1997

Information and technology permeate every aspect of modern society. The Board of Education believes that this presents both opportunities and challenges as our educational system seeks to prepare students to live and work in a society where there is increasing dependence on information from non-print and electronic sources. The library media program must function as an integral component of the overall learning environment within the Madison Public Schools.

The utilization of information and the enjoyment of literature are the core of the library media program. In striving to successfully integrate the two core functions of the library media center, students will use print and electronic media as sources of information to solve problems, perform research, satisfy intellectual curiosity, explore life needs, develop a life-long appreciation of reading and the ability to meet personal information needs.

However, the acquisition of library media skills cannot be perceived as solely the domain of the library media center staff, but must be intrinsic to all disciplines. The library media center specialists and support staff in all Madison schools, working in conjunction with the teachers and administrators, shall accept the responsibility of providing students with learning opportunities that address the unique interests and abilities of students as they strive to reach their full potential.

Date of Adoption: June 23, 1998

The resources in surrounding communities, across the state, across the country and around the world may provide educational experiences of merit for the students. Therefore, the Board encourages teachers and staff to expand lessons to include these teaching resources, as appropriate.

General Guidelines for Student Travel

1. Student travel during the school day must be approved by the building principal.
2. Student travel which involves overnight accommodations or trips outside of the state for students must be approved by the Superintendent.
3. All trips should be within budgetary allotments for such purpose. Students may be asked to pay all or part of the expenses of student travel. Parent Teacher Organizations may supplement the schools’ expenses for student travel in accordance with the Board policy for acceptance of donations.
4. Bus transportation shall be used when practicable, but private vehicles may be used when appropriate within guidelines developed by the Superintendent or his / her designee. Proper insurance coverage must be verified by the school principal.
5. Written parental / guardian permission must be obtained for all participating students.
6. All school-sponsored student travel will have provisions for proper supervision by school employees so that student and staff safety shall be assured. Parents may assist with this supervision.
7. No student shall be denied participation because of financial constraints for any student travel occurring within the continental United States
8. Restrictions may be placed upon a student’s participation as warranted. The building principal will make that judgment based upon the student’s welfare or that of other students participating in student travel.
9. Student travel should be evaluated by students, teachers, and the administration.

Student Travel Outside the Continental United States

In addition to the foregoing guidelines for educational travel, for travel outside the continental United States, approval from the Board of Education must be received prior to staff making contractual arrangements and advertising. Such approval shall be considered based upon the recommendation of the Superintendent. Factors to be considered by the Board include: costs, supervision, relation to curriculum, assessment of the country’s political climate, and the method of assessing the educational value for the participants.

Non-School Sponsored Educational Travel

The Board of Education does not encourage staff members to act as private agents for non-school sponsored student travel.

(cf: Student Travel, Policy 5100.8)
Date of Adoption: February 25, 1997
Date of Revision: June 17, 2014

Close communication between home and school is an important factor in establishing a highly effective school program. Conferences between parents and teachers are an important way to bring about understanding and close cooperation between the home and school. Conferences with all parents should be encouraged, not just with those where academic or other problems suggest the need for closer communication.

Conferences between parents and teachers regarding a child should be treated by the teacher as an opportunity to help the child and every effort should be made to make the conference constructive, objective, and pleasant. Conferences should provide an opportunity for a mutual exchange of information and ideas for the welfare of the child.

Teachers should be prepared to give after-school or pre-school time for conferences when requested by parents.

Parent-teacher conferences to discuss student progress and performance are scheduled each year in conjunction with report card / portfolio overviews. These may be arranged for certain days when classes are dismissed early and conferences are held in the afternoon / evening or before or after school at the convenience of parents and teachers. In addition to scheduled conferences, teachers are expected to request additional conferences with parents as the need may indicate.

The principal or supervisor should be present at any parent-teacher conference when requested.

Date of Adoption: June 23, 1998

The Board believes that completion of the requirements for a high school diploma from the public schools of the district is an achievement that improves the community as well as the individual. Therefore, the Board shall recognize that achievement in a publicly celebrated graduation exercise.

Accordingly, appropriate graduation programs shall be planned by the administration. The date of the graduation ceremony shall be as indicated in the Board approved school calendar or as approved by the Board on or after April 1 of that school year.

At the discretion of the building principal or his / her designee, the district’s valedictorian(s), salutatorian(s) or others who have been selected on the basis of neutral, secular criteria, may be permitted to speak as part of the graduation program. Accordingly, the content of such speeches may include an address, poem, reading, song, musical presentation, prayer or other religious-related pronouncement as deemed appropriate by the student.

Only students in good standing who have successfully completed the requirements for graduation may participate in the graduation exercises.

(cf. 6030 – Annual School Calendar)
(cf. 6146 – Graduation Requirements)

Date of Adoption: June 1, 1999

A fire drill shall be held at least once a month in each school building. The initial fire drill must be held not later than thirty days after the first day of each school year. A crisis response drill shall be substituted for one of the required monthly school fire drills every three months. Each building Principal shall prepare a definite fire emergency plan, and furnish to all teachers and students information as to route and manner of exit. Fire drills shall be planned in such a way as to accomplish the evacuation of school buildings in the shortest possible time and in the most efficient and orderly fashion.

The format of the crisis response drill shall be developed in consultation with the appropriate local law enforcement agency. Further, a representative of the law enforcement agency may supervise and participate in any of the required crisis response drills. Such drills shall incorporate the basic protocols of lockdown, evacuation and shelter-in-place responses. The activation and utilization of the Incident Command System shall also be a part of the crisis response drills.

Principals shall keep a record of all fire and crisis response drills held in their schools, stating the date the drill was held and the time required for the response protocols utilized in the drill. A copy of the record shall also be filed in the Office of the Superintendent.

Local law enforcement and other local public safety officials may evaluate, score and provide feedback on fire drills and crisis response drills conducted pursuant to Connecticut General Statutes 10-231.

(cf. 5120 - Student Welfare / Safety)
(cf. 5190 - Crisis Management Plan)

Legal Reference: Connecticut General Statutes
10-231 Fire drills. Crisis Response Drills (as amended by PA 00-220 and PA 09-131)

Policy adopted: October 7, 2014

In addition to the district-wide assessment and evaluation of programs which occur through the long-range planning procedure and accompanying annual reports, the school improvement review process assesses instructional programs in the schools each year.

Individual program assessments will occur through school improvement committees in regard to content covered in the school improvement plans. Data collected from the assessment will be used to:

improve student learning;

develop future school improvement plans;

improve management procedures;

ensure compliance with district policies and regulations; and

ensure that district program implementation expectations are met.

The district instructional staff in each school will ensure that instructional improvements identified by the school review process and the program assessment are accomplished.

Date of Adoption: June 23, 1998

#6130.2.2 Curricular Exemptions 

(formerly Exemptions from Instruction)
 

Mandatory Curricular Exemptions

Upon the written request of a parent or guardian received by the school district prior to planned instruction in the areas set forth below, the Madison Board of Education (the “Board”) shall permit curricular exemptions for instruction in the following areas:

1. Dissection; 
2. Family life education;
3. HIV/AIDS; 
4. Sexual abuse and assault awareness and prevention program; or
5. Firearms safety programs.

 

Definitions

“Dissection Instruction” is defined as instruction in which a student must participate in, or observe, the dissection of any animal. 

“Family Life Education Instruction” is defined as instruction pertaining to family planning, human sexuality, parenting, nutrition and the emotional, physical, psychological, hygienic, economic and social aspects of family life.  

“HIV/AIDS Instruction” is defined as ongoing and systematic instruction on Acquired Immune Deficiency Syndrome (AIDS) offered by the district pursuant to state law.

“Sexual abuse and assault awareness and prevention program” is defined as the state-wide program identified or developed by the Department of Children and Families, in collaboration with the Department of Education and Connecticut Sexual Assault Crisis Services, Inc. (or a similar entity) that includes age-appropriate educational materials designed for children in grades kindergarten to twelve, inclusive, regarding child sexual abuse and assault awareness and prevention that may include, but not be limited to, (A) the skills to recognize (i) child sexual abuse and assault, (ii) boundary violations and unwanted forms of touching and contact, and (iii) ways offenders groom or desensitize victims, and (B) strategies to (i) promote disclosure, (ii) reduce self-blame, and (iii) mobilize bystanders.

 

Written Request for Mandatory Exemption

Parents who wish to exercise such exemptions must notify the school district in writing in advance of the instruction to be provided.

 

Permissive Curricular Exemptions

Except for the mandatory curricular exemptions noted above, or otherwise required by law, the Board does not require teachers to exempt students from any other aspect of the curriculum.

 

Alternative Assignments

1. Any student excused from participating in, or observing, the dissection of any animal as part of classroom instruction shall be required to complete an alternate assignment to be determined by the teacher.
2. Any student excused from participating in the sexual abuse and assault awareness and prevention program or a firearm safety program shall be provided, during the period of time in which the student would otherwise be participating in such program, an opportunity for other study or academic work as determined by the teacher.
3. Any student excused from any other aspect of the curriculum may be required by the teacher to complete an alternative assignment as determined by the teacher.
    

Legal References:

Conn. Gen. Stat. § 10-16c.  
Conn. Gen. Stat. § 10-16e.
Conn. Gen. Stat. § 10-18c.  
Conn. Gen. Stat. § 10-18d.  
Conn. Gen. Stat. § 10-19(b).
Conn. Gen. Stat. § 17a-101q. 

Date of Adoption:      April 21, 1998
Date of Revision:    October 20, 1998
Date of Revision:    November 29, 2022
 

The Madison Public Schools is committed to providing a school environment that enhances learning and the development of lifelong wellness practices. The Board of Education recognizes that wellness and healthy eating are important to the physical and academic achievement of all children. Further, healthy eating and appropriate physical activity are linked to reduced risk for mortality and the development of many chronic diseases. Therefore, as part of the total learning environment, the Madison Public Schools promotes student health by supporting, as integral components of a coordinated approach to student health, good nutrition, regular physical activity, planned sequential health education, health services, counseling, psychological and social services, staff wellness, a healthful school environment, and parent and community participation.

While the primary responsibility for instilling healthy lifestyle choices in children resides with families, the Board supports families through policies and procedures that support health and wellness practices for students and staff and discourages practices that do not support health or promote wellness, or which give students contradictory messages. To promote the health and well-being of all students, the district shall adhere to the following components of a coordinated approach to achieving student wellness.

Student wellness, including good nutrition and physical activity, shall be promoted in the district's educational program, school activities, and meal programs. This policy shall be interpreted consistent with Section 204 of the Healthy, Hunger-Free Kids Act of 2010 (Public Law 111-296).

Goals for Nutrition Education

The goals for addressing nutrition education include the following:

• Schools will support and promote good nutrition for students consistent with applicable federal and state requirements.
• Schools will foster the positive relationship between good nutrition, physical activity, and the capacity of students to develop and learn.
• Nutrition education will be part of the District's comprehensive school health education curriculum and will be integrated into other classroom content areas, as appropriate.

Goals for Physical Activity

The goals for addressing physical activity include the following:

• Schools will support and promote an active lifestyle for students.
• Physical education will be taught in all grades and shall include a standardsbased, developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students' knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle.
• Unless otherwise exempted, all students will be required to engage in the District's physical education program.

Nutrition Guidelines for Foods Available in Schools

Students will be offered and schools will promote nutritious food choices, focused on moderating calories, limiting fats, sodium and sugars and increasing consumption of nutrient-rich foods such as fruits, vegetables, whole grains, low-fat dairy, lean meats and legumes. Food and beverages that compete with the District’s non-profit food service program will not be sold. The District shall restrict the sale of foods of minimal nutritional value as defined by the U.S. Department of Agriculture and will ensure that all foods sold or served to students separately from school meals meet the District's Nutrition Standards. All beverages sold or served to students on school premises will meet the requirements of state statute and USDA beverage requirements. (Schools must follow whichever requirements are stricter.)

On an annual basis, the Board will determine if it will participate in the optional Healthy Food Certification Program of the State of Connecticut. Should the Board decide to participate, the District will follow Connecticut standards for food and beverages. The Board will also determine if events are exempt from the nutritional requirements for food and beverages.

All sources of food sales to students at school must comply with the District Nutrition Standards, including, but not limited to, cafeteria a la carte sales, vending machines, school stores and fundraisers. The District shall ensure that all beverages sold to students comply with the requirements of state statute and USDA beverage requirements. The District shall ensure compliance with allowable time frames for the sale of competitive foods as specified by state law.

Reimbursable School Meals

To the extent the district participates in the National School Lunch and/or School Breakfast Programs, reimbursable school meals served shall meet, at a minimum, the nutrition requirements and regulations for the National School Lunch Program and/or School Breakfast Program.

Monitoring

The Superintendent or designee shall provide periodic updates to the Board concerning this policy's implementation sufficient to allow the Board to monitor and adjust the policy.

Community Input

The Superintendent or designee will invite suggestions and comments concerning the development, implementation, periodic review and improvement of the school wellness policy from school community members, including parents, students, and representatives of the school food authority, teachers of physical education, school health professionals, members of the Board of Education, school administrators, and the public.

Evaluation of Wellness Policy

In an effort to measure the implementation of this policy, the Board of Education designates the Superintendent or his/her designee be responsible for ensuring that each school meets the goals outlined in this policy.

(cf. 5100.5 – Student Fundraising Activities)
(cf. 5120.3.4 – Managing Student Food Allergies)
(cf. 6080.6 – Physical Education, Instruction)
(cf. 6080.14 – Health Education, Instruction)

Legal Reference: Connecticut General Statutes
10-16b Prescribed courses of study.
10-215 Lunches, breakfasts and the feeding programs for public school children and employees.
10-221 Boards of education to prescribe rules, policies and procedures.
10-215a Non public school participation in feeding program.
10-215b Duties of state board of education re: feeding programs.
10-216 Payment of expenses.
10-215e Nutrition standards for food that is not part of lunch or breakfast program
10-215f Certification that food meets nutrition standards.
10-221o Lunch periods. Recess.
10-221p Boards to make available for purchase nutritious, low-fat foods.
10-221q Sale of beverages.
Regulations of Connecticut State Agencies
10-215b-1 Competitive foods.
10-215b-23 Income from the sale of food items.
National School Lunch Program and School Breakfast Program; Competitive Food
Services. (7 CFR Parts 210.11 and 220.12)
The Child Nutrition and WIC Reauthorization Act of 2004, Public Law 108-265
Nutrition Standards in the National School Lunch and School Breakfast Programs, 7
CFR Parts 210 & 220
Healthy, Hunger-Free Kids Act of 2010, P.L. 111-296, 42 U.S.C. 1751
Child Nutrition Act of 1966 (as amended by P.L. 108-269, July 2, 2004)
School Breakfast Program, 7 C.F.R. Part 220 (2006)
National School Lunch Program or School Breakfast Program: Nutrition Standards for
All Foods Sold in School (Federal Register, Vol. 78, No. 125, June 28, 2013)

Date of Adopted: August 22, 2006
Date of Revision: January 19, 2016

The following procedure is required by the Board of Education of the Madison Public Schools for use in requesting the reevaluation of instructional materials and library media center resources:

The person(s) requesting the reevaluation of materials should ...

1. Contact the building principal who will explain the original selection procedure and provide proper forms for the request for reevaluation, plus copies of reviews of the material in question, when appropriate.
2. When completed forms are returned to the building principal, the material(s) in question will be reviewed by the district's Reevaluation of Challenged Materials Committee, broadly representative of teachers competent in the area of the content covered by the print or nonprint materials, and administrators, directors, and supervisors appropriate to the level and / or subject for which the material is used. A report of its review will be sent to the person requesting reevaluation, the appropriate school principal(s), appropriate library media specialist(s), and the Superintendent of Schools.
3. 3. The building principal's action shall be taken no later than 20 school days after receipt of the request. The requester will be notified of the date of the review at least 10 days before the review.
4. The requesting person may submit a request to the building principal to make an oral presentation of 15 minutes or less to the committee charged with reevaluating the material.
5. A written report from the committee shall be submitted by chairperson of the committee to the person(s) requesting the reevaluation.
6. If the person requesting reevaluation is not satisfied, a written request may be made to the Superintendent of Schools. This request must include copies of the completed request form and the Reevaluation of Challenged Materials Committee's reply, and should indicate the areas of dissatisfaction.
7. Should the decision of the Superintendent not satisfy the person requesting the reevaluation, the Board of Education may hold a special hearing to review the Superintendent's decision. The Board of Education makes the final decision regarding the removal of instructional materials and library media center resources.
8. Once instructional materials have been adopted and reevaluated, the material cannot be subject to further review without special authorization by the Board of Education. Challenged instructional materials shall remain in use in the school pending final decision.

Form for Policy 6144.2

#6146 Graduation Requirements

---

The Board of Education recognizes its responsibility to communicate expectations for graduation requirements for the students who attend and graduate from Daniel Hand High School. To that end, this policy has been developed to document the graduation requirements in keeping with the State of Connecticut general statutes that govern such matters.  

These requirements, as documented below, are considered by the Board of Education to constitute a solid educational foundation for high school students. However, the Board endorses and encourages an expanded course of study beyond these minimum requirements that includes, but is not limited to, the following: interdisciplinary studies and student projects, including senior projects; student community service activities; technology-based and distance learning courses and activities; and other such curricula and courses as might be expected for high schools in the 21st century. 

The Board encourages the Superintendent, administration, and staff to focus their efforts on such program expansion as would effectively enhance learning opportunities for students beyond these minimum graduation requirements. 
 

General Statement of Requirements for Graduation

For graduation from the district’s public schools, students must:

1. Satisfactorily complete a rigorous academic Program of Study;
2. Achieve specific academic performance goals in each content area; and
3. Fulfill the legally mandated number and distribution of credits.

The detailed requirements and standards for graduation listed below agree with the goals of our schools adopted by the Board of Education. The faculty shall apply measures of achievement to provide evidence that each student has completed these requirements for graduation according to the terms of paragraph #1 above.

Additionally, in recognition of its responsibility for the education of all youths in the school system, including those who drop out of school, the Board of Education shall provide alternative programs that will enable them to acquire a high school or vocational school diploma.

Specific High School Credit Requirements

A graduate of the Madison Public Schools must have earned a minimum of twenty-four (24) credits and must have met the credit distribution requirement. Students must have met performance standards in the following: reading, writing and mathematics.

1. Requirements for Enrollment and Promotion and Graduation:
   1. Students in grades 9, 10, and 11 are required to enroll in six and one-half (6.5) credits each year. They may take up to seven and one-half (7.5) credits if their schedule permits them to do so. The minimum enrollment requirement for seniors is six (6) credits. The students must earn four and one-half (4.5) credits during their senior year in order to be eligible for graduation, regardless of previously earned credits.
   2. The minimum requirements for promotion are as follows:
      • Grade 10 status, six (6) credits must be earned
      • Grade 11 status, twelve (12) credits must be earned
      • Grade 12 status, eighteen (18) credits must be earned
   3. Students must complete all requirements in order to participate in graduation exercises.
2. Credit Distribution Requirements:

   Effective September 2002 (class of 2006), graduation requirements are expanded to include the following:

   • English: Not fewer than four and one-half (4.5) credits
   • Social Studies: Not fewer than three and one-half (3.5) credits. One (1) must be United States History and one-half (.5) in Civics and American Government
   • Science: Not fewer than three (3) credits
   • Mathematics: Not fewer than three and one-half (3.5) credits
   • Physical Education: Not fewer than one and one-quarter (1.25) credits
   • Arts or Music: Not fewer than one (1) credit
   • Applied Education: Not fewer than one (1) credit
   • Health: Not fewer than one (1) credit
      

   Of the remaining five (5) elective credits, two must be part of a planned program reflecting exploratory interest in the areas of focus (Career Cluster Sequences) contained in the Daniel Hand High School Program of Studies.

   Commencing with the graduating class of 2023 (beginning with the incoming class of 2019-2020) and for each graduating class thereafter, in order to graduate and be granted a diploma, students must satisfactorily complete a minimum of twenty-five (25) credits, including not fewer than (1) nine credits in the humanities, including civics and the arts; (2) nine credits in science, technology, engineering and mathematics; (3) one credit in physical education and wellness; (4) one credit in health and safety education; (5) one credit in world languages and (6) a one credit mastery-based diploma assessment.

   In addition, also beginning with the graduating class of 2023, the Board of Education will provide adequate student support and remedial services for students beginning in grade seven (2017-2018 school year). Such student support and remedial services shall provide alternate means for a student to complete any of the high school graduation requirements, previously listed, if such student is unable to satisfactorily complete any of the required courses or exams. Such student support and remedial services shall include, but not be limited to, (1) allowing students to retake courses in summer school or through an on-line course; (2) allowing students to enroll in a class offered at a constituent unit of the state system of higher education, allowing students who received a failing score, as determined by the Commissioner of Education, on an end of the school year exam to take an alternate form of the exam; and (3) allowing those students whose individualized education plans state that such students are eligible for an alternate assessment to demonstrate competency on any of the five core courses through success on such alternate assessment.

3. District Performance Standards
   1. Mathematics Standard
      Students may meet this standard in one of the following ways:
      1. Meeting the state benchmark for the math SAT.
      2. Achieving a combined average in the C range for three or more math courses.
      3. Satisfying the requirements as designated on the IEP for qualifying students.
   2. Reading & Writing Standard
      Students may meet this standard in one of the following ways:
      1. Meeting the state benchmark for the Evidence-Based Reading & Writing (ERW) SAT.
      2. Achieving a combined average in the C range for three or more English courses.
      3. Producing a portfolio of written work in class that will be evaluated by a panel of teachers related to reading & writing.
      4. Satisfying the requirements as designated on the IEP for qualifying students.
4. Repeating Courses:
   The following policy applies to courses being repeated due to failure:
   1. Students who repeat a course due to failure will have both courses counted in class rank calculations. Both courses will appear on the students’ permanent record card.
5. Notification Guidelines:
   Effective communication is a key ingredient to success in school. The responsibility for this communication must be shared by school personnel, the student and his / her parents or legal guardians. To this end, teachers will complete reports for all students at the mid-point and end of each trimester.

Per statute (C.G.S. 221a(f)) the determination of eligible credits is at the discretion of the Board of Education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The Board may permit a student to graduate during a period of expulsion if the Board determines the student has satisfactorily completed the necessary credits. The graduation requirements shall apply to any student requiring special education except when the Planning and Placement Team (PPT) determines the requirement not to be appropriate.

The Board of Education shall award a high school diploma to any World War II veteran or veteran of the Korean Hostilities or Vietnam Era veteran requesting such diploma who left high school for military service as defined in the statutes.

(cf: Policy # 5070: Promotion / Acceleration / Retention)
(cf. 6146.2 – Statewide Proficiency/Mastery Examinations)

Legal Reference: Connecticut General Statutes

10-14n Statewide mastery examination conditions for reexamination. Limitation on use of test results.
10-16(l) Graduation exercises.
10-221a High school graduation requirements (As amended by P.A. 00-124, An Act Concerning High School Diplomas and Veterans of World War II and P.A. 00-156, An act Requiring a Civics Course for High School Graduation).
10-223a and b An Act Concerning the Connecticut Academic Performance Test.

Date of Adoption: February 2, 1999
Date of Revision: June 20, 2002
Date of Revision: June 16, 2015
Date of Revision: October 18, 2016
Date of Revision: November 12, 2019
Date of Revision: May 5, 2020

The Madison Board of Education (“Board”) recognizes the importance of technology in education and the growing popularity and use of online coursework.  In that regard, and in accordance with Connecticut General Statutes § 10-221a, the Board sanctions the receipt of online course credit to be used toward high school graduation requirements, in accordance with this policy.

Pre-approval of Courses Identified by Students and Parents

To receive credit for online courses to be used toward high school graduation requirements, students must, prior to registering for the course, receive approval from the high school principal or his/her designee.  The decision of the principal or his/her designee with regard to online course credit approval is final.  Pre-approval for online course credit may be granted if the requirements set forth below are met.

District-Provided Distance Learning

Students may also earn credit for high school graduation by participating successfully in distance learning offered by the Board during the COVID-19 health emergency, or other long-term school closure related to a community-wide emergency.  Determination of successful participation will be made by the teacher teaching the course through district-provided distance learning, taking into account work performed by the student prior to the school closure.

Requirements for Online Coursework

1. The workload required by the online course is substantially equivalent to that of a similar course taught in a traditional classroom setting; 
2. The content of the online course is rigorous and aligned with curriculum guidelines approved by the State Board of Education, where appropriate; 
3. The course engages students and has interactive components, which may include, but are not limited to, required interactions between students and their teachers, participation in online demonstrations, discussion boards or virtual labs; 
4. The program of instruction for such online coursework is planned, ongoing and systematic; 
5. The courses are: 
   1. taught by teachers who are certified in Connecticut or another state and have received training on teaching in an online environment, or 
   2. offered by institutions of higher education that are accredited by the Board of Regents for Higher Education or regionally accredited; and
6. The principal has determined, in his or her professional judgment, that, given the student’s academic and disciplinary history, the student is appropriately suited to engage in online coursework.

Additional Requirements

Only students in grades 9-12 are eligible to receive credit toward high school graduation by taking online courses.  Students who have been pre-approved shall receive such credit upon completing the online course and obtaining a passing grade.  

Any expense incurred for taking an online course identified by the student and/or parent shall be the responsibility of the student/parent and shall not be the responsibility of the Board. Distance learning provided to students during the COVID-19 or other community-wide emergency shall be provided at Board expense.

Legal References:    Connecticut General Statutes § 10-221a.

Approved:    May 5, 2020
 

The Board of Education recognizes that in addition to appropriate curriculum which challenges the abilities of all students, teaching techniques, staff utilization and class size all contribute -to effective student learning. In attempting to provide an environment which limits obstacles and enhances opportunities for student success and quality professional performance, the following class size guidelines are recommended.

Grade	Class Size
Pre-K	16 - 18
Kindergarten, Grades 1 and 2	16 - 20
Grades 3 and 4	19 - 24
Grades 5 through 8	19 - 24
Grades 9 through 12	Level I, II: 17 - 24 Level III: 12 - 20

In addition, for classes that require work stations, the maximum enrollment shall not exceed the available individual space and/or equipment. Safety requirements supercede the above guidelines.

Acknowledging the need for diversification of subject matter/ multiple program responsibilities and mandated course credits, the full time high school teacher total student assignment is recommended to be 85 - 120.

At the high school, scheduled classes shall have a minimum of 10 students. Advanced Placement (AP) courses, or courses limited by pre-requisites, shall be exempt from this minimum.

Special needs classes and Level IV at the high school are not subject to the guidelines of this policy and shall be organized in the best interest of the students under the guidance of the Director of Pupil Services, principal and the Superintendent.

To protect the integrity of the Middle School Interdisciplinary Team Teaching, the full time middle school teacher total student assignment is recommended to be 95 - 120.

The above guidelines should not restrict larger grouping of students when the nature of the material and delivery warrant such action.

First Revision Reading: December 2, 2014
Second Revision Reading: December 16, 2014
Third Revision Reading: January 6, 2015
Adopted: January 6, 2015

The Board of Education believes that high academic achievement will result only if all students are expected to achieve at high levels and have equal access to challenging curriculum and instruction, adequate and equitable resources; and are taught by excellent educators who believe that all students, regardless of race, gender, ethnicity or socioeconomic status, can achieve at high levels.

All students are expected to meet or exceed federal, state and local academic performance standards. The Board of Education supports heterogeneous/multiple ability group instruction wherever such grouping is academically possible and is in the best academic and achievement interest of the student. Students shall not be prevented from attempting rigorous coursework based on the student’s ability.

However, the Board recognizes that students may differ in the amount of time needed or the instructional methodology that will best assist them in learning the curriculum. Grouping of students should be flexible and fluid in order to accommodate the highs, lows and plateaus of the individual’s learning process. Any system of grouping which tends to restrict a student’s progress in a given subject is contrary to the philosophy of the Madison Public Schools. Grouping shall not create or support a system of discrimination on the basis of race, religion, gender or socioeconomic status.

The Board does not endorse any particular method of grouping. Students within the Madison Public Schools should be assigned to classes/courses to permit different styles of learning and teaching based on the following:

• The individual student’s best opportunity for achievement;
• The skill level of the student;
• The most effective instructional climate for the student;
• The age and maturity levels of the students in the group;
• The most effective instructional climate for the group; and
• The most effective social climate for the group and the student.

Race or gender discrimination is unacceptable. If homogeneous grouping materially affects diversity, the school proposing such grouping must demonstrate that the benefit of homogeneous grouping clearly outweighs the benefits of meeting the Board’s educational goals of diversity.

The Principal has the authority to assign students to classes, including the authority to group students for instruction in accordance with this policy. However, the Principal should include others (classroom teachers, special education teachers and counselors) in this decision-making process. Thus, the Principal may solicit recommendations from teachers and review requests by parents considering homogeneous grouping. The Principal also may evaluate whether the factors that indicated the need for homogeneous grouping still exist.

Within a classroom, teachers are encouraged to informally group students for special projects and interests, or to better address different instructional levels within a content area. Grouping within a grade-level/class shall not be permanent and should be used to promote flexibility to meet students’ changing needs and achievements. Students should not be permanently assigned to a group with no opportunity to move to another one.

A variety of team teaching, organizational plans, multi-aged grouping, flexible scheduling, may be employed within groups of classes and within schools to accommodate a program in which students are permitted and encouraged to advance at their own rate of progress. However, grouping which results in race or gender discrimination or otherwise violates students’ rights will not be tolerated.

Legal Reference: Connecticut General Statutes
10-4a Educational interests of state identified
10-220 Duties of Boards of Education
State Board of Education Resolution Regarding Tracking

Policy adopted: December 21, 2010

The Board of Education recognizes the valuable experiences derived from field trips for students when properly planned, executed, and evaluated. In most cases, field trips should be directly related to or be an extension of the classroom learning experiences. In this respect, field trips may be used as springboards or culminating activities for units presented in the classroom or to provide "hands on" experience for students involved in the study of specific topics. In addition, field trips may introduce students to new learning experience through participation of observation of such activities as exhibits, dramatic presentations and other timely and appropriate events.

(cf. 5100.8 Student Travel)
(cf. 6100.16.1 Educational Travel)

Date of Adoption: October 3, 2006

The Madison Board of Education believes that homework is an integral component of the learning process when it is developmentally appropriate. Homework is designed with the intent to engage students in meaningful learning experiences outside of the classroom.

When assigned, homework will provide students the opportunity to reinforce learning and/or promote inquiry through the practice, application, and extension of knowledge and skills, as well as time to reflect upon their own learning. Homework also serves as a communication tool for families to better understand the activities and experiences occurring within the classroom.

The Board recognizes the importance for educators, families and students to promote a healthy lifestyle by balancing academic and non-academic activities, including, but not limited to clubs, extracurriculars, and private family time. In our committed work to develop all learners’ capacities to approach learning with persistence, resiliency, reflection, and adaptability, homework assignments shall be planned in accordance with the following principles*:

• Homework should be meaningful, purposeful, appropriate, reasonable, and thoughtfully planned.
• The quantity and quality of homework should be consistent within grade levels, teams, and courses/classes.
• Research shows a strong correlation between the amount of reading done outside of school and gains in academic achievement. Therefore, it is the expectation that students will read outside the classroom to promote an appreciation of reading.
• Homework assignments should be designed to accommodate varied student abilities and needs.
• Students should be able to complete homework with minimal parental support. There should be a clear understanding of what to do and how to do it.
• Teachers will not make assumptions about resources available in the home, including access to technology.
• Homework should be directly related to the curriculum and driven by student progress.
• Teachers will provide timely feedback.
• Homework will not be assigned with the expectation that vacation time will be needed to complete the assignment.
• The impact of homework on student grades should be clearly communicated to students and families. The weighting of homework in grade calculation shall not be the sole reason for a student failing a course.

*Enrollment in particular courses such as Advanced Placement or UConn Early College Experience may include expectations determined by other agencies which exceed these guidelines.

The assignment of homework shall be determined by teachers in accordance with the individual needs of the students and administrative regulations per level (elementary, middle and high school).

Legal Reference: Connecticut General Statutes
10-221(b) Boards of education to prescribe rules, policies, and procedures re Board of Education responsibility to develop homework policies

Date of Adoption: August 11, 2015

The Madison Board of Education (the “Board”) complies with all applicable federal and state laws prohibiting the exclusion of any person from any of its educational programs or activities, or the denial to any person of the benefits of any of its educational programs or activities because of a disability, subject to the conditions and limitations established by law.  Accordingly, the Board shall make reasonable modifications to its policies, practices and procedures to permit an individual with a disability to use a service animal on school property and/or at school-sponsored programs or activities in accordance with Title II of the Americans with Disabilities Act (“ADA”), applicable state laws and this policy.

Service animals are not subject to Policy #5120.3.6, Animals in Schools.

1. Definitions
   1. "Service animal" means any dog regardless of breed or size (“service dog”) or miniature horse (“service horse”) that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including, but not limited to a physical; sensory; psychiatric; intellectual; or other mental disability.  The work or tasks performed by a service animal must be directly related to the individual's disability.  In other words, the animal must be required for the individual with a disability, and must be individually trained to do work or a task for the individual with a disability.  For purposes of this policy, 1) a service animal includes a guide dog or assistance dog for a blind, deaf or mobility impaired person as outlined in Conn. Gen. Stat. § 46a-44; 2) service animal is not a pet; 3) a service animal in-training is not a service animal except for a dog being trained to assist a blind, deaf or mobility impaired individual; 4) companionship, comfort, therapy or emotional support animals do not qualify as service animals and 5) other species of animals, whether wild or domestic, trained or untrained are not service animals.  
   2. "Work or tasks" include, but are not limited to, assisting individuals who are blind or have low vision with navigation and other tasks; alerting individuals who are deaf or hard of hearing to the presence of people or sounds; alerting individuals to the onset of medical conditions; alerting individuals to the presence of allergens; assisting individuals with limited use of their limbs with tasks such as carrying items, opening doors, turning on lights, retrieving items and/or pulling a wheelchair; assisting individuals with intellectual or cognitive disabilities locate places or misplaced items; providing physical support and assistance with balance and stability to individuals with mobility disabilities; and/or performing tasks for individuals with psychiatric and neurological disabilities such as preventing or interrupting impulsive or destructive behaviors or reminding an individual to take prescribed medication.  The crime deterrent effects of an animal’s presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks for the purposes of this policy.
   3. "Handler" is an individual with a disability who is accompanied by a service animal, or a third party who accompanies an individual with a disability to assist with his or her service animal. For purposes of this policy, a handler may, in limited circumstances, include a person training a guide or assistance dog for a blind, deaf or mobility impaired person provided the trainer is employed by and authorized to engage in designated training activities by a guide or assistance dog organization that complies with the criteria for membership in a professional association of guide dog or assistance dog schools and carries photographic identification indicating such employment and authorization, or a person who volunteers for a guide or assistance dog organization that authorizes such volunteers to raise dogs to become guide dogs or assistance dogs and causes the identification of such dog with (a) identification tags, (b) ear tattoos, (c) identifying bandanas on puppies, (d) identifying coats on adult dogs, or (e) leashes and collars, as outlined in Conn. Gen. Stat. § 46a-44.
2. Access to Board Property, Programs and/or Activities

   Generally, a service animal shall be permitted to accompany a handler in all areas of Board property to the same extent that the handler has the right 1) to be present on school property or facilities; 2) to attend and/or participate in a Board-sponsored program or activity, including but not limited to, attending sporting events and student theatrical productions open to the general public; or 3) to be transported in a vehicle operated by or on behalf of the Board.  Under no circumstances shall a handler be permitted to access a place where s/he would not otherwise be allowed access without the service animal.

   The Board prohibits inquiries of a handler (or his/her parent(s)/guardian(s) in the case of a young child) about the nature of his/her disability.  Additionally, Board personnel may not ask a handler (or his/her parent(s)/guardian(s) in the case of a young child) to pay an additional fee to comply with any condition not outlined in this policy and/or request documentation such as proof of licensure, certification or any other proof of the service animal’s training, including, but not limited to, demanding the animal perform a particular task.  In instances where it is not readily apparent whether an animal qualifies as a service animal, Board personnel may only make the following two inquiries of a handler (or his/her parent(s)/guardian(s) in the case of a young child):

   • Is the dog (or miniature horse) a service animal required because of a disability?
   • What work or task(s) has the dog (or miniature horse) been trained to perform?
      
3. Management of Service Animals; Responsibilities of Handlers and Liability
   1. Service animals are working animals, not pets.  Accordingly, service animals should not be petted, provoked or otherwise distracted, including, but not limited: talking to or saying the animal’s name. 
   2. A service animal must be harnessed, leashed, or tethered while on school property or at a school-sponsored program or activity unless such devices interfere with the service animal's work or the handler's disability prevents use of such devices.  In that case, the handler must use voice, signal, or other effective means to maintain control of the animal.
   3. A service animal must be housebroken.
   4. A service animal must be under the control of its handler at all times while on Board property or at a Board-sponsored program or activity.  Where a service animal is out of control and the handler does not take effective action to control it, Board personnel may request that the animal be removed from the property or a Board-sponsored program or activity.   In the event that the handler is unable or unwilling to remove a properly excluded animal, Board personnel are authorized to take appropriate action necessary to remove the animal and ensure the health and/or safety of individuals attending and/or participating in a Board-sponsored program or activity.  In certain limited instances (e.g., younger children), the Board may provide reasonable accommodations to enable a handler to control his/her service animal.  In such instances, the reasonable accommodations shall be determined on case-by-case basis at a meeting with school officials, parent(s)/ guardian(s) and the handler, where appropriate.
   5. Service animals are generally the sole responsibility of their handlers, who must take appropriate precautions to prevent damage or injury to persons or property from the actions of their service animals.  The Board shall not be responsible for the care or supervision of service animals, including but not limited to the cost of veterinary care, supplies or equipment; provision of food and/or water; walking the service animal; responding to the service animal’s toileting needs, including accidents; and/or grooming the service animal.  Accordingly, handlers (or if a minor, their parent(s)/guardian(s)) are liable for any harm, damage, or injury caused by the service animal to students, staff, visitors, and/or property to the same extent other individuals who cause harm, damage or injury to persons or property are responsible for such harm, damage or injuries.   
   6. Handlers shall ensure that service animals comply with all generally applicable state and local animal control and public health requirements, including, but not limited vaccinations registration and/or licensure requirements. 
   7. All service animals should be kept clean and groomed to avoid shedding and dander, where possible.  All service animals should be treated for, and kept free of, fleas and ticks.
4. Students with Individualized Education Programs (“IEPs”) and/or Section 504 Plans
       An inquiry by a planning and placement team (“PPT”) and/or Section 504 team concerning whether a service animal is necessary for a student with a disability to receive a free and appropriate public education (“FAPE”) under the Individuals with Disabilities Education Act or the Section 504 of the Rehabilitation Act is separate from the analysis and inquiry related to service animals under the ADA and applicable state laws.  Any decisions with respect to whether a service animal is necessary in order to provide a student FAPE will be made by the student’s PPT or Section 504 team, as applicable.  Where a service animal is not required for a student with a disability to receive a FAPE, the Board shall permit the use of a service animal in the Board’s programs or activities in accordance with the law and this policy.  
5. Exclusion and/or Removal of a Service Animal

   The Board shall not exclude a service animal based on assumptions or stereotypes or general fears about how a service animal or particular breed of dog might behave.  However, a school official may ask a handler to remove a service animal from Board property, or a Board-sponsored program or activity in the event of one of the following:

   Where a service animal is properly excluded, the Board shall permit the handler to remain on Board property and/or participate in the Board-sponsored program or activity without the service animal unless such handler otherwise violated a Board policy or state or federal law which warrants the removal of the individual.  In the event that the handler is unable or unwilling to remove a properly excluded animal, Board personnel are authorized to take appropriate action necessary to remove the animal and ensure the health and/or safety of individuals attending and/or participating in a Board-sponsored program or activity.

   1. The service animal is out of control and the service animal’s handler does not take effective action to control it;
   2. The service animal is not housebroken; 
   3. The service animal’s presence would “fundamentally alter” the nature of the service, program, or activity; and/or 
   4. The service animal’s actual behavior poses a direct threat to the health and/or safety of others that cannot be eliminated by reasonable modifications to policies, practices or procedures; or has a history of such behavior.  
6. Special Provisions Applicable to Service Horses

   Board shall modify its policies, practices or procedures to permit a handler to use miniature horses, where reasonable.  In determining whether reasonable modifications can be made to allow a service horse into a specific facility, the Board shall consider: 

   The Board shall promptly notify a handler (or his/her parent(s)/guardian(s)) in writing whether reasonable modifications may be made to permit a service horse into a specific facility. 

   1. Whether the facility can accommodate the miniature horse’s type, size, and weight;
   2. whether the handler has control of the miniature horse; 
   3. Whether the miniature horse is housebroken; and 
   4. Whether the miniature horse’s presence in a specific facility compromises legitimate safety requirements that are necessary for safe operation.
7. Conflicting Disabilities

   In instances where an individual has an allergy significant     to qualify as a disability, or have another disability that conflicts with the disability requiring the use of a service animal, the individual shall immediately notify a building administrator or the school official in charge of Board-sponsored program or activity.  The Board, through its administration, shall consider the needs of each individual and balance the rights of the individuals involved.  The Board shall work to resolve the conflict as efficiently and expeditiously as possible in order to meet its obligations to reasonably accommodate individuals with disabilities.    

8. Grievances

   Any person who believes s/he has been discriminated against because of his/her disability by a Board personnel or student, or has been aggrieved by a decision concerning a service animal may file a complaint or appeal to:

   Director of Special Education and Student Services
   10 Campus Drive Madison, CT  06443
   203-245-6300

   You may also file a complaint with the following agencies, via mail, telephone, fax and/or online:

   • US Department of Justice  950 Pennsylvania Avenue, NW Civil Rights Division  Disability Rights Section – 1425 NYAV Washington, D.C. 20530 Fax: (202) 307-1197 https://www.ada.gov/complaint/
   • Boston Office Office for Civil Rights US Department of Education 5 Post Office Square, 8th Floor Boston, MA 02109-3921 Telephone: (617) 289-0111 Fax: (617) 289-0150 TDD: (800) 877-8339 Email: OCR.Boston@ed.gov https://ocrcas.ed.gov/
   • U.S. Equal Employment Opportunity Commission John F. Kennedy Federal Building 475 Government Center Boston, MA 02203  Telephone: (800) 669-4000 Fax: (617) 565-3196 TTY: (800) 669-6820 ASL Video Phone: (844) 234-5122 https://publicportal.eeoc.gov/portal/ 

Legal References:

State Law:  
    Conn. Gen. Stat. §22-339b 
    Conn. Gen. Stat. § 46a-44 
    Conn. Gen. Stat. § 46a-64 

Federal law: Americans with Disabilities Act of 1990, as amended 

    28 C.F.R. § 35.104 
    28 C.F.R. § 35.136 
    28 C.F.R. § 36.302(c) 

Date of Adoption:  December 4, 2018