ࡱ> @ ,jbjb hh&(lhhhh8,h!3 :L L L L L L 2222222,4 6d 3L L L L L 3 L L  L L L 2 ~L 2  H/2\hh 0"2!3!30G7 G72 II. GENERAL SCHOOL INFORMATION A. SCHOOL HOURS School begins at 8:20 a.m. and ends at 3:05 p.m. for grades K-6. On Wednesdays, dismissal is at 1:10 p.m. to allow for curriculum work and special staff meetings. Kindergarten students are dismissed at 1:10 p.m. on Wednesdays with grades 1-6. The Preschool Program is in session from 8:20 a.m. to 11:30 a.m. four days per week (Monday, Tuesday, Thursday and Friday). The Preschool Program serves children who are 3 years old or 4 years old by September 1st. School officially begins at 8:20. Please do not drop your children before the buses discharge students. No staff are available to supervise students prior to 8:20. If you need before school care for your child, please call Christine Heard the day before to make arrangements for childcare at the Enchanted Forest. If children arrive earlier by foot, by bike or by car, they should go to the hallway just inside the front door next to the office, if they are only a few minutes early. If children arrive before 8:15, parents should accompany them to the Enchanted Forest before school program where staff is available to care for children starting at 7:20 am. Flexible arrangements are available. Contact Christine Heard to make arrangements. Parents should accompany preschoolers who dont ride the bus to their classroom. If you have other small children and do not wish to leave your vehicle, wait for ALL the buses to leave and then pull up to the front door. Make sure your children leave your vehicle from the sidewalk side. B. ATTENDANCE The School Committee adopted a new attendance policy on November 6, 2008 that is incorporated into the addendum of this handbook. See page 26. Regular attendance in school is essential for each students academic progress. Students are required to attend school each day. If your child will be absent from school because of illness, please call the office by 9:15 to let us know. Absence notes are required, when children return to school. Please be sure to include the date(s) of the absence(s), the reason, and your signature. This records your childs absence as excused. These notes are kept in the main office. It is also important for students to arrive on time for school. Children arriving later than 8:40 are tardy. They must report to the office and check in with the secretary regarding their lunch and dismissal plans. The principal is required to notify parents when a childs absences exceed seven full days or 14 one-half days in a four-week span. Only illness and religious observation are considered excused absences. A copy of the notification may be sent to the Superintendents Office. Occasionally it is necessary for doctor or dental appointments to be made during school hours. However, if possible, try to schedule these appointments for outside of school hours. Children should bring a note to school, when they are to be dismissed early. Parents must come into the school office to pick up the children in such instances. Absences for family vacations will be treated as non-excused absences. Please do your best not to schedule family trips during school time. C. BREAKFAST - SNACK - LUNCH The prices this year are: Breakfast $1.25 Snack $ .50 Milk $ .50 Lunch $2.00 BREAKFAST PROGRAM Swift River School provides a breakfast program each morning. Children who choose to participate in the breakfast program go to the cafeteria after arriving on the bus and return to their classrooms by 8:30 A.M. Students eligible for free/reduced lunch are also eligible for free/reduced breakfast. SNACK Nutritious snacks are available for students to buy in the cafeteria. Interested students should purchase their snack upon arriving at school in the morning and keep it in their classroom cubby until snack time. Snacks such as fruits, vegetables, nuts, cheese are highly desirable and wholesome. Parents, do not send candy or soda for snack or lunch with your children. Your childs classroom teacher will give you information about the snack routine for the class. LUNCH PROGRAM Children may bring lunch from home, or they may purchase lunch at school. Swift River Cafe provides appetizing hot lunches, as well as alternate choices of a peanut butter and jelly sandwich or a salad, five days per week. Money for lunch is collected on Mondays for the upcoming week. The lunch menu is sent home regularly for your consideration and envelopes are provided for convenience. Lunch money and the selection envelope for the entire week should be brought in on Monday. If your child is absent, we will be happy to credit you for the following week. Please deduct the amount from your next payment. Application forms for free and reduced price meals are sent home to all children at the beginning of the school year, but are available at any time during the year should your financial situation change. The federal government uses the number of children eligible for free/reduced lunch to determine the amount of financial support available to each school. It is most helpful to our school that, if you think you might be eligible and even if your child does not eat lunch, you fill out the application please. LUNCH TIME The lunchroom is expected to be a reasonably quiet and enjoyable place for children and adults to eat. Lunch is always supervised by an adult. Children are expected to sit down and stay seated throughout the lunch period. To ensure everyones health no food may be exchanged; children are expected to eat the lunch provided or approved by their own parent. When the lunchroom adult gives the signal, children are expected to stop talking, and listen attentively. Food is not to be taken out of the cafeteria. If students flick food or engage in some form of food fight, the participants will be required to leave the cafeteria immediately and will be subject to disciplinary action. D. RECESS Each class has recess every day and an adult always supervises recess. Children are expected to go outside at recess time and should be dressed appropriately. During rainy or extremely cold weather recess will be held indoors. Between 0 and 20F, the principal will make a decision regarding outside/inside recess. Children will be expected to observe all rules related to specific equipment, give proper regard to outdoor boundaries and, at no time, leave school property. In the beginning of the year, all students review the recess rules in their classrooms. They also learn how to play recess games in Physical Education class. All students are expected to play fairly, inclusively and with a positive attitude toward the other children on the playground. With a written request from parent/guardian, children may stay inside during recess when their health requires it. In general, we expect children who are well enough to be in school to participate in all school activities, including outdoor recess. When children wear boots to school, they should also bring something else to wear on their feet indoors. Having an extra pair of socks at school is a good idea. At no time may children go barefoot or in socks only in school, as per fire regulations. To play in the snow, children need snow pants. They need gloves/mittens and hats in cold weather. All articles of outerwear should be labeled with the owners name or initials. There is a no exclusion policy at recess. Any child may play in any game or activity at recess. WEAPONS and other contraband - No weapons or replicas of guns or other weapons are allowed in school or on the bus. Toy weapons and sharp instruments of any kind are not permitted at recess or at school. We also do not allow electronic games and equipment (for example, Gameboys, Walkmans, Diskmans, IPods, DS and cell phones) to be used at school in class or recess. A cell phone must be turned off during school hours. If a child is bringing an expensive toy or piece of electronic equipment to school so that it can be taken to a play date after school, that toy must stay in the childs backpack during the school day. The school cannot assume responsibility for loss or damage to any such item. We do not allow certain games that are inappropriate for elementary age children such as tackle football or keep-away type games. Hard bats - wood or metal - are not allowed at school. No catch games with a hardball are allowed close to the school and only with permission of recess teacher. No other games, such as running bases, are permitted using a hardball. E. AFTER SCHOOL PLANS On occasion, children have plans to go home from school with friends. Plans for such after school activities should be made before the school day starts and your child should bring a note stating where he or she is going after school. Children may not make such plans during the school day. Parents may call the school office with a change of plans for their child, when there is an unexpected situation. Otherwise, the child should come to school with a note from their parent if there is any change to the regular routine. A note helps make everyone feel secure about who will be responsible for the child at dismissal. Remember, if your child rides their bike to school, they need to bring a note giving permission for them to ride their bike home. Bike riders must wear a helmet. F. DISMISSAL ARRANGEMENTS AFFECTING BUS TRANSPORTATION If a student usually rides the bus, but is not riding the bus home, for whatever reason, we must receive a note of permission, specifying the change in the usual arrangements, including where the student is to be dropped off or who is picking the student up. Such notes should cover the following instances: (1) A student who is riding their regular bus but departing at a different stop. (2) A student who is riding a different bus than usual. (3) A student who is being picked up either during or at the end of the school day. (4) A student who is riding a bike home. The bus will not extend its normal route in order to accommodate child-care or baby sitting arrangements. When students are being picked up at school, they must be picked up in the school office. This is one way we can assure parents that their children will not leave the school with someone they do not have permission to leave with. G. SWIFT RIVER CURRENT Every Thursday, except during a short week, the school publishes a newsletter, Swift River Current. This newsletter is used to report news of current and future events to the community and is sent home with each child. Our newsletter also provides opportunities for non-school events to be announced and shared with the community. It is available to read on our web site. We print all appropriate articles and announcements, if they are consistent with the guidelines developed by the School Committee and if space permits. Please send articles to be published to the office no later than Wednesday noon. We prefer that submissions be sent to Christine Heard by e-mail: HYPERLINK "mailto:cheard59c@netscape.net" heard@swiftriverschool.org. H. LOST AND FOUND It is our goal to avoid a large collection of Lost & Found items. We encourage parents and children to make sure names or initials are marked in outer clothing, especially sweatshirts and jackets. Lunch boxes should also be labeled. Please check the Lost and Found regularly. We will keep lost clothing for a season and make every effort to return things to their owners when the item is identified with the childs name. The Lost and Found items are stored in a large bin in the cafeteria. Teachers regularly display items at lunch or in the gym. Lost items without names are taken to a local charity. I. VISITORS An appointment to visit the school should be made in the office. Visitors and service providers should wear a visitors badge issued in the office and sign in and out. Parents, please sign in and out to enable the best security for the children and staff. Students who wish to bring a visitor (including animal visitors) to school must obtain the permission of the teacher in advance of such a visit. Visits for one day may be permitted by the principal, but we do not encourage that type of visiting. All school rules and regulations for students apply to visitors. J. VISITS BY PARENTS Parents are welcome to visit the school during school hours. Several helpful hints will make your visit more beneficial: 1. Call ahead and make arrangements with your childs teacher. 2. Plan to leave younger children at home. 3. Plan to stay throughout a complete activity period. 4. Any perceptions, questions or concerns that arise during a visit should be shared directly with the classroom teacher. 5. Its important that you arrange a time when it is mutually convenient to talk. 6. Remember it is essential to protect the privacy of ALL students. K. CLOTHING Swift River does not have a formal dress code. Clothing should be comfortable, safe, clean and not distracting to others. We ask that students adhere to the following guidelines: There have been many conversations about wearing hats, caps, visors or bandanas in school. Permission to wear hats or caps is determined by each teacher or specialist. Clothing should not contain obscenities, incitement, defamation or sexually implied material. Shirts should cover the entire abdomen area. Spaghetti straps and low cut tops are not appropriate for school. Clothing designed to be underwear is not appropriate as outwear, for example, mens white tank top style shirts are not appropriate to be worn without covering. Shorts/Skirts should should reach to end of finger tips when arms are down.. Students wearing inappropriate clothing will be asked to change into other clothing, turn it inside out, or cover it in some way. Parents are encouraged to assist in the selection of clothes for school. AND FOOTWEAR When children wear boots to school, they should also bring something else to wear on their feet indoors. Having an extra pair of socks at school is a good idea in wet weather. At no time may children go barefoot or in socks only in school, as per fire regulations. During snow and mud season when children are likely to wear snow boots or other heavy footwear to school, it is helpful if they have an alternative pair of shoes to put on while inside the school building. All children need appropriate shoes for gym class on Tuesday and Wednesday. L. ACCIDENT INSURANCE Families are annually offered student accident insurance. Options include school-time coverage exclusively as well as 24 hour coverage. The applications are sent home during the first week of school. M. SCHOOL PHOTOGRAPHS For your convenience, we arrange to have photographs taken in early fall each year. Photographs include both class and individual portraits. A variety of packages are available on a prepayment basis. III. TRANSPORTATION A. RIDING THE SCHOOL BUS The children are transported to and from school on a daily basis. We ask you to remind your children periodically about bus safety and proper conduct on the bus and at the bus stop. Students must talk quietly, sit in their seats facing forward and follow the directions of the bus driver. Swift River School strives to ensure the safety of each child who is transported to school. Toward this end, we are firm regarding disciplinary action for students whose misbehavior may distract drivers and endanger everyone. Once the children get on the buses, it becomes the responsibility of the students, under the supervision of the bus driver, to behave according to the school rules and ensure proper conduct on the buses. During the year, students might wish to bring special items to school. We must ask that any items that are too large, too awkward or alive be transported to school by other means. Items such as soccer balls which size-wise are not a problem, but which are potentially a safety problem, need to be contained in a paper bag as a way of keeping them from rolling. Glass containers should not be on the bus. It is understood that any article not appropriate to school, such as a water pistols, are also not acceptable on the school bus. Your help in this regard ensures a happy and safe start and end to each day for all of the children. State law requires that the district provide transportation for children who live two miles or more from school. Bus Routes are determined by F.M. Kuzmeskus, Inc. of Gill, our bus company. There are two buses for Wendell and two for New Salem. The routes, stops, and approximate pickup times are mailed home in August. We also keep a list in the school office. If you have any questions about your childs bus trip, please call the office at school. We expect students who ride the bus to: Sit quietly talk in a conversational volume. Sit in assigned seat facing forward. Follow the bus drivers directions. At the Bus Stop Swift River School has formal responsibility for children once they are on a school bus. It is important for parents to work together with the bus drivers to ensure the safety of their children at bus stops before the school bus arrives and when children are dropped off in the afternoon. Bus drivers are not allowed to leave Kindergarten children at their bus stop unless a parent or older sibling is there. If no one is at the bus stop to meet a Kindergartner, the bus driver will return the child to school. Parents may not ride a school bus or step on to the bus without first notifying the school office, which in turn will request permission from the bus company and driver. These are the requirements of state law. Walking to the stop: Children should walk on the sidewalk; if no sidewalk is available, walk on the shoulder of the road facing traffic and walk single-file. Children should not play in the road, but stand off the side. There should be no pushing, chasing or shoving at bus stops. Children should be on time for the bus and never run along side. As the bus approaches, the children should line up but not approach the bus until the driver gives the thumbs up signal. Special caution must be taken during the winter months when ice, snow and snow banks limit the area of the bus stop and present a special hazard. Any child who waits for the bus on the side of the road opposite to where the bus stops must follow a series of safety measures: First, wait for the bus to come to a full stop and for the flashing lights to be activated; second, wait for a thumb up signal from the bus driver to cross the road and, after looking in both directions, cross in front of the bus; third, cross well in front of the bus and in view of the driver. If parents are available, please cross with the child. Bus Behavior and Rules Students are never to put anything or any part of their body out of the bus window. Students may talk to the person they are sharing the seat with on the bus. Students may not turn around to talk with the children behind them or across the aisle. Conversations should be held with regular voices, never shouting or screaming. Students may not eat on the bus. Books, snacks, and other property should be stored on laps. Musical instruments do not belong in the step well or in the aisles. Any type of aggressive behavior, verbal or physical, will not be tolerated. When exiting the bus, students should stay seated until the driver has brought the bus to a complete stop and has opened the door. When crossing a street, the student should look both ways. Although the law states that drivers must stop when they see flashing lights, some drivers do not stop; so extra caution must be used. Our bus drivers give the children a thumbs-up sign indicating it is safe to cross. Please teach your children to look for this sign. If parents are at the bus stop, we encourage you to cross with the child. It is school policy to provide transportation for each child. However, this privilege may be taken away if it is determined that a child is endangering the safety of other children on the bus or is repeatedly disrespectful of bus guidelines or the bus driver. Our expectation is that students will behave themselves on the bus, realizing that their safety and the safety of their schoolmates is the most important concern of all. In the event of an actual emergency, emergency exit procedures, as established by the emergency exit drills, will be followed. Parents of children damaging the school buses will be responsible for reimbursement to the school district or the bus company. Preschoolers and the Bus Traditionally, preschoolers are brought to and from school by their parents. Parents then bring their children into the preschool classroom and meet them again at the end of the school day. Although it is not encouraged, preschoolers who are four years old before September 1st, may ride the school bus, particularly if they have an older sibling who also rides the bus. No three-year child who turns four during their first year of preschool is considered a four year old and therefore eligible to ride the bus in the morning. Three and four year old students may ride the 11:30 buses home unless a teacher or the principal have discussed with the parent/s the safety reasons for exclusion. All children riding the buses are expected to sit in their assigned seats facing forward, talk quietly and follow the bus drivers directions. These are safety rules; if a child is unable to manage these behaviors for the length of the ride, he or she may be excluded from all buses. PROCEDURES REGARDING BUS DISCIPLINE The following procedures will be in effect. Bus drivers are supplied with forms to report misbehavior to the principal. When a child misbehaves for the first time in a way that endangers other children on the bus, the bus driver will complete the misbehavior form and submit it to the principal. The principal will meet with the child and may send a copy of the form home to the parents. In the event of continued misbehavior by a child, the same procedure will be followed and the form will be sent to parents. If misbehavior continues or a child does something dangerous or inappropriate the principal will ask the parents to come to a meeting to discuss the consequences of the childs misbehavior. A possible consequence is loss of bus privileges for three days. If a child loses privileges, it will be the responsibility of the childs parents to transport their child to and from school. After the three-day period, the child will again be permitted to ride the bus to school, and the warning system will begin again. In addition to (or instead of) loss of bus privileges, other measured consequences can include loss of recess, in-school suspension, and/or after-school hour. If a child is assigned a certain seat as a result of misbehavior, only the principal can give permission for a seat change. The child can ask the principal to consider reinstating privileges after he/she has demonstrated proper bus demeanor. If anything about your childs ride to and from school is troubling, please call the principal at once. B. CARS If you drive your child to or from school, please observe these routines. Drop-Off: In the morning, after the buses and special vans leave you may pull up in front of school. Please help children exit from the school-side of cars, not into the driveway. Children then enter the front doors of the school. Preschoolers should be brought directly to their classroom by their parents, who must park in a parking space, not in the driveway. If you need care for your child before the regular start of school, contact Christine Heard. Arrangements can be made for care at Enchanted Forest everyday or only one day. Pick-Up: All children in K through Grade 6 going home by car will leave from the main front door of the school, next to the office. Children may not be picked up in the parking lots. Parents should come into school to pick up their child. A school staff person will always monitor the departure of students from the front door. Preschool staff dismisses preschoolers. Parking: Please do not park on the playground at any time during the school day. Drop-off and pick-up parking is available in the lot next to Wendell Road or in the spaces in front of the school building. At no time should a car be left unattended in the driveway. This area must be open at all times for emergency vehicles. C. BICYCLES During warm weather, we have a sizable number of students who ride bicycles to school. All bicyclists must wear helmets; this is the state law. Please remember, if a bike rider arrives at school without a helmet, she or he will not be permitted to ride the bike home. We ask that parents of walkers and bicyclists write us a note giving permission for their children to walk and/or ride their bicycle to and from school. This is an example of a change of bus routine and therefore requires a note for the child to leave school on their bike. Bicycles should be parked as soon as children arrive at school and may not be ridden in the school parking lot or playground area before, during or after hours. Both walkers and bicycle riders should plan to leave school immediately following bus departure, unless they are involved in an organized, supervised after-school activity. Review Rules of the Road with all bicycle riders in your family: (a) Ride on the right hand side of the road with the flow of traffic. (b) Ride single file. (c) Stop at stop signs and obey all other traffic signs and signals. (d) Signal by hand and look before turning. Otherwise, keep both hands on the handlebars. (e) Give the right of way to pedestrians. (f) Give a clear warning (horn, or voice), when passing pedestrians or other cyclists. (g) Never carry passengers. (h) Check your brakes often. (I) Equip your bicycle with front and rear reflectors, pedal reflectors and reflective material on both sides. D. WALKING Some children walk to school and the roads near our school are sometimes narrow and do not accommodate walkers well. Walkers should walk against, not with, the traffic. In the afternoon, walkers may leave from the front door after the buses have left. Walkers must leave school immediately after dismissal, unless they are enrolled in an after school supervised program. E. BAD WEATHER - DELAYED OPENING - SCHOOL CLOSING If it becomes necessary to close school, or delay opening due to inclement weather or other conditions, the decision will be made by the Superintendent early in the morning. Sometimes the weather makes a drastic change, and this can require a last minute decision to close or delay the opening of school. Be aware of this possibility. We will use our parent information calling system to notify you of school closings. This number reads as a 41111 on your caller identification system and you must speak to start the message. It will leave a message on a phone message system but not if your message requires the caller to dial a mailbox number. Make sure we have your current primary number. The following stations announce Erving Union #28 School closings or delays. If Swift River is the only school of the Union closing, it could be announced as New Salem/Wendell. School closing information will be broadcast on the following radio stations: Amherst WRNX 100.9 WPNI 1430 AM Greenfield WRSI 93.9 WHAI 98.3 Northampton WHMP 99.3 Orange WAHL 99.9 WJDF 97.3 South Deerfield WPVQ 95.3 TV WWLP Channel 22 WGGB Channel 40 Please note that Swift River is part of Erving School Union #28. School closing or delayed openings are made as School Union #28 or Erving Union #28, usually not as Swift River School. When school is cancelled in the early morning, you will receive a phone call. You may also call the school at 978-544-6926. In difficult weather and we have electricity, we will have a recorded message on that line announcing a closing, a delay, or an early dismissal. Kuzmeskus, our bus company, has a website you can check to see if school has a delayed start or will be closed due to bad road conditions. The website can be found at www.travelkuz.com In the event that the Superintendent decides on an early closing due to an approaching storm you will receive a phone call from school. Please do not call the school, so that the lines are free while we notify each childs parents. It is very rare that we close school early because it requires contacting a parent for each child. Early closings are also announced on the radio and television. The school maintains a plan to respond to such natural disasters as earthquake, tornado, or other natural disasters that require movement of students within the school building or removal of students from the school building. As part of that plan, it may be necessary to transport children away from the school. In such a case, parents/guardians will be notified as soon as possible. We rely on the information you give us on the emergency form that you complete at the start of the school year. Please notify us of any changes in phone numbers and/or emergency contacts as soon as possible. IV. EDUCATIONAL PHILOSOPHY A. SCHOOL MISSION Swift River School is a safe, compassionate and academically rich learning community where all students develop and apply knowledge, creativity and social skills. VISION Swift River is known by the community as our school. We are a small, rural school where we greet, welcome and support all. Our community is inspired by enthusiasm for learning, creativity and social connections. The student curriculum, both academic and social, is differentiated so that each learner is engaged in rich and meaningful work. Student achievement and sense of efficacy increase throughout the years. Students and staff are introduced to the schools social curriculum that provides rules and guidelines for engaging in collaborative problem solving and conflict resolution. These strategies are reinforced during directed activities and workshops, and then applied as situations arise naturally throughout the day. Staff members are empowered to collaborate. They think together, share practices and critically analyze the life of the school and the achievement of the students. Professional knowledge is applied regularly and creatively and shared in a collegial environment during scheduled professional development time. Swift River School offers a variety of workshops for families. Topics include academic and social curricula. The workshops develop a common language empowering all to be supportive contributors to the learning team. The Swift River School community members - students, staff, families and townspeople - work together to promote learning for all. B. SCHOOL PROGRAMS All students are expected to participate in all areas of the Swift River curriculum. READING AND LANGUAGE ARTS - We recognize the essential need for teaching children to read and communicate. Accordingly, we use a wide range of reading and language arts materials to motivate and reinforce skills. In the early grades, children are exposed to a broad array of rich literature through shared, independent and oral reading. As children become readers, leveled books are used to support their reading development. In the upper grades students, are increasingly exposed to trade novels, biographies and selections of non-fiction. Students respond in discussion and in writing to critical thinking questions about texts. There is more focus on written response and analysis of presented literature in upper grades. SPELLING - In the lower grades, two programs are used, Fundations and Phonics Lessons, to teach letter names and sounds, word patterns and sight words. Third grade uses the Fundations program and Spelling Connections by Zaner-Bloser. Fourth, fifth and sixth grades use Zaner-Bloser Spelling Connections and EPS Vocabulary from Classical Roots. WRITING - Writing is emphasized at all grade levels. Children in primary grades dictate or write and illustrate stories. The writing curriculum used from preschool through sixth grade is based on the 6 + 1 Traits of writing: ideas, organization, voice, word choice, sentence fluency, conventions and presentation. MATHEMATICS The Everyday Math program is a PreK-6 enriched mathematics curriculum developed by the University of Chicago that empowers students to understand mathematical content far beyond arithmetic. This curriculum is aligned with the State frameworks. SCIENCE - Teachers present science units from categories including earth, physical, biological and life sciences. FOSS, [Full Option Science System] is a strong inquiry-based curriculum for grades K-8. Developed by the University of California at Berkeley, each kit contains book lists related to the kit topic, hands-on materials, and a variety of ideas for experiments and firsthand experiences that assist in teaching specific science concepts. In addition to science information and concepts, essential science skills such as observation, measurement and deduction are stressed. SOCIAL STUDIES Teachers of younger grades select appropriate units of study that follow the Curriculum Frameworks for each grade level for example, Children of Early America. Social Studies units often integrate with other academic areas such as, science (example, study of the Quabbin) or the arts of other cultures (example, Holidays Around the World and Celebrate Diversity). Social Studies Alive! (4th grade) History Alive! (5th grade) and Geography Alive! (6th grade) are texts published by Teachers Curriculum Institute used in the upper grades. This series is aligned with the state frameworks. Field trips, guest speakers and simulations are frequently planned to support social studies learning. ESSENTIAL SKILLS/TITLE ONE PROGRAM Title 1 and local funds are used to hire a teacher to provide extra support for children in mathematics and literacy development. The program serves students from first through sixth grade who are eligible for Title 1 services. Testing is done to determine eligibility. Parents of students found to be eligible are notified and asked to sign a consent form to give permission for their child to be included in Title 1 services. This additional support service may be delivered in the regular classroom or in small groups with the ES/Title 1 teacher. TECHNOLOGY EDUCATION Our students success depends on their ability to use computers flexibly, creatively and purposefully. In the computer lab, students focus on learning applications to facilitate the completion of projects including research, illustration, presentation, word processing and publishing. Students learn to become adept at managing and integrating technology into their everyday life. Teachers receive ongoing technology professional development. The lab includes Apple workstations, scanners, a color printer, and a projector for instruction. Students and parents must sign the Acceptable Use Policy before having access to the Internet. We have T1 connectivity that gives teachers the ability to use the Internet as a tool to augment classroom instruction. We have enhanced our administrative software for IEP writing, student information and reading assessment analysis. The school maintains a website at http://www.swiftriverschool.org. HANDWRITING - Handwriting is taught or practiced at all grade levels. In addition to the structured lessons, there are opportunities to practice and apply the skills that have been taught. We use the Handwriting Without Tears method. ART - Our expressive arts program includes visual arts, crafts, movement and theater as a means to engage children in thoughtful and exploratory learning. CELEBRATING DIVERSITY - This yearly school wide unit integrates the study of the arts, humanities and sciences of a particular culture chosen by staff. MUSIC - The Music Program includes musical history, movement and dance with focus on particular composers or cultural themes. The older children sing together in chorus led by the music teacher. During the traditional school Community Sing on Friday mornings the children learn a wide variety of wonderful songs. Parents and community members are invited to join us at 8:45. INSTRUMENTAL MUSIC - Instrumental music lessons are provided to students in Grades 3-6 on a fee-paying basis. Students are able to take lessons on the flute, clarinet, alto saxophone, trumpet, trombone, baritone, and percussion. Parents also pay the cost of instrument rentals. A less expensive alternative to renting an instrument is to purchase a recorder (even good recorders are not expensive) and register for lessons. Lessons occur during the school day. PHYSICAL EDUCATION - The physical education program promotes the development of skills for life long health and wellness. Activities are designed to foster cooperation and collaborative problem solving. LIBRARY - The library program provides access to a variety of engaging books for reading and academic use. The main goals of the library program are to promote a love of reading, improve listening skills, foster visual literacy, and to teach students to be responsible patrons of the library. To maintain the quality of the book collection and to ensure that all children have the opportunity to utilize this resource, we have established the following borrowing procedures: Book limits: Preschoolers and Kindergartners may check out one book for one week. First through Sixth Graders may check out two books for two weeks. Renewal: A book may be renewed twice if no one else has requested to borrow it. Overdue books: Students will be permitted to check out more books, but will not be allowed to take them home until overdue books are returned. Lost books: Overdue notices will be sent home when books are not returned on time. If a book is still missing one month past its due date, it will be considered lost. A letter stating the current replacement cost of the book will be sent to the students parents. Damaged books: Books are loaned in library condition. When a book is returned in a condition that will prevent it from being loaned again, a letter stating the current replacement cost will be sent to the students parents. PRESCHOOL- Swift River Early Childhood Program operates a four morning a week preschool program for three and four year olds who reside in the district. There are currently two multi-age classrooms that meet every morning excluding Wednesdays. For more information about this program, please contact Phyllis Lawrence or Jennylou Powers, at 978-544-3196, ext. 236. KINDERGARTEN - Our regular Kindergarten is a full day program with a half-day option available (8:20 a.m. -11:30) for students who are not ready for a full day. The full day program includes extended learning opportunities, lunch and a quiet period. BEFORE & AFTER SCHOOL PROGRAM - Our before & after-school program, The Enchanted Forest, is a combination child care/enrichment program and is available five days a week for kindergartners through sixth graders. Preschoolers may enroll in the morning program. The Enchanted Forest provides children with a variety of play opportunities, arts and crafts, physical activities, Chess Club, computer time, and a daily homework period. The program is developmentally oriented to encourage each childs physical, cognitive, social and emotional growth. Call Christine Heard, Director of Enchanted Forest with questions regarding available space, fees or for other needed information at 978-544-6926, ext. 0. V. ACADEMIC INFORMATION A. REPORTING CHILDRENS PROGRESS Parent Conferences and Report Cards - Report cards are sent home three times per year. A standards-based reporting format is used. The parent conference schedule provides the best opportunity for parents and teachers to discuss each childs progress. Conferences begin in late October and a report card will follow in early December. The second report card will follow in mid-March preceding the second conference. This schedule will provide important opportunities for parents and teachers to share information and work together to promote the childrens learning and growth. The final report card will be sent home with children at the end of the school year. Communication between parents and teachers is sometimes necessary at other times as well. Both parents and teachers should feel free to arrange a conference, when it would be helpful. B. TESTING The Massachusetts Comprehensive Assessment System (MCAS) Tests are given to students in Grades 3, 4, 5, and 6. These tests are given in April and May according to a schedule set by the Department of Education (DOE). MCAS test scores are distributed to parents when they are released by the DOE, usually during the fall following the test administration of the previous spring. We also administer the D.I.B.E.L.S. (Dynamic Indicators of Basic Early Literacy Skills) three times per year in order to assess the decoding and fluency skills of our students. The W.A.D.E. (Wilson Assessment of Decoding and Encoding) is used for older students. The Everyday Mathematics program includes regular unit assessment. According to state regulations, all kindergarten and preschool students must participate in a developmental screening. C. HOMEWORK At Swift River School, teachers may give children homework at any grade, but teachers will assign homework sparingly in Kindergarten through Grade 3. We do not use homework for primary instruction. Instead, homework is assigned to practice and understand skills and concepts learned in school, to complete work not finished during school, to do research projects, or to do background reading. Homework is related to what a child is learning. Homework will not be assigned for its own sake. Good work habits grow, when homework is meaningful. Teachers will evaluate childrens homework. We recognize that there are many valuable activities for children outside of school hours. We do not intend that the amount of homework assigned will leave little time in a childs life for anything except schoolwork. If your child is spending an inordinate amount of time on homework, it is essential to notify the teacher or the principal. We believe that children should have time to concentrate on the hobbies or sports they love, time to develop their talents, and time for families to enjoy being together. That said, we expect homework to be completed and turned in on time. D. FIELD TRIPS From time to time during the year, classes take field trips. Field trips enrich and expand childrens learning. Each trip requires parental permission. A note is sent home that explains the details of the trip. There should be sufficient time to return the permission slip by the due date so that children are not prevented from going because the signed permission slip has not been returned. In an emergency, permission may be given over the telephone by the parent to the principal. This is not always possible, and children have missed field trips because we have not been able to reach a parent in time. Please remember to sign and return the permission slip! For some trips, the principal may only accept written permission. Parents may choose to deny permission for their child to go on a field trip. It is best if you write on the slip that permission is denied and return it to the teacher; this action helps to prevent confusion. Some field trips can accommodate parent volunteers. A teacher or the principal initiates school sponsored field trips. The Student Activities Fund provides funds for transportation for some field trips. This money is primarily raised by the annual fund raiser in the fall. There is no money in the operating budget for field trip related expenses. In order to take advantage of some worthwhile experiences for the classes, parents may be asked to pay some part of the costs. Scholarships may be available for students. Please check with the principal. Whenever possible, students will be transported to school related activities which take place away from the school building in authorized vehicles (i.e. school buses) contracted by the school district. On occasion, it may be necessary and/or appropriate for parent volunteers to assist with the transportation of students. In the case of any mishap or accident, the owner of the vehicle and his/her insurance company provide the primary coverage for resulting claims. Massachusettss law requires children to wear seat belts when riding in cars. We always make sure that there is a seat belt for every child traveling by car on school field trips. Unfortunately, school buses are not required to have seat belts. VI. BEHAVIOR - CODE OF CONDUCT A. GUIDELINES We consider Swift River School to be a supportive community, where the emphasis is on concern for others and our environment. We have three guiding principles: Be Safe Be Kind Be Responsible We are committed to providing a school environment where children are safe and ready to learn. We work to help children foster positive and tolerant behavior. We expect our students to show respect to each other, adults and school property. We believe discipline should be solution-oriented and not merely punishment. When incidents do occur, every effort should be made to resolve problems through conferences and discussion, which may or may not include parents. We use the Second Step program to teach problem solving skills. B. CONDUCT AND DISCIPLINE The teacher has the authority and responsibility to maintain discipline in the classroom, consistent with school policy. When a problem occurs, the teacher may have a conference with the student, use classroom disciplinary action, and/or have a conference with the parent. If the problems are not resolved at the level of the teacher, the student will be referred to the principal. The principal has the responsibility and authority to maintain an atmosphere conducive to learning with a fair and consistent application of policies and procedures. When a problem occurs, the principal will review the situation from the point of view of the student as well as the teacher, and take appropriate action. Such action may consist of further conferencing, additional appropriate consequences and/or referral to other agencies. When a consequence is required, a student may be: kept in at recess, isolated from the classroom for a cooling off time, or kept after school (with prior notification and transportation arrangements made with parents). Students, who are repeatedly disruptive and upsetting to others in the classroom and whose behavior interrupts others learning, may be denied field trips, excursions, or similar activities. Students must understand that acceptable behavior is required of them on field trips, on school grounds, and on school buses, as well as within our school building. Occasionally teasing and/or inappropriate language happens at school. Staff will address such behavior promptly and make a decision as to whether it is an individual matter, or one that the students would benefit from discussing together. Under no circumstances is bullying, harassing or threatening by an individual or a group of an individual or a group tolerated. Consequences for negative/disruptive behavior can range from verbal warnings to loss of privileges, recess time, and class time. A child may be asked to go to the office to speak with the principal. The principal may meet with the childs parents or guardians and teacher to assist in developing a plan for behavior improvement, if necessary. Any behavior that is deemed dangerous or unsafe will be referred to the principal, who has the authority and responsibility to take appropriate action. When other interventions have failed, in school or out of school suspension may result. We expect the school to provide a program that is appropriate for special needs children. Alternative disciplinary criteria for special needs children may be necessary; if so, it is determined by the Special Education Team; and a behavior plan is developed. C. SPECIAL CASES If a student hits, strikes, pushes or assaults a staff member, the student will be sent to the principals office at once. The principal will notify the students parents. The student will be sent home for the rest of the day and stay home until the principal arranges a meeting with the student, the students parents and the students teacher. The student will not return to class until this meeting takes place. A plan for change of behavior is the goal of this meeting. A student who hits, strikes, pushes or assaults a teacher or staff member may face suspension or expulsion from school, but only after a formal hearing. Student suspension, exclusion and expulsion procedures are explained in full in the Policies, Regulations and Laws section of this handbook. Because of the health risks associated with biting, a child or adult who is bitten by another child must be taken to the nurse. The nurse will: treat the wound appropriately contact parents/guardians complete an accident report D. DUE PROCESS In exceptionally serious cases of disruptive behavior, including behaviors such as the use of tobacco, theft, vandalism, violations of civil rights, injury, bullying, harassing or threatening others, students may be suspended from school after an appropriate hearing. A student faced with a possible suspension is entitled to a hearing within 24-48 hours of the offense during which he or she will receive an oral or written notice of the charges, an explanation of the basis for the accusation, and an opportunity to present his or her side of the story. The student may have representation along with the opportunity to present evidence and witnesses at said hearing before the principal. The hearing will take place before the suspension begins unless the students presence at school endangers children or school personnel or substantially disrupts the academic process. If immediate suspension is necessary, the hearing must follow as soon as possible, within 24 hours. No student will be sent home during the day unless the parent or guardian is informed and is able to properly supervise the child. E. ILLEGAL BEHAVIOR In cases of possession of a dangerous weapon or a controlled substance or in the case of an assault on school personnel, the principal may expel or suspend a student and the principal may, and in some cases must, refer a student to the appropriate authorities for prosecution. If expulsion is a possibility, the student must receive a notice in writing of the hearing with the principal, which will then be formal rather than informal in character. The hearing will occur within 24-48 hours of the offense. Prior to the hearing, the student will receive a written notice of the charges and a written explanation of the basis for the accusation in addition to the opportunity to present his or her side of the story, in this case with the assistance of his or her parents and a representative of his or her parents choosing. The principal will prepare a written report to the Superintendent and School Committee explaining her reason for choosing suspension or expulsion or her reason for not choosing suspension or expulsion within 24-48 hours following the hearing. Should the child be expelled from school, his or her parents will have the right to appeal to the Superintendent within ten days of the expulsion. Student suspension, exclusion and expulsion procedures are explained in full in the Policies, Regulations and Laws section of this handbook. F. DISCIPLINING OF STUDENTS WITH SPECIAL NEEDS or 504 PLANS In general, if your child has violated the schools disciplinary code, the school may suspend or remove your child from his or her current educational placement for a period not to exceed ten (10) consecutive school days in any school year. If your child possesses, uses, sells or solicits illegal drugs on school grounds or at a school-sponsored event or carries a weapon to school or a school function, the school district may place your child in an interim alternative education setting as a result of a disciplinary action; your child may remain in the interim setting for a period not to exceed 45 days. Thereafter, your child will return to the previously agreed upon educational placement unless either a hearing officer orders another placement or you and the school agree to another placement. In compliance with Chapter 71, section 37H of the Massachusetts General Laws, the following procedures have been established regarding the discipline procedures involving students with special needs: 1. A meeting will be held with parents/guardians when the special education student accumulates ten days of suspensions or expulsions to discuss the appropriateness of the IEP and possible revision. 2. When a special education student has accumulated ten days of suspension/expulsion, and the parent/guardian cannot be reached, the student will be instructed to come to school the next day with his/her parents/guardians for a SPED team meeting. The student will be given a letter for his or her parents/guardians stating the need for their attendance in school the next day. 3. If a student comes to school the next day without parents/guardians, the student will be sent home and the Department of Education notified by the Principal or designee. 4. In all cases which result in a suspension/expulsion of more than ten days in a school year, immediate notification of the suspension and request for approval of an alternative educational plan will be made to the Department of Education by the Administrator of Special Education. Consideration of whether the behavior is a manifestation of the students disability: The law provides that the Team must consider evaluation information, observational information, the students IEP and placement, and must determine whether the behavior prompting disciplinary removal was a manifestation of the students disability. The Team considers if the students disability impaired the students ability to control his or her behavior. If the Team determines that the behavior was related to your childs disability, then your child may not be removed from the current educational placement (except in the case of weapon or drug possession or use) until the IEP Team develops a new IEP and decides upon a new placement and you consent to that new IEP and placement. If the Team determines the behavior was not related to your childs disability, then the school may suspend or otherwise discipline your child according to the schools code of student conduct, except that for any period of removal exceeding ten days, the school district must provide your child with a Free Appropriate Public Education (FAPE). The school district must determine the educational services necessary for FAPE and the number and location for providing those services VII. SPECIAL EDUCATION COMMITMENT TO INCLUSION Overall, Swift River School has a commitment to providing special services, whenever appropriate, in the student's regular classroom and within the students regular classroom program. A. THE SPECIAL EDUCATION LAW The Massachusetts Special Education Law, called Chapter 766, was enacted in 1974. It was revised in September 2000 to reflect the requirements of the federal law, Individuals with Disabilities Education Act (IDEA) of 1997. The Commonwealth was one of the first states to offer all children appropriate special education in their local schools. School systems are required to provide free and appropriate public education for people between the ages of three and twenty-two years who have special education needs. Children who have trouble walking, talking, seeing, hearing, learning, or playing with others may have special needs. The process of providing services to students with special education needs can be broken down into: (1) Eligibility Determination (Evaluation) (2) Individualized Educational Plan (IEP) Development (3) Placement. B. DISTRICT CURRICULUM ACCOMMODATION PLAN Before a special education evaluation takes place, efforts by school personnel will be made to meet a childs needs without specialized instruction. An individual Student Success Plan (ISSP) may be developed to provide accommodations for a student in the regular classroom. Parents may request that the Administrator of Special Education direct them to an in-house specialist for a screening of their child. A screening is a brief process to find out if further evaluation is necessary. Screening for special learning needs is offered to any preschool child and is required for Kindergarten entry. C. ELIGIBILITY DETERMINATION In order for an evaluation of a child to proceed, parents or legal guardians give written consent for specific assessments to be conducted. A Special Education Team (SPED Team) is formed. Parents, the principal, and the childs current teacher are always members of the team. The other members are determined by the specific assessments required. A description of the special education staff at the Swift River School follows the explanation of the four areas of this process. The following assessments are done as part of the evaluation process: assessment of educational status, history and school progress; assessment by a teacher who recently had or currently has the child in a classroom; assessment by specialists in areas related to a childs suspected need for special education. Other assessments that may be conducted based on need or parental request are: health assessment psychological assessment assessment by a nurse, social worker, guidance or adjustment counselor assessment by an occupational therapist assessment by other specialists. In order for the student to receive specially designed instruction described in an Individual Educational Plan (IEP), the team must identify a disability and determine that the student needs specially designed instruction in order to make effective progress in school. D. IEP DEVELOPMENT Reports and recommendations following the completion of assessments are exchanged among the Team members. If a disability is identified and specially designed instruction is required, an Individualized Educational Plan will be developed to include specific educational objectives the Team would like the child to attain in the coming year. The plan is written by the Team, including the parents, who may accept or reject the plan as written, request an independent evaluation, or meet again with some of the Team for more discussion. The goal of special education is to provide learning strategies and methods in ways that will help children attain their maximum potential. E. ADMINISTRATION OF SPECIAL EDUCATION The principal is responsible for overseeing the special education program. The principal oversees requests for special education screenings and schedules assessments, evaluation meetings, development of Individualized Educational Plans (IEPs) and delivery of service. There is an Administrator of Special Education for Union #28, Deborah Gerry, who oversees the SPED programs for all Union #28 schools. F. SPECIAL EDUCATION TEACHERS The Special Education Teachers provide direct specialized instruction primarily in reading, written language, spelling and math through individual and small group instruction. The Special Education Teachers conduct assessments of academic needs, participate in screenings of children, serve as resources to regular school staff regarding classroom modification for specific students, and act as liaisons between other SPED staff and classroom teachers. G. SCHOOL NURSE The school nurses involvement in the evaluation process may involve obtaining the developmental history of a child, acting as medical designee for presenting reports and/or reviewing screening information. H. SCHOOL EDUCATIONAL PSYCHOLOGIST The School Psychologist administers and interprets psycho-educational evaluations, provides individual and group sessions for children, and consults with staff regarding classroom management of specific students learning needs. Some parents ask for assistance with behavior at home and school that supports social competency and self-esteem. In close association with classroom teachers and parents, the psychologist works to define the learning environment that is a best match for a particular students learning style. I. SPEECH-LANGUAGE SPECIALIST The Speech-Language Specialist evaluates speech and language needs as they relate to social and academic demands of school, in both comprehension and expression. Intervention is provided in and out of the classroom through individual and small group instruction. Collaboration with other special and regular education staff facilitates ongoing sensitivity to individual language-learning needs and provides means of addressing them in a meaningful context. J. OTHER SPECIAL SERVICES The following services are also available to students with special needs as prescribed in Individualized Educational Plans: Occupational Therapy Physical Therapy Teacher of the Visually or Hearing Impaired Contracted Consultation VIII. PARENT INFORMATION A. COMMUNICATION WITH TEACHERS AND THE SCHOOL Hearing from you about your child is extremely important to us. There are a number of ways to communicate with your childs teachers. Here are some ways: Call school during the day. Sometimes teachers will be able to come to the phone and talk with you, but often they will be in the middle of teaching and not be able to speak with you right away. In that case, please leave a number with the school secretary and give her some times when it would be convenient for the teacher to return your call. Please include times in the afternoon or in the evening, which often work better for teachers. Calling after school hours. We ask that parents respect teachers time at home at night. However, some teachers may specifically ask you to call them in the evening at home. Teachers have voice mailboxes that they check before and after school. If there is an emergency in your family that affects your child, you can always call Sheila Hunter, principal, at home at 413-548-9369 at night or on the weekend. Notes to School Notes to school always work well as methods of communication. Teachers will respond in writing or by phone as soon as they can. You can leave a voice message at the teachers extension. Speaking to teachers in the morning. Sometimes you can come in to school and speak to a teacher. Mornings, however, are generally not good times for teachers to speak with parents because they are either busily preparing for the day or greeting each child. It is our wish that every child is greeted in the morning; although the teacher may not appear busy, she is on duty. B. COMPLAINT PROCEDURE The policies, procedures and programs of Swift River School are consistent with its philosophy. This handbook reflects our commitment to good relations with all members of the school community. The School Committees policy for dealing with concerns and complaints makes it clear that every effort should be made by the parent and teacher to solve a problem together. More information is generally available from the teacher regarding a particular incident or situation than from anyone else. School problems should be handled at the lowest possible administrative level: FIRST with the teacher or other staff member SECOND with the Principal THIRD with the Superintendent of Schools FOURTH with the School Committee Formal complaints should be addressed to the appropriate persons at the lowest level. When complaints are not resolved satisfactorily, or when there is a pattern of complaints, the person or persons at the next level should be informed. Any complaints that require School Committee action must be in writing. C. ROUTINES FOR COLLECTING YOUR CHILD AT SCHOOL Send a note to your childs teacher indicating the time you plan to pick up your child. A copy of your note will go to the school office. When you arrive at school, please go to the office FIRST. The secretary will help you find your child. If someone other than parent/guardian is picking up your child at school, please: Send a note to your childs teacher that includes the full name of the person who will pick up your child. A copy of the note will go to the school office. If an emergency arises, you may call the school and speak with either the secretary, nurse or principal and authorize an emergency designee to pick up your child. If your child is sick and parent/guardian cannot be reached: Your child will be released to one of the two alternates you listed on your childs Emergency Form. D. REGULATIONS FOR CUSTODIAL PARENT AND NON-CUSTODIAL PARENT The school will release the child only to a parent or guardian unless we have instructions directly from parents informing us about others who may pick up their child from school. If only one parent has custody of a child, and the other parent is prohibited from picking up a child through court order, a custody agreement, or the like, we must be informed of that prohibition and receive a copy of the court order or agreement so that we can abide by it. Non-custodial parents are eligible to obtain access to their childrens student records unless the school has received a court order that: the non-custodial parent has been denied legal custody based on a threat to the safety of the student or the custodial parent, or the non-custodial parent has been denied visitation or has been ordered to supervised visitation, or the non-custodial parents access to the student or to the custodial parent has been restricted by a temporary or permanent protective order, unless the order or any subsequent court order specifically allows access to student record information. E. TRANSFERS TO ANOTHER SCHOOL Transfers may be made most easily when adequate notice has been given. The school, and particularly the teacher, can help prepare a child for a transition to another school. Health and academic records will be sent to the new school when the parents have signed a release form and the new school requests the records. IX. PARENT AND COMMUNITY INVOLVEMENT Many elements go into making a good school. Crucial elements are the support, advice and hard work that parents contribute to our school. We cannot be a good school without your help and participation. A. PARENT TEACHER COMMUNITY ASSOCIATION (PTCA) The PTCA raises funds and provides students, teachers, and staff with the extras that enhance the classroom, the school, and the curriculum, and that help to make Swift River the special place that it is. In past years, PTCA funds provided buses for field trips, hired guest performers, and supported the Cultural Diversity Program. PTCA volunteers have organized meals for the teachers on nights they stay late for a school function. This is a wonderful example of the support they provide the staff. In the fall, PTCA members organize the Fall Fest that successfully raises money for individual classrooms and whole school activities. One year, the PTCA organized a spring clean-up day. Parents planted donated flowers and refurbished the nature trail, including building new bridges. This day was special for all the participants and the recipients of the community effort. If you have a child attending Swift River, you are automatically a member of the PTCA and are strongly encouraged to be involved. B. SCHOOL COUNCIL The Massachusetts Education Reform Act of 1993 mandated the formation of a school council at each school in the Commonwealth. The School Councils responsibility is to consult with the principal in the process of identifying educational needs of students attending the school, adopting educational goals for the school that are consistent with the goals and standards the Commonwealth established as a result of this law, and formulating a school improvement plan which will be reviewed and approved by the School Committee. The Swift River School Council includes the following members: the principal, 2 school staff members, 2 parents and 1 member from the community who is not a parent of children in the school. Terms are for three years. Parent representatives are elected by ballot when positions open. Voting takes place at he annual Open House in September. C. ERVING UNION #28 COMMUNITY NETWORK FOR CHILDREN (CNC) The job of the Community for Children is to support the early childhood programs of the Swift River School and the early childhood programs that support all preschool age children from Union #28. This advisory council is comprised of parents, day care providers, teachers, agency representatives and a principal from Union #28. D. SPECIAL EDUCATION AND TITLE ONE PAC There are informational/support groups that focus on issues related to children with learning problems. Meetings are held throughout the year. Specific topics are addressed at meetings, sometimes featuring a guest speaker. Announcements of meeting times and topics are announced in The Swift River Current. All interested parents and members of the community are invited to attend. E. SAFETY COMMITTEE The committee reviews the equipment, programs and policies to make sure the school is a safe place for children and all others in the community. F. COMMUNITY USE OF SCHOOL FACILITIES The School Committee has established a policy that makes the school facilities available for community use when they are not being utilized for school functions. Applications for use of the school may be obtained from the principal. Priority is given to events and classes organized for children. A fee is charged to aid in the supervision and maintenance of the building. X. SCHOOL COMMITTEE Five residents from Wendell and five from New Salem are elected to serve on the individual town school committees. Both towns contribute proportionately to the school budget. The New Salem School Committee and the Wendell School Committee separate fiscal responsibilities for transportation from each town to Swift River School. From the five-member committee serving each town, one member is elected to serve on the Mahar Regional School Committee and three members are elected to serve on the New Salem/Wendell School Committee, which governs the Swift River School. The New Salem/Wendell School Committee meets the first Thursday of every month in the Swift River School Library at 7:00 P.M. Each months agenda is sent home with students prior to the meeting. The meetings are open to all, and the Committee encourages parents and other interested citizens to attend, participate and learn more about the policies that govern the school. At the beginning of each meeting, time for public hearings is provided for those who wish to speak to the School Committee. Issues that are raised by the public at that time will be addressed by the School Committee at a later meeting or acted upon by the district administrators. Swift River School is served by the Superintendent of Erving School Union # 28 which is an elementary school union that also includes the schools in the neighboring towns of Erving, Leverett and Shutesbury. Each town has a separate school committee and also participates in a combined committee, the Union #28 School Committee, which meets at least twice a year as the joint employer of the Superintendent. A. FUNCTION OF THE SCHOOL COMMITTEE The basic function of the New Salem/Wendell School Committee is to operate the school in accordance with State and Federal laws and to achieve the strongest school possible for the citizens of New Salem and Wendell. Principal duties of the School Committee are to: 1. Determine local school district policies. 2. Develop and approve budgetary support for school programs and operations. 3. Appoint a Superintendent of Schools in conjunction with other Union #28 School Committees. 4. Provide support services necessary for the operation of the school. 5. Establish and evaluate local educational goals and programs. The Committee is an elected representative body and is the final authority for local decisions on school operations. It reaches decisions by a majority vote. The current School Committee members are: New Salem/Wendell John Gray Chair New Salem Wendell Randy Gordon Chair of New Salem Kevin Skorupa Chair of Wendell John DeWitt Johanna Bartlett John Gray Ray DiDonato Joe Camden Mike Yohan Mahar Representative Richard Baldwin Mahar Representative B. MEETING PROCEDURES A printed agenda is followed at each meeting. Agendas are prepared by the Superintendent of Schools a week to ten days prior to each meeting and are designed to provide a specified time for public comment about issues relevant for the School Committee. In addition, the agenda provides time for presentation of reports and recommendations by the school administration and for deliberation by the School Committee members about matters affecting the school and its program. Because public attendance at School Committee meetings is usually low, parents, citizens and staff members who attend often participate in the School Committees deliberations. C. AGENDA ITEMS Any person wishing to have an item placed on the Committee agenda should present that item to the Superintendent of Schools or the Committee Chairperson at least ten days prior to the date of the first Thursday of each month. Efforts will be made, when possible, to place such items on the School Committees next regular meeting agenda, provided that the item has gone through the appropriate administrative levels. Submission of written statements of explanation or support of any agenda item is encouraged and for certain types of issues may be specifically requested. Such statements are helpful to the Committee in its careful consideration of issues. D. CONCERNS Concerns, problems and complaints about the school should normally be brought first to a teachers attention (when appropriate) or if a satisfactory result is not achieved or if more appropriate, to the Principal or Superintendent of Schools. If the Superintendent of Schools is unable to resolve the matter, it may be brought to the School Committee for further consideration. After considering the information submitted by both the petitioners and the Superintendent of Schools, the School Committee may grant a hearing to the interested parties. Such a hearing may be held during a regular meeting of the Committee, either in open session or in executive session in accordance with the States Open Meeting Law. 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