117 Post Office Road
Enfield, Connecticut 06082
(860) 253-0274
Fax (860) 253-0406 www.crecschools.org
Principal: Dr. Leslie-Torres-Rodriguez
Associate Principal: Mr. Anthony Davila
Assistant Principal: Mrs. Jennifer Hoffman
Assistant Principal: Mr. Douglas McCrory
Capitol Region Education Council
111 Charter Oak Avenue
Hartford, Connecticut 06106
(860) 247-2732 www.crec.org
Executive Director: Dr. Bruce Douglas
Superintendent of CREC Magnet Schools: Ms. Dina Crowl

EQUAL OPPORTUNITY
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Dear CREC PSA Students and Families,
I am looking forward to my second year with the CREC PSA students, families and staff, and am confident we will continue to strive for success. During last year, and throughout the summer, we have collaborated with students, parents and staff members to expand existing programs and add new initiatives for the support and development of student leadership and achievement. Below are some initiatives we will experience during the 2013-2014 school year:
 Advisory meeting period for all students covering topics such as: academic support, leadership skill development, public safety theme integration, and career, college and future planning.
 School-wide Block Scheduling
 Grade Level Teams
 Magnet Theme Resource Teacher
 8th grade Spanish 1 Course offering
 8th grade Algebra 1 Course offering
 Civic Leadership Course (Grade 11)
 Expansion of Advanced Placement and Honors level courses
 Expansion of High School Partnership Programs: PSA relationship with University of New Haven & Asuntuck Community College
 Expansion of Student Success Plans
 National Honor Society & National Junior Honor Society
This is just a glimpse of the programs and initiatives we have developed to continue facilitating excellence in student leadership and achievement. We saw tremendous progress this past year with our students and we look forward to continuing down the road of success with all of you. As always, thank you for your continued support.
Regards,
Dr. Leslie Torres-Rodriguez, Ed.D
Principal
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Important Contact Information for Families

 Call the main office to report attendance, to be connected to a teacher voicemail and for general questions





Parents are encouraged to contact PTSA:
 Jackie Madore, PTSA President mjsmadore@cox.net
phone: (860)647-7095
Visit CREC PSA’s PTSA on Facebook* https://www.facebook.com/groups/260825344051469/
*Disclaimer: CREC CREC PSA does not maintain or have oversight of content on Facebook or social media sites. Please contact the school directly with questions or comments.
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CREC PSA Description………………………………………………………………………………………….6
Promotion, Retention and Placement………………………………………………………………....7
Grades: Policies and Procedures……………………………………………………………………….10
Block Scheduling……………………………………………………………………………………………….13
Daily Routines & Procedures…………………………………………………………………………….15
Transportation………………………………………………………………………………………………….17
Athletic Policies…………………………………………………………………………………………………19
Information Regarding Attendance & Truancy….……………………………………………...21
School Counseling and Support Services……………………………….…………………………..23
Behavioral Expectations, Conduct & Discipline……………………………………………….….25
Bullying Policy…………………………………………………………………………………………….……..30
Harassment Policy………………………………………………………………………………………….….31
Child Abuse…………………………………………………………………………………………………….….34
Dress Code and School Uniform Policy…………………………….…………………………….….35
Health Office………………………………………………………………………………………………….…..36
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CREC PSA Description
As a values-driven school community, students are instilled with a commitment to achievement and leadership. As a college and career preparatory academy, high academic expectations, strong parental participation, and rich diversity all help to shape the culture of the school. Through theme-integrated learning, students are exposed to opportunities that inspire new knowledge and experiences that help them to shape the path of their future in postsecondary learning and careers. Students have the opportunity for real-life experiences in a range of public service fields including public health, forensics, and law.
Through the rigorous academic program at CREC PSA, students develop the self-discipline that will help them thrive in college and careers and will make them indispensable leaders in the future.
CREC PSA Vision
The Public Safety Academy is a values-driven school community with high academic expectations, where cultural diversity is celebrated, parent/guardian participation is a key to student success, development of leadership skills are emphasized; and every student develops an understanding of and a commitment to serving the community
CREC PSA Mission
The mission of the Public Safety Academy is to provide a rigorous and innovative learning environment that helps students from diverse backgrounds develop the academic skills, work habits, values and self discipline needed to achieve success in college and post-secondary education and careers.
CREC’s Guiding Beliefs
Our vision is that every student can learn at higher levels and therefore must have access to all educational resources of the region through the system of public schools served by CREC.
Our mission is to work with boards of education of the Capitol Region to improve the quality of public education for all learners. In order to achieve its mission, CREC will:
1) Promote cooperation and collaboration with local school districts and other organizations committed to improved quality of public education;
2) Provide cost effective services to member districts and other clients;
3) Listen and respond to client needs for the improved quality of its services and its ability to identify and share quality services of its member districts and other organizations committed to public education.
Our Goal: CREC staff and programs shall work with local school systems to meet their needs and the needs of students. CREC believes that:
1) All students can learn.
2) Administrators and their staff can make a difference in the lives and learning of our students.
3) A comprehensive administrator evaluation plan, including a professional growth component, is essential to achieve our goal.
4) Learning is a lifelong responsibility.
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PROMOTION, RETENTION AND PLACEMENT
CREC encourages and insists on the highest quality of academic performance from all students. It expects excellence from its faculty and supports vigorously the teachers’ demands for serious, substantial scholarship from students commensurate with their individual abilities. Instruction and instructional programs must provide maximum opportunity for students to progress through school according to their needs. The intent of this policy is to ensure that all promoted students can benefit from the next level of instruction. Students normally will progress annually from grade to grade.
Decisions regarding the promotion/retention and placement of students will be made on the basis of documented academic achievement in relation to the intellectual ability and overall physical, emotional, and social well-being of the student. All teachers must evaluate students’ educational progress during the school year. This progress, or lack of progress, is communicated to the parent, through written progress reports and parent-teacher conferences. Parents must be by March
15 if retention or acceleration is being considered. The final decision regarding placement or retention will be made by the principal.
Middle School Policy:
Grade Requirements for Promotion/Retention
For students in grades 6 -8:
In order to be promoted to the next grade level, a student must pass 2 or more core academic classes (Social Studies,
Math, Science & Language Arts). The following criteria will be followed:
1.
If a MS student fails 2 or more academic courses, we highly recommend summer school, but will not require it for promotion
2.
If a MS student fails 3 or more academic courses, the student must attend summer school in order to be promoted
3.
If a MS student fails 4 or more academic courses, the student will be retained
High School Policy:
Credit Requirements for Promotion/Retention
If a student fails a required course, that student is recommended to attend summer school immediately following the current school year in order to satisfy the requirement. In the event that the student does not, or is unable to attend a summer school for the course, the student will enroll in the same course the following school year at CREC PSA. No student will be moved on to the next course in the sequence listed in the CREC PSA Scope and Sequence (see “Program of Studies” posted on CREC PSA website) without passing the prerequisite course. “Doubling up” on required courses will only occur during senior year, or by administrative approval.
Students must have the following number of credits to qualify for the appropriate class level:
Entering Grade Credits Required
10 7
11 14
12 20
Graduation Requirements
The graduation requirements for the CREC Public Safety Academy Magnet School reflect the school’s magnet theme of Public Service.
CREC PSA
Graduation Req.
English 4
Math
Social Studies
4
3
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Science
STEM Elective (Science, Technology,
Engineering, Mathematics)
Fine Arts (Art, Music)
Career & Essential Life Skills
(Parenting, Financial Literacy, Nutrition,
Physical Activity, Technology)
Physical Education/Health
Electives
World Language
3
1
1
2
College Planning Seminar
Senior Project
.5
1
Total 28
To graduate from the CREC Public Safety Academy Magnet School, a student must have earned a total of 28 credits,
(a minimum of 22 credits or credit equivalents as delineated in Connecticut Statute C.G.S. 10-221 (a) in addition to those required by CREC PSA as articulated in the credit distribution section).
In addition, Connecticut General Statutes requires all students meet fundamental literacy and numeracy performance standards in order to graduate.
Literacy (Reading and Writing) Performance Standard:
In order to meet the literacy standard, a student must receive a passing grade of 4 credits or credit equivalents in
English and 3 credits or credit equivalents in Social Studies including US History and Civics, and:
Reading
Every student must be able to read to gain information and to interpret fiction and non-fiction texts. A student will meet the reading component of this standard by achieving one or more of the following criteria:
 Score at Level 3 or 4 on the Reading across the Disciplines on the Connecticut Academic Performance Test
(CAPT)
 Achieve a minimum of 450 on the Verbal section of CREC PSAT or SAT
 Achieve a minimum score of 18 on the ACT
 Meet standard requirement on locally developed performance assessment task
 Achieve IEP goals for language Arts
Writing
Every student must be able to write in order to inform, express ideas or persuade. A student will meet the writing component of this standard by achieving one or more of the following criteria:
 Score at Level 3 or 4 on the Writing CAPT
 A passing grade according to a uniform rubric similar to state standards on a locally developed essay exam
(offered after 1 st CAPT attempt)
 Meeting standard on an expository or persuasive writing piece from any curriculum area graded according to a uniform rubric (offered after 1 st CAPT attempt)
 Achieve a minimum of 450 on the Writing section of CREC PSAT or SAT
 Achieve a minimum score of 18 on the ACT
 Achieve IEP goals for Language Arts
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1.5
4
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 English Writing SAT II of 450 or better.
Numeracy (Quantitative Thinking) Performance Standard
In order to meet the numeracy standard, a student must receive a passing grade of 3 credits or credit equivalents in Math (including Financial Literacy) and 2 credits or credit equivalents in Science and:
Mathematics
Every student must be able to use basic arithmetic operations in solving problems involving simple algebraic, geometric, and statistical concepts. A student will meet the mathematics component of this standard by achieving one or more of the following criteria:
 Score at Level 3 or 4 on the Math CAPT
 Meet standards on a locally developed performance task including the use of statistics, geometry, algebra and arithmetic (offered after 1 st CAPT attempt)
 Math Reasoning SAT I of 450 or better
 Math SAT II of 450 or better
 Completion of a locally developed assessment, approved in advance by the Math Department, which would involve the use of the required concepts and skills
 Achieve a minimum score of 18 on the ACT
 Achieve IEP goals for Math
Science
Every student must be able to understand and apply the basic principles of biological and physical sciences, and use appropriate skills to recognize and solve problems scientifically. A student will meet the science component of this standard by receiving a passing grade of 2 credits or credit equivalents in Science and achieving one or more of the following criteria:
 Score at Level 3 or 4 on the Science CAPT
 Completion of a locally developed assessment, approved in advance by the Science Department, that involves data collection, and is graded according to an established rubric.
 Achieve IEP goals for Science
 SAT II Science Subject 450
 Achieve a minimum of 18 on the ACT
Service Learning – all grade levels
At CREC PSA, Service learning refers to grade level projects completed during school hours. In grades 6-10, the service learning requirement will be delivered through the Social Studies Curriculum. Grades 11 and 12 will fulfill this requirement through the Capstone course.

Students are encouraged to complete extra community service/volunteer hours, and these additional hours will be documented in the student’s Student Success Plan portfolio. Please keep in mind that “Service
Learning” and “Community Service” are separate programs. For more information on “Community Service” please see the Program of Studies, or contact the school counseling department.
Remediation
Every effort will be made to personalize learning for students to raise their achievement level prior to retaking the
CAPT or other assessment.
 Individual/small group tutorial
 Additional course work
 Elective classes
 Summer school
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 Repeat of CAPT test during junior year
 Repeat performance task during junior/senior year or Summer Academy
Meeting Literacy (Reading and Writing) and Numeracy (Quantitative Thinking) Performance Standards (sited in previous section under Requirements for Graduation).
In addition the following is expected of every graduate at CREC PSA:
1.
Achieve a Functional Oral Skill level as measured by ACTFL standards.
2.
Demonstrate competency in Connecticut standards for Technology and Information Literacy through the creation of an electronic portfolio (Naviance)
Grades: Policies and Procedures
Progress Reports: Progress reports are mailed home 4 times a year and include teacher comments and current grades. A parent/teacher or student-led conference may be scheduled at any time during the school year by request of the student, parent/guardian, or teacher. Final progress reports will assess the student’s academic standings for summer school or promotion to the next grade.
PowerSchool Parent Portal : Parents/Guardians with internet access can view pertinent information regarding their child including: grades, attendance and teacher comments. It is the policy of CREC PSA that teachers update the grades in PowerSchool every week. To view student grades and attendance, please refer to the letter CREC PSA sent you in September regarding PowerSchool Parent Portal access. You can also call the School Counseling Office to get all required information
Report Cards: Student learning over time will be reflected in each student’s quarterly grades. Students and parents/guardians will receive numerical grades and comments from each teacher. Parents/Guardians are encouraged to discuss these with their child. Incomplete grades are given in circumstances such as illness. Students must complete additional work within a period determined by the teacher.
Grades are awarded as follows:
A+ 97-100 D+ 67-69
A
A-
93-96
90-92
B+ 87-89
D
D-
F
63-66
60-62
Under 60
B
B-
C+
C
C-
83-86
80-82
77-79
73-76
70-72
Honor Roll
1.
Honors with Distinction GPA 4.05-4.3
2.
High Honors GPA 3.75-4.04
3.
Honors GPA 2.75-3.74
Grade Point Average (GPA) Scale
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70
69
68
67
66
65
64
63
62
61
77
76
75
74
73
72
71
84
83
82
81
80
79
78
88
87
86
85
92
91
90
89
97
96
95
94
93
Grade
Converter
100
99
98
Score
2.2
2.1
2.0
1.9
1.8
1.7
1.6
2.9
2.8
2.7
2.6
2.5
2.4
2.3
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3.0
4.3
4.3
4.2
4.1
4.0
4.0
3.9
3.8
1.5
1.4
1.3
1.2
1.1
1.0
0.9
0.8
0.7
0.6
60
59 and below
0.5
0.0
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GPA Weighting
Honors courses add .25 to student’s GPA in that course
AP courses add .5 to student’s GPA in that course
CAPT Test Eligibility
Any second year CREC PSA High School student that successfully passed both Math and English during their first year of high school will take the CAPT Test during the current school year. If student passed only 1 of the above courses, student will only take CAPT test if student has required
Grade Level Credit Minimums listed above. If student passed neither course, student will not take the CAPT test during the current school year
October of Sophomore AND Junior Year, CREC PSA will administer the CREC PSAT Test during school hours.
February of Junior Year, CREC PSA will administer the SAT during school hours.
If your student receives special education services or has a 504 plan, please speak to their case manager to ensure that, if necessary, appropriate accommodations are in place for the testing.
Advanced Placement Courses
Many colleges and universities will give advanced placement credit for accelerated courses taken in high school. All students enrolled in an AP courses must take the AP exam in May.
1.
Students are responsible for this payment.
2.
The College Board and the CT. Department of Education does offer a fee reduction for those students who qualify for free or reduced lunch under the National School Lunch Act.
3.
Students must contact the guidance office to obtain AP registration forms as well as for more information related to AP Courses.
4.
Students must complete all summer assignments in order to stay enrolled in the course.
5.
Students and Parents should also go to www.collegeboard.com for more information.
English Language Learner Students
For those students for whom English is a second language, all CREC Magnet Schools have a program to assist in the development of speaking skills and literacy in English and in mastering the same academic content required of all other students, e.g. language arts, literature, mathematics, science and social studies. If you believe your child needs assistance with English as a second language, please contact Anthony Davila, Associate Principal at CREC PSA, the supervisor of ELL service provisions.
Accountabilities
Students are accountable for books, locks, etc. If these are not returned or are damaged, the student will be charged to replace them. Please see the appendix section for the locker contract. Teachers and office staff, upon completion of both the semester and school year, will issue accountability slips.
Any student with an outstanding accountability will not be permitted to attend field trips or graduation activities until payment arrangements are made.
Homework
The purpose of homework is to help students become self-directed, independent learners and is related to the educational progress of the student. It serves to help all students reach their instructional goals.
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Specific homework assignments may strengthen basic skills; extend classroom learning; stimulate and further interests; reinforce independent study skills; develop initiative, responsibility, and selfdirection; stimulate worthwhile use of leisure time; and acquaint parents with the student’s work in school.
THE FIVE “P’S” – School-Wide Expectations for Academics and Behavior
5 CREC PSA Points of Leadership and Achievement in
Collaborative Learning
Be Prompt
 Be on time for activity

Complete all work efficiently
Be Prepared
 All pre-activity tasks are completed
 Be sure you understand all directions
Be Positive
 Be open-minded
 Expose/suspend your assumptions
Be Polite

Conduct yourself with proper decorum
(respectful tone, words and body language)
 Encourage others to add to the conversation
Be Productive
 Listen actively
 Share your voice

Take risks
 Ask questions
Block Scheduling
Middle School & High School Block Scheduling
A/B Rotation Description:
CREC PSA employs a 2 day rotation, where 4 classes meet each day for 83 minutes each. Each CREC
PSA student takes 8 classes, 4 on A Day, and 4 on B Day. Below is both our daily schedule and school year calendar for this school year. The A/B rotation does not change with any weather closings.
Minutes A day B day
Period 1 83 1A 1B
Advisory
Period 2
Period 3 with Lunch time within
Period 4
30
83
120
83
Advisory
2A
3A
4A
Advisory
2B
3B
4B
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Teacher Arrival 7:55
Period 1 8:05-9:28
Passing Time 9:28-9:31
Advisory 9:31-10:01
Passing Time
Period 2
Passing Time
Period 3 (1 st
Lunch) L1
Period 3 (2 nd
Lunch)L2
Period 3 (3 rd
Lunch)L3
Passing Time
Period 4
Dismissal
Teacher Departure
10:01-10:04
10:04-11:27
11:27-11:30
L1: 11:30-11:55 lunch
11:55-11:58 passing
11:58-1:21 class
11:30-11:55 class
11:55-11:58 passing
L2: 11:58-12:23 lunch
12:23-12:26 passing
12:26-1:21 class
11:30-12:53 class
12:53-12:56 passing
L3: 12:56-1:21 lunch
1:21-1:24
1:24-2:47
2:47-2:50
2:55
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Teacher Arrival
Period 1
Passing Time
Period 2
Passing Time
Period 3
Passing Time
Period 4
Student Dismissal
7:55
8:05-9:02
9:02-9:05
9:05-10:02
10:02-10:05
10:05-11:02
11:02-11:05
11:05-12:00
12:00
Lunch is not served on half-days
Emergency School Closing/Delayed Opening
Since the Public Safety Academy is located in Enfield, the school will follow the lead of Enfield Public school in reference to delayed openings and school closings. If Enfield Public Schools close, then CREC CREC PSA will be closed. Some media outlets report CREC CREC PSA closings as CREC-Public Safety.
If Enfield delays the opening of school, but your town does not and you transport your son/daughter to CREC CREC
PSA at the time, we will have adults present to provide supervision at the usual time. If CREC CREC PSA is open and your town is closed, bus transportation will not be provided in your town. You may transport your child to
CREC CREC PSA. If your town’s public schools have a delayed opening but CREC CREC PSA does not, busses will also be delayed and we will expect your child whenever he/she is transported to CREC CREC PSA. Decisions for early closings will be made by CREC and Enfield Administration.
Some media outlets report CREC CREC PSA closings as “CREC-Public Safety” Announcements will be made through local media outlets including television and radio. If CREC CREC PSA is in session and your participating district is not, due to weather, it is the parents’ responsibility to provide transportation to and from the Public Safety
Academy.
Daily Routines & Procedures
Lockers
All students will be assigned a locker and a school-issued lock at the beginning of the year so that they may secure their belongings during the school day. It is our expectation that students will follow all guidelines for locker use, and will sign the following contract:
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This contract indicates that you, the student have received a locker and a lock from CREC Public
Safety Academy (CREC PSA) and will act responsibly, complying with all school expectations in accessing and maintaining your assigned locker. Remember that having a locker is a privilege not a right. All students must adhere to this agreement so we at CREC CREC PSA can continue to provide this service.
By signing this contract the student agrees:

To use the locker to secure his/her belongings necessary for class

To access the locker only during assigned locker times or with expressed permission from a school official

To keep the assigned lock combination confidential and under no circumstances share with another student

To use assigned locker times efficiently, avoiding distractions and detours while utilizing the locker and getting back to class as quickly as possible
By signing the student also understands:

That the locker and assigned lock are school property and can be reassigned, as well as revoked and can be subject to search

That repeated or chronic violation of locker policy or behavioral expectations in the locker area could result in suspension, loss of locker privileges, and/or additional administrative action

Students are responsible for lost locks and must compensate the school $5.00 to replace the lost lock.
By signing below you, the student, agrees that you have read and understood the above expectations and that you will adhere to them and all CREC CREC PSA behavioral expectations when accessing your locker.
Print Name:_______________________________ Locker Number:______________________
Sign:_____________________________________ Date:___________________________
Lunch
Students are expected to demonstrate good manners and restaurant protocol during lunch. Lunch for students is contracted through the Enfield School District Food Services. Students may bring a bagged lunch from home. The CREC Public Safety Academy participates in the National School
Lunch Program and offers to students nutritionally balanced lunches daily. Free and reduced price lunches are available based on financial need. Parents/Guardians must apply for a free or reduced lunch at the beginning of each school year. A breakfast program is available prior to the start of the school day with the same free and reduced lunch guidelines.
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At CREC PSA, students are expected to keep their area clean, contribute to a safe and respectful environment, and adhere to the same high expectations we require in the classroom. Any negative behavior or failure to comply with lunch room responsibilities could result in disciplinary action.
Students are not allowed to call for delivery of food to school by local restaurants. Food deliveries to school for students will be rejected by the office staff. Parents/guardians are not allowed to bring cakes or birthday items for celebration to school. Student lunches are not long enough in duration to celebrate such events and return to class on time.
Entrance/Arrival Procedures
 All students must enter through their grade-level entrance or via the cafeteria if they are having breakfast. Once in the cafeteria, students are there until the bell rings for students to report to their classrooms. Entrances are marked for 6 th , 7 th , 8 th and high school students.
 Upon entering, the students will be greeted at the door with a hand shake, and a “good morning”. Students are expected to return the greeting and look the greeter in the eye.
Students will also remove jackets, coats or non-uniform sweaters, to ensure that everyone is in proper dress code.
 Once it is time for students to go to class at 7:55, all teachers will be in the hallway in front of their classroom to facilitate transition out of the hallway. This process should go in two waves. All students in the hallways will enter classrooms first. Once all hallways are clear students in the cafeteria will be sent to their classrooms. 9 th grade students should be directed to portables through the gym exit.
 Once all students are out of the hallways teachers may enter their rooms and begin taking attendance and other morning routines
 Tardy students must sign in at the main office.
Hallway Transitions
It is important for students to move in an orderly fashion through the halls, being mindful of the narrow hallways and high traffic areas. Students should walk on the right side of the hall, in a single file in order to facilitate quick and efficient traffic flow during passing times.
Dismissal to Busses
All middle school students will exit via the same entrance they use to come in in the morning.
Students located in the portable classrooms will circle around the building directly to their busses.
There will an announcement at the end of the day announcing dismissal.
Exit/Dismissal Procedures
In order to ensure a safe and timely dismissal, all students will be dismissed by announcement only.
Announcements will instruct students to exit to the building through the same entrance they enter in the morning. No students should be released until instructed to do so.
Transportation
Bus Students
Students taking the school bus to and from school will be picked up and dropped off in the circle directly in front of the main entrance.
Student Use of Automobiles and Pick-ups
Student parking at the Public Safety Academy is earned, a privilege, and not a right. Student parking at CREC PSA will be limited to juniors and seniors only. Students of driving age must complete the appropriate paperwork (permission from parents, registration of car, copy of license, current
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insurance, and contract) prior to being permitted to bring the car to campus each school year.
Students may only park in their designated student spaces. This privilege may be revoked at any time. This parking privilege carries the expectation that the student will arrive to school on time, drive safely on school grounds, model proper behavior, not act inappropriately or leave school grounds without permission.
Behavior on School Buses
Bus privileges are extended to students conditional on their satisfactory behavior on the bus.
Students are hereby advised that they may be suspended from transportation services for unsatisfactory conduct while waiting or receiving bus transportation to and from school which endangers persons or property or violates CREC policy or administrative regulations. Video surveillance occurs on school buses.
Transportation Safety Complaints/Procedures
All complaints concerning school transportation safety are to be made to the CREC Transportation
Coordinator/District Business Manager at 860-524-4077. A written record of all complaints will be maintained and an investigation of the allegations will take place.
Visitors – must wear visitor lanyard at all times
All visitors must sign in at the main office and display identification upon arrival to school. Visitors will be provided a “visitor pass” and lanyard to wear while in the building. School staff members will assist parents/guardians in the main office or escort them to their desired location.
Occasionally parents/guardians request to visit a classroom to observe a class. We require that parents/guardians adhere to the following procedures:
 contact the appropriate grade level administrator to establish a date and time for the visit
 the administrator will make arrangements with the teacher and confirm the date and time with the parent/guardian
 Parent/guardian will arrive at the arranged time and sign in at the CREC PSA main office
 a school staff member will bring the visitor to the scheduled location
 Once the observation is completed, the parent/guardian will meet with a school staff member to debrief; they will then be directed back to the main office to sign out of the building
Field Trips
Field trips are scheduled for educational, cultural, or extracurricular purposes. CREC PSA Field
Trips are extensions of the classroom, and as such, students are expected to attend. A written permission form and any fee must be received from the parent/guardian to participate in a field trip. Students who do not return permission slips by the assigned deadline will not be permitted to attend the field trip. All aspects of the CREC Public Safety Academy’s discipline expectations apply on field trips. Any student whose behavior is considered inappropriate or unsafe may be excluded from participation in the field trip without a guaranteed refund.
While on a trip, all students are considered to be “in” school. This means that conduct and dress code standards will be complied with for the field trip activity. A student will be denied permission to attend a field trip if he/she has demonstrated continual poor academic performance, repeated behavioral problems resulting in one internal suspension or two out of school suspensions, unacceptable behavior during a previous school-sponsored field trip or event, or the student is not in the appropriate CREC PSA school uniform per the CREC PSA Uniform Policy.
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Emergency School Closing/Delayed Opening
Closing of School for Inclement Weather:
Since the CREC Public Safety Academy is located in Enfield, the school will follow the lead of Enfield
Public school in reference to delayed openings and school closings. If Enfield Public Schools close, then CREC PSA will be closed. Some media outlets report CREC PSA closings as CREC-Public Safety.
Announcements will be made through local media outlets including television and radio..
If Enfield delays the opening of school, but your town does not and you transport your son/daughter to CREC PSA at the time, we will have adults present to provide supervision at the usual time. If CREC PSA is open and your town is closed, bus transportation will not be provided in your town. You may transport your child to CREC PSA. If your town’s public schools have a delayed opening but CREC PSA does not, busses will also be delayed and we will expect your child whenever he/she is transported to CREC PSA. Decisions for early closings will be made by CREC and Enfield
Administration.
Fire Drill/Emergency Evacuation Procedures
To comply with Connecticut’s fire code regulations, monthly drills will be conducted. Students are expected to follow their teacher out of the building to their designated location. Students should remain quiet, orderly and in single file during these drills. Students and staff will not be allowed back into the building until the School Administration or the Fire Department Representative has inspected the building and given an “all clear”. Effective October 2008, schools are required to substitute one fire drill with one crisis-response drill, as well as conduct two bus emergency evacuations.
Lost and Found
Any articles which are found in the school and/or on school grounds should be returned to the main office. Unclaimed articles will be disposed of at the end of each month. Loss or suspected theft of personal and or school property should be reported to the main office immediately.
Athletic Policies
High School Student
HOME DISTRICT ATHLETIC PARTICIPATION POLICY
1. CREC students graduating prior to July 1, 2017 will have the opportunity to participate with their sending district school if they so choose. Transfer students will have the same opportunity as their initial graduating class.
2. CREC students scheduled to graduate after July 1, 2017 will only be allowed to participate at their school of attendance as long as their attending school has an athletic program. Their graduating class is determined by the student’s initial enrollment in grade nine.
3. At the beginning of each school year students must declare their intentions of participating at either their attending school or sending school district athletic program. Once a student declares his/her intention, he/she can only participate with their declared program for the entire school year.
4. A student cannot represent their attending school and their sending school district athletic program during the same school year as determined by a sport eligibility list.
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5. Once a student participates with his/her attending school athletic program, in any sport or in any season, he/she will not be able to return to their sending district athletic program at any time during the remainder of his/her high school tenure.
6. All eligibility requirements will be based on CIAC regulations (Article IX – CIAC By-Laws) and the academic standards as set forth by the student’s attending school.
Middle School Student
Under CIAC Middle School guidelines, all magnet middle school students are eligible to participate in their sending school interscholastic athletic program as long as the particular sport is not in existence at the magnet school.
General Guidelines
If your child is interested in participating in sports at his/her sending school, please read and adhere to the following:
1. Signing up to participate on any sports team is the responsibility of the student.
2. High school students must declare their intentions of participating with either their sending district or attending district athletic program at the beginning of the school year (September).
3. Parents must provide transportation to their sending school. Transportation is not provided by
CREC.
4. It is the student family’s responsibility to contact the sending school’s Athletic Director to get information on athletics and practice schedules.
5. All students must meet eligibility requirements related to CIAC rules and their attending school academic standards.
6. A parent permission form must be turned in to the sending school prior to the first practice.
7. All students must submit a current physical examination form, signed by a physician, to the sending school verifying their fitness to participate prior to the first practice.
8. Middle school students will not be allowed early dismissal privileges for athletic participation.
High school students will be allowed early dismissal at the discretion of their attending school policy.
The CREC Public Safety Academy Athletic Coordinator for the 2013-2014 school year is Kerry Ann
Rhoden. She can be contacted at krhoden@crec.org
or 860-253-0274 X236.
Copy of Letter Sent to Parents: Spring 2013
REGARDING CREC ATHLETICS
Dear Parents/Guardians and Students,
CREC is excited to announce that beginning in 2013-14 there will be an Interscholastic Athletic Program for high school students in addition to the athletic program that currently exists for middle school level students. The high school program will be offered at the Academy of Aerospace and Engineering, Medical Professions and Teacher
Preparation Academy, Metropolitan Learning Center, Public Safety Academy and Two Rivers Magnet High School.
Currently the following Middle Schools have an Interscholastic Athletic Program: The Academy of Aerospace and
Engineering, Greater Hartford Arts Academy, Medical Professions and Teacher Preparation Academy, Metropolitan
Learning Center, Public Safety Academy, and Two Rivers Magnet Middle School.
The high school program is designed to offer competition at the JV level or Coop level for a two year period. Varsity level competition will start with the 2015-16 school year. Current high school students and incoming freshmen will continue to have the opportunity to participate in their home district athletic program if they so choose until the
2017-18 school year. A copy of CREC’s Policy on Home District Student Participation is enclosed with this letter for notification purposes.
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Following is a list of sports which are planned to be offered during the 2013-14 school year at the high school and middle school levels, pending participation interest. CREC will also be expanding its’ sports in the subsequent years as the program continues to grow, especially at the high school level. In addition, intramural sport/club teams may be offered at individual schools.
2013-14 SPORT OFFERINGS
SEASON
FALL
(Sept-Nov)
WINTER
(Dec-Mar)
HIGH SCHOOL
Coed Cross Country
Boys Soccer
Girls Soccer
Boys Basketball
Girls Basketball
Coed Indoor Track
MIDDLE SCHOOL
Coed Cross Country
Boys Soccer
Girls Soccer
Boys Basketball
Girls Basketball
Coed Wrestling – COOP Team
SPRING
(Mar-June)
Coed Outdoor Track Baseball
Coed Outdoor Track
Softball
Coed Ultimate Frisbee
School announcements will be made prior to the end of the school year and before each season informing students and parents of the procedure for students to sign up for a particular sport. Tentative plans are for the fall sports at the high school level to begin on August 24, 2013 while the middle school starting on September 5, 2013.
Winter and spring startup times will be announced at a later date.
Students and parents/guardians must complete and return the required Athletic Participation Forms prior to a student being allowed to participate. As a reminder, medical clearance is required each school year in order to participate in the athletic program. All forms are available at the individual schools and on the CREC website at www.crecschools.org
.
As stated previously, CREC is extremely excited regarding the implementation of a Middle and High School
Interscholastic Athletic Program. We hope that all students take advantage of this wonderful opportunity to grow as a student while representing their school proudly through athletics.
Information Regarding Attendance & Truancy
Connecticut state law requires parents to make sure that their children between the ages of 5 to 18 attend school regularly.* Daily attendance is a key factor in student success, thus any absence from school is an educational loss to the student. These laws and regulations are designed to minimize student absenteeism while providing students the opportunity to make up school work missed due to a legitimate absence.
“A student is considered to be ‘in attendance’ if present at his/her assigned school, or an activity sponsored by the school, such as a field trip, for at least half of the regular school day. A student serving an out-of-school suspension or an expulsion will always be considered absent.”(CT State
Board of Education)
Per guidance provided by the CT State Department of Education in May 2013, students who are tardy are not reportable to SDE as absent.
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The parent or person having control of a child shall have the option of waiting to send the child to school until the child is six or seven years of age, upon signing an option form at the sending school district offices.
A student must remain in school until age 18, unless he/she graduates or gets written consent from a parent/guardian on the sending district provided form to leave school at age 17.
Excused Absence
A student’s absence from school shall be considered “excused” if a written documentation of the reason for such absence has been submitted within ten (10) school days of the student’s return to school and meets the following criteria:
A. For absences one through nine, a student’s absences from school are considered “excused when the student’s parent/guardian approves such absence and submits appropriate documentation to school officials. Appropriate documentation is a phone call from the parent/guardian or a written note/email from the parent/guardian.
B. Students receive an excused absence for the tenth absences and all absences thereafter, when they are absent from school for the following reasons:
1. Student illness, verified by a licensed medical professional, regardless of the length of the absence.
2. Students observance of a religious holiday.
3. Death in the student’s family or other emergency beyond the control of the student’s family.
4. Court appearances which are mandated. (Documentation required)
5. The lack of transportation that is normally provided by the district other than the one the student attends.
6. Extraordinary educational opportunities pre-approved by District administration and in accordance with Connecticut State Department of Education guidelines
Other
1. Per guidance provided by the CT State Department of Education in May 2013, “absences that result from a student not receiving transportation from one school district to attend school in another district must be deemed as an excused absence.” (i.e.: in the case of an inclement weather situation.) No parental note is needed in the circumstance.
2. Per guidance provided by the CT State Department of Education in May 2013, Extraordinary
Educational Opportunities may now be considered excused absences if the established criteria are met. Approvals for Extraordinary Educational Opportunities will be submitted by parent/guardian to the CREC Superintendent’s office 10 days prior to the trip.
Unexcused Absences
A student’s absence from school shall be considered unexcused unless they meet one of the following criteria:
A.
The absence meets the definition for an excused absence (see above) or
B.
The absence meets the definition of a disciplinary absence.
Truancy
A student age five to eighteen** inclusive with 4 (four) unexcused absences in one month or 10
(ten) unexcused absences in a school year will be considered a truant. A Family with Service Needs petition may be filed by the magnet school in compliance with state regulations.
At CREC PSA we believe that strong collaboration between the students’ caretakers and school personnel ensure the quick and effective resolution of any attendance concerns. We recognize that if one part of that equation isn’t attentive to the issue, our effective is greatly diminished. We at
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CREC PSA are committed to ensuring good attendance from all of our students, using collaborative and proactive intervention, as well as disciplinary and legal means.
School Counseling and Support Services
CREC PSA has a variety of staff to support student’s success: we have school counselors, a school social worker, a school psychologist, a student support and leadership development center counselor and a school climate facilitator. Students, and families, are welcome to make an appointment with our support personnel by calling the main office or the guidance secretary.
Students can also go to the School Counseling Office to make an individual appointment with their school counselor.
Student Support Center, Leadership & Services
CREC PSA is committed to providing comprehensive student services and development. The student support and leadership development center offers a number of services including individual and crisis counseling, peer mediation, group counseling, and leadership training. All services will be aligned with the student success plan to ensure that the student’s academic, career, social/emotional and physical goals are supported and attained.
Academic Counseling
Academic counseling is available to all students to help them understand their individual strengths, to set goals, and to assist them in planning an appropriate program of studies. Counselors, teachers, administrators and parents will work together to support and encourage all students in reaching their full potential. The type of counseling and frequency will depend on an individual student’s needs and grade level. Some of the areas in which a counselor may work with students and parents are:
 planning an academic program relevant to student’s interests, abilities, and future educational and career plans
 assisting students in selecting appropriate courses each year
 checking each student’s progress through a review of report cards and interim progress reports
 counseling students experiencing academic difficulty and developing strategies for improvement, including referral to various academic resources at the high school
 reviewing credit status leading to graduation
 being available to meet with students and parents to review specific needs
Career and Future Planning
Career advising is designed to help students begin the process of exploring various career options moving toward the ultimate goal of specific career selection. Recognizing that career development begins with self-knowledge, the goal of many activities is to help students learn about themselves and, subsequently, to match this knowledge with information about the world of work. By senior year, students should have gained knowledge and experience to help them develop a general career direction. Examples of career advising activities:
Individual and small group counseling
Junior Conferences to develop post high school plans
Senior Conferences to discuss graduation, the college process and career planning, review of high school program to insure that the student’s courses provide adequate preparation for potential career choices
use of career resources including computer software, reference books, and career pamphlets
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administration and interpretation of career interest inventories, aptitude assessments, career exploration resources
Classroom Lessons focusing on resume writing, career exploration, and social/emotional and physical goals
College Field trips, guest speakers and career & college planning events
Personal Counseling
Personal counseling is available to all students to assist them in managing the normal developmental issues that arise during adolescence. School counselors, the school social worker, and the school psychologist help students to enhance self-understanding and to learn effective problem solving skills so that they will be better equipped to deal with the variety of concerns that high school students encounter. When warranted, referrals will be made to an appropriate community agency.
Through the reauthorization of IDEA (Individuals with Disabilities Education Act) in 2004, schools must design and implement coordinated early intervention services to students that are not currently receiving special education services. The goal of the CREC PSA administration and teachers is to support all students academically and socially through high quality, Scientifically
Research Based Interventions (SRBI) and appropriate programming in their classes. This approach is important in order to meet the individual needs of each student. The grade level teams will work in collaboration with the guidance counselors, support staff and administrators to incorporate specific interventions for the students requiring support.
English Language Learner Students
For those students for whom English is a second language, all CREC Magnet Schools have a program to assist in the development of speaking skills and literacy in English and in mastering the same academic content required of all other students, e.g. language arts, literature, mathematics, science and social studies. If you believe your child needs assistance with English as a second language, please contact Anthony Davila, Associate Principal at CREC Public Safety Academy.
Parent Involvement/Communications
Education succeeds best when there is a strong partnership between home and school based on communications and interactions. Parents/guardians are urged to encourage their children to put a high priority on education and to make the most of their educational opportunities available.
Parents/guardians should become familiar with all of the child’s school activities and with the
District’s academic programs, including special programs. Attendance at parent-teacher conferences, participation in campus parent organizations, attendance at board of education meetings and being a school volunteer are strongly encouraged. Parents of a child in a Title 1 funded program will receive a copy of the district’s parental involvement policy, including provisions of an annual meeting and involvement of parents in the planning, review and implementation of Title 1 programs.
All CREC Magnet Schools now have a home school compact which will be made available to you. We encourage you to read this document thoroughly.
Please contact the CREC PSA Parent Liaison/School Climate Specialist, Liliana Cuevas, the School
Social Worker, Candace Chester, or your child’s School Counselor, if we may be of any assistance to you.
Parent Conferences
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Parents are encouraged to become partners in their child’s educational successes. Conferences with teachers may be held at any time during the school year. Parents and students, as well as teachers, counselors or administrators may initiate a conference.
A parent or student may arrange a conference with an individual member of the school staff or a group conference with school staff members. Conferences are held during school hours but every effort will be made to accommodate parent schedules.
CREC PSA School Counselors and/or Administrators may request a parent conference, referred to as a “Student Review”, as part of our Early Intervention Process. The purpose of this meeting is to create an individual “Action Plan for Success” in order to assist students in academic or behavior improvement and support. The student, along with parents, teachers, support staff, and the student’s administrator, are a part of this collaborative meeting.
Teacher And Paraprofessional Qualifications
Parents have the right to request information about the professional qualifications of their child’s teacher(s). The response will indicate whether the teacher is certified for the subject matter and grade taught; the teacher’s undergraduate major and any graduate degrees or certifications a teacher may have. Parents will also be advised, if requested as to whether the child is provided service by paraprofessionals and their qualifications.
Student Records
A student’s school records are confidential and are protected by federal and state law from unauthorized inspection or use. By law, both parents, whether married, separated, or divorced, have access to the records of a student who is under 18 or a dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records if the school is given a copy of the court order terminating these rights.
Homeless Students
Under the McKinney Vento Federal Act Homeless students are defined as those lacking a “fixed, regular and adequate nighttime residence”. Students meeting this definition are protected and have the right to maintain their educational placement, are eligible for free school meals and for Title 1A services. If you believe your family meets this definition, please contact the school Liaison For
Homeless Students, the CREC District Liaison, Carole Kerkin.
Military Families
In June 2008, a memorandum of agreement was established creating a partnership between the
Department of Defense and the Department of Education to support the education of military students. CREC recognizes that for those active duty members, Department of Defense civilians and those activated or deployed National Guard and Reserve members the phases of pre-deployment, deployment, reunion or post-deployment can be challenging to families and children. We can help.
Please contact the CREC PSA Parent Liaison & School Safety Coordinator, Liliana Cuevas, if we can be of assistance to you
Behavioral Expectations, Conduct & Discipline
CREC believes that strong academics are positively linked with appropriate learning behaviors while students are in school. The faculty also believes that school – home partnerships are critical for ensuring strong learning. Our philosophy is one that includes building strong relationships amongst students and all members of the school community. For students at our schools, the classroom is a smaller version of home and family. The classroom teacher is the primary person
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who structures routines and classroom management, which affects discipline. Students who violate the rights of others or who violate district or school rules shall be subject to disciplinary measures.
The teacher is the best person to handle classroom discipline. However, there are times when student behavior warrants administrative involvement. Office referrals for discipline are a last resort. In each instance of an office referral, the administration will determine the appropriate consequence.
At CREC PSA, we have a progressive discipline policy that can include: reflection room, lunch detentions, after-school detentions, in-school suspension, out-of-school suspension, and expulsion.
Detention, Suspension and Expulsion/Due Process
I. Definitions
A. “Detention” is the retention of a student in a supervised setting with a staff member monitoring the student. This time may be assigned by a teacher or administrator. Students assigned a detention must adhere to the following rules:
1.Students will do academically oriented work for the entire detention. Therefore, students are expected to bring school related work or something to read.
2.Students are to remain silent for the entire detention.
3.Any student violating detention procedures will be assigned a further consequence. The teacher in charge will consult with administration and administration may extend the detention time that particular day or issue an additional day of detention.
4.Students who refuse to attend after-school detention for two (2) consecutive days will be assigned an in-school suspension.
5.Parents or guardians will be given 24-hour notice.
6.Detention may be served on the same day of the infraction with parental permission.
7. A detention can include lunch detention, after school detention, or time in the Reflection Room.
Teachers or administrators assigning a detention will contact the parent or guardian. Upon the issuance of a third detention over all, a parent-teacher meeting will be called to review expectations as stated in the student contract.
B. “Suspension” means an exclusion from school privileges, for disciplinary reasons by an authorized member of the administrative staff and for not more than ten consecutive days, provided such suspension shall not extend beyond the end of the school year in which such suspension is imposed. Should a student with disabilities be subject to suspensions totaling 10 days or more during one school year, a Planning and Placement Team (PPT) review must be requested of the local school district to evaluate the placement.
C. “In-School Suspension” from regular class activities may not exceed five consecutive days; extend beyond the school year; and be imposed more than 15 times or have more than a total of 50 days in one school year, whichever is fewer. Authorized school administrators may impose in-school suspension only in cases where a student’s conduct endangers persons or property, or seriously disrupts the educational process, or violates a publicized policy. The same due process safeguards which apply to suspended students shall apply to students who have been excluded from classroom activity under an in-school suspension. .
D. “Expulsion” means the exclusion from school privileges for more than ten consecutive school days by the sending Board of Education provided such exclusion shall not extend beyond the length of one school year, normally 180 days. Such period of exclusion may extend to the school year following the school year in which such exclusion was imposed.
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CREC does not expel students. The local Board of Education enrolling the student in a CREC program may expel a student from the Local Education Agency (LEA) if, after a full hearing, the
LEA’s Board finds that the student’s conduct endangers persons or property, is seriously disruptive of the educational process, or is violative of a publicized Board of Education policy.
E. Exclusion and Termination of Program Placement
CREC may exclude a student from any of its special education programs, whether placed by IEP, or by parental choice, for the reasons noted in this policy. Notwithstanding any other provisions of this policy, CREC may terminate a student’s program placement when, in the Executive Director’s judgment, it no longer has the capacity to deal with the student’s behavior or conduct, or the program is no longer appropriate for that student. CREC shall give notice to the local education agency prior to such exclusion and termination of placement. CREC programs shall notify the student’s local district immediately of CREC action to exclude or terminate the CREC program placement of the student along with the reasons. Such an exclusion from CREC programs will be in accordance with state and federal law pertaining to a change in placement. In the case of a hearing, stay put conditions may apply.
II. Actions Leading to Suspension or Exclusion and Termination of Program Placement
The following breaches of conduct on school property, school transportation, or at any schoolsponsored activity may lead to consideration of suspension or exclusion and termination of program placement. Off-site misconduct which directly affects the orderly operations of CREC may also be grounds for suspension or exclusion and termination of placement in CREC schools/programs. The wearing of gang related colors, symbols, or the displaying of gang related signs/gestures with their hands is prohibited.
A.
Willfully striking or assaulting a student or any member of the school staff.
B.
Theft.
C.
The use of obscene or profane language or gestures.
D.
Deliberate refusal to obey a member of the school staff.
E.
A walkout from or sit-in within a classroom or school building.
F.
Blackmailing, threatening or intimidating school staff or other students.
G.
Possessing in school, on school grounds or at school-sponsored activity any kind of weapon or dangerous instrument, including a pistol, firearm, knife, blackjack, martial arts weapon, etc.
H.
The willful destruction of school property.
I.
Possession, purchase or offering for sale or distribution of a controlled substance, as defined in Connecticut General Statutes.
J.
Sexually harassing any individual.
K.
Creating a major disruption to the educational process
Cheating/Plagiarism (Academic Dishonesty)
Students are expected to pursue their school work with integrity and honesty. Cheating and plagiarism demonstrates a lack of integrity and character. That is inconsistent with District goals and values. All forms of cheating and plagiarism are not acceptable. The misrepresenting by students of homework, class work, tests, reports, or other assignments as if they were entirely their own work shall be considered forms of cheating and/or plagiarism. Consequences of cheating and/or plagiarism shall be academic in nature unless repeated incidences require disciplinary action. Consequences for cheating will take into account the grade level of the student and the severity of the misrepresentation.
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*Plagiarism is defined by Webster’s New Universal Unabridged Dictionary as the act of taking someone else’s idea, writing or work and passing it off as one’s own. If you fail to give credit to the source of the material, whether directly quoted or put in your own words, this lack of credit constitutes plagiarism.
Whether you take, buy, or receive material from the internet, from a book, from another student, or from any other source, and you fail to give credit, you are stealing ideas; you are engaged in plagiarizing.
Public Safety Academy is committed to academic integrity. Academic dishonesty is a serious offense and carries serious consequences. Examples of academic dishonesty include, but are not limited to the following:
Plagiarism*
Cheating (e.g. sharing ideas or work with others when explicitly instructed not to do so)
Taking, buying or receiving a paper written or translated by someone else and presenting it as one’s own work
Turning in the same or similar work two or more times for credit (e.g. using the same paper for more than one assignment)
Consequences for violation of the Academic Integrity Policy include, but are not limited to:
One to five days of suspension
A grade of zero on the assignment
After the first offense, the student may lose credit in the course
Smoking
Student shall not smoke or use tobacco products on school property or at any school-related or school-sanctioned activity, on or off school property as provided by state and federal law.
Substance Abuse
The school prohibits the manufacture, distribution, dispensing, possession or use of alcohol or controlled substances on school grounds or during school activities. Any student in violation of this will be subject to the disciplinary actions.
Search and Seizure Policy
CREC officials are empowered to conduct reasonable searches of a particular student and CREC property when there is reasonable cause to believe that the student may be in possession of drugs, weapons, alcohol, stolen property and other materials in violation of CREC policy or state law.
According to the decision of the Supreme Court of the United States, “a student may be searched if there are reasonable grounds for suspecting that the search will turn up evidence that the student has violated either the law or the rules of the school.” A particular student’s effects are also subject to the same rule. Effects may include automobiles located on school property.
The scope of the search must be “reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction.”
Legal Reference: Connecticut General Statutes
46b-121 “Juvenile matter” defined Authority of court. Fee.
46-b124 Confidentiality of records of juvenile matters. Exceptions.
46b-134 Investigation by probation officer prior to disposition of delinquency case. Physical mental and diagnostic examination.
46-b140 Disposition upon conviction of child as delinquent.
53-206c Sale, carrying and brandishing of facsimile firearms prohibited. Class B misdemeanor.
54-761 Records confidential. Exceptions.
10-233a through 10-233g re: student suspension, expulsion…Public Act 94-221 Public Act 95-304
10-233h Arrested students. Reports by police to superintendent, disclosure, confidentiality
Desks and School Lockers
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Desks and school lockers are the property of the schools. The right to inspect desks and lockers assigned to students may be exercised by school officials to safeguard students, their property and school property with reasonable care for the Fourth amendment rights of students.
The exercise of the right to inspect also requires protection of each student’s personal privacy and protection from coercion. An authorized school administrator may search a student’s locker or desk under three (3) conditions:
1. There is reason to believe that the student’s desk or locker contains the probable presence of contraband material.
2. The probable presence of contraband material poses a serious threat to the maintenance of discipline, order, safety and health in the school.
3. The student(s) have been informed in advance that school Board policy allows desks and lockers to be inspected if the administration has reason to believe that materials injurious to the best interests of student and the school are contained therein.
Use of drug-detection dogs and metal detectors, or similar detective devices may be used only on the express authorization of the CREC Executive Director.
District officials may seize any item which is evidence of a violation of law, Council policy, administrative regulation or school rule, or which the possession or use of is prohibited by such law, policy, regulation or rule.
Student Search
A student may be searched if there are reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rules of the school the scope of the search must be reasonably related to the objectives of the search and the nature of the infraction.
Students may be searched by law enforcement officials on school property or when the student is under the jurisdiction of the district upon the request of the law enforcement official. Such requests ordinarily, shall be based on warrant. The school Principal or designee will attempt to notify the student’s parents in advance and will be present for all such searches.
Legal Reference: Connecticut General Statutes 10-221Boards of education to prescribe rules
Cell phones/ Electronics: “Off and Away”
Before students enter the school they are to turn off and put away cell phones, iPods, MP3 players,
Bluetooth, PSPs, earphones/plugs or any other electronic device. It is the responsibility of the students to store and keep these items out of sight, not activated and not used during the school day. Students who are in possessions of these items will have them confiscated and sent to the main office to the attention of the school administration. If we see them, if we hear them; we take them. Parents will be contacted to come to the school and pick up the item in question.
Reoccurring incidents will result in the escalation of consequences including detention and suspension.
Laser pointers are not allowed unless required for educational purposes.
Public Safety Academy will not be responsible for any lost or stolen electronic devices.
Computer Usage/Acceptable Use Policy
Access to the school’s computer system will enable students to explore libraries, databases, etc...
Such access is provided solely for education-related purposes. Use of the computer systems will be allowed only for students who act in a considerate and responsible manner in using such systems.
Violations may lead to withdrawal of the access privilege and/or disciplinary measures.
It is important that students and parents understand that internet websites such as MySpace,
Twitter, Facebook, music sites are not considered acceptable or appropriate and must not be accessed through the schools computers.
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Bullying Policy
Public Act No. 11-232 defines bullying as: (A) the repeated use by one or more students of a written, oral, or electronic communication, such as cyberbullying, directed at or referring to another student attending school in the same school district, or (B) a physical act or gesture by one or more students repeatedly directed at another student attending school in the same school district, that: (i) Causes physical or emotional harm to such student or damage to such student’s property, (ii) places such student in reasonable fear of harm to himself or herself, or of damage to his or her property, (iii) creates a hostile environment at school for such student, (iv) infringes on the rights of such student at school, or (v) substantially disrupts the education process or the orderly operation of a school.
Public Act No. 11 – 232 clearly indicates that bullying may occur: on school grounds, at a schoolsponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the Board of Education, or through the use of an electronic device or an electronic mobile device owned, leased or used by the Board of Education, as well as outside of the school setting.
Physical acts or gestures, based on any actual or perceived differentiating characteristics, such as: race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, socioeconomic status, academic status, gender identity, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics are to be considered under the classification of bullying.
Student and/or their parent may file a written report of conduct they consider bullying. Students may also make an informal complaint of conduct that they consider to be bullying by verbal report to any school employee, who will promptly reduce the complaint to writing and forward it to the
Safe School Climate Specialist for review and action. The complaint procedure is also posted on the
District’s website and the school website.
Students and parents are permitted to make anonymous reports of bullying. Parent written reports and student anonymous reports will be investigated by the Safe School Climate Specialist but no disciplinary action shall be taken solely on the basis of an anonymous report.
The Safe School Climate Specialist is responsible for taking a bullying report and investigating the complaint. Parents of students involved in a verified act of bullying will be invited to attend at least one meeting at school.
At CREC PSA, any report of bullying will be documenting using the “Incident Report” form, which can be accessed in the Grade Level Administrator’s office. Any “Incident Reports” of bullying will be forwarded to the School Climate Specialist, Mrs. Cuevas, or a designee (School Social Worker or
School Psychologist) for further investigation, which will follow the CREC policy and procedures.
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Harassment Policy
Harassment will not be tolerated among students of the school district. It is the policy of the Board of Education that any form of sexual harassment is forbidden whether by students, supervisory or non-supervisory personnel, individuals under contract, or volunteers subject to the control of the
Board. Students are expected to adhere to a standard of conduct that is respectful and courteous to employees, fellow students and the public.
Sexual Harassment
It is the policy of the Capitol Region Education Council (CREC) to maintain a learning and working environment that is free from sexual harassment. The Council prohibits any form of sexual harassment. All complaints of sexual harassment will be investigated promptly in accordance with
Administrative Procedures.
It shall be a violation of this policy for any student, employee, individual under contract, or volunteer subject to the control of the Council to harass a student, employee, individual under contract, or a volunteer, through conduct or communication of a sexual nature as defined by this policy.
Sexual harassment is defined as unwelcome conduct of a sexual nature, whether verbal, non-verbal or physical, including but not limited to, insulting or degrading sexual remarks or conduct, threats or suggestions that an individual's submission to or rejection of unwelcome conduct will in any way influence a decision regarding that person's employment or education or that it will interfere in any way with a person's employment or education or create an intimidating, hostile, or offensive work or educational environment. Sexual harassment is prohibited regardless of the sex of the victim or that of the harasser.
Sexual harassment by a student, employee, individual under contract, or volunteer will result in disciplinary action up to and including dismissal or expulsion.
Pursuant to Title IX of the Education Amendments of 1972 and its implementing regulations, no individual may be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
Persons who feel that they have been denied equal opportunities on the basis of sex may file a complaint with CREC's Title IX Compliance Officer, Human Resources Director who can be reached at: 111Charter Oak Avenue, Hartford, (860) 509-3606 or the Executive Director who can be reached at 111Charter Oak Avenue, Hartford, (860)524-4063
Sexual harassment is prohibited. Sexual harassment can occur when, but is not limited to:
1.Submission to, or rejection of, the conduct by the individual is used as the basis of academic decisions affecting the individual.
2.The conduct has the purpose or effect of having a negative impact upon the individual's academic performance, or of creating an intimidating, hostile, or offensive educational environment.
3.Submission to, or rejection of, the conduct by the individual is used as the basis for any decision affecting the individual regarding services, honors, programs, or activities available at or through the educational institution.
4.Suggestive or obscene letters, notes, invitations, derogatory comments, slurs, jokes, epithets, assault, touching, impeding or blocking movement, leering, gestures, display of sexually suggestive objects, pictures or cartoons.
5.Continuing to express sexual interest after being informed that the interest is unwelcome.
6.Coercive sexual behavior used to control, influence, or affect the educational opportunities, grades, and/or learning environment of student, including promises or threats regarding grades,
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course admission, performance evaluations, or recommendations; enhancement or limitation of student benefits or services (e.g. scholarships, financial aid, work study job).
7.Inappropriate attention of a sexual nature from peer(s), i.e. student to student, employee to employee.
Complaint Procedure
1.If an individual believes that he/she is being or has been harassed, that person should immediately inform the harasser that his/her behavior is unwelcome, offensive, in poor taste, unprofessional, or highly inappropriate.
2.As soon as that person feels that he or she has been subjected to sexual harassment, he or she should make a written complaint to the appropriate school personnel. The individual will be provided a copy of this policy and regulation and made aware of his or her rights.
3.The complaint should state the:
A.Name of the complainant
B.Date of the complaint,
C.Date of the alleged harassment,
D.Name or names of the harasser or harassers,
E.Location where such harassment occurred,
F.Detailed statement of the circumstances constituting the alleged harassment.
4.Any person who makes an oral complaint of harassment to any of the above mentioned personnel will be provided a copy of this regulation and will be instructed to make a written complaint pursuant to the above procedure.
5.If the complainant is a minor student, the person to whom the complaint is given should consider whether a child abuse report should be completed.
6.All complaints are to be forwarded immediately to the Principal or designee unless that individual is the subject of the complaint, in which case the complaint should be forwarded directly to the
Human Resource Director. 7.If possible, within five (5) working days of receipt of the complaint, the Principal or designee handling the complaint shall commence an effective, thorough, objective and complete investigation of the complaint. The investigator shall consult with all individuals reasonably believed to have relevant information, including the student and the alleged harasser, any witnesses to the conduct, and victims of similar conduct that the investigator reasonably believes may exist. The investigation shall be free of stereotypical assumptions about either party. The investigation shall be carried on discretely, maintaining confidentiality insofar as possible while still conducting an effective and thorough investigation. Throughout the entire investigative process, the due process rights of the alleged harasser will be upheld.
8.The investigator shall make a written report summarizing the results of the investigationand proposed disposition of the matter, and shall provide copies to the complainant, the alleged harasser, and, as appropriate, to all others directly concerned.
9.If the complainant is dissatisfied with the result of the investigation, he or she may file a written appeal to the Human Resource Officer, who shall review the investigator's written report, the information collected by the investigator together with the recommended disposition of the complaint to determine whether the alleged conduct constitutes harassment. The Executive
Director may also conduct a reasonable investigation, including interviewing the complainant and alleged harasser and any witnesses with relevant information. After completing this review, the
Human Resource Officer shall respond to the complainant, in writing, as soon as possible.
If after a thorough investigation, there is reasonable cause to believe that sexual harassment has occurred, the district shall take all reasonable actions to ensure that the harassment ceases and will not recur. Actions taken in response to allegations of harassment may include reassignment, transfer, or disciplinary action.
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The harasser and any other students or employees, if appropriate, will be informed that appropriate action shall be taken if further acts of harassment or retaliation occur. If further acts of harassment or retaliation do occur, appropriate action shall be taken.
Copies of this regulation will be distributed to all elementary, middle and high school students.
Regulation approved: September 17, 2003CAPITOL REGION EDUCATION COUNCIL
Hartford, Connecticut
An employee who believes that he or she has been harassed in any manner should immediately contact either his or her supervisor, manager, or Human Resources. All complaints of sexual and or other harassment will be treated with appropriate confidentiality. Capitol Region Education Council will not tolerate any retaliation against any complaining employee or witness.
Any manager or supervisor who is aware of possible sexual and or other harassment must immediately bring it to the attention of Human Resources.
Individuals found to have engaged in sexual and/or other harassment will receive appropriate disciplinary and corrective action, up to and including termination.
In addition to disciplinary action taken as to the harasser, federal and state laws include a variety of remedies, which may include cease and desist orders; back pay, compensatory damages, hiring, promotion, or reinstatement. Harassers may be subject to civil or criminal penalties.
This is a general statement of policy and no more. It does not constitute a term of provision of any contract of employment or implied contract of employment between Capitol Region Education
Council and any person.
Harassment Complaint Procedure
If an individual believes that he/she is being or has been harassed, that person should immediately inform the harasser that his/her behavior is unwelcome, offensive, in poor taste, unprofessional, or highly inappropriate. If the offensive behavior is repeated following a request to the harasser that it cease, the employee shall have the option of pursuing either an informal complaint procedure designed to educate the harasser and to eliminate the problem, or a formal complaint procedure that is defined below.
Any student or employee who makes an informal oral complaint of harassment to his or her supervisor, site administrator, counselor, teacher or Human Resource Director will be provided a copy of these regulations and will be encouraged to pursue the formal procedure should the informal investigation and intervention, if required, prove unsuccessful in eliminating the objectionable behavior. HOWEVER, IT IS NOT NECESSARY FOR THE PERSON BEING HARASSED
TO WAIT UNTIL THE OFFENSIVE BEHAVIOR IS REPEATED BEFORE FILING A COMPLAINT.
OFFENSIVE BEHAVIOR OF AN EGREGIOUS NATURE WOULD WARRANT AN IMMEDIATE AND
FORMAL COMPLAINT BE FILED.
If, following requests to cease objectionable, harassing behavior, said behavior continues, and if the informal procedure has also proven unsatisfactory, or unacceptable, the employee may pursue the formal complaint procedure which involves submitting a written complaint to his or her supervisor, site administrator, counselor, teacher or Human Resource Director. The complaint should list the name of the complainant, the date of the complaint, the date of the alleged harassment, the name(s) of the harasser(s), wheresuch harassment occurred, and a detailed statement of the circumstances constituting the alleged harassment.
If the complainant is a minor student, the person to whom the complaint is given should consider whether a child abuse report should be completed. See Policy #5141.4, Reporting Child Abuse and
Neglect.
All formal complaints and informal complaints involving staff are to be forwarded immediately to the Human Resource Director unless that individual is the subject of the complaint, in which case the complaint should be forwarded directly to the Executive Director.
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Upon receiving a formal complaint, the building level administrator in concert with the Human
Resource Director will, as soon as possible, commence an effective, thorough, objective and complete investigation of the complaint. The investigator shall consult with all individuals reasonably believed to have relevant information, including the complainant and the alleged harasser, any witnesses to the conduct, and victims of similar conduct that the investigator reasonably believes may exist.
The investigation shall be free of stereotypical assumptions about either party. The investigation shall be carried on discreetly, maintaining confidentiality insofar as possible while still conducting an effective and thorough investigation. Throughout the entire investigative process, the due process rights of the alleged harasser will be upheld. The investigator shall make a written report summarizing the results of the investigation and proposed disposition of the matter, and shall provide copies to the complainant, the alleged harasser, and, as appropriate, to all others directly concerned.
If the complainant is dissatisfied with the result of the investigation, he or she may file a written appeal to the Executive Director, who shall review the investigator’s written report, the information collected by the investigator together with the recommended disposition of the complaint to determine whether the alleged conduct constitutes harassment. The Executive Director may also conduct a reasonable investigation, including interviewing the complainant and alleged harasser and any witnesses with relevant information. After completing this review, the Executive Director shall respond to the complainant, in writing, as soon as possible.
If after a thorough investigation, there is reasonable cause to believe that harassment has occurred, the district shall take all reasonable actions to ensure that the harassment ceases and will not recur.
Actions taken in response to situations of harassment may include reprimand, reassignment, transfer, suspension, expulsion, disciplinary action, or discharge from employment.
The harasser and any other involved individuals, if appropriate, will be informed that appropriate action shall be taken if further acts of harassment or retaliation occur. If further acts of harassment or retaliation do occur, appropriate action shall be taken.
All employees, and supervisors shall be provided copies of the Council policy concerning harassment and the policy will be reproduced in all employee and student handbooks.
Regulation approved: September 17, 2003CAPITOL REGION EDUCATION COUNCIL
Hartford, Connecticut
Child Abuse
All school employees, including teachers, superintendents, principals, coaches of intramural or interscholastic athletics, paraprofessionals and other professional school staff including guidance counselors, social workers, psychologists, and licensed nurses are obligated by law (C.G.S. 17a-101) to report suspected child abuse, neglect, or if a child is placed in imminent danger of serious harm to the Connecticut State Department of Children and Families Services. Specific procedures governing the reporting of abuse and neglect are in effect, and staff receives yearly training in their use.
Reporting of child abuse and neglect is a responsibility which is taken seriously. If there is any doubt about reporting suspected abuse or neglect a report will be made. The school will work with the parents and appropriate social agencies in all cases.
Child abuse is defined as any physical injury inflicted by other than accidental means or injuries which are not in keeping with the explanation given for their cause. Improper treatment such as malnutrition, sexual molestation, deprivation of necessities, emotional abuse, cruel punishment or neglect is also considered child abuse.
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Dress Code and School Uniform Policy
Overview of CREC Policy & Philosophy regarding dress codes at CREC Magnet schools:
Student dress may be regulated and students are encouraged to dress in clothing appropriate to the school situation. Restrictions on freedom of expression may be applied whenever the mode of dress is unsafe, disruptive or contrary to law.
*Any school dress which impairs safety or increases the risk of injury to self or others, causes discomfort to others (e.g., uncleanliness, malodorousness, inappropriate language), causes distraction or disruption of the learning environment, advertises or advocates the use of alcohol or drugs, pornography, or is libelous or inherently contains unreasonable potential to upset and hurt others is prohibited.
At Public Safety Academy, student appearance is part of the school pride. Our classic school uniform is simple and allows all students to be dressed similarly, thereby limiting the normal peer pressure that is associated with attire. At the same time, all students will look and feel like they are part of one CREC PSA team, while supporting a productive learning environment for all.
The CREC Public Safety Uniform is described as follows and deviations are not allowed:
Uniform Requirements for ALL STUDENTS:
 FOOTWEAR: Solid black sneakers, flat shoes (no colored trim, designs, stripes, logos, laces, soles, etc.)
 BELTS: Solid black colored belt with plain normal sized buckle
 PANTS: Khaki colored/style, plain pants (no utility/cargo/tactical pants, corduroys, etc.)
Middle School Shirt Requirements:
 Short or long sleeve CREC PSA polo (royal blue or light blue)
High School Shirt Requirements:
 CREC PSA button down oxford style shirts (white or light blue)
Optional Uniform Items:
 Middle School can wear CREC PSA sweater, vest or cardigan
 High School can wear CREC PSA sweater, vest, blazer or tie (available for boys and girls)
Wearing of the uniform:
 Shirts must be buttoned. (If a tie isn’t worn, the top button may be left unbuttoned)
 All necklaces must be maintained inside the shirt
 Shirts must be tucked in at all times
 Laces on footwear must be tied
 Hats, caps, knit caps, dew rags, etc. are not allowed
 Scarves are not allowed to be worn during the school day
 Items are not allowed to be attached and hanging from the belt
 Pants are not allowed to be tucked into footwear
 Pants must stay at waist level at all times
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The Public Safety Academy requires strict adherence to the school’s dress code.
Noncompliance with the school uniform expectations is viewed as a violation of school rules and a distraction to the learning environment. Violations will be handled as follows:
 The student will be afforded the opportunity to self-correct at the school entrance or front office.
 If unable to self-correct, students will call their parent/guardian to bring in the proper uniform.
 Until the uniform is delivered, or should this not be an option, the student will be assigned to an alternative setting outside the normal classroom to minimize distractions to the learning environment. It should be noted, this is not punitive.
 In the event uniform violations continue to persist or become a pattern throughout the school year school administration will schedule a parent/student conference.
 In the event a family is experiencing a financial hardship and the family is receiving reduced or free lunch, you may contact the Student Affairs Coordinator or the Grade Assistant
Principal for assistance.
CREC PSA Uniform Vendor:
The Connecticut Shirt Man
70 Tolland Street East Hartford CT 860-274-1088
Toll Free Number: (800) 348-7679 order on-line at www.OnLineGearStore.com/CREC PSA
Religious and Health Accommodations
Where the bona fide religious beliefs or heath needs of a student conflict with the school attire policy, the school will provide reasonable accommodation. Any student desiring accommodation shall notify the school principal in writing of the requested accommodation and the factual basis for the request.
Approved coverings worn as part of a student’s bona fide religious practices or beliefs shall not be prohibited under this policy.
Health Office
School Nurse
Each parent must complete a medical information form including a record of immunizations to be kept on file in the school office for emergency needs. The School Based Health Clinic is designed to provide care to students who become ill or are injured while in school.
A cumulative health file is maintained for each student. This file includes notations of past illnesses, results of physical examinations, and other pertinent health information. Scoliosis and hearing tests are administered to students in grade eight. The results are provided to the parents/guardians.
Parents/guardians are notified of any deviation from the normal pattern of health and suggestions are given for follow-up. It is likewise important that parents/guardians notify the school nurse in case of a student’s illness. If a student is to be excused or limited from participation in school activities for an extended period of time, he/she is required to bring a statement signed by a
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physician. The school nurse is available to parents/guardians and students for conferences regarding health issues.
Psychotropic Drug Use
School personnel are prohibited from recommending the use of psychotropic drugs for any student enrolled within the school system. School nurses, nurse practitioners, district medical advisor, school psychologists, school social workers and school counselors, may recommend that a student be evaluated by an appropriate medical practitioner. Further, the District is prohibited from requiring a child to get a prescription before he/she may attend school, be evaluated to determine eligibility for special education or receive special education.
Administration Of Medication
Parents of students requiring medication during school should contact the (school nurse). Special forms are required to permit the administration of medicine in school. They are available from the
(school nurse). All CREC Magnet Schools follow the State Statutes, regulations and guidelines established by the CT State Department of Education and the Department of Health regarding the carrying, use and dispensing of medications. Students are allowed to carry Epi pens, inhalers and diabetic testing materials and medication.
Immunization & Physicals
(students in K – 12)
In order to provide the best educational experience, school personnel must understand your child’s health needs. School health forms request information from you (Part I) which will also be helpful to the health care provider when he or she completes the medical evaluation form (part II).
State law requires complete primary immunizations and a health assessment by a legally qualified practitioner of medicine, an advanced practice registered nurse or a registered nurse licensed pursuant to chapter 378, a physician assistant licensed pursuant to chapter 370, a school medical advisor or a legally qualified practitioner of medicine, an advanced practice registered nurse or a physician assistant stationed at any military base prior to school entrance in Connecticut (C>G>S
Secs. 10-204a and 10-206). An immunization update and additional health assessments are required in the 6 th or 7 th grade and in the 9 th and 10 th grade. This form may also be used for health assessments required every year for students participating in sports teams. Those participating in sports teams must have a physical every year and updated health form prior to participation.
Communicable/Infectious Diseases
Students with any medical condition, which within the school setting may expose others to disease or contagious and infectious conditions, may be excluded from school and referred for medical diagnosis and treatment. Additional information concerning this may be obtained from the school nurse.
Before a child may return to school after an absence due to such condition, parents/guardians and students may be required to submit medical evidence that their child has recovered sufficiently to prevent exposing others.
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Emergency Medical Treatment
Each year parents/guardians must complete an emergency information form for school use in the event of a medical emergency.
Pesticide Application
Only certified pesticide applicators shall be used in schools for any non-emergency pesticide use in school buildings or on school grounds. Pesticide applications are limited to non-school hours and when activities are not taking place. Areas to receive pesticide application will be posted and a written record of all pesticide applications will be maintained for five years. Parents/guardians and staff who want to receive advance notice of all pesticide use will be listed on a registry and such notice will be provided as required by law. Parents/guardians who want to be notified prior to pesticide applications inside their child(ren)’s school assignment area may contact Douglas Henley.
Note: If the district is implementing the Integrated Pest Management (IPM) concept, similar requirements as above must be met.
Asbestos
Legislation requires all school buildings to be reevaluated to determine if asbestos is present and if it poses a significant health hazard to the building’s occupants. The District has on file plans showing the location of asbestos in each building and measures undertaken to comply with regulations to maintain a safe school environment. Request to review these plans may be made in the school office.
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