SCHOOL ONE
2013/2014
PARENT/STUDENT
HANDBOOK
School Phone: (908) 322-7731
For the Attendance Line: Press 1
For the School Nurse: Press 2
For the Main Office: Press 3
For the Principal: Press 4
For a Dial by Name Directory: Press 4-1-1
Fax Line: (908) 322-7142
Web Site: http://www.spfk12.org/schoolone/
Mr. Justin Fiory, Principal
School One, 563 Willow Avenue, Scotch Plains, NJ 07076
Page 1
TABLE OF CONTENTS, SCHOOL ONE PARENT HANDBOOK, 2013/2014
Absences from School…………………………………………………………………. 10
Arrival…………………………………………………………………………………... 7-8
Assessments, Student (Grades 1-4)…………………………………………………… 11-12
Attendance………………………………………………………………………………. 12
Attendance Line…………………………………………………………………………. 8
Back to School Program……………………………………………………………….. 12
Bicycle Riders…………………………………………………………………………… 12
Birthday Celebrations………………………………………………………………… 12-13
Board of Education Meeting Dates……………………………………………………… 87
Board of Education Members…………………………………………………………… 86
Bullying, Harassment & Intimidation……………………………………………… 22-40
Bus Safety……………………………………………………………………….. 13-14, 61
Bus Transportation……………………………………………………………………… 14
Cell Phones……………………………………………………………………………...
Closing of School………………….……………………………………………………..
Crossing Guards………………………………………………………………………
Curriculum……………………………………………………………………………
14
14
66
15
Daily Schedule………………………………………………………………………......
7
Delayed Opening…………………………………………………………………… 14-15
Delayed Opening Schedule………………………………………………………………. 7
Detainment Procedures………………………………………………………………
16
Dismissal:
Emergency Dismissal…………………………………………………………….. 17-18
General Information………………………………………………………………… 7-8
Dismissal Procedures Form…………………………………………………………. 78
Dress, Appropriate……………………………………………………………………… 10
Early Dismissal……………………………………………………………………….
16
Educational Philosophy & Goals……………………………………………………… 16-17
Educational Research…………………………………………………………….. 17, 75-76
English as a Second Language (ESL)……………………………………………………. 18
Entrance Age (Pre-School Disabled, Kindergarten & Grade 1)………………………. 18-19
Field Trips…………………………………………………………………………..
19-20
Field Trip Permission Form……………………………………………………………… 21
Gifted and Talented Program (QUEST)……………………………………………..
22
Harassment, Intimidation & Bullying……………………………………………
22-40
Health:
Auditory Examinations……………………………………………………………… 41
Communicable Diseases…………………………………………………………….. 44
Head Lice (Pediculosis)…………………………………………………………… 42-43
Page 2
Health (Continued)
Health Record Requirements………………………………………………………. 41
Injuries……………………………………………………………………………… 43
Medication at School………………………………………………………………..41-42
Medication Request Form………………………………………………………….. 78
Physical Examinations……………………………………………………………… 41
Prolonged Illness……………………………………………………………………. 43
Scoliosis Examinations……………………………………………………………... 41
Visual Examinations………………………………………………………………… 41
Helping Hands (4th Grade Safety Patrol)……………………………………………….. 60
Homework:
Due to Illness……………………………………………………………………….. 45
Family Vacation…………………………………………………………………….45-46
Homework Practices (Board Policy)………………………………………………. 46-48
Long-Term Illness (3 or More Days)……………………………………………….. 45
Honeywell Instant Alert System………………………………………………………… 14
Insurance for Students (Accident)…………………………………………………….
62
Intervention & Referral Service (I&RS)………………………………………………… 49
Intimidation, Harassment & Bullying……………………………………………… 22-40
Library/Media Center…………………………………………………………………
49
Lost & Found…………………………………………………………………………… 49
Lunch/Recess
Alternate Arrangements……………………………………………………………. 54
General Information…………………………………………………………….. 49-50
Guidelines for Students…………………………………………………………… 51-52
Indoor Recess…………………………………………………………………… 53-54
Lunch Program (Pomptonian Food Service)……………………………………… 54-56
Outdoor Recess………………………………………………………………………. 53
Schedule (Grades 1-4) ………………………………………………………………. 52
Student Management………………………………………………………………… 51
Media Center/Library…………………………………………………………………
49
Milk Money……………………………………………………………………………… 56
Moving………………………………………………………………………………….. 56
Nutrition Policy……………………………………………………………………..
71-74
Parking Lot…………………………………………………………………………..
8, 56
Parent/Teacher Conferences……………………………………………………………. 56
Pesticide Control Program…………………………………………………………… 79-84
Playground Safety…………………………………………………………………… 60-61
Policy of Nondiscrimination…………………………………………………………….. 6
Principal’s Letter………………………………………………………………………… 5
Problems or Questions…………………………………………………………………
57
Publicity Release………………………………………………………………………… 57
Publicity Release Form………………………………………………………..………… 58
QUEST (Gifted and Talented) Program…………………………………………….
22
Questions………………………………………………………………………………… 57
Page 3
Razor Scooters…………………………………………………………………………. 61-62
Report Cards…………………………………………………………………………….. 59
Resource Room………………………………………………………………………….. 59
Roller Blades…………………………………………………………………………….. 59
Safety:
Bus Safety……………………………………………………………………. 13-14, 61
Cafeteria Safety………………………………………………………………………. 60
Classroom Safety…………………………………………………………………….. 60
Internet Safety………………………………………………………………………… 60
Playground/Outdoor Safety…………………………………………………………60-61
Safety Patrol (Helping Hands)………………………………………………………… 60
Schools in District……………………………………………………………………… 86
Single Session Schedule…………………………………………………………………. 7
Skateboards……………………………………………………………………………. 61-62
Special Education………………………………………………………………………
62
Staff Listing
School One………………………………………………………………………….. 85
Central Administration……………………………………………………………… 86
Surveys, Student…………………………………………………………………….17, 75-76
Students Obtaining Success (S.O.S.) Instruction………………………………………. 62
Tardiness…………………………………………………………………………..
62-63
Technology:
Acceptable Use Policy…………………………………………………………… 65-66
Acceptable Use Policy Form……………………………………………………….. 67
General Information…………………………………………………………………... 62
Internet Safety Policy………………………………………………………………… 64
Telephone Messages To & From Home……………………………………………….. 68
Telephone System……………………………………………………………………….. 8-9
Textbooks……………………………………………………………………………….. 68
Traffic Patterns…………………………………………………………………………..
8
Visitors………………………………………………………………………………….68-69
Walking to School……………………………………………………………………….. 69
Wellness Policy…………………………………………………………………….
70-74
What to Do If…………………………………………………………………………..
77
Page 4
The Scotch Plains-Fanwood Public
Schools
SCHOOL ONE
WILLOW AVENUE
SCOTCH PLAINS, NEW JERSEY 07076
Justin Fiory
(908) 322-7731
Principal
September 2013
Dear Parents/Guardians:
On behalf of the School One staff, I welcome you to School One and the Scotch Plains-Fanwood School
District. School One has an extensive history. The original building opened its doors in 1890 on Park
Avenue and served the two communities until 1973 when the present facility was built. The current
building was designed as an open structure that allowed for multi-age classes and flexible groups;
classrooms could be reconfigured based upon the needs of the student population at the time. After over 28
years, the school was renovated to enhance its internal structure, and a new multipurpose room/gymnasium
facility, complete with a theatrical stage, was added. We are extremely proud of our tradition and
reputation, and the exciting opportunities that we strive to provide to both our students and the school
community.
Please keep this handbook readily available as a resource for your family. The staff and I hope that it will
serve as a useful document that will acquaint you with the various programs and procedures essential to
School One and the Scotch Plains-Fanwood School District.
I am excited to be a part of the Scotch Plains-Fanwood Public Schools and to serve as your principal. The
curriculum and programs we provide are carefully researched, planned, and implemented to meet the needs
of our student population. Philosophically, we are concerned about our students’ total development,
including their academic, emotional, physical and social growth. We are interested in fostering respect for
oneself, for the adults and students that attend School One, and for society as a whole.
These goals can only be achieved with the support of our parent community. Parents play an essential role
in the educational process. It is imperative that we establish open lines of communication and strive for
cooperation between the home and school. We know that through everyone’s efforts we will establish a
strong foundation that will prepare our students for their educational and future endeavors.
In closing, I am confident that you and your child’s School One experience will be meaningful and
fulfilling. Your interest and involvement in our school community is always appreciated. Please know that
the School One staff and I are always willing to assist you in any way that we can.
Page 5
Cordially,
Justin Fiory
Principal
JF:slw
POLICY OF NONDISCRIMINATION
SCOTCH PLAINS-FANWOOD PUBLIC SCHOOLS
SCOTCH PLAINS, NEW JERSEY
The Scotch Plains-Fanwood School District is committed to providing an equal opportunity for all
students and employees, regardless of race, color, creed, religion, sex, ancestry, national origin,
place of residence, social or economic condition, or handicap/disability in all school programs and
vocational education opportunities. Consistent with the intent of Title VI of the Civil Rights Act
of 1964 (racial/ethnic equity), and Section 504 of the Rehabilitation Act of 1973
(nondiscrimination on the basis of handicap/disability), the Scotch Plains-Fanwood School
District affords all students and employees equal opportunity.
Affirmative Action Officers......................... Mrs. Debora Belfield
(for Employment Practices); and
Dr. Joan Mast
(for Educational Programs)
Location........................................... Administration Building
Telephone........................................ (908) 232-6161
Section 504 Compliance Officer.................. Mrs. Linda Edwards
Location........................................... Department of Special Services,
SPF High School
Telephone......................................... (908) 889-8600, Ext. 3138
Location of Affirmative Action Plans
and Grievance Policies................................ Administration Building
Concerns relating to equality employment practices (race, gender, ethnic group) or sex
discrimination in employment practices should be directed to Mrs. Belford.
Concerns relating to equality in educational programs (race, gender, ethnic group) or sex
discrimination in education should be directed to Dr. Joan Mast.
Page 6
Concerns related to Section 504 compliance (handicap/disability) should be directed to Mrs.
Edwards.
GENERAL INFORMATION
DAILY SCHEDULE:
The elementary school day begins at 8:35 a.m. and ends at 3:10 p.m. for students in Grades 1
through 4. Supervision begins at 8:25 a.m.; therefore, all students should plan to arrive
between 8:25 and 8:35 a.m. Upon arrival, children are to walk onto the school grounds, line up
in an orderly fashion in front of their respective grade-level door as follows:
 Pre-K and Kindergarten: Door 1
 Grade 1: Door 15
 Grade 2: Door 14
 Grades 3 and 4: Door 9 (in the back of the building). Students in Grades 3 and 4 are to
navigate to the back of the school by walking along the path on the right side of the building
when facing the school. Teachers will be located at “check points” along the way to ensure
students’ safety. Students are NOT to walk through the parking lot to get to the back of the
school.
Students will enter the building at 8:25 a.m. The tardy bell will be rung at 8:35 a.m., and the
doors will be closed.
Tardy students are to report to the Main Office, state the reason why they are late for
school, and receive a late pass. We expect parents to insure that their children arrive on time to
guarantee a successful start of the school day. Please consult the time schedules in the tables
below.
PRE-K &
KINDERGARTEN REGULAR DAY
A.M. Student Arrival 8:25 a.m.
SINGLE SESSION
8:25 a.m.
DELAYED
OPENING
9:55 a.m.
Morning Session
8:35-11:20 a.m.
8:35-10:35 a.m.
10:05 a.m.-12:15 p.m.
Dismissal
11:20 a.m.
10:35 a.m.
12:15p.m.
P.M. Student Arrival
12:20 p.m.
10:35 a.m.
1:00 p.m.
Afternoon Session
12:25-3:10 p.m.
10:40 a.m.-12:40 p.m.
1:00-3:10 p.m.
Dismissal
3:10 p.m.
12:40 p.m.
3:10 p.m.
Page 7
GRADES 1 – 4
Student Arrival
REGULAR DAY
8:25 a.m.
SINGLE SESSION
8:25 a.m.
DELAYED
OPENING
9:55 a.m.
Instruction Begins
8:35 a.m.
8:35 a.m.-12:40 p.m.
10:05 a.m.
Lunch
11:50 a.m.-12:50 p.m. Not applicable
In school
Dismissal
3:10 p.m.
3:10 p.m.
12:40 p.m.
ARRIVAL & DISMISSAL:
When transporting your child to and from school, it is imperative that parents follow the traffic
patterns that have been established as well as township laws. The area immediately in front of
school allows our school community the opportunity to drop off their children, while still
providing a designated area for school busses. This area is marked as a "Drop Off " zone and
must not be abused. Parents are not to stop or park their vehicles in this area. This
regulation is in effect throughout the school day, and includes both dismissal time for
children in the morning kindergarten session, and the arrival of children in the afternoon
session. Please observe the areas that are posted as “No Parking” and “No U-Turn.”
When picking up your child from school, parents are asked to park on a side street and walk to the
front of the building. Please refrain from approaching the main doors of the school as teachers
are trying to dismiss each child to the proper parent or guardian, and it is important not to inhibit
their vision. Please also provide a pathway on the sidewalk next to the pavers by the front doors to
allow our bus students a pathway to exit the building safely. Parents are asked to complete the
Dismissal Procedure Form that is located in this handbook.
The driveway to the staff parking area is NOT to be used to drop off or pick up students, or
as an access road to and from Park Middle School. There is also no parking or standing
allowed on the opposite side of Willow Avenue. Parking or standing on the opposite side of
Willow Avenue could be extremely dangerous if a child should suddenly run across the street.
For the safety of all our students, please do not park, pick up, or drop off your child on the
side of Willow Avenue across from the school. In addition, an ordinance has been in effect
since 2006, that restricts parking on the westbound side of Willow Avenue between Midway and
Madison Avenues. Please be conscious of the areas that are designated as no parking. The
school’s traffic flow pattern is illustrated in the diagram below. All will appreciate your
cooperation with this system.
Martine Avenue
Staff
Parking
Lot
Russell Road
SCHOOL ONE
(Main Entrance)
M
a
d
i
s
o
n
M
i
d
w
a
y
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(Grass Area)
(Flag Pole)
(Grass Area)
NO PARKING OR STANDING—DROP-OFF ZONE
A
v
e
n
e
A
v
e
n
u
e
Willow Avenue
NO PARKING THIS SIDE OF STREET
The Borough of Fanwood Traffic Safety Bureau has established the following guidelines for
parents/guardians dropping off students at Scotch Plains-Fanwood schools (as of September 4, 2013):

Students must be dropped off in the designated drop off/pick up zones. Parents are permitted
to pull up along the curb line to drop off students. Students cannot be dropped off in the
middle of the road. Students/passengers must exit vehicles on the curbside. Your vehicle
must be within six inches of the curb.

There is NO PARKING within 50 feet of a stop sign and NO PARKING within 25 feet of a
crosswalk.

All motorists must abide by all traffic safety signs.

All vehicles must adhere to the parking signs. No Parking Signs are not only designated for
no parking, but also includes not stopping/standing to drop off students.

All violations will be enforced throughout the school year.

All pedestrians/students must cross the roadway at the nearest intersection. Crossing midblock is against the law and extremely hazardous to the well being of the student(s) crossing
the roadway.
PHONE SYSTEM:
The school’s phone number is (908) 322-7731. From a touchtone phone, the following options
may then be selected:
To reach the:
Press:
Attendance Line
1
School Nurse
2
Main Office
3
Principal
4
School Directory
411
(If you do not have a touchtone phone, remain on the line and office personnel will help you.) To
leave a message for a teacher, please use the School Directory. To use the School Directory,
use the keys on the telephone key pad to enter the first three letters of the person’s first or last
Page 9
name who you are trying to reach (for Q use 7, for Z use 9). In the event of an emergency,
please call the Main Office at Extension 3.
SPECIFIC INFORMATION
ABSENCES FROM SCHOOL:
Parents are asked to call the school attendance line (at (908) 322-7731, Press 1) whenever
their child is absent from school or will be more than 15 minutes late. Calls to this number
may be made at any time during the day or night. The attendance clerk will check messages
left on the tape against class attendance reports.
Follow-up calls will be made to parents who have not called the answering service about absent
or tardy children. If the attendance clerk is unable to reach the family or the emergency contact
person of the absent student, Board of Education policy requires the school to notify the local
police of the unexplained absence. To avoid unnecessary calls to the police, parents are
encouraged to keep the school informed about all of their child's absences by calling the
attendance answering service whenever their child is unable to attend school for any reason,
including family emergencies. If a child has attended the morning session and for some reason
cannot return for the afternoon session, parents should call the school office as soon as possible.
These procedures will assist the school in verifying that students have arrived safely at school
each day. Parents should send a written excuse to their child's teacher whenever their child
returns to school. Since attendance at school is essential for student learning, the following
guidelines have been established to assist parents and guardians focus on this critical goal.

If a student has accumulated a total of 10 absences during the school year, excluding
documented medical illness, the school will notify the parents that improvement in
attendance is necessary.

If a student has accumulated a total of 15 absences during the school year, excluding
documented medical illness, the parents will be required to attend a conference with the
principal or other school personnel.

If a student has accumulated a total of 20 absences during the school year, excluding
documented medical illness, the parents will receive notification from the principal and a
thorough review of the child’s academic performance and student record will be
examined, and a report filed with the District’s Attendance Officer.
APPROPRIATE DRESS:
Students are encouraged to wear appropriate dress to school so as to be able to participate in all
school activities. Please check with your child's classroom teacher or the principal if you have
any questions about your child’s attire being appropriate for school. We are fortunate to have a
centralized heating and cooling system; however, temperatures can fluctuate from room to room.
Page 10
Although it may be 85 to 90 degrees or higher outdoors, your child's classroom may be 70
degrees. Please make sure your child is dressed appropriately so that he/she is comfortable during
instructional time.
We also encourage parents to ensure that your child wears appropriate footwear so that they are
able to participate in all activities that require gross-motor movement. Wearing footwear such as
“flip-flops, Crocs, and other foot wear that does not have ample support will place your child at
risk of ankle and foot injuries. While stylish, our practice is to place safety first at all times.
ASSESSMENTS:
The Scotch Plains-Fanwood School District has adopted and implemented forms of assessments
to provide parents and teachers with a measure of our students’ overall academic achievement and
ability. There are four forms of assessment implemented in the elementary schools. Three tests
measure student achievement and the fourth provides indicators for learning ability.
The New Jersey Proficiency Assessment of State Standards [NJPASS] is designated for second
graders, and the New Jersey Assessment of Skills and Knowledge [NJASK] for third and fourth
graders, are assessments that measure academic achievement. Along with these tests our third
graders are administered the Cognitive Ability Test, which provides information on a child’s
learning ability. Additionally, the District has designed an assessment instrument for first-grade
students to measure their achievement in reading and mathematics. Indicated below is a brief
synopsis of the testing practices that will be implemented during the school year, and the
instruments that we are utilizing.
Students in first grade will be assessed each Spring through the use of an assessment instrument
developed by our District’s teachers. The testing procedures occur as part of everyday instruction
and take place in small time segments based upon the discretion of the grade level. The language
arts component is scheduled over a weekly time period, and the math component is implemented
during a different week. In addition, all students have the opportunity to read orally in a one-onone situation with their classroom teacher using the Developmental Reading Assessment (DRA).
The objective of the testing program is to provide useful information about our students’
achievement and ability. A copy of all students’ test scores is either mailed directly home or sent
home with their report cards on the last day of school.
The New Jersey Proficiency Assessments of State Standards (NJPASS) is a set of criterionreferenced tests designed to measure students’ mastery of the NJ Core Content Standards for
language arts and mathematics as deemed developmentally appropriate for second-grade children.
The testing program for our third- and fourth-grade students, entitled New Jersey Assessment of
Skills and Knowledge (NJASK), has been mandated by the State of New Jersey. The NJASK is
designed to assess students’ knowledge and skill levels in language arts literacy and mathematics.
In addition, students in Grade 3 take a Cognitive Ability Test as a form to measure their learning
potential.
The table below reflects the assessment practices for each grade level:
GRADE
Grade 1
ASSESSMENT
District Assessment
DATES
During the month of May
Page 11
Grade 2
Grade 3
Grade 3
Grade 4
NJPASS
Cognitive Abilities Test
NJASK
NJASK
April 7, 8, 9 and 10
March 18, 19 and 20
May 12, 13, 14 and 15
May 12, 13, 14, 15 and 16
New students in Grades 1 through 4 whose cumulative records do not include standardized testing
results are tested in reading and math to assess their knowledge and understanding of basic skills
in these subjects and to determine appropriate instructional levels. Diagnostic testing and
formative assessments may be administered during the school year to identify specific skill needs
or to assess overall student progress and performance.
ATTENDANCE:
It is important that students are present each and every day that school is in session (unless illness
prevents their attendance) in order to ensure continuity of instruction. However, attendance
should never be stressed to the point where a child is sent to school ill. Please assist us in
protecting the health of all our youngsters by keeping your child home if he/she is not well. It is
suggested that children showing symptoms of sore throat, ear ache, runny nose, fever, cough,
stomach upsets, vomiting, rash, diarrhea, or reddened, watering eyes, during the preceding 24
hours, should remain at home. With the outbreak of flu-like symptoms in the Spring of
2009, including the H1N1 virus, every precaution must be taken to protect the welfare of all
students. Therefore, the District reserves the right to institute the recommended policy for
illnesses as defined by the Center for Disease Control (CDC).
Whenever parents keep their child home from school, the school must be notified. If the period of
absence is greater than three days, parents should consult with the classroom teacher for
assignments that can be accomplished at home. If a child is absent from school for any period of
time, a written explanation, signed by the parent or guardian, is required upon the child’s return.
BACK-TO-SCHOOL PROGRAM:
This special event is planned early in the school year and provides parents with the opportunity to
visit their child's classroom, meet their child’s teacher, and listen to a presentation on the
curriculum, procedures, and activities for the forthcoming year. This is not the time to discuss
your child's individual educational needs. Such discussions take place during Parent-Teacher
Conference week in November, or anytime a concern arises.
BICYCLE RIDERS:
Before permitting your child to ride a bike to school, parents should carefully consider local
traffic conditions, distance from home to school, and the child’s ability and maturity. Children
should not be encouraged to ride their bikes to school before third grade.
Bicycle racks are located on the side of the school. Parents should provide locks as the school
does not assume responsibility for stolen or damaged bicycles. Bicycle riding is not permitted on
school property. Children must walk their bicycles on school paths and sidewalks. For safety
reasons, students are required to wear bicycle safety helmets when riding their bicycles to and
from school. New Jersey State law requires all children under the age of 14 to wear bicycle safety
helmets.
Page 12
BIRTHDAY PARTIES:
At School One we recognize the joy and excitement that our students’ birthdays bring. However,
to limit the number of interruptions that can result from multiple celebrations in the building,
parameters have been established so that the students can have an enjoyable celebration in their
classrooms and pay a special visit to former or special-subject teachers. This practice has been
instituted because the staff and administration recognize the importance of instructional time and
do not wish to disrupt it. Therefore, the following guidelines have been established:

Birthday celebrations will take place in the child's classroom under the direction of the
classroom teacher. Parents should notify their child’s teacher SEVERAL days ahead of
time if a special birthday treat is being sent to school. According to Board of Education
Policy on Student Wellness and Nutrition, parents are encouraged to provide food
and beverages consistent with the dietary standards listed within Section III of the
Policy. Please consult the Student Wellness and Nutrition Policy in this handbook
for further information.

Children may NOT distribute birthday party invitations at school.

Visitation to other classrooms will take place between 2:50 to 3:05 p.m., or 11:05 to 11:15
a.m. for our morning pre-kindergarten or kindergarten children. Children may visit no
more than three classrooms, including former teachers, special-subject teachers, and the
principal.
BUS SAFETY:
We recommend that parents of bus students discuss bus safety with their child and include the
following information:

Children are to wait at the assigned bus stop in an orderly fashion on the sidewalk or on
the side of the least traveled street.

Upon entering the bus, children are to be seated immediately and secure their seat belts;
children are to remain seated throughout the bus trip.

Students are not permitted to put their hands or heads out a window, nor throw anything
out a window.

Talking with peers is acceptable when using a voice tone that is respectful towards others
and not distracting to the driver. Shouting, loud noises, and inappropriate language are not
permitted and will result in a referral to the principal’s office.

Students are to demonstrate appropriate behaviors throughout the duration of their trip.
These behaviors are consistent with classroom and building rules. Children must be
respectful towards others at all times and refrain from any verbal or physical intimidation
and harassment.

Pupils should know what to do if they miss the bus when coming to school in the morning
(i.e., do they go home or to a neighbor's house).
Page 13

If for any reason a student will not be going home on the bus on a given day, parents must
send a WRITTEN NOTE to the main office. In the event of a bona fide emergency, the
school office may be called prior to 2:45 p.m. Without a written note, or notification
from the parent, the student will be placed on the bus.

It is essential that all students demonstrate appropriate behaviors whenever they are
riding on a school bus. Should their conduct be distracting to the driver or their
behavior not follow the guidelines indicated above, a Bus Conduct Report will be
submitted to the principal for review, investigation, and further action.
BUS TRANSPORTATION:
It is the policy of the Scotch Plains-Fanwood Board of Education to transport School One
students if they reside on the north side of Route 22. Transportation is also provided for special
education and English as a Second Language students that live outside of the School One district,
and for students in pre-kindergarten, and kindergarten through Grade 8 that reside two or more
miles from school. Safety on the school bus is not solely the responsibility of the school and the
bus driver. Safety requires the constant support and attention of the pupils and their parents.
State law allows for the temporary or permanent denial of bus privileges to students whose
behavior presents safety hazards.
CELL PHONES:
We respectfully request that all visitors to School One turn off their cells phones upon entering
to avoid any disruption in the building. In addition, it is our opinion that it is not necessary for
elementary children to come to school with cellular phones. Should a student need to make a
phone call, our office staff will assist them. In instances in which parents provide cellular phones
to their child, the phones must be shut off during the school day, from 8:35 a.m. to 3:10 p.m.
Once children are dismissed from the building, they may turn their cell phones back on.
CLOSING OF SCHOOL AND DELAYED OPENINGS:
If school is closed (or delayed) because of inclement weather or emergency conditions, the
Superintendent, as authorized by the federal and state government, or the Board of Education,
may close the school.
The District has in place a parent emergency alert notification system through the Honeywell
Emergency Alert System. Parents/guardians of each household are requested to register their
family profile on the Honeywell system. Honeywell will notify families of school closings,
delayed openings and emergency early dismissals.
Even if you do not create a family profile with Honeywell, you may still receive a call based on
phone contact information in the District’s student management system. However, the way to
ensure that you receive the messages in the priority that works best for your family is to
register your profile with Honeywell. Below you will find directions for registering your
family’s profile and updating your telephone, email and/or text message contacts:
 Go to www.spfk12.org.
 Click on “Instant Alert” in the left-hand column of the District’s home webpage.
 Input your personal contact information.
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 Select which type of school information you would like to receive on each of your contact
devises (i.e., home phone, cell phone, email and/or text message.
 If you cannot access the system via computer, please call Robert Apati, the District’s
Technical Analyst, at (908) 232-6161, Extension 4020, for assistance.
Information on school closings may also be obtained by calling (908) 232-6361. It is anticipated
that this service number will be in operation from November through March. In addition, the
District posts emergency school closing notices directly on its home page, at www.spfk12.org
(top of left-hand column). School closing information should be available on the web site by 6:30
a.m. on any given day that schools are closed for an emergency. Please do not call the Scotch
Plains or Fanwood Police Departments. They will not give out school closing information, as
their lines must be kept open for emergency needs.
CURRICULUM:
During the past few years tremendous emphasis has been placed on involving the professional
staff, namely classroom teachers, in the revision of the elementary curriculum. Opportunities
have been afforded for staff to meet in grade-level settings for the purpose of sharing needs and
selecting appropriate materials for implementation of the kindergarten through fourth-grade
program. Time allotments are established as a guide to assure adequate attention to the various
subject fields. Teachers are expected to make a genuine commitment to these time allocations,
but may deviate from the guide in order to meet the needs of a particular learning situation or
special interests of the children. Teachers are also encouraged to use interdisciplinary approaches
whenever learning can be enhanced by it
SUBJECT AREA
Language Arts Literacy
Mathematics
Science
Social Studies
Music
Choral Music
Art
Physical Education, Health & Safety*
Spanish**
GRADE 1 GRADE 2
(minutes) (minutes)
990
910
300
300
70
70
85
85
40
40
40
150
40
150
80
GRADE 3
(minutes)
745
320
150
150
40
40
150
80
GRADE 4
(minutes)
650
325
150
200
40
40
40
150
80
*Some health and safety instruction may be integrated into science and social studies.
**In Grades 2, 3 and 4, formal Spanish instruction will be held for 80 minutes per week. The 80 minutes of
formal instruction in Spanish will be evenly distributed among the core content subject areas.
DELAYED OPENING OF SCHOOL:
Under certain conditions, hazardous weather or other emergency conditions, it may be necessary
to delay the opening of the Scotch Plains-Fanwood Public Schools. The announcement of
delayed opening means that school will open 1 1/2 hours later than usual. Students who are
bused will meet their bus at the same bus stop exactly 1 1/2 hours later than the normal time.
Elementary students are requested to arrive at school no earlier than 9:50 a.m.; entrance time is
9:55 a.m. with instruction beginning at 10:05 a.m. On delayed opening days, dismissal times will
not change and elementary students will remain in school for the lunch period. On delayed
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opening days, the pre-kindergarten and kindergarten morning session will be held from
10:05 a.m. to 12:15 p.m.; the afternoon sessions will be from 1:00 to 3:10 p.m.
DETAINMENT PROCEDURES:
Generally speaking, the term "detention" has a negative connotation. For students and teachers it
has meant "to stay after school for some type of punishment”; i.e., an extended assignment or
perhaps a "serving of time" for inappropriate behavior or an infraction of school or classroom
rules. However, the expression "detention" has come to carry an additional connotation; i.e., a
youngster being detained for necessary remedial or tutorial assistance. The former usage of the
term is frown upon at School One; the latter usage, however, is an concept to which we do
subscribe. Accordingly, the following guidelines will apply:

Teachers are encouraged to provide remedial or make-up assistance in any situation that
they have determined warrants it.

In all cases of after-school help, the purpose and probable outcome will be explained to
the parent, since the parents' cooperation and understanding are essential.

Whenever a student is detained after school hours, supervision will be provided directly
by the teacher who has made arrangements for the session.

Students who walk home will not be detained beyond 3:35 p.m. as crossing guards are not
on duty after 3:45 p.m. Bus students may be detained as late as 4:00 p.m. if the parents
and teacher have mutually agreed to this time.
EARLY DISMISSAL:
Parents are requested NOT to ask that children be excused early except when a true
emergency makes early dismissal unavoidable. Early dismissal should be arranged through the
principal's office in writing. Students will be called to the office AFTER the parent/guardian
arrives and signs their child out of school.
EDUCATIONAL PHILOSOPHY & GOALS:
Children are the focus of the Scotch Plains-Fanwood Public Schools. We believe that each child
is a unique and valued individual with varied aptitudes, interests, and needs. All students’ need:

an understanding of themselves and of the world around them;

strong feelings of self-worth as well as respect for others;

a sense of accomplishment and fulfillment;

a supportive and stimulating learning environment; and

the knowledge and skills necessary to function effectively in our changing world.
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Recognizing the above, the purpose of the Scotch Plains-Fanwood School system is to provide an
education striving for excellence in realizing each student's potential for intellectual and personal
growth. The Scotch Plains-Fanwood Public Schools aspire to fulfill this philosophy by working
toward the attainment of the following goals:

The basic skills and knowledge necessary for functioning successfully in our society shall
be developed.

The ability to think critically, constructively, and creatively shall be developed.

Programs shall be developed to help students acquire the knowledge, habits, and attitudes
that promote both physical and mental health.

Respect for self, for authority, and for the rights, opinions, and property of others shall be
encouraged.

Creative talent shall be discovered and nurtured.

Encouraging and aiding each student to explore and learn as his/her abilities permit shall
develop academic potential.
EDUCATIONAL RESEARCH/STUDENT SURVEYS:
Please consult Board of Education Policy, File Code 6162.5, in this handbook for information.
EMERGENCY DISMISSAL:
If, due to unusual circumstances, there is an occasion when students need to be dismissed before
or detained after regular dismissal time, the following procedures will be followed:

The principal through the direction of the Superintendent of Schools will put into
operation the HONEYWELL ALERT SYSTEM to notify parents of the early or delayed
dismissal and to obtain specific dismissal instructions from them.

Children who have received authorization to be released will be dismissed by grade level,
starting with fourth grade and ending with kindergarten and pre-kindergarten. As each
grade level is released, children with younger brothers or sisters will be dismissed first and
instructed to pick up their brothers or sisters before they leave school.

Children whose parents cannot be reached by telephone at home or work will remain in
school until alternate arrangements can be made. Information on the blue emergency
contact cards will be used to locate a neighbor or a relative who can assume responsibility
for the child.

District E-mail notification system
In the event of a “lock-down” situation, teachers will follow the guidelines below:


Ensure that hallways are clear and classroom doors are locked.
Instruct students to sit on the floor in a specific section of the classroom.
Page 17

Engage students in a quiet activity, such as continuing to discuss the lesson they were
involved in or reading a book.
Other critical incident drills are practiced during the course of the year with specific procedures
that the teachers are familiar with.
If an emergency occurs that requires alternate housing, all children will be moved to Park Middle
School for dismissal. If Park Middle School is unavailable, a secondary location will be
determined and families will be notified of this site. Parents should understand that during
emergency situations they may not be able to contact the school by telephone to make dismissal
arrangements for their child as the telephone lines may be in constant use. Therefore, parents are
advised to discuss emergency dismissals with their child and provide specific instructions for their
child to follow if an emergency occurs. Taking a few minutes each year to make sure your child
knows exactly what to do in an emergency dismissal situation will help the child take appropriate
action in case of an emergency.
ENGLISH AS A SECOND LANGUAGE (ESL):
Children entering school from another country are tested to determine their level of English
proficiency and State criteria are used to determine eligibility for assistance. All services are
provided at School One; therefore, any student who falls below the cutoff score will attend School
One’s instructional program. Direct instruction in English is provided by a certified English as a
Second Language (ESL) teacher for a minimum of 30- 35 minutes per student per day. It is the
responsibility of the ESL teacher to serve as a resource person for the entire staff, and to provide
materials and suggestions to classroom teachers that have non-English speaking students in their
classes.
ENTRANCE AGE—PRE-SCHOOL DISABLED, KINDERGARTEN AND GRADE 1:
Per Board policy, resident students must be five years of age on or before October 1 st to be
admitted to kindergarten. No entrance readiness examination will be given to resident students
who do not meet the October 1st age requirement. A student who becomes a resident of the
Scotch Plains-Fanwood School District after October 1st and who was previously enrolled in a
formal accredited kindergarten program in his/her prior district will be allowed to complete the
balance of the school year in kindergarten, with the Superintendent’s approval.
Resident students must be six years of age on or before October 1st to be admitted to first grade.
No entrance readiness examination will be given to resident students who do not meet the October
1st age requirement. A student who becomes a resident of the school district after October 1st and
who was previously enrolled in a formal accredited-first grade program in his/her prior district
will be allowed to complete the balance of the school year in first grade, with the approval of the
Superintendent.
Students who have been classified as Preschool Disabled, and who are at least three years of age,
may be registered for placement in a class for Preschool Disabled children.
Parents/guardians must provide: (1) an original birth certificate with a raised seal; (2) completed
Registration Form with supporting residency documentation; (3) Certification of Tenant’s
Residency form (if applicable) with supporting documentation (to be completed at the
Department of Special Services); (4) Medical Examination Record (exemptions made only for
verified medical conditions or based on the free exercise of the child’s religious rights) and a
physical examination from January and on of the year required with proof of
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immunization/testing for: diphtheria, pertussis, and tetanus; polio; measles, rubella and mumps;
hemophilis B (HIB); and skin test for tuberculosis; (5) Health/Developmental History; (6) Home
Language Survey; (7) completed Publicity Release Form; and (8) completed Student/Parent
Acceptable Use Policy form.
Kindergarten visitation takes place in the spring. First-grade children new to our District will be
administered an assessment prior to the beginning of the school year in September. Parents of
registered children receive information about these programs in separate communications.
FIELD TRIPS
Teachers typically plan one field trip each year that is directly relate to the instructional program.
These class trips are always of an educational nature and make a valuable contribution to the
curriculum. Teachers determine which trips, if any, are appropriate for his or her class. Parents
will be notified in advance of trip arrangements, and must sign and return a permission slip for
their child prior to the trip. The role and responsibilities of parents/guardians and students are
outlined below:
Responsibilities of Parents/Guardians:

Permission to attend a given field trip will be contingent upon receipt of a permission slip
signed by the student’s parent or guardian, stating that they are aware that all back packs,
duffel bags, and other personal luggage will be subject to search and that they (the
parent/guardian) have signed the permission slip thereby giving their permission for a
search of the student’s back pack, duffel bags, and other personal luggage.

Parents/guardians of students who require medication should consult with the school nurse
regarding the administration of medication to their child. The school nurse, will confer
with the building principal and the Director of Special Services, to determine whether the
presence of an authorized registered nurse is required on a given trip.

Parents/guardians present on a trip may administer medication to their child on trips
occurring within the school day.

Parents/guardians are requested to pay for their child’s field trip by check made payable
to: Scotch Plains-Fanwood Board of Education.

A parent or guardian must provide a written request to the principal, prior to the field trip,
in order for a student to be permitted to leave the field trip group during the trip.
Responsibilities of Students:

Students are responsible for obtaining and returning a permission slip signed by their
parent/guardian in order to participate in a field trip. Students who are 18 years of age or
older must provide a permission slip signed by a parent/guardian. For the purpose of this
regulation, the term guardian includes a student who is 18 years of age or older.

Students who have a self-medication form on file in the school health office may selfadminister such medication on a field trip.
Page 19

Students are responsible for making up all assignments missed (in other classes) due to a
field trip.
Shared Responsibilities:
The principal and teacher/advisor will share responsibility for the safety and educational
relevance of field trips.

The principal, teacher/advisor, nurse and parent will be responsible for the coordination of
the health and safety of all students under their supervision on a field trip.

Out-of-pocket expenses for field trips shall be borne by all participants’ parents or legal
guardians with the exception of students with financial hardship as identified under
guidelines of statewide eligibility standards for free and reduced-rate meals under the
State school lunch program (NJAC 6:79-1.1 et. seq.) that will have funds available
through the principal.

When a commercial vehicle is necessary for a field trip, the participants will share the cost
as part of the field trip expense. A Board of Education vehicle may be available between
the hours of 8:45 a.m. and 2:15 p.m. on a limited basis. If a commercial carrier will be
used, the carrier shall be selected from a list provided by the business office.
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SCHOOL ONE
FIELD TRIP PERMISSION SLIP
Student’s Name:
Grade:
Teacher:
Destination:_________________________________________________________________________
___________________________________________________________________________________
Date:
Departure Time:
Return Time:
I hereby give permission for my son/daughter to attend the above scheduled trip. I am
aware that all backpacks, duffel bags, and personal luggage are subject to search, and I
hereby consent to such search.
Parent/Guardian’s Signature:________________________________________________
1. Name:
2. Name:
Name:
CONTACT NUMBERS DURING DURATION OF FIELD TRIP:
Relationship
Phone
to Student:
Number:
Relationship
Phone
to Student:
Number:
EMERGENCY CONTACT IF ABOVE PERSON(S) CANNOT BE REACHED:
Relationship
Phone
to Student:
Number:
MEDICATION NEEDS:
Allergies (food/medication:_____________________________________________________________
___________________________________________________________________________________
Will your student require medication or other health needs during this field trip?
[ ] Yes
[ ] No
If yes, will you accompany your child on the trip to supervise health needs?
[ ] Yes
[ ] No
If you cannot attend, please contact the school nurse as soon as possible to discuss options
available to you and your child.
If you fail to notify the school nurse regarding special health concerns a minimum
of 5 (five) school days prior to the trip, the student will NOT be permitted to
attend.
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GIFTED AND TALENTED PROGRAM (QUEST):
The District’s elementary gifted program, QUEST (Question-Understand-Explore-Seek-Think), is for
academically talented youngsters in Grade 4. Multiple criteria are used to identify children for this
program, including the NJPASS, NJASK, a cognitive abilities test, student performance data, and teacher
and parent checklists. The program will include written language and math enrichment classes for able
fourth-grade students. In addition, children in fourth grade who have meet specific criteria will have the
opportunity to meet with our gifted and talented teacher in a separate classroom for approximately one and
a half hours per week on specifically designed units. We are also pleased to offer all third-grade students an
in-class lesson on multiple intelligences and there will be enrichment activities in writing and mathematics
taught by our QUEST teacher for identified third grade students as well.
Page 22
HARASSMENT, INTIMIDATION OR BULLYING:
The Board of Education adopted the following policies regarding Harassment, Intimidation and
Bullying:
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Jul 11
M
5512 HARASSMENT, INTIMIDATION, AND BULLYING
Table of Contents
Section
Section Title
A.
Policy Statement
B.
Harassment, Intimidation, and Bullying Definition
C.
Pupil Expectations
D.
Consequences and Appropriate Remedial Actions
E.
Harassment, Intimidation, and Bullying Off School Grounds
F.
Harassment, Intimidation, and Bullying Reporting Procedure
G.
Anti-Bullying Coordinator, Anti-Bullying Specialist and School Safety Team(s)
H.
Harassment, Intimidation, and Bullying Investigation
I.
Range of Responses to an Incident of Harassment, Intimidation, or Bullying
J.
Reprisal or Retaliation Prohibited
K.
Consequences and Appropriate Remedial Action for False Accusation
L.
Harassment, Intimidation, and Bullying Policy Publication and Dissemination
M.
Harassment, Intimidation, and Bullying Training and Prevention Programs
N.
Harassment, Intimidation, and Bullying Policy Reevaluation, Reassessment and Review
O.
Reports to Board of Education and New Jersey Department of Education
P.
Reports to Law Enforcement
Q.
Collective Bargaining Agreements and Individual Contracts
R.
Pupils with Disabilities
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A. Policy Statement
The Board of Education prohibits acts of harassment, intimidation, or bullying of a pupil. A
safe and civil environment in school is necessary for pupils to learn and achieve high academic
standards. Harassment, intimidation, or bullying, like other disruptive or violent behaviors, is
conduct that disrupts both a pupil’s ability to learn and a school’s ability to educate its pupils in
a safe and disciplined environment. Since pupils learn by example, school administrators,
faculty, staff and volunteers should be commended for demonstrating appropriate behavior,
treating others with civility and respect, and refusing to tolerate harassment, intimidation, or
bullying.
For the purposes of this Policy, the term "parent," pursuant to N.J.A.C. 6A:16-1.3, means the
natural parent(s) or adoptive parent(s), legal guardian(s), foster parent(s), or parent surrogate(s)
of a pupil. Where parents are separated or divorced, "parent" means the person or agency
which has legal custody of the pupil, as well as the natural or adoptive parent(s) of the pupil,
provided such parental rights have not been terminated by a court of appropriate jurisdiction.
B. Harassment, Intimidation, and Bullying Definition
“Harassment, intimidation, or bullying” means any gesture, any written, verbal or physical act,
or any electronic communication, as defined in N.J.S.A. 18A:37-14, whether it be a single
incident or a series of incidents that:
1. Is reasonably perceived as being motivated by either any actual or perceived characteristic,
such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender
identity and expression, or a mental, physical or sensory disability; or
2. By any other distinguishing characteristic; and that
3. Takes place on school property, at any school-sponsored function, on a school bus, or off
school grounds, as provided for in N.J.S.A. 18A:37-15.3, that substantially disrupts or
interferes with the orderly operation of the school or the rights of other pupils; and that
4. A reasonable person should know, under the circumstances, that the act(s) will have the
effect of physically or emotionally harming a pupil or damaging the pupil’s property, or
placing a pupil in reasonable fear of physical or emotional harm to his/her person or
damage to his/her property;
5. Has the effect of insulting or demeaning any pupil or group of pupils; or
6. Creates a hostile educational environment for the pupil by interfering with a pupil’s
education or by severely or pervasively causing physical or emotional harm to the pupil.
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“Electronic communication” means a communication transmitted by means of an electronic
device, including, but not limited to,: a telephone, cellular phone, computer, or pager.
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C. Pupil Expectations
The Board expects pupils to conduct themselves in keeping with their levels of development,
maturity and demonstrated capabilities with proper regard for the rights and welfare of other
pupils and school staff, the educational purpose underlying all school activities and the care of
school facilities and equipment consistent with the Code of Pupil Conduct.
The Board believes that standards for pupil behavior must be set cooperatively through
interaction among the pupils, parents, school employees, school administrators, school
volunteers, and community representatives, producing an atmosphere that encourages pupils to
grow in self-discipline. The development of this atmosphere requires respect for self and
others, as well as for school district and community property on the part of pupils, staff, and
community members.
Pupils are expected to behave in a way that creates a supportive learning environment. The
Board believes the best discipline is self-imposed, and it is the responsibility of staff to use
instances of violations of the Code of Pupil Conduct as opportunities to help pupils learn to
assume and accept responsibility for their behavior and the consequences of their behavior.
Staff members who interact with pupils shall apply best practices designed to prevent pupil
conduct problems and foster pupils’ abilities to grow in self-discipline.
The Board expects that pupils will act in accordance with the pupil behavioral expectations and
standards regarding harassment, intimidation, and bullying, including:
1. Pupil responsibilities (e.g., requirements for pupils to conform to reasonable standards of
socially accepted behavior; respect the person, property and rights of others; obey
constituted authority; and respond to those who hold that authority);
2. Appropriate recognition for positive reinforcement for good conduct, self-discipline, and
good citizenship;
3. Pupil rights; and
4. Sanctions and due process for violations of the Code of Pupil Conduct.
Pursuant to N.J.S.A. 18A:37-15(a) and N.J.A.C. 6A:16-7.1(a)1, the district has involved a
broad-base of school and community members, including parents, pupils, instructional staff,
pupil support services staff, school administrators, and school volunteers, as well as
community organizations, such as faith-based, health and human service, business and law
Page 25
enforcement, in the development of this Policy. Based on locally determined and accepted
core ethical values adopted by the Board, pursuant to N.J.A.C. 6A:16-7.1(a)2, the Board must
develop guidelines for pupil conduct pursuant to N.J.A.C. 6A:16-7.1. These guidelines for
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pupil conduct will take into consideration the developmental ages of pupils, the severity of the
offenses and pupils’ histories of inappropriate behaviors, and the mission and physical facilities
of the individual school(s) in the district. This Policy requires all pupils in the district to
adhere to the rules established by the school district and to submit to the remedial and
consequential measures that are appropriately assigned for infractions of these rules.
Pursuant to N.J.A.C. 6A:16-7.1, the Superintendent must annually provide to pupils and their
parents or guardians the rules of the district regarding pupil conduct. Provisions shall be made
for informing parents or guardians whose primary language is other than English.
The district prohibits active or passive support for acts of harassment, intimidation, or
bullying. Pupils are encouraged to support other pupils who:
1. Walk away from acts of harassment, intimidation, and bullying when they see them;
2. Constructively attempt to stop acts of harassment, intimidation, or bullying;
3. Provide support to pupils who have been subjected to harassment, intimidation, or
bullying; and
4. Report acts of harassment, intimidation, and bullying to the designated school staff
member.
D. Consequences and Appropriate Remedial Actions
The Board of Education requires its school administrators to implement procedures that ensure
both the appropriate consequences and remedial responses for pupils who commit one or more
acts of harassment, intimidation, or bullying, consistent with the Code of Pupil Conduct, and
the consequences and remedial responses for staff members who commit one or more acts of
harassment, intimidation, or bullying. The following factors, at a minimum, shall be given full
consideration by school administrators in the implementation of appropriate consequences and
remedial measures for each act of harassment, intimidation, or bullying by pupils. Appropriate
consequences and remedial actions are those that are graded according to the severity of the
offense(s), consider the developmental ages of the pupil offenders and pupils’ histories of
inappropriate behaviors, per the Code of Pupil Conduct and N.J.A.C. 6A:16-7.
Factors for Determining Consequences:
1. Age, developmental and maturity levels of the parties involved and their relationship to
the school district;
2. Degrees of harm;
3. Surrounding circumstances;
4. Nature and severity of the behavior(s);
5. Incidences of past or continuing patterns of behavior;
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6. Relationships between the parties involved; and
7. Context in which the alleged incidents occurred.
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Factors for Determining Remedial Measures:
Personal:
1. Life skill deficiencies;
2. Social relationships;
3. Strengths;
4. Talents;
5. Traits;
6. Interests;
7. Hobbies;
8. Extra-curricular activities;
9. Classroom participation;
10. Academic performance; and
11. Relationship to pupils and the school district.
Environmental:
1. School culture;
2. School climate;
3. Pupil-staff relationships and staff behavior toward the pupil;
4. General staff management of classrooms or other educational environments;
5. Staff ability to prevent and manage difficult or inflammatory situations;
6. Social-emotional and behavioral supports;
7. Social relationships;
8. Community activities;
9. Neighborhood situation; and
10. Family situation.
Consequences and appropriate remedial action for a pupil who commits one or more acts of
harassment, intimidation, or bullying may range from positive behavioral interventions up to
and including suspension or expulsion of pupils, as set forth in the Board’s approved Code of
Pupil Conduct pursuant to N.J.A.C. 6A:16-7.1. Consequences for a pupil who commits an act
of harassment, intimidation, or bullying shall be varied and graded according to the nature of
the behavior, the developmental age of the pupil and the pupil’s history of problem
behaviors and performance, and must be consistent with the Board’s approved Code of Pupil
Conduct and N.J.A.C. 6A:16-7, Student Conduct. Remedial measures shall be designed to
correct the problem behavior, prevent another occurrence of the problem, protect and provide
support for the victim of the act, and take corrective action for documented systemic problems
related to harassment, intimidation, or bullying. The consequences and remedial measures may
include, but are not limited to, the examples listed below:
Page 27
Examples of Consequences:
1.
Admonishment;
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Harassment, Intimidation, and Bullying
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Temporary removal from the classroom;
Deprivation of privileges;
Classroom or administrative detention;
Referral to disciplinarian;
In-school suspension during the school week or the weekend;
After-school programs;
Out-of-school suspension (short-term or long-term);
Reports to law enforcement or other legal action;
Expulsion; and
Bans from providing services, participating in school-district-sponsored programs, or
being in school buildings or on school grounds.
Examples of Remedial Measures - Personal
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Restitution and restoration;
Peer support group;
Recommendations of a pupil behavior or ethics council;
Corrective instruction or other relevant learning or service experience;
Supportive pupil interventions, including participation of the Intervention and Referral
Services Team, pursuant to N.J.A.C. 6A:16-8;
Behavioral assessment or evaluation, including, but not limited to, a referral to the
Child Study Team, as appropriate;
Behavioral management plan, with benchmarks that are closely monitored;
Assignment of leadership responsibilities (e.g., hallway or bus monitor);
Involvement of school disciplinarian;
Pupil counseling;
Parent conferences;
Alternative placements (e.g., alternative education programs);
Pupil treatment; or
Pupil therapy.
Examples of Remedial Measures – Environmental (Classroom, School Building or School
District)
1.
2.
3.
4.
5.
6.
7.
8.
School and community surveys or other strategies for determining the conditions
contributing to harassment, intimidation, or bullying;
School culture change;
School climate improvement;
Adoption of research-based, systemic bullying prevention programs;
School policy and procedures revisions;
Modifications of schedules;
Adjustments in hallway traffic;
Modifications in pupil routes or patterns traveling to and from school;
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9.
10.
Supervision of pupil before and after school, including school transportation;
Targeted use of monitors (e.g., hallway, cafeteria, locker room, playground, school
perimeter, bus);
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11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Teacher aides;
Small or large group presentations for fully addressing the behaviors and the
responses to the behaviors;
General professional development programs for certificated and non-certificated
staff;
Professional development plans for involved staff;
Disciplinary action for school staff who contributed to the problem;
Supportive institutional interventions, including participation of the Intervention and
Referral Services Team, pursuant to N.J.A.C. 6A:16-8;
Parent conferences;
Family counseling;
Involvement of parent-teacher organizations;
Involvement of community-based organizations;
Development of a general bullying response plan;
Recommendations of a pupil behavior or ethics council;
Peer support groups;
Alternative placements (e.g., alternative education programs);
School transfers; and
Law enforcement (e.g., safe schools resource officer, juvenile officer) involvement
or other legal action.
The district will also impose appropriate consequences and remedial actions to an adult person
who commits an act of harassment, intimidation, or bullying of a pupil. The consequences
may include, but not be limited: verbal or written reprimand, increment withholding, legal
action, disciplinary action, termination, and/or bans from providing services, participating in
school district-sponsored programs, or being in school buildings or on school grounds.
Remedial measures may include, but not be limited to,: in or out-of-school counseling,
professional development programs, and work environment modifications.
E. Harassment, Intimidation, and Bullying Off School Grounds
This Policy and the Code of Pupil Conduct shall apply to instances when a school employee
is made aware of alleged harassment, intimidation, or bullying occurring off school grounds
when:
1. The alleged harassment, intimidation, or bullying has substantially disrupted or
interfered with the orderly operation of the school or the rights of other pupils; and
2. A reasonable person should know, under the circumstances, that the alleged behavior
will have the effect of physically or emotionally harming a pupil or damaging the pupil’s
property, or placing a pupil in reasonable fear of physical or emotional harm to his/her
person or damage to his/her property;
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3. The alleged behavior has the effect of insulting or demeaning any pupil or group of
pupils; or
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4. The alleged behavior creates a hostile educational environment for the pupil by interfering
with a pupil’s education or by severely or pervasively causing physical or emotional harm
to the pupil.
F. Harassment, Intimidation, and Bullying Reporting Procedure
The Board of Education requires the Principal at each school to be responsible for receiving
complaints alleging violations of this Policy. All Board members, school employees, and
volunteers and contracted service providers who have contact with pupils are required to
verbally report alleged violations of this Policy to the Principal or the Principal’s designee on
the same day when the individual witnessed or received reliable information regarding any
such incident. All Board members, school employees, and volunteers and contracted service
providers who have contact with pupils, also shall submit a report in writing to the Principal
within two school days of the verbal report. The Principal will inform the parents of all pupils
involved in alleged incidents, and, as appropriate, may discuss the availability of counseling
and other intervention services. The Principal, upon receiving a verbal or written report, may
take interim measures to ensure the safety, health, and welfare of all parties pending the
findings of the investigation.
Pupils, parents, and visitors are encouraged to report alleged violations of this Policy to the
Principal on the same day when the individual witnessed or received reliable information
regarding any such incident. Pupils, parents, and visitors may report an act of harassment,
intimidation, or bullying anonymously. Formal action for violations of the Code of Pupil
Conduct may not be taken solely on the basis of an anonymous report.
A Board member or school employee who promptly reports an incident of harassment,
intimidation, or bullying and who makes this report in compliance with the procedures set forth
in this Policy, is immune from a cause of action for damages arising from any failure to
remedy the reported incident.
In accordance with the provisions of N.J.S.A. 18A:37-18, the harassment, intimidation, and
bullying law does not prevent a victim from seeking redress under any other available law,
either civil or criminal, nor does it create or alter any tort liability.
The district may consider every mechanism available to simplify reporting, including standard
reporting forms and/or web-based reporting mechanisms. For anonymous reporting, the
district may consider locked boxes located in areas of a school where reports can be submitted
without fear of being observed.
A school administrator who receives a report of harassment, intimidation, and bullying from a
district employee, and fails to initiate or conduct an investigation, or who should have known
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of an incident of harassment, intimidation, or bullying and fails to take sufficient action to
minimize or eliminate the harassment, intimidation, or bullying, may be subject to disciplinary
action.
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G. Anti-Bullying Coordinator, Anti-Bullying Specialist and School Safety Team(s)
1. The Superintendent shall appoint a district Anti-Bullying Coordinator. The Superintendent
shall make every effort to appoint an employee of the school district to this position.
The district Anti-Bullying Coordinator shall:
a. Be responsible for coordinating and strengthening the school district's policies
to prevent, identify, and address harassment, intimidation, or bullying of pupils;
b. Collaborate with school Anti-Bullying Specialists in the district, the Board of
Education, and the Superintendent to prevent, identify, and respond to
harassment, intimidation, or bullying of pupils in the district;
c. Provide data, in collaboration with the Superintendent, to the Department of
Education regarding harassment, intimidation, or bullying of pupils;
d. Execute such other duties related to school harassment, intimidation, or bullying
as requested by the Superintendent; and
e. Meet at least twice a school year with the school Anti-Bullying Specialist(s) to
discuss and strengthen procedures and policies to prevent, identify, and address
harassment, intimidation, and bullying in the district.
2. The Principal in each school shall appoint a school Anti-Bullying Specialist. When a
school guidance counselor, school psychologist, or another individual similarly trained
is currently employed in the school, the Principal shall appoint that individual to be the
school Anti-Bullying Specialist. If no individual meeting this criteria is currently
employed in the school, the Principal shall appoint a school Anti-Bullying Specialist
from currently employed school personnel.
The school Anti-Bullying Specialist shall:
a. Chair the School Safety Team as provided in N.J.S.A.
18A:37-21;
b. Lead the investigation of incidents of harassment, intimidation, or bullying in
the school; and
c. Act as the primary school official responsible for preventing, identifying, and
addressing incidents of harassment, intimidation, or bullying in the school.
3. A School Safety Team shall be formed in each school in the district to develop, foster,
and maintain a positive school climate by focusing on the on-going, systemic process
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and practices in the school, and to address school climate issues such as harassment,
intimidation, or bullying. Each School Safety Team shall meet at least two times per
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school year. The School Safety Team shall consist of the Principal or the Principal’s
designee who, if possible, shall be a senior administrator in the school and the
following appointees of the Principal: a teacher in the school; a school Anti-Bullying
Specialist; a parent of a pupil in the school; and other members to be determined by the
Principal. The school Anti-Bullying Specialist shall serve as the chair of the School
Safety Team.
The School Safety Team shall:
a. Receive any complaints of harassment, intimidation, or bullying of pupils
that have been reported to the Principal;
b. Receive copies of any report prepared after an investigation of an incident of
harassment, intimidation, or bullying;
c. Identify and address patterns of harassment, intimidation, or bullying of
pupils in the school;
d. Review and strengthen school climate and the policies of the school in order
to prevent and address harassment, intimidation, or bullying of pupils;
e. Educate the community, including pupils, teachers, administrative staff, and
parents, to prevent and address harassment, intimidation, or bullying of
pupils;
f. Participate in the training required pursuant to the provisions of N.J.S.A.
18A:37-13 et seq. and other training which the Principal or the district AntiBullying Coordinator may request;
g. Collaborate with the district Anti-Bullying Coordinator in the collection of
district-wide data and in the development of district policies to prevent and
address harassment, intimidation, or bullying of pupils; and
h. Execute such other duties related to harassment, intimidation, or bullying as
requested by the Principal or district Anti-Bullying Coordinator.
The members of a School Safety Team shall be provided professional development
opportunities that address effective practices of successful school climate programs or
approaches. Notwithstanding any provision of N.J.S.A. 18A:37-21 to the contrary, a parent
who is a member of the School Safety Team shall not participate in the activities of the team
set forth in 3. a., b., or c. above or any other activities of the team which may compromise the
confidentiality of a pupil.
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H. Harassment, Intimidation, and Bullying Investigation
The Board requires a thorough and complete investigation to be conducted for each report of
an alleged incident of harassment, intimidation, or bullying. The investigation shall be
initiated by the Principal or the Principal’s designee within one school day of the verbal report
of the incident. The investigation shall be conducted by the school Anti-Bullying Specialist.
The Principal may appoint additional personnel who are not school Anti-Bullying Specialists
to assist the school Anti-Bullying Specialist in the investigation.
The investigation shall be completed and the written findings submitted to the Principal as
soon as possible, but not later than ten school days from the date of the written report of the
alleged incident of harassment, intimidation, or bullying. Should information regarding the
reported incident and the investigation be received after the end of the ten-day period, the
school Anti-Bullying Specialist or the Principal shall amend the original report of the results of
the investigation to ensure there is an accurate and current record of the facts and activities
concerning the reported incident.
The Principal shall proceed in accordance with the Code of Pupil Conduct, as appropriate,
based on the investigation findings. The Principal shall submit the report to the Superintendent
within two school days of the completion of the investigation and in accordance with the
Administrative Procedures Act (N.J.S.A. 52:14B-1 et seq.). As appropriate to the findings
from the investigation, the Superintendent shall ensure the Code of Pupil Conduct has been
implemented and provide intervention services, order counseling, establish training programs
to reduce harassment, intimidation, or bullying and enhance school climate, or take or
recommend other appropriate action, as necessary.
The Superintendent shall report the results of each investigation to the Board of Education no
later than the date of the regularly scheduled Board of Education meeting following the
completion of the investigation. The Superintendent’s report also shall include information on
any consequences imposed under the Code of Pupil Conduct, intervention services provided,
counseling ordered, training established or other action taken or recommended by the
Superintendent.
Parents of the pupils who are parties to the investigation shall be provided with information
about the investigation, in accordance with Federal and State law and regulation. The
information to be provided to parents or guardians shall include the nature of the investigation,
whether the district found evidence of harassment, intimidation, or bullying, or whether
consequences were imposed or services provided to address the incident of harassment,
intimidation, or bullying. This information shall be provided in writing within five school days
after the results of the investigation are reported to the Board of Education.
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A parent or guardian may request a hearing before the Board of Education after receiving the
information. The hearing shall be held within ten school days of the request. The Board of
Education shall conduct the hearing in executive session, pursuant to the Open Public Meetings
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Act (N.J.S.A. 10:4-1 et seq.), to protect the confidentiality of the pupils. At the hearing, the
Board may hear testimony from and consider information provided by the school AntiBullying Specialist and others, as appropriate, regarding the alleged incident, the findings from
the investigation of the alleged incident, recommendations for consequences or services, and
any programs instituted to reduce such incidents, prior to rendering a determination.
At the regularly scheduled Board of Education meeting following its receipt of the report or
following a hearing in executive session, the Board shall issue a decision, in writing, to affirm,
reject, or modify the Superintendent’s decision. The Board’s decision may be appealed to the
Commissioner of Education, in accordance with N.J.A.C. 6A:3, Controversies and Disputes,
no later than ninety days after issuance of the Board of Education’s decision.
A parent, pupil, legal guardian, or organization may file a complaint with the Division on Civil
Rights within one hundred eighty days of the occurrence of any incident of harassment,
intimidation, or bullying based on membership in a protected group as enumerated in the "Law
Against Discrimination," P.L.1945, c.169 (C.10:5-1 et seq.).
I. Range of Responses to an Incident of Harassment, Intimidation, or Bullying
The Board authorizes the Principal of each school, in conjunction with the Anti-Bullying
Specialist, to define the range of ways in which school staff will respond once an incident of
harassment, intimidation, or bullying is confirmed, and the Superintendent shall respond to
confirmed harassment, intimidation, and bullying, according to the parameters described in this
Policy. The range of ways in which school staff will respond shall include an appropriate
combination of counseling, support services, intervention services, and other programs.
The Board recognizes that some acts of harassment, intimidation, or bullying may be isolated
incidents requiring the school officials respond appropriately to the individual(s) committing
the acts. Other acts may be so serious or parts of a larger pattern of harassment, intimidation,
or bullying that they require a response either at the classroom, school building or school
district level or by law enforcement officials.
Consequences and appropriate remedial actions for a pupil who commits an act of harassment,
intimidation, or bullying may range from positive behavioral interventions up to and including
suspension or expulsion, as permitted under N.J.S.A. 18A:37-1, Discipline of Pupils and as set
forth in N.J.A.C. 6A:16-7.2, Short-term Suspensions, N.J.A.C. 6A:16-7.3, Long-term
Suspensions and N.J.A.C. 6A:16-7.5, Expulsions.
In considering whether a response beyond the individual level is appropriate, school officials
shall consider the nature and circumstances of the act, the degree of harm, the nature and
severity of the behavior, past incidences or past or continuing patterns of behavior, and the
context in which the alleged incident(s) occurred. Institutional (i.e., classroom, school
building, school district) responses can range from school and community surveys, to mailings,
Page 34
to focus groups, to adoption of research-based harassment, intimidation or bullying prevention
program models, to training for certificated and non-certificated staff, to participation of
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parents and other community members and organizations, to small or large group presentations
for fully addressing the actions and the school’s response to the actions, in the context of the
acceptable pupil and staff member behavior and the consequences of such actions, and to the
involvement of law enforcement officers, including safe schools resource officers.
For every identified incident of harassment, intimidation, or bullying, the school officials must
respond appropriately to the individual who committed the act. The Principal, in conjunction
with the Anti-Bullying Specialist, must apply the range of responses as outlined in this
policy, and consistent with the district Board of Education’s Code of Pupil Conduct. The
range of responses to confirmed harassment, intimidation, or bullying acts should include
individual, classroom, school, or district responses, as appropriate to the findings from each
incident. Examples of responses that apply to each of these categories are provided below:
1. Individual responses can include positive behavioral interventions (e.g., peer mentoring,
short-term counseling, life skills groups) and punitive actions (e.g., detention, in-school or
out-of-school suspension, expulsion, law enforcement report, or other legal action).
2. Classroom responses can include class discussions about an incident of harassment,
intimidation or bullying, role plays, research projects, observing and discussing audiovisual materials on these subjects, and skill-building lessons in courtesy, tolerance,
assertiveness, and conflict management.
3. School responses can include theme days, learning station programs, parent programs, and
information disseminated to pupils and parents or guardians, such as fact sheets or
newsletters explaining acceptable uses of electronic and wireless communication devices or
strategies for fostering expected pupil behavior.
4. District-wide responses can include community involvement in policy review and
development, professional development programs, adoption of curricula and school-wide
programs, coordination with community-based organizations (e.g., mental health, health
services, health facilities, law enforcement officials, faith-based organizations), and
disseminating information on the core ethical values adopted by the district Board of
Education’s Code of Pupil Conduct, per N.J.A.C. 6A:16-7.1(a)2.
The district will identify a range of strategies and resources, which could include, but not be
limited to, the following actions for individual victims: counseling; teacher aides; hallway and
playground monitors; schedule changes; before and after school supervision; school
transportation supervision; school transfers; and therapy.
J. Reprisal or Retaliation Prohibited
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The Board prohibits a Board member, school employee, contracted service provider who has
contact with pupils, school volunteer, or pupil from engaging in reprisal, retaliation, or false
accusation against a victim, witness, one with reliable information, or any other person who
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has reliable information about an act of harassment, intimidation, or bullying or who reports
anact of harassment, intimidation, or bullying. The consequence and appropriate remedial
action for a person who engages in reprisal or retaliation shall be determined by the
administrator after consideration of the nature, severity and circumstances of the act, in
accordance with case law, Federal and State statutes and regulations and district policies and
procedures.
All suspected acts of reprisal or retaliation will be taken seriously and appropriate responses
will be made in accordance with the totality of the circumstances. Examples of consequences
and remedial measures for pupils who engage in reprisal or retaliation are listed and
described in the Consequences and Appropriate Remedial Actions section of this Policy.
Examples of consequences for a school employee or a contracted service provider who
has contact with pupils that engages in reprisal or retaliation may include, but not be
limited to: verbal or written reprimand, increment withholding, legal action, disciplinary
action, termination, and/or bans from providing services, participating in school districtsponsored programs, or being in school buildings or on school grounds. Remedial
measures may include, but not be limited to: in or out-of-school counseling, professional
development programs, and work environment modifications.
Examples of consequences for a Board member who engages in reprisal or retaliation
may include, but not be limited to: reprimand, legal action, and other action authorized
by statute or administrative code. Remedial measures may include, but not be limited to:
counseling and professional development.
K. Consequences and Appropriate Remedial Action for False Accusation
The Board prohibits any person from falsely accusing another as a means of retaliation or as
a means of harassment, intimidation, or bullying.
1. Pupils - Consequences and appropriate remedial action for a pupil found to have falsely
accused another as a means of harassment, intimidation, or bullying or as a means of
retaliation may range from positive behavioral interventions up to and including
suspension or expulsion, as permitted under N.J.S.A. 18A:37-1 et seq., Discipline of
Pupils and as set forth in N.J.A.C. 6A:16-7.2, Short-term Suspensions, N.J.A.C. 6A:167 Long-term Suspensions and N.J.A.C. 6A:16-7.5 Expulsions. Suspensions and
Expulsions, as well as those listed and described in the Consequences and
Appropriate Remedial Actions section of this Policy may apply.
2. School Employees - Consequences and appropriate remedial action for a school
employee or contracted service provider who has contact with pupils found to have
falsely accused another as a means of harassment, intimidation, or bullying or as a
means of retaliation could entail discipline in accordance with district policies,
Page 36
procedures, and agreements which may include, but not be limited to: reprimand,
suspension, increment withholding;, or termination;, and/or bans from providing
services, participating in school district-sponsored programs, or being in school
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buildings or on school grounds. Remedial measures may include, but not be limited to:
in or out-of-school counseling, professional development programs, and work
environment modifications.
3. Visitors or Volunteers - Consequences and appropriate remedial action for a visitor or
volunteer found to have falsely accused another as a means of harassment, intimidation,
or bullying or as a means of retaliation could be determined by the school administrator
after consideration of the nature, severity, and circumstances of the act, including law
enforcement reports or other legal actions, removal of buildings or grounds privileges,
or prohibiting contact with pupils or the provision of pupil services. Remedial
measures may include, but not be limited to: in or out-of-school counseling,
professional development programs, and work environment modifications.
L. Harassment, Intimidation, and Bullying Policy Publication and Dissemination
This Policy will be disseminated annually by the Superintendent to all school employees,
contracted service providers who have contact with pupils, school volunteers, pupils, and
parents who have children enrolled in a school in the district, along with a statement explaining
the Policy applies to all acts of harassment, intimidation, or bullying, pursuant to N.J.S.A.
18A:37-14 that occur on school property, at school-sponsored functions, or on a school bus
and, as appropriate, acts that occur off school grounds.
The Superintendent shall ensure that notice of this Policy appears in the pupil handbook and all
other publications of the school district that set forth the comprehensive rules, procedures, and
standards for schools within the school district.
The Superintendent shall post a link to the district’s Harassment, Intimidation, and Bullying
Policy that is prominently displayed on the homepage of the school district’s website. The
district will notify pupils and parents this Harassment, Intimidation, and Bullying Policy is
available on the school district’s website.
The Superintendent shall post the name, school phone number, school address, and school
email address of the district Anti-Bullying Coordinator on the home page of the school
district’s website. Each Principal shall post the name, school phone number, address, and
school email address of both the Anti-Bullying Specialist and the district Anti-Bullying
Coordinator on the home page of each school’s website.
M. Harassment, Intimidation, and Bullying Training and Prevention Programs
The Superintendent and Principal(s) shall provide training on the school district’s Harassment,
Intimidation, and Bullying Policy to current and new school employees, contracted service
providers, and volunteers who have significant contact with pupils. The training shall include
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instruction on preventing bullying on the basis of the protected categories enumerated in
N.J.S.A. 18A:37-14 and other distinguishing characteristics that may incite incidents of
discrimination, harassment, intimidation, or bullying. The school district’s employee training
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program shall include information regarding the school district’s Policy against harassment,
intimidation, or bullying, which shall be provided to full-time and part-time staff members,
contracted service providers, and school volunteers who have significant contact with pupils.
Each public school teacher shall be required to complete at least two hours of instruction in
harassment, intimidation, and bullying prevention in each professional development period as
part of the professional development requirement pursuant to N.J.S.A. 18:37-22.d.
The required two hours of suicide prevention instruction for teaching staff members shall
include information on the relationship between the risk of suicide and incidents of harassment,
intimidation, or bullying in accordance with the provisions of N.J.S.A. 18A:6-112.
Board members shall be required to complete a training program on harassment, intimidation,
and bullying in accordance with the provisions of N.J.S.A. 18A:12-33.
The school district shall provide time during the usual school schedule for the AntiBullying Coordinator and each school Anti-Bullying Specialist to participate in
harassment, intimidation, and bullying training programs.
A school leader shall complete school leader training that shall include information on the
prevention of harassment, intimidation, and bullying as required in N.J.S.A. 18A:26-8.2.
The school district shall annually observe a “Week of Respect” beginning with the first
Monday in October. In order to recognize the importance of character education, the school
district will observe the week by providing age-appropriate instruction focusing on the
prevention of harassment, intimidation, and bullying as defined in N.J.S.A. 18A:37-14.
Throughout the school year the district will provide ongoing age-appropriate instruction on
preventing harassment, intimidation, or bullying, in accordance with the Core Curriculum
Content Standards, pursuant to N.J.S.A. 18A:37-29.
The school district and each school in the district will annually establish, implement,
document, and assess harassment, intimidation, and bullying prevention programs or
approaches, and other initiatives in consultation with school staff, pupils, administrators,
volunteers, parents or guardians, law enforcement, and community members. The programs
or approaches and other initiatives shall be designed to create school-wide conditions to
prevent and address harassment, intimidation, and bullying in accordance with the
provisions of N.J.S.A. 18A:37-17 et seq.
N. Harassment, Intimidation, and Bullying Policy Reevaluation, Reassessment and
Review
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The Superintendent shall develop and implement a process for annually discussing the school
district’s Harassment, Intimidation, and Bullying Policy with pupils.
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The Superintendent and the Principal(s) shall annually conduct a reevaluation, reassessment,
and review of the Harassment, Intimidation, and Bullying Policy, with input from the schools’
Anti-Bullying Specialists, and recommend revisions and additions to the Policy as well as to
harassment, intimidation, and bullying prevention programs and approaches based on the
findings from the evaluation, reassessment and review.
O. Reports to Board of Education and New Jersey Department of Education
The Superintendent shall report two times each school year, between September 1 and
January 1 and between January 1 and June 30 at a public hearing all acts of harassment,
intimidation, and bullying in accordance with the provisions of N.J.S.A. 18A:17-46. The
information shall also be reported to the New Jersey Department of Education in accordance
with N.J.S.A. 18A:17-46. The information reported shall be used to grade each school and
each district in accordance with the provisions of N.J.S.A. 18A:17-46. The grade received by a
school and the district shall be posted on the homepage of the school’s website and the
district’s website in accordance with the provisions of N.J.S.A. 18A:17-46. A link to the report
that was submitted by the Superintendent to the Department of Education shall also be 4211.2
/STAFF available on the school district’s website. This information shall be posted on the
websites within ten days of receipt of the grade for each school and the district.
P. Reports to Law Enforcement
Some acts of harassment, intimidation, and bullying may be bias-related acts and potentially
bias crimes and school officials must report to law enforcement officials either serious acts or
those which may be part of a larger pattern in accordance with the provisions of the
Memorandum of Agreement Between Education and Law Enforcement Officials.
Q. Collective Bargaining Agreements and Individual Contracts
Nothing in N.J.S.A. 18A:37-13.1 et seq. may be construed as affecting the provisions of any
collective bargaining agreement or individual contract of employment in effect on the AntiBullying Bill of Rights Act’s effective date (January 5, 2011). N.J.S.A. 18A:37-30.
The Board of Education prohibits the employment of or contracting for school staff
positions with individuals whose criminal history record check reveals a record of
conviction for a crime of bias intimidation or conspiracy to commit or attempt to commit
a crime of bias intimidation.
R. Pupils with Disabilities
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Nothing contained in N.J.S.A. 18A:37-13.1 et seq. may alter or reduce the rights of a pupil
with a disability with regard to disciplinary actions or to general or special education services
and supports. N.J.S.A. 18A:37-32.
The school district shall submit all subsequent amended Harassment, Intimidation, and
Bullying Policies to the appropriate Executive County Superintendent of Schools within thirty
days of Board adoption.
N.J.S.A. 18A:37-13 through 18A:37-32
N.J.A.C. 6A:16-7.1 et seq.; 6A:16-7.9 et seq.
Model Policy and Guidance for Prohibiting Harassment, Intimidation, and Bullying on School
Property, at School-Sponsored Functions and on School Buses – April 2011
Adopted: August 2011
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HEALTH:

Auditory Examinations: Each year, the school nurse conducts hearing screenings for all
students. Students can be screened at the request of the classroom teacher, parent, or
physician.

Physical Examinations: A medical examination is required for all children entering
kindergarten. Transferring students are required to provide a medical examination within
the past year.

Scoliosis Examinations: Each year the school nurse will conduct a spinal screening
program for all pupils who are ten years of age or older. Screening identifies spinal
problems (scoliosis, lordosis, kyphosis) in their earliest stages. Scoliosis, the most
frequent spinal problem, is defined as a condition of the spine in which the spine may
curve to the left or right. It is most commonly found during the time of rapid growth and
may progress if not treated.

Visual Examinations: Each year the school nurse will conduct visual screenings for all
students. Visual screenings are also given upon teacher, parent, or physician request.
Health Record Requirements:
To be enrolled in school, each student's health record must contain the following information with
dates for each:

A complete immunization series against diphtheria, pertusis, and tetanus (DPT).

A complete series of oral polio vaccinations (Sabin).

Vaccination against measles, German measles, mumps.

An intradermal test for tuberculosis (Mantoux test) within one year of enrollment.

Students born on or after January 1, 1996 and entering kindergarten or Grade 1 must
present documentation of having received the Hepatitis B series.

A recent physical examination.
Medication at School:
The school nurse is to be notified of any medication being taken by a child attending school,
particularly those that might cause a change of behavior.
It is the policy of the Board of Education that the school staff may NOT provide students with
aspirin or any other type of medication. The administration of any medication received from
home to a pupil shall be done only in exceptional circumstances, wherein the child's health may
be jeopardized without it, or as in the case of medication being given to modify behavior.
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Pupils requiring medication during school hours must have a written statement from the
family physician which identifies the diagnosis, the type of medication, the time(s) for
administration, and the number of days that medication is to be administered. In addition, a
written statement from parents giving permission to the nurse to administer the medication
as prescribed by the family physician is required. This statement will also remain on file
with our school nurse.
Each prescription must be in a correctly labeled prescription bottle. It is District policy that
the parent/guardian or a responsible adult bring the medication to school. Children must
NOT handle any medication and there can be NO exception to this provision. A form for the
required information is included on the last page of this handbook.
The nurse must always be notified in writing of any change or adjustment of any medication
being given to a child by both the attending physician and parents.
Head Lice (Pediculosis):
Periodically there are reported or identified instances of head lice. A procedure for informing
parents has been established in order to provide consistency in all of the District’s elementary
schools. This procedure includes a newsletter article in the fall and spring of each year to provide
parents with general information on this topic. As a case is reported or identified, a letter will be
sent home to the parents of all pupils in that class. It is hoped that this procedure will provide
parents with the needed information. More in-depth information about head lice is always
available from our school nurse.
An infestation of head lice (pediculosis) in the hair of children can cause much concern. Lice
may be commonly equated with filth, but in reality these tiny insects do not discriminate
according to the level of personal hygiene. When a case is reported or identified, the nurse
examines the student. If the student is affected, the parents of the affected student are notified of
the situation. Any identified student is removed from the school setting to receive treatment.
Head lice are passed from person to person by direct contact or on shared objects, such as hats,
combs, towels, barrettes, headphones, etc. Parents should encourage their child to keep these
items to him or herself. Early identification and immediate treatment are essential in reducing
transmission. Some common clues to look for include:

Excessive itching of scalp with persistent scratching.

Areas of skin irritation of the scalp, especially around the region of the ear and the back of
the neck.

Close observation for nits (the eggs of lice) that resemble opaque oval-shaped particles
that clung to the hairs near the scalp and cannot be easily dislodged.

Close inspection for lice by separating the hair and carefully looking on the scalp or
individual hairs for movement of tiny, grey-brown flat insects less than 1/4-inch long.
If you do find head lice, follow the steps below to easily take care of the problem.

Call your doctor for advice.
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
Check every member of the family.

Use an effective head lice treatment.

Remove all nits.

Wash clothes, bed linens and towels.

Soak combs, brushes, et cetera, in hot water.

Vacuum everywhere.
Parents are urged to periodically check their child's hair and scalp. Call the school nurse if there
are any questions or suspicions. There will be periodic surveillance for this condition at school.
Injuries or Prolonged Illness:
Please inform the school nurse if your child has a serious injury or a prolonged illness. A note
from the attending physician outlining specific restrictions, if any, must be presented to the school
nurse when your child returns to school. This is particularly important in orthopedic injuries as
limited physical mobility may restrict participation in school activities.
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Communicable Diseases:
DISEASE AND SYMPTOMS
PERIOD OF CONTAGION
Chicken Pox—small, clear pimples
on covered parts of body; occasional
low fever
Until seven (7) days after the application of
blisters, rash, or no new evidence of rash; also
contagious the day before rash appears
German Measles—slight cold
followed by red rash on face and
body (prickly-heat type)
Until rash disappears (about four (4) days)
Measles—watery eyes and nose;
eruptions in mouth, rash on face and
body
From diagnosis until seven (7) days after
appearance of rash
Mumps—fever; painful swelling of
salivary glands located just under
the ear
Until all swelling of salivary has subsided
Scarlet Fever—sore, red throat,
bright red tongue, vomiting, fever,
rash (first on neck and chest)
Forty-eight (48) hours after the start of
treatment by physician; if contacts are symptom
free, may return to school while undergoing
antibiotic therapy for ten (10) days)
Impetigo—purple, with tan, yellow,
or whitish blisters; scabs or crusts
(as the common cold sore)
Exclusion until after treatment has been started
by physician
Ringworm—highly contagious;
spreads in a circular fashion forming
lesions up to two inches
Exclusion until receiving medication under the
supervision of a physician
Pediculosis (lice)— highly
contagious
Exclusion until medicated shampoo has been
administered and free of lice and nits
Note: It is suggested that children showing symptoms of sore throat, ear ache, runny nose, fever,
cough, stomach upsets, vomiting, rash, diarrhea, or reddened, watering eyes during the
preceding 24 hours, remain at home until total recovery. With the outbreak of flu like symptoms
in the spring of 2009, including the H1N1 virus, every precaution must be taken to protect the
welfare of all students. Therefore the District reserves the right to institute the recommended
guidelines as defined by the Center for Disease Control (CDC).
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HOMEWORK ASSIGNMENT REQUESTS DUE TO ILLNESS:
Requesting Assignments Due to a Child’s Illness:
When a child is absent from school, parents/guardians often call to request assignments and work
missed. If a child is absent for a short-term illness, which constitutes one or two days, teachers, at
their discretion, will provide assignments upon the child’s return to school. Our practice is based
upon the philosophy that if a child is experiencing an illness, it is essential that they rest so that
they may return to good health as soon as possible. When the child returns to school, the teacher
will be able to explain the assignments and/or provide the necessary instruction so that the
student's understanding will be enhanced. In addition, the teacher will determine a reasonable
time frame for the work to be completed based upon other assignments that are planned during
the week.
In the event that a child is well enough to complete school-related activities on a day of illness,
we recommend that the student reads for short periods of time, write a story on a topic of their
choice, or work on a long-term project that has already been assigned. We encourage
parents/guardians not to worry about a few missed assignments if a child is home for a short-term
illness. Whatever work is missed can be made up when the child is in good health and able to
give it his/her best effort.
Long-Term Illness: Three or More Days:
When a long-term illness of three or more days requires a child to be absent from school, the
following guidelines have been established to reasonably maintain the student’s skills, keep
him/her abreast of classroom assignments and not place the student in a position of being
overloaded upon his/her return.

Parents should notify the teacher if their child is absent for three or more days.

The classroom teacher will prepare appropriate assignments based upon their discretion
and notify the parent when the assignments are ready. A brief meeting or telephone
conference may be necessary to ensure that the assignments are understood and proper
directions are provided.

When the child returns to school, the teacher will monitor that the student has completed
the work and determine if further guidance and support is necessary. Once again, a
reasonable amount of time will be provided to the student for all missed assignments.
Family Vacation:
When planning family vacations, we respectfully request that you honor the Scotch PlainsFanwood School District calendar. We strongly believe that it is essential for your child to attend
school every day and only be excused when there is an illness or extenuating circumstances. If
there should be an occasion that necessitates a family trip, the teaching staff and administration
recommend that you engage your child in the following ways to maintain your child’s reading,
writing and basic computation skills: (1) read on a regular basis; (2) write a creative writing
piece; (3) keep a vacation log or journal; and (4) practice math facts and word study activities.
Page 45
Please do not request additional assignments from the teacher, as many of the activities generated
in the classroom require teacher direction. Such instruction, where necessary, will be provided
when the student returns to school.
In according to Board of Education Policy 5113-R, the following regulations for student
attendance have been adopted:
The educational program offered by this District is predicated on the presence of the student and
requires continuity of instruction and classroom participation.
If a student is absent for more than 20 consecutive days, for reasons other than illness, they will
be removed from the school roll. Registration will be required to re-enter school and there can be
no guarantee that the student will be able to return to the same classroom. All decisions of
reassignment will be based upon class size and available space. Students absent for long periods
of time (due to family travel, etc.) will have to meet the proficiency criteria for the grade level
they are returning to.
Schoolwork cannot be provided to students who are leaving on extended leaves.
HOMEWORK:
The Board of Education adopted the following policy regarding homework on May 28, 1992
(File code: 6154 - R):
Homework Practices, Grades 1 - 8
Guidelines:
1. Homework will serve a purpose and reinforce learning.
2. Homework will be assigned regularly with the amount increasing in relationship to grade
level and the ability of the student.
3. Homework will be a meaningful extension of classroom experience.
4. Homework assignments must be understood by the children.
5. Homework may serve as an enrichment or supplementary experience if given on an
individual or small group basis.
6. Homework assignments will be given with careful consideration to the physical and
emotional needs of students.
7. Homework assignments must be planned in relationship to the supply of books, reference
materials, etc., needed to complete the assignments (materials available in either the
schools, homes or local libraries).
Role of participants:
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Teachers:
It is the responsibility of the teacher to:
1. Implement homework practices that are consistent with the Board of Education policy.
2. Make the assignment clear to all students by explaining exactly what is to be done, when it
is due, and its purpose.
3. Relate the homework to class work. Students should understand the relationship between
what is to be done for homework and what has been done in class.
4. Vary the assignment according to the needs of each student rather than assigning a blanket
task for all.
5. Make sure the students have the materials they need to do the work or know where to get
them.
6. Check to see that homework assignments are completed and evaluate all homework
assignments, giving specific comments where appropriate.
7. Plan and implement a procedure for make-up assignments.
8. Inform parents when students are not meeting homework obligations.
Students:
Students must be helped to share responsibility for their own academic progress. It is the
responsibility of the students to:
1. Keep a record of all homework assignments.
2. Obtain the assignments in the event of absence.
3. Complete all homework assignments on time.
4. Communicate to teachers any problems encountered with homework.
5. Read, study or work on ongoing projects every weeknight when no other homework
assignment is given.
Parents:
Inherent in the concept of homework is the fact that each parent must play an active role in
helping the child accept his/her responsibilities regarding homework. It is the responsibility of
the parent to:
1. Provide a suitable location and environment for homework.
2. Provide for adequate, reserved time for homework each day.
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3. Monitor whether or not the child is meeting his/her homework responsibilities.
4. Assist, support and encourage the child, without taking over or doing the work for the
child.
5. Communicate with school to account for any missed assignment, particularly if there was
a good reason for the child not completing the assigned work.
6. Make time to discuss with the child a broad range of topics, including school, friends,
books, TV shows and current events.
Time:
One of the most difficult facets of homework to judge is the element of time. Generally speaking,
the following should be considered:
1. Students vary in their ability to complete homework based upon their developmental
readiness, learning style, and study and work habits; thus, the length of time for a singular
assignment will vary among pupils in the same class. This is an important consideration
since the child who will need a greater length of time usually is the one least likely to
devote the necessary time.
2. It is important for teachers to use their understanding of early childhood development
when providing assignments for kindergarten children. Teachers should be encouraging
parents to read with their child on a daily basis. In addition, there may be other extension
activities from the classroom lessons that can be reinforced through homework. Providing
home- work three times a week for an average range of 10 to 20 minutes is a general
guideline that the teacher may follow.
3. First-grade teachers may use the same practice as kindergarten teachers, however, there
should be a greater emphasis on literacy development as children become emergent
readers and writers. The time period for homework can be extended to no greater than 30
minutes per day to reinforce the skills and concepts in which students need to become
proficient.
4. Beginning in second grade a child should begin experiencing regular, short-length
homework and some longer-range assignments. It is recommended that homework not
exceed one hour and that these extension activities be given on a daily basis.
5. Students in third and fourth grades should also receive daily homework assignments based
upon the curriculum and the established proficiencies from our curriculum guides.
Homework time for children in third grade should be between one hour and one hour
fifteen minutes. As children progress into fourth grade, homework should take no longer
than one and one half hours.
6. No homework should be assigned prior to holidays or due on the first day of return from a
holiday.
7. Noncompliance should be reported to parents immediately to gain their support.
Page 48
INTERVENTION AND REFERRAL SERVICE (I&RS):
The Intervention and Referral Service ((I&RS), is a school-based, problem-solving group whose
purpose is to assist teachers with strategies for dealing with learning and/or behavior problems.
Such groups seek creative ways to maximize the use of regular education resources. Members of
the I&RS committee function in collaboration, capitalizing on the strengths of each individual to
enhance the total skill of the team. The composition of the team shall include, but not be limited
to, the principal, professional teaching staff, school nurse and a representative from the Child
Study Team.
When the classroom teacher identifies a student for I&RS, forms are prepared and a meeting is
scheduled. At this meeting, the teacher presents a profile of the child, school records are
reviewed, and recommendations are made to remediate the concern. Suggestions might include
specific strategies and/or follow up to be used in class and at home, supplemental help in school
via basic skills, speech, various modifications in the classroom, or a referral to the Child Study
Team if a learning disability is suspected.
LIBRARY-MEDIA CENTER:
The media specialist is engaged with each class for at least one period every week for instruction
in library skills. In addition, children may go to the library at designated times during the school
day to exchange books, do reference work, use non-print audiovisual materials, or read
periodicals. Library materials may be borrowed for one week. Each child borrowing a book is
responsible for keeping it in good condition and returning it promptly. Children will be fined for
damaged or lost books. Parents are welcome to browse in the library and to check out books.
LOST AND FOUND:
Lost and found articles are collected in the main office and then stored in a suitable container with
the exception of jewelry, glasses, and keys that are maintained separately. Parents and children
may check for lost articles at any time during the school year. To reduce the number of lost
items, parents should mark clothing and personal possessions with their child’s name.
At the end of the school year, items that have not been claimed will be displayed on a table in the
main lobby or the multipurpose room at the end of the school day. Any items remaining at that
time will be donated to local charities.
LUNCH & RECESS PERIOD:
Students have a one-hour lunch/recess period. Those that stay for lunch spend a portion of that
time eating in the multipurpose room, and the balance of the time either on the playground
(weather permitting) or in their respective classrooms. Lunch/General aides are hired within the
guidelines provided by Board of Education policy to supervise students in these areas. Children
may bring their lunches to school or purchase school lunches.
The students' lunch period should be a pleasant and informal experience in the school day. These
situations, however, require attitudes and behavior, which differ from formal gatherings. We
expect each of our students to exhibit socially accepted behavior. While the general connotation
of this expression might be clear to the adults involved, it may not be clear to all of the students.
Thus, we have the responsibility of fully acquainting our students with our expectations, and
dealing firmly and fairly with those young people that do not conduct themselves properly. To
Page 49
the extent that we all take our responsibility seriously to "teach" our students many things, even
about lunchtime, we will be successful in our endeavors. General information about lunchtime
behaviors is listed below:

Students are to demonstrate appropriate behavior throughout the lunch/recess period that
is consistent with classroom and building rules.

Students are expected to remain in their seats at all times. Permission from a supervisory
person is required before the student may leave his/her seat.

Students are expected to converse in a socially acceptable manner. Shouting or loud
noises are never to be accepted as appropriate behavior.

Lunch is to be consumed by the student who brings or purchases it. Exchanges are
frowned upon and are to be discouraged due to health related conditions.

Students are expected to handle food in an appropriate manner at all times.

Students are to clean up after themselves. A table will be dismissed when the table and
floor are cleared of debris.

Students are encouraged to use the bathroom facilities prior to lunch. A student is
permitted to go to the bathroom only if it is absolutely necessary, with the supervisor's
permission. Students are "monitored" in and out to avoid excessive time.

Running is permitted only on the playground.

Food that has been not consumed must be placed in the trash, or returned in its packaging
and placed in the student’s lunch bag.

Food must not be consumed while walking down the hall, in the classrooms or on the
playground. The exception is when the MPR is not available and the lunch period is
conducted in the classrooms.

Lunch aides are to be addressed by their proper name; i.e., Mrs. Smith, Mrs. Jones, etc.

Children are to line up in an orderly fashion and move quietly through the halls during
passing time.

Children may only return to a classroom when permission is given.

All toys, balls, and headsets are to be secured during the lunch session and not played
with.
Lunch and Recess Student Management
In the event a student is disrespectful towards an adult or his/her peers, chooses not to be a good
member of the School One community, or does not follow school rules, the student will be assigned
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to the restricted lunch setting. Here, the student will have some time away from classmates to have
lunch, and reflect upon their behavior and how it could be changed to show respect for themselves
and others. Students in second through fourth grades may be asked to write one or two well-written
paragraphs (depending on their level of proficiency) that reflects on their behavior in a very specific
manner. They will be asked to write about the given situation they were involved in, what they
could have done differently to avoid the behavior they displayed, and how they will attempt to
change their behavior in the future.
Children who are unable to construct a paragraph of this nature will have a discussion with the
principal. Together they will develop a sentence or two that enables them to understand the
expectation for their behavior and, in the same manner, express how they will attempt to improve
themselves in other situations. In each instance, the child may be asked to take the written
assignment home for the parent/guardian to sign and be returned to the office. It is hopeful that as
this system is implemented, students who respond in the proper manner will have a pleasant lunch
and recess period, and those who experience difficulty will learn by their mistakes and make a
positive adjustment in their behavior.
Teachers will contact the homes of such students who are assigned to the restricted lunch classroom.
Teachers are asked to work with their students to ensure that this aspect of the school day is
enjoyable for everyone. Any questions regarding this system should be addressed to the principal.
Lunch/Recess Guidelines
a.
b.
c.
d.
e.
f.
g.
h.
Walk in the halls and lunchroom at all times.
Follow directions the first time.
Use inside voices when inside the school.
Use only appropriate language.
Keep your hands, feet, objects, and angry, unkind words to yourself.
Stay in your seat at the lunch table.
Eat only your lunch and clean up your trash.
Line up and move quickly and quietly through the hall.
In an effort to instill appropriate behaviors during the lunch and recess period, a system has been
employed to enable students to reflect on their behavior and promote a positive change. Working in
conjunction with teachers and the lunch/general aide staff, a restricted lunch setting for students who
do not display appropriate behaviors can be arranged through the principal’s office. A set of
guidelines and procedures for implementation, as well as indicators of student expectations, are
indicated below.
In the event a student is disrespectful towards an adult or his/her peers, chooses not to be a good
member of the School One community, or does not follow school rules, the student will be assigned
to the restricted lunch setting. Here, the student will have some time away from classmates to have
lunch, and reflect upon their behavior and how it could be changed to show respect for themselves
and others. Students in second through fourth grades may be asked to write one or two well-written
paragraphs (depending on their level of proficiency) that reflects on their behavior in a very specific
manner. They will be asked to write about the given situation they were involved in, what they
could have done differently to avoid the behavior they displayed, and how they will attempt to
change their behavior in the future.
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Children who are unable to construct a paragraph of this nature will have a discussion with the
principal. Together they will develop a sentence or two that enables the child to understand the
expectation for his/her behavior and, in the same manner, express how they will attempt to improve
themselves in other situations. The child may be asked to take the written assignment home for the
parent/guardian to sign and returned to the office.
It is our hope that as this system is implemented, children who respond in a proper manner will have
a pleasant lunch and recess period, and those who experience difficulty will learn by their mistakes
and make a positive adjustment in their behavior. Teachers will contact the homes of such students
who are assigned to the restricted lunch classroom, and work with their students to ensure that this
aspect of the school day is enjoyable for everyone. Any questions regarding this system should be
addressed to the principal.
Lunch/Recess Guidelines for Students:

Walk in the halls and lunchroom at all times.

Follow directions the first time.

Use inside voices when inside the school.

Use only appropriate language.

Keep hands, feet, objects, and angry unkind words to yourself.

Stay in your seat at the lunch table.

Eat only your lunch and clean up your trash.

Line up and move through the hall, quickly and quietly.
GRADE LEVEL
Grades 1 and 4
Grades 2 and 3
TIME
11:50 a.m. – 12:15 p.m.
Lunch
SCHEDULE
12:15 – 12:20 p.m.
Rest Period
12:20 – 12:45 p.m.
Recess (All Areas)
12:45 p.m.
Return to Class
11:50 a.m. – 12:20 p.m.
Recess (All Areas)
12:20 – 12:45 p.m.
Lunch
12:45 p.m.
Return to Class
Students are to follow the procedures outlined by the classroom teacher during in-class recess
periods. Teachers will be asked to develop a set of lunchtime activities that are to be discussed
with students and posted for reference.
During outdoor recess:
Page 52

A time-out area may be assigned for misbehavior during the lunch/recess period.

Game equipment may include playground balls, jump ropes, tennis balls, nerf balls, and
soccer balls.

Appropriate safety procedures must be followed when using playground equipment and
while participating in games. Aggressive running and uncontrolled throwing of balls are
not permitted.
During indoors recess:

Indoor activities include reading, computer use, board games, puzzles, drawing and
coloring. Some activities, such as silent ball and games involving throwing and catching,
are not permissible.

Students may be given permission to play in close proximity to the classroom.

Listening to music with a headset or tape player is permitted as long as the music is age
appropriate and behaviors being demonstrated are consistent with school guidelines.

In the event that a student does not find it possible to abide by these minimum regulations,
the following procedures are to be followed:
 Lunch aides will deal with initial discipline problems and note them on a recording sheet.
 When a lunch aide determines that a youngster is experiencing a conflict and not
responding to the rules and regulations despite her efforts, she will indicate this on the
Lunch/Recess Conduct Report. The report will specify the type of problem, frequency,
etc. The report will be given to the classroom teacher so that any questions or concerns
can be shared, explained, etc.
 Upon receipt of a Lunch/Recess Conduct Report, the classroom teacher will contact the
parent by telephone in order to describe the problem, seek the parent's assistance, and
indicate to the parent that the student will be assigned to restricted lunch for one day.
The date, time, etc., of this contact will be noted on the report when the teacher signs it.
 Both the classroom teacher and the Main Office will keep a copy of the Lunch/Recess
Conduct Report on file. The teacher will also be given a copy of the student’s writing
assignment for his/her records.
 If a second Lunch/Recess Conduct Report is submitted to the classroom teacher, he/she
will call the parent to describe the incident, seek the parent's assistance, and indicate that
the child can be assigned to restricted lunch for up to three days. Teachers may provide
assignments for the student to complete while in restrictive lunch.
 If a third report is received for a student, the principal will contact the parent, and
emphasize the importance of the child following school rules and behavioral
expectations. At this time, the child can be assigned up to a full week of restricted lunch,
and the parents will be notified that the next instance will require that alternate
arrangements be made for the student during the lunch and recess period. Once again,
teachers may provide assignments for the student to complete while in restrictive lunch.
Page 53
•
If behavior does not improve, it will result in further consequences including after-school
detention or suspension.
Alternate Lunch Arrangements:
If you wish to have your child go home for lunch throughout the year, please send in a note
stating this intention and granting permission for your child to do so. This note will be kept on
file for the school year. If you instruct your child to remain in school on any given date(s), please
send in a brief note to the classroom teacher informing them of this change. Children who go
home for lunch are dismissed at 11:50 a.m. To ensure the safety of children leaving the
building for lunch, parents are requested to come into the Main Office to sign their child out
during the lunch period, and return back to the building by reporting to the office at 12:50
for the afternoon session.
If your child normally eats lunch every day at school and you wish to make an alternate
arrangement on a given day, please send a note so that the teachers and lunch staff can be
informed of the change. Your note will confirm that you are aware of and approve the change. In
summary, any change in your child's lunch schedule, whether at home or at school, must be
requested in writing in advance.
LUNCH PROGRAM:
Elementary students have a one-hour lunch/recess period. Students in Grades 1 and 4 eat their lunch
from 11:50 a.m. to 12:15 p.m., and have recess from 12:20 to 12:45 p.m. Students in Grades 2 and 3
have recess from 11:50 a.m. to 12:15 p.m., and eat their lunch from 12:20 to 12:50 p.m.
The BOE has a contract with Pomptonian Food Service. The elementary lunch program offers students
healthy meals from a choice of nine different lunches. Four milk choices are offered and include fat
free, low fat, chocolate low fat and strawberry low fat. Juice is also available. Lunch choices include:








A choice of two daily hot lunches that include entrée, bread, two selections of fruit and
vegetable, and a choice of milk or juice.
A peanut butter and jelly sandwich, fruit selection, vegetable, and milk or juice.
A bagel bag that includes a bagel, cream cheese, fruit selection, vegetable and milk or juice.
A yogurt bag that includes 8-ounces low-fat yogurt, fruit selection, roll and milk or juice.
A cereal bag that includes Cheerios, cheese cubes, fruit, vegetable and milk or juice.
A Chef or Caesar salad, or a deli special.
Please refer to the monthly menu for daily specials.
If needed, contact the School One office for a copy of a peanut-free menu.
The price of an elementary lunch (including milk or juice) is $2.25/day. Reduced price lunches cost 40
cents/day. For an application for Free and Reduced Price School Meals, please contact the Main Office.
If your child only wishes to purchase milk, the price is $ .65. Juice cannot be purchased separately.
Students may purchase water. The cost is $ .75 for an 8-ounce bottle. Please alert the School One office
if your child is NEVER permitted to purchase lunch or water. It will be noted in the computer system.
Students decide daily if they wish to participate in the school lunch program and make their selection in
the lunchroom. They can see the lunch options as they make their choices. Students who receive
free/reduced lunches receive their lunch with all of the other students.
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Payment options for lunch, milk, and water, for students in Grades 1 through 4 include…
Pre-pay online at www.payforit.net (you will need your child’s student ID number provided by
the School One office). This service allows you to put money on your child’s cafeteria account
with your credit card or by e-check. The money can be used for meals, milk and water
purchases.
2. Pre-pay by sending any amount of money you like. You may pay by either check (payable to
Scotch Plains-Fanwood BOE, with your child’s name and student ID number written in the
memo line) or cash (placed in a sealed envelope with your child’s name and student ID number
clearly labeled on the envelope).
3. Pay as you go. You may send payment any day you would like your child to purchase lunch.
Payment by check is preferred. Checks must be payable to Scotch Plains-Fanwood BOE and
include your child’s name and student ID number written on the memo line. Cash must be sent
in with your child in a sealed envelope with your child’s name and student ID number clearly
labeled on the envelope.
4. For questions regarding the online payment system, please contact Carmelina Januszanis at
(908) 232-6161, Ext. 4018.
1.
It is understood that from time to time students may forget their money or use up all of their prepaid
monies. The policy regarding charging meals is to allow your child to purchase one complete meal until
the account is replenished. A cheese sandwich meal may be provided in the case of multiple meal
charges. Cashiers will hand out slips to children who have low or no balances on their account. The
cafeteria director will print low balance letters twice a month. Both notices will be sent home with
students.
Payforit is a secure internet-based payment system that allows you to deposit funds for your child’s
cafeteria account on-line via credit card or e-check. The website to access this system is
www.payforit.net. It can also be accessed through the District’s homepage, under Information and
Forms > For Parents > Enter Online Payment System. When visiting the Payforit site for the first time,
please review the “Information (FAQ)” tab. To register on this site, you should have the following
information available:


MasterCard/Visa or checking account information. There is an Internet convenience fee
associated with payment by credit card (4.75%) or e-check ($1.75). There is NO charge to
register for the site in order to get email alerts or view items that were purchased. You are not
required to process transactions through this site if you register.
Your child’s school, grade level, first and last name (as listed in the school’s student database)
and student ID number.
Payforit allows you to receive automated emails detailing your child’s account balance, review which
items were purchased, and receive alerts if there is a low balance, regardless of your payment method.
There is an option for “auto-replenishment”; it allows you to set up a low-balance threshold and
automatically replenish your child’s cafeteria account. Payments take approximately three hours to be
credited to your child’s account. Watch the Payforit website for new additions of school payments that
can be handled on-line.
While checks and cash may still be sent into school, our hope is that parents will appreciate the ease
and convenience of pre-paying online for their child’s lunches. Payment may be sent into school to be
deposited into your child’s cafeteria account any day of the week. Payment by check is preferred,
payable to Scotch Plains-Fanwood BOE, with your child’s name and student ID number clearly
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written in the memo line. Cash must be sent in with your child in a sealed envelope with your
child’s name and student ID clearly labeled on the envelope. Payments for siblings MUST be in
separate envelopes.
If you have any general comments regarding the school lunch program, you may e-mail
Pomptonian at comments@pomptonian.com. Please direct any inquires to: Scott VanOsten, Food
Service Director, (908) 889-7333.
KINDERGARTEN MILK MONEY:
Kindergarten students have milk during their in-class snack period. A milk order form is sent home
once a month (usually the second Monday) for kindergarteners to order milk for the month ahead.
Parents are to complete the form and check their child’s milk choice (fat free, low fat, chocolate or
strawberry low fat). The form with payment is to be returned to school by the date indicated in a sealed
envelope, labeled “Milk Money,” and include the student’s name, grade and teacher’s name.
Kindergarten milk is 35 cents/day. Payment by check is preferred (payable to Scotch Plains-Fanwood
BOE), but cash (in the exact amount) is acceptable. There is a fee for returned checks. Milk orders
received after the date indicated on the order form will NOT be accepted. As milk orders are placed in
advance, refunds cannot be given to absent children who have ordered milk. Should an absence occur
on the collection date, please make every effort to bring the order to the main office, or call the office to
see if alternate arrangements can be made. Otherwise, your child will need to bring a beverage for
snack time to school for the following month. Milk is not served on single-session days. Students
eligible for the free milk program MUST complete and return the milk order form on a monthly basis.
MOVING:
Please notify the office at least a week in advance if you plan to move out of town (or even to
another location in Scotch Plains or Fanwood). A transfer card will be mailed directly to your
child’s new school on the day after your child’s last day at School One. Your child’s permanent
records will be forwarded when the new school sends a written request.
PARENT-TEACHER CONFERENCES:
Parent-teacher conferences are scheduled at the close of the first marking period in November.
Children attend school for a single session in the morning and conferences are scheduled in the
afternoon. Whenever possible, consecutive conferences are scheduled for parents with more than
one child in school. Conferences may be arranged at other times during the year by sending a note
to the teacher. If a conference with the principal is desired, you may make an appointment by
contacting the principal directly.
PARKING LOT:
Numbered and reserved parking spaces in the school parking lot have ALL been designated for
School One staff members. Parents and visitors must refrain from entering or parking in the
staff lot between the hours of 7:45 a.m. and 3:30 p.m. even for a brief period of time. Please
make use of spaces available on the street. In addition, the School One parking lot should
NEVER be used as an access route to or from Park Middle School.
PROBLEMS OR QUESTIONS:
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If you have a question about:
First contact should be the:
Bus Transportation
Principal
Curriculum
Classroom Teacher
Discipline
Classroom Teacher
Health
Nurse
Homework
Classroom Teacher
Instruction
Classroom Teacher
Lunch/Milk Money
Principal’s Monthly Newsletter
Lunchtime
Classroom Teacher
Moving
Main Office
School Calendar
School Records
Parent/Student Handbook &
PTA Parent Handbook
Principal
Special Subject (Art, Library, Music, Physical Education)
Special Subject Teacher
To and From School
Principal
PUBLICITY RELEASE FORM: In order to share news of our students’ activities and
achievements with the community, all parents are asked to complete a “Publicity Release Form”
either granting or denying permission for their child’s photograph to be used in school publicity
such as news releases, videos, newsletters, reports and District web-site postings. Parents’
responses are included in a school database and will remain in effect for the duration of their
child’s enrollment at School One. Consent or refusal may be changed at any time by sending a
written request to the school principal.
Approved 7/24/03
THE SCOTCH PLAINS-FANWOOD PUBLIC SCHOOLS
PUBLICITY RELEASE FORM
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Throughout the school year the Scotch Plains-Fanwood School District is proud to share news of
our students’ activities and achievements with the community. Sometimes this news includes
photos of students in school settings, and the captions include the names of students in the photo,
but no other identifying information except the name of the school and grade. These photos may
be used in newspaper articles, district reports, newsletters, video presentations, on school or
district web sites and on the district cable TV channel. It is also important to note that some
local newspapers that receive publicity articles from the district also place their latest issue
on their web sites.
For your child to be included in these photos, you must give written permission below and return
this form to the principal’s office. Your permission will be included in a database and will hold
for the duration of your child’s enrollment in their present school. If you do give consent and
wish to change your mind, you may do so at any time by sending a request in writing to your
child's school principal. Your consent will be rescinded immediately.
Please read the following options carefully and check
only one.
_________I grant permission for identified school-related photographs of my child to be included
in publicity information such as news releases, videos, newsletters, reports and district
web-site postings
or
I deny permission for photographs of my child to be used for any of the above-listed
publicity uses.
Student’s Name (please print)
Grade
Parent/Guardian Signature
Date
Student’s Signature
(if 18 years old or older*)
Date
School and Teacher
*If 18, a student may sign the form without parent consent.
Cross Reference: Internet Safety Policy 6142.2
REPORT CARDS:
Report cards are prepared and sent home four times a year for students in Grades 1 through 4 as
indicators of their progress. The first report card is received the week before parent-teacher
conference week in November. Following is the District's schedule for reporting student
progress:
2013/2014 Report Card Dates
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November 12
November 18
November 19, 20, 21 and 22
January 30
February 7
April 4
April 21
June 19
End of first marking period
Report cards sent home (Grades 1-4)
Parent conferences (Evening-November 21st)
End of second marking period
Report cards sent home (Grades K-4)
End of third marking period
Report cards sent home (Grades 1-4)
End of fourth marking period; final report
cards sent home (Grades K-4)
Kindergarten report cards are issued twice a year, at the close of the second marking period and
again at the end of the school year. Parents will also have the opportunity to confer with their
child's teacher during Parent-Teacher Conference Week in November.
RESOURCE ROOM:
Resource-center instruction is available to students who require special-education instruction for
up to two and one half hours of the instructional day. This replacement or support instruction
may be provided in class or in a pullout program. Special-education resource-center teachers
meet with small groups of children in Grades K through 4 to provide assistance in identified
academic, social, behavioral and study skills areas, as specified in the student's Individualized
Education Plan (IEP). Related services of speech, occupational and physical therapy are provided
to students whose needs for such services are documented in their IEPs.
ROLLER BLADES:
Our physical education teacher, Mr. Ciecwisz, delivers a roller skating unit in the Spring.
Students enjoy this wonderful recreational activity. Although this is an excellent form of
exercise, we encourage the appropriate safety protection. Our program provides rollerblades of
all different sizes, however, students may bring their own skates from home. We do stress
appropriate safety equipment when skating. Wrist guards and knee guards are encouraged, but
optional. Most importantly, we do ask that a safety helmet be worn at all times for safe and
enjoyable rollerblading. Once again, helmets are available for the children should they wish to
borrow one and are disinfected after each child’s use.
SAFETY:
Safety is a primary concern for the general welfare of all students. Each child needs to
understand the importance of practicing safe behaviors for their own safety as well as that of other
children. Throughout the year the school teaches safety as an outgrowth of the health- education
curriculum. Periodically, our local law enforcement agencies present safety assemblies to stress
the importance of various topics such as Halloween, fire, bike safety, and stranger awareness
safety.
SAFETY PATROL (SCHOOL ONE HELPING HANDS PATROL):
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The School One Helping Hands Patrol is a voluntary organization open to fourth graders who are
interested in promoting safety in our building and on school grounds. The primary objective of
the patrol is to foster qualities of leadership and good citizenship among those who participate.
Teacher advisors coordinate safety patrol activities.
SAFETY RULES:
Classroom and cafeteria:

Follow directions given by the supervising adult the first time.

Walk in the halls and the lunchroom at all times.

Keep hands, feet, objects and angry, unkind words to yourself.

Use inside voices when inside the school.

Stay in your seat at the lunch table.

Eat only your lunch and clean up your trash.

Line up and move through the hall, quickly and quietly.
Playground and outdoor area:

Follow the supervising adult's direction at all times, and have adult permission to leave the
area.

Talk in a conversational tone, use appropriate language, and avoid inappropriate gestures.

Physical contact, such as pushing, aggressive tagging, or pulling legs, arms, or clothing
must not occur in any area.

Approved equipment, such as utility balls, soccer balls, nerf balls, and jump ropes, may be
used only in designated grass areas and blacktop surfaces.

Swings: Always swing in the same direction. Two students may occupy a swing, one as
the person swinging and the other as a spotter (one who pushes and practices safety
observation). Only pupils using the swings may be in that area.

Seesaw: Two students per seesaw are permissible. Students should be of equal size and
weight. Always keep hands on the handle and feet well apart for stability.

Slide: Two students on the slide at one time; one as a slider, the other as a climber.

Climbing bars: Know your ability before using apparatus. A limited number of students
will be permitted on the equipment based upon the manufacturer’s recommendations.

Rock climbing wall: The maximum number of children using the rock wall must be no
more than six students, or three per side.
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
Triple shoot basket: For safety purposes, 8-1/2” playground balls will be used during
recess for this piece of equipment.

Additional safety rules may be imposed upon the construction of any new playground
equipment.
Bus:

Follow supervising adult's directions at all time. Wear your seat belt and remain in your
seat.

Talk in a conversational tone, use appropriate language, and avoid inappropriate gestures.

Keep hands and feet to yourself.

Wait safely for bus at your assigned location.

Board and exit bus safely, one at a time. Proceed to assigned location.

Be kind and respect other students and their property.

No food shall be eaten on the bus.

Keep hands and objects inside the bus.

Keep all personal items in the proper location.

If there is a problem, report it to the bus patrol/driver.
SKATEBOARDS AND RAZOR SCOOTERS:
Skateboards and razor scooters are an enjoyable activity for many children; however, we must
insist upon guidelines similar to those for roller blades. Razor scooters and skateboards must be
used with extreme caution and safety at all times.
Due to the large number of children in the front of our building, we require that razor scooters and
skateboards be used off school grounds. Once again, proper safety equipment is extremely
important when using razor scooters and skateboards. Equipment such as wrist guards and knee
guards are strongly encouraged and, a safety helmet should be worn.
SPECIAL EDUCATION:
Special class programs are available to District students who require special-education instruction
for more than one half of the instructional day. These programs provide an environment where
the nature of the student's impairment is the primary focus. Special-class programs provide a full
continuum of alternative placements to meet the needs of students with disabilities for special
education and related services. There are two self-contained special education classes at School
One. The instructional program for special-needs students is in accordance with the educational
program developed by the Child Study Team, the special-education teacher, and in consultation
with the parent/guardians. Students are integrated into the mainstream program for academic
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subjects, specials and/or activities, whenever appropriate, as specified in their IEP (Individualized
Education Program).
STUDENT INSURANCE:
Application forms for student accident insurance are sent home in September. Parents interested
in additional accident coverage may purchase this insurance at a nominal cost, and should contact
the insurance carrier directly.
STUDENTS OBTAINING SUCCESS (SOS) INSTRUCTION:
Supplemental support in reading, math, and writing, is provided to students in Grades 1 through 4
who do not meet District standards in these subject areas. The SOS instructors meet with small
groups of children at each grade level several times a week to strengthen their skills in reading,
math, and writing. Participation in these programs is mandatory based upon State requirements
unless parents sign a waver declining these services for their child. There are also times when
children may need some additional reinforcement on a concept or skill. If this should be
necessary, teachers will notify the parent and make this recommendation.
TARDINESS:
Children in Grades 1 through 4, and morning kindergarten, are considered tardy if they are not in
their classrooms ready to begin at 8:35 a.m. Children assigned to the afternoon kindergarten
session are considered tardy after 12:20 p.m. Unavoidable exceptions, however, caused by
weather or transportation, will be excused at the discretion of the school principal. When a
student arrives at school 30 minutes after the instructional period begins, parents are
requested to escort their child to the office in order to indicate the reason for their child
being late. All students that arrive late for school must report to the office in order to
obtain a late pass.
Since being prompt to school is essential for developing critical life skills, guidelines similar to
those for our attendance practices have been established to assist parents and guardians focus on
this critical goal.

If a student has accumulated a total of ten (10) late arrivals during the school year,
excluding documented medical illness, the school will notify the parents that improvement
in this area is necessary.

If a student has accumulated a total of 15 late arrivals during the school year, excluding
documented medical illness, the parents will be required to attend a conference with the
principal or other school personnel.

If a student has accumulated a total of 20 late arrivals during the school year, excluding
documented medical illness, parents/guardians will receive notification from the principal,
a thorough review of the child’s academic performance and records will be conducted, and
a report will be filed with the District’s Attendance Officer.
TECHNOLOGY:
The Scotch Plains-Fanwood Board of Education believes that the use of technology and
computer-assisted communications is vital to our students’ success. It is the responsibility of our
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educators to foster an understanding of appropriate technology and to teach those technological
skills, which are necessary to promote academic excellence. The proper use of technology and
technological skills will be integrated into our instructional programs when learning is enhanced
by its use.
File Code: 6142.20
INTERNET SAFETY POLICY
Approved: March 21, 2002
It is a primary goal of the Scotch Plains-Fanwood Board of Education to promote and ensure the
welfare and safety of children and young people when using the Internet. It is further our goal to
provide Internet access, so all staff and students can become effective and safe users of the
Internet and will extend their awareness and knowledge of the Internet while at the same time
becoming motivated, responsible, independent users of the Internet. Use of the Internet facilities
in the Scotch Plains-Fanwood School District is primarily for educational purposes. This includes
personal use and use for professional development of staff.
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
All students must sign the Acceptable Use Policy AND have the signed permission of a
parent/caregiver before using the Internet at school. These documents must be kept on file
by the appropriate staff member.

All student access to the Internet must be supervised by either an instructor, media
specialist, or other staff member. This also applies to any special use before or after
school hours.

Staff will be provided with Internet e-mail accounts on the district’s e-mail server. Any
student may have an Internet mail account, but this is to be set up via an http Internet mail
provider such as Hotmail. All messages sent and received on the district’s computer
network are subject to review.

Names and photographs of students will only be used with parental permission, as granted
on the Publicity Release Form. No other personal information shall be posted. Student work,
including their names and grade level, may be posted on sites hosted on the District Web Servers.
Photographs of students will not be identified by individual names.

Only authorized district web masters may post on sites hosted on our District Web Server.
No student may directly post to these sites.

All student workstations must have filtered access to the Internet. The level of filtering is
determined by the building principal. Since no filtering system is 100% foolproof, if
inappropriate sites are inadvertently accessed, then the student must notify their instructor
immediately. In turn, instructors must contact the building principal so that the offending
URL can be submitted to the technology department for blocking.
The Internet Safety Policy will be clearly displayed in the media centers and all labs. Violators
are subject to disciplinary actions in accordance with District Policies and Regulations.
Scotch Plains-Fanwood Public Schools
Cross Reference: 6142.10, Acceptable Use Policy for Staff and Students for Computing and Information Technology
Resources (Publicity Release Form (dated 3/21/02)
File Code: 6142 .10
Acceptable Use Policy for Staff and Students for
Computing and Information Technology Resources
Approved:
February 21, 2002
The Scotch Plains-Fanwood Board of Education believes that the use of technology and
computer-assisted communications is vital to our students’ success. It is the responsibility of our
educators to foster an understanding of appropriate technology and to teach those technological
skills, which are necessary to promote academic excellence. The proper use of technology and
technological skills will be integrated into our instructional programs when learning is enhanced
by its use.
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The district encourages the use of computer-assisted communications such as the Internet and
student collaboration when it supports the curricula of the district and advances the learning
process.
The Internet provides connections to other computer systems located all over the world. Neither
the individual school nor the Scotch Plains-Fanwood Board of Education controls the content of
the information available on these other systems. Some of the information available may be
controversial and/or inappropriate.
Preserving the access to information resources is a community effort that requires each member to
act responsibly and guard against abuses. Therefore, both the community as a whole and each
individual user have an obligation to abide by the following standards of acceptable and ethical
use:
All Users Shall:

Use only those computing and information technology resources for which you have
authorization.

Use computing and information technology resources only for their intended purpose.

Protect the access and integrity of computing and information technology resources.

Abide by applicable laws and district policies and respect the copyrights and intellectual
property rights of others, including the legal use of copyrighted software.

Respect the privacy and personal rights of others.

Only use network accounts for the authorized purpose and only as authorized by the
owner of the account.

Only load software on the network or individual computers, which have been approved by
the District Technology Coordinator.

Follow specific directives from the instructor-in-charge regarding use of or access to online information.

Report any misuse, malfunctioning equipment or missing components to the proper
person.
All Users Shall Not:

Purposely change a system configuration without permission of the network administrator
or use the network to access files dangerous to the integrity of the network.

Intentionally seek information on, obtain copies of, or modify files, other data, or
passwords belonging to other users, or misrepresent other users on the network.

Use the network to maliciously develop programs that harass other users or infiltrate a
computer or computing system and/or damage the software components of a computer or
computing system.
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
Use the network to send hate mail, or for the purpose of harassment, discrimination or
other antisocial behaviors.

Use the network to access or process pornographic material, inappropriate text files, or
files dangerous to the integrity of the local area network.

Use profanity, obscenity, or other language, which may be offensive or threatening to
another user.

Intentionally search for materials on the Internet and/or other computer networks or
systems inappropriate for the users’ age, grade level or academic objective.
Teachers, including the media specialists, are responsible for monitoring student use when the
student is under their supervision.
The Scotch Plains-Fanwood Board of Education expects all users to exercise ethical and legal
behavior when using the district network and resources. Consequences for violations may range
from temporary loss of Internet access and/or other computer use to expulsion. Disciplinary
actions may be determined consistent with existing policies and regulations concerning staff or
student conduct. Where applicable, law enforcement agencies may be involved.
The Superintendent will require users to sign an agreement to adhere to district policies and/or
procedures.
Scotch Plains-Fanwood Public Schools
Supersedes: Policy and Regulations: 6142.10 AND 6142.10 R Dated March 20, 1997, Use of
Computers, Computer Systems and Computer Networks. Cross Reference: Policy 6142.20,
Internet Safety
File Code: 6142.10
Exhibit B
Scotch Plains-Fanwood Public Schools
Student/Parent Acceptable Use Policy
for
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Computing and Information Technology Resources
I have reviewed the Acceptable Use Policy and agree to adhere to these guidelines.
School:
School One
Student’s Name (please print):
Student’s Signature:
Date:
-----------------------------------------------------------------------------PARENT/GUARDIAN AUTHORIZATION (mandatory)
I have reviewed the Scotch Plains-Fanwood Public School Acceptable Use Policy
with my child (insert name)
Parent/Guardian’s Signature:
Date:
TELEPHONE MESSAGES TO AND FROM HOME:
While we fully understand that there will be times when a student must call home or circumstances that
require a child to receive a message, it will only be allowed in a bona fide emergency situation. Since
one of our goals is to instill responsibility in our students, they should arrive at school prepared with all of
their instructional materials, such as homework, musical instruments, library books, snack, and roller
blades.
In the event that a student forgets any one of the above, or should fail to bring his/her lunch or milk money
to school, the child will be given permission to call home on the first and second occurrence; but on the
third incident, other arrangements will have to be made. This will also hold true for a child who brings
lunch to school. We will permit one or two incidences, but on the third occurrence, other provisions will be
made.
Parents should make all necessary arrangements for their child's dismissal from school and after-school
plans in the morning BEFORE their child leaves for the day. We realize that occasionally an emergency
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arises and parents must get a message to their child during the school day, but we request that these
interruptions be kept to a minimum. Classroom instruction will be interrupted only for true emergency
messages. There is also a concern about messages received at the end of the day when there is no guarantee
that the student will receive it on time.
We understand that this policy may be difficult to adjust to in the beginning; however, we believe that it
will instill in each child a level of responsibility, and will minimize disruptions in the instructional
program.
TEXTBOOKS:
Pupils are responsible for maintaining the textbooks issued to them during the year. Fines will be charged
for books that are lost, defaced, or badly damaged.
VISITORS:
Visitors are always welcomed at School One. To ensure the safety of our students and staff, and to keep
our building secure, the practices listed below will be employed:

Board of Education Policy requires all visitors to sign in at the main office and obtain a visitor’s
badge that must be worn while in the building. It is imperative that everyone who enters the school
adheres to this policy. When entering the building between 8 a.m. and 4 p.m., visitors must report
to the office, indicate the purpose of the visit, and sign the visitors’ logbook.
The school office reserves the right to request identification for those visitors who may not be
familiar to us. Visitors will receive a badge that must be worn while in the building and returned to
the main office upon their departure. Visitors should enter the time that they leave the building in
the visitors’ book as well.

School One is equipped with a monitoring system that enables visitors to gain entrance to the
building through an electronic locking device. The doors with this capability are located on the
right side of the main entrance as you look at the building. Upon arrival, visitors should approach
the outside speaker (which is connected to an indoor video camera). This equipment enables office
personnel to speak to, as well as see, the visitor. (Please stand in front of the glass door so we
may see you.) A staff member will disengage the locking system to allow the visitor entrance to the
building.
Please be patient, as the office can be quite busy at times and there may be a slight delay before the
secretarial staff responds. Visitors must report directly to the main office in order to sign in.
Procedures stated above should then be followed.

Parents/guardians should NOT escort their child to the classroom. Teachers are present in the
hallways should assistance be necessary. If a parent/guardian is uncomfortable with this practice,
the child should be brought to the main office. A phone call will then be made to have a classmate
or support staff member bring the child to the classroom.

As indicated above, only one entrance door to the building will be used during the school day. The
parking lot entrance is to be used exclusively by the School One staff prior to 7:45 a.m. or if a
handicap entrance is required.
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
Once school has been dismissed, all doors will remain locked. If children are involved in afterschool programs, parents should wait for them in the front of the school. Children will exit via the
front doors.

Parents of children in the “Y” aftercare program should use the multipurpose room door by the side
parking lot. After signing your child out, please leave via this same door.

Children involved in any after-school activities sponsored by the town recreation department or
various sports leagues should use the multipurpose room door for entering and exiting the building.
To reduce the number of classroom interruptions, parents should leave all items to be delivered to
their child in the office. The office will notify the classroom teacher that there is an item for a student as
soon as possible.
WALKING TO SCHOOL:
Students walking to school must use sidewalk areas and practice appropriate safety precautions. It is
important for the students to cross-busy intersections only where the Scotch Plains and Fanwood crossing
guards are stationed.
Crossing guards are on duty from 7:30 to 9:00 a.m., 11:00 a.m. to 1:00 p.m., and 2:15 to 3:45 p.m. at
the following locations: Park Avenue and East Second Street; Madison and Willow Avenues; and
Midway and Willow Avenues.
Crossing guards are also on duty at the intersection of East Second Street and Willow Avenue from
7:30 to 9:00 a.m. and 2:15 to 3:45 p.m. If your children go home for lunch, or if you or someone else
walks to or from school mid-day with young children, be aware that a crossing guard will NOT be at
this post from 11 a.m. to 1 p.m. Please exercise due caution using crosswalks and intersections where
approved traffic control devises are in place.
WELLNESS POLICY:
At its regular public meeting on July 29, 2006, the Board of Education adopted the Student Wellness and
Nutrition Policy for the District (Policy No. 3542.1). This policy meets State and Federal guidelines and
the mandate that all New Jersey schools have such a policy in place by September 2006. Pursuant to the
adoption of this policy, the District’s administrative staff worked closely with our school lunch vender,
Pomptonian, Inc., to improve the school lunch menus for all our students. As part of the implementation
process, parents, students, and staff members will have the opportunity to work with the district’s Business
Administrator to continue to evaluate and improve meals served as part of the school lunch program.
The complete policy may be found on the following four pages. Key elements of the policy are as follows:

Healthy snacks during the school day are encouraged at all grade levels to maintain energy levels
and classroom focus.

For school-wide and classroom celebrations, parents/guardians are encouraged to provide healthy
foods and beverages.
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
Candy, foods and beverages listing sugar as the first ingredient, soda water, water ices with no fruit
or fruit juice content, and chewing gum may NOT be sold or served.

Based on manufacturers’ nutritional information, acceptable foods shall contain limited amounts of
total fat, saturated fat and trans fat.

Beverage choices will emphasize low fat milk, 100% fruit or vegetable juices, and water, and
portion sizes will be limited based on the type of beverage; i.e., the portion size for whole milk
should not exceed eight ounces.

Consistent with the policy (Section IV), foods used in curriculum-related activities will be restricted
based on the type of lesson being taught.

The policy does not apply to foods brought from a student’s home for his/her lunch or snack, or to
foods that are medically necessary or indicated in a student’s Individualized Education Plan (IEP).
Healthy snack ideas include raw vegetables (such as carrots, celery); raisins, trail mix and dried fruit; fresh
fruit (sliced is best); Graham crackers or animal crackers; low fat yogurt with fruit or granola; dry cereals
(such as Cheerios); pretzels and baked potato chips; low fat (sugar free) pudding; low fat mini-muffins and
fruit-filled bars; whole-grain crackers and cheese cubes; rice cakes, hard pretzels and low-fat popcorn; low
fat cheese sticks or cubes; low fat power bars, granola bars and bagels; bread sticks, pita bread or tortillas;
and beverages (such as water, low fat milk, and small 100% fruit juice containers). Parents are urged to
check the package nutrition labels for serving sizes, and sugar and fat content. Parents’ cooperation in
following these suggestions and reinforcing good nutrition for our students will be greatly appreciated.
File Code: 3542.1
STUDENT WELLNESS & NUTRITION
Date of Adoption: June 29, 2006
The Board of Education believes that children need access to healthful foods and opportunities to be
physically active in order to grow, learn, and thrive, and that good health supports student attendance and
the ability to learn. The Board, therefore, is committed to the following:


providing school environments that promote and protect children’s health and well being;
providing the district’s students and staff with healthy and nutritious foods through its contracted
food service operations and other food practices during the school day;
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

reinforcing the district’s instructional program in nutrition and health by limiting food choices
during the school day and providing guidance to students and parents/guardians about healthy food
choices; and
providing students with the opportunity to engage in daily physical activity.
I. The following foods may NOT be sold, served, or given out as free promotion anywhere on school
property during the school day.
a. all forms of candy;
b. all food and beverage items listing sugar, in any form, as the first ingredient; and
c. additional foods of “minimal nutritional value” (FMNV), as defined by the USDA,
including soda water, water ices that do not contain fruit or fruit juices, and chewing gum.
For the purposes of this policy, the “school day” is defined as the time between the start of the first
instructional period in each school until 20 minutes after the school’s dismissal time.
II. Reimbursable Meals
All reimbursable meals offered through the district’s school lunch program shall meet Federal
nutrient standards as required by the U.S. Department of Agriculture Child Nutrition Program
regulations. Reimbursable meals available through the food service program will emphasize
nutritious and appealing foods, such as fruits, vegetables, low-fat dairy foods, and low-fat and
whole-grain products. The schools shall take efforts to encourage students to make nutritious food
choices and consume all components of a balanced school lunch.
The district Business Administrator shall have the responsibility of directing and cooperating with
the district’s food service provider(s) to ensure that all statutory rules and regulations are followed.
A committee consisting of parents, students and staff will meet periodically each year to review
school lunch offerings.
Students and other groups selling food, snacks, or beverages during the school day may not compete
with the operation of the district’s school lunch program. Therefore, such food sales may not be
conducted during the hours that school cafeterias are in operation. For example, at the high school,
student/group food sales may not be conducted during the hours of 10:00 a.m. to 1:15 p.m.
III. Standard for Other Foods Served or Sold
All foods (other than reimbursable meals), snacks, and beverages that are sold or served anywhere on
school property during the school day, including items sold in al a carte lines, vending machines, snack
bars, school stores, and fundraisers, shall meet the following standards:
a. Based on manufacturers’ nutritional data or nutrient labels, foods shall:
i. contain no more than 8 grams of total fat/serving, with the exception of nuts and
seeds;
ii. contain no more than 2 grams of saturated fat/serving; and
iii. contain less than .5 gram of trans fats.
iv. No more than 40 percent of all ice cream/frozen desserts shall be allowed to exceed
the above standards for sugar, fat and saturated fat.
b.
Beverages shall be limited to the following:
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i. In the elementary schools, beverages shall be limited too water, milk, or 100 percent
fruit or vegetable juices;
ii. In the middle schools and high school, at least 60 percent of all beverages offered
other than water or milk must be 100 percent fruit or vegetable juices; the remaining
40 percent of beverages may not include items that are considered “foods of minimal
nutritional value.”
iii. The portion size of beverages other than water or milk containing 2 percent or less
fat shall not exceed 12 ounces; the portion size for whole milk, when available, shall
not exceed 8 ounces.
IV. The Board recognizes that food can be an important element in curriculum-related activities. When
food is used as part of the instructional program, the following rules shall apply:
a. Foods prepared in the teaching of basic food preparation techniques in the Family and Consumer
Sciences Department should comply with the standards as listed above to the fullest extent
possible.
b. Foods used to teach comparative foods, food science, or to demonstrate scientific principles are
exempt from meeting the standards as listed above.
c. Foods used to support instruction in social studies, geography, and world languages are exempt
from meeting the standards as listed above only if they are historically, socially, culturally, or
ethnically authentic, but every effort should be made to meet the standards to the fullest extent
possible.
d. When appropriate, guest speakers who are invited to address students shall receive orientation
regarding relevant food policies and standards in the district.
V. The Board further recognizes that food can be an important part of a student’s day in several other
ways:
a. Snacks: Proper eating routine should consist of several meals and healthy food breaks during the
day to maintain necessary energy levels and classroom focus. Therefore, the opportunity to have
healthy snacks during the school day, in addition to the regular lunch break, shall be allowed to
students at every grade level; school instruction need not stop during this time. Snacks provided by
parents/guardians for consumption by their students during these times should comply with all the
dietary standards as listed above. Additionally, healthy snacks that conform to the established
dietary standards shall be available in the schools for students in Grades 5-12; i.e., through vending
machines and/or school stores, during the school day and after school to provide necessary
nourishment for students engaged in after-school activities such as athletics, musical groups, clubs,
and work.
b. School-wide and classroom celebrations: Food is a traditional part of many school-wide and
classroom celebrations and food and beverages for these occasions may be provided by
parents/guardians for consumption by our students. In these instances, parents are encouraged to
provide food and beverages consistent with the dietary standards listed above. Schools will provide
a list of recommended items for those occasions.
c. Food shall not be offered to students as a reward or withheld as a punishment.
VI. This policy does NOT apply to:
a.
b.
medically authorized special-needs diets pursuant to 7 CFR Part 210;
school nurses using foods of minimal nutritional value while providing health care to individual
students; or
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c.
special-needs students whose Individualized Education Plan (IEP) indicates their use for behavior
modification.
The Board of Education is committed to promulgating and promoting these food standards to students
parents/guardians, school administrators, teachers, nurses, coaches and advisors, PTA and other parent
organizations, booster groups, and the community at large so they have the knowledge and guidance they
need to support and reinforce healthy eating habits by our students both in school, in school-related
activities, and in their daily lives. Each group should strive to meet all guidelines to the fullest extent
possible.
To this end, the Assistant Superintendent for Curriculum, Instruction, and Assessment, in consultation with
other district administrators, principals, school nurses, health teachers, and the district’s food service
provider, shall develop and distribute written guidelines suggesting those healthy foods that may be
provided for students during the school day. Building principals and classroom teachers shall be
responsible for monitoring compliance with these guidelines in their buildings and classrooms,
respectively.
The Board, believing that eating should be a positive experience, shall strive to provide students and staff
with adequate space to eat meals in clean, pleasant surroundings, and allow them adequate time to eat,
relax, and socialize.
a.
b.
c.
d.
Students should have at least 20 minutes to eat after sitting down for lunch.
Nutrition information in the food service area should promote healthy food choices.
Food service personnel and lunchroom aides shall have the adequate training and professional
development in how to promote healthy eating behavior and to maintain safe, orderly, and
pleasant eating environments.
Students shall have access to facilities for hand washing and oral hygiene.
The Scotch Plains-Fanwood Public Schools will provide nutrition education and physical education
programs, consistent with the New Jersey Core Curriculum Content Standards, that foster lifelong habits of
healthy eating and physical activity, and will establish linkages between health education, school meal
programs, and related community services. School personnel shall actively promote student physical
activity during the school day beyond the required physical education periods.
In support of this policy and to further promote student health and well being, school health services staff
and school counselors shall consistently promote healthy eating to students and other staff. These
professionals shall be prepared to recognize conditions such as obesity, eating disorders, and other
nutrition-related health problems among students and staff and be able to refer them to appropriate services
for counseling or medical treatment.
Scotch Plains-Fanwood Public Schools
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File Code: 6162.5
EDUCATIONAL RESEARCH/STUDENT SURVEYS
Date of Adoption:
November 23, 2004
The Board of Education recognizes that educational research can be a valuable tool in identifying and
applying strategies to enhance student achievement and in identifying factors that could prevent students
from becoming contributing members of society. Surveys among student populations can be an important
part of this research.
Students and parents/guardians retain certain rights, however, in the administration of surveys. The Board
shall ensure that prior written consent is obtained from parents/guardians or emancipated students before
any survey is administered, if the survey (analysis or valuation) is designed to reveal information on any of
the following:
a. Political affiliations or beliefs of the student or the student’s parents/guardians;
b. Mental and psychological problems of the student or the student’s family;
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c.
d.
e.
f.
Sex behavior or attitudes;
Illegal, anti-social, self-incriminating or demeaning behavior;
Critical appraisals of other individuals with whom respondents have close family relationships;
Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, or
ministers;
g. Religious practices, affiliations, or beliefs of the student or student’s parent/guardian; or
h. Income (other than required by law to determine eligibility for participation in a program or for
receiving financial assistance under such program).
Written informed consent shall also be obtained from parents/guardians or emancipated students prior to
the administration of any academic or nonacademic survey, assessment, analysis or evaluation that would
reveal the student’s social security number.
Parents/guardians shall be given the opportunity to inspect any survey, analysis, or evaluation that solicits
information in any of the above areas. If parents/guardians object to their child(ren)’s participation in the
survey, the child(ren) will be allowed to opt out.
Prior approval of the Superintendent is required for all surveys on topics not listed. Anyone seeking
approval of a proposed survey must provide the Superintendent with details of the survey methodology, its
specific educational purpose, and a description of how results will be disseminated and applied. For all
surveys the identity of the respondent shall remain confidential.
The Superintendent shall develop regulations to implement this policy that include reasonable timelines
for parents/guardians to access and review surveys as prescribed by law, and arrangements to protect
student privacy in the administration of a survey.
File Code: 6162.5
This policy and the regulations shall be made available to the public at least annually at the beginning of
the school year, especially to parents/guardians and to district staff. The public shall be informed within a
reasonable period of time if substantive change is made to policy and regulations. The public shall also be
informed of specific or approximate dates, if known, when surveys may be administered.
Scotch Plains-Fanwood Public Schools
Legal References:
NJSA 18A:36-34
NJAC 6A:16-1.4
No Child Left Behind Act of 2001, Pub. L. 107-110, 20 USCA 6301 et seq.
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WHAT TO DO IF:
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I need to contact my child
Classroom instruction cannot be interrupted to
deliver routine telephone messages to a teacher or a
child. These matters can be handled more effectively
before or after the school session.
Emergency
messages will be delivered immediately.
During
school hours, students are not permitted to make
telephone calls except in an emergency; forgotten
homework, snack, library books, roller blades, etc., are
not considered an emergency.
My child needs medication at See section under medication in this handbook and
contact the school nurse.
school
I cannot pick up my child after Contact your emergency card friends or relatives to
make arrangements, and notify the school office so your
school
child is informed. However, we do ask that parents
make the necessary arrangements for their child's
dismissal from school in the morning BEFORE their
child leaves for school.
We do realize that
occasionally a true emergency arises and you must get
a message to your child during the school day, but we
ask that you keep these interruptions to a MINIMUM
(especially at the end of the day when we cannot
guarantee that the message will be received on time).
I need to speak to my child's Leave a message on the voice mailbox of your child’s
teacher.
teacher
My child has a problem in school
Always contact your child's teacher as an initial step to
gain information and develop strategies to resolve the
situation. If resolutions are not satisfactory, contact the
Principal.
Page 77
SCHOOL ONE DISMISSAL PROCEDURES 2013/2014
Student’s Last Name:
Student’s First Name:
Grade:
Teacher:
Parent/Guardian’s Name(s):
Mother’s Phone Nos:
Home:
Cell:
Work:
Cell:
Work:
Father’s Phone Nos:
Home:
My child’s normal dismissal routine from school is as follows (check ALL that apply):
[ ] Picked up at school by parent/guardian
[ ] Picked up at school by family member (i.e., sibling, grandparent, etc.) indicated below:
1._____________________________________________________________________
Name
Relationship
2. _____________________________________________________________________
Name
Relationship
3._____________________________________________________________________
Name
Relationship
4._____________________________________________________________________
Name
Relationship
[ ] Picked up at school by family friend indicated below:
1._______________________________ 2.___________________________________
3._______________________________ 4.___________________________________
[ ] Meets a family member at a location on school grounds other than assigned dismissal door.
[ ] Takes the school bus home.
[ ] Attends the FSP Y school-age child care program on the following day(s) of the week:
[ ] Monday [ ] Tuesday [ ] Wednesday [ ] Thursday [ ] Friday
[ ] Attends the JCC after-school program on the following day(s) of the week:
[ ] Monday [ ] Tuesday [ ] Wednesday [ ] Thursday [ ] Friday
[ ] Walks home alone.
[ ] Other (please provide specific details on space provided):
Parent/Guardian’s Signature:
Date:
SCOTCH PLAINS-FANWOOD PUBLIC SCHOOLS
SCOTCH PLAINS, NEW JERSEY
REQUEST FOR ADMINISTRATION OF MEDICATION
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It is the policy of the Board of Education that:
1. The school shall not provide pupils with aspirin or any other medication.
2. Diagnosis or treatment beyond first aid procedure is not within the responsibility of the school and is illegal by non-medical
personnel.
3. The administration of medication to pupils shall be done only in exceptional circumstances wherein the child's health may be
jeopardized without it, or as in the case of medication being given to modify behavior.
4. Pupils requiring medication at school must have a written statement from the family physician, which identifies the diagnosis,
the medication, the dosage, the time(s), for administration, and the number of days on which the medication is to be
administered.
5. A written statement shall be required from the parent giving permission for the prescribed medication and relieving the school
of responsibility for any possible adverse effects of said medication.
6. Parents must assume the responsibility for delivering medication in the original container to the school nurse. Medication is to
be held by, and administered only by the school nurse.
7. The school nurse may administer emergency medication for severe reaction to insect stings authorized by the school medical
inspector.
***************************************************************************************************************************************
REQUEST FROM PARENT
Dear _____________________________:
(Principal)
I hereby request that my child, _______________________________, who attends Grade_______, at School One, be
administered medication during school hours as prescribed by our family physician. His written directions accompany this request.
I understand that the ultimate responsibility for the administration of the medication is mine, and I am fully aware that the duties of
the school nurse may require her presence at another school at the time the medication is needed. I release the School Board and
the school staff from any responsibility for adverse effects due to administration or lack of administration of this medication. I will
deliver the medication in the original container to the school nurse.
__________________________
____________________________________
(Date)
(Signature of Parent)
______________________________
(Address)
*************************************************************************************************************************************
RECOMMENDATION OF PRIVATE PHYSICIAN
In order to protect the health of ________________________________, it will be necessary for him/her to have
medication during school hours, prescribed by me, as follows:
Diagnosis ________________________________Dosage _____________________________
Medication _______________________________Time(s) to be given_________________
Number of Days ___________________________Date: ___________________________
________________________________
RXII
(Signature of Doctor)
State of New Jersey
DEPARTMENT OF ENVIRONMENTAL PROTECTION
JON S. CORZINE
MARK N. MAURIELLO
Acting Commissioner
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Pesticide Control Program
P.O. Box 411
Trenton, New Jersey 08625-0411
Phone: (609) 530-4070 Fax: (609) 984-6555
Website: www.pcpnj.org
August 13, 2009
MEMO
From: New Jersey Department of Environmental Protection Pesticide Control Program
To:
All New Jersey Schools
Re:
Work on school grounds by Mosquito Commission or Right of Way Pesticide Applicators
As part of an ongoing effort by the Department of Environmental Protection’s Pesticide Control Program,
to assist our constituents in understanding the regulations that govern their use of pesticides in New Jersey;
we are distributing to you a copy of a policy developed to assist Mosquito Commissions and Right of Way
(ROW) pesticide applicators in understanding what mosquito commissions and ROW applicators must do
to help ensure that schools properly respond to pesticide applications on school grounds.
Mosquito commissions or ROW pesticide applicators may perform work on school grounds as a part of
their normal work protocol. The school may not always know in advance that the application will occur.
The attached policy describes how Mosquito Commission and ROW pesticide applicators should report to
schools what activities were performed on school property to ensure that schools have the necessary
information to keep their pesticide application records and posting and notification requirements met, in
compliance with IPM in Schools regulations.
Regardless of who makes the application, all New Jersey schools must keep a pesticide application record
for any application on school property and when non-low impact pesticide products are used, schools must
post signage and send out notifications, regarding the use of that non-low impact pesticide product to the
school community.
New Jersey Mosquito Commissions have requested schools with known mosquito habitats on or newar
their property (most NJ schools will fall into this category) to make contact with the local mosquito
commission, and provide them with the contact infor4mation for your school (usually the IPM
Coordinators’ contact information).
This will make is easier for Mosquito Commissions to notify effected schools. If a school fails to supply
their mosquito commission with the proper contact information, then mosquito commissions will provide
the necessary information to that school’s main office.
Known mosquito habitats fall into two categories:
Habitats where mosquitoes develop as larvae, prior to emerging as adults: shallow, stagnant,
standing water; for example: cesspools and cisterns, sewage treatment facilities, woodland pools,
vernal pools, tussock marshes, river flood plains, salt marshes, freshwater marshes, artificial
containers which hold water (abandoned swimming pools, trash, neglected boats, tarps, buckets,
rain gutters), wells, storm water facilities, drains, roadside ditches and swales, corrugated pipe and
slow-moving streams to mention a few.
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Habitats where mosquitoes rest as adults: Dark, low, moist areas away from sunlight and wind;
such as shrubbery, woodlands, windbreaks and buildings which provide access and such conditions.
Although some species recently invading the continent (such as the Asian Tiger) and others with
differing habits will approach a blood-meal source (humans or pets) during the day in sunlight, most
(but not all) mosquitoes in our area relegate their behavior to early morning hours before full
sunlight and evenings both before and after full dark.
Please follow the link provided below to contact your County Mosquito Commission:
http://www-rci.rutgers.edu/~insects/agencies.htm
POLICY FOR RIGHT-OF-WAY AND MOSQUITO CONTROL
PESTICIDE APPLICATIONS ON SCHOOL PROPERTY
FAQ’s
1. Question: What is a school?
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For the purpose of the School IPM Act, a school is any educational facility, public, private or charter devoted to
children grades kindergarten through Grade 12. “Early learning centers” serving pre-kindergarten children are
considered schools. Day-care centers are not considered schools.
2. Question: Do right of way and mosquito control agency pesticide applicators have to become certified in
the new commercial pesticide applicator license Category 13 for School IPM?
Since the Category 13 exam was intended for service providers that the school hires, DEP will exempt power line,
roadway and other right-of-way pesticide applicators as well as mosquito agency personnel from license Category
13 requirements when using pesticides on school grounds. This is because Category 13 is designed for pest
control service providers to schools who must have a working partnership with the school to make school IPM a
success. Right-of-way and mosquito agency applicators are not service providers hired by schools. However,
since the law required the school to give notice to parents and staff of applications of non low-impact pesticides
on school property, notification must be provided by the applicator.
3. Question: What are the requirements for schools to notify parents and staff of pesticide applications?
Since the law requires a school to inform parents and staff of a “non low-impact” pesticide application on school
property. The school must comply regardless of whom is making the application. This notice must be given by
the school 72 hours in advance of the pesticide application (certain exceptions apply). There is also a requirement
for the school to post signs with certain information about the pesticide application. The exception to the 72-hour
requirement is if there is a “school pest emergency” defined by law as…”an urgent need to mitigate or eliminate a
pest that threatens the health or safety of a student or staff member,” in which case notice may be given 24 hours
after the application or the morning of the next school day, whichever is earlier.
4. Question: Are there any circumstances where notification does not have to be given by the school to
parents and staff?
Yes. One circumstance is when something called a “low impact pesticide” is used. Some examples are pesticide
gel, paste, and bait formulations, microbial pesticides such as bacillus thuringiensis, disinfectants, and any
pesticides listed by the Federal EPA on its “minimum risk” pesticide list. Another circumstance is when the
pesticide application is taking place during summer recess or extended holiday such as spring break, and no
students or staff wil be using the school in an authorized manner.
5. Question: What information must right-of-way and mosquito control pesticide applicators give to a school
so that the school can comply with its own notification obligations, and when must it be given?
Right-of-way and mosquito control pesticide applicators must give the school notification more than 72 hours in
advance of a pesticide application in order that the school can comply with its own 72-hour advance notification
obligation under the law. See exceptions explained in the answer to No. 7 below. The following is the complete
list of what schools must provide to parents and staff at least 72 hours in advance. Right-of-way and mosquito
control pesticide applicators must provide the information in Nos. 1, 2, 3, 6 and 8 below, the pesticide label, and
MSDS sheets for the pesticide if it is available.
1. The common name, trade name, and Federal Environmental Protection Agency registration number of
the pesticide;
2. A description of the location of the application of the pesticide;
3. A description of the date and time of application, except that, in the case of outdoor pesticide
applications, one notice shall include three dates, in chronological order, on which the outdoor
pesticide applications may take place if the preceding application date is canceled;
4. A statement that The Office of Pesticide Programs of the United States Environmental Protection
Agency has stated: “Where possible, persons who potentially are sensitive, such as pregnant women,
infants, and children, should avoid any unnecessary pesticide exposure”;
5. A description of potential adverse effects of the pesticide based on the material safety date sheet, if
available, for the pesticide;
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6. A description of the reasons for the application of the pesticide;
7. The name and telephone number of the IPM coordinator for the school or the school district; and
8. Any additional label instruction and precautions related to public safety.
6. Question: What is the best strategy for right-of-way and mosquito control agency pesticide applicators to
comply?
Give as much information as possible up front, before any applications are made. This will allow the school IPM
coordinator to be prepared with information they must provide to parents and school staff when a pesticide
application happens. Give all pesticide labels and MSDS sheets for products anticipated to be used, including
both “low-impact” and “non low-impact” pesticides. This information can be used when the school does its
required annual notice to parents and staff of all pesticides used on school grounds. Than, as applications of non
low-impact pesticides happen, call the contact at the school with the other information described in No. 5 above.
7. Question: Can pesticide applications take place on school property while the children are in school?
Yes (the following answer is specifically directed at outdoor applications—there is slightly different answer for
indoor applications). Low-impact pesticides can be applied during school hours as long as students will not
contact treated areas until the pesticide has dried or settled, or the prescribed re-entry time on the pesticide label
(if there is one) has elapsed. For all other pesticides, they can be applied during school hours in areas that
students are not expected to be for academic instruction or extracurricular activities prior to the re-entry time on
the pesticide label, or if the label has no specific time in hours for re-entry, for a minimum of seven hours.
Important Note: DEP has a regulatory requirement to take “…responsible precautions, before, during and
after…” a pesticide application to avoid exposure to people or the environment. Thus, whether or not an
applicator is allowed to apply to school grounds caution and common sense should prevail when students are
using school property.
8. Question: What are the exceptions for mosquito control personnel for the timing of their notification to a
school?
It is expected that the nature of mosquito control activities including larviciding and adulticiding, will not always
allow for notice to schools far enough in advance for the school to comply with its own 72-hour notice to parents
and staff.
For Adulticiding and Larviciding: When possible, notification must be given to schools more than 72 hours in
advance if a non low-impact pesticide is being used. If this is not possible, the provision in the School IPM Act
that allows for pest control in an “emergency” will be applicable. The school must give notice to parents and staff
as soon as possible, but not later than 72 hours after the application, or on the morning of the next school day,
whichever is earlier. The school must also post signs on school property at the time of application (or as soon as
possible after an application, if an emergency). This means that mosquito control personnel must notify the school
with the information in Answer No. 5 in order for the school to post signs at the time of application, and follow up
with the notices to parents and staff.
9. Question: What must schools do with notification given to them for right-of-way and mosquito control
pesticide application?
Information about right-of-way and mosquito control pesticide applications must be included in the annual notice
schools must provide under N.J.A.C.7:30-13.5. Mosquito adulticide, larvicide, and right-of-way pesticide
applications using non low-impact pesticides must conform to the 72-hour notification or emergency notification
procedures, whichever is legally appropriate. These applications will also trigger the school to post signs at the
entrances to the treated area with the information required in N.J.A.C. 7:30-13.6(e).
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10. Question: Does a school have to ask for notification, or do the right-of-way and mosquito control pesticide
applicators have to provide notice without being asked?
The DEP position is that either may be applicable depending on the scenario. Since not all pesticide
applicators may know exactly when they are on school property or when a facility on a given tract of
land is considered a school, DEP will promote through its outreach efforts the fact that schools must
request from utility companies, departments of transportation, and county mosquito agencies advance
notice in order that they can fulfill their notification obligations. On the other hand, if right-of-way or
mosquito control pesticide applicators know they are going to make an application on the property of a
school that has not yet requested notification, they must provide it so the school can fulfill its legal
obligation for notification.
The DEP will also promote awareness of the notification obligations
through outreach to utility companies, mosquito control agencies, and departments of transportation.
Schools will be educated to include the possibility of right-of-way or mosquito control pesticide
applications in their annual notices, depending on the characteristics of the school property.
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SCOTCH PLAINS-FANWOOD SCHOOL DISTRICT
CENTRAL ADMINISTRATION
Superintendent of Schools
Administrative Assistant
Assistant Superintendent of Schools
Evergreen Avenue and Cedar Street
Scotch Plains, NJ 07076
(908) 232-6161
Dr. Margaret Hayes
Mrs. Sally Rowland, Ext. 4001
Dr. Joan Mast
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Executive Secretary
Mrs. Maryanne Hovanec, Ext. 4005
Business Administrator/Board Secretary
Mrs. Debbie Saridaki, Ext. 4013
Director of Special Services
Mrs. Linda Evans, (908) 889-0600, Ext. 3138
(Located at SPF High School, Westfield Road)
Director of Human Resources
Mrs. Deborah Belfield, Ext. 4006
Transportation
Mr. Donald Sentivan, Ext. 4010
Director of Buildings and Grounds
Mr. Anthony Miranda, (908) 322-4132
BOARD OF EDUCATION
Evergreen Avenue and Cedar Street
Scotch Plains, NJ 07076
(908) 232-6161
President
Vice President
Board Members
Mr. Trip Whitehouse
Mrs. Nancy Bauer
Mrs. Jeanne Cleary
Mr. David Gorbunoff
Mrs. Karen Kulikowski
Mr. Douglas Layne
Mr. Warren McFall
Mrs. Amy Winkler
Mrs. Betty Anne Woerner
SCHOOLS
Scotch Plains-Fanwood High School
641 Westfield Road, Scotch Plains, NJ 07076
(908) 889-8600
Park Middle School, 580 Park Avenue, Scotch Plains, NJ 07076
Terrill Middle School, 1301 Terrill Road, Scotch Plains, NJ 07076
(908) 322-4445
(908) 322-5215
Howard B. Brunner School, 721 Westfield Road, Scotch Plains, NJ 07076
J. Ackerman Coles School, 16 Kevin Road, Scotch Plains, NJ 07076
Evergreen School, 2280 Evergreen Avenue, Scotch Plains, NJ 07076
William J. McGinn School, 1100 Roosevelt Avenue, Scotch Plains, NJ 07076
School One, 563 Willow Avenue, Scotch Plains, NJ 07076
(908) 889-2148
(908) 757-7555
(908) 889-5331
(908) 233-7950
(908) 322-7731
Board of Education regularly scheduled meetings are indicated below. All meetings will be held at the
Administrative Offices, Evergreen Avenue and Cedar Street, Scotch Plains. The tentative date for the
Annual Organization Meeting is Tuesday, January 7, 2014.
Open Agenda Meetings
7:30 p.m. Call to Order
(8:00 p.m. Public Participation)
Regular Public Meetings
7:30 p.m. Call to Order
(8:00 p.m. Public Participation)
No meeting in July.
No meeting in July.
No Agenda Meeting in August.
Thursday, August 29, 2013
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Thursday, September 12, 2013
Thursday, September 19, 2013
Thursday, October 10, 2013
Thursday, October 17, 2013
Thursday, November 14, 2013
Thursday, November 21, 2013
Thursday, December 12, 2013
Thursday, December 19, 2013
Thursday, January 23, 2014
Thursday, January 30, 2014
Thursday, February 20, 2014
Thursday, February 27, 2014
Thursday, March 20, 2014
Thursday, March 27, 2014
Thursday, April 10, 2014
Thursday, April 24, 2014
Thursday, May 13, 2014
Thursday, May 29, 2014
Thursday, June 12, 2014
Thursday, June 26, 2014
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