faculty procedures handbook · 2016. 9. 9. · lisa blackman, supervisor of guidance daniel romano,...
TRANSCRIPT
Faculty Procedures Handbook 2016-2017
James Caldwell High School
265 Westville Avenue
West Caldwell NJ 07006
973-228-6981
SCHOOL ADMINISTRATION
James Devlin, Principal
John Bertollo, Vice Principal
Jessica Valentine, Vice Principal
Lisa Blackman, Supervisor of Guidance
Daniel Romano, Director of Athletics/Supervisor of Secondary Education
CENTRAL OFFICE ADMINISTRATION
Dr. James Heinegg, Superintendent
Scott Klepesch, Assistant Superintendent
Thomas Lambe, Business Administrator – Board Secretary
BOARD OF EDUCATION
Marie Lanfrank, President
Thomas Adams, Vice-President
Dan Cipoletti
Chris D’Ambola
John King
SCHEDULED STAFF MEETINGS 2016-2017
Faculty
Meetings
Coordinator
Meetings
Department
Meetings
SEPTEMBER 6 22 28
OCTOBER 5 13 19
NOVEMBER 2 17 30
DECEMBER 7 15 21
JANUARY 11 19 TBD
by coordinator
FEBRUARY 1 9 15
MARCH 8 16 22
APRIL 5 20 26
MAY 3 10 24
JUNE 7 X X
JCHS OPEN HOUSE:
THURSDAY, SEPTEMBER 15, 2016 AT 7:00 PM.
H.S.A. Meeting begins at 7:00 PM.
PARENTS WILL REPORT TO MOD 1-2 CLASSES AT 7:30 PM.
WE SHOULD FINISH AT ABOUT 9:30 PM.
BLACK OUT DATES - IMPORTANT TESTING DATES
Below is a list of important testing dates at James Caldwell High School. Please do not schedule any field trips, meetings, or presentations during the following dates due to potential proctoring assignments:
October 18, 2016 (Curriculum Day) October 19, 2016 (PSATs) November 16, 2016 (Curriculum Day) January 12, 2017 (Curriculum Day) January 16-28, 2017 (Midterms Prep and Testing) March 8, 2017 (Curriculum Day) March 14, 2017 (Curriculum Day) March 27-29, 2017 (English PARCC) make-ups March 30-31 May 1-12, 2017 (AP Tests) May 15-17, 2017 (Math PARCC) make-ups May 18-19 May 17, 2017 (Curriculum Day) May 24-25, 2017 (NJBCT) make-ups May 31 and June 1 June 1-22, 2017 (no Field Trips)
REGULAR SCHOOL HOURS FOR STUDENTS
8:15 AM – 2:41 PM
DELAYED OPENING SCHEDULE 9:45 AM – 2:41 PM
SCHOOL CALENDAR FOR 2016-2017
2016
DATE(S) DAY(S) ACTION REASON
SEPTEMBER 6
(FULL DAY)
TUE TEACHERS REPORT
PROFESSIONAL
DEVELOPMENT
SEPTEMBER 7
(½ DAY SESSION)
WED TEACHERS REPORT PROFESSIONAL
DEVELOPMENT
SEPTEMBER 8 THU SCHOOLS OPEN
FOR STUDENTS
OCTOBER 3 MON SCHOOLS CLOSED ROSH HASHANAH
OCTOBER 10 MON EARLY DISMISSAL COLUMBUS DAY
PROFESSIONAL
DEVELOPMENT
OCTOBER 12 WED SCHOOLS CLOSED YOM KIPPUR
NOVEMBER 8 TUE SCHOOLS CLOSED ELECTION DAY
NOVEMBER 10-11 THU-FRI SCHOOLS CLOSED NJEA CONVENTION
NOVEMBER 23 WED EARLY DISMISSAL THANKSGIVING RECESS
NOVEMBER 24-25 THU-FRI SCHOOLS CLOSED THANKSGIVING RECESS
DECEMBER 5
(½ DAY SESSION)
MON EARLY DISMISSAL PROFESSIONAL
DEVELOPMENT
DECEMBER 23 FRI EARLY DISMISSAL HOLIDAY RECESS
DECEMBER 26-30 MON- FRI SCHOOLS CLOSED HOLIDAY RECESS
2017 JANUARY 2 MON SCHOOLS CLOSED HOLIDAY RECESS JANUARY 16 MON SCHOOLS CLOSED MLK, JR. DAY
FEBRUARY 17 (½ DAY SESSION)
FRI EARLY DISMISSAL PROFESSIONAL
DEVELOPMENT FEBRUARY 20-21 MON-TUE SCHOOLS CLOSED WINTER RECESS APRIL 10-14 MON-FRI SCHOOLS CLOSED SPRING RECESS APRIL 14 FRI SCHOOLS CLOSED GOOD FRIDAY MAY 29 MON SCHOOLS CLOSED MEMORIAL DAY JUNE 22 THU EARLY DISMISSAL LAST DAY FOR STUDENTS
AND TEACHERS
OBSERVANCE OF DESIGNATED HOLIDAYS
As per Title 18A:36-1 through 18A:36-13, the Public Schools of New Jersey are charged with the responsibility of
commemorating a number of designated holidays with appropriate exercises. A complete list of holidays can be
found on the district website. Announcements will be made regarding the observance of holidays when school is in
session.
JCHS Bell Schedules DAILY CLASS SCHEDULES
MODS TIMES
0 7:55-8:15
1 8:15-8:35
2 * 8:39-8:59
3 * 9:04-9:29
4 9:33-9:53
5 9:57-10:17
6 10:21-10:41
7 10:45-11:05 Lunch
8 11:09-11:29 Lunch
9 11:33-11:53 Lunch
10 11:57-12:17 Lunch
11 12:21-12:41 Lunch
12 12:45-1:05 Lunch
13 1:09-1:29
14 1:33-1:53
15 1:57-2:17
16 2:21-2:41
17 2:41-3:01 Every class is a combination of two modules of twenty minutes each plus four minutes of passing time. The one exception to this is the five-minute passing time allotted at the end of Module 2. Depending upon a pupil’s particular schedule, the classes will fall within the range of the sixteen modules listed above. A student’s lunch period is one of any of Modules 7-12 inclusive, depending upon his or her respective choice of subjects and when these classes meet. Module “0” (zero), which begins at 7:55 AM, and Module 17 (which ends at 3:01 PM) are utilized in conjunction with laboratory science courses. The “Zero Period” AM Health and Physical Education classes start at 7:10 AM, not at 7:55 AM. Early Dismissal Including Lunch Mods Special Assembly
Mods Mods
0 7:55-8:15 0 7:55-8:15
1 8:15-8:28 1 8:15-8:31
2 8:32-8:45 2 8:35-8:51
3 8:49-9:02 3 8:55-9:16
4 9:06-9:19 4 9:20-9:36
5 9:23-9:36 5 9:40-9:56
6 9:40-9:53 6 10:00-10:16
7 9:57-10:10 7 10:20-10:36
8 10:14-10:27 8 10:40-11:00
9 10:31-10:44 9 11:04-11:24
10 10:48-11:01 10 11:28-11:48
11 11:05-11:18 11 11:52-12:12
12 11:22-11:35 12 12:16-12:36
13 11:39-11:52 13 12:40-12:56
14 11:56-12:09 14 1:00-1:16
15 12:13-12:26 15 1:20-1:36
16 12:30-12:45 16 1:40-1:57
Assembly 2:00-2:41
DELAYED & EMERGENCY SCHOOL OPENING
In the event of a school closing or delayed opening, parents of registered students will be informed via the Honeywell Instant Alert
System. TV 35 and 36 will broadcast a special message. In addition, information will be broadcast to radio and TV stations WOR radio,
WNBC (ch.4), News Channel 12, and Fox 5 News. The fire sirens in both towns will sound at 6:30 AM to signify that schools are closed.
JCHS classes will begin at 9:45 AM for a delayed opening and school will continue through 2:41 PM. If Caldwell or West Caldwell is not
mentioned, schools are open.
If the number of days schools are closed for emergency exceeds 4, make-up days will be added, likely during
spring recess.
The fire sirens in both towns will sound at 6:30 AM to signify that schools are closed. JCHS classes will
begin at 9:45 AM for a delayed opening and school will continue through 2:41 PM. If Caldwell or West Caldwell is
not mentioned, schools are open.
If there is an indication that early morning bad weather will not continue throughout the day, school openings
will be delayed 1½ hours. In the event schools must close after a delayed opening has been announced, that decision
will be made no later than 7:30 a.m.
On delayed opening days, staff members are to report to school by 9:30 AM and classes will begin at 9:45
AM. Upon arrival, students will report to their first assigned class and remain there until 9:53AM. Teachers
will take attendance and make any announcements to the students during this time. Homeroom attendance is to be
entered in the computer prior to the end of the period as usual.
After homeroom, students and staff will utilize the following schedule:
1st delayed opening Student’s 1
st Assigned Class
(attendance/announcements)
mods 5-6, regular schedule follows
2nd
delayed opening Student’s 1st Assigned Class
(attendance/announcements)
mods 1-2, followed by mods 7-16
3rd
delayed opening Student’s 1st Assigned Class
(attendance/announcements)
mods 3-4, followed by 7-16
In the event that the number of delayed openings exceeds three, we will repeat the above scheduling sequence.
Please note: The public address system will be used to make appropriate announcements and remind students of
specific scheduling details for the particular day.
DISTRICT TELEPHONE DIRECTORY
LOCATION TELEPHONE #
HARRISON SCHOOL BUILDING
104 Gray Street, West Caldwell (Area Code 973)
Superintendent (office) .................... 228-6979
Director of Instructional Services (office)… 226-7120
Business Office ................................ 228-3360
Special Services ............................... 228-5291
Emergency Closing Information ...... 226-1663
Maintenance………………………………. 228-1724
JAMES CALDWELL HIGH SCHOOL
265 Westville Avenue, West Caldwell
Main Office ...................................... 228-6981
Guidance Office ............................... 228-9186
Athletic Office ................................. 226-5941
Music Office .................................... 228-9706
Nurse ................................................ 228-9358
Continuing Education ...................... 228-2092
Bonnel Field ..................................... 226-2367
Guidance Fax……………………………… 226-9236
GROVER CLEVELAND MIDDLE SCHOOL
36 Academy Road, Caldwell
Main Office ...................................... 228-9115
Guidance Office ............................... 228-1994
LINCOLN SCHOOL
18 Crane Street, Caldwell 228-3987
JEFFERSON SCHOOL
85 Prospect Street, West Caldwell 228-5994
WILSON SCHOOL
71 Orton Road, West Caldwell 228-7173
WASHINGTON SCHOOL
201 Central Avenue, West Caldwell 228-8941
JAMES CALDWELL HIGH SCHOOL ADMINISTRATION
Principal – James Devlin
Vice Principal- John Bertollo
Vice Principal- Jessica Valentine
Supervisor of Guidance- Lisa Blackman
Director of Athletics- Daniel Romano
2016-2017 FACULTY
Emily Ackerman Fine Art
Scott Aji Athletic Trainer
Christopher Altonjy Industrial Technology
Mary Amacher Fine Art
Franco Antonucci Industrial Technology
Christina Astorino English
Velia Banbor Science
Cheryl Baut Special Education
Nicole Bergen Science/Special Education
Susan Bergmann World Languages
Olivera Bevanda Science
Steven Birnbaum Mathematics
Jamie Blanchard World Languages
Jesse Braddell Social Studies
Alan Branigan Special Education
Suzanne Broffman Social Studies – Coordinator
Karen Browne Science
Andrew Burrows Music
Susan Callaghan English – Coordinator English
Elizabeth Coogan-Russell World Languages
Mary Cunningham Student Assistance Counselor
Lisa DeLaura Mathematics
Marianne DiBlasi School Social Worker
Tara DiMattia English
Joann DiNonno Science
Robert Dubas Science – Coordinator
Anita Dubas Family & Consumer Sciences
Jeffrey Edwards Mathematics – Coordinator
Lynda Fraley English
Gary Garamella Physical Education
Alisha Gencarelli Special Education
Bridgit Giampapa Physical Education
Angela Giampino-Vasi World Languages
Tami Grancagnolo English
Cassie Hecht Special Education
Christine Heinicke Family & Consumer Sciences
Julia Hollman Social Studies
Kate Howe Social Studies
Kyle Huff Physical Education
Robin Keil Special Education
Thomas Lamont Physical Education
Melissa Lanzafama Special Education
Joseph Licavoli Social Studies
Nathan Lienhard Music
Frank Lincoln English
Lisa Manfre World Languages
Giovanna Mangiola World Languages
Paul Marrone Science
Patricia Martin Special Education
Ashley Mascola English
Paul Mazzeo School Resource Officer
James McIntyre Arts/Technology – Coordinator
Karen McIntyre Special Education
Debra McKay Mathematics
Gina McSheffrey-Emmons School Psychologist
Nicholas Meyer Special Education
Patti Miscia Mathematics
Melissa Morgan Special Education
Jon Olsen Mathematics
Christopher Paolazzi Social Studies
Greg Paradis Theatre Arts
Stephanie Parisi Special Education
Adriana Podvesker English
Lisabeth Powell Special Education – Coordinator
Marian Press Science
Marcia Renzetti Science
Jane Romm Fine Art
Sarah Royse Special Education
Nicole Rubino Physical Education
Jack Russoniello Mathematics
Kathleen Ryan Social Studies
Sara Schechter Science
Ryan Smith Mathematics
Jacquelyn Stafford Media Specialist
Nicole Stump ESS
Mark Teshkoyan Industrial Technology
Elsie Timpson Music
Christopher Trause World Languages – Coordinator
Stephen Trivino Science
Amy Vercelli Special Education
Analisa Urciuoli Learning Disabilities Teacher Consultant
Melody Wenger Science
GUIDANCE STAFF
Lisa Blackman, Supervisor of Guidance
Frank Lattoz Lacey Rivlin Brianna Watts
MEDICAL STAFF
Danielle Ciccaglione, RN……………….School Nurse
OFFICE STAFF
Deborah Bravata Athletics
Betty Hansson Guidance
Lisa Lucia-Hayden Main Office
Janice Nardone Library Office
Clare Pennington Main Office
Valerie Prendergast Main Office
Lori Wilson Guidance
2016-2017 Guidance Counselor Student Assignments
Grade 9 Brianna Watts is the Counselor for all 9th Grade Students
Frank Lattoz Lacey Rivlin Lisa Blackman
Grade 10 A-G H-SC SH-Z
Grade 11 A-KL KO-SC SE-Z
Grade 12 A-G H-SL SM-Z
MISSION STATEMENT
James Caldwell High School, in a collaborative partnership with family, community and school district, will provide
the essential resources, opportunities, and experiences that will foster as well as challenge all students to achieve their
greatest potential as lifetime self-directed learners and responsible, productive citizens.
DESIRED LEARNING OUTCOMES 1. Demonstrating the ability to think, reason, and solve problems.
Students gather and use information effectively to gain new information and knowledge, classify and organize information, support inferences, and justify conclusions appropriate to the context and audience.
Students utilize, evaluate, and refine the use of multiple strategies to solve a variety of types of problems. Students generate new and creative ideas by taking considered risks in a variety of contexts.
2. Demonstrating the ability to speak, listen, read, and write effectively.
Students communicate feelings, ideas, and opinions with clarity, purpose, and understanding of audience.
Students integrate the use of a variety of communication forms and use a wide range of communication skills. Students recognize, analyze, and evaluate various forms of communication.
3. Demonstrating the ability to access, evaluate, and use information to expand and integrate knowledge.
Students connect knowledge and experiences from different subject areas. Students use what they already know to acquire new knowledge, develop new skills, and expand
understanding. Students demonstrate integrated knowledge and skills in applying multidisciplinary approaches to solving
problems or to completing tasks. Students use technology as a tool for acquiring information. Students develop an aesthetic awareness and an appreciation for the arts.
4. Demonstrating civic responsibility. Students demonstrate an understanding of and responsibility for global and environmental issues. Students act as responsible citizens in the community, state, union, and world.
5. Demonstrating positive interactions with others. Students work with others in a variety of situations to set and achieve goals. Students manage and evaluate their behavior as group members. Students deal with disagreement and conflict caused by diversity of opinions and beliefs.
6. Demonstrating personal responsibility and establishing a long-range perspective. Students respect themselves and others and develop a positive self-image. Students take responsibility for personal actions and act with honesty and fairness. Students appreciate the dignity of work and worthwhile accomplishments. Students acquire essential life skills. Students show the ability to be goal-oriented, self-motivated, self-directed, and self-disciplined.
7. Demonstrating life-long learning skills. Students embrace the process of learning. Students make a commitment to creating quality work and striving for excellence. Students use a variety of learning strategies, personal skills, and time management skills to enhance learning. Students reflect on and evaluate their learning for the purpose of improvement.
EQUALITY IN THE EDUCATIONAL PROGRAM
No student shall be denied access to or benefit from any educational program or activity solely on the basis of race,
color, creed, religion, sex, ancestry, national origin, or social or economic status.
There shall be no differential requirements for completion of course offerings or courses of study solely on the basis of
race, color, creed, religion, sex, ancestry, national origin, or social or economic status.
There shall be no discrimination against students because of pregnancy, childbirth, pregnancy-related disabilities, actual
or potential parenthood, or family or marital status. A student shall not be excluded from any educational program or
activity because of pregnancy or related conditions unless she so requests or a physician certifies that such exclusion is
necessary for her physical, mental, or emotional well-being. If she is excluded for these reasons, she must be provided
with adequate and timely opportunity for instruction to continue or make up her school work without prejudice or
penalty.
Public school students shall not be segregated on the basis of race, color, creed, religion, sex, ancestry, national origin,
or social or economic status.
No course offering, including but not limited to physical education, health, industrial arts, business, vocational or
technical courses, home economics, music, and adult education, shall be limited on the basis of race, color, creed,
religion, sex, ancestry, national origin, or social or economic status.
The athletic program, including but not limited to intramural, extramural, and interscholastic sports shall be available on
an equal basis to all students regardless of race, color, creed, religion, sex, ancestry, national origin, or social or
economic status. The athletic program as a whole shall be planned to insure that there are sufficient activities so that the
program does not deny the participation of large numbers of students of either sex.
Sexual harassment is a form of sex discrimination that violates Title VII of the Civil Rights Act of 1964. Sexual
harassment is unwanted, unwelcomed sexual behavior-both physical and non-physical-that interferes with a student’s
school life. Students who feel they are being harassed should either tell the harasser that the behavior is wrong, hurtful,
and makes them feel uncomfortable, or report the behavior to a staff member.
All allegations of continued sexual harassment should be reported to an adult. Such allegations will be investigated
thoroughly; if necessary, disciplinary action will be taken. PARENT AND STUDENT GRIEVANCE PROCEDURE:
The Board of Education of Caldwell-West Caldwell recognizes that students and parents should have some means by
which their concerns and criticisms of the school may be effectively expressed, considered, and disposed of fairly. If the
issue is of a personal nature, not involving policy or procedure, it may be presented to anyone on the staff of the school
system for consultation and advice.
Any member of the school community who has a complaint of discrimination based on race, color, sex, or national
origin should contact Mrs. Jessica Valentine, the Affirmative Action Officer, at 973-228-6981. Any member of the
school community who has a complaint of discrimination based on handicap should contact the 504 Officer, Scott
Klepesch, at 973-228-5291.
Concerns involving policy or procedure should be brought to the attention of the staff member of the school system who
is most closely concerned with the issue. If the matter is still unresolved, it should be presented to the building principal.
If the issue is still unresolved at the building level, it may be brought to the attention of the Superintendent of Schools,
and finally, to the Board of Education.
MARKING PERIOD SCHEDULE
Marking
Period
Number
of Days
Begins Ends
1st September 8, 2016
November 9, 2016
43
2nd
November 14, 2016
January 27, 2017
47
3rd January 30, 2017 April 7, 2017 48
4th April 17, 2017 June 14, 2017 42
Midterm Exam Period Final Exam Period January 24, 25, 26, 27 June 15, 16, 19, 20
Saturday, January 28, 2017 Makeups June 21, 2017 Make-ups
GRADUATION REQUIREMENTS
To graduate from James Caldwell High School, a student must earn 120 credits and pass the components of the
PARCC assessment system. Students in Grades 9, 10 and 11 are required to carry 35 credits, and students in Grade
12 are required to carry 30 credits.
Students are expected to meet the following minimum requirements:
1 year of English for each year of attendance
1 year of Health/Physical Education for each year of attendance
3 years of Mathematics
1 year of World Cultures
2 years of United States History
3 years of Science
1 year of Fine or Performing Art
1 year of Practical Art
1 year of a World Language
1 semester of Personal Finance & Literacy or Economics
The remaining credits are to be chosen from the elective course offerings.
The establishment of minimum curricular proficiency in courses required for graduation shall be developed and
implemented by the administration in cooperation with the faculty and approved by the Board of Education.
Minimum proficiencies required for each course shall be consistent with the policies and procedures defined in
N.J.A.C. 6:8-4.2. The proficiencies required for graduation shall be described to students, parents and guardians at
the beginning of all course work. Under unique circumstances, programs for special students may be adjusted in order
to meet the requirements stated above.
N.J.S.A.18A:7A-1 et seq.; 18A:33-1; 18A:35-7;N.J.A.C. 6:8-4.2
J.C.H.S. PROFESSIONAL STAFF RESPONSIBILITIES
1. Assist in the development of programs and activities designed to improve the departmental
curriculum and the program of instruction.
2. Advise in the selection of new staff members.
3. Prepare reports and provide information required for reports upon request.
4. Assist in planning and carrying out programs of in-service education.
5. Maintain contact with new curricular and pedagogical developments and emphasis through reading, advanced
study at universities, individual study, observation, and participation in professional organizations and
attendance at professional meetings.
6. Assist in the orientation of new teachers.
7. Provide adequate instructions for substitute teachers.
8. Make recommendations regarding the departmental budget.
9. Make suggestions for departmental or school improvement.
10. Participate in the program of inter-visitation within the department.
11. Receive departmental visitors.
12. Attend departmental and other staff and committee meetings regularly.
13. Maintain good order and control in the classroom.
14. Assist in maintaining order and control in all areas of the building. Teachers should be outside the classroom
door at 8:10 each morning encouraging students to get to class at the appropriate time.
15. Accept a reasonable share of committee assignments, duties, and chaperoning assignments.
16. Confer with parents.
17. Participate in the student activity program.
18. Assume other responsibilities upon the request of the high school principal.
19. Follow all regulations regarding implementation of the student attendance policy.
20. Comply with Bd. of Education requirements defining the school day- 7:55AM-3:15PM
21. Recognize potentially dangerous problems regarding buildings and grounds and report same to administration.
22. Submit to administration at the end of each semester a list of those students who have accumulated 9 or more
absences/cuts in a half-year or 18 or more absences/cuts in a year-long course.
J.C.H.S. DEPARTMENT COORDINATOR RESPONSIBILITIES
1. Assists in establishing department curriculum objectives
2. Conducts department meetings and attends relevant school, district, and professional meetings as necessary
3. Assists department teachers in the handling of day-to-day problems of instruction.
4. Acts as a resource person for department teachers on curriculum questions
5. Assists in the preparation of the department budget
6. Oversees the department’s supply, textbook, and equipment
7. Assists in the orientation and in-service training programs for department personnel
8. Assists the principal in interpreting general grading and promotional policies.
9. Meets with other department heads to promote interdisciplinary programs
10. Keeps informed on educational innovations and trends as they relate to department concerns
11. From time to time, it may be deemed desirable to arrange for the coordination of departmental affairs on a
broader base, i.e., grade seven through twelve or kindergarten through twelve, etc. If, in the judgment of the
Board of Education, a different pattern of organization is indicated for the enhancement of the program of
instruction within or between subject fields, department coordinators may not be appointed in the high school.
ANTICIPATED STANDARDS AND CONVENTIONS FOR STUDENT
It is anticipated that all James Caldwell High School students will observe established standards and conventions of
dress, behavior and etiquette that reflect positively on them, on James Caldwell High School, and on the communities
of Caldwell and West Caldwell in all school-related endeavors. The same is expected of the James Caldwell High
School faculty.
GENERAL PROCEDURES RELATING TO STAFF MEMBERS
The general high school day for teachers, as defined by the Board of Education, is 7:55 a.m. to 3:15 p.m. Teachers
should sign in to the Main Office by 7:55 a.m., and they should sign out at the end of the day. Individual teachers
may be assigned to ―Zero‖ mod classes, which begin at 7:55 a.m., requiring them to sign in earlier. Except during
their lunch mods, teachers may not leave the school during the school day without notifying administration. The
sign-out book should be used each time a teacher leaves school property during the school day. This is necessary so
that in the event of any emergency, any special responsibilities assigned to the teacher may be adequately covered.
Staff members who are assigned to more than one building should keep the work hours of the building to which they
are assigned that day.
In addition to the hours of work listed above, it is anticipated that teachers will attend the usual meetings called by the
building principal, the department coordinators, or the superintendent. Meetings are generally scheduled for
Wednesday afternoons. It is custom and practice that individual and/or small group counseling, tutoring and teaching
after the close of the school day continue as needed.
ACADEMIC ACHIEVEMENT
The academic achievement of students shall be measured not only in numerical scores, but also in attainment of well-
defined and Board-approved instructional goals and objectives. This is the central purpose for which the district
exists.
The instructional staff shall develop means of (1) aiding each student in appraising his or her own progress and
utilizing such knowledge in making decisions concerning future educational achievements; (2) informing parents of
the achievement progress of their children. The staff emphasizes achievement in its processes of evaluating student
performance and reports such achievement through (a) progress reports, (b) report card grades and (c) personal
conferences and/or letters and emails.
The issuance of marks and/or grades on a regular basis serves to promote a process of continuous evaluation of
student performance, to inform the student, parents, and counselor of progress; and to provide a basis for bringing
about change in student performance, if such change seems necessary. Under no circumstances may a student fail
a class unless the student, his/her parent, and his/her guidance counselor, (and the case manager, if applicable)
have been notified of the possibility of failure.
TEST AND EXAM SECURITY
1. When student assessments are prepared, the original rendition (paper copy or electronic copy) must be secured.
The original must be kept in a locked drawer, file cabinet, or desk. Department coordinators should be informed of
the location of the originals and copies.
2. Each test should have a cover page, indicating the test number (1 of 23, 2/23, 3/23, 4/23, etc.). Any extra
copies should be shredded, not simply placed in a recycling box. Copies should be in a secured (locked) location
(file cabinet, desk drawer, etc.) until they are about to be administered to students. Under no circumstances should
a test be left, unattended, on a teacher’s desk.
3. Tests should be collected, in numbered order, thereby accounting for each test before the students have left the
room.
4. Once delivered to an exam proctor, midterms and final exams should be in the possession of either the assigned
proctor or the content teacher at all times.
5. Unless an emergency dictates otherwise, teachers should make every effort NOT to have substitute teachers
administer tests.
FINAL EXAMINATIONS
Final examinations are to be used to evaluate student achievement. They effectively evaluate the achievement of the
total instructional course goals and objectives on which learning activities have been based. Therefore, teachers and
others shall use those means of measurement or appraisal which directly relate to goals and objectives. Interim
checks of a student’s progress must be made at appropriate points in the learning process. However, for all grade
levels there will be a final end-of-course examination given to all students at the completion of the course.
Exceptions to this may include classes in physical education, industrial arts, art, vocal or instrumental music, and
drama. The final examination/mid-term grade shall be given a value equal to 20% of the total course grade.
GRADING AND STANDARDS
100-90 excellent achievement
89-80 good
79-70 fair
69-65 poor, but passing
Below 65 failure
A grading floor of 50 may be applied, at the teacher’s discretion, to one marking period only per course. It will not
be granted for the final marking period. In addition, the floor grade will not apply to mid-term or final exam grades;
the grade earned will be the grade averaged into the final course grade. However, no grades lower than 50 will appear
on the student’s final transcript.
FINAL GRADES
Final grades will consist of four marking period grades, PLUS the Midterm and Final Exam Grade:
1st Marking Period Grade (20%)
+ 2nd
Marking Period Grade (20%)
+ Midterm Grade (10%)
+ 3rd
Marking Period Grade (20%)
+4th
Marking Period Grade (20%)
+ Final Examination Grade (10%)
FINAL GRADE (100%)
When calculating deciles ranking, ―weighted grades‖ will be utilized. To compute class rank only, seven (7) points
will be added to final grades in Advanced Placement courses and five (5) points will be added to final grades in
Honors courses.
When a student receives an ―Incomplete,‖ the teacher will set a deadline for the submission of the work in question;
however, under no circumstances will the deadline be later than the middle of the subsequent marking period. Work
not completed by the established date will result in a failing grade for that incomplete work.
Students who fail to complete course work because of excessive cutting and absenteeism will receive ―no credit‖ for
that class. Students who attend the class but fail to fulfill the necessary requirements to pass the course will receive a
failing grade. Any student who withdraws from a class more than half way through the course will receive a WF on
the report card and on his/her final transcript. No student is permitted to withdraw from a course after the first day of
the fourth marking period.
A student’s academic grade may not be influenced by his/her deportment. Points may not be taken from a student’s
grade because of discipline activity.
INCOMPLETE GRADES
When a student is unable to complete all assignments for a marking period because of an extended permissible
absence, an ―I‖ (incomplete) may be reported by the teacher. An incomplete must be resolved as soon as possible after
the absence occurs. An incomplete should be resolved within two (2) weeks or ten (10) school days into the new
marking period. If work is not made up in that timeframe, the current average to date (inclusive of missing work) will
be posted and the marking period grade will be finalized.
At no time can an ―Incomplete‖ be given as the grade of the last marking period of a course, whether it be for the
second marking period of a first semester course or for the fourth marking period of a full-year or second semester
course. The student’s guidance counselor and/or administrator is to be contacted if for any reason the student cannot
submit the required work by the end of the marking period.
ACADEMIC INTEGRITY
We at James Caldwell High School, in accordance with our mission statement, seek to foster responsible, productive
citizens and lifelong learners. To achieve this goal, we promote academic integrity which is essential to the
intellectual growth and success of our students.
We expect the students at JCHS to sincerely pledge:
to complete their own assignments and not to copy work from a classmate
to keep their answers confidential and exclusive on graded assignments
to cite any outside sources and receive credit only for their own work
not to receive any unfair advantage by asking fellow students ―what is on the test?‖
to fully participate and equally share responsibilities in a group work setting
to refrain from being chronically absent on days assigned to tests, assessments, and projects
not to cheat on tests through a variety of ways such as looking at someone else’s paper or using unauthorized
means, including cell phones and other electronic devices
Plagiarism: Plagiarism is defined as ―taking credit for work, word, and/or ideas that are not the student’s own,
whether taken from periodicals, books or other publications, internet sources, or contemporary publications without
properly citing the source.‖ All information that one finds and uses from the Internet, books, periodicals, pamphlets,
etc. must be documented. Failure to properly cite sources will result in appropriate due process which may ultimately
result in the assignment of a zero ―0‖ for the work and disciplinary consequences.
Cheating: No form of cheating is acceptable. All instances of cheating will be graded with a zero ―0,‖ for that
assignment or assessment, with no opportunity to make up the grade.
We encourage our students to respect the James Caldwell learning environment. Students will be held accountable
for their own work. Engaging in any of the above infractions will result in both academic and disciplinary
consequences. All infractions will be reported to the Academic Integrity Committee.
RECOMMENDED COURSE DESCRIPTIONS AND ACADEMIC EXPECTATIONS
FOR USE DURING
JCHS OPEN HOUSE OF THURSDAY, SEPTEMBER 15, 2016
The following information should be explained to your students on the first day of class. The same information must
be presented to parents at OPEN HOUSE.
TITLE OF COURSE ________________________________________________
TEACHER________________________________________________________
I. Description of course
II. Course goals and objectives (list)
III. Textbook(s) to be used in course
IV. Additional resources (supplied by teacher; i.e., workbooks, paper books, etc.)
V. Materials and supplies to be furnished by student (i.e., notebooks, pens, special paper, ruler, special
supplies for math or science, etc.)
VI. Course requirements: Indicate by marking period and/or for the year. List your expectations and any
special instructions you have for your students regarding the following:
A. Homework D. Special Assignments
B. Classwork E. Other
C. Class participation
VII Evaluation procedures: Indicate how you will evaluate students’ progress, the approximate frequency
of the evaluative procedures (i.e., frequency of quizzes and/or tests, etc.) and the weight of how much
each item will count toward a student’s final grade of the marking period and for the year.
A. Quizzes E. Class participation
B. Tests F. Special assignments
C. Research reports G. Mid-term and/or final exam
D. Homework H. Other
SUMMER SCHOOL
While the district does not offer summer school, out-of-district summer school is an option only to those students who
completed a course and failed. Students who have received a drop/fail from a course or were taken out of a class due
to violations of the cut policy are not eligible to repeat that course in summer school.
HOME INSTRUCTION
Home instructions shall be provided to any student with a health or physical impairment that causes the student to be
absent from school for more than two consecutive weeks. Documentation by a licensed medical practitioner is
required. Home instruction may also be provided to any student whose educational needs, as individually determined
and reviewed in a multidisciplinary committee, are most appropriately and effectively met by such a program.
Academic material for home instruction will be processed through the guidance department. Grades are the
responsibility of the classroom teacher for short-term home instruction. For long-term home instruction cases,
consultation between the home instructor, the classroom teacher, and the guidance counselor is recommended.
SHARED-TIME PROGRAM
The shared-time program enables qualified high school students the opportunity to develop viable vocational and
technical skills during the regular school day. Participants, selected for various secondary institutions attend technical
classes of their choice during a half-day session at either Essex County Vocational/Technical High School or Morris
County Vocational School. Students who are interested in this type of academic experience should contact their
guidance counselor.
I&RS: INTERVENTION & REFERRAL SERVICES
The Intervention and Referral Services exists to address the various concerns/issues that confront our students. I &
RS are comprised of an administrator, school nurse, Child Study Team member, guidance counselor, student
assistance counselor, and classroom teachers. If initial contact between the teacher and the parent does not result in
the anticipated improvement in the areas of concern, a parent-teacher-counselor conference is held. Suggestions are
made and interventions are monitored. If the initial interventions are ineffective, then additional strategies will be
considered.
CHILD STUDY TEAM
The Child Study Team includes a psychologist, social worker and a learning disability specialist at the high school.
All staff members should feel free to contact members of the team for assistance at any time. The social worker will
make home contacts and/or visitations in situations where teachers feel it would be helpful. The psychologist may
provide in-depth information on youngsters as well as offer suggestions on how best to operate with special
individuals. The Learning Disability Specialist works with individual students and small groups with special learning
problems. The Learning Disability Specialist will consult with teachers and assist in developing programs and
recommending materials and techniques.
CRISIS COUNSELORS
Mary Cunningham, Student Assistance Counselor, is available to staff and students to assist in dealing with such
problems as alcoholism, drug abuse, child abuse, etc. Mrs. Cunningham’s extension is 4029.
HOMEWORK POLICY
―The Caldwell-West Caldwell Board of Education realizes that cooperation between the home and school is
essential to student achievement. Therefore, it is expected that parents be active participants with the school and
share responsibility for out-of-class or homework assignments. While parents may at times be directly involved in the
learning process, generally, they should provide supervised time and an environment conducive to learning.
Homework is viewed as an excellent opportunity for families to work together in a constructive, satisfying, and
academically productive way. It will strengthen both the family’s academic expectations and the child’s study habits.
Principals will provide guidelines for parents and suggest activities. Parents, students, and teachers shall be made
aware of the school’s expectation for outside-of-class assignments at the beginning of each school term.
The purpose of homework is to provide reinforcement, instill motivation, develop positive study habits, and
serve as a learning link between the home and school. Homework shall be given for a particular instructional reason
and shall be related to a curriculum goal or learning task. Homework shall be checked promptly, and students shall be
given feedback upon completion of each assignment. Long-term assignments shall be checked periodically, and
procedures for checking homework shall be applied consistently.
As a general guideline, students are to devote a minimum of ten minutes, incrementally, per grade per day
during the school week to homework (i.e. grade 3 = 30 minutes). Additionally, parents are encouraged to read to and
with their children for 20 to 30 minutes per night in the primary grades. Parents should also preview and review
homework, and monitor long-term assignments where appropriate. Homework shall be coordinated with faculty to
avoid duplication and excessive assignments. During the school week, it is expected that homework will take
precedence over non-school or non-academic activities.
It is the school’s responsibility to provide specific homework assignments for only those absences that are
legally excused. Teachers shall be available to assist students with both in and out-of-class assignments. Homework
shall not be assigned for disciplinary purposes.
If a student in attendance fails to fulfill the necessary requirements of the course, he or she will receive a
failing grade.‖
POLICY REGARDING ABSENCE FOR PERSONAL ILLNESS
An employee shall be allowed twelve days absence in any school year for personal illness without deduction of pay.
The number of unused days in any year shall accumulate from year to year, so long as employment is continuous.
Upon request, two days in a year of unused sick leave may be granted for personal business if the business is of such
pressing and immediate importance that it cannot be postponed or performed after employment hours. Requests for
such absence must be filed three days in advance with the building principal.
PROCEDURE FOR OBTAINING SUBSTITUTE TEACHERS
Absence Management (AESOP) Substitute Service Instructions attached.
In the event a one-day absence becomes a long-term absence, the staff member should notify the principal. The
principal may then contact the answering service directly with a specific request for a long-term substitute so that
continuity of classroom activities is established. In the event a sudden emergency occurs during the regular school
day, staff members should notify any administrator, and the office will provide coverage and/or substitute for the
duration of the day.
SUBSTITUTE FOLDERS
Substitute folders may be picked up the main office. All staff must submit a completed substitute folder, no later than
the beginning of school on September 23, 2016. That folder will be kept on file in the main office. As those plans are
―used,‖ please update the substitute folder. Include a generic set of activities that may be extended to a second day, as
necessary. Sub plans should include:
Phone number where you can be reached
The teacher’s daily schedule (complete with modules, subjects, subject levels and room numbers)
Duty assignments
Class lists and seating charts for each period (please update on a regular basis)
The location of materials needed for the lesson
A short list of reliable students who may assist the sub
Fire exit directions
Staff members should also keep their lesson plan books in their desks for use by the substitute.
Teachers may also consider emailing their lesson plans to the main office:
[email protected], [email protected]
[email protected], [email protected]
Substitutes will be asked to complete a written evaluation of each class activity. Standard forms will be provided
each substitute at the beginning of the day, to be delivered to the main office at the end of the day.
ATTENDANCE
GENERAL ATTENDANCE PROCEDURES New Jersey Administrative Code 18A requires that all students under the age of sixteen regularly attend school.
Parents are requested to telephone the school (973-228-6981) before 8:00 a.m. to report a student’s absence.
EXTRACURRICULAR ATTENDANCE All students/athletes/musicians/actors/club members must be in school for at least four hours to participate in school-
related activities that day. Students, who are dismissed early from school, after fulfilling the four-hour obligation, are
allowed to participate in after school activities only if the reason for the early dismissal is excused. Bereavement,
verified appointments with a physician/dentist (documentation must be provided), Division of Motor Vehicles
(Driver’s test), and legal proceedings are all excused reasons for an early dismissal. A student dismissed early from
school unexcused or acknowledged CANNOT return to school grounds to participate in an after school activity
or event. The only exception will be any student who is attending prom may sign-out of school at 12:17 p.m. with
parental permission.
Absence Note A student who has been absent should bring a note to the main office on the morning he/she returns to school. That
note must include the date(s) of absence, the reason for the absence(s), and must be signed by the student’s
parent/guardian. A parent note “Acknowledges” the absence, but the absence still counts towards a student's total
absences.
“Unexcused absences” result when a student fails to bring a note of explanation regarding the absence or a parent
doesn’t call to notify the attendance secretary of the absence.
―Acknowledged absences‖ occur when a parent calls the office to inform that their child is absent from school with
the parent’s knowledge, however there is no formal documentation to support the absences. These absences are
included when calculating a student’s total absences from class.
―Excused absences‖ are defined as those caused by legal, bereavement, medical and/or religious reasons. The day of
a student’s driver’s license test is also considered an ―excused absence.‖ Personal illness as supported with a doctor’s
note, death in the immediate family, and officially recognized religious holidays are also excused absences.
Students who participate in school-sponsored activities that are held off school property are considered present.
MAKE-UP WORK There are no other provisions for excused absences. Teachers are required to provide make-up work only in the case
of excused or acknowledged absences. When a student misses classes due to an absence, it is his/her responsibility to
ask his/her teachers about missed assignments and to complete those assignments within the timeline established by
the teacher. The general assumption will be that a student will be given one day for each day of absence to make up
any missed assignment.
FAMILY VACATION AND ATTENDANCE Families should make every attempt to plan their vacations around school breaks. Absences because of family
vacations are included when calculating a student’s total absences. Please note that the teachers are not obligated to
put together work for students going on vacation. They will provide what they have prepared, but if they have not
made class copies or planned that far in advance, a student will have to keep in contact with teachers and friends in
class to get missed information and assignments. It is a student's responsibility to make-up any missed work.
LOSS OF CREDIT Excessive absences negatively influence a student’s academic progress. Any student who has more than a total of
nine (9) unexcused and acknowledged absences from class in a semester course or eighteen (18) unexcused and
acknowledged absences in a full-year course may not receive credit for the course. A student is offered an
opportunity to appeal an attendance denial of credit. The attendance review committee will convene to discuss the
circumstances.
LATE TO SCHOOL Daily attendance is taken during a student’s first scheduled class of the day. Students who arrive late to school, but
before 8:20 AM should report to their Mod 1-2 class directly. Students who are consistently late to school (even
under 5 minutes tardy) will receive an administrative consequence. Students who arrive after 8:20 AM must report
to the Main Office, where they will be given a late pass to be delivered to their teacher. Students who arrive late
and unexcused by five (5) or more minutes, will be given a ―late cut‖ for that class (see ―late cut‖).
A parent note or phone call when a student is late to school for his/her first mod of the day will make the late
―acknowledged,‖ but acknowledged lates to the first mod of the day will still result in a ―late cut.‖
An ―official‖ note must be delivered to the main office for an ―excused lateness‖ to be registered. An ―official‖ note
is defined as one that is signed by a licensed medical professional, an attorney, a representative of the court,
attendance at a funeral or memorial service (parent note), and driver’s license road test (not driving instruction).
All classroom teachers will outline the consequences for late arrival to their class and will assign necessary
consequences to those students who arrive late to class less than (5) minutes. Late arrivals of more than five minutes
will result in a discipline referral.
EARLY DEPARTURE FROM SCHOOL A student may leave school during the course of the day only with a parent/guardian note for appropriate reasons:
religious observances, unavoidable and verifiable medical and/or dental appointments, family funerals, or driving
license test (not driving lessons). The parent note is to be presented to the main office by 9:00 a.m. for purposes of
verification. In the case of illness, a student must sign out with the nurse. Any other reasons are considered
unexcused. If/When a student returns to school during the course of the school day, he/she must sign in at the main
office. Students may ONLY leave the building with their OWN PARENT/GUARDIAN, unless a previously written
note verifies the parent’s request to have the student leave early with another parent. (This last item is particularly
vital in cases of inclement weather. Students MAY NOT leave the building with another adult without prior written
request from their parent to do so.) Any student who submits a note pretending to be their parent will receive an
administrative consequence.
JCHS is a closed campus. Students will not be permitted to ―sign-out‖ for lunch.
Note: Any student who leaves school early may not participate in after-school activities unless the reason for their
early dismissal is excused. Please see the ―Extracurricular Attendance‖ section on page 24 for further details.
CLASS CUT/TRUANCY There is a distinction between late arrival to a class and intentionally missing a class.
Cutting is defined as deliberately missing an assigned class and/or any other school-assigned period (study hall,
lunch, etc.). Students will receive a zero in the class(es) they cut and work cannot be made up. Cutting classes or
other attendance violations may result in restrictions on student privileges. Three (3) accumulated cuts in one class
will result in loss of credit for the year.
1st Cut: 2 hr Saturday Detention and parent contact
2nd Cut: 2 hr Saturday Detention, parent/student meeting, and Probationary Status for Course Credit
3rd Cut: ISS, possible loss of credit and removal from class if the three cuts are for the same class.
Placement in a study hall as a result of violating the Probationary Status, results in the student forfeiting the
opportunity to take the course for in summer school for credit recovery.
Truancy is defined as absence without the knowledge and consent of the parent/guardian. A truant student will
receive a ―cut‖ for all missed classes, in addition to appropriate disciplinary action. It is anticipated that all students
will attend every class each day.
TARDINESS & LATE CUTS Students who arrive tardy unexcused by five (5) minutes or more to any class, will be assigned a late cut for that
class. Cuts that are assigned as a result of tardiness can result in loss of course credit. Any student who receives (5)
cuts as a result of tardiness to a class will not receive credit for that course.
1st Late Cut: Filed Warning
2nd Late Cut: Administrative Detentions and parent contact
3rd Late Cut: 2 hour Saturday Detention and parent contact
4th Late Cut: 2 hour Saturday Detention, parent contact and Probationary Status for course credit.
5th Late Cut: 2 hour Saturday Detention, loss of course credit and placement in a study hall in lieu of the class.
All classroom teachers will outline the consequences for late arrival to their class and will assign necessary
consequences to those students who arrive late to class less than (5) minutes. Students who are consistently late (even
under 5 minutes tardy) will receive an administrative consequence. Late arrivals of more than five minutes will result
in a discipline referral.
UNPREPARED IN PHYSICAL EDUCATION An ―Unprepared‖ in Physical Education means that a student is not properly outfitted to participate in physical
education that day. The student will remain with the class. Every three such instances will constitute one ―cut.‖ in
physical education that day. The student will remain with the class. Every three such instances will constitute one
―cut.‖
Classroom Attendance Instructions – please see the PowerSchool section in the back of the binder.
Note: No student who leaves school early may participate in after-school activities unless the reason for their
early dismissal is excused. Bereavement, verified appointments with a physician/dentist (documentation must be
provided), Division of Motor Vehicles (Driver’s test), and legal proceedings qualify as ―excused early departures.‖ A
student dismissed early from the school nurse CAN NOT return to school grounds to participate in an after school
activity or event. Classes missed for lateness, early dismissal, or leaving during the school day are counted towards
the excessive absence total.
SCHOOL CAMPUS DEFINED
By Board of Education Policy, students may not leave school grounds during the course of the school day. Students
are not to be sent on errands away from the school grounds or released from school during school hours unless the
established sign-out procedures are followed, and with administrative permission.
MEDICAL AND HEALTH SERVICES
Accidents and Emergencies
A. When an accident or emergency occurs in the public schools, the first concern is that of the student welfare
and care. Since all students are under the supervision of a teacher, it is the teacher’s responsibility, in the
event of an accident or emergency, to arrive at a decision about the course of action to be taken. Generally,
this decision will be to send the student to the nurse, if circumstances permit. If, in the teacher’s judgment, the
child is not ambulatory (instructions on this later), then the teacher must make a series of decisions such as:
1. Do not move the student
2. Keep student quiet
3. Allay student’s fears
4. Try to determine how badly student is hurt
At the same time that this procedure is being followed, the school nurse, or person so designated, should be
notified with the teacher’s assessment of the problem.
B. The nurse will assess and plan for treatment. If the nurse is not in the building, then the person so designated
by the building principal will make the following determinations: 1. Call a nurse and if the accident is severe. A call to 911 should be made immediately.
2. The parent should be notified.
3. The building principal should be notified.
If there is any question or doubt, and immediacy seems important, 911 should be called at once. The basis for this
decision would be that of a ―responsible and prudent person‖ or that of a ―loco parentis.‖
C. In the event an automobile is involved, the police must always be notified.
D. All students receiving blows of any kind to the head are to be examined by the school nurse.
Reports – Accidents and Insurance
A. The staff person at the scene of an accident will make out a detailed report, which shall be sent to the nurse,
principal, and business office. Should an accident occur without someone in attendance, the school nurse will
get all data possible and make out the report.
B. First Aid treatment—In order to protect yourself and the student do not handle any body fluids without gloves.
Use disposable gloves whenever aiding a student who:
1. Is bleeding—i.e. from nose, cut, puncture wounds, etc.;
2. Has vomited;
3. Is incontinent of any body fluids.
Use good hand washing technique after administering first aid.
C. Standing Orders for secretaries and teachers:
1. Abdominal Pain—CALL NURSE
2. Allergies – if severe (student has difficulty breathing), keep in sitting position. CALL 911, CALL
NURSE
3. Animal Bites – wash area with Phisoderm, CALL NURSE.
4. Bee stings (THIS MAY BE A LIFE THREATENING EMERGENCY) -apply ice, CALL NURSE. If
hives or asthma develops after bee sting, CALL 911.
5. Bumps, bruises, burns.
Slight: apply ice Severe: CALL NURSE
6. Chemical burns: flush with copious amount of water
7. Colds, coughs, not feeling well –may take temperature. Call parent if necessary to send student home
8. Communicable disease—CALL NURSE.
9. Convulsions – Stay with student. DO NOT ATTEMPT TO MOVE. CALL NURSE.
10. Cuts and abrasions – minor: wash with Phisoderm, apply bandaid
deep: same as above, CALL NURSE
severe: apply pressure with gauze, apply ice, CALL NURSE
11. Fracture (possible/actual) – DO NOT MOVE STUDENT – CALL NURSE. Apply ice.
12. Frost Bite -Place affected part in lukewarm water. CALL NURSE.
13. Headache – Severe—Call parent or Nurse. Slight: let student rest 15-20 minutes. If better, return to
class. If not, call parent or nurse.
14. Head Injuries – Keep patient flat and apply ice to injured area.
CALL NURSE FOR ALL HEAD INJURIES.
15. Eye – CALL NURSE FOR ALL EYE INJURIES
Foreign bodies: DO NOT attempt to remove – CALL NURSE.
Chemicals in eye: Copious flooding of eye with gentle stream of water away from median line for 20
minutes. DO NOT BANDAGE – CALL NURSE
Lip injuries – ice to area, CALL NURSE
16. Medications - CALL NURSE – If under exceptional circumstances a student is required to take
medication during school hours and the parent or guardian cannot be at school to administer the
medication, only the school nurse will administer the medication. Medication must be sent into school
in original container from pharmacy along with a signed permission slip from parent/guardian stating
name of medication, reason for its use, and side effects. No over-the-counter drugs, including aspirin,
Tylenol, eye drops, cough drops or allergy medication will be administered by the school nurse
without written orders by student’s health care provider.
17. Nosebleeds – mild: apply pressure to nostril, have child sit in chair, head elevated.
Severe: above treatment, apply ice to back of head – CALL NURSE
18. Pediculosis – CALL NURSE
19. Pencil punctures – wash with Phisoderm and warm water – CALL NURSE
20. Rash – undiagnosed: CALL NURSE. Poison ivy or allergy: let student apply calamine lotion in
nurse’s office.
21. Swallowed objects – CALL NURSE
22. Teeth – CALL NURSE. Avulsed tooth should be placed in cold milk
23. Upset stomach, vomiting, diarrhea – CALL NURSE or parent to take student home
STUDENT HEALTH INFORMATION FOR TEACHERS
The nurse has on file an emergency card, which lists physicians, dentist, parent business phone and person to contact
in case parents cannot be reached. The nurse maintains confidential information of student’s special health care
needs. The nurse may share relevant information with appropriate school staff with parent permission.
MEDICAL INFORMATION FOR EMPLOYEES
1. Pre-employment physicals are to be completed prior to the first day of employment. You have the option to go to
the school physician or your own physician. The Board of Education will provide the exam by the school
physician at no cost to you. If you decide to go to your own physician, you will be responsible to pay for the
exam.
2. Group Insurance Plan is offered to all employees. Booklets will be given out by the Business Office explaining
the plan and the procedure to follow to all new employees.
3. A flu program is generally offered to all employees in the fall of each year. This is a voluntary program and
employees will be notified of the program in September.
WORKMEN’S COMPENSATION GUIDELINES
1. If you are injured in any way while at work, you must see the school nurse immediately. She must complete an
Incident Report, which must be sent to Central Office within 24 hours.
2. The principal must be immediately notified of the incident.
3. The principal reviews the incident to determine if it meets the requirements of Workman’s Compensation.
4. If the principal believes that the injury falls under Workman’s Compensation, the school nurse will contact
Maureen Petersen for an appointment with a Workman’s Compensation doctor. (If not, then you may go to your
own physician at your own expense.)
5. However, be aware that only Workman’s Compensation doctor can make the determination to have absent
days coded as Workman’s Compensation days. The physician completes a report form, which is given to the
employee.
6. If you are out of work on Workman’s Compensation, you must call the principal directly (not just the substitute
service in the case of a teacher.) The principal will verify with you that the Workman’s Compensation physician
authorized the absence by completing the report form. If this is not the case, the absent day will be coded as
―Illness,‖ not ―Workman’s Compensation.‖
7. The completed report form must be brought to the principal when you return to work.
James Caldwell High School Student Referral Form
Grade: __________ Referral Date: _______________________ Incident Date: _______________________
Last Name, First Name: _________________________________________________________________________
Teacher’s Name: ________________________ Class Name: __________________________ Mods: _________
Incident Date: ___________________ Time: ____________________ Location: ____________________
Reason for Referral:
□ Class Cut # ________
Cumulative Cuts ________
Truancy ________ □ Dress code violation □ Disruptive behavior □ Failure to report to detention □ Found/Seen in unauthorized area □ Harassment/Intimidation/Bullying (Report on file)
□ Inappropriate physical contact (Please explain in comments) □ Involvement in fight/altercation □ Leaving school grounds □ Possession/under the influence of drugs/alcohol □ Profanity towards: _____ TEACHER _____ STUDENT □ Tardiness to class (5 minutes or more)
□ Threats to: _________________ □ Unauthorized cell phone usage □ Use of tobacco product □ Vandalism □ Violation of academic integrity □ Willful disregard of adult’s authority □ OTHER: ___________________
Describe incident (be specific):
Administrative Response: □ Administrative Warning DATE: _____________________________________ □ Administrative Detention DATE: _____________________________________
□ Saturday Detention DATE: _____________________________________
□ In-School Suspension DATE: _____________________________________
□ Out-of-School Suspension DATE: _____________________________________
Other: ________________________________________________________________
Comments:
NEXT OFFENSE WILL RESULT IN:
__________________________________________________________________________
Administrator: __________________________ Date: ________________________
Parent’s Signature ________________________________ (Please sign and return to JCHS main
office)
32
EXPECTATIONS FOR STUDENT BEHAVIOR The conduct of the vast majority of the Caldwell-West Caldwell School District's students remains
exemplary. Expectations for student deportment, and the consequences for those students failing to comply
with established policies, address those very few students who fail to respect the adults, the students, and/or
the school property. The Caldwell-West Caldwell Board of Education has established expectations for
student behavior, based on New Jersey law relating to student activity.
Students have a legal responsibility to refrain from activity that results in material and substantial
disruption of the educational environment and which may infringe on the rights of other individuals. The
goal of the James Caldwell High School discipline policy is to help students develop self-control and
responsibility.
We assume that each adult associated with JCHS is responsible for helping students learn. We are
committed to the belief that each child has a right to learn, and that each teacher has an obligation, and a
right, to teach, in a safe, academic environment. Violations of the student behavior code which occur
during any school-related activities will be considered grounds for administrative intervention and action.
Accountability in the form of progressive consequences should be directed at the misbehavior and not at
the student. Consequences for failing to demonstrate responsible behavior range from a warning, or
reprimand, to suspension/expulsion from school. Included within that range of consequences, but not
limited to, are such behavior control strategies as:
● A warning or reprimand
● Elimination of certain school privileges
● Referral to the principal's office
● Parent conferences
● After-school detention(s)
● Saturday detention(s)
● In-school suspension(s)
● Out-of-school suspension(s)
● School expulsion
Parents will be notified of any serious breach of school rules or continued misbehavior. Violent
behavior, vandalism, insubordination to adult authority, abusive language, or a drug/alcohol violation will
result in suspension and parent contact. A parent conference with the administration will be required
after any out-of-school suspension, or if other consequences prove ineffective. The success of any
school-imposed disciplinary action is dependent upon the full cooperation of the home. Teachers are
expected to deal with classroom discipline problems in a manner which reflects a positive attitude
towards students and reinforces the policies of the Board of Education.
CLASSROOM DISCIPLINARY ACTIVITIES
Teachers are expected to deal with classroom discipline problems in a manner which reflects a
positive attitude towards students and reinforces the policies of the Board of Education.
At some point, the teacher may exhaust the consequences established in his/her classroom. At
that point, they should send a discipline referral to the appropriate administrator. Do not send students to
the office, or anywhere else, when they have not exhausted classroom consequences. Instead, send a
discipline referral to the appropriate grade level administrator:
Mr. Bertollo for Freshman & Juniors Ms. Valentine for Sophomores & Seniors
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SCHOOL-WIDE DISCIPLINARY ACTIVITIES
There are certain behaviors that are inappropriate regardless of where they occur. All students
responsible for these behaviors should be directed to the office and the appropriate grade-level
administrator immediately.
While inappropriate student behavior will result in a series of progressive consequences, all students will
be informed early in the school year, with subsequent reinforcement, that their involvement in the any of
the following activities will virtually guarantee the assignment of a Saturday detention, an in-school
suspension, and/or an out-of-school suspension. Habitual discipline referrals may result in a loss of
school-related privileges and from participating in school activities/events.
1. Inappropriate physical contact with another person
2. Willful disregard of an adult's authority
3. Being sent to the office for disruption of a substitute teacher's classroom
4. Anyone throwing anything at anyone
5. Failure to report to an assigned administrative detention
6. Cutting a class and/or truancy
No pupil who is suspended in or out of school shall be deprived access to his/her academic progress.
Academic work missed during an assigned suspension will be given to the student and/or the parent. It
will be the responsibility of the suspended student to complete the academic work assigned during the
course of his/her suspension, and to deliver the completed assignments, to each teacher, on the day of
his/her return to a regular schedule, so as to receive appropriate credit. Tests shall be made up upon the
student’s return to school/class, as scheduled by the teacher. The JCHS administration reserves the right
to recommend school expulsion to the superintendent and to the Board of Education in case of severe
infractions by a student.
SENIOR PRANKS
With the growth of social media, there has been an increased pressure for seniors to pull a ―hoax‖.
Although there isn’t a history of a yearly prank at JCHS, when they have occurred they have often gotten
out of hand causing damage to the school, disrespect to faculty members and administrators, dangerous
situations, and/or physical harm. Because of the poor choices this pressure seems to elicit, we have
adopted a ―no tolerance‖ stance for senior pranks. We encourage parents to speak with their children and
warn them that participation in a senior prank will likely result in students not being permitted to walk
at graduation. Even students who are present at a senior prank, “Just to observe,” or who, “Didn’t
know it would get out of hand,” will suffer the same consequences as all other participants. The
disrespect to our academic institution and/or risk taking behavior will likely result in an out of school
suspension and being prevented from participating in end-of year activities, including, but not limited
to, The Prom, Senior Pool Party, Senior Breakfast, Graduation, and/or Project Graduation.
DRESS CODE The Board of Education respects the right of students to determine their mode of dress providing this
mode meets the standards which have been established.
General Rules:
● Pupils are expected to be clean and well groomed in their appearance and should abide by
common standards of decency in dress and appearance.
● Pupils are expected to avoid extremes in appearance that are disruptive or overly distracting.
● Dress or grooming that jeopardizes the health or safety of the pupil or of other pupils or is
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injurious to school property will not be tolerated.
● All shirts worn by boys and girls MUST have straps.
● Pants must be worn with the belt/waist at the waist. Underwear should not be visible.
● Headgear (hats, hoods, bandanas, headbands, etc.), other than that required for religious reasons,
must be removed when students enter the building.
Prohibited Clothing and Articles
● Extremely low-cut, tight fitting or transparent clothes, bare midriffs, and suggestive clothing
● Short-shorts and mini-skirts/dresses (shorts, skirts and dresses must be just below finger level
when arms are straight)
● Bare feet, unsafe footwear, and cleated shoes
● Patches and decorations that are offensive or obscene
● Underwear worn as an outer garment (undergarments, including bras, should not be visible)
● Clothing that is deemed overly soiled, torn, worn, or defaced and jeans/shorts that are deemed
excessively ripped;
● Nonprescription sunglasses, glazed, and tinted glasses (except as prescribed by the pupil’s doctor)
● Clothing, apparel and/or accessories which make reference to sex, drugs, alcohol, or cigarettes, is
demeaning to gender, race or ethnic groups, or which indicate affiliation with any gang or
organization associated with criminal activity or fraternities or sororities or styles which may
suggest such affiliation (headgear, bandanas, and all types of colored beads)
● Chains, cables or other accoutrements which could be used as weapons
● Other – beachwear, tube, halter or tank tops; gym, spandex or short shorts; bandannas or
headbands; hats, hoods
As a result, students deemed to be wearing inappropriate attire will be given the following choices the
first time they are referred to the office.
1. Change the clothing item for a more suitable one;
2. Make arrangements for other clothing to be brought to school;
3. Spend the day in non-disciplinary in-school suspension.
In each case, the parent will be notified. Subsequent violations of the dress code will result in an
administrative consequence. The administration reserves wide latitude and discretion when determining
what is considered appropriate or disruptive school dress.
GAMBLING Gambling of any kind is prohibited and will result in an administrative consequence.
CELLULAR TELEPHONES/ELECTRONIC DEVICES
Pupils are permitted to bring cellular telephones into school under the following conditions:
1. Cellular telephones must be must be out of sight and silent from 8:15 AM until 2:41 PM. Please
note the following exceptions:
The only time students may have a cellular telephone visible during class is when a teacher
informs them they will be using it for a specific class activity.
Students may use cell phones during lunches and study hall. The privilege to use technology
during lunches or study hall may be revoked for all students, or a specific block, if students
are making poor choices regarding the use of technology.
2. Students may not take photographs or videos unless prior approval for school projects has been
granted.
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3. Any time a faculty member sees or hears a cell phone (please note exceptions listed above), the
student’s phone will be confiscated and given to a Vice Principal.
4. All students using technology must abide by Board Policy regarding acceptable uses of computer
networks/computers.
Any student in violation of these rules will have their cellular telephone confiscated immediately and be
subject to the appropriate disciplinary actions.
The first time a cell phone is confiscated from a student, it will be returned to the student at the end of
the school day. Each subsequent time a phone is confiscated, it will be returned only to the student’s
parent/guardian and a discipline consequence will be administered.
HALL AND GYM LOCKER USE
A locker is assigned to each individual student for his/her use. Students may not carry backpacks in the
building. Backpacks are to be placed in the student’s hall locker. The administration intends to conduct
locker inspections or searches as often as may be deemed necessary to protect the safety and well-being
of the entire school community. State law codified at N.J.S.A. 18A: 36-19.2 expressly provides that:
―The principal or other officials designated by the local board of education may inspect
lockers or other storage facilities provided for use by students so long as students are
informed in writing at the beginning of each school year that inspections may occur.‖
Any locker problems should be reported to the Main Office and listed on the form on the vice-principals’
secretary’s desk. Students will be assigned a locker for physical education along with a combination lock.
BUILDING SECURITY MEASURES
Please direct all visitors, including parents, to the Main office upon arrival. Visitors will sign in, receive
a visitor’s security badge, sign out and return the badge upon departure. All doors will be locked from
the outside: they are used as emergency exits only during the school day.
PARENTS IN THE SCHOOL
The Board of Education encourages parent visitation and conferences in all schools during the academic
year in the belief that a better understanding of the educational process is created. So that both teachers
and parents may properly prepare for such visitations, the regulations listed below will be followed:
1. Parents must notify the school office at least 24 hours in advance of their desire to visit
school.
2. The principal or secretary shall notify the teacher or teachers involved and a time shall be
arranged that is satisfactory to both parents and teacher.
3. Parent conferences regarding individual problems shall take place at a time other than
when a teacher is involved in classroom instruction.
STUDENT/GUEST VISITATION
Student visitors are not permitted in JCHS during school hours.
All guests must sign into the main office and wear a name tag.
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LOST AND FOUND
A lost and found service is located in the outer lobby of the nurse’s office. Those who find articles may
turn them in there, and those who have lost articles may look there.
IDENTIFICATION CARDS
Each student will receive an official identification card which will serve a multiplicity of purposes.
These identification cards are to be carried by students at all times and are non-transferable.
UNASSIGNED AREAS AVAILABLE TO STUDENTS
The library is for quiet study. Students are not to loiter in the halls. Students observed in unauthorized
areas should be immediately reported to an administrator. Teachers may not provide students with
passes to the parking lot, only administrators may grant permission for students to go to the parking lot
during the school day. Students may not loiter in the parking lot or be in the wooded area adjacent to the
school. Students may not sit in parked cars during the school day. The surrounding wooded areas
are out of bounds for students except in conjunction with a class assignment. The rear gate to Park
Street is strictly out of bounds to all students during the course of the school day.
PARKING AND AUTOMOBILE USE ON/AROUND SCHOOL PROPERTY
Faculty and staff will have ―Parking Hang Tags‖ given to them at the beginning of the school
year. Specific spaces are assigned. Faculty must park in their assigned numbered yellow spot.
―No Parking‖ signs are located on Evergreen and Woodmere Roads. ―No Parking- Fire Lane‖
signs surround the building and are clearly marked. Cars parked in these lanes will be ticketed by West
Caldwell Police.
TEACHER ASSIGNED DUTIES
Students may not be in the halls during their lunch mods. This year we would like to make a
conscious effort to have all staff in the halls ask for passes from students in order to reduce students
leaving class to wander, socialize, buy food, and/or hunt for Pokemon. Teachers SHOULD NOT give
students passes to go to the cafeteria.
CAFETERIA PROCEDURES FOR TEACHERS
Students may go outside (in designated areas), remain in the cafeteria, or go to the library. No food is to
be eaten outside the cafeteria. STUDENTS ARE PERMITTED AT THE FRONT OF THE
BUILDING DURING LUNCH MODS, WEATHER PERMITTING, AND WITH TEACHER
PERMISSION.
Morning Cafeteria Duty: Students will be permitted to use the cafeteria from modules 1 to 6, daily during an open mod. Breakfast is available from 8:15 to 10:15 each morning; however, students are prohibited from
leaving class to buy food. Students who eat breakfast are expected to clean up their place and
dispose of rubbish in the appropriate containers. Please be vigilant and do inform students of this
expectation. During morning cafeteria duty it is acceptable to complete paperwork as long as the teacher
remains vigilant. Teachers may not wear earbuds or headphones while on duty.
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Cafeteria Duty – Modules 7 to 12 Please arrive on time and remain until your replacement arrives. If your replacement is
chronically late and it is a problem for you, especially if you have a class immediately following
your duty, please inform the individual. If the problem is not resolved, you must inform the
administration to arrange for interim coverage of the area. Staff members who arrive late place an
extra burden on their colleagues. Get to know the JCHS cafeteria workers and the custodian on duty. They are a great source of
information and do encourage them to point out recurrent problems to you; the more eyes, the
better. Teachers should be standing and monitoring the students during the entire lunch mod. This is not
a time to complete paperwork. Teachers should not wear earbuds or headphones while on duty. While on cafeteria duty do move around as much as possible, including the front portico. One
person on cafeteria duty should stay near the hall door to keep students from leaving without
permission. Make certain that students clean up their table and floor area, return chair in the proper place,
and that their behavior is appropriate. This is especially important at dismissal time. Students are permitted to go out in the front of the building with your permission only after they
clear their table of food trays, bags, cups, beverage containers and other lunch-related items. Students are not permitted to leave the cafeteria with food or drink. Students may request to use the bathroom or to leave for another valid reason only with your
explicit permission and MUST take a Cafeteria Hall Pass.
HALL DUTY
Students are NOT permitted to loiter in the halls and must move to their destination. Teachers will
provide students with a pass whenever they leave the classroom. Students are not permitted to go to
their lockers without a teacher pass. Students with unassigned modules may go to the cafeteria or the
library. All students not in class must have in their possession a hall pass. Students not in compliance
should be sent back to class. Infractions should be reported to the administration as soon as possible
for follow-up. Periodically, check the bathroom, especially if a student is in there ―too long.‖ In the case of the
opposite gender, ask a colleague passing by to check the other. If you find someone smoking, in
the possession of a lighted ―cigarette‖, in the presence of smoke, using any tobacco product or an
e-cigarette, you are to report the individual to the administration immediately for
administrative action. All individuals on duty must be attentive to the hallways, exit doors, and ―blind areas.‖ Be aware
of dangerous or suspicious behavior at all times. Your commitment to this duty is essential and,
when consistent, will help diminish any associated problems. Please be on time and remain in your assigned area for the duration of your duty. It is your responsibility to ask students without a pass where they are going. If they do not have a
pass, please send the student back to their class. Students should be directed to go to the
NEAREST restroom. If you see a visitor, please ask them if they know where they are going. If the visitor ISN’T
wearing a visitor sticker, please escort him/her to the main office to sign in. Teachers may do school work while on hall duty as long as they remain vigilant and lift their
heads to acknowledge anyone in the halls. Teachers may not wear headphones or earbuds while
on duty.
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AUDITORIUM LOBBY- HALL DUTY
In addition to the Hall duty responsibilities listed above:
It is our job to greet each person entering the building. Our expectation is that each person
will be greeted with a ―Hello, how may I help you?‖
All visitors should be directed to go to the Main Office to sign-in and receive a visitor’s
pass. Please ensure that the visitor reports to the Main Office.
IN SCHOOL SUSPENSION RESPONSIBILITIES *PLEASE NOTE THAT ISS WILL BE HELD IN THE OFFICE BEHIND THE LIBRARY COUNTER
ISS (In-School Suspension) will run from 8:15 a.m. to 2:41 p.m. Students who are assigned or
placed in ISS will be accompanied by an administrator to the Library ISS Room. Cell phones
ARE NOT PERMITTED IN THE ISS ROOM. The student must bring with him/her all books
and materials that he/she will need for the entire school day. Misbehavior – of any kind – will not
be tolerated during ISS. Unsatisfactory conduct will result in additional administrative
consequences.
This year we will rotate the mod that students go to lunch between mod. 7-12. Outside of the
designated lunch period, food and drink may not be consumed in ISS. All assigned work must be
completed during ISS. Incomplete assignments will result in a zero.
Students should report to the main office prior to going to the in-school suspension room at
the start of their school day. There should be NO use of cell phones or electronics in the ISS Room, unless those
approved to complete assignments. If there are no students assigned to ISS by the start of the school day, please report to the
library during your mod in case someone is added during the course of the day. If there is NO
student in ISS please report to duty in the back of the library for library duty, unless directed
to another location by the Media Specialist. Each student will be assigned a desk in the in-school suspension room and will be responsible
for its cleanliness. Take accurate attendance; contact an administrator if someone is missing.
John Bertollo (4003) Jessica Valentine (4004) Misbehavior of any type will not be tolerated. This includes talking without permission,
getting out of one’s seat, sleeping, throwing objects, passing notes, etc. Any assignment given by a teacher must be completed. Failure to do so will result in a zero.
Any additional assignments given by the administration must be completed. Students will be permitted to use the lavatory twice each day – once in the morning and once
in the afternoon, with the permission of the supervisor. Lavatory time will not exceed five
minutes. Be firm, fair, and consistent with your students. Any student, who is uncooperative,
disruptive, or incapable of meeting reasonable expectations, should be referred to the
appropriate administrator. Students may not be excused from the in-school suspension room to go to lockers, classrooms,
guidance, etc. Teachers may do school work while on ISS duty as long as they remain vigilant. Teachers
may not wear headphones or earbuds while on duty. Students who arrive late or leave school early because of vo-tech, work study, or open mods
must stay in ISS for the entire school day from 8:15 a.m.-2:41 p.m.
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LIBRARY DUTY
Please arrive on time. Students are to remain in the library until the end of the mod. Please assure that no students
leave without a pass. No food or drinks are permitted in the library at any time. If a student is medically excused from Physical Education they will report to the Library, sign-
in, and remain with you until they are cleared to return to Physical Education by the school
nurse. You will be notified by the guidance counselor when this is occurring. Additional directions and expectations will be provided by the media specialist. Teachers may do school work while on library duty as long as they remain vigilant and aware
of the student surroundings. Teachers may not wear headphones or earbuds while on duty.
COVERING CLASSES
There are times when it is impossible to secure substitute teachers to cover classes of teachers who are
absent, or whose presence may be required elsewhere. Under these circumstances, unassigned teachers
may be called to assist in the coverage of such classes. The teacher’s efforts in this area are very much
appreciated. When a teacher is called away from class, he/she should notify the Main Office so that
supervision is available for his/her class before he/she leaves. The office staff should be notified directly
of such a situation rather than rely on other sources to notify the office. No teacher should ever leave a
class unattended.
DISTRIBUTION OF BOOKS
When distributing textbooks, all teachers must record the number of the text assigned to each student so
that if the book is lost or stolen and subsequently recovered, the book can be returned to the teacher.
Accurate textbook records must be maintained by all teachers indicating the general condition of the
book, any special problems, and date the book was issued to the student. The teacher should conduct a
textbook check at the beginning of each marking period in order to review the condition of the book and
determine that each student has the text assigned.
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LOST OR DAMAGED BOOKS
If a book is lost or damaged during the year, the teacher should notify their department coordinator in
order to determine the amount to be paid. A lost or damaged book must be paid for in the main office. It
is the teacher’s responsibility to see that pupils pay for books as soon as possible so that they can obtain a
replacement.
At the end of the year (or whenever necessary) the teacher will determine the amount of fines to be levied
on damaged books. Students are to be charged the full price of replacement for lost books in good to
excellent condition, and half price for books that were issued in average or poor condition. The name of
any student owing a textbook, library book, gym lock, music equipment or shop project fine should be
listed on the ―Fine Form.‖ On the last day of school fine forms and any money collected are to be handed
in to the vice-principals’ secretary in the Main Office. Students who fail to satisfy their debts will have
their report cards withheld.
SUPPLIES AND EQUIPMENT
The following types of supplies and equipment are exempted from the list of free supplies which are
traditionally furnished by the Board:
The necessary material for the making of educational projects which the student takes home on
completion and which becomes his or her property will be purchased by the student through the proper
instructor under the following conditions:
a. the student selects the project
b. the student estimates the cost and files with the instructor for written consent of the
parent/guardian to purchase the necessary material
c. ten percent is allowed for waste
d. the student may pay for the materials monthly or upon completion of the project
e. no new project may be started until the previous project is paid for
f. if a student is unable to pay for materials, the instructor may designate the project and material to
be used to comply with the course of study. Such projects remain the property of the school. The
above rule (F) applies to all projects such as arts and crafts, industrial arts, home economics, etc.
No teacher shall set up a program of charging for materials used in the course of instruction.
TEACHERS’ OUT-OF-POCKET EXPENSES
When teachers incur previously-authorized expenses, vouchers must be submitted to the principal’s
secretary as soon as possible. After securing the principal’s prior approval, receipts MUST be submitted
for reimbursement. Without prior approval by administration and a receipt, no reimbursement will
occur.
STUDENT ACTIVITIES ACCOUNT
Please following the following procedures when using the JCHS Student Activities Account for Field
Trips, Clubs, and Freshman, Sophomore, Junior and Senior Classes:
All (field trip, club, class) monies should be deposited in a timely manner with Clare Pennington, who
keeps the student activities accounts. Deposit slips and check request forms should be completed for
each transaction. Requests for checks should be made as soon as possible and should be accompanied by
an invoice. Checks will not be sent out until the deposited checks have had time to clear the bank.
Teachers must fill out a check request form for payment of a district school bus.
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FIELD TRIPS
Please check the BLACK-OUT dates and the JCHS calendar (found on the JCHS website) prior ot
requesting any field trips.
Educational field trips shall be planned and conducted in accordance with the following guidelines:
1. The teacher shall review the educational value of the field trip with the principal and receive
the principal’s approval prior to making arrangements for the trip. Students’ safety will be a
primary consideration on field trips as well as school calendar approval.
2. The teacher shall forward to the principal a completed Field Trip Request for approval and for
the subsequent forwarding to the superintendent of schools for final approval. Secure all proper
request forms from the principal’s secretary in the Main Office. Approval must be secured
according to the published schedule, which will allow for Board of Education deadlines.
3. A parental permission slip is required for each student participating in the trip. Slips are
available in the mailroom of the main office. No student may leave school property without a
properly completed permission slip.
4. Plan trips well in advance. The teacher will provide the parents with information concerning
the purpose and destination of trip, transportation, eating arrangements, date and time of
departure, estimated time of return, and a detailed itinerary when a field trip will extend beyond
the school day.
5. Field trips must pay for themselves. Participating students will pay a pro-rata share of costs
for transportation, admission fees, etc. If there are guests, the cost must be met by the group.
Advisors are personally responsible for meeting the costs of field trips. School funds are
available through the principal for families requesting assistance with such expenses.
6. Please ask your students to pay by check. Checks should be made payable to JCHS. Money
must be deposited as collected daily, but please keep the receipts of the deposits. Deposit slips are
available in the office and should accompany each deposit to identify your money.
7. One or more adults in addition to the teacher will accompany each class on a field trip, unless
otherwise approved by the principal. There will be 1 adult for every 15 students. Teachers are
responsible for informing accompanying adults of their duties and responsibilities.
8. The teacher should review acceptable standards of conduct with the students in advance of the
trip. The teacher has primary responsibility for the conduct of the students. Students who
cannot be self-controlled or teacher-controlled may be excluded from field trip.
9. The teacher planning the trip will be responsible for arranging an appropriate educational
experience and supervision for students who do not participate in the field trip.
10. Each teacher should have in their possession during the trip an alphabetical list of student
names and emergency phone numbers at all times.
11. Prepare a complete updated, alphabetical list of those students who will be on the trip
for the secretaries in the main office. Check this list carefully just before the bus departs
and inform the secretaries of any changes to the list. A copy must be given to the attendance
secretary.
Common carriers, such as charter buses and trains, are to be used for trips beyond Caldwell-West
Caldwell. Walking trips must be made under the personal supervision of the teacher. Employee
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vehicles may not be used, such practice should be authorized in only the most unusual
circumstances and approved by the building principal.
NO STUDENTS MAY USE THEIR CARS TO TRAVEL DURING A FIELD TRIP AND
ARE NOT PERMITTED TO LEAVE THE TRIP.
Arrangements for buses are to be made through the Main Office with teachers ordering buses at
least five days in advance of the trip. Buses must comply with the State safety regulations, and
other carriers must meet ICC regulations.
If students return to school from a trip during school hours, they are to be directed to their
regularly-scheduled classes for the remainder of the school day. If students return to the school
from a trip after school hours, the teacher should make provisions for their safe departure home.
Under no circumstances should students be left unattended by the teacher while waiting for a ride
after returning from a school field trip.
BLACK OUT DATES - IMPORTANT TESTING DATES
Below is a list of important testing dates at James Caldwell High School. Please do not schedule any field trips, meetings, or presentations during the following dates due to potential proctoring assignments:
October 18, 2016 (Curriculum Day) October 19, 2016 (PSATs) November 16, 2016 (Curriculum Day) January 12, 2017 (Curriculum Day) January 16-28, 2017 (Midterms Prep and Testing) March 8, 2017 (Curriculum Day) March 14, 2017 (Curriculum Day) March 27-29, 2017 (English PARCC) make-ups March 30-31 May 1-12, 2017 (AP Tests) May 15-17, 2017 (Math PARCC) make-ups May 18-19 May 17, 2017 (Curriculum Day) May 24-25, 2017 (NJBCT) make-ups May 31 and June 1 June 1-22, 2017 (no Field Trips)
DISTRICT SCHOOL BUSES FOR FIELD TRIPS
The following procedure (taken from a memo from the Superintendent) describes the use of school buses
for field trips.
As in the past, we will allow the use of school buses for fundamental field trips, community service
projects, extracurricular activity trips, and interschool activity free of charge to students.
However, use of a school bus for supplemental or recreational field trips will be included as a cost for
students. The cost of a school bus for the 2016-2017 school year will be $155. For each approved school
bus, a check payable to ―Caldwell-West Caldwell Board of Education‖ should be sent to Thomas Lambe,
Business Administrator.
It will be the responsibility of the school principal or program administrator to find a driver for the trip.
Teachers will not be approved as drivers during the school day except for their own field trips.
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Include the name of the driver on the Bus Use Form and the cost of the school bus in the per pupil cost
for the trip.
The following is a list of Board approved bus drivers:
Frank Davide 973-715-3628 Ron Masson 973-228-7344 (H) 973-902-7783 (C) Sue Callaghan 973-228-6981 Bob Dubas 973-228-6981 Al Wozniak 973-228-4836 (H) 973-224-6933 (C) Steve Trivino 973-228-6981 Frank Lattoz 973-228-6981
ACCIDENTS TO STUDENTS
If any student reports a school accident to you, whether the accident occurs during or after school hours,
you should report the accident to the office and/or nurse immediately. An accident report form must be
completed as soon as possible, and delivered to the nurse.
PUBLICITY
Any teacher who has information about the activities or achievements of faculty members, students, or
events that should be reported in the area newspapers should notify the principal. All such information
will be forwarded to the Board Office.
LIBRARY / MEDIA CENTER PROCEDURES
If you have any questions or need assistance regarding the procedures for educational media and
facilities, please contact the librarian/media specialist at ext. 4051 or the library aide. Teachers may
reserve any of the library facilities to have their classes conduct research, to work on specific projects,
and to teach unique lessons that require the library. A calendar for this purpose is located at the main
desk in the library/media center. Please provide a copy of your assignment and present special requests
in advance to the media specialist.
All sign-ups are now done online. Please see the media specialist for more information. All special
requests for equipment and set-up should be communicated to the media specialist PRIOR to the day of
the lesson.
Library Classroom
Library Conference Room
Library Computers
Computer on Wheels (COW)
Computer Labs—103 and Library Lab
Library Circulation
Every staff member has a patron account for checking out books and other media center resources.
Account numbers are available at the circulation desk at the time of check out.
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Database logons and passwords for
ALL Library databases will be:
LOGIN: jchsstudent
PASSWORD: chiefs
Fire Drills and Emergencies: Building Evacuation NJSA 18A:41-1 states, in pertinent part, that, "Every principal shall have at least one fire drill
each month within school hours including summer months the school is open for instructional
programs. Attempts will be made to conduct drills in various weather conditions and at various times of
the school day. Fire drills should be unannounced to school staff and pupils.‖
It is illegal to report a false alarm; the appropriate authorities will be notified in each instance, in
addition to activation of the school’s discipline policies.
Fire Procedures: Students should be silent during evacuation drills. Pause momentarily before the group leaves the
room to verify that all class occupants are prepared to leave. All teachers should bring their
emergency folders with them. All students must remain with the class at all times. No student is
allowed to go to a locker for any reason.
1. Close windows if possible.
2. Follow exit map directions posted in each room.
3. Carry emergency folder.
4. Close door(s) and walk to nearest exit.
5. Continue to at least 50-75 feet from the building.
6. Take attendance when outside of building. All students must be accounted for. Attendance sheets
will be collected when re-entering the building.
7. Remain with the class and maintain the class as a group. Keep them together and calm. Do not
permit horseplay or students to leave the group.
8. Remain outside until an ―all clear‖ signal is given.
NOTE: Particular attention will be paid to the needs of physical handicapped or disabled students.
They must evacuate the building but may need assistance.
9. Attendance sheets will be collected as you re-enter the building. If an administrator isn’t present
to collect attendance, or the ―all clear‖ is called before you completed attendance, please send a
student to the Main Office with your fire drill attendance.
10. Teachers are encouraged to use the Celly app. This application will be reviewed at a faculty
meeting. Please see an administrator if you need the password or assistance.
LOCKDOWN PROCEDURE
Please follow these lockdown procedures:
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1. A staff member will announce over the P.A.:
―Lockdown, lockdown. We are now in lockdown.‖
With this announcement, students must be informed that cell phone use is prohibited.
a. If public address system cannot be used, teachers would be informed by the most expedient
means possible. Staff members are encouraged to use the Celly app.
2. Staff would then take the following steps:
a. Classroom doors should always be in the locked position.
b. Teachers should scan the hallways for any unsupervised individuals.
c. Remove lockdown magnets, close the classroom door, and turn off all lights.
d. Do not allow any students to leave the classroom.
e. Unsupervised students in hallways or lavatories should report to the nearest occupied
classroom.
f. Once the classroom door is secured, do not open the classroom door for anyone. An
administrator or a police officer will announce themselves before they unlock the door.
g. Teachers must take an accurate count of students.
h. Students should be seated on the floor next to an interior wall away from windows and
doors until further notice. Students and staff should not be visible brought the door.
i. Teachers are to keep students calm and quiet.
j. Students should be allowed to leave the classroom only when an ―all-clear‖ announcement
is given or when directed to move to another location by the police.
k. Please note once the school is in lockdown, even a fire alarm should not dismiss students
from the classroom.
l. A lockdown will be ended when two administrators make an announcement over the
P.A. One administrator will say, ―This completes our lockdown drill.‖ The other
administrator will say, ―Thank you for your cooperation. Please resume your regular
schedule.‖ If the administrators do not say these words verbatim, as long as two
administrators are making the announcement, consider the lockdown complete.
Building lockdown procedures will be utilized for the following conditions:
1. Intruders in the building
2. Weapons in the building
3. Hostage situation
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Evacuation to the Field Drill Please review the procedures with your students when you review the plans for fire drills. When the the announcement is made to evacuate to the Bonnel Field, students should follow the standard exits and procedures. Once you are outside, direct students to begin moving toward the field. Remind students, they must remain with the class. In order to provide for attendance and location, teachers should direct their students to the following locations: Classes Emergency Location 100 Wing/400 Wing/Library Shop/ Art/ Music
Locate in the cement bleachers to the left (facing the bleachers from the field) of the press box.
300 Wing Cafeteria
Report to the “visiting team” bleachers. Room 301 will locate closest to Lane Avenue and room 317 will be in the middle. Cafeteria students will be closest to the school.
500 Wing Rooms 501 through 517 Walk up towards Lane Avenue. Report to the second gate (the gate after the Press Box). Enter the bleachers through gate.
Report to the cement bleachers and sit between the side closest to Lane Avenue and the area to the right (facing the bleachers from the field) of the press box. Room 501 should be closest to the Lane Avenue, room 502 next to them, etc, until room 517 is just by the press box.
PE & Health Report to the Baseball Field bleachers (home side). Students who are in the halls at the time the alarm goes off
Report to the field and reunite with your teacher.
Students who have an open mod Report to the visitor side bleachers and sign-in with a guidance counselor.
Once students arrive at the assigned site, take attendance and keep students in the same location.
If an announcement is made during the passing of classes, tell students they should exit the nearest door and proceed to the fields. They should then meet their next period teachers in the areas noted above. (500, 400, shop in cement bleachers, 300 and cafeteria in metal bleachers, PE on Baseball field.) During lunches, students who are in the cafeteria will report to the field and line up alphabetically behind the Guidance Counselor who is holding their grade number. (9,10,11,12)
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Press Box
Evacuation to the Field Layout
VISITOR’S BLEACHERS
PE & HEALTH STUDENTS report to baseball field bleachers (home side)
100 wing classrooms 400 wing classrooms Library Shop classes Art Music
500 wing classrooms
FOOTBALL FIELD
Cafeteria Students with open mods
300 wing classrooms
317 301
301
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BOARD OF EDUCATION POLICY GBAC: AFFIRMATIVE ACTION /SEXUAL HARASSMENT
The Caldwell-West Caldwell Board of Education guarantees to all persons equal access to all categories and
conditions of employment, retention and advancement regardless of race, color, age, creed, religion, sex,
national origin, political affiliation, marital status, or non-applicable handicap. An affirmative action program
shall be a part of employment practice including upgrading; demotion or transfer; recruitment or recruitment
advertising; layoff or termination; rates of pay or other forms of compensation including fringe benefits;
employment selection or selection for training and apprenticeships; promotion; or tenure.
The Board of Education shall maintain a working environment that is free from sexual harassment. The
Caldwell-West Caldwell school district prohibits any form of sexual harassment by staff or student. It shall be
a violation of this policy for any member of the Caldwell-West Caldwell school district to harass another staff
member or student through conduct or communications of a sexual nature. It shall also be a violation of this
policy for students to harass other students or adults through conduct or communications of a sexual nature.
The Caldwell-West Caldwell Board of Education will act to investigate all complaints of sexual harassment
and discipline any student or employee who sexually harasses a student or employee of the Caldwell-West
Caldwell School District.
Sexual harassment consists of unwelcomed sexual advances, request for sexual favors, and other inappropriate
verbal or physical conduct of a sexual nature, when made by any member of another school staff to a student,
when made by any member of the school staff to another staff member, or when made by any student to
another student or to any adult.
Administrators and supervisors shall communicate to all staff that sexual harassment is prohibited in the
workplace or educational setting. Specifically, no supervisory employee shall threaten or insinuate, either
directly or indirectly, that an employee's refusal to submit to sexual advances will adversely affect the
employee's continued employment, evaluation, compensation, assignment, or advancement. No supervisory
employee shall promise or suggest, either directly or indirectly, that an employee's submission to sexual
advances will result in any improvement in any term or condition of employment of an employee.
Sexually harassing conduct in the workplace committed by non-supervisory personnel is also prohibited. Any
person who alleges sexual harassment by any staff member or student in the school may complain directly to
his or her immediate supervisor, any teacher or administrator, or the district Affirmative Action Officer, Jessica
Valentine. Filing a grievance or otherwise reporting sexual harassment will not reflect upon the individual's
status nor will it affect future employment, grades, or work assignments.
The right to confidentiality, both of the complainant and the accused, will be respected, consistent with the
school's legal obligations and the necessity to investigate allegations of misconduct and to take corrective
action when required. Findings of discrimination in the form of sexual harassment will result in appropriate
disciplinary action.
N.J.S.A. 10:5; N.J.S.A. 18A:6-6; 18A:18A-17; 18A:26-l; 18A:26-l.l; l8A:29-2; 18A:58-16; N.J.A.C. 6:4-1.3;
6:4-1.6; 6:8-4.3(a)9ii; 6:8-8.3(b)lOii
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BOARD OF EDUCATION POLICIES / ADMINISTRATIVE LAW
Teacher Evaluation:
Philosophy:
One of the most important obligations of the teaching profession is the development and implementation of an
instructional program that meets realistic, societal needs of boys and girls. Some type of evaluation becomes a
necessary part of the instructional program to make certain that the performance of the personnel is meeting the
expected goals of the instructional program.
The following assumptions are inherent in this philosophy of teacher evaluation:
1. Evaluation begins with the acceptance of a teaching contract and does not end until a
teacher leaves the school district. This presupposes self-evaluation, as well as
evaluation by members of the administrative staff.
2. Evaluation is a process of linking together the educational goals of the school system
and the performance of the teacher. This assumes that there must be active
participation in the evaluation by both the evaluator and the person being evaluated.
3. The desired outcome of teacher evaluation should always be increased effectiveness o
personnel in improving the instructional program.
Therefore, evaluation of teaching in the Caldwell-West Caldwell schools shall be a continuing process
designed to help teachers and administrators carry out the prescribed school philosophy and curriculum for the
benefit of all students in the school district. Pursuant to New Jersey Administrative Code 6:3-1.21 entitled:
Evaluation of tenured teaching staff members, the following procedures have been instituted at James Caldwell
High School:
Classroom Observation - to be carried out by an appropriately certified staff member for the
full extent of an academic period. Visits of shorter duration are permissible but are precluded from
being the sum and substance of the written narrative.
Written Evaluation- to be authored by the appropriate supervisor based on classroom observations and
shall include but not be limited to:
1. areas of strength
2. areas needing improvement
3. a summary of available indications of pupil growth
4. a professional improvement plan developed by the supervisor and the
teaching staff member
Summary Conference - the supervisor and supervised shall meet to discuss the substance of the written
narrative and to develop a Professional Improvement Plan.
Teacher Evaluation Form - shall be presented to the teacher for signing and shall contain a written
narrative and Professional Improvement Plan.
Steps in the Process
1. Classroom observation
2. Written notification to meet with the supervisor
3. Annual summary conference to discuss narrative and to develop a
Professional Improvement Plan which shall be first a topic of mutual discussion
and then subsequent to this exchange of views and objectives, relegated to a
specific written plan.
4. Final Teacher Evaluation (including Professional Improvement Plan) Form is to
be provided to the teacher for signing.
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NOTE: Classroom observations may be announced or unannounced. No annual summary
narrative shall be permitted to leave the office prior to the completion of the entire
Teacher Evaluation Report.
CALDWELL-WEST CALDWELL PUBLIC SCHOOLS
PROFESSIONAL EVALUATION GUIDE SHEET
The major responsibilities of the teaching position are in the classroom. Any analysis of teaching effectiveness
must include an appraisal of the following basic functions:
I. The Teacher in the Classroom
A. Establishing an Atmosphere for Learning
1. Provides opportunities for participation in group learning
2. Provides guidance in the expression of individual intellectual curiosity
3. Develops good work habits and self-expression
4. Encourages, guides and develops critical thinking
5. Develops a relationship with students, which is inspiring and professional
6. Maintains discipline that is consistent, friendly, fair and firm
7. Provides individual guidance for students
B. Curriculum Implementation and Development
1. Reveals a good knowledge of curriculum content
2. Uses a variety of good teaching methods
3. Presents material in an interesting and challenging manner
4. Provides source materials to supplement the basic program and encourages the
use and development of source materials by the students
5. Encourages and provides opportunities for creative growth
6. Utilizes the interests and knowledge of students
C. Lesson Planning
1. Plans learning experiences, systematically
2. Enlists pupil participation in the lesson planning process on appropriate
occasions
3. Adapts plans to meet the needs of pupil capacities and curriculum objectives
D. Classroom Management
1. Gives adequate attention to pupil welfare, comfort and safety
2. Prepares and provides material and displays to improve the learning situation
3. Develops pupil interests and participation in classroom management
E. Pupil Evaluation
1. Evaluates pupil progress continuously
2. Encourages realistic self-evaluation by pupils
3. Interprets test results and relates finding to pupil progress, in order to
improve the teaching and learning processes
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As a guide for further professional growth, any analysis of teaching effectiveness must include a thoughtful
appraisal of the teacher as a person.
II. The Teacher As a Person
1. Acts with sincerity and integrity in relations with others
2. Defends those values and convictions he believes to be true
3. Maintains an open mind
4. Demonstrates an appreciation of the worth and integrity of individuals
5. Is respected by colleagues
6. Accepts responsibility for making decisions
7. Makes decisions that serve the common good
8. Recognizes his own strengths and limitations
9. Adjusts to new ideas, situations and constructive suggestions
10. Personal qualities: enthusiasm, poise, humor, warmth, voice, appearance, etc.
A professional spirit and a concept of team membership add to the effectiveness of the teacher.
III. The Teacher As a Member of the Profession
1. Observes professional ethics
2. Shows pride in his profession
3. Demonstrates loyalty to the policies, principles, and personnel of the school
4. Cooperates with all school personnel
5. Supports and participates in professional organizations
6. Takes personal responsibility for individual professional growth
7. Contributes to committees
8. Helps new teachers
9. Assumes responsibility for duties not specifically within classroom assignments
10. Shows respect for the worth and dignity of colleagues
11. Carries out assigned duties with promptness and accuracy
The effective teacher employs the resources of the home and the immediate community agencies. He
understands that not only his community, but also the metropolitan area and the world community come within
the scope of his concern.
IV. The Teacher with Parents and Community
1. Provides for communication between home and school
2. Interprets the school and its objectives to parents and other members
of the community
3. Is sensitive to growing educational needs and reacts with consideration
to the concerns expressed by the community
4. Instills in parents a confidence in the competence of the teaching job
being done
5. Works with parents in areas of mutual concern, relative to the total
growth of the child
6. Maintains communication with parents on pupil progress
7. Observes professional ethics in relations with parents and other
members of the community
8. Cooperates with and participates in H.S.A. activities
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9. Utilizes the resources of the community and the metropolitan area
10. Participates in the civic life of a community
Our district’s system is both supervisory and evaluative. The supervisory role provides systematic,
informed analysis and feedback to improve performance and advance professional development. It
should ultimately lead to self-reflection and collaborative goal setting with the administrator. The
supervisory outcome should stimulate a teacher’s thinking about his/her decision-making skills. Our
district’s system is also evaluative. This accountability role monitors and assesses a teacher’s
performance to set improvement strategies, take corrective action, and make recommendations that affect
employment decisions.
In sum, the fundamental purposes of the Caldwell-West Caldwell Teacher Evaluation System are to
promote professional excellence, through the continuous improvement of instructional skills, and provide
performance accountability for the ultimate purpose of enhancing student achievement.
There are two sets of criteria to be used as guides in the evaluation of teachers. One is the ―Professional
Evaluation Guide Sheet‖ to be used in the evaluation of professional staff working with an Educational
Services certificate – guidance counselors, Child Study Team members, nurses, etc. The new document
is entitled ―Performance Indicators and Rubrics‖ and will be used in the evaluation of professional staff
members working with an Instructional certificate; i.e., classroom teachers. Both are included in the
following pages. The actual evaluation shall be in either narrative form or a combination of narrative and
checklist, signed by both the supervisor and the teacher.
Non-Tenured – A minimum of three formal evaluations shall be completed each year. The
non-tenured teacher shall be notified of at least one scheduled evaluation visit a year at a time
agreeable to both parties.
Tenured – A minimum of two formal evaluation shall be completed each year. Preliminary materials
may be requested by the administrator. Those materials may include the following: the purposes of
lesson, method employed, homework, lesson plans, etc. Copies of the completed evaluation form
shall be placed on file in the Superintendent’s office and a copy given to the teacher being evaluated
for his or her personal record.
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CALDWELL-WEST CALDWELL PUBLIC SCHOOLS
TEACHER EVALUATION FORM
INSTRUCTIONAL CERTIFICATED STAFF
Teacher’s Name: SAMPLE Assignment: SUBJECT
School(s): James Caldwell High
School School Year: 2016-2017
Administrator(s): PRINCIPAL
Observation
Date: ______________
The administrator will assess the teacher on each element by placing an x or X in the appropriate performance level
category and making comments as necessary. The evaluation will be based upon specific classroom observation and
overall professional performance.
CURRENT PROFESSIONAL IMPROVEMENT PLAN
Teacher Practice Score:
Highly Effective Effective Partially Effective Ineffective
P.I.P. ACCOMPLISHMENT
Goal One
Activity
Goal Two
Activity
Activity
Comments:
DOMAIN ONE: PLANNING AND PREPARATION
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A. Demonstrating knowledge of content and pedagogy.
Highly Effective
Effective
Partially
Effective
Ineffective
Not applicable
Comments:
B. Demonstrating knowledge of
students.
Highly Effective Effective Partially Effective Ineffective Not applicable
Comments:
C. Setting instructional outcomes.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Most outcomes represent rigorous and important learning in the discipline. All the instructional
outcomes are clear, written in the form of student learning, and suggest viable methods of assessment.
Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take
into account the varying needs of groups of students.
D. Demonstrating knowledge of resources.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher displays awareness of resources available for classroom use, for expanding one’s own
knowledge, and for students through the school or district and external to the school and on the
Internet.
E. Designing coherent instruction.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning
experiences aligned to instructional outcomes and suitable to groups of students. The learning
activities have reasonable time allocations; they represent significant cognitive challenge, with some
differentiation for different groups of students. The lesson or unit has a clear structure with appropriate
and varied use of instructional groups.
F. Designing student assessments.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
55
Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment
methodologies may have been adapted for groups of students. Assessment criteria and standards are
clear. Teacher has a well-developed strategy for using formative assessment and has designed
particular approaches to be used. Teacher intends to use assessment results to plan for future
instruction for groups of students.
COMMENTS
DOMAIN TWO: THE CLASSROOM ENVIRONMENT
A. Creating an environment of respect and rapport.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions
are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among
students are generally polite and respectful. Teacher responds successfully to disrespectful behavior
among students. The net result of the interactions is polite and respectful, but impersonal.
B. Establishing a culture for learning.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
The classroom culture is a cognitively busy place where learning is valued by all with high
expectations for learning the norm for most students. The teacher conveys that with hard work students
can be successful; students understand their role as learners and consistently expend effort to learn.
Classroom interactions support learning and hard work.
C. Managing classroom procedures.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
There is little loss of instructional time due to effective classroom routines and procedures. The
teacher’s management of instructional groups and/or the handling of materials and supplies are
consistently successful. With minimal guidance and prompting, students follow established classroom
routines.
D. Managing student behavior.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Student behavior is generally appropriate. The teacher monitors student behavior against established
standards of conduct. Teacher response to student misbehavior is consistent, proportionate and
respectful to students and is effective.
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E. Organizing physical space.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
The classroom is safe, and learning is accessible to all students; teacher ensures that the physical
arrangement is appropriate to the learning activities. Teacher makes effective use of physical
resources, including computer technology.
COMMENTS
DOMAIN THREE: INSTRUCTION
A. Communicating with students.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
The instructional purpose of the lesson is clearly communicated to students, including where it is
situated within broader learning; directions and procedures are explained clearly. Teacher’s
explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge
and experience. During the explanation of content, the teacher invites student intellectual engagement.
Teacher’s spoken and written language is clear and correct. Vocabulary is appropriate to the students’
ages and interests.
B. Using questioning and discussion
techniques.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
While the teacher may use some low-level questions, he or she poses questions to students designed to
promote student thinking and understanding. Teacher creates a genuine discussion among students,
providing adequate time for students to respond, and stepping aside when appropriate. Teacher
successfully engages most students in the discussion, employing a range of strategies to ensure that
most students are heard.
C. Engaging students in learning.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
The learning tasks and activities are aligned with the instructional outcomes and are designed to
challenge student thinking, resulting in active intellectual engagement by most students with important
and challenging content, and with teacher scaffolding to support that engagement. The pacing of the
lesson is appropriate, providing most students the time needed to be intellectually engaged.
D. Using assessment in instruction.
Highly Effective x Effective Partially Effective Ineffective Not applicable
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Comments:
Assessment is regularly used during instruction, through monitoring of progress of learning by teacher
and/or students, resulting in accurate, specific feedback that advances learning. Students appear to be
aware of the assessment criteria; some of them engage in self-assessment. Questions/prompts/
assessments are used to diagnose evidence of learning.
E. Demonstrating flexibility and
responsiveness.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher promotes the successful learning of all students, making minor adjustments as needed to
instruction plans and accommodating student questions, needs and interests. The teacher persists in
seeking approaches for students who have difficulty learning, drawing on a broad repertoire of
strategies.
COMMENTS
DOMAIN FOUR: PROFESSIONAL RESPONSIBILITIES
A.
Reflecting on
teaching.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved
its instructional outcomes and can cite general references to support the judgment. Teacher makes a
few specific suggestions of what could be tried another time the lesson is taught.
B. Maintaining accurate records.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher’s system for maintaining information on student completion of assignments, student progress
in learning, and non-instructional records, is fully effective.
C. Communicating with families.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
58
Teacher communicates frequently with families about the instructional program and conveys
information about individual student progress. Teacher makes some attempts to engage families in the
instructional program; as appropriate Information to families is conveyed in a culturally appropriate
manner.
D. Participating in a professional community.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Relationships with colleagues are characterized by mutual support and cooperation; teacher actively
participates in a culture of professional inquiry. Teacher volunteers to participate in school events and
in school and district projects, making a substantial contribution.
E. Growing and developing professionally.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher seeks out opportunities for professional development to enhance content knowledge and
pedagogical skill. Teacher welcomes feedback from colleagues when made by supervisors or when
opportunities arise through professional collaboration. Teacher participates actively in assisting other
educators.
F. Showing professionalism.
Highly Effective x Effective Partially Effective Ineffective Not applicable
Comments:
Teacher displays high standards of honesty, integrity, and confidentiality in interactions with
colleagues, students, and the public. Teacher is active in serving students, working to ensure that all
students receive a fair opportunity to succeed. Teacher maintains an open mind in team or
departmental decision-making. Teacher complies fully with school and district regulations.
COMMENTS
ADDITIONAL NARRATIVE COMMENTS
PROFESSIONAL DEVELOPMENT EXPERIENCES
Signature of Administrator
Date
I have read this evaluation on
Date
Signature of Teacher
Copy distribution:
* Personnel folder in Central Office. * Building principal’s/administrator’s office * Teacher
59
TEACHER LESSON PLANS
Lesson plans will be expected from all non-tenured teachers, and, on occasion, from tenured teachers. A
schedule of submissions will be provided each September. Lesson plans are a vital component of a
teacher’s involvement in the instructional program, to establish the goals, direction, and outcome of the
daily classroom procedure relative to instructional performance.
Two of the most important skills in a teacher’s instructional performance are ―set‖ and ―closure.‖ Set is
defined as those activities which are designed to prepare students for upcoming learning. Closure is
defined as those activities designed to act as a closing to learning that has occurred. In theory and
practice, the purpose of set is to motivate students. Traditionally, teachers have accomplished this task by
stating goals and/or objectives of the lesson, tying previous learning to upcoming learning, and stating
what procedures will be used in upcoming learning activity.
The purpose of closure is to assist the student in summarizing main ideas, evaluate class process, make
decisions regarding questions posed at the outset of the learning activity, and provide continuity between
what has occurred and what will occur in the future. Overall, closure is used to facilitate and enhance
student accomplishment.
JCHS Understanding by Design
Lesson Plan Template
Page___of___
Teacher’s Name:_______________________________
Subject:_______________________________________
Title of Unit:___________________________________
Inclusive Dates: From:__________ To:_____________
Core Curriculum Content Standards and Benchmarks:
1. 4.
2. 5.
3. 6.
Overarching Objectives: (Brief Unit Summary):
Essential Questions: What essential questions will guide this lesson?
(What will students remember in three years about this unit?)
1.
2.
3.
4.
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Asssessment(s): (What evidence will demonstrate that students learned and will understand?)
Select the appropriate item(s), and briefly describe the assessment(s).
□ Performance Tasks, Projects:
□ Quizzes, Tests, Academic Prompts:
□ Informal observations/discussions/interviews:
□ Student Self-Assessment:
□ Other:
Descriptions:
How will we accomplish the following?
How will I introduce and explain this strategy so that students will understand the how and
why? (inductive method, mini-lecture, demonstration, notes, etc.)
How will I model this strategy for my students? (exemplars and/or demonstrations)
How will I provide opportunities for guided practice?
How will I monitor/gauge students’ understanding of the strategy and the skill it develops?
(formative assessment) How will I determine student readiness?
Using real texts, how will students independently practice using the strategy and the skill it
targets?
How will I adapt or differentiate this lesson for grade and skill level?
How will I engage students in a reflection of how this strategy has developed this particular skill
and how it has helped each of them become a more effective reader?
Notes or Comments:
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HARASSMENT, INTIMIDATION OR BULLYING
The Caldwell-West Caldwell Board of Education prohibits acts of harassment, intimidation or bullying
against any pupil.
On January 5, 2011, New Jersey’s ―Anti-Bullying Bill of Rights‖ became law. The new law, which
amends the 2002 anti-bullying law, went into effect on September 1, 2011. The Caldwell-West Caldwell
Board of Education prohibits acts of harassment, intimidation or bullying against any pupil or adult.
HIB 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, and any school-sponsored function, on a school bus, or off school
grounds, as provided for in N.J.S.A. 18A, 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 acts 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 to his/her or damage to his/her property; or
5. Has the effect of insulting or demeaning any pupil or group of pupils;
6. or 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.
Any victim, school employee, pupil or volunteer who has witnessed, or has reliable information that
a pupil has been subjected to harassment, intimidation or bullying must report the incident to the
Frank Lattoz, Anti-Bullying Specialist or an appropriate school official designated by the
administration. The Caldwell-West Caldwell Board of Education shall not tolerate an act of reprisal or
retaliation against any person who reports an act of harassment, intimidation or bullying.
James Caldwell High School encourages students, who believe that they are the targets of harassment,
intimidation, or bullying, to use any and all avenues possible for reporting incidents including:
Telling a friend or a peer leader, who then reports it to a counselor or administrator,
Telling a teacher, counselor, nurse, administrator or SRO.
Asking a parent to notify a school official, with or without supplying his/her name.
Confidential meeting with counselor or administrator.
Confidential meeting with the Anti-Bullying Specialist: Frank Lattoz.
The Anti-Bullying Specialist will investigate the reported incident and Administration will apply
appropriate consequences based on the nature and number of offenses committed by the individual.
CYBER BULLYING POLICY: NJ law also criminalizes the use of the Internet and other electronic
communications devices to commit harassment, intimidation, and stalking. (SB1616, enacted August 24,
2001).
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"Cyber-Bullying involves the use of information and communication technologies such as an e-mail, cell
phone and pager text messages, instant messaging, defamatory personal Web sites and online personal
polling Web sites, to support deliberate, repeated, and hostile behavior by an individual or group that is
intended to harm others."
James Caldwell High School encourages students, who believe that they are the targets of harassment,
intimidation, or bullying, to use any and all avenues possible for reporting incidents including:
Telling a teacher, counselor, nurse, administrator or SRO.
Confidential meeting with counselor or administrator.
Confidential meeting with the Anti-Bullying Specialist: Frank Lattoz.
Updated HIB policies and procedures are located at www.cwcboe.org.
CONTROLLED SUBSTANCE ABUSE POLICY
The Board of Education prohibits the use, possession and/or distribution of any drug, alcoholic
beverage, tobacco product, or steroids on school premises, in any vehicle being used to transport
students for the Caldwell-West Caldwell school district, and at any event or programs away from school
sponsored by the Board. (For the purpose of this policy, ―drug‖ includes all controlled dangerous
substances set forth in N.J.S.A. 24:21-1 et seq. and all chemicals that release toxic vapors set forth in
N.J.S.A. 2A:170-25.9 et seq.) Attendance at school events while in possession or under the influence of
these substances is prohibited.
Pupils suspected of being under the influence of drugs, alcohol, tobacco or steroids will be identified,
evaluated, and reported in accordance with the law. In all instances parents will be notified, and a
suspension up to ten days may be imposed.
Pupils using, possessing or distributing drugs, alcohol, or steroids will be subject to discipline, which
will include suspension or expulsion, and will be reported to appropriate law enforcement officials.
The penalty for each offense for possession, distributing, transferring, or selling of alcohol, drugs,
steroids, or substances identified in N.J.A.C. 6:29-6.3(a) will increase with each offense.
Pupils using or possessing tobacco products will be subject to progressive disciplinary action and
penalty, including detention or suspension and having a complaint signed with the local police
department.
BOARD OF EDUCATION POLICY JFCJ:
Dangerous Weapons
It is illegal for a person to bring to school, to store on school property, or to carry on their person, any
dangerous weapon, as defined by New Jersey State Statutes. Students are forbidden to bring to school, to store
in desk or lockers, or carry on their person, any dangerous weapon as defined by the New Jersey State Statutes.
This includes all curricular, extra-curricular activities, and field trips. Students possessing or transporting such
dangerous weapons shall be subject to disciplinary action and such weapons will be confiscated by the teacher
and/or building principal.
N.J.S.A. 18A:6-1; 18A:37-1
Smoking
Smoking is prohibited on school grounds and at all school functions by staff and by students.
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Protecting School Property
The act of defacing or mutilating school property in any way is unnecessary, foolish, and illegal.
Students are urged to make good use of school property that has been provided by taxpayers and to
protect it from needless damage. Students will be held responsible for any damage they cause to school
property, and they and their parents will be required to reimburse the school district for all costs related to
vandalism and subsequent repair. Disciplinary action will be taken.
BOARD OF EDUCATION POLICY KNBJ:
Enforcement of Drug-Free School Zones
The Caldwell-West Caldwell Board of Education recognizes its responsibility to ensure continuing cooperation
between school staff and law enforcement authorities in all matters relating to the use, possession and
distribution of controlled dangerous substances and drug paraphernalia on school property. The Board further
recognizes its responsibility to cooperate with law enforcement authorities in planning and conducting law
enforcement activities and operations on school property. The Board shall, therefore, establish a formal
Memorandum of Agreement with the appropriate law enforcement authorities and set forth the following
policies and procedures after consultation with the county prosecutor and approval by the county
superintendent of schools. The Memorandum of Agreement shall be consistent with the School Zone
Enforcement Code (N.J.A.C. 6:3-6.1-6.6), Statewide Action Plan for Narcotics Enforcement and the Attorney
General's Executive Directive 1988-1.
Law Enforcement Liaison
In order to ensure that such cooperation continues, the chief school administrator shall designate a school
district liaison to law enforcement agencies and prescribe the roles and responsibilities of the school liaison(s).
Such assignment shall be in accordance with the district's collective bargaining agreement, if applicable.
Undercover Operations The Board hereby recognizes that the chief school administrator may request that law enforcement authorities
conduct an undercover operation in the school if s/he has reason to believe that drug use and/or drug trafficking
is occurring in the school and that a less intrusive means of law enforcement intervention would be ineffective.
The Board hereby authorizes the chief school administrator to request such intervention under these
circumstances. The Board recognizes that the chief school administrator is not permitted to ask the Board's
approval for his/her action and is not permitted to discuss any aspect of the undercover operation until
authorized to do so by law enforcement authorities.
The Board recognizes that law enforcement authorities may contact the chief school administrator to request
that an undercover operation be established in a district school. The Board recognizes that the chief school
administrator is prohibited from discussing the request with the Board. The Board hereby authorizes the chief
school administrator to act upon any such request in the manner that s/he determines is in conformity with the
law and the Attorney General's Executive Directive 1988-1 and that is in the best interests of the students and
the school district.
The chief school administrator and school principal shall cooperate with law enforcement authorities in the
planning and conduct of undercover school operations. The chief school administrator, principal, or any other
school staff or district board member who may have been informed about the undercover operation is required
to immediately communicate information to the county prosecutor or designee if the integrity of the undercover
school operation has been compromised in any way.
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At the completion of an undercover operation in a school, and with the consent of the appropriate law
enforcement authority, the chief school administrator shall report to the Board regarding the nature of the
operation, the result of the operation, and any serious problems encountered during the operation.
Summoning Law Enforcement Authorities onto School Property for the Purpose of Conducting Investigations, Searches, Seizures, and Arrests
Any school employee who has reason to believe a student(s) or a staff member(s) is using or distributing
controlled dangerous substances or drug paraphernalia on school premises shall bring that information to the
school principal who, in turn, shall report same to the chief school administrator. The chief school
administrator shall immediately report that information to the appropriate law enforcement agency. If, after
consultation with the law enforcement official, it is determined that further investigation is necessary, the chief
school administrator will cooperate with the law enforcement authorities in accordance with the law and
Administrative Code. S/he will provide the officials with a room in an area away from the general student
population in which to conduct their law enforcement duties. If law enforcement officials do not choose to
investigate the incident, the chief school administrator may continue the investigation to determine if any
school rules have been broken and whether any school discipline is appropriate.
If an arrest is necessary, and no exigent circumstances exist, the chief school administrator and staff will
cooperate with the law enforcement officials and provide them access to the office of a school administrator or
some other area away from the general student population. Every effort shall be made to enable law
enforcement personnel to carry out the arrest in a manner that is least disruptive to the educational
environment. The chief school administrator or the principal shall immediately notify the student's parent or
guardian whenever a pupil is arrested for violating any laws prohibiting the possession, use, sale, or distribution
of any controlled substance or drug paraphernalia.
Whenever the police have been summoned to a school building by the chief school administrator, the chief
school administrator shall report the reason the police were summoned and any pertinent information to the
Board at its next regular meeting. If confidentiality is required, the report shall be made in executive session.
Student Searches and Securing Physical Evidence
The principal or his/her designee may conduct a search of a student's person or belongings if the search is
necessary to maintain discipline and order in the school, and the school official has a reasonable suspicion that
the student is concealing contraband. All searches and seizures conducted by designated school staff shall
comply with the standards prescribed by the United States Court in New Jersey V. T. L. 0., U.S. 325 (1985), as
set forth in Appendix C of the Attorney General's State-wide Action Plan for Narcotics Enforcement.
If, as a result of the search, a controlled dangerous substance or drug paraphernalia is found, or if a controlled
dangerous substance or drug paraphernalia is by any means found on school property, the individual
discovering the item or substance shall immediately notify the building principal; the principal shall
immediately notify the chief school administrator who shall immediately, in turn, notify the appropriate law
enforcement agency. The principal shall ensure that the controlled or dangerous substance and/or drug
paraphernalia is labeled and secured in a locked cabinet or desk until law enforcement officials pick it up. The
principal shall then contact the student's parent or guardian to inform them of the occurrence.
Whenever law enforcement officials have been called into the school and a search of a student's person or
belongings is necessary, or an interrogation is to be conducted, the chief school administrator shall request that
the law enforcement officials conduct the search, seizure, or interrogation.
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Police Presence at Extracurricular Activities The chief school administrator is hereby authorized to contact the appropriate law enforcement agency and
arrange for the presence of an officer(s) in the event of an emergency or when the chief school administrator
believes that uniformed police presence is necessary to deter illegal drug use or trafficking or to maintain order
or crowd or traffic control at a school function.
Resolving Disputes Concerning Law Enforcement Activities
The Board authorizes the chief school administrator to contact the chief executive officer of the law
enforcement agency involved with any dispute or objection to any proposed or ongoing law enforcement
operation or activity on school property. If for any reason the dispute or objection is not satisfactorily resolved
with the chief executive officer of the agency, the chief school administrator shall work in conjunction with the
county prosecutor and, where appropriate, the Division of Criminal Justice to take appropriate steps to resolve
the matter. Any dispute that cannot be resolved at the county level shall be reported to the Board and shall be
resolved by the Attorney General whose decision will be binding.
Confidentiality of Pupil Involvement in Intervention and Treatment Programs Nothing in this policy shall be construed in any way to authorize or require the transmittal of any information
or records that are in the possession of a substance-abuse counseling or treatment program including, but not
limited to, the school district's own substance abuse programs. All information concerning a pupil's or staff
member's involvement in a school intervention or treatment program shall be kept strictly confidential.
See 42 C.F.R. 2 and N.J.A.C. 6:3-6.6.
In-Service Training The chief school administrator will ensure that all district employees receive annual in-service training to make
them aware of their responsibilities in accordance with Board policies and N.J.A.C. 6:3-6.3 et seq.
Annual Review
The Board will review annually the effectiveness of these policies and the Memorandum of Agreement entered
into with the appropriate law enforcement agency. As part of this review, the Board will consult with the
county superintendent, local community members, and the county prosecutor's office.
Availability of Policy The policies and procedures contained herein shall be made available to all staff, pupils, parents, or guardians
on an annual basis.
BOARD OF EDUCATION POLICY JHFA
Child Abuse and Neglect
The Caldwell-West Caldwell Board of Education adopts, as its policy, the resolution of the State Board of
Education, in reference to child abuse:
―Whereas, the State Board and the Commissioner acknowledge that, pursuant to
N.J.S.A. 9:6-8.40, school officials and employees are required to fully cooperate with
the Department of Children and Families in the Department of Human Service in the
investigation of child abuse cases, and are therefore required to:
1. Report cases directly to Department of Children and Families;
2. Release to Department of Children and Families all records past and present
pertaining to the child or children under investigation;
3. Permit Department of Children and Families to physically view the child or children
in question;
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4. Permit Department of Children and Families to interview the child or children in the
presence of a school official; and
5. Permit Department of Children and Families to interview any personnel who may
have information relevant to the investigation.‖
Immediately after notifying Department of Children and Families, the school employee must make a report to
the Building Principal, who will notify the Superintendent of Schools. The investigation and validation of
suspected abuse is the responsibility of the Department of Children and Families, not the local school district or
its employees.
The Caldwell-West Caldwell Board of Education believes that the physical and mental well-being of all
children in its charge must be maintained as a prerequisite to achievement through the formal educational
process. The school district personnel will cooperate with the New Jersey Department of Children and
Families (DCF) in identifying, immediately reporting and investigating all suspected cases of child abuse or
neglect.
The Superintendent shall develop and implement procedures for compliance with statutory requirements
pertaining to suspected child abuse or neglect. The Superintendent shall require all the employees to receive
child abuse or neglect in-service training annually. This training shall be related to the procedures for
identifying and reporting allegations of child abuse to the DCF as well as to the investigative process conducted
by the DCF. Additionally, the employees shall be made aware of their rights and responsibilities according to
law and code. This policy and the procedures are to be posted on the bulletin board of every building and
discussed with staff. Parents shall be informed in writing of this policy and the procedures when their child
enters elementary school, middle school and high school as well as when any changes in policy or
regulations occur. In accordance with Chapter 228, Laws of 1984, regarding the early detection of missing
children, the Board of Education recognizes its responsibility to assist in identifying potentially missing
children. The appropriate staff members shall be aware of unverified student absences on a daily basis and
shall report those absences to the building principal. The building principal, or his designee, will follow the
administrative procedures regarding pupil attendance to verify the reason for a student's absence. Should the
circumstances involving a child's absence be of a suspicious nature, the building principal shall make a report
to the Police Department and an appropriate child welfare agency.
N.J.S.A. 9:6-8.40; Chapter 341, Laws of 1987; Chapter 228, Laws of 1984 REVISED BY THE BOARD OF
EDUCATION - DECEMBER 12, 1988
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CHILD ABUSE AND NEGLECT
I. CHILD ABUSE REPORTING AND REFERRALS
A. Reporting
New Jersey law requires that any person having reasonable cause to believe that a child
has been subjected to child abuse or acts of child abuse shall report it immediately to the
DCP&P. (N.J.S.A. 9:6-8.10).
Violations, failure to make report- ―Any person knowingly violating the provisions of this act including the
failure to report an act of child abuse having reasonable cause to believe that an act of child abuse has been
committed, is a disorderly person.‖ (N.J.S.A. 9:6-8.14). A person convicted of a disorderly persons offense
under N.J.S.A. 9:6-8.14 is subject to a $1,0OO fine and up to six months in jail. All school employees shall
immediately report child abuse directly to the DCP&P. After reporting the incident to the DCP&P, the person
reporting the alleged abuse should notify the school principal or designee of the report, in accordance with local
procedure. However, consistent with the DCP&P regulations, notice to the principal need not be given where
the. referrer believes that such notice would be likely to endanger the safety of the referrer or children, or where
such disclosure would be likely to result in retaliation against the child or in discrimination against the referrer
with respect to his/her employment.
N.J.S.A. 9:6-8.13 Immunity
Anyone acting pursuant to this act in the making of a report under this act shall have immunity from any
liability, civil or criminal, that might otherwise be incurred or imposed. Any such person shall have the
same immunity with respect to testimony given in any judicial proceeding resulting from such report.
A person who reports or causes to report in good faith an allegation of child abuse or neglect pursuant
to section 3 of P.L.1971, c. 437 (C. 9:6-8.10) and as a result thereof is discharged from employment or in
any manner discriminated against with respect to compensation, hire, tenure or terms, conditions or
privileges of employment, may file a cause of action for appropriate relief in the family part of the
Chancery Division of the Superior Court in the county in which the discharge or alleged discrimination
occurred or in the county of the person's primary residence.
If the court finds that the person was discharged or discriminated against as a result of the person's
reporting an allegation of child abuse or neglect, the court may grant reinstatement of employment with
back pay or other legal or equitable relief.
L. 1971, c.437; amended by L. 1987,c.341,s.5.
CHAPTER 248 AN ACT concerning public school district reporting of certain pupil absences to the Division of
Child Protection and Permanency and supplementing chapter 36 of Title 18A of the New Jersey
Statutes.
BE IT ENACTED by the Senate and General Assembly of the State of New Jersey:
C.18A:36-25.2 Investigation, reporting of certain pupil absences, transfers.
1. a. If any child enrolled in a school district has an unexcused absence from school for five
consecutive school days, the attendance officer of the district shall investigate the absence and notify
the district superintendent of the absence. In the event the investigation leads the district
superintendent to have reasonable cause to believe the child has been abused or neglected as defined
in section 1 of P.L.1974, c.119 (C.9:6-8.21), the district superintendent shall then notify the Division
of Child Protection and Permanency in the Department of Children and Families for its determination
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of whether the division is or has been involved with the child and whether action, as appropriate, is
warranted.
b. When a child's parent, guardian or other person having charge and control of the child
notifies a school district that the child will be withdrawing from the district and transferring to
another school district, the principal of the school from which the child is withdrawing shall request
that the parent, guardian or other person having charge and control of the child provide the principal
with the name and location of the school district in which the child will subsequently be enrolled and
the expected date of enrollment. The principal shall provide the information supplied by the parent,
guardian or other person having charge and control of the child to the district superintendent. Five
school days following the expected date of enrollment, the superintendent of the district of last
attendance shall contact the school district in which the child is to be subsequently enrolled to
determine if the child has enrolled in the district. If the child has not been so enrolled, the attendance
officer of the transfer district shall investigate the failure to enroll and notify the superintendent of
the transfer district of the failure to enroll. In the event the investigation leads the superintendent of
the transfer district to have reasonable cause to believe the child has been abused or neglected as
defined in section 1 of P.L.1974, c.119 (C.9:6-8.21), the superintendent of the transfer district shall
then notify the Division of Child Protection and Permanency in the Department of Children and
Families for its determination of whether the division is or has been involved with the child and
whether action, as appropriate, is warranted. If the child has been so enrolled, the district of last
attendance and the transfer district shall arrange for the transfer of the child's records in accordance
with the provisions of section 1 of P.L.1986, c.160 (C.18A:36-19a) and subsection b. of section 4 of
P.L.1995, c.395 (C.18A:36-25.1).
c. School district policies for the early detection of missing and abused children required
pursuant to section 2 of P.L.1984, c.228 (C.18A:36-25) shall include provisions to implement the
requirements of this section.
C.18A:36-25.3 Rules, regulations.
2. The Commissioner of Education, pursuant to the "Administrative Procedure Act," P.L.1968,
c.410 (C.52:14B-1 et seq.), and in consultation with the Commissioner of Children and Families shall
adopt rules and regulations necessary to effectuate the purposes of this act .
3. This act shall take effect immediately.
Approved January 4, 2008.
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