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Penns Grove – Carneys Point Regional School District

Board of Education Policy Manual

TABLE OF CONTENTS

Administration – Series 2000

Concepts & Roles in Administration: Goals & Objectives 2000/2010 Code of Ethics for Administrators 2050 Administrative Staff Organization 2100 Administrative Team Development 2110.1 Residency Requirements 2111.4 Pandemic Situations 2111.5 Re-Opening Schools Following a Pandemic 2111.6 COVID – 19 & Transportation 2111.8 Contact Tracing and Screening - Pandemic 2111.65 Organizational Chart 2120 Lines of Responsibility 2121 Evaluation of Principals 2125 Professional Development for Principals 2126 Administrative Positions / Job Descriptions of Administrators 2130 Evaluation of the Superintendent of Schools 2131 Acting Superintendent of Schools 2133 Administrative Positions – Review of Contracts 2200 Administrative Leeway in Absence of Board Policy 2210 Representative & Deliberative Groups 2220 Nondiscrimination / Affirmative Action 2224 Research, Evaluation & Planning 2240 Needs Assessment of the District and the Individual Programs / Facilities 2241 Action Planning for Thorough & Efficient Certification 2255 Action Planning for State Monitoring – NJQSAC 2256 Holiday Observance 2260

Penns Grove - Carneys Point Regional School District Board of Education Policy Manual

Goals & objectives! Goals! Objectives! Administration Series 2000 Concepts & Roles in Administration: Goals & Objectives

Policy 2000/2010

Date Adopted: October 19, 1990 Date Revised: May 3, 2003, February 11, 2008 Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Board of Education shall establish policies that govern all aspects of district operations. The Board expects the educational administration to direct, coordinate and supervise pupils and staff in their efforts to reach the goals and objectives adopted by the Board. Within the guidelines of Board policy, negotiated agreements and New Jersey law, the Board expects the educational administration to:

1. Provide up-to-date information and sound professional advice to the Board, as an aid in rational decision making;

2. Plan, organize, implement and evaluate the educational programs established by Board policy, in order to provide optimum educational opportunities to the pupils of the district;

3. Provide these optimum educational opportunities at a reasonable cost; 4. Use efficient administrative and management procedures, pursuant to law and regulations,

and developed after consultation with and among the Board, administrators and appropriate staff members;

5. Coordinate the resources of the community and the district. 6. Keep the Board informed of all new legislative actions or changes in code and statute that

affect the policies, programs or operations of the district. Legal References

NJSA 18A:7A-3 et al. Public School Education Act of 1975 18A:7F-1 et seq. Comprehensive Education Improvement and Financing Act of 1996 18A:11-1 General mandatory powers and duties 18A:12-21 et seq. School Ethics Act

NJAC 6A:8-1.1 et seq. Standards and Assessment 6A:28-1.1 et seq. School Ethics Commission N.J 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-1.1 et seq. School District Operations

Manual for the Evaluation of Local School Districts New Jersey Quality Single Accountability Continuum (NJQSAC)

Possible Cross References 2131, 2210, 3293.1, 4111, 4115, 4116, 4211, 4215, 9000, 9313


Code of ethics! Ethics! Administration Series 2000 Code of Ethics for Administrators Policy 2050

Date Adopted: February 11, 2008 Date Revised: Page 1 of 2 Date Reviewed & Approved: July, 16, 2018 Definitions For the purposes of this policy, the following definitions shall apply: “Administrator” means any employee of this school district who holds a position that:

A. Requires certification with the endorsement of school administrator, principal or school business administrator;

B. Does not require certification but is responsible for making recommendations regarding hiring or the purchase or acquisition of any property or services by the school district;

C. Requires certification with the endorsement of supervisor and is responsible for making recommendations regarding hiring or the purchase or acquisition of any property or services by the school district.

For the purposes of this policy, the following definitions will apply: “Business” means any corporation, partnership, firm, enterprise, franchise, association, trust, sole proprietorship, union, political organization, or other legal entity but does not include a school district or other public entity. “Interest” means the ownership of or control of more than ten percent of the profits, assets, or stock of a business but does not include the control of assets in a labor union. “Immediate family” means the person to whom the administrator is legally married and any dependent child of the administrator residing in the same household. Code of Ethics No administrator or member of his/her immediate family shall have an interest in a business organization or engage in any businesses, transaction or professional activity that is in substantial conflict with the proper discharge of his/her duties in the public interest. No administrator shall use or attempt to use his/her official position to secure unwarranted privileges, advantages, or employment for himself/herself, a member of his/her immediate family or any other person. No administrator shall act in his/her official capacity in any matter where he/she, a member of his/her immediate family, or a business organization in which he/she has an involvement that might reasonably be expected to impair his or her independence of judgment in the exercise of his/her official duties. No administrator shall undertake any employment or service, whether compensated or not, that might reasonably be expected to prejudice his/her independence of judgment in the exercise of his/her office duties.


Administration Series 2000

Code of Ethics for Administrators Policy 2050

Page 2 of 2 No administrator shall act in his/her official capacity in any matter where he/she, a member of his/her immediate family, or a business organization in which he/she has an interest shall solicit or accept any gift, favor, loan, political contribution, service, promise of future employment, or other thing of value based upon an understanding that the gift, favor, loan, contribution, service, promise, or other thing of value was given or offered for the purpose of influencing him/her directly or indirectly, in the discharge of his/her official duties. No administrator shall accept offers of meals, entertainment, or hospitality that are limited to the clients/customers of the individual providing such hospitality. Administrators may attend hospitality suites or receptions at conferences only when they are open to attending the conference. No administrator shall use, or allow to be used, his/her public office or any information not generally available to the members of the public that he/she receives or acquires in the course of and by reason on his/her office, for the purpose of securing financial gain for himself/herself, any member of his/her immediate family or any business organization with which he/she is associated. No administrator or business organization in which he/she has interest shall represent any person or party other than the Board of Education or this school district in connection with any cause, proceeding, application or other matter pending before this school district or in any proceeding not deemed to prohibit representation within the context of official labor union or similar representational responsibilities. Nothing in this policy shall prohibit an administrator or members of his/her immediate family from representing himself/herself or themselves in negotiations or proceedings concerning his/her or their own interests. Each administrator shall annually, in accordance with law, file with the New Jersey Commissioner of Education, a report regarding potential conflicts of interest and with the School Ethics Commission, a financial disclosure statement. Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:12-21 et seq. School Ethics Act

NJAC 6A:9-12.3 Authorization 6A:9-12.4 School administrator


Staff organization! Unit control system! Unit control! Administration Series 2000 Administrative Staff Organization Policy 2100

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The School System shall operate under a unit control system headed by the Superintendent of Schools. The Superintendent of Schools shall be responsible for all programs provided by the district, both educational and operational. Legal References

NJSA 18A:11-1 General mandatory powers and duties

NJAC 6A:8-1.1 et seq. Standards and Assessment 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-1.1 et seq. School District Operations


Team development! Travel! Conferences! Administration Series 2000 Administrative Team Development Policy 2110.1

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 Among the criteria used in annual evaluation of members of the administrative team, Board of Education policy includes personal professional growth; keeping the public and the Board informed about modern educational practices and trends; maintaining and enhancing the districts standing in all its major internal and external relationships. The Board recognizes that a valuable source of the information necessary to accomplish these objectives is attendance and participation by district staff at state, regional and national educational conferences, conventions, workshops and seminars. Therefore, the Superintendent of Schools shall develop forms and regulations to permit each administrative team member to attend such events at district expense subject to the following conditions:

1. Superintendent of Schools approval of the relevancy and value of the event; 2. Duration of total absence not to exceed six consecutive school days; 3. Mileage allowance as approved by the Board of Education; 4. Coach accommodation when traveling by train or plane; 5. Mid-fare accommodation at hotels and motels; when pairs of team members are of the

same sex, shared accommodations; 6. Participation must be approved by the Board.

These conditions shall apply to travel accommodations and reimbursement procedures for all district-paid attendance at such events. Legal References


NJAC 6A:8-1.1 et seq. Standards and Assessment 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-1.1 et seq. School District Operations


Residence! NJ First! New Jersey First! Administration Series 2000 Residency Requirements Policy 2111.4

Date Adopted: August 27, 2012 Date Revised: Page 1 of 2 Date Reviewed & Approved: July, 16, 2018 In accordance with the provisions of NJSA 52:14-7 (PL 2011, c. 70), otherwise known as the “New Jersey First Act,” which became effective on September 1, 2011, employees are expected to have their primary residences within the confines of the State of New Jersey, with the exceptions noted within this policy. A candidate for employment within this district is granted up to 365 days of the effective date of hire to establish his/her principal residence in the State of New Jersey and maintain this principal residence throughout their employment. For the purposes of this policy, a principal residence shall be defined as:

1. The primary domicile or home location of the employee or employment candidate; 2. The location that is designated as his/her legal address and legal residence for voting; 3. The place where he/she spends the majority of his/her non-working time; 4. The place that is most clearly the center of his/her domestic life;

A New Jersey mailing address shall not, by itself, constitute a principal address in New Jersey. Current Employees Any current employee who relocates his/her principal residence outside of the State of New Jersey, shall forfeit his/her employment with this district. New Employees and/or Employment Candidates Any and all newly hired or contracted employee of this district must, as a condition of employment, be a resident of the State of New Jersey. Exemptions Current employees living outside of the State of New Jersey as of September 1, 2011 are exempted from the residency requirements of this law and as long as the current employee remains an employee of this district, he/she will continue to be exempted from these residency requirements. A newly hired employee shall be granted up to 365 to establish his/her principal residence in New Jersey.



Residency Requirements Policy 2111.4

Page 2 of 2 Current employees, new employees and/or employment candidates may apply for an exemption on the basis of “critical need or hardship” to the residency requirements of this policy and state law by filing an “Application for Exemption from the Provisions of NJSA 52:14-7a. of the New Jersey First Act” with the Employee Residency Review Committee, NJ Department of Labor and Workforce Development, Office of Legal and Regulatory Services, PO Box 110, Trenton, NJ 08625-0110. Copies of this application shall be available from the appropriate District Office. Legal References

NJSA 10:5-1 et seq. Law Against Discrimination 18A:3-15.2 Fraudulently issued, obtained, forged or altered degree or certification; use in connection with business or occupation 18A:6-6 No sex discrimination 18A:6-7.1, -7.5 Criminal history record; employee in regular contact with pupils; grounds for disqualification from employment; exception 18A:13-40 General powers and duties of board of newly created regional districts 18A:16-1 Officers and employees in general 18A:26-1, -1.1, -2 Citizenship of teachers, etc. 18A:27-1 et seq. Employment and Contracts 52:14-7 New Jersey First Act 52:14-7a Exemptions

NJAC 6A:7-1.1 et seq. Managing for Equality and Equity in Education 6A:9-8.1 et seq. Requirements for Instructional Certification 6A:9-11.1 et seq. Exceptions for the Requirements for the Instructional Certificate 6A:9-12.1 et seq. Requirements for Administrative Certification 6A:10A-1.1et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott School Districts 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-4.1 Employment of teaching staff 6A:32-4.8 Support residencies for regularly certified, inexperienced first-year principals 6A:32-5.1 Standards for determining seniority

Possible Cross References 4111.4, 4211.4


Goals & objectives! Goals! Objectives! Administration Series 2000 Pandemic Situations Policy 2111.5

Date Adopted: April 20, 2020 Date Revised: Page 1 of 1 Date Reviewed & Approved:

The Board of Education recognizes that there may come a time when a pandemic is declared by a branch of the government. When and if such occurrences take place, the Board of Education hereby empowers its Superintendent of Schools, at his/her sole discretion, to take measures that he/she deems appropriate, including but not limited to closing school sessions, having lessons established that may include learning through the use of the internet or other forms of technology, in order to protect the health and safety and/or health of the students, faculty, staff, and/ or visitors and/or contractors within this district. Definition For the purposes of this policy, the following definition shall apply:

Pandemic means a disease that is prevalent over a whole country or the world. Law Superseding Policy The Board of Education also recognizes that there may be instances in which the government (state, local or federal) issue guidelines that may supersede this policy and in such cases, Any and all governmental directives shall supersede any existing policy, regulation or procedure currently in force. Legal References

NJSA 2A:62A-23 to 26 AED emergency medical services, 1999 statute 18A:16-6, -6.1 Indemnity of officers and employees against civil actions. 18A:35-4.6 et seq. Parents Right to Conscience Act of 1979 18A:40-1 Employment of medical inspectors, optometrists and nurses; salaries; terms; rules 18A:40-4.3 Scoliosis; periodic examination; notice to parents or guardian 18A:40-5 Method of examination; notice to parent or guardian 18A:40-7, -8, -10, -11 Exclusion of pupils who are ill 18A:40-23 et seq. Nursing Services for Nonpublic School Pupils 18A:40A-1 et seq. Substance Abuse 44:6-2 Maintenance by boards of education of clinics for indigent children

NJAC 6A:16-1.1et seq. Programs to Support Student Development 6A:26-12.1 et seq. Operation and Maintenance of School 8:57-1.1 et seq. Reportable Communicable Diseases \8:61-1.1 Attendance at school by pupils or adults Infected by Human Immunodeficiency Virus (HIV) Plainfield v. Cooperman, 105 NJ 587 (1987)


Administration Series 2000 Re-Opening School Following a Pandemic Policy 2111.6

Date Adopted: August 24, 2020 Date Revised: Page 1 of 13 Date Reviewed & Approved:

In accordance with any protocols issued by the State of New Jersey, the district shall follow any and all guidance issued by the State of New Jersey as follows:

The Board of Education hereby directs the Superintendent of Schools to issue orders to assigned staff members to develop a schedule for increased, routine cleaning and disinfection included in the district’s Minimum Standards for the safety of students, staff members, vendors and visitors to the school that encompass continued existing required facilities cleaning practices and procedures, and any new specific requirements of the local health department as they arise. Each school district must develop a procedure manual to establish cleaning/disinfecting schedules, targeted areas to be cleaned, and methods and materials to be used. As a part of this guidance, the Board of Education hereby further directs the assigned staff to:

• Routinely clean and disinfect surfaces and objects that are frequently touched. This may include cleaning objects/surfaces not ordinarily cleaned daily (e.g., doorknobs, light switches, classroom sink handles, countertops). Use all cleaning products according to the directions on the label. For disinfection, most common EPA-registered household disinfectants should be effective. A list of products that are EPA-approved for use against the virus that causes COVID-19 is available on the EPA’s website. Follow the manufacturer’s instructions for all cleaning and disinfection products (e.g., concentration, application method and contact time, etc.) Examples of frequently touched areas in schools such as:

1. Classroom desks and chairs 2. Lunchroom tables and 3. Door handles and push plates 4. Handrails 5. Kitchens and bathrooms 6. Light switches 7. Handles on equipment (e.g. athletic equipment) 8. Buttons on vending machines and elevators 9. Shared telephones 10. Shared desktops 11. Shared computer keyboards and mice 12. Drinking fountains 13. School bus seats and windows



Re-Opening Schools Following a Pandemic Policy 2111.6

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The Board of Education specifically directs the Superintendent of Schools to ensure that bathrooms are sanitized daily, or between use as much as possible, using protocols outlined by the Environmental Protection Agency (EPA).

Regarding bathrooms, the Superintendent of Schools is directed to ensure that users are to avoid crowds by limiting the number of students or others who can enter at the same time; and designate staff members to enforce limited capacity and avoid overcrowding, and consider purchasing no-touch foot pedal trash cans, if possible. At a minimum, doors shall be propped open to avoid touching handles.

Also, drinking fountains should be cleaned and sanitized but encourage staff and students to bring their own water to minimize use and touching of water fountains and, hand sanitizer should be made available at the school bus entrance for each student to use when boarding. Similarly, students must be required to wear face coverings while riding on the bus if social distancing or physical barriers cannot be maintained.

Maintenance staff and administrators shall clean their work areas in accordance with this policy and the direction of the Superintendent of Schools

In addition, the Board of Education, directs the Superintendent of Schools/designee to develop Contact tracing policies for the district that:

• shall be developed in consultation with the Board’s local health department and with school nurses employed by the Board;

• Identify the criteria an individual must meet in order to activate the Board’s contact tracing policy;

• Clearly describe the school or district’s responsibilities regarding notification of: 1. Its local health department; 2. Staff, families and the public; 3. Identify the school or district’s role in assisting its local health department

conduct contact tracing activities, including ongoing communication with the identified individual and/or their contacts;

4. Ensure adequate information and training is provided to school and district staff as necessary to enable staff to carry out responsibilities assigned to them under the policy; and

5. Adhere to all applicable federal and state requirements regarding privacy of educational records (e.g. FERPA).




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Designation of a staff liaison or liaisons responsible for providing notifications and carrying out other components of the district tracing policy could help ensure that notifications are carried out in a prompt and responsible manner.

Open communication systems that allow staff, students, and families to self-report symptoms and/or suspected exposure could assist school districts provide prompt notification.

Anticipated Minimum Standards

The District Reopening Plan should establish the process and location for student and staff health screenings. See below Critical Area of Operation #5 “Screening, PPE, and Response to Students and Staff Presenting Symptoms” for additional information.

If physical distancing (six feet) cannot be maintained for individuals in line waiting to enter or exit a building, require utilization of face coverings. Provide physical guides, such as tape on floors or sidewalks and signs on walls, to help ensure that staff and students remain at least 6 feet apart in lines and at other times (e.g. guides for creating “one-way routes” in hallways) and minimize interaction of students between drop-off and entrance to school facilities and stagger arrival and drop-off times or locations by cohort or put in place other protocols to limit contact between cohorts and direct contact with parents as much as possible.

The plan shall stablish separate entrances and exits to school facilities where possible and require visitors and parent/guardians use their own pen for signing in/out.

The plan should create “one-way routes” in hallways as well as maintaining social distancing in hallways and common areas and minimize the number of non-essential interactions between students and staff throughout the day.

It should also create student cohorts as an effective strategy to limit exposure and contact and limit commingling between classes or other district-set groups of students and minimize large group gatherings.

This plan should create a system that allows for physical distancing and provide hand sanitizer at school entrances. It should include requirements that put signage around school buildings to provide hygiene advice and reminders (CDC offers printable resources and handwashing posters), and increase frequency of cleaning all surfaces, including walls (to the appropriate height based on age of students) and limit the number of students in the hallway at the same time by staggering release from classrooms.




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The plan should include the installation of physical barriers, such as sneeze guards and partitions, particularly in areas where it is difficult for individuals to remain at least 6 feet apart (e.g., reception desks), and should consider a schedule that limits access, if at all, to lockers to keep traffic in the hallways within social distancing protocols.

Anticipated Minimum Standards

The Board supports the State in requiring a policy for screening students and employees upon arrival for symptoms and history of exposure. Said policy must include the following:

• Staff must visually check students for symptoms upon arrival (which may include temperature checks) and/or confirm with families that students are free of COVID-19 symptoms.

• Health checks must be conducted safely and respectfully, and in accordance with any applicable privacy laws and regulations.

• Results must be documented when signs/symptoms of COVID-19 are observed. • Any screening policy must take into account students with disabilities and

accommodations that may be needed in the screening process for those students.

The Board of Education will approve procedures for symptomatic staff and students. Procedures must include the following:

1. Students and staff with symptoms related to COVID-19 must be safely and respectfully isolated from others. Follow current Communicable Disease Service guidance for illness reporting.

2. If the school district becomes aware that an individual who has spent time in a district facility tests positive for COVID-19, district officials must immediately notify local health officials, staff, and families of a confirmed case while maintaining confidentiality.

3. The Board of Education should implement a policy to prepare for when someone tests positive for COVID-19 that include written protocols detailing the district’s COVID-19 related response for symptomatic students and staff. Protocols must be consistent with the district’s contact tracing policy (see “Critical Area of Operation #6: Contact Tracing”) to the maximum extent practicable.

4. Protocols must include: Establishment of an isolation space. Students and staff with symptoms related to COVID-19 must be safely and respectfully isolated from others. Students should remain in isolation with continued supervision and care until picked up by an authorized adult.

5. Follow current Communicable Disease Service guidance for illness reporting.




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6. Adequate amount of personal protective equipment (PPE) available, accessible, and provide their usage, including but not limited to mandatory use of face coverings (face masks), that may be provided by parents/guardians.

7. Methods to assist in contact tracing including records of groups/cohorts, assigned staff, and daily attendance.

8. Continuous monitoring of symptoms. 9. The policy shall be consistent with the Department of Health Guidance and Information

for schools and Department of Health/Communicable Disease Service’s Quick Reference Guidance on Discontinuation of Transmission-Based Precautions and Home Isolation for Persons Diagnosed with COVID-19 and written protocols to address a positive case while encouraging parents to be on the alert for signs of illness in their children and to keep them home when they are sick.

School staff and visitors are required to wear face coverings (face masks), unless doing so would inhibit the individual’s health or the individual is under two years of age.

Students are strongly encouraged to wear face coverings (face masks), provided by parents/guardians and are required to do so when social distancing cannot be maintained, unless doing so would inhibit the student’s health. It is also necessary to acknowledge that enforcing the use of face coverings may be impractical for young children or individuals with disabilities.

The Board shall provide accommodation for students who are unable to wear a face covering should be addressed according to that student’s need and in accordance with all applicable laws and regulations.

Exceptions

• Doing so would inhibit the individual’s health. • The individual is in extreme heat outdoors. • The individual is in water. • A student’s documented medical condition, or disability as reflected in an Individualized

Education Program (IEP), precludes the use of face covering. • The student is under the age of two (2) and could risk suffocation.




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If a visitor refuses to a wear a face covering for non-medical reasons and if such covering cannot be provided to the individual the point of entry, entry to the school/district facility may be denied.

Additional Considerations

Teachers shall instruct and reinforce use of face coverings among all staff and students (excluding exceptions The Superintendent of Schools shall consider providing training on hygiene protocols for staff.

Students and employees may be asked to leave or not come into school if they test positive for COVID-19 or exhibit one or more of the symptoms of COVID-19, based on CDC guidance, that may not otherwise be explained:

• A fever of 100° F or greater • Cough • Shortness of breath or difficulty breathing • Chills • Repeated shaking with chills • Muscle pain • Headache • Sore throat • New loss of taste or smell • Fatigue • Congestion or runny nose • Nausea or vomiting • Diarrhea

School administrators may use examples of screening methods in CDC’s supplemental Guidance for Child Care Programs that Remain Open as a guide for screening students and CDC’s General Business FAQs for screening staff.

The district will consider whether additional screening should take place for APSSD’s and in-district programs which serve students with underlying conditions who may be at higher risk for more severe COVID-19 infection.

Penns Grove - Carneys Point Regional School District


Administration Series 2000 Re-Opening Schools Following a Pandemic Policy 2111.6

Page 7 of 13 Synchronous Teaching

As long as schools consider synchronous instruction to be educationally appropriate, provide appropriate professional development and training for their faculty and staff, communicate clearly with parents/guardians and students, and there are no contractual prohibitions, synchronous instruction is legally permissible.

The district shall review applicable Board policies to confirm there are no specific, agreed-upon prohibitions or limits against the use of synchronous instruction. To the extent that such instruction is not prohibited by Board policies, schools are recommended to provide parents/guardians with notice of and information about this instruction before implementing such methods, considering the participation of multiple students and the potential disclosure of “personally identifiable” student information as implicated under the Family Educational Rights and Privacy Act (FERPA) and related state confidentiality laws.

Unless the school is aware of unauthorized disclosure or access, the provision of synchronous instruction, itself, is not prohibited by FERPA.

FERPA does not expressly prohibit synchronous instruction. FERPA prohibits the disclosure of student educational records, typically defined as information which “personally identifies” a student, to persons who do not have legitimate educational interest, absent parent/guardian or adult student consent. Considering the nature of synchronous instruction, practically, schools must safeguard against the disclosure of the virtual interaction between faculty/staff and students outside of the typical classroom, including parents who may “listen in” to the instruction, or others who may access such instruction remotely. Schools may practically safeguard against such disclosure through faculty/staff technology use, and make clear the expectation to parents that they “stay out” of the virtual classroom and understand that same is not a parent/teacher conference. The district may advise parents/guardians of the delivery of synchronous instruction, and provide an opportunity for parents/guardians to “opt/out”.




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In light of the current school closure related to COVID-19 and the present state of emergency, faculty and staff will be delivering some instruction and services through synchronous instruction. Synchronous instruction is learning, or the receipt of services, that takes place at the same time by connecting faculty/staff and students through electronic or virtual means. The Board discourages parent/guardian monitoring of this instruction, and asks that they understand there is a possibility that parents/guardians may disregard this direction. The recording of synchronous instruction by students and parents/guardians, without prior written approval of the school district, is strictly prohibited.

In light of the nature of synchronous instruction, including the possibility that the parents/guardians of other students may see/hear the instruction, notwithstanding our clear direction and expectation, if parents/guardians do not want their child(ren) to participate in this instruction, they should immediately notify the Superintendent of Schools in writing.

Faculty/staff need to properly chaperone their virtual learning space, just like a regular classroom. If faculty/staff are aware of others, not their assigned students, in the session, including a parent/guardian or sibling, they should be reminded that their presence is not authorized and be invited to leave, immediately. As mentioned, recordings are not permitted, and faculty/staff should remind students. And as always, if inappropriate behavior or language is observed, same needs to be addressed in the usual manner.

Unless written consent by parents/guardians is secured, the Board recommends against recording synchronous instruction.

There is a difference between recording synchronous and asynchronous instruction. The “one way” recording of an asynchronous lesson, in which the faculty/staff member records themselves, which is then made available for students, does not implicate any student confidentiality considerations. Therefore, such recording is permitted.

Synchronous instruction involves the possibility of seeing and hearing students; same likely constitutes “personally identifiable information” protected from disclosure by FERPA. If schools want to record synchronous instruction for later viewing/access by other students, districts need to notify parents/guardians and secure prior written consent.




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In accordance with the provisions of NJSA 18A:36-40, all public-school districts are required to adopt and maintain a written policy concerning electronic communications between school employees and enrolled students. Most, if not all, district policies maintained under this statute generally prohibit communications between a teacher and student through a personal cell phone, text messages, social networking applications, and/or other Internet-based websites. Communication through these mediums are permitted, though, when the communication is given prior approval by an appropriate administrator and directly related to the staff member’s professional responsibilities.

In light of COVID-19 and mandated statewide school closure, districts using technology in ways that might otherwise be prohibited under these policies should consider temporarily approving such communication between students and faculty/staff, especially school counselors and similar personnel, to provide social-emotional support and otherwise deliver their typical services.

Temporary approval given to faculty/staff under these policies should include clear guidelines for the proper and appropriate use of electronic communications in limited circumstances. Such guidelines may include:

1. Always use district technology whenever possible.2. Notify an appropriate administrator of the platforms, applications, and/or devices being

used to communicate with students. To the extent practicable and ethical, staff may provide the appropriate administrator with copies of communications with students.

3. Seek and secure written (can be electronic email) permission from an appropriate administrator before using new and/or previously unapproved platforms, applications, and/or devices.

The district should notify parents/guardians of such communications due to the circumstances created by COVID-19 closures, explaining that the district recognizes different methods of communication between faculty/staff may be necessary to ensure continuity of education, as well as support student social and emotional well-being due to the isolating effects of the school closure.




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Wherever practicable and ethical, the Board suggests that the district explores methods for allowing staff to stay connected with students which also enable appropriate administrative monitoring of communications to ensure proper content.

In light of the current school closure related to COVID-19 and the present state of emergency, our faculty and staff will be delivering some instruction and services through synchronous instruction. Synchronous instruction is learning, or the receipt of services, that takes place at the same time by connecting faculty/staff and students through electronic or virtual means. Please understand that this instruction/services will be provided to groups of students, typically your student’s usual class where other students will be able to participate in the instruction and may be able to see/hear interaction involving other students. Although we discourage parent/guardian monitoring of this instruction, there is a possibility that parents/guardians may disregard the Board’s direction. The recording of synchronous instruction by students and parents/guardians is strictly prohibited.

In light of the nature of synchronous instruction, including the possibility that the parents/guardians of other students may see/hear the instruction, notwithstanding the clear direction and expectation, if parents/guardians do not want their child(ren) to participate in this instruction, they should immediately notify the Superintendent of Schools in writing.

The Board hopes, that considering the current school closure and the relative isolation of students, that all students may participate in synchronous instruction and benefit from a virtual connection with his/her teachers and the school staff. During synchronous instruction, students shall use headphones and be in a room where student can be receiving instruction without interruption.

Proper professional development (PD) for faculty and staff implementing synchronous instruction is important, since although the medium “feels” like live classroom instruction, it isn’t. There are best practice considerations regarding the efficacy of the instruction, as well as novel confidentiality issues. PD helps faculty and staff become fluent with the technology, but also importantly safeguards against legal exposure related to student confidentiality.

Proper PD should arm teachers and staff to use them.




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For example, in Zoom, the host may control microphones, disable video of students, and create waiting rooms or personalized passwords to limit who may access or enter the classroom. Hosts may direct questions to be asked through “private chat” so questions come directly to the instructor and other students can’t see. Also, chat logs may be saved for future review by hosts. Teachers/staff should also “end” meetings for all at the conclusion of the lesson/session to disable and close the forum.

Faculty/staff need to properly chaperone their virtual learning space, just like a regular classroom. If faculty/staff are aware of others, not their assigned students, in the session, including a parent/guardian or sibling, they should be reminded that their presence is not authorized and be invited to leave, immediately. As mentioned, recordings are not permitted, and faculty/staff should remind students. If inappropriate behavior or language is observed, same needs to be addressed in the usual manner.

Unless written consent by parents/guardians is secured, the Board recommends against recording synchronous instruction.

There is a difference between recording synchronous and asynchronous instruction. The “one way” recording of an asynchronous lesson, in which the faculty/staff member records themselves, which is then made available for students, does not implicate any student confidentiality considerations. Therefore, such recording is permitted.

Synchronous instruction involves the possibility of seeing and hearing students; same likely constitutes “personally identifiable information” protected from disclosure by FERPA. If schools want to record synchronous instruction for later viewing/access by other students, districts need to notify parents/guardians and secure prior written consent.

In accordance with the provisions of NJSA 18A:36-40, all public-school districts are required to adopt and maintain a written policy concerning electronic communications between school employees and enrolled students. Most, if not all, district policies maintained under this statute generally prohibit communications between a teacher and student through a personal cell phone, text messages, social networking applications, and/or other Internet-based websites. Communication through these mediums are permitted, though, when the communication is given prior approval by an appropriate administrator and directly related to the staff member’s professional responsibilities.




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In light of COVID-19 and mandated statewide school closure, districts using technology in ways that might otherwise be prohibited under these policies should consider temporarily approving such communication between students and faculty/staff, especially school counselors and similar personnel, to provide social-emotional support and otherwise deliver their typical services.

Temporary approval given to faculty/staff under these policies should include clear guidelines for the proper and appropriate use of electronic communications in limited circumstances. Such guidelines may include:

1. Always use district technology whenever possible.2. Notify an appropriate administrator of the platforms, applications, and/or devices being

used to communicate with students. To the extent practicable and ethical, staff may provide the appropriate administrator with copies of communications with students.

3. Seek and secure written (can be electronic email) permission from an appropriate administrator before using new and/or previously unapproved platforms, applications, and/or devices.

Face coverings are required times when physical distancing is difficult. Face coverings (face masks) are the responsibility of parents/guardians who shall ensure that these facial coverings are in good repair and cleaned on a daily basis.

The Board recommends that:

• The same adult drop off and pick up students; • There be a professional development day for staff to practice screening protocols with

each other before applying to students; • Special consideration may be given to protection for staff members, such as school

nurses, custodians, and some Special Education teachers, paraprofessionals and service providers, who will be in close contact with students or will handle waste materials.




Page 13 of 13 Legal References

NJSA 2A:62A-23 to 26 AED emergency medical services, 1999 statute 18A:16-6, -6.1 Indemnity of officers and employees against civil actions. 18A:35-4.6 et seq. Parents Right to Conscience Act of 1979 18A:40-1 Employment of medical inspectors, optometrists and nurses; salaries; terms; rules 18A:40-4.3 Scoliosis; periodic examination; notice to parents or guardian 18A:40-5 Method of examination; notice to parent or guardian 18A:40-7, -8, -10, -11 Exclusion of pupils who are ill 18A:40-23 et seq. Nursing Services for Nonpublic School Pupils 18A:40A-1 et seq. Substance Abuse 44:6-2 Maintenance by boards of education of clinics for indigent children

NJAC 6A:16-1.1et seq. Programs to Support Student Development 6A:26-12.1 et seq. Operation and Maintenance of School 8:57-1.1 et seq. Reportable Communicable Diseases Plainfield v. Cooperman, 105 NJ 587 (1987)


Administration Series 2000 COVID – 19 & Transportation Policy 2111.8

Date Adopted: October 3, 2020 Date Revised: Page 1 of 2 Date Reviewed & Approved:

Parents/Guardians may waive transportation for their child(ren) to and from school, should they so desire. Some parents/guardians may be uncomfortable with having their children board a school bus until the COVID-19 pandemic is more thoroughly contained. By advising parents of this option, the district may be able to collect accurate data that allows them to assess the demand for transportation and to plan accordingly. Further, the district may explore an option whereby parents receive a payment to waive transportation services in accordance with the provisions of NJSA 18A:39-1c. This option should specify the time period, up to a full school year, and the corresponding payment, that would be provided. With respect to parental/guardian waiving of district provided transportation, NJSA 18A:39-1c provides for the following: “Notwithstanding the provisions of NJSA 18A:39-1 or any other section of law to the contrary, a school district shall not be required to provide transportation services for the school year to an elementary school pupil who lives more than two miles from his public school of attendance or to a secondary school pupil who lives more than 2½ miles from his public school of attendance if the pupil's parent or guardian signs a written statement that the pupil waives transportation services for that school year. The written statement shall be in such form as determined by the Department of Education.” “In the event that a parent or guardian signs a waiver pursuant to subsection a. of this section, the school district shall develop a policy for the provision of transportation services to the pupil in the case of a family or economic hardship.” In addition, NJAC 6A:27-1.4 (b) provides that: “Pursuant to NJSA 18A:39-1c, transportation need not be provided if a student's parent or guardian signs a written statement waiving transportation services for the school year.” In such cases, the Board of Education shall develop a policy for the provision of transportation services to the student in the case of a family or economic hardship, and may develop guidelines and procedures for parental waivers of transportation services. The Commissioner has already adopted and published the required waiver form on the NJDOE website. An electronic Microsoft Excel copy of that form is attached and can be found on the follow page on the NJDOE website: https://www.nj.gov/education/finance/transportation/procedures/ (see section titled: “Parental Transportation Waiver and Reinstatement”).



COVID – 19 & Transportation Policy 2111.8

Page 2 of 2 The Commissioner requires the Board of Education that receives a signed waiver of transportation to adopt a policy for the resumption of transportation services to the student in event of a family or economic hardship. According to the documentation from the NJDOE, any such policy could consider the following:

• Waivers and reinstatements are subject to Board approval; • Criteria for determining family or economic hardship; • The acceptance of more than one waiver and reinstatement in a school year; • Submission or proof of economic hardship; and • The length of time between receipt of a Reinstatement request and the estimated start of

transportation. This option is separate and apart from the Parental Transportation Contracts, wherein the district shall provide reimbursement to parents/guardians for their agreement to transport their own child. This scenario usually occurs in out of district placement wherein it is cost beneficial to the district to provide reimbursement to the parent/guardian to transportation their own child(ren).

NJSA 18A:7F-25 Transportation aid 18A:22-8.6 Transportation (budget line item) 18A:39-1 et seq. Transportation To and From Schools 18A:39-1 c Waiver for Pupil Transportation Services 18A:46-19.6 Transportation to location or maintenance of vehicular classrooms to obtain services; payment of cost 18A:46-23 Transportation of pupils; special classes; handicapped children; state aid 39:3-10.9 et al. New Jersey Commercial Drivers License Act 39:3-27 Free registration of certain vehicles; transfer to other motor vehicles

NJAC 6A:27-1.1et seq. Student Transportation 6A:27-1.4 (b) Student Transportation 6A:30-1.1 et seq. Evaluation of the Performance of School Districts Parents for Student Safety, Inc., v. Morris Bd. of Ed., 1986 S.L.D. (February 5), St. Bd. rev'g 1984 S.L.D. (August 24), aff'd App. Div., unreported decision (docket no. A-3257- 85-T7, decided February 17, 1987) certif. den. 108 N.J. 180 (1987) Wayne Board of Education v. Kraft et al., 139 NJ 597 (1995) Policies and Procedure Manual for Pupil Transportation NJ State Department of Education Manual for the Evaluation of Local School Districts New Jersey Quality Single Accountability Continuum (NJQSAC)


Administration Series 2000 District All-Virtual Policy Policy 2111.63


In accordance with any protocols issued by the State of New Jersey, the district shall follow any and all guidance issued by the State of New Jersey as they may pertain to virtual learning and/or instruction.

Teachers will be required to have a set schedule with a designated day for parental contact and access to all lessons that may be contained on their websites.

Eligibility

1. Universal eligibility: All students, including students who receive special education or related services, are eligible for fulltime virtual learning if their parent or guardian chooses.

2. Policies and procedures: School districts must set clear policies and procedures for families who want fulltime virtual learning for their children. School districts also need procedures for students in fulltime virtual learning to transition back to in-person services. These procedures should be designed to ensure that families can make necessary arrangements to prepare for their child’s transition, and to help schools maintain continuity of services.

3. Communications: School districts must communicate clearly and frequently with families, in their home language, about the availability of this offering and the related procedures.

4. Quality of programming: Students participating in all-virtual instruction should receive the same quality of instruction that is provided to any other student. In addition, fulltime virtual programs must adhere to the same policies and regulations that in-person and hybrid programs follow regarding student attendance and the length of the school day.

5. Data reporting: To help the Department evaluate fulltime virtual learning, school districts will report data to the Department about student participation in these programs.

Procedures to Transition from Fulltime Remote Learning to In-Person Services A definition of the minimum amount of time a student must spend in fulltime virtual learning before being eligible to transition to in-person services shall be established by the State Department of Education. This will allow families/guardians to make the arrangements needed to effectively serve students’ home learning needs and will support educators in ensuring continuity of instruction.



District All – Virtual Policy Policy 2111.63

Page 2 of 9

It is important to clearly define procedures that a family/guardian must follow to submit a request to transition from fulltime virtual learning to in-person services, including any relevant timelines, points of contact for questions and concerns, and information or documentation that must accompany a request.

Definition of the specific student and academic services that will accompany a student’s transition from fulltime virtual learning to in-person learning to better assist families/guardians anticipate their students’ learning needs and help educators maintain continuity of services. School districts that offer Pre-K should consult their Pre-K curriculum providers regarding appropriate measures to assess a Pre-K students’ learning progress during the transition from fulltime virtual learning to in-person learning.

Assessment & Grading Assessment is a process for identifying the extent to which the students are meeting the learning objectives. Grades are measures of individual students' progress. Grading will be approached as humanely as possible during an emergency with flexibility and a focus on achieving the learning outcomes. In addition, it is important to consider humanitarianism and an empathetic positive regard during such circumstances. Consideration for Assigned Work Each learning objective assessments will correspond directly to a measure of progress. Given the situation at hand, humanitarian decisions will be made with respect to grading. Each assessment method will be adapted to the distance delivery method of instruction. Exams will be planned as open book/open access according to the distance delivery practice. Delivery Modes The delivery modes made available, may include virtual, web based resources that are in place & the district website. It shall be necessary to meet the needs of all learners and provide all with equitable access which is the reason for a combination of these delivery modes. Some students may have adequate access to the internet, while others will not. Each shall be addressed. In light of the current school closure related to COVID-19 and the present state of emergency, our faculty and staff will be delivering some instruction and services through synchronous instruction. Synchronous instruction is learning, or the receipt of services, that takes place at the same time by connecting faculty/staff and students through electronic or virtual means. Please understand that this instruction/services will be provided to groups of students, typically your




Page 3 of 9 student’s usual class where other students will be able to participate in the instruction and may be able to see/hear interaction involving other students. Although we discourage parent/guardian monitoring of this instruction, there is a possibility that parents/guardians may disregard the Board’s direction. The recording of synchronous instruction by students and parents/guardians, without prior written approval of the school district, is strictly prohibited.

In light of the nature of synchronous instruction, including the possibility that the parents/guardians of other students may see/hear the instruction, notwithstanding the clear direction and expectation, if parents/guardians do not want their children to participate in this instruction, they should immediately notify the Superintendent of Schools in writing. Websites and Online Resources with Free Instructional Materials may include, but shall not be limited to PBS Learning Media, National Geographic Education, Smithsonian Education, National Education Association Lesson Plans, the Khan Academy, EdX, Kahoot and/or the Canvas Network. In addition, the district may use, but not be limited to its Accelerated Reader, IXL, EdGalaxy, Lexia, Achieve3000, ALEKS, and other supplemental programs in addition to the online materials of the district curriculum will be available to our students through their school accounts. Attendance Staff and student attendance will be monitored by the completion of assignments and login frequency. Staff will also email their activities for evidence of working at home and invite administration to their Google classroom, Zoom classroom or any other online tool approved by the district. Students will get home visits, emails, and calls if they are found to be missing work and not checking in. This is not only for their attendance and work, but also for their safety and well- being. Administrators, Principals, Assistant Principals, Teachers, Counselors, and CST Social Workers are to be provided lists of students having difficulty completing work or not attempting work and/or failing to participate in class sessions so that they can reach out only after the teachers have provided documentation of unsuccessful contacts with students and determine any issues those families/students have regarding the submission of assignments and attending to a schedule.




Page 4 of 9 Depending on the issue causing student assignments not to be submitted, the district will provide resources to the family/student to assist in the delivery of instruction and assignments in order to promote the student academically and to the next grade level. The district shall work with each household to provide remediation and the ability for parents to pick up and drop off materials if transportation is an issue. In addition, teachers will be provided additional resources to assist these students. Teachers, Counselors, Nurses and Child Study Team members shall be required to make weekly contact with families of students receiving packets in order to support instruction or not completing assignments and document the contact. When/if teachers are unable to make direct contact with parents and students, they are to notify an appropriate administrator and the Superintendent of Schools of the situation.

Delivery Modes The delivery modes being made available includes, but may not be limited to Google Meet, Zoom, packets for pick-up, web based resources that are in place the district website. It is necessary to meet the needs of all learners and provide all with equitable access which is the reason for a combination of these delivery modes. Some students may have adequate access to the internet, while others will not. The district will do its best in preparing to reach all of all students. Websites and Online Resources with Free Instructional Materials Websites and Online Resources with Free Instructional Materials may include, but shall not be limited to PBS Learning Media, National Geographic Education, Smithsonian Education, National Education Association Lesson Plans, the Khan Academy, EdX, Kahoot and/or the Canvas Network. In addition, the district may use, but not be limited to its Accelerated Reader, IXL, EdGalaxy, Lexia, Achieve3000, ALEKS, and other supplemental programs in addition to the online materials of the district curriculum will be available to our students through their school accounts. Related Services Students requiring related services will be provided an opportunity to receive that service during the school closure time so as to not disrupt the continuity of service. Service providers will be available at a pre-determined, scheduled time. Related service therapies will be offered via tele-therapy to ensure students receive all mandated sessions in accordance to their 2020-2021 IEP. If feasible, in-person individual therapy sessions may be scheduled for students who are full time distance learning at the student’s home school.



Administration Series 2000 District All – Virtual Policy Policy 2111.63

Page 5 of 9 Counseling information will be provided via the website and if necessary, counselors will be made available for academic support and guidance to agency referrals in the event of an emergency. English as a Second Language (ESL) will be provided to assist students and interpreters will be available to translate. The ESL teacher will provide a schedule of times for parents to call in for sessions and materials will be provided to supplement the direct instruction and reviewed via phone/email. Instructional materials will include google docs, online programs and printed material for progress monitoring. Services for counseling, ESL, and other related services will be conducted via conference calls, virtual meetings, Zoom meetings or emails. This will provide the continuity of service and to provide educational opportunities for these student populations. Information Distribution All information and updates will be provided by the Superintendent of Schools. In the event the Superintendent of Schools is unavailable; a designee will be appointed to provide updates at the direction of the Superintendent of Schools.

Meals Breakfast and lunch will be available for students daily. This will be listed in the schedule section and provisions will be made for delivery if families are not able to pick up the meals. Meals will be provided for the entire week, inclusive of weekends. Meals will also be distributed to students that are prepared by the Food Services Department. All students will be afforded the opportunity to receive daily meals. Medication/Medical Equipment Student medication shall be signed out in a manner not unlike at the end of the school year. Any necessary medical equipment that is used both at home and in school shall be made available as per IEP.




Page 6 of 9 Field Trips No field trips will occur during a closure. Field trips that were previously scheduled whose dates fall under the time of closure shall be rescheduled. If it is not possible to reschedule an alternative trip would be scheduled to provide students the opportunity to experience a field trip during their respective class year. When another trip cannot be rescheduled, an alternative activity at the school will be provided for the students to include a virtual field trip. Parents/Guardians who made payments in advance shall be refunded if the parent/guardian is unable to attend a rescheduled trip or a trip was unable to be rescheduled.

IEP Meetings and Evaluations All scheduled IEP meetings, as per NJ Administrative Code, must be held within the established timelines. If a meeting can be rescheduled within the timeline parameters under NJAC 6A:14 efforts will be made to do so without any inconvenience and in consideration of the parent/guardian ability to reschedule. Meetings that must be conducted to remain in compliance will be held on the scheduled date or via a conference call that will be coordinated for parents/guardians and staff members to participate. Parental/Guardian signatures may be obtained electronically through the Collaboration Portal in utilizing IEPDirect.com. All evaluations will be conducted as scheduled in accordance with NJAC 6A:14 and the CDC Guidelines. The CST shall send written notices to parents/guardians to invite them to meetings as it typically does throughout the year. Emails are also sent to parents including the date/time and link to the virtual meeting. In cases where the parent does not show up for the meeting, CST will attempt to call the parent prior to the start of the scheduled virtual meeting. The CST shall conduct Annual Reviews, Eligibility, Reevaluation Planning, and Reevaluation Eligibility meetings. Any newly registered special education students transferring into the district are to be placed in the program as would typically occur under the regular operational practices and the IEP is assessed by the team and case manager for appropriate program placement.




Page 7 of 9 Under the current circumstances, difficulties are in place with the restrictions from the CDC, state orders, and the protocols of social distancing that complicates in-person contact. In person evaluations, if unable to achieve data virtually, are to be rescheduled.

Virtual forms of testing may not be feasible for many students as would be on-site observations and home visitations.

The Special Education shall accept new referrals and schedule initial eligibility meetings while rescheduling the evaluations later if an evaluation is deemed to be warranted. Communications made to the parents are being documented by the CST, Coordinator, Case Managers, and Teachers in the contact log section of the student’s IEP. CST members are to make weekly check-ins with the students and parents to ensure that all of the questions and concerns are addressed.

CST members are to provide progress monitoring and review the goals/objectives on a regular basis as they would under the regular conditions of program and service. The CST and Related Services Providers are to remain in contact and conduct meetings via telephone conferences, emails, regular mail, and the IEP program software communication. In addition to any form of tele-therapy, students may be provided with packets and websites to reference in relation to the services available.

End of Year Closeout A schedule shall be established for students and teachers to receive their belongings that is compliant with the rulings of the CDC, Executive Orders, Health Department guidelines and BOE policy. Graduation Planning Graduation plans with a simulated ceremony that entails the names of all students being called and a picture posted to represent the diploma presentation. This procedure shall also be followed for awards. Appropriate signs shall be placed in all yards of the graduates.




Page 8 of 9 Diplomas, yearbooks, shirts, and gifts will be available for pick up in accordance with social distancing and CDC guidelines, BOE policy and district procedures.

The district shall set up different events to honor students. Summer Programs/ESY The district may offer summer programs. ESY will be offered either virtually or in person. These programs will provide assistance and remediation to close gaps and reinforce the skills acquired during the school year. It will also provide opportunity to prepare for the next school year. Compensatory Services Due to the disruption to the prescribed methods of service delivery, the district may plan to provide additional and missed services for students requiring services.

Remediation Through its Title I services, the district may provide remedial instruction to close any gaps of students who have been identified to fall behind during this period of virtual instruction. Teachers will provide instruction in person or virtually dependent upon the orders provided. In addition, programs will be in place for students to work through digital resources that are geared toward remedial services.

Transportation Transportation is under review and discussions are taking place to provide transportation in accordance with any orders and guidelines provided for the safety and well-being of the students. Re-Opening Plans The district may establish a committee to plan for when the district is open and to put the plan together based on the guidelines and executive orders that are provided to ensure the safety and well-being of our staff, students, and parents to the maximum extent possible.




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Legal References NJSA 2A:62A-23 to 26 AED emergency medical services, 1999 statute

18A:16-6, -6.1 Indemnity of officers and employees against civil actions. 18A:35-4.6 et seq. Parents Right to Conscience Act of 1979 18A:40-1 Employment of medical inspectors, optometrists and nurses; salaries; terms; rules 18A:40-4.3 Scoliosis; periodic examination; notice to parents or guardian 18A:40-5 Method of examination; notice to parent or guardian 18A:40-7, -8, -10, -11 Exclusion of pupils who are ill 18A:40-23 et seq. Nursing Services for Nonpublic School Pupils 18A:40A-1 et seq. Substance Abuse 44:6-2 Maintenance by boards of education of clinics for indigent children



Administration Series 2000 Contact Tracing and Screening - Pandemic Policy 2111.65


Contact Tracing Contact tracing is a key strategy to prevent the further spread of COVID-19. Contact tracing in the United States requires the Board of Education to recruit, hire, and train adequate levels of case investigators and contact tracers. Successful case investigation and contact tracing for COVID-19 depends on a robust and well-trained public health workforce, with staff who have excellent and tactful interpersonal skills, cultural sensitivity, and language and interviewing skills that help them to build and maintain trust with clients and contacts. The NJDOE Guidance does not include any “anticipated minimum standards” for contact tracing. However, all school and district administrators, school safety specialists, counselors, and any other staff deemed appropriate by the Superintendent of Schools/designee should be provided information regarding the role of contact tracing conducted by state, county, and local officials. School officials should engage the expertise of their school nurses on the importance of contact tracing. The NJDOE will credit certified School Safety Specialists in accordance with current laws. Screening The school district will provide screenings regarding the screening procedures for students and employees upon arrival at school or work location for symptoms and history of exposure. These screening procedures must include the following:

• Staff must visually check students for symptoms upon arrival (which may include temperature checks) and/or confirm with families that students are free of COVID-19 symptoms.

• Health checks must be conducted safely and respectfully, and in accordance with any applicable privacy laws and regulations.

• Results must be documented when signs/symptoms of COVID-19 are observed. • Any screening policy/protocol must take into account students with disabilities and

accommodations that may be needed in the screening process for those students.

The Board must adopt procedures for symptomatic staff and students, which shall include the following:

• Students and staff with symptoms related to COVID-19 must be safely and respectfully isolated from others. School officials will follow current Communicable Disease Service guidance for illness reporting.



Contact Tracing and Screening - Pandemic Policy 2111.65

Page 2 of 6

• If the school district becomes aware that an individual who has spent time in a district facility tests positive for COVID-19, officials must immediately notify local health officials, staff, and families of a confirmed case while maintaining confidentiality.

The procedures the district will use when someone tests positive for COVID-19 will include written procedures detailing the district's COVID-19 related response for symptomatic students and staff. The procedures must be consistent with the district's contact tracing procedures to the maximum extent practicable. Remote Learning In response to State directives regarding reopening school with adequate precautions to prevent the spread of this contagious disease, the Board shall provide in-person, fully virtual and hybrid learning opportunities for all students. The Board of education shall support a program of in-person, fully virtual and hybrid learning that:

• Prioritizes the health, safety, and wellness of students and staff; • Maintains the continuity of learning; • Facilitates equity and ease of access to communications and resources; • Flexibly accommodates the needs and varying circumstances of all learners; • Incorporates educators, students, parents/guardians, Board Members and other

community members into the entire analysis and planning cycle. The virtual learning program may consist of synchronous and asynchronous tools. Synchronous tools provide ways of accessing and providing information that require interaction with others to occur at the same time (i.e., online classrooms, interactive webinars, videoconferencing). Asynchronous tools provide ways of accessing and providing information that does not require interaction with others to occur at the same time (i.e., forums, blogs, email, website links, etc.). The length of the school day for in-person, fully virtual and hybrid learning programs shall be in accordance with the provisions of NJAC. 6A:32-8.3, stating that a school day shall consist of not less than four hours, except that one continuous session of two and one-half hours may be considered a full day in kindergarten. Additional Anticipated Minimum Standard The New Jersey Department of Education (NJDOE) Anticipated Minimum Standard provides that, in addition to the methods and considerations explicitly referenced in the NJDOE guidance, The Road Back: Restart and Recovery Plan for Education, for scheduling students for in-person, remote, or hybrid learning, families/guardians may submit, and the district shall accommodate, requests for full time remote learning.




Page 3 of 6 Such requests may include any service or combination of services that would otherwise be delivered on an in-person or hybrid schedule, such as instruction, behavioral and support services, special education and related services. A family/guardian may request that some services be delivered entirely remotely, while other services follow the same schedule they otherwise would according to the district’s reopening plan. Unconditional Eligibility for Full-Time Remote Learning All students shall be eligible for full-time remote learning. Eligibility shall not be conditioned on a family/guardian demonstrating a risk of illness or other selective criteria. This includes students with disabilities who attend school in-district or are placed at receiving schools (county special services school districts, educational services commissions, jointure commissions, Katzenbach School for the Deaf, regional day schools, college operated programs, and approved private schools for students with disabilities). Procedures for Submitting Full-Time Remote Learning Requests Recognizing that planning is required in order to provide continuity in the student’s educational program and arranging the appropriate staff and resources, a family/guardian shall submit a request for full-time remote learning, including requests to begin the school year receiving full-time remote learning and requests to transition from in-person or hybrid services to full-time remote learning during the school year. Procedures for submitting the request are as follows:

• The request shall be submitted to an administrator at least fourteen (14) calendar days before the start of the semester;

• Requests shall be approved within five (5) working days after the receipt of the request; • Questions and concerns may be directed to principal or his or her designee; • The family/guardian shall submit the following information or documentation with their

request. The documentation shall not exclude any students from the school’s full-time remote learning option, but rather be limited to the minimum information needed to ensure proper recordkeeping and implementation of successful remote learning:

1. Verification of the technology necessary to receive remote instruction (including camera and speaker capability) and assurance that the student will have access to the device for the length of the school day;

2. Verification of internet access and/or Wi-Fi sufficient to receive remote instruction.

Families/guardians having limited access to equipment or the internet shall inform the principal or his or her designee. The district shall make a reasonable effort to support the remote instruction by facilitating services and/or providing equipment.




Page 4 of 6

• For students with disabilities, the district shall determine if an IEP meeting or an amendment to a student’s IEP is needed for full-time remote learning.

• Families/guardians shall submit a request according to the procedures above for transitioning their student from in-person or hybrid delivery to full-time remote delivery;

• Families/guardians are expected to cooperate in setting up the transition and may be required to participate in scheduled meetings (in-person or video or tele conferences) during the transition period;

• School teachers, administrators and other school staff shall endeavor to provide supports and resources to assist families/guardians, particularly those of younger students, with meeting the expectations of the district’s remote learning option.

Upon satisfaction of these minimum procedures, the district shall approve the student’s full-time remote learning request. Scope and Expectations of Full-Time Remote Learning A student participating in the Board’s full-time remote learning option shall be afforded the same quality and scope of instruction and other educational services as any other student otherwise participating in district programs (e.g. students participating in a hybrid model). This includes but is not limited to:

• Access to standards-based instruction of the same quality and rigor as that afforded all other students of the district;

• The district shall make its best effort to ensure that every student participating in remote learning has access to the requisite educational technology;

• Special education services and related services shall be provided to the greatest extent possible.

Procedures to Transition from Full-Time Remote Learning to the In-Person Educational Program A student shall be eligible to transition to the in-person educational program. This will allow families/guardians to make the arrangements needed to effectively serve students’ home learning needs and will support educators in ensuring continuity of instruction. The family/guardian shall submit a request to transition from full-time remote learning to the in-person educational program according to the following procedures:

• The request shall be submitted to the principal at least fourteen (14) calendar days before the start of the trimester for grades PreK to 5 or marking period for grades 6-12. The principal may consider requests submitted during the semester on a case by case basis;

• Requests shall be approved within five (5) working days after the receipt of the request; • Questions and concerns may be directed to the principal or his or her designee;




Page 5 of 6

• The family/guardian shall submit the following information or documentation with their request. The documentation shall not exclude any students from the school’s in-person educational program, but rather be limited to the minimum information needed to ensure proper recordkeeping and implementation of a successful transition to the in-person education program:

• Summary of synchronous and asynchronous learning opportunities successfully completed;

• Summary of synchronous and asynchronous learning opportunities still working through; • The student shall submit to the COVID-19 screening process upon reentry to the school; • Students transitioning to the in-person educational program may be required to submit to

an academic assessment prior to being placed in a class. Remediations shall be provided for students that need them;

• Families/guardians are expected to cooperate in setting up the transition and may be required to participate in scheduled meetings (in-person or video or teleconferences) during the transition period.

Procedures for Communicating District Policy with Families Teaching staff members and administrators shall provide clear and frequent communication with families/guardians, in their home language, and shall ensure that communication opportunities are as readily accessible as possible. Communication shall include but shall not be limited to, information regarding:

• Summaries of, and opportunities to review, the district’s full-time remote learning policy and attendance policy;

• Procedures for submitting full-time remote learning requests; • Scope and expectations of full-time remote learning; • Procedures for transition from full-time remote learning to in-person services and vice-

versa; • The district’s procedures for ongoing communication with families and for addressing

families’ questions or concerns: • Teaching staff members who are teaching remote classes shall have office hours to

address questions and concerns. Teachers shall notify the families/guardians of their students regarding the time of the office hours and the method of contact (email, video or teleconference).




Page 6 of 6 Reporting To evaluate full-time remote learning, and to continue providing meaningful guidance for districts, the New Jersey Department of Education (NJDOE) may require districts to report to the NJDOE data regarding participation in full-time remote learning. Data will include the number of students participating in full-time remote learning by each of the following subgroups: economically disadvantaged; major racial and ethnic groups; students with disabilities; and English learners. The Superintendent of Schools shall ensure that such reports are completed efficiently. Legal References

NJSA 2A:62A-23 to 26 AED emergency medical services, 1999 statute 18A:16-6, -6.1 Indemnity of officers and employees against civil actions. 18A:40-1 Employment of medical inspectors, optometrists and nurses; salaries; terms; rules 18A:40-5 Method of examination; notice to parent or guardian 18A:40-7, -8, -10, -11 Exclusion of pupils who are ill 18A:40-23 et seq. Nursing Services for Nonpublic School Pupils 18A:40A-1 et seq. Substance Abuse



Org chart! Organization chart! Chart! Organizational chart! Administration Series 2000 Organizational Chart Policy 2120

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008, May 4, 2015

Page 1 of 1

Date Reviewed & Approved: July, 16, 2018 The administration organization of the district shall be considered as an orderly means of achieving the district’s primary objective: An effective program of instruction for pupils. Organization or function charts for the district shall be prepared by the Superintendent of Schools and approved by the Board of Education to designate clearly the relationships of all employees within the district organization. The organization or function charts shall be kept up-to-date and changes shall be approved by the Board of Education. Legal References


NJAC 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:32-1.1 et seq. School District Operations

Possible Cross References 1312, 2100, 2131, 2210, 3000/3010, 9123, 9313

Organizational Chart of the Penns Grove – Carneys Point Regional School District

Board of Education

Superintendent of Schools

Solicitor

Director ofSpecial Services

Director of Early Childhood &

Federal / StatePrograms /

Homeless Liaison

School BusinessAdministrator / Board Secretary

Building Principals

Director of Curriculum &

Instruction

Child Study Team Members

HIB Coordinator /Student Awareness

Counselor (SAC)

Director ofFood Services

Supervisor ofMaintenance &

Grounds

AssistantPrincipals Supervisor

Math & ScienceDistrict

TechnologyCoordinatorRelated Service

Personnel

GuidanceDepartment

Teachers

CafeteriaEmployeesGeneral Maintenance

Buildings / Grounds

Custodians

Nurses

504 Program

Support Staff

Business OfficeStaff

Secretary to theSuperintendent

SupervisorHumanities

Auditor

TechnologyStaff

Coordinator ofCounseling

Services

Coordinator of Facilities

Home Instruction /

Transportation

AttendanceOfficer


Lines of responsibility! Administration Series 2000 Lines of Responsibility Policy 2121

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008 Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Board of Education shall operate under a unit control system headed by the Superintendent of Schools. The authority of the Board of Education is transmitted through the Superintendent of Schools along specific paths from person to person as illustrated in the organization chart of the school district. The lines of authority represent direction of authority and responsibility. The lines are those approved by the Board of Education and are intended to establish clear understanding on the part of all personnel of the working relationships in the school system. Personnel are expected to refer matters requiring administrative action to the Principal and/or Superintendent of Schools. Personnel are expected to keep the administration informed of their activities by appropriate means. Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:17-5 through -14.3 Secretaries, Asst Secretaries and School Business Administrators 18A:17-15 through -23 Superintendents and Assistant Superintendent of Schools 18A:17-24.1 et seq. Shared Administrators, Superintendents

NJAC 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:9-12.7 School business administrator 6A:32-2.1 Definitions (superintendent)

Possible Cross References 1312, 2100, 2131, 2210, 3000/3010, 9123, 9313


Evaluation of Principals! Principals! Administration Series 2000 Evaluation of Principals Policy 2125

Date Adopted: December 2, 2013 Date Revised: Page 1 of 6 Date Reviewed & Approved: July, 16, 2018 The Board of Education believes that the evaluation of effective leadership and administration practices improves success in the achievement of the educational goals of this district, including student achievement of the Common Core State Standards for mathematics and language arts and literacy and the Core Curriculum Content Standards. The Board of Education shall implement an effective system for the evaluation of principals, assistant principals, and vice-principals. The purpose of this evaluation shall be to promote professional excellence and improve the skills of principals, assistant principals and vice-principals; improve pupil learning and growth; and provide a basis for the review of performance. The Board of Education is committed to establishing educator evaluation rubrics for the evaluation of administrative staff members’ effectiveness and to increase student achievement. The district evaluation system shall facilitate:

A. Continual improvement of leadership and instruction; B. Meaningful differentiation of performance using four performance levels; C. Use of multiple valid measures in determining performance levels, including objective

measures of student performance and measures of professional practice; D. Evaluation of principals, assistant principals and vice-principals on a regular basis; E. Delivery of clear, timely and useful feedback, including feedback that identifies areas for

growth and guides professional development; and F. District personnel decisions.

Training Principals, assistant principals and vice principals shall be provided:

A. Training on the teacher and principal practice instruments. Training shall be provided for any supervisor who will conduct observations for the purpose of evaluation of teachers, principals, assistant principals, or vice principals. Training shall be provided before the observer conducts his or her first observation for the purpose of evaluation;

B. Annual updates and refresher training on the teacher and principal practice instruments. Training shall be provided for any supervisor who will observe teaching and/or principal practice for the purpose of increasing accuracy and consistency among observers.



Evaluation of Principals Policy 2125

Page 2 of 6 Principal Evaluation Principals, vice principals, or assistant principals shall be evaluated according to an evaluation rubric. The evaluation rubric shall be submitted to the Commissioner by June 1st for approval by August 1st of each year. The components of the principal evaluation rubric shall apply to teaching staff members holding the position of principal, vice principal, or assistant principal and holding a valid and effective standard, provisional, or emergency administrative certificate. The principal evaluation rubric shall meet the standards provided in NJSA 18A:6-123, including, but not limited to:

A. Measures of student achievement pursuant to NJAC 6A:10-5.2 including: § The median school wide student growth percentile measure; and/or § The measure of the average student growth objective for all teachers; and § The measure of the administrator goals, which shall be developed in consultation with

their supervisor and specific and measurable to his or her job description. Administrator goals and the criteria for assessing performance based on those objectives shall be determined and recorded in the principal, vice principal, or assistant principal’s personnel file by October 15 of the school year.

B. Measures of principal practice including the following components: § A measure determined through a Commissioner-approved principal practice

instrument; and § A leadership measure determined through the Department-created leadership rubric.

Principal practice component rating shall be based on the measurement of the principal, assistant principal, or vice principal’s performance according to the school district’s Commissioner-approved principal practice instrument. Observations pursuant to NJAC 6A:10-5.4 shall be used as one form of evidence for this measurement. Leadership practice shall be determined by a score on a leadership rubric, which will assess the principal, vice-principal, or assistant principal’s ability to improve student achievement and teaching staff member effectiveness through identified leader behaviors. The rubric will be posted on the Department of Education’s website and annually maintained.




Page 3 of 6 Principal, Assistant Principal, and Vice Principal Observations The Superintendent of Schools, or his or her designee, shall conduct observations for the evaluation of principals. The Superintendent of Schools shall be trained according to law on the components of the evaluation rubric including student achievement measures and all aspects of the practice instrument. A principal, or a Superintendent of Schools or his or her designee, shall conduct observations for the evaluation of assistant principals and vice principals. For the purpose of collecting data for the evaluation of a principal, assistant principal, or vice principal, an observation may include, but is not limited to: building walk-through, staff meeting observation, parent conference observation, or case study analysis of a significant student issue. Each tenured principal, assistant principal, and vice principal shall be observed at least two times during each school year. Each nontenured principal, assistant principal, and vice principal shall be observed at least three times during each school year, as required by NJSA 18A:27-3.1. A post-observation conference shall follow each observation. The post-observation conference shall consist of a meeting, either in-person or remotely, between the evaluator and the principal, assistant principal or vice-principal for the purpose of evaluation to discuss the data collected in the observation. Post-observation conferences shall include the following procedures:

A. The supervisor who is present at the observation shall conduct a post-observation conference with the principal, assistant principal, or vice principal being observed. A post-observation conference shall occur no more than 15 teaching staff member working days following each observation;

B. The post-observation conference shall be for the purpose of reviewing the data collected at the observation, connecting the data to the principal practice instrument and the principal, assistant principal, or vice principal's individual professional development plan, collecting additional information needed for the evaluation, and offering areas to improve effectiveness;

C. With the consent of the observed principal, assistant principal, or vice principal, post-observation conferences for individuals who are not on a corrective action plan may be conducted via written communication, including electronic communication;




Page 4 of 6

D. One post-observation conference may be combined with the principal, assistant principal, or vice principal's annual summary conference as long as it occurs within the required 15 teaching staff member working days following the observation.

E. A written evaluation report shall be signed by the supervisor who conducted the observation and post-observation and the principal, assistant principal, or vice principal who was observed;

F. The principal, assistant principal, or vice principal shall submit his or her written objection(s) of the evaluation within 10 working days following the conference. The objection(s) shall be attached to each party’s copy of the annual written performance report.

An additional observation and post-observation conference shall be required as part of the corrective action plan for any principal, assistant principal or vice-principal who has been rated ineffective or partially effective on the annual summative evaluation, as measured by the evaluation rubrics. Professional Development Plans The Superintendent of Schools shall oversee and review for each principal and supervisor, professional development that links to individual, school, and district professional development goals and the school district's professional development plan. The principals and supervisors shall fulfill the professional development requirement through the creation, implementation, and completion of a professional development plan that:

A. Aligns with the Professional Standards for School Leaders (NJAC 6A:9-3.4) and the Standards for Professional Learning (NJAC 6A:9-15.3);

B. Derives from the results of observations, evidence, and recommendations included in the annual performance evaluation of the Superintendent of Schools, principals, or supervisors;

C. Identifies professional goals that address specific individual, school, or district goals; and D. Grounds professional development activities in objectives related to improving teaching,

learning, and student achievement, and in support of the school and/or district professional development plan.

If a principal, assistant principal or vice-principal has a corrective action plan, the corrective action plan shall replace content of the individual professional development plan until the next annual summary conference.




Page 5 of 6 Corrective Action Plans A corrective action plan shall be developed for each principal, assistant principal or vice-principal rated ineffective or partially effective on the annual summative evaluation, as measured by the evaluation rubrics. The plan shall be developed by the principal, assistant principal or vice-principal evaluated and the Superintendent of Schools or principal’s, assistant principal’s or vice-principal’s supervisor. A Superintendent of Schools, or his or her designee, and the principal, as appropriate, shall conduct a mid-year evaluation of any principal, assistant principal, or vice principal who is evaluated as ineffective or partially effective in his/her most recent annual summative evaluation. If the corrective action plan was created before the start of the year, the mid-year evaluation shall occur before February 15; if the corrective action plan was created after the start of the academic year, the mid-year evaluation shall occur before the annual summary conference. The mid-year evaluation shall include, at a minimum:

A. One observation in addition to the observations required for the regular evaluation process; B. One post-observation conference in addition to the post-observation conferences required

for the regular evaluation process. During this post-observation conference progress toward the principal’s, assistant principal’s or vice principal’s goals outlined in the corrective action plan shall be reviewed.

The content of the corrective action plan shall replace the content of the individual professional development plan until the next annual summary conference. Records All information contained in written performance reports and all information collected, compiled, and/or maintained by employees of the district for the purposes of conducting the educator evaluation process pursuant to this chapter shall be confidential. Such information shall not be subject to public inspection or copying pursuant to the Open Public Records Act, NJSA 47:1A-1 et seq. Nothing contained in this section shall be construed to prohibit the Department of Education from, at its discretion, collecting evaluation data pursuant to NJSA 18A:6-123.e or distributing aggregate statistics regarding evaluation data.





NJSA 18A:4-15 General rule making power 18A:4-16 Incidental powers conferred 18A:6-20 et seq Dismissal and reduction in compensation of persons under tenure 18A:6-117 et seq Teacher Effectiveness & Accountability for the Children of NJ (TEACHNJ) Act 18A:27-3.1 through -3.3 Nontenured teaching staff; observation and evaluation, conference, purpose 18A:27-10 et seq Nontenured teaching staff member, offer of employment or notice of termination 18A: 28-5 Tenure of teaching staff members

NJAC 6A:9-15.7 Implementation of professional development 6A:9-15.8 Requirements for school leader professional development in ethics, law and governance 6A:10-1.1 et seq Educator effectiveness 6A:10-5.1 et seq Components of principal evaluation

Possible Cross References

2131, 4112.6, 4115/4116, 4117.41, 4131/4131.1, 4212.6, 4215/4216, 4231/4231.1, 6143.1


Evaluation of Principals! Principals! Administration Series 2000 Professional Development for Principals Policy 2126

Date Adopted: November 17, 2014 Date Revised: Page 1 of 3 Date Reviewed & Approved: July, 16, 2018 In accordance with the requirements of Policy 2125, “Evaluation of Principals” and Policy 4131/4131.1, “Staff Development; In-service Education / Visitations, Conference” and the TEACHNJ Act, the Board of Education shall require that all principals, assistant principals and supervisors participate in professional development activities that include, but are not limited to, seminars, course work, day-long workshops, and classes on instructional supervision as well as community relations and involvement. Although principals, assistant principals and supervisors shall develop professional development plans for themselves, the Superintendent of Schools shall maintain final authority in determining their appropriate content. Professional Development Training for School Leaders For the purposes of this policy, “school leader” shall be defined as an administrator whose position requires possession of a school administrator, principal, or supervisor endorsement. All active school leaders serving on a permanent or interim basis shall complete training on issues of school law, ethics, governance, and harassment, intimidation and bullying as required by NJSA 18A:26-8.2, and other statutory requirements related to student safety and well-being. In addition, the professional development plans of school leaders may include training in the area of community relations, as directed by the Superintendent of Schools. To meet this ongoing requirement, the specific training needs of each school leader will be reviewed annually as part of the professional development planning process. Principals, assistant principals and supervisors shall fulfill the professional development requirement through the creation, implementation, and completion of a professional development plan that:

A. Aligns with the Professional Standards for School Leaders and the Standards for Professional Learning;

B. Derives from the results of observations, evidence, and recommendations included in the annual performance evaluation of principals, assistant principals or supervisors;

C. Identifies professional goals that address specific individual, school, or district goals; and, D. Grounds professional development activities in objectives related to improving community

relations, teaching, learning, and student achievement, and in support of the school and/or district professional development plan.



Professional Development for Principals Policy 2126

Page 2 of 3 Principals, assistant principals and supervisors shall be provided:

C. Training on the teacher and principal practice instruments. Training shall be provided for any supervisor who will conduct observations for the purpose of evaluation of teachers, principals, assistant principals, or vice principals. Training shall be provided before the observer conducts his or her first observation for the purpose of evaluation;

D. Annual updates and refresher training on the teacher and principal practice instruments. Training shall be provided for any supervisor who will observe teaching and/or principal practice for the purpose of increasing accuracy and consistency among observers;

E. Training in the area of community relations that is intended to establish and improve relationships between the school district and the community;

F. Additional professional development experiences that are non-traditional provided by educational consultants, attending seminars or taking courses in fostering school and community relations as deemed appropriate by the Superintendent of Schools.

Community Relations As a component of professional development in the area of community relations, the Superintendent of Schools may require principals, assistant principals and supervisors to attend community events, meetings of appropriate community organizations, community initiatives, and/or celebrations in order to establish, improve and/or maintain positive relationships between the school district and the community. Additionally, the Superintendent of Schools may direct or assign the principals, assistant principals and supervisors to organize, develop and/or supervise activities that involve both the school district and the community, that will result in the formation of positive interactions, partnerships and relationships that will benefit the students of this district and the community as a whole.



Professional Development for Principals Policy 2126


NJSA 18A:4-15 General rule making power 18A:4-16 Incidental powers conferred 18A:6-20 et seq Dismissal and reduction in compensation of persons under tenure 18A:6-117 et seq Teacher Effectiveness & Accountability for the Children of NJ (TEACHNJ) Act 18A:27-3.1 through -3.3 Nontenured teaching staff; observation and evaluation, conference, purpose 18A:27-10 et seq Nontenured teaching staff member, offer of employment or notice of termination 18A: 28-5 Tenure of teaching staff members

NJAC 6A:9-15.7 Implementation of professional development 6A:9-15.8 Requirements for school leader professional development in ethics, law and governance 6A:10-1.1 et seq Educator effectiveness 6A:10-5.1 et seq Components of principal evaluation

Possible Cross References

2125, 2131, 4112.6, 4115/4116, 4117.41, 4131/4131.1, 4212.6, 4215/4216, 4231/4231.1, 6143.1


Job descriptions! Administrative positions! Administration Series 2000 Administrative Positions / Job Descriptions Policy 2130

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 All administrative and supervisory positions shall be established initially by the Board of Education upon recommendation of the Superintendent of Schools. Prior to creating a new position, the Board will approve a statement of job requirements as prepared by the Superintendent of Schools. The Board directs the Superintendent of Schools to maintain a comprehensive, coordinated set of job descriptions for all positions to promote efficiency in the administration of the schools. The Superintendent of Schools shall supervise development and implementation of the procedures necessary for evaluation of certified and non-certified administrators and supervisors. Tenured certified administrators and supervisors shall be evaluated annually by appropriate procedures consistent with NJ statutes and the Administrative Code. Non-tenured certified administrators shall be evaluated three times a year by appropriate procedures consistent with NJ statutes and the Administrative Code. Legal References


NJAC 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:32-1.1 et seq. School District Operations

Penns Grove – Carneys Point Regional School District Board of Education Policy Manual

Superintendent! Superintendent of schools! Chief school administrator! Administration Series 2000 Evaluation of the Superintendent of Schools Policy 2131

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008, December 16, 2013 Page 1 of 3 Date Reviewed & Approved: July, 16, 2018 In compliance with New Jersey state law, the Board of Education shall evaluate the Superintendent of Schools at least annually. Every newly appointed or elected Board Member shall complete the New Jersey School Boards Association's training program on evaluation of Superintendents within six (6) months of commencement of his/her term of office. The purpose of the evaluation shall be:

A. To promote professional excellence and improve the skills of the Superintendent of Schools;

B. To improve the quality of the education received by the pupils served by the public schools of the district;

C. To provide a basis for the review of the job performance of the Superintendent of Schools. Role & Responsibility of the Board in the Evaluation of the Superintendent of Schools The role and responsibility of the Board in this evaluation shall be:

A. To complete a New Jersey School Boards Association training program on the evaluation of the Superintendent of Schools within six months of the commencement of newly appointed or elected district Board Member’s term of office in accordance with the provisions of NJSA 18A:17-20.3.b;

B. To review, revise and adopt procedures suggested by the Superintendent of Schools for implementation of this policy;

C. To determine whether the services of a qualified consultant will contribute substantially to the evaluation process and to engage such a consultant as deemed appropriate to assist the Board of Education. The evaluation itself shall be the responsibility of the Board;

D. To adopt an individual plan for professional growth and development of the Superintendent of Schools based in part upon any needs identified in the evaluation. The Board of Education and the Superintendent of Schools shall mutually develop this plan. The duration of the plan will be three to five years, depending on the Superintendent of Schools’ contract with the school district;

E. To hold an annual summary conference between a majority of its total membership and the Superintendent of Schools. The annual summary conference shall be held before the written performance report is filed. The conference shall be held in private, unless the Superintendent of Schools requests that it be held in public. The conference shall include, but not be limited to, review of the following:



Evaluation of the Superintendent of Schools Policy 2131

Page 2 of 3

§ Performance of the Superintendent of Schools based upon the job description; § Progress of the Superintendent of Schools in achieving and/or implementing the school

district's goals, program objectives, policies, instructional priorities, State goals, and statutory requirements; and

§ Indicators of student progress and growth toward program objectives. F. By July 1st, subsequent to the annual summary conference, an annual written performance

report, approved by a majority of the full membership of the Board of Education. This report shall include:

§ Performance areas of strength; § Performance areas needing improvement based upon the job description and

evaluation criteria in “E” above; § Recommendations for professional growth and development; § A summary of available indicators of pupil progress and growth and a statement of

how these available indicators relate to the effectiveness of the overall program and the performance of the Superintendent of Schools;

§ Provision for performance data which have not been included in the report prepared by the Board of Education to be entered into the record by the Superintendent of Schools within 10 working days after the completion of the report.

G. To add all written performance reports and supporting data, including, but not limited to, indicators of student progress and growth to a Superintendent of Schools’ personnel file. The records shall be confidential and not be subject to public inspection or copying pursuant to the Open Public Records Act, NJSA 47:1A-1 et seq.

Role & Responsibility of the Superintendent of Schools The Board of Education shall determine the role and responsibility in consultation with the Superintendent of Schools. The Superintendent of Schools shall be to provide information and propose procedures for:

A. Development of a job description and evaluation criteria, based upon the district's local goals, program objectives, policies, instructional priorities, state goals, statutory requirements, and the functions, duties and responsibilities of the Superintendent of Schools. The evaluation criteria shall include but not be limited to available indicators of pupil progress;

B. Specification of methods of data collection and reporting appropriate to the job description;

C. Design of evaluation instruments suited to reviewing the Superintendent of Schools' performance based upon the job description;



Evaluation of the Superintendent of Schools Policy 2131

Page 3 of 3

D. Establishing an evaluation calendar to include a date for the annual conference and including appropriate information to allow proper consideration of all the items to be included in the subsequent written performance report;

E. After the Board of Education's adoption of the annual written performance report, to provide all other appropriate information relative to evaluation of his/her performance not contained in the report.

F. Preparation and review of the Professional Growth Plan for the administrator’s professional development.

The policy shall be delivered to the Superintendent of Schools upon adoption. Amendments to the policy shall be distributed within 10 working days after adoption. Legal References

NJSA 18A:4‑15 General rule‑making power 18A:6‑10 through ‑17 Dismissal and reduction in compensation of persons under tenure in public school system 18A:12-21 et seq. School Ethics Act 18A:17‑15 through ‑21 Appointment of superintendents; terms; 18A:17-20 Tenured and non-tenured superintendents; general powers and duties 18A:17‑24 Clerks in superintendent's office 18A:17-24.1 Shared Administrators, Superintendents 18A:27-4.1 Appointment, transfer, removal or renewal of officers and employees; exceptions 18A:28‑3 through ‑6.1 No tenure for noncitizens 18A:29‑14 Withholding increments; causes; notice of appeals 40:8A-1 et seq. Interlocal Services Act

NJAC 6A:9-12 Requirements for Administrative Certification 6A:28-1.1 et seq. School Ethics Commission 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32‑4.1 et seq. Employment and Supervision of Teaching Staff 6A:32‑4.3 Evaluation of tenured and nontenured superintendent 6A:32‑4.4 Evaluation of tenured teaching staff members 6A:32‑4.5 Evaluation of nontenured teaching staff members

8 U.S.C. 1101 et seq. - Immigration and Nationality Act Manual for the Evaluation of Local School Districts New Jersey Quality Single Accountability Continuum (NJQSAC)


Acting Superintendent! Acting Superintendent of Schools! Absence of Superintendent! Administration Series 2000 Acting Superintendent of Schools Policy 2133

Date Adopted: February 11, 2008 Date Revised: August 21, 2017 Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Board of Education recognizes that the duties of the Superintendent of Schools often require the Superintendent to be out of the district. In such cases, the Superintendent of Schools, at his/her sole discretion, will appoint an Acting Superintendent from the administrative staff. Any such appointee shall be certificated as an administrator in order to be considered for the role of Acting Superintendent. Incapacity of the Superintendent of Schools The Board of Education will appoint, by the affirmative votes of a majority of the members of the full Board, and fix the compensation of an Acting Superintendent to serve when the Superintendent is so incapacitated as to render him/her unable to perform the duties of the office of Superintendent. The Superintendent will be deemed to be incapacitated when:

• The Superintendent is absent on disability leave of a projected duration of one hundred eighty school days or more; or

• The Superintendent is certified incapacitated by a physician; • The Superintendent has been suspended with pay; or • The Superintendent has been suspended without pay pending the resolution of tenure

charges. The Acting Superintendent shall discharge the duties of the office until the Superintendent returns, resigns, or is removed from the position. The acts of the Acting Superintendent shall be legal and binding as if done by the Superintendent. The Acting Superintendent shall not acquire tenure in the position of Superintendent. Legal References


NJAC 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:32-2.1 Definitions (superintendent)

Possible Cross References 3516, 4135.16, 4235.16, 5131.6, 5141.1, 5141.2, 6114, 9311, 9313


Administrative positions review of contracts! Administration Series 2000 Administrative Positions – Review of Contracts Policy 2200

Date Adopted: August 18, 2008 Date Revised: Page 1 of 3 Date Reviewed & Approved: July, 16, 2018 In accordance with NJAC 6A:23A-3.1, the Executive County Superintendent shall review and approve the following items relative to the contracts of the Superintendent of Schools and the Business Administrator:

§ New employment contracts, including contracts that replace expired contracts for existing tenured and non-tenured employees;

§ Renegotiations, extensions, amendments or other alterations of the terms of existing employment contracts that have been previously approved by the Executive County Superintendent; and,

§ Provisions for contract extensions where such terms were not included in the original employment contract or are different from the provisions contained in the original approved employment contract.

In the absence of an Executive County Superintendent, the Assistant Commissioner for Field Services shall review and approve all above contracts. The contract review and approval shall take place prior to any required public notice and hearing pursuant to NJSA 18A:11-11 and prior to the Board approval and execution of those contracts to ensure compliance with all applicable laws, including but not limited to NJSA 18A:30-3.5, 18A:30-9, 18A:17-15.1 and 18A:11-12. The public notice and public hearing required pursuant to NJSA18A:11-11 is applicable to the Board of Education, when it renegotiates, extends, amends, or otherwise alters the terms of an existing contract with the Superintendent of Schools or Business Administrator. It does not apply to new contracts, including contracts that replace expired contracts for existing employees in one of these positions, whether tenured or not tenured. Nothing precludes the Board of Education from issuing a public notice and/or holding a public hearing on new contracts, including new contracts that replace expired contracts for existing tenured and non-tenured employees. In connection with the Executive County Superintendent’s review of the contract, the Board of Education shall provide the Executive County Superintendent with a detailed statement setting forth the total cost of the contract for each applicable year, including salary, longevity (if applicable), benefits and all other emoluments. The contract review and approval shall be consistent with the following additional standards:

1. Contracts for each class of administrative position shall be comparable with the salary, benefits and other emoluments contained in the contracts of similarly credentialed and experienced administrators in other districts in the region with similar enrollment, academic achievement levels and challenges, and grade span.



Administration Series 2000 Administrative Positions – Review of Contracts Policy 2200

Page 2 of 3

2. No contract shall include provisions that are inconsistent with the travel requirements pursuant to NJSA.18A:11-12 including but not limited to the provisions for mileage reimbursement and reimbursement for meals and lodging in New Jersey. Any contractual provision that is inconsistent with law is superseded by the law.

3. No contract shall include provisions for the reimbursement or payment of employee contributions that are either required by law or by a contract in effect in the district with other teaching staff members, such as payment of the employee’s State or federal taxes, or of the employee’s contributions to FICA, Medicare, State pensions and annuities (TPAF), life insurance, disability insurance (if offered), and health benefit costs.

4. No contract shall contain a payment as a condition of separation from service that is deemed by the Executive County Superintendent to be prohibited or excessive in nature. The payment cannot exceed the lesser of the calculation of three months pay for every year remaining on the contract with proration for partial years, not to exceed 12 months, or the remaining salary amount due under the contract.

5. No contract shall include benefits that supplement or duplicate benefits that are otherwise available to the employee by operation of law, an existing group plan, or other means; e.g., an annuity or life insurance plan that supplements or duplicates a plan already made available to the employee. Notwithstanding the provisions of this section, a contract may contain an annuity where those benefits are already contained in the existing contract between that employee and the district.

6. Contractual provisions regarding accumulation of sick leave and supplemental compensation for accumulated sick leave shall be consistent with NJSA 18A:30-3.5. Supplemental payment for accumulated sick leave shall be payable only at the time of retirement and shall not be paid to the individual’s estate or beneficiaries in the event of the individual’s death prior to retirement. Pursuant to NJSA 18A:30-3.2, a new Board of Education contract may include credit of unused sick leave days in accordance with the new Board of Education’s policy on sick leave credit for all employees.

7. Contractual provisions regarding accumulation of unused vacation leave and supplemental compensation for accumulated unused vacation leave shall be consistent with NJSA 18A:30-9. Contractual provisions for payments of accumulated vacation leave prior to separation can be included but only for leave accumulated prior to June 8, 2007 and remaining unused at the time of payment. Supplemental payments for unused vacation leave accrued consistent with the provisions of NJSA 18A:30-9 after June 8, 2007 as well as unused vacation leave accumulated prior to June 8, 2007 that has not been paid, shall be payable at the time of separation and may be paid to the individual’s estate or beneficiaries in the event of the individual’s death prior to separation

8. Contractual provisions that include a calculation of per diem for 12 month employees shall be based on a 260 day work year.



Administration Series 2000 Administrative Positions – Review of Contracts Policy 2200

Page 3 of 3

9. No provision for a bonus shall be made except where payment is contingent upon achievement of measurable specific performance objectives expressly contained in a contract approved pursuant to this section, where compensation is deemed reasonable relative to the established performance objectives and achievement of the performance objectives has been documented to the satisfaction of the Board of Education.

10. No provision for payment at the time of separation or retirement shall be made for work not performed except as otherwise authorized above.

11. No contract shall include a provision for a monthly allowance except for a reasonable car allowance. A reasonable car allowance cannot exceed the monthly cost of the average monthly miles traveled for business purposes multiplied by the allowable mileage reimbursement pursuant to applicable law and regulation and NJOMB circulars. If such allowance is included, the employee cannot be reimbursed for business travel mileage nor assigned permanently a car for official district business. Any provision of a car for official district business must conform with NJAC 6A:23A-6.12 and be supported by detailed justification. No contract can include a provision of a dedicated driver or chauffeur.

12. All Superintendent contracts shall include the required provision pursuant to NJSA 18A:17-51 which states that in the event the Superintendent’s certificate is revoked, the contract is null and void.

13. Any actions by the Executive County Superintendent undertaken pursuant to this subchapter may be appealed to the Commissioner pursuant to the procedures set forth in NJAC 6A:3.

Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:11-12 Travel 18A:17-15.1 Superintendent’s contract 18A:30-3.2 Unused sick leave 18A:30-3.5 Payment for unused sick leave 18A:30-9 Payment for accumulated vacation

NJAC 6A:3 Controversies and disputes 6A:9-12.3 Authorization 6A:9-12.4 School administrator 6A:23A-3.1 Accountability Regulations 6A:23A-6.12 Accountability Regulations 6A:32-2.1 Definitions (superintendent)


Leeway! Board policy! Absence of Board policy! Administration Series 2000 Administrative Leeway in Absence of Board Policy Policy 2210

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008 Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 In cases where emergency action must be taken within the school system and where the Board of Education has provided no guides for administrative action, the Superintendent of Schools shall have the power to act, but those decisions shall be subject to review by the Board of Education at its next regular meeting. It shall be the duty of the Superintendent of Schools to inform the Board of Education promptly of such action and of the need for possible additional policies or revisions of existing policies. Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:17-20 General powers and duties 18A:30-3.2 Unused sick leave


Possible Cross References 3516, 4135.16, 4235.16, 5131.6, 5141.1, 5141.2, 6114, 9311, 9313


Representative groups! Deliberative groups! Administration Series 2000 Representative & Deliberative Groups Policy 2220

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Board encourages staff and community participation in decision-making. The Superintendent of Schools shall recommend and the Board shall establish such committees as are necessary to make recommendations for the proper functioning of the district. Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:17-20 General powers and duties



Penns Grove - Carneys Point Regional School District Board of Education Policy Manual Nondiscrimination! Discrimination! Affirmative action! Affirmative action officer!

Administration Series 2000 Nondiscrimination / Affirmative Action Policy 2224

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008, August 11, 2014

Page 1 of 4

Date Reviewed & Approved: July, 16, 2018 Disabled! Harassment! Sexual orientation! Marital status! State and federal statues and regulations prohibit school districts from discriminatory practices in employment or educational opportunity against any person by reason of any and all conditions or any of the protected classes as proscribed in NJSA 10:5-1 et. seq or any other federal or state law(s) and/or statutes. The Board of Education will continue to support its Affirmative Action Resolution of, and implement the districts equal educational opportunity policy, school and classroom practices plan and contract/employment practices plan in accordance with law and regulation. The Board authorizes the Superintendent of Schools to develop and implement a comprehensive equity plan as mandated by the New Jersey Department of Education to ensure that the district provides equality in educational programs and to identify and correct, or assess and prevent, all bias, discrimination and impermissible isolation in policies, practices and facilities of the district. Upon approval of this plan by the state department of education, the Board shall adopt it by resolution. A copy of the districts affirmative action/equity plans and self-evaluation of their achievement shall be available in the district office. Affirmative Action Officer(s) The Board shall appoint annually a certified member of the staff as Affirmative Action Officer(s) and a 504 Compliance Officer. The Board shall adopt the job description of the Affirmative Action Officer(s), and 504 Compliance Officer, granting to them the responsibility to facilitate, oversee and ensure the development of implementation of school and classroom practices plans, employment and contract practices plan, school and classroom practices plan, school desegregation plan and section 504 plans, as well as related inter-program coordination. The Affirmative Action Officer(s) shall ensure that the district upholds all regulations, codes and law related to equity in the schools. The Affirmative Action Officer(s) shall monitor compliance with this policy. The name, work location and telephone number of the district Affirmative Action Officer(s) shall annually be made known to staff, pupils and members of the community.



Nondiscrimination / Affirmative Action Policy 2224

Page 2 of 4 Harassment The Board of Education shall maintain an instructional and working environment that is free from harassment of any kind. Administrators and supervisors will make it clear to all staff, pupils and vendors that harassment is prohibited. Sexual harassment shall be specifically addressed in the affirmative action in-service programs required by law for all staff. Sexual harassment shall include, but not be limited to, unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when:

A. Submission of the conduct or communication is made a term or condition of employment; B. Submission to, or rejection of the conduct or communication is the basis for decisions

affecting employment and assignment; C. The conduct or communication has the purpose or effect of substantially interfering with

an individuals work performance; D. The conduct or communication has the effect of creating an intimidating, hostile or

offensive working environment. Sexual harassment of staff or children interferes with the learning process and will not be tolerated in the school. Harassment by Board members, employees, parents, students, vendors and others doing business with the district if prohibited. Any child or staff member who has knowledge of or feels victimized by sexual harassment should immediately report his/her allegation to the Affirmative Action Officer or building Principal. Anyone else who has knowledge of or feels victimized by sexual harassment should immediately report his/her allegation to the Superintendent of Schools or Board President. Employees whose behavior is found to be in violation of this policy will be subject to the investigation procedure, which may result in discipline, up to, and including dismissal. Other individuals whose behavior is found to be in violation of this policy will be subject to appropriate sanctions as determined and imposed by the Superintendent of Schools/Board. This policy state on sexual harassment shall be distributed to all staff members. Staff or pupils may file a formal grievance related to harassment on any of the grounds addressed in this policy. The affirmative action officer will receive all complaints and carry out a thorough investigation, and will protect the rights of both the person making the complaint and the alleged harasser. Findings of discrimination or harassment will result in appropriate disciplinary action.




Page 3 of 4 School and Classroom Practices In implementing affirmative action, the district shall:

A. Identify and correct the denial of equity of educational opportunities for pupils solely on the basis of any classification protected by law;

B. Continually reexamine and modify, as may be necessary, its school and classroom programs; location and use of facilities; its curriculum development program and its instructional materials; availability of programs for children; and equal access of all eligible pupils to all extracurricular programs.

These topics are included in the pupil and instructional policies or the district of #5145.4 Equal education opportunity, #6121 Nondiscrimination/affirmative action, and #6145 Extracurricular activities. Contract/Employment Practices The district directs the Superintendent of Schools to ensure that appropriate administrators implement the districts affirmative action policy by:

A. Adhering to the administrative code on selection of vendors and suppliers, informing vendors and suppliers that their employees are bound by the districts affirmative action policies in their contracts with district staff and pupils;

B. Continuing implementation and refinement of existing practices and affirmative action plans, making certain that all recruitment, hiring, evaluation, training, promotion, personnel-management practices and collective bargaining agreements are structured and administered in a manner which furthers equal employment opportunity principles and eliminates discrimination on any basis protected by law, holding in-service programs on affirmative action for all staff in accordance with law.

These topics are included in the business and non-instructional operations, and the personnel policies of the district at #3320, #3327. Disabled In addition to prohibiting educational and employment decisions based on non-applicable disabling conditions, the district shall, as much as feasible, make facilities accessible to disabled pupils, employees, and members of the community as intended by Section 504 and as specified in the administrative code.




Page 4 of 4 Report on Implementation The Superintendent of Schools shall devise regulations, including grievance forms and procedures to implement the districts affirmative action policies. He/she shall report to the Board annually on the effectiveness of this policy and implementing procedures. Legal References

NJSA 2C:16-1 Bias intimidation 2C:33-4 Harassment 10:5-1 et seq. Law Against Discrimination 18A:6‑5 Inquiry as to religion and religious tests prohibited 18A:6-6 Sexual discrimination 18A:18A‑17 Facilities for handicapped persons 18A:26‑1 Citizenship of teachers, etc 18A:26-1.1 Residence requirements prohibited 18A:29‑2 Equality of compensation for male and female teachers 18A:37‑14 through -19 Harassment, intimidation, and bullying defined 18A:36‑20 Discrimination; prohibition 26:8A-1 et seq. Domestic Partnership Act

NJAC 5:23‑7.1 et seq. Barrier free subcode of the uniform construction code 6A:7-1.1 et seq. Managing for Equality and Equity in Education 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32‑12.1 Reporting requirements 6A:32‑14.1 Review of mandated programs and services

Executive Order 11246 as amended 29 U.S.C.A. 201 - Equal Pay Act of 1963 as amended 20 U.S.C.A. 1681 - Title IX of the Education Amendments of 1972 42 U.S.C.A. 2000e et seq. - Title VII of the Civil Rights Act of 1964 as amended by the Equal Employment Opportunities Act of 1972 29 U.S.C.A. 794 et seq. - Section 504 of the Rehabilitation Act of 1973 20 U.S.C.A. 1401 et seq. - Individuals with Disabilities Education Act 42 U.S.C.A. 12101 et seq. - Americans with Disabilities Act (ADA) Meritor Savings Bank v. Vinson, 477 U.S. 57 (1986) School Board of Nassau County v. Arline, 480 U.S. 273 (1987) Vinson v. Superior Court of Alameda County, 740 P.2d 404 (Cal. Sup. Ct. 1987) State v. Mortimer, 135 N.J. 517 (1994) Taxman v. Piscataway Bd. of Ed. 91 F. 3d 1547 (3d Cir. 1996) Davis v. Monroe County Board of Education, 526 U.S. 629 (1999) Saxe v. State College Area School Dist., 240F. 3d 200 (3d Cir. 2001) L.W. v. Toms River Regional Schools Board of Education, N.J., No. A-111-05 Comprehensive Equity Plan, New Jersey Department of Education

Possible Cross References 3320, 4111, 4111.1, 4131/4131.1, 4211, 4211.1, 4231, 4231.1, 5145.4, 6121, 6145


Research evaluation! Planning! School level planning! Administration Series 2000 Research, Evaluation & Planning Policy 2240

Date Adopted: December 20, 1993 Date Revised: February 11, 2008, February 16, 2010 Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 As required by New Jersey Quality Single Accountability Continuum (NJQSAC), the Superintendent of Schools shall annually direct development or review of district long and short-range goals and the plan of action to attain them. Objectives shall be developed with community participation and approved by the Board of Education; the plan of action shall be prepared in consultation with teaching staff members. The districts plans shall be discussed at a public meeting before the date required by law. Further, the Superintendent of Schools shall coordinate continual research and evaluation of programs and facilities. The master plan shall be studied and revised periodically to keep it in accord with the changing circumstances and aspirations of the district. Legal References

NJSA 18A:7A‑10 Evaluation of performance of each school 18A:7A‑11 Annual report of local school district; contents; annual report of commissioner; report on improvement of basic skills 18A:7A-14 Review of evaluation of district performance 18A:7F-4 Periodic review of core curriculum content standard by state board; establishment of thoroughness and efficiency standards and cost per pupil 18A:7F-6 Approval of budget by Commissioner

NJAC 6A:8-1.1 et seq. Standards and Assessments 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott School Districts 6A:26-2.1 et seq. Long-Range Facilities Plans 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32‑2.1 Definitions 6A:32‑12.1 Reporting requirements 6A:32‑12.2 School-level planning 6A:32-13.1 et seq. Student Behavior 6A:32-14.1 Review of mandated programs and services



Needs assessment! Administration Series 2000 Needs Assessment of the District & the Individual Programs / Facilities

Policy 2241

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Superintendent of Schools shall monitor continuously the program and equipment needs of the district and the individual programs/facilities. To this end he/she shall devise appropriate instruments to identify and prioritize these needs, and report them to the Board as necessary, but at least annually before the budget is finalized. Legal References

NJSA 18A:7A‑10 Evaluation of performance of each school 18A:7A‑11 Annual report of local school district; contents; annual report of commissioner; report on improvement of basic skills 18A:7A-14 Review of evaluation of district performance 18A:7F-4 Periodic review of core curriculum content standard by state board; establishment of thoroughness and efficiency standards and cost per pupil 18A:7F-6 Approval of budget by Commissioner

NJAC 6A:8-1.1 et seq. Standards and Assessments 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott School Districts 6A:26-2.1 et seq. Long-Range Facilities Plans 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32‑2.1 Definitions 6A:32‑12.1 Reporting requirements 6A:32‑12.2 School-level planning 6A:32-13.1 et seq. Student Behavior 6A:32-14.1 Review of mandated programs and services


Possible Cross References 1120, 1220, 2255, 3510, 5020, 6142.2, 6171.34, 7110, 9130


Action planning T&E! T&E certification! Administration Series 2000 Action Planning for Thorough & Efficient Certification

Policy 2255

Date Adopted: October 19, 1990 Date Revised: May 3, 2004, February 11, 2008 Page 1 of 2 Date Reviewed & Approved: July, 16, 2018 The Superintendent of Schools shall be responsible for assembling all necessary documentation to meet state certification requirements. He/she shall ensure the districts compliance with all indicators when it is within his/her power to do so. He/she shall inform the Board in a timely fashion of any areas in which Board action is required to bring the district into compliance, and suggest to the Board feasible plans of action. In the event that the district, or a program/facility within the district, does not receive full approval in classification by the Commissioner of Education, the Board of Education shall cooperate in undertaking corrective action by the development of a remedial plan pursuant to the New Jersey Administrative Code. Certification requirements for teaching staff members shall not be violated. Equivalency and Waiver Procedures The Board may apply to the Commissioner for a waiver of a specific rule or an equivalent means of implementing a rule through alternate procedures so long as the following criteria are met: The spirit and intent of New Jersey statutes, applicable federal laws and regulations, and the administrative code are served by granting the equivalency or waiver; The provision of a thorough and efficient education to the students in the district is not compromised as a result of the equivalency or waiver; and There will be no risk to student health, safety or civil rights by granting the equivalency or waiver. All applications for equivalency and waivers shall be signed by the Superintendent of Schools and approved by the Board of Education. Alternative Monitoring If the district meets the standards set out in the administrative code in student performance and attendance, the Board may decide on an alternative method of evaluation in compliance with code and statute.



Action Planning for Thorough & Efficient Certification Policy 2255


NJSA 18A:7A-10 Evaluation of performance of each school 18A:7A-14 Review of evaluation of district performance 18A:7F-1 et al. Comprehensive Educational Improvement and Financing Act 18A:26-2 Certificates required; exception

NJAC 6A:5-1.1 et seq. Regulatory Equivalency and Waiver 6A:8-1.1 et seq. Standards and Assessments 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott Districts 6A:23-8.3 Commissioner to ensure achievement of the Core Curricular Content Standards 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-2.1 Definitions 6A:32-12.1 Reporting requirements 6A:32-12.2 School-level planning 6A:32-14.1 Review of mandated programs and services


Possible Cross References 1120, 1220, 2240


T&QSAC! Monitoring! NJQSAC! 2256! Administration Series 2000 Action Planning for State Monitoring - NJQSAC Policy 2256

Date Adopted: August 26, 2013 Date Revised: Page 1 of 3 Date Reviewed & Approved: July, 16, 2018 The Board of Education recognizes that it has important functions under the New Jersey state monitoring system: Quality Single Accountability Continuum (NJQSAC). The Board shall comply with the requirements of the Department of Education’s three-year monitoring system by completing the District Performance Review (DPR). The district shall be assessed in the following five key areas:

A. Operations; B. Instruction and Program; C. Governance; D. Fiscal managements; E. Personnel.

The Superintendent of Schools shall take the following steps to oversee the efficient completion of the District Performance Review every three years as required by law: District Performance Review form shall be completed by the district committee. The Superintendent of Schools shall determine the total number of people that will serve on the committee. The Superintendent of Schools shall appoint the following persons to the committee, and, in his or her discretion, may include other persons on the committee with the approval of the Board of Education:

A. Superintendent of Schools; B. One or more members of the administrative staff; C. One or more teaching personnel, representative of different grade levels and/or; D. The business administrator and assistant superintendent for curriculum and instruction, as

well as other appropriate personnel; E. One or more member representatives of the local collective bargaining unit of the

educational staff selected by the local collective bargaining unit; which may include the teaching personnel otherwise appointed in “C” above; and

F. One or more members of the Board selected by the Board. The Superintendent of Schools shall:

A. Ensure that the process used by the committee in completing the District Performance Review provides for participation and input by all committee members;

B. Consult with the committee in formulating a response to all weighted quality performance indicators of each component of school district effectiveness;

C. Ensure that the responses in District Performance Review encompass and reflect the circumstances that exist in the school district; and



Action Planning for State Monitoring - NJQSAC Policy 2256

Page 2 of 3

D. Ensure that all responses to the District Performance Review can be verified by data and supporting documentation or otherwise and provide this verification to the department upon request. In accordance with the provisions of NJAC 6A:30-3.2 District Performance Review.

Additionally, the Superintendent of Schools shall ensure the district's compliance with all indicators when it is within his/her power to do so. He/she shall inform the Board in a timely fashion of any areas in which Board action is required to bring the district into compliance, and suggest to the Board feasible plans of action. Upon completion of the proposed responses to the District Performance Review, the Board of Education shall fix a date, place and time for the holding of a public meeting, which may be a regularly scheduled meeting of the district Board of Education. The proposed responses to the District Performance Review and statement of assurance shall be presented to the Board for approval by resolution. The Board shall ensure that:

A. The proposed responses to the District Performance Review and statement of assurance shall be posted on its internet site, if one exists, at least five working days prior to the date fixed for the meeting, and shall make it available for examination by the public at the district Board offices or another reasonable location;

B. Notice of the meeting shall be published as required by the Open Public Meetings Act and this notice shall inform the public that the District Performance Review and statement of assurance will be discussed at the meeting and the times and manner in which members of the public may view the proposed responses to the District Performance Review; and

C. At the public meeting the public shall have the opportunity to comment and be heard with respect to the proposed responses to the District Performance Review. The public shall have the opportunity to submit written comments prior to the meeting, as well in accordance with the provisions of NJAC. 6A:30-3.2 District Performance Review.

If the school district fails to satisfy the evaluation criteria, the Board of Education shall cooperate in undertaking corrective action plans indicated by the executive county superintendent and pursuant to the New Jersey administrative code. Certification requirements for teaching staff members shall not be violated.



Action Planning for State Monitoring - NJQSAC Policy 2256

Page 3 of 3 Equivalency & Waiver Procedures The Board may apply to the commissioner for a waiver of a specific rule or an equivalent means of implementing a rule through alternate procedures so long as the following criteria are met:

A. The spirit and intent of New Jersey statutes, applicable federal laws and regulations, and the administrative code are served by granting the equivalency or waiver;

B. The provision of a thorough and efficient education to the students in the district is not compromised as a result of the equivalency or waiver; and

C. There will be no risk to student health, safety or civil rights by granting the equivalency or waiver.

All applications for equivalency and waivers shall be in accordance with NJAC 6A:5-1.4 and shall be signed by the Superintendent of Schools and approved by the Board of Education. Legal References

NJSA 18A:7A-10 Evaluation of performance of each school 18A:7A-14 Review of evaluation of district performance 18A:7F-1 et al. Comprehensive Educational Improvement and Financing Act 18A:26-2 Certificates required; exception

NJAC 6A:5-1.1 et seq. Regulatory Equivalency and Waiver 6A:8-1.1 et seq. Standards and Assessments 6A:10A-1.1 et seq. Improving Standards-Driven Instruction and Literacy and Increasing Efficiency in Abbott Districts 6A:23-8.3 Commissioner to ensure achievement of the Core Curricular Content Standards 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 6A:32-2.1 Definitions 6A:32-12.1 Reporting requirements 6A:32-12.2 School-level planning 6A:32-14.1 Review of mandated programs and services



Holiday! Holidays! Observance! Holiday observation! Administration Series 2000 Holiday Observance Policy 2260

Date Adopted: February 11, 2008 Date Revised: Page 1 of 1 Date Reviewed & Approved: July, 16, 2018 The Superintendent of Schools and teachers of the school will be responsible for a suitable observance of legal holidays as outlined in Title 18A:36-6 to 36-13. These holidays include the following:

Flag Day (NJAC 18A:36-6) Arbor Day (NJAC 18A:36-7, 18A:36-8, 18A:36-9 ) Commodore Barry Day (NJAC 18A:36-10, 18A:36-11, 18A:36-11) Lincoln’s Birthday (NJAC 18A:36-13) Washington’s Birthday (NJAC 18A:36-13) Decoration Day or Memorial Day (NJAC 18A:36-13)

Columbus Day (NJAC 18A:36-13) Veterans Day (NJAC 18A:36-13) Thanksgiving Day (NJAC 18A:36-13) Martin Luther King Day (NJAC 18A:36-13) Any other holidays that may be designated by the state Should the holiday fall on a day that school is closed in the in-school observance shall be held as close to the actual holiday as possible. Legal References

NJSA 18A:11-1 General mandatory powers and duties 18A:36-6 through 18A:36-13.1 Various observances

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