= TABL= E OF CONTENTS

Conway Mission Statement &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 2

Welcome Letter &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 3-4

Staff Directory &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 5-7

Philosophy = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 7

Collaboration = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = 8

Goals = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 8=

Attendance Requirements &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 9-10

Health/School Nurse &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 11-13

Daily Schedule &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 14

Food Service = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; 14

Student Security &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 15-16=

Student Safety &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 16-18=

John Fuller Policies and Proced= ures &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 19= -37

Grade Level Programs &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 38-42

Art &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 43

Computers and Technology &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 44

D.A.R.E. = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 44

General Music &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 45

Instrumental Music &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 45

Library = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 46

Physical Education &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 47

Support Services &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 48-49

Student Activities &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 49-53

PTA &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 53

Volunteers = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; 53

School Calendar &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 54

CONWAY SCHOOL DISTR= ICT

MISSION STATEME= NT

&nb= sp;

To educate all students by challenging them to become thinking, responsible, contributing citizens who continue

to learn throughout their lives.

BELIE= FS:

= · Higher expectations produce higher results

= · Education is the responsibility of the entire community<= /span>

= · Education is an investment in the future

= · Quality teaching is critical to the educational process<= /span>

= · Everyone is entitled to a safe, supportive and secure learning environment

= · Openness to new knowledge is essential in the changing world

= · The family is an essential part of the educational process

= · Individuals have a responsibility for their actions and achievement=

= · Rights and responsibilities must be in the proper balance

= · Individuals are unique and learn in different ways and at different= rates

TO AC= HIEVE OUR MISSION, WE WILL NOT:

= · Accept substandard performance by students or staff

= · Cause anyone to feel unwelcome in our schools

= · Tolerate behavior that demeans the worth and dignity of the individ= ual or disrupts the educational process

= · Continue programs, or implement new ones, that have not demonstrated need, appropriate preparation and planning and are not cost effective.=

Adopted by Conway School Board – September 23, 1996

<= /o:p>

W= elcome to the 2008-2009 School Year

We look forward to this year as much as any other, and perhaps more, due to the foundational work we have accomplished over the past several years. Each ye= ar now adds to the design and becomes increasingly responsive to students. Our faculty shows the cohesiveness and proficiency needed to have all of our students succeed in school and develop their intellectual capacity for continued higher level learning.

We start by providing a safe and orderly environment where respect for all is emphasized. Students need to be physically and emotionally safe for learnin= g to be maximized. We have spent, and continue to spend time developing our expectations, behavioral supports, and interventions for students. By identifying the roots of disruptive behavior, we are able to respond in ways that eliminate the behaviors and reduce the impact on the learning environm= ent. Our behavior core team will be working with the connections between academic performance and disruptive behaviors through the “NH Responds” program along with the other elementary schools of Conway. We have further developed our emergency response procedures according to the national Comprehensive Emerg= ency Management Planning for School (CEMPS) guidelines. This allows us to have planned responses and contingencies for a variety of safety issues that cou= ld arise.

With a safe environment in place, we can focus on the clarity of our programs. M= uch curriculum work has taken place in the past two years. We now have updated programs in language arts and math. “Everyday Math” has been pu= t in place K-6 for this year with teacher training and materials to support the change. Science and social studies are in the review phase of development. = With our programs updated and coordinated throughout the building, we are better able to benchmark progress for students and target support and interventions for students showing difficulty. This approach is known as Response to Intervention (RTI). With this design, we track the progress of all students throughout the year and arrange a variety of strategies that can accelerate growth so students can “catch up”. We employ the model at both ends o= f the spectrum so that students who excel have opportunities to advance their learning also.

The health and wellness of our students has become a primary target. The school garden which has been funded through “Hidden Valley Corp” has allowed for greater awareness and use of raw fruits and vegetables. The har= vest has been incorporated into the food service program with samples, side dish= es, and even entrees. Coupled with new opportunities for active lives, we hope = to see our population developing the healthy habits that will serve their lives well.

All of this takes place in the context of a school community. Children and adul= ts thrive when they feel connected to, and valued by the community. There is no formula for this. It is an atmosphere we build by providing opportunities to participate, opportunitie= s to shine, and opportunities to serve. By including all children and celebrating their success, our school becomes a place of respect and tolerance. It beco= mes a place where all can feel accepted and valued.

This broadens to the larger community, where parents and community volunteers fe= el many of the same connections through their active participation with the sc= hool. The PTA, Reading Volunteers, Room Mothers, along with specific volunteer jo= bs are just a few ways to be part of the school experience.<= /p>

Communication is the key for us and we are always looking for effective avenues to communicate. Look for the new school web site and parent email system to augment this. All of our teachers also have phone extensions and voicemail.= The school newsletter will be monthly this year, and don’t forget to check the message board in front of the school.

With a great deal of pride and confidence, we welcome you back and look forward = to our work together. There so many activities and events that go into a single school year and each presents the chance to enjoy our children and to build those great memories of their childhood. We look forward to seeing all of y= ou and to serve your children for the next nine months.

M= ark Zangari

Principal

SUCCESS

The overall experience for your chi= ld will be the result of a multitude of factors. Home attitudes, peer relationships, teacher effectiveness, environment, motivation, and investment in the school are just some of the factors that influence each day’s happenings. We believe in teamwork, communicat= ion, and action to be sure these areas are synthesized into a network that suppo= rts each student. We are all on t= he same team committed to the same purpose – successful students. The stronger the team, the greater= our success will be.

We look forward = to our work together as well as another school year full of memorable moments and accomplishments.

SCHOOL ADMINISTRATIVE UNIT #9

STAFF DIRECTOR= Y

Telephone # - 447-8368

Carl Nelson = &nb= sp; = &nb= sp; Superintendent of Schools

Robert Gadomski = &nb= sp; = Assistant Superintendent

Maureen Soraghan = &nb= sp; = Director of Special Services

James Hill &n= bsp; = ; &n= bsp; = ; Director of Administrative Services

Becky Jefferson = &nb= sp; = Director of Budget & Finance

Carol Bennett = ; &n= bsp; = ; Transp= ortation Coodinator

Christine Thompson = &nb= sp; Grants Coordinator

Charles Cook = &nb= sp; = Director of Food Services

Pamela Stimpson = &nb= sp; = Pre-School Coordinator

School Board Members

Sheryl Kovalik, Chair = Person

Richard Klement, Vice-= Chair

Randy Davison

Kelley Murphy

Richard Breton

Janine McLauchlan=

Justin Frechette<= /o:p>

The Conway School Board meets the second & fourth Monday of each month,

at 6:30 P.M. in the Conway Elementary School Cafeteria.

JOHN FULLER FACULTY & STAFF

Mark Zangari = &nb= sp; = P= rincipal

Gretchen Bradley = &nb= sp; = Administrative Assistant

Pamela Bormann &n= bsp; = ; &n= bsp; School Nurse

Raylene Newbury = &nb= sp; = Kindergarten

Lara Preece &= nbsp; &nbs= p; &= nbsp; Kindergarten

Amy Mask&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Grade 1

Cindy Spencer = ; &n= bsp; = ; Grade 1

Patty Allen &= nbsp; &nbs= p; &= nbsp; &nbs= p; Grade 2

Elizabeth Hughes = &nb= sp; = Grade 2

Ann Ostroski = &nb= sp; = Grade 3

Kimberly White = &nb= sp; = Grade 3

Rami Coffey &= nbsp; &nbs= p; &= nbsp; &nbs= p; Grade 4

Patty Gagnon = &nb= sp; Grade 4

Danielle Bento = &nb= sp; = Grade 5

Lauren Devereaux = &nb= sp; = Grade 5

Val Jackson &= nbsp; &nbs= p; &= nbsp; &nbs= p; Grade 5

Kimberly Dougherty = &nb= sp; = Grade 6

Kelly Horrigan = &nb= sp; = Grade 6

Dawn Vogel &= nbsp; &nbs= p; &= nbsp; &nbs= p; Physical Education

Deborah Ayers = ; &n= bsp; = ; Art

Michael Carruth = &nb= sp; = Instrumental Music

Karen Page &n= bsp; = ; &n= bsp; = ; General Music

Martha Miller = ; &= nbsp; &nbs= p; &= nbsp; Self-contained Special Education

Lisa Dewhurst = ; &n= bsp; = ; Resource Room

David Olson &= nbsp; &nbs= p; &= nbsp; &nbs= p; Resource Room

Karen O’Neil = &nb= sp; = Remedial Reading=

Barbara Hagman &n= bsp; = ; &n= bsp; Title I

Janice Andrews = &nb= sp; = Title I, Half-Time

Lara Preece &= nbsp; &= nbsp; &nbs= p; &= nbsp; Class Size Reduction, Half-Time

Karen Gibson = &nb= sp; = English as a Second Language Teacher

Curtis Finney = ; &n= bsp; = ; = Speech/Language Pathologist

Mary Hanson/Maryellen McCarthy Occupational Therapist

Dorienne Micio &= nbsp; &nbs= p; &= nbsp; Guidance Counselor

Marcy French = &nb= sp; Assoc. School Psychologist

Richard Anderson = &nb= sp; = Psychologist

Robin Henne &= nbsp; &nbs= p; &= nbsp; &nbs= p; DPT

Joan Kurtz &n= bsp; = ; &n= bsp; = ; Librarian

Brenda Drew &= nbsp; &nbs= p; &= nbsp; Cl= erical Aide

Steve Bush &n= bsp; = ; &n= bsp; = ; Special Education Aide

Kristen Carey = ; &n= bsp; = ; Special Education Aide

Janice DiFiore = &nb= sp; = Classroom Aide

Lisa Donabedian = &nb= sp; = Special Education Aide

Nelita Garland = &nb= sp; = Student Support Center Aide

Janet Hill &n= bsp; = ; &n= bsp; = ; Classroom Aide

Michelle McDonald = &nb= sp; = Special Education Aide

Kaaren Pringle = &nb= sp; = Classroom Aide

Sarah Shaw &n= bsp; = ; &n= bsp; = ; Title I Aide

Meredith Swift = &nb= sp; = Classroom Aide

Sheri Whitaker = &nb= sp; = Special Education Aide

Kathleen MacLean = &nb= sp; = Technology Aide

Jamie Pandora = ; &n= bsp; = ; Cook

Lisa Wilkins = &nb= sp; = &nb= sp; Assistant Cook/Cashier

Herschel Crouse = &nb= sp; = Evening Custodian

Frank McCarthy = &nb= sp; = Day Custodian

PHILOSOPHY

Learning is a natural lif= elong process, full of challenge and wonder.&nbs= p; The mind abounds with curiosity, motivation, and an endless capacity= to make connections and gain understanding of the world. As educators, we accept the challe= nge of enhancing this process in ways that are meaningful to each student.

Our school considers the whole child, encouraging students to thrive. This occu= rs in an environment of mutual respect, dignity, and a sense of personal challenge. All students can l= earn, and instruction must be responsive to individual needs and styles. Learning is not a finished product, rather a process of reaching understanding through revisions.

Our goal is to foster thinking and caring individuals who enjoy learning and possess the fundamental learning skills = that will be used throughout their lives. We further strive to cultivate children ready to accept the challeng= es of being active and responsible members of our community and the world at large.

COLLABORATIVE PROGRAMING
&nb= sp;

The John Fuller School employs a collaborative approach to our student programs. The many services and supports ava= ilable to our students are coordinated around the regular classroom. It is our belief that students are= best served in this manner.

Regular meetings occur involving teachers, specialists, evaluators, the principal and all related services. These meetings focus on joint plan= ning for instruction, individual students’ updates, new concerns, and over= all communications between all personnel pertaining to the students.=

By doing so, we are better able to fortify the regular classroom, which in turn allows students to succeed there rather th= an have to be pulled out for isolated service. Although pull-outs can still occur= , they have significantly decreased since the implementation of this model. A further benefit has been the red= uced number of students requiring special instruction in the first place.

&nbs= p;

Conway School District Goals 2008-2009<= /b>

Increase the graduation rate.

        &= nbsp;   We = hope to accomplish this through several avenues such as improving attendance, providing better instruction, making smoother transitions, and offering more effective support for “at risk” students.

Increase quality learning time.

        &= nbsp;   Our efforts here will be focused on the alignment of curriculum, instruction, a= nd assessment, providing differentiated instruction to better reach all learne= rs, and effectively supporting students with challenging behaviors.<= /span>

Decrease the achievement disparities between differing groups of students.

        &= nbsp;   Bet= ter identification of disadvantages of groups of students coupled with focused instructional emphasis and opportunities for improvement will be the plan h= ere.

Improve the health and wellness of students.

        &= nbsp;   Inc= reased analysis, improved fitness opportunities, better nutritional choices, and prevention of chemical dependency cases will be the emphasis here.

ATTENDANCE REQUIR= EMENTS

        &= nbsp;   School attendance is the direct responsibility of parents and students. All students are expected to attend school regularly and to be on time for classes in order to benefit from the instructional program and to develop habits of punctuality, self-discipline= and responsibility.

&nb= sp;

The following are SAU = #9–wide directives regarding attendance:

1.      Notes or telephone cal= ls may be required before or after an absence.&nb= sp; It is the responsibility of the student to make up work missed becau= se of absences.

2.      Parents may request a = tutor for an illness predicted to exceed fifteen (15) consecutive school days.

3.      Excessive absenteeism = and/or tardiness shall be addressed. The Superintendent of Schools will be notified of continued and excessive absenteeism and/or tardiness. Appropriate action will be taken to help remedy the situation. The Principal may initiate a revie= w of progress for any student showing excessive absenteeism.
4.      Each student shall be provided with an EMERGENCY INFORMATION CARD at the beginning of each school year that is to be completed, signed and returned by the parent/guardian. It is the responsibility of the pa= rent to keep the school informed of a current address and telephone number at all times and to notify the schools promptly of any changes in address or emerg= ency procedures.

=

WITHDRAWAL OF STU= DENTS

PRIOR TO THE END = OF THE SCHOOL YEAR

        &= nbsp;   Students who leave school prior to the last two (2) weeks of the year will not be promoted unless they enroll in another school and complete the grade level requirements.

&nb= sp;          Students who are required to leave school during the last two (2) weeks of the year = must show evidence that the withdrawal is mandatory and must successfully comple= te class work assigned by the school. Principals are authorized to make approximate arrangements for the administration of any tests as appropriate.

&nb= sp;          Principals may waive this requirement when unusual and extenuating circumstances requi= re it, and only when written approval is given prior to the student leaving school.

&nb= sp;          Students who fail to enroll in a new school in a timely manner will be reported as truant after a two (2) week period.

STUDENT ABSENCES & EXCUSES

&nb= sp;          Regular and punctual patterns of attendance will be required of each student. It is recognized that absence from school may be necessary under certain conditions. However, every effort should be ma= de by students and parents to keep absences and tardiness to a minimum. Please call the school office if y= our child is going to be absent.

&nb= sp;          Extended Leave - If, for s= ome reason, students will be out of school for an extended period of time, an “Extended Leave Form” should be requested from the teacher.

VACATIONS

&nb= sp;          We encourage families to align their vacations with the school-scheduled vacations. (A copy of the current School Calendar is included in the back of t= his handbook).

EXTENDED VACATIONS

&nb= sp;          All absences from the classroom affect learning. Lesson introductions, reinforcemen= ts, guided practice, interactions, and numerous learning activities take place every day. There is no way to replace the experiences of a school day once missed. Make up work is not the same as the classroom experiences of the day.

&nb= sp;          We ask that parents recognize the potential impact to learning from missed classroom instruction and avoid vacations that do not align with the school calendar.

&nb= sp;          If a student takes an extended vacation or a non-aligned vacation, teachers are not expected to provide advance plans, lessons, or materials. A folder of missed assignments wil= l be kept at school and students will be expected to complete the missed work wi= thin a week of their return. They = may need your assistance to do so. Much of the classroom instruction is fluid and requires day to day adjustment by teachers. It is not practical= to try to develop individual plans for travel purposes that may indeed become different from what the classroom did.&nbs= p; It creates disparity and grading equity issues.
HEALTH / SCHOOL NURSE

            John Fuller Elementary School h= as a full time nurse. She handles = all of the accidents and illnesses that occur during the school day, referring children for follow-up care as needed.&nbs= p; She/he administers medications as required.

&nb= sp;          The nurse is responsible for monitoring health and wellness of all of the students. She/he reviews the = health histories and physical exams of all new students and implements and monitors students’ compliance with NH immunization law.

&nb= sp;          The nurse is also a member of the student evaluation and placement team and ser= ves as a resource for parents and staff. She/he serves as a liaison with area doctors and various community agencies. The nurse provides = health counseling in the area of chr= onic illnesses, nutrition, disease prevention and positive life styles. She/he also works with the classro= om teacher in conducting health related classroom presentations.

&nb= sp;

&nb= sp;

A BRIEF = SUMMARY OF HEALTH POLICIES & PROCEDURES:

v Immunizations and physical exam - All children must c= omply with NH law regarding immunizations and physical exams. *Please provide the office with co= pies of the updated immunization records as appropriate.

Ø Immunizations – we must show proof of the follow= ing before starting school:

§ 4 doses DPT – la= st dose must be after 4^th birthday

§ 3 doses Polio – = last dose must be after 4^th birthday

§ 1 dose Measles, Mumps = & Rubella – given on or after the first birthday and a second dose of measles vaccine required before entering K or 1^st grade (if K not provided), and 7^th-12^th grade. The second dose shall be administe= red at no less than 28 days after the first dose.

§3 doses Hepatitis B – if born after 1/1/93;

acceptable intervals: = Doses 1 and 2 separated by at least 28 days.&nbs= p; Dose 3 separated by a    minimum of 4 months fro= m dose 1, and 2 months from dose 2, and administered on or after 6 months of ag= e.

§         Varicella – one dose or documentation of the disease by paren= t or physician for students entering kindergarten and entry to 6^th grade. Two doses if first dos= e was administered on or after 13 years of age.

Ø Physical Exam – ALL CHILDREN must have a physical exam at least 1 year prior to ente= ring school and must provide a copy to the school on admission. This includes all transfer student= s.

§If your child has a physical exam at other times, please send a cop= y to the school. This is not requi= red, but it would help to keep your child’s health records up to date.

= v&nb= sp;     = Sick Children - All children who co= me to school sick, or who become sick here at school, will be sent home. Please make sure we have up-to-date emergency numbers to reach parents, or other responsible person, in case of= emergency.

=

=

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      Please DO NOT send sick children to school because we do not have facilities to care for them. = If your child has been vomiting it is recommended that your child not return to school unless the vomiting has stopped for at least 24 hours. Students who remain out of school = for 5 days or more may be required = to bring a note from their primary care provider. If your child has been running a f= ever, please keep him/her home until the temperature has been normal for 24 hours= .

= v&nb= sp;     = Medications - Children are not all= owed to take any medications (prescriptions or non-prescription), unless NH regulations are followed. A detailed explanation of the medication policy is available from the nurse’s office. The imp= ortant things to remember are:

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      The parent and = your child’s doctor must request, in writing, that the medication be given during school hours.

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      The medication must come to school in the original pharmacy’s bottle. Do n= ot send medication in baggies.

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      Parent/guardian should drop off medication to teacher, nurse, or Principal whenever possible.

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      Your child will be allowed to carry his/her own asthma inhaler and/= or Epi-pen only with a written permission from a parent and your child’s doctor to do so at school. In= halers and Epi-pens must be properly labeled with pharmacy label, including student name and medication.

<= span style=3D'font-size:11.0pt;mso-bidi-font-size:10.0pt;font-family:Wingdings; mso-fareast-font-family:Wingdings;mso-bidi-font-family:Wingdings'>Ø      Over the counter medications should be stored in the school health office and administered by school personnel only.

=

v      Screenings

      Vision and hearing screenings are conducted on school children in grades K-6. These tests are recommended by the= state and are an effective means of identifying children with hearing or vision problems. Often, early interv= ention with these children can minimize or resolve hearing or vision losses. Blood Pressure checks & scolio= sis screening are generally performed in grades 5 & 6. Dental screening is provided by Healthy Smiles Dental program. If you do not want your child to r= eceive dental screening at school please notify the school nurse in writing. In conjunction with the physical education teacher height, weight and body mass index will also be assessed = on all students.

<= /o:p>

Setting a “Healthy Classroom Party, Snack = and Celebration Policy”

Yo= ur school has removed all soft drinks from the cafeteria vending machine and y= our

sc= hool lunch program features a wide variety of healthful options, like fresh fruit and

ve= getables. As educators, we are doing all we can to encourage our students to make

he= althful food choices. Therefore, we have created a healthy food policy which suppor= ts our

he= alth and physical education curriculum in which the teachers provide direct instruction in

nu= tritional choices.

What is a healthy food policy?

A “Healthy Classroom Party, Snack and Celebration Policy” sets guidelines for the types of

fo= od and beverages parents and other caregivers can send to school for consumption during

re= cess or snack time and at class parties or other school events and celebrations.=

Why are healthy food policies important?

He= althy food policies help parents and other caregivers identify healthful foods for children. <= /p>
Wh= ile most parents have good intentions when it comes to choosing snack and party foods

for their children, many do not realize that many items that sound healthy only provide empty

ca= lories and few essential nutrients.

What are the benefits = of adopting such a healthy food policy?

Th= ere are many benefits of healthy food policies, including helping your children gain a

gr= eater understanding of healthful eating habits, exposing children to a variety of healthful

fo= ods that they may otherwise not eat, and improving childrens’ as well as faculty members’

di= ets by including more nutrient-rich foods. Research clearly demonstrates that good

nu= trition is linked to better behavior and academic performance.

What types of foods and beverages can be counted as “healthy foods?”=

The following foods and beverages are nutrient-rich foods that contain essential nutrients

of= ten lacking in children’s diets. These healthful foods contain little or no added sugar, fat or =

sa= lt.

Ø      Low-fat or nonfat plain or flavored milk, 100% fruit juice, flavored/sparkling punch (seltzer and 100% fruit juice)
Ø      Fruit smoothies (blend berries, bananas and pineapple)

Ø      Fresh fruit assortment, fruit and cheese kabobs, fruit salad, fruit with low-fat whipped topping

Ø      Dried fruit (raisins, cranberries, apricots, banana chips), 100% fr= uit snacks, nuts and seeds

Ø      Vegetable trays with low-fat dip, celery and carrots with peanut bu= tter and raisins

Ø      Whole grain crackers with cheese cubes, string cheese or hummus

Ø      Waffles or pancakes topped with fruit

Ø      Pretzels, low-fat popcorn, rice cakes, bread sticks, graham crackers and animal crackers.

Ø      Bagel slices with peanut butter or jam, fruit or grain muffin (low fat), whole wheat English muffins, hot pretzels

Ø      Pizza with low-fat toppings (vegetables, lean ham, Canadian bacon), pizza dippers with marinara sauce

Ø      Ham, cheese or turkey sandwiches or wraps (with low fat condiments)=

Ø      Low-fat pudding, low-fat yogurt, squeezable yogurt, yogurt smoothie= s, yogurt parfaits or banana splits (yogurt and fruit topped with cereal, gran= ola or crushed graham crackers)

Ø      Low-fat tortilla chips/quesadillas/bean burrito with salsa or bean = dips

Ø      Trail/cereal mix (whole grain, low sugar cereals mixed with dried fruit, pretzels, nuts, etc.)

How can teachers ensur= e that parents and students will enthusiastically accept a healthy food policy?

Getting your child to = buy-in before announcing this new policy is the best way to ensure that both paren= ts and students will accept the new policy for our classroom and the entire school. By providing students= with nutritious choices wherever food is available (including the classroom and = at home), schools can positively influence children’s eating habits.

DAILY SCHEDULE

8:40 A.M.       Buses Arrive, Supervision Be= gins

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; The school is not responsible for students arriving at school before=

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; supervision begins at 8:40 am, unless they are in attendance at the
        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; morning program.

9:00 A.M.       Instruction Begins

11:45 A.M.     Lunch - Grades 1 & 2 *

11:45 A.M.     Morning Kindergarten Dismissal

12:10 P.M.     Lunch - Grades 3 & 4 *

12:30 P.M.     Afternoon Kindergarten Instruction Begin= s

12:35 P.M.     Lunch - Grades 5 & 6 *

3:15 P.M.       Afternoon Announcements=

3:15 P.M.       Dismissal

A 25-minute recess follows each lunch period.

=

=

FOOD SERVICE

=

·        Hot lunch is available daily. A breakfast program is also offered daily. Students may pay by the day, week = or month.

·        Special rates are available for qualifying families. Applications are available in the office. Even if you qualified= last year, new applications must be filled out at the beginning of every school year.

·        Charging is not allowed.

·        All a la cart items are sold on a “cash only” basis.

·        Parents are always welcome to have lunch with their child. There are several holiday dinners = and cookouts during the year. On = these occasions, please let the office know if you plan on attending; a note or p= hone call is appreciated. Questions should be directed to Jamie Pandora or Lisa Wilkins in the kitchen.<= /p>
            =          Breakfast

&nb= sp;            =             &nb= sp;         8:30 - 8:50      &= nbsp;          $1.50 - student (regular)

&nb= sp;            =             &nb= sp;            =             &nb= sp;            =         $ .30 - student (reduced)=

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; $2.50 - any non-student or adult

&nb= sp;            =             &nb= sp;         Recess Milk / Juice        &= nbsp;           &nbs= p;   $.50

&nb= sp;            =             &nb= sp;         Kindergarten Milk / Juice             $.15

&nb= sp;            =             &nb= sp;         Lunch

&nb= sp;            =             &nb= sp;         11:45 - 1:00      &= nbsp;        $2.50 - student (regular)

&nb= sp;            =             &nb= sp;            =             &nb= sp;            =         $ .40 - student (reduced)=

&nb= sp;            =             &nb= sp;            =             &nb= sp;            =         $4.00 - any non-student or adult

STUDENT SECURITY<= /p>

        &= nbsp;   In order to protect students through accountability & supervision, we ask = that the following procedures be followed:

v Tardy Students - Students check in at the main office upon arrival with a written excuse or accompanied by their parent. The student will rece= ive a “Tardy Pass.” Students will not be admitted to t= heir classrooms without the pass. = Please try and have your children arrive at school on time. Thank you!

v Early Dismissal - Students check out = at the main office with a written note accompanied by a parent.

v Change of Routine - Students who must deviate from their normal routine need a written note indicating such, by a parent (i.e. - Usually take t= he bus, but walking to the Community Center today).

v Release to Other Adults - = If another adult is picking up your son or daughter from school, a written note indicating such is required before the school can release your child.<= /o:p>

v Playground - The school playground is supervised during the school day only (9:00a.m. -3:15 p.m.). Students arriving at school early = or staying later are not supervised<= /i> by school personnel.

With the help of the Conway Police Department a comprehensive plan was developed for security and emergencies. The plan addresses many different possibilities and offers set responses for various emergencies.<= /span>

We will have several practice exercises througho= ut the year so that faculty and students are well versed in the key elements of the plan. Our goal is to have a safe and prepared environment while protect= ing the open and friendly atmosphere that a school needs.

For parents, the following procedures help strengthen the plan.

v&nb= sp;    Call in all absences.

v&nb= sp;    Be sure emergency contacts on the student card are accurate.

v&nb= sp;    Enter the school by the main door only.

v&nb= sp;    Check in at the office for all visits.

v&nb= sp;    Wear your visitor or volunteer badge.

v     Report any unusual activity or information to the school.

&nbs= p;

EMER= GENCY PROCEDURES

   &n= bsp;        The school maintains a set of procedures for school emergencies. These range from emergency building evacuations to in school security (safe in place) measures. Students practice these procedures throughout the year including winter. All evacuations include communication and transportation plans. If the building were to be unavail= able for a safe return, children will be temporarily housed or transported to a = safe holding environment. Local ra= dio announcements will be made to alert parents of the situation and further announce plans for their safe return to the home. It is very important that the scho= ol always have a usable emergency phone contact where we can reach you.

STUD= ENT SAFETY

PROCEDURES FOR IMPLEMENTATION OF BULLYING/HARASSMENT POLICY

Any student who believes that s/he has been the target of unlawful bullying as defined in this policy may bring their complaint to the attention of any sc= hool employee or the harassment complaint official. Any student who believes that any corrective action taken by a school employee was ineffective may bring their complaint to the attention of the harassment complaint official. The complaint may be made either o= rally or in writing.

        &= nbsp;   All complaints of sexual harassment are investigated according to federal guidelines. Complaints can be student-to-student, student-to-employee or employee-to-employee. Concerns and complaints should be reported directly to the building principal who will initiate an appropriate investigation.

PUPIL SAFETY & VIOLENCE PREVENTION POLICY (BULLYING)=

The Conway School Board is committed to providing all pupils a safe school environment in which all members of the school community are treated with respect.= Conduct constituting bullying will not be tolerated, and is prohibit= ed by School Board Policy, ACAC & JFCK in accordance with RSA 193-F.<= /o:p>

COMPLAINTS

=

When concerns arise over certain situations or problems, please consult the classroom teacher. They are i= n the best position to know the facts and put events in context. If a parent remains dissatisfied w= ith a situation after initial consultation with the teacher, they may contact the principal and discuss the problem further.= Parents are encouraged to bring their concern forward. Many times, simple adjustments cor= rect problems that may be occurring.

SUBSTANCE ABUSE

&nb= sp;

        The Conway School District acknowledges the use and abuse of drugs by minors is illegal and can interf= ere with the behavior, learning, health and the fullest possible development of students. To ensure the safet= y and well being of the school population, the Conway School District is committe= d to this comprehensive set of policies which promote a school environment free = from use, possession or distribution of drugs of any kind; encourage prevention = and educational programs that deal with the underlying causes of abuse; and understanding of the physical, psychologica= l, social and legal dangers associated with drug use.

&nb= sp;          The purpose of this policy is to direct the school community in terms of their responsibilities with regard to prevention, intervention, discipline, after-care support and interagency cooperation.

&nb= sp;          The district recognizes the negative impact to the home, school and community resulting from substance abuse. It also recognizes that the use of drugs can often lead to abuse and dependency that is a treatable health problem that should be the primary responsibilit= y of the home and community. The s= chool system shares the responsibility with families and the community around the= se issues, provided, however, that the primary obligation to seek assistance a= nd resolve the substance abuse problems rests with the student and his/her parents/guardians.

&nb= sp;          The policies incorporate use by employees as well as students, and include rules for in-school time as well as during all extra curricular activities and sc= hool functions.

&nb= sp;          The complete Substance Abuse Policy is available for review in the school offic= e.

SUSPECTED NEGLECT OR CHILD ABUSE<= /h5>

        &= nbsp;   The Child Protection Act (RSA 169-c) <= u>requires all school employees to report suspicions or evidence of child abuse or neg= lect to the appropriate investigation authority (Department of Children and Fami= lies). Further, school personnel must coo= perate with the confidential investigation. The school is not allowed to notify parents of any of these actions.= Employees who fail to report can be subject to prosecution for a misdemeanor.

DANGEROUS POSSESSIONS & BEHAV= IORS

=

Students are not allowed to bring any dangerous materials or possessions to school. This includes but is not limited to matches, lighters, knives, guns, specialty weapons, fireworks or other items that can cause injury to self or others. Dangerous items will be confiscated= and disciplinary action taken.

Ø      = Elementary students of= ten bring home items out of curiosity and novelty. Once on the school grounds, howeve= r, unforeseen events tend to happen.

Ø<= span style=3D'font:7.0pt "Times New Roman"'>    All incidents involving dangerous items or weapons are reported to the Police Department and are subject to prosecution under the Safe Schools Act. Students will be expelled for any = such violations. Please refer to Discipline Code (page 27).

DANGEROUS INSTRUMENTS = AND WEAPONS IN SCHOOL

Board P= olicy JFCJ, Adopted by the Conway School Board 11/3/94, Revision Adopted 3/23/95, Revision Adopted 8/9/99, Reviewed with no change 10/99, Revision Adopted 1/12/04

1.&n= bsp;     The Conway School Board, cognizant of its responsibili= ties to provide for a safe and healthy environment wherein students can learn, s= ets forth and establishes a policy prohibiting dangerous instruments and weapon= s in school.

2.&n= bsp;     No student, staff member, or visitor shall possess upon school premises any dangerous instrument, firearm, dangerous chemical, explosive device, or weapon.

3.&n= bsp;     For the purpose of this policy, a firearm is any weapo= n, including a starter gun, which will, or is designed to, or may readily be converted to expel a projectile by the action of an explosive, the frame or receiver of such weapon; any firearm muffler or silencer; or any destructive device.

4.&n= bsp;     A weapon is defined as any instrument capable of inflicting bodily harm. Inclu= ded within the definition of weapon, but not intended as a limitation on the definition, are switchblade knives, gravity knives, cane swords, electronic dart guns, chukka sticks and Kung-Fu stars. The aforestated enumeration of wea= pons is not intended to be exhaustive but merely illustrative. Dangerous instruments are defined = as items or implements which under the circumstances in which such instruments= are used, attempted to be used, threatened to be used are readily capable of inflicting bodily harm or threat of same.

5.&n= bsp;     School premises shall mean school grounds, buildings and/or facilities, whether owned by the School Distr= ict and shall also include school buses and vehicles parked on the school groun= ds.

6.&n= bsp;     An exception to the prohibition set forth in this poli= cy may be made with prior approval and arrangements made with the principal, i= n an instance where a weapon is part of a dramatic or music performance, or is u= sed as an artifact in an instrumental unit.

7.&n= bsp;     New Hampshire State law enforcement officers are the only individuals permitted upon school premise= s to have a weapon, dangerous instrument or firearm in their possession.<= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt;text-decoration:none; text-underline:none'>

&n= bsp;

8.      After a hearing pursuant to New Hampshire RSA 193:13, any student having been fou= nd guilty of bringing a firearm or dangerous instruments and weapons upon scho= ol premises shall, as a penalty, be suspended for a period of one year, provid= ed that the Superintendent, after considering the totality of the circumstances surrounding the offense, and the student’s previous record, shall have the authority to modify the one year penalty on a case by case basis. Further, nothing in this policy shall be construed to limit any righ= ts possessed by students classified as disabled.

POLICIES AND PROCEDURES

=

BIKES

        &= nbsp;

        &= nbsp;   Many students ride their bikes to school in fair weather. A bike rack is available for them.= It is recommended that a bike lock= is used. Students riding to scho= ol should have bike routes reviewed and planned with parents ahead of time. All bike riders are expected to we= ar Safety Helmets.

BIRTHDAY PARTIES<= /p>

        &= nbsp;   We ask that parents holding birthday celebrations for their children use the m= ail for invitations. Please do not distribute invitations at school, since exclusion is a very difficult condi= tion for some students. If you are planning a general sharing with all classmates, just consult with the teach= er to make arrangements.

=

=

=

=

=

BUSES

v&nb= sp;    All students are expected to behave appropriately while on the bus. Parents must write a     note whenever a c= hild will not ride his/her regular bus. All behavioral expectations outlined in = this handbook apply to bus conduct. Students are expected to:

1.      Follow directions=

2.      Maintain appropriate language

3.      Remain seated

v&nb= sp;    Bus stops are not supervised. Supervision begins on the school bus. Students should be briefed on beha= vior, and safe conduct at the bus stops. Irregularities or incidents should be reported to the school office.=

v&nb= sp;    There is always an adult on duty to greet the buses when they arriv= e at approximately 8:40 a.m. Stude= nts are not allowed in the building before 8:40. * A staff member escorts stude= nts in grades 1 & 2 to the buses at dismissal time. There is a crossing guard on duty = by the side entrance to the building. There is no parking on the opposite side of the street. Again, please note that students arriving at school prior to 8:40 a.m. are not supervised, unless previously enrolled in our morning supervisory program.

<= /span>John Fuller School

BUS SCHEDULE

2008-200= 9

Bus #1 &nbs= p;            &= nbsp;           &nbs= p;         A.M. Run      &nbs= p;            &= nbsp;           &nbs= p;            P.M. Run

David Lloyd        &= nbsp;      8:13     Redstone Variety            =         3:30     Depart John Fuller School

Redstone        &= nbsp;          <= /b>8:18     Hannaford’s            =             &nb= sp;    3:35     North Conway Dayc= are

Strip            =             &nb= sp;   8:20     Rite Aid=             <= span style=3D'mso-tab-count:1'>        &= nbsp;           &= nbsp;   3:40     Artist Falls Road=

        &= nbsp;           &nbs= p;            &= nbsp; 8:23     Western Tool Supp= ly        &= nbsp;     3:43     Valley View<= /o:p>

        &= nbsp;           &nbs= p;            &= nbsp; 8:25     Echo Acres                 =             3= :45     Sunset Hill Rd.

  &n= bsp;            = ;            &n= bsp;        8:30     Artist Falls        &= nbsp;           &nbs= p;          3:48     Echo Acres

        &= nbsp;           &nbs= p;            &= nbsp; 8:33     Old Red Inn                 =             3= :50     Western Tool=

        &= nbsp;           &nbs= p;            &= nbsp; 8:35     No.Conway Daycare=         &= nbsp;      3:52     Hannaford’s=

   &nbs= p;            &= nbsp;    8:40  =    John Fuller School        &= nbsp;         3:58     Redstone Variety<= o:p>

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;             =

        &= nbsp;           &nbs= p;            &= nbsp;

Bus #2 &nbs= p;            &= nbsp;           &nbs= p;         A.M. Run      &nbs= p;            &= nbsp;           &nbs= p;            P.M. Run

Sue Tuttle        &= nbsp;         8:18     White Mtn. Oil            =              3:25     Depart John Fuller School

Longview Terrace=     8:20 &nbs= p;   Ledgewood Rd       = ;             &= nbsp;   3:28     Cross Street=

Kearsarge        &= nbsp;         8:22     Intervale Cross Rd            =       3:33     White Mtn. Oil

        &= nbsp;           &nbs= p;            &= nbsp; 8:28     Hurricane Mtn. Rd=         &= nbsp;          3:35     Ledgewood Rd.

        &= nbsp;           &nbs= p;            &= nbsp; 8:33     Crestwood Dr.        &= nbsp;           &= nbsp;           &nbs= p;   3:37     Intervale Cross R= d

        &= nbsp;           &nbs= p;            &= nbsp; 8:38     Kearsarge Rd./Cra= nmore       3:43<= span style=3D'mso-tab-count:1'>     Hurricane Mtn. Rd=

        &= nbsp;           &nbs= p;            &= nbsp; 8:40     Cross Street               =             3= :48     Crestwood Dr.

        &= nbsp;           &nbs= p;            &= nbsp; 8:44     John Fuller School        &= nbsp;         3:54     Whitaker Lane

        &= nbsp;           &nbs= p;            &= nbsp;         &= nbsp;           &nbs= p;            &= nbsp;         &= nbsp;           &nbs= p;   3:56     Skimobile Rd=

        &= nbsp;           &nbs= p;            &= nbsp;         &= nbsp;           &nbs= p;            &= nbsp;         &= nbsp;           &nbs= p;

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

Bus #3 &nbs= p;            &= nbsp;           &nbs= p;         A.M. Run      &nbs= p;            &= nbsp;           &nbs= p;            P.M. Run

Larry Day        &= nbsp;           8:00     Dandiview Rd            = ;         &= nbsp;   3:25     Depart John Fuller School

Birch Hill        &= nbsp;           8:06     Birch Hill            &= nbsp;           &nbs= p;         3:30     Lucy’s Farm=

  &nbs= p;            &= nbsp;           &nbs= p;        8:14     Blueberry Lane        &= nbsp;           &nbs= p;   3:34     Echo Lake Rd

        &= nbsp;           &nbs= p;            &= nbsp; 8:19     Beechnut Dr.        &= nbsp;           &nbs= p;      3:38     West Side Rd

        &= nbsp;           &nbs= p;            &= nbsp; 8:25     West Side Rd    = ;                 &= nbsp;   3:42     Birch Hill

        &= nbsp;           &nbs= p;            &= nbsp; 8:29     Echo Lake Rd       = ;              &= nbsp;   3:51     Blueberry Lane

        &= nbsp;           &nbs= p;            &= nbsp; 8:40     John Fuller School        &= nbsp;         3:56     Beechnut Lane

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            4:04     West Side Rd

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            4:10     Dandiview Rd        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

        &= nbsp;           &nbs= p;            &= nbsp; &nb= sp;            =

DRESS CODE

Concern for personal appearance is an indication of self-respect and of courtesy to= ward others. The following list de= tails what can be worn during the school day.&nb= sp; Failure to comply with the dress code will be treated as insubordina= tion. If a student is not sure if someth= ing may or may not be worn, he/she should check with a faculty member or administrator before wearing it to school.

Shirts, Blouses, Tops:=

Acceptable

Shirts; full button down or polo style shirt, buttoned, sweaters, sweatshirts, turtlenecks, jersey dress shirts, or T-shirts

Appropriate fit
Covers midriff - = must be “tuckable” in length
Covers shoulders – no spaghetti straps, tube tops, muscle shirts
Free from writing= or graphics deemed offensive or in violation of school policy<= /span>

Unacceptable

Sheer (see-throug= h) material
Low neck lines (cleavage)
Visible undergarm= ents, including camisoles
Holes, rips, tatt= ered clothes

Pants/Skirts/Shorts:

Acceptable

Dress/khaki pants, jeans, cargo pants, corduroy, shorts and skirts must be no more than 4” above the knee

Appropriate fit<= o:p>
Free from offens= ive writing or graphics of any kind

Unacceptable

Visible undergarm= ents
Pants/skirts/shor= ts worn lower than the hips
Holes, rips, tatt= ered clothes
Sweat pants, sweat pajamas, sweat athletic pants, sweat shorts, or sweat skirts

Shoes:

Foot apparel must= be worn at all times for safety purposes. For safety reasons, school administrators will use their discretion in prohibiting anything that interferes with safety,

Accessories:

Hoods, hats, and sunglasses cannot be worn in any building unless it is attire required= as part of a specific program or curriculum.
No materials that= could pose a safety hazard including, but not limited to chains, spiked clot= hing and accessories may be worn.

Other Issues:

Gang-related appa= rel, including insignias, bandanas, colors, mottos, or symbols, is consider= ed inappropriate for school attire and is prohibited. School administrators have the authority to prohibit any other messages that they determine to be disruptive to the school’s learning environment.
At school-sponsor= ed events, students must dress appropriately.

HOMEWORK=

Homework is a useful learning tool when assigned judiciously. Our goals when giving homework are to extend the learning time that students have, develop good habits for future studies, and promote learning as something that occurs outside of school.

Each grade level will communicate the homework expectations during the opening of school as well as the relationship that homework has to grades.

Generally, homework in the primary grades will include work completion from the day, and reinforcing extensions that can be accomplished at home, such as journal writing, making an observation, readi= ng, or collecting.

In grades 3-4, homework becomes more directed and again will include unfinished work from the day as well as some specific assignments aimed at practice or independent study (30-45 minutes, 2 days).=

In grades 5-6, homework is more substantial and independent. Students will have unfinished work from the day as well as independent assignments for home study (45-60 minutes, 4 days).

INSURANCE

&= nbsp; The Conway Schools provide limited accident insurance for all students. This policy covers all activities = within the school day and school sponsored extra curricular activities and events.=

&= nbsp; Additional coverage can be purchased at the beginning of the school year at moderate r= ates to parents.

v Note - this is NOT a comprehensive accide= nt insurance policy.

LOST & FOUND<= /p>

&= nbsp; The school maintains a lost & found throughout the year. Please label all of your childR= 17;s belongings. Parents are welco= me to check in at the main office to inquire about lost items or check the lost &= amp; found area in the cafeteria.

PARENT-TEACHER CONFERENCES

&= nbsp; Parent-Teacher conferences are an important form of communication. Conferences are scheduled at a min= imum of two (2) a year. More frequ= ent conferences are encouraged.

PHONE USE

&= nbsp; Phone use is available to students for emergencies only. The school phone is a business pho= ne and must be used accordingly.

&= nbsp; Cell Phones: Many students possess cell phones to facilitate communications with their families. We ask that cell ph= ones remain off during the school day to avoid disruptions, distraction and confusion.

RECESS

&= nbsp; Getting fresh air and exercise are an important part of staying healthy. The children have recess after lunch. Some classes may also = have a short recess during the morning or afternoon. Your child should come to school d= ressed for outdoor play. Depending u= pon the time of year, this may include boots, hat, mittens, snow pants and a wa= rm jacket.

&nb= sp; Outdoor exercise is considered to be a part of a student’s school day. All students who are well enough to come to school are considered to be able to participate in the full school day. If your child is not well enough t= o go outside, we must have a note from the child’s doctor stating that bei= ng outside will be detrimental to the child’s health.<= /p>

SCHOOL CANCELLATION

&nb= sp; In the case of inclement weather, tune your radio to WMWV FM 93.5, WBNC FM 104= .5, or turn your TV to Channel 3. Please do not call the school. Thank you.=

SCHOOL PICTURES

&nb= sp; School pictures are taken sometime during the first two months of school. Each child will have a “pict= ure envelope” to bring home. The envelope with the money is to be brought in on picture day. Each child in a family needs a sep= arate envelope. Every child’s picture is taken even if you do not intend to purchase it. The pictures that are purchased us= ually arrive sometime in mid- to late November.

STATE ASSESSMENT = TESTS

&= nbsp; The State of New Hampshire has designed assessment tools for grades 3-6. All grade 3-6 students in New Hampshire ar= e tested during the month of October in the areas of language arts and math. All grade 5 students take an addit= ional assessment in writing. The re= sults of these assessments are used to measure adequate yearly progress for all schools.

NWEA ASSESSMENTS<= /o:p>

&= nbsp; The John = Fuller School administers the NWEA asse= ssment in Reading and Math twice each year to all students in grades 2-6. This assessment is taken on the co= mputer and ties students’ performance to a nationally accepted curriculum sequence. Teachers are able to establish a curriculum baseline with appropriate growth goals in the Fall.<= span style=3D'mso-spacerun:yes'> A final assessment is given in the Spring allowing each student, each classroom, and the overall school to mea= sure growth and progress during that year. Results for individual students are plotted over time and parents are given annual reports of that progress.&nbs= p;

NONDISCRIMINATION= NOTICE

The Conway School Distr= ict does not discriminate on the basis of race, color, national origin, handica= p, sex or age in admission to, access to, treatment in, or employment in its programs and activities. The following person has been designated to handle inquiries regarding the nondiscrimination policies:

Maureen Soraghan

Director of Special Services

SAU #9

Inquiries concerning the application of nondiscrimination policies also may be referr= ed to:

Regional Director, U.S. De= partment of Education

Office for Civil Rights

222 J.W. McCormack Post Office and Courthouse

= Boston, Massachuset= ts 02109= -4557



CONWAY ELEMENTARY S= CHOOL CHOICE PROGRAM

= ·        Conway will remain divided i= nto three elementary attendance zones.

= ·        Each elementary school will be rated for optimum capacity level. (Optimum levels will be determined= by: actual building capacity calculated at 90% and adjusted for the space/capac= ity required for special programs located at the school and any other physical = or programmatic limitations.)

= ·        Parents/guardians within the attendance zone will have the first op= portunity to request the zone school.

= ·        Parents/guardians requesting a transfer will be responsible for transportation of their children to and from school; except, if transpor= tation is readily available without adjustments to existing routes, students may be transported on a space available basis.

= ·        Transfer requests will be considered on a space available basis. Priority will be given to siblings= .

= ·        Once granted, a transfer will be for the entire school year; unless circumstances arise that would cause the transfer to be revoked by the Boar= d.

= ·        Parents/guardians who exercise choice and transfer their child(ren) will have the opportunity to remain for the following year in the same mann= er as students assigned to the school.

= ·        “Room” at the school will be determined by the principal and superintendent. A school = with available “room,” but grade level classrooms at capacity, may be considered full. The School B= oard will determine the capacity for each grade level for the purposes of this policy.

= ·        Any transfer of students identified as educationally handicapped mu= st by approved by the students’ child study teams.

= ·        Any transfer will be assumed to be cost neutral. Transfers that increase educational costs to the district will not be approved.

Adopted by Conway School Board – March 14, 1996

Revision Adopted – December 13, 1999<= /o:p>

Reviewed with no change – May 6, 2004=

Revision Adopted – August 11, 2008

=

AUTHORITY= FOR SCHOOL SEARCHES

The School Board attempts to provide a sa= fe, healthy educational environment for all students. Therefore, the Board had authorized student conduct codes to limit anti-social behavior on the part of the students. The administrators = are charged with implementing effective, appropriate, preventive and disciplina= ry measures to assure a good learning environment.

The lockers, desks and all furniture and equipment in the school are considered property of the school district; therefore, the principal or designated administrator has the right to inspe= ct and search any part of the school at any time.

Persons on school property or participati= ng in school activities are subject to search and may have their backpacks, bo= ok bags, handbags or other similar items, including but not limited to vehicles driven or parked on school property, searched by the school principal or designee when there is reasonable suspicion that the search will turn up evidence that the individual has violated, or is violating, either the law = or school rules. The administrat= ion will develop guidelines for implementation of this policy including procedu= res for those who refuse search until proper law enforcement authorities can be summoned.

The use of “sniffer” dogs tra= ined for the identification of illegal substances will be permitted in the schoo= l to inspect the premises upon request by the building administrator or superintendent, and with approval of the superintendent. Such inspection shall be conducted= by a qualified law enforcement agency and the principal or designated building a= dministrator shall accompany the law enforcement officer. This policy will be published annu= ally in the student handbooks.

Adopted by the Conway School Board - October 28, 1996

Revision Adopted ̵= 1; November 25, 2002

Reviewed by Policy Com= mittee with change to procedures – May 12, 2006

DISCIPLINE POLICIES

   &nbs= p;   The Conway School Distr= ict promotes and maintains a safe and orderly environment which allows all stud= ents to realize and learn the benefits of mutual respect, responsibility, and honesty. These guiding princi= ples form the basis for a uniform code of conduct for all students. The code of conduct insures several critical goals.

1.      That all school enviro= nments will be physically and emotionally safe and free from threat.

2.      That expectations for = all members of the school community are clearly understood.
3.      That the school commun= ity be a cooperative model for society in general.

4.      That procedures and consequences are equitable for all members of the school community.

A BASIC CODE OF CONDUC= T

        &= nbsp;   A basic code of conduct is present in all of the Conway Schools to insure the rights and safety of all members of the educational community. Although some variation is inevita= ble in the overall implementation of this code across four schools, it is the inte= nt of this policy to define specific procedures and a range of consequences us= ed by all schools for serious disciplinary occurrences.

        &= nbsp;   Behaviors are categorized into three levels of seriousness with appropriate actions a= nd consequences at each level. Procedures and consequences for the most serious Level III occurrenc= es are based on Safe School Legislation ED 317 and NH RSA 193:13. All students and parents will be informed of these procedures and consequences at least annually by school officials.

=

STUDENT CONDUCT

        &= nbsp;   As part of the John Fuller School experience, the faculty will be emphasizing principles of good conduct. Although do’s and don’= ts are specified, our major focus is to build awareness of each student’s actions and ability to make good decisions about their conduct. With proper emphasis, we encourage students to internalize a set of principles, which can guide them now and throughout their lives.

v     = SAFETY:        &= nbsp;           &nbs= p;    All students are entitled to an orderly and safe environment. Eliminating the risk of injury or = threat of harm greatly enhances the learning environment. (Are my actions safe for me and for oth= ers?)

v     = RESPECT:        &= nbsp;            Mutual respect is a cornerstone to a healthy learning environment. Dress, language, mannerisms, toler= ance of differences and honoring the rights of others will be emphasized. (Do my actions uphold the rights of others? Do my actions show tolerance of individual differences? Do my actions promote open communications?)

v     = COURTESY:        &= nbsp;         Basic courtesies further enhance our educational environment, foster teamwork and create a pleasant atmosphere for all to work within. (Do my actions show consideration for o= thers?)

v     = RESPONSIBILITY:       Respo= nsibility is the ever-growing process of taking control and being accountable for one’s life. It links al= l our principles together and empowers students to have governance over their condition. The development of responsibility takes a united effort. For a parent, although difficult at the time, it can be healthier to= back away from certain situations and let the student assume responsibility for their actions. Its part of learning. (Do my actions show that I c= an take care of myself?)

v     = HONESTY:        &= nbsp;            In all cases honesty is essential to our school environment. Fairness, openness, problem solvin= g and trust building are all reliant on honesty.= We all know that any of us can make a poor judgment or decision. Learning from mistakes is healthy.= Being truthful and accepting consequences for our actions is a major stepping stone to adulthood. More important, honesty creates a trusting environment where students can risk growing. (Am I representing the truth in what I = do and say?)

        &= nbsp;   Obviously these principles interact with each other and link together our personal development. They are ageless= and expected of everyone in our school environment. As a faculty we strive to emphasiz= e and model these principles.

LEVEL= S AND CONSEQUENCES OF INFRACTIONS

&nb= sp;

&nb= sp;

LEVEL ONE INFRACTIONS:

        &= nbsp;   Level I infractions are minor in scope, first time, or one time in nature, and do= not create major disruption in the classroom or safety concerns in the school environment. They often invol= ve procedural violations or behaviors that are rude and problematic to an orde= rly environment. Consequences for= Level I behaviors are teacher driven.

SAFETY

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

Failure to comply with organizational rules or procedures, including playground a= nd bus

Inappropriate display of anger

Inappropriate comments which cause embarrassment of others

Use of prohibited devices (cell phones, gameboys, cd’s )

Unnecessary use of medical service

Physical “horseplay”

Use of profanity

Rudeness

Unprepared for class

Copying the work of others

Pushing/shoving

Name calling

Roaming during instruction

Failure to complete work

Lying

Throwing objects

Use of “put downs”

Unwelcome conversation or comments

Misuse of school equipment or property

Misrepresenting the truth

Spitting

Arguing

Not taking turns

Dress Code

Unauthorized use of property

LEVEL ONE CONSEQUENCES

Consequences for Level I infractions MAY include any= of the following:

·        assigned seats

·        loss of recess time

·        loss of special privileges

·        written apologies/notes

·        community service (i.e.: cleaning, repairing, etc.)

·        phone call home and/or written note to paren= ts

·        detained after school hours

   <= br clear=3Dall style=3D'page-break-before:always'> LEVEL TWO INFRACTIONS:

Level II infractions inv= olve chronic Level I behaviors that create significant disruption to instruction= or safety concerns in the school environment.= Level II infractions necessitate office intervention and parent notifications. Level II infra= ctions are recorded on the student’s record.

SAFETY=

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

Any behavior which = poses danger of injury to self or others

Use of sexual gestu= res or words/pictures or other suggestive comments

Use of sexual gestu= res or words

Damage of school pr= operty or equipment

Falsely accusing an= other

Chronic Level I beh= aviors

Chronic Level I beh= aviors

Chronic Level I

Misuse/internet sites/messaging

Chronic Level I

Leaving a supervise= d area

Use of racial /sexu= al derogatories

Use of racial / sex= ual derogatories

Chronic tardiness

Cheating=

Physically assaulti= ve behavior .Fighting, kicking, biting, punching/spitting<= /p>

Inappropriate gestu= res or words directed at staff/student

Inappropriate gestu= res or words directed at staff/student

Damaging or defacin= g the personal property of others

Deliberately prejud= icing another through gossip or rumor

Entering an unautho= rized area

Arguing with adults=

Arguing with adults=

Forgery

Physically assaulti= ve behavior

(biting/spitting/hi= tting)

Disrupting the lear= ning environment to the extent of removal

Disrupting the lear= ning environment to the extent of removal

Plagiarism

Refusal to comply with directives

Intimidating others physically and/or emotionally

Bullying/intimidati= ng others physically and/or emotionally

Petty theft

Refusal to comply w= ith adult directives

Refusal to comply w= ith adult directives

Unwanted physical c= ontact

Unwanted physical c= ontact

LEVEL TWO CONSEQUENCES:

In addition to administering any of the possible consequences listed for Level I, the following consequences MAY also be appropriate:

·      =    extended loss of recesses/privileges

·      =    in-school suspension

·      =    out of school suspension

·      =    restricted activities

The following steps shall also be taken for Level II infractions:

1.      The student(s) shall report to the principal and/or school counselo= r.

2.      Parent(s) /guardian(s) shall be notified by phone and/or note.=

3.      A parent conference may be scheduled to discuss concerns and an “action plan” to help the student(s) avoid recurrence of the infraction.

LEVEL THREE INFRACTIONS:

        &= nbsp;   Level III infractions cause significant disruption to the school programs, or cre= ate serious threat to the safety or well being of an individual or individuals = or cause serious injury to another. Level III infractions are often illegal, involve drugs, alcohol, wea= pons, explosives or other dangerous items. They can include vandalism, destruction of property, or creating fal= se emergencies. Infractions at t= his level warrant office action, can include local law enforcement, and are oft= en governed by Conway School Board Policy.

(In the event of any omissions in this behavioral code, the building principal retains the authority to assign the specific infraction level and consequences on a case by case basis.)

SAFETY

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

Arson<= /b>

Chronic level II infractions

Harassing others physically, emotionally, and/or sexually

Intentional damage or vandalism to school equipment or property

Creating a false emerge= ncy

Possession of alcoho= l, drugs, tobacco products and or dangerous weapons=

Harassing others physically, emotionally and/or sexually

Bullying

Truancy

Major thefts

Specific threats to = the safety or well being of another person

Bullying

Behavior resulting in deliberate personal injury of another

Possession of firear= ms

Assault

       &nbs= p;

LEVEL THREE CONSEQUENCES

In addition to administering any of the possible consequences listed for Level= s I and II, the following consequences MAY also be appropriate:

·      = out-of-school suspension

·      = referral to local law enforcement agency

·      = an expulsion hearing before the School Board

        &= nbsp;

Suspensions and Expulsions

(a)    There shall be the fol= lowing levels of discipline available to school officials enforcing RSA 193:13 relative to the suspension and expulsion of pupils in a safe school zone:

(1) A suspension for g= ross misconduct or for neglect or refusal to conform to reasonable rules of the school under RSA 193:13 I<= span style=3D'mso-spacerun:yes'> shall be considered a short-term suspension= and shall be administe= red by a superintendent or designee for a period not to exceed 10 school days;

(2) A suspension for a= n act of theft, destruction or violence as defined in RSA 193-D, or for possessio= n of a pellet or BB gun or firearm under RSA 193:13 II shall be considered a long-term suspension and shall be administered by the school board or desig= nee in order to continue the short term suspension for a period in excess of 10 school days, provided the designee is not the person who suspended the pupil for 10 school days under (1) above, and that the designee provides a due process hearing under (d) (2) below;

(3) An expulsion by the school board for a period determined in writing by the board under RSA 193:= 13, II; and

= (4)   An expulsion by the sc= hool board for a period of not less than 12 months under RSA 193:13, III.

(b)    Prior to initiating any disciplinary action listed in paragraph (a), each school board shall adopt a policy under RSA 189:15 which prescribes the manner in which the student bo= dy shall be informed concerning the content of RSA 193:13 through announced, posted, or printed school rules.

(c)    If the school and scho= ol board have met the requirements of paragraph (b) a pupil appealing a local decision to the state board may not be allowed to claim lack of knowledge of the state law requiring expulsion for bringing or possessing a firearm or o= ther dangerous weapon as defined in these rules.

(d)    Due process in discipl= inary proceedings shall include, at a minimum, the following:

(1)   In a short-term suspen= sion

a. &= nbsp;    The superintendent or designee shall inform the pupil of the purpos= e of the meeting:

b. &= nbsp;   Oral or written notice of the charges and an explanation of the evidence against the pupil;

c. &= nbsp;    An opportunity for the pupil to present his/her side of the story

d. &= nbsp;   A written statement to the pupil and at least one of the pupil̵= 7;s parents or guardian explaining any disciplinary action taken against the student;

(2) = In a long-term suspens= ion of a pupil:

a. &= nbsp;    Written communication to the pupil and at least one of the pupil’s parents or guardian, delivered in person or by mail to the pupil’s last known address, of the charges and an explanation of the evidence against the pupil;

b. &= nbsp;   The superintendent’s written or oral recommendation for stude= nt action to correct the discipline problem;

c. &= nbsp;    A hearing in accordance with Ed 317.04(d) (3)g. below;

d. &= nbsp;   A written decision which includes the legal and factual basis for t= he conclusion that the pupil should be suspended;

e. &= nbsp;    If the hearing was conducted by the school board’s designee, = the decision may be appealed to the school board under RSA 193:13, I; and<= /o:p>

f. &= nbsp;     If the hearing was conducted by the school board, the decision may = be appealed to the state board;

  &nbs= p;            &= nbsp;
(3) = In an expulsion by the= local school board, due process shall include the following minimal requirements:=

a. &= nbsp;    A formal hearing shall be held before any expulsion;

b. &= nbsp;   Such hearing may be held either before or after the short-term suspension has expired and pending the expulsion hearing;=

c. &= nbsp;    If the hearing is held after the expiration of a short-term suspens= ion, the pupil shall be entitled to return to school after the short-term suspen= sion has expired and pending the expulsion hearing.

d. &= nbsp;   The school board shall provide written notice to the pupil and at l= east one of the pupil’s parents or guardian, delivered in person or by mai= l to the pupil’s last known address, of the date, time, and place for a hearing before the school board;

e. &= nbsp;    The written notice required by d. above shall include:

1. &= nbsp;   A written statement of the charges and nature of the evidence again= st the pupil; and

2. &= nbsp;   A superintendent’s written recommendation for school board ac= tion and a description of the process used by the superintendent to reach his/her recommendation;

f. &= nbsp;     This notice shall be delivered to the pupil and at least one of the pupil’s parents or guardian least 5 days prior to the hearing;

g. &= nbsp;    The following hearing procedures shall apply:

1. &= nbsp;   The pupil, together with a parent or guardian, may waive the right = to a hearing and admit to the charges made by the superintendent;

2. &= nbsp;   If the pupil is 18 years of age or older, the concurrence of a pare= nt or guardian shall be unnecessary unless the pupil is subject to a guardians= hip which wou= ld prevent the pupil from waiving the right to a hearing;

3. &= nbsp;   Formal rules of evidence shall not be applicable, however, school officials shall present evidence in support of the charges(s) and the accus= ed pupil or his/her parent or guardian shall have an opportunity to present any defense or reply;

4. &= nbsp;   The hearing shall be either public or private and the choice shall = be that of the pupil or his parent or guardian; and

5. &= nbsp;   During the hearing, the pupil, parent, guardian or counsel represen= ting the pupil, shall have the right to examine any and all witnesses;

h. &= nbsp;    The decision of the school board shall be based on a dispassionate = and fair consideration of substantial evidence that the accused pupil committed= the act for which expulsion is to be imposed and that such acts are, in fact, a proper reason for expulsion;

i. &= nbsp;      The decision shall state whether the student is expelled and the le= ngth of the expulsion. If the decision is to expel the pupil the decision shall include the leg= al and factual basis for the decision;

j. &= nbsp;     A statement of the time period for which the student is expelled and any action the student may take to be restored by the board; and=

k. &= nbsp;   A decision shall include a statement that the pupil has the right to appeal the decision to the state board of education.

l. &= nbsp;      All appeals to the state board allowed under RSA 193:13, II or III shall be filed within 20 calendar days of receipt of the written decision of the written decision of the local school board and shall be in accordance w= ith RSA 541-A and Ed 200.

STUDENT RECORDS

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. They are:

1.      The right to inspect a= nd review the student’s education records within 45 days of the day the District receives a request for access.&nb= sp; Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The principal will make arrangemen= ts for access and notify the parent or eligible student of the time and place where the records may be inspected.

2.      Parents or eligible st= udents may ask the Conway School District to = amend a record that they believe inaccurate or misleading. They should write the school princ= ipal, clearly identify the part of the record they want changed and specify why i= t is inaccurate or misleading. If = the District decides not to amend the record as requested by the parent or eligible stud= ent, the District will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional informa= tion regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

3.      The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure witho= ut consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the District as an administrator, supervisor, instructor or support staff member (including heath or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the District has contracted to perform= a special task (such as an attorney, auditor, medical consultant or therapist= ); or a parent or student serving on an official committee, such as a discipli= nary or grievance committee, or assisting another school official in performing = his or her tasks. A school offici= al has a legitimate educational interest if the official needs to review an educat= ion record in order to fulfill his or her professional responsibility.

4.      The right to file a complaint with the U.S. Department of Education concerning alleged failures= by the District to comply with the requirements of FERPA. The name and address of the Office= that administers FERPA are:

Family Policy Complian= ce Office

U.S. Department of Education

600 Independence Avenue, SW

Washington, DC 20202= -4605

=

=

=

PROMOTION REQUIRE= MENTS

        &= nbsp;   Promotion within the primary grades (Kindergarten – Grade 3) and the intermedia= te and upper grades (Grade 4-6) is determined by the continuous progress a student= has made in the academic areas of reading, writing, mathematics, science, health and social studies, as well as physical, emotional and social factors. Classroom performance in all acade= mic areas, maturity and attendance are considered in promotion decisions.

Waive= r of promotion requirements:

&nb= sp;

The Principal may waiv= e the promotion requirements for a student when any one of the following conditio= ns applies; no state law, however, may be waived.

1.      Physical Maturity - A student who is tw= o (2) or more years older than normal for a grade level or whose physical size greatly exceeds the norm for the grade

2.      Previous Retention – A student who= has been retained ONCE in Kindergarten through Grade 6

3.      Late Transfer – A student entering SAU #9 during= the fourth marking period having transferred with passing grades from the previ= ous school

4.      Attendance – A student with medical problems = of a unique nature that cause extended absences

5.      Special Programs – A student wit= h an IEP (Individual Educational Plan) that contra-indicates retention

=

Parent/Guardian – Written Notification Requirements:

<= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt'>

<= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt'>            Schools will notify parent(s) or guardian(s) of student progression requirements wi= thin the first two (2) months of school by including them in the Parent/Student Handbook or by other written means.

        &= nbsp;   Parent(s) or guardian(s) of students who are not making appropriate progress will be notified in writing at mid-year or any time thereafter when the studentR= 17;s performance falls below expectations.

<= /o:p>

=

=

=

=

DEFINITION OF REP= ORT CARDS & MARKS/GRADES

Kindergarten – G= rade 3

&nb= sp;          Reports cards are sent home twice a year, at the end of the 2^nd and 4th quarters. There are no written progress reports for 1^st and 3^rd quarters. The teachers have conference check= lists and work samples to share with parents.&nb= sp; The following are the standard marks used:

C =3D Consistently

= Ø      regularly demonstrates learned concept or skill
P =3D Pr= acticing

= Ø      learning and applying concept or skill

N =3D Ne= eds Development

= Ø      not yet able to demonstrate acquisition of concept or skill

Special Subjects:

O =3D Outstanding

S =3D Satisfactory

I =3D Improvement Needed

&nb= sp;

Grades 4-6<= /span>

&nb= sp;          All children in grades 4-6 bring home written quarterly progress reports with traditional letter grades.

(A more specific mark description is included on the back of the actual report card.)

&nb= sp;

SAFETY	RESPECT	COURTESY	RESPONSIBILITY	HONESTY
Failure to comply with organizational rules or procedures, including playground a= nd bus	Inappropriate display of anger	Inappropriate comments which cause embarrassment of others	Use of prohibited devices (cell phones, gameboys, cd’s )	Unnecessary use of medical service
Physical “horseplay”	Use of profanity	Rudeness	Unprepared for class	Copying the work of others
Pushing/shoving	Name calling	Roaming during instruction	Failure to complete work	Lying
Throwing objects	Use of “put downs”	Unwelcome conversation or comments	Misuse of school equipment or property	Misrepresenting the truth
Spitting	Arguing	Not taking turns	Dress Code
			Unauthorized use of property

SAFETY=	RESPECT	COURTESY	RESPONSIBILITY	HONESTY
Any behavior which = poses danger of injury to self or others	Use of sexual gestu= res or words/pictures or other suggestive comments	Use of sexual gestu= res or words	Damage of school pr= operty or equipment	Falsely accusing an= other
Chronic Level I beh= aviors	Chronic Level I beh= aviors	Chronic Level I	Misuse/internet sites/messaging	Chronic Level I
Leaving a supervise= d area	Use of racial /sexu= al derogatories	Use of racial / sex= ual derogatories	Chronic tardiness	Cheating=
Physically assaulti= ve behavior .Fighting, kicking, biting, punching/spitting<= /p>	Inappropriate gestu= res or words directed at staff/student	Inappropriate gestu= res or words directed at staff/student	Damaging or defacin= g the personal property of others	Deliberately prejud= icing another through gossip or rumor
Entering an unautho= rized area	Arguing with adults=	Arguing with adults=		Forgery
Physically assaulti= ve behavior (biting/spitting/hi= tting)	Disrupting the lear= ning environment to the extent of removal	Disrupting the lear= ning environment to the extent of removal		Plagiarism
Refusal to comply with directives	Intimidating others physically and/or emotionally	Bullying/intimidati= ng others physically and/or emotionally		Petty theft
	Refusal to comply w= ith adult directives	Refusal to comply w= ith adult directives
	Unwanted physical c= ontact	Unwanted physical c= ontact

Telephone # - 447-8368

Carl Nelson = &nb= sp; = &nb= sp; Superintendent of Schools

Robert Gadomski = &nb= sp; = Assistant Superintendent

School Board Members

&nbs= p;

Conway School District Goals 2008-2009<= /b>

COMPLAINTS

SUSPECTED NEGLECT OR CHILD ABUSE<= /h5>

DANGEROUS POSSESSIONS & BEHAV= IORS

<= /span>John Fuller School

BUS SCHEDULE

Bus #1 &nbs= p; &= nbsp; &nbs= p; A.M. Run &nbs= p; &= nbsp; &nbs= p; P.M. Run

Bus #2 &nbs= p; &= nbsp; &nbs= p; A.M. Run &nbs= p; &= nbsp; &nbs= p; P.M. Run

Bus #3 &nbs= p; &= nbsp; &nbs= p; A.M. Run &nbs= p; &= nbsp; &nbs= p; P.M. Run

DRESS CODE

Adopted by Conway School Board – March 14, 1996

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

RESPECT

COURTESY

RESPONSIBILITY

HONESTY

Chronic level II infractions

Intentional damage or vandalism to school equipment or property

Creating a false emerge= ncy

Harassing others physically, emotionally and/or sexually

Bullying

Truancy

Bullying

&nbs= p;

STUDENT RECORDS

Parent/Guardian – Written Notification Requirements:

Kindergarten – G= rade 3

Special Subjects:

O =3D Outstanding

S =3D Satisfactory

Grades 4-6<= /span>

A+ =3D &= nbsp; 97-100%