6000 Instruction

The West Hartford Public School District is committed to a rigorous educational program with high expectations for all students.  Recognizing that children have differing learning needs that must be addressed through an array of instructional practices guided by district and state curricular standards, the instructional program will:

Establish high academic standards and instruction programs in mathematics, English, science, social science, physical education and wellness, the arts, and world languages;

Provide students with a solid foundation in reading, writing, problem-solving, and communications;

Provide a positive learner-centered environment that fosters academic excellence, creativity, lifelong learning, and essential life skills necessary to succeed in the world of work, as members of families, and as citizens;

Provide students opportunities to learn, think, reason, and utilize technology as an effective resource;

Develop in students a respect for the dignity, the rights, and the worth of all individuals.

The Board of Education will establish specific and measurable goals and objectives that will be evaluated annually. 

Adopted:  May 16, 1988
Revised:  March 17, 2009

Academic Year

The school year shall be at least 180 days. The Board may permit the operation of schools on state holidays providing a suitable nonsectarian educational program is held to observe the holiday, except for holidays which occur on those school days when school cannot be held pursuant to state statute.  Extra days shall be included in the calendar in order to permit emergency closings in case of inclement weather or other emergencies which would make attendance at school unsafe for children.

(cf. 6130 – Emergency Closing)

Legal Reference: Connecticut General Statutes:
1-4 Days designated as legal holidays
10-15 Towns to maintain schools
10-29a Certain days to be proclaimed by governor.
Distribution and number of proclamations

Adopted:   May 16, 1988
Revised:    November 4, 2010

School Day

The school day shall be arranged and scheduled by the administration so as to offer the greatest educational return for the time spent, within the limitations of school facilities and requirements of state law and regulations.

Length of School Year

Each school year shall provide at least 180 days of school for all grades and a minimum of 900 hours of actual school work.  In meeting this requirement, no more than 7 hours of actual school work in any school day shall be credited toward meeting the 900 hour minimum.  Actual school work shall exclude time provided for student lunch periods and non-instructional recesses at the elementary schools and students’ lunch and passing time in the middle and senior high schools.

Exceptions shall be granted for children requiring special education and related services, as determined by their individualized education program.

Legal Reference: Connecticut General Statues:
10-15  Towns to maintain schools
10-16  Length of school year

State Board of Education Regulations
10-76d-3 Conditions of instruction; length of school day and year

Adopted: June 6, 1988
Revised: November 16, 2010

Continuity has a positive effect on the educational environment, so every effort will be made to adhere to the published school calendar. The Superintendent of Schools or his/her designee shall determine the necessity for emergency closing or delayed opening of school due to unsafe weather conditions or other emergencies, and shall be responsible for announcing any such decisions to teachers, other staff members, and the public.

Adopted: June 6, 1988
Revised: November 16, 2010

All employees of the school system are responsible to promote the safety of all of the students at all times.

The administration shall require the building principal to maintain working regulations and procedures for fire, civil defense, and other emergencies (e.g. intruders, chemical spills, bomb threats).

The district shall, in accordance with state statutes and regulations and town ordinances, maintain the fire alarm system, regular and emergency exits, and fire prevention measures. Regular drills will be conducted pursuant to state statutes to maintain sensitivity among students and employees to the importance of smooth working emergency procedures.         

Legal Reference:  Connecticut General Statutes:
10-231 Fire Drills

Adopted:    May 16, 1988
Reviewed:  October 19, 2010

The administration shall maintain voluntary emergency teams at each school with teachers trained in first aid and CPR.

Legal Reference:   Connecticut General Statutes:
52-557b Immunity from liability for emergency medical assistance, first aid or medication by injection. School personnel not required to administer or render.

Adopted:     May 16, 1988
Reviewed:   October 19, 2010

In accordance with section 10-231 of the General Statutes, fire drills shall be held at least once each month with a crisis response drill substituted for one of the required fire drills every three months.

School principals shall be responsible for the holding of these drills.

Legal Reference: Connecticut General Statutes:
10-231 Fire Drills

Adopted: May 16, 1988
Revised: November 4, 2010

The school system pledges itself to avoid discriminatory actions and instead seeks to foster good human and educational relations which will help to attain the following:

• equal rights and opportunities for students and employees in the school community.
• equal opportunity for all students to participate in the total program of the schools.
• ongoing professional development opportunities for improving staff knowledge, skills, and responsiveness to educational, social, and cultural differences.
• opportunities in educational programs which are broadly available to pupils with access not solely based upon race, color, sex, religion, national origin, sexual orientation, or physical or cognitive disability.

Legal Reference: Connecticut General Statutes:
10-15 Towns to maintain schools
10-15c Discrimination in public school prohibited Title IX of the Education Amendments of 1972 
Section 504, U.S. Rehabilitation Act, 1973

Adopted:  May 16, 1988
Revised:   December 21, 2010 

The Board of Education supports an instructional program that includes respect for and celebration of our cultural diversity and the worth and dignity of every individual. The instructional program will value, recognize, and address the needs of all children as well as promote student understanding of and appreciation for cultural and individual differences.

Adopted: December 21, 2010

The West Hartford Board of Education (the “Board”) believes that parents/guardians should be knowledgeable about the education that the Public Schools (the “District”) provides to enrolled students. The Board believes that parents are most knowledgeable when they have regular communication with teachers. Therefore, it is the policy of the Board to encourage parents/guardians-teacher communication. The Superintendent or designee shall be responsible for developing procedures in furtherance of this policy.

The Superintendent is further required to include information about parental/guardian involvement and actions taken to improve parental/guardian involvement in the strategic school profile that is submitted annually to the and Commissioner of Education. Such actions to improve parental/guardian involvement may include methods to engage parents/guardian in the planning and improvement of school programs and to increase support to parents/guardians working at home with their children on learning activities.

The procedures developed in furtherance of this policy may include monthly newsletters, required regular contact with all parents/guardians , drop-in hours for parents/guardians, home visits, and the use of technology such as homework hotlines to allow parents/guardians to check on their children’s assignments and students to receive assistance if needed.

Such procedures shall require the District to conduct two flexible parent/guardian-teacher conferences for each school year. In addition, the procedures shall require the District to:

A. offer parents/guardians the option of attending  parents/guardians-teacher conferences by telephonic, video, or other conferencing platform,

B. conduct one  parent/guardian-teacher conference, in addition to the two flexible parent/guardian-teacher conferences described above, during periods when the District provides remote learning for more than three consecutive weeks, and one additional parent/guardian-teacher conference every six months thereafter for the duration of such period of remote learning (for purposes of this policy, and in accordance with applicable law, “remote learning” means instruction by means of one or more Internet-based software platforms as part of a remote learning model), and

C. request from each student’s parent/guardian the name and contact information of an emergency contact person who may be contacted if the student’s parent/guardian cannot be reached to schedule a parent/guardian-teacher conference required during periods of District-provided remote learning.

The procedures must also require a teacher conducting a parent/guardian-teacher conference that is required in section (B) above to provide a copy of the document, to be developed by the Department of Education, to provide information concerning educational, safety, mental health, and food insecurity resources and programs available for students and their families, to the parent/guardian prior to the parent/guardian -teacher conference. If, after making three attempts, a teacher is unable to make contact with a student’s parent/guardian in order to schedule a parent/guardian-teacher conference required in section (B) above, the teacher shall report such inability to the school principal or designee. Such principal or designee shall contact any emergency contact person designated by the student’s parent/guardian to ascertain such student’s and family’s health and safety.

Legal reference:
Connecticut General Statutes:

§ 10-220(c) Duties of Boards of Education
§ 10-221(g) Boards of Education to prescribe rules, policies and procedures

Adopted: December 1, 1998
Reviewed: May 15, 2007
Revised: November 1, 2022

The West Hartford Public Schools are organized as follows:

Elementary Schools: Pre-kindergarten through grade 5 
Middle Schools: Gades 6, 7, and 8
Senior High Schools: Grades 9, 10, 11, and 12
Summer School: Grades K through 12

Instruction at each level shall be guided by the Board’s educational goals and the maturity of the children.  The schools shall strive for continuity in the education of each pupil.

Adopted:    July 11, 1988
Reviewed:  December 7, 2010

The West Hartford Public Schools curriculum will:

• promote high standards for all students
• serve as a guided plan for teaching and learning
• be based on and aligned with the Board of Education’s adopted goals
• provide for the continuous growth and development of each student throughout his/her school experience
• require a process of continuous improvement, evaluation, and revision to ensure that the curriculum is vibrant and meets contemporary and emerging needs.

The Board of Education recognizes and supports the importance of professional learning and the implementation of our curriculum. The Superintendent and or his/her designee shall inform the Board of any significant changes to the curriculum and shall schedule periodic curriculum reports as appropriate.

Legal Reference: Connecticut General Statutes:
10-15    Towns to maintain schools
10-16b  Prescribed courses of study
10-18    Courses in United States history, government and duties and responsibilities of citizenship
10-220  Duties of boards of education

Adopted:  May 16, 1988 
Revised:  January 4, 2011  
(former 6230 and 6231 combined to form new 6230)

In accordance with the Board’s philosophy to provide a quality educational program to all students, the District shall provide an appropriate research-based instructional program for identified students whose dominant language is not English. The program shall include bilingual or English as a Second Language (ESOL) instruction. The purpose of this program is to increase the English proficiency of eligible students so that they can attain the academic standards and graduation requirements adopted by the Board.

The Superintendent or his/her designee shall implement and supervise a Limited English Proficiency (LEP) program that ensures appropriate LEP instruction and complies with federal and state laws and regulations. 

Legal Reference: Connecticut General Statutes:
10-17  English language to be medium of instruction.  Exception.
10-17a  Establishment of bilingual and bicultural program.
10-17d  Application for and receipt of federal funds.
10-17e  Definitions.
10-17f  Required bilingual education.
10-17g  Application for grant.  Annual evaluation report.
P. L. 107-110, No Child Left Behind Act of 2001.

Adopted: May 16, 1988
Revised: April 12, 2011

The Board of Education supports a curricular program that encourages all students to advance academically by providing rigorous college level coursework that:

•  Is aligned with national and international standards and benchmarks of excellence.

•  Provides opportunities to earn college level credit.

Adopted:   May 16, 1988
Revised:    February 3, 2011

The Board of Education directs the administration to offer a planned, on-going, and systematic program of instruction in Career and Technical Education which includes areas such as family and consumer sciences, business education, technology education, and career pathways. 

The Board of Education supports career exploration and awareness, counseling and student success planning K-12, and formal student success planning beginning in grade 6 to help all students to discern their interests in college and careers.

Adopted: June 6, 1988
Revised: February 3, 2011

The Board of Education believes it is essential to study issues or topics for which there is no scientific, moral, cultural, social, economic, or political consensus in order to develop critical thinking, analytical thinking, and problem solving skills.

We expect our educators to facilitate the study of such issues when they are aligned with the goals of the district curriculum and to do so in a prudent, age-appropriate, and equitable manner, presenting or providing access to the various points of view. Students may not opt out of the study of such topics except for where provided by law.

(cf. 1230 - Public Complaints)
(cf. 5730 - Freedom of Speech/Expression)
(cf. 6420 - Equipment, Books, Materials:  Provision/Selection)

Legal Reference: Keyishian v. Board of Regents 395 U.S. 589, 603 (1967)
Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81)

Adopted:  June 6, 1988
Revised:  October 4, 2011

In accordance with the Constitution of the United States, the West Hartford Public Schools will not promote or advance any particular religion. The Board of Education believes it is important for students to recognize and understand the role religion has played in the social, cultural, and historical development of civilization. Therefore, we will provide neutral, objective, curriculum-related instruction regarding the development and influence of the major religions of the world.

Adopted: June 12, 1989
Revised: November 22, 2011

Religious holidays have an impact on students and their personal lives. School administration shall ensure that West Hartford educators demonstrate sensitivity to and do not penalize students for their observance of religious holidays.

Adopted:   November 22, 2011

Parents or guardians may exempt their children from those units of classroom instruction which deal with Acquired Immune Deficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS). Students 18 years of age may exempt themselves from those units of classroom instruction. The request must be made in writing to the principal.

Legal Reference: Connecticut General Statutes:
10-19c Instruction of acquired immune deficiency syndrome

Adopted: May 8, 1989
Reviewed: January 25, 1993
Reviewed: April 5, 2011

Extracurricular activities are an important supplement to academics, enable students to explore interests they might not otherwise explore, develop new skills across multiple disciplines, and enhance the cohesiveness of school communities. West Hartford Public Schools offers a wide range of and strongly encourages students to participate in extracurricular activities. Student participation and involvement in extracurricular activities will be contingent upon appropriate behavior as defined by school policies. All school-sponsored extracurricular activities will operate under the supervision of school authorities. Only students enrolled in the West Hartford Public Schools shall be permitted to participate in school-sponsored extracurricular activities.

Adopted: May 16, 1988
Revised: November 22, 2011
Reviewed: June 6, 2017

No fraternities, sororities, and other secret societies shall be recognized or encouraged in any way. No meeting of any such group shall be permitted in any of the schools, nor shall any staff member act as sponsor or advisor or in any capacity for any such group.

These terms shall be understood to apply to any group which seeks to perpetuate itself by taking in members from pupils in a school on the basis of the decision of its membership, rather than on the free choice of any pupil who is qualified to fulfill the special aims of an organization.

Adopted: May 16, 1988
Reviewed: September 20, 2011

School activity funds are established to support activities that directly benefit students. Systems and processes will be put in place to protect and ensure accountability for the use of these funds and for the staff administering these funds.

These systems will encourage the largest possible educational return to students without compromising the safety of the funds or the people managing the funds.

(cf. 3440—Internal School Accounts) 

Legal Reference: Connecticut General Statutes:
10-237 School activity accounts

Adopted: May 16, 1988
Revised: February 7, 2012

The Board agrees that unless it experiences serious constraints of budget, instructional time and/or space, school organization, teacher qualifications and individual students needs, the following pupil/teacher ratio guidelines will apply in determining the number of regular classroom teacher positions: 23:1 for grades K through 3; 27:1 for grades 4 through 6; 27:1 for secondary non-laboratory, for secondary laboratory--number of student stations or up to 27:1; and for special instruction, State guidelines.

Adopted:  July 11, 1988
Reviewed:  January 17, 2012

Educational field trips shall be encouraged as long as they contribute to the general development of students and support or enhance curriculum and should be designed to maximize student involvement.

In addition, the Board recognizes the many benefits of enrichment trips, including overseas travel, that may be offered during vacation periods. 

Legal Reference: Connecticut General Statutes
P.A. 82-205 – An Act Concerning Use of Standard School Buses (This Act permits school districts to transport fifteen or fewer students in motor vehicles other than school buses.)

Adopted:  June 6, 1988
Revised:   November 22, 2011

Parents wishing to educate children in the home may do so in compliance with Connecticut General Statutes and regulations of the Connecticut State Board of Education. When parents or guardians are willing to discuss their decision for equivalent education at home with school personnel, school district staff shall explain the advantages of a public school education to such parents or guardians without any criticism of parental choices.

Any parent choosing to provide home instruction must notify the West Hartford Public Schools Pupil Services Department to complete the Letter of Intent form.

If decisions are made by parents or guardians to return children who for a time have been educated at home to local schools, school staff shall provide an appropriate return to the public schools.

Children educated at home are considered to be non-public school students are not part of the system’s educational responsibility and are not part of the school system.

Legal Reference: Connecticut General Statutes:
10-184 Duties of parents
10-220 Duties of Board of Education
Regulations of the Connecticut State Board of Education

Adopted: July 8, 1991
Revised: May 16, 2017

The West Hartford Board of Education is committed to providing educational programs and services that support the inclusion of students with special needs in the general education classroom and curriculum, and promotes the collaborative and collective practice between general and special education to improve the learning and achievement of all learners.

The Superintendent of Schools and his/her designee will ensure that the district’s delivery of educational services is implemented in accordance within the district’s Mission and Model of Continuous Improvement and in compliance with all applicable requirements of federal and state laws.

Legal Reference: Connecticut General Statutes § 10-76a 
et seq.
Regs. Conn. State Agencies § 1076a-1
et seq.
Individuals with Disabilities Education Act
2004, 20 U.S.C. 1400 et seq.
34 C.F.R. §300.1 et seq.

Adopted: May 16, 1988
Revised: March 20, 2012

In accordance with Section 1010 of the Every Student Succeeds Act (“ESSA”), Public Law 1114-95, it is the policy of the West Hartford Board of Education (the “Board”) to provide parents and family members of students participating in the district’s Title I programs meaningful opportunities to participate in the education of their children within these programs. To facilitate parental and family participation, the Board encourages parents and family members of Title I eligible students to be involved in regular meetings, communications, and activities that will inform them about the district’s Title I programs, to participate in the improvement of such programs and to help improve their child’s progress within these programs.

This policy has been developed jointly with, and agreed upon by, parents and family members of children participating in Title I programs. The district shall distribute this written Parent and Family Engagement Policy to parents and family members of participating students in an understandable and uniform format and, to the extent practicable, in a language the parents can understand. The policy shall be made available to the public and updated periodically, as necessary to carry out the requirements of the parent and family engagement portion of Section 1010 of ESSA. 

The Board shall conduct, with the meaningful involvement of Title I parents and family members, an annual evaluation of the content and effectiveness of this policy in improving the academic quality of the schools receiving Title I funds. The Board shall use the findings of such evaluation to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the policy. Such annual evaluation shall include identifying: 

1. barriers to greater participation by parents in activities authorized by 20 U.S.C. § 6318 (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);

2. the needs of parent and family members to assist with the learning of their children, including engaging with school personnel and teachers; and 

3. strategies to support successful school and family interactions. 

Each year, each school within the district that is involved in Title I programs shall conduct a meeting, at a convenient time, to involve parents in the planning, review and improvement of programs funded by Title I. All parents of participating children must be invited and encouraged to attend. At this meeting, parents shall be given a description and explanation of the Title I programs, the curriculum in use at the school, the forms of academic assessment used to measure student progress, the achievement levels of the challenging State academic standards, and information regarding the importance of parental involvement and their right to be involved. 

In addition to the required annual meeting, and if requested by parents, schools within the district that are involved in Title I programs shall offer opportunities for regular meetings at flexible times of the day in order to allow parents to formulate suggestions for the Board’s Title I programs and their application to their child(ren)’s programs; and to participate, as appropriate, in decisions related to the education of their children. Parents will be given opportunities to participate in the joint development of the district’s Title I plan, as required by Section 1006 of ESSA, and in the process of any school review and improvement in accordance with the State’s plan, as required by Section 1111 of ESSA. At any time, if a parent is dissatisfied with a school’s Title I program, he/she shall have the opportunity to submit comments for review at the district level.  

The Board will provide the coordination, technical assistance and other support necessary to assist and build capacity of Title I schools in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance. Parental and family engagement in Title I programs shall be coordinated and integrated with parental and family engagement strategies, to the extent feasible, under other federal, state, local and district programs.

In order to build the schools’ and parents’ capacity for strong parental involvement, the Board shall:

1. provide assistance to parents of students participating in Title I programs in understanding topics such as the challenging state academic standards, state and local academic assessments, the requirements under Title I, and how to monitor their child’s progress and work with educators to improve the achievement of their children;

2. provide materials and training to help parents to work with their children, such as literacy training and using technology (including education about the harms of copyright piracy);

3. educate teachers, specialized instructional support personnel, staff and administrators, with the assistance of parents, about how to better communicate and work with parents;

4. to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal, state and local programs, including public preschool programs, conduct other activities that encourage and support parent participation;

5. ensure that information related to school and parent programs, meetings and other activities is sent to participating parents in a format and, to the extent practicable, in a language the parents can understand;

6. provide such other reasonable support for parental involvement activities as parents may request; and

7. inform parents and parental organizations of the existence and purpose of parent resource centers within the State. 

School-Parent Compact

This policy further requires that each school involved in Title I programs shall jointly develop with parents of participating children a school-parent compact that outlines how parents, staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. The school-parent compact shall:

1. describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables Title I students to meet the challenging State academic standards;

2. indicate the ways in which each parent will be responsible for supporting their child’s learning;,volunteering in their child’s classroom;, and participating, as appropriate, in decisions related their child’s education and positive use of extracurricular time;

3. address the importance of ongoing teacher-parent communication through parent-teacher conferences, frequent reports to parents, reasonable access to school staff, and opportunities to volunteer, participate in, and observe their child’s classroom activities; and

4. ensure regular, two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand.

The Board authorizes the Superintendent, or his/her designee, to develop a school-parent compact and other procedures such as those relating to meetings, parent communication and parental involvement activities, as he/she deems necessary in order to ensure compliance with this policy.

The Superintendent is required to include information about parental involvement and actions taken to improve parental involvement in the strategic school profile he or she submits annually to the Board and Commissioner of Education. Such actions to improve parental involvement may include methods to engage parents in the planning and improvement of school programs and to increase support to parents working at home with their children on learning activities.

Legal References:

Connecticut General Statutes:

§ 10-220(c). Duties of Boards of Education

Federal Law:

20 U.S.C. § 6318, Parent and family engagement
20 U.S.C. § 7801. Definitions

Adopted: June 3, 2003
Reviewed: December 4, 2012
Revised: November 1, 2022

It is the policy of the West Harford Board of Education that student promotion shall be determined by academic performance and social and emotional maturity. The Administration and faculty shall apply these criteria when determining whether to promote or retain a student. Retention is an extraordinary measure that should be the result of the combined professional judgment of the school principal, teachers, guidance counselor and/or other support personnel.

The Superintendent or his/her designee shall be responsible for developing procedures, in furtherance of this policy, that are designed to foster student achievement and reduce the incidence of social promotion. Such procedures shall:

1) include objective criteria for the promotion and graduation of students,

2) provide for the measuring of the progress of students against such criteria and the reporting of such information to parents and students,

3) include alternatives to promotion such as transition programs, and

4) provide for supplemental services.

Such procedures may require students who have substantial academic deficiencies that jeopardize their eligibility for promotion or graduation to attend after school programs, summer school or other programs that are designed to assist students in remedying such deficiencies.

Legal Reference:

Connecticut General Statutes §10-221(b)

Connecticut General Statutes §10-223a

Adopted: February 8, 1988
Revised: March 14, 2000
Reviewed: May 15, 2007
Revised: December 20, 2022

The West Hartford Board of Education (the “Board”) recognizes the importance of parents and students understanding the manner in which grade point averages are calculated within the West Hartford Public Schools (the “District”). In accordance with Connecticut law, this policy shall explain the manner in which grade point averages are calculated within the District.

I. Calculation of Grade Point Average for Purposes of the Connecticut Automatic Admissions Program

The Board understands its obligation under state law to identify students in the District who are eligible for the Connecticut Automatic Admissions Program (“CAAP”).

In accordance with state law, for each student who completes eleventh grade, the District will: (1) calculate the unweighted grade point average for purposes of the CAAP (“CAAP GPA”), and (2) determine whether such student’s CAAP GPA is above or below the minimum established by the Board of Regents for Higher Education (“BOR”). The District shall share a student’s CAAP GPA and whether the student is above or below the minimum established by the BOR with the student, the student’s parent or guardian, the Connecticut State Department of Education (“CSDE”), and, upon request, a participating institution for purposes of applying to such institution under the CAAP.

The District shall notify each student enrolled in the student’s final year of high school, and the parent or guardian of such student, whether the student may be admitted to at least one participating institution under the CAAP based on the academic threshold established by such institution.

II. Calculation of Grade Point Averages For All Other Purposes

A student’s grade point average shall be calculated in the following manner: A=4, B=3, C=2, D=1. An extra .5 is added to the GPA value for each honors or Advanced Placement course. If an honors and AP course are both offered in the same subject, the honors course is then weighted by .25 (e.g. Honors Biology). A grade of ‘P’ (Pass) does not impact the GPA calculation.

The Superintendent or designee shall be responsible for implementing this policy and developing procedures in furtherance of this policy, if necessary.

Legal Reference:

Connecticut General Statutes § 10-220g

Connecticut General Statutes § 10-220q

Connecticut General Statutes § 10a-11h

Public Act 24-47, “An Act Modifying the Connecticut Automatic Admissions Program”

Adopted: December 7, 1992
Revised: December 21, 1999
Revised: December 20, 2005
Revised: December 5, 2006
Revised: December 20, 2022
Revised: February 19, 2025

It is the policy of the West Hartford Board of Education (the “Board”) to ensure that all students comply with the homework requirements imposed by the school in which the child is enrolled. It is also the policy of the Board that any imposition of homework should be related to the curriculum goals and standards recognized as appropriate for the student's grade. 

The Superintendent or his/her designee shall be responsible for developing procedures in furtherance of this policy. 

Legal Reference: 

Connecticut General Statutes §10-221(b)

Adopted: May 16, 1988
Revised: June 4, 2013
Revised: November 1, 2022

The Board of Education recognizes that assessment is an integral component of teaching and learning and that it provides decision makers, including teachers, parents/guardians, students, administrators, and Board of Education members with the information they need to monitor and advance student, teacher, school, and district progress.

Specifically, our system-wide assessment program, combined with standardized tests, provides the following information:

• Classroom: To inform instruction and provide data to assist teachers to make informed instructional decisions, plans, and changes regarding classroom instruction for individuals and classrooms; to provide feedback to students and parents about their children’s progress
• School: To monitor progress across classrooms and programs; to provide indicators of the progress of classrooms and schools toward the established goals; to inform the public of the schools’ progress toward district goals
• District/Community: To provide information over time to assist in making changes to instructional programs, policies, or practices to help all children to succeed; to provide data related to Board of Education goals and district indicators of progress.

Other guiding principles related to assessment include:

• The results of all assessments will be carefully reviewed to better meet the needs of students in attaining their learning goals.
• The administration will design assessments that contribute to the learning process.
• The district’s assessment expectations, approach, and tools will be reviewed and evaluated periodically to ensure consistency with instructional best practice and compliance with all relevant state and federal laws.
• Locally and commercially developed assessments (including required statewide mastery assessments, as required by law) may be employed.

Legal Reference: Connecticut General Statutes:
10-14n Statewide mastery examination.  Certification  of mastery.
Limtations on use of test results.  Examinations in
Accordance with Federal No Child Left Behind Act; funding.
Kindergarten assessment tool.
10-14q  Exceptions
PL 107-110—Title I, 34 CFR Part 2000

Adopted:  May 16, 1988
Revised:   June 5, 2012
Please note that former policy #6340 (Testing Program) is now covered under policy #6341.

The West Hartford Board of Education will, in all respects, comply with the requirements of state and federal law with regard to the special education of students with disabilities. Decisions about whether a student with a disability eligible for special education and related services under the Individuals with Disabilities Education Act shall participate in alternative assessment(s) to particular statewide or district-wide assessments shall be made by each student’s planning and placement team in accordance with applicable state and federal law.

Legal References:

Conn. Gen. Stat. §10-14q

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. §1400 et seq

34 C.F.R. §300.320 et seq.

Connecticut Alternate Assessment (CTAA) Test Administration Manual, English Language Arts and Mathematics (Dec. 9, 2019), available at https://ct.portal cambiumast.com/core/fileparse.php/51/urlt/CTAA-Test-Administration-Manual-TAM.pdf.

CTAA and Alternate Science Learner Characteristics Inventory (LCI), available at https://portal.ct.gov/-/media/SDE/Student-Assessment/Special-Populations/LCI.pdf?la=en.

Adopted: December 20, 2022

Our media centers are central to the mission of our schools, especially in an environment in which access, evaluation, and management of information is a key 21^st century skill. Thus, the Board requires that each school maintain a media center (library) with its materials selected by the professional staff, subject to appropriate administrative approval.  [See Administrative Guidelines for Collection Management in Library Media Center (2002).]

Each school will provide collections of resources in print, non-print, and digital formats for supporting instruction and for other student use. A qualified library media specialist, certified by the state, will be responsible for the leadership of each media center.

As part of the effort to maintain needed materials, students will be responsible for loss of materials charged to them and for damage beyond normal wear.

Adopted: May 16, 1988
Revised: June 5, 2012

The Board of Education recognizes that appropriate texts, both print and non-print, library reference facilities, maps and globes, laboratory equipment, audiovisual equipment, art supplies, athletic equipment, current periodicals, tests and questionnaires, and similar materials are the tools of the teaching profession. The Board of Education believes that at all times the schools should be as well equipped and maintained as possible within existing financial resources.

According to the provisions of law, regular and supplementary textbooks, library books, and such supplies, materials and equipment necessary to meet the needs of instruction in our schools shall be purchased by the District and loaned or furnished free of charge to all students.

The Superintendent or his/her designees shall oversee the selection of textbooks, instructional materials, other educational media and provision of equipment to staff. Evaluation and selection of materials shall be made by school administrators and teachers; teacher participation on curriculum committees and teacher consultation with administration for the purposes of recommending improvement in curriculum and materials is essential. The Superintendent and/or his designee shall establish guidelines for the selection process for materials.

Criteria used in the selection process will include, but are not limited to, the following:

• Compatibility with the range of abilities, needs, and interests of students
• Accuracy and timeliness of knowledge and theory
• High standards of literary and artistic merit
• Inclusion of diverse points of view
• Inclusion of controversial issues in the field of study
• Representation of achievements and accomplishments of diverse groups
• Quality of production relative to cost.

The Board of Education may provide for the loan of currently used textbooks to non-public schools in the district as provided by law.

The disposition of old and obsolete textbooks shall be accomplished under direction of the Superintendent in accordance with state and district regulations..

(cf. 1230 - Complaints Regarding Instructional Materials)

Legal Reference: Connecticut General Statutes: 
10-228 Free textbooks, supplies, materials and equipment
10-228a  Free textbook loans to pupils attending non-public schools

Adopted:  May 16, 1988
Revised:   May 1, 2012          

In accordance with federal law and Board policy, parents or guardians shall be permitted access to instructional material used as part of the educational curriculum for any student.   

"Instructional material" means any instructional content that is provided to a student, regardless of its format, including printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). The term does not include academic tests or academic assessments. 

Upon request, the district shall permit parents or guardians to inspect any instructional material. The district shall grant reasonable access to instructional material within a reasonable period of time after a request is received from a parent or guardian. 

Legal Reference: 

Federal Law: 

Elementary and Secondary Education Act of 1965, 20 U.S.C. § 1232h, as amended by the Every Student Succeeds Act, Pub. L. 114-95

Adopted: June 3, 2003
Revised: December 4, 2012
Revised: November 1, 2022

The Department of Pupil Services shall develop and implement programs, procedures, and practices that provide an integrated and inclusive learning community that supports the academic achievement and the social, emotional, and behavioral development of all pupils. Through a continuum of special education programs and practices in collaboration with general education, the Pupil Services Department will provide instructional/related services and resources to prepare each student to realize their potential in accordance with their individual needs and abilities.

These instructional and related services and resources include the following:  diagnostic evaluation, specialized instruction, social work/psychological/psychiatric services, physical/occupational therapy, speech/language therapy, guidance/school counseling, nursing/health services, homebound/hospital instruction, and transportation services. The department also provides consultations for students, staff, and families in areas such as autism, assistive/adaptive technology, psychiatric and behavioral therapy, and networking with outside agencies and service providers.

Policies 6430, 6431 and 6432 adopted 1988.
Consolidated into Revised Policy 6430: March 20, 2012

Instruction

Adult/Continuing Education

Mandated Programs

The mandated adult programs shall be open to residents and non-residents age 17 or older, not enrolled in a public elementary or secondary school program. No person enrolled in a full-time program of study in any school may enroll in a mandated adult education program. The mandated adult education program shall include those programs required by state statute as well as programs which may be offered at the option of the local Board of Education.

Adult mandated programs may be made available to non-residents at fees to be established by the Board of Education. The Board of Education will pay the costs for West Hartford residents who enroll in any mandated adult education program, including those leading to a high school diploma.

Enrichment Program

The enrichment program offerings shall be open to residents and non-residents 17 and older, with exceptions for younger students to be made at parental discretion and the discretion of the person directing the adult/continuing education programs. The program shall offer a variety of worthwhile subjects to serve civic, cultural, vocational and avocational needs and interests of the adult residents of the community. Course offerings shall be determined by response to courses previously given and by newly arising needs and interests, subject to limitations of teaching personnel, equipment, and plant facilities.

Classes shall be made available at fees to be established by the Board of Education. The Board of Education may waive or reduce fees for West Hartford residents over age 65 and/or persons with handicapping conditions/disabilities, or other classifications of persons it may determine eligible for waived or reduced fees.

Legal Reference: Connecticut General Statutes:
10-67 Definitions
10-69 Adult Education

Adopted: July 11, 1988
Revised: May 16, 2017

The West Hartford Public Schools are committed to a process of continuous improvement. To that end, regulations will provide guidelines for regular evaluation of the current program and steps for implementation of recommendations..

Legal Reference: Connecticut General Statutes:
10-76d(g)  Duties and Powers of Boards of Education to Provide Special Education Programs and Services
Federal Law:
Title IX of the Education Amendments of 1972, 20 U.S.C §1681 et seq.

Adopted:  May 16, 1988
Revised:  December 4, 2012