Parent/Student Handbook

The Governor Wentworth Regional School District does not discriminate in the educational programs, activities
or employment practices on the basis of race, color, national origin, age, gender, handicap, or disability in
compliance with the provisions of Title VI of the Civil Rights Acts of 1964, The Age Discrimination Act of 1967,
Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the
Education for All Handicapped Children Act of 1975.
Any persons having inquiries concerning the Governor Wentworth Regional School District’s compliance with
Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1972, and 34 C.F.R. Part 106
or Section 504 of the Rehabilitation Act of 1973, may contact: Assistant Superintendent of Schools Heather
Cummings, SAU #49, PO Box 190, Wolfeboro Falls, New Hampshire 03896-0190, (603) 569-1658 or the
Assistant Secretary for Civil Rights, US Department of Education, Washington DC and/or Regional Director,
US Department of Education, Office for Civil Rights, Region I, Boston, Massachusetts.

Professional Staff:

Kelly Colby-Seavey Principal

Alicia Hernandez, Pre-School Teacher
Casey Malo, Kindergarten Teacher
Cindy Finethy, First Grade Teacher

Sarah Creighton, First Grade Teacher

Courtney Stevens, Second Grade Teacher
Justine Crockwell, Second Grade Teacher
Sandra Swinerton, Third Grade Teacher

Erica Horsken, Third Grade Teacher
Erica Woodward, Fourth Grade Teacher
Karen Beaverstock, Fifth Grade Teacher
Michelle Craycraft, Sixth Grade Teacher
Elizabeth Bronson, Health Educator
Keith Conley, Guidance Counselor
Kristin Johnson, Music Teacher
Casey Lalkas, Occupational Therapist
Marion Martens, Reading/Math Teacher
Kimberly Nottage, Library/Media Specialist
Meagen Moriarty, Special Education Teacher
Susan Randall Special Education Teacher
Carolyn Ramsay, Diagnostic Prescriptive Teacher/Speech and Language Pathologist

Torri Richards, Math Coach
Michael Stasiuk, Art Teacher
Brian Swinerton, Physical Education Teacher
Amy Varney, School Nurse

Jaclyn Benson, Reading Specialist

Support Staff:

Janice Andrea, Homeless Liaison
Marcia Berry, Head Custodian
Shay Bennett, Paraeducator
Laurie Bisson, Food Service Kitchen Manager
Christina Damon, Student Support Center
Darlene Douglas, Custodian
Barbara French, Paraeducator
Keri Malone, Paraeducator
Lura Meattey, School Secretary
Lisa Murray, Paraeducator
TBD Special Education Secretary
Julie Stevens, Custodian
TBD Recess/Lunch Proctor/50% Paraeducator
April Tierney, Paraeducator
Gabrielle Wells, Paraeducator

We Believe Every Child Needs:
To develop self-reliance and an understanding of self
To be aware of individuality and the individuality of others
To accept and be accepted by others

To acquire skills which enable continuing education
To acquire good work habits and the ability to make decisions
To express creativity
To develop an ability to learn, think and communicate
To become aware of the privileges and responsibilities of freedom
To participate in activities that will develop leadership and acceptable social behavior
To understand and be encouraged to practice the values that develop strength of character
To acquire a knowledge and appreciation of cultural heritage
To develop knowledge of and responsibility for physical growth and development

8:30 AM Buses Arrive and Supervision of Students Begins. (Children should not arrive to New Durham
School prior to 8:20AM as there will be no supervision provided). Breakfast begins at 8:20.
Students may go to homerooms at 8:30AM.

8:45 AM School Begins
8:45 AM Breakfast Program ends and students return to classrooms.
11:30-1:30 Recess/Lunch (All students will have at least 30 minutes of recess during the school day, prior to their lunch.)
3:15PM End of day announcements as needed. Walkers dismissed.
3:15-3:30PM Busses called.

Walkers may be dismissed at the same time as bus students, from different doorways. The time
varies depending on when the buses arrive at the elementary school after the high school run.
Depending on which side of the school they live, walkers/bikers are dismissed from both the side
door and the office wing. Children who are picked up by parents will be dismissed through the
side entrance door only. (Please see Arrival and Dismissal Section of Parent Handbook for more
information)

 Students should arrive to school no earlier than 8:20AM when supervision is provided. Groups of unsupervised
children waiting outside the school presents a safety hazard, which can only be prevented by having children arrive to
school at the designated time.
 Children who arrive to school by bus will enter the building at the library door on the side of the building. Children who
are dropped off by parents should be discharged from vehicles at the main entrance to the building. With the
exception of the driveway leading to the back parking lot, all driveways are one way. Directions are marked with
arrows in the driveway and with signs.
 Parents are asked to say good-bye to their children outside. Only students and staff members are allowed in the
hallways leading to classrooms. This practice is for the safety of your child and every other child in our care. Please
comply with this request.
 It is important for teachers to be free to welcome their students to school and spend a few moments talking with each
one to ease the transition from home to school. Therefore, arrival and dismissal times are not a good time for parents
to “visit” with teachers. Appointments to talk with teachers can be made in the office.
 Children who participate in the breakfast program should go directly to the cafeteria without reporting to their
classroom. This allows a maximum amount of time for breakfast and a minimum amount of time out of the classroom.
In order to allow children to participate in breakfast, but not interfere with instructional time, breakfast will be over at
8:45AM for all children. Children must present themselves to the cafeteria by 8:40AM in order to participate in the
breakfast program. Exception is made during winter months when buses may be late. Children who do not prepay
for breakfast (or have free/reduced lunch) will be served on a “cash only” basis.

Over the years many different ideas have been tried in order to make arrival and dismissal as efficient and safe as
possible. Please do your part and follow these requests. If everyone is headed in the same direction there is less likely to
be chaos or accidents.
 Bus students and walkers will be dismissed at 3:15PM every afternoon. Please help us maintain order and
consistency by waiting until the end of the day and dismissal to pick up children. Picking children up early creates
disruption in the classroom as well as in our office.
 Walkers and children who are picked up by parent/guardian are dismissed out the side entrance.
 Parents have two options for picking up walkers. They may park outside of the school grounds in the street and
physically come to pick up their child– children will not be allowed to walk to a parent. Or, if they prefer, parents may
drive into the driveway, wait along the curbside, and your child will be sent to your car. When your child is loaded into
the car, you may drive off. It will be most safe if your child enters the car on the driver’s side in the back seat. If
he/she is going to enter on the passenger’s side, he/she should cross in front of the car, only after you give the OK.
Cars wait next to the curb and the middle lane is available for flowing traffic. As cars leave the curb, please exercise
caution to make sure there are no cars in the center lane.

Governor Wentworth School District maintains its own fleet of buses. Issues regarding bus routes or individual stops
should be brought to the attention of the transportation department. If you have a concern or question regarding your
child’s bus route or stop, please call the director of transportation at 569-2684. Although bus discipline is covered in the
discipline section of the handbook, parents and students should be aware of the following information regarding our
transportation system:
 Bus drivers are not permitted to load or unload pupils at other than their authorized bus stops
 Should a child need to ride a different bus on occasion, prior approval is required. Parents must write a note to be
given to the classroom teacher before the scheduled change.
 We discourage children from changing bus routes for attending parties or other group activities. As our buses are
usually full, we can’t guarantee there will be room for everyone.
 Glass containers of any kind may not be transported on the bus.
 Due to the safety hazard created by helium balloons on the bus, they may not be transported on district buses.
 No eating is allowed on the bus at any time.
 Animals of any kind may not be transported on the bus.
 Skis or skateboards, due to their size, may not be transported on district buses.
 Children should arrive to their bus stops at least five minutes before the bus usually arrives. Waiting until the last
minute, then running to get to the bus on time is not a safe situation.
 Because of the limited space on a bus, children should not have objects hanging off their backpacks. If brushed by
another child’s backpack, children can be scratched or if the object falls off the backpack, it can create a hazardous
situation for the driver.
 Children should never be removed from the bus line without notifying the office first.
 To insure the safety of our students, all the district buses have been equipped with camera boxes. Cameras are
active on a rotating basis. Audio taping is not part of the monitoring system. If you have questions about the use of
video on the buses please feel free to contact the director of transportation or the principal.
School buses are the safest form of motorized transportation. Children are most vulnerable to harm when loading or
disembarking from the bus. Please remember to STOP for school buses with red lights flashing, and watch out for
children boarding and leaving school buses.

There have been many studies which show one of the most important ingredients to effective instruction is time on task.
There are many things that can interrupt and reduce the amount of instructional time during the school day. The staff and
faculty of New Durham School work hard to protect instructional time and reduce the number of interruptions to the
instructional day. While some interruptions can’t be helped, with a little planning, many can. Please help us provide the
most effective instruction possible by adhering to these guidelines whenever possible.
 Please try to make doctor and dentist appointments outside the school day. If this isn’t possible, lunch and recess are
a good time for children to be removed for appointments. While we know there is sometimes no choice, we would
appreciate attention being given to instructional time when making appointments.
 If you have a delivery for your child (forgotten homework, raincoat, boots, lunch etc.), please leave it in the office. We
will find a time to make the delivery that will make the least impact on instructional time.
 If you must dismiss your child early, please report to the office. Office personnel need to be notified if a student
leaves school grounds during other than normal dismissal times.
 We recognize how important family time is and how hard it is sometimes to find time to be together as a family.
However, vacations that occur during the course of school do have an impact on your child’s learning. When planning
family trips or vacations, please try to schedule them during the summer or during school vacations.
 Every moment of classroom time is precious to teachers and students. Please make appointments to talk with
teachers outside of the instructional day.
 Every now and then a fad or new toy will begin to infringe on instructional time. Examples include things like “virtual
pets”, Beanie Babies, Pokeman cards, finger skateboards, or fidget spinners. The administration reserves the right to
ban any such toy when it begins to become a classroom disruption. Teachers may make their own rules regarding
these items.

Recess is considered an integral part of the school day. Except in extreme circumstances or with a doctor’s note, children
who come to school will be expected to participate in recess. Teachers in the younger grades help children make good
choices about wearing the outdoor clothes they have brought to school. Parents need to help with the good choices
about what to wear or bring to school. As children mature and become better decision makers, teachers encourage, but
do not enforce an appropriate dress code at recess. Older students are given the opportunity to make their own choices,
but must deal with the consequences of these choices.
Recess provides a wonderful opportunity to take a break and come back to the academic rigors of the classroom
refreshed. Research has shown that recess before lunch is healthier for students. When at all possible, students will have
recess prior to lunch. Research has also shown that daily exercise, fresh air and exposure to nature enhance student
learning.

New Durham School Food Service offers children the opportunity to have a healthy breakfast and/or lunch each day.
Menus are subject to change. For the 2022-2023 school year, breakfasts and lunches are free to all students.
Chocolate Milk: The American Heart Association recommends a limit of 3-4 teaspoons per day of sugar for preschoolers
and children in elementary school. Four teaspoons of sugar is equivalent to 20 grams. One serving of chocolate milk
provides more than (22g) the daily recommendation. The American Heart Association recommends 1000-1500mg of
sodium per day for children, depending upon the age of the student. Chocolate milk has twice the sodium of regular white
milk, or about one-fourth of their daily-recommended intake.
The administrative team in conjunction with the district wellness policy, has decided that chocolate milk will only be
available once per day at lunch for students. It will not be available at breakfast or as a snack. If you do not wish your child
to have chocolate milk, please contact the principal at kcolbyseavey@sau49.org

The Governor Wentworth School Board recognizes the importance of proper nutrition and developmentally appropriate
physical activity as ways of promoting healthy lifestyles, minimizing childhood obesity, and preventing other diet related
chronic diseases. The Board also recognizes that health and student success are inter-related. It is therefore the goal of
the Board that the entire learning environment be aligned to positively influence a student’s understanding, beliefs, and
habits as they relate to good nutrition and physical activity.
A Wellness Committee has been established to conduct formative assessments of the nutrition and physical activity
environment throughout the district and make recommendations to the Administrative Team. Last year the Governor
Wentworth Regional School District revised the wellness policy due to a change in United States Dietary Guidelines for
Americans with which schools receiving federal funds must comply. In addition, the GWRSD Wellness Committee made
recommendations aligned with the new guidelines and the Committee’s goals around health and wellness. These
changes are reflected in Policy JLCF, which is available on the GWRSD website.
Please be aware that one of the most significant changes to the policy is related to food brought into school for
things such as birthday and/or holiday celebrations. In order to meet the nutritional guidelines required by law,
any food sent into school classrooms must comply with the federal guidelines; cupcakes and other sugary
sweets can no longer be served during the school day. (This is a significant change, as cupcakes, cakes and
sugary sweets will not be allowed to go to the classroom. If you wish to provide a birthday treat for your child’s
class, it should be one that is considered healthy (low in fat and sugar), complying with the federal guidelines.
However, the NH Department of Education does allow districts to offer three exemptions to the law per school year.
Elementary schools in the Governor Wentworth Regional School District will exercise those exemptions for the following
celebrations: Halloween, Winter Holiday parties and Valentine’s Day.
To help with the transition from birthday cakes and cupcakes please see some suggestions for alternative ideas.

Snack Ideas for Classroom Celebrations.
 100% Fruit/Vegetable Juice
 Water/Flavored Water (calorie free)
 Low-fat or fat-free milk
 Fresh Fruit assortment
 Fruit and cheese kabobs
 Fruit platters
 100% fruit snacks
 Vegetable trays

   Cheese-cubes, string cheese
 Pretzels
 Low-fat popcorn
 Graham crackers
 Animal crackers
 Angel food cake – plain or topped with fruit
 Low-fat pudding
 Low-fat yogurt or parfaits
 Trail/Cereal Mixes or Bars
 Nuts, seeds
 Whole grain muffins or cakes that are low in fat and sugar

As part of the District’s Student Wellness Program, students will be given opportunities to gain knowledge, skills,
behaviors, and motivation needed to be physically active for life through organized and/or impromptu daily physical
activity offerings such as recess periods, physical education classes, “brain breaks”, the integration of physical activity into
the academic curriculum, and after school programs including intramurals, interscholastic athletics, and physical activity
clubs.

New Durham Staff value good communication with parents and community. Twice per month a newsletter is published
which lists upcoming events, talks about classroom activities and contains announcements. Please read this newsletter,
as it is one way the New Durham School Community communicates with parents. Newsletters and other informational
memos are sent home based on our sibling list. The youngest child in a family receives the Newsletter. We have found
they are the most likely to get announcements home. The newsletter is also available on our school website.

Each year we could outfit a family of four from the items of clothing that are left unclaimed at the end of the year in Lost
and Found. Our Lost and Found is located near the main office and should be checked regularly by students who are
missing possessions. Many unclaimed items could be returned to children if clothes had names sewn or written on the
inside. After several weeks, items lost may be donated to charity. Valuable items such as glasses and jewelry will be
taken directly to the School Office.

Physical Examinations: School Law (200:32) and School Board Policy state “all students (K-12) entering the school
system shall present evidence of a complete physical examination having been performed within the previous 12 months”.
If proof of a physical is not available, the district requires an appointment to have been made in order to start attending
classes.
Immunization and Tests: “Prior to entrance, all students (K-12) must present a certificate stating that they have had the
required immunizations or that they are currently undertaking a program following the current recommendations of the
State Public Health Agency.” Non-compliance could result in non-admittance until written proof is presented. (SEE THE
REQUIRED IMMUNIZATIONS CHART later in this handbook. Note: forms to be completed by the physician regarding
physical exams and immunizations are available from the schools in the District. Students who have not met the above
requirements may be excluded from school.
Accidents and Illness: If an accident occurs, our nurse will apply immediate first aid. Parents will have the responsibility
for transportation of a sick child and any further care which is necessary. Any expenses incurred as a result of injury in
school or during school activities are the obligation of parents.
Excuses from Physical Education: Students may be excused from physical education for one week with a note signed by
a parent or guardian. After one week, a doctor’s statement is required stating the reason and duration of time the excuse
is to cover. A second doctor’s statement is required for the student to resume physical activities after being excluded.
Attendance at After School Activities: If a child is absent from school, they may not participate in after school
activities on that day.
Medications During School Hours: When a student is required to take medication during the school day, the parent
must provide:
1 A written statement from the prescribing physician, detailing the method of taking, the dosage and the time
schedule to be observed
2 An authorized request from the parent for the school to assist the pupil in the manner set down in the
physician’s statement, including a “hold harmless” release. (forms available at office)
3 The medication must be in a container with a pharmacy label stating the student’s name, the physician’s
name, the date of original prescription, the name and strength of the medication, and directions for taking by
the student.
4 No non-prescribed medication will be allowed in New Durham School with children.
 Over the Counter Medications maintained in Health Office: Our health office offers the following OTC medications for
your child’s comfort: Motrin/Advil/Ibuprofen for headaches and/or other pain, Benadryl for hives, antiseptic wash to
clean cuts and scrapes, Hydrocortisone cream for itching, Calamine or Caladryl lotion for itching, bug bites and
rashes.
 Notes following absences: Any student who has been absent, upon returning to school, must bring a note, signed by
the student’s parent or guardian, within two days explaining the cause of the student’s absence.
 Communicable diseases: When a student’s condition is known or under suspect, the student shall be excluded from
school until the time effective treatment has been carried out. Students may only reenter school after seeing the
school nurse or her/his designee.
 Screening: Screenings for vision, hearing and scoliosis (curvature of the spine) are carried out during the school year
at various grade levels. Referral notices will be sent home if screening results indicate there may be a problem.
Children are regularly checked for Pediculosis (head lice).
 Availability: New Durham School provides health services on a daily basis from 8:45AM to 3:30PM. Parents are
welcome to speak with our nurse about any health concerns.
So many things affect a child’s readiness to learn. Children who are sick and not feeling well are definitely disadvantaged
learners. If your child is not feeling well in the morning, please consider carefully whether he/she is well enough to come
to school. Sometimes a day home to rest provides more benefit than having the child attend school. Parents are in the
best position to make this decision. However, when a child comes to the health office once in school, our health office
personnel will make the decision about whether a child is well enough to remain in school.
Dental Health Services:
Your child will receive a free dental screening by a Registered Dental Hygienist as part of The School Smiles Dental
Program. This program offers dental education, screening, cleanings, fluoride treatments and sealants to eligible children
in pre-school through grade 3. Any findings or concerns that are discovered during the oral screening will be sent home in
writing to a parent or legal guardian and no treatment will be initiated without written parent/legal guardian permission.
In addition, the Dental Hygienist may screen a student of any age to assist the School Nurse with providing either proper
care or appropriate medical counseling for oral health concerns. If you do not wish to have your child receive any of
the aforementioned services, please send a letter to the school principal asking that your child be excluded from
participation in any oral health services offered by the registered dental hygienist. The Principal will send you back
a letter indicating acknowledgement that you have opted your child out of the dental service program and will notify the
School Nurse of your decision. If you do not send such a letter to the Principal and receive a letter confirming your desire
to exclude your child from receiving these services, it will be assumed that you have granted permission for her/his
participation in the dental hygiene program.

When a personal check is returned for non-payment, our bank assesses a $20.00 fee. This cost will be passed on to
anyone who issues the school a check that is returned for insufficient funds.

 School may be canceled, delayed in opening, or the school day may be shortened in the case of inclement weather or
other emergencies.
 In the event that school is canceled, the following radio and television stations will carry the closing information:

Television WMUR (channel 9)
WCSH (channel 6)
FM Radio WMWV - 93.5
WOKQ - 97.5

WPKQ - 103.5
WSCY -106.9

 If school is delayed in opening (not canceled), the delay will be for a period of 2 hours. School then starts at 10:45
AM. As there will be no one on duty to supervise, students should not arrive before 10:30AM. On delayed opening
days, we do not offer breakfast or have recess.
 If, once in session, school is shortened, buses will arrive early and be ready to take children home.
 Parents and students should have a pre-arranged plan if school is shortened and the school office should be notified
about any special changes when students are dismissed early. Please keep emergency cards updated with current
information in case we need to contact you regarding emergencies or questions about dismissal.
 If you complete the School Messenger form at the beginning of the school year, you will receive an automated
message.
 If the buses are late during bad weather conditions, students should be told to wait no longer than 20 minutes before
returning home.
 As always, parents have the ultimate right to decide if they feel the weather is too dangerous to transport. We are a
large district; weather conditions can change rapidly from one end of the district to the other.

 Parents are encouraged to make dismissal arrangements with their children before they come to school.
Although we can get messages to students, the volume of calls that are made to the school each day regarding
changes in plans and reminders is disruptive to both the office and the instructional process.
We especially appreciate it when calls changing plans are made before 1:00PM.
 Students are allowed to use the telephone only in emergency situations. Arranging plans with friends, or calling
about forgotten homework, are not considered emergencies.
 Although students may bring a cell phone to school for use after school hours, during school, cell phones must be
off and away. Cell phones which are used during the school day will be confiscated and given to the principal
from whom they may be picked up by a parent. Students will be discouraged from contacting their parents directly
during the school day without permission from the office.

Knives, water pistols, guns, and other dangerous items or “look alike” weapons, are not allowed in school or on school
property. Such items will be confiscated and NOT returned. Violation of this regulation is considered to be serious and
will be treated with strict disciplinary measures.

The Governor Wentworth Regional School District is committed to providing all students with a safe school environment in
which all members of the school community are treated with respect. School faculty and staff watch carefully for
instances of intimidation by bullying or harassing behavior. Students who engage in this type of behavior receive
consequences through the district discipline code. The full policy is included in the Important Notifications portion of this
Handbook.

We encourage children to take both library books and textbooks home to use and read. However, we expect that they will
be responsible for these books. If students lose books or fail to return them to the library or classroom, they will be
responsible for the replacement cost of the books. Notices for lost books will be issued twice a year.

To avoid creating hard feelings, invitations to parties may only be passed out in class if every student is being invited. If
you are having selected guests, we ask that you send invitations by mail. We cannot provide addresses. However, if you
stamp and put names on invitations, you may drop them off in the school office and we will address them and put them in
the mail. If you are counting on us to address envelopes, please allow enough lead time so we may get them done in a
leisurely manner.

By law, attendance in school is based on where a parent resides, not where the student resides. Students may not be
placed with relatives or friends in order to attend school in a specific town or community.

The Governor Wentworth Regional School Board has a responsibility to assure that the atmosphere in the schools is
conducive to learning and fosters an environment of respect. Student dress plays an important part in creating an
educational tone that demands both academic rigor and high standards of discipline. Additionally, appropriate dress is
often a requisite for employment and, therefore, this topic is consistent with meaningful instruction and consequential
student learning.
The standard for student dress in the Governor Wentworth Regional School District allows, within a defined set of
parameters, a choice in clothing. Generally speaking, each individual is allowed to dress according to her/his personal
preference provided that the execution of her/his selection does not interfere with the rights of others, cause disruption to
the educational program, damage school property, or is considered a health or safety hazard.
The Board recognizes that the responsibility for the appearance of the students rests with the parents and the students
themselves but the enforcement of the standard is the responsibility of all District employees.
To assist with the understanding of the dress standard, the following guidelines and accompanying regulation have been
established:
 Dress and grooming shall be clean and in keeping with health, sanitary, and safety requirements. All clothing
shall be neat, clean and free of holes that could be considered obscene or provocative.
 Any article of clothing that could create a hazard to the wearer or to others sharing the school environment shall
not be acceptable.
 Dress and grooming shall not be such as to disrupt the teaching-learning process.
 Clothing shall be free of provocative or obscene writing or graphics.
 Clothing imprinted with slogans or graphics that refer to sex, violence, discrimination and/or drugs (including
alcohol and tobacco) shall not be worn on school property.
 Articles of clothing and/or accessories that can cause physical damage to the facility are unacceptable.
 Hats and sunglasses shall not be worn inside the school building without permission from the principal, shall be
stored in student lockers or cubbies while classes are in session.
Building principals are authorized to issue regulations and/or additional guidelines in order to implement this policy. The
Superintendent must approve such regulations and guidelines prior to their dissemination.
Disciplinary action shall be taken with any student violating this policy.
General Guidelines for Determining Appropriate Dress:
 Tops/Tops of Dresses – All tops shall cover at least the entire shoulder area and extend to the start of the clothing
article that covers the lower body. Bare middles or the exposure of cleavage shall not be permitted. Tops shall
not be sheer nor shall they permit the exposure of any part of a student’s undergarments. There shall be no holes
in the garment that create an indecent exposure of the student’s body.
 Footwear – Footwear must be worn and be of a type that does not damage property, create a distraction to others
nor generate a potential hazard to the wearer. Examples of unacceptable footwear include, but are not limited to:
cleated boots, steel toed boots, shoes or boots with heels that mar, platform shoes, flip-flops, and footwear that
creates excessive noise when the wearer is walking.
 Slacks - All slacks must be worn at the waistline and must not drag on the floor when the wearer is walking.
Slacks shall be neither excessively baggy nor overly tight. The slacks shall hide undergarments and there shall
be no holes in the garment. I
 Skirts/Dresses – Skirts shall be worn from the waistline with a minimum length of approximately 3 inches above
the knee. Skirts deemed to be overly tight shall not be acceptable. Any slits in the garment shall not extend
higher than approximately 3 inches above the knee. Skirts shall not be sheer nor shall they have any holes in the
material that create an indecent exposure of the student’s body.
 Shorts – Students may wear shorts provided that the garment conforms to the dress standard. The shorts must
be worn at the waistline with a minimum length of approximately 3 inches above the knee. They shall not be
sheer nor overly tight.
 Jewelry – No jewelry or accessories shall be worn that could be considered a safety problem. Examples include
but are not limited to: oversized earnings, pocket chains or other heavy chains, spiked collars, spiked wristbands,
etc. Jewelry or accessories that create a distraction, generate a hazard, or provide a reference to sex, violence,
discrimination or drugs (including alcohol and tobacco) shall be considered inappropriate.

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Exceptions: The Board recognizes that circumstances may necessitate reasonable variations in the student dress
code. Some of the exceptions that may be considered by the building principal and/or Superintendent of Schools include:
 A medical condition supported by a written order from a qualified physician
 Field trips where, due to the nature of the planned activities, a variation in clothing is temporarily requested for the
duration of the trip.
 Special program requirements such as the wearing of gym shorts for physical education class
 Special dress that is required as part of a school-to-work experience
 A costume that is part of an approved play
 An approved uniform worn by an athletic team
 Special school events that specify a temporary variation in the dress code.
Enforcement and Consequences:
The Board believes that it is every employee’s responsibility to enforce the standard of dress articulated in Policy JICCA
and this Regulation. Violation of this policy will result in referral to the principal’s office and may include disciplinary
consequences for repeat offenders.

Many of the policies and procedures you’ll read about in this booklet have as their main purpose the safety of our children.
The best learning environment for children is one that is safe, orderly and predictable. Although it can look and feel like a
lot of rules and regulations, we take the job of keeping your children safe very seriously at New Durham School. Please
help us by cooperating with the following procedures.
Visiting the School:
 Buzzer System – We have an intercom system in place to enter the building. There is a cell phone number posted on
the main entrance for before and after school hours.
 Check in at Office -Please sign in at the office before going to see a teacher. Unless a conference has been
scheduled, school hours are not a good time to speak with a teacher. Sometimes this is unavoidable, but the office
staff needs to check with the teacher to see if they are available before sending a parent to the classroom. Parents
who are in the building will be given a visitor’s tag as part of the sign in procedure.
 Visitor’s Tags - During the school day visitors should always sign in at the front office before going anywhere else in
the building. Visitor’s tags should be worn as a sign that the office is aware there is a visitor in the building. Without a
tag, it is likely that staff will challenge your presence in the hallways. All doors are locked to insure supervision of any
visitors to our building.
 Volunteer Buttons - School Volunteers should also sign in at the front office and wear a Volunteer Button so children
and staff know their purpose in the building.
Absences:
Regular and punctual patterns of attendance will be required of each student enrolled in New Durham School. Student
attendance is the responsibility of the parents and students. It is recognized that absence from school may be necessary
under certain conditions. However, every effort should be made by parents and students to keep absences and tardiness
to a minimum.
 We try to call to verify absences by 9:30AM each day. If you know your child is going to be absent, please call the
office. Early morning messages can be left on the answering machine by calling 859-2061. You may also email the
principal or school secretary.
 All absences need to be confirmed by a parent/guardian either by phone or by signed note. Absences without
parent/guardian confirmation are considered unexcused.
 Consistent attendance at school is very important for a child’s academic success. School Board Policy indicates that
an excess of 28 absences may put a child’s promotion into jeopardy.
Truancy:
A student is considered truant when they are absent from school without parent/guardian or administrative permission.
The truancy policy is initiated as the result of excessive, unexcused absences from school or class without the necessary
permission. Our policy with regard to truancy is as follows;
 After 10 half days/ 5 full days of unexcused absence, a certified letter will be sent to parents/guardians reminding
them of New Hampshire’s compulsory attendance laws.
 At 15 half days of unexcused absence, a certified letter will be sent to parents/guardians requesting a meeting. If
there is no response, the SAU will be notified, and the truant officer will be sent to the home.
 If the issue remains unresolved after 20 half days of unexcused absence, the district will consider the absence
habitual as defined by RSA 189-35, and may file a CHINS or a complaint in district court. A full policy is included at
the GWRSD website: https://drive.google.com/file/d/1wDqsMVjum7eV-Qm-bjDoCJuqatInM90S/view
(Family) Vacations:
We encourage families to take vacations during regular school vacation periods. However, if a family decides to take a
vacation during school time, the parent is asked to notify the school office and the child’s classroom teacher. Students
are responsible for making up all work missed during vacation time. It should be noted that absences for vacations could
have a negative effect on grades.
Notes from Home:
We can help children deal with the anxiety that goes along with change if we are aware of changes in routine. Please
write a short note or call the office when there is going to be a change in your child’s routine regarding school. (e.g. early
dismissal, doctor’s appointment, change of bus etc.) There are many children who come to the office at the end of the
day unsure about what they should do. If we have a note we can relieve some of their anxiety.
Children who are staying after school to participate in a school activity must have some kind of written permission from a
parent/guardian for staying after school. We have general permission forms for children who stay after for a club or
activity that meets on a regular basis (e.g. Newspaper Club, Chess Club, etc.) For special, one-time events children
should also have a permission form signed by a parent. When children are participating in after school recreation
programs, there is a special permission form that should be filled out so we are aware of when children will be meeting
with their teams. If schedules change, and your child is no longer going to stay after school, please notify the office or
write a note. If there is ever a question about whether a child should stay at school or take the bus home, and we cannot
contact a parent to confirm, we will keep the child at school. He/she will be safer here under the supervision of an adult,
than going home when the parent may not be present. Please communicate with us regarding any changes in your
child’s schedule.
If you have a last minute change in arrangements at the end of the day, and decide to pick your child up from school
without notice, please check in at the office. DO NOT TAKE YOUR CHILD OUT OF THE BUS LINE WITHOUT
NOTIFYING THE OFFICE. We want to know where your child is at all times. If a teacher dismisses a child to the bus, we
know that child is on the bus home. If the child is taken from the line without notifying the office, we are in the
uncomfortable situation of thinking the child is on the bus when they are not. Please help us by communicating all
changes in plans either in writing or in person in the office.
Don’t forget your note if……….
 you have been absent from school and your parent/guardian has not called.
 you are late to school and your parent/guardian has not called
 you must leave school early and your parent/guardian has not called
 you must go somewhere other than home
 you are going to travel home in a different way

Bike Safety:
Arrival and dismissal are busy times at New Durham School. Students who ride their bikes to school should be skilled at
handling their bikes, and be willing to follow the rules of the road. Please review the following safety rules before letting
your child ride her/his bike to school:
 Bicycles must be walked at all times while on the school grounds. This includes the driveway.
 When riding to and from school, bikers must obey all traffic regulations, signs, signals and markings. Please make
sure to use crosswalk.
 All bike riders must wear a helmet at all times according to state law.
 Keep right. Ride with traffic, not against it.
 Use hand signals to indicate turning or stopping.

 Ride a safe bike. Have it inspected to insure good mechanical condition.
 Parent/Guardian permission to ride to and/or from school must be given.
Custody:
In the cases of shared custody, it is our custom to communicate with the parent who has physical custody of the children
and/or lives in New Durham. We ask that parents who receive information share it with the non-custodial parent. If this is
not appropriate to your situation, we ask that you request in writing to have separate mailings.
Emergency Contacts:
Each year you are asked to go into the Infosnap system to update your child’s emergency information. Please inform the
office immediately in the event of a change of address, telephone number, or emergency contact. When you submit the
emergency information, please let us know if there are any health and/or custody issues we should be aware of.
Pupil Safety:
The school district takes pupil safety very seriously and has a number of policies related to the prevention of violence,
bullying and harassment. Parents who are interested in seeing policies may refer to the back of this handbook or request
a copy of any policy from the building principal. Policies provide for an appeal process up to and including the New
Hampshire State Board of Education.
Smoking:
New Hampshire’s Youth Access to Tobacco Law has been revised. Effective January 1, 1998, “no person shall use any
tobacco product in any public school facility or on the grounds of any public educational facility”. Smoking will not be
permitted in the buildings or on the grounds of New Durham School at any time. (See District policy at
https://drive.google.com/file/d/1wDqsMVjum7eV-Qm-bjDoCJuqatInM90S/view

Emergency Drills / Fire Drills:
There will be a number of fire drills during the school year. Students will walk silently in a single line to the exit that is
assigned to their class. Each primary exit also has a secondary exit, which students should be aware of. As soon as the
building is cleared, the students will return to their classes. Visitors to the building need to exit from the nearest exit.
Emergency drills, where children return to their classrooms immediately, will also be practiced. The purpose of
emergency drills is to create a systematic way to keep students safe in the face of an emergency occurring somewhere
within the building (e.g. suspicious person wandering building).
Emergency Management Plan:
Each school in the district has an Emergency Management Plan for handling any crisis or emergency, which may occur
within our schools or within the town. For example, it includes procedures for what to do in case of severe weather,
hazardous spills, intruders in the school, serious injury and many other such situations. If there is ever an emergency in
our school, parents are requested to stay away from the school building. Crowding from parent cars or parents in the
school, may make it difficult for us to handle the emergency in the proper manner. While we know your first reaction will
be to make sure your child is safe, parents are asked to remain at home or at work and listen to TV and radio
stations for further directions. Students may be evacuated from the building and need to be picked up at an alternate
placement. (See letter from the Superintendent at the front of this handbook.) Once students are safe, we will notify you
via our Alert System.
Security System:
Please be advised that the New Durham School has installed a security system that includes an alarm system and video
cameras inside and outside the building. The cameras record activity continuously. You will need to use the “buzzer
system” located at the front entrance. A phone number is also listed on the front door for entering the building before and
after school hours.

Good communication between parents and school is at the heart of a successful school experience for our youngsters.
New Durham staff and faculty work particularly hard to keep communication open between home and school. Every
other week we publish a Newsletter designed to keep parents informed about what goes on in our school. Teachers are
available before and after school for phone calls or planned conferences and frequent notes are sent home with students.
However, communication is a very tricky thing. It takes good listening, questioning for understanding and careful
reflection on everyone’s part to make communication effective and productive. Please help us keep communication
honest and clear by checking with the school when you have a question and letting us know when we could be doing a
better job at communicating.
 If a parent has a concern or question regarding her/his child’s education, it is important to talk with the
teacher first. If he/she feels the teacher has not satisfactorily answered the question or addressed the concern,
parents should then feel free to bring their concern to the attention of the principal.
 Conferences are scheduled for every child on November 8th & 9th , 2022. In addition, conferences may be
scheduled any other time parents or teachers feel it would be in the best interest of the student to meet.
 Parents are welcome and encouraged to come and observe in their child’s classroom. We ask that advance notice be
given so that the least amount of disruption occurs to the instructional process.

The Governor Wentworth Regional School District sees homework as a constructive tool in the teaching/learning process
when geared to the needs and abilities of students. Purposeful assignments not only enhance student achievement, but
also develop self-discipline and associated good work habits. As an extension of the classroom, homework must be
planned, organized, purposeful, and should provide feedback to students in a timely manner.
Teachers may give homework to students to aid in the student’s educational development. Teachers may assign
homework as part of their curriculum. (If homework is to be used by teachers as part of a student’s grade, the teacher will
explain to students how such assignments relate to the evaluation of their performance.) Homework should be an
application or extension of a classroom experience and should not be assigned for disciplinary purposes.
Of course, daily reading is always beneficial and is supported by research. The more you read, the better a reader you
become!
Suggestions for Helping Your Child:
 Your child will get more out of studying if you make your home a learning place.
 Set aside a quiet time for the whole family. (Choose a time that’s good for everyone.) Turn off all televisions and
radios. Children can use the time to study or read; parents can read, write, etc.
 Be a guide for your child. Let him or her know that you’ll help find the answer to any questions. For example, go to
the public library or research a topic on-line, together.
 Talk with your child about what is going on in school. “What was one positive thing that happened today at school?”
 Review homework and/or school paperwork together and help your child prepare for the next school day.
 Provide a variety of reading material. Read aloud together.
 Be patient and flexible - building new habits and attitudes takes time for everyone.
 Be a positive influence. Your attitudes and actions influence your child at home and school.
 Encourage, don’t discourage your child. Praise your child’s efforts and boost his or her self-esteem. Avoid making
negative statements, such as, “You’re not very good at math” or “I was never good at math!”
 Talk about school and teachers in a positive way. For example, talk about teachers and courses you liked.
Encourage your child to go to school each day.
 Help your child be independent. Teach him or her to budget time and make decisions. Encourage your child’s
interest in hobbies and activities.
 Set realistic goals together, and plan how to achieve them. Keep in mind that your child is an individual. Don’t expect
more (or less) than he or she can do.
 Teach by example and be a positive role model. Develop healthy habits that can be shared, such as cooking meals
exercising together, or having established bedtimes.
 Express your love. Let your child know that you love him or her. Avoid comparing your child to others, especially
brothers and sisters.
 Spend time with your child. Go on walks, picnics, or visit museums together. Also, spend time with your child and his
or her friends.
 Talk with your child, not “at” him or her. Ask questions and listen carefully to what he or she says.
Even if your own school experience was not a good one, help us, by your example, to build a positive school experience
for your child. Show your child that you care - - it really makes a difference

New Durham School is interested in maintaining a partnership between parents and school. We do this through meetings
throughout the year, and by collecting information regarding parent confidence in and acceptance of school policies and
procedures. Please feel free to drop by the school anytime to discuss school related issues with the administration.

iSocial Leadership Team

The iSocial Leadership team works to ensure that we are using our practices to help the youngest students (ages 3-5) develop positive social and emotional skills.  If you are interested in serving as a parent representative; please contact Keith Conley (kconley@sau49.org). 

PTO
New Durham School has a small but enthusiastic Parent-Teacher-Organization. For the 2022 school year officers are:
Presidents: Kaitlyn Hills, Secretary Crystal McLain, Treasurer Rebecca Roy, Asst. Treasurer Alicia
Hernandez. The PTO meets monthly in the school media center. All parents and grandparents or guardians are
encouraged to attend!

Volunteer Program
New Durham School has been a Blue Ribbon Volunteer School for over 25 years. We love to have parents and
community members in the school volunteering with our students and helping our staff. We do require a short training
and that all volunteers so all volunteers have the same expectation for students and understand the philosophy that
guides what we do at our school and that all volunteers or chaperones be fingerprinted for our district. If you are
interested in becoming a volunteer, please call the school office, 859-2061 or Diane Thayer, Volunteer Coordinator.

Core Instruction:
All classroom teachers are expected to instruct their students in the following subject areas: Language Arts (to include
reading, writing, spelling, listening and speaking), Mathematics, Science and Social Studies. Each grade level has a set of
standards per subject area that have also been translated into “I can” statements to make them more understandable to
students.
Art Instruction:
All students receive art instruction once a week. Art lessons encompass an introduction to famous artists and works of
art, different styles and media, and vocabulary and concepts appropriate to the student’s age level. Skills are built upon
each year. Students enjoy drawing, painting, printmaking, clay sculpture, mask making and much more.
Kindergarten:
Kindergarten provides the foundation for a child’s educational experience. It is a transitional year when children learn to
work with each other, exercise self-control, build a community of learners, and share ideas and solve problems.
Kindergarten is key in laying the foundations of literacy. The kindergarten environment is rich in opportunities to explore
and learn about print.
In the spring, the Observation Survey is administered to all kindergarten students to help parents and teachers determine
where children are in their readiness for reading and writing. Teachers will meet with parents to review the results in the
late spring.
NOTE: For children not yet in kindergarten, the entrance requirements are:

 Five years old by September 30th
 A birth certificate
 Complete immunizations
 A physical exam within the last 12 months
 Proof of Residency

Music Instruction:
Music instruction is provided for all grade levels. The curriculum is designed to introduce concepts that are appropriate at
each age level with the long-range goal of providing students with a basic knowledge and appreciation for all types of
music by the sixth grade. Children in third grade receive intensive instruction on Orff rhythm instruments. The fourth
grade curriculum includes a full year of instruction in how to play the recorder. At the mid-point of fourth grade, children
are introduced to band instruments and allowed to select an instrument for individual instruction if they so desire. The
overall music program offers many performance opportunities in the classroom for “hands-on” application of concepts
taught. The music teacher works with the classroom teacher to integrate music into special thematic units taught in the
regular classroom.
Physical Education:
The goal of the physical education program is to give every child the opportunity to experience, succeed and build self-
esteem in a wide variety of movement activities. The school district provides for instruction in the area of physical
education once a week. Students are expected to participate in physical education and activity periods. Parents may
request an excused absence from gym for one week. After that a doctor’s note must be provided. Students are
encouraged to wear properly laced sneakers and appropriate attire.

Over the past few years, the staff at New Durham School has focused our resources on building the availability of
technology as a tool for learning. Children at each grade level grow in their ability to use computers and software to meet
the learning goals of their grade. All classrooms have access to the World Wide Web. In order to participate, children
must have a signed “User Policy” on file with the office. All district schools comply with the Children’s Internet Protection
Act. Students are well supervised in their use of the Internet, but both parents and students should realize that the student
has some responsibility for using this tool wisely and appropriately. We have a technology lab and a portable cart that are
available for class instruction at all grade levels. Many classrooms have sets of chrome books or laptops for student use.
We understand that students of all ages have cell phones. However, at school cell phones are to be Off and Away During
the School Day! We would appreciate parent support by discouraging your child from sending you texts during school
hours.

Students of all ability levels are heterogeneously grouped for classroom instruction. Instruction is differentiated by
teachers or other support staff members for children with differing needs. Teachers receive help from resource room
staff, reading specialist, and our support staff in order to meet the varying academic levels within their classroom.

Classes usually plan one or more field trips during the course of the school year. These are planned to provide
enrichment to the regular classroom instruction and usually are associated with specific units of study. Field trips are
considered an important part of our school curriculum and program. They are funded through a variety of methods
including fundraisers, district allocations, PTO donations and parent and student contributions. Parents who have been
fingerprinted  through our district are always needed to help chaperone field trips. Pre-school children and/or younger
school-aged children are not permitted to accompany parents who are chaperoning. As field trips are a perfect time to
address the social aspects of our curriculum, students are only allowed to bring electronic equipment, including smart
phones, on field trips with principal approval.
Chaperone Responsibilities
 Please ask students to stop talking when they are interrupting others.
 Remind students to walk, not run.
 Remind students to use quiet voices in appropriate situations
 Take a child by the hand when he/she is not following directions
 Bring your group to the bathroom
 Remind your group to clean up after themselves
 If warranted, remind your students that a field trip is a learning experience and that we are all representing New
Durham School.

The Board recognizes its responsibility to preserve order and ensure the safety of students and staff. Students, as part of the
educational community, must be made aware (through student handbooks, letters, etc.) that violation of the rules of conduct
will not be tolerated and may result in removal from the educational community on a temporary (suspension) or permanent
(expulsion) basis.
Student handbooks and building rules outline the rights and responsibilities of each educational community member and will
reflect this commitment to a safe school environment and will be reviewed on this basis. Pursuant to RSA 189:15, this board
requires that the student body shall be notified of the content of RSA 193:13 through posting and student handbooks.
NH RSA 193-D is known as the Safe School Zone Statute. It is also the policy of the Governor Wentworth Regional School
District that all school buildings, premises, bus stops and routes shall be safe environments for students, free of danger posed
by the presence of weapons or conduct that threatens harm by means of weapons or objects used as weapons. Under this Safe
School Act, the superintendent or his/her representative may suspend and/or expel students for acts of theft or destruction or
violence, as defined in RSA 193-D:1, gross misconduct, neglect or refusal to conform to reasonable rules, possession of a
pellet or BB gun or rifle, or bringing or possessing a firearm or other dangerous weapon. RSA 193-D:1 requires that acts of
theft, destruction or violence, and possession of contraband be reported to the local law enforcement authority. Any
suspension in excess of 5 days may be appealed to the local board. Furthermore, the local board must approve suspensions in
excess of 20 days. The school board may expel a student and this expulsion is appealable to the state board of education.
RSA 193:13 III requires the school board to expel students for firearms violations for a period of not less than 12 months.
Details of board policies and state statutes may be found in the office of the building principal or superintendent of schools.
Acts of theft, destruction or violence as defined by RSA 193-D:1 require a written report be filed with the local law
enforcement authority according to RSA 193-D:4.
Teachers shall report students to the principal for gross misconduct.

Although we have no formal foreign language program at the elementary school, teachers at all levels are encouraged to
introduce students to the language and culture of different countries they may be studying. Foreign language may be
addressed in an afterschool club. The district begins formal study in the area of foreign languages at seventh grade.
 

Health Education is taught as part of the fourth, fifth, and sixth grade curriculum. The district’s elementary health teacher
travels to each school for a semester. Topics such as nutrition, safety and first aid, growth and development, disease
process and prevention, consumer health, and substance use and abuse are taught in an age appropriate, sequential
format. Making good, healthy choices is a topic that teachers at all grade levels address.

Students have access to our media center on a flexible scheduling basis. Individuals or whole classes may use the media
center to research using both hard copy books and the Internet, or to grow their technology skills. Assistance and
instruction in study and research skills are provided, as the child requires them. Special classroom projects and
differentiated instruction are often supervised by the media specialist. Of course, our media center is still a place where
you can just find a good book to read!

Child Assistance Team:
Teachers who have a concern about a student in their class can refer the student to the Child Assistance Team. This
team is made up of other teachers, specialists and the administration. The purpose of the Child Assistance Team is to
provide teachers with new ideas for interventions that can be tried within the classroom and to look at other resources
within the school that could possibly assist in making a difference for the child.
Counseling and Comprehensive Guidance Program:
The school counselor provides four major functions:
* Responsive services - assisting students to cope with personal issues including interpersonal relationships,
divorce, peer interaction etc.
* Systems support - consultation services, behavioral management, pupil placement, crisis
intervention, test interpretation, referrals to outside agencies, etc.
* Individual and small group services - ongoing individual and group counseling
* Guidance curriculum - providing classroom instruction in areas such as self-understanding, decision
making, intellectual development, communication skills, career awareness, social skills, and
substance abuse prevention.

Parents are encouraged to contact the school counselor regarding any concerns they have about their child.
Inclusion:
We believe that all children learn best when they can be with their same aged peers in a classroom community.
Therefore, children with a wide-range of disabilities are educated in regular classrooms at New Durham School. The
appropriate support is provided for the student and the teacher within the classroom setting. Both disabled and non-
disabled children benefit from being members of an inclusive classroom.
Occupational Therapist:
The occupational therapist or occupational therapy assistant may work with students who are physically, developmentally
and/or emotionally impaired, learning disabled, visually impaired, hearing impaired or who have multiple handicaps. With
the permission of a parent and through the special education process, the therapist evaluates needs, develops therapy
programs, and consults with school personnel and families.
Plan for Success (PFS):
When a child needs accommodation or modification in order to succeed in the school environment, we may document this
in a Plan for Success. A Plan for Success is especially helpful in communicating a student’s needs to another teacher, or
to parents. Plans may be reviewed as often as needed and may be cancelled or changed at any point. Parents will be
notified of a Plan for Success, invited to participate in its development, but do not have to sign it. Plans for Success will be
kept in the cumulative file and distributed annually to classroom teachers.
Special Education Services:
Students who are having academic or behavioral difficulties in the classroom may be referred to the Special Education
Team for testing and possible identification as educationally disabled. Children who are identified as educationally
disabled can receive instruction through our resource room program individually, in small groups or within the classroom
setting. Referral, Assessment, Identification and Instruction of special education students follow all the rules and
procedures as outlined in RSA 186-C:16b. (Please see district policy section at back of handbook)

Speech/Language Pathologist:
The speech/language pathologist screens students referred by parents or teachers. A student is eligible for
speech/language services on the basis of the severity of her/his impairment, the need for improvement and the prognosis
for remediation. Students are often seen in small groups or individually working on language, articulation, voice, and
fluency. Sometimes, the speech/language pathologist goes into the classroom to provide assistance for students whose
language deficits impact on their academic performance.
Student Support Center:
The Student Support Center is an integral part of our overall student management program. Children who challenge
classroom routines are given a time-out in the classroom/or a break at the regulation station. Should this not effectively
interrupt the negative behavior, a child might be asked to serve time out of the classroom in a buddy room. Should this
prove ineffective in changing behavior the child is sent to the Student Support Center where he/she makes a plan for
changing behavior. A yellow sheet is sent home for parental signature and to inform parents about their child’s behavior.
Some children request to use the Student Support Center for a needed break from the classroom.

Band/Ensembles:
Children in grades 5 and 6 are offered the opportunity to take group lessons during the school day on any band
instrument. Lessons are given to students playing similar instruments whenever possible. As students progress, they may
join the band. This group plays for various school functions including the annual holiday concerts. In addition, students
are arranged in ensemble groups for performances.
Chess Club:
Children from grades 4-6 are welcome to join the group. Permission slips are requested for each child who wishes to stay
after for the club. Children are taught the rudiments of chess and then have the opportunity to play each other and to
improve.
Chorus:
Children in grades 4-6 are invited to participate in the New Durham School Chorus. Our chorus performs at our concerts
and at times may join other schools in the district for joint musical ventures.
Jump Rope Club:
This club normally meets before school for six to eight weeks. Children learn various jumping skills and routines. It is an
excellent way to help children become fit while having fun.
Newspaper Club:
Newspaper Club meets once or twice a week and is open to students in grades 4-6. Special editions of our newspaper
are published in the spring of each year.
Peer Teaching/Classroom Buddies:
One of the best ways to cement learning is to teach it. Teachers at New Durham School frequently develop partnerships
with other teachers to encourage peer-teaching opportunities. Every child has something to offer to a younger child; from
reading to them, to teaching them a math process, to co-authoring a book about something of interest to both, to helping
them practice for a puppet show. Not only do the younger children get to see good models closer to their age, the older
students get to experience the joy of being a successful teacher.

Puzzle Club:
Children and adults who enjoy putting together puzzles are encouraged to join this relaxing after school club. Puzzles are
saved from week to week until completed.
Quilting Club:
Children learn the rudiments of sewing/quilting. While meeting for six to eight weeks, children design and make a quilted
square, pillow or other quilted object.
Robotics:
A First Lego League Robotics Team is offered in the fall from September to November where students learn to program a
robot to carry out several tasks in a final competition and complete a research based project as a team to be presented to
a panel of judges. Participation in the club is limited due to the requirements/rules of the competition.
Ski Program:
Each year students in grades 3-6 have the opportunity to learn to ski and snowboard at King Pine. We want any child
who is interested in learning to ski to be able to participate in this program. Limited full and partial scholarships are
available for families who need help in financing the program. The option of ice skating is available for children who don’t
want to downhill ski/snowboard.
Student Council:
Student Council provides an opportunity for our children to experience representative government and participate in some
of the decisions of the school. Representatives are elected from grades 4-6. Focus is on service projects that will make
New Durham School more environmentally caring and community minded.
Unicycle Club:
This club normally meets before school for 6-8 weeks. Children work to develop proficiency in riding unicycles, while
wearing appropriate safety gear (helmets, elbow and knee pads) under the supervision and coaching of the PE teacher.

Report Cards:
Standards based progress reports are sent home at the end of each trimester starting in December. Mid-quarter status or
“interim” reports will be sent home half-way through each trimester. For K-6 th graders, a computerized program called
“JumpRope” is used as an electronic grade book and reporting system. There is a parent portal where parents of grades
4-6 can view their child’s progress on assignments. Login information is sent home annually. Report cards will be sent
home December 17, 2021, March 25, 2022, and June 20, 2022 or the last day of school. Interim reports will be sent
October 29 h , 2021, February 4, 2022, and May 11 th , 2022.
Standardized Testing:
NWEA: Our district is looking at new ways of assessing individual student achievement. All students will take the
Measures of Academic Progress, or “MAP Test”. Parents will receive reports, which show growth, at the end of the
school year or at the closest marking period. This may be our final year for this assessment.
NHSAS: The NH State Assessment System has developed a new system of next-generation assessments aligned to the
Common Core State Standards (CCSS) in English language arts/literacy and mathematics for grades 3-8 and 11. It is
administered in the spring.
No one measure of assessment should be used to supply a teacher or parent with all the information they need to know
about the progress of a student. All performance indicators including standardized testing, classroom performance,
teacher observation, parent observation and self-evaluation should be taken into consideration when determining the
progress a student has made in a certain grade or school. We encourage parent conferences as a way to examine some
of the evidence collected about academic and behavioral growth and as a way for parents and teachers to share ideas
and information about the child as a learner. We encourage attendance at all scheduled conferences and want parents to
feel free to request a conference if they feel the need to communicate with their child’s teacher
Student Recognition:
Students in grades 4-6 demonstrating strong work habits, life skills and citizenship will be awarded the “PRIDE AWARD”
at each trimester. Students demonstrating academic proficiency through achievement of grade level standards and
positive work habits, life skills and citizenship will be recognized through the “PRINCIPAL’S AWARD” at the end of the
third trimester.

New Durham School Expectations:
It takes respect for self, respect for others, respect for property and respect for the learning process to create a school
atmosphere that allows all children to learn to the best of their ability. In order to create a learning environment which
supports academic achievement, at New Durham School we:
 Use kind words and gentle voices when talking with each other in all areas of our school
 Control our bodies so no one will get hurt or feel intimidated
 Use good manners in all areas of the school
 Come to school prepared to learn and do our best work
 Serve as positive role models for each other
 Treat the building and the equipment which has been provided for our use with respect
 Take responsibility for our actions
These behaviors are expected in all aspects of the school day including riding the bus, during class time, on the
playground, in the cafeteria, during and after school activities and when we have special school events.
Natural Consequences:
Although we work hard to provide positive praise and motivation for appropriate behavior, there are times when children
fail to meet our expectations. The following procedures may be used to help children make better choices.
 Students are given a verbal warning and asked to make a better choice about their behavior
 If a student does not respond to a verbal warning, they may receive a time out in the classroom
 If the child is unable to get their behavior under control in the classroom or if the need arises the child will be sent
to the Student Support Center.
 If a student can “repair” the situation or wrong-doing, a “restorative justice” model may be used.

 At the Student Support Center the child fills out a form which often goes home for parent signature.
Consequences are given by the teacher or school principal.
 Children who return to the SSC multiple times during a trimester will be referred to the Principal and a Parent
Meeting will be requested.
 Students who have a history of inappropriate behavior will have an individual behavior plan for their time in
school.
Students who exhibit physical or verbal aggression or who are engaging in bully behavior are sent immediately to the
Principal to discuss their behavior and receive consequences.

The right of all students to ride the school bus is conditioned on their good behavior and observance of the rules. The driver is
in full charge of the bus and the students. Students shall obey the driver promptly. Since the school bus is considered an
extension of school, students are subject to all school rules once they board the bus. Each member of our educational
community is expected to:
 Be respectful and courteous
 Properly use public property
 Use the property of others only with permission
 Follow rules and reasonable requests
 Be kind and polite to others, in action and speech
 Take responsibility for their actions and words
 Be honest and truthful
 Be safe and make personal choices which insure the safety of others
Level I: Misbehavior which interferes with the orderly operation of the bus.
OFFENSES (Examples) CONSEQUENCES (Probable)

Riding on unassigned bus Warning
Sitting in wrong seat Parent Notification
Moving seats Referral to Administration
Eating on the bus Suspension of Bus Privileges
Littering
Body in aisle
Getting off at the wrong bus stop
Crossing the road behind the bus
Level II: Serious misbehavior or frequently repeated Level I offenses.
OFFENSES (Examples) CONSEQUENCES (Probable)
Defacing the bus or bus property Warning
Being disrespectful, uncooperative, or disobedient Parent Notification
Throwing objects Referral to Administration
Using vulgar, rude or improper language on the bus Suspension of bus privileges
Smoking on the bus
Fighting
Having any body part out of the window
Causing a disruption to safe driving
Repeat offenses of Level I misbehaviors
Level III: Dangerous or Illegal behaviors
OFFENSES (Examples) CONSEQUENCES (Probable)
Destroying bus property Parent Notification
Possession of weapons or dangerous objects Referral to Administration
Possession, sale or use of illegal objects or materials Suspension of bus
School Bus Code of Conduct

The right of all students to ride the school bus is conditioned on their good behavior and observance of the rules. The driver is
in full charge of the bus and the students. Students shall obey the driver promptly. Since the school bus is considered an
extension of school, students are subject to all school rules once they board the bus. Each member of our educational
community is expected to:
 Be respectful and courteous
 Properly use public property
 Use the property of others only with permission
 Follow rules and reasonable requests
 Be kind and polite to others, in action and speech
 Take responsibility for their actions and words
 Be honest and truthful
 Be safe and make personal choices which insure the safety of others
Level I: Misbehavior which interferes with the orderly operation of the bus.
OFFENSES (Examples) CONSEQUENCES (Probable)
Riding on unassigned bus Warning
Sitting in wrong seat Parent Notification
Moving seats Referral to Administration

Eating on the bus Suspension of bus privileges
Littering
Body in aisle
Getting off at the wrong bus stop
Crossing the road behind the bus
Level II: Serious misbehavior or frequently repeated Level I offenses.
OFFENSES (Examples) CONSEQUENCES (Probable)
Defacing the bus or bus property Warning
Being disrespectful, uncooperative, or disobedient Parent Notification
Throwing objects Referral to Administration
Using vulgar, rude or improper language on the bus Suspension of bus privileges
Smoking on the bus
Fighting
Having any body part out of the window
Causing a disruption to safe driving
Repeat offenses of Level I misbehaviors
Level lII: Dangerous or Illegal behaviors
OFFENSES (Examples) CONSEQUENCES (Probable)
Destroying bus property Parent Notification
Possession of weapons or dangerous objects Referral to Administration
Possession, sale or use of illegal objects or materials Suspension of bus privileges
Causing serious disruption to safe driving conditions Suspension from school
Repeat offenses of Level I or Level II misbehaviors Police Referral
Expulsion
Board Review

Lunch Room Rules:
* Children should wait at the cafeteria door to see if there is a duty teacher in the cafeteria. They may then proceed to the
tables and/or lunch line.
* There should not be a lot of moving about in the cafeteria during lunch times. Once a child has her/his lunch, they should
not have to be out of their seats.
* Throwing food or other articles is unacceptable behavior
* Children should maintain conversations with other children at their table. There shouldn’t be a need to yell across tables.
* In order to be safe, children need to walk in the cafeteria and wait in line patiently for their lunch.
* It is expected that children will use appropriate table manners when eating.
* When a teacher counts to five, children will follow the school-wide procedure and stop talking so they can hear the
important message.
Playground Rules:
In an effort to build individual responsibility, children are allowed a certain amount of choice and decision-making regarding
the appropriate attire for recess. Although children are encouraged to wear boots and proper snow attire, we do not prevent
them from going out to recess if they are inappropriately dressed. However, children who return to the school with wet feet or
pants must deal with the consequences of their decisions without calling home for a change of clothes. If we find that certain
children consistently make poor choices about being appropriately dressed for recess, we will make individual modifications
to our approach. The majority of students are able to make good decisions regarding how to dress in cold and inclement
weather. Children in our younger grades are given more help in making good choices than are our older children.
On the Joanne Walker Playground, the following rules and expectations apply:
* Children will comply with any reasonable request from an adult.
* Kindness and respect for others is to be evident in play.
* Fighting (even play fighting), tackling or wrestling is not acceptable.
* Sticks are not to be used in play.
* Children must remain in sight of an adult on duty at all times.
* Children must receive permission to leave the playground.
* Hard balls are not to be used on the playground.
* Children may bring appropriate balls from home to use and be shared during recess.
* Roller skates and skateboards are not appropriate for recess use.
* No food, drink or gum is permitted at recess.
* During winter months, building sculptures, snow people, and snow forts is appropriate. Snowballs may only be made to
start other snow constructions.
* All playground equipment should be used as it was designed to be used.
* No electronic gizmos will be allowed on the playground.
* Children may not climb or sit on the trees. Benches are provided for children who just want to hang out and talk.
* Children must stay on the school side of the dirt mound. No one should be in the woods.
* Tag is a one-handed game. There should be no grabbing of shirts or pushes during a tag game.
* Tag is a field game and should not be played around the structure or between the swings.
* Children should not jump off the swings.
* Just one child should be swinging on a swing. Swinging should be to the front and back, not sideways.
* In winter, sledding on the playground may be available. (See below)
Sledding Rules:
* All sleds are shared. If children bring one from home, they must be willing to let others take their turn.
* Only portable sleds may be used. The sled must roll up or be able to be hand held. No plastic toboggans or snow tubes.
* A line should be formed at the top of the hill and children should wait patiently for their turn.
* Sleds go down the hill one at a time. The sled must be self-propelled - no pushing or running starts. Children should
check that no one is at the bottom of the hill before shoving off.
* When finished with their turn, children should go to the end of the line to wait for their next turn. Children should leave
the bottom of the hill quickly so the next child can start down the hill.
* When riding the sled, children should sit on their bottoms and face forward. They may slide on their bottoms without a
sled if dressed in snow pants and boots.
* Because of the potential hazard, children must be wearing boots in order to be on the sledding hill during recess.
* Students are encouraged to wear a helmet.
Assembly Behavior:
Assemblies are held periodically during the school year. Students are expected to be courteous and polite to all guests of the
New Durham School. Students should remember that their behavior reflects not only upon themselves, but also upon the
entire student body and community.
Talking, unnecessary movement, whistling, booing, and extreme, exaggerated applause are all considered inappropriate
assembly manners.
Staff and students appreciate the support by adults who take time to attend school performances. Please remember to
refrain from causing distractions by turning off all electronic devices, and by controlling younger children for whom you
are responsible. Also, many of our performances include copyrighted works. Videotaping of copyrighted work is
prohibited by law without permission of the copyright holder. Please check with school administration prior to videotaping
any performances.

There is a possibility that sometime during the year, substitute teachers will be needed in the classrooms. Care is taken to
provide substitute teachers who are qualified to carry on the work of the class. There should be no disruption of the regular
class routine when a substitute teacher comes in. Students must remember that the substitute teacher is a guest in our school as
well as a representative of the regular classroom teacher. Courteous behavior and full cooperation is expected of all students.
Substitute teachers will report students who are discourteous or disruptive in class. Disciplinary action may result.

Educational 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 educational records. They are:
(1) The right to inspect and review the student's education records within 45 days of the day the District receives a
request for access.
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 arrangements for access and notify the parent or eligible student of the time and place
where the records may be inspected.
(2) The right to request the amendment of the student's education records that the parent or eligible student believes
are inaccurate or misleading.
Parents or eligible students may ask Governor Wentworth Regional School District to amend a record that they
believe is inaccurate or misleading. They should write the school principal, clearly identifying the part of the record they want
changed, and specify why it is inaccurate or misleading.
If the District decides not to amend the record as requested by the parent or the eligible student, 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 information 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 without 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 health 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 disciplinary or grievance committee,
or assisting another school official in performing his or her tasks.
A school official had a legitimate educational interest of the official needs to review an education record in order to
fulfill his or her professional responsibility.
(4) The right to file a complaint with the US 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 Compliance Office
US Department of Education
600 Independence Ave., SW
Washington, DC 20202-4605

The District forwards education records to other agencies or institutions that have requested the records and in which the
student seeks or intends to enroll.

Family Educational Rights and Privacy Act (FERPA)
Notice for Directory Information (NDI)
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that the Governor Wentworth Regional
School District, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable
information from your child’s education records. However, the Governor Wentworth Regional School District may disclose
appropriately designated “directory information” without written consent, unless you have advised the District to the contrary
in accordance with District procedures. The primary purpose of directory information is to allow the Governor Wentworth
Regional School District to include this type of information from your child’s education records in certain school publications.
Examples include:
 A playbill, showing your student’s role in a drama production;
 The annual yearbook;
 A live or taped audio and/or video broadcast of a school activity played on a radio or cable channel
 Honor roll or other recognition lists;
 Graduation programs; and
 Sports activity sheets, such as for wrestling, showing weight and height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can
also be disclosed to outside organizations without a parent’s/guardian’s prior written consent. Outside organizations include,
but are not limited to, companies or individuals who manufacture class rings or publish yearbooks. In addition, two federal
laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of
1965 (ESEA) to provide military recruiters, upon request, with three specific directory information categories – names,
addresses and telephone listings – unless parents have advised the LEA that they do not want their student’s information
disclosed without their prior written consent.  Additionally, the District will release information to any public or private
educational institution to which a pupil has made application for purposes of enrolling in the school or to any agencies to
which the pupil has applied for scholarship or other educational aid. The release to said designated school or agency may
include information that is not considered part of the directory information including, but not limited to: address, telephone
number, social security number, date and place of birth, grades, test scores, reports, recommendations, and immunization
records.
If you do not want the Governor Wentworth Regional School District to disclose directory information from your child’s
education records without your prior written consent, you must notify the District in writing within 30 days of the date of this
notice. An attached form is provided for parents to use in requesting that such information not be released. The Governor
Wentworth Regional School District has designated the following information as directory information:

-Student’s Name -Parent/Guardian’s Name
-Grade Level/Year of Graduation -Honors & Awards
-Age -Weight and Height (secondary
-Activity Participation school only)
-School

All students are entitled to a safe and healthy educational environment. Therefore, the school has the responsibility to protect
students from anti-social behavior on the part of irresponsible classmates. Furthermore, school administrators must take
preventive and disciplinary measures that are both swift and informal in order to be effective.
School administrators have the authority to immediately, upon reasonable suspicion, to search students, students' handbags or
backpacks.
The school district retains ownership and possessory control over student lockers and desks and therefore reserve the right to
inspect lockers and desks at all times.

It is the policy of the Governor Wentworth Regional School District to provide students with an environment that is free of the
problems associated with alcohol and drug abuse. Alcohol and drug abuse is inconsistent with the behavior expected of our
students.
Any student found selling, giving, possessing or having used alcohol or any controlled drug or look-alike drug or being under
the influence of any such substance anywhere on district property or at school functions shall be liable for suspension and
expulsion.
Drug-free school zone signs have been posted to mark the boundaries of an area within 1000 feet of school property. These
signs are intended to deter drug sellers and/or drug users and remind the community of our commitment to combat drug abuse.

To promote further the health and safety of all students and staff, and to promote the cleanliness of all facilities, the Board
bans the use of all tobacco products E-cigarettes or liquid nicotine in all school buildings in the district, on all school vehicles
by all persons at all times, and on grounds of any public educational facility. Tobacco products mean cigarettes, cigars, snuff,
smokeless tobacco, products containing tobacco and tobacco in any other form. E-cigarette means any electronic smoking
device composed of a mouthpiece, a heating element, a battery, and electronic circuits that allows users to inhale an aerosol
(vapor) containing nicotine or other substances.
Students are prohibited from possession or use of tobacco and E-cigarette products.
In accordance with RSA 126-K:7, individuals found violating this policy may be subject to a fine of not less than $100.

The state and federal special education laws (New Hampshire revised Statutes Annotated Chapter 186-C and Title 20,
United States Code, Sections 1400-1415) require that the school district offer a free appropriate public education to all
educationally disabled children.
These statutes define educationally disabled children as children suffering from certain enumerated disabilities who
are between the ages of three and twenty-one and who have not yet obtained a high school diploma.
A "free appropriate public education" consists of specially designed instruction and educationally related services in
accordance with an individualized education program developed by the school district in consultation with the student's
parents.
If you suspect that your child is educationally disabled and qualifies for such special services, you may make a
written referral requesting that the school district determine your child's eligibility. Such referrals should be addressed to the
Special Education Dept. of your child's school or GWRSD Special Education Director, P.O. Box 190, Wolfeboro Falls, NH
03896.
The special education laws confer many rights and obligations upon parents and school districts regarding
educationally disabled children. These include, but are not limited to, the following which are listed in Title 20, United States
Code, Section 1415(b):

1. Parents may examine all relevant records with respect to the identification, evaluation, and educational placement of the child, and the provision of a free appropriate public education.
2. Parents may obtain an independent educational evaluation.
3. The school district must adopt procedures to protect the rights of the child whenever the parents of the
child are unknown or unavailable or whenever the child is a ward of the state. Such procedures may include the assignment of
an individual who is not an employee of the school district or the state department of education to act as a surrogate for the
child's parents or guardian.

4. The school district must give the child's parents or guardian prior written notice whenever the district
proposes to initiate or change, or refuses to initiate or change, the identification, evaluation, or educational placement of the
child or the provision of a free appropriate public education. The school district must adopt procedures designed to assure that
this notice fully informs the parents or legal guardian in their native language of all procedures available under Section 1415,
unless it is clearly not feasible to do so.

5. The school district must adopt procedures which include the opportunity to present complaints with
respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of free
appropriate public education to such child.

6. Whenever a school district receives such a complaint, the child’s parents or guardian shall have the
opportunity for an impartial due process hearing which shall be conducted by an administrative hearing officer appointed by
the state department of education. The hearing officer shall not be an employee of any agency involved with the education or
care of the child. The administrative hearing officer’s decision may be appealed to U.S. District Court or to the New
Hampshire Superior Court.

State law establishes short deadlines for requesting an administrative hearing and for appealing the hearing officer's
decision to the courts. According to New Hampshire Revised Statutes Annotated Section 186-C:16-b, which became effective
on May 1, 1992:
1. Any action seeking to enforce special education rights under state or federal law shall be commenced by
requesting an administrative hearing from the state department of education within 2 (two) years of the date on which the
alleged violation was or reasonably should have been discovered. However, any action against a school district to recover the
costs of a unilateral special placement shall be commenced by requesting an administrative hearing from the state department
of education within 90 (ninety) days of the unilateral placement.
2. Where the parent, legal guardian, or surrogate parent has not been given proper notice of special education rights
pursuant to Title 20, United States Code, Section 1415(b), including notice of the time limitations in NH Revised Statutes
Annotated Section 186-C:16-b, such limitations shall run from the time notice of those rights is properly given. The state
department of education shall make available a model notice of rights which school districts may use as one means of
complying with this notice requirement.
3. An appeal from the state department of education administrative hearing officer's decision to a court of competent
jurisdiction shall be commenced within 120 (one hundred twenty) days from receipt of the decision. All such decisions shall
be sent certified mail, return receipt requested.
4. Any action under Title 20, United States Code, Section 1415(e), seeking reimbursement from the school district
for attorney's fees related to a request for any administrative hearing, shall be commenced within 120 (one hundred twenty)
days from receipt of the state department of education administrative hearing officer's decision.
5. Where a unilateral placement has been made without the school district or residence being offered a reasonable
opportunity to evaluate the child and to develop an individualized education plan, reimbursement may not be sought from the
school district for any costs incurred until the school district is given an opportunity to evaluate the child and to develop an
individualized education plan.
For additional information regarding special education and the special education laws, please contact GWRSD
Special Education Director, P.O. Box 190, Wolfeboro Falls, NH 03896 (569-1658).

Identification of children with disabilities, birth to age 21, is ongoing. If there are parents living in the district who suspect that
their child has an educational disability, they should contact their local school, the office of the superintendent, or the special
education director for referral information.

The Governor Wentworth Regional School District does not discriminate regarding access to our participation in its facilities,
programs or practices on the basis of handicap in violation of section 504. The Assistant Principal of Kingswood Regional
Middle School has been designated as the Coordinator for Section 504 of the Rehabilitation Act of 1973 to hear and review
any issues, complaints, grievances, or matters pertaining to the educationally disabled in the GWRSD. Persons with questions
or concerns about such issues should contact Kerry Hunt, KRMS at (603) 569-3689.

NONDISCRIMINATION/EQUAL OPPORTUNITY 
The school district does not discriminate on the basis of sex or other protected categories in its
education programs and activities, as required by federal and state laws/regulations. 
Discrimination against and harassment of school employees because of age, sex, gender identity,
sexual orientation, race, creed, color, ancestry or national origin, marital status, familial status,
physical or mental disability, religion, or genetic information are prohibited. 
Discrimination against and harassment of students because of age, sex, gender identity, sexual
orientation, race, creed, color, ancestry or national origin, marital status, familial status, physical or
mental disability, religion or economic status are prohibited. 
The Board directs the school administration to create and implement a continuing program designed to
prevent, assess the presence of, intervene in, and respond to incidents of discrimination against all
applicants, employees, students and other individuals having access rights to school premises and
activities. 
The school district has designated and authorized the Title IX Coordinator who is responsible for
ensuring compliance with all federal and state requirements relating to nondiscrimination, including
sexual harassment. The Title IX Coordinator is a person with direct access to the Superintendent. 
The school district has implemented complaint procedures for resolving complaints of
discrimination/harassment and sexual harassment under this policy. The school district provides
required notices of these complaint procedures and how they can be accessed, as well as the school
district's compliance with federal and state civil rights laws and regulations to all applicants for
employment, employees, students, parents and other interested parties. 
Legal Reference: Equal Employment Opportunities Act of 1972 (P.L. 92-261) amending Title VII of the
Civil Rights Act of 1964 (42 U.S.C. & 2000(e) et seq.) Title IX of the Education Amendments of 1972 (20
U.S.C. § 1681 et seq.) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) Age Discrimination in
Employment Act of 1967 (29 U.S.C. & 621 et seq.) Equal Pay Act of 1963 (29 U.S.C. $ 206)
Rehabilitation Act of 1973 (Section 504) (29 U.S.C. $ 794 et seq.); 34 CFR § 104.7, as amended
Americans with Disabilities Act (42 U.S.C. § 12101 et seq.), as amended Genetic Information
Nondiscrimination Act of 2008 (42 U.S.C. $ 2000ff et seq.) NH RSA 186:11; 193:38; 193:39; 354-A 
NH Code Admin. R. Ed. 303.01(1) 

NONDISCRIMINATION REGULATIONS RELATING TO COMPLAINTS AND GRIEVANCES 
The usual procedure for an aggrieved person or persons with a grievance is to discuss the matter in a
conference with the school district's responsible designee, or where that is not possible, to the
superintendent. It is expected that most grievances will be satisfactorily resolved through this procedure. 
It is understood that the parties involved and witnesses will be guaranteed freedom from restraint,
interference, coercion, discrimination, or reprisal with respect to processing a grievance. FORMAL
STEPS The aggrieved person shall reduce the grievance to writing on the prescribed form (AC E) and
submit it to the designee who will consider the evidence provided by the aggrieved and prescribe any
corrective action, if necessary, within 15 calendar days after receipt of the written grievance. Where the
grievant is a student who has initiated the process by contacting the building principal, an appeal from the
decision of the principal shall be submitted in writing by the aggrieved within 5 calendar days from the
receipt of the decision of the principal, to the Title IX Coordinator at which point the procedure to be
followed will be the same as the procedure used for grievances for non-students filed with the Title IX
Coordinator. 
Any appeal from the decision of the designee shall be submitted in writing by the aggrieved within 5
calendar days from the receipt of the decision to the superintendent who will consider the evidence
provided by the aggrieved and designee, and prescribe any corrective action, if necessary, within 15
calendar days from receipt of the appeal. 
Any appeal from the decision of the superintendent shall be submitted in writing by the aggrieved within 5
calendar days from the receipt of the superintendent's decision, to the school board through the
superintendent of schools, and the board shall set a time and place for a hearing which shall not be less
than 10 calendar days nor more than 30 calendar days from the receipt of the written appeal. The date of
the hearing may be postponed or made sooner by mutual agreement of both parties.
All hearings conducted by the school board shall: 

1. Be in non-public session of the board with only interested parties present, unless both the
aggrieved and the accused request an open meeting.
2. Give all interested parties the opportunity to be represented by counsel of their choosing, to
present sworn testimony, to present witnesses and documentary evidence, to cross examine
witnesses offered by other parties, to give reasonable oral arguments, and to file typewritten
briefs. Copies of all briefs, notices, and requests shall be reasonably furnished to opposing
parties. 

ACAA 

HARASSMENT AND SEXUAL HARASSMENT OF STUDENTS 
Harassment of students because of age, sex, gender identity, sexual orientation, race, creed, color,
ancestry or national origin, marital status, familial status, physical or mental disability, religion or
economic status is prohibited. Such conduct is a violation of Board policy and may constitute illegal
discrimination under state and federal laws. 
School employees, fellow students, volunteers, visitors to the schools, and other persons with whom
students may interact in order to pursue or engage in education programs and activities, are required to
refrain from such conduct. 
Harassment and sexual harassment of students by school employees is considered grounds for
disciplinary action, up to and including discharge. Harassment and sexual harassment of students by
other students is considered grounds for disciplinary action, up to and including expulsion. The
Superintendent will determine appropriate sanctions for harassment of students by persons other than
school employees and students. 
A. Harassment 
Harassment includes, but is not limited to, verbal abuse and other offensive conduct based on of age,
sex, gender identity, sexual orientation, race, creed, color, ancestry or national origin, marital status,
familial status, physical or mental disability, religion or economic status. Harassment that rises to the
level of physical assault, battery and/or abuse and bullying behavior are also addressed Board Policies
JICIA – Weapons, Violence and School Safety and 
JICK - Bullying. 
B. Sexual Harassment 
Sexual harassment is addressed under federal and state laws/regulations. The scope and definitions of
sexual harassment under these laws differ, as described below. 
1. Title IX Sexual Harassment Under the federal Title IX regulations, sexual harassment includes the
following conduct on the basis of sex which takes place within the context of the school district's
education programs and activities: 
a. Quid pro quo sexual harassment by a school employee: Conditioning a school aid, 
benefit or service (such as a better grade or a college recommendation) on an 
individual's participation in unwelcome sexual conduct;
b. Hostile environment & sexual harassment: Unwelcome conduct based on sex that a reasonable
person would determine is so severe, pervasive and objectively offensive that it effectively denies an
individual's equal access to the school unit's education programs and activities, or 
c. Sexual assault, dating violence, domestic violence and stalking as these terms are 
defined in federal laws.

Other Forms of Sexual Harassment 
Some forms of sexual harassment may not meet the definition under Title IX (see paragraph 1, above)
but is still prohibited under New Hampshire law. 
The District defines other forms of sexual harassment" as unwelcome sexual advances, requests for
sexual favors, and other verbal, non-verbal or physical conduct of a sexual nature in the following
situations: 
a. Submission to such conduct is made either explicitly or implicitly a term or condition 
of a student's educational benefits; b. Submission to or rejection of such conduct by a student is used as
the basis for 
decisions on educational benefits; or Such conduct has the purpose and effect of substantially
interfering with a student's academic performance or creates an intimidating, hostile or offensive
environment.  
C. Reports and Complaints of Harassment or Sexual Harassment 
All school employees are required to report possible incidents of harassment or sexual harassment
involving students to the Title IX Coordinator. Failure to report such incidents may result in disciplinary
action. 
Students, parents/legal guardians and other individuals are strongly encouraged to report possible
incidents of harassment or sexual harassment involving students to the Title IX Coordinator. The Title IX
Coordinator is also available to answer questions and provide assistance to any individual who is unsure
whether harassment or sexual harassment has occurred. 
All reports and complaints of harassment or sexual harassment against students shall be addressed
through the Student Unlawful Discrimination/Harassment and Title IX Sexual Harassment Procedures
(ACAA-R). 
Legal Reference: Americans with Disabilities Act (42 U.S.C. $12101 et seq., as amended; 28 C.F.R. $
35.107) Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. § 794 et seq., as
amended; 34 C.F.R. $ 104.7) Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.);
34 C.F.R. Part 106 Clery Act (20 U.S.C. $1092(0)6)(A)(v) - definition of sexual assault) Violence Against
Women Act (34 U.S.C. $ 1092(f)(6)(A)(v) - definition of sexual assault; \34 U.S.C. § 12291(a)(10) –
dating violence; 34 U.S.C. $12291(a)(3) - definition of stalking; 34 U.S.C. $12291(a)(8) - definition of
domestic violence) Title VI of the Civil Rights Act of 1964 (42 USC § 2000d) NH RSA 186:11; 193:38;
193:39; 354-A NH Code Admin. R. Ed. 303.01(1) and (0) 
Rewritten in student-friendly language: 10/24/06 Revised: 6/1/09, 12/1/14 Reaffirmed: 08/12/19,
Revised: 11/09/2020 
ACAA-R 

Student Discrimination/Harassment and Title Sexual Harassment Complaint Procedures 

The Board has adopted these student procedures in order to provide prompt and equitable resolution
of reports and complaints of unlawful discrimination and harassment of students, including sexual
harassment, as described in policies AC Nondiscrimination/Equal Opportunity and Human Rights and
ACAA – Harassment and Sexual Harassment of Students. 
Complaints alleging harassment or discrimination against employees or third parties based on a
protected status should be addressed through the Board's Employee & Third Party
Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures (ACAB-R). 
Any individual who is unsure about whether unlawful discrimination or harassment has occurred and/or
or which complaint procedure applies is encouraged to contact the Title IX Coordinator. 

Heather R. Cummings Title IX Compliance Officer
PO Box 190, 140 Pine Hill Road Wolfeboro Falls,  New Hampshire 03896 
(603) 569-1658
hcummings@sau49.org 

Section 1. Definitions
For purposes of these complaint procedures the following definitions will be
used. The Title IX Coordinator shall assess all reports and complaints to
ensure that they are addressed under the appropriate policy and complaint
procedure.
A. Discrimination/Harassment Complaint Procedure Definitions 
1. Discrimination or harassment: Discrimination or harassment on the basis of an individual’s
membership in a protected category, which, for students, includes age, sex, gender identity, sexual
orientation, race, creed, color, ancestry or national origin, marital status, familial status, physical or
mental disability, religion or economic status are prohibited. 
2. Discrimination: Treating individuals differently, or interfering with or preventing them
from enjoying the advantages or privileges afforded to others because of their membership in a
protected category. 
3. Harassment: Oral, written, graphic, electronic or physical conduct relating to an 
individual's actual or perceived membership in a protected category that is sufficiently severe, pervasive
or persistent so as to interfere with or limit that individual's ability to participate in the school district's
programs or activities by creating a hostile, intimidating or offensive environment. 
4. Other forms of sexual harassment: this means unwelcome sexual advances, requests 
for sexual favors, and other verbal, non-verbal or physical conduct of a sexual nature in the following
situations: 
d. Submission to such conduct is made either explicitly or implicitly a term or condition 
of a student's educational benefits;
e. Submission to or rejection of such conduct by a student is used as the basis for 
decisions on educational benefits; or
f. Such conduct has the purpose and effect of substantially interfering with a student's 
academic performance or creates an intimidating, hostile or offensive environment. 
5. Sexual orientation: Under New Hampshire law, this means having or being perceived 
as having an orientation for heterosexuality, bisexuality, or homosexuality.
6. Gender identity: Under New Hampshire law, this means a person's gender-related           
identity, appearance, or behavior, whether or not that gender-related identity, appearance, or 
behavior is different from that traditionally associated with the person's physiology or assigned sex at
birth. 
7. Complaint; is defined as an allegation that a student has been discriminated against or 
harassed on the basis of race, color, sex, sexual orientation, gender identity, religion, ancestry,
national origin or disability (and not otherwise addressed in the Title IX regulations and Section 3 of
ACAA-R). 
8. Complaints of bullying not involving the protected categories or definitions described 
above may be addressed under Board Policy JICK - Bullying and Cyberbullying of Students. 

B. Title IX Sexual Harassment Complaint Procedure Definitions 
1. Sexual Harassment: Under the federal Title IX regulations, sexual harassment 
includes the following conduct on the basis of sex which takes place within the context of the school
district's education programs and activities: 
d. Quid pro quo sexual harassment by a school employee: Conditioning a school aid, 
benefit or service (such as a better grade or a college recommendation) on an individual's
participation in unwelcome sexual conduct; 
e. Hostile environment sexual harassment: Unwelcome conduct based on sex 
that a reasonable person would determine is so severe, pervasive and objectively offensive that it
effectively denies an individual's equal access to the school district's education programs and
activities; or
f. Sexual assault, dating violence, domestic violence and stalking as these terms 
are defined in federal laws. 
2. Report: Under the Title IX regulations, any individual may make a report of 
sexual harassment involving a student, whether the individual is the alleged victim or not. School
employees are required to report possible incidents of sexual harassment involving a student. A report
must be made to the Title IX Coordinator. A report triggers certain actions by the Title IX Coordinator
for the alleged victim of sexual harassment, but an investigation is not conducted unless a Formal
Complaint (as defined below) is filed. 

3. Formal Complaint: Under the Title IX regulations, the alleged victim of sexual 
harassment can file a written complaint that triggers the complaint procedure in Section 3 of ACAA-R.
Only a student and/or their parent/legal guardian (and in certain circumstances, the Title IX
Coordinator) may file a formal complaint. 
4. Student: For the purposes of this procedure, a student an individual who is 
enrolled or participating in the school district's education programs and activities,or is attempting to
enroll or participate. 

Section 2. Unlawful Discrimination/Harassment Complaint Procedure 
This procedure should be used for any complaint of unlawful harassment or discrimination complaint
based on a protected category which does not involve Title IX sexual harassment. 
A. How to Make A Complaint 
1. School employees are required to promptly make a report to the Title IX 
Coordinator if they have reason to believe that a student has been discriminated against or
harassed. 
2. Students (and others) who believe that they, or another student has been 
harassed or discriminated against should report their concern promptly to the Title IX Coordinator, or to
the building principal (who will report the matter to the Title IX Coordinator). 
3. The individual making the report must provide basic information in writing 
concerning the allegation of harassment or discrimination (i.e., date, time, location, individual(s) who
alleged engaged in harassment or discrimination, description of allegation) to the Title IX Coordinator. 
4. If an individual is unsure as to whether unlawful discrimination or 
harassment has occurred, or who need assistance in preparing a written complaint, they are
encouraged to discuss the matter with the Title IX Coordinator. 
5. Individuals will not be retaliated against for reporting suspected 
discrimination or harassment, or for participating in an investigation. Retaliation is illegal under federal
and state nondiscrimination laws, and any retaliation will result in disciplinary action, up to and including
discharge for employees, and expulsion for students. 
6. Individuals are encouraged to utilize the school district's complaint procedure. However, individuals
are hereby notified that they also have the right to report incidents of discrimination or harassment to the
New Hampshire Commission for Human Rights, 2 Industrial Park Drive, Concord, NH 03301, and/or to
the federal Office for Civil Rights, Department of Education, 5 Post Office Square, 8th Floor, Boston, MA
02109-3921 (telephone: 617-289-0111).                                                                                                     
                       

B. Complaint Handling and Investigation 
1. The Title IX Coordinator will promptly inform the Superintendent and the 
person who is the subject of the complaint (respondent) that a complaint has been received. 
2. The Title IX Coordinator may pursue an informal resolution of the complaint with the agreement of the
parties involved. Any party to the complaint may decide to end the informal resolution process and
pursue the formal process at any point. Any informal resolution is subject to the approval of the parties
and the Superintendent, who shall consider whether the resolution is in the best interest of the school
district and the parties in light of the particular circumstances and applicable policies and laws. 
3. The Title IX Coordinator may implement supportive measures to a student to reduce the risk of
further discrimination or harassment to a student while an investigation is pending. Examples of
supportive measures include, but are not limited to ordering no contact between the individuals involved
or changing classes. 
4. The complaint will be investigated by a trained internal or external individual designated by the
Superintendent and the Title IX Coordinator. Any complaint about an employee who holds a supervisory
position shall be investigated by a person who is not subject to that supervisor's authority. Any
complaint about the Superintendent should be submitted to the Chair of the Board, who should consult
with legal counsel concerning the handling and investigation of the complaint. 
5. The investigator shall consult with the Title IX Coordinator as agreed during the investigation
process. 
6. The respondent will be provided with an opportunity to be heard as part of the investigation.
The complainant shall not be required to attend meetings with the respondent but may choose to
do so as part of an informal resolution process. 
7. The complainant and the respondent may suggest witnesses to be 
interviewed and/or submit materials they believe are relevant to the complaint. 
8. If the complaint is against an employee of the school district, any rights 
conferred under an applicable collective bargaining agreement shall be applied. 

9. Privacy rights of all parties to the complaint shall be maintained in accordance with
applicable state and federal laws. 
10. The investigation shall be completed within 40 business days of receiving 
the complaint, if practicable. Reasonable extensions of time for good reason shall be allowed. 
11. The investigator shall provide a written report and findings to the Title IX Coordinator. 

C. Findings and Subsequent Actions 
1. The Title IX Coordinator shall consult with the Superintendent concerning the investigation and
findings. 
2. If there is a finding that discrimination or harassment occurred, the Title IX Coordinator, in
consultation with the Superintendent shall: 
i. Determine what remedial action, if any, is required to end the discrimination or harassment,
remedy its effect and prevent recurrence; and
ii. Determine what disciplinary action should be taken against the individual(s) who engaged in
discrimination or harassment, if any. 

3. Inform the complainant and the respondent in writing of the results of the 
investigation and its resolution (in accordance with applicable state and federal privacy laws). 
D. Appeals 
1. After the conclusion of the investigation, the complainant or respondent may 
seek an appeal of the findings solely on the basis of either:
(a) prejudicial procedural error or
(b) the discovery of previously unavailable relevant evidence that could significantly impact the
outcome. 
2. Appeals must be submitted in writing to the Superintendent within five business days after
receiving notice of the resolution. 
3. Upon receipt of a valid appeal, the Superintendent shall provide notice to the other party, along with
an opportunity to provide a written statement within five business days. 
4. The Superintendent shall review the available documentation and may conduct further
investigation if deemed appropriate,                                                                
5. The Superintendent's decision on the appeal shall be provided to the parties within 10 business
days, if practicable. The Superintendent's decision shall be final. 
E. Records 
The Title IX Coordinator shall keep a written record of the complaint process. 
Section 3. Title IX Sexual Harassment Complaint Procedure 
This section should be used for complaints of as defined in Section 1.B.1. 
A. How to Make A Report 
1. School employees who have reason to believe that a student has been subjected to sexual
harassment is required to promptly make a report to the Title IX Coordinator. 
2. Students, parents/legal guardians or other individuals who believe a student has
been sexually harassed are encouraged to make a report to the Title IX Coordinator. 
3. If the individual making the report is the alleged victim, or if the alleged victim is identified by the individual making the report, the Title IX Coordinator will meet with the alleged victim to discuss supportive measures that may be appropriate in the particular circumstances and
explain the process for filing a formal complaint. 
a. Supportive measures are individualized measures designed to ensure the student can
continue to access educational programs and activities (such as requiring no contact between
individuals or changing classes). Supportive measures may be continued even if the alleged
victim chooses not to file a formal complaint, if appropriate under the particular circumstances. 
4. The school district cannot provide an informal resolution process for resolving a report unless
a formal complaint is filed. 

5. Individuals will not be retaliated against for reporting sexual harassment, or for
participating in an investigation. Retaliation is illegal under federal and state nondiscrimination laws,
and any retaliation will result in disciplinary actions, up to and including discharge for employees, or
expulsion for students. 
6. Any student (or their parent/legal guardian) who believes they have been the victim of sexual
harassment is encouraged to utilize the school district's complaint procedure. However, students
(and their parents/legal guardians) are hereby notified that they also have the right to report sexual
harassment to the New Hampshire Commission for Human Rights, 2  Industrial Park Drive, Concord,
NH 03301 and/or to the federal Office for Civil Rights, U.S. Department of Education, 5 Post Office
Square, 8th Floor, Boston, MA 02109-3921 (telephone: 617-289-0111). 
7. The Superintendent shall be informed of all reports and formal complaints of sexual harassment. 
B. How to Make A Formal Complaint 
1. An alleged student victim and/or their parent/legal guardian may file a formal 
written complaint requesting investigation of alleged Title IX sexual harassment. 
The written complaint must include basic information concerning the allegation of sexual harassment
(i.e., date, time, location, individual(s) who allegedly engaged in sexual harassment, description of
allegation, etc.). 
Students who need assistance in preparing a formal written complaint are encouraged to consult
with the Title IX Coordinator. 
2. In certain circumstances, the Title IX Coordinator may file a formal complaint even when 
the alleged victim chooses not to. Examples include if the respondent (person alleged to have engaged
in sexual harassment) has been found responsible for previous sexual harassment or there is a safety
threat within the school district. In such cases, the alleged victim is not a party to the case, but will
receive notices as required by the Title IX regulations at specific points in the complaint process. 
3. In accordance with the Title IX regulations, the Title IX Coordinator must dismiss a 
formal complaint if: a) the conduct alleged in the formal complaint does not constitute sexual
harassment under the Title IX regulations and this policy; or b) if the conduct alleged did not occur
within the scope of the school district's education programs and activities, or c) did not occur in the
United States. 
4. In accordance with the Title IX regulations, the Title IX Coordinator may dismiss a 
formal complaint if: a) a complainant withdraws the formal complaint, or withdraws particular allegations
within the complaint; b) the respondent is no longer employed by or enrolled in the school district; or c)
there are specific circumstances that prevent the school district from gathering evidence sufficient to
reach a determination regarding the formal complaint. 
5. If a formal complaint is dismissed under this procedure, the Title IX Coordinator will 
promptly and simultaneously send written notices to the parties explaining the reasons. Parties have the
opportunity to appeal dismissals in accordance with subsection I below. 

6. If the conduct alleged in a formal complaint potentially violates other laws, Board policies 
and/or professional expectations, the school district may address the conduct under the applicable
policy/procedure. 

C. Emergency Removal or Administrative Leave 
The Superintendent may remove a student from education programs and activities on an emergency
basis, or place an employee on administrative leave during the complaint procedure: 
1. If there is a determination (following an individualized safety and risk analysis) that 
there is an immediate threat to the physical health or safety of an individual arising from the allegations
of sexual harassment. Examples of such circumstances might include, but are not limited to, a continued
threat of violence against a complainant by a respondent, or a respondent's threat of self-harm due to
the allegations. 
2. The respondent (and in the case of a student, their parent/legal guardian) will be 
provided notice of the emergency removal or administrative leave, and will be provided an opportunity to
challenge the decision following the removal (this is an opportunity to be heard, not a hearing). The
respondent has the burden to demonstrate why the emergency removal or administrative leave was
unreasonable. 
3. Any such decision shall be made in compliance with any applicable disability 
laws, including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and
the Americans with Disabilities Act. 
D. Notice to Parties of Formal Complaint 
1. The Title IX Coordinator will provide to the parties written notice of the formal complaint and
allegations of sexual harassment potentially constituting prohibited conduct under the Title IX
regulations and this procedure. The notice shall include: 
 Notice regarding the complaint procedure and the availability of an informal resolution
process; Sufficient details known at the time (including identities of parties, if known; the
conduct alleged; and the date and location of the alleged incident, if known), with
sufficient time to prepare before any initial interview (not less than five business days). As
required by the Title IX regulations, a statement that the respondent is presumed not
responsible for the alleged conduct and that a determination of responsibility will be made
at the conclusion of the complaint); and that the parties may inspect and review evidence;
Notice that the parties may each have an advisor of their choice (who may be an attorney),
and that the parties may inspect and review evidence; Notice that knowingly making false
statements or submitting false information during the complaint process is prohibited and
may result in disciplinary action; Notice of the name of the investigator, with sufficient time
(no less than three business days) to raise concerns of conflict of interest or bias. 
2. If additional allegations become known at a later time, notice of the 
additional allegations will be provided to the parties. 
3. The Title IX Coordinator will discuss supportive measures with each party 
and implement such measures as appropriate. 

Informal Resolution Process 
After a formal complaint has been filed, and if the Title IX Coordinator believes the circumstances are
appropriate, the Title IX Coordinator may offer the parties the opportunity to participate in an
informal resolution process to resolve the complaint without completing the investigation and
determination process. Informal resolutions cannot be used to resolve a formal complaint where a
student is the complainant and the respondent is an employee. 
Informal resolutions can take many forms, depending on the particular case. Examples include, but are
not limited to, facilitated discussions between the parties; restorative justice; acknowledgment of
responsibility by a respondent; apologies; disciplinary actions against a respondent or a requirement to
engage in specific services; or supportive measures. Both parties must voluntarily agree in writing to
participate in an informal resolution process, and either party can withdraw from the process at any time.
The Superintendent must agree to the terms of any informal resolution reached between the parties. If an
informal resolution agreement is reached, it must be signed by both parties and the school district. Any
such signed agreement is final and binding according to its terms. 
If an informal resolution process does not resolve the formal complaint, nothing from the informal
resolution process may be considered as evidence in the subsequent investigation or
determination. 
F. Investigation 
1. The complaint will be investigated by a trained internal or external individual 
designated by the Superintendent and Title IX Coordinator. Any complaint about an employee
who holds a supervisory position shall be investigated by a person who is not subject to that
supervisor's authority. Any complaint about the Superintendent should be submitted to the Chair
of the Board, who should consult with legal counsel concerning the handling and investigation of
the complaint.                                                                      
2. The investigator shall consult with the Title IX Coordinator as agreed during the 
investigation process. 
3. If the complaint is against an employee of the school district, rights conferred 
under an applicable collective bargaining agreement shall be applied, to the extent they do
not conflict with the Title IX regulatory requirements. 
4. Privacy rights of all parties to the complaint shall be maintained in accordance 
with applicable state and federal laws. 
5. The investigator will:
a. Meet with each party after they have received appropriate notice of any meeting and its purpose, with
sufficient time to prepare.                                                                         
b. Allow parties to have their advisor at all meetings related to the complaint, 
although advisors may not speak on behalf of a party or interfere with the process. 
      c. Allow parties a reasonable opportunity to identify witnesses and submit 
favorable and unfavorable evidence. 
      d. Interview witnesses and conduct such other activities that will assist in 
ascertaining facts (site visits, review of documents, etc.). 
      e. Consider evidence that is relevant and directly related to the allegations in 
the formal complaint. 
      f. During the course of the investigation, provide both parties with an equal 
opportunity to inspect and review any evidence that is obtained in the investigation that is directly
related to the allegations in the formal complaint (including evidence which the schooi district does not
intend to rely upon in reaching a determination of responsibility), and favorable and unfavorable
evidence. 
      g. Prior to completion of the investigation report, provide each party and 
advisor (if any) the evidence subject to inspection and review, and provide the parties with ten business
days to submit a written response. 
      h. Consider the parties' written responses to the evidence prior to completing the investigation
report.    
i. Create an investigative report that fairly summarizes relevant evidence 
and send the report to the parties and advisors (if any), for their review. The Parties may submit
written responses to the report within ten business days of receipt.
j. After receipt of the parties' written responses (if any), forward the investigation report and
party responses to the assigned decision maker. 
6. The investigation shall be concluded within 40 business days if practicable.. 
Reasonable extension of time for good reason shall be allowed. 
G. Determination of Responsibility 
1. The decision maker shall provide the parties with the opportunity to submit 
written, relevant questions that the party wants asked of another party or witness within five business
days of when the decision maker received the investigation report and party responses. 
a. The decision maker shall explain to a party proposing questions if the decision maker excludes a
question as not relevant. 
2. Each party shall be provided the opportunity to review the responses of another party and/or witness,
and to ask limited written follow-up questions within five business days of receiving the answers. 
3. Each party will receive a copy of the responses to any follow-up questions. 
4. The decision maker shall review the investigation report, the parties'
responses and other relevant materials, applying the preponderance of the evidence standard ("more
likely than not”). 
5. The decision maker shall issue a written determination, which shall include 
the following: 
a. Identification of all the allegations potentially constituting sexual harassment as defined in the Title IX
regulations and this policy; 
b. A description of the procedural steps taken from receipt of the formal 
complaint through the determination, including notifications to the parties, interviews with parties and
witnesses, site visits, methods used to gather other evidence, and meetings held; 
C. A determination regarding responsibility as to each allegation and 
findings of fact supporting the determinations; 
d. A statement of, and rationale for, the result as to each allegation, including a determination regarding
responsibility, any disciplinary actions the school district imposes on the respondent, and whether
remedies designed to restore or preserve equal access to the school district's programs and activities
will be provided to the complainant; 
e. The school district's appeal procedure and permissible bases for the parties to appeal the
determination. 
6. The written determination shall be provided to the parties simultaneously. 
The determination concerning responsibility becomes final either on the date that the school district provides the
parties with the written determination of the results of the appeal, if an appeal is filed, or if an appeal is
not filed, the date on which the appeal would no longer be considered timely. 
H. Remedies, Discipline and Other Actions 
1. Remedies 
Remedies are measures used to ensure that the complainant has equal access to the school district's
education programs and activities following the decision maker's determination. Such remedies may
include supportive measures, and may include other appropriate measures, depending upon the
determination and the needs of the complainant. The Title IX Coordinator is responsible for
implementing remedies and providing any needed assistance to the Complainant. 
2. Discipline and Other Actions - Students 
The following are of the types of discipline and other actions that may be imposed on a student when
there is a determination that they are responsible for one or more violations involving sexual
harassment: 

• in or out of school suspension. 
• Expulsion. 
• Restorative justice. 
• Requirement to engage in education or counseling program. 

3. Discipline and Other Actions - Employees 
The following are examples of the types of disciplinary actions that may be imposed on an employee
when there is a determination that they are responsible for one or more violations involving sexual
harassment:                                                                                                   

Written warning. 

• Probation. 
• Demotion. 
• Suspension without pay. 
• Discharge. 

•The following are examples of other types of actions that may be imposed on an employee when there
is a determination of responsibility. 
*Performance improvement plan. 
• Counseling. 
• Training.

• Loss of leadership/stipend position. 
I. Appeals 
The parties have the opportunity to appeal a determination regarding responsibility, and from dismissals
of formal complaints. Under the Title IX regulations, appeals are allowed on the following grounds: 
1. A procedural irregularity that affected the outcome of the matter; 
2. New evidence that was not reasonably available at the time the determination 
regarding responsibility or dismissal of the formal complaint was made, that could affect the outcome of
the matter; or 
3. The Title IX Coordinator, investigator, or decision maker had a conflict of 
interest or bias for or against complainants or respondents generally, or the individual complainant or
respondent that affected the outcome of the matter. 
An appeal must be filed in writing within five business days of receiving the determination, stating the
grounds for the appeal and including any relevant documentation in support of the appeal. Appeals
submitted after this deadline are not timely and shall not be considered. 
1. Appeals must be filed with the Superintendent, who will consider the appeal. 
2. The Superintendent shall notify the other party in writing of the appeal and will allow both parties to
submit a written statement in support of, or challenging the determination of the decision maker.             
3. The Superintendent shall conduct an impartial review of the appeal, including 
consideration of the written record of the matter, and may consult with legal counsel or other school
district officials in making their decision. 
4. The Superintendent shall issue a written decision describing the result of the 
appeal and rationale for the result, and provide the written decision simultaneously to the parties. The
decision will either deny the appeal; grant the appeal and remand to the decision maker for further
consideration; or grant the appeal by revising the disciplinary or other action(s). 
J. Records 
Records in connection with sexual harassment reports and the complaint process shall be maintained
for a minimum of seven years. 
Legal Reference: Americans with Disabilities Act (42 U.S.C. $12101 et seq., as amended; 28 C.F.R. S
35.107) Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. $ 794 et seq., as
amended; 34 C.F.R. S 104.7) Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.);
34 C.F.R. Part 106 Clery Act (20 U.S.C. $1092(f)(6)(A)(v) - definition of sexual assault) Violence Against
Women Act (34 U.S.C. $ 1092(f)(6)(A)(v) - definition of sexual assault; 34 U.S.C. & 12291(a)(10) - dating
violence; 34 U.S.C. $12291(a)(3) - definition of stalking; 34 U.S.C. $12291(a)(8) - definition of domestic
violence) Title VI of the Civil Rights Act of 1964 (42 USC S 2000d) RSA 186:11; 193:38-39; and 354-A
NH Code Admin. R. Ed. 303.01(i) and (0) (Adopted: 1/15/01) (Reaffirmed: 12/5/05, 6/1/09) Revised:
11/09/2020  

DATA GOVERNANCE AND SECURITY 

A. Definitions Confidential Data/Information - Information that the District is prohibited by law, policy or
contract from disclosing or that the District may disclose only in limited circumstances. Confidential data
includes, but is not limited to, personally identifiable information regarding students and employees. 
Critical Data/Information - Information that is determined to be essential to District operations and
that must be accurately and securely maintained to avoid disruption to District operations. Critical
data is not necessarily confidential. 
B. Data and Privacy Governance Plan - Administrative Procedures. 1. Data Governance Plan. The
Superintendent, in consultation with the District Information Technology Director (IT Director) (see
paragraph C, below) shall create a Data and Privacy Governance Plan (Data Governance Plan), to be
presented to the Board no later than June 30th. Thereafter, the Superintendent, in consultation
with the IT Director, shall update the Data Governance Plan for presentation to the Board no later than
June 30, each year. 
The Data Governance Plan shall include: 
(a) An inventory of all software applications, digital tools, and extensions. The inventory shall include users
of the applications, the provider, purpose, publisher, privacy statement, and terms of use; (b) A review
of all software applications, digital tools, and extensions and an assurance that they meet or exceed
minimum standards set by the New Hampshire Department of Education; (c) Policies and procedures
for access to data and protection of privacy for students and staff including acceptable use policy for
applications, digital tools, and extensions used on District hardware, server(s) or through the District
network(s); (d) A response plan for any breach of information, and (e) A requirement for a service
provider to meet or exceed standards for data protection and privacy. 
2. Policies and Administrative Procedures. The Superintendent, in consultation with the IT Director, is
directed to review, modify and recommend (policies) create (administrative procedures), where
necessary, relative to collecting, securing, and correctly disposing of District data (including, but not
limited to Confidential and Critical Data/Information, and as otherwise necessary to implement this
policy and the Data Governance Plan.                       .  

Such policies and/or procedures will, may or may not be included in the annual Data Governance Plan.

C. Information Technology Director. The IT Director is hereby designated as the District's
Information Security Officer and reports directly to the Superintendent or designee. The IT
Director is responsible for implementing and enforcing the District's security policies and
administrative procedures applicable to digital and other electronic data, and suggesting changes
to these policies, the Data Governance Plan, and procedures to better protect the confidentiality
and security of District data. The IT Director will work with the both District and building level
administrators and Data managers (paragraph E, below) to advocate for resources, including
training, to best secure the District's data. 
The assistant director of technology is the District's alternate IT Director and will assume the
responsibilities of the IT Director when the IT Director is not available. 

D. Responsibility and Data Stewardship. All District employees, volunteers and agents are
responsible for accurately collecting, maintaining and securing District data including, but not limited to,
Confidential and/or Critical Data/Information. 
E. Data Managers. All District administrators are data managers for all data collected, maintained, used
and disseminated under their supervision as well as data they have been assigned to manage in the
District's data inventory. Data managers will monitor employee access to the information to ensure that
confidential information is accessed only by employees who need the information to provide services to
the District and that confidential and critical information is modified only by authorized employees. Data
managers will assist the IT Director in enforcing District policies and procedures regarding data
management. 
F. Confidential and Critical Information. The District will collect, create or store confidential information
only when the Superintendent or designee determines it is necessary, and in accordance with
applicable law. The District will provide access to confidential information to appropriately trained District
employees and volunteers only when the District determines that such access is necessary for the
performance of their duties. The District will disclose confidential information only to authorized District
contractors or agents who need access to the information to provide services to the District and who
agree not to disclose the information to any other party except as allowed by law and authorized by the
District. 
District employees, contractors and agents will notify the IT Director or designee immediately if there is
reason to believe confidential information has been disclosed to an unauthorized person  
or any information has been compromised, whether intentionally or otherwise. The IT Director or
designee will investigate immediately and take any action necessary to secure the information, issue all
required legal notices and prevent future incidents. When necessary, the Superintendent, IT Director or
designee is authorized to secure resources to assist the District in promptly and appropriately
addressing a security breach. 
Likewise, the District will take steps to ensure that critical information is secure and is not 
priately altered, deleted, destroyed or rendered inaccessible. Access to critical information will only
be provided to authorized individuals in a manner that keeps the information secure. 
All District staff, volunteers, contractors and agents who are granted access to critical or confidential
information/data are required to keep the information secure and are prohibited from disclosing or
assisting in the unauthorized disclosure of such confidential or critical data/information. All individuals
using confidential and critical data/information will strictly observe all administrative procedures, policies
and other protections put into place by the District including, but not limited to, maintaining information in
locked rooms or drawers, limiting access to electronic files, updating and maintaining the confidentiality
of password protections, encrypting and redacting information, and disposing of information no longer
needed in a confidential and secure manner. 
G. Using Online Services and Applications. District staff members are encouraged to research and
utilize online services or applications to engage students and further the District's education mission.
District employees, however, are prohibited from installing or using applications, programs or other
software, or online system/website, that either stores, collects or shares confidential or critical
data/information, until the IT Director approves the vendor and the software or service used. Before
approving the use or purchase of any such software or online service, the IT Director or designee shall
verify that it meets the requirements of the law, Board policy, and the Data Governance Plan, and that it
appropriately protects confidential and critical data/information. This prior approval is also required
whether or not the software or online service is obtained or used without charge. 
H. Training. The IT Director will provide appropriate training to employees who have access to
confidential or critical information to prevent unauthorized disclosures or breaches in security. All school
employees will receive annual training in the confidentiality of student records, and the requirements of
this policy and related procedures and rules. 
I. Data Retention and Deletion. The IT Director or designee shall establish a retention schedule for the
regular archiving and deletion of data stored on District technology resources. The retention schedule
should comply with, and be incorporated into the data/record retention schedule established under
Policy EHAB and administrative procedure EH-R, including but not limited to, provisions relating to
Litigation and Right to know holds as described in Policy EHAB. 
J. Consequences Employees who fail to follow the law or District policies or procedures regarding data
governance and security (including failing to report) may be disciplined, up to and including termination.
Volunteers may be excluded from providing services to the District. The District will end business
relationships with any contractor who fails to follow the law, District policies or procedures, or the
confidentiality provisions of any contract. In addition, the District reserves the right to seek all other legal
remedies, including criminal and civil action and seeking discipline of an employee's teaching certificate. 
The District may suspend all access to data or use of District technology resources pending an
investigation. Violations may result in temporary, long-term or permanent suspension of user privileges.
The District will cooperate with law enforcement in investigating any unlawful actions. The
Superintendent or designee has the authority to sign any criminal complaint on behalf of the District. Any
attempted violation of District policies, procedures or other rules will result in the same.