Section 6000 - Instruction

The Clinton Board of Education (“Board”) recognizes the importance of technology in education and the growing popularity and use of online coursework.  In that regard, and in accordance with Connecticut General Statutes § 10-221a, the Board sanctions the receipt of online course credit to be used toward high school graduation requirements, in accordance with this policy.

Pre-approval of Courses Identified by Students and Parents

To receive credit for online courses to be used toward high school graduation requirements, students must, prior to registering for the course, receive approval from the high school principal or designee.  The decision of the principal or designee with regard to online course credit approval is final.  Pre-approval for online course credit may be granted if the requirements set forth below are met.

Requirements for Online Coursework

1. The workload required by the online course is equivalent to that of a similar course taught in a traditional classroom setting;
2. The content of the online course is rigorous and aligned with curriculum guidelines approved by the State Board of Education, where appropriate; 
3. The course engages students and has interactive components, which may include, but are not limited to, required interactions between students and their teachers, participation in online demonstrations, discussion boards or virtual labs;
4. The program of instruction for such online coursework is planned, ongoing and systematic;
5. The courses are:
   1. Taught by teachers who are certified in Connecticut or another state and have received training on teaching in an online environment, or
   2. Offered by institutions of higher education that are accredited by the Board of Regents for Higher Education or regionally accredited; and
6. The principal has determined, in the principal’s professional judgment, that, given the student’s academic and disciplinary history, the student is appropriately suited to engage in online coursework.

Additional Requirements

Only students in grades 9-12 are eligible to receive credit toward high school graduation by taking online courses.  Students who have been pre-approved shall receive such credit upon completing the online course and obtaining a passing grade.

Remote learning that may be provided to students in lieu of, or as a supplement to, in-person learning during the COVID-19 or other community-wide emergency shall be provided at Board expense.

Any expense incurred for taking an online course identified by the student and/or parent to supplement the District’s curricular offerings shall be the responsibility of the student/parent and shall not be the responsibility of the Board.  

Legal Reference:

Conn. Gen. Stat. § 10-221a

Policy adopted: June 1, 2020

Policy revised: March 21, 2022

Mandatory Curricular Exemptions

Upon the written request of a parent or guardian received by the school district prior to planned instruction in the areas set forth below, the Board shall permit curricular exemptions for instruction in the following areas:

1. Dissection;
2. Family life education;
3. HIV/AIDS; or
4. Sexual abuse and assault awareness and prevention program; or
5. Firearm safety programs.

Definitions

“Dissection instruction” is defined as instruction in which a student must participate in, or observe, the dissection of any animal.

“Family life education instruction” is defined as instruction pertaining to family planning, human sexuality, parenting, nutrition and the emotional, physical, psychological, hygienic, economic and social aspects of family life.

“HIV/AIDS instruction” is defined as ongoing and systematic instruction on Acquired Immune Deficiency Syndrome (AIDS) offered by the district pursuant to state law.

“Sexual abuse and assault awareness and prevention program” is defined as the state-wide program identified or developed by the Department of Children and Families, in collaboration with the Department of Education and Connecticut Sexual Assault Crisis Services, Inc. (or a similar entity) that includes age-appropriate educational materials designed for children in grades kindergarten to twelve, inclusive, regarding child sexual abuse and assault awareness and prevention that may include, but not be limited to, (A) the skills to recognize (i) child sexual abuse and assault, (ii) boundary violations and unwanted forms of touching and contact, and (iii) ways offenders groom or desensitize victims, and (B) strategies to (i) promote disclosure, (ii) reduce self-blame, and (iii) mobilize bystanders.

Written Request for Mandatory Exemption

Parents who wish to exercise such exemptions must notify the building principal in writing in advance of the instruction to be provided.

Other Curricular Exemptions

The Board does not require teachers to exempt students from any aspect of the curriculum except as the law may require.  Parents who wish to request a curricular exemption other than those noted above must notify the building principal in writing in advance of the instruction to be provided.  The school district administration will consider whether to permit a requested exemption in accordance with applicable law.

Alternative Assignments

1. Any student excused from participating in, or observing, the dissection of any animal as part of classroom instruction shall be required to complete an alternate assignment to be determined by the teacher.
2. Any student excused from participating in the sexual abuse and assault awareness and prevention program or a firearms safety program shall be provided, during the period of time in which the student would otherwise be participating in such program, an opportunity for other study or academic work as determined by the teacher.
3. Any student excused from any other aspect of the curriculum may be required by the teacher to complete an alternative assignment as determined by the teacher.

Legal Reference:

Conn. Gen. Stat. § 10-16c

Conn. Gen. Stat. § 10-16e

Conn. Gen. Stat. § 10-18c

Conn. Gen. Stat. § 10-18d

Conn. Gen. Stat. § 10-19(b)

Conn. Gen. Stat. § 17a-101q

Mahmoud v. Taylor, 145 S. Ct. 2332 (2025)

Policy adopted: August 17, 2020

Policy revised: December 5, 2022

Policy revised: February 2, 2026

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

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

Legal Reference:

Conn. Gen. Stat. § 10-221(b)

Policy adopted: August 17, 2020

6302 Regulation

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

Legal Reference:

Conn. Gen. Stat. § 10-14q

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

34 C.F.R. § 300.320 et seq.

Connecticut Alternate Assessment (CTAA) Test Administration Manual, English Language Arts and Mathematics (Dec. 9, 2019) 

CTAA and Alternate Science Learner Characteristics Inventory (LCI)

(Manuals located at: https://ct.portal.cambiumast.com/alternate-assessment.html)

Policy adopted: August 17, 2020

Policy revised: March 21, 2022

The Board of Education endorses the parent involvement goals of Title I and encourages the regular participation by parents of Title I eligible children in all aspects of the program. The education of children is viewed as a cooperative effort among the parents, school and community. In this policy, the word “parent” also includes guardians.

Pursuant to federal law, the District will develop jointly with and distribute to parents of children participating in the Title I program a written parent involvement policy.

At the required annual meeting for Title I, parents will have opportunities to participate in the design, development, operation and evaluation of the program for the next school year. Proposed activities shall be presented to fulfill the requirements necessary to address the requirements of parental involvement

In addition to the required annual meeting, additional meetings may be held, at various times, for parents of children participating in the Title I program. These meetings shall be used to provide parents with:

1. Information about programs provided under Title I;
2. A description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;
3. Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and
4. The opportunity to bring parent comments, if they are dissatisfied with the school’s Title I program, to the district level.

The parents of children identified to participate in Title I programs shall receive from the school Principal and Title I staff an explanation of the reasons supporting each child's selection for the program, a set of objectives to be addressed, and a description of the services to be provided. Opportunities will be provided for the parents to meet with the classroom and Title I teachers to discuss their child's progress. Parents will also receive guidance as to how they can assist in the education of their children at home.

Each school in the District receiving Title I funds shall jointly develop with parents of children served in the program a “School-Parent Compact” outlining the manner in which parents, school staff and students share the responsibility for improved student academic achievement in meeting State standards.  

The “School-Parent Compact” shall:

1. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment enabling children in the Title I program to meet the State’s academic achievement standards;
2. Indicate the ways in which each parent will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, monitoring television watching, volunteering in the classroom, and participating, as appropriate, in decisions related to their child’s education and positive use of extra-curricular time; and
3. Address the importance of parent-teacher communication on an on-going basis with, at a minimum, parent-teacher conferences, reports to parents, and reasonable access to staff.

Legal Reference:

Improving America’s Schools Act, P.L. No. 103-382, Sec. 1112 Local Education Agency Plans.

Improving America's Schools Act (IASA), P.L. 103-382. 

P.L. 107-110, “No Child Left Behind Act of 2001,” Title I– Improving the Academic Achievement of the Disadvantaged, Sec. 1118.

Policy adopted: March 3, 2003

6304 Regulation

In accordance with federal law, state law, and Clinton Board of Education (the “Board”) policy, parents shall be permitted access to instructional material used as part of the educational curriculum for any student and all curriculum approved by the Board’s curriculum committee established pursuant to section 10-220 of the Connecticut General Statutes and all associated curriculum materials (“Curriculum”).  Curriculum does not include academic tests or academic assessments.

Beginning with the 2026-2027 school year, and each school year thereafter, the Board shall post the objectives and scope and sequence of all approved curriculum on its website.

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

Upon request, the district shall permit parents to inspect any Instructional Material and Curriculum.  The district shall grant reasonable access to Instructional Material and Curriculum within a reasonable period of time after a parental request is received.

Legal Reference:

Conn. Gen. Stat. § 10-220

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

Public Act 25-174, “An Act Authorizing and Adjusting Bonds of the State and Concerning Grant Programs, State Grant Commitments for School Building Projects, Revisions to the School Building Projects Statutes and Various Provisions Revising and Implementing the Budget for the Biennium Ending June 30, 2027.”

Policy adopted: August 17, 2020

Policy revised: March 18, 2024

Policy revised: February 2, 2026

A procedure for processing and responding to criticism of approved materials shall be established and followed. This procedure shall include a formal, signed complaint of standard format and an appointed committee to re-evaluate the material in question.

In all cases, the decision to retain or reject shall be made on the basis of whether the material represents life in its true proportions, whether circumstances are realistically dealt with, and whether the material has literary or social value. Factual material shall be included in all instructional material collections.

Legal Reference:

Keyishian v. Board of Regents, 385 U.S. 589, 603 (1967).

President's Council, District 25 v. Community School Board No. 25 (457 F. 2d 289 (1972), cert. denied 409 U.S. 998 (1976). 

Minarcini v. Strongsville City School District, 541 F. 2d 577 (6th Cir. 1976). Board of Education, Island Trees Union Free School District No. 26 v. Pico, 457 U.S. 853 (1982).

Board of Education, Island Trees Union Free School District No. 26 v. Pico, 457 U.S. 853 (1982).

Academic Freedom Policy (adopted by Connecticut State Board of Education, 9/9/81).

Conn. Gen. Stat. § 10-238. Petition for hearing by Board of Education. 

Policy adopted: September 23, 1991

Policy revised: April 2001

Policy revised: March 18, 2019

Policy revised: August 17, 2020

6306 Regulation

Free discussion of controversial issues is the heart of the democratic process.  Freedom of speech and free access to information are among our most cherished traditions.

The study of controversial issues should be objective and scholarly. The teacher should approach controversial issues in the classroom in an impartial and unprejudiced manner, and must refrain from promoting a partisan point of view.

Policy adopted: August 17, 2020

6307 Regulation

The Board of Education shall provide each school with the equipment, textbooks, and other learning materials necessary to meet the needs of instruction. 

Adoption of Primary Learning Materials

The review and selection of primary learning materials will be carried on continuously by the professional staff in order to remain current.

Where applicable all materials should present balanced views concerning the international, national and local issues and problems of the past, present, and future, and should:

1. Stimulate growth in factual knowledge, literary appreciation and aesthetic and ethical values.
2. Help students develop abilities in critical reading and thinking.
3. Develop and foster an appreciation of the cultural diversity and development in the United States and throughout the world.
4. Provide for students an effective basic education that does not discriminate on the basis of race, age, color, religion, national origin, gender, or disabilities.
5. Allow sufficient flexibility for meeting the special needs of individual students and groups of students.

Any textbook or learning material that will serve the function of a textbook must be processed through the district curriculum review and revision procedure or a special ad hoc committee assembled by the Superintendent and consistent with the relevant curricula formally adopted by the Board of Education. This applies to a textbook or material that will be used as a primary learning tool on an ongoing basis with the majority of students in a class, course, or learning group within a class.

The administration will develop and review administrative rules outlining a procedure to select textbooks which meet the above criteria.  This process shall include:

1. Analysis, evaluation, and recommendation by professional staff; and
2. The opportunity for review of the recommended textbooks by interested staff and board members, as well as community members.

By state statute, the Clinton Board of Education will make final textbook selection/approval decisions for the school district.

The Superintendent shall be empowered to approve the trial use of a primary learning material for a period of up to one school year. Written notification of such trial use shall be provided to the Board of Education and the Curriculum Council for informational purposes.

Supplemental Materials

Supplemental learning materials are those books, audiovisual kits, and other instructional materials that are used by instructional staff to complement primary learning materials. These must be approved by the Principal and Department Chair, when appropriate.

Legal Reference:

Conn. Gen. Stat. § 10-221

Conn. Gen. Stat. § 10-222a

Conn. Gen. Stat. § 10-228

Conn. Gen. Stat. § 10-229

Policy adopted: September 21, 1992

Policy revised: November 7, 2005

Policy revised: August 17, 2020

Library books, textbooks, computer devices, and other instructional materials are loaned to students for their use by the Clinton Public Schools, and shall be returned when requested by school district personnel. School district personnel shall ensure that students take proper care of books and other materials, and shall instruct students on their proper use. Students must pay the current value of any book or educational material that is lost or damaged beyond ordinary wear. Parents shall be notified if students have not made restitution on lost or damaged materials within a reasonable amount of time. The Clinton Board of Education may impose sanctions against students who lose or damage textbooks, computer devices, or instructional materials of any kind.

The Superintendent of Schools, working in conjunction with school district personnel, is authorized to set a schedule of appropriate fees, fines and charges for damaged or lost instructional materials or the use of specific school privileges, equipment or services.

Legal Reference:

Conn. Gen. Stat. § 10-221(c)

Policy adopted: August 17, 2020

The Board of Education believes that parents should be knowledgeable about the education that the Clinton Public Schools (the “District”) provides to enrolled students.  The Board believes that parents are most knowledgeable when they have regular communication with teachers.  Therefore, it is the policy of the Board of Education to encourage parent-teacher communication. 

The Superintendent or designee shall be responsible for developing procedures in furtherance of this policy. The Superintendent is further required to include information about parental involvement and actions taken to improve parental involvement in the strategic school profile that is submitted annually to the Board of Education and Commissioner of Education.  Such actions to improve parental involvement may include methods to engage parents in the planning and improvement of school programs and to increase support to parents working at home with their children on learning activities.  

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

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

1. offer parents the option of attending parent-teacher conferences by telephonic, video, or other conferencing platform,
2. conduct one parent-teacher conference, in addition to the two flexible parent-teacher conferences described above, during periods when the District provides remote learning for more than three consecutive weeks, and one additional parent-teacher conference every six months thereafter for the duration of such period of remote learning (for purposes of this policy, and in accordance with applicable law, “remote learning” means instruction by means of one or more Internet-based software platforms as part of a remote learning model), and
3. request from each student’s parent the name and contact information of an emergency contact person who may be contacted if the student’s parent cannot be reached to schedule a parent-teacher conference required during periods of District-provided remote learning.

On or after January 1, 2022, the procedures must also require a teacher conducting a parent-teacher conference that is required in section (B) above to provide a copy of the document, to be developed by the Department of Education, to provide information concerning educational, safety, mental health, and food insecurity resources and programs available for students and their families, to the parent prior to the parent-teacher conference.  If, after making three attempts, a teacher is unable to make contact with a student’s parent in order to schedule a parent-teacher conference required in section (B) above, the teacher shall report such inability to the school principal or designee. Such principal or designee shall contact any emergency contact person designated by the student’s parent to ascertain such student’s and family’s health and safety.

Legal Reference:

Conn. Gen. Stat. § 10-220(c)

Conn. Gen. Stat. § 10-221(f)

Policy adopted: October 18, 2020

Policy revised: March 18, 2019

Policy revised: August 17, 2020

Policy revised: March 21, 2022

Policy revised: December 5, 2022

6310 Regulation

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

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

1. include objective criteria for the promotion and graduation of students,
2. provide for the measuring of the progress of students against such criteria and the reporting of such information to parents and students,
3. include alternatives to promotion such as transition programs, and
4. provide for supplemental services.

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

Legal Reference:

Conn. Gen. Stat. § 10-221(b)

Conn. Gen. Stat. § 10-223a

Policy adopted: June 15, 1992

Policy revised: October 15, 1995

Policy revised: August 19, 2019

Policy revised: August 17, 2020

6311 Regulation

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

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

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

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

The District shall notify each student enrolled in the student’s final year of high school, and the parent or guardian of such student, whether the student may be admitted to at least one participating institution under the CAAP based on the academic threshold established by such institution.
The District shall not publish on a student’s transcript the student’s CAAP GPA or whether such student is above or below the minimum grade point average established by the BOR for purposes of the CAAP.

2. Calculation of Grade Point Averages for All Other Purposes

The Board believes that, due to the rigorous nature of certain classes, the grades earned in such classes deserve additional weight for the purposes of calculating grade point average and determining class rank.  These rigorous classes include the following: Honors, Advanced Placement (AP) and Early College Experience (ECE).  Therefore, it is the policy of the Board of Education to grant grades earned in such courses additional weight for the aforementioned purposes.  

For all purposes other than qualifying students for the CAAP, the chart below represents the grading scale and GPA credit assignment for high school courses.

All final course grades will carry the GPA credit as shown in the table.  Due to the rigorous nature of certain courses outlined below, additional weighting will be applied:

• All Honors courses will receive an additional weighting factor of 0.5.
• All College Level courses (AP, ECE, Dual Enrollment, etc.) courses will receive an additional weighting factor of 1.0.

The Superintendent or the Superintendent’s designee shall be responsible for developing procedures in furtherance of this policy.

Legal Reference:

Conn. Gen. Stat. § 10-220g

Conn. Gen. Stat. § 10-220q

Connecticut General Statutes § 10a-11h

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

Policy adopted: September 21, 1992

Policy revised: March 19, 2001

Policy revised: August 17, 2020

Policy revised: August 15, 2022

Policy revised: August 19, 2024

Policy revised: April 7, 2025

6312 Regulation

The Clinton Board of Education prioritizes the instructional program provided to students and recognizes the responsibility to provide personnel, instructional supplies, equipment, materials and other support as may be required to best meet the needs of the students, the professional staff, and community goals.

The Board of Education also supports a continuing program of in-service education and professional development opportunities for certified and non-certified staff to ensure that the ever-changing needs and requirements for providing a relevant and quality education to the students in Clinton are met.

Policy adopted: September 21, 1992

Policy revised: August 17, 2020

The Board of Education wants all students, by the end of grade 12, to be independent, competent, responsible and confident users of information and technology and to be able to apply related strategies for acquiring basic skills and content knowledge, collaborating with others, communicating ideas, solving problems, and pursuing personal interests.

Clinton Public Schools will embed technology into learning experiences, creating an environment where students and teachers use technology to learn, create, promote inquiry and problem-solving, and maximize the potential for success in a global community.

The Board of Education is committed to supporting the following:

1. Enhancing student engagement and learning through the use of technology.
2. Integrating technology into learning experiences to develop creative, responsible, informed, and discerning global citizens.
3. Maximizing opportunities for students and staff to utilize current technology for research, collaboration, and expression of ideas and information.
4. Ensuring equity, access, and experiences.
5. Providing quality professional development and time for staff to explore, share, and embed new instructional approaches.
6. Continuing to develop and build capacity within the district to train and support students and staff.
7. Utilizing technology applications to better communicate with and enhance the connections among schools, staff, students, families, and the community.
8. Ensuring a collaborative approach to decision-making to explore and evaluate emerging technology applications and trends consistent with the Clinton Public Schools’ vision and goals.
9. Ensuring a collaborative district approach to leadership and technology related decision-making.

Policy adopted: September 21, 1992

Policy revised: February 1, 2016

Policy revised: August 17, 2020

The Clinton Board of Education shall provide programming for students with extraordinary learning abilities or outstanding talent in the creative arts.  These educational programs may include a broad spectrum of differentiation of classroom learning, advanced academic learning experiences and enrichment opportunities to explore and develop individual gifts and talents.

Students shall be identified for such programs following state guidelines and administrative regulations.  Early identification of gifted and talented students is important, but it is also essential that identification is recognized as a continuing process in that special abilities and skills appear at different times in the lives of many children.  Students who have not been officially identified as "gifted" or “talented” under special education criteria and administrative guidelines may also benefit from these program offerings.

Legal Reference:

Conn. Gen. Stat. § 10-76a through § 10-76ee

Policy adopted: October 19, 1992 

Policy revised: August 17, 2020

The curriculum development/revision process will be established and guided by the Assistant Superintendent and involve appropriate input from staff.  The Assistant Superintendent shall develop a process for the development, review, and approval of all curriculum for the District and said curriculum shall be subject to the approval of the Board of Education.

Curriculum development shall be guided by:

1. Needs assessments and information concerning the education of the students in the Clinton Public Schools;
2. The range of student abilities, aptitudes, and interests;
3. Aspirations of residents of the school district for our students;
4. The mobility of student population;
5. Avoidance of discrimination; and
6. Elimination of unnecessary duplication of work among the various school levels, and coordination of courses of study and syllabi.

The Board of Education reserves the responsibility for establishing and approving curricula for the school district.

Legal Reference:

Conn. Gen. Stat. § 10-15

Conn. Gen. Stat. § 10-15c

Conn. Gen. Stat. § 10-16b

Conn. Gen. Stat. § 10-220c

Policy adopted: September 21, 1992

Policy revised: August 17, 2020

The Superintendent of Schools shall annually recommend a school calendar which meets all statutory requirements to the Clinton Board of Education for its review and approval.  The Clinton Board of Education may modify school calendars at any time, as it believes appropriate within statutory guidelines.

Academic year calendars recommended to the Board may include the operation of schools on state holidays providing a suitable nonsectarian educational program is held to observe the holiday, except for those holidays that occur in December and January.

The school calendar shall show and identify school days in each school month, the number of school days in each month, legal and local holidays, staff development days, early closing days, vacation periods and other pertinent dates.

The Superintendent shall recommend a school year calendar for the subsequent school year no later than the first regular meeting in October and the Board shall adopt a calendar for the following school year by December.  The Board may also consider setting a calendar for multiple school years if it deems it appropriate, and will instruct the Superintendent accordingly.

Policy adopted: September 21, 1992

Policy revised: August 17, 2020

The Board of Education is aware that class size has bearing upon effective teaching. It, therefore, directs the Superintendent to work with administrative staff in establishing a reasonable and equitable class enrollment for each teacher.

The Board understands that achieving this goal is dependent upon the financial ability of the school district and the availability of space and personnel.

Policy adopted: October 19, 1992

Policy revised: August 17, 2020

6318 Regulation

Schools will not participate in community activities such as poster and/or essay contests sponsored by any organization without approval by the Superintendent of Schools or the building principal.

The decision to approve or disapprove requests for school participation will be based on the following factors:

1. The educational value of the activity to the students
2. The amount of time required from regular school activities
3. The number of similar requests received by the school
4. The relationship to the school district's instructional objectives.

Policy adopted: September 23, 1991

Policy revised: August 20, 2001

Policy revised: March 18, 2019

Policy revised: August 17, 2020

Parents or guardians wishing to educate children in the home may do so in compliance with Connecticut General Statutes and the regulations of the Connecticut State Board of Education. When parents or guardians are willing to discuss their prospective decision for equivalent education at home with school personnel, school district staff shall explain the advantages of public school education in Clinton to such parents or guardians.

When parents/guardians choose to educate their children at home, the school district shall document the decision and confirm on an annual basis the intent to homeschool for each subsequent school year.  The district believes that conducting annual portfolio reviews is beneficial for partnering with homeschool families and supporting student academic progress.  Therefore, the district will contact families each spring to offer a review.

If parents or guardians make a decision to return their child or children (who for a period of time have received home schooling) to Clinton Public Schools, school staff shall work to provide an appropriate transition back into the school district.

Homeschooling is viewed by the Clinton Board of Education as full time, and therefore home schooled students are not eligible for school offerings or activities.

Legal Reference:

Conn. Gen. Stat. § 10-184

Conn. Gen. Stat. § 10-220

Policy adopted: September 21, 1992

Policy revised: August 17, 2020

The Clinton Board of Education (the “Board”) understands the importance of providing opportunities for students to enroll in an advanced course or program and offering students challenging curriculum in the Clinton Public Schools (the “District”).  In accordance with Connecticut law, this policy shall explain the manner in which the District determines eligibility for enrollment in advanced courses or programs and creates academic plans for students in the District.

1. Definitions

For purposes of this policy:

"Advanced course or program" means an honors class, advanced placement class, International Baccalaureate program, Cambridge International program, dual enrollment, dual credit, early college or any other advanced or accelerated course or program offered by the Board in grades nine to twelve, inclusive.

“Advanced placement” program is a program authorized by the College Board that offers college-level courses and exams that students take in high school.

“Cambridge International program” is an internationally recognized academic program for students aged five (5) to nineteen (19). High school level courses, available only through approved Cambridge International Schools, provide students the opportunity to earn postsecondary credit that is accepted by colleges in the United States and abroad.

“Dual credit/Dual enrollment” courses are college courses offered by high schools in partnership with a college or university. Students taking these courses in high school are simultaneously enrolled with the partner higher education institution. Students who successfully complete a dual credit/dual enrollment course earn credit toward high school graduation as well as college course credit that appears on a student transcript issued by a college or university. 

“International Baccalaureate (“IB”) program” is a program that offers international education through four programs for students aged three (3) to nineteen (19). The four programs are: Primary Years, Middle Years, Diploma Program, and Career-related Program. Schools must be authorized to teach IB programs. Every authorized school is known as an IB World School.

"Prior academic performance" means the course or courses that a student has taken, the grades received for such course or courses and a student's grade point average.

2. Eligibility Criteria

Consistent with state law, the District will identify students in grades eight and nine who may be eligible to take or enroll in an advanced course or program.  Students will be eligible to enroll in advanced courses or programs throughout their high school career, even if they are not identified as eligible in grades eight or nine.

Eligibility for enrollment in an advanced course or program shall not be based exclusively on a student’s prior academic performance. There are multiple methods by which a student may satisfy the eligibility criteria for enrollment in an advanced course or program, including:

• Recommendations from teachers, administrators, school counselors or other school personnel.
• A student’s prior academic performance, as determined by evidence-based indicators of how a student will perform in an advanced course or program.
• The District administration may, in its discretion, identify and publicize additional criteria, including but not limited to student or parent request.  Any such criteria shall be established prior to the commencement of an academic term.

3. Creation of an Academic Plan/Challenging Curriculum

The District will create an academic plan for each student who is identified in grade eight or nine as eligible for enrollment in an advanced course or program.  Such plan will be designed to enroll the student in one or more advanced courses or programs and allow the student to earn college credit or result in career readiness. Such academic plan will also be aligned with:

• The courses or programs offered by the Board,
• The student’s student success plan, created pursuant to Conn. Gen. Stat. § 10-221a(j), 
• High school graduation requirements, and 
• Any other policies or standards adopted by the Board relating to the eligibility for student enrollment in advanced courses or programs.

The academic plan may be part of the student’s success plan, which is required for each student by Conn. Gen. Stat. §10-221a.

A student, or the student’s parent or guardian, may decline to implement the provisions of an academic plan created for such student.

4. Guiding Principle and Implementation

The Board recognizes that course access and academic planning should be guided by considerations beyond traditional course eligibility criteria.  Specifically, the Board recognizes that academic achievement and engagement in middle school are strong precursors to high school success.  In addition, the Board recognizes the importance of engaging with a student’s parents and/or guardians throughout the student’s educational experience, reducing barriers to opportunities for advanced courses and programs, and providing a wide range of advanced courses that appeal to students with various interests.

The District will utilize practices designed to ensure that eligibility for enrollment in an advanced course or program, including appropriate evaluation and testing procedures, do not screen out students who are English learners/multilingual learners because of their limited English proficiency unless an advanced or specialized program is demonstrated to require proficiency in English for meaningful participation.

The Superintendent or designee shall be responsible for implementing this policy and developing procedures in furtherance of this policy and in accordance with guidance provided by the Connecticut State Department of Education.

Legal Reference:

Conn. Gen. Stat. § 10-221a

Conn. Gen. Stat. § 10-221w

Conn. Gen. Stat. § 10-221x

Connecticut State Department of Education, District Guidance for Developing an Advanced Course Participation Policy (April 2022)

United States Department of Education, Office for Civil Rights, Ensuring Meaningful Participation in Advanced Coursework and Specialized Programs for Students Who Are English Learners (June 2023)

Policy adopted: August 15, 2022

Policy revised: December 2, 2024

6321 Regulation

The Clinton Board of Education (the “Board”) will use equitable methods to identify students enrolled in the Clinton Public Schools (the “District”) that have an extraordinary learning ability and/or outstanding talent in the creative arts, the development of which requires programs or services beyond the level of those ordinarily provided in regular school programs.  Such students will be identified as gifted and/or talented.

1. Definitions

For purposes of this policy:

“Extraordinary learning ability” means a child identified by the planning and placement team as gifted and talented on the basis of either performance on relevant standardized measuring instruments, or demonstrated or potential achievement or intellectual creativity, or both. 

“Gifted and talented” means a child identified by the planning and placement team as (A) possessing demonstrated or potential abilities that give evidence of very superior intellectual, creative or specific academic capability and (B) needing differentiated instruction or services beyond those being provided in the general education program in order to realize the child’s intellectual, creative or specific academic potential. The term includes children with extraordinary learning ability (“gifted”) and children with outstanding talent in the creative arts (“talented”). 

“Outstanding talent in the creative arts” means a child identified by the planning and placement team as gifted and talented on the basis of demonstrated or potential achievement in music, the visual arts or the performing arts.

“Planning and placement team (“PPT”),” for purposes of the evaluation, identification or determination of the specific educational needs of a child who may be gifted or talented, means a group of certified or licensed professionals who represent each of the teaching, administrative, and pupil personnel staffs, and who participate equally in the decision making process.

2. Referral

Any student enrolled in grades kindergarten through twelve, inclusive, in a District school may be referred to the PPT to determine eligibility as gifted and talented. A referral may come from any source, including the student’s teacher, an administrator, the student’s parent/guardian, or the student.

3. Evaluation and Identification

The PPT shall be responsible for conducting evaluations and identifying whether students are eligible as gifted and talented, and shall meet, as needed during the school year to determine the eligibility of groups of children for whom evaluation and identification as gifted and talented are planned. When a child has been individually referred to the PPT for consideration as a gifted and talented child, the PPT shall provide the student’s parent(s)/guardian(s) with written notice of the referral.

The Board requires the use of multiple methods of identification of gifted and talented students. The PPT will use the following methods of evaluation in determining whether a student is eligible as gifted and talented:

Group Assessment.  The PPT may use an appropriate standardized test administered to all students in a particular grade.  In administering standardized tests, the PPT will use a locally normed cut score to identify students for consideration for gifted and talented classification.  Parent/guardian consent is not required prior to the administration of a group assessment.

Individual Evaluation.  Individual evaluations may be recommended by the PPT in appropriate circumstances, such as when there is a possibility of identifying the student as gifted and talented in areas that are not typically addressed by large-scale standardized tests, such as social studies, a technical discipline, music, creative arts, or performing arts. The PPT may also recommend an individual assessment for a student referred to the PPT for an evaluation when the student is in a grade level in which group assessments are not administered.  Before a student is individually evaluated for identification as gifted or talented, the PPT must secure the written consent from a parent/guardian.

After the PPT has determined from an individual or group assessment that a student has potential for or has demonstrated extraordinary learning ability or outstanding talent in the creative arts, the student will be identified as gifted and talented only if the PPT determines that the child requires differentiated instruction or services beyond those provided in the general education program in order to realize the child’s intellectual, creative or specific academic potential.

The results of the PPT meeting concerning a determination of the child's identification as gifted or talented shall be provided to the parent or guardian electronically or, if the District does not have the parent or guardian’s e-mail address on file, in writing.  Such notice shall include, but is not limited to, (1) an explanation of how such student was identified as gifted and talented; and (2) the contact information for (A) the District employee in charge of the provision of services to gifted and talented students, or, if there is no such employee, the District employee in charge of the provision of special education and related services, (B) the employee at the Connecticut State Department of Education who has been designated as responsible for providing information and assistance to boards of education and parents or guardians of students related to gifted and talented students and, (C) any associations in the state that provide support to gifted and talented students.

If a parent/guardian disagrees with the results of the evaluation conducted by the PPT, the parent/guardian has a right to a hearing.

The District may identify up to ten (10) percent of the total student population for the District as gifted and talented.

4. Provision of Services

The provision of services for gifted and talented students by the Board is discretionary.

In evaluating and identifying students as gifted or talented, the District shall ensure that such methods do not screen out students who are English learners because of their limited English proficiency unless demonstrated proficiency in English is required for meaningful participation.  In providing services, if any, for gifted and talented students, the District shall ensure that students who are English learners/multilingual learners receive appropriate language assistance services while participating in gifted and talented services

Legal Reference:

Conn. Gen. Stat. § 10-76a

Conn. Gen. Stat. § 10-76xx

Conn. Agencies Reg. § 10-76a-1

Conn. Agencies Reg. § 10-76a-2

Conn. Agencies Reg. § 10-76d-1

Conn. Agencies Reg. § 10-76d-9(c)

Connecticut State Department of Education, Gifted and Talented Education: Guidance Regarding Identification and Service (March 2019).

United States Department of Education, Office for Civil Rights, Ensuring Meaningful Participation in Advanced Coursework and Specialized Programs for Students Who Are English Learners (June 2023). 

Policy adopted: February 6, 2023

Policy revised: December 2, 2024