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  • Bridport Central School


    Family Handbook


    Bridport Central School

    3442 VT Route 22A

    Bridport, VT 05743


    802-758-2866  (fax)


    Matthew Brankman, Principal

    Linda Barrett, Administrative Assistant



    Table of Contents 

    BCS Mission & ACSD Mission & Vision

    International Baccalaureate Mission and Learner Profile


    • School Board

    • ACSD Administrative Staff

    • Bridport Central School Staff

    p. 3

    p. 3-4

    p. 4-5

    p. 5

    p. 6

    School Year

    • ACSD 2018-19 School Calendar

    • Early Release Days

    • Important Dates

    p. 7

    p. 8

    p. 8

    School Day

    • Schedule

    • Arrival & Late Arrival

    • Recess

    • Dismissal & Picking Up Your Child 

    p. 8

    p. 8

    p. 8-9

    p. 9


    • Walking or Biking

    • Bus Service & Bus Rules

    • Car Drop Off/Pick Up

    • Attendance

    • Play-dates, Parties, & Invitations

    • School Delays & Closings

    • Emergency Closings

    p. 9-10

    p. 10

    p. 10-11

    p. 11

    p. 11

    p. 11-12

    P. 12

    Home-School Communication

    • Questions/Concerns

    • Electronic Communication from School

    • Parent Involvement & Visiting School

    • Volunteering at BCS

    • Confidentiality - Guests and Volunteers

    • Bridport Central School PTO

    • Lost and Found

    • Student Use of Telephone & Cell Phones

    • Contacting School Staff (Telephone & Email)

    • Reporting Student Learning

    p. 12-13

    p. 13

    p. 13

    p. 13-14

    p. 14

    p. 14

    p. 14

    p. 14-15

    p. 15

    p. 15-16

    Student Learning

    • Art

    • Library Media Center

    • Music, PE, Health, Counseling

    • Electronic Media & Electronic Resources

    • Homework

    • Field Trips & After-School Activities

    p. 16

    p. 16-17

    p. 17-18

    p. 18

    p. 18

    p. 18-19

    School Climate

    • Student Dress

    • Use of Facilities & School Property

    • Learning, Climate, & Behavior

    • School Expectations and Logical Consequences

    • Restraint & Seclusion

    • Harassment, Hazing, and Bullying

    • Transgender and Gender Non-Conforming Students

    • Mandated Reporting

    • New Americans

    p. 19

    p. 19-20

    p. 20

    p. 21-22

    p. 23

    p. 23-24

    p. 24

    p. 24

    p. 24

    Supporting All Students

    • BCS Multi-Tiered System of Supports

    • Educational Support Systems

      • School Support Team

      • Educational Support Team

    • FAST Assessment

    • Section 504

    • Special Education

    p. 25

    p. 25-26

    p. 26-27

    p. 27

    p. 27-28

    Healthy Students

    • Breakfast & Lunch

    • Heating up Meals

    • Snack

    • Dietary Restrictions, Substitutions & Modifications

    • Candy, Soda, Energy Drinks & Gum

    • School Nurse

    • Confidentiality

    • Head Lice

    • Illness

    • Immunizations 

    • Hearing & Vision Screenings

    • Medication

    • Wellness

    p. 28

    p. 28

    p. 28

    p. 29

    p. 29

    p. 29

    p. 29

    p. 29

    p. 29-30

    p. 30

    p. 30

    p. 30

    p. 30-31

    Parental Rights

    • Family Education Rights & Privacy Act (FERPA)

    • Social Media/Email & FERPA

    • Protection of Pupil Rights Act

    • Taping/Filming/Photographing of Students

    • Notice of Nondiscrimination

    • Title 1

    • School/Home Compact

    p. 31

    p. 32

    p. 32

    p. 32

    p. 32



    Selected ACSD Policies and Procedures 

    • ACSD Bus Behavior Protocol

    • Addison County Truancy Protocols

    p. 35

    p. 36

    Bridport Central School Mission


    The primary mission of the Bridport Central School is to provide each student with the knowledge and skills necessary to become an independent learner, a contributing member of the community, and a responsible citizen.


    ACSD Vision

    All students will reach their full academic potential and be prepared for success as engaged citizens.


    ACSD Mission

    To provide an innovative, rigorous, and supportive educational community that inspires a passion for learning and cultivates empathy and responsibility.


    International Baccalaureate

    Bridport School is a candidate school for the Primary Years Programme (PYP). Bridport School, along with the other ACSD schools, is pursuing authorization as an IB World School. IB World Schools share a common philosophy - a commitment to high-quality, challenging, international education - that we believe is important for our students.


    IB Mission Statement

    The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.


    To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.


    These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


    IB Learner Profile

    The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

    Screen Shot 2017-08-22 at 8.28.05 AM.png

    ACSD Board of School Directors

    The School Board is elected by the community and is responsible for establishing education and administrative policy, and the school’s budget. Meetings are posted on the ACSD website (https://www.acsdvt.org/domain/75). Parents and community members are welcome and encouraged to attend School Board meetings whenever possible. 



    It is the responsibility of the school board to determine the education policies of the School District. The policies of the School District are formulated under the authority granted by the statutes of the State of Vermont and under the regulations of the State Board of Education; they are intended to be interpreted within these parameters. The school board is required to give public notice of its intent to adopt a board policy, stating the substance of the proposed policy, at least ten days prior to its adoption. Policies and procedures can be found on the ACSD website: https://www.acsdvt.org/domain/76 

    ACSD School Board Members

    Suzanne Buck



    Peter Conlon



    Jamie McCallum



    Mary Gill



    Lindsey Hescock



    Victoria Jette



    Brian Bauer



    James Malcolm III



    Joanna Doria



    Steve Orzech



    Mary Heather Noble



    Jennifer Nuceder



    Barbara Wilson



    ACSD Administrative Staff


    Dr. Peter Burrows, Superintendent of Schools



    Dr. Caitlin Steele, 

    Assistant Superintendent of Teaching & Learning



    Dr. Nicole Carter, 

    Assistant Superintendent for Student Services



    Logan Price

    Business Manager



    Bridport Faculty and Support Staff 2022-2023



    Matthew Brankman


    Administrative Assistant

    Linda Barrett


    PreK Program

    Heather Adams



    Andrea Way


    Grade 1/2

    Kate Moehringer


    Grade 3

    Sara Thurber


    Grade 4/5

    Amy Poulin


    Librarian/Media Specialist

    Abby Adams



    Sarah Flinn



    Kate Cunningham


    Physical Education

    Cyndi Palmer


    Guidance Counselor

    Amber Bragg



    Meeka-Kai Sands


    Special Educator

    Bethany DeBree


    Academic Interventionist

    Megan Cheresnick


    Speech--Language Pathologist



    PreK/K Special Educator

    Heather Adams


    ELL Teacher

    KC Carr


    School Nurse

    Eva McDonough




    Bill Taylor



    Amanda Cheever



    Miranda LaMonda



    Breaya Walker


    Food Service

    Shavonne Kitchens


    Facilities Manager

    Eric Warren


    Cleaning Crew

    Bettee LeBeau


    School Year

    School Calendar


    Early Release Days

    We have a number of early release days throughout the year so teachers can work on continuous, job-embedded professional development.  On the early release days, school is dismissed at 1:00.  BusesBusses pick students up at this time.  Parents who pick up their children can do so at 1:00 as well.


    Important Dates

    The Bridport website will be regularly updated to reflect both the Bridport calendar as well as important events.  These dates will also be communicated to parents in the newsletters.  


    School Day


    7:30-7:45 - Arrival & First Recess

    7:55  - Students go to classrooms/breakfast

    10:50-11:20 - PreK - 2  Second Recess

    11:20 - 11:50 - 3rd-5th Second Recess

    11:50 12:20 - 3rd-5th LUNCH (in classrooms)

    2:45 - Dismissal

    Mondays - Library / Spanish (2nd-5th)

    Tuesdays - PE

    Wednesdays - Art / Spanish (2nd-5th)


    Fridays - PE




    Students should be on the playground by 7:45.  Please follow pick up / drop off procedures.  Please do not drop students off prior to 7:30, as there is no supervision.


    Late Arrival to School

    If your child is arriving after 7:45 am to school, please accompany them into the building and check in at the office before he or she proceeds to class.  The student will be considered tardy.  


    If you have a planned late arrival, please call Linda Barrett to let us know.


    Arrival in classes after 7:45 am is problematic because instruction and daily routines begin then.  Late arrivals may disrupt the class or delay instruction for other students.  Whenever a student has a pattern of tardiness, we will set up a meeting with the family to develop a plan to address the tardiness.   



    All students are expected to go out for recess. Please note that there will be 2 daily recesses this year. 


    Children go outside in all but the most extreme weather, so please dress them accordingly. We will hold indoor recess when the temperature with the windchill is below 0 degrees Fahrenheit or it is raining too hard.  We will still go out in light rain, so children are encouraged to bring rain boots and a raincoat to keep at school. Children should come to school dressed appropriately for outdoor play. Hats, mittens/gloves, boots, and snow pants are essential in colder weather.


    Children should also have a pair of inside shoes, so that they can change from outdoor boots/shoes into something that is dry and more comfortable. Your child should have a pair of boots and/or play shoes in school throughout winter and spring so he/she may play in snowy and muddy conditions. 


    We believe that fresh air and exercise during the school day is healthy for children and conducive to learning. It is our expectation that all children participate in recess unless they are excused by the school nurse for health reasons. 



    The school day ends at 2:45 pm. Busses depart as promptly as possible. Parents who pick up their children should plan to be at school at 2:45 pm. We ask parents/guardians doing pickup to wait in their cars until busses depart. We will then dismiss children to their caregiver. 


    Please make plans with your child before the school day begins so that they know how they are getting home from school. When this is not settled before school, it can lead to children becoming anxious and distracted during the school day, worrying about what their plans are for after school.


    If your plans change after 8 am, please email Linda and the classroom teacher to let them know of the change.  Please do not just email the teacher, as they do not regularly check email during the day. They will let the child know of the change.  Any changes after 2 pm should be due to emergency and via a phone call to the main office at 758-2331.


    Picking Up Your Child 

    If your child is not riding the bus, biking, or walking, please pick them up promptly.  There is no supervision for children once the busses have left.  Pickup prior to this time is disruptive for the child and other classmates.  


    If you need to pick up your child before the end of the day, please follow the following procedure:

    1. Notify Linda in the office in writing with the date and time you wish to have your child dismissed.  Please let us know as soon as possible.

    2. Check in at the office when you arrive so we can go get your child from the classroom

    3. Sign your child out in the office (and sign him/her back in if he/she returns before the end of the day)


    Please note: 

    • For safety reasons, we cannot dismiss a child to meet an adult in the parking lot. You must accompany your child from the building to your car.

    • If you are dismissing your child to another adult, we require your written permission.  We will not release students to unauthorized people.  

    • It is the right of divorced parents to have free access to their children unless prohibited by a court order.  In such instances, it is the parent’s responsibility to provide the order to the principal.

    • We will not release students to anyone who appears to be under the influence of any substance that may negatively affect the child or person’s safety.  In the instance a staff member suspects a parent/guardian is not able to safely transport a child, the staff member will contact the principal.  The principal may contact the sheriff or hold the child in their care pending appropriate intervention.




    Walking or Biking

    Students who walk or ride bikes to school should not arrive before 7:30 a.m. and should plan to leave school grounds promptly after school ends.  Because we cannot provide supervision after school, we discourage students playing on school grounds without an adult who can actively supervise them.


    All bike riders must wear helmets.  Bikes are to be left in the bike rack. If a student is observed riding unsafely, after one warning, he/she will not be allowed to bike to school for the rest of the season.

    Bus Service

    BCS provides bus service transportation to school. Please remind your child about the importance of safe, appropriate bus behavior.  


    Our school expectation is that an adult or older sibling meet any student in PreK-2 getting off the bus. If no adult is visible when the bus drops off the student, the bus will not wait and will continue with its route. The bus driver will contact the school, and the school will alert the parents about the situation and find resolution. When students are in 3rd-5th grade, they may get off the bus without an adult there to meet them. 


    If you would like your child to get off the bus at a designated stop other than their usual stop, you must inform the office in writing. If the school lacks information regarding your child’s alternate after-school destination, we must transport the child to their regular bus stop. 


    If necessity requires a last minute change, parents/guardians can send an email or note to Linda no later than 2:00pm. This will allow sufficient time for the office to inform your child and their teacher of the change in bus stop.


    The bus is an extension of the school day, so we need to work together to ensure a good start and end to the day.  Riding the bus is a privilege and not a right. In rare instances, there may be a time when students engage in inappropriate behavior or language while on the bus.  Bus drivers have been asked to be alert to this and report problems to the Bridport Central School principal and MUMS/MUHS administration. In some circumstances students may be suspended or denied access to ride the bus if there is misbehavior. If you hear of any bus problems - student or driver related - please contact the Principal immediately.


    Betcha Transit Inc. Bus Rules

    • Remain seated, with your seat belt fastened, while the bus is moving.

    • Obey the driver’s requests.

    • Speak respectfully to others at an acceptable volume.

    • Board and depart in a safe and orderly manner.

    • Keep all body parts in the bus at all times.

    • Ask permission before bringing large objects onto the bus.

    • Place trash in appropriate containers.


    Please see the section of selected ACSD policies as a reference for the jointly developed ASCD/Betcha Transit Bus Behavior Protocol.  If you would like an additional copy of this, please ask the office.  It will also be posted on the Bridport Central School website.


    Car Drop-Off/Pickup

    There are a lot of vehicles in a small area during the start and end of the day. Please be patient, extra observant, and cautious in the school parking lot and road. 


    Remember whenever you see a bus with flashing red lights, you must not pass the bus.


    If you are dropping off or picking up your child, please walk them to the front door.  It is strongly suggested that students in PreK-4 do not cross the bus lane alone.  We caution our oldest students to look carefully. 


    Please do not park directly in front of school at any time. This area is for busses and emergency vehicles. Please avoid parking on the grass at any time. State law prohibits car idling over 5 minutes, though we encourage you to avoid any idling.



    If your child is going to be absent or tardy, please be sure to call (758-2331) or email Linda by 8 a.m., so we know that your child is safe. Messages may be left in the general voicemail at any time.


    Vermont law states that it is a parental obligation to make sure that children attend school for the full number of days that school is in session.  Excessive absences may result in the initiation of truancy proceedings.


    Attendance at school ensures that students have access to instruction and full opportunity to develop and maintain a sense of belonging and responsibility within the school community.  Missed instruction and experiences with peers and adults cannot be “made up”.


    We expect that all students will attend school daily unless suffering from an illness.  Excessive absence due to illness may require documentation from a physician.  Other excused absences are: 

    • appointments that cannot be scheduled outside of the school day (7:45-2:45),

    • emergencies, and

    • family trips that cannot be scheduled during school vacations.


    We will be following the ACSD Truancy Protocol, which is included in the Selected ACSD Policies section.  This states: “Absences from school affect a student’s ability to learn and succeed. Early and appropriate intervention is essential. Tardiness and early dismissals are considered absences for the purpose of this protocol.”  If you have questions about this, please contact the principal.


    Parents should send written notice to the office regarding planned absences for up to 3 consecutive days.  For more than 3 days of planned absence, parents must write a letter to the principal that will be placed in the child’s academic file and forwarded to the superintendent of ACSD.  


    Vermont law states: “The superintendent of a public school may excuse, in writing, any pupil from attendance for a definite time, but not for more than 10 consecutive school days, and such excuse shall be granted only for emergencies or the absence from town.” 


    Play-dates, Parties, and Invitations

    We ask that all out-of-school plans be made ahead of time and that any invitations, written or verbal, be sent home, not initiated or delivered at school.


    We look to you for support and help in creating a safe and respectful environment at school.  Out-of-school socializing (including online) has a significant impact on in-school social climate.  We rely on you to keep inclusion in mind as you plan playdates and parties with and for your children.  We also ask that any plans that are made support children being honest (rather than encouraging their “keeping secrets”) among peers in school.


    If your family is hosting a party and inviting multiple children over, it would be helpful if you arranged transportation in a car, as the buses can be full. Please remind children they should keep any gifts for parties in their backpacks while on the bus or during school.


    School Delays & Closings

    Addison Central School District uses the School Messenger Communicate notification system to send emergency messages via phone, cellular phone, email, and text messaging. This system relies on the accuracy of information held within our student information system. To assist in keeping these records accurate, the district recommends all parent(s)/guardian(s) contact your student's school if there are any changes to current phone, cellular phone, and email records.

    Delays - We will use a delayed opening when appropriate with a possible closing if necessary. The Superintendent will make the decision to delay the opening of school(s) by one or two hours only.  Parents should continue listening to the radio/TV in the event that school needs to be closed after a one or two hour delay. Delays will not be extended beyond the initial delay period. Buses will pick up students 1 or 2 hours after their normal pick up times. School will end at the normal time.

    Closings - The decision to close district schools will be made by the Superintendent of Schools, usually before 5:45 a.m.. A call will be initiated by the district shortly after that time.

    In addition to the School Messenger Communicate notification, the following radio/television stations broadcast delays and closings.  Please be aware that the district cannot control when the announcement will actually be broadcasted.

    • WVTK – 92.1 FM – Middlebury

    • KISS – 97.1 FM – Rutland

    • WPTZ-TV 5 – Plattsburgh

    • WEZF – 92.9 FM - Burlington

    • WOKO - 98.9 FM – Burlington

    • WVNY-TV 22 – Burlington

    • WJJR - 98.1 FM – Rutland

    • WCAX TV 3- Burlington 


    If there is a delayed opening, breakfast will not be served and we will begin classes when school opens.


    Emergency Closings

    On infrequent occasions, the school day may need to end early due to hazardous weather, natural disasters, or other emergency situations. Such decisions are based on the safety and well being of our students. The School Messenger Communicate System will automatically call parents’/guardians’ home, work, and/or cell phone numbers with an automated message. Staff members will also make every reasonable effort to contact parents/guardians directly, when necessary to do so. Announcements of emergency school closings will also be given to area radio stations. 


    Please keep the office informed of any changes of address, work or home telephone numbers, or names of persons whom parents/guardians designate as emergency contacts for just this type of situation. Children should also be informed where to go in the event of an unexpected school closing. 


    Home-School Communication

    The Bridport Central School staff believe that the school belongs to the entire community.  We truly value hearing any questions and concerns you might have.  Direct and early communication with us helps to ensure that we all have accurate information and can provide a supportive learning environment for all children.  


    All teachers will communicate with families about curriculum, events in the classroom, and field trips. For some students, the classroom School Support Team (SST), Educational Support Team (EST) or Individualized Education Plan (IEP) team may collaborate with parents to establish a plan for additional home/school communication to support a student’s success in school. If a student’s success depends on regular communication between the teacher and home more often than once a week, there will be a team meeting in which parents/guardians and teachers can assess the student’s needs and determine the best level of communication that will support the student’s success.



    If you have questions or concerns, it is important to communicate directly with the school as promptly as possible.  Call or email the classroom teacher to schedule a time to talk about your question or concern. For any questions/concerns about classroom activities, please speak first with the appropriate teacher(s).  For any questions/concerns about school-wide practice and activities, please speak with the principal.  


    If your question/concern is not answered or resolved at the first level, then please proceed to the next level in the communication flow charts below. If the established order of communication has not been followed, you will be directed back to the appropriate person.


    Classroom question/concern: 

    Teacher → Principal → Superintendent → School Board (if law or policy allows further action)


    School-wide question/concern:

    Principal → Superintendent → School Board (if law or policy allows further action)


    Electronic Communications From School

    You can find the Bridport Central School website from the ACSD website at: www.acsdvt.org/bridport.  From our website, you can find the latest news about school, the documents we have sent home, as well as the school calendar.


    The BCS School Newsletter is sent home via emailto keep members of the Bridport Central School community informed of school-related events. Submission to the newsletter from school and community groups should be made to the principal or Linda by noon on the Wednesday before in order to appear in that week’s newsletter. All articles submitted for the school newsletter are subject to principal approval.


    Family Involvement

    A child strives to do their best when families communicate the value of education, believe in a growth mindset, and show they are a part of the home-school team..  


    As a partner in your child’s school experience and their most important teacher, you can participate in your child’s education by frequently talking with them about school, regularly conferring with your child’s teacher, volunteering, reading to your child and reading on your own, exercising discretion in your child’s screen time, scheduling doctor and dental appointments so as to not interfere with instructional time, communicating that school work is more important than extracurricular activities, and so on. 


    Visiting School

    Please refer to the most recent health & safety guidance for more information about visiting school.  When not prevented by health and safety guidelines, parents/guardians and other visitors are welcome to visit the school during the day as long as these visits do not disrupt classroom learning.  Please make arrangements in advance and check in at the office when you arrive.  


    We are always eager for opportunities to share the educational and interesting things we are doing, and children delight in having their parents or guardians take such an interest in their learning. We ask you to be mindful of the fact that classroom visits are not the same as conferences, and that their child’s teacher may not be available to talk with them at that time. Questions or comments should be saved for a more mutually convenient time. 


    Students wishing to bring friends to school must obtain prior approval from their teacher and the principal since visitations may disrupt classroom instruction. 


    Volunteering at Bridport Central School

    We welcome you to volunteer at Bridport Central School.  In an effort to keep all children safe, and as required by Act 1 and ACSD Policy, we have certain requirements for volunteers.

    There are 2 levels of volunteering at Bridport Central School:

    1. Unsupervised volunteer

      1. An unsupervised volunteer may be alone with students and may drive students on field trips without a staff member present. If your child’s class has an overnight trip, you will only be able to attend the overnight portion if you have been approved as an unsupervised volunteer.

      2. You will need to complete a criminal record check, get fingerprinted at the sheriff’s office, and fill out additional relevant paperwork.  The costs may be covered by the school district or the BCS PTO. 

    2. Supervised volunteer

      1. A supervised volunteer may not be alone with students at any time and must be supervised by a Bridport Central School staff member.

      2. Supervised volunteers will need to fill out any required paperwork.


    If you are interested in volunteering (supervised or unsupervised), please contact the principal to obtain the proper forms and the next steps.  For more specific details about volunteering, please refer to the ACSD Volunteer Procedure (http://bit.ly/ACSDvolunteers). 


    Confidentiality - Guests and Volunteers:

    While visiting the school or volunteering in the school, in order to protect children's privacy and dignity, there may be times when it would be helpful for you as a guest to proactively leave a room or an area if a child is under stress and working on a problem with a staff member. Please don't be offended if a staff member asks you to leave an area.


    Sometimes volunteers acquire confidential information simply by being in the school and observing interactions. Please do not disclose child specific information to anyone outside of school - spouses, friends, neighbors, etc. It is easy to remember this if you think about how it would feel if community members shared confidential information about your child.


    In a small school and community maintaining confidentiality may be harder than in a big, seemingly “anonymous" community.  Sometimes the line between "caring" and "invading" is very fuzzy.  Maintaining confidentiality for each child is not a simple task.  Please talk with the principal if you feel unclear about issues of confidentiality. 


    Bridport Central School PTO

    The PTO is Bridport School’s parent-teacher association.  The BCS PTO hosts annual events, like our Ice Cream Social and Trunk or Treat. The PTO also leads fundraisers to generate funds used to provide expanded learning opportunities for our students. They welcome all parents/guardians to join them and participate at whatever level works for you!


    The PTO typically meets the second Wednesday of each month in the BCS Library at 7 pm.  If you would like more information about the PTO, please contact Judd Markowski - President, Katie Dodds - Secretary or Jen Dunbar - Treasurer.  


    Lost & Found

    Lost clothing, lunch boxes, etc. will be kept in the office or at the end of the office hallway. At the end of the school year, any remaining lost and found items will be donated to charity.  Small items, such as jewelry, glasses, etc.,are kept in the office. In order to help us locate the proper owner, please label all clothing, backpacks, lunch bags, shoes, boots, hats, gloves, etc. and check weekly to see that your child has returned home with all the items they brought to school that week.

    Student Use of Telephone

    Students may use the telephone with adult permission and support to contact their family in the case of illness/injury.  Students are expected to make after school and social plans before school and should not plan to use the school telephones for this.


    Cell Phones

    Students are not permitted to have cell phones or other electronic devices.  If your child must bring a cell phone (or another device) to school for after school safety/communication reasons, we ask that you let us know ahead of time so we can plan with you and your child about its safekeeping and intended use.  We will ask that students bringing cell phones leave them in the main office during school hours.  If a student possesses a phone during school hours, the phone will be turned over to the principal and kept safe until the parent/guardian can pick it up.


    Calling School Staff

    If you need to contact a member of the staff, it is best to call before school, during recess, or after school. The principal may be contacted at any time. During the day, the phone will ring 6 times before going to voicemail.  


    If something needs quick attention, please call Linda at 758-2331.

    Teachers will let you know how and when it is best to contact them.  Only in the case of an emergency will they be called away from their classes.  Voicemail is available for most staff member.  


    Emailing School Staff

    School staff check their email each day.  During the school year, you should expect a response to your emails within 24-48 hours, excluding weekends and holidays. Teachers may acknowledge receipt of your email with information about when they will be able to provide resolution to your request, in the event that this will take more time. Because the day is busy, there may not be a chance during the day for teachers to check their email. If you need to reach them during the day, please call school - 758-2331.


    Email can be used to schedule phone conferences or meetings.  


    Please avoid emailing teachers with conversations about your child or other children.  Email often raises the odds of miscommunication and can raise significant issues relative to the FERPA.  School staff cannot communicate anything that might be a student record via email, so we ask you to call or email to set up a time to talk rather than conduct a conversation electronically.  


    Reporting Student Learning

    Planned reports on student progress are made to parents through conferences or in writing four times a year. Teachers also regularly confer with students and parents about school progress throughout the academic year. Parent conferences are held early in the school year and at midyear. Written reports are sent home in January and the end of the year. Parents should contact their child’s teacher any time they have questions concerning their child’s progress.


    There is a systematic assessment of student performance throughout the year. The results of these assessments, along with other performance data, are shared with parents at conferences or in writing. 


    Below is the schedule and purpose for each reporting deadline: 


    Purpose of this reporting

    When does this happen?

    Fall Parent Conference

    • To set goals

    • To report student progress towards learning expectations

    • To explain the reporting system, how it links to state and national standards, how proficiency is determined, and what the behavior checklist entails

    From 01-15 November 

    Mid-Year Report

    • To provide parents with information about their child’s current performance relative to grade level expectations and behavior checklist


    Spring Conference

    • To report student learning progress relative to standards and behavior checklist

    • Grades 2-6 conferences are student-led


    End-of-Year Report

    • To provide parents with information about their child’s current performance relative to grade level expectations and behavior checklist



    Parents and teachers may request additional conferences at any time. 


    Student Learning

    BCS  is a community of learners. We are here to learn, grow, and become good citizens.  At Bridport Central School, we know how to have fun while learning. We believe in respecting our environment, ourselves, and others while being safe. We believe that learning is both the individual’s and community’s responsibility. 



    In art, students explore the elements and principles of design using a wide variety of two and three-dimensional materials, as well as movement. Students are exposed to the art of different cultures and often engage in art projects that are connected to their classroom learning. Students also develop visual literacy, communication, and critical thinking skills by viewing and discussing artwork of historic significance. Strong emphasis is placed on skill development, as well as reflection and the independent creative process. We work with our hands. We think critically and creatively. Most of all, we have fun!


    Art classes meet on Wednesdays.


    Library Media Center

    The purpose of the BCS Library Media Center is to provide students and teachers with the skills to locate and use a variety of print and non-print materials and information for academic and personal growth. The library media center program is designed to help learners grow in their abilities to evaluate and apply these information resources to help them function effectively as individuals, and to fully participate in society.


    The library welcomes you and your children to use the facility anytime between 7:45 a.m. and 2:45 pm, Monday through Friday. While the purpose of the collection is to support the curriculum and the interest of students and teachers, materials of special interest to parents are also available. 


    The BCS Library Media Center embraces the idea that no person or group should be allowed to impose its own taste and views on others. This idea is supported both by ACSD’s Instructional Materials Policy and the American Library Association’s “Bill of Rights.” ACSD policy states that a Media Center provides a “wide range of instructional materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.” The Materials Selection Policy further states, “no item in the collection will be restricted from use except to protect it from harm.” This means that all materials reside on open shelves available to all students. 


    Only parents and legal guardians, have the right to restrict the access of their children, and only their children, to library resources. As a parent or guardian, if you desire in any way to limit your child’s access to any library materials, you should make this known to your child. It is not possible for the library staff to oversee this role.


    Students are encouraged to develop good library habits from an early age. These include an understanding of the proper care of books and accepting responsibility for all materials checked out. Students who fail to return materials on time will have their borrowing privileges limited. It is expected that families will assume responsibility for lost or damaged materials.


    More information can be found at BCS Library Policies and Procedure Handbook, available online at http://bit.ly/2LzG2g4.


    Classes visit the library on Mondays and Wednesdays.


    General Music 

    In music, students sing developmentally appropriate songs and play musical games, accompanied by simple rhythm instruments and movement.  Children are exposed to various types of music from all over the world and are encouraged to listen critically and compare and contrast the different types. Students explore basic notation, pitch matching, steady beat, and composition.  Through class, performances, and guest musicians, students develop an appreciation for music. 


    Music classes meet on Thursday


    Instrumental Music

    Students in grades three and above may choose to join the instrumental program. This program is intended to help students grow musically through solo and ensemble playing, as well as to prepare them for the wind band program at Middlebury Union Middle School. Beginner students may choose from flute, clarinet, alto saxophone, trumpet, trombone, and percussion. Students who take outside lessons on another instrument and can independently perform their parts are also invited to join the band. Many families rent an instrument, but some instruments are available at no cost through the school. 


    Students are expected to make a commitment to the program until February vacation and if they choose to continue, until the end of the school year. Students are also expected to practice assignments between lessons and participate in all performances, some of which are in the evening. Most lessons and rehearsals happen during the school day, although some may be held during recess or after school. Lesson times and groupings are chosen and adjusted with classroom teacher feedback to make instruction as productive and equitable as possible. It is critical that students both have their instrument with them at school the day of their lesson and take it home to practice in-between lessons. It is ultimately the student’s responsibility to remember, but we do ask parents/guardians to help students create these habits with verbal reminders, notes on calendars/doors/refrigerators and by taking an active and enthusiastic interest in their instrumental skills as they develop!  To find out more, join us for an informational evening in the fall.   


    Instrumental Music and Band are on  Friday mornings.


    Physical Education

    Physical Education is an integral part of one’s education. Lifelong physical and mental wellness is encouraged through a variety of experiences appropriate for students’ individual needs. All students participate in PE classes. A request for exemption must be accompanied by a physician’s note. To be safe and fully participate in class, students are required to wear suitable clothing and sneakers. 


    PE classes meet Tuesday and Friday. 


    Health Program
    The school nurse participates as a health educator in the school’s educational program. She coordinates puberty education for fifth and sixth graders and is available to assist teachers with subject-specific health and nutrition lessons.


    Counseling at BCS

    The BCS counseling program is based on the premise that each person is unique and entitled to explore their potential for self-fulfillment in a nurturing atmosphere. We work to ensure every student experiences individual worth and the potential for growth. To that end, the BCS counselor partners with teachers, administrators and staff to ensure that each child has what they need to be successful and includes a focus on academic, personal-social and career development.  These services and programs include developmentally appropriate and standards-based classroom learning for every class within our school, a variety of small group counseling opportunities, brief individual counseling, as well as referrals and resources for long-term individual and/or family counseling.


    Electronic Media

    Cell phones, iPods, electronic games, text messaging, or any other type of personal electronic media are prohibited from use during school hours. Any student using such a device will have it confiscated. It will be returned only to a parent or guardian. Please be advised that the school is not responsible for lost, stolen, or damaged electronic media. 


    The same items are prohibited on the busses as well, as they are an extension of the school day.  If there is a specific need to have an electronic device on the bus, please appeal to the principal, who will make decisions on a case by case basis with input from the classroom teacher, bus driver, and parents.


    Electronic Resources & Internet

    The ACSD School Board has adopted a policy for students’ acceptable use of electronic resources, including the internet.  Please read the ACSD Responsible Computer, Internet, & Network Use Policy in the Selected ACSD Policies section or on the ACSD website (http://bit.ly/ACSDaup). 



    At the Bridport Central School, we believe in the importance of reading each day to help all children become stronger readers.  We do not consider reading homework, but rather, part of building a reading life.  


    Teachers have discretion on whether to assign homework or not.  They will provide details about homework expectations and management as part of their introductions and conferences with students and parents.  All homework will be meaningful and thoughtfully designed. Please contact your child’s teacher if you are concerned with or have questions about the amount or type of homework assigned.


    Field Trips

    Teachers work to plan field trips to extend their classroom studies. A general permission slip will be sent home for field trips that are walking or on a bus. If a class takes a field trip (walking or on the bus), your permission will be granted in the initial paperwork and not be sought each time unless you request this to be so. If the field trip uses a transportation mode other than the bus or walking, parental permission is required. 


    Field trips are an extension of the school environment. All behavior expectations and school policies apply to school activities off site. This includes consuming alcohol or smoking by adults.


    After-School Activities

    A variety of after-school, extracurricular activities are offered at different intervals over the school year. Students must have a signed permission slip before they are allowed to stay for a scheduled activity. Parents/guardians should send their child with a snack. In some instances, a snack will be provided, but not always and students need fuel at this time, both physically and mentally.  It is expected that students are supervised by the activity leader at all times. Students can take the ‘late bus’ home or parents will need to arrange for transportation home at the scheduled ending time. We understand that emergencies arise but in general, we ask that the transportation plan is decided ahead of time, in writing and consistent. Any changes to what is planned should be determined prior to 2:00 p.m. and communicated through an email sent to Linda and the activity leader, or with a phone call to the main office. 


    School Climate

    We teach that behavior is the responsibility of both the individual and the community.  We believe that behavior is a form of communication used to express basic needs, such as the need to belong and feel a sense of significance.  Adults are responsible for helping students identify, accurately and clearly, what it is they need and develop skills to communicate these needs appropriately and effectively.  Just as with academic skills, learning social and emotional skills requires clarity of expectations, direct instruction, interactive modeling, practice, and time. 


    Student Dress

    Everyday school clothing should be comfortable and appropriate for the learning environment. Please follow these guidelines to ensure we maintain a respectful, studious learning climate:

    • Pants and shirts need to meet so there are no bare midriffs

    • Tops need to cover adequately (no tube tops, spaghetti straps, or plunging necklines)

    • Shorts and skirts need to be long enough to go to mid-thigh unless tights, leggings, or spandex is worn underneath them

    • Language and graphics on clothing needs to be school appropriate (no profanity, violent or vulgar images/language, reference to drugs/alcohol/cigarettes/weapons) 


    Please send in an extra set of clothes for your child to keep at school.  Students of all ages may need a change after a soggy recess or lunchtime spill.  If they do not have a change of clothes, they may remain wet for the remainder of the day.


    Students should have both indoor and outdoor footwear.  This allows them to get one pair wet/muddy at recess and still have a dry pair for inside. It is helpful if students have an extra pair of socks as well.


    Students should wear shoes that are safe and do not limit physical activity indoors or outdoors.  For PE, students need to wear or bring sneakers or keep a pair at school.  


    Children grow fast, faster than we can keep up with at times. If your family is finding it a struggle to have appropriate footwear or clothing. Please reach out to the office, school nurse, or guidance staff. There are resources we can access to help you meet your family’s needs. 


    Use of Facilities (please note that use of facilities is very limited due to the pandemic.

    Groups or individuals interested in using the school outside of school hours should contact the office for scheduling information. Request forms (available at: http://bit.ly/ACSDfacilitiesprocedure) must be completed and approved by the principal prior to usage. Activities sponsored by the school always take precedence over those involving other groups. Facilities are generally not available for use during school vacations. 


    School Property

    We all are responsible for keeping the school neat and taken care of. Please encourage your child to do their best to help us maintain a clean and healthy school environment by reminding him/her to put trash in its proper place, remove wet or muddy footwear before entering classrooms, and by neatly placing coats, lunch boxes, extra clothing, backpacks, and so on in the cubbies & spaces designated by classroom teachers.


    Students and parents/guardians are responsible for the proper care of textbooks, library books and other learning materials. If materials are lost or damaged, appropriate restitution is expected.


    Learning, Climate, & Behavior

    Both positive behavior and social emotional learning is integral to academic success. Positive behavior and social emotional learning are not taught in a 15-minute session on the first day of school, first week, or first month.  We believe that these need to be integrated into our schools every day. 


    To this end, BCS uses two approaches to support all students: Responsive Classroom (RC) and Positive Behavior Interventions and Supports (PBIS)  These are not programs but two ways we approach our work with all students.  


    Responsive Classroom is a research-based approach that provides teachers and staff practical strategies for integrating social and academic learning all day.  It is based on 4 areas of teaching: engaging academics, positive community, effective management, and developmental awareness. Responsive Classroom has 6 guiding principles that help teachers shape their teaching.  These 6 principles are based around knowing each student’s developmental and cultural backgrounds, as well as the importance of explicitly teaching a social emotional curriculum along with the academic curriculum. Responsive Classroom allows us to focus on expectations that are framed in a positive way and we use it to create a strong sense of community in the classroom and school. Included in this practice are the opportunities to take a self-directed or adult suggested break in the classroom or in a Buddy Classroom. These breaks are non-punitive and intended to be a positive reset.  


    PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.  PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy.  


    PBIS is a prevention-oriented way for school personnel to: 

    • Organize evidence-based practices

    • Improve their implementation of those practices, and 

    • Maximize academic and social behavior outcomes for students.  


    Both RC and PBIS help us create an environment that:

    • engages more students in their learning.

    • enhances achievement for all students.

    • is safe and inclusive.

    • prevents major behavior problems.

    • responds to students behavior effectively and positively.


    RC and PBIS supports the success of ALL students.


    As a faculty, we meet consistently to work on developing systems that support students as well as reviewing behavior data that we collect.  We use this data to inform the decisions that we make about supporting individuals, classes, and the whole school.  


    School Expectations

    As a school, we use our P.A.W.S. as a guideline for behavior expectations in all areas of school, to include after-school activities and on the bus. These are: 

    • Participate mindfully.

    • Act safely and respectfully.

    • Work through challenges.

    • Show others you care.

    Logical Consequences

    BCS strives to create a learning and working environment that is safe, supportive and recognizes each person as an individual. We teach, model and practice specific, expected behaviors to encourage academic, social and emotional growth, as well as harmony at school and in the community. When a behavioral infraction occurs, natural and logical consequences for that behavior are applied. Our PBIS system provides a leveled system of support and interventions for behaviors that do not meet our PAWS expectations. All interventions are intended to promote a student’s ability to be responsible for his/her actions and choices by attending to the following three components: reflection and education, repair of relationships, logical consequences. The leveled discipline system recognizes that consistent adult responses to low-level challenging behaviors produces a positive school climate in which more serious infractions will be minimized. 

    At all levels, families are invited to be partners to help support their children’s learning and ability to meet behavioral expectations. 

    Level 1: Minor Behaviors - Managed by the classroom teacher and school team.


    Range of Interventions/Consequences for Level 1 Behaviors

    Minor Defiance/Noncompliance

    • “I don’t want to…”/ “Do I have to?”

    • Body “out”.

    • Not following directions.

    • More than once for an activity period.

    Minor Physical Contact

    • Being in someone else’s bubble.

    • Minor pushing, grabbing.

    Minor Disruption

    • Calling out in class.

    • Interrupting a conversation. 

    • Other distracting noises/movement 

    Minor Disrespect/Rudeness

    • Talking back.

    • Lack of manners.

    • Mean name calling/comments. 

    Inappropriate Language

    • Obscene language.

    • Threats.

    Property Misuse

    • Drawing on table/desk.

    • Shooting a stapler. 

    • Using scissors incorrectly. 

    Minor Technology Violation

    • Using school Google account for things unrelated to school.

    • Using your personal account at school.

    • Changing the appearance of the screens, doc, etc.

    • Using devices or the internet for non-academic purposes.

    Dress Code Violation

    • Wearing a hood or hat when directed not to.

    • Wearing a jacket inside.

    • Wearing shirts with inappropriate language/images.

    All interventions will include the following 3 components: reflection & education, repair of relationships, logical consequences.  Multiple interventions may be used on any given occasion.

    Time Out (non-punitive)

    • 5 minutes out of activity and then return

    • Take a break

    • Buddy Room

    • Brain/Body Break

    Loss of Privilege

    • Not able to return to activity 

    • Work completion during free time/recess

    • Limits on access to hall, bathroom, computers, etc.

    • Being sent in from recess

    Conference with Student

    • Mediation

    • Behavior reflection processing

    Time in Office

    • School counseling support

    • Time in main office

    Parent Contact

    • Phone call home about behavior by teacher


    • Natural consequence (ex: if you broke something, fix it)

    • Apology of action

    Community Service

    • Work with the teacher on how to help contribute to the class or school

    Individualized Instruction

    • Instruction, practice, role play of expectations during free time with staff

    Level 2: Major Behaviors - Managed by the administrator and/or Crisis Team


    Range of Interventions/Consequences for Level 2 Behaviors

    Chronic Minor Behaviors

    • The same behavior repeated 3-5 times.

    Overt Defiance/Noncompliance

    • Throwing/pushing work materials away.

    • Raised voice.

    • Removing self from activity.

    Physical Aggression/Fighting

    • Kicking or hitting people and/or objects.

    • Throwing objects.

    Extreme Disruption

    • Screaming.

    Extreme Disrespect

    • Walking away while an adult is talking to you. 

    • Repeatedly ignoring direct instructions. 

    Abusive/Inappropriate Language/Profanity

    • Verbal or physical threat to harm.

    Skipping Class

    Alleged Harassment and Bullying

    Inappropriate Location/Out of Bounds

    • In the field beyond the fence.

    • Out at recess after the bell.


    Technology Violation

    • Removing keys from keyboards.

    • Using school computers to access inappropriate materials/websites/information.

    Property Damage/Vandalism

    • Destroying materials/property.


    Inappropriate Display of Affection

    • Unwanted touch.

    • Developmentally inappropriate kissing and touching. 

    Use/Possession of Weapons, Bomb Threat, False Alarm

    All interventions will include the following 3 components: reflection & education, repair of relationships, logical consequences.  Multiple interventions may be used on any given occasion.

    Time Out

    • Take a break

    • Buddy room

    Loss of Privilege

    • Increased supervision

    • Make up work during free time/recess

    • Loss of participation in school activities (celebrations, all school meeting, field trips, after school activities etc.)

    • Loss of privilege to ride bus

    Conference with Student

    • Mediation

    Time in Office

    • School counseling with principal/counselor

    • School counselor referral for support

    Parent Contact

    • Phone call home about event from principal

    • Meeting with student and parent(s)


    • Apology of action

    Community Service

    • Work with Principal for work to help school

    Individualized Instruction

    • Behavior success plan

    • Referral to SST


    • In school suspension

    • Out of school suspension


    The range of interventions differ depending on the individual case and may include but are not limited to what is listed above.

    Restraint and Seclusion

    In very rare instances, student behavior may make them unsafe to themselves and/or others. While ACSD is considered “hands off”, there may be times where restraint or seclusion is necessary, but only as a last resort. Were this to happen, any restraint would be done by trained members of the school Crisis Team, pursuant to State Board Rule 4500.  Parents/guardians would be notified of the incident, and the school would follow Rule 4500 Restraint and Seclusion Procedure (http://bit.ly/ACSDrule4500).  Frequently asked questions about Rule 4500 (http://bit.ly/VTRule4500FAQ) are available online. 


    Harassment, Hazing, and Bullying

    Bridport Central School believes that all people should have a safe, orderly, civil, and positive learning environment.  Harassment, hazing, and bullying are forms of dangerous and disrespectful behavior that will not be permitted or tolerated. As such, harassment, hazing, and bullying has no place in our school and will not be tolerated in school or at school-sponsored events.


    ACSD has developed a Prevention of Hazing, Harassment, and Bullying Policy for use in addressing harassment, hazing and bullying at all schools in ACSD, including Bridport Central School. For the full policy, please see the Selected ACSD Policies section of the handbook or go to: http://bit.ly/ACSDHHBpolicy 



    Harassment: an incident or incidents of verbal, written, visual, or physical conduct based on or motivated by a student's or a student's family member's actual or perceived race, creed, color, national origin, marital status, disability, sex, sexual orientation, or gender identity that has the purpose or effect of objectively and substantially undermining and detracting from or interfering with a student's educational performance or access to school resources or creating an objectively intimidating, hostile, or offensive environment. 


    Hazing: any act, combination of acts, or pattern of behavior, whether on or off school grounds which is intended to have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating or demeaning any student or endangering the mental or physical health of any student. Hazing also includes soliciting, directing, aiding, or otherwise participating actively or passively in the above acts. 


    Bullying: any overt act or combination of acts, including an act conducted by electronic means, directed against a student by another student or group of students and which:

    1. is repeated over time;

    2. is intended to ridicule, humiliate, or intimidate the student; and

    3. either:

      1. occurs during the school day on school property, on a school bus or at a school-sponsored activity; or

      2. does not occur during the school day on school property, on a school bus, or at a school-sponsored activity and can be shown to pose a clear and substantial interference with another student’s right to access educational programs. 


    Matthew Brankman and Linda Barrett serve as designated employees to receive reports of harassment, hazing, and bullying.


    Matthew Brankman, Principal

    Bridport Central School

    3442 VT Route 22A., Bridport, VT 05734

    802-758-2331   mbrankman@acsdvt.org

    Linda Barrett, Administrative Assistant

    Bridport Central School

    3442 VT Route 22A, Bridport, VT 05734

    802-758-2331   lbarrett@acsdvt.org

    Students are encouraged to report (personally or anonymously) any harassment, hazing, or bullying to teachers or school administration.  Teachers and other school staff who witness acts or receive student reports of these actions are required to immediately notify the principal and complete a student behavior form (located in the Main Office).  


    The principal is required to accept and review all reports of harassment, hazing, or bullying, including anonymous reports. If, after an initial inquiry, an anonymous report appears to warrant further investigation, an investigation will take place. The principal shall investigate any written reports.


    As with any other disciplinary action, school staff are required to notify the parent or guardian of a student who commits a verified act of harassment, hazing, or bullying. Notification shall include the response of the school staff, and the consequences that may result from further acts of bullying. 


    To the extent permitted under the Family Educational Rights and Privacy Act (FERPA), school staff are required to notify the parent or guardian of a student who is a target of harassment, hazing, or bullying and the action taken to prevent any further acts. 


    Transgender and Gender Nonconforming Students

    All students need a safe and supportive school environment to progress academically and developmentally. Many questions arise for students and school staff when considering the best supports for transgender and gender nonconforming students. The Continuing Best Practices for Schools Regarding Transgender and Gender Nonconforming Students (http://bit.ly/VTAOEgenderbestpractices) are designed to provide direction for schools to address issues that may arise concerning the needs of transgender and gender nonconforming students. The ACSD Policy can be found on the ACSD website under ACSD Policies and Procedures, or by following this link.


    Mandated Reporting

    As educators and mandated reporters, it is our duty to help protect students from abuse and neglect. Act 60 of 2015 provides that any mandated reporter who reasonably suspects abuse or neglect of a child shall report in accordance with the provisions of Section 4914 of this Title within 24 hours of the time information regarding the suspected abuse or neglect was first received or observed. 33 V.S.A. § 4913(c). Review the joint memo from VDH and AOE regarding Mandated Reporting (http://bit.ly/VTmandatedreporting). 


    New Americans 

    We have a responsibility to ensure that all of our students feel safe and supported. This occurs when we create school cultures that are responsive to the needs of the children in our care, and our families. Under Federal law, undocumented children and young adults have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents (Plyler vs. Doe, 457 U.S. 202 (1982.). And, under state law, all Vermont children, including undocumented children are required to attend school until the mandated age of 16. Meeting this obligation means going beyond telling families to enroll their student(s). It includes working proactively to ensure they feel safe, supported and welcomed.

    Public schools may not:

    1. Deny or terminate a student’s enrollment on the basis of actual or perceived immigration status.

    2. Treat a student differently to verify legal residency in the United States.

    3. Engage in any practices that have the effect of discouraging students from enrolling or attending school based on their immigration status.

    4. Require students or their parents to disclose their immigration status or inquire of students or parents in ways that may expose their undocumented status.

    5. Deny or terminate a student’s enrollment due to the student’s or parent’s failure to provide a social security number. 

    See the letter on the State’s responsibility to protect the rights of undocumented Vermont students:


    Supporting All Students


    Bridport Central School Multi-Tiered System of Supports

    BCS believes in providing proactive Tier 1 interventions for ALL students, while having Tier 2 and Tier 3 for students needing more intensive support - academically or behaviorally.  




    • School-wide behavioral expectations

    • Classroom expectations

    • Responsive classroom practices

    • Teacher language

    • Behavior and academic specific praise

    • Designated seating

    • Take a break

    • Movement breaks

    • Celebrations - schoolwide and classwide

    • Mindfulness

    • Student voice and choice

    • Project based learning

    • Differentiation of task and/or assessment

    • Data based instruction/formative assessment

    • Parent communication (+ & -)

    • After school activities

    • OT/PT consultations and accommodations

    • Designated sensory accommodations

    • Buddy room 

    • Multi-age groups

    • School counselor - classroom


    • School counselor - individual/group

    • Check in/check out

    • Behavior checklist

    • Additional review and practice

    • OT/PT intervention - individual/group

    • Educational Support Team (academic/behavior) plans




    • Access to outside counseling services 

    • Individualized, specialized support and intervention 

    • Referral to outside school placement


    Educational Support Systems

    Bridport Central School uses a variety of supports and services to help meet the needs of all children. These supports and services make up our Educational Support System (ESS). Bridport’s ESS is designed to help your child grow socially, academically, behaviorally, emotionally, and physically. Our ESS is rooted in the belief that all children will learn. Our school is committed to providing appropriate supports, accommodations, and/or special services in order to ensure that all children reach their potential. There are two teams that make-up the ESS at Bridport Central School.


    Educational Support Team (EST) 


    The EST develops, implements, monitors, reviews, and revises students’ EST plans to ensure that the recommended interventions, supports, and/or accommodations are effective. The focus is on what school staff can do, such as changing strategies, adjusting the environment, and altering expectations, to support the student. Meetings are held consistently at a regularly scheduled time to be determined at the start of the school year. All plans are reviewed at least annually. 


    An Educational Support Team may include the following members:

    • an administrator

    • school counselor(s)

    • classroom teacher(s)

    • varied expertise and service providers as needed (ie: Behavior Interventionist, School Based Clinician, Social Worker, nurse, Special Educator, 504 Coordinator)

    • parent/guardians* 

    • student**


    *Parents/Guardians will be invited to meetings as they are important team members. If they cannot attend, the classroom teacher will provide the information from the meeting to them. 


    **Student participation may look different at different age levels. 


    Membership means involvement in the process, participation in various steps may look different (ie: it may be verbal or written input or separate meetings with individual members).


    FAST Screening Assessments

    We believe in monitoring student progress and learning both in the class through classroom assessments as well as using nationally normed assessments.  The screenings will happen three times a year and provide classroom instruction and support based on specific student needs quickly and effectively.  It also allows the teacher to consider a different “snapshot” of each student from their internal class assessments. The teacher monitors each child’s progress to ensure that classroom instruction is working and the child is making gains. Based on student learning data, the teacher continues modifying classroom teaching methods and decides whether the student needs additional, more intensive support. 


    What will screening look like?

    • All students K – 12 in ACSD will be screened in reading and math using the FAST (Formative Assessment for Students and Teachers), administered on a computer to a whole class or small group. 

    • Students for whom we need more information will receive personalized assessments.


    When will it happen?

    • The benchmark assessments are in the fall, winter, and spring for all students 


    What will the results tell us?

    • The results will help us understand how well each child is reading, writing, and spelling, and if he or she is meeting the grade-level standard.


    How will the information be used?

    • To inform the teacher about how much reading, writing, and spelling growth your child has made throughout the year and what may be needed in order for your child to succeed.  The results will be triangulated with class assessments and shared through progress reports of EST Plans as relevant.

    • To help plan instruction

    • To differentiate instruction to meet individual needs


    As a school staff, we are excited about our ability to know where all of our students are on their path to being successful readers and learners.  We hope that you are excited as well, and we look forward to talking with you regarding the progress of your child.


    Section 504

    Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that was enacted to eliminate discrimination on the basis of disabilities in any program or activity receiving federal financial assistance. For a student to qualify for protection under Section 504, they must have a documented disability that substantially limits one or more “major life activities” and needs specific accommodations and/or services that will allow the student access to the educational program.  A documented disability does not automatically qualify a student for a 504 Plan.  The school team will meet to review relevant information and consider whether a 504 plan is warranted.  The ACSD explanation of Section 504 parental rights (http://bit.ly/ACSD504parentrights) includes what parents and guardians need to know about their rights and grievance procedure related to Section 504 protections.


    Special Education

    Bridport Central School provides Special Education services through a team of full and part-time professionals.  Para-educators are also important members of the Special Education team process supporting students.  District level support is also available through the ACSD offices.  The goal of the special education team is to provide appropriate services that enable eligible students to achieve their individual educational goals as set forth in their Individual Education Program.  These services may include: assessment, direct instruction, consultation, teacher and/or parent training, and other support in areas such as academics, communication, social, behavior, and daily living skills. Services are provided within the regular education environment as much as possible.  Parents, teachers, and staff all play critical roles in developing and implementing student programs and assessing student progress.  


    Federal and state rules and regulations define the process and criteria involved in determining student eligibility, reporting of student progress, and service delivery.


    It is best practice to have an EST plan before a referral for more intensive evaluation or intervention.  Only in very rare circumstances would a referral be made for a student who has not been on an EST plan and receiving intervention, while showing a lack of progress, for a period of time.


    Special Education under the Individuals with Disabilities in Education Act (IDEA) has clearly defined guidelines and regulations as to who can qualify for these services.  Typically only a small percentage of the student population will meet the IDEA criteria for special education. In order for a student to be eligible for Special Education services, they must meet the criteria for one or more of the 13 defined disability categories, the disability must adversely affect their educational performance (performing in the lowest 15% relative to same grade peers nationally, not just within their immediate class) as shown on three different measures in one of the defined basic skill areas, and they must require specially designed instruction that is above and beyond the school’s comprehensive system of services.


    Parents requesting an evaluation for special education eligibility, must communicate this request to the Bridport school special educator or principal.  The request is then forwarded to the ACSD Evaluation Team. The parent will be contacted regarding whether or not their request will be granted. A planning meeting will be held within 15 days of the date of request, should the request be granted. 


    Healthy Students


    Breakfast & Lunch

    We are so lucky to have healthy and delicious food available for breakfast and lunch. We have a high participation rate in both breakfast and lunch programs. 


    Funding for our breakfast and lunch program comes through federal and state reimbursements, Bridport and other ACSD tax dollars, donations, and direct payment for meals.  We encourage all families to complete the free or reduced meal application forms to determine if your family meets the state-established criteria. 


    Heating Up Meals

    Teachers are unable to heat up children’s lunches in a microwave because it interferes with their duties to supervise students.  Parents who want to send warm food should send it in a thermos. Any exception to this will be approved by the principal.



    Each day, students have a snack time in the morning.  This is typically right before or after morning recess and depends on the class and their schedule.  We do participate in the Fresh Fruits and Vegetables Program and through this program, we are able to provide a fruit or vegetable for morning snack. We do encourage students to at least try a bite of the fruit or veggie. Not all do. You are welcome, and encouraged to send a healthy snack from home if you think your child may not choose to eat the school provided snack. Classroom teachers will communicate the specifics around time and frequency of snacks in their classrooms.

    Dietary Restrictions, Substitutions, and Modifications

    Per USDA regulations, ACSD food service programs will provide substitutions or modifications in school meals for children whose disabilities restrict their diets when that need is supported by a statement signed by a licensed physician.

    This physician’s statement must identify:

    • The child’s disability;

    • An explanation of why the disability restricts the child’s diet;

    • The major life activity substantially limited by the disability;

    • And the food or foods to be omitted from the child’s diet, and the food or choice of foods that must be substituted.


    • An individual with a disability under Section 504 of the Rehabilitation Act of 1973, means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment.

    • Major life activities include, but are not limited to; self-care, manual tasks, walking, seeing, speaking, sitting, thinking, learning, breathing, concentrating, interacting with others, working, reading, standing, lifting, bending etc.  

    • While substantial limitation is not defined in the federal regulations, a letter from the Office for Civil Rights (OCR), states that “this is a determination to be made by each local school district and depends on the nature and severity of the person’s disabling condition”.


    Candy, Energy Drinks, Soda, Gum

    To promote healthy nutritional practices among our students and to keep our building neat and clean the school does not allow the consumption of gum, energy drinks, candy or soda during the school day, unless as part of a student’s educational plan, an approved classroom party, or special event. 


    School Nurse

    The school nurse is usually at school twice a week, on Monday and Tuesday. On other days Linda Barrett and Bill Taylor serve as the school’s first aid designees.  


    The school nurse coordinates the health program at the school. This role includes review of health and immunization records, oversight of first aid services and medications administered at the school, and case management for students with chronic and acute medical conditions.

    In compliance with state law, vision and hearing screenings are conducted at specified grade levels, and for students referred by parent or teacher concerns.  Results of the screenings are sent home and may be shared with a student’s teacher as appropriate.

    All information shared with the school nurse and health delegate will be held in confidence. Health information will be shared on a “need to know” basis with school staff.  In case of emergency, we will share what is absolutely necessary for the safety of the child.

    Head Lice
    Per the recommendation of the Academy of Pediatrics, the school does not do random head checks for lice.  We will periodically send home reminders to families about how to check your child’s hair for lice/nits as well as the importance of checking their hair on a regular basis.


    Throughout the school day children come to the health office with a variety of physical complaints. We will do a brief assessment to determine the validity and extent of the problem. Parents will be notified by phone or health office note of any complaint or problem that is deemed significant. If the child has a fever of 100 or greater, is vomiting, or is otherwise too ill to be in school, we will contact you or your emergency contact and ask you to take your child home. No child will be sent home without first talking to an adult who will assume responsibility for the child. 


    In an effort to keep the spread of contagious illnesses to a minimum, we ask that a child who has the following symptoms remain at home until symptoms subside:

    • Temperature of 100 or higher (must be fever free for 24 hours without medication to return to school

    • Vomiting, or diarrhea (must wait 24 hours after symptoms subside to return to school)

    • Persistent loose cough

    • Unusual skin rashes

    • Flu type symptoms (muscle aches, headache, sore throat)

    • Red eyes with drainage

    A student’s immunization record must be presented before the child enters school.  Vermont state law requires that students present evidence of minimum immunization standards for polio, diphtheria, tetanus, measles, rubella (“german measles”), and hepatitis B. 


    Vermont’s Immunization Rule requires that before entry, children/students must have all the required immunizations unless exempt for medical or religious reasons. Effective July 1, 2016 the exemption for philosophical reasons is no longer an option. There is no phase-in period or grandfathering of existing prior year philosophic exemptions.


    The school nurse will be in touch with families whose immunizations are either not up to date or are missing.

    Hearing and Vision Screening

    We test the hearing and vision of students pursuant to research-based guidelines. Review the joint memo from AOE and VDH on School Health Screenings (http://bit.ly/VThealthscreenings) for more information. If you have a specific concern, please don’t wait for the class screening. Contact Eva McDonough as soon as possible. A copy of the screening results will be sent to you. 


    All medications, both prescription and over the counter, must be dispensed from the health office. A permission form completed by a student’s parent at the beginning of the year provides authorization for the use of throat lozenges, Benadryl, and Tylenol, which are available at the school. Please note that our philosophy is to utilize alternative approaches (such as hydration, salt water gargles, etc.) to common complaints before administering medication.

    All medications to be administered at school must be brought to the school nurse (or first aid designee) by the parent or guardian (this includes over-the-counter medications that are not in stock at the school). Teachers are not authorized to receive medications or instructions regarding a student’s medications. Medications should not be sent with the child on the school bus.

    Prescription medications require a written order from the physician, including the name of the student, name of the medication, dose, and times to be administered. The medication must be in the original, pharmacy-labeled bottle. Often a medication that has a three or four times a day dosing schedule can still be administered at home.  If this is the case, please try to administer it at home.



    16 V.S.A. §216 requires the Secretary of Education to prepare and update a list of school and community programs which have the potential to improve childhood wellness and the list is to be made available to all school districts and community organizations that request it. Current information about Vermont wellness programs (http://bit.ly/VTwellnessprograms) is available online. 


    Parental Rights


    Family Educational Rights and Privacy Act (FERPA)

    34 C.F.R. Part 99 (the federal regulations promulgated pursuant to the Family Educational Rights and Privacy Act, 20 U.S.C. 1232g et seq.) requires an annual notification to parents of their rights under the Act.  See ACSD Policy C1: Education Records: http://bit.ly/ACSDeducationalrecords and ACSD Education Records Implementing Procedure: http://bit.ly/ACSDedrecordsprocedure 


    The following is a brief summary of issues and commonly asked questions related to the confidentiality and maintenance of education records.  The purpose of FERPA is to set up requirements for the protection of privacy of parents and students, and for allowing access by parents to their child's education records.  The law applies to all teachers, administrators, support staff, central office and school board members.  The law governs the creation, maintenance, disclosure and destruction of educational records of all students.


    As an eligible student or parent of a student enrolled in an ACSD school, you have certain rights concerning the education records, which the school maintains.  


    Education records are defined by law as any records that are directly related to a student and are maintained by the school.  Examples include, but are not limited to the following:  academic courses, grades, anecdotal reports, health records, parental correspondence, special education records, pictures, pupil progress reports, narratives, school activities, test results, discipline records, teacher correspondence, video tapes, etc.


    Personally identifiable information is any information that identifies, or readily allows identification of the student.  The student's name is the most obvious example.  A picture of the student, though unlabeled, would be personally identifiable information, as would the student's social security number.


    Generally, under FERPA, the rights of parents of students include the following:

    1. To have access to a list of the types and locations of student education records and the name of the school officials responsible for those records.

    2. To inspect and review their child's education records within a reasonable time (no more than 45 days from the request), and for special education students, before an IEP meeting or hearing.

    3.  To have responses to reasonable requests for explanations and interpretations of education records.

    4. To have a representative of the student or the parent inspect and review records.

    5.  To attain a copy of the educational records at no more than the school district's copying costs.

    6.  To expect that no destruction of records will occur by the school and its personnel if there is a request to inspect or review records.

    7. To have access to a procedure for amendment of their child's educational records.

    8. To not have information from their child's educational records disclosed without prior consent, except for the exceptions defined in policy.

    9. To file a complaint with the U.S. Dept. of Ed. concerning alleged failure to comply with FERPA.

    10. To have annual notification concerning directory information collected by the district.

    11.  To have access to procedure concerning destruction of education records.

    12. To have a copy of the school’s procedures concerning the school’s policy and procedures regarding education records.


    If you have questions about the maintenance of student records, contact the principal. If you believe the Act has been violated, file a complaint with the Family Policy Compliance Office of the United States Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202.

    Social Media/Email and FERPA: 

    The following are guidelines for the use of email:

    • Sensitive or confidential information about students must not be communicated via social media including email.

    • Using social media to arrange for a meeting is acceptable, but it is critical not to identify either the student or sensitive information in the correspondence. 

    • Communicating about a student via social media should be recognized as an "educational record" as defined by FERPA.  As such, a hard copy of all such correspondence will be retained and placed in the student's permanent record. 

    • Messages should never reference or name other children.


    It is important that parents, as well as staff members, are mindful of these guidelines regarding email.


    Protection of Pupil Rights Act

    The Protection of Pupil Rights Act, 20 U.S.C. §1232h (hereinafter “PPRA”), requires parental notification in a number of respects. See ACSD Policy C8 - Pupil Privacy Rights: http://bit.ly/ACSDpupilprivacy 


    Taping/Filming/Photographing of Students

    There are many times during the school year when teachers, administrators, local media organizations, or other authorized individuals record or interview students or staff for educational purposes. This recording may be audio, video, or photographs. Educational purposes include documenting instructional programs and informing parents/guardians and other members of the community of school-related activities. Tapes and photographs may be retained indefinitely by the school or media organizations for future review or replay. Bridport Central School strives to limit documentation to educational purposes. However, the final decision regarding participation rests with parents/guardians. 


    Notice of Nondiscrimination

    Applicants for admission and employment, students, parents, employees, sources of referral of applications for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the ACSD are hereby notified that  the Bridport Central School does not discriminate on the basis of race, color, national origin, gender, sexual orientation, age, or handicap in admission, or access to, or treatment, or employment in its programs or activities. Any person having inquiries concerning the  Bridport Central School’s compliance with the regulations implementing Title VI, Title IX, or Section 504 is directed to contact the Principal at the school who has been designated by the ACSD to coordinate the school’s efforts.


    Title 1


    Parents’ Guide to Title I Programs in Addison Central School District

    Title I is a federally funded program that provides financial assistance to states and school districts to meet the needs of educationally at-risk students.  Some Title I schools offer school wide programs available to all students, while some offer a targeted assistance program for eligible students.  Both program types provide extra educational assistance beyond the regular classroom. According to the US Department of Education, the purpose of Title I funding “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”


    Supports offered through Title I include:

    • small group instruction in or outside the classroom to supplement and support practices to increase classroom learning

    • extra time for teaching students the skills they need

    • a variety of teaching methods to reach academic goals

    • additional teaching materials which supplement a student’s regular instruction

    • instructional goals targeted to your student’s needs

    • opportunities for professional development for school staff


    Parental Rights

    Teacher Qualifications: The Every Student Succeeds Act requires schools that receive Title 1 money to notify parents that they can ask for and receive specific information about a teacher's qualifications. As a parent of Bridport Central School, you have the right to know the professional qualifications of the classroom teachers who instruct your child. Specifically, you have the right to ask for the following information about each of your child's classroom teachers:

    • If the teacher has met state licensing requirements for the grade level and subjects in which the teacher is providing instruction;

    • If the teacher is teaching under an emergency status for which state licensing requirements have been waived;

    • The type of college degree major the teacher has and the field of discipline for any graduate degree or certificate; and

    • If your child is receiving Title I services from paraprofessionals and, if so, his/her qualifications.

    If you would like any of this information concerning your child's teacher, please contact the Principal. 

    Assessment: Parents of students in Title I schools have the right to request information about any State or local education policy regarding student participation in Federal, State, or locally required assessments, including information about policy, procedure, or parental rights to opt children out of assessments, where applicable.  For information, visit the State Assessment Requirements page on the ACSD website, or ask your school principal.

    School and Home Compact

    The ACSD School and Home Compact is an agreement between home and school regarding the commitments to successful learning. This is necessary to fulfill our educational purpose and mission to provide each student with the knowledge and skills necessary to become an independent learner, a contributing member of the community, and a responsible citizen.  Sharing responsibilities and becoming a Home-School Team can make the winning difference in student success.  The ACSD Title I Schools have a common School and Home Compact which highlights shared responsibilities among students, home, and school to enhance academic achievement. 



    ACSD students will:

    Do their best in class and complete all work on time.

    Respect themselves, their teachers, and others, and be a cooperative learner.

    Make sure that they clearly understand teacher directions and assignments.

    Keep parents and guardians informed about their progress in school.

    Be responsible in bringing all school communications home and back to school as needed.


    ACSD parents/guardians will:

    Send their children to school prepared to learn.

    Attend parent/teacher conferences in order to discuss the academic progress of their children and visit the school or call in order to keep lines of communication open.

    Follow the “chain of command” in expressing concerns (begin with the teacher).

    Provide a regular place, time, and support for their children in order for them to complete their homework responsibilities.

    Help support the school in various ways.


    ACSD staff will:

    Convene an annual meeting to inform parents/guardians of school’s participation under Title 1.

    Provide interactions with students that enhance the learning environment.

    Demonstrate knowledge of content and methods of teaching.

    Monitor and evaluate student progress/achievement and communicate that information with families on an ongoing basis.

    Exhibit creativity and vision toward the pursuit of goals for school improvement.

    Demonstrate continued professional development and commitment.

    Provide opportunities for parents/guardians to meet periodically with school staff to promote positive communication between school and community.

    ACSD Policies and Procedures

    You can find all of the policies and procedures on the ACSD website under Boards & Community: https://www.acsdvt.org/domain/76 


    Listed Below:

    ACSD Bus Behavior Protocol & Addison County Truancy Procedure


    Riding the bus is a privilege. For everyone’s safety, it is important that students behave appropriately and
    follow expectations while riding on the school bus. Bus drivers are in charge at all times. In addition, students
    will talk quietly and use respectful language, remain seated and keep the aisle clear, keep all parts of the body
    inside the bus, and keep the bus clean.
    Please Note:​ In order to get on or off the bus at an authorized stop other than their regular stop, students
    must​ provide the driver with written parent/guardian permission verified by the school​.

    The following unsafe/dangerous behaviors will not be tolerated​ ​on the school bus and may result in
    immediate suspension from the bus:
    ● Defying or disobeying the bus driver
    ● Physical aggression
    ● Hazing, Harassment or Bullying (related school policies will apply)
    ● Loud noise or screaming/shouting
    ● Use of foul language
    ● Throwing materials inside or out of the bus
    ● Destruction of property
    ● Behavior that is inconsistent with the Drug & Alcohol, Tobacco Use and Weapons policies
    ● Creating any other disturbance deemed dangerous by the principal and bus driver
    ● Consumption of food/beverage
    ● Refusal to use or improper use of seatbelts
    ● Improper use of electronic devices


    1st Violation

    2nd Violation

    3rd Violation

    Bus Behavior Violation**

    Warning and/or 3 day bus suspension

    3 - 5 day bus suspension

    5 - 10 day bus suspension

    **NOTE: School administration may adjust the above consequences to accommodate the circumstances of
    specific situations. Suspension for the remainder of the school year may also occur.

    Students on an individual education program (IEP) shall also be required to abide by this policy. The student’s
    IEP Team shall determine if transportation is a related service need and if the student requires
    accommodations on the bus or an alternate means of transportation.

    Addison County Truancy Protocols
    (Addison Central, Northeast, Northwest Supervisory Unions)
    Absences from school affect a student’s ability to learn and succeed. Early and appropriate intervention is
    essential. Tardiness and early dismissals are considered absences for the purpose of this protocol.
    LEVEL 1
    Student has a combination of 5 or more absences in any 4-week period​(including prior year or term) and/or a
    pattern of excused or unexcused absences that result in significant gaps in attendance.
    Interventions Include:
    ● School administrator or designee contacts parent/guardian by phone
    ● Letter mailed expressing concern
    ● Support services offered to parent /guardian (Optional--see below)
    LEVEL 2
    Student has a combination of 10 or more days absent in any 8-week​period​(including prior year or term) or if
    the student has been through the level 1 process during the past 12 months or if the student/parent refused to
    participate in Level 1.
    Interventions Include:
    ● School administrator or designee contacts parent/guardian by phone
    ● Letter mailed outlining consequences for further absences, including possible law enforcement
    ● Support services offered to parent/ guardian (see below)
    ● A Coordinated Service Plan meeting may be called by the administrator (includes DCF)
    LEVEL 3
    Student has a combination of 15 or more total days absent in any 12-month period​(including the prior year or
    term) or if the parent/student refused participation in the previous levels of intervention.
    Interventions Include:
    ● Truancy Officer (as defined by law) or administrator makes contact with parent /guardian
    ● Letter mailed outlining consequences for further absences, including possible prosecution
    ● Support services offered to parent /guardian (see below)
    ● A Coordinated Service Plan meeting may be called by the administrator (includes DCF); referrals made as
    ● A meeting with the student/ parent /guardian and other appropriate parties occurs and a Written Plan of Action
    is developed and agreed upon
    LEVEL 4
    Student has More than 15 days absent in a 12-month period ​and/or the student/parent failed to participate in
    the preceding levels of intervention or failed to comply with the Written Plan of Action.
    Interventions Include:
    ● Truancy Officer (as defined by law) delivers letter to parent/guardian stating that an affidavit will be made to
    State’s Attorney
    ● DCF contacted (if not already)
    Possible Resources / Supports
    ● Guidance, nurse, teachers
    ● CSAC school-based clinicians
    ● SAP staff
    ● School Resource Officers
    ● Counseling Service of Addison County - Intake