Pupil Services
Pupil services in Amity encompass a wide range of support services designed to ensure students' academic, social, emotional, and physical well-being. These services typically include school counseling, psychological, social work, health, and special education support.
Pupil services professionals work collaboratively to address barriers to learning by providing interventions, assessments, and referrals to community resources when necessary. They also play a key role in developing and implementing individualized education plans (IEPs) and 504 plans for students with special needs, ensuring they receive appropriate accommodations and support.
Additionally, pupil services are involved in crisis intervention, behavior management, and programs that promote safe and positive school environments. Their overarching goal is to help all students succeed in school and prepare for post-secondary education or careers.
Department
Resources
- Health & Medical
- McKinney - Vento Act
- School Psychologists
- Special Education
- School Social Workers
- Speech & Language
- Title IX
Health & Medical
School nurses play a vital role in promoting and maintaining the health and well-being of students within the school environment. They provide direct care by managing chronic conditions, administering medications, and responding to health emergencies. They work to prevent the spread of contagious diseases by overseeing immunization records and offering health education. They collaborate with teachers, parents, and healthcare providers to develop care plans for students with specific medical needs. Additionally, school nurses are key advocates for creating a healthy and safe school environment. Dr. Gregory Germain is the medical advisor for Amity.
McKinney - Vento Act
The McKinney-Vento Act is a federal law that ensures educational stability and support for children and youth experiencing homelessness. It guarantees that these students have the right to enroll in school immediately, even without typical enrollment documents, and to remain in their school of origin if it is in their best interest.
The Act also provides access to transportation, school meals, and other necessary services to help students succeed academically despite their housing instability. Mr. Brant is the Amity McKinney-Vento liaison and his role is to assist families and ensure that the rights and needs of homeless students are met. The overarching goal of McKinney-Vento is to minimize educational disruption and provide equitable access to education for all students.
Policy 5118.1: Homeless Students
P5118.1 | Students | Homeless Students
The Amity Regional School District No. 5 (ARSD) Board of Education shall make reasonable efforts to identify homeless children and youths within the district, encourage their enrollment in school, and eliminate existing barriers to their education which may exist in District policies or practices in compliance with all applicable federal and state laws.
The ARSD administration shall attempt to remove existing barriers to school attendance by homeless children and youth, homeless emancipated minors, and homeless youth eighteen years of age, which may include:
- Records – The selected school for the homeless student shall enroll the child or youths even in the absence of records normally required for enrollment. The last school in which the student was enrolled shall be contacted to obtain records.
- Other enrollment requirements that may constitute a barrier to the education of the homeless child or youth may be waived at the discretion of the Superintendent.
- Grade-Level Placement – If the District is unable to determine the student's grade level due to missing or incomplete records, the District shall administer tests or utilize other reasonable means to determine the appropriate grade level for the child.
- Fees and charges, which may present a barrier to the enrollment or transfer of a homeless child or youth, shall be waived.
- Transportation services must be comparable to those provided to other students in the selected school. Transportation shall be provided to the student's school of origin in compliance with federal and state regulations. If the school of origin is in a different school district from where the homeless child or youth is currently living, both school districts shall agree on a method for sharing the responsibility and costs or share the costs equally.
- Official school records, policies, and regulations shall be waived at the discretion of the Superintendent, in compliance with federal and state regulations.
- Immunization Records – The District shall make a reasonable effort to locate immunization records from information available. The District's liaison shall assist the parent/guardian in obtaining the necessary immunizations and records. The District shall arrange for students to receive immunizations through health agencies and at District expense, if no other recourse is available. Immunizations may, however, be waived for homeless youth only in accordance with provisions of Board of Education policy on immunizations.
- Other barriers to school attendance by homeless children or youth may be waived at the discretion of the Superintendent of Schools.
- The District will treat information about a homeless child or youth's living situation as a student education record subject to the protections of the Family Educational Rights and Privacy Act (FERPA). Such information shall not be deemed to be directory information.
Further, it is the policy of the Board of Education that no child or youth shall be discriminated against or stigmatized in this school district because of homelessness. Homeless students, as defined by federal and state statutes, residing within the District or residing in temporary shelters in the District are entitled to free school privileges.
Homeless students shall not be separated from the mainstream school environment on the basis of their homelessness. Such students shall have access to education and other services they need to meet the same challenging State academic standards to which all students are held.
Homeless students within the District not placed in a shelter remain the District's responsibility to provide continued educational services. Such services for the child may be:
- continued in the school (“school of origin”) that the student attended when permanently housed or the school of last enrollment; or
- provided in the school that is attended by other students living in the same attendance area where the homeless child lives.
To the extent feasible, a homeless child will be kept in the school of origin, unless it is against the wishes of the parent/guardian. If placement in the school of origin is not feasible, the homeless student must be placed in the school that is attended by other students living in the same attendance area in which the homeless child lives.
The District will provide a written explanation, including the right to appeal, whenever the District sends a homeless student to a school other than the school of origin, a school requested by the parent/guardian or unaccompanied youth.
Homeless children shall be provided educational services that are comparable to those provided to other students enrolled in the District including but not limited to: Title I, transportation services, compensatory educational programs, gifted and talented, special education, ESL, health services, and food and nutrition programs, if they meet the established criteria for these services.
Any homeless child or youth denied school accommodations shall continue in attendance or be immediately enrolled in the school selected by the child in the school district. The homeless child or youth or the parent/guardian of such homeless individual shall be provided with a written explanation of the reasons for the denial of accommodations in a manner and form understandable to such homeless child or youth or parent/guardian.
Information shall also be provided regarding the right to appeal the decision of the denial of accommodations. The homeless child or youth shall be entitled to continue in attendance in the school district during all available appeals.
In addition, if a homeless child or youth is denied school accommodations, such homeless child or youth shall be entitled to a hearing conducted pursuant to C.G.S. 10- 186.
The District's educational liaison for homeless children is the Director of Pupil Services. The liaison must assist homeless children and youth as described within the administrative regulations in the placement/enrollment decisions, considering the youth's wishes, and provide notice of appeal under the Act's enrollment disputes provisions. The liaison shall also participate in State-provided professional development programs for local liaisons.
Students residing in a temporary shelter are entitled to free school privileges from the district in which the shelter is located or from the school district where they would otherwise reside if not for the placement in the
temporary shelter. The district in which the temporary shelter is located shall notify the district where the student would otherwise be attending. The district so notified may choose to either:
- continue to provide educational services, including transportation between the temporary shelter and the school in the home district; or
- pay tuition to the district in which the temporary shelter is located.
The Superintendent shall develop regulations to ensure compliance with applicable statutes in the implementation of this policy.
(cf. 5143 - Student Health Assessments and Immunizations) (cf. 5146 - Child Abuse and Neglect)
Legal Reference: Connecticut General Statutes
- 4- 176e to 4- 180a Agency hearings.
- 4- 181a contested cases. Reconsideration. Modifications.
- 10- 186 Duties of local and regional boards of education re school attendance. Hearings. Appeals to state board. Establishment of hearing board. Readmission. Transfers. (as amended by PA 19-179)
- 10- 253(e) School privileges for children in certain placements, non-resident children and children in temporary shelters. (as amended by PA 17-194)
- 17a- 101 Protection of children from abuse. Reports required of certain professional persons. When child may be removed from surroundings without court order.
- 17a- 103 Reports by others.
- 17a- 106 Cooperation in relation to prevention, identification and treatment of child abuse and neglect.
- 46b- 120 Definitions.
- PA 17-194 An Act Concerning Access to Student Records for Certain Unaccompanied Youths.
- PA 19-179 An Act Concerning Homeless Students' Access to Education
- McKinney-Vento Homeless Assistance Act, (PL 107-110-Sec 1032) 42 U.S.C. §11431-11435, as amended by the ESSA, P.L. 114-95.
- Federal Register: McKinney-Vento Education for Homeless Children and Youths Program, Vol. 81, No. 52, 3/17/2016.
- Federal Family Educational Rights and Privacy Act of 1974 (section 438 of the General Education Provisions Act, as amended, added by section 513 of P.L. 93-568, codified at 20 U.S.C. 1232g.)
- Dept. of Educ. 34 C.F.R. Part 99 (May 9, 1980 45 FR 30802) regs. Implementing FERPA enacted as part of 438 of General Educ. Provisions Act (20 U.S.C. 1232g) parent and student privacy and other rights with respect to educational records, as amended 11/21/96, and Final Rule 34 CFR Part 99, December 9, 2008, December 2, 2011.
Policy approved: March 9, 2020
AMITY REGIONAL SCHOOL DISTRICT NO. 5
Woodbridge, Connecticut
Resources
School Psychologists
School psychologists play a crucial role in supporting students' mental health and well-being within educational settings. They assess and address learning, behavioral, and emotional challenges that students may face, using various psychological techniques and interventions.
School psychologists collaborate with teachers, parents, and other professionals to create supportive learning environments and develop individualized education plans (IEPs) when needed. They also provide counseling and crisis intervention services to help students cope with stress, trauma, or other personal issues. Additionally, school psychologists contribute to school-wide programs aimed at promoting positive behavior, mental health awareness, and academic success.
Eric Bacik
Jenna DiLorenzo
Geoffrey Millenson
Special Education
Special education services are designed to meet the unique learning needs of students with disabilities, ensuring they have access to a free and appropriate public education (FAPE). These services may include individualized instruction, specialized teaching strategies, and the use of assistive technology to help students achieve academic success.
Special education programs involves the development of an Individualized Education Plan (IEP), which outlines specific goals, accommodations, and support tailored to each student's needs. Collaboration among teachers, special educators, therapists, and parents is essential to provide a supportive and inclusive learning environment. The overall goal of special education services is to empower students with disabilities to reach their full potential and participate fully in school life.
Inclement Weather Policy
Inclement Weather Closings/Delays for PPT and 504 Meetings
Should there be a school closing on the day of your student’s scheduled meeting, we will contact you on the next school day to reschedule. We will do our best to accommodate everyone’s schedule as best as possible, however we are guided by the timelines set by the state.
Should there be a school delay or early dismissal on the day of your student’s scheduled meeting, we will contact you to reschedule if the originally scheduled start time falls before the school is opened for the day or if any/all of the meeting is scheduled to occur during the time when we will be closing early. If your meeting falls during the time that school is open, your meeting will be held as planned unless you have been contacted by the district indicating otherwise.
Policy 6171: Special Education
P6171 | Instruction | Special Education
The Amity Regional School District No. 5 (ARSD) Board of Education shall provide a free and appropriate public education and necessary related services to all children with disabilities within the district, required under the Individuals with Disabilities Education Act (IDEA).
Each student with a disability who is a resident of the District shall be provided quality education programs and services that meet the student’s needs for educational, instructional, transitional, and related services. The special education program shall be designed to comply with federal and state law.
The Superintendent of Schools or his/her designee is directed to develop a comprehensive plan for the compliance with all of the requirements of federal and state law for the education of students with disability in or attending school in ARSD.
The Board of Education, in fulfilling its legal duties and responsibilities for providing special education programs for the student of the school district, shall be assisted through membership in the Regional Educational Services Center (RESC) and through cooperative associations with other school districts.
Legal References:
- 20 U.S.C. §§ 1401 et seq. – Individuals with Disabilities Education Act
- 34 C.F.R. Part 300 – Individuals with Disabilities Education Act
- Conn. Gen. Stats. §§ 10-67 – 10-94e – Special Schools and Classes
- Conn. Gen. Stat. § 10-220 – Duties of Boards of Education
- R.C.S.A. §§ 10-76a-1 – 10-76a-2 – Definitions
- R.C.S.A. §§ 10-76b-1 – 10-76b-4 – Administration and Supervision
- R.C.S.A. §§ 10-76d-1 – 10-76d-19 – Conditions of Instruction
Policy Approved: December 14, 2020
AMITY REGIONAL SCHOOL DISTRICT NO. 5
Woodbridge, Connecticut
Resources
Grades 7 & 8
Kelly Borer
Heather Briganti
Barbara Ceneri
Paul Derickson
Arielle Eighmy
Michelle Lockwood
Brendan Moss
Kristen Relihan
Aleisha Zawadski
Grades 9 -12
Allison Morrill
School Social Workers
School social workers support students' social, emotional, and behavioral well-being by addressing issues that may impact their academic success and overall development. They work closely with students, families, and school staff to provide counseling, crisis intervention, and resources to overcome challenges.
School social workers also help connect families with community services and advocate for students' needs within the school system. Their role is critical in fostering a positive school environment and ensuring that every student has the opportunity to thrive academically and socially.
Jennifer DeMattia
Speech & Language
School speech and language pathologists (SLPs) specialize in assessing and treating communication disorders that can affect a student's ability to succeed in the classroom. They work with students who have difficulties with speech sounds, language comprehension, expressive language, social communication, and fluency, such as stuttering.
SLPs develop individualized treatment plans, often as part of a student's Individualized Education Plan (IEP), to target specific communication challenges. They collaborate with teachers, parents, and other professionals to support students' communication skills, helping them to participate more fully in academic and social activities. Their goal is to improve students' communication abilities, which are essential for learning and social interaction.
Taylor Affinito
Jodi Everone
Sara Orris
Title IX
The Superintendent of Schools designates and authorizes Jaime Guthrie, Coordinator of Pupil Services, to be the District's Title IX Coordinator.
Ms. Guthrie is responsible for ensuring compliance across the Amity Regional School District No. 5 with Title IX, corresponding state law, and applicable board policy concerning sex discrimination/sexual harassment. She can be reached at: