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Series 0000


Educational Philosophy 0000
Non-Discrimination, Including Anti-Harassment In The School District 0100
Complaint Procedure Section 504/Americans with Disabilities Act 0100-R
Sexual Harassment 0110
Sexual Harassment and Bullying 0115
School District Goals and Objectives 0200
Goals for Instructional Program 0210
Evaluation of School Board Operational Procedures 0310
Evaluation of Superintendent 0320
Evaluation of Support Staff 0340
Evaluation of Instructional Programs 0350
School Improvement Plans 0400



                                      EDUCATIONAL PHILOSOPHY

The Board of Education is dedicated to educating students to develop desired moral, ethical, social and cultural values and responsibilities, to stimulate and expand a continual learning process and to cultivate an understanding and appreciation of the rights and responsibilities of American citizens, which will enable them to function effectively as independent individuals in and strengthen our democratic society and promote the individual well-being of each member of that society.


 The Board believes that a school cannot be separated from its community.  Rather, it should be a part of and model for that community.  The schools should set an intellectual tone from which our townspeople can profit.  The schools should operate with order, imagination, dignity and understanding; thereby setting an example for the daily affairs of the community.


The educational program will accommodate young people from a wide variety of backgrounds and a wide variety of abilities, needs and interests.  The Board holds to the philosophy that our educational program must satisfy all of these young people.  The educational program will provide each child with the fundamental academic skills and basic knowledge required for his/her maximum educational development, the opportunity for each child to develop his/her interests and abilities to the fullest extent according to his/her individual potential, and special services to promote the physical, mental and emotional development of each child.


The Board also believes that the differences among our students do not make equality of educational opportunity an impossible goal.  Rather, these differences make the goal more important.


It is the district's goal to foster in students good work habits, integrity, self-discipline, good sportsmanship, self-confidence and a sense of purpose.    Co-curricular offerings must help young people meet their avocational goals.  Extracurricular activities will be offered when possible to enhance the academic program. 


The Board encourages parents and teachers to offer their expertise in helping to develop a school environment that is academically challenging, psychologically satisfying and socially fulfilling for students at all levels.  The objectives of an educational program are best realized when mutual understanding, cooperation, and effective communications exist among the home, community and school.


Adoption date:  November 18, 1997





The Sachem Central School District does not discriminate on the basis of disability with regard to admission, access to services, treatment, or employment in its programs or other activities. If any person believes that the Sachem Central School District or any of the District’s staff has violated the principles and/or regulations of Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act, which includes alleged discrimination by District staff based on the conduct of students or other third parties, he/she may bring forward a complaint in accordance with the following procedure.

This procedure does not preclude informal solutions or restrict the right of the complainant to file formal complaints with State and Federal agencies or seek private counsel for complaints alleging discrimination at any time.

If discrimination is determined to have occurred, the District will take prompt steps to correct any effects of the discrimination and prevent further occurrence.


Step 1:
The complaint must be filed in writing by the complainant. A form to assist with this process will be provided by the School District on request. To be considered, the written complaint must fully set out the circumstances giving rise to the alleged complaint and must be filed with the District 504 Coordinator.

District 504 Coordinator
Paul A. Stellino
Sachem Central School District
51 School Street
Lake Ronkonkoma, NY 11779
(631) 471 1899

Step 2:
The District 504 Coordinator will conduct an investigation of the allegation(s). The parent, student, employee or third party will be given full and fair opportunity to present evidence, including witnesses, relevant to the issues raised under the complaint. The investigation will be completed and recommendations made to the Superintendent or his/her designee within thirty (30) work days of receipt of a written complaint. If a District 504 Coordinator is the subject of the written complaint, an impartial investigator shall be appointed to conduct the investigation.

Step 3:
The Superintendent or his/her designee will review all issues raised and evidence presented and provide the complainant with a written decision within ten (10) working days of receipt of the investigator’s recommendation.

If following Step 3, the Complaint is not resolved to the Complainant’s satisfaction, the Complainant may file a complaint of discrimination on the basis of disability against the District in court, or with State or Federal agencies, including the U. S. Department of Education, Office for Civil Rights, 32 Old Slip, 26th Floor, New York, New York 10005.

Adoption Date: April 21, 2010

0110 Sexual Harrassment: Click the link to the left to view new policy 0110

0115 Sexual Harassment and Bullying: Click the link to the left to view new policy 0115






To further its educational philosophy, the Board of Education establishes the following goals and objectives:


  1. to employ the best possible school staff, including both professional and support personnel;
  2. to encourage the development of positive and supportive interpersonal relationships among the students, the staff and members of the community;
  3. to ensure that staff, students, and parents are afforded opportunities for meaningful participation in the development and evaluation of programs and policies;
  4. to strive for maximum efficiency in the use of district resources to meet the goals and objectives of the various programs and services;
  5. to provide educational programs and services which fulfill the needs of the district and comply with Commissioner's Regulations; and
  6. to promote the development of programs and services which encourage cooperative interaction between the community-at-large and district staff and students.


Adoption date:  November 18, 1997



                          GOALS FOR INSTRUCTIONAL PROGRAM


The mission of the Sachem School Community is to graduate students who will be motivated, respectful, lifelong learners, well prepared to succeed and contribute to their society.


A competent, enthusiastic staff, in cooperation with parents and community members, will provide a challenging, comprehensive, relevant curriculum in a safe, nurturing environment.


Sachem’s Graduation Standards




The skills, knowledge, and dispositions necessary to be a responsible, contributing and knowledgeable member of the political, economic, and social institutions of the U.S. and the world.




Proficiency in the use and understanding of all forms of communications: reading, writing, speaking, listening, music, dance, art, literature, world languages, technological information services, personal and social interactions.


Health and Wellness


The knowledge, skills, and dispositions necessary to establish and sustain a pattern of regular physical activity, a sense of self-worth, and a commitment to personal wellness which serves as a personal resource for leading a healthy, productive, and self-fulfilling life.


Practical Living Skills/Career Preparation


The knowledge, skills and dispositions which will enhance personal life management, while understanding the relationship of their interests, abilities, and aptitudes to career choice; demonstrate interpersonal knowledge and skills necessary to meet daily living responsibilities and achieve a successful and productive career.


Problem Solving


The ability to achieve solutions to problems by bringing together the skills, knowledge, and dispositions necessary to determine the existence of a problem; set parameters for the problem and its solutions; pull together available resources; and allocate these resources in the best way to achieve appropriate solutions.




Technological Literacy


An understanding of the current technologies and skills necessary to adapt to the changing technological world.  (This standard is also to be integrated within the other six standards.)


Understanding Systems


Systems fall into many categories, including social, political, scientific, economic, technological, and environmental.  Students will demonstrate competency in “understanding systems,” knowing how the components of these systems affect one another and interact.  This will include competence regarding the individual’s ability to operate in various systems and understand the consequences of change.


The district fully accepts the concept that learning is a lifelong process, and toward this end, actively encourages people of all ages to participate in a wide range of activities.


Cross-ref:       4000, Instructional Goals


Adoption date:  November 18, 1997



                                 EVALUATION OF SCHOOL BOARD

                                     OPERATIONAL PROCEDURES


The Board of Education shall review the effective¬≠ness of its internal operations at least once annually.  The Superintendent of Schools and others who work regularly with the Board shall be asked to participate in this review and to suggest ways by which the Board can improve its functioning as a deliberative and legislative body.


The Board shall set forth the standards by which it will evaluate itself, taking into account the following:


  1. the district's needs and the Board's ability to meet such needs;
  2. the district's goals for its instructional programs;
  3. the Board's relationship with the Superintendent and district staff;
  4. the Board's relationship with its supervisory district (BOCES); and
  5. the community's perception of Board members as educational leaders.


All decisions of the Board are to be supported by as much objective evidence as possible.  Implied in this approach is an assumption that any school board is capable of improvement.  The chances that improvement will result are enhanced if evaluation is carried out systemati¬≠cally in accordance with good planning, conscientious follow-through, and careful assessment of results.


Adoption date:  November 18, 1997



                               EVALUATION OF SUPERINTENDENT


The Board of Education recognizes that student achievement, district progress and community satisfaction with the schools are all in large part affected by the superintendent’s performance. The Board also recognizes the superintendent cannot function effectively without periodic feedback on performance, and is committed to ensuring that the superintendent is evaluated annually as required by Commissioner’s regulations.

The purposes of the evaluation shall be to:


  1. Gauge the district’s progress toward the goals the Board has charged the superintendent to accomplish.
    2. Provide a basis for assessing the strengths and weaknesses of the Board and the superintendent and to aid in the professional development of both parties.
    3. Strengthen the working relationship between the Board and the superintendent.
    4. Provide a basis for commending, rewarding and reinforcing good work.


The evaluation shall focus on the goals the Board sets for the superintendent each year as well as the duties and competencies specified in the superintendent’s job description.


The procedures the Board uses for evaluating the superintendent shall be filed in the district office and available for review by any individual no later than September 10th of each year.

Cross-Ref: 3120, Duties of the Superintendent
Ref: 8 NYCRR §100.2(o)(2)(v) (Performance review of superintendent)


Adoption date: November 18, 1997
Revision date: September 21, 1999
Revision date: November 18, 2009



                                 EVALUATION OF SUPPORT STAFF


The Board of Education believes that the evaluation of support staff is an essential component of supervision and decision-making regarding staff promotions and retention.  The Board therefore directs the Superintendent of Schools to develop standards and procedures for the evaluation of all support staff.


Each support staff member will be formally evaluated once each year by his/her immediate supervisor or other designated person.


The purposes of support staff evaluations are:


  1. to provide an objective basis for employee improvement;
  2. to maintain salaries commensurate with job requirements and responsibilities; and
  3. to ensure that employees meet performance standards.


If requested by the Civil Service Department, the district will keep and report performance ratings of civil service employees prior to making a permanent appointment.  For those support staff members who are members of a collective bargaining unit, permanent appointments will be made as per their negotiated agreement.


Adoption date:  November 18, 1997





The Board of Education recognizes that education is a continuous process that cannot be satisfactorily achieved without the coordination and cooperation of all components of the system.  To achieve the highest quality of education on all levels, a critical appraisal of the program as it operates in each school and at each level is essential.  The Superintendent of Schools shall develop standards and procedures for the evaluation of instructional programs.


The purposes of evaluating the instructional programs are to:


  1. indicate instructional strengths and weaknesses;
  2. provide information needed for advance planning;
  3. provide data for public information;
  4. show the relationship between achievement and the school system's stated goals; and
  5. assess the suitability of the instructional program in terms of community requirements.


The Board shall receive regular reports of the results of instructional program evaluations.


Ref:     8 NYCRR §100.2(m)


Adoption date:  November 18, 1997






The Board of Education directs the Superintendent of Schools to develop a comprehensive school improvement plan for those school buildings identified by the Commissioner of Education as most in need of assistance (if any), in accordance with Commissioner's Regulations.


The school improvement plan must be developed in consultation with teachers, administrators, students, parents, and appropriate school service professionals, as well as with staff of the State Education Department (SED) or others assigned to assist the planning process.  The plan must address the areas of deficiency and any changes in the school program required by the Commissioner.


The Board must approve the plan and submit it to SED no later than April 30 of the school year in which the Commissioner requires it.  The plan must be implemented no later than the September following its approval.  The Board will comply with any additional requirements of SED that arise as it monitors the implementation of the plan.


Ref:     8 NYCRR §100.2(m)(3)


Adoption date:  November 18, 1997