MAINE SCHOOL ADMINISTRATIVE DISTRICT #34
Belfast Belmont Morrill Northport Searsmont Swanville
office of the superintendent – po box 363 – belfast me 04915
Telephone: 207 338-1960 FAX: 207 338-4597
SCHOOL BOARD POLICY MANUAL
Section I : Instruction
Code |
Description |
Adopted/Revised |
IA |
Instructional Goals and Objectives |
April 26, 2005 |
IC |
School Day |
August 25, 1998 |
ID |
School Year |
August 25, 1998 |
IE |
Organization of Instruction |
August 25, 1998 |
IG |
Organization of Instruction |
August 25, 1998 |
IH |
Curriculum Programs |
August 25, 1998 |
IHA |
Basic Instructional Program |
April 26, 2005 |
IHBA |
Special Education |
February 23, 1999 |
IHBAA |
Referral to the Pupil Evaluation Team |
April 10, 2007 |
IHBEA |
English as a Second Language (LAU Plan) |
December 6, 2005 |
IHBF |
Homebound Instruction (Tutorial Services) |
August 25, 1998 |
IHBG |
Home Schooling |
August 25, 1998 |
IHBGA |
Home Schooling-Participation in School Programs |
January 27, 2004 |
IHCA |
Summer School |
August 25, 1998 |
IHCD |
Advanced Placement/Post Secondary Dual Enrollment Options |
April 10, 2007 |
IHD |
Adult Education Program |
August 25, 1998 |
IIB |
Class Size |
February 13, 2007 |
IIE |
Student Schedules and Course Loads |
August 25, 1998 |
IIJ |
Instructional and Library-Media Materials Selection |
June 11, 2003 |
IJJ-R |
Procedures for Challenging Instructional/Library/Media Materials |
April 15, 1997 |
IJJ-E |
Request for Reconsideration of Materials |
April 15, 1997 |
IJNDC |
Use of Internet and On-line Services |
August 25, 1998 |
IJNDC-E |
Application for Account and Terms and Conditions |
|
IJOA |
Field Trips |
August 25, 1998 |
IJOA-R |
General Guidelines for Field Trips |
|
IJOA-E |
Field Trip Request Form |
April 7, 2000 |
IJOC |
Volunteers |
August 25, 1998 |
IK |
Student /Evaluation of Student Achievement |
May 24, 2005 |
IKAB |
Report Cards/Progress Reports |
December 6, 2005 |
IKAC |
Parent Conferences |
August 25, 1998 |
IKB |
Homework |
August 25, 1998 |
IKC |
Class Ranking/Grade Point Average |
August 25, 1998 |
IKD |
Honor Rolls |
August 25, 1998 |
IKE |
Promotion, Retention and Acceleration of Students K-12 |
February 15, 2005 |
IKF |
Graduation Requirements |
March 14, 2006 |
IKFC |
Graduation for Exceptional Students |
April 25, 1998 |
IL |
Evaluation of Instructional Programs |
August 25, 1998 |
ILA |
Student Assessment/Local Assessment System |
May 24, 2005 |
ILD |
Student Surveys and Marketing Information |
January 27, 2004 |
IMB |
Teaching about Sensitive Issues |
August 25, 1998 |
IMBB |
Exemption from Required Instruction |
February 29, 2000 |
IMG |
Animals in Schools |
February 15, 2005 |
Section IA INSTRUCTIONAL GOALS AND OBJECTIVES
The Board envisions MSAD #34 graduates as individuals who take pride in their work, adapt positively to change, and demonstrate sound judgment. They take an interest in civic affairs, respect the interdependence of humankind, and acknowledge the importance of a healthy global environment.
Belfast Area High School graduates must demonstrate a proficiency in a common core of knowledge. As comprehensive thinkers, they approach learning eagerly and solve problems using a variety of acquired skills. They are able to communicate effectively as speakers and writers.
Our graduates also seek a balance in their personal, professional, and intellectual lives. They are lifelong learners who can apply essential knowledge in an ever-changing world.
To achieve its vision of an educated person, the Board hereby adopts as its instructional goals and objectives the Guiding Principles of Maine’s system of Learning Results.
The curriculum of MSAD # 34 is the vehicle for fulfilling the mission of the district and accomplishing its instructional goals. The content of the curriculum shall be intellectually rigorous and provide relevant opportunities for the application of knowledge and skills. The curriculum shall be appropriately integrated and will emphasize depth of understanding over breadth of coverage. There will be curriculum documents aligned with the system of Learning Results, which guide content, instruction and assessment with clearly articulated learning standards for each curriculum area and clearly-defined expectations for student learning. The curriculum will offer students sufficient opportunity to develop, practice, and achieve each of the expectations for student learning.
Curriculum programs shall be designed, implemented, evaluated and continuously improved in keeping with the mission and instructional goals of the district and the Guiding Principles of the Maine Learning Results. The district is committed to providing students with the knowledge, skills, and attitudes to make them clear and effective communicators, self-directed and life-long learners, creative and practical problem solvers, responsible and involved citizens, collaborative and quality workers, and integrative and informed thinkers.
There shall be curricular coordination and articulation between and among all academic areas within each school, and among all the schools in the district to strive for consistent expectations for student learning. Instructional materials, technology, equipment, supplies, and staffing will be sufficient to allow for the implementation of the curriculum. Professional training activities will support the development and delivery of the curriculum.
At the beginning of each year, students and parents will be informed of the learning expectations for their upcoming academic year. High school parents and students will also be informed of graduation requirements for a high school diploma. The Superintendent will report annually to the Board on the operation of the system.
The Superintendent will establish a means for determining the effectiveness of instructional programming at the district and school levels. Assessment will focus on determining how well students are achieving and maintaining their mastery of the Learning Results, and how effectively the teaching staff is conveying the curriculum in the classroom.
Legal Reference: 20-A MRSA §1001
Adopted: August 25, 1998
Revised: April 26, 2005
Section IC SCHOOL YEAR
The responsibility for determining the school calendar rests with the School Board. Such calendar will define the number of student days, number of staff days, and the beginning and closing dates of school. The calendar will be consistent with Maine statutes.
The Superintendent, after consultation with the MSAD # 34 Education Association and other appropriate district personnel and the district superintendents of the Vocational Cooperative Region 7, shall recommend a school calendar for consideration and adoption by the Board of Directors.
Legal Reference: 20-A MRSA §4801, 4802, 4803, 4804
Adopted: August 25, 1998
Section ID SCHOOL DAY
The length of the school day will be recommended by the Superintendent and set by the School Board in keeping with state requirements.
Principals shall develop schedules and procedures that will maximize students’ instructional time.
Teachers and staff members shall manage classrooms, use effective teaching strategies, and work cooperatively to maximize the amount of instructional time available to students.
Adopted: 1984
Revised: August 25, 1998
Section IE ORGANIZATION OF INSTRUCTION
MSAD # 34 elementary schools shall serve students in Kindergarten through Grade 5 or a combination thereof. Children shall attend elementary school in their assigned school unless a special waiver is extended by the Superintendent. Such waiver shall be reviewed and renewed annually. The district is not responsible for the transportation of students in parent-initiated waivers.
Troy Howard Middle School shall serve all students in Grades 6 through 8.
Belfast Area High School shall serve all students in Grades 9 through 12.
Elementary School
Kindergarten through fifth grade constitute the elementary school in MSAD # 34. The School Board will provide a plan of formal instruction in all elementary grades that will include reading, writing, language arts, spelling, mathematics, health, science, social studies, physical education, art and music. The organization and content objectives in these various subject areas will be found in curriculum guides that will be in each elementary school. There will be opportunities for technology education in each elementary school.
Middle School
The middle school instructional program encompasses grades six through eight and is based upon the unique needs of the students in the preadolescent or early adolescent years. The instructional emphasis will be to build upon a strong foundation in the basic skills of reading, writing, language arts, mathematics, science and social studies while providing opportunities for students to study and explore interests in the areas of music, art, home economics, technology, foreign languages, and health and physical education. Middle school students may be given the opportunity to earn high school credit for courses in foreign languages and algebra.
The program design for middle school will include the provision for a variety of grouping patterns such as self-contained classes, the assignment of groups of students to a team of teachers, and some departmentalized classes. The predominant mode of grouping will be the assignment of a group of students to a team of teachers who have a common planning time. To enhance the student’s growth in self-concept and relationships with others and to provide adult guidance in academic and general matters of concern, a strong advisor-advisee program will be provided. An immediate goal of this and other program components is to ease the transition of students from the elementary grades to the secondary grades.
High School
The high school consists of grades nine through twelve and will provide a curriculum which encompasses required subjects and electives designed to prepare all graduates to become clear and effective communicators, self-directed and life-long learners, creative and practical problem solvers, responsible and involved citizens, collaborative and quality workers and integrative and informed thinkers.
Each student shall have the opportunity to study and achieve proficiency in the following content standard subject areas:
Career Preparation E. Mathematics
English/Language Arts F. Science and Technology
Foreign Languages G. Social Studies
Health & Physical Education H. Visual and Performing Arts
School counselors, in cooperation with parents, teachers, and administrators, shall assist each student in planning a program of study.
Alternative Education
The School Board recognizes the need for alternative programs designed to meet the instructional needs of students. Programs will be explored and developed as the demonstrated need and feasibility is determined. MSAD # 34 will provide alternative education for high school students who, for a variety of reasons, would benefit from such services.
Special Education Programs
Organization of programs for disabled students will be in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Maine Special Education Regulations, Chapter 101 (October 31, 1995). The Board’s goal will be to provide each student with a free appropriate public education as that term is defined by law. Consistent with applicable law and regulation, each student will be provided an educational program to meet his/her individual needs within a continuum of services. The Board subscribes to the inclusive model for special education services implemented according to the student’s IEP.
Legal Reference: 20-A MRSA § 1001 Subparagraph 8
20-A MRSA §6208, 6209
Adopted:1984
Revised:April 15, 1997
Revised:August 25, 1998
Section IG CURRICULUM DEVELOPMENT, ADOPTION, AND REVIEW
The need for and value of a systematic, ongoing program of curriculum development and evaluation involving students, parents, teachers, and administrators is recognized. The design and implementation of the curriculum will be consistent with the mission and goals of MSAD # 34 and the Maine system of Learning Results. The Board deems it essential that the school district continually develop and modify its curriculum to meet changing needs. The Board directs the Superintendent to develop and present for Board approval a five-year plan for curriculum review, revision and implementation. Such plan shall be reviewed, updated and approved annually.
It is the belief of the Board of Directors that learning will be enhanced by adherence to an integrated K-12 curriculum that promotes continuity and cumulative acquisition of skills and knowledge from grade to grade and school to school. The curriculum of MSAD # 34 will be designed to provide teachers and students with the district’s expectations for what students are to learn. Curriculum guides will be provided for the various subject areas or interdisciplinary offerings. These guides will present at least a minimal outline for instruction and a basis for further development of the particular area. The selection of textbooks will support the district curriculum. A formative assessment program will be implemented to monitor individual student performance along the curriculum continuum. All curriculum, including but not limited to elimination of programs and courses and extensive content alteration, will be subject to Board approval. Teachers are expected to follow the written
curriculum as adopted by the Board of Directors.
Legal Reference: 20-A MRSA §1001
Adopted: August 25, 1998
Section IH CURRICULUM PROGRAMS
The Curriculum of MSAD # 34 is the vehicle for fulfilling the mission of the district and accomplishing its instructional goals. The content of the curriculum shall be intellectually rigorous and provide authentic application of knowledge and skills. The curriculum shall be appropriately integrated and will emphasize depth of understanding over breadth of coverage. There will be curriculum documents which guide content, instruction and assessment with clearly articulated learning standards for each curriculum area and clearly defined expectations for student learning. The curriculum will offer students sufficient opportunity to develop, practice, and achieve each of the expectations for student learning. Curriculum programs shall be designed, implemented, evaluated and continuously
improved in keeping with the mission and instructional goals of the district.
The highest priority of the district is to provide students with the knowledge, skills, and attitudes to make them clear and effective communicators, self-directed and life-long learners, creative and practical problem solvers, responsible and involved citizens, collaborative and quality workers, and integrative and informed thinkers.
There shall be curricular coordination and articulation between and among all academic areas within the school as well as among the schools in the district to ensure that the expectations for student learning are addressed. Instructional materials, technology, equipment and supplies and staffing will be sufficient to allow for the implementation of the curriculum. Professional development activities will support the development and delivery of the curriculum.
A system that informs parents, at least annually, of expectations for student learning will be implemented in each classroom. At the beginning of each year, the Superintendent will report to the Board on the system as it operates at each level: elementary, middle and high school.
The Superintendent will establish a means for determining the effectiveness of instructional programming at the district, school, and classroom levels. Assessment will focus on determining the extent to which students are achieving and maintaining their mastery of appropriate learning results and the extent to which teachers are conveying effectively the curriculum in the classrooms.
.
Legal Reference: 20-A MRSA §1001
Adopted: August 25, 1998
Section IHA BASIC INSTRUCTIONAL PROGRAM
The basic instructional program shall meet requirements established by Maine law and Department of Education regulations. The instructional program shall be implemented through a written curriculum aligned with the system of Learning Results and designed to provide uniformity of content within and across grade levels. MSAD #34 will offer a basic instructional program designed to support the Guiding Principles of Maine's system of Learning Results and provide all Kindergarten through Grade 12 students with equitable opportunities to learn and demonstrate achievement of the content standards of Maine's system of Learning Results.
The Board believes that through the basic instructional program, students should develop a body of basic knowledge, skills, and attitudes that will lead to a successful adult life and active participation in our democratic society. The educational program should provide students with the opportunity to develop the intellectual curiosity, critical thinking, problem-solving abilities, and appreciation for the arts that are important to lifelong learning, and the social and citizenship skills that are needed for work and community life.
The school district will provide programs and instructional approaches that support the variety of learning styles of its students. Through the basic instructional program, the schools will strive to provide for a wide range of individual differences in student abilities and interests. Students who have difficulty meeting the standards will be provided opportunities to obtain additional support or instruction.
The instructional program shall be developed with the objective of maintaining a balanced, integrated, and sequentially presented curriculum. Priority should be given to learning that serves as a foundation for further educational development in language arts, mathematics, science, social studies, the arts, foreign language, health and physical education, and career education.
Legal Reference: 20-A M.R.S.A. §§ 1001(6), 6209
Ch. 125 (Me. Dept. of Ed. Rule)
Ch. 127 (Me. Dept. of Ed. Rule)
Adopted: April 26, 2005
Section IHBA SPECIAL EDUCATION
MSAD #34 shall provide a free appropriate public education to all children who are disabled regardless of the severity of their disability for whom the District has legal responsibility and who:
Have reached age 5 years on or before October 15 of the current school year;
Have not graduated from secondary school or reached 20 years of age before the start of the current school year (July1);
Have an exceptionality as defined by the Maine Special Education Regulations that adversely affects their educational performance; and
Require the provision of regular and/or special education services and, if needed, supportive services in order that the student may benefit from an elementary or secondary educational program.
Programs for disabled students will be offered in accordance with the Individual with Disabilities Education Act (IDEA, P.L. 101-476), Section 504 of the Rehabilitation Act of 1973 and Title 20-A, Chapters 301 and 302, of the Maine Revised Statutes, as supplemented by Chapter 101 of the Maine Department of Educational and Cultural Services Regulations.
Individual Education Plans
MSAD #34 shall provide a completed Individual Education Plan (IEP) for all identified students with disabilities. These IEP’s provide for all required sections as identified in the Individuals with Disabilities Education Act and clearly document services, settings and time constraints that provide for educating the student with disabilities in the least restrictive environment.
Programming in the Least Restrictive Environment
MSAD #34 recognizes its obligation under state and federal law to program for students with disabilities in the least restrictive educational environment. Toward that end, MSAD #34 shall ensure that, to the maximum extent appropriate, students with disabilities are educated with children who are not disabled, and that special education, separate schooling or other removal of students with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
All determinations regarding programming in the least restrictive environment shall be made by the student’s Pupil Evaluation Team (PET) and shall draw upon a multidisciplinary assessment of the student’s needs. MSAD #34 has available the full continuum of alternative placements when making placement determinations.
Parent Involvement
MSAD #34 makes provision for the participation of and consultation with parents/guardians of disabled students in the District by providing them with their full legal rights under state and federal law to participate in the identification, evaluation, placement and programming decisions made by the Pupil Evaluation Team (PET) for their child. In addition, parent participation and consultation is provided in other ways including:
Availability of special education coordinator(s) and teachers to meet with parents at mutually convenient times to discuss the special education program and needs of their children
Attendance by the special education coordinator(s) at meetings of local parent support groups established to discuss special education issues faced by the District
Active involvement by the special education coordinator(s) in efforts by local parent groups to address shared special education concerns
Surrogate Parents
Whenever the parents/guardians of a disabled student in MSAD #34 cannot be identified or located after reasonable effort or when the exceptional student is a state ward, the Superintendent of Schools shall notify the Office of the Commissioner of Education.
Child Identification
MSAD #34 seeks to ensure that all children between the ages of three and twenty within the School District who are in need of special education and supportive services are identified, located and evaluated—whether those children live with their parents and attend MSAD #34’s public schools, do not yet attend school, are tuitioned to schools in other districts, receive home schooling, or are state wards, state agency clients or institutional residents as defined by Maine law.
The District’s child identification procedure includes a district-wide screening process offered at public expense to eligible students of school age to determine whether they may need referral to a Pupil Evaluation Team (PET) and special education.
The child identification procedure shall also include, in addition to information sent out regularly to parents in the District, written notification of the school district’s child identification obligations sent on at least an annual basis to the following agencies, entities and persons:
Private schools within the School District
The local Child Development Services
Homeless shelters within the School District
Pediatricians and hospitals within the School District
Licensed day care facilities within the School District
Parent support groups within the School District
Home schooling parents within the School District
State facilities and institutions within the School District (i.e., jails, mental hospitals, etc.)
The notification shall request the assistance of the entity notified in identifying any children who may be in need of special education. The notice shall list the name, address and telephone number of a contact person within the District. The School District shall also publish this notification on at least an annual basis in the local newspaper serving the District.
Extended School Year Services
MSAD #34 shall provide extended school year services during the summer months when ordered by the student’s Pupil Evaluation Team (PET) and set forth in his/her Individual Education Program (IEP).
In making its determination about whether to provide extended school year services, the PET shall make an individualized assessment of whether the student is at risk of losing skills previously mastered and of being unable to recoup those skills in a reasonable time. In particular, the PET shall reasonably calculate whether the child will experience severe or substantial regression during the summer months in the absence of a summer program. In those cases where the benefits accrued to the child during the regular school year will be significantly jeopardized if the student is not provided with a summer program, the PET should order the program.
Determinations about whether a student requires extended year services should draw upon the evaluative data in the possession of the PET and may consider the following factors:
The nature and severity of the student’s impairment
Whether the student’s IEP contains goals and objectives that are necessary to attain self-sufficiency and independence from caregivers
Whether the student is failing or likely to fail to achieve IEP objectives due to an interruption in services
The extent of regression caused by an interruption in educational programming
The rate of recoupment following an interruption of services
The PET may make determinations on extended year programs based upon empirical data of actual regression and recoupment problems or upon reasonable calculations that such problems are likely given the child’s unique needs.
Monitoring Out of District Placements
MSAD #34 will participate in any PET meetings regarding proposed changes on the out-of-district student’s IEP. The District will help ensure parent/guardian participation in said meetings by such things as providing transportation and confirming notifications. Prior written notice of changes will be sent as well. MSAD #34 will take the responsibility of initiating an annual review of a student’s IEP.
Special Education, Page Four
Special Education Services for Students in Private Schools or Home Schooling
MSAD #34 recognizes its obligation under state and federal law to make special education services available to all students of school age whose parents reside within the school district. This obligation includes those students who attend private schools and who are receiving home schooling.
For those students who have been placed by their parents/guardians in a private school or in home schooling, MSAD #34 shall provide a genuine opportunity for equitable participation in the school District’s special education services.
MSAD #34’s obligation to provide a genuine opportunity for equitable participation shall include the following:
Include all such students in MSAD #34’s special education childfind and referral obligations;
Inform the parent of the District’s responsibility to offer a free, appropriate public education;
Review the special education needs of the student with a disability;
Annually develop a proposed Individual Education Program (IEP) for the parent’s consideration, to be made available to the student in the least restrictive educational environment;
Permit the student to access particular services in the IEP in the school setting where those services are normally made available. The student’s Pupil Evaluation Team (PET) may deny access to a particular service in the IEP if the PET determines that it would be inappropriate for the student to access that particular service without accessing the IEP as a whole.
Scheduling determinations for those services that the student accesses shall be made by the school administrator regularly charged with making such determinations and may reflect the administrative needs and caseload concerns of the school unit.
MSAD #34 does not provide separate transportation to or from the special education service being accessed in the IEP. MSAD #34 shall permit, however, the student to access any regular public school bus run for transportation to or from the services being accessed in the IEP. The student’s PET may determine that a particular bus or bus run would not be appropriate for the student.
MSAD #34 shall not provide special education or supportive services to the student at the private school or home-schooling site.
Independent Evaluations
MSAD #34 has adopted this policy regarding special education independent evaluations in an effort to implement state and federal regulations. Questions regarding this policy should be directed to the Special Education Director/Coordinator. This policy should be interpreted in a manner consistent with federal regulations 34 CFR § 300.503 and state special education regulations 8.20, 8.23, and 10.5 (October 1995 Edition).
Independent evaluations are evaluations performed by an appropriately qualified professional who is not an employee of the School District. Qualified individuals in private practice under contract with the school District who have not previously evaluated, instructed or provided consultation regarding a particular student are eligible to provide an independent educational evaluation of the student.
Parents have a right to obtain an independent evaluation at public expense when they disagree with the evaluation done by the school, as set forth below. Parents are under no obligation to make a request to the public school in advance of obtaining the independent evaluation. If the parents choose to obtain the independent evaluation without prior approval by the public school, they do so at their own risk. They may request that the school reimburse them. The school may refuse and initiate a due process hearing. If the hearing officer upholds the school’s evaluations, then the parents shall be fully responsible for the cost of the independent evaluation.
The student’s Pupil Evaluation Team (PET) will consider all data submitted as a result of independent evaluations which parents have obtained on their own.
The Special Education Director/Coordinator will provide parents who desire an independent evaluation with information about possible evaluation sources upon receipt of a written request for an independent evaluation.
MSAD #34 will provide parents with an independent evaluation at public expense when the following conditions are met:
The parents are in disagreement with a school-ordered evaluation that has been completed in the past year;
The contested school evaluation is inappropriate in the opinion of the Special Education Director/Coordinator;
The proposed independent evaluator is an appropriately qualified professional, as specified in Maine Special Education Regulations, ch. 101, §§8.14 and/or 16.3; and
The person or agency completing the independent evaluation submits a written report that conforms to Reports on Evaluation as described in Maine Special Education Regulations, ch. 101, §8.16 and the time limit in 8.20.
Parents requesting an independent evaluation at public expense will be asked to specify in writing the school-ordered evaluation they are contesting. If necessary, school officials will assist parents in preparing a written request for an independent evaluation at school expense.
NOTE: A request for an independent evaluation at public expense cannot be denied by the school either because the parent failed to request the evaluation in writing or because the parent obtained the evaluation in advance of the request. In either case, the Director/ Coordinator of Special Education shall determine whether the school-ordered evaluation was appropriate, and if not, shall agree to pay the reasonable costs of an appropriate independent evaluation.
The Special Education Director/Coordinator will respond within 30 days of receipt of a request for an independent evaluation at public expense.
When MSAD #34 determines it will provide an independent evaluation at public expense, the school will pay an amount that is reasonable and customary as compared to other qualified evaluators within the region in the same or similar area of testing.
The parent may request that MSAD #34 approve the cost of an independent education evaluation, which exceeds the usual and customary fee. The Special Education Director/ Coordinator will make a determination of whether the excess cost is warranted and will notify the parent of that determination. If the Director/Coordinator rejects the excess cost, the District shall initiate a due process hearing as outlined above.
When the parent requests an independent evaluation at public expense in an area that has not been evaluated by the school in the past year, the school shall notify the parent that it cannot approve or deny such a request and shall instead refer it to the PET for consideration as a request for a new school-ordered evaluation.
MSAD #34 may deny a request for an independent educational evaluation at public expense and initiate a due process hearing when the school concludes that the school evaluation with which the parent disagrees was appropriate.
MSAD #34 may initiate a due process hearing to challenge a parent’s right to obtain an independent evaluation at public expense when the Special Education Director concludes:
That the providers of an independent evaluation are not qualified under the state special education regulations;
That the amounts charged for the evaluation are excessive; or
That the school’s evaluations are appropriate.
The parent has a right to request a due process hearing in response to any school decisions regarding a request for an independent education evaluation at public expense.
Grievance Procedure for Persons with Disabilities
MSAD #34 shall provide a grievance procedure as a local avenue for persons with disabilities to raise concerns about whether the District is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedures is intended to meet the requirements of the Federal Rehabilitation Act (34 CFR § 104.(b) and the Americans with Disabilities Act (28 CFR § 35.107(b).
A person with an identifiable disability, or someone acting on that person’s behalf, may file a written grievance regarding compliance with state or federal disabilities laws with the building principal where the grievance arose, or with the ADA/504 compliance coordinator. If filed with the ADA/504 compliance coordinator, that person shall forward it to the appropriate building principal. No grievance will be heard if it involves actions that occurred more than 60 days prior to the filing of the grievance.
The building principal, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within fifteen (15) working days of its receipt. Extensions of fifteen (15) working days may be allowed if necessary to address fully the issues of the grievance. The principal’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
If dissatisfied with the response, the grievant may obtain a review of the Principal’s decision by the Superintendent.
The grievant must request that review within fifteen (15) working days of the decision by the Principal. The Superintendent, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within fifteen (15) working days. Extensions of fifteen (15) working days may be allowed when necessary to address fully the issues in the grievance. The Superintendent’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
NOTE: Except for grievances regarding physical alterations to school buildings or grounds, the decision of the Superintendent shall be final. In the case of grievances regarding physical alterations
to school buildings or grounds, a dissatisfied grievant may obtain a review by the School Board of the Superintendent’s decision.
The grievant must request that review within fifteen (15) working days of the decision by the Superintendent. The School Board shall have a reasonable time to schedule a meeting on the grievance and to issue its decision.
Nothing in this grievance procedure in any way forecloses a person with a disability from seeking redress for their concerns at any time through other legal avenues, such as through the Office for Civil Rights, the Department of Justice, the Maine Human Rights Commission or the Maine Department of Education.
Personnel Development
MSAD #34 will comply with the obligation of the School District under 34 CFR § 300.224 to participate in the state’s comprehensive system of personnel development. Toward that end, representatives of MSAD #34 shall participate in meetings scheduled by the Department of Education for the District to address its obligations under the Comprehensive System of Personnel Development. The Superintendent is designated to receive and review material from the Department of Education regarding implementation and use of that Comprehensive System.
Adopted: July 31, 1989
Revised: February 1, 1993
Revised: February 23, 1999
Section IHBAA REFERRAL TO THE PUPIL EVAULATION TEAM
GENERAL
MSAD #34 will ensure that a special referral process as required by Maine Special Education Regulations Chapter 101, Sections 7.7 and 7.8 is fully implemented.
A. Referrals to school personnel: Teachers may make a referral to the Pupil Evaluation Team to determine the need for special education services. All such referrals shall be in writing, state the reasons for the referral, and shall document the teacher’s efforts to accommodate the student’s needs with the classroom by the provision of supplemental aids and services to the student. Documentation of response to interventions shall be submitted with the referral. All such referrals shall be signed, dated, and submitted to the Director of Special Education or the Coordinator of Special Education.
B. Referrals by Parents: Parents may make a referral to the Pupil Evaluation Team to determine the need for special education services. All such referrals shall be in writing, state the reasons for the referral, and be submitted to the person with written authorization to obligate the fiscal and human resources of the district. Parents may seek assistance in completing a referral from teachers or administrators, who shall forward the written referral to the person designated to accept referrals and obligate the fiscal and human resources of the district.
C. Referrals by Others: Representatives of state agencies that have students placed in their care or custody may make a referral to the PET. All such referrals shall be in writing, state the reasons for the referral, and be submitted to the person with written authorized to obligate the fiscal and human resources of the district.
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