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.
D. At-Risk Students: the Local Education Agency shall screen all ‘at risk’ students through the Student Assistance Team or other process, and, as appropriate, refer such students to the Pupil Evaluation Team to determine the need for special education services. An ‘at risk’ student includes, but is not limited to, a student who has accumulated more than 45 absences or has been suspended for more than 10 days with a school year, a student who has been hospitalized for emotional or behavioral issues, a student who has experienced an accident or illness that may result in a chronic impairment, etc.
The date of referral for compliance purposes with Chapter 101 is the date upon which the Special Education Director or Special Education Coordinator receives the complete written referral.
Legal Reference: Equal Employment Opportunities Act of 1972 (P.L. 92-261) amending Title VII of the
Civil Rights Act of 1964 (42 U.S.C. § 2000(e) et seq.)
Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681 et seq.)
Title VI of the Civil Rights Act of 1964 (P.L. 88-352)
Age Discrimination in Employment Act of 1967 (29 U.S.C. § 621 et seq.)
Equal Pay Act of 1963 (29 U.S.C. § 206)
Vocational Rehabilitation Act of 1973 (29 U.S.C. § 794 et seq.)
Americans with Disabilities Act (42 U.S.C. § 12101 et seq.)
Maine Human Rights Act of 1972 (5 MRSA § 4571), as amended
Adopted: December 21, 1993
Revised: January 23, 1996
Revised: February 24, 1998
Revised: April 10, 2007
Section IHBEA ENGLISH AS A SECOND LANGUAGE (LAU PLAN)
It is the policy of the MSAD #34 to provide equitable access for Limited English Proficient (LEP) students. According to the Equal Education Opportunities Act (1974), this district must make an effort to do whatever is educationally appropriate to address the English and educational needs of the Limited English Proficient student so that he/she can compete with his/her same age English background peers. Qualifying students will be identified and placed in programs and services in accordance with statutory guidelines.
The MSAD #34 district will strive to provide a linguistically and culturally rich learning and teaching environment. It is the policy of the MSAD #34 district to comply with all federal and state laws prohibiting discrimination against students on the basis of all civil rights categories.
I. Establish a Language Assessment Committee (LAC) that will consist of an administrator, classroom teacher, ESL (English as a Second Language) teacher, and a parent or guardian, if possible. Appropriate support staff, such as a guidance counselor, will be included when they are involved in the student’s program.
The responsibilities of the Language Assessment Committee
a. Identify Limited English Proficient students using the WIDA ACCESS for ELLs and W-APT assessment tools;
b. Develop an appropriate and effective language support program that promotes efforts by LEP students to achieve the Maine Learning Results and Grade Level Expectations;
c. Monitor the student’s progress on an on-going basis;
d. Notify parent or guardian of all decisions, in a language they comprehend,
and their right to appeal their child’s participation in ESL;
e. Determine that the LEP student meets the exit criteria by achieving all
level 5’s Tier C of the ACCESS for ELLs assessment;
f. Monitor the exited LEP student for two years;
g. Make recommendations for programming for the next school year.
II. All newly-enrolled students, including transfers, will be initially screened through the Home
Language Survey. If a student is identified as possibly non-English proficient, a follow-up
background questionnaire will be completed by the ESL teacher, classroom teacher or
building principal.
If a student has been previously identified as Limited English Proficient, W-APT screening is not required.
However, English proficiency assessment is required annually in all communicative skills domains.
III. Assessment of English Language Proficiency and academic skills will begin within ten
school days of the initial screening by the Home Language Survey. Possible LEP students
will be assessed for level of English Language Proficiency
a. Consultation with classroom teacher where appropriate;
b. Anecdotal information from student, family and/or sponsors;
c. Testing for proficiency in the Academic English of content areas;
d. Oral and written assessment of English;
e. Assessment of academic proficiency in the student’s L1 (first language)
through school records, anecdotal records, writing sample and interview.
IV. Grade level placement requires careful consideration from the LAC, and includes:
~ the student’s chronological age
~ the student’s educational background
~ the student’s English language proficiency level determined through the
WIDA assessments
~ the student’s academic performance.
With this information, which should have been collected as expeditiously as possible, the
LAC will decide at what grade level the student should be placed. Under no circumstances
will a student be placed in a grade level that is more than one year below his/her
chronological age. Although it may seem logical to place a language minority student at a
grade level that matches the kind of English skills he/she needs to acquire, it would be a great
disservice to the student both socially and cognitively to do so. The school committee is
obligated to provide a structured language support program that meets the ESL as well as
content area needs of the student consistent with state and federal statute and case law
precedent.
Regarding the issue of grade level retention, on the whole, retention is only advisable when a
language minority student is lagging behind peers socially and emotionally (and even that
may not be appropriate). It stands to reason that a language minority – LEP student will not
be on grade level academically until he/she has had the opportunity to acquire the English
skills and content necessary for success.
It is not appropriate to retain a LEP student solely for the reason of limited English
proficiency because the student has unique needs and must be given ample time from grade
level to grade level to acquire English proficiency. The school committee accepts the
research findings that the acquisition of a second language for cognitive/academic proficiency
can take from five to seven years under optimal circumstances of academic and English
language proficiency support.
The most advantageous way to avoid grade level retention is to make accommodations for the
LEP student in the mainstream classroom and to maintain a close collaborative relationship
between the mainstream and ESL programs. If a LEP student is referred for retention, the
LAC should be included in that process to ensure that language proficiency is not the sole
reason for the referral.
V. Each LEP student in MSAD 34 will be enrolled in mainstream programs to the extent possible and integrated into regular activities. The regular classroom teacher will share the responsibility of programming with a qualified ESL teacher. Modifications to the regular curriculum will be supported by appropriate instructional materials. An ESL program will be provided at a specified school at each level in order to maximize language support services with sheltered content instruction to support access to the Learning Results. Sheltered content instruction is an approach that utilizes the simplification of the English language to teach ESL and subject area content simultaneously. Although the actual content is the same as that taught to non-LEP students, key concepts and vocabulary are targeted
to fit the ESL student’s English language proficiency level.
The following guidelines will be utilized in the development of a student’s program:
1. Instruction will be provided during the regular school hours.
2. Student’s grade placement will be age appropriate.
3. The ESL teacher and classroom teacher will coordinate efforts to support the
student’s acquisition of English and the Learning Results.
4. The ESL teacher will extend instruction into the classroom providing support to
the LEP student and will share the cultural diversity and the new language with
other students.
5. Instructional space will be provided to LEP students that is comparable to space
provided for non-LEP students.
6. The amount of time spent with the ESL teacher will be determined by the annual
WIDA ACCESS for ELLs assessment. The tier (A,B,or C) and level (1,2,3,4,5) guide
the intensity and duration of ESL services.
7. Home visits will be conducted as part of an outreach effort to parents of ESL
students with support to those parents in their language.
VI. ESL Teacher requirements are as follows:
1. Hold State of Maine Certification with ESL endorsement.
2. Administer multi-criteria evaluations used to determine eligibility.
3. Communicate at least quarterly or each trimester with parents regarding
progress of the student in a language the parent/guardian understands.
4. Recommend modification or revisions to the LAU Plan.
5. Recommend reclassification or exiting of students based upon WIDA
Assessments.
6. Provide meaningful cultural and language information to students, teachers,
and classmates.
7. Insure that high school students receive appropriate career and educational
information , that all post graduate opportunities are made equitably accessible
to the LEP student
8. Monitor students who have exited the ESL program for a period of two years.
9. Maintain a language development file on each student served by the ESL
Program.
VII. A student is not Fluent English Proficient (FEP) until the student achieves all level 5’s on
the Tier C of the WIDA ACCESS for ELLs Assessment. A student is not exited from the
ESL program until this goal is achieved.
VIII. Determining special needs placement for students who are receiving ESL services is a
complex process. There may be a number of individual or combined factors determining
why language and cultural minority students are achieving little academic progress over
time; the normal process of second language acquisition, the acculturation progress,
different learning styles, motivation to learn, or the student’s lack of prior schooling are a
number of potential factors instead of intrinsic learning problems. Screening and
diagnosing at-risk students receiving ESL services include a number of pre-referral steps to
determine whether there exist temporary learning and behavior characteristics shared by
learning disabled students and students of English as a Second Language., or whether
referral to special education is warranted. The ESL teacher and coordinator must be
involved throughout the process.
The following pre-referral process will be followed to determine the necessity for referral to
special education:
1. When the student experiences continued, serious academic/social behavioral
difficulty, examine systematic efforts to identify the source of difficulty.
a. Curriculum: continuity of exposure, scope and sequence, student’s entry level skills,
cognitive demands, mastery criteria, amount of practice exhibited in the native language.
b. Instruction: sequencing of content, language use, effective teaching
behaviors, coordination with other teachers.
c. Teacher: qualifications, experience with LEP students, teaching style,
expectations, perceptions, instructional management, behavior management.
d. Student: experiential background, native language proficiency, cultural
characteristics, cognitive learning style, locus of control/attribution, self-
concept, motivation.
e. Assessment: learning standards, data collection procedures, modifications.
2. Examine the student’s individual and group behavior, parental perceptions,
work samples, and teacher perceptions.
a. Cultural differences: country of origin, length or residence in the U.S.,
age at arrival.
b. Language differences: first language characteristics, rate of progress in
English, opportunities to use English outside of school, literacy skills in first
language.
c. Environmental factors: background factors, attitudes on schooling,
interruptions/traumas, frequency of school moves, family separation, family
support for schooling, home environment factors.
d. Medical/physical factors: history, present conditions.
e. Achievement/performance factors: listening comprehension, oral
expression, basic reading skills, reading comprehension, written expression.
f. Learning/behavior factors: visual discrimination, auditory discrimination,
visual memory, auditory memory, visual motor coordination,
attention/coordination, social perception, problem solving, activity level,
speech.
3. Parents, teachers, and support staff can initiate referral to Special Education. Parents
will be provided with an interpreter. The Language Assessment Committee (LAC)
can also refer a student to special education services for continued diagnosis and
testing if: (a) systematic efforts to identify the source of the difficulty are
unsuccessful and/or (b) the intervention checklist identifies behavioral patterns
deemed necessary for continued assessment. The LAC will gather the information
and process the referral observing Special Education regulation timelines. The
disabling condition must occur in the student’s primary language to warrant a
referral.
IX. In order to ensure the most effective and appropriate structured language support programming for limited English proficient students, a model for overall program evaluation must be developed and utilized consistent with state and federal statute. An annual program evaluation will illustrate: attainment of program outcomes; English language and content acquisition; attainment of learner outcomes; school climate and support for the program and students; the quality of instructional materials; the amount and effectiveness of mainstream ESL collaboration; the effectiveness of school and program communication with parents; and, the implementation of the LAU Plan itself.
The program accountability and demonstration of outcomes will enhance the program’s
legitimacy in the school and will consummate the work and methods of the program toward
the ultimate goal of continually improving instruction to meet learner instructional needs.
The following three circumstances could present themselves. The policy of MSAD 34 is duly
noted for each situation.
1. Although language minority/limited English proficient students may be eligible for
NCLB Title I and Title III services under the same criteria as other students, any may
receive those services. Title I and Title III services cannot supplant structured
support services such as ESL.
2. Limited English proficiency is not a disability as defined by the Americans with
Disabilities Act of 1994 and State special education regulations. If a language
minority student is referred for a special education evaluation, a culturally and
linguistically non-biased evaluation must comply with state and federal regulations.
An assessment of the student’s native language skills as soon after school enrollment
as possible is advisable so that any significant problems can be identified and noted
for future references. The disability must be determined in the student’s primary
language.
3. In the event that a parent/guardian refuses ESL services for their child, a signed letter
of refusal will be placed in the student’s file. These ESL services will be offered
yearly and a letter of refusal must be signed annually. The parent/guardian may
withdraw the refusal of services at any time.
X. Funding for the ESL program in MSAD 34 will be determined annually, predicated upon
all students’ WIDA ACCESS for ELLs assessment tier and level.
Legal References
Civil Rights Act (Title VI) of 1964”
“No person in the United States shall, on the grounds of race, color, or natural origin be excluded from participation in, be denied under the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.”
Lau v. Nichols: U.S. Supreme Court Decision of 1974
“There is no equality of treatment merely by providing students with the same facilities, textbook, teachers, and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. “
Memorandum May 25, 1970 Department of Health, Education and Welfare
“Where inability to speak and understand the English language excluded national origin-minority children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”
Office of Civil Rights, Fall 1985 Memorandum to the May 25, 1970 Memorandum
“Title VI rights are for individual rights, the LEA’s must heed the May 25th memorandum even if they have only a single Limited English Proficient (LEP) student.”
Adopted: February 25, 2003
Revised: December 6, 2005
Section IHBF HOMEBOUND INSTRUCTION: TUTORING
A student, who either is, or is expected to be, absent from school for two (2) consecutive weeks or more due to a medical reason documented in writing by a physician, shall be eligible for tutorial services. These services will be provided at home or in the hospital for the period of time the student is absent from school.
The number of hours provided weekly will be ten (10) hours per week from Kindergarten through Grade 8, or two (2) hours per major subject in Grades 9 through 12.
When students are already receiving special education services, and require tutorial services due to medical reasons, the cost of such tutorial services shall be considered as part of the student’s special education services. In all other cases, the costs for providing tutorial services shall be charged against the regular education program.
Adopted: December 22, 1987 as Policy IGBG
Revised: August 25, 1998
Section IHBG HOME SCHOOLING
Parents/guardians who wish to have their children fulfill the compulsory school attendance law through equivalent education by home schooling must comply with the provisions of 20-A MRSA § 5001-A(3)(A)(4).
A.The student's parent/guardian must provide a written notice of intent to provide home instruction simultaneously to the Superintendent of MSAD #34 and to the Commissioner of the Department of Education within ten calendar days of the beginning of home instruction. The notice must contain the following information:
1.The name, signature and address of the student's parent/guardian;
2.The name and age of the student;
3.The date the home instruction program will begin;
4.A statement of assurance that indicates the home instruction program will provide at least 175 days annually of instruction and will provide instruction in: English and language arts, math, science, social studies, physical education, health education, library skills, fine arts, and, in at least one grade from Grade 6 to 12, Maine studies. At one grade level from Grade 7 to 12, the student will demonstrate proficiency in the use of computers; and
5. A statement of assurance that indicates that the home instruction program will include an annual assessment of the student's academic progress that includes at least one of the forms of assessment described in 20-A MRSA § 5001-A(3)(A)(4)(b) and paragraph B below.
B. On or before September 1 of each subsequent year of home instruction, the student's parent/guardian must file a letter with the Superintendent of MSAD #34 and to the Commissioner stating the intention to continue providing home instruction and enclose a copy of one of the following forms of annual assessment of the student's academic progress:
1. A standardized achievement test administered through MSAD #34 or through other arrangements approved by the Commissioner. If the test is administered through MSAD #34, that administration must be agreed to by the Superintendent prior to submission of the written notice of intent to provide home instruction;
2.A test developed by the Superintendent/designee of MSAD #34 appropriate to the student's home instruction program, which must be agreed to by the Superintendent prior to submission of the written notice of intent to provide home instruction;
3. A review and acceptance of the student's progress by an identified individual who holds a current Maine teacher's certificate;
4. A review and acceptance of the student's progress based on, but not limited to, a presentation of an educational portfolio of the student to a local area home schooling support group whose membership for this purpose includes a currently certified Maine teacher or administrator; or
5. A review and acceptance of the student's progress by a local advisory board selected by the Superintendent that includes one administrative unit employee and two home instruction tutors. A "home instruction tutor" means the parent/guardian or other person who acts or will act as a primary teacher of the student in the home instruction program. This provision must be agreed to by the Superintendent prior to submission of the written notice of intent to provide home instruction.
C. Dissemination of any information filed under 20-A MRSA § 5001-A (3)(A) (which applies to alternatives to attendance at public day school, including home schooling) is governed by the provisions of 20-A MRSA § 600 1 (dissemination of information); the federal Family Educational Rights and Privacy Act of 1974,20 USC § 1232g (2002); and the federal Education forAl1 Handicapped Children Act of 1975, 20 USC § 1401-1487 (2002), except that "directory information" as defined by the federal Family Educational Rights and Privacy Act (FERPA) is confidential and is not subject to public disclosure unless the parent/guardian specifically permits disclosure in writing or a judge orders otherwise. Copies of any information filed under 20-A MRSA § 5001-A (3)(A) must be maintained by the student's parent/guardian until the
home instruction program concludes. The records must be made available to the Commissioner upon request.
D. If the home instruction program is discontinued, students of compulsory school age must be enrolled in a public school or an equivalent instruction alternative as provided for by law. The receiving school shall determine the placement of the student. At the secondary level, the principal of the receiving school shall determine the value of the prior educational experience toward meeting the standards of Maine's system of Learning Results.
The Board accepts no responsibility for the unit in the application, review, approval, or oversight of home instruction programs except as provided for by law or this policy.
Participation by home-schooled students in the public school program shall only be permitted as described elsewhere in Board policy.
The Superintendent shall maintain a roster of all students eligible to attend school within MSAD #34 who are receiving equivalent instruction, as provided in Department of Education rules.
Legal Reference: 20-A MRSA § 5001-A (3)
Ch. 125 § 12.02, Ch. 130 (Me. Dept. of Ed. Rules)
Cross Reference: JEA -Compulsory School Attendance
IHBGA-Home Schooling-Participation in School Programs
IHBGB-Special Education Services for Students in Private Schools or Home
Schooling
JGAB -Assignment of Students to Classes: Transfer Students and Home-
Schooling Students
Adopted: January 27, 2004
Section IHBGA HOME SCHOOLING – PARTICIPATION IN SCHOOL PROGRAMS
The Board acknowledges the provisions for equivalent instruction under Maine law. The Board further notes that “the Legislature recognizes that the term equivalent is intended to mean meeting state standards, for alternate or other instruction, and is not intended to mean the same as the education delivered in the public school system.”
It is the intent of the Board to cooperate in the home instruction of any child who resides in MSAD~#34 “to the degree that the level of cooperation does not interfere with the responsibilities to the students enrolled in the regular programs" offered by MSAD~#34. Furthermore, participation of students in such programs shall be limited to home-schooled students who demonstrate compliance with all state requirements including Maine Department of Education Rules for Equivalent Instruction Programs.
In order to maintain an efficient and orderly school program, the Board directs the Superintendent to develop procedures, as may be appropriate, regarding the availability of MSAD~#34 resources and services in support of equivalent instruction programs that have been approved by the Commissioner. The procedures shall be in accord with the following provisions:
I. PROVISION OF INFORMATION
At the request of the student or the student's parent/guardian, MSAD #34 shall make available to home-schooled students, in a form determined by the school, information regarding access to public school activities and attendance in MSAD~#34. This information shall include:
A. Requirements regarding initial health and developmental screening for motor skills, vision, hearing and immunization; and
B. Criteria for participation of home-schooled students in curricular, co-curricular and extracurricular activities.
II. PERMITTED PARTICIPATION
A. Participation in Regular Classes: Home instruction students may enroll in specific day school classes provided that the student's attendance is regular, the class is deemed to be age and grade appropriate, and all prerequisite course requirements are met. In addition, the following shall also apply:
1. The student, or the student's parent/guardian on the student's behalf, shall apply in writing to and receive written approval from the Superintendent or Superintendent’s designee. Approval may not be unreasonably withheld.
2. The student shall demonstrate prior satisfactory academic achievement consistent with MSAD~#34 policy and procedures applicable to all students.
3. The student shall comply with behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may withhold credit or terminate the student's participation.
4. Transportation must be provided by the parent or guardian or student. However, the student may use the same transportation as all other students in MSAD #34, as long as additional expenses are not incurred.
5. The student shall complete all assignments and tests as required of all students in the same class.
B. Course Auditing: Home instruction students may audit a course or courses provided the following conditions have been met:
1. The student, or the student's parent/guardian on behalf of the student, shall apply in writing to and receive written approval from the Superintendent or Superintendent’s designee to audit a specific course or courses. Participation may not be unreasonably withheld.
2. The student agrees to meet established behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may terminate participation.
III. SPECIAL EDUCATION SERVICES
Special education services will be available to eligible special education students in accordance with applicable federal and state laws and regulations.
IV. ADMISSION TO REGULAR PROGRAM AND PLACEMENT
A student who has been receiving home-school instruction and who seeks admission to the regular school program will be placed in a grade commensurate with the level of the student's academic achievement. Placement shall be guided by the following:
A. Grade level placement is determined by the locally-designated, appropriate school staff based upon but not limited to such factors as the student's completed curricula and record of achievement, conferencing with the student's parent/guardian and administration of tests, if determined necessary.
B. The final grade level placement decision is based upon MSAD~#34 policy and procedures. That decision may be appealed to the Superintendent.
V. RE-ADMISSION TO THE SCHOOL PROGRAM
Placement of home-schooled students who wish to be readmitted to the school program will be determined by the principal who shall consult with members of the professional staff to the extent appropriate. The principal may direct that a test or tests be administered to help determine grade level. In addition, the principal is authorized to collect from parents actual samples of coursework (such as
homework and examinations) as the principal deems necessary, in order to make the determination that the requisite academic standards have been met. The decision of the principal may be appealed to the Superintendent.
VI. USE OF SCHOOL TEXTBOOKS AND LIBRARY BOOKS
Subject to availability, a student receiving home instruction may use school textbooks, if the number of particular copies are sufficient, and library books owned by MSAD~#34, subject to the following conditions.
A. The use does not disrupt regular student, staff or special program functions.
B. The student's sign-out period for a library book is the same as that applicable to regularly enrolled students.
C. The student may sign out a textbook for a period not to exceed one school year.
D. The parent/guardian and student agree to reimburse MSAD #34 for lost, unreturned or damaged library books and textbooks and for consumable supplies used.
VII. USE OF SCHOOL FACILITIES AND EQUIPMENT
A student receiving home-school instruction may use school facilities and equipment on the same basis as regularly enrolled students if the following conditions are met:
A. The use does not disrupt regular school activities.
B. The use is approved by the school principal in accordance with established school policy.
C. The use does not create additional expense to MSAD #34.
D. The use is directly related to the student's academic program.
E. The use of potentially hazardous areas, such as shops, laboratories and gymnasiums, is supervised by a qualified employee of MSAD #34, approved and assigned by the principal.
VIII. MAINE EDUCATIONAL ASSESSMENT
If a parent of a student in an equivalent instruction program requests to have the student participate in the Maine Educational Assessment (MEA), such request shall be granted. Participation in such examinations shall be in compliance with all rules and procedures governing testing conditions in MSAD~#34.
IX. ACADEMIC CREDIT
A student receiving home-school instruction shall receive academic credit subject to the following requirements:
A. Academic credit for individual courses shall be awarded if the student meets required academic standards applicable to all students enrolled in the same course.
B. Academic credit shall be awarded for successful completion of alternative instruction opportunities sponsored by the school and available to all students.
X. HIGH SCHOOL COURSE CREDITS AND DIPLOMA ELIGIBILITY
The following standards govern the awarding of course credits and a graduation diploma to a student receiving home-school instruction who seeks admission or readmission to high school:
A. A student shall earn high school credits for satisfactory completion of courses in the high school pursuant to 20-A MRSA § 5021, subsection 2, paragraph A.
B. A student may earn credit for course work completed through home-school instruction if the principal determines both in advance and upon completion of the course that the course satisfies the requirements for awarding the credit. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.
C. Requests for transfer credit for equivalent instruction completed at nonapproved private schools, at private schools that elect not to meet requirements under 20-A MSMA § 2901, or through other equivalent instruction programs, shall be evaluated on the merits of the documentation provided. The principal and guidance staff shall conduct these evaluations on request by the student or the student's parent/guardian.
D. Awarding of a high school diploma is conditioned upon the student's demonstration of having satisfied all course credit or other requirements established by the Board. As a precondition for the awarding of a MSAD # 34 diploma, the Board requires that a student earn a minimum of 6 credits at Belfast Area High School, four (4) being in the graduation year and one (1) of those four (4) being Senior English and one (1) being American Studies.
XI. PARTICIPATION IN CO-CURRICULAR ACTIVITIES
Students receiving home-school instruction may participate in co-curricular activities such as field trips, assemblies, and academically-related fairs provided:
A. Prior written permission is obtained from both the parent/guardian and the principal; and
B. The student has agreed to meet established behavioral, disciplinary, attendance and other rules applicable to all students.
C. The student has participated in the required preparatory activities for the co-curricular experience (e.g., instructional units, reading assignments, fund raising, etc.)
XII. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
Students receiving home-school instruction are eligible to try out for extracurricular activities sponsored by MSAD #34, provided the student applies in writing and the following requirements are satisfied:
A. The student agrees to abide by equivalent rules of participation as are applicable to regularly enrolled students participating in the activity and provides evidence that the rules of participation are being met.
B. The student complies with the same physical examination, immunization, insurance, age and semester eligibility requirements as regularly enrolled students participating in the activity. All required documentation shall be made available upon request by MSAD #34.
C. The student meets equivalent academic standards as those established for regularly enrolled students participating in the activity and provides evidence that the academic standards are being met. The principal is authorized to collect from parents actual samples of coursework (such as homework and examinations), as the principal deems necessary in order to make the determination that the necessary academic standards have been met.
D. The student abides by the same transportation policy as regularly enrolled students participating in the activity.
XIII. APPEALS
Appeals from administration and application of this Board policy are heard by the Board, whose decision is final and binding. Appeals that question MSAD~#34 policy compliance with legal requirements shall be made to the Commissioner, whose decision is final and binding.
Legal Reference: 20-A MRSA § 5001-A.3 and §§ 5021-5025
Chapter 125 Maine Department of Education Rule
Chapter 130 Maine Department of Education Rule
Adopted: November 19, 1996
Revised: August 25, 1998
Revised: January 27, 2004
Section IHCA SUMMER SCHOOL
The Superintendent may establish summer school programs. The Superintendent is authorized to establish the calendar and hours of operation for summer school. Acceleration, enrichment, developmental and remedial courses may be offered in summer school at the elementary, middle, and high school level.
Adopted: August 25, 1998
Section IHCD ADVANCED PLACEMENT/POST SECONDARY DUAL ENROLLMENT OPTIONS
ADVANCED PLACEMENT/POST SECONDARY DUAL ENROLLMENT OPTIONS IHCD
As a means of encouraging continued advanced study and high academic achievement, the Board will provide opportunities for students
to earn college credit within the regular school curriculum and through dual enrollments with institutions of higher learning.
The Board will support the Advanced Placement Program. Students enrolled in advanced placement courses will be encouraged to take the advanced placement exam.
Secondary students from Belfast Area High School may earn credits toward graduation by taking courses from
approved two-year and four-year post-secondary institutions such as the University of Maine System or the Vocational Technical Colleges.
Earned credit required administrative approval.
To be eligible for this option, students must meet the following criteria prior to enrolling in a post-secondary course:
Has approval for participation in the course by the post-secondary institution;
Maintains at least a B average cumulatively in his/her high school courses B or has been assessed and received a recommendation from the school administration to take the course;
Meets with a guidance counselor and develops a plan to show how the course will meet graduation requirements; and
Provides evidence of parent or guardian approval
Graduation credits for courses taken under this option will be determined as follows:
The course must meet for a minimum of one semester or its equivalent;
The student must earn a minimal grade of ÒCÓ;High school graduation credits awarded may not exceed one (1) credit for each three- credit semester course.
The following attendance policy will govern student participation in any post-secondary course work:
Attendance must satisfy the instructorÕs requirements;The post-secondary school will take attendance and report it to the high school
The School District has no responsibility for, and will not be liable for tuition payments for students enrolled in post-secondary institutions.
The student and his/her parent/guardian are responsible for paying for all textbooks, course fees and transportation costs.
The Superintendent shall ensure that information concerning post-secondary enrollment options is made available to parents/guardians.
Legal Reference: 20-A MRSA ¤ 4771, et seq.
Adopted: May 14, 1991
Revised: August 25, 1998
Revised: February 29, 2000
Revised: April 10, 2007
Revised: May 1, 2007
Section IHD ADULT EDUCATION PROGRAM
The MSAD #34 Board of Directors believes that education is a lifelong process and that all citizens have the right to responsive, flexible, and accessible educational programs that will assist them in improving their quality of life and that will empower them to participate as enlightened, informed members of society.
In meeting its responsibility to the residents of MSAD # 34, the Board will provide educational opportunities for adult diploma students and for adults in need of basic reading, writing, math, and life-coping skills.
The Board will advocate vocational classes for job training and retraining, as well as classes for personal enrichment, health, and safety.
The Adult Education Director should continually assess the needs and interests of the residents of MSAD # 34 and make recommendations to the Superintendent and the Board concerning modifications to the Adult Education program to ensure responsive, flexible, and accessible educational opportunities. As part of the assessment process, the Director should seek suggestions from Adult Education students, staff and the public.
Legal Reference: 20-A MRSA § 8601 et seq
Adopted: November 26, 1991
Revised: April 15, 1997
Revised: August 25, 1998
Section IIB Class Size
It is the intent of the MSAD #34 Board of Directors to allocate staff in a manner that will be educationally sound, instructionally appropriate, and fiscally responsible.~ Conditions which impact class size decisions
include classroom facility constraints, funding and financial crises, availability of licensed staff, curriculum and instructional considerations, student enrollment and demographics.
The Board established the following guidelines for class size:
Grade Level Class Size
Kindergarten/Grade 1 16-20
Second and Third 17-21
Fourth and Fifth 18-22
Special Education As mandated by regulations
Grades 6-8 18-24
Band 18-room capacity
Chorus 18-room capacity
Special Education As mandated by regulations
Grades 9-12 12-24
Exceptions:
Band Room Capacity Chorus Room Capacity Physical Education Up to 25
Special Education As mandated by regulations
Labs/Art Safety recommendations
The Superintendent may vary the minimum and maximum class size for a given class. The Board shall be informed of all such variances, with explanation by the Superintendent.
The Superintendent shall keep the Board of Directors informed quarterly in regard to school enrollment numbers of elementary, middle, and secondary class size and learner-teacher ratio.~
No classes shall be offered with fewer than 10 students or more than the specified maximum without the approval of the Superintendent and notification of the Board of Directors.
If projected enrollment exceeds the maximum or falls below the minimum class size specified in the BoardÕs guidelines, the superintendent will make recommendations to the Board concerning staffing and instructional programming alternatives on or before May 1st.
Legal Reference:
Cross Reference: IIE ÐStudent Schedules and Course Loads
Revised: November 13, 2007
Section IIE STUDENT SCHEDULES AND COURSE LOADS
High school students will be encouraged to carry at least seven (7) courses each semester. Members of the class of 1999 shall be required to carry at least five (5) academic courses each semester. Members of the Class of 2000 and subsequent classes shall be required to carry at least six (6) academic courses each semester in high school. The physical education requirement is in addition to the academic course requirement per semester.
Study halls for middle school students are strongly discouraged. The middle school schedule should be configured to provide meaningful experiences for students for each period of the day.
Adopted: August 25, 1998
Section IKEB PROMOTION AND RETENTION OF STUDENTS: 9-12
Placement in high school grades is assigned based on credit requirements. The credit requirements for grade classifications at the Belfast Area High School shall be as follows:
Grade 10: 5 credits
Grade 11: 11 credits
Grade 12: 17 credits
The credits required for classification as a twelfth grade student must be accompanied by a schedule of classes which will enable the student to graduate by June of that school year.
Adopted: March 23, 1999
Section IKF GRADUATION REQUIREMENTS
With the implementation of Maine's system of Learning Results, local assessment systems to measure student progress toward achievement of the content standards of the Learning Results, the phasing in of standards-based diploma requirements, and heightened community expectations for student learning, the Board recognizes the need to establish minimum standards for the awarding of a high school diploma that are consistent with State law and regulations and with community educational values and expectations.
Before entering high school, students need to know the standards for attaining a high school diploma in order to plan an appropriate, sequential, educational program to meet that goal.
The Superintendent, through the high school principal or other designee, shall be responsible for making accurate information concerning diploma requirements available to incoming students and their parents prior to the start of their ninth grade school year. A copy of this policy will be disseminated to all incoming ninth grade students at the time of course selection.
The Board has approved the following schedule of minimum requirements for graduation:
I. Students who anticipate graduating in the Classes of 2006 or 2007 must meet the following minimum requirements in order to be awarded a high school diploma. The Class of 2008 and future classes will be required to successfully complete 1½ credits of Geography/World Affairs.
A. The student must successfully complete a total of 24 credits. One (1) credit is equivalent to one (1) year of study. The following courses are required:
1. English/language arts - 4 credits;
2. Mathematics -3 credits;
3. American History/Government - 2 credits;
4. Geography/World Affairs - 1 credit;
5. Earth Science/Lab Science - 1 credit;
6. Biology - 1 credit;
7. Chemistry - ½ credit;
8. Physics - ½ credit
9. Fine Arts - 1 credit;
10. Health - ½ credit;
11. Physical Education - 1 credit; and
B. The additional 8½ credits (8 credits for Class of 2008 and beyond) required for graduation may be selected by the student based upon the student’s interests, abilities, and the requirements of the field that the student plans to enter upon graduation.
C. The State also requires that students demonstrate computer skills according to MSAD #34’s standards for computer literacy, proficiency, and performance.
D. All students are required to complete local assessments, state assessments and national
assessments conducted in MSAD #34 such as the MEA, SAT, NAEP, and all other content area assessments necessary to meet the performance standards as set forth by the Maine Department of Education in order to graduate.
A student who is deficient in these requirements may meet these requirements through a post-secondary course, a State-approved adult education course, a State-approved summer school program, or a distance learning or correspondence course approved by the school principal in advance of registration. The student may participate in the next regular graduation ceremony following successful completion of the requirements.
A student who leaves Belfast Area High School to attend an accredited, degree-granting institution of higher education may upon satisfactory completion of the freshman year be awarded a high school diploma, provided that the student has notified the principal at the time of the early admission.
II. GUIDING PRINCIPLES OF MAINE LEARNING RESULTS
All graduating classes starting with the Class of 2007 must meet the performance standards set forth
by the Maine Learning Results ‘Guiding Principles’ as follows:
1. Clear and Effective Communication
2. Self-directed and Life-long Learners
3. Creative and Practical Problem Solvers
4. Responsible and Involved Citizens
5. Collaborative and Quality Workers
6. Integrated and Informed Thinkers
These Guiding Principles Performance Objectives will be met through academic classes, school
activities, and active participation in the “academic coaching program.”
III. ADDITIONAL CONSIDERATIONS APPLICABLE TO THE AWARDING OF DIPLOMAS
A. Transfer Students: For students who transfer to Belfast Area High School from another state, country, home schooling program, or another educational program, the Belfast Area High School principal shall determine the value of the student's prior educational experience towards achieving the MSAD #34 high school diploma or Certificate of Attendance. Students coming to this school district will need to satisfy all credit requirements, assessment requirements, and proficiency requirements in the appropriate content subject areas. Unless approved by the principal, all students must take Senior English and American Studies II at Belfast Area High School. The Superintendent of Schools will ultimately determine whether these students are certified to receive the appropriate diploma or
certificate.
B. Early Awarding of Diplomas: A student who has met the MSAD #34 diploma requirements in fewer than four years of high school may be awarded a diploma.
C. Students Receiving Special Education Services: Students who successfully meet the MSAD #34 diploma requirements, as specified in their Individualized Education Plans (IEP), will be awarded diplomas.
D. Extended Study: Students are eligible for extended years of study to complete the requirements
of a diploma if they have not reached the age of 20 at the start of the school year. Students
eligible for extended years of study may be referred to adult education or other resources suitable
to young learners. Extended study for students with disabilities shall be specified in the student's
Individualized Education Plan.
E.Certificate of Attendance: The Board may provide a Certificate of Attendance to a student who leaves school without meeting the MSAD #34 diploma requirements. This certificate acknowledges participation in the educational program for a specific period of time and includes a record of the student's course credits and Learning Results proficiency as applicable. Students earning a Certificate of Attendance are required to meet the following standards:
Attendance: Four (4) years as a full-time high school student and 85% annual attendance rate
Course Work: 18 credits and participation in all local assessments as required by District policy.
F. Participation in Graduation Ceremony: A student must complete all MSAD #34 requirements for a high school diploma or certificate of attendance in order to participate in graduation exercises.
Legal Reference: 20-A M.R.SA. § 4722
Ch. 127 § 7 (Me. Dept. of Ed. Rules)
Cross Reference: IKF A -Early Graduation
ILA -Testing and Assessment of Students (Local Assessment System)
Adopted: January 10, 2005
Revised: February 8, 2006
Revised: March 14, 2006
Section IKFC GRADUATION FOR EXCEPTIONAL STUDENTS
All exceptional students who meet the State and local credit requirements for graduation will be eligible for a Belfast Area High School diploma.
When the Pupil Evaluation Team is developing the Individualized Education Program of a student with a disability between the ages of 15 and 20 inclusive, the PET may make reasonable and appropriate adaptations of and accommodations to the State and local graduation requirements to reflect the unique skills and abilities of the student and shall specify in the student’s Individualized Education Program the projected date of graduation.
Exceptional students who are not earning credits but are working on their Individualized Education Plan goals will be eligible for a Certificate of Accomplishment. Whether a student is working toward a high school diploma or a Certificate of Accomplishment should be determined by the PET upon the student's entering high school or reaching the age of 16. This decision should be reviewed on an annual basis. Students will be eligible for a Certificate of Accomplishment during the school year in which their twenty-first birthday occurs or after completing at least 12 years of school beyond kindergarten. In the latter case, the Certificate must be accompanied by a notification of eligibility for special education services through the age of twenty.
All students who receive diplomas or Certificates of Accomplishments will be eligible to participate in graduation ceremonies.
Exceptional students attending regional programs will meet the graduation requirements and/or Individualized Educational Plan requirements of the sending school and be eligible for that school's diploma or Certificate of Accomplishment. Regional students may participate in the graduation ceremonies of either the sending or receiving high school. This will be determined at a PET meeting prior to graduation.
Adopted: April 15, 1997
Revised: August 25, 1998
Section IL EVALUATION OF INSTRUCTIONAL PROGRAMS
The MSAD~#34 Board of Directors intends to provide students with schools that reflect high expectations and create conditions where these expectations can be met.
Appropriate local, state, and national assessments should be used to measure student achievement. Specifically, these will include the Maine Educational Assessment (MEA) in grades four, eight, and eleven, and other measurements as determined by the Superintendent.
Results of the Maine Educational Assessment and other measurement results will be reviewed at least annually by teachers, administrators and the Board of Directors.
Teachers and administrators should consider such results when formulating plans for school and instructional improvement
Legal Reference: 20-A MRSA §6201
Chapter 125 and 127 Maine Dept. of Education Rules
Adopted: April 28, 1987 as Policy ILC
Revised: April 15, 1997
Revised: August 25, 1998
Section ILA STUDENT ASSESSMENT/LOCAL ASSESSMENT SYSTEM
Maine law requires that every school board adopt and fully implement a local assessment system as the measure of student progress toward achievement of the content standards of the system of Learning Results. Through this policy, the Board adopts the MSAD #34 Local Assessment System and directs the Superintendent to implement said system. The Superintendent shall be responsible for reviewing the Local Assessment System for compliance with applicable statutes and rules and for certifying to the Commissioner that it is in compliance with Maine Department of Education standards.
A "local assessment system" is defined as a coordinated collection of evaluations and student products that provides information on individual student progress and achievement. The goal of this locally-developed system is to guide instruction, enhance learning, hold school districts accountable for student achievement, and to ultimately certify student achievement of the Learning Results standards. This Local Assessment System is designed to provide valid and reliable information on student achievement in order to evaluate educational programs and practices and to make informed decisions related to curriculum and instruction, professional development, and the allocation of resources to better meet students' needs.
A. Principles Applicable to the Local Assessment System
The following general principles apply to the Local Assessment System.
1.Assessments will be aligned with the curriculum and with the performance indicators of the content standards of the Learning Results.
2.The Local Assessment System will use multiple measures of student learning for each grade span (K-4, 5-8, and 9-12). The assessment measures should be developmentally appropriate for the age span.
3.The System is intended to provide fair and equitable opportunities for students to demonstrate knowledge and understanding.
4.The System will include, at a minimum, classroom, school, school administrative unit, and state levels of assessment. Regional and commercially produced tests may be used, but commercially produced tests may not carry a majority of the weight in determining student performance.
5.Effort shall be made to see that testing contributes to the learning process rather than detracts from it.
6.Accommodation may be made for an assessment that is based on the needs of a student as established in the student's Individualized Education Plan (IEP) or Section 504 plan.
B. Replacement Assessments
To ensure that each student has ample opportunity to demonstrate achievement of the content standards of the Learning Results, the Local Assessment System will include provisions for “replacement” of common assessments. Replacement is the means by which a student with low performance is provided the opportunity to demonstrate an acceptable level of proficiency in a content area or content cluster within a grade span through additional assessment. A replacement assessment shall not be identical to the original assessment. Replacement assessments will be used only if the student is in danger of not being certified in specific content areas.
C. Delegation of Responsibility
The Superintendent, through the District Curriculum Committee, is responsible for:
·the design of the Local Assessment System;
·input from teachers and administrators in the development and refinement of the System;
·ensuring that provisions are made for review and analysis of information obtained through LAS;
·providing a plan for appropriate instructional intervention when individual students or groups of students fail to achieve performance standards;
·for implementing a record-keeping and reporting system of the assessment results for parents, students, staff, Board and community.
The Board recognizes that teachers and administrators are primarily responsible for administering assessments and for collecting, organizing, and interpreting information.
Parents, students, and schools must share accountability for student learning The Board encourages parents to provide a home environment conducive to learning, to monitor their student’s learning progress, and to maintain communication with teachers and administrators.
Students are expected to attend school regularly, actively participate in their learning, and
complete all required assessments.
The Board will annually review the results of the Local Assessment System.
Legal Reference: 20-A MRSA §6201-6205
Ch. 127 §§ 2, 4 (Me. Dept. of Ed. Rules)
Cross Reference: ADF - School System Commitment to Learning Results
IK - Student Achievement
IKE - Promotion, Retention and Acceleration of Students (K-12)
IKF - Graduation Requirements
Maine Department of Education LAS (Local Assessment System) Guide, March 2004
April 11, 2005
May 3, 2005
May 9, 2005
May 24, 2005
Section ILD STUDENT SURVEYS AND MARKETING INFORMATION
From time to time, MSAD #34 may administer surveys to students in the course of developing and evaluating programs and services offered in the schools. MSAD #34 will comply with the federal Protection of Pupil Rights Act and applicable regulations concerning the administration of surveys and the use of personal information about students for marketing purposes as outlined in this policy. All surveys administered by the school district will receive prior review and approval from the Board of Directors.
Parental Consent to Surveys
No student shall be required to participate in a survey receiving or not receiving funding under U.S. Department of Education programs that reveals the following information without prior notice of the survey and their right to opt out:
· Political affiliations or beliefs of the student or the student's parent;
· Mental or psychological problems of the student or the student's family;
· Sex behavior or attitudes;
· Illegal, anti-social, self-incriminating, or demeaning behavior;
· Critical appraisals of other individuals with whom respondents have close family relationships;
· Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
· Religious practices, affiliations or beliefs of the student or the student's parent; or
· Income (other than that required by law to determine eligibility for participation in a program or for receiving
financial assistance under such program).
Parents/guardians may request that their child not participate in a particular survey by submitting a written request to the Superintendent or building principal within ten days of receiving the notice.
Notice to Parents Regarding Surveys
Parents/guardians will be provided with a copy of this policy at the beginning of each school year, and within a reasonable time if substantive changes are made to the policy by the Board. If actual or expected dates of surveys have been scheduled when the policy is distributed, parents/guardians of affected students will be notified at that time. If surveys are scheduled after the start of the school year, parents/guardians will be provided with reasonable notice before the survey is administered.
Procedure for Inspection of Surveys/Instructional Materials
Parents/guardians have the right to inspect any survey created by a third party before it is distributed or administered to students. Parents may also inspect any instructional materials, including teacher's manuals, films, tapes, or other supplementary material, which will be used in connection with any survey.
Parents/guardians may request to inspect surveys or related instructional materials by submitting a request in writing to the Superintendent or building principal within ten days of receiving notice that a survey is to be administered. The Superintendent or building principal shall make arrangements for the parent/guardian to inspect the survey and/or materials within a reasonable time prior to the scheduled date for the survey.
Use of Student Personal Information for Marketing Purposes
MSAD #34 does not collect, use or disseminate personal information about students for marketing or commercial purposes.
This policy does not prevent the collection, use or dissemination of personal information collected from students for the exclusive purpose of developing, evaluating or providing educational products or services for or to students or educational institutions (including but not limited to tests and assessments, sale by students of products or services to raise funds for school-related purposes, student recognition programs and book clubs or magazines).
Protection of Student Privacy
The Superintendent shall be responsible for ensuring that appropriate measures are taken to ensure that student privacy is protected when surveys are administered or personal information about a student is collected, disclosed or used for marketing purposes.
Students Over 18/Emancipated Students
In the case of emancipated students or students 18 years pf age or over, the parent/guardian rights described in this policy transfer to the student.
Complaints
The United States Department of Education maintains an office that handles complaints about alleged violations of the Protection of Pupil Rights Amendment by local school units. Complaints regarding violations may be submitted in writing to:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, S.W.
Washington, D.C. 20202-4605
Legal References: 20 U.S.C. § 6361 (No Child Left Behind Act)
20 U.S.C. § 1232h; 34 C.F.R. Part 98 (Protection of Pupil Rights Amendment
20 U.S.C. § 1232g; 34 C.F .R. Part 99 (Family Educational Rights and Privacy
Act)
Cross References: JRA -Student Education Records and Information
Adopted: January 27, 2004
Section IMB TEACHING ABOUT SENSITIVE ISSUES
It is the role of the school to introduce and discuss issues of concern to the community. In doing so, these issues may be called sensitive or controversial since differing religious, moral, and ethical views are present in all communities. The MSAD #34 Board of Directors supports the discussion of sensitive issues in an atmosphere of respect and appreciation for all sides of the issue. It is also recognized that although people have differing values, not all values or value systems are equally acceptable within the community.
Professional judgment is used in determining the appropriateness of sensitive or controversial issues, activities or assignments that should be part of the District’s instructional program.
If the controversial issue, activity, or assignment has been made a part of the curriculum and if concerns about the appropriateness are observed by the teacher, the teacher should immediately contact the principal, the superintendent, or the school board for the purposes of having the issue reviewed as appropriate and as a result of the current concerns demonstrated to the teacher by the specific words or actions of a student or a group of students or of parents of the student, students, or groups of students.
Parents who wish that their child not participate in a class presentation of specific content may have the child excused from the class by written notification to the principal. Parents should be welcomed to borrow available school materials to use at home if they choose to present this information themselves.
Revised: June 4, 1991 as Policy INB
Revised: April 15, 1997
Revised: August 25, 1998
Section IMBB EXEMPTION FROM REQUIRED INSTRUCTION
The curriculum of MSAD #34 is designed to include statutory requirements and other areas of study deemed appropriate by the professional staff and the Board. The curriculum includes topics and materials that are age and ability appropriate to the students.
The Board acknowledges that, from time to time, individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum. Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class a whole and the educational objectives sought to be achieved by the curriculum.
Requests for exemption from instruction must be made in writing to the building Principal and are subject to the approval of the Principal. The Principal shall notify the Superintendent as soon as practicable of any request for exemption from instruction and of his/her decision. If the Principal denies an exemption request, the parent(s)/legal guardian may appeal to the Superintendent, whose decision shall be final.
In considering requests for exemption, factors that the Principal should consider may include:
Whether the course of instruction is required by state law or school policy;
Whether an exemption will adversely affect the instruction provided to other students;
The educational importance of the material or instruction from which exemption is requested;
Evidence regarding the sincerity of the belief on which the request is based;
Whether the school has a legal obligation to accommodate the exemption request; and
Other factors that bear upon the particular request.
When a student is exempted from a portion of the regular curriculum, the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher and shall meet the standards and objectives of the part of the curriculum that is being replaced.
Legal Reference: 20-A MRSA § 6209
LD 1536, Chapter 51 Resolves
Chapter 127 and 131 (Maine Department of Education Rules)
Adopted: February 29, 2000
Section IMG ANIMALS IN SCHOOLS
The school district recognizes that animals have a part in the learning experience in schools; however, for students and staff, animals can aggravate or trigger medical conditions. Other consequences include scratches, bites, infections, and infestations. This policy is intended to permit the presence of animals in schools, safeguard the health and safety of students, staff, and visitors, and assure the humane treatment and protection of animals.
Subject to the administrative procedures set out in this policy, animals may be brought into schools for educational purposes only. By “educational purposes,” it is meant that the presence of animals directly supports the learning objectives of the approved educational program of the Board of Directors and the State of Maine.
In all cases where an animal is to be introduced into the school setting, it will be done with sufficient prior approval from the Principal. The Principal or classroom teacher will notify parents/guardians so that any health concerns can be addressed in advance. Parents/guardians should bring any related health concerns to the attention of the Principal.
The Board of Directors will allow animals in the schools or on school property under the following circumstances:
Permission must be obtained from the Principal before animals are brought into the school by anyone. Before the Principal gives permission for an animal to be in a classroom, the following documentation must be provided:
·Proof of liability insurance coverage by the animal’s owner must be provided. The primary liability for the animal's behavior must be assumed by the owner.
·The vaccination history of the animal, including proof of current rabies and distemper vaccinations when appropriate.
·Proof of current licensure where appropriate.
·Current certificate from a veterinarian that the animal is healthy and disease free.
·Dog owners or trainers must provide a certificate of advanced obedience training, therapy training, and/or service training.
A file that includes all documentation will be kept in the Principal’s and Superintendent’s Offices. Except under special circumstances as determined by the Principal, there may be only one dog in a school at any given time.
The use of an animal in the classroom has a specific and appropriate educational purpose, a specified timeline for use, trained personnel, and measurable educational results. The appropriate educational purpose is determined by the building principal and must be consistent with Board policy and State law.
The principal and teacher are responsible for the proper control of animals brought into the classroom or school building. This includes keeping the animals in appropriate cages, containers, or on leashes. No animal will be allowed free range in any part of the school and/or school grounds.
Animals that are to be in the school for more than a day need to be safely and humanely maintained in the appropriate cage, terrarium or aquarium. There will be a written care plan developed by the staff member and approved by the Principal for the care, use, and/or disposal of the animal that will comply with State and Federal standards. This plan will be on file in the Principal’s and Superintendent’s Offices.
No wild animals will be allowed in school unless they are under the control of an individual trained in the care and management of the animal and properly licensed by state or federal agencies as appropriate (i.e., zoo keepers, veterinarians, biologists).
Only service animals protected under the Americans with Disabilities Act may be brought into school on a full-time basis. We have an obligation to serve students and staff who have physical handicaps or other health conditions in order to maximize their access to the educational program. Principals must be notified whenever “service” animals are brought into schools. Whenever a conflict arises between the use of service animals and health conditions of students or staff, the Principal will be responsible for seeking appropriate resolutions.
Animals shall not be transported on school buses or vehicles except for service animals.
The site administrator and parent/guardian must be notified immediately if an animal bites an individual or any incident occurs which could have an adverse effect on the physical or emotional health of students. An injury report must also be completed and forwarded to the Superintendent of Schools within twenty-four (24) hours. Local public health authorities and the Bureau of Health also need to be contacted by the building principal, as appropriate.
No pets are allowed at sporting events or on playing fields during or after school hours. Appropriate signs will be erected to inform the public of this requirement.
When an uncontrolled dog or other animal is discovered on school or District property, the site administrator should call animal control and notify the Supt. of Schools. Children need to be removed from the area until the animal is removed by an appropriate official.
Adopted: February 27, 2001
Revised: February 15, 2005
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