Gardiner - Randolph - Pittston - West Gardiner
Maine School Administrative District No. 11 150 Highland Avenue Gardiner, ME 04345 Patricia Hopkins Phone: 207-582-5346 Katherine Joseph Superintendent of Schools Fax: 207-582-8305 Director of Curriculum & Instruction www.msad11.org
MERLE E. PEACOCK, JR. BOARD ROOM REGULAR MEETING February 4, 2016 7:00 p.m.
I. Introduction A. Board Members B. Administrative Staff C. The Pledge of Allegiance D. Public Comments for Items Not on the Agenda
II. Review and Approval of Agenda/Minutes A. Prioritization of items and alteration of the established agenda format sequence as needed B. Approval of Agenda C. Approval of Minutes of Previous Meetings: Regular School Board Meeting – January 7, 2016
III. Recognition and Celebrations A. None
IV. Correspondence A. Retirement letter from Penny Jessop, Grade 1 Teacher, Helen Thompson School effective end of school year B. Retirement letter from Nancy Lamarre, Literacy Specialist, Helen Thompson School effective end of school year C. Retirement letter from Donna Whalen, Teacher Grade 7, Gardiner Regional Middle School D. Parent petition for more co-athletic opportunities at Gardiner Regional Middle School
V. Committee Reports – Vote A. Curriculum Committee – January 12, 2016 B. Dropout Prevention Committee - no meeting C. Educational Plan Committee – no meeting D. Finance Committee – January 19, 2016 E. Negotiations Committee – no meeting F. Policy Committee – January 7, 2016
1st Reading Policies: ILD Education Research: Student Submission to Surveys, Analyses, Or Evaluations IMB Teaching About Controversial/Sensitive Issues IMBAA Alternatives To Biological Dissection IMBB Exemption From Required Instruction IMDA Patriotic Exercises IMDB Flag Displays IMG Animals in Schools JEA Compulsory Attendance JFAA Admission of Resident Students JFAB Admission of Non-Resident Students JFABD Admission of Homeless Students JFC Dropout Prevention – Student Withdrawal From Schools JGAA Assignment of Students To Classes JGAB Assignment of Students To Classes: Transfer Students and Home Schooling Students JI Student Rights and Responsibilities JIC Student Code of Conduct JICB Care of School Property By Students JICC Student Conduct On School Buses JICC-R Student Conduct On School Buses Rules JICH Drug and Alcohol Use By Students JICH-R Drug and Alcohol Use By Students Administrative Procedure JIH Questioning and Searches of Students JIH-R Questioning and Searches of Students Administrative Procedure JIH-E Student Search Checklist JJE Student Fundraising Activities JJEA Student Participation In Academic Oriented Competitions JJI Philosophy of Athletics JJIB Sponsorship and Evaluation of Athletic Programs JJIBA Hiring and Evaluation of Coaches JJIBB Sportsmanship JJIBC Relations With Booster Groups JKB Detention of Students JKF Disciplinary Removal of Students With Disabilities JKF-R Disciplinary Removal of Students With Disabilities Administrative Procedure
Job Descriptions: None
2nd Reading Policies to Rescind: GCQCA School District Employee Reference – Rescind GCQCA-E Authorization to Disclose Information/Release of Claims/Indemnity - Rescind IC School Calendar - Rescind IHBAI Independent Educational Evaluations – Rescind IHBAJ Special Education Student Oversight Agreement – Rescind IJNDD Distance Learning Program – Rescind
Policies: AC Nondiscrimination ACAA Harassment and Sexual Harassment of Students ACAA-R Student discrimination and Harassment Complaint Procedure GCK Professional Staff Assignments and Transfers GCMA Teacher Preparation Time GCQC Resignation of School Unit Employees GCS Professional Research and Publishing GDA Support Staff Positions ID School Day IHBA Individualized Education Programs (IEPs) IHBAC Child Find IHBAJ-E Progress Report Form IHBAK Life-Sustaining Emergency Care IHBAL Grievance Procedure for Persons with Disabilities IHBG Homeschooling IHBGA Homeschooling Participation in School Programs IHBGB Supplemental Rights for Private and Homeschooled Students with Disabilities IHBH Alternative Education IHCDA Post-Secondary Enrollment Options IHD Adult/Community Education IJJ-E Challenge of Instructional Materials Form IJOA-R Field Trip/Excursion Approval Form IKFC Credit for Foreign Exchange Experiences IL Evaluation of Instructional Programs
Job Descriptions: Teacher Nurse Speech-Language Clinician Educational Technician II - Library
G. Relations by Objective Committee – no meeting H. Student Representatives I. Student Wellness Committee – January 13, 2016
VI. General Information A. None
VII. Nominations A. None
VIII. Old Business A. None
IX. New Business A. Pittston School Proposed Dedication (Trott Field) B. Read to ME Challenge
X. Reports A. Board Chair LD 1544 Testimony Update on Select Board/City Council Meeting
B. Superintendent Washington DC – February 15 – 17, 2016 Bomb Threat Update
XI. Executive Session A. None
XII. Adjournment Regular Board Meeting January 7, 2016
Maine School Administrative District 11 REGULAR MEETING Merle E. Peacock, Jr. Board Room Thursday, January 7, 2016 7:00 p.m.
PRESENT: Chair Becky Fles, Michael Bechard, Carrie Boudway, Marc Cone, Debra Couture, Katherine Chadwick, Michael Dovinsky, Jennifer Garvin, Joseph Gould, Penny Poolman, Patricia Hopkins, Superintendent, Andrea Disch, Business Manager
STUDENT Hillary Colby, Cassie Trask MEMBERS:
ABSENT: Eric Jermyn
Board Chair Fles declared a quorum present and called the meeting to order at 7:02 PM.
PUBLIC COMMENT FOR ITEMS NOT ON THE AGENDA
Laura E. Richards Administrator, Karen Moody, stated the school will be accepting donations to help the family from Gardiner whose home was recently destroyed by fire.
REVIEW AND APPROVAL OF AGENDA /MINUTES
VOTED: Motion by Director Gould to approve the agenda as amended, seconded by Director Couture. 11,585 – 0 2 – 0 Student Motion carried.
VOTED: Motion by Director Chadwick to approve the minutes of the December 3, 2015 Regular Board Meeting, 11,585 – 0 and the December 22, 2015 Special School Board Meeting, seconded by Director Gould. 2 – 0 Student Motion carried.
RECOGNITION AND CELEBRATIONS
. Gardiner Area High School Senior and Voice of Democracy Essay Finalist, Eli Fish, played an audio recording of his essay for the Board.
. Gardiner Regional Middle School Students, Mikayla Turner, Bailey Poore, and Sam Farley winners of the Patriot’s Pen essay writing contest, were recognized by the Board.
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Regular Board Meeting January 7, 2016
CORRESPONDENCE
. Letter of Resignation received from Tyler Salley, Special Education, Ed Tech I, Laura E. Richards School
COMMITTEE REPORTS
A. Curriculum Committee – At its December 8th meeting, the Committee listened as teachers from Gardiner Area High School discussed and shared teaching experiences at GAHS.
B. Dropout Prevention Committee – At its December 17th meeting, the Committee discussed contracting with SurveyMonkey to facilitate surveys. The Building Assets Reducing Risks (B.A.R.R.) Model was shared with the Committee. The Committee discussed implementation of the B.A.R.R. Model at Gardiner Regional Middle School.
C. Educational Plan Committee – No Meeting.
D. Finance Committee – At its December 15th meeting, Jon Stonier, Director of Operations, reviewed and discussed the MSAD 11 Five Year Capital Improvement Plan.
E. Negotiations Committee – No Meeting.
F. Policy Committee – At its December 3rd, the Committee discussed and moved the following policies:
VOTED: Director Poolman motioned to move the following policies as written, seconded by Director Gould: 11,585 – 0 2 – 0 Student 1st Reading
AC Nondiscrimination ACAA Harassment and Sexual Harassment of Students ACAA-R Student discrimination and Harassment Complaint Procedure GCK Professional Staff Assignments and Transfers GCMA Teacher Preparation Time GCQC Resignation of School Unit Employees GCS Professional Research and Publishing GDA Support Staff Positions ID School Day IHBA Individualized Education Programs (IEPs) IHBAC Child Find IHBAJ-E Progress Report Form IHBAK Life-Sustaining Emergency Care IHBAL Grievance Procedure for Persons with Disabilities IHBG Homeschooling IHBGA Homeschooling Participation in School Programs IHBGB Supplemental Rights for Private and Homeschooled Students with Disabilities IHBH Alternative Education IHCDA Post-Secondary Enrollment Options IHD Adult/Community Education IJJ-E Challenge of Instructional Materials Form
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Regular Board Meeting January 7, 2016
IJOA-R Field Trip/Excursion Approval Form IKFC Credit for Foreign Exchange Experiences IL Evaluation of Instructional Programs
Job Descriptions
Teacher Nurse Speech – Language Clinician Educational Technician II - Library
Policies to be Rescinded:
GCQCA School District Employee Reference GCQCA-E Authorization to Disclose Information/Release of Claims/Indemnity IC School Calendar IHBAI Independent Educational Evaluations IHBAJ Special Education Student Oversight Agreement IJNDD Distance Learning Program
Motion carried.
VOTED: Director Poolman motioned to move the following policies as written, seconded by Director Couture: 11,585 – 0 nd 2 – 0 Student 2 Reading
BIA New Board Member Orientation BIB Board Member Development Opportunities BIC - E Certification of Completion BID Board Member Compensation and Expense CB School Superintendent GBB Staff Involvement in Decision Making GBEA Staff Ethics Conflict of Interest GBGAA Bloodborne Pathogens GBJ Personnel Records and Files GCF Professional Staff Hiring GCFBR Recruiting and Hiring of Administrative Staff Administrative Procedure GCI Professional Staff Development Opportunities JLF Reporting Child Abuse and Neglect JLF-E Reporting Child Abuse and Neglect – Reporting Form JLF-R Reporting Child Abuse and Neglect – Procedure
Policies to be Rescinded:
BEDF Voting Method GAB Job Descriptions GBJC Retention of Application Materials
Motion carried.
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Regular Board Meeting January 7, 2016
G. Relations by Objective Committee – No Meeting
H. Gardiner Area High School Student Representative Report – Student representatives students were preparing for mid-term exams.
GENERAL INFORMATION
The following have been approved by the Superintendent:
A. Wendy Gogan, Evening Administrative Assistant, Adult Education B. Spencer Allen, Boys Basketball Volunteer, Gardiner Area High School
OLD BUSINESS
A. STATE OF THE SCHOOLS School Administrators continued to share with the Board the challenges currently being faced in the District’s schools, specifically the increasing needs of students within the District. After discussion, the Board was afforded the opportunity to ask questions.
B. TIF GRANT UPDATE Superintendent Hopkins provided an update on the Teacher Incentive Fund (TIF) Grant. While teachers continue to receive training and targeted professional development, building administrators have focused on Leader Evaluation and Professional Growth (LEPG). MSAD 11 is currently in year 4 of the 5-year grant.
REPORTS – EDUCATIONAL /ADMINISTRATIVE
A. BOARD CHAIR REPORT
. NSBA Advocacy Conference – January 23 – 26, 2016
B. SUPERINTENDENT REPORT
. Opiate Forum II Opiate Forum II has been scheduled for Thursday, January 21, 2016 from 6:00 pm– 7:30 pm at Gardiner Regional Middle School.
. Helen Thompson Principalship An Interview Committee is in the process of being created to begin the process for replacing the retiring Building Administrator at Helen Thompson School.
. Bus Accident The Superintendent informed the Board of a bus accident involving one of the District’s school buses on January 5th. No student or staff injuries were reported as a result of the accident.
. Invitation from Gardiner City Manager, Scott Morelli The Superintendent and Board discussed the invitation received from Gardiner City Manager to discuss budget concerns.
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Regular Board Meeting January 7, 2016
VOTED: Motion by Director Boudway, to go into executive session at 8:36 p.m. to discuss the Superintendent’s 11,585 – 0 Contract pursuant to 1 M.R.S.A. § 405(6)(A), seconded by Director Fles. The Board reconvened at 8:45 p.m.
Motion carried.
VOTED: Motion by Director Dovinsky, to offer the Superintendent a two year contract with wages to be 11,585 – 0 negotiated at a later date, seconded by Director Cone.
Motion carried.
The Meeting adjourned at 8:47 p.m.
Attest a true record,
Patricia Hopkins, Secretary
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Finance Committee January 19, 2016
MSAD 11 FINANCE COMMITTEE Merle E. Peacock, Jr. Board Room Tuesday, January 19, 2016 6:00 p.m.
Committee Members: Eric Jermyn, Committee Chair; Michael Bechard, Marc Cone, Jennifer Garvin, Patricia Hopkins, Superintendent; and Andrea Disch, Business Manager
Others Present: Debra Couture
Eric Jermyn called the meeting to order at 6:03 p.m.
DISCUSSION
A. Competitive Energy Services – Charlie Agnew
Charlie Agnew of Competitive Energy Services introduced the company he works for and the services they provide. Mr. Agnew discussed the electricity and natural gas market and how Competitive Energy Services might procure these services for the District.
B. MSAD 11 FY 17 Status Quo Budget
The Committee was presented the FY 2017 Status Quo Budget and a Preliminary Budget Worksheet. The Preliminary Budget Worksheet allowed the Committee to see the effect on each of the District’s Municipalities. The Status Quo Budget is the effect of merely rolling the current budget into 2017 making adjustments for salaries, benefits, and fuel. It was explained that because the FY 2017 ED 279 has not been provided from the Department of Education; the information provided is preliminary. The Committee reviewed the information and was provided the opportunity to ask questions.
C. Building Security – Gardiner Area High School & Gardiner Regional Middle School
The Superintendent and Business Manager discussed building security at the High School and Middle School, specifically, reasons for moving away from a key lock system. The Committee discussed transitioning to a keyless entry (swipe card system) and the cost of transition to such a system. After discussion, the Committee agreed additional information was needed. The conversation will continue at the Finance Committee’s next meeting.
The Meeting adjourned at 7:30 p.m.
Attest a true record,
Patricia Hopkins, Secretary
File: ILD
EDUCATIONAL RESEARCH: STUDENT SUBMISSION TO SURVEYS, ANALYSES, OR EVALUATIONS
In this policy, “surveys, analyses, or evaluations” refer to methods of gathering data for research purposes.
No student shall be required as part of any program wholly or partially funded by the U.S. Department of Education to submit to any survey, analyses, or evaluation that reveals information concerning:
A. Political affiliations or beliefs of the student or the student’s parent;
B. Mental or psychological problems of the student or the student’s family;
C. Sex behavior or attitudes;
D. Illegal, anti-social, self-incriminating, or demeaning behavior;
E. Critical appraisals of other individuals with whom respondents have close family relationships;
F. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
G. Religious practices, affiliations, or beliefs of the student or student’s parents; or
H. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program without the prior written consent of the student’s parent/guardian, or of the student, if he/she is 18 years of age or older.
All instructional materials, including teachers’ manuals, films, tapes, or other supplementary material which will be used in connection with any such survey, analysis, or evaluation shall be available upon request for inspection by the student’s parent/guardian. For the purpose of this policy, “instructional material” does not include academic tests or assessments.
A parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed to a student.
The Superintendent/designee will be responsible for implementing any procedures necessary to protect the privacy of participating students and to provide parents with access to surveys within a reasonable time before administration or distribution.
Page 1 of 2 File: ILD
The school district will notify parents of this policy at least annually at the beginning of the school year and within a reasonable time of any substantive change in policy. Insofar as practicable,* the school district will also directly notify parents annually at the beginning of the school year when surveys, analyses, or evaluations are scheduled or anticipated. Parents shall have the opportunity to opt their child out of participation in any survey, analysis, or evaluation. Students who are 18 years of age or older may opt out of such surveys, analyses, or evaluations.
[*NOTE: “Insofar as practicable” acknowledges that there may be circumstances in which a research request is made or is approved only after the school year has begun. When this occurs, the school unit should notify parents far enough in advance for them to access surveys and related instructional materials and to opt their children out, if desired.]
Legal Reference: 20 U.S.C. § 1232(h)
Cross Reference: JRA Student Educational Records
Adopted: May 3, 2007
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Page 2 of 2 File: IMB
TEACHING ABOUT CONTROVERSIAL/SENSITIVE ISSUES
American academic tradition stresses the free contest of ideas as a vital element both in the development of curriculum and in classroom teaching.
Teaching Controversial Issues
Training in reflective and responsive thinking, may be incorporated in course offerings at all grade levels. This training is impossible, or at least severely hampered, if the community does not respect the principles of freedom and recognize that dissent does not necessarily mean disloyalty. However, one form of dissent which is incompatible with freedom is that which attempts to end freedom. Irrational fears do just this, and thereby may block the school in its efforts to handle controversial issues in an atmosphere of freedom and thoroughness.
A. It is the responsibility of the schools to make provision for the study of controversial issues.
1. The policy on controversial issues should be defined in terms of the rights of students rather than in terms of the rights of teachers.
2. The study should be emphasized in the high school, when most students are mature enough to study the significant controversial issues facing our society.
3. The study should be objective and scholarly with a minimum emphasis on opinion and a maximum emphasis on facts.
B. In the study of controversial issues the students have the following rights:
1. The right to study any controversial issue which has political, economic, or social significance and concerning which (at the appropriate level) he/she should begin to have an opinion;
2. The right to have free access to all relevant information;
3. The right to form and express opinions on controversial issues without thereby jeopardizing relations with the teacher or the school; and
4. The right to study under competent instruction in an atmosphere free from bias and prejudice.
C. The teacher employs the same methods in handling controversial issues as characterize the best teaching at any time.
Page 1 of 2 File: IMB
1. The teacher, in selecting both the content and the method of instruction, is mindful of the maturity level of the students.
2. The teacher has assured him/herself that the controversial subject to be discussed belongs within the framework of the curriculum to be covered, that the subject is significant as well as meaningful for the students, and that through the discussion, students will have the opportunity to grow.
3. The teacher handles the classroom presentation in ways which will ensure a wide range of information and interpretation for the students’ consideration and strives to present a balance among many points of view.
4. The teacher does not use the classroom as a personal forum. He/she does not employ the techniques of the demagogue or the propagandist for attention, for control, or simply for color. The teacher has the right to identify and express his/her own point of view in the classroom as long as he/she indicates clearly that it is his/her own.
5. The teacher emphasizes keeping an open mind, basing one’s judgment on known facts, looking closely at facts to evaluate them in terms of the subject under discussion, and being ready to change one’s opinion should new facts come into light.
6. The emphasis always is on the method of forming an opinion as much as on the opinion formed.
Adopted: April 14, 1988
Revised: August 7, 1986; May 5, 1994; May 3, 2007
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Page 2 of 2 File: IMBAA
ALTERNATIVES TO BIOLOGICAL DISSECTION
The MSAD #11 Board recognizes that divergent opinions exist among parents and students regarding the appropriateness of using dissection as a means of achieving certain instructional goals in the biological sciences. Therefore, in order to ensure that legitimate objections to dissection are taken into account while at the same time protecting the integrity of the instructional program, the following procedure shall be observed:
A. In instances where students and/or parents object to dissection on ethical or moral grounds, a written request from the parents of the student wishing to be excused from dissection shall be submitted to the teacher in whose class the dissection is to occur. The request shall state the reasons for requesting that the student be excused from dissection.
B. The teacher, in consultation with the Principal, shall review the request. Those reviewing the request may wish to schedule an interview with the parent(s) and/or student in order to gain information needed to reach a decision.
C. If the request is approved, an alternative activity closely related and of comparable rigor, will be assigned in lieu of the laboratory dissection. The alternatives may include such activities as computer simulations and research.
D. If the request is disapproved, the parent(s) may appeal the decision in accordance with the MSAD #11 School Board’s policy.
E. The student will be responsible for and evaluated on the material covered in the alternative activity.
F. The alternative activity will carry credit equivalent to the dissection activity.
G. The Superintendent will ensure that sufficient means are put in place to annually inform students and parents about the availability of alternatives to dissection and the procedure for requesting such alternatives.
Adopted: May 3, 2007
File: IMBB
EXEMPTION FROM REQUIRED INSTRUCTION
The curriculum of the school district is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results, as well as other statutory and regulatory requirements and content areas specified by the Board.
The MSAD #11 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 as a whole and the educational objectives sought to be achieved by the curriculum.
The MSAD #11 Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian.
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.
In considering requests for exemption, factors that the Principal should consider may include:
A. The alignment of the curriculum with the system of Learning Results;
B. Whether the course or content area is required by state law or Board policy;
C. The educational importance of the material or instruction from which exemption is requested;
D. Evidence regarding the sincerity of the belief on which the request is based;
E. Whether the school has a legal obligation to accommodate the exemption request;
F. The effect of exemption or accommodation on the validity of the local assessment system; and
G. Other factors that bear upon the particular request.
Exemption from required instruction does not excuse the student from meeting the requirements of the Learning Results or from total credit hours or other requirements for graduation, or from performing alternative work.
Page 1 of 2
File: IMBB
When the Principal determines that the curriculum that has been aligned with the system of Learning Results conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. 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 appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent. If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Superintendent will determine how to address the situation, subject to the approval of the Commissioner.
When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), 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. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent and appeal to the MSAD #11 Board in the event that a parent/guardian is dissatisfied with the Superintendent’s decision.
Legal Reference: 20-A MRSA § 6209 LD 1536, Chap. 51 Resolves Ch.. 127 § 3.07 (Me. Dept. of Ed. Rules (Me. Dept. of Ed. Rules) Ch. 131 (Me. Dept. of Ed. Rules)
Cross Reference: ADF – School District Commitment to Learning Results IJJ – Instructional and Library Material Selection IMB – Teaching About Controversial/Sensitive Issues IMBAA – Alternatives To Biological Dissection
Adopted: December 6, 2001
Revised: May 3, 2007
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File: IMDA
PATRIOTIC EXERCISES
Maine law requires display of and instruction about the American flag in the classrooms of our schools.
In order to foster appreciation and respect for the flag as a symbol of our nation, the Pledge of Allegiance will be recited each morning and at assemblies and other appropriate occasions in every school. It is the responsibility of the Superintendent, through each building principal, to ensure that this policy is implemented. The building principal may determine how the Pledge will be initiated, such as by individual teachers or by intercom.
Individual students may decline to participate in the Pledge of Allegiance. Students who do not participate must remain quiet and refrain from disruptive or distracting behavior while the Pledge is being recited.
Teachers may not be compelled to recite the Pledge of Allegiance, but they are not excused from the duties to initiate and supervise student recitation of the Pledge as assigned by the principal nor from implementation of curriculum that promotes honor and respect for the flag and our country.
Legal Reference: 20-A MRSA §§ 1055, 4805
Cross Reference: IMDB – Flag Displays
Adopted: May 3, 2007
File: IMDB
FLAG DISPLAYS
In accordance with Maine state law, the United States and Maine flags are to be displayed from the public school buildings of this school district every school day and on appropriate occasions. Further, the American flag is to be displayed in every classroom in each public school in the district.
The Superintendent is responsible to furnish each school and facility accordingly, and to recommend to the MSAD #11 Board annually the amount of expenditure necessary to provide sufficient flags and flagstaffs. This MSAD #11 Board shall appropriate the necessary funds.
It shall be the duty of instructors to impress upon the youth by suitable references and observances the significance of the flag, to teach them the cost, the object and principles of our government, the inestimable sacrifices made by the founders of our nation, the important contribution made by all who have served in the armed services of our country since its inception, and to teach them to love, honor and respect the flag of our country that costs so much and is so dear to every true American citizen.
Legal Reference: 20-A MRSA §§ 1055, 4805
Cross Reference: IMDA - Patriotic Exercises
Adopted: January 1998
Revised: May 3, 2007
File: IMG
ANIMALS IN SCHOOLS
The Board recognizes that having animals in the classroom can offer valuable student learning experiences but is also concerned with the health and safety of students, staff and visitors and the humane treatment of animals when they are brought to school.
For the purpose of this policy “animals” includes mammals, reptiles, amphibians, birds, insects, and fish.
The presence of live animals in the classroom must be directly related to the objectives of the instructional program. Permission must be obtained from the building principal before any animal is brought into the school by a teacher, student or any other person.
The following guidelines shall apply to the presence of animals in the MSAD #11’s schools:
A. The presence of an animal in the classroom must be directly related to the instructional program. Staff who wish to have animals in the classroom must submit a written request to the principal; the request should include the instructional purpose and activity, the type of animal, the length of time the animal is expected to be present, and a plan for the care of the animal. The principal, at his/her discretion, may approve or deny the request.
B. Students or parents who wish to bring animals to school for educational purposes must consult with the teacher who, in turn, will request permission from the building principal. All other persons who wish to bring animals to school must obtain written permission, in advance, from the building principal.
C. The Superintendent will be responsible for developing procedures to inform parents that animals may be visiting or residing in classrooms during the school year. Parents are expected to notify the school if their child has an allergy or other health condition that will be affected by the presence of animals in the classroom.
The building principal and staff will respond appropriately when health considerations are brought to their attention. An animal will not be housed in a classroom if a student in that classroom has a documented allergy to the animal.
Page 1 of 3 File: IMG
[NOTE: MSMA suggests that it is good practice to notify parents in advance so that they have the opportunity to inform the school of any health condition that their child has that may be triggered or aggravated by the presence of an animal. This will enable staff to respond appropriately. Some schools may wish to provide a general notification to parents at the beginning of the school year through a newsletter, “welcome letter,” parent-student handbook, or other means of communication. Other schools may wish to have individual teachers notify parents a few days before there is an activity involving animals or when an animal will be housed in the classroom. School websites provide an additional opportunity to inform parents of upcoming learning experiences, including those involving animals. The policy delegates the development of procedures to the Superintendent/ designee in deference to local preferences and practices.]
D. Animals may not be transported in school vehicles.
E. No domestic mammals/pets (including dogs, cats, ferrets, and primates) or livestock will be allowed in school unless current proof of rabies and/or other vaccination is provided. Smaller mammals such as mice, hamsters, gerbils, guinea pigs, and rabbits do not need to be vaccinated against rabies. Bats, as they may be carriers of rabies, are not allowed in the schools.
Parrots, parakeets and other psittacine birds (birds that may carry psittacosis, a severe infectious human respiratory disease) shall not be brought to school unless they have been tested and certified as psittacosis- free.
Red-eared turtles (also known as painted turtles) are carriers of salmonella and shall not be kept in the classroom without written documentation from the supplier that they are salmonella-free.
F. No wild, exotic, aggressive or poisonous animals will be allowed in school unless 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 (e.g., zookeepers, veterinarians, biologists, Maine Fish and Wildlife personnel). Students will not be permitted to handle such animals.
G. No animals will be allowed free range of the classroom or the school. All animals brought to school must be restrained by the owner/handler. The teacher is responsible for the proper supervision and control of students whenever there is an exhibit or activity involving animals in school.
Page 2 of 3 File: IMG
H. Animals kept in classrooms must be housed in suitable cages or containers and fed and otherwise cared for appropriately. Only the teacher or students designated or supervised by the teacher may be allowed to handle these animals. Animal waste must be removed on an as-needed basis and in a sanitary manner. Only staff members or adult volunteers will be allowed to clean cages or containers or remove animal waste.
I. If a student is bitten/injured by an animal on school premises, the building principal, school nurse and parent/guardian must be notified as soon as possible. If a staff member or visitor is bitten/injured, the building principal must be notified. The building principal must notify appropriate public health authorities and the Maine Department of Health and Human Services Center for Disease Control of each incident. An accident/injury report must also be completed and forwarded to the Superintendent.
J. If a stray or wild animal appears on school grounds, students shall not be allowed in the area until the animal has left the premises or is removed by the local animal control officer, game warden or other appropriate official.
K. No animal may be used as part of a scientific experiment or for any other purpose in which the normal health of the animal is interfered with or which causes pain or distress. No person may practice vivisection or exhibit a vivisected animal in the schools. Dissection of dead animals shall be confined to the classroom and to the presence of students engaged in the study of dissection and shall not be for the purpose of exhibition.
L. The Board recognizes that service animals may be used to assist persons with disabilities. This policy does not apply to the presence of service animals that have been or are being specifically trained for the purpose of assisting a person with a disability.
Legal Reference: Americans with Disabilities Act (42 U.S.C. § 12101 et seq.) 7 MRSA § 3971 22 MRSA §§ 801-825
Cross Reference: EBBB - Accident Reports IMGA - Service Animals in the Schools JLCE - First Aid and Emergency Medical Care
Adopted: ______
Page 3 of 3 File: JEA
COMPULSORY ATTENDANCE
Under state law, full-time school attendance is required of all children from their 7th to their 17th birthday except:
A. A person who graduates from high school before their 17th birthday;
B. A person who has:
1. Reached the age of 15 years or completed the 9th grade;
2. Permission to leave school from that person's parent;
3. Been approved by the principal for a suitable program of work and study or training;
4. Permission to leave school from the MSAD #11 Board or it designee;
5. Agreed in writing with that person's parent and the MSAD #11 Board or its designee to meet annually until that person's 17th birthday to review that person’s educational needs. When the request to be excused from school has been denied pursuant to this paragraph, the student's parent may appeal to the Commissioner; or
C. A person who has matriculated and is attending an accredited, post-secondary, degree-granting institution as a full-time student. An exception to the attendance in public school under this paragraph must be approved by the Commissioner.
Alternatives to Attendance at Public Day School
A. Equivalent instruction alternatives are as follows:
1. A person shall be excused from attending a public day school if the person obtains equivalent instruction in:
a. A private school approved for attendance purposes pursuant to 20-A MRSA § 2901;
b. A private school recognized by the department as providing equivalent instruction;
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c. A home instruction program that complies with the requirements of 20-A MRSA § 5001-A(3)(A)(4); or
d. Any other manner arranged for by the MSAD #11 Board and approved by the Commissioner.
B. A person may be excused from attendance at a public day school pursuant to 20-A MRSA § 5104-A (other public or private alternative programs) or § 8605 (student attendance in adult education courses).
Credit for Attendance at a Private School
A student shall be credited with attendance at a private school only if a certificate showing the name, residence and attendance of the person at the school, signed by the person or persons in charge of the school, has been filed with the school officials of the administrative district in which the student resides.
Discontinuation of Home Instruction
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.
Excusable Absence
A person's absence is excused when the absence is for the following reasons:
A. Personal illness;
B. An appointment with a health professional that must be made during the regular school day;
C. Observance of a recognized religious holiday when the observance is required during the regular school day;
D. A family emergency;
E. A planned absence for a personal or educational purpose that has been approved;
F. Education disruption resulting from homelessness, unplanned psychiatric hospitalization, unplanned hospitalization for a medical emergency, foster
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care placement, youth development placement or some other out-of-district placement that is not otherwise authorized by either any individual education plan or a superintendents' student transfer agreement. "Education disruption" does not apply to a student who is out of school for 10 or more consecutive school days as a result of a planned absence for a reason such as a family event or a medical absence for planned hospitalization or recovery.
Parents are responsible for the school attendance of students who are under 17 years of age. The MSAD #11 Board shall work with families in an effort to ensure compliance.
Secondary school students 20 years of age or more will only be admitted to the school district with prior MSAD #11 Board approval.
Legal Reference: 20-A MRSA § 5001-A; 5003; 5201 Ch. 125 § 8.06 (Maine Dept. of Ed. Rules)
Cross Reference: IHBG - Home Schooling JFC - Student Withdrawal From School/Dropout Prevention Committee JHB - Truancy
Adopted: August 4, 1994
Revised: February 5, 2004; April 3, 2008
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File: JFAA
ADMISSION OF RESIDENT STUDENTS
The school unit MSAD #11 shall admit as students those of legal school age whose parents or guardians legally reside within the district. Adequate proof of residence shall be required. The MSAD #11 Board reserves the right to verify residency through appropriate means for any enrolled student or any family applying for enrollment.
“Residence” means bona fide residence—one’s actual residence maintained in good faith—and does not include a temporary or superficial residence established for the purpose of free school attendance in this unit. It shall be considered the place where important family activity takes place—the place where the family eats, sleeps, relaxes and plays. It is a place which can be called a “home.” While it is possible for an individual to maintain property and pay taxes in more than one location or community, for purposes of student eligibility for school attendance, “residence” shall mean where the parent maintains a home as defined above.
Guardianship shall be substantiated by a copy of a court order or probated will appointing the resident as guardian of the student. No student shall be accepted for enrollment or allowed to continue in enrollment on the basis of guardianship established by a power of attorney.
(Note: 20-A MRSA § 5205 outlines exceptions that apply in determining a student’s right to attend a school in a school unit.)
Resident students entering school for the first time shall be admitted upon presentation of an original birth certificate to the Principal, along with a record of required immunizations and pertinent health records. Photocopies shall be made and retained in the student’s file.
New resident students who are transferring into the school system shall be admitted on the basis of age, health and academic records received from the previous school. However, original documentation may be required if deemed necessary to appropriately determine a student’s eligibility for enrollment and assignment.
Legal Reference: 18-A MRSA § 5201, et seq. 20-A MRSA §§ 5202 et seq., 6002 Maine Commissioner of Ed. Administrative Letter No. 13, 10/9/97
Cross Reference: JFAB – Admission of Non-Resident Students
Adopted: August 4, 1994
File: JFAA
Revised: January 8, 2009 File: JFAB
ADMISSION OF NON-RESIDENT STUDENTS
Individual non-resident students may be accepted under any of the following conditions if approved by the Superintendent:
A. Under an agreement with another local school administrative district for students in grades 9-12 upon payment of the tuition fee allowed by state law;
B. Following receipt of a written parental request and formal approval by the Superintendent on a space/program-available basis, upon payment of the tuition fee allowed by state law. Reapplication shall be made annually. Behavior, cooperation and suitability of programming shall be considered;
C. Upon recommendation of the high school principal, the Superintendent may authorize enrollment of a foreign exchange student assigned to a household in the community served by the school district and under the auspices of a recognized foreign exchange program. Such enrollment shall be without assessment of tuition;
D. Upon special permission granted by the Superintendent, to provide continuity of program for a student whose family provides evidence of intent to move to the community shortly after a school year begins, or moves from the community near the end of a school year; and
E. In accordance with Maine law related to the assignment of students for school purposes, such as: state wards; students for whom the Superintendent determines it is in the student’s best interest to attend; students placed by state agencies; homeless children of school age; students living at light, fog warning or life stations; temporary residents; a transfer student when the two Superintendents approve in the student’s best interest.
Retroactive tuition will be assessed for students found to be nonresidents and ineligible for enrollment under law or MSAD #11 Board policy.
All requirements regarding age, health examinations, immunizations, etc., which apply to resident students shall also apply to non-resident students accepted for enrollment in this school system.
Legal Reference: 20-A MRSA § 5203 et seq. 8 USC § 1101
Cross Reference: JFAA - Admission of Resident Students
Adopted: January 8, 2009 File: JFABD
ADMISSION OF HOMELESS STUDENTS
The MSAD #11 Board recognizes that homelessness alone should not be a sufficient reason to separate students from the mainstream school environment. MSAD #11 will strive to ensure that homeless students are identified and provided access to the same free and appropriate public education provided to other students in the school system. In accordance with federal and state law and regulations, the school district will provide homeless students with access to the instructional programming that supports achievement of the content standards of Maine’s system of Learning Results and to other services for which they are eligible. Students shall not be segregated into a separate school or program based on their status as homeless, nor shall they be stigmatized in any way.
I. DEFINITIONS
A. “Homeless” students are those who lack a fixed, regular, and adequate nighttime residence and include the following:
1. Children who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement.
2. Children who have a primary nighttime residence that is a public or private place not designated for or ordinarily used as regular sleeping accommodation for human beings.
3. Children who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.
4. Migratory children who meet one of the above-described circumstances.
B “School of origin” means the school that the child attended when permanently housed or the school in which the child was last enrolled.
C. “Unaccompanied child youth” refers to a child not in the physical custody of a parent or guardian (e.g., runaway and “throw away” children and youth).
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II. ENROLLMENT/PLACEMENT
The school district will determine, according to the best interest of the child/youth whether the child/youth will be enrolled in the school of origin or in the public school that non-homeless students who live in the attendance area in which the child/youth is actually living are eligible to attend. In determining the best interest of the child/youth the school district will, to the extent feasible, keep the child/youth in the school of origin, unless doing so is contrary to the wishes of the parent.
If the child/youth is unaccompanied by a parent or guardian, the homeless liaison will assist in placement and enrollment decisions, with the views of the child/youth taken into consideration.
The school selected shall immediately enroll the homeless child/youth, even if the child/youth is unable to produce records normally required for enrollment, such as previous academic records, immunization records, evidence of residency, or other documentation.
The school district may require a parent or guardian of a homeless child/youth to provide contact information.
The school district must provide a written explanation, including a statement regarding the right to appeal, to the parent or guardian of the homeless child/youth if the school district sends the child/youth to a school other than the school of origin or other than a school requested by the parent or guardian.
In the case of an unaccompanied child/youth, the homeless liaison will provide notice of the right to appeal.
The enrolling school shall contact the school last attended by the child/youth to obtain relevant academic and other records. If the child/youth needs to obtain immunizations or immunization or medical records, the parent or guardian of the homeless child/youth will be referred to the homeless liaison for assistance.
III. ENROLLMENT DISPUTES
If there is a dispute concerning enrollment, the child/youth shall be immediately enrolled in the school in which enrollment is sought, pending resolution of the dispute. The parent or guardian will be provided, in writing, with a written explanation of the school district’s decision and the right to appeal the decision.
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The homeless liaison shall ensure that an unaccompanied child/youth is enrolled in school, pending resolution of a dispute.
IV. SERVICES
Homeless students shall be provided services comparable to services available to other students in the school system including, but not limited to, transportation services; educational services for which the student meets the eligibility criteria, such as educational programs for disadvantaged students, students with disabilities, gifted and talented students, and students with limited English proficiency; vocational and technical programs; preschool programs; before and after school-care programs; and school meals/nutrition programs.
V. TRANSPORTATION
Homeless students are entitled to transportation to their school of origin or the school where they are to be enrolled. If the school of origin is in another school district and the student is enrolled in MSAD #11 or if a homeless student’s school of origin is in MSAD #11 but he or she is enrolled in a different school district, the school systems will coordinate the transportation services necessary for the student, or will share the responsibilities and costs equally.
VI. RECORDS
Any records ordinarily kept by the school, including immunization records, medical records, academic records, birth certificates, guardianship records, and evaluations for special services or programs, regarding each homeless student, shall be maintained so that records may be transferred when a student enters a new school system. Access to records will be available to parents and students in accordance with the Family Educational Rights and Privacy Act (FERPA).
VII. HOMELESS STUDENT LIAISON
A. The Superintendent shall designate an individual to act as the school district’s Homeless Student Liaison. The school district shall inform school personnel, service providers and advocates working with homeless families of the duties of the school district’s Homeless Student Liaison.
B. The Homeless Student Liaison will be responsible for ensuring that:
1. Homeless children/youth are identified by school personnel and through coordination activities with other entities and agencies;
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2. Homeless children/youths enroll in and have a full and equal opportunity to succeed in schools within the school district;
3. Homeless families, children/youths, receive educational services for which they are eligible, including Head Start, Even Start, and preschool programs administered by the school district, and referrals to health care services, dental services, mental health services, and other appropriate services;
4. The parents or guardians of homeless children/youths are informed of the educational and related opportunities available to their children/youths and are provided with meaningful opportunities to participate in the education of their children;
5. Public notice of the educational rights of homeless children/youths is disseminated where such children receive services, such as schools, family shelters, and soup kitchens;
6. Enrollment disputes are mediated in accordance with law;
7. The parent or guardian of a homeless child/youth, and any unaccompanied child/youth is fully informed of all transportation services, including transportation to the school of origin, and is assisted in accessing transportation to the school the student will be attending;
8. Unaccompanied children/youths are assisted in placement or enrollment decisions and provided notice of the right to appeal; and
9. Children/youths who need to obtain immunizations or immunization medical records receive assistance.
Legal References: 42 U.S.C. § 11431-11435 20-A M.R.S.A. §§ 261, 5205(7) Ch. 14 (Me. Dept. of Ed. Rules) Maine State Plan for the Education of Homeless Children and Youth
Adopted: April 7, 1994
Revised: January 8, 2009
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DROPOUT PREVENTION STUDENT WITHDRAWAL FROM SCHOOL
The MSAD #11 Board believes that a high school diploma signifies the minimum preparation for success in life. Therefore, the MSAD #11 Board strongly urges school administrators, staff, parents, and members of the community to encourage students to remain in school through high school.
Dropout Prevention Committee
In order to reduce the school dropout rate, the Superintendent shall establish a Dropout Prevention Committee to study the problem of dropouts, habitual truancy, and the need for alternative programs, kindergarten to grade 12. The Committee will meet at least annually, make recommendations for addressing the problem, and submit a plan of action to the MSAD #11 Board in accordance with the provisions in Maine law.
The Committee will consider the following when developing its plan: reasons why students drop out of school; maintenance of continuing contacts with recent dropouts in order to extend opportunities for alternate educational programs, counseling, and referral; education of teachers and administrators about the dropout problem; use of human services programs to help dropouts; the Board’s policies on suspension, expulsion, and other disciplinary action; and discriminatory practices and attitudes within the unit.
Committee Membership
As required by law, the Dropout Prevention Committee shall be composed of the following members:
A. A member of the MSAD #11 Board selected by the MSAD #11 Board;
B. A school administrator selected by the Superintendent;
C. A teacher and a school counselor selected by the teachers’ organization;
D. A parent selected by the local organized parent group or by the MSAD #11 Board if no such group exists;
E. A school attendance coordinator from the school system selected by the Superintendent;
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F. A high school student selected by the Dropout Prevention Committee members selected in paragraphs A to E;
G. A dropout selected by the Dropout Prevention Committee members selected in paragraphs A to E; and
H. A community resident of the district selected by the Dropout Prevention Committee members selected in paragraphs A to E.
The MSAD #11 Board recognizes the importance of success as a motivator and as a factor in a student’s commitment to education. Students who have been identified as being at risk of dropping out should be encouraged to participate in the alternative educational programs that are offered in this school district or in other instructional, vocational or social service programs for which they may be eligible.
Student Withdrawal From School
School administrators shall arrange for regular contacts to be made with students who have withdrawn from school for the purpose of informing them of the process for readmission, making them aware of alternatives in the community for continuing their education and stating the school district’s willingness to assist them in their educational efforts.
Legal Reference: 20-A MRSA §§ 5001-A; 5051-A; 5102-5104-A
Cross Reference: IHBH - Alternative Education Programs JEA - Compulsory Attendance
Adopted: August 4, 1994
Revised: January 8, 2009
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ASSIGNMENT OF STUDENTS TO CLASSES—FIVE-YEAR-OLDS
Maine law permits children who are at least five years old on October 15 of the school year to enroll in school. The intent is that these students begin their school careers in Kindergarten at this age.
However, it is recognized that exceptions to this initial placement may be justified under limited circumstances. In such rare cases, enrolling five-year-old students may be placed in first grade at the discretion of school officials in accordance with the following:
A. Social and emotional maturity should have been demonstrated such as to predict success in grade one;
B. The decision of placement lies with the Principal, appealable to the Superintendent whose decision shall be final;
C. The right must be reserved to the school to administer testing as appropriate to making a proper determination of placement;
D. Any such placement is to be conditioned upon demonstrated success and reviewed at appropriate intervals;
E. A student who was enrolled in a public kindergarten in another state and was promoted to first grade may enroll in first grade; and
F. All exceptional placements are to be reported to the Superintendent.
The Superintendent shall promulgate regulations/procedures to implement this policy.
Legal Reference: 20-A MRSA § 5201
Cross Reference: IKE - Promotion, and Retention of Students JFAA - Admission of Resident Students JFAB – Admission of Non-Resident Students
Adopted: August 4, 1994
Revised: January 8, 2009
File: JGAB
ASSIGNMENT OF STUDENTS TO CLASSES: TRANSFER STUDENTS AND HOME SCHOOLING STUDENTS
The principal of the school in which a transfer or formerly home-schooled student is enrolling will be responsible for assigning the incoming student to a class or grade.
The principal shall be responsible for determining the value of the student’s prior educational experience toward meeting the content standards of the Learning Results. in conformance with the school district’s Local Assessment System and applicable MSAD #11 Board policies. In assessing the value of the student’s prior educational experience, the principal may consider performance on standardized tests, academic records, portfolios, projects, writing samples, performances, and other demonstrations of achievement consistent with the Local Assessment System. The school district may require an incoming student to participate in tests or other assessments to aid in this determination. For incoming high school students, tests or assessments may be required to determine whether a student has met course prerequisites or credit requirements for graduation. In addition, such tests and assessments may be used to determine when instructional intervention may be appropriate.
The principal/designee should meet with the student’s parents and, as appropriate, with the guidance counselor, special services director Director of Special Services, and/or other professional staff before making a class/grade assignment decision.
The principal’s decision shall be final.
Legal Reference: 20-A MRSA § 5001(4) Ch. 127 §§ 5.03, 6.02, 7.02(A)(5) (Me. Dept. of Ed. Rules)
Adopted: January 8, 2009
File: JI
STUDENT RIGHTS AND RESPONSIBILITIES
Students have certain legal rights under federal/state constitutions and statutes as interpreted in pertinent court decisions. In connection with these rights are responsibilities that must be assumed by students. Among these rights and responsibilities are the following:
A. Civil rights, including the right to equal educational opportunity and freedom from discrimination; the responsibility not to discriminate against others;
B. The right to attend free public schools in accordance with provisions of Maine statutes and policies of the MSAD #11 Board; the responsibility to attend school as required by law;
C. The right to due process with respect to suspension, expulsion, or an administrative decision which a student believes has injured his/her rights; the responsibility to observe school rules and regulations essential for permitting others to learn at school;
D. The right to free inquiry and expression and to voice grievances; the responsibility to observe reasonable rules regarding these rights and to express themselves in a manner that does not materially or substantially disrupt the operation of the school or conflict with the school’s basic educational mission;
E. The right to privacy regarding the content of student records—as defined by the Family Educational Rights and Privacy Act—and the right to dress as he/she pleases within reasonable guidelines related to health, safety, and the avoiding of potential disruption; and
F. The right to be free from unreasonable searches and seizures; the responsibility to comply with school rules and policies.
It is the MSAD #11 Board’s belief that as part of the educational process, all students should be made aware of their legal rights and also of the legal authority of the MSAD #11 Board to make or delegate authority to its staff to make rules and regulations regarding the orderly operation of the schools. As such, this policy shall be included in school handbooks or otherwise communicated to students and parents at the beginning of each school year. The MSAD #11 Board expects all staff to abide by this policy in order to most effectively achieve mutual respect of rights and the acceptance of responsibility.
This MSAD #11 Board policy is designed for educational and informational purposes and is not intended to create, expand, or restrict any student rights or responsibilities.
Cross Reference: JIC - Student Conduct JIH - Student Searches, Interrogations and Arrests JK - Student Discipline
Adopted: January 8, 2007 File: JIC
STUDENT CODE OF CONDUCT
Promoting ethical and responsible student behavior is an essential component of the MSAD #11 Board’s educational mission.
MSAD #11 is committed to maintaining a safe, respectful and orderly school environment in which students may receive and staff may deliver quality education without disruption or interference and in which students may develop as ethical, responsible and involved citizens.
To achieve this goal, the Board has developed this Student Code of Conduct with input from school administrators, staff, students, parents and the community. Based on values identified as essential to ethical and responsible behavior, the Code articulates the MSAD #11 Board’s expectations for student conduct.
The Board believes that each member of the school community should take responsibility for his/her own behavior. To that end, the Board recognizes the need to define unacceptable student conduct, identify the possible consequences for unacceptable conduct, and ensure that discipline is administered fairly, promptly, and appropriately.
The Student Code of Conduct applies to students who are on school property, who are in attendance at school or at any school-sponsored activity, or whose conduct at any time or place directly interferes with the operations, discipline, or general welfare of the school.
The Student Code of Conduct shall be distributed to students, parents and staff through handbooks and/or other methods deemed appropriate by the Superintendent and building administrators.
Standards for Ethical and Responsible Behavior
The Code of Conduct is intended to support and encourage students to meet the following standards for ethical and responsible behavior:
Respect Honesty Compassion Fairness Responsibility Courage
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Code of Conduct
All students are expected to comply with the Code of Conduct and all related Board policies and school rules. The Code applies to students:
On school property, While in attendance at school or at any school-sponsored activity, or At any time or place that such conduct directly interferes with the operations, discipline or general welfare of the school.
General Behavior Expectations and Discipline Policies
The following expectations for student behavior are fundamental to the safe, orderly and respectful environment in our schools. Each student should:
1. Be courteous to fellow students, staff and visitors. 2. Respect the rights and privileges of other students and school staff. 3. Obey all Board policies and school rules governing student conduct. 4. Follow directions from school staff. 5. Cooperate with staff in maintaining school safety, order and discipline. 6. Attend school regularly. 7. Meet school standards for grooming and dress. 8. Respect the property of others, including school property and facilities. 9. Refrain from cheating or plagiarizing the work of others. 10. Refrain from vulgarity, profanity, obscenity, lewdness, and indecency.
Violations of the Code of Conduct may result in disciplinary action. Disciplinary consequences depend upon the seriousness of the violation and the student’s prior disciplinary record. Consequences will range from a verbal warning for minor violations up to and including expulsion for the most serious offenses. Behavior that also violates the law may be referred to law enforcement authorities.
Expectations
The following is a summary of the school unit’s expectations for student behavior. In many cases, the Board has adopted policies that address these expectations in greater detail. Students, parents and others should refer to the policies and student handbooks for more information about the expectations and consequences. In case of an inconsistency between the Code of Conduct, Board policies and/or school handbooks, the Board’s policies will prevail.
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A. Violence and Threats
Students shall not engage in violent or threatening behavior. Prohibited behavior includes fighting, assault and/or battery, taking hostages, threats to commit violence against persons or property, or threats, intimidation, or harassment. Violations may result in disciplinary action up to and including expulsion.
B. Weapons
Students shall not possess or use weapons of any kind (examples include but are not limited to firearms, explosives, and knives). Students also shall not use any object, although not necessarily designed to be a weapon, to inflict bodily harm and/or to threaten, intimidate, coerce or harass another person (examples include but are not limited to bats, lighters, tools, and toy weapons). Firearms violations will result in expulsion in accordance with state and federal statutes; other weapons violations may result in disciplinary action up to and including expulsion.
C. Bullying
Bullying is not acceptable conduct in MSAD #11 schools and is prohibited. Any student who engages in conduct that constitutes bullying shall be subject to disciplinary consequences including suspension and expulsion. A student’s bullying behavior may also be addressed through other behavioral interventions.
D. Hazing
Hazing is prohibited. Maine law defines injurious hazing as “any action or situation, including harassing behavior that recklessly or intentionally endangers the mental or physical health of any school personnel or a student enrolled in public school.” No student shall plan, encourage, or engage in such activities in connection with any school program or activity, including extracurricular, co-curricular and athletic activities. Students who engage in hazing activities are subject to suspension, expulsion and/or other appropriate disciplinary measures.
E. Discrimination and Harassment/Sexual Harassment
Students should not discriminate against other students on the basis of race, color, sex, religion, ancestry, national origin, sexual orientation or disability. Nor should students harass one another on the basis of race, color, sex, religion, ancestry, or national origin, sexual orientation or
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disability. Sexual harassment is also prohibited. Harassment is grounds for disciplinary action up to and including expulsion.
F. Drug and Alcohol Use
Students shall not distribute, possess, use or be under the influence of “bath salts” or of any alcoholic beverage, drug, or look-alike substance as described in Board policy. Violations may result in disciplinary action up to and including expulsion from school.
G. Tobacco Use
Students shall not smoke, use, possess, sell or distribute any tobacco products. Violations of this policy may result in disciplinary action up to and including expulsion from school.
H. Conduct on School Buses
Students must comply with all school rules while on school buses. Students who violate these rules on a school bus may have their riding privileges suspended or revoked, and may also be subject to additional disciplinary action, up to and including expulsion, depending upon the particular violation.
I. Computer/Internet Use
Students may use school computers, networks and Internet services only for educational purposes. Students shall comply with all policies and rules governing acceptable use. Unacceptable use may result in suspension or cancellation of computer privileges as well as additional disciplinary and/or legal action.
J. Athletic/Extracurricular Activities
Students must follow all MSAD #11 Board policies and school rules while participating in athletics and extracurricular activities. Students who violate policies and rules may be subject to suspension or removal from the team/activity as well as additional disciplinary action under applicable Board policies and/or school rules.
Removal of Disruptive/Violent/Threatening Students
1. Students who are disruptive, violent or threatening death or bodily harm to others may be removed from classrooms, school buses, or other school property when
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necessary to maintain order and safety. The staff member who orders the student removed should arrange to have the student escorted to the office or other designated location.
2. If a student does not comply with a staff member’s order to leave, the staff member will contact an administrator, or, if not available, another suitable person, who shall respond promptly.
3. Staff members should not use force or restraint, except only to the minimum extent necessary to protect any person from imminent physical harm. Staff members are not required to take action that puts them at risk of serious injury.
4. The responding administrator, or designee, will take appropriate action. If the student fails to obey verbal directions, force or restraint may be used only to the minimum extent necessary to protect any person from imminent physical harm or to quell a disturbance. Whenever practicable, law enforcement should be called to restrain or physically remove the non-compliant student. The administrator may invoke the school unit’s emergency management plan if appropriate.
Special Services
1. Referral. MSAD #11 has adopted policies and procedures for determining when a student shall be referred for special services.
2. Review of Individual Educational Plan. The school shall schedule a meeting to review the IEP of a student who has been removed from class when: a) school officials and/or the parent believes the student may present a substantial likelihood of injury to himself/herself or others; b) the class removals are sufficient to constitute a change in the student’s special education program; or c) school officials or the parent believes that the student’s behavior may warrant a change in educational programming.
Referrals to Law Enforcement Authorities
The Superintendent and principals have the authority to seek the assistance of law enforcement authorities when there is a substantial threat to the safety of the schools, students or staff. The Superintendent/principals may also inform law enforcement authorities when they have reason to suspect that a student or staff member may have violated a local, state or federal statute. All serious offenses, as determined by the Superintendent, must be reported to law enforcement authorities.
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Dissemination of the Student Code of Conduct
The Student Code of Conduct and summary of consequences for violation of the Code of Conduct shall be distributed to staff, students and parents through handbooks and/or other means selected by the Superintendent and building administrators.
Legal Reference: 20-A M.R.S.A. §§ 254(11); 1001 (15)
Legal Reference: 20-A MRSA §§ 254 (11); 1001 (15) Standards for Ethical and Responsible Behavior in Maine Schools and Communities (Report of the Commission for Ethical and Responsible Behavior, 2/01)
Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAA/ACAA-R - Harassment and Sexual Harassment of Students ACAD - Hazing ADAA - School System Commitment to Standards for Ethical and Responsible Behavior ADC - Tobacco Use and Possession EBCC - Bomb Threats IHBAA – Referral and Use of General Education Interventions IHBAC - Child Find IJNDB – Student Computer and Internet Use and Internet Safety JICIA - Weapons, Violence, and School Safety JICH - Drug and Alcohol Use by Students JICK - Bullying JK - Student Discipline JKD - Suspension of Students JKE - Expulsion of Students JKF - Disciplinary Removals of Students with Disabilities
Adopted: ______
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CARE OF SCHOOL PROPERTY BY STUDENTS
Textbooks, other school property, and facilities are available to students for their use. Each student is responsible for loss or damage beyond normal wear. Students will be billed for the replacement costs of such materials.
If reimbursement is not forthcoming within a reasonable time:
A. Damage to school property may be recovered in a civil action to obtain the permitted “double the damage;” or
B. Costs of lost, destroyed or damaged school books and instructional appliances may be recovered by requesting the municipal assessor to include the value in the next municipal tax of the delinquent parent.
The Superintendent shall see that students and parents are notified annually of their responsibilities under this policy, such as by publication in pupil/parent handbooks.
Legal Reference: 20-A MRSA §§ 6805-6807
Adopted: Prior to 1985
Revised: August 7, 1986; August 4, 1994; January 8, 2009
File: JICC
STUDENT CONDUCT ON SCHOOL BUSES
The law does not relieve parents of students from the responsibility of supervision before the child boards the bus in the morning and after the child leaves the bus at the end of the school day.
Once a child boards the bus—and only at that time—does he/she become the responsibility of the school system. Such responsibility shall end when the child is delivered to the regular bus stop at the close of the school day.
In view of the fact that a bus is an extension of the classroom, the MSAD #11 Board requires children to conduct themselves in the bus in a manner consistent with established standards for classroom behavior.
In cases when a child does not conduct him/herself properly on a bus, such instances are to be brought to the attention of the Director of Operations and Maintenance and the building Principal by the bus driver. The Director of Operations and Maintenance or the building Principal will inform the parents immediately of the misconduct and request their cooperation in checking the child’s behavior.
Children who become a serious disciplinary problem on the school bus may have their riding privileges suspended by the Director of Operations and Maintenance or the building Principal. In such cases, the parents of the children involved become responsible for seeing that their children get to and from school safely.
Legal Reference: 20-A MRSA § 5401
Cross Reference: EEA - Student Transportation Services
Adopted: Prior to 1985
Revised: August 7, 1986; October 19, 1994; January 8, 2009
File: JICC-R
STUDENT CONDUCT ON BUSES RULES
The right of students to ride on the bus depends upon their behavior and the observance of the rules contained herein. Any action which endangers safe operation of the bus may cause the suspension of the student’s right to ride on the bus. Drivers are authorized to enforce the rules and to make other suggestions in line with good citizenship.
Students are expected to observe the following rules:
A. The driver is in full charge of the bus and the students at all times. This is to include the transportation portion of a field trip. The safety of all rests on the driver’s shoulders. Students and all other passengers will obey the driver promptly and respectfully.
B. When the bus is in motion, students are not to stand or move about. Students are to remain seated while approaching their school or their home until the bus comes to a full stop.
C. All students will be ready in the morning 10 minutes before the time the school bus usually arrives at the pick-up point. The bus cannot wait for those who are tardy.
D. During the morning pick-up, students shall be discharged only at the regular designated stops at their schools. Permission shall not be granted to allow students to leave the bus at any other place.
E. During the afternoon drop-off, the driver shall unload students at their designated bus stop.
F. Normal conversation among students is allowed on the bus. Loud, boisterous speech, swearing, shouting out of the windows, and throwing caps, books, paper, or other objects shall not be tolerated.
G. Students shall not extend their arms or head out the windows.
H. Students are asked to refrain from unnecessary conversation with the driver.
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File: JICC-R
I. There shall not be any eating or drinking on the bus while the bus is in motion. If a bag lunch is necessary for a field trip or for athletic competition, the passengers will have an appropriate amount of time to eat on the bus. However, the bus shall not leave until the passengers have finished. The time appropriated for the meal shall be figured into the field trip to allow the bus to return on schedule.
J. Students shall help keep the bus clean. A waste container is provided at the front of the bus.
K. Above all, courteous treatment of the driver and other students will be the rule.
L. Students who cross the road shall cross in front of the bus on the signal from the driver when he/she has determined that all traffic has stopped.
M. No passengers shall be permitted to enter the bus with a gun, weapon, or pyrotechnics.
N. Drivers shall not be permitted to transport with passengers any animals, (exception assistance animals) firearms, explosives, or anything of a dangerous nature.
O. No passenger shall be allowed to use tobacco, chewing tobacco, lighters, or matches on a school bus or any other vehicle that is being used for a school sponsored function.
P. No passenger shall be permitted to enter the bus who is under the influence of alcohol or drugs.
Q. Drivers may assign seats in the bus and passengers will take the assigned seats.
R. Any and all damage done to seats or other equipment on or in the bus will be paid for by the responsible party or parties.
S. Students will be permitted to carry on the bus personal items that can fit into a book bag or grocery style bag. No more than two bags per student will be allowed at any one time.
T. All musical instruments which are deemed too large to be transported safely in the student’s seat will be placed in a location that the driver designates as appropriate.
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File: JICC-R
Disciplinary Consequences for Inappropriate Behavior
A breach of these rules may result in suspension of bus privileges.
A. First Offense: The bus driver will speak with the student about his/her behavior.
B. Second Offense: The bus driver will provide the student’s principal Director of Operations and Maintenance with a completed behavior report. The Director of Operations and Maintenance or the building principal will speak to the student, parents and/or guardians shall be notified and appropriate disciplinary action will be taken.
C. Third Offense: The bus driver will provide the student’s principal Director of Operations and Maintenance with a completed behavior report. The Director of Operations and Maintenance and/or the building principal and the bus driver will meet with the student and his/her parents/guardians. The student’s bus riding privileges will be suspended for a period of time deemed appropriate.
***Steps 1 and 2 may be omitted for any serious violation or any repeated violation.***
Adopted: January 8, 2009
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File: JICH
DRUG AND ALCOHOL USE BY STUDENTS
The MSAD #11 Board of Directors and staff support a safe and healthy learning environment for students that is free of the detrimental effects of drugs and alcohol. Accomplishing this goal requires a cooperative effort among school staff, students, parents, law enforcement, and organizations concerned with the use of drugs and alcohol by school-aged youth.
In order to promote the safety, health, and well-being of students, the MSAD #11 Board endorses a three-pronged approach to address the issue of drug and alcohol use: prevention/ education, intervention, and discipline. It is vitally important for the students, parents, staff, and community members to understand that the MSAD #11 Board considers the use of, possession, purchase, sale, and/or trafficking of drugs and alcohol to be an exceptionally serious infraction which may warrant punishment up to and including expulsion. The Superintendent is responsible for developing appropriate administrative procedures, curricula, and programs to implement this policy.
A. Prohibited Conduct
No student enrolled in and attending any program in MSAD #11 shall distribute, dispense, possess, use, or be under the influence of any alcoholic beverage, malt beverage, fortified wine, or other intoxicating liquor. Nor shall a student manufacture, distribute, dispense, possess, use, or be under the influence of any narcotic drug, hallucinogenic drug or mushroom, amphetamine, barbiturate, marijuana, anabolic steroid, bath salts, any other controlled substance defined in federal and state laws/regulations, any look-alike substance or designer drug such as ecstasy, any substance that is represented to be a controlled substance, or other harmful substances such as aerosol sprays.
These prohibitions apply to any student who is on school property, who is in attendance at school or at any school-sponsored activity, or whose conduct at any time or place directly interferes with the operations, discipline, or general welfare of the school. Students attending school, school-sponsored activities on or off school property shall may be asked to take a breathalyzer test upon request when school staff reasonably suspect that a student may be violating this policy.
This policy does not apply to students taking medications in compliance with MSAD #11 Board Policy JLCD—Administering Medications to Students.
B. Disciplinary Action
Positive test results of an administered breathalyzer test at school functions or school sponsored events shall result in the student’s parents being notified, and the student being expelled from the event.
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File: JICH
Based upon the facts of each case and in accordance with established disciplinary procedure, grades 6-12 principals will suspend students who violate this policy and discuss appropriate next steps with the Superintendent up to and including an expulsion hearing for the first offense. Second offense goes to the Board for an expulsion hearing from school. Students will also be referred to law enforcement authorities for investigation and/or prosecution.
All students who are determined to be selling and/or furnishing drugs and/or alcohol will be suspended pending an expulsion hearing before the MSAD #11 School Board.
When a student is expelled from school for an infraction of this policy, the MSAD #11 Board or the administration may advise the student and his/her parents that the following will be favorably considered when the student applies for readmission: satisfactory evidence, through testing or other means, that the student has remained drug and alcohol- free during the period of expulsion; and satisfactory evidence that the student has participated successfully in an appropriate substance abuse treatment program. See JICH-R—Drug and Alcohol Use by Students Administrative Procedure for further details regarding disciplinary procedures.
C. Prevention/Education
The school district will provide students with appropriate information and activities focused on educating students about drugs and alcohol and preventing their use. Programs shall teach students that the use of drugs and alcohol is wrong and harmful; how to resist peer pressure; and address the legal, social, and health consequences of drug and alcohol abuse.
D. Intervention
MSAD #11 has established Student Assistance Teams to assist students with drug/alcohol problems. Students and parents will be provided with information and referral, if necessary, to aid them in obtaining assistance from appropriate community organizations. Student records concerning interventions shall be kept confidential as required by state and federal laws. The MSAD #11 Board expects parents and students to work in a positive, cooperative fashion to assist students in achieving sobriety and chemical/drug- free behavior.
E. Policy Communication
The Superintendent shall distribute this policy and appropriate related information to staff, students, and parents on an annual basis through handbooks and/or other means selected by the Superintendent and building administrators.
Legal Reference: 21 USC § 812 (Controlled Substances Act) 21 CFR Part 1300.11-15
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File: JICH
Pub.L.No. 101-226 (Drug-Free Schools and Communities Act Amendments of 1989) 17-A MRSA § 1101 42 USC § 290dd-2 42 CFR § 2.1 et seq. 20-A MRSA §§ 1001(9); 4008
Cross Reference: GBEC – Drug-Free Workplace JICH-R – Drug and Alcohol Use by Students Administrative Procedure JICIA – Weapons, Violence and School Safety JKD – Suspension of Students JKE – Expulsion of Students JLCD – Administering Medication to Students JRA – Student Records
Adopted: March 7, 2002
Revised: December 6, 2007; October 2, 2008; November 20, 2008; April 2, 2009; November 4, 2010
Page 3 of 3
File: JICH-R
DRUG AND ALCOHOL USE BY STUDENTS ADMINISTRATIVE PROCEDURE
The following regulations are intended to implement the MSAD #11 Board's policy JICH Drug and Alcohol Use by Students. It is vitally important for the students, parents, staff, and community members to understand that the MSAD #11 Board considers the use of, possession, purchase, sale, and/or trafficking of drugs and alcohol to be an exceptionally serious infraction, which may warrant punishment up to and including expulsion.
A. Responsibilities of School Staff
1. Any staff member who has reason to suspect that a student is violating the MSAD #11 Board's policy on Drug and Alcohol Use by Students has the responsibility to:
a. Take whatever immediate action may be necessary to secure the health and safety of the involved student(s);
b. Confiscate and secure the substance, if in the possession of the student(s) at the time of the incident. Any searches of students and/or their property shall be conducted in accordance with MSAD #11 Board policy and procedures; and
c. Accompany the student to the office and report the incident to the building principal/designee for further action.
2. If a staff member is approached by a student who is seeking help for a problem related to drug and alcohol use, the staff member shall refer the student to the Student Assistance Team, administrator, guidance counselor, or social worker. Staff members are required to maintain confidentiality of information in accordance with applicable laws.
3. If a staff member receives information regarding a student party where drugs and/or alcohol may be used, he/she shall inform the building principal/designee as soon as possible. The building principal/designee shall take appropriate action, including but not necessarily limited to notifying parents and the police of this information.
B. Voluntary Referrals/Self-referrals
A student seeking assistance with a drug and/or alcohol issue may consult with a guidance counselor, social worker, administrator, or member of the Student Assistance Team. The administrator, social worker, and Student Assistance Team (when appropriate) shall meet with the student and determine the appropriate course of action on a case-by-case basis. Students who are not in violation of MSAD #11 Board Policy JICH will not be disciplined for seeking assistance with a drug and/or alcohol issue. Students who have violated MSAD #11 Board Policy JICH may not use the self-referral process to avoid disciplinary action.
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File: JICH-R
C. Concerned Person Referral
A staff member, fellow student, or parent who is concerned about a student's drug and/or alcohol use may consult with a guidance counselor, social worker, administrator or member of the Student Assistance Team. The administrator, social worker and Student Assistance Team (when appropriate) shall meet with the student and determine the appropriate course of action on a case-by-case basis.
D. Disciplinary Action
The building principal shall notify the Superintendent of all violations of the MSAD #11 Board's Drug and Alcohol Use by Students Policy JICH.
1. First Offense
a. Building principal/designee verifies offense.
b. Building principal/designee meets with student and parents.
e. Building principal/designee notifies police.
d. Student and parents meet with administrator. Grades 6-12 building principal/designee refers the matter to the Superintendent for expulsion from school. Principals in Grade PK-5 shall discuss the next steps with the Superintendent.
Middle School and High School students participating in extracurricular activities and athletics are subject to additional consequences as described in the Athletic Handbook.
Discipline for students over the age of 18 enrolled in Adult Education classes will be considered on a case-by-case basis.
4. Readmission Considerations:
When a student is expelled from school for an infraction of this policy, the MSAD #11 Board or the administration may advise the student and his/her parents that the following will be favorably considered when the student applies for readmission: satisfactory evidence that the student has participated successfully in an appropriate substance abuse treatment program.
E. Procedure for School-Sponsored Activities
1. Students attending school-sponsored activities on or off school property shall be asked to take a breathalyzer test upon request when school staff reasonably suspect that a student may be violating the MSAD #11 Board's policy on Drug and Alcohol Use by Students.
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File: JICH-R
2. Remove student from activity and/or return to school.
3. Call parent/guardian to assume responsibility for student.
4. Notify building principal/designee of violation.
5. Follow appropriate steps for disciplinary action in Section D.
F. Procedure for Medical Emergencies
When a student is intoxicated or incapacitated due to drug and/or alcohol use, school procedures for medical emergencies shall be followed.
Adopted: March 7, 2002
Revised: December 6, 2007; October 2, 2008; April 2, 2009
Page 3 of 3
File: JIH
QUESTIONING AND SEARCHES OF STUDENTS
The MSAD #11 School Board seeks to maintain a safe and orderly environment in the schools. School administrators may question and/or search students in accordance with this policy and accompanying administrative procedure.
Students may not bring, possess or store at school any items or substances which are prohibited by law, Board policies and/or school rules, or which interfere with the operations, discipline or general welfare of the school.
Students, their personal property, and their vehicles may be searched upon reasonable suspicion that they possess any items or substances which are prohibited by law, MSAD #11 Board policies and/or school rules, or which interfere with the operations, discipline or general welfare of the school.
When special circumstances exist, including but not limited to a suspected ongoing violation of the MSAD #11 Board’s drug/alcohol or weapons policies, or when a potential threat to safety is identified, school administrators may search groups of students or the entire student body without individualized suspicion.
Student use of all school storage facilities, including but not limited to lockers, desks and parking lots, is a privilege granted by the school. All storage facilities are school property and remain under the control, custody, and supervision of the school. Students have no expectation of privacy in school storage facilities or for any items placed in such storage facilities. School administrators have the authority to inspect and search storage facilities and their contents on a random basis, with or without reasonable suspicion, and without notice or consent. Canine patrols may be used to conduct searches anywhere on school property.
If a search produces evidence that a student has violated or is violating the law, MSAD #11 Board policies and/or school rules, such evidence may be seized and impounded by school administrators and appropriate disciplinary action may be taken. Evidence may be forwarded to law enforcement authorities as required by law or as deemed appropriate by school administrators.
A student who refuses to comply with a search directive may be subject to disciplinary action, including the disciplinary consequences for the suspected violation.
The Superintendent is authorized to develop and implement, with input from legal counsel, administrators, and/or other appropriate persons, any administrative procedures necessary to carry out this policy.
This policy and the accompanying procedure will be included in student/parent handbooks.
Cross Reference: JIH-R Questioning and Searches of Students JICH Drug and Alcohol Use by Students
Page 1 of 2 File: JIH
JICIA Weapons, Violence, and School Safety JK Student Discipline KLG Relations with Law Enforcement Authorities
Adopted: Prior to 1985
Revised: August 7, 1986; October 19, 1994; January 1998; April 1999, December 6, 2007
Page 2 of 2 File: JIH-R
QUESTIONING AND SEARCHES OF STUDENTS ADMINISTRATIVE PROCEDURE
The purpose of this administrative rule is to provide guidelines for the conduct of student questioning and searches by authorized school administrators. These are guidelines only and may be adjusted within reasonable and lawful limits on a case by case basis.
School administrators have the discretion to request the assistance of law enforcement authorities as they deem necessary and in accordance with MSAD #11 Board policy. Law enforcement authorities will not participate in searches except under exceptional circumstances. [NOTE: Administrators should be aware that police generally must have “probable cause” to conduct searches, which is higher standard than “reasonable suspicion”, the standard required of school administrators.]
Any item found during a search that is illegal, violates MSAD #11 Board policies or school rules, or which in the reasonable judgment of school administrators represents a threat to the safety and welfare of the school population shall be seized. Illegal items shall be turned over to law enforcement authorities. Other items shall be stored in a secure location until a determination is made regarding appropriate disposition.
School administrators are required to document all searches and items seized or impounded. The Superintendent and the parents or students involved shall be provided with a copy of such report.
A. Questioning by School Administrators
1. School administrators are under no obligation to notify a student’s parents/guardians prior to questioning a student regarding alleged violations of MSAD #11 Board policies, school rules, and/or federal/state laws. If law enforcement officers are involved, refer to policy KLG – Relations with Law Enforcement Authorities.
2. School administrators shall inform the student of reasons for the questioning and provide an opportunity for the student to respond to any allegations. School administrators shall make a reasonable effort to question the student in a location out of the sight and hearing of other students.
3. If a student fails to cooperate, lies, misleads, or threatens any person during questioning, he/she may be subject to additional disciplinary action.
B. Searches of Students, Personal Property in Students’ Immediate Possession
1. School administrators are authorized to search students and/or personal property in students’ immediate possession, when, in their judgment, there are reasonable grounds to suspect that a student has violated or is violating MSAD #11 Board
Page 1 of 4 File: JIH-R
policies, school rules, federal/state laws, or is interfering with the operations, discipline or general welfare of the school.
2. All searches of students and/or their personal property shall be authorized and conducted by a school administrator in the presence of a witness, except where the circumstances render the presence of a witness impractical. A reasonable effort will be made to conduct searches out of the sight and hearing of other students.
3. Searches should be reasonably related to the suspected violation and no more intrusive than necessary to discover the evidence for which the search was instigated. Searches may include pat downs and searches of the student’s outer clothes (e.g., pockets, jacket, shoes, hat) and personal belongings (e.g., purse, backpack, gym bag, lunch bag). The student may be given the opportunity to open any closed items or items that are not easily accessible to visual search. If the student refuses, the administrator shall open and search the items. If the search produces a reasonable suspicion of the presence of evidence, a broader search may be justified. If a strip search appears to be necessary, law enforcement authorities shall be contacted and conduct the search. The Principal shall consult with the Superintendent before any further action is taken.
4. Searches which disclose evidence that a student has violated MSAD #11 Board policies or school rules will be addressed through school disciplinary procedures. Evidence of violation of federal/state laws may result in school disciplinary action and/or be forwarded to law enforcement authorities for possible investigation/prosecution.
5. School administrators are required to document all searches and items seized/impounded on the Student Search Form or by another reasonable method.
C. Searches of Lockers, Desks, and Other School Storage Facilities
1. School staff, students and parents shall be informed of this policy/procedure on an annual basis.
2. School administrators shall consult with the Superintendent prior to conducting random searches. Students have no expectation of privacy in school storage facilities or for any items placed in such storage facilities. School administrators have the authority to inspect and search storage facilities and their contents on a random basis, with or without reasonable suspicion, and without notice or consent.
3. Searches of individual student lockers, desks, or other storage facilities and their contents based upon reasonable suspicion will be conducted in the presence of the student and a witness, if practical under the circumstances of the search. A reasonable effort will be made to conduct searches out of the sight and hearing of
Page 2 of 4 File: JIH-R
other students. The student may be given the opportunity to open any closed items or items that are not easily accessible to visual search. If the student refuses, the administrator shall open and search the items.
4. Any search which discloses evidence that a student has violated MSAD #11 Board policies or school rules will be addressed through school disciplinary procedures. Searches which disclose evidence that a student has violated Board policies or school rules will be addressed through school disciplinary procedures. Evidence of violation of federal/state laws may result in school disciplinary action and/or be forwarded to law enforcement authorities for possible investigation/prosecution.
5. School administrators are required to document all searches and items seized/impounded on the Student Search Form or by another reasonable method.
D. Patrolling of Parking Lots and Searching Vehicles
1. Students may drive vehicles to school and park in designated areas in accordance with school rules. School administrators retain the authority to patrol parking lots.
2. If school administrators have a reasonable suspicion that a vehicle which a student has parked at school contains evidence that the student has or is violating MSAD #11 Board policies or school rules, or federal/state laws, and/or there is a substantial threat to the welfare and safety of the schools, a school administrator will search the vehicle in the presence of a witness, except where the circumstances make the presence of a witness impractical. law enforcement authorities will be requested to render assistance in accordance with Board policy KLG – Relations with Law Enforcement Authorities.
3. If practical, the student should be present during the search. A reasonable effort will be made to conduct searches out of the sight and hearing of other students. The student may be given the opportunity to open any closed items or items that are not easily accessible to visual search. If the student refuses, the administrator shall open and search the items.
E. Canine Patrols
1. The Superintendent may authorize canine patrols to take place anywhere on school property if he/she deems it advisable to maintain school safety or if there is a reasonable suspicion that drugs, weapons, and/or other illegal substances of items will be found. Canine patrols may include school lockers and/or student vehicles in school parking lots.
Page 3 of 4 File: JIH-R
2. The Superintendent must make requests for canine patrols in writing to the appropriate law enforcement authorities. Only certified dogs and handlers may be used.
3. Whenever possible, canine patrols will be scheduled to minimize disruption of the academic program and risk of contact with students.
4. When canine patrols take place during the school day, teachers will be notified prior to the initiation of a canine patrol to keep students in their classrooms, or designated evacuation area during the patrol. Any students in the parking lot, or anywhere outside of a classroom, prior to a canine patrol will be instructed to report to the school office, appropriate classroom, or evacuation area.
5. All lockers and/or student vehicles will be scanned during a canine patrol. Any locker and/or vehicle identified by the canine patrol will be noted by the school administrators accompanying the patrol.
6. Immediately following removal of the dogs, each area noted during the canine patrol will be searched in accordance with Section C and/or D of this policy. Each search will be conducted by a school administrator in the presence of a witness, except where the circumstances make the presence of a witness impractical.
7. If practical, the student should be present during a search of his/her locker or vehicle. A reasonable effort may be made to conduct the search out of the sight and hearing of other students. The student may be given the opportunity to open any closed items or items that are not easily accessible to visual search. If the student refuses, the administrator shall open and search the items.
Cross Reference: JIH Questioning and Searches of Students JIH-E Student Search Checklist KLG Relations with Law Enforcement Authorities
Adopted: December 6, 2007
Page 4 of 4 File: JIH-E
STUDENT SEARCH CHECKLIST
This checklist is to be completed for each individualized student search incident as soon as possible after the search.
Name/Title of Person Performing Search and Completing Form:
______
Date: ______
1. Who was searched? ______
2. Date, time and location of search ______
3. What factors caused you to have a reasonable suspicion that a search of this student or the student’s possessions would provide evidence that the student has violated or is violating the law, MSAD #11 Board policies or school rules? ______
4. Was student’s consent requested? ______Given? ______[Consent is not required for search to be conducted]
5. What was searched (i.e., person, personal belongings, storage facilities)? ______
6. Witness(es) to search Who witnessed the search? ______
7. What did the search yield? ______A. What evidence was seized? ______B. Was receipt issued for seized items? ______
8. Were police notified? ______
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File: JIH-E
9. Was any evidence released to police? ______A. Who witnessed the search? If yes, what evidence? ______
10. Were parents notified of the search, including the reasons and the scope? ______
A. If yes, how were they notified? ______
B. If no, why not? ______
11. Other relevant facts (if any)______
Signature of Person Performing Search and Completing Form:
______
[NOTE: If search resulted in school disciplinary action and/or referral to law enforcement, this form should be retained in student’s file.
If search did not result in disciplinary action, this form should be retained in separate file in school or superintendent’s office.]
Adopted: December 6, 2007
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File: JJE
STUDENT FUNDRAISING ACTIVITIES
The MSAD #11 Board recognizes that it is responsible for providing through the budget process the resources necessary to support the school district’s instructional program. However, the MSAD #11 Board acknowledges that student organizations may wish to engage in fundraising in order to support their activities, to provide funding for social events and/or student travel, to benefit the school or community, or for humanitarian purposes.
It is the purpose of this policy to provide guidelines for student participation in fundraising activities.
A. Fundraising Guidelines
The following general guidelines apply to fundraising by student organizations. These guidelines and additional considerations shall apply to student participation in fundraising conducted for other purposes.
1. All student fundraising activities must be approved in advance by the building principal. There must be sufficient educational or financial benefits to the school and/or students to justify the fundraising activity.
2. Student fundraising activities must be supervised by a building administrator, teacher or activity advisor.
3. The activity must be one in which schools and students may appropriately engage, and must not subject the schools or students to unnecessary risk or responsibility. In the event there is a question regarding the appropriateness of a proposed activity or the proposed fundraising activity is one that is new to the school system, the building principal shall consult with the Superintendent.
4. Participation by students shall be voluntary.
5. The activity must not be unduly demanding of student or staff time or work. Neither students nor staff should miss instructional time to plan or implement fundraising activities, acquire, demonstrate of distribute products, solicit sales, or to collect or record monies. Students may participate in fundraising activities during non-instructional time, such as lunch periods and before and after school.
6. There shall be no mandatory quotas for product sales or donations.
7. Class time will not be used for distribution of promotional materials.
8. Students participating in fundraising activities are expected to conduct themselves in accordance with MSAD #11 Board policies, school rules and the student code of conduct.
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9. In the interest of student safety, activities involving door-to-door solicitation by elementary level students are prohibited.
10. Club and class dues shall be determined by the club or class officers in consultation with the club or activity advisor. The building principal shall have final authority over the setting of club and class dues.
11. The building administrator and teachers or advisors supervising fundraising activities will be responsible for the collection, monitoring, deposit into student activity accounts, and disbursement of funds raised in accordance with the MSAD #11 Board’s policy DFF, Student Activities Funds Management (or other applicable policy code and title).
12. No student fund raising activities may occur two weeks prior to the start of the Fall athletic season. All athletic student fund raising activities must comply with Maine Principals Association rules.
B. Solicitation of Funds By and From Students for Humanitarian or Charitable Organizations
Student fundraising may be conducted to benefit humanitarian or charitable organizations or purposes only as follows:
1. The fundraising activity or charity drive must be sponsored by a recognized school club or student organization and approved in advance by the building principal.
2. The activity or drive must be supervised by a building administrator, teacher, or coach.
3. Instructional time should not be used for planning or soliciting funds.
4. Class time should not be used for distribution of promotional materials.
5. Participation in or donation to any fundraising activity shall be optional. Under no circumstances will any student be compelled to participate or donate, or be penalized for not participating or donating.
6. Fundraising activities must be conducted in accordance with the guidelines in Section A of this policy.
7. The building administrator or teacher charged with supervising the fundraising activity or drive will be responsible for the collection, monitoring and disbursement of funds raised. Use of any student activity account must be in
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accordance with the MSAD #11 Board’s policy DFF (or other code), Student Activities Funds Management.
C. Use of Students in PTO/Parent Group Fundraisers
The MSAD #11 Board recognizes that PTO’s and other parent groups may wish to involve students in fundraising activities. The following provisions apply to student participation in such activities:
1. Any fundraising activity sponsored by a PTO or other parent group that involves student participation must be approved in advance by the building principal and be conducted in consultation with the building principal and staff.
2. Participation should provide a positive experience for students.
3. Participation by staff and students shall be voluntary.
4. Instructional time will not be used for fundraising activities or solicitations.
5. All activities must be conducted in accordance with the fundraising guidelines in Section A of this policy.
D. Coordination of Fundraising Activities
PTO’s, boosters and other parent groups are encouraged to coordinate their fundraising activities with student organization-initiated fundraisers in order to avoid burdening local businesses and the community.
The MSAD #11 Board encourages the use of a fundraising calendar at each school to assist in spreading fundraisers over the school year.
Cross Reference: DFF-Student Activities Funds Management (alternative code JJF) EFE-Competitive Food Sales JJIBC-Relations with Booster Groups
Adopted: November 6, 2008
Page 3 of 3 File: JJEA
STUDENT PARTICIPATION IN ACADEMIC ORIENTED COMPETITIONS
Students from MSAD #11 often participate in academic-oriented, school-sanctioned activities that provide opportunities to compete at the regional and national level. The MSAD #11 Board wishes to recognize and support students who participate in academic- oriented national competitions such as Destination Imagination and VICA, within its overall budget constraints.
A student or team of students may apply to the MSAD #11 Board for reimbursement of actual expenses incurred in participating in an academic oriented competition up to $250 for an individual or up to $1,000 for a team. Application for reimbursement must be made in writing and include documentation that the student(s) have engaged in fundraising to defray expenses. Such fundraising must have been conducted in accordance with the MSAD #11 Boards policy JJE—Student Fundraising Activities. The MSAD #11 Board will make decisions regarding reimbursement on a case-by-case basis.
Cross Reference: JJE – Student Fundraising Activities
Adopted: October 10, 2002
Revised: January 8, 2009
File: JJI
MSAD #11 PHILOSOPHY OF ATHLETICS
The MSAD #11 Board recognizes the value of athletics as an integral part of the educational program.
The MSAD #11 Board believes that participation in sports provides a significant learning experience and opportunity for personal growth. Learning in sports is closely related to learning in the classroom, supporting the Guiding Principles of Maine’s System of Learning Results. In competition and practice, student athletes learn skills, strategies, relationships, leadership, self-discipline and responsibility. They also learn the importance of setting goals for themselves and the team, and planning how to achieve those goals.
The MSAD #11 Board also believes that participation in sports is related to physical and emotional health and fitness. Sports provide the incentive for developing and maintaining healthy bodies and active minds. Sports promote habits of exercise and good nutrition that can last a lifetime. Participation in sports builds self-confidence and a sense of personal responsibility for making healthy lifestyle choices. Being part of a team also creates a feeling of belonging and offers a supportive network that contributes to emotional well-being.
Based on these beliefs, it is the MSAD #11 Board’s intent that the school district offers students the opportunity to experience developmentally sound athletic programs.
At the high school level, interscholastic athletic programs will be designed to serve the needs of students who have shown that they are developmentally ready for intense competitive experiences. At this level, the purpose of athletic programs is to promote healthy competition, sportsmanship, cooperation, integrity and citizenship. Whenever feasible, sub-varsity programs will be available to students who wish to learn a new sport. The MSAD #11 Board also supports intramural sports as a way to involve students who are not competing in interscholastic activities.
At the middle school level, the school district’s athletic programs will be designed to meet the developmental needs of students through appropriate intramural and interscholastic activities. At this level, athletic programs will emphasize exploration of various sports, the strengthening of fundamental skills, teamwork, sportsmanship, and health and safety. It is the MSAD #11 Board’s intent that the programs promote opportunities for involvement of all team members in practices and play. The MSAD #11 Board supports intramural activities for students not participating in interscholastic activities or when financial, staffing or other concerns require the school to limit the number of students participating in interscholastic activities.
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File: JJI
The MSAD #11 Board will be responsible for approving the school sponsorship of interscholastic athletic programs. The Superintendent/designee (e.g., Athletic Director) shall be responsible for making recommendations concerning the approval of new athletic programs or the modification or elimination of existing programs. The MSAD #11 Board may articulate, through policy, criteria to be considered in decision-making or may delegate the responsibility for developing such criteria to the Superintendent/designee.
Cross Reference: JJIB—Sponsorship and Evaluation of Athletic Programs JJIBA—Hiring and Evaluation of Coaches JJIBB—Sportsmanship JJIBC—Relations with Booster Groups (or alternative code KJA)
Adopted: November 6, 2008
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File: JJIB
SPONSORSHIP AND EVALUATION OF ATHLETIC PROGRAMS
It is the MSAD #11 Board’s desire to offer students athletic programming that provides diverse, developmentally appropriate opportunities and encourages student participation. At the same time, the MSAD #11 Board recognizes that resources may not be available to fund all of the sports in which students and the community have an interest. In order to provide students with meaningful athletic experiences while maintaining high quality, sustainable programs, the MSAD #11 Board adopts this policy governing sponsorship and evaluation of the school district’s athletic programs.
Through sponsorship, the school district assumes responsibility for, and control of, a particular athletic program. Sponsorship requires MSAD #11 Board approval. The school district assumes responsibility only for those interscholastic athletic programs the MSAD #11 Board has designated as school-sponsored.
The MSAD #11 Board will approve for sponsorship only those programs that are consistent with its philosophy and policies and with regulations established by the appropriate governing bodies, including the Maine Principals’ Association (which refers to its regulations as “policies”). Sponsorship does not mean that funding will be provided in whole or in part through the school district’s budget. Sponsorship is required even for activities that may be funded in full by booster organizations.
Sponsorship is required before any team may represent itself using the school name, to be eligible for league play and tournament participation, or to be eligible for school athletic awards.
In order to assess the sustainability of athletic activities, each ongoing activity will be evaluated on at least an annual cycle basis.
The MSAD #11 Board establishes the following process for the approval and evaluation of athletic programs.
A. CRITERIA FOR APPROVAL AND EVALUATION OF ATHLETIC PROGRAMS
The Principal, Assistant Principal/Athletic Director shall be responsible for developing a process for evaluating potential athletic programs and assessing the viability of existing programs. The process shall take into consideration the following factors, which shall be applied consistently to all programs:
1. Student body interest;
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2. Community interest;
3. Gender equity;
4. Impact on facilities;
5. Impact on existing programs;
6. Impact on administration and staff;
7. Expenses;
8. Availability of competition;
9. Potential to field competitive teams;
10. Alignment with MSAD #11 Board philosophy and policies, student/athletic handbooks; and
11. Availability of funds, consideration of extraordinary costs (e.g., rental of facilities, transportation, specialized equipment), and other relevant data.
B. APPROVAL OF NEW ATHLETIC PROGRAMS
Sponsorship of all new interscholastic athletic programs must be approved in advance. The Superintendent shall be responsible for making and supporting recommendations to the MSAD #11 Board during the District budget process prior to the proposed starting date. Recommendations are to be made based on data from the evaluation process.
The MSAD #11 Board may impose conditions that must be met for the program to be approved.
Following initial approval, new programs will be placed on a two-year club status. All club athletic programs must follow MSAD #11 and MPA policies.
During the District budget process, the Athletic Director must submit a report to the MSAD #11 Board including recommendations and support for continued MSAD #11 Board approval. The Board may provide for continuing approval, deny approval, or extend the probationary status for one additional year. Probationary status shall not exceed three years.
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C. EVALUATION OF EXISTING OR ONGOING SCHOOL-SPONSORED ATHLETIC PROGRAMS
Every athletic program will be reviewed on an annual cycle basis.
The purpose of evaluation is to ensure that all existing or previously approved programs continue to meet the standards and criteria established by the MSAD #11 Board.
Based upon the data, the Superintendent shall make a recommendation to the MSAD #11 Board as to whether the program should continue, be suspended for a year or deleted. The MSAD #11 Board may vote to delete any program that it deems no longer sustainable or in keeping with MSAD #11 Board philosophy, standards or criteria.
D. DELEGATION OF AUTHORITY
The MSAD #11 School Board may appoint a program evaluation or review committee to perform evaluations of proposed and existing athletic programs. Any such committee must have a defined purpose and balanced representation including the Superintendent and/or Athletic Director, a high school administrator, a middle school administrator, teachers who are employed as coaches, parents, students and community. Any such committee will use the process for program evaluation.
The committee shall be advisory to the MSAD #11 Board. While it may make recommendations to the MSAD #11 Board, the MSAD #11 Board retains full authority over athletic programs.
Cross Reference: JJI—Philosophy of Athletics JJIBA—Hiring and Evaluation of Coaches JJIBB—Sportsmanship JJIBC—Relations with Booster Groups (or alternative code KJA)
Adopted: November 6, 2008
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File: JJIBA
HIRING AND EVALUATION OF COACHES
The most essential factor in an educationally sound athletic program is a well-qualified coach. The coach is an important link between sports and the instructional program and the principles of Maine’s system of Learning Results, between sports and character development, and between sports in school and long-term health and fitness. It is the intent of the MSAD #11 Board that the school district provide quality coaching in its athletic programs.
A. The MSAD #11 Board’s View of a Well-qualified Coach
Coaching is a special kind of teaching. A coach not only teaches, refines, and reinforces skills, but is also a role model for the student-athletes he/she coaches. Beyond knowledge of the rules and fundamentals of his/her sport, a well-qualified coach will have organizational, communication, motivational and, especially, teaching skills. A well-qualified coach appreciates the influence he/she has as a role model and mentor and conducts him/herself accordingly.
In addition to these fundamentals, a well-qualified coach:
1. Understands that, first and foremost, he/she is a teacher;
2. Is sensitive to the needs of maturing adolescents and assists in their physical, intellectual, social and emotional development;
3. Recognizes that students are diverse in their characteristics and backgrounds including, age, maturity, gender, size and culture and adjusts his/her approach as appropriate;
4. Has a realistic sense of the level at which student athletes should be expected to perform;
5. Promotes sportsmanship, self-discipline and respect, both on and off the playing field at all times;
6. Communicates in a positive manner rather than through intimidation;
7. Encourages competitive spirit, but not a “win at all costs” attitude;
8. Provides a fair opportunity for students to participate in competition;
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9. Recognizes the difference between developmental sports programs and more intensive varsity-level sports;
10. Encourages student athletes to explore various athletic activities, both interscholastic and intramural, rather than to specialize in a single sport at an early age;
11. Recognizes the need for balance in the lives of student athletes, including academic, family and social needs; and
12. Adheres to the same standards of conduct with respect to students as classroom teachers are expected to do.
B. COACHING JOB DESCRIPTIONS
The Superintendent and Athletic Director will be responsible for developing job descriptions for coaches and others on the athletic staff (e.g., assistant coaches, trainers) that are consistent with the MSAD #11 Board’s view of coaching. Job descriptions will be approved by the MSAD #11 Board.
C. HIRING AND ASSIGNMENT OF COACHES
It is the intent of MSAD #11 to hire well-qualified coaches for all of its athletic programs. Because of the relationship between teaching and coaching, it will be the school district’s practice to secure coaches, to the extent practicable, from its teaching staff. If it is necessary to secure individuals from outside the teaching staff, the Superintendent shall employ only those persons deemed to have sufficient knowledge and experience to teach the fundamentals and rules of the sport, experience in working or volunteering with adolescents, and current training in sports first aid and cardio-pulmonary resuscitation (CPR).
The MSAD #11 Board delegates the hiring of coaches to the Superintendent, who then informs the MSAD #11 Board of his/her decisions.
All persons hired as coaches or assistant coaches must have successfully completed, or within two weeks successfully complete, the UMO/MCSC Maine Coaching Eligibility Course or its equivalent and appropriate first aid and CPR training. In addition, all persons hired as high school coaches in activities governed by the Maine Principals’ Association must meet all coaches eligibility requirements established by the MPA.
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All persons hired as coaches for activities governed by the Maine Principals Association (MPA) must agree to follow the MPA Code of Ethics, Board policies, school district and Athletic Department administrative regulations.
Consistent with the MSAD #11 Board’s policies on hiring and nondiscrimination/equal opportunity/affirmative action, the Superintendent will be responsible for developing and implementing procedures for recruiting, selecting, recommending and assigning coaches. No applicant will be hired as a coach or assistant coach without Maine Department of Education approval, including fingerprinting and criminal background check requirements.
Hiring of coaches shall be on an annual or seasonal basis, with no expectation of continued employment in a coaching position.
Coaches may be disciplined or terminated in accordance with MSAD #11 Board policies or administrative regulations.
D. EVALUATION OF COACHES
In an effort to maintain a well qualified coaching staff and the integrity of the school unit’s athletic programming, coaches will be evaluated annually. (At the end of a regular season the sport season they coach).
The Principal and Athletic Director will be responsible for developing and implementing a process for evaluation of coaches. It is expected that the process will include a self-appraisal component, and that the administrative and self- appraisals will include knowledge of sports, coaching skills and techniques, organizational skills, attitudes, communication skills, behavior, and ethics.
Cross Reference: JJI—Philosophy of Athletics JJIB—Sponsorship and Evaluation of Athletic Programs JJIBB—Sportsmanship JJIBC—Relations with Booster Groups (or alternative code KJA)
Adopted: November 6, 2008
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SPORTSMANSHIP
The MSAD #11 Board believes that athletic competition should be a healthful, positive and safe experience for everyone involved, conducted in an environment that teaches values and ethics, strengthens the community, promotes competition without conflict and enriches the lives of athletes. Players should learn to handle winning with grace and losing with dignity. In order to promote core values such as discipline, fairness, responsibility, trustworthiness and citizenship, everyone associated with athletics, including players, coaches, parents and spectators, is expected to exhibit good sportsmanship during athletic competitions.
A. Participants
In exhibiting sportsmanship, student athletes are expected to:
1. Understand and follow the rules of the sport;
2. Recognize skilled performance of others, regardless of the player’s team;
3. Display respect for teammates, opponents, coaches and officials;
4. Respect the judgment of officials and accept their decisions;
5. Refrain from antics, taunting opponents and using insulting language or swearing;
6. Be modest when successful and gracious in defeat; and
7. Recognize that their conduct reflects on their school.
B. Coaches
In exhibiting sportsmanship, coaches are expected to:
1. Recognize that they are role models for students and set a good example for athletes and fans to follow;
2. Abide by the rules of the sport; in letter and in spirit;
3. Treat all participants with respect;
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4. Behave with dignity and self-control;
5. Respect the judgment of officials and accept their decisions;
6. Take corrective action toward any player who intimidates or shows disrespect toward an official or displays unsportsmanlike behavior; and
7. Be modest when successful and gracious in defeat.
C. Spectators, Including Parents, Students, and Community Members
Spectators attending athletic events are expected to:
1. Realize that the main purpose of the competition is the play of the game and that the role of the spectator is one of support;
2. Show positive support to the teams and players for outstanding performances;
3. Show concern for injured players, regardless of which team they are on;
4. Refrain from angry or abusive language or actions toward any player, official, coach or other spectators;
5. Refrain from endangering participants or spectators by throwing objects;
6. Refrain from heckling, taunting or berating players, officials, coaches or other spectators; and
7. Follow all MSAD #11 Board policies and rules pertaining to conduct on school property, including but not limited to those pertaining to tobacco, alcohol, drugs and weapons.
School athletic events are school activities that are part of the educational program. An athletic event is not a public forum. The public is invited to attend athletic events for the purpose of supporting the participants on both teams and the schools they represent. Appropriate behavior by spectators, especially adults, provides a positive model for students and contributes to the value and educational purposes of athletic activities. Negative comments and behavior by spectators are inconsistent with the purposes of athletic activities. School administrators and officials have the authority and discretion to remove any spectators who do not comply with rules of sportsmanship.
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D. Penalties for Inappropriate Behavior
Student athletes who engage in unsportsmanlike behavior will be subject to penalties described in the Maine Principals’ Association Athletic Code or, if the conduct constitutes a violation of MSAD #11 Board policy, school rules or the Student Code of Conduct and/or Student Handbook, to appropriate disciplinary consequences.
Student spectators whose behavior constitutes a violation of MSAD #11 Board policy, school rules or the Student Code of Conduct will be subject to appropriate disciplinary consequences.
Adult spectators who engage in unsportsmanlike behavior or conduct that violates MSAD #11 Board policy may be asked to leave the premises and may be excluded from future events. The administrator in charge of the event may seek the assistance of law enforcement authorities if necessary to ensure the safety of participants, coaches, officials or other spectators or to prevent damage to school property.
E. Notice of Rules
The building administrator and Athletic Director will be responsible for posting spectator rules at the entrance to each interscholastic competition site.
Cross Reference: JJI—Philosophy of Athletics JJIB—Sponsorship and Evaluation of Athletic Programs JJIBA—Hiring and Evaluation of Coaches JJIBC—Relations with Booster Groups (or alternative code KJA)
Adopted: November 6, 2008
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RELATIONS WITH BOOSTER GROUPS
MSAD #11 recognizes the role of booster groups in assisting the schools in enriching athletic and other extracurricular activities and enabling more students to participate in such activities. For the purpose of this policy, a booster group is a parent and/or community group that is organized for the purpose of providing resources to support a particular sport the athletics program or an activity in the school or school system sponsored by the school district, and to support the school in recognizing student accomplishment in athletics and activities.
Only those booster groups that have been approved by the MSAD #11 Board may use the name and or logo of MSAD #11 or its schools. The Superintendent may make recommendations to the MSAD #11 Board concerning the approval of groups seeking booster status.
In order to be approved as a booster group, a group must meet the following criteria:
A. The group must be comprised of adults rather than students. Students may participate in an advisory capacity.
B. The group must provide details of the structure of the organization including its purpose and goals, the intended use of funds generated, the names of its officers and its bylaws;
C. The booster president or designee must make application to the building principal for all uses of school facilities for fund raising projects, in accordance with the MSAD #11 Board’s facilities use policy and procedures;
D. Use of school facilities by the group will comply with all policies and regulations established by the MSAD #11 Board and, as applicable, the Maine Principals Association;
E. No monies collected by booster group fund raising activities will be deposited directly to student athletic/activity accounts;
F. All fundraising activities must be approved in advanced by the Superintendent and building principal;
G. No fundraising activities will be conducted within the school during school hours by the group;
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H. All funds raised by the group must be used to achieve the stated purposes of the group;
I. The group must maintain bank, financial and tax exempt status separate from the school. The organization will provide to the MSAD #11 Board annually or upon request a complete set of financial records or detailed treasurer’s report;
J. Booster groups may not lawfully use the school’s sales tax exemption for purchases or sales;
K. Booster group gifts should enhance activities for both boys and girls. The MSAD #11 Board will consider gender equity and budget implications before accepting booster group donations;
L. Any booster group plan or project that would require expansion, renovation or construction of school facilities or would increase maintenance costs for facilities shall require MSAD #11 Board approval;
M. Any booster group plan to provide awards or recognition to teams or individual students must be approved by the building principal and Superintendent before any public announcement is made;
N. Booster groups will not directly pay coaches or officials; and
O. Booster groups will not select coaches, assistant coaches or activity advisors or influence the selection of coaches, assistant coaches or activity advisors.
The MSAD #11 Board reserves the right to revoke the approval of any booster group if it is found that the group’s operations and purposes are inconsistent with MSAD #11 Board policies.
Cross Reference: EFE—Competitive Food Sales JJI—Philosophy of Athletics
Adopted: November 6, 2008
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File: JKB
DETENTION OF STUDENTS
Teachers and administrators have the authority to detain students after school hours for infractions of classroom or school rules. Before assigning students to detention, the student will be informed of the reason for the detention, and the student will be given an opportunity to explain his/her version of the incident. Teachers/administrators have the discretion to substitute alternative discipline in cases where they deem detention inappropriate. The student’s parents/guardians will be informed of the reason for the detention and requested to make arrangements for the student’s transportation following the detention, if necessary. Except in the case of a student who is 18 years of age or older, the detention will not begin until the parents have been notified. The detention will not begin until the parents are notified, except in the case of a student who is 18 years of age or older.
All students detained for disciplinary purposes will be under the direct supervision of a member of the professional staff or other person designated by the building administrator. Students in detention are expected to use the time constructively to complete school assignments or for other educational purposes. Students who fail to serve a scheduled detention may be subject to additional disciplinary measures.
The Superintendent/designee is authorized to develop and implement any administrative procedures necessary to carry out this policy.
Cross Reference: JK – Student Discipline
Adopted: January 8, 1976
Revised: August 7, 1986; October 19, 1994; January 8, 2009
File: JKF
DISCIPLINARY REMOVAL OF STUDENTS WITH DISABILITIES
When removing students with disabilities from their regular school programs, whether as a result of a suspension, an expulsion, or any other removal covered by state and federal special education laws, it shall be the policy of the local school district MSAD #11 to comply fully with all applicable state and federal special education laws that govern such removals.
The Superintendent, in consultation with the Director of Special Education Services and other school administrators, may develop and promulgate procedures for implementing this policy and may, from time to time, amend those procedures as necessary.
Legal Reference: Ch. 101 § XVII (Me. Dept. of Educ. Rules) (2007)
34 C.F.R. § 300.101, .530-.536 (206)
34 CFR § 300.121; .519-.529 (March 1999, as amended) Me. Spec. Ed. Reg. Ch. 101 § 14 (Nov. 1999, as amended)
Adopted: February 6, 1986
Revised: August 7, 1986; November 3, 1994; November 4, 2004; January 8, 2009
File: JKF-R
DISCIPLINARY REMOVAL OF STUDENTS WITH DISABILITIES ADMINISTRATIVE PROCEDURE
These procedures shall govern disciplinary removals of students with disabilities from their regular school program. These procedures shall be interpreted in a manner consistent with state and federal special education laws and regulations.
A. School administrators may suspend students with disabilities for up to 10 cumulative school days in the school year under the same terms and conditions as students without disabilities are suspended, subject to the limitations set forth below.
1. In the event that a disabled student’s IEP specifically lists a school response other than a suspension that must be followed for a particular type of misconduct, the school administrator shall follow the requirements of the IEP in responding to that misbehavior.
2. When calculating the 10 cumulative school day total, school administrators shall include school days spent in an in-school suspension or removal, unless during that removal the child continued to have access to the general curriculum, to the special education services in his or her IEP, and to participation with non-disabled children to the extent he or she would have in the student’s regular program.
B. After a student with a disability has been removed from his/her current placement for 10 cumulative school days in the same school year, during any subsequent days of removal the school administrator shall consult with at least one of the student’s teachers and then shall arrange for the student to receive a level of educational services during the removal sufficient to enable the student to continue to participate in the general curriculum, although in another setting, and to progress toward meeting the goals listed in the student’s IEP.
C Within 10 school days of any decision to “change the placement” of a student with a disability because of a violation of a code of student conduct, school officials shall hold an IEP team meeting to undertake the following.
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SCHOOL DISTRICT EMPLOYEE REFERENCES
The MSAD #11 Board recognizes that sharing of accurate information about current and former District employees with prospective employers is generally in the best interest of the District and other school Districts as well as employees seeking new employment, but that such disclosures may be restricted by state confidentiality laws and liability concerns. Authorized District supervisors may respond to reference inquiries concerning District employees or former employees who are seeking employment elsewhere as provided in this policy.
The Superintendent and other persons designated by the Superintendent are authorized to provide written or oral references concerning a current or former District employee only if the employee has signed the Authorization to Disclose Information/Release of Claims/Indemnity document attached to this policy. If no such Authorization has been executed, the District shall disclose only “directory information” as defined in 20-A MRSA § 6101. The original signed Authorization shall be retained permanently in the employee’s personnel file.
If the Authorization is revoked in writing by the employee, no further references, apart from directory information, shall be provided with respect to the employee, and both the written revocation and the Authorization shall be retained in the personnel file.
This policy shall apply to both professional and non-professional school unit employees.
Legal Reference: 20-A MRSA § 6101 26 MRSA § 598
Cross Reference: GCQC - Resignation of School Unit Employees
Adopted: February 1, 2007
File: GCQCA-E Adopted: 2/1/2007
AUTHORIZATION TO DISCLOSE INFORMATION/RELEASE OF CLAIMS/INDEMNITY
I, ______, hereby request and authorize M.S.A D. #11 and its past, present, and future school boards, school board members, employees, and agents, both in their individual and official capacities, (hereinafter separately and collectively referred to as the “District”) to provide any information which is directly or indirectly related to my employment and the termination of my employment with M.S.A D. #11 including without limitation information which would otherwise be confidential by statute, contract or otherwise, to anyone making an inquiry regarding my seeking employment. Such information may include facts or opinions about my performance, character, conduct, both at and apart from school activities, and my suitability for various employment positions. The District may provide such information in response to either oral or written requests and may rely on the oral representation of the person requesting information that I am seeking employment. I understand and agree that the District is not required to either notify me when it provides such information or review such information with me and that it does not plan on doing so.
In consideration for the District providing such information, I, for myself, my heirs, successors, assigns, and personal representatives, expressly waive and release the District from any and all claims, including without limitation claims for defamation, emotional distress, invasion of privacy, violations of constitutional rights, violations of statutes or interference with contractual relations (and including claims based on or alleging negligence) which in any way arise out of the District providing the information described above, and I also agree to indemnify and hold harmless the District from any and all expenses, including without limitation reasonable attorneys’ fees which the District may incur as a result of any such claims by me or others. This is not a mutual release; it does not operate as a release of any present or future claims of the District against me.
This authorization/release/indemnity shall remain in effect until receipt by M.S.A D. #11 of a written revocation from me.
I HAVE CAREFULLY READ AND CONSIDERED THIS DOCUMENT BEFORE SIGNING.
______Signature Date File: IC
SCHOOL CALENDAR
The MSAD #11 Board will annually adopt a school calendar. As required by law, the school year shall consist of at least 180 days a year. At least 175 days shall be used for instruction. In meeting the requirement of a 180-day school year, no more than five days may be used for in- service education of teachers, administrative meetings, parent-teacher conferences, records’ days, and similar activities.
The MSAD #11 Board will approve the school calendar for the ensuing school year prior to April 1 of the current school year. The Superintendent will be responsible for publicizing the school calendar through the local newspaper and the District’s website.
Legal Reference: 20-A MRSA § 4801-4805
Adopted: Prior to 1985
Revised: August 7, 1986, February 3, 1994; May 3, 2007 File: IHBAI
INDEPENDENT EDUCATIONAL EVALUATIONS
A parent of a student with disabilities has a right to obtain an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the local school district. An “independent educational evaluation” means an evaluation conducted by a qualified examiner who is not employed by the local school district.
If a parent requests an independent educational evaluation at public expense to challenge an evaluation obtained by the local school district, the school must provide a written response to that request within a reasonable period, not to exceed 30 days of the receipt of the request, and shall, without unnecessary delay, either (1) initiate a hearing with the Maine Department of Education to show that its evaluation is appropriate, or (2) ensure that an independent educational evaluation is provided at public expense, unless the local school district demonstrates in a hearing with the Maine Department of Education that the evaluation obtained by the parent did not meet agency criteria.
If a parent requests an independent educational evaluation at public expense, the public agency may ask for the parent’s reason why he/she objects to the local school district’s evaluation. However, the explanation by the parent may not be required, and the local school district may not unreasonably delay either providing the independent educational evaluation at public expense or initiating a due process hearing to defend the local school district’s evaluation.
If the independent evaluation is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the local school district uses when it initiates an evaluation.
The local school district shall provide to the parent, upon request for an independent educational evaluation, information about where an independent educational evaluation may be obtained and information about the school’s criteria applicable to independent educational evaluations at public expense.
If the parent obtains an independent educational evaluation at private expense, the results of the evaluation must be considered by the local school district, if that evaluation meets the local school district criteria for independent educational evaluations, in any decision made with respect to the provision of a free appropriate public education for the child.
If the parent requests an independent evaluation at public expense when the parent does not disagree with an evaluation provided by the local school district, or when the school has
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File: IHBAI not recently provided an evaluation in the area requested, the parent request shall be referred without unnecessary delay to the PET to determine whether the PET should order an evaluation in the area requested.
Legal Reference: 34 CFR § 300.502 (March 1999) Ch. 101 §§ 9.19, 12.5 (Nov. 1999) (Me. Dept. of Ed. Rules)
Adopted: May 3, 2007
File: IHBAJ
SPECIAL EDUCATION STUDENT OVERSIGHT AGREEMENT
[Sending school district] and [receiving school district] hereby agree to the terms set forth below for monitoring students from [sending school district] who are attending [receiving school district] as tuition students and who have been identified as in need of special education or in need of referral to special education.
A. General Oversight for All Students
Each high school student from [sending school district] will have a report form (Progress Report Form) and grades sent from the receiving high school to the sending school district twice a year to monitor the student’s progress and to keep an accurate account on transfers and dropouts. The sending school district shall designate a person to receive those reports.
The sending school district shall be responsible for contacting each high school guidance department to acquaint them with the Progress Report Form and to instruct them on its use.
In addition, if there is a problem with the student that requires administrative intervention beyond the level of the student’s teacher, the Progress Report Form will be filled out by the designated person documenting the problem. That form will be immediately forwarded to the designated individual at the sending school district. The receiving school district shall also place a phone call to the designated person from the sending school district to ensure that the sending unit is aware of the issue.
Any action taken by the sending district shall be documented on the Progress Report Form.
B. Oversight of Students Referred to PET for Evaluation
1. a. When a student is referred to a Pupil Evaluation Team (PET) or for evaluation, the Director of Special Services of the receiving district will notify the Director of Special Services from the sending school district (or other designated official) by means of the Progress Report Form within five days of the referral.
b. The sending school district will enter the referral into the log to monitor timelines and procedures as they would K-8 referrals.
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2. a. The sending school district shall schedule the PET meeting at a mutually convenient time for all parties and notify the receiving school district and the parents as described in Special Education. Reg. § 8.5
b. Parents will be informed by the sending school district of their procedural safeguards in accordance with Maine Special Education Regulations and will receive notification of meetings scheduled to discuss their child’s school program. Any questions regarding the special education process should be directed to the Director of Special Education in the sending school district (or other designated official).
c. The Special Education Director from the sending school district (or other designated official) will chair the PET meetings held to review evaluations and to make determinations on identification, programming and placement.
C. Oversight of Students Identified as in Need of Special Education
1. a. For those students enrolled in special education, their progress will be reviewed at annual PET meetings, through the general oversight arrangements noted above, and through PET meetings. Either the sending or receiving school district may initiate a PET meeting, although the sending school district shall initiate the annual PET to review and revise the Individual Education Plan (IEP). Whichever school district initiates the PET meeting shall be responsible for scheduling the meeting at a mutually convenient time and for ensuring that notification requirements are met.
b. Parents will be informed of their procedural safeguards in accordance with the Maine Special Education Regulations and will receive notification of meetings scheduled to discuss their child’s school program. Questions regarding the student’s progress or level of need that are raised with the receiving school district should also be relayed to the Special Education Director of the sending school district (or other designated official).
Page 2 of 3
File: IHBAJ
c. Every three years, or more often if determined necessary by the sending school district or the student’s PET, the student will be re-evaluated, as specified in the Special Education Regulations, at the sending school district’s expense. The process of notification will be initiated by the sending school district.
Dated: ______
______Sending School Unit Receiving School Unit
By: ______By: ______
Adopted: May 3, 2007
Page 3 of 3
File: IJNDD
DISTANCE LEARNING PROGRAM
MSAD #11 is a member of the Maine Department of Education Distance Learning Network, a network of schools that uses real-time interactive technology to provide expanded educational opportunities to students and staff. This system enables schools across the State to share course offerings, professional development, ideas, and information regardless of the participant’s geographic location.
The DOE Distance Learning Network is to be used for educational purposes consistent with the mission and goals of the schools. The MSAD #11 Board and administration will consider and address distance learning opportunities and issues when reviewing and developing policies, preparing budgets, and planning for curriculum and professional development. The Superintendent is authorized to enter into agreements with other school units regarding the Distance Learning Network.
All users of the DOE Distance Learning Network facility and participants in distance learning programs are expected to comply with applicable MSAD #11 Board policies, procedures, and school rules. Violations of MSAD #11 Board policies, procedures, and school rules may result in loss of privileges to use the facility or participate in distance learning programs, as well as disciplinary sanctions under the applicable policy or rule.
The Superintendent is responsible for implementing the distance learning program, although specific responsibilities may be delegated to administrators or other appropriate staff at the Superintendent’s discretion.
Cross Reference: EGAD – Copyright Compliance GCSA – Employee Computer and Internet Use Policy IJNDB – Student Computer and Internet Use Policy KF – Community Use of School Facilities
Adopted: June 3, 2004
Revised: May 3, 2007
File: AC
NONDISCRIMINATION/EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION
The MSAD #11 Board is committed to maintaining a workplace and learning environment that is free from illegal discrimination and harassment.
In accordance with applicable Federal and/or State laws and regulations, MSAD #11 prohibits discrimination against and harassment of employees, candidates for employment, students and others with rights to admission or access to school programs, activities or premises on the basis of race, color, sex, sexual orientation, religion, ancestry or national origin, age, genetic information, or disability. For the purpose of this policy, “sexual orientation” means a person’s actual or perceived heterosexuality, bisexuality, homosexuality, or gender identity or expression.
[NOTE: The Maine Human Rights Act (5 M.R.S.A. § 4551 et seq.) prohibits discrimination on the basis of sexual orientation. This policy includes the definition of “sexual orientation” provided in 5 M.R.S.A. § 4553(9-C).]
The MSAD #11 Board delegates to the Superintendent the responsibility for implementing this policy. The MSAD #11 Affirmative Action Plan will include designation of an Affirmative Action Officer who will be responsible for ensuring compliance with all Federal and State requirements related to nondiscrimination. The Affirmative Action Officer will be appointed by the Superintendent and will be a person with direct access to the Superintendent.
The Superintendent/Affirmative Action Officer shall be responsible for ensuring that notice of compliance with Federal and State civil rights laws is provided to all applicants for employment, employees, students, parents and others, as appropriate.
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 (5 MRSA § 4551, et seq.)
Cross Reference: MSAD #11 Affirmative Action Plan ACAA-Harassment and Sexual Harassment of Students ACAB-Harassment and Sexual Harassment of School Employees
Adopted: October 2, 2008 Revised: December 3, 2009, September 1, 2011 File: ACAA
HARASSMENT AND SEXUAL HARASSMENT OF STUDENTS
Harassment of students because of race, color, sex, sexual orientation, religion, ancestry or national origin, or disability is prohibited. Such conduct is a violation of RSU #11 Board policy and may constitute illegal discrimination under state and federal laws.
Harassment
Harassment includes but is not limited to verbal abuse based on race, color, sex, sexual orientation, religion, ancestry or national origin, or disability. Harassment that rises to the level of physical assault, battery and/or abuse is also addressed in the RSU MSAD #11 Board policy JICIA – Weapons, Violence and School Safety.
Sexual Harassment
Sexual harassment includes but is not limited to unwelcome sexual advances, requests for sexual favors or pressure to engage in sexual activity, physical contact of a sexual nature, gestures, comments, or other physical, written or verbal conduct that is gender-based that interferes with a student’s education. School employees, fellow students, volunteers and visitors to the school, and other persons with whom students may interact in order to pursue school activities are required to refrain from such conduct.
Harassment/sexual harassment of students by school employees is considered grounds for disciplinary action, up to and including discharge. Harassment/sexual harassment of students by other students is considered grounds for disciplinary action, up to and including expulsion. The Superintendent will determine appropriate sanctions for harassment of students by persons other than school employees and students.
The Superintendent or Administrator/Supervisor/Affirmative Action Officer will investigate complaints of harassment in accordance with the Student Harassment Complaint Procedure. School employees, students, and parents shall be informed of this policy/procedure through handbooks and/or other means selected by the school administration.
Legal Reference: Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.) Title VI of the Civil Rights Act of 1964 (42 USC § 2000(d)) 5 MRSA §§ 4602; 4681 et seq. 20-A MRSA § 6553
Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAA-R - Student Harassment Complaint Procedure ACAD – Hazing JICIA - Weapons, Violence and School Safety
Adopted: November 2003
Revised: October 6, 2005; December 3, 2009 File: ACAA-R
STUDENT DISCRIMINATION AND HARASSMENT COMPLAINT PROCEDURE
This procedure has been adopted by the RSU MSAD #11 Board in order to provide a method of prompt and equitable resolution of student complaints of discrimination or discriminatory harassment as described in policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAA – Harassment and Sexual Harassment of Students.
Definitions
For purposes of this procedure:
A. A “Complaint” is defined as an allegation that a student has been discriminated against or harassed on the basis of race, color, sex, sexual orientation, religion, ancestry, national origin, or disability; and
B. “Discrimination or harassment” means discrimination or harassment on the basis of race, color, sex, sexual orientation, religion, ancestry, national origin, or disability.
How to Make a Complaint
A. Any student who believes he/she has been discriminated against or harassed should report his/her concern promptly to the Principal/Affirmative Action Officer. Students who are unsure whether discrimination or harassment has occurred are encouraged to discuss the situation with the Principal/Affirmative Action Officer.
B. School staff are expected to report possible incidents of discrimination or harassment of students to the administration. Parents and other adults are also encouraged to report any concerns about possible discrimination or harassment of students.
C. Students and others will not be retaliated against for making a complaint. Any retaliation by students or school staff will result in disciplinary measures, up to and including expulsion or dismissal.
D. Students are encouraged to utilize the school unit’s complaint procedure. However, students are hereby notified that they also have the right to report complaints to the Maine Human Rights Commission, 51 State House Station, Augusta, ME 04333 (telephone: 207-624-6050) and/or to the federal office for Civil Rights, Regional Director, U.S. Department of Education, SW McCormack POCH Room 222, Boston, MA 02109-4557 (telephone: 617-223-9622). U.S. Department of Education, Office for Civil Rights/ED, 5 Post Office Square, Suite
Page 1 of 3 File: ACAA-R
900, Boston, MA 02109-3921 (telephone: 617-223-9622; TDD: 877-521-2172; fax: 617-289-0150).
Complaint Handling and Investigation
A. The Principal/Affirmative Action Officer shall promptly inform the Superintendent and the person(s) who is the subject of the complaint that a complaint has been received.
B. The Principal/Affirmative Action Officer may pursue an informal resolution of the complaint with the agreement of the parties involved. The informal resolution is subject to the approval of the Superintendent, who shall consider whether the informal resolution is in the best interest of the school unit in light of the particular circumstances and applicable policies and laws.
C. The complaint will be investigated by the Affirmative Action Officer unless the Superintendent chooses to investigate the complaint or designates another person to investigate it on his/her behalf. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Superintendent should be submitted to the Chair of the RSU MSAD #11 School Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
1. The person who is the subject of the complaint will be provided with an opportunity to be heard as part of the investigation.
2. If the complaint is against an employee of the school district, any applicable individual or collective bargaining contract provisions shall be followed.
3. Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.
4. The Principal/Affirmative Action Officer shall keep a written record of the investigation process.
5. The Principal/Affirmative Action Officer may take interim remedial measures to reduce the risk of further discrimination or harassment while the investigation is pending.
6. The Affirmative Action Officer shall consult with the Superintendent concerning the investigation, conclusions, and any remedial and/or disciplinary actions.
7. The investigation shall be completed within 21 business days of receiving the complaint, if practicable.
Page 2 of 3 File: ACAA-R
D. If the Affirmative Action Officer determines that discrimination or harassment occurred, he/she shall, in consultation with the Superintendent:
1. Determine what remedial action is required, if any;
2. Determine what disciplinary action should be taken against the person(s) who engaged in discrimination or harassment, if any; and
3. Inform the student who made the complaint in writing of the results of the investigation and its resolution (in accordance with applicable state and federal privacy laws).
E. If the student’s parents/legal guardians are dissatisfied with the resolution, an appeal may be made in writing to the Superintendent within 14 business days after receiving notice of the resolution. The Superintendent shall review the investigation report and may conduct further investigation if deemed appropriate. The Superintendent’s decision shall be final.
Legal Reference: Americans with Disabilities Act (28 CFR § 35.07) Section 504 of the Vocational Rehabilitation Act (34 CFR § 104.7) Title IX of the Education Amendments of 1972 (20 SC § 1681 et seq.) Title VI of the Civil Rights Act of 1964 (PL 88-352) 20 USC § 1232g 34 CFR Part 99 5 MRSA §§ 4571; 4602; 4681 et seq. 20-A MRSA §§ 6001 et seq.
Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAA - Harassment and Sexual Harassment of Students
Adopted: January 9, 1992
Revised: January 7, 1993; November 2003; December 3, 2009
Page 3 of 3 File: GCK
PROFESSIONAL STAFF ASSIGNMENTS AND TRANSFERS
The basic consideration in the assignment of professional personnel will be the needs of students and the instructional program. However, faculty satisfaction with assignments may be expected to have a significant impact on the morale of the professional staff and the effectiveness of the total educational program.
Therefore, it will be the policy of the MSAD #11 Board that personnel be assigned on the basis of their qualifications, the needs of the district, and their expressed desires. When it is not possible to meet all of these conditions, an employee will be assigned first in accordance with school system needs—where the administration feels the employee is most qualified to serve, and second, regarding the preference of the employee.
Care will be exercised by the Superintendent and other district administrators to ensure that the school is well staffed with effective teachers.
Within the school, a Principal will have the right to assign classes and courses, provided this is done with full regard to the teacher’s area of certification and MSAD #11 Board policies. He/she will also recommend to the Superintendent assignments to any extra-pay positions in his/her school.
A transfer, reassignment, or special assignment may be requested by any employee, which will be given due consideration in accordance with the provisions of this policy.
Cross Reference: GCP - Professional Staff Promotions and Reclassifications
Adopted: February 1, 2007
File: GCMA
TEACHER PREPARATION TIME
The MSAD #11 Board recognizes that, in addition to assigned classroom responsibilities; teachers devote a considerable number of hours each week to a variety of tasks that contributes to student learning. These preparation tasks may include preparing for classes, enriching the school environment, correcting assignments, working with individual students or small groups, returning contracts from parents and other staff, meeting with other staff about individual students or planning instructional programs, and paperwork that cannot be done during instructional time.
The MSAD #11 Board supports the provision of reasonable teacher preparation time within the school day in accordance with the following guidelines:
A. Except in cases of inclement weather or other emergency:
1. Whenever possible in the judgment of the principal without overburdening available educational technicians, elementary school teachers shall receive a minimum of 30 minutes preparation time in lieu of performing daily lunchtime duties, in addition to the three preparation periods per week when students are scheduled to be with itinerant teachers. Any lunchtime duties will be assigned to teachers on an equitable rotating basis.
2. Whenever possible, middle school and high school teaches will receive at least 400 minutes bi-weekly for preparation time, during the student day.
B. In cases of inclement weather, educational technicians will to the extent possible in the judgment of the principal without overburdening them be used on a rotating basis to cover as many classrooms as possible before teachers are asked or assigned, on an equitable rotating basis, to provide such coverage.
As used in this policy, the term “inclement weather” means weather conditions, which do not permit students safely to leave the school building and be supervised outdoors.
C. In emergencies, teachers are expected to provide duty coverage, which will be arranged by building administrators on an equitable rotating basis. At the elementary level, educational technicians will to the extent possible in the judgment of the principal without overburdening them first be used to provide such coverage before it is assigned to teachers.
The term “emergency” includes cases where staff is unavailable as a result of sick leave or other reason.
Adopted: November 15, 2001
Revised: September 2, 2004; April 2, 2009 File: GCQC
RESIGNATION OF SCHOOL DISTRICT EMPLOYEES
The MSAD #11 Board authorizes the Superintendent to accept all employee resignations. Such acceptance shall be effective when first communicated to the employee orally or in writing. Acceptance shall be confirmed in writing to the employee. The resignation and its acceptance should be reported as information to the MSAD #11 Board at the next regular or special meeting.
Cross Reference: GCQCA – School District Employee References
Adopted: February 2, 1984
Revised: June 5, 1986; August 5, 1993; February 1, 2007
File: GCS
PROFESSIONAL RESEARCH AND PUBLISHING
The MSAD #11 Board considers that the school system has proprietary rights to publications, instructional materials and devices prepared by employees during their paid work time. However, the MSAD #11 Board also recognizes the importance of encouraging its professionals’ writing, research and other creative endeavors.
When original materials are developed by employees or staff committees during working time, or as part of regular or special assignments for which they are paid, the school system will have sole rights in matters of publication or reproduction; however, identity of the employee(s) who created the materials will be clearly recognized and noted.
In situations where the proprietary rights to material is in doubt—as, for example, when original instructional materials have been developed partially during working time or as part of a paid assignment and partially during the staff member’s own time— arrangements will be made for the appropriate assignment of rights and any profits.
However, a staff member may use his/her background of knowledge of district programs and operations in professional writing of any type, without the MSAD #11 Board claiming any rights to the materials or authority to approve them prior to publication, except that articles purporting to represent school system policy will be cleared by the Superintendent who may, if the subject warrants, seek MSAD #11 Board clearance.
Adopted: February 1, 2007
File: GDA
SUPPORT STAFF POSITIONS
MSAD #11 shall employ nonprofessional personnel in positions that function to support the educational program of the schools. All such support staff positions in the school system shall be established initially by the MSAD #11 Board. For each new position, the MSAD #11 Board will review an initial job description as prepared by the Superintendent.
Support staff employees shall be those who work in the following general areas:
A. Secretarial Administrative assistant staff;
B. Educational technicians (teacher aides/teacher assistants—full-time or part- time);
C. Custodial staff;
D. Maintenance staff;
E. Pupil transportation staff;
F. Food services Child nutrition staff;
G. Coaches; and
H. Other extra/co-curricular, part-time, extra-duty positions.
Although positions may remain temporarily unfilled, or the number of persons holding the same type of position reduced in event of de-staffing requirements, only the MSAD #11 Board may abolish a position that it has created.
Adopted: Prior to 1985
Revised: June 5, 1986; August 5, 1993; February 1, 2007
File: ID
SCHOOL DAY
The MSAD #11 Board believes that direct contact between teachers and students is essential to student learning and achievement. It is the MSAD #11 Board’s intent to provide for each level in the student body maximum instructional time within the instructional day.
For the purpose of this policy, “instructional day” means a school day during which both students and teachers are present, either in a school or in another setting, and “instructional time” is the portion of the school day that is devoted to the teaching-learning process. Instructional time is not considered to include homeroom periods, opening exercises, recess, lunchtime, passing times, extracurricular activities, and the like.
The number of school days shall meet or exceed the State requirement and be set annually by the MSAD #11 Board and included in the school calendar. Abbreviated days to be included for in- service, conferences, etc., shall be kept to a minimum.
A. High School Level (Grades 9-12)
The instructional day shall consist of 4 teaching periods, each 80 minutes in length. Double or continuous laboratory periods, block scheduling, and the like, may be approved by the Superintendent. Appropriately-conducted study halls, individually scheduled for the needs of the students, shall be recognized as within the instructional day. The school year shall include at least 963 instructional hours.
B. Middle School Level (Grades 6-8)
The instructional day shall consist of 6 5 hours and 30 minutes, appropriately divided and scheduled according to the school unit’s middle school philosophy. The school year shall include at least 1030 963 instructional hours.
C. Elementary School Level (Kindergarten – Grade 5)
The instructional day for grades one kindergarten and higher shall consist of 6 5 hours and 30 minutes. The school year shall include at least 1138 963 instructional hours.
D. Pre-Kindergarten
Instructional time for pre-kindergarten shall be 3 hours per session for 4 days/week.
Page 1 of 2
File: ID
Legal Reference: 20-A MRSA § 4801 Ch. 125 § 6.01 (Me. Dept. of Ed. Rule)
Adopted: Prior to 1985
Revised: August 7, 1986; February 3, 1994; May 3, 2007
Page 2 of 2
File: IHBA
INDIVIDUALIZED EDUCATION PROGRAMS (IEPs)
It shall be the policy of the school district MSAD #11 to maintain a complete individualized education program (IEP) for each student who has been identified with a disability and in need of special education services under state and federal special education laws, and who is in attendance in the MSAD #11 public schools. The school district MSAD #11 shall develop these IEPs in a manner consistent with the procedural requirements of state and federal special education laws.
Student IEPs shall be reasonably calculated to provide the identified student with educational benefits in the least restrictive educational environment. The school district MSAD #11 shall ensure that such the student’s IEP are in effect within 30 days of when a student is first identified as in need of special education services and that such IEPs are reviewed at least annually, as prescribed by state and federal special education laws. is implemented no later than 30 days after the IEP Team’s initial identification of the student as a child with a disability in need of education and supportive services. All identified children with disabilities shall have a current IEP in effect at the start of each school year.
If MSAD #11 is unable to hire or contract with the professional staff necessary to implement a child’s IEP, it will reconvene an IEP Team to identify alternative service options. This IEP meeting shall occur no later than 30 days after the start of the school year or the date of the IEP Team’s development of the IEP. The IEP Team shall determine any amendments to the IEP necessary to reflect the inability to commence services as originally anticipate by the IEP Team.
All IEP’s must be reviewed at least annually, as prescribed by state and federal special education laws.
Legal Reference: 20 USC §§ 1414(d) 34 CFR § 300.340-.350 (Mar. 1999) 300.320-.328 (2006) Ch. 101 §§ 1.4, 10.1-10.5 (Nov. 1999) (Me. Dept. of Ed. Rules) Maine DOE Rule Ch. 101 § IX (3) (July 2011)
Adopted: February 3, 1994
Revised: November 4, 2004; May 3, 2007
M.S.A.D. #11 File: IHBAC
RSU #11 CHILD FIND Policy
RSU MSAD #11 seeks to ensure that all children within its jurisdiction are identified, located and evaluated who are school-age five through the school year in which they turn 20 and who are in need of special education and supportive assistance, including homeless children, state wards, state agency clients, students who have been suspended or expelled, children attending private schools receiving home instruction, children incarcerated in county jails, children who have the equivalent of 10 full days of unexcused absences or seven consecutive school days of unexcused absences during a school year, highly mobile children (including migrant or homeless), and children who are suspected of being disabled and in need of special education and supportive assistance even though they are advancing from grade to grade.
MSAD #11 is responsible for Child Find for resident students attending private or public schools through public tuition payments or public contract and shall meet this duty either through appropriate arrangements with the receiving school unit or through direct child find services by district personnel or contracted personnel.
The school unit’s MSAD #11’s Child Find responsibility shall be accomplished through a unit wide process which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the IEP team.
This Child Find process shall include obtaining data on each child through multiple measures, direct assessment, and parent information regarding the child’s academic and functional performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing and cognitive skills. RSU MSAD #11 may schedule child find activities during its annual kindergarten enrollment to assist in planning for necessary special education and related service at the start of the school year. If screening occurs in the spring prior to school entry, RSU MSAD #11 will refer the child to the regional Child Development Services (CDS) site within 10 school days.
If the Child Find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the Individual Educational Plan (IEP) Team to determine the student’s eligibility for special education services.
School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and supportive services in order to benefit from regular education. Such a referral should follow the school unit’s pre-referral and referral policy.
Legal Reference: 34 CFR § 300.125 (1999) Ch. 101 §§ 7.1-7.10 (1999) (Me. Dept. of Ed. Rules) 34 C.F.R. §300.111 (2006) Maine DOE Rule Ch. 101 § IV(2) (2008 July 2011)
Page 1 of 2 File: IHBAC
Adopted: April 7, 1994
Revised: November 4, 2004; May 3, 2007; December 3, 2009
Page 2 of 2 File: IHBAJ-E
PROGRESS REPORT FORM
Date: ______High School: ______
Student’s Town Responsible Name: ______for Student: ______
Address: ______Send to Attention of: ______
Fill Out Relevant Portion
A. January Progress _____ June Progress _____
____ No concerns at this point ____ The following concerns (academic/special) exist:
______
Please attach a copy of this semester’s rank card.
B. Concerns with the student:
____ Transferred to another high school. Date: ______Moved to another town. Date: ______Has been absent for more than 10 school days. Dates of absence: ______Has been removed for disciplinary reasons. Date: ______Referred to an alternative program. ____ Referred to Student Assistance Team. ____ Has been referred by staff or parent/guardian for consideration as a possible special needs student. ____ Other
Page 1 of 2
File: IHBAJ-E
Summary of action to be taken in response to concerns: ______
Adopted: May 3, 2007
Page 2 of 2 File: IHBAK
LIFE-SUSTAINING EMERGENCY CARE
A primary concern of the school district shall be MSAD #11 is with the health and safety of its students. In emergency situations involving accident or illness, school employees should undertake reasonable efforts to provide first aid or life-sustaining emergency care to the extent of their knowledge and training, and/or to seek the assistance of school medical personnel or other staff members to obtain emergency assistance for the student.
For those students who may present an ongoing need for medical interventions at school, including a need for life-sustaining emergency care, school personnel shall convene a team meeting for the purpose of developing an individualized plan to address the student’s specialized health needs. The team should include persons at the school who are knowledgeable about the student, as well as the student’s parents and a school administrator. The team may consider requests from the parents that alternative forms of life-sustaining emergency care be used as part of that plan, but those requests must be substantiated by specific medical documentation from the student’s physician. The team shall not approve a parental request to deny all life-sustaining emergency care for a student, but may specify that only certain types of intervention are appropriate in a particular situation.
For the purpose of this policy, “life-sustaining emergency care” means any procedure or intervention applied by appropriately trained school staff that may prevent a student from dying who, without such a procedure or intervention, faces a risk of imminent death. Examples of life- sustaining emergency care include: efforts to stop bleeding, unblocking airways, mouth-to- mouth resuscitation, and cardiopulmonary resuscitation (“CPR”).
Legal Reference: 29 USC § 794(a)
Cross Reference: JLCE – First Aid and Emergency Medical Care
Adopted: February 2, 1995
Revised: May 3, 2007
File: IHBAL
GRIEVANCE PROCEDURE FOR PERSONS WITH DISABILITIES
The MSAD #11 Board has adopted this grievance procedure to provide a local avenue for persons with disabilities to raise concerns about whether MSAD #11 is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedure is intended to meet the requirements of the federal Rehabilitation Act (34 CFR § 104.7(b)) and the federal Americans with Disabilities Act (28 CFR § 35.107(b)).
Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator, Assistant Director of Special Services, 150 Highland Avenue, Gardiner, Maine 04345, (207) 582-7366.
Step One
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 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance. The principal’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
Step Two
If dissatisfied with the response, the grievant may obtain a review by the Superintendent of the principal’s decision.
The grievant must request that review within 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 15 working days. Extensions of 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.
Page 1 of 2 File: IHBAL
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 15 working days of the decision by the Superintendent. The 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.
Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator, Assistant Director of Special Services, 150 Highland Avenue, Gardiner, Maine 04345, (207) 582-7366.
This notice is available in large print and on audiotape from the ADA/504 compliance coordinator.
Adopted: ______
Page 2 of 2 File: IHBAJ-E
PROGRESS REPORT FORM
Date: ______High School: ______
Student’s Town Responsible Name: ______for Student: ______
Address: ______Send to Attention of: ______
Fill Out Relevant Portion
A. January Progress _____ June Progress _____
____ No concerns at this point ____ The following concerns (academic/special) exist:
______
Please attach a copy of this semester’s rank card.
B. Concerns with the student:
____ Transferred to another high school. Date: ______Moved to another town. Date: ______Has been absent for more than 10 school days. Dates of absence: ______Has been removed for disciplinary reasons. Date: ______Referred to an alternative program. ____ Referred to Student Assistance Team. ____ Has been referred by staff or parent/guardian for consideration as a possible special needs student. ____ Other
Page 1 of 2
File: IHBAJ-E
Summary of action to be taken in response to concerns: ______
Adopted: May 3, 2007
Page 2 of 2 File: IHBAK
LIFE-SUSTAINING EMERGENCY CARE
A primary concern of the school district shall be MSAD #11 is with the health and safety of its students. In emergency situations involving accident or illness, school employees should undertake reasonable efforts to provide first aid or life-sustaining emergency care to the extent of their knowledge and training, and/or to seek the assistance of school medical personnel or other staff members to obtain emergency assistance for the student.
For those students who may present an ongoing need for medical interventions at school, including a need for life-sustaining emergency care, school personnel shall convene a team meeting for the purpose of developing an individualized plan to address the student’s specialized health needs. The team should include persons at the school who are knowledgeable about the student, as well as the student’s parents and a school administrator. The team may consider requests from the parents that alternative forms of life-sustaining emergency care be used as part of that plan, but those requests must be substantiated by specific medical documentation from the student’s physician. The team shall not approve a parental request to deny all life-sustaining emergency care for a student, but may specify that only certain types of intervention are appropriate in a particular situation.
For the purpose of this policy, “life-sustaining emergency care” means any procedure or intervention applied by appropriately trained school staff that may prevent a student from dying who, without such a procedure or intervention, faces a risk of imminent death. Examples of life- sustaining emergency care include: efforts to stop bleeding, unblocking airways, mouth-to- mouth resuscitation, and cardiopulmonary resuscitation (“CPR”).
Legal Reference: 29 USC § 794(a)
Cross Reference: JLCE – First Aid and Emergency Medical Care
Adopted: February 2, 1995
Revised: May 3, 2007
File: IHBAL
GRIEVANCE PROCEDURE FOR PERSONS WITH DISABILITIES
The MSAD #11 Board has adopted this grievance procedure to provide a local avenue for persons with disabilities to raise concerns about whether MSAD #11 is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedure is intended to meet the requirements of the federal Rehabilitation Act (34 CFR § 104.7(b)) and the federal Americans with Disabilities Act (28 CFR § 35.107(b)).
Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator, Assistant Director of Special Services, 150 Highland Avenue, Gardiner, Maine 04345, (207) 582-7366.
Step One
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 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance. The principal’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
Step Two
If dissatisfied with the response, the grievant may obtain a review by the Superintendent of the principal’s decision.
The grievant must request that review within 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 15 working days. Extensions of 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.
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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 15 working days of the decision by the Superintendent. The 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.
Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator, Assistant Director of Special Services, 150 Highland Avenue, Gardiner, Maine 04345, (207) 582-7366.
This notice is available in large print and on audiotape from the ADA/504 compliance coordinator.
Adopted: ______
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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 the school district in which the student resides 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 the administrative district in which the student resides 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 the administrative district in which the student resides or through other arrangements approved by the Commissioner. If the test is administered through the administrative district in which the student resides, that administration must be agreed to by the Superintendent of the administrative district prior to submission of the written notice of intent to provide home instruction;
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2. A test developed by the Superintendent/designee of the administrative district in which the student resides appropriate to the student’s home instruction program, which must be agreed to by the Superintendent of the administrative district 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 of the administrative district in which the student resides that includes one administrative district 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 of the administrative district in which the student resides 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 § 6001 (dissemination of information); the federal Family Educational Rights and Privacy Act of 1974, 20 USC § 1232g (2002); and the federal Education for All 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.
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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 the school district who are receiving equivalent instruction, as provided in Department of Education rules.
Legal Reference: 20-A MRSA§ 5001-A 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 3, 1985
Revised: August 7, 1986; May 2, 1991; March 10, 1994, March 5, 2004; May 3, 2007
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HOME SCHOOLING—PARTICIPATION IN SCHOOL PROGRAMS
The MSAD #11 School Board acknowledges the provisions for equivalent instruction under Maine law. The MSAD #11 Board further recognizes the Legislature’s statement “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.”
In addition, it is the intention of the MSAD #11 Board to, “cooperate in the home instruction of any child who resides in the school administrative district to the degree that the level of cooperation does not interfere with the responsibilities to the students enrolled in MSAD #11 regular programs.” Furthermore, participation of students in such school programs shall be limited to home-schooled students whose home instruction programs are in compliance with applicable Maine law and Department of Education regulations.
In order to maintain an efficient and orderly school program, the MSAD #11 Board directs the Superintendent/designee to develop procedures, as appropriate, regarding the availability of school system resources and services to home-schooled students who would otherwise be eligible to attend school in MSAD #11. 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, this school district shall make available to home-schooled students, in a form determined by the school, information regarding access to public school activities and attendance at the school district’s schools. This information must 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/ designee. Approval may not be unreasonably withheld.
2. The student shall demonstrate prior satisfactory academic achievement consistent with school district policy and procedures applicable to all students. Page 1 of 6 File: IHBGA
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/guardian or student. However, the student may use the same transportation as all other students in the school district as long as additional expenses are not incurred and vehicle capacity is not exceeded.
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(s) 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/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/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 must be guided by the following.
A. For students who transfer into school from an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value of the student’s prior educational experience toward meeting these standards.
B. Appropriate school staff may make recommendations concerning placement based on, but not limited to, factors such as the student’s completed curricula and record of achievement, conferences with the student’s parent/guardian, and administration of tests.
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C. The final grade placement decision shall be made by the principal. The principal’s decision may be appealed to the Superintendent, whose decision shall be final.
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 and, as deemed necessary, to make a reasonable determination that the requisite academic standards have been met, and collect from parents actual samples of coursework (e.g., homework, papers, examinations). The principal may also direct that a test or tests be administered to help determine the student’s progress toward meeting the content standards of the Learning Results for the purpose of determining an appropriate grade level. 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 the school district, 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 the school district 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 public 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 the school unit.
D. The use is directly related to the student’s academic program.
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E. The use of potentially hazardous areas, such as shops, laboratories, and gymnasiums, is supervised by a qualified employee of the school unit, approved and assigned by the Superintendent.
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 must be granted. Participation in such examinations must be in compliance with all rules and procedures governing testing conditions in the school district.
IX. ACADEMIC CREDIT
A student receiving home-school instruction must receive academic credit subject to the following requirements.
A. Academic credit for individual courses must be awarded if the student meets required academic standards applicable to all students enrolled in the same course.
B. Academic credit must 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 the 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(2)(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 non-approved private schools, at private schools that elect not to meet requirements under 20-A MRSA § 2901, or through other equivalent instruction programs must be evaluated on the merits of the documentation provided. The principal and guidance staff shall conduct these evaluations on request made by the student or the student’s parent/guardian. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.
D. For students who transfer into a secondary school from another state or an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value Page 4 of 6 File: IHBGA
of the prior educational experience toward meeting the standards through the local assessment system.
E Awarding of a high school diploma by the local school is conditioned upon the student’s demonstration of having satisfied all specific course credit and other requirements established by the MSAD #11 Board. The MSAD #11 Board may establish resident credit requirements as a precondition for the awarding of a local school unit diploma.
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.
XII. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
Students receiving home-school instruction are eligible to try out for extracurricular activities sponsored by the school district, 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 must be made available upon request by the school district. The school principal is authorized to collect from the student’s parent/guardian actual samples of coursework (e.g., homework, examinations, etc.) as he/she deems necessary in order to make the determination that the necessary academic standards have been met.
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.
D. The student abides by the same transportation policy as regularly enrolled students participating in the activity.
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XIII. STANDARDS FOR PARTICIPATION WHEN TUITION PAYMENT TO ANOTHER UNIT IS REQUIRED
If and when the school unit does not provide academic instruction for specific grade levels, the following applies for students enrolled in an approved program of equivalent instruction.
A. Class participation. The home-schooled student or the student’s parent/guardian shall request authorization from the resident local school unit to apply to another school unit for permission to participate in classes or activities in that other school unit.
B. Tuition payment. Tuition payments for home-schooled student participation in a local school unit, including attendance at an applied technology center or an applied technology region other than the applicant’s resident district is the responsibility of the home-schooled student, the student’s parent/guardian, or the student’s resident school administrative unit, in accordance with school unit policy. Participation may not be unreasonably withheld.
C. Participation eligibility. A tuitioned, home-schooled student is subject to the rules relating to eligibility for participation in co-curricular or extracurricular activities as may apply at the receiving school unit.
D. Interscholastic activities. A tuitioned, home-schooled student attending classes in more than one receiving school unit is not eligible for participation in interscholastic activities at any local school unit.
XIV. APPEALS
Appeals from administration and application of the MSAD #11 Board policy are heard by the MSAD #11 Board, whose decision is final and binding. Appeals that question the MSAD #11 Board policy compliance with legal requirements must be made to the Commissioner, whose decision is final and binding.
Legal Reference: 20-A MRSA §§ 5001-A(3), 5021-5025 Ch. 127, 130 (Me. Dept. of Ed. Rules)
Cross Reference: IHBG Home Schooling IHBGB Special Education Services for Students in Private Schools or Home Schooling
Adopted: March 5, 2004
Revised: May 3, 2007
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SUPPLEMENTAL STATEMENT OF RIGHTS FOR PRIVATE SCHOOL/ HOME SCHOOLING STUDENTS WITH DISABILITIES
If you are a parent of a child with disabilities, or suspect that your child may have a disability that is covered by state or federal special education laws, and your child is in a private school or an approved home schooling program, you have the following rights:
A. A parent/guardian has the right to have his/her child located, identified and evaluated by the school district MSAD #11 as a possible special education student, including referral of the student to an Pupil Evaluation Team (PET) IEP Team to determine whether the student qualifies as a special education student, and to be re-evaluated at least every three years to determine your child’s continued eligibility for special education. The school district’s child find and referral obligations toward the student your child while he/she is parentally placed in a private school/home school program located in MSAD #11 are the same as for students enrolled in public school, as described in the attached special education “Procedural Safeguards Statement.”
B. Students with disabilities who have been parentally placed enrolled in private schools or in home schooling programs within MSAD #11 do not have an individual right to special education and related services while enrolled in the private school or home schooling program.
C. The school district has an obligation to consult with representatives of private school and home schooling students with disabilities on how to carry out the school district’s duty to locate, identify and evaluate all private school/home schooling students with disabilities and also to consult in a timely way on:
1. Which students will receive services;
2. What services will be provided;
3. How and where the services will be provided; and
4. How the services will be evaluated.
D. The school district has a duty to expend on the pool of identified private school/home schooling students with disabilities an amount at lease equal to the percentage of federal special education dollars received by the school district as that group of students represents of the overall number of special education students.
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E. The school district shall make the final decisions with respect to the services to be provided to eligible private school/home schooling students with disabilities.
F. For any private school/home schooling student with a disability to whom the school district decides it will provide services, the school district shall initiate and conduct a meeting of the PET to develop, review and revise a services plan detailing the special education and related services to be provided and including goals for measuring the outcome of such services. To the extent appropriate, the Team shall develop the services plan in a manner consistent with development of an Individualized Education Program.
G. Parents may file a complaint with the Maine Department of Education, Division of Special Services (287-5950) alleging that the school district has failed to comply with any of its obligations toward private school/home schooling students. Parents have a right to a due process hearing from the Maine Department of Education only on issues relating to the school district’s duty to locate, identify and evaluate all private school/home schooling students with disabilities.
H. As a resident of the local school district, the parent/guardian has a right to enroll his/her child in the local public school. If at any time the parent chooses to do so and his/her child is a student with a disability, the PET will meet to review and/or develop an IEP for implementation upon enrollment of the child in public school. If the child is enrolled in public school, the parent/guardian and his/her child are entitled to all the rights set forth in the school district’s attached special education Statement of Rights.
I. If a parent would like a complete copy of the state and federal regulations addressing the duties of the school district toward private school/home schooling students with disabilities, please contact the special education office at the school district or the Maine Department of Education, Division of Special Services (287- 5950). If a parent has any concerns about his/her child, please address those concerns in writing to:
Director of Special Education MSAD #11 150 Highland Ave. Gardiner, ME 04345
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or telephone the Office of Special Education at [number] and ask to speak with [name]. Questions may also be addressed to the Maine Department of Education, Division of Special Services, at 287-5950.
C. When designing and implementing special education services for parentally placed, private school children attending private schools within the school unit, the school unit has an obligation to consult in a timely and meaningful manner with representatives of those children and with private schools regarding the following issues:
1. The childfind process itself, and whether parentally placed private school and home school students participate in that process equitably, and how parents of these children and private schools are notified of the process;
2. How the public school determines the proportionate share of federal dollars that will be spent;
3. The consultation process itself, including how that process will operate throughout the school year so as to ensure meaningful participation in services;
4. How, where, and by whom special education and related services will be provided, including the types of services and how such services will be apportioned if funds are insufficient to serve all children, and how and when these decisions will be made; and
5. If the local unit disagrees with views of private school officials on the provision and types of services, the local unit will provide a written explanation of the reasons why the local unit made the decisions that it did.
D. MSAD #11 has a duty to expend on the pool of identified parentally-placed, private school students with disabilities an amount that is the same proportion of the school unit federal special education dollars as the number of those students is to the overall total number of students with disabilities within the school unit’s jurisdiction. If some of those funds are not expended in a given year, the school unit must carry over unspent funds to the following year for expenditure on these services.
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E. The school unit, not the IEP Team, shall make the final decisions with respect to the services to be provided to eligible parentally-placed, private school students with disabilities, following timely and meaningful consultation as described in Paragraph C. above.
F. For any parentally-placed, private school student with a disability for whom the school unit decides that it will provide services, the school unit shall initiate and conduct a meeting of the IEP Team to develop, review, and revise a services plan detailing the special education and related services to be provided and including goals for measuring the outcome of such services. To the extent appropriate, the Team shall develop the services plan in a manner consistent with development of an IEP.
G. Parents may file for a due process hearing with the Maine Department of Education, Division of Special Services (624-6650), alleging that the MSAD #11 has failed to meet its child find duty to locate, identify, and evaluate all private school/home school students with disabilities. Parents may also file due process complaints with the same agency regarding the implementation of any of the rights addressed in this document. Finally, private school officials may file a complaint with the
Maine Department of Education, Division of Special Services, alleging that the MSAD #11 has not engaged in consultation that was timely or meaningful or did not give due consideration to the views of the private school official.
H. Should the parents of a parentally-placed, private school student choose to enroll their child in the public school program where they reside, the disabled child would have a right to receive a free, appropriate public education and an Individualized Education Program (IEP) from that public school unit. Parents of such children who reside in MSAD #11 should contact Director of Special Services, 150 Highland Avenue, Gardiner, ME (582-7366) if you have any interest in exploring what special education services your child might receive if enrolled in the school unit’s public schools. MSAD #11would then convene an IEP Team meeting to discuss this with you further. If you enroll your child in public school, you and your child are entitled to all the rights set forth in the school unit’s attached special education “Procedural Safeguards Statement.”
I. If you would like a complete copy of the state and federal regulations addressing the duties of the MSAD #11 toward private school/home school
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students with disabilities or have any other questions, please contact the special education office at the MSAD #11at 582-7366 or the Maine Department of Education, Division of Special Services (624-6650). If you have any concerns about your child, please address those concerns in writing to: Director of Special Services, MSAD #11, 150 Highland Avenue, Gardiner, Maine
Legal References: 20 U.S.C. § 1412(a)(10)(A) 34 C.F.R. § 300.130- .144 Maine DOE Rule Ch. 101, § II(24), IV(4)(G, H) (July 2011)
Legal Reference: 20 USC § 1412(a)(10) 34 CFR § 300.450-.462 (March 1999) Me. Dept. of Ed. Reg. ch. 101 § 4.7 (Nov. 1999)
Adopted: May 3, 2007
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File: IHBH MSMA DRAFT POLICY
ALTERNATIVE EDUCATION OPTIONS/PROGRAMS
The MSAD #11 Board recognizes that some students are at increased risk of school failure due to personal, social, emotional, behavioral or economic issues that impact learning and achievement. Other students may have experienced academic distress because they have learning styles that are difficult to accommodate or require more support, supervision or structure than is readily available in the conventional school program.
Maine law (20-A M.R.S.A. § 1 (2-A)) defines an “at-risk” student as one who:
A. Is not meeting the requirements for promotion to the next grade level or graduation from high school;
B. Is at risk for dropping out of school;
C. Is habitually truant; or
D. Is economically disadvantaged as signified by qualification for the National School Lunch Program under Federal regulations.
Factors associated with risk of school failure include but are not limited to failing grades; absenteeism and truancy; student or parent alcohol or drug abuse or dependency; pregnancy or parental responsibilities; self destructive behaviors; depression and other mental health problems; abuse or neglect; homelessness; deficient social skills; disruptive behavior or multiple disciplinary incidents; family problems; and poverty.
When there is an identified need and it is feasible to do so, the school unit may establish one or more alternative education programs that are aligned with Maine’s system of Learning Results. The purpose of alternative education programs is to provide at-risk students with curricula and assessment in a setting designed to effectively meet the student’s academic, social and relational needs.
Alternative education programs may allow students to attend school part time or be scheduled apart from the regular school day and may include vocational components.
In combination with the alternative education program or in combination with each other, the school unit may offer other alternative learning options such as small class size; flexible scheduling; relevant alternative curricula and assessment; mentoring adults; skilled teachers; a focus on social, emotional and relationship skills; collaboration among home, school and social service agencies; and any other measures designed to accommodate the needs of at-risk students.
Page 1 of 2 File: IHBH MSMA DRAFT POLICY The objective of alternative learning, including the school unit’s alternative education program, is to assist students in completing their high school education, move into another educational setting, prepare for successful employment, and/or acquire life skills.
The alternative education program is not a substitute for or an alternative to special education services. A student who is identified by the IEP team as having a disability and being in need of special education services will be provided services within the alternative education program as specified in his/her IEP.
If the superintendent approves, a MSAD #11 student may be enrolled in an alternative education program in another school unit or in an approved private alternative program.
Legal Reference: 20-A M.R.S.A. §§ 1; 4729; 5001-A; 5051-A; 5104-A
Cross Reference: JEA – Compulsory Attendance JFC – Dropout Prevention/Student Withdrawal from School
Adopted: ______
[NOTE: MSMA recognizes that while some school units have established alternative education programs, others have not. Because the previous version of this sample policy was distributed several years ago, boards that have adopted a policy on this subject or that have alternative education programs in their school systems should consider this revision.
Boards in school units that do not presently have an alternative education program should be aware that adopting this policy may be perceived as taking on an obligation to identify at-risk students and provide programming for them, although both the underlying statute (20-A M.R.S.A. § 4729) and the sample policy use the permissive language “may establish . . . one or more alternative education programs . . . .” A prudent approach for these boards would be to tie together the consideration of the policy and approval of the program, with final action taken at the same meeting.
Boards that have approved an alternative education policy may wish to monitor the success of the program in order for them to make informed decisions in regard to proposed program changes or continuation.]
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POST-SECONDARY ENROLLMENT OPTIONS
The intent of this policy is to establish the requirements for student enrollment in post-secondary courses taken before high school graduation.
Eligible Institutions
Students may take courses at eligible post-secondary institutions within Maine, which include the University of Maine System, the Community College Vocational Technical College System and Maine Maritime Academy.
The school district may allow students to take courses at private colleges or other institutions, but the school district cannot include such costs as allowable program costs.
Students may be allowed to take courses at private colleges or other institutions. Any such requests shall be considered on a case-by-case basis to the extent that funds are available.
Student Eligibility Requirements
A student may take no more than one two courses per semester and two four courses per academic year.
A student must meet the following criteria prior to enrolling in a post-secondary course:
[NOTE: The following are statutory requirements.]
A. Have a minimum of a “B” [or 3.0] average in his/her courses overall;
B. Meet the course admission standards of the eligible institution;
C. Provide evidence of parent/guardian approval for taking the course; and
D. Obtain approval from the principal and guidance counselor.
Exceptions to Eligibility Requirements
[NOTE: The following statutory requirements are effective September 18, 1999.]
A student enrolled in grade 11 or 12 who does not meet the “B” [or 3.0] average in his/her courses overall is eligible to take a post-secondary course provided that he/she:
A. Has been assessed and received a recommendation to take the course from the school administration; and
Page 1 of 3 File: IHCDA
B. Has been approved for participant in the course by the eligible institution.
Awarding of Credits
The eligible institution shall grant full credit to any student who successfully completes a course.
School districts are not required to award credit for courses taken at eligible institutions. If the MSAD #11 School Board wishes to grant high school credit:
High school graduation credit for a course taken under this policy shall be awarded as follows:
A. The course must meet for a minimum of one semester.
B. The student must earn a passing grade in the course.
C. Attendance must satisfy the instructor’s requirements. The Board may request that the eligible institution record and report attendance to the high school.
D. If the above criteria are met, the student shall receive one the appropriate number of high school credits for each course.
Financial Assistance
A. The Maine Department of Education shall pay applicable tuition costs for any student enrolled in a course under this policy if the eligible institution requires tuition payment.
B. The student and his/her parent/guardian are responsible for paying for all textbooks, course fees and transportation costs.
C. If the student qualified for free or reduced lunch, the school district shall pay the cost of textbooks, course fees, and transportation.
NOTE: While the statute obligates students to pay these costs, school districts may still choose to pay some or all of these costs. Such costs remain allowable program costs under the statute.
School District Reporting Requirements
The Superintendent shall ensure that information concerning post-secondary enrollment options is made available to parents and students.
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The Superintendent shall provide an annual report to the MSAD #11 School Board regarding the number of students taking courses at post-secondary institutions and the courses taken.
Legal Reference: 20-A MRSA § 4771 et seq.
Adopted: March 10, 1994
Revised: May 3, 2007
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ADULT/COMMUNITY EDUCATION
An educational program for adults shall be established and maintained in the school system. This program shall provide, at convenient times and at reasonable costs, opportunities for residents of the community and surrounding areas to receive instruction in subjects commonly taught in the public schools and in such other fields as recommended by the Superintendent and approved by the MSAD #11 Board. Appropriate recognition certificates of attendance and satisfactory performance of work shall be issued upon completion of units and instruction.
Through its various programs and courses for students/adults, the MSAD #11 Board shall seek to meet the needs of adults of all ages who, for whatever reason, have been unable to secure a high school diploma in a regular school program, who need additional training to become more efficient in their chosen occupations, or who would like to pursue interests relating to academic, vocational or leisure time activities.
Legal Reference: 20-A MRSA § 8601 et seq.
Adopted: Prior to 1985
Revised: August 7, 1986; March 10, 1994; May 3, 2007
File: IJJ - E
CHALLENGE OF INSTRUCTIONAL MATERIALS FORM
Type of Material: ____ Book ____ Magazine/Periodical ____ Film ____Recording ____Website ____ Software ____ Other (Please specify) ______
Author (if known) ______
Title ______
Publisher (if known) ______
Person making complaint: ______Street Telephone ______Address ______Town ______
Complainant represents: ___ Him/herself ___ Organization ______Other group ______
1. To what portion of the material do you object? (Please be specific, cite pages, scenes, etc.) ______
2. What do you feel might be the negative result of reading/viewing/hearing this material? ______
3. For what age group would you recommend this material? ______
4. Is there anything good about this material? ______
5. Did you read/view/hear all of the material? ______If not, what parts did you read/view/ hear? ______
6. Are you aware of the professional reviews/judgment of this material? ______
7. What do you believe is the theme and/or intention of this material? ______
8. What would you like the school to do about this material? ___ Do not assign it to my child. ___ Do not assign it to any students. ___ Withdraw it from the library and/or instructional program. ___ Refer it to the Educational Media Review Committee for evaluation.
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File: IJJ - E
9. In its place, what material would you recommend? ______
______Signature of Complainant Date
Adopted: May 3, 2007
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File: IJOA-R
Maine School Administrative District No. 11 Field Trip/Excursion Approval Form
Use this form for all field trips that take students off the regular school grounds, including walking trips. Field trips/excursions that leave the state or will involve an overnight stay require MSAD #11 Board notification. Please submit 3-4 weeks prior to the event. Other trips require 2 weeks prior notice. (Please print or type the information on the form or attach a separate sheet supplying all the necessary information.)
Type of Transportation: District Bus_____Walk_____Private Bus_____Private Car______(must have copy of proper insurance and waiver claim form on file in Transportation Office) Other______
School & Class Group requesting trip Approvals
Principal ______Date______Staff Advisor Central Office ______Date______
Destination (include city/town & state) Transportation ______Date______
Board Notification ______Date______Date(s) of trip (rain dates not reserved ahead) (Required for overnight or out-of-state trips)
Departure Time: ______Return time in MSAD #11:______Number of passengers: ______Students______Adults
Please answer all of the following questions and complete the budget information at the bottom of this form. Your proposal must include all available information. Questions that don't apply to your trip should be marked NA.
1. General description of field trip. (Please include your itinerary.)
2. Statement of academic value. (Please be specific and explain how the trip relates to the curriculum.)
3. Rationale for trip selection, (Why was this destination selected? Is there a more local alternative? Are weekends a viable alternative to school days?)
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4. What specific follow-up activities will be associated with the field trip?
5. How will this trip be evaluated by students, teachers, and chaperones?
6. How many substitutes will be needed for this trip to occur? For whom?
7 How many volunteer chaperones will assist with the trip? ______
8. To what degree will the trip be financed by district money? ______
9. Are all class members included? ______Yes ______No Describe the process and criteria for participant selection, if there are limited openings.
10. What accommodation for food and lodging will be used for participants on this trip?
11. Other
Clsrm/Bldg Budget* Transportation Budget* Other* Total Cost* Substitutes Mileage Meals Fees, etc. Food Lodging Please estimate costs using maximum numbers.
Note: For overnight or out-of-state trips, it is strongly suggested that the staff advisor or other representative be present at the board meeting to elaborate on these and/or other questions the board may have.
Adopted: 5/3/2007
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CREDIT FOR FOREIGN EXCHANGE EXPERIENCES
Recommendations for students to enroll in a foreign exchange program will be made prior to the end of the school year preceding the semester or school year of the anticipated program participation. Recommendation is contingent upon the student having made arrangements for completion of the District’s graduation requirements.
Before a recommendation is made, a conference will be held involving the student, parent/guardian, principal, and guidance counselor.
The high school principal shall determine through the local assessment system the value of the student’s foreign exchange experience for the purpose of a) transfer of credits or courses to the student’s record, and b) determining progress toward achievement of the content standards of the system of Learning Results.
Cross Reference: IKF – Graduation Requirements
Adopted: August 3, 1972
Revised: August 7, 1986; May 5, 1994; May 3, 2007
File: IL
EVALUATION OF INSTRUCTIONAL PROGRAMS
The evaluation of the instructional program shall be the responsibility of the Superintendent and his/her staff, with periodic reports being presented to the MSAD #11 Board to enable informed judgments to be made concerning the success of the program and to identify areas in which improvement is needed. As no particular program should be regarded as the “final answer,” evaluation of the instructional program should be considered an ongoing process.
The Superintendent is expected to lead administrators and staff in evaluating the instructional program in light of State standards for student achievement and in the development of local criteria and standards by which the results of the instructional program may be measured. Evaluation of the instructional program shall take into consideration data obtained through the local assessment system and other relevant sources.
Cross Reference: ILA – Student Assessment/Local Assessment System IGA Curriculum Development and Adoption
Adopted: May 3, 2007 B-1
MAINE SCHOOL ADMINISTRATIVE DISTRICT NO. 11
JOB DESCRIPTION
TITLE: TEACHER
QUALIFICATIONS: Required: 1. Maine Department of Education certification as Teacher and other legal credentials required to be “Highly Qualified” according to State and Federal Standards; and 2. Holds degree(s) required in area(s) to be taught.
Additional Skills Preferred: 1. Demonstrates appropriate aptitude for the work to be performed; 2. Possession of strong oral and written communication skills; 3. Strong organizational and interpersonal skills; 4. Strong technology skills; 5. Ability to work independently with little direct supervision; and 6. Ability to work positively and collaboratively with administration, staff, students, and parents.
REPORTS TO: Building Principal(s)
SUPERVISES: Educational Technicians and/or Volunteer(s) as assigned.
JOB GOAL: A teacher is a trained, certified professional who works to ensure that all students develop the knowledge, skills, behaviors, and attitudes to become successful individuals and citizens. A teacher has the knowledge and skills needed to prepare effectively for instruction and other student services, deliver appropriate instruction and services to students, evaluate student progress, manage student behaviors with effective classroom strategies, and apply themselves to their own professional growth.
DUTIES AND RESPONSIBILITIES: A. Core Proposition 1: Teachers are committed to students and their learning. a. Standard Indicator 1.1 - Understanding of Students. The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction; b. Standard Indicator 1.2 - Application of Learning Theory. The teacher demonstrates an understanding of how students develop and learn; and c. Standard Indicator 1.3 – Classroom Climate. The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions toward learning. B. Core Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. B-1
a. Standard Indicator 2.1 – Subject Knowledge. The teacher demonstrates an understanding of how knowledge and skills in his or her subject domain are created, organized, and linked to those of other disciplines as appropriate; b. Standard Indicator 2.2 – Pedagogical Content Knowledge. The teacher creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content; and c. Standard Indicator 2.3 – Goal-Focused Planning. The teacher plans instruction rich in higher order thinking to meet clearly identified goals and objectives for student learning. C. Core Proposition 3: Teachers are responsible for managing and monitoring student learning. a. Standard Indicator 3.1 – Managing Classroom Routines and Expectations. The teacher creates an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of individual and group settings; b. Standard Indicator 3.2 – Student Engagement. The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement; and c. Standard Indicator 3.3 – Assessment of Student Progress. The teacher employs multiple methods to regularly measure student growth and progress and uses this information to provide feedback and adjust instructional decision making. D. Core Proposition 4: Teachers think systematically about their practice and learn from experience. a. Standard Indicator 4.1 – Reflective Practice. The teacher analyzes sources of evidence as he or she continually reflects on professional practice, using information about the needs of students to make decisions about goals for professional growth; and b. Standard Indicator 4.1 – Continuous Professional Growth. The teacher uses research- based resources, feedback from others, and professional learning opportunities to accomplish professional growth. E. Core Proposition 5: Teachers are members of learning communities. a. Standard Indicator 5.1 – Professional Collaboration. Teacher contributes to school effectiveness by collaborating with other professionals on activities that contribute to school improvement and student learning; and b. Standard indicator 5.2 – Engagement with Caregivers and Community. Teacher engages in ongoing communication and collaboration with students’ home and caregivers and takes advantage of community resources to enhance student learning and school effectiveness. F. All other duties as assigned by the Building Principal and/or Superintendent.
PHYSICAL REQUIREMENTS: 1. Requires stooping, bending, sitting, walking, reaching, squatting, carrying, pushing, climbing, and kneeling; 2. Must be able to work with students; 3. May require some travel; 4. Must have the ability to handle emotional/physical stress; 5. Must work in a noisy and crowded work environments; and 6. Ability to lift 10-25 lbs.
B-1
LEGAL AND ETHICAL DUTIES: 1. Maintains confidentiality about all aspects of student and staff information; 2. Demonstrates a respect for the legal and human rights of students; 3. Meets and follows all laws and regulations at both the State and Federal levels; 4. Follow health and safety procedures established by the district; 5. Arrives and departs punctually, notifying appropriate personnel about absences and coverage; 6. Demonstrates loyalty, dependability, integrity, and other ethical standards; 7. Follows chain of command for various administrative procedures for student or program concerns; and 8. Observes all School Board Policies and Procedures.
TERMS OF EMPLOYMENT: In accordance with contract as negotiated by the School Board
EVALUATION: Performance of this job will be evaluated in accordance with School Board policy.
To perform this job successfully, MSAD 11 expects that all employees will perform assigned duties diligently, professionally and efficiently and in compliance with all School Board’s Policies and Procedures as well as all federal and state laws. The requirements are representative of the knowledge, skill, and ability required.
The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either present or in the future.
Approved by the MSAD 11 School Board: (Indicate Date)
B-3
MAINE SCHOOL ADMINISTRATIVE DISTRICT NO. 11
JOB DESCRIPTION
TITLE: School Nurse
QUALIFICATIONS: Required: 1. Current State of Maine license as a Registered Professional Nurse; 2. Maine Department of Education certification as School Nurse (524) or meets eligibility; 3. Minimum of Baccalaureate degree; and 4. Minimum of three (3) years experience as a professional registered nurse.
Additional Skills Preferred: 1. Demonstrates appropriate aptitude for the work to be performed; 2. Possession of strong oral and written communication skills; 3. Strong organizational and interpersonal skills; 4. Strong technology skills; 5. Ability to work independently with little direct supervision; and 6. Ability to work positively and collaboratively with administration, staff, students, and parents.
REPORTS TO: Building Principal(s), Superintendent
SUPERVISES: N/A
JOB GOAL: To strengthen and facilitate the educational process by improving and protecting the health status of children and adolescents. The major focus of school nursing services is the prevention of illness and disability, and the early detection and correction of health problems and the successful health maintenance and inclusion of students with chronic health conditions. The school nurse is uniquely qualified in preventive health, health assessment, and referral procedures.
DUTIES AND RESPONSIBILITIES: 1. Assumes authority for nursing care for sick and injured students or staff members at school; 2. Develops and implements health care plans for students with special health needs; 3. Recommends and helps modify the school program to meet students health needs; 4. Participates in IEP, RTI, and 504 meetings when appropriate; 5. Plans and implements school health management protocols for students with chronic health problems, including the administration of medication; 6. Trains personnel to administer medication during the absence of the school nurse; 7. Develops procedures and provides for crisis intervention for acute illness, injury, and emotional disturbances; 8. Reviews, revises and implements emergency policies, including in-service health and safety programs for personnel; B-3
9. Promotes and assists in the control of communicable diseases through preventive immunization programs, early detection, surveillance, and reporting of contagious diseases; 10. Coordinates school and community health activities and serves as a liaison person between the home, school, and community; 11. Coordinates student care with the athletic trainer pertaining to concussions, fractures, sprains, torn ligaments, and similar injuries; 12. Supports students and parents in making referrals to the athletic trainer, primary care provider, crisis counseling, mental health care provider, and dentists as deemed necessary; 13. Supports students and parents with diagnoses and treatments; 14. Monitors student immunization status to assure compliance with the State of Maine laws; 15. Implements School Board policy on exclusion and readmission of students in connection with infectious and contagious diseases; 16. Ensures that cumulative health records are maintained and updated; 17. Prepares the budget for school health supplies/services; 18. Ensures preparation of statistical reports for the Department of Education, Department of Health and Human Services, and the Maine Center for Disease Control and Prevention; 19. Plans, implements, and supervises school health screening programs in accordance with state and district mandates; 20. Serves as a resource person to school personnel. Participates selectively in classroom instruction under the supervision of the teacher; 21. Participates in the health aspects of kindergarten pre-registration and screening; and 22. All other duties as assigned by the Building Principal and/or Superintendent.
PHYSICAL REQUIREMENTS: 1. Requires stooping, bending, sitting, walking, reaching, squatting, carrying, pushing, climbing, and kneeling; 2. Must be able to work with students; 3. May require some travel; 4. Must have the ability to handle emotional/physical stress; 5. Must work in a noisy and crowded work environments; and 6. Ability to lift 10-25 lbs.
LEGAL AND ETHICAL DUTIES: 1. Maintains confidentiality about all aspects of student and staff information; 2. Demonstrates a respect for the legal and human rights of students; 3. Meets and follows all laws and regulations at both the State and Federal levels; 4. Follow health and safety procedures established by the district; 5. Arrives and departs punctually, notifying appropriate personnel about absences and coverage; 6. Demonstrates loyalty, dependability, integrity, and other ethical standards; 7. Follows chain of command for various administrative procedures for student or program concerns; and 8. Observes all School Board Policies and Procedures.
TERMS OF EMPLOYMENT: In accordance with contract as negotiated by the School Board
EVALUATION: Performance of this job will be evaluated in accordance with School Board policy.
B-3
To perform this job successfully, MSAD 11 expects that all employees will perform assigned duties diligently, professionally and efficiently and in compliance with all School Board’s Policies and Procedures as well as all federal and state laws. The requirements are representative of the knowledge, skill, and ability required.
The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either present or in the future.
Approved by the MSAD 11 School Board: (Indicate Date)
B-8
MAINE SCHOOL ADMINISTRATIVE DISTRICT NO. 11
JOB DESCRIPTION
TITLE: Speech and Language Clinician
QUALIFICATIONS: Required: 1. Maine Department of Education certification as a Speech and Language Clinician (293); or 2. Maine Licensure-Board of Speech Pathology and Audiology preferred.
Additional Skills Preferred: 1. Demonstrates appropriate aptitude for the work to be performed; 2. Possession of strong oral and written communication skills; 3. Strong organizational and interpersonal skills; 4. Strong ability to provide direct instruction to students using effective methods of teaching; 5. Strong technology skills; 6. Willingness and ability to work collaboratively with others; 7. Ability to work independently with little direct supervision; and 8. Ability to work positively and collaboratively with administration, staff, students, and parents.
REPORTS TO: Director/Assistant Director of Special Services and building-based Administrator.
SUPERVISES: Educational Technicians and/or Volunteer(s) as assigned.
JOB GOAL: To diagnose communication disorders, write reports and IEPs, and determine appropriate methodologies for treatment. To improve verbal and nonverbal communication skills and strategies, functional communication, disability related communication behaviors. To provide disability related education to staff and families.
DUTIES AND RESPONSIBILITIES: 1. Reviews referral information and records to determine appropriate assessment battery; 2. Observes in classrooms as a portion of the assessment or treatment program; 3. Provides direct services to students as determined through the individual educational plan (IEP) process; 4. Evaluates communication abilities and reports results in accordance with the Individuals with Disabilities Education Act (IDEA) and Maine regulations; 5. Writes IEPs in accordance with IDEA and Maine state regulations; 6. Helps connect staff to internal and external resources for professional development; 7. Case manager responsibilities for children receiving speech-language therapy; 8. Provides focused follow-up (personal check-ins, program evaluation) to teachers implementing instructional initiatives; B-8
9. Helps find resources related to instructional/changing practice needs (instructional support); 10. Attends IEP meetings; 11. Stays abreast with current trends, research, information as they relate to identified needs and goals and as appropriate, shares the information with colleagues; 12. Maintains close contact with parents and/or the student’s caregiver to share information on best strategies for home and school consistency concerning student communication needs; 13. Meets regularly with therapeutic and educational team members; 14. Completes and files required paperwork as required; and 15. Performs other tasks and duties as assigned/requested.
PHYSICAL REQUIREMENTS: 1. Requires stooping, bending, sitting, walking, reaching, squatting, carrying, pushing climbing, and kneeling; 2. Must be able to work with students; 3. May require some travel; 4. Must have the ability to handle emotional/physical stress; 5. Must work in a noisy and crowded work environments; and 6. Ability to lift 10-25 lbs.
LEGAL AND ETHICAL DUTIES: 1. Maintains confidentiality about all aspects of student and staff information; 2. Demonstrates a respect for the legal and human rights of students; 3. Meets and follows all laws and regulations at both the State and Federal levels; 4. Follow health and safety procedures established by the district; 5. Arrives and departs punctually, notifying appropriate personnel about absences and coverage; 6. Demonstrates loyalty, dependability, integrity, and other ethical standards; 7. Follows chain of command for various administrative procedures for student or program concerns; and 8. Observes all School Board Policies and Procedures.
TERMS OF EMPLOYMENT: In accordance with contract as negotiated by the School Board
EVALUATION: Performance of this job will be evaluated in accordance with School Board policy.
To perform this job successfully, MSAD 11 expects that all employees will perform assigned duties diligently, professionally and efficiently and in compliance with all School Board’s Policies and Procedures as well as all federal and state laws. The requirements are representative of the knowledge, skill, and ability required.
The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either present or in the future.
Approved by the MSAD 11 School Board: (Indicate Date)
C-16
MAINE SCHOOL ADMINISTRATIVE DISTRICT NO. 11
Job Description
TITLE: EDUCATIONAL TECHNICIAN II - LIBRARY
QUALIFICATIONS: Required: 1. High School Diploma or equivalent; 2. Documentation of at least two years of post-secondary education or a combination equivalent to 60 hours of approved study; and 3. Maine Department of Education authorization as Educational Technician II Certificate 022.
Additional Skills Preferred: 1. Understanding of the needs of students; 2. Possession of strong oral and written communication skills; 3. Strong organizational and interpersonal skills; 4. Strong technology skills; 5. Willingness and ability to work collaboratively with others; 6. Ability to work independently with little direct supervision; and 7. Ability to work positively and collaboratively with administration, staff, students, and parents.
REPORTS TO: Supervising Building Administrator
JOB GOAL: Ensures that students and staff have an enriched library environment containing a wide variety and range of materials that will invite intellectual growth and aid all students in acquiring the skills needed to take full advantage of the library resources.
DUTIES AND RESPONSIBILITIES:
1. Works under the directions of the building administrator, the district librarian, and the Director of Curriculum and Instruction and in cooperation with teachers or other persons as designated by the building administrator to: a. Assist students and staff in selecting appropriate resources; b. Maintain the district determined system of classifying, cataloging, and circulating all library materials to ensure equity of access; c. Evaluate the collection through inventory, removes obsolete and worn materials, and updating resources; d. Select materials to meet the needs of students, staff, and curriculum; e. Assist teachers in identifying and accessing materials to support content area instruction; f. Support students and staff in the use of the library resources;
1 C-16 g. Encourage the school community to read for personal enrichment and academic achievement; and h. Elementary – Provides library class instruction to support the use and presentation of information and new knowledge; collaborates with teachers and specialists to provide group and individual assistance; promotes effective use of technology for teaching and learning. i. Middle/High School - Collaborates with the teacher-librarian, teachers and specialist to provide group and individual assistance; monitors and supports students from study halls and classes when in the library; promotes the effective use of technology for teaching and learning. 2. Performs duties assigned by the building administrator, district librarian, and/or Director of Curriculum and Instruction to assist with the general operations of the educational system, such duties may include but not be limited to: a. Meeting with the district librarian to receive direction; b. Supervising students participating in outdoor or indoor non academic activities; c. Daily housekeeping duties (i.e. keeping attendance records, shelving books, clearing shelves, book repair); d. Monitoring students as they move from one place to another; i.e., classroom to lunchroom; and e. Participating in educational in-service activities when required. 3. All other duties as assigned by the Building Principal and/or Superintendent.
PHYSICAL REQUIREMENTS/ENVIRONMENTAL CONDITIONS: 1. Requires stooping, bending, sitting, walking, reaching, squatting, carrying, pushing, climbing, and kneeling; 2. Must be able to work with students; 3. May require some travel; 4. Must have the ability to handle emotional/physical stress; 5. Must work indoors and outdoors year-round; 6. Must work in noisy and crowded environments; and 7. Ability to lift 10-15 lbs.
LEGAL AND ETHICAL DUTIES: 1. Maintains confidentiality about all aspects of student and staff information; 2. Demonstrates a respect for the legal and human rights of students; 3. Meets and follows all laws and regulations at both the State and Federal levels; 4. Follows health and safety procedures established by the district; 5. Arrives and departs punctually, notifying appropriate personnel about absences and coverage; 6. Demonstrates loyalty, dependability, integrity, and other ethical standards; 7. Follows the chain of command for various administrative procedures for student or program concerns; and 8. Observes all School Board Policies and Procedures.
2 C-16 TERMS OF EMPLOYMENT: In accordance with contract as negotiated by the School Board.
EVALUATION: Building Administrator and/or designee, in accordance with School Board policy.
The above job description reflects the general requirements necessary to describe the principle functions or responsibilities of the job identified and shall not be interpreted as a detailed description of all work requirements that may be inherent in the job, either at present or in the future.
To perform this job successfully, an individual must be able to perform each duty and responsibility satisfactorily. The requirements are representative of the knowledge, skill, and ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Approved by the MSAD 11 School Board: (Indicate Date)
3 Gardiner - Randolph - Pittston - West Gardiner
Maine School Administrative District No. 11 150 Highland Avenue Gardiner, ME 04345 Patricia Hopkins Phone: 207-582-5346 Katherine Joseph Superintendent of Schools Fax: 207-582-8305 Director of Curriculum & Instruction www.msad11.org
MSAD #11 Wellness Committee Notes January 13, 2016 2:30 – 3:30 pm
Present: Ari Bouse, Aimee Ellis, Sierra Goodridge, Pat Hopkins, Kristin Martin, Karen Moody, Renee Page, Linda Sergent
1. Follow-up Last Wellness Committee Meeting
Pat informed the Committee that a card entrance system is being considered for the high and middle school fitness rooms, which would eliminate the need to purchase keys. The initial cost is high, but it would provide greater security and could be extended to additional locations in the future. The suggestion will be made to the Finance Committee at its January meeting. If it is decided to install this type of system, the Committee agreed to charge a $75 annual fee to use the gym. The funds generated will be used to help maintain the equipment. It was discuss that $75 is significantly less than any gym membership in the surrounding area. Kristy McNaughton sent an email indicating that JMG teacher, Gary Goodheart, volunteered to provide staff coverage of the fitness room Tuesdays and Thursdays from 2:00–3:00 pm, thus resulting in coverage 4 days a week for students. In Kristy’s email she also indicated that Webb Farm is interested in food waste if we create a recycling program at the high school. Also Gary Goodheart will speak with the Junior Class or JMG about a possible internship to be responsible for manning the garbage cans. Deb Couture was unable to attend this meeting, but has done some research on possible grants. This information will be provided at the next meeting. The Committee supported the idea of offering a Couch to 5K program for MSAD 11 staff. Aimee Ellis offered to run it since she’s taught it in the past. The cost will be $25 per participant. The fee will be paid to Aimee to compensate her for her time. A release form will have to be signed by all participants. The course will begin sometime in March and conclude near the end of the school year with a 5K that will be open to the public. The Committee discussed holding the 5K out by Quimby Field and the Gardiner Farm. Sierra Goodridge mentioned the Walking Trail signs on the walls in the high school had been painted over. Increasing usage and awareness the indoor trail remains an area requiring future discussion. Pat Hopkins informed the Committee that another Opiate Forum is scheduled for Thursday, January 21 @ 6 pm at the Gardiner Regional Middle School.
2. Next Steps
Deb Couture will bring grant information. Aimee Ellis will bring a draft Couch to 5K Release form. Sierra will check with Gary Goodheart regarding the recycling project. She will also research the composting program at Hall-Dale. Ari Bouse will research the status of the compost program at the Gardiner Regional Middle School. Pat Hopkins will provide an update on the status of the keys for the Gardiner Area High School Fitness Room.
3. Next meeting – Wednesday, February 24, 2016 @ 2:30 pm
Dedication Proposal – Pittston School
January 7, 2016
A group met to discuss dedicating a space at Pittston School in memory of Roger Trott. Roger taught in our district for 31 years, prior to his passing in December 2014. His work with the students in the Special Education program extended beyond Pittston School, and to many other schools in MSAD 11. Roger was a well- respected teacher, one who helped students develop confidence academically and socially.
Group consensus was made to name the ball field “Trott Field” in his honor. Roger was an avid sports fan, and was often out on the playground encouraging children in various athletic activities. The money to purchase the sign will not come from district funding. (Expected cost - $30.)
Respectfully submitted, Staff: Donna Tardif, Haley Rowe, Sherry Marcum, Joan Tourtelotte, Lori Robinson, Kathy Damon, Sara Hess, Deb Cloutier, Deb Owen, Donna Brown, Leslie Thibeault, Marion Alexander, Linda Ciampa, Stephanie Hewitt, Rick McArthur, Julie Pelletier.
Parents: Carol Vinton, Samantha Sidelinger, Jodi Weeks
Students: Elizabeth and Ozzy Vinton, Wyatt Sidelinger