District

SECTION K: SCHOOL-COMMUNITY RELATIONS

KA KAA* KB* KBA KBB* KBC* KBCA KBCA-R KBCB* KBCC* KBCD KBCE* KBD* KBE KBF* KC KD KD-E KE KF KFA* KG KG-R-1 KG-R-2 KGA* KGB KGC KH KI KJ KK KKA KKA-E KL KLA* KLB KLB-E KLC* KLD KLD-R KLD-1-E KLD-2-E KM* KMA KMB KMC* KMD* KME* KMF* KMG* KMH* KMI* KMJ* KN* KNA* KNAA* KNAB* KNAC* KNAD* KNAE* KNAF* KNAG* KNAH* KNAI* KNAJ* KNAK* KNAL* KNAM* KNAN* KNAO* KNB* KNC* KND*

School-Community Relations Goals          School-Community Relations Priority Objectives Public Information Program          Public’s Right to Know          School-Sponsored Information Media          News Media Relations                   News Releases                   News Releases                   News Conferences and Interviews                   News Media Services at Board Meetings (Also BDDI)                   Broadcasting and Taping of Board Meetings (Also BDDJ)                   Sports and Special Events News Coverage           Speaker Services           Tax Issues (Also FD)            Use of Students in Public Information Program Community Involvement in Decision Making (Also ABA) Public Participation at Board Meetings (Also BDDH) Public Participation Form Staff Participation in Community Activities (Also GBF) Community Instructional Resources (Also IIC)          Special Interest Materials (Also IIAD) Community Use of School Facilities (Equal Access) Community Use of School Facilities (Equal Access) Community Use of School Facilities (Equal Access)          Public Sales on School Property          Public Conduct on District Property          Smoking on District Property Public Gifts to the District Public Solicitations in the Schools Advertising in the Schools Visitors to the Schools Recruiters in the Schools Access to Student Information by Military or College Recruiters Notice to Obtain Written Parental Consent Public Complaints         Public Complaints About Policies         Public Complaints About the Curriculum or Instructional Materials         Citizen’s Request for Reconsideration of Library/Curriculum Materials         Public Complaints About Facilities or Services         Public Complaints About District Personnel         Public Complaints About District Personnel         Public Complaint Form About School Personnel         Public Complain About School Personnel Relations with Community Organizations         Relations with Parent Organizations         Relations with Booster Organizations         Relations with Neighborhood Associations         Relations with Religious Organizations         Relations with Youth Organizations         Relations with Private Social Service Organizations         Relations with Business Organizations         Relations with Labor Organizations         Relations with Political Organizations         Relations with Indian Tribal Councils Relations with Governmental Authorities         Relations with Local Governmental Authorities         Relations with Fiscal Authorities         Relations with Taxation Authorities         Relations with Election Authorities         Relations with Anti-Poverty Authorities         Relations with Housing Authorities         Relations with Health Authorities         Relations with Welfare Authorities         Relations with Parks Authorities         Relations with Recreation Authorities         Relations with Law Enforcement Authorities         Relations with Fire Authorities         Relations with Civil Defense Authorities         Relations with Environmental Authorities         Relations with Planning Authorities         Relations with Zoning Authorities Relations with County Governmental Authorities Relations with State Governmental Authorities Relations with Federal Governmental Authorities

*These topics are not currently covered by Board policy.

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File:  KA

SCHOOL-COMMUNITY RELATIONS GOALS

Staff members have a responsibility to promote good school-community relations.  The school-community relations program is directed by the Superintendent and is based upon the following principles.

    1.    The school-community relations program is a systematic, two-way process of
            communications between the District and the community.

    2.    The District may use media sources and other forms of communications
            available to effectively communicate with the citizens and employees.

    3.    Communications with the public should promote involvement, objective
           appraisal and support.

    4.    Communications should be internal as well as external and provide factual,
           objective and realistic data.

    5.    School communications should be responsive both to events as they arise and
           to evaluations of the process.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3315.07
                               OAC    3301-35-03(J)

CROSS REFS.:    AE, School District Goals and Objectives
                                KBA, Public’s Right to Know

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File:  KBA

PUBLIC’S RIGHT TO KNOW

The Board supports the right of the people to know about the programs and services of their schools and makes efforts to disseminate appropriate information. Each building principal is authorized and expected to keep the school’s community informed about the school’s programs and activities. The release of information of Districtwide interest is coordinated by the Superintendent.

Business of the Board is discussed and decisions are made at public meetings of the Board, except such matters required to be discussed in private executive sessions.

The official minutes of the Board, its written policies, its financial records and all other public records are open for inspection in the central office during the hours when the administrative offices are open. 

The Board shall designate one or more persons to attend public records training on its behalf. The Board designates a designee every two years.

All records responsive to the request are made available within a reasonable period of time. The District makes the requester aware of any information that is exempt from disclosure requirements by notifying the requester of any redacted information or by making redactions in a plainly visible manner. If a public records request is denied, the District provides an explanation with legal authority for the denial of the request. This explanation is provided in writing if the request is made in writing or if the Superintendent/designee determines written explanation is necessary.

The District may ask that the requester’s identity and reason the information is sought be in writing. The District first informs the requester that such disclosure is not mandatory, unless the request is for student directory information. The District also informs the requester that providing such information in writing enhances the District’s ability to identify, locate or deliver the records sought. The District also may ask that the request be put in writing, but notifies the requester that it is not mandatory to do so.

Any individual who wants to obtain a copy of a public record may request to have the record duplicated on paper, on the same medium on which the record is kept or on any other medium the Superintendent/designee determines reasonable.  If the request is ambiguous or overly broad, the District informs the requester of the manner in which records are maintained and accessed in the ordinary course of business and allows the requester to revise the request.

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File:  KBA

Records pertaining to individual students and other confidential materials are not released for inspection. Only that information deemed “directory information” may be released from an individual student’s file, and only after complying with the regulations prepared by the administration for the release of such information. Student directory information is not released when parents have affirmatively withdrawn their consent to release in writing. Student records that consist of “personally identifiable information” generally are exempt from disclosure.

The Superintendent/designee transmits the information sought by mail or by any other means of delivery requested, if the method is reasonably available. The number of mail requests sent to any one person is limited to 10 a month unless the person certifies in writing that the records, or the information in them, will not be used for commercial purposes.

A fee may be charged for copies and/or delivery. The District may require the fee charged for copies and/or delivery be paid in advance. The fee charged will only be the actual cost of making copies and/or delivery.

The Board’s public records policy is posted in a conspicuous location in the central office and in all other District buildings and employee handbooks provided by the District. The policy is distributed directly to the records custodian and receipt of the policy by the custodian is acknowledged. A copy of the records retention schedule will be maintained and readily available to the public in the central office.

For purposes of compliance with public records requests and training requirements of R.C. 109.43 and 149.43, the Board of Education delegates the Treasurer, or, in his/her absence, the person designated by the Treasurer.

[Adoption date:  October 21, 2004]
[Revised:  September 20, 2007]

LEGAL REFS.:    Family Educational Rights and Privacy Act; 20 USC, Section 1232g
                              ORC    121.22
                                           149.43
                                           3319.321
                              OAC    3301-35-03

CROSS REFS.:    BDC, Executive Sessions
                                BDDG, Minutes
                                GBL, Personnel Records
                                GBS, Health Insurance Portability and Accountability Act (HIPPA)
                                IGBA, Programs for Students with Disabilities
                                JO, Student Records
                                KA, School-Community Relations Goals
                                KKA, Recruiters in the Schools

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File:  KBCA

NEWS RELEASES

The District is a public institution endeavoring to serve the educational needs of the community.  It is important that information be disseminated concerning school activities and problems.  The Superintendent develops procedures to provide wide coverage and to coordinate publicity which enhances the image of the District.

While it is impossible to know how news releases will be treated by the press, efforts should be made to obtain coverage of school activities that adhere to the professional and responsible image for the District.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3315.07
                               OAC    3301-35-03(J)

CROSS REF.:    EBD, Crisis Management

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File:  KBCA-R

NEWS RELEASES

The procedures regarding news releases are as follows.

    1.    The Board President is the official spokesperson for the Board, except as this
           duty is delegated to the Superintendent or another Board member.

    2.    News releases which are of a Districtwide nature or pertain to established
           Board policy are the responsibility of the Superintendent or a designated
           member of the administrative staff.

    3.    News releases which are of concern to only one school, or to an organization of
           one school, are the responsibility of the principal of that particular school.

    4.    The Board expects the administration to maintain a vital and effective link with
            the media sources of the community.  This includes a variety of forms and
            forums.  This effort is directed by the Board President or his/her designee

(Approval date:  October 21, 2004)

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File:  KBCD (Also BDDJ)

BROADCASTING AND TAPING OF BOARD MEETINGS

Photographic and electronic audio and video broadcasting and recording devices may be used at regular and special Board meetings legally open to the public according to the following guidelines.

    1.    Photographing, broadcasting and recording meetings are permitted only when
           all parties involved have been informed that cameras, broadcasting and/or
           recording devices are being used.

    2.    Persons operating cameras, broadcasting and/or recording devices must do
           so with a minimum of disruption to those present at the meeting.  Specifically,
           the view between Board members and the audience must not be obstructed,
           interviews must not be conducted during the meeting and no commentary is to
           be given in a manner that distracts Board members or the audience.

    3.    The Board has the right to halt any recording that interrupts or disturbs the
            meeting.

The Board may make the necessary arrangements to make audio recordings of all regular meetings and any special meeting that it deems appropriate.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    U.S. Const. Amend. I
                               ORC    121.22
                                            2911.21
                                            2917.12
                                            2921.31
                                            3313.20

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File:  KBE (Also FD)

TAX ISSUES

The Board examines financial needs in advance of any levy or bond elections.  The Board provides the public with information on school building needs and on levy and bond elections.  It does not use District funds to promote approval of school-related tax issues.

Tax reduction factors are considered in coordination with the sexennial property appraisal in affected district counties.  In considering a potential tax issue, the Board examines all legal options to obtain additional revenue.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    Ohio Const. Art XII, Sections 2, 5
                               ORC    Chapter 133
                                            3311.21
                                            3313.37; 3313.375
                                            3315.07
                                            3501.01
                                            Chapter 5705
                                            5748.01 et seq.

CROSS REFS.:    BCF, Advisory Committees to the Board
                                FL, Retirement of Facilities

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File:  KC (Also ABA)

COMMUNITY INVOLVEMENT IN DECISION MAKING

Community participation in the schools is essential to promote and maintain the quality of education for all students. 

In addition to electing fellow citizens to represent them on the Board, all citizens may express ideas, concerns and judgments about the schools to the administration, to the staff, to any appointed advisory bodies and ultimately to the Board.  Ideas should be addressed to the responsible individual in an appropriate fashion.

Residents may be invited by the Board to act as advisors, individually and in groups, in such areas as:

    1.    clarifying general ideas and attitudes held by residents in regard to the schools;

    2.    developing Board policies under which the school system is to be managed;

    3.    establishing administrative arrangements and regulations designed to help
           implement these policies;

    4.    determining the purposes of courses of study and special services to be
           provided for students;

    5.    evaluating the extent to which these purposes are being achieved by present
           policies and/or

    6.    solving a specific problem or set of closely related problems about which a
           decision must be made.

The Board gives consideration to the advice it receives from individuals and community groups.  Final authority for all decisions rests with the Board.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    121.22
                               OAC    3301-35-03(J)

CROSS REFS.:    BCE, Board Committees
                                BCF, Advisory Committees to the Board
                                BCFA, Business Advisory Council to the Board
                                FL, Retirement of Facilities
                                IF, Curriculum Development

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File:  KD (Also BDDH)

PUBLIC PARTICIPATION AT BOARD MEETINGS

All regular and special meetings of the Board shall be open to the public.  The presiding officer at the meeting shall recognize each speaker.  All speakers shall clearly identify themselves and group affiliation prior to their presentation.  Each speaker shall adhere to all rules of conduct and decorum established by the Board

The public is encouraged to refer school-related problems to appropriate school personnel rather than initiate these during Board meetings.

Comments and questions at regular meetings should address topics on the Board’s agenda.  Comments at special meetings must be related to the call of the meeting.

Permission to appear before a meeting of the Board is subject to the following rules:

1.    Unless granted permission by the Board, the time limit of presentation will not
        Exceed five minutes per individual and unless the Board has specified an open 
        hearing for the purpose of citizen participation, no more than one-half hour shall
        be devoted to public input at a regular or special meeting of the Board.  Persons
        desiring more time should follow the procedure of the Board to be place on the
        regular agenda.

2.    Participants must be recognized by the presiding officer and must preface their
       Comments by an announcement of their name, address, and group affiliation, if
       and when appropriate.

3.    Subject matter, other than that of policy, will be referred to the administration for
        Proper handling. All personnel complaints must follow Policy KLD (Public
        Complaints Against School Personnel) and the ensuring regulations.

4.    Subject matter must be limited to issues, without reference to personalities.
        Personnel matters are not appropriate topics to be discussed at regular Board
        meetings.  Decorum requires that such matters be entertained in executive
        session as arranged by the Board.

5.    The Board requires that participants be residents or employees of the District or
        the designee of such residents or employees.  Any representative of a firm
        eligible to bid on materials or services solicited by the Board is also entitled to
        express an opinion.

6.    The President of the Board may interrupt or terminate an individual’s statement
        When it is too lengthy, personally directed, abusive, obscene or irrelevant.  The
        Board as a whole will have the final decision in determining the appropriateness
        of all such rulings.

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File:  KD (Also BDDH)

LEGAL REFS.:    ORC    121.22
                                            3313.20

CROSS REFS.:    BCE, Board Committees
                                BD, School Board Meetings
                                BDDC, Agenda Preparation and Dissemination

[Adoption date: October 24, 2004]
[Revised  May 19, 2005]

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File:  KD-E (Also BDDH-E)

MIAMISBURG CITY SCHOOLS

PUBLIC PARTICIPATION FORM

DATE ________________________________________

NAME _____________________________  PHONE NO. ____________________

ADDRESS ________________________________________________________

Organization you represent:

               “The public participation of the monthly public Board meeting is designed to
               allow an individual or organization the opportunity to address concerns to the
               Board for its consideration.  If an action is required by the Board, an agenda
               item must be submitted in writing to the Superintendent five days in advance
               of the meeting.

               All items submitted will be reviewed by the Board, during the public
               participation section, and assigned to the appropriate administrative Board
               level.

                Due to employee privacy rights, public commentary directed at specific
                employees is prohibited.  Such comments may be heard in executive
                session and the specific employee(s) may be present.

                 It is important to remember that Board meetings are open to the public but
                 one should not necessarily infer that they are public meetings in the sense
                 that any and all parties must be provided a forum to address special
                 interests.”

TOPIC:                                                                Please Explain:

______________________________    ________________________________

______________________________    ________________________________

______________________________    ________________________________

______________________________    ________________________________

______________________________    ________________________________

______________________________    ________________________________

______________________________    ________________________________

[Adoption date:  May 19, 2005]

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File:  KE (Also GBF)

STAFF PARTICIPATION IN COMMUNITY ACTIVITIES

Employees are encouraged to live in the District and to participate actively in community affairs.

[Adoption date:  October 21, 2004]

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File:  KF (Also IIC)

COMMUNITY INSTRUCTIONAL RESOURCES

Helping each student develop to his/her full potential and to become a citizen contributing to the welfare of the community are important objectives of the District’s educational program.  The Board encourages administrative and instructional personnel to rely on the community as one of its educational resources.  The administration directs community instructional resources designed to involve the citizens, institutions and environment of our community in the education of its children.

The Superintendent has supervisory control over community relations, which includes school volunteer service.  Members of the staff and of the community are encouraged to offer their ideas and services through the channels that the administration develops.

The Superintendent reports to the Board on the involvement and effectiveness of the community relations program.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3315.07
                               OAC    3301-35-06

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File:  KG

COMMUNITY USE OF SCHOOL FACILITIES
(Equal Access)

Although the basic purpose of public school facilities is to provide the youth of the community a sound education program, the complete function of education is not achieved until the school facilities are made to serve the entire community.  To accomplish this objective, the Board shall, upon payment of the prescribed fee and subject to the requirements of applicable regulations, permit the use of school facilities for auxiliary, educational, recreational, cultural, civic, social, religious or other Board-approved purposes.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3311.215
                                            3313.75; 3313.76; 3313.77; 3313.79
                                            4303.26
                                            Title VIII, Section 801

CROSS REFS.:    KGB, Public Conduct on District Property
                                KI, Public Solicitations in the Schools

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File:  KG-R-1

COMMUNITY USE OF SCHOOL FACILITIES
(Equal Access)

The Board encourages the proper community use of school facilities.  It is necessary, however, to ensure that such use does not interfere with regular school purposes, impose undue burden upon personnel or strain the limited funds allotted for building services and maintenance.  Therefore, the following regulations have been established.

Conditions Governing Use of School Facilities

    1.    An employee of the Board must be on duty whenever a school building or
           school stadium is used by an organization or group.

    2.    No building will be used for any money-raising activity unless the proceeds are
           for approved charitable, educational, character-building, or other community
           welfare purposes.

    3.    Out-of-school groups will not begin their activities until school is dismissed in
           the afternoon and the students have left the building.

    4.    No group will, under any circumstances, tamper with any electrical or heating
           controls.

    5.    Lunchroom kitchens shall be used only under the supervision of the lunchroom
           manager or designee, and groups using such facilities shall be required to pay
           the hourly rate established for such use.  PTO’s are excluded from this policy.

    6.    There will be no smoking or alcoholic beverages in any part of the building.

    7.    The assistant superintendent for business affairs/business manager reserves
            the right to require, if it should be necessary, that groups using the building post
            a cash bond to cover any damages that might be done to any property,
            equipment or grounds.

    8.    The procedure for use of the football stadium will follow the conditions outlined
            for the use of the buildings.  Special emphasis is to be given to providing adult
            supervision.

    9.    Special permission must be obtained from the assistant superintendent for
            business affairs/business manager prior to placement of decorations or
            scenery or moving of furniture.

             A.    Scenery or other property may not be stored in school facilities except on
                     a temporary basis and only with permission of the assistant
                     superintendent for business affairs/business manager.

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File:  KG-R-1

   10.    School-sponsored student groups must have a staff member present at the
             activity.  Nonschool-sponsored student groups must have a staff member
             present or an adult approved by the assistant superintendent for business
             affairs/business manager.

    11.    Groups must present to the assistant superintendent for business
              affairs/business manager evidence of possession of liability insurance.  Said
              insurance certificate shall name the Board as an additional insured party and
              identify the effective policy dates.

Permits

A permit is necessary when a group or organization not part of the District wants to use a school building or grounds.  An applicant for a permit must assure the assistant superintendent for business affairs/business manager that the group/organization will comply with all regulations and will respect the property, equipment and grounds of the school.

A sponsoring organization or group will indicate that they:

    1.    intend to provide a program that will promote the welfare of the community and
           be for community purposes;

    2.    will guarantee orderly behavior;

    3.    will underwrite any damages due to their use of the premises;

    4.    will pay for the use of equipment, property or grounds at the established rates
           and

    5.    will present to the assistant superintendent for business affairs/business
           manager evidence of possession of liability insurance.

The following described activities are those that are permitted in school buildings or on school grounds without charge to the using organization or group.  The Superintendent or his/her designee is responsible for approving or disapproving requests for such use under his/her jurisdiction.

    1.    Permits are not required for activities such as school activities on school days
            that do not require the assignment of overtime to custodial personnel.  A permit
            is not required for the principal’s use of the building for such purposes as
            working in his/her office or holding conferences, small group meetings of
            faculty, parents, or students.  When the building is used without the services of
            the custodial staff, the principal or the assigned Board employee will be
            responsible for the care and security of the building.

    2.    A permit must be issued on a designated form.  The following conditions are to
           be observed:

            A.    Evening meetings must be planned to end by 10:00 p.m.

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File:  KG-R-1

          B.    Fees will be assessed in accord with a schedule adopted annually by the
                  Board.  The Board has the authority to waive fees as they deem
                  appropriate.

          C.    Permission must be obtained from the assistant superintendent for
                  business affairs/business manager for the use and rearrangement of any
                  school equipment or furniture.  If such items are to be moved, they will be
                  moved by the using organization and replaced in the original location.

           D.    Should the District be required to replace equipment or furniture, the
                    organization will be charged for that service.

           E.    When food is served, care must be taken to see that the area used is left
                   as clean as it was before the meeting.

           F.    Service from the custodial staff is to be limited to admitting the organization
                  after its sponsor arrives, assisting the sponsor in an advisory capacity
                  concerning the facilities to be used, completing required, normal cleaning
                  duties in restrooms, halls, etc., and to closing up and properly securing the
                  facilities when the organization has left.

Processing the Permit Application

Application forms are available in the office of the assistant superintendent for business affairs/business manager.  The application of a community group for a permit to use a school building or facilities will be filed with the assistant superintendent for business affairs/business manager’s office at least two weeks prior to the date of the proposed use.

After the application is cleared by the building principal, it will be sent back to the assistant superintendent for business affairs/business manager to arrange for special custodial or kitchen help.  After checking for any type of District conflict on the composite calendar, the applicant will be notified of the approval or disapproval of the request.

Use of Special Equipment

Arrangements for the use of special equipment such as projectors, pianos, public address systems, scoreboard controls, or other equipment belong to a school must be made with the assistant superintendent for business affairs/business manager at the time application is filed.  The use of kitchen equipment for food preparation (i.e., ovens, fryers, etc.) will require the assignment of a lunchroom employee.

School equipment must be carefully maintained, accounted for and properly used since it involves considerable expenditure.  Therefore, it will be a general policy not to loan school equipment to outside groups.  An exception may be made if a staff member accompanies and operates the equipment and the request is approved by the assistant superintendent for business affairs/business manager.

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File:  KG-R-1

Payments

Fees for facility usage must be paid by the applicant within 10 days of receipt of invoice.  Checks should be made payable to the Miamisburg City School District and should be sent to the office of the assistant superintendent for business affairs/business manager.

(Approval date:  October 21, 2004)
[Revised:  June 23, 2005]

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File:  KG-R-2

COMMUNITY USE OF SCHOOL FACILITIES
(Equal Access)

Applicant’s Responsibilities

    1.    Application for facility usage will constitute acceptance by an applicant of the
           responsibility for complying with all rules and regulations regarding the use of
           school facilities as prescribed by the Board and the Superintendent.  In the
           event of damage, the applicant will accept the central office administration’s
           estimate of the amount of repair or replacement.

    2.    It is further agreed that the Board, its members, officers, employees and agents
           shall not be liable for any damage, claim, expense, loss to property or bodily
           injury (including death) to permittee, its associates, agents, exhibitors,
           participants, spectators or anyone else coming on such premises during
           permittee’s use thereof.  Permittee does herewith agree to indemnify and save
           harmless the Board, its members, officers, employees and agents from any
           damage, claim, expense, loss to property or bodily injury (including death)
           arising out of permittee’s use of such premises and adjoining grounds,
           walkways, driveways, halls, facilities, etc. whether caused by the permittee, the
           permitter or both.

    3.    It is further agreed that permittee shall maintain and keep in force during the
            term of this permit a policy of public liability insurance with limits of not less than
            one million ($1,000,000) dollars  per person and two million ($2,000,000) per
            accident. Said limits may be appealed to and modified by the Assistant
            Superintendent for Business. Such insurance shall be evidenced by a
            certificate of insurance furnished to the Board or its authorized representatives
            in advance of the event or activity for which use of the premises has been
            permitted. Such insurance shall name the Miamisburg Board of Eduction as an
            additional insured party, identify the effective policy dates and include a copy of
            the additional insured endorsement.

Facility Usage Expectations

    1.    Responsible adult supervision must be provided at all times.  Students/children
           are not permitted in the building without adult supervision.  Unassigned areas,
            i.e., extra classrooms, unattended hallways and extra restrooms are off-limits. 
            Parents are expected to supervise younger children that are present but not
            involved in the activity.

    2.     After being used, all equipment must be returned to its proper storage
            location.  All sports equipment such as basketballs, volleyballs, etc., are to be
            used only in the gymnasium.  Balls are not to be passed, bounced, etc. in the
            hallways.  School equipment not authorized for use should remain undisturbed.

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File:  KG-R-2

     3.    Only proper soft-soled gym shoes are to be worn on the wooden gymnasium
             floors.

     4.     Only when sanctioned as part of a group’s activity or program should any food
             or drinks be carried into the school building.  No foods or drinks are permitted
             in the Memorial gymnasium, auditorium, senior high gymnasium, Medlar
             gymnasium or the Wantz gymnasium.

    5.    Board policy prohibits all use of tobacco in District buildings.  Adults are
           required to move away from the building to smoke.  Smoking is not permitted in
           entrance/exit areas or on patios just outside the doorways.

    6.    Supervisors/group leaders should inspect the building and equipment, including
           the hallways and restrooms when entering the facility and again at the end of
           their activity.  When breakage, damage, or any unusual condition is discovered,
           this must be reported to the custodian on duty and the building principal or
           Board office, as soon as possible.  Responsible individual or groups will be
           held financially accountable for all damages.

    7.    Projects, displays, bulletin boards, etc., represent significant effort by the
           students and staff.  Please guard these items from defacing alterations or other
           types of damage.

    8.    One set of restrooms for men and women will be available.  Both restrooms
           must be supervised.  Loitering in restrooms is not permitted.

    9.    All time schedules must be followed.  Students/children should not be arriving
           before proper scheduled time.  Proper supervision is a must under all
           circumstances.

  10.    Understand that school events have precedence over nonschool activities. 
           Games, plays, etc., do unavoidably run overtime.

  11.    All groups must recognize the responsibility and authority of designated school
           personnel.  Custodians, supervisors, and administrators will require
           cooperation and respect.

(Approval date:  October 21, 2004)
[ Revised June 23, 2005 ]

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PUBLIC CONDUCT ON DISTRICT PROPERTY

All persons on District grounds are expected to abide by applicable laws, local ordinances, Board policies and building regulations.

No person is permitted to bring a deadly weapon or dangerous ordnance into a school safety zone.

No person on District property may assault, strike, threaten, menace or use improper, indecent or obscene language toward a teacher, instructor, other employees of the schools or students.

No person may disrupt, disturb or interfere with the teaching of any class of students or any other activity conducted in a school building or upon the campus or grounds.

Whoever violates the above policy and building regulations will be asked to leave the property by whoever is in charge.  Should that person refuse, the law enforcement officials will be called.  If the offender should be a student, the person in charge should report the student to the appropriate principal.  The administration cooperates in any prosecution pursuant to the criminal laws of the state of Ohio and local ordinances.

Civility

It is expected that members of the District staff will treat parents and other members of the public with respect and have a right to expect the same in return.  The District must keep schools and administrative offices free from disruptions and prevent unauthorized persons and/or unruly or disrespectful persons from entering or remaining on school/District grounds.

Accordingly, this policy promotes mutual respect, civility, and orderly conduct among District employees, parents and the public.  We do not intend this policy to deprive any person of his/her right to freedom of expression.  Rather, we seek to maintain, to the extent possible and reasonable, a safe, harassment-free workplace for our students and staff.  In the interest of presenting teachers, administrators, and other employees as positive role models we encourage positive communication and discourage volatile, hostile, or aggressive actions.  The Board seeks public cooperation with this endeavor.

    1.    Disruptive Individual Must Leave School Grounds.  Any individual who disrupts
           or threatens to disrupt school/office operations, threatens the health and safety
           of students or staff, willfully causes property damage, uses loud and/or offensive
           language that could provoke a violent reaction, or who has otherwise
           established a continued pattern of unauthorized entry on District property will be
           directed by the principal or other chief administrative officer to leave school or
           District property promptly.

    2.    Directions to Staff in Dealing with Abusive Individual.  If any member of the
           public uses obscenities or speaks in a demanding, loud, insulting, and/or
           demeaning manner, the administrator or employee to whom the remarks are
           directed will calmly and politely warn the speaker to communicate civilly.  If the
           abusive individual at the meeting, conference, or telephone conversation is
           terminated; and, if the meeting or conference is on District premises, the
           employee shall direct the abusive individual to leave promptly.

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            If the conversation is by telephone, the District employee shall hang up.  Prior to
            terminating the conversation, the District employee shall inform the caller,
            parent, or other individual that the conversation may continue when that
            individual is prepared to act in a civil manner.

    3.    Provide Policy and Report Incident.  When a staff member determines that a
           member of the public is acting in an uncivil manner, the staff member shall notify
           the caller, parent, or other individual that they are in violation of Board policy. 
           When feasible, the offending individual will be provided with a written copy of
           this policy.  The staff member will then immediately notify his/her supervisor and
           provide a written report of the incident.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    2907.03
                                           2909.05-2909.07
                                           3313.20

CROSS REFS.:    KG, Community Use of School Facilities
                                KGC, Smoking on District Property
                                KK, Visitors to the Schools

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SMOKING ON DISTRICT PROPERTY

The Board is dedicated to providing a healthy, comfortable and productive environment for its staff, students and citizens.  Health professionals have determined that smoking and use of tobacco poses health hazards. 

Recognizing these health issues, the Board, in accordance with Chapter 3794 of the ORC, prohibits smoking and the use of tobacco on school managed property and in all District-owned, leased or contracted buildings and/or vehicles.

Citizens in violation of this policy will be directed to cease and/or directed to leave school property.

A notice to this effect is posted at the entrance to all school buildings and on all school managed property.

[Adoption date:  October 21, 2004]
[Revised date:  December 21, 2006

LEGAL REFS.:    ORC    3313.20; 3313.47
                                            3791.031
                               Goals 2000:  Educate America Act
                               ORC 3794.01 – 3794.09

CROSS REFS.:    GBK, Smoking on District Property by Staff Members
                                JFCG, Tobacco Use by Students
                                KGB, Public Conduct on District Property

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PUBLIC GIFTS TO THE DISTRICT

Gifts, grants or bequests will be accepted by the Board, provided the conditions of acceptance do not remove any portion of the control of the District from the Board.

Any person or organization desiring to give a gift or make a grant or bequest to the Board should contact the Superintendent who will submit the request to the Board.

Propositions giving funds, equipment or materials to the school with a “matching” agreement or restriction are discouraged.  Acceptance of donated equipment or materials may depend upon the compliance with or experience related to the Board’s policy of standardizing materials and equipment in the District.

Whenever the District has an established project, contributions that would reduce the cost or would hasten the completion will be welcome.

Gifts to Staff Members

Students, parents and other patrons of the District shall be discouraged from the routine presentation of gifts to District employees.

When a student feels a spontaneous desire to present a gift to a staff member, the gift shall not be elaborate or unduly expensive.

The Board shall consider as always welcome, and in most cases more appropriate than gifts, the writing of letters to staff members expressing gratitude or appreciation.

This shall not be interpreted as intended to discourage acts of generosity in unusual situations and simple remembrances expressive of affection or gratitude shall not be regarded as violations of this rule.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    9.20
                                           3313.36; 3313.47

CROSS REFS.:    BHD, Board Member Compensation and Expenses
                                FEE, Site Acquisition Procedures

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PUBLIC SOLICITATIONS IN THE SCHOOLS/
ADVERTISING IN THE SCHOOLS

No person may sell or offer for sale within school buildings or on school property any articles or services or solicit contributions except those approved by the Superintendent or the Board.  No contact or business transactions (personal or private) by such persons or organizations will occur with District employees during normal working hours.  This policy does not prohibit any school fund-raising activity authorized by the Superintendent or other appropriate building administrator.

Salespeople representing educational companies may be granted the opportunity to speak to teachers by making arrangements through the principal’s office.  Such appointments must not interfere with the classroom work of the teachers.

The school directory or lists of students are not made available to any outside person or agency for a profit-making purpose.

No notices, advertisements or written matter of any nature on behalf of persons or organizations not officially connected with the schools will be distributed or displayed in any school building or on school property without the advanced written permission of the Superintendent or designee.  No notices or private business meetings, even by school personnel, will be allowed in school buildings after hours unless approved in advance by the Superintendent/designee and the building principal.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    2921.43; 2921.431
                                            3319.321

CROSS REFS.:    GBI, Staff Gifts and Solicitations
                                 JL, Student Gifts and Solicitations
                                 KG, Community Use of School Facilities (Equal Access)
                                 KK, Visitors to the Schools

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VISITORS TO THE SCHOOLS

Instructional time is the foundation of the educational process and when used wisely is directly related to the increase of student achievement. The Miamisburg Board of Education is dedicated to protecting the quality and quantity of instructional time afforded our students. Interference and disruptions to instructional time are to be kept to a minimum. 

With the above premise in mind, the Miamisburg City School District welcomes authorized visitors and guests to visit our schools and classrooms to observe the work of the schools and to see the quality of education being offered to our students. In order to ensure minimum disruptions and interference to the school day, each visitor and guest should contact the building principal in advance (preferably 24 hours notice) to arrange the visitation schedule. This will allow for appropriate communications to staff members and if necessary, accessibility accommodations prior to the actual visitation. All efforts will be made to accommodate the requested date and times of the visit.

To assure no unauthorized persons enter our school buildings, all visitors and guests must report to the principal’s office to receive proper authorization and identification before visiting elsewhere in the building. (This policy does not apply when visitors and guests are invited to building-wide assemblies and programs.) Unauthorized persons will not be permitted in school buildings or on school grounds. Schools Principals are authorized to take appropriate action to prevent disruptive / unauthorized persons from entering and loitering on school grounds. School Principals are authorized to take appropriate action to remove those persons disruptive to the educational process. 

Unauthorized persons are not permitted in school buildings or on school grounds.  School principals are authorized to take appropriate action to prevent such persons from entering buildings and loitering on the grounds.

[Adoption date:  October 21, 2004]
[Revised September 15, 2005]

LEGAL REF.:    ORC    3313.20

CROSS REFS.:    BG, Board-Staff Communications (Also GBD)
                                KGB, Public Conduct on District Property
                                KI, Public Solicitations in the Schools

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RECRUITERS IN THE SCHOOLS

All recruiters, military, nonmilitary, commercial and educational, are treated uniformly in the conduct of on-campus student recruitment.  Scheduling of recruiting visits to the District is announced to the student body in advance.  Recruiters are afforded the opportunity to conduct meetings during the school day with those students who are interested.

All group meetings are to be scheduled through the principal’s office.  Classroom teachers who schedule recruiters as a career awareness activity should coordinate these activities through the appropriate building administrator.

In order to maintain the privacy of its students, the Board prohibits the disclosure of any student list to any commercial organization which intends to use the list for commercial purposes.  “Student list” is defined as Board-approved directory information.  “Commercial organization” is defined as any entity which is a for-profit organization.  “Commercial purpose” is defined as any activity which is an attempt to solicit business for profit.  The Superintendent shall establish a procedure to be followed by all corporation employees when a request for a student list is made by a commercial organization.

Names and addresses of students in grades 10 through 12 must be released to a recruiting officer of the armed forces unless a parent or student (age 18 or older) submits a written request not to release the information.

Adoption Date:    September 15, 2005

LEGAL REFS:    The Elementary and Secondary Education Act; 20 USC 1221 et
                              Seq.  Family Educational Rights and Privacy Act; 20 USC Section
                              1232G
                              ORC    149.41; 149.43
                                           1347.01 et seq.
                                           3317.031
                                           3319.32; 3319.321; 3319.33
                                           3321.12; 3321.13
                                           3331.13

CROSS REFS:    JO, Student Records
                               KBA, Public’s Right to Know

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Miamisburg City School District
Access to Student Information by Military or College Recruiters
Notice to Obtain Written Parental Consent

Student:  ___________________________  Date of Birth:  ___________________

School:  ___________________________  Date:  __________________________

Dear Parent/Guardian and Secondary Students:

Our district receives funds from the federal government under the No Child Left Behind Act of 2001.  These funds are used in a variety of ways to provide additional help to students in greatest academic need.  The law also requires that districts receiving these funds must, upon request, provide to military recruiters, colleges and universities, access to the names, addresses and telephone listings of secondary students.

It is important for you to know that a secondary school student or his/her parent or guardian may request that the student’s name, address, and telephone number not be released by the district without proper written parental consent.  If you would like to make such a request, please complete the following and return it to your child’s school.  If you do not return the form, your child’s directory information will automatically be released if requested by a military recruiter, college or university.

Parent or Guardian:  Please complete this section and return the entire form to your child’s school.
Use a separate form for each child.

_________________________________________________________________

Military Recruiters (please check one):

___   Do not release my secondary student’s information to military recruiters at any time.

___   I consent to the district releasing my secondary student’s information to a military recruiter.

Colleges, Universities, or Institutions of Higher Learning (please check one):

___   Do not release my secondary student’s information to colleges, universities or other institutions of higher learning at any time.

___   I consent to the district releasing my secondary student’s information to colleges, universities or other institutions of higher learning.

Parent Signature:  __________________________  Date:  ___________________

Adult Student Signature:  _____________________  Date:  ___________________

                                                  OFFICE USE ONLY
__________________________________________________________________

Student ID#                             Date Distributed                       Date Received   

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PUBLIC COMPLAINTS

Constructive criticism of the District is welcomed by the Board.  Although no member of the community is denied the right to bring his/her complaints to the Board, he/she is referred to the proper administrative channels for solution before investigation or action by the Board.  Exceptions may be made when the complaints concern Board actions or Board operations.

The Board believes that complaints and grievances are best handled and resolved as close to their origin as possible.  The staff should be given the opportunity to consider the issues and attempt to resolve the problems prior to involvement by the Board.  The proper channeling of complaints involving instruction, discipline or learning materials is employee, principal, the Superintendent and then the Board.

If a complaint, which was presented to the Board and referred through the proper channels, is resolved before it comes back to the Board, a report of the disposition of the matter is made to the Board and then placed in the official files.

The Board expects the staff to receive complaints courteously and to make a proper reply to the complainant.

Matters referred to the Superintendent and/or Board must be in writing and are expected to be specific in terms of the action desired.

[Adoption date:  October 21, 2004]

LEGAL REF.:    ORC    121.22

CROSS REFS.:    KLB, Public Complaints About the Curriculum or Instructional Materials
                                KLD, Public Complaints About District Personnel

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PUBLIC COMPLAINTS ABOUT THE CURRICULUM OR INSTRUCTIONAL MATERIALS

The Board recognizes the need and right of students to free access to many different types of books and materials.  It also recognizes the right of the certificated staff to select books and other materials supportive of the District's educational philosophy and goals.

Criticism of a book or other materials used in the schools may be expected from time to time.  In such instances:

    1.    If a parent/guardian requests that his/her own child not read a given book, the
           teacher and/or school administrator should resolve the situation.

    2.    The Board will not permit any individual or group to exercise censorship over
            instructional materials and library collections, but recognizes that at times a
            reevaluation of certain material may be desirable.  Should an individual or
            group ask to have any book or other material withdrawn from school use, these
            guidelines will be followed:

Processing Complaints Regarding the Use of Instructional Materials

    1.    When a complaint is received regarding the use of instructional materials in a
           specific school, the teacher shall be notified of the complaint and its source.

    2.    The principal shall contact the complainant, and if possible, resolve any
           misunderstanding.  If the complainant requests withdrawal of a book or use of
           other instructional media, the teacher shall provide the complainant with a copy
           of the District's request for reconsideration form and an explanation of the
           procedures for registering the complaint.

    3.    The request for reconsideration form, when completed by the complainant, shall
            be given by the complainant to the building principal, who will forward such
            complaint to the chairperson of the Instructional Materials Committee for
            review, with a copy to the Superintendent.

    4.    Instructional Materials Committee

            A.    Membership

                    The committee shall consist of the following representative members of the
                    District's staff appointed by the Superintendent or designee:

                    1)    one elementary or one secondary principal or assistant principal;
                    2)    one elementary or one secondary teacher and
                    3)    one elementary or one secondary media specialist.

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           B.    Selection of and Responsibilities of Committee Chairperson

                   1)    The committee chairperson shall be selected by the Superintendent or
                           designee.
                   2)    Responsibilities shall include:

                          a.    Call meetings to hear complaints within 10 school days of receipt
                                 of complaint.
                          b.    Preside at a hearing on the complaint.
                          c.    Cause a written record to be maintained on all decisions made by
                                 the committee.
                         d.    Cause the complainant to be provided with a written response
                                 within 10 school days following such hearing, stating the decision
                                and reasons therefore, with a copy to the Superintendent.

    5.    No restriction shall be placed upon the use of such material until and unless the
           final decision of the Instructional Materials Committee deems such restriction
           and/or removal to be necessary.

The Board assumes final responsibility for all books and instructional materials it makes available to students and it holds its certificated staff accountable for their proper selections.  The Board also recognizes the rights of individual parents with respect to controversial materials used by their own children and will provide for the reevaluation of materials in library collections upon formal request.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    121.22
                                            3329.07; 3329.08; 3329.09

CROSS REFS.:    IIA, Instructional Materials
                                IIAA, Textbook Selection and Adoption
                                IIAC, Library Materials Selection and Adoption
                                INB, Teaching About Controversial Issues
                                KL, Public Complaints
                                KLD, Public Complaints About District Personnel

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CITIZEN’S REQUEST FOR RECONSIDERATION OF
LIBRARY/CURRICULUM MATERIALS

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PUBLIC COMPLAINTS ABOUT DISTRICT PERSONNEL

Complaints about personnel are investigated fully and fairly.  Before any such complaint is investigated, it must be submitted in writing and signed.

Whenever a complaint is made directly to the Board as a whole or to a Board member as an individual, it is referred to the school administration for study and possible solution.

The Superintendent develops, for approval by the Board, procedures that ensure prompt and fair attention to complaints against school personnel.  The procedure requires that an employee who is the object of a complaint be informed promptly and be afforded the opportunity to present the facts as he/she sees them.

If it appears necessary, the administration, the person who made the complaint or the employee involved may request an executive session of the Board for a formal hearing.  Statutory restrictions on executive sessions are observed.  Any Board action on the matter is taken in public session.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    121.22
                                            149.43

CROSS REFS.:    BDC, Executive Sessions
                                BDDH, Public Participation at Board Meetings (Also KD)
                                GBL, Personnel Records
                                KL, Public Complaints
                                KLB, Public Complaints About the Curriculum or Instructional Materials

CONTRACT REFS.:    Teachers’ Negotiated Agreement
                                       Classified Staff Negotiated Agreement

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PUBLIC COMPLAINTS ABOUT DISTRICT PERSONNEL

The following procedures are to ensure that a citizen’s complaint is given due consideration and attention.  Complainants utilizing this process are restricted to criticisms of particular school employees by a citizen/parent of the District.  Levels of the complaint process are:

Informal Level:

Concerns/Complaints are first to be presented and discussed with the person against whom it is directed.  Either party may request to have the building principal or a counselor present.  Each party is to listen carefully to each other and resolve the difficulty through dialogue, a respectful understanding of each side’s point of view and the educational value and purpose of the action(s).  If the complainant remains dissatisfied, the employee will refer the complainant to the building principal or immediate supervisor.

Formal – Building Level:

If the informal conference has been held with no resolution or if the complainant comes first to the building principal or supervisor, the complainant will be required to complete the Public Complaint Form and submit the completed form to the building principal or supervisor in a timely manner.  The employee will be informed about the nature of the complaint by the building principal or supervisor.  If the complaint is not submitted in writing, the building principal or supervisor may or may not take any further action.

Following the submission of the written complaint, the building principal and/or supervisor will investigate the nature of the complaint, conference with the complainant and meet with the employee involved and any other personnel who may contribute to the resolution/disposition of the complaint.  Such actions will be put in writing by the building administrator/supervisor of the Public Complaint Form.

The employee will receive a copy of the completed form by the building administrator/supervisor.

Formal – District Level:

If the complainant remains dissatisfied, the complainant will request in writing that the building administrator or supervisor forward the Public Complaint Form to the Director of Education for review.  (If the Director of Education has been involved at the Formal Building Level, the Director of Human Resources will preside.)  The Director will investigate, may conference with all or some of the parties involved and arrive at a resolution or disposition.  The final resolution/disposition rests at the District level.  A copy of the disposition will be given to all parties involved. 

(Approval date:  October 21, 2004)

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MIAMISBURG CITY SCHOOLS

Public Complaint Form
About School Personnel

 

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MIAMISBURG CITY SCHOOLS

PUBLIC COMPLAINT ABOUT SCHOOL PERSONNEL

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RELATIONS WITH PARENT ORGANIZATIONS

The Board supports all organizations of parents whose objectives are to promote the educational experiences of District students.  However, in using the name of the District or its schools and in organizing a group whose identity derives from a school(s) of the District, parental organizations share responsibility with the Board for the welfare of participating students.

Parent organizations desiring to use the name or offices of the District to organize students must obtain the approval of the Board as a prerequisite. 

Principals and staff members need to work closely with the officers of all parent organizations to provide a sustained system of activities that increase and enhance the educational opportunities for students.  The activities must be integrated and balanced in accordance with the total District educational program and District goals and objectives and must comply with all state and local laws and regulations.

Parent organizations that wish to construct anything on school property must have the permission of the Board in advance of the construction project.  The organization must provide the Board, in writing, proof of financial stability and that funds are available for the construction project.

Acceptance of donated equipment or materials may depend upon the compliance with, or experience related to, the Board’s policy of standardizing materials and equipment.

[Adoption date:  October 21, 2004]

LEGAL REF.:    ORC    3313.20

CROSS REFS.:    AE, School District Goals and Objectives
                                KH, Public Gifts to the District
                                KI, Public Solicitations in the Schools
                                KJ, Advertising in the Schools
                                KMB, Relations with Booster Organizations

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RELATIONS WITH BOOSTER ORGANIZATIONS

The Board recognizes that the endeavors and objectives of booster organizations can be a valuable means of stimulating interest and endorsement of the aims and achievements of the District.

Booster-proposed plans, projects or activities must be evaluated and promoted in light of their stated contribution to the curricular as well as the extracurricular programs of the District.  Careful consideration must be given to the total value of all students, rather than to specific elements such as teams and band participants.  Care must be taken to avoid compromising or diluting the responsibility and authority of the Board. 

Booster organizations must abide by all District policies and rules as well as the following list.

1.    Booster organizations shall not use the school’s tax ID number.

2.    Booster organizations shall not accept checks made out to the school and vice
       versa.

3.    District officials shall not have a leadership role in booster organizations.

4.    Fund-raising activities shall not occur on school premises or during school hours
       unless permission has been given by the Superintendent/designee.

5.    Documentation on ownership of property and fund-raising activities is required.

6.    The use of the District name and emblems must be authorized.

[Adoption date:  October 21, 2004]

LEGAL REF.:    ORC    3313.20

CROSS REFS.:    IGDG, Student Activities Funds Management
                                IGDH, Contests for Students
                                KG, Community Use of School Facilities (Equal Access)
                                KGB, Public Conduct on District Property
                                KK, Visitors to the Schools
                                KMA, Relations with Parent Organizations

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SECTION I: INSTRUCTION

IA IAA IB IC ICA ICB* ID IE IF IFA* IFB* IFC* IFD IFE* IG* IGA* IGAA* IGAB IGAC IGAD IGADA* IGAE IGAF* IGAG IGAH IGAI IGAJ* IGB* IGBA IGBA-E IGBA-R IGBAB IGBAB-1-R IGBAB-2-R IGBB IGBC* IGBD* IGBE IGBF* IGBG IGBH IGBI IGBJ IGBJ-R IGBK* IGBL IGBM IGBM-R IGC* IGCA IGCB IGCC* IGCD IGCD-R IGCE* IGCF IGCF-R IGCG IGCH IGCH-R IGCI IGD IGDA* IGDB IGDC IGDD* IGDE* IGDF IGDF-R IGDF-E IGDG IGDG-R IGDH* IGDI* IGDJ IGDJA* IGDK IGE IGEA* IGEB* IGEC* IGED IGED-R IGEE IH* IHA IHB IHC* IHD* IHE* IHF* IHG* IHH IHHA* IHI* IHIA* IHJ* IHK* IHL* II* IIA IIAA IIAB* IIAC IIAD* IIB* IIBA* IIBB* IIBC* IIBD* IIBDA* IIBE* IIBF* IIBG* IIBH IIC IICA IICA-E IICA-R IICA-R-2 IICB* IICC IJ IK IKA IKAA* IKAB IKAB-R IKAC* IKAD* IKB IKB-R IKC* IKD* IKE IKEA* IKEB IKF IKFA* IKFB IKFC* IL IL-R ILB* ILC* IM IN* INA INB INC* IND IND-E/INDA-E INDA INDB* INE* INF* ING ING-R INH*

Instructional Goals         Instructional Objectives Academic Freedom School Year         School Calendar         Extended School Year School Day Organization of Facilities for Instruction Curriculum Development          Curriculum Research          Pilot Projects          Pilot Project Evaluation          Curriculum Adoption          Curriculum Guides and Course Outlines Curriculum Design          Basic Curricular Program                   Citizenship Education                   Human Relations Education                   Teaching About Religion                   Occupational Education (Career and Technical Education)                   Work-Experience Opportunities                   Health Education                   Physical Education                   Drugs, Alcohol and Tobacco Education                   Family Life Education                   Sex Education                   Driver Education          Special Instructional Programs and Accommodations                   Programs for Students with Disabilities                   Programs for Students with Disabilities                      Programs for Students with Disabilities                   Section 504 Policy Statement                   Section 504                   Section 504                   Programs for Gifted and Talented Students                   Programs for Disadvantaged Students                   Programs for Pregnant Students                   Remedial Instruction                   Bilingual Instruction                   Home-Bound Instruction                   Alternative School Programs                   English as a Second Language (Limited English Proficiency)                   Title I Programs                   Title I Programs (Public School Choice)                    Latchkey Program                    Parental Involvement in Education            Extended Instructional Programs            Credit Flexibility            Credit Flexibility                    Summer Schools                    Experimental Programs                    Honors Program                    Educational Options (Also LEB)                    Educational Options (Also LEB-R)                    School Camps                    Home Education                    Home Education                    Preschool Program                    Postsecondary Enrollment Options (Also LEC)                    Postsecondary Enrollment Options (Also LEC-R)                    Community Service           Cocurricular and Extracurricular Activities                   Student Organizations                   Student Publications                   Student Social Events                   Student Performances                   Student Activities Fees                   Student Fund-Raising Activities                   Student Fund-Raising Activities (IGDF-R)                   Fund Raiser Request Form                   Student Activities Funds Management                   Student Activities Funds Management                   Contests for Students                   Intramural Programs                   Interscholastic Athletics                           Drug Testing of Students in Interscholastic Athletics                   Interscholastic Extracurricular Eligibility            Adult Education Programs                   Adult Basic Education                   Adult High School Programs                   Adult Occupational Education                   Diploma of Adult Education                   Diploma of Adult Education                   Awarding of High School Diplomas to Veterans of War Instructional Arrangements           Grouping for Instruction           Class Size           Scheduling for Instruction           Student Schedules and Course Loads           Team Teaching           Differentiated Staffing           Independent Study           Individualized Instruction                   Individual Help           Contracting for Instruction                   Performance Contracting            Minicourses            Open Classrooms            Nongraded Classrooms Instructional Resources           Instructional Materials                   Textbook Selection and Adoption                   Supplementary Materials Selection and Adoption                   Library Materials Selection and Adoption                   Special Interest Materials (Also KFA)            Instructional Services                    Teacher Aides                    Resource Teachers                    Instructional Materials Centers                    School Libraries                            Professional Libraries                     Instructional Television                     Instructional Radio                     Computer-Assisted Instruction                     District Web Site Publishing             Community Instructional Resources (Also KF)                      Field Trips                      Field Trips                         Field Trips                      Request For Overnight/Extended Student Trips (200 miles from Miamisburg                      and also out of State)                      Community Resource Persons                      School Volunteers Guidance Program Academic Achievement           Grading Systems                      Final Examinations                      Student Progress Reports to Parents                      Student Progress Reports to Parents                      Student Conferences                      Parent Conferences           Homework           Homework           Class Rankings           Honor Rolls           Promotion and Retention of Students                      Make-Up Opportunities                      Policy on Academic Acceleration, Early Entrance to Kindergarten, and Early                      High School Graduation           Graduation Requirements                      Early Graduation                      Graduation Exercises                      Graduate Competency Testing Programs           Testing Programs           Test Administration            Use and Dissemination of Test Results Evaluation of Instructional Programs (Also AFE) Miscellaneous Instructional Policies           Teaching Methods (Lesson Plans)           Teaching About Controversial Issues           Controversial Speakers           School Ceremonies and Observances           School Ceremonies and Observances/Patriotic Exercises                      Patriotic Exercises                      Flag Displays            Assemblies            School Fairs            Animals in the Schools            Animals in the Schools            Class Interruptions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*These topics are not currently covered by Board policy.

 

 

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File:  IA

INSTRUCTIONAL GOALS

The goals of the instructional program are considered guides rather than limits which are flexible enough to meet the changing needs of both students and society for all grade levels and subject areas.

The District’s instructional goals include:

    1.    helping meet the physical, intellectual and emotional needs of students,
           particularly the need to inquire, learn, think and create;

    2.    helping students establish aesthetic, moral and ethical values;

    3.    helping students relate satisfactorily to others in circumstances involving their
           families, work, government and recreation;

    4.    giving students a mastery of the basic skills of learning, thinking, problem
           solving, reading, writing and computation;

    5.    teaching students to use the various media of self-expression;

    6.    instilling in students a knowledge of the social and natural sciences;

    7.    acquainting students with the richness of the national heritage;

    8.    stimulating students to work productively in the various areas of human
           endeavor and

    9.    acknowledging the importance of, and relating appropriately to, the home and
           other social agencies in developing the habits and attitudes which make for
           effective personal living and the maintenance of optimum physical and mental
           health.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    Ohio Const. Art. VI, Section 2
                               OAC    3301-35-06

CROSS REFS.:    ADA, Educational Philosophy
                                AE, School District Goals and Objectives
                                AFE, Evaluation of Instructional Programs (Also IM)
                                AFI, Evaluation of Educational Resources
                                Continuous Improvement Plan

 

 

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File:  IAA

INSTRUCTIONAL OBJECTIVES

Instructors shall identify skills, knowledge and attitudes crucial to the student’s successful movement to the next level of learning within each subject area and at each grade level.

Curriculum is developed and implemented according to the requirements established by the Ohio Administrative Code.

Courses of study are reviewed and updated as needed under the supervision of the Superintendent/designee.  This evaluation considers the achievement of learning objectives and learning outcomes.  This evaluation promotes and guides appropriate revision and updating.  The evaluated course of study is presented to the Board for adoption or re-adoption.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-04; 3301-35-06

CROSS REFS.:    ADA, Educational Philosophy
                                AE, School District Goals and Objectives
                                AFE, Evaluation of Instructional Programs (Also IM)
                                IA, Instructional Goals

 

 

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File:  IB

ACADEMIC FREEDOM

Public education in a pluralistic society must strive to present, as objectively as possible, varied events, activities and perceptions reflected in history, literature and other sources of humanity’s thought and expression.  A major goal of education in a free society is to develop persons who can think critically, understand their culture, live compassionately with others, make sound decisions and live with the consequences of their judgment.  Because points of view differ and biases exist, students must have access to materials which express this diversity of perspective.

It is the responsibility of the teacher to make certain that such access to materials presenting various sides of an issue is available.  Teachers must take into account the relative maturity of their students and the need for guidance and help in studying issues and arriving at balanced views.  All instruction conforms to adopted courses of study.

The principle of academic freedom presupposes intellectual honesty on the part of the person who exercises it and that he/she can and will discriminate among facts relating to an issue.  In expressing a personal opinion, a teacher makes it known to students that the view is his/her own and does not attempt to bring students to a commitment to that personal viewpoint.

[Adoption date:  October 21, 2004]

CROSS REFS.:    AC, Nondiscrimination
                                EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
                                INB, Teaching About Controversial Issues
                                JB, Equal Educational Opportunities

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IC/ICA

SCHOOL YEAR/SCHOOL CALENDAR

The calendar for the school year shall be recommended to the Superintendent two years in advance by a committee composed of one business manager, one central office administrator, one secondary administrator, one elementary administrator, the MCTA president/designee and one teacher from each level (high school, middle school and elementary school), per the Negotiated Agreement.

The calendar sets forth the days schools will be in session, holidays and vacation periods, in-service training days, teacher orientation days; days of conferences with and reports to parent(s)/guardian(s); and other teacher workdays.  The number of days scheduled for students shall meet or exceed the requirement of Ohio law.  Said calendar shall include the required number of days for calamity make-up days as prescribed by Ohio law.

The Superintendent will recommend a school calendar to the Board for adoption.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.48; 3313.481; 3313.482; 3313.483; 3313.62; 3313.63
                                            3317.01

CROSS REF.:    EBCD, Emergency Closings

CONTRACT REF.:    Teachers' Negotiated Agreement

 

 

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File:  ID

SCHOOL DAY

It is the responsibility of the Board to establish the beginning and dismissal times at the various grade levels.  These hours satisfy the time requirements established by State law and the State Board of Education regulations.

The administration is authorized to make minor changes in opening and closing times to facilitate the scheduling of transportation.  Any major changes in schedules are subject to Board approval.  The Ohio Administrative Code regulation for length of day must be followed.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.48; 3313.482
                               OAC    3301-35-06

CROSS REF.:    EBCD, Emergency Closings

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IE

ORGANIZATION OF FACILITIES FOR INSTRUCTION

The Board recognizes that the grouping of grades and services within the facilities of the District can promote the efficient operation of the District and help achieve a more effective instructional program.

The housing of grade levels in school facilities and the administration of the instructional program is according to plans developed by the Superintendent and the administrative staff and approved by the Board.

Modifications in the organizational plan of each school may be made by the Board upon the recommendation of the Superintendent.  The Superintendent continually monitors the effectiveness of the organizational plan and recommends to the Board modifications in the plan which are in the best interest of students; provides for the equivalency of instructional materials, equipment and personnel and makes the wisest use of resources and personnel to serve the educational goals of the Board.

The organization of facilities may be re-organized to comply with the provisions of No Child Left Behind.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3311.29
                                           3313.53; 3313.531; 3313.641

CROSS REFS.:    IGBI, English as a Second Language (Limited English Proficiency)
                                IGBJ, Title I Programs
                                IHA, Grouping for Instruction
                               JECBD, Intradistrict Open Enrollment

 

 

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File:  IF

CURRICULUM DEVELOPMENT

Continuing curriculum study and development are necessary in order to ensure that the District meets the needs of the students in its schools.

Curriculum planning is based on the educational philosophy and goals approved by the Board.  Specific objectives are developed by the staff and input from parents, community members and other stakeholders is considered by the Board.  Such planning must also take into consideration the legal requirements for students in basic subjects.

To ensure improved instruction as a result of curriculum changes, there must be close coordination between new curriculum development and current instruction program and process and their evaluation.  There must be coordination across subject areas and articulation of programs between grade levels.  Implementation of new or revised curriculum must be closely coordinated with staff development programs.

The Superintendent/designee is responsible for authorizing curriculum studies and for establishing curriculum councils and advisory committees as needed.

The Board expects all certificated staff to work together in evaluating the educational program and recommending additions and changes in courses, programs and instructional approaches.  All staff members have a professional obligation to the educational program, including responsibility for working on curriculum committees.  The certificated staff is expected to play an active role in curriculum development.

The Superintendent/designee provides the Board with reports on the curriculum and on the work of curriculum committees and recommends courses and programs for adoption by the Board.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06

CROSS REF.:    ABA, Community Involvement in Decision Making (Also KC)
                             ABB, Staff Involvement in Decision Making (Also GBB)
                             BCF, Advisory Committees to the Board

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IFD

CURRICULUM ADOPTION

An effective curriculum requires continuous development, implementation, evaluation and improvement.  The Board expects the certificated staff to implement courses of study which promote the educational goals of the District and comply with legal requirements.

Legal responsibility for adoption of curriculum resides with the Board.  The Board assigns responsibility for curriculum development to the Superintendent.  The Board considers and acts on new courses and programs as recommended by the Superintendent.  It officially approves courses of study for all subjects as required by State and Federal law.

The Superintendent supervises the evaluation of the curriculum.  Courses of study are reviewed and updated as needed.  After evaluation, courses of study are presented to the Board for adoption or re-adoption.  The Board may initiate studies of prospective new courses and curriculum revisions.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.07
                                            3313.60; 3313.602; 3313.90
                               OAC    3301-35-02; 3301-35-03; 3301-35-04

 

 

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File:  IGAB

HUMAN RELATIONS EDUCATION

This Board fosters good human relations dealing with race, color, national origin, citizenship status, religion, gender, economic status, age or disability through its instructional programs, its student activities and the classroom environment.

The Board encourages and supports the following approaches to human relations education.

    1.    The curriculum for all students in grades kindergarten through 12 presents in
            context the accomplishments and contributions of the races and cultures of our
            world.

    2.    Methods and techniques of classroom teaching emphasize the similarities and
            likenesses of people of various backgrounds and cultures.

    3.    The staff annually refreshes its awareness of the facts that the public schools
            are among the primary instruments for furthering, upgrading and strengthening
            human relations through in-service training.

    4.    The schools work for an integration of ideas, people and material resources to
            provide the best education to meet the demands of our society.

    5.    The schools strive to develop a positive self-image in each student’s thinking. 
           They:

             A.    recognize the dignity and worth of the individual;

             B.    provide students with the opportunity to acquire as broad an education as
                     the student’s capacity permits and

            C.    stimulate the development of respect for the laws of this country.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-02(B)(I)(6); 3301-35-03(H)

CROSS REFS.:    AC, Nondiscrimination
                                ACA, Nondiscrimination on the Basis of Sex
                                ACB, Nondiscrimination on the Basis of Disability
                                JB, Equal Educational Opportunities

 

 

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File:  IGAC

TEACHING ABOUT RELIGION

Schools must be neutral in matters of religion.  The District must show no preference for one religion over another and must refrain from the promotion of any religion.

Teaching about religious holidays or about religion in general should be objective, should avoid any doctrinal impact and should avoid any implication that religious doctrines have the support of school authority.

It is the responsibility of the public schools to foster mutual understanding and respect for all individuals and beliefs.  In pursuing this goal, teaching in the public schools should recognize that holidays are observed differently by different religious groups.  Teachers should also respect the fact that some individuals’ beliefs do not include religious observances.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    U.S. Const. Amend. I
                               ORC    3313.601

CROSS REFS.:    INB, Teaching About Controversial Issues
                                IND, School Ceremonies and Observances
                               JB, Equal Educational Opportunities
                               JEFB, Released Time for Religious Instruction

 

 

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File:  IGAD

OCCUPATIONAL EDUCATION
(Career and Technical Education)

The schools should provide education that is pertinent to the practical aspects of life and prepares students to make the transition from the school setting to the world of work.  Therefore, it supports the inclusion of career education in the basic curriculum.

Career education is a program that enables each student to gain career awareness and to explore career opportunities in all fields so that he/she can make informed decisions about his/her future occupations.

The Board charges the administration with the responsibility for implementation of the career education program in the schools.

Career education is a concept that can be taught in the classroom at all grade levels.  At the secondary level, it specifically incorporates career exploration, career guidance and vocational education/training opportunities.  The latter are designed to equip students to enter postsecondary occupational education programs, and/or specific occupations directly from high school.

Career and technical education is available as an integral part of the curriculum at the secondary level.  It is geared to technological and economic conditions and changes, and, as a core component of comprehensive education, shares with other aspects of the high school curriculum the purpose of development of character, attitudes and skills.  Guidance and counseling services are provided to each student throughout his/her program.

In an effort to meet the changing needs of the global, high-tech workforce, the following educational programs will be offered to secondary high school students, adults, postgraduates and others desiring to obtain necessary workforce skills.

    1.    career education in agriculture, business and marketing, health occupations
           education and trade and industrial education including the applied related
           academic subjects, i.e. math, science and communication skills

    2.    postgraduate and adult education courses, including apprenticeship programs

Fees are charged to students, as established by the Board, to pay for materials they use in these courses and programs.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3303.02; 3303.06
                                            3311.18; 3311.19
                                            3313.53; 3313.56; 3313.90; 3313.901; 3313.91; 3313.911
                                            3317.024; 3317.16; 3317.17
                               OAC    Chapter    3301-61
                                            3301-35-06

 

 

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File:  IGAE

HEALTH EDUCATION

The Board is committed to a sound, comprehensive health education program as an integral part of each student’s general education.  At a minimum, the health education program meets the requirements established by law and includes practical training in procedures to be used in first aid, safety, fire prevention and cardiopulmonary resuscitation.

The Board believes that the greatest opportunity for effective health education lies with the public schools because of the opportunity to reach almost all students at an age when positive, lifelong health habits may be instilled and the availability of qualified personnel to conduct health education programs.

The health education program emphasizes a contemporary approach to the presentation of health information, skills and knowledge necessary for students to understand the functioning and proper care of the human body.

In an effort to promote a relevant approach to the instruction of health education, the Board continues to stress the need for curricular, personnel and financial commitments to ensure a health education program of high quality in the public schools.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.60
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    EB, Safety Program
                                EBBA, First Aid
                                EBBC, Bloodborne Pathogens
                                GBEA, HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune
                                Deficiency Syndrome) ((Also JHCCA)
                                IGAH, Family Life Education
                                IGAI, Sex Education
                               JHF, Student Safety

 

 

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File:  IGAG

DRUGS, ALCOHOL AND TOBACCO EDUCATION

The Board views with concern the serious implications of drug, alcohol and tobacco use by students.  In keeping with its primary responsibility, the education of youth, the Board charges the staff to continue to investigate the causes of student involvement with drugs and alcohol and to develop suitable preventive measures whenever feasible.

The Board and the staff continue to seek ways to educate students about the dangers of the misuse and abuse of drugs, alcohol and tobacco.  Instructional units include sessions about the causes and effects of drug, alcohol and tobacco abuse, especially in young people.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    2925.01; 2925.37
                                            3313.60; 3313.95
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    JFCG, Tobacco Use by Students
                                JFCH, Alcohol Use by Students
                                JFCI, Student Drug Abuse

 

 

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File:  IGAH/IGAI

FAMILY LIFE EDUCATION/SEX EDUCATION

The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, attitudes and values which result in behavior which contributes to the well-being of the individual, the family and society.

Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation.  Parents have the primary responsibility to assist their children in developing moral values.  The schools should support and supplement parents’ efforts in these areas by offering students factual information and opportunities to discuss concerns, issues and attitudes.

In addition to the requirements listed below, the policies and regulations concerning the approval of new curriculum content, units and materials apply to any course(s) dealing with family life and sex education.

    1.    Instructional materials to be used in family life/sex education are available for
           review by parents during school hours.

    2.    If, after review of materials used and a conference with the instructor and
           principal, a parent requests that his/her child not participate in a given aspect of
           the course, an alternate educational assignment is arranged for that student with
           the approval of the principal.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.60
                               OAC    3301-35-02

CROSS REF.:    IGAE, Health Education

 

 

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File:  IGBA

PROGRAMS FOR STUDENTS WITH DISABILITIES

All students with disabilities living within the District are identified, evaluated and placed in appropriate educational programs.  Due process requirements, procedural safeguards and confidential treatment of information are adhered to as required by State and Federal law.

The Superintendent is expected to supervise all special education programs and to assign a member of the staff to coordinate efforts.  The person designated is responsible for the identification of students with disabilities, the evaluation of disabilities and evaluation procedures, the design of Individualized Education Programs (IEP), plans and placement.  All procedures are in accordance with State and Federal law.

The IEP determined for each identified student is developed in accordance with the student’s individual needs.  The plan provides for re-evaluation of the student’s needs, progress and effectiveness of the program being offered.

Although the District requires all students with disabilities to be tested, each student with a disability is considered individually relative to his/her participation in the District’s educational and testing programs.  Alternative assessments are required and students must make yearly gains as defined by the adequate yearly progress indicator adopted by the State Board of Education and be at a proficient level in 12 years.

The Board directs the administration to develop a plan to comply with school choice and supplemental service sanctions.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    Education for All Handicapped Children Act; 20 USC 1401 et seq.
                               Rehabilitation Act; 29 USC 706(8), 794, 794a
                               504 Regulations 34 C.F.R. Part 104
                               Americans with Disabilities Act; USC 12112 et seq.
                               State Department of Education, Special Education Policies and Procedures,
                                Free Appropriate Public Education-101
                                ORC    3313.50
                                             3323.01 et seq.
                                             3325.01 et seq.
                                OAC    3301-51
                                             3301-55-01

CROSS REFS.:    ACB, Nondiscrimination on the Basis of Disability
                                IGBJ, Title I Programs
                                IL, Testing Programs
                               JB, Equal Educational Opportunities
                                KBA, Public’s Right to Know

 

 

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File: IGBA-E

 

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File:  IGBAB

SECTION 504 POLICY STATEMENT

The District will identify, evaluate and provide appropriate accommodations for students with mental and/or physical impairment(s) which substantially limit one or more major life activities.

Section 504 of the Rehabilitation Act (1973) due process rights for children and their parents will be enforced.

The Director of Pupil Services is designated the coordinator of Section 504 activities

[Adoption date:  October 21, 2004]

LEGAL REFS.:    Education For All Handicapped Children Act of 1975
                               Rehabilitation Act of 1973
                               ORC    3313.37; 3313.50
                                            3323.01 et seq. 3325.01
                               OAC    3301-51-02
                                            3301-51-16-19
                                            3301-55-01

CROSS REFS.:    ACB, Nondiscrimination on the Basis of Disability
                                IL, Testing Programs
                               JB, Equal Educational Opportunities
                               JHC, Student Health Services and Requirements
                               KBA, Public’s Right To Know

 

 

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File:  IGBAB-1-R

SECTION 504

Section 504 is an act which prohibits discrimination against persons with a handicap in any program receiving federal financial assistance.  The act defines a person with a handicap as anyone who:

    1.    has a mental or physical impairment which substantially limits one or more
           major life activities (major life activities include activities such as caring for
           one’s self, performing manual tasks, walking, seeing, hearing, speaking,
           breathing, learning and working);

    2.    has a record of such an impairment or

    3.    is regarded as having such an impairment.

In order to fulfill its obligation under Section 504, the District recognizes a responsibility to avoid discrimination in policies and practices regarding its personnel and students.  No discrimination against any person with a handicap will knowingly be permitted in any of the programs and practices in the school system.

The District has specific responsibilities under the act, which include the responsibility to help identify, evaluate, and if the child is determined to be eligible under Section 504, to afford access to appropriate educational services.

The Family Educational Rights and Privacy Act (FERPA) also specifies rights related to educational records.  This act gives the parent or guardian the right to:

    1.    inspect and review his/her child’s educational records;
    2.    make copies of these records;
    3.    receive a list of all individuals having access to those records;
    4.    ask for an explanation of any item in the records;
    5.    ask for an amendment to any report on the grounds that it is inaccurate,
           misleading, or violates the child’s rights and
    6.    a hearing on the issued if the school refuses to make the amendment.

If there are questions, please feel free to contact the Director of Pupil Services, 504 Coordinator for the District, at phone number 866-3381.

(Approval date:  October 21, 2004)

 

 

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File:  IGBAB-2-R

SECTION 504

Step 1:  Informal Discussion with Coordinator

Complainants are encouraged to try to resolve problems promptly through informal dispute resolution.  The complainant meets informally with the District Section 504 coordinator and discusses his/her complaint.  The coordinator will investigate, documenting all steps (including dates and nature of meetings, disposition and dates of disposition), and will reply in writing to the complainant within five working days of the initial meeting.

Step 2:  Written Complaint

If the complaint is not satisfactorily resolved through Step 1, the complainant may file a written grievance with the Section 504 coordinator within 10 days of disposition at Step 1.  The written complaint must include:

    1.    a clear statement of the alleged violation;
    2.    the remedy sought by the complainant and
    3.    the complainant’s signature and the date.

The District’s Section 504 coordinator will conduct a full investigation of the grievance and will prepare a written report of the investigation that will include:

    1.    a clear statement of allegations of the grievant and remedy sought;
    2.    a statement of the facts as contended by each party;
    3.    a statement of the facts as found by the coordinator and evidence to support
           each fact;
    4.    a list of all witnesses interviewed and documents reviewed during the
            investigation;
    5.    a narrative describing attempts to resolve the grievance and
    6.    the coordinator’s conclusions on whether the grievance is valid.

If the coordinator believes the grievance is valid, the coordinator will recommend appropriate action to the Superintendent.  The report will be filed with the Superintendent within 15 days of receipt of the written grievance.  A copy of the report will be provided to the complainant.  If the Superintendent agrees with the recommendations of the coordinator, the recommendations will be implemented.

Step 3:  Appeal to School Board

If the complainant is not satisfactorily resolved through Step 2, the complainant may file a written appeal to the Board.  The appeal, which must be filed within 10 working days of the Superintendent’s decision, must include copies of the disposition at Step 1, if applicable, the written complaint, the coordinator’s report and the Superintendent’s decision at Step 2.

The appeal will be considered at the next regularly scheduled Board meeting as long as the appeal is filed at least five working days before the meeting.  Within 10 working days of considering the appeal, the Board will issue a written decision through the Superintendent’s office.

1 of 2

 

 

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File:  IGBAB-2-R

ORC Complaint

At any stage in this grievance procedure, the complainant has the right to file formal complaints with the Office for Civil Rights, U.S. Department of Education, 330 C St., SW, Washington, DC 20202.  The District Section 504 coordinator is:  William A. LaPrise, Director of Pupil Services.

(Approval date:  October 21, 2004)

2 of 2

 

 

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File:  IGBB

PROGRAMS FOR GIFTED AND TALENTED STUDENTS

In accordance with the belief that all children are entitled to education commensurate with their particular needs, children in the District who are gifted are provided opportunities to progress as their abilities permit.  The Board believes that these children may require services beyond those offered in regular school programs in order to realize their potential contribution to themselves and society.

Children who are gifted are identified annually by qualified professionals using a variety of assessment procedures.  The Board encourages efforts to provide services for the children who are gifted as an integral part of the total kindergarten through grade 12 program.

Identification

The District follows the identification eligibility criteria as specified in the Ohio Revised Code and the Ohio Administrative Code.

    1.    The District identifies children of the District, in grades kindergarten through 12,
            as gifted children who perform at remarkably high levels of accomplishment
            when compared to other children of the same age, experience and
            environment, as identified under the Ohio Revised Code and Ohio
            Administrative Code.  Accordingly, a child can be identified as exhibiting:

            A.    superior cognitive ability;

            B.    specific academic ability in one or more of the following content areas:

                    1)    mathematics;
                    2)    science;
                    3)    reading, writing or a combination of these skills and/or
                    4)    social studies;

            C.    creative thinking ability and/or

            D.    visual or performing arts ability such as drawing, painting, sculpting, music,
                    dance or drama.

    2.    The District uses only those instruments approved by the Ohio Department of
            Education for screening, assessment and identification of children who are
            gifted.

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District Plan for Identifying Gifted Students

The District adopts and submits to the Ohio Department of Education a plan for
screening, assessment and identification of children who are gifted.  Any revisions to the District plan are submitted to the Ohio Department of Education for approval.  The
identification plan includes the following: 

    1.    the criteria and methods the District uses to screen and select children for
           further assessment who perform or show potential for performing at remarkably
           high levels of accomplishment in one of the gifted areas;

    2.    the sources of assessment data the District uses to select children for further
           testing and an explanation to parents/guardians of the multiple assessment
           instruments required to identify children who are gifted;

    3.    an explanation for parents/guardians of the methods the District uses to ensure
           equal access to screening and further assessment by all District children,
           culturally and linguistically diverse children, children from low socio-economic
           backgrounds, children with disabilities and children for whom English is a
           second language;

    4.    the process of notifying parents/guardians regarding all policies and
           procedures concerning the screening, assessment and identification of children
           who are gifted;

    5.    an opportunity for parents/guardians to appeal any decision about the results of
           any screening procedure or assessment, the scheduling of children for
           assessment or the placement of a student in any program or for receipt of
           services;

    6.    procedures for the assessment of children who transfer into the District;

    7.    at least two opportunities a year for assessment in the case of children   
            requesting assessment or recommended for assessment by teachers,  
            parents or other children; and

    8.    an explanation that the District accepts scores on assessment instruments
           approved for use by the Ohio Department of Education that are provided by
           other school districts and trained personnel outside the District.

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The District's plan may provide for the District to contract with any qualified public or private service provider to provide screening or assessment services under the plan.  Gifted education coordinators provide the District with assistance in placing students, designing services, consulting on strategic planning, evaluating services on an ongoing basis and eliciting input from parents and staff.

District Plan for Services

The District adopts and submits to the Ohio Department of Education a plan for a
continuum of services that may be offered to students who are gifted.
               
    1.    The District ensures equal opportunity for all children identified as gifted to
            receive any or all services offered by the District.
       
    2.    The District implements a procedure for withdrawal of children from District
            gifted programs or services and for reassessment of children.

    3.    The District implements a procedure for resolving disputes with regard to
            identification and placement decisions.

    4.    Any District gifted education services are delivered in accordance with the Ohio
            Revised Code and the Ohio Administrative Code.

    5.    The District informs parents of the contents of this policy as required by the
            Ohio Revised Code.

Written Education Plan

The District provides gifted services based on the student’s area(s) of identification and individual needs and is guided by a written education plan (WEP).  The WEP, which is provided to parents of gifted students and educators responsible for providing gifted education services, includes a description of the services provided, including goals for the student in each service specified, methods for evaluating progress toward achieving the goals specified and methods and schedule for reporting progress to students.  The WEP also specifies staff members responsible for ensuring that specified services are delivered, policies regarding the waiver of assignments and the scheduling of tests missed while a student is participating in any gifted services provided outside the general education classroom and a date by which the WEP will be reviewed for possible revision.

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Gifted Education Personnel

Gifted education instruction is provided by gifted education intervention specialists by
grade level in accordance with the Ohio Administrative Code.  Gifted education
instruction is offered during the regular school day and may be provided in large or small groups and/or individually in a variety of settings.  The depth, breadth and pace of instruction based on the appropriate content areas may be differentiated.  Where differentiated instruction is provided in a regular classroom, the teacher is either licensed in gifted education or has received professional development and ongoing assistance from a gifted education intervention specialist or gifted education coordinator.

Annual Report and Accountability

The District submits, as required, a gifted education annual report to the Ohio
Department of Education.

The District submits, as required, a gifted education data audit to the Ohio Department of Education.

The Superintendent/designee implements all policies and procedures in accordance with laws, rules and regulations and follows the Ohio Administrative Code rules regarding gifted education.

[Adoption date:  October 21, 2004]
(Revised date:     August 21, 2008)

LEGAL REFS.:    ORC    3324.01-07
                            OAC    3301-51-15

CROSS REF.:    JB, Equal Educational Opportunities

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REMEDIAL INSTRUCTION

The educational program is designed and operated to be developmentally appropriate and avoid the necessity for remedial education.  In those cases in which students have clearly not performed commensurate with their capabilities, efforts are made to remedy the condition and attain the learning results sought. 

The Board directs the classroom teachers of students in the first, second and third grades to assess and identify at the end of each school year the reading skills of each student who is reading below grade level.  The parent or guardian is notified of each student whose reading skills are below grade level and intervention services are provided to the student.

Students who are reading below grade level at the end of the third grade are offered intense remediation services during the summer following third grade. 

The District seeks to involve the student's parent(s) with the classroom teacher in developing the intervention strategy and offers to the parent(s) the opportunity to be involved in the intervention.

Intervention services will be offered to students who fail to attain proficient scores on any of the District or state required tests.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.07
                                            3313.608; 3313.609
                               OAC    3301-35-04; 3301-35-06

CROSS REF:    IKE, Promotion and Retention of Students

 

 

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HOME BOUND INSTRUCTION

Homebound instruction is defined as any instruction provided to a student not in school due to an extended illness or physical handicap and is intended to maintain a student's academic status in the Miamisburg City Schools.

    1.    An extended or prolonged absence is defined as an absence period of 15 or
           more consecutive school days.

    2.    Certification of the handicap or illness will be accepted from a licensed
            physician or psychologist.

    3.    Request for homebound instruction will be initiated by the building principal by
           placing a telephone call/fax message to the Director of Pupil Services. 

    4.    Examples of handicaps or illnesses which would fall under the scope of this
           policy would include recovery from surgery, a long-term illness, recovery from an
           accident, pregnancy, etc. 

    5.    The District will attempt to provide a certificated/licensed instructor within a
            reasonable time after the 15-day absence period or when a licensed health
            care provider certifies that an illness/injury will extend beyond 15 days.  The
            District will comply with state and local school district guidelines when
            determining the eligibility and availability of homebound instruction.  Normally,
            homebound instruction will not exceed one hour per day and will not exceed the
            number of days the student is excused from regular attendance. 

    6.    The student's classroom instructor shall be responsible for furnishing to the
            student and tutor the following:

            A.    the course of study, weekly lesson plans and textbooks;

            B.    daily homework, assignments, worksheets and quizzes, tests and exams;

            C.    grading materials assigned during the homebound period and returning
                    them to the student weekly;

            D.    a nine-week grade, a semester exam grade and the final grade, if
                    applicable, and

            E.    the assignments to the respective homebound instructor by Thursday
                   evening of each week for the next week. 

    7.    The homebound tutor shall be responsible for the following:

           A.    providing the District with a copy of their current certification/license;

           B.    providing the student with all instruction;

           C.    administering all homework, class work, worksheets, quizzes, tests and
                   exams, if applicable;

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          D.    maintaining contact and rapport with the student's classroom teacher as to
                   the academic progress of the student on a weekly basis;

           E.    providing a log for the homebound instruction period with the following
                   information:  date, duration of time and the instruction covered.  This log will
                   be submitted at the conclusion of the homebound instruction period to the
                   school's guidance counselor.

            F.    providing a maximum of five hours of instruction per week and

            G.    providing to the Treasurer all information necessary for financial
                    reimbursement prior to the start of the homebound instruction.

    8.    The District, through the office of the Special Education Supervisor, shall be
            responsible for identifying and employing a tutor and meeting all state and
            Board regulations.

    9.    The parent is responsible for providing the District with an authorized medical
           excuse from a licensed physician or psychologist and obtaining all weekly
           assignments from the school. 

The homebound student will receive an incomplete grade in all subjects for grade reporting purposes until all homebound instruction is completed.

The classroom teacher(s) will provide the grade(s) necessary for grade reporting purposes to the guidance counselor within five school days after the completion of the homebound instruction.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    Americans with Disabilities Act; 42 USC 1201 et seq.
                               ORC    3313.64
                                            3321.04
                                            3323.05; 3323.12
                               OAC    3301-51-06

CROSS REFS.:    IGBA, Programs for Students with Disabilities
                                JEA, Compulsory Attendance Ages
                                JECBC, Admission of Students from Nonchartered or Home Schooling

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ALTERNATIVE SCHOOL PROGRAMS

The Board may approve alternative school programs for students who, because of special needs, cannot benefit from the regular school program.

The major objectives of such programs shall:

    1.    provide a setting in which individual guidance and challenge can be provided
           for each student;

    2.    develop an instructional program which assists each student in overcoming
           academic deficiencies and personal problems;

    3.    strive to improve each student’s self-concept so that he/she recognizes his/her
           ability to succeed and play a contributing role in society;

    4.    provide an accepting environment in which respect and confidence are given to
           each student and

    5.    develop a realistic instructional program, which provides each student with the
           skills necessary to become a self-supporting citizen.

To help achieve these objectives, the alternative school program is staffed by personnel who are committed to the importance of the program and who recognize that education encompasses more than formal classroom instruction.  Staff members must also be able to design a cooperative staff/student individualized educational plan which includes long-range goals and measurable objectives for reaching these goals.

Selection of students to participate in the alternative school program is made according to criteria established by the program staff and approved by the Superintendent.  Students in the alternative school program may return to their regular schools when they and the program staff agree that they are ready to do so.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.07
                                            3313.53; 3313.533; 3313.534
                               OAC    3301-35-04; 3301-35-06; 3301-35-09

 

 

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ENGLISH AS A SECOND LANGUAGE
(Limited English Proficiency)

The Board recognizes the need to provide equal educational opportunities for all students in the District.  Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the District, the District shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs.  Students in a language minority or who have limited English proficiency are identified, assessed and provided appropriate services.

The Board directs the administration to develop and implement language instruction programs that:

    1.    appropriately identify language minority students;

    2.    determine the appropriate instructional environment for students with an English
            language deficiency and

    3.    annually assess the English proficiency of students and monitor the progress of
           students receiving English or bilingual instruction in order to determine their
           readiness for the mainstream classroom environment.

The District requires all students with limited English proficiency to be tested.  Alternative assessments may be required and students must make yearly gains as defined by the adequate yearly progress indicator adopted by the State Board of Education and be at a proficient level in 12 years.

The Board directs the administration to develop a plan to comply with school choice and supplemental service sanctions.

The District provides parents with notice of and information regarding the instructional program as required by law.  Parental involvement is encouraged and parents are regularly apprised of their child’s progress.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    42USC 2000d
                               The Elementary and Secondary Education Act; 20 U.S.C. 1221 et seq.

CROSS REFS.:    AC, Nondiscrimination
                                IE, Organization of Facilities for Instruction
                                IGBJ, Title I Programs
                                JB, Equal Educational Opportunities

 

 

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TITLE I PROGRAMS

The Title I program is based on an annual assessment of educational needs.  This assessment includes identification of educationally deprived children in the public and private schools in this District.  Title I services are provided to all eligible, educationally deprived students.

The Board believes parental involvement is a vital part of the Title I program.  Parental involvement shall include, but not be limited to, parental contribution to the design and implementation of programs under this title, participation by parents in school activities and programs, and training and materials which build parents’ capacity to improve their children’s learning in both the home and the school.  To build a partnership between home and school, the District:

    1.    informs the parents of the program the reasons for their children’s participation
           and the specific instructional objectives;

    2.    trains parents to work with their children to attain instructional objectives;

    3.    trains teachers and other staff involved in programs under this title to work
           effectively with the parents of participating students;

    4.    develops partnerships by consulting with parents regularly;

    5.    provides opportunities for parents to be involved in the design, operation and
           evaluation of the program and

    6.    provides opportunities for the full participation of parents who lack literacy skills
           or whose native language is not English.

Title I funds are used only to augment, not to replace, state and local funds.  The Board uses such funds to provide educational services in schools receiving Title I assistance and funds are used to provide comparable services in all schools receiving Title I assistance.

The District is required to bring students up to a proficient level in reading and mathematics.  Any school that receives Title I funds, and fails to make adequate yearly progress as defined by the State Board of Education two years in a row, is required to offer school choice for students to transfer from the low performing building to a building that is making the required progress.  Among students exercising choice, priority is given to the lowest-achieving students from low income families.

If a school does not meet the adequate yearly progress three years in a row, it is required to offer supplemental (tutorial) services.  The administration is directed to develop a plan to comply with school choice and supplemental services.

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[Adoption date:  October 21, 2004]

LEGAL REF.:    The Elementary and Secondary Education Act; 20 USC 1221 et seq.

CROSS REFS.:    AC, Nondiscrimination
                                IE, Organization of Facilities for Instruction
                                IGBA, Programs for Students with Disabilities
                                IGBI, English as a Second Language
                                IGBL, Parental Involvement in Education
                               JB, Equal Educational Opportunities

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TITLE I PROGRAMS
(Public School Choice)

The Board in conjunction with the No Child Left Behind Act has approved procedures so that parents whose student(s) attend a school identified as a school of improvement would have the option to apply to another school within District boundaries.  The following conditions must be met.

Application Procedures

    1.    Annually, the District will notify parents of students in schools identified as
           School Improvement schools.

    2.    Parents must meet with the building principal to discuss their request for a new
           school assignment before an application is submitted to the Student Services
           Department.

    3.    An applicant for enrollment in a building that currently is in school improvement
           must be filed with the Student Services Department by _____(date)_________.

    4.    Transfers can only be made to schools not identified as a School Improvement
           school, and the selection of building placement is determined by the Student
           Services Department.

    5.    Application approval or disapproval will be made by _____(date)________ of
           the year in which the application is made.

    6.    Only one transfer per year is granted.

    7.    Applications are sorted by requested building and grade level, and placement
            is determined by building limits (see below).

    8.    Transfers are in effect for only one school year.  Parents must reapply each
            year.

Building Capacity Limits

    1.    Building capacities are established each year based on enrollment projections
           and special programs, i.e., special education, Title I, preschool programs.

    2.    Student/Teacher ratios will be within state standards or contractual limits.

Student Qualifications

    1.    No special qualifications are necessary.  However, if the District has insufficient
           capacity to accept all applicants, the Student Services Department will prioritize
           selections by “low achieving students from low income families.”

    2.    Students with disabilities may be assigned only to buildings where the
           appropriate programming currently exists.  The disabled student/teacher ratio
           will remain within state requirements and contractual limits.

(Approval date:  October 21, 2004)

 

 

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PARENTAL INVOLVEMENT IN EDUCATION

The Board believes that parental involvement is an important part of the educational program.  Current research indicates that a home-school partnership and greater involvement on the part of parents in the education of their children generally result in higher achievement scores, improved student behavior and reduced absenteeism.  All parents and foster caregivers are encouraged to take an active role in the education of their children or foster children.

The Board directs the administration to develop the necessary regulations to ensure that this policy is followed and that parental involvement is encouraged.  The guidelines:

    1.    encourage strong home-school partnerships;

    2.    provide for consistent and effective communication between the parents or
           foster caregivers and school officials;

    3.    offer parents or foster caregivers ways to assist and encourage their children or
            foster children to do their best;

    4.    offer ways parents or foster caregivers can support classroom learning
           activities and

    5.    provide opportunities for parents or foster caregivers in the parental
           involvement program.

[Adoption date:  October 21, 2004]

LEGAL REF.:    ORC    3313.472

CROSS REF.:    IGBJ, Title I Programs

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CREDIT FLEXIBILITY

The Miamisburg Board recognizes that an effective educational program is one that provides opportunities for students to customize aspects of their learning around their respective needs and interests.  Credit flexibility is one method to motivate and increase student learning by allowing access to more resources, customization around individual student needs and the use of multiple measures of learning.

Credit flexibility shifts the focus from “seat time” to performance.  Students can earn units of high school credit based on an individually approved credit flexibility plan.  The intent of credit flexibility is to meet increased expectations for high school graduation in response to globalization, technology and demographics, and to meet the demand for 21st century skills. 

In accordance with State law, the District must develop and implement a credit flexibility plan that enables students to earn high school credit by:

    1.    completing coursework; 

    2.    testing out or showing mastery of course content;

    3.    pursuing an educational option and/or an individually approved option and/or

    4.    any combination of the above.

The Superintendent/designee develops the District’s credit flexibility plan consistent with the provisions of the following regulation. 

 [Adoption date: March 18, 2010]

LEGAL REFS.:    Carnegie Design Team Report to the State Board of Education, New Emphasis
                            on Learning: Ohio’s plan for credit flexibility shifts the focus from “seat time”
                            to performance (March 2009)
                            ORC    3313.60; 3313.603; 3313.609; 3313.6013; 3313.611; 3313.613;
                                        3313.614; 3313.90
                                        3321.04
                                        Chapter 3324
                                        Chapter 3365
                                        OAC    Chapter 3301-34
                                        3301-35-06
                                        Chapter 3301-46
                                        Chapter 3301-51
                                        Chapter 3301-61

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                             CROSS REFS.:    IGAD, Career-Technical Education
                                                          IGBH, Alternative School Programs
                                                          IGCB, Experimental Programs
                                                          IGCD, Educational Options (Also LEB)
                                                          IGCF, Home Instruction
                                                          IGCH, Postsecondary Enrollment Options (Also LEC)
                                                          IGE, Adult Education Programs
                                                          IKA, Grading Systems
                                                          IKE, Promotion and Retention of Students
                                                          IKEB, Acceleration
                                                          IKF, Graduation Requirements

NOTE:     In 2007, the Ohio General Assembly enacted Senate Bill (SB) 311, also known as the Ohio Core, which directed the State Board of Education to adopt a plan that enables students to earn units of high school credit based on demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction.

SB 311 requires all local school boards to comply with the provisions of the State Board’s credit flexibility plan by adopting local board policy (ORC 3313.603(J)). Full implementation of the local board policy must be reached by the beginning of the 2010-11 school year.

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CREDIT FLEXIBILITY

In accordance with State law, the District’s plan for credit flexibility must:

    1.    identify the multiple methods of communication and frequency of each method the District will use to communicate the aspects of the credit flexibility policy and plan to students and parents on an on-going basis;

    2.    allow for demonstrated proficiency options on an on-going basis;
 
    3.    allow for graded options for demonstrated proficiency;

    4.    allow demonstration of proficiency to count towards course requirements for graduation;

    5.    determine credit equivalency for a Carnegie unit;
 
    6.    prohibit capping or limiting the number of courses or credits earned through credit flexibility;

    7.    allow for both simultaneous credit and/or partial credit to be earned;
 
    8.    not prohibit access to online education, postsecondary options or services from another district, as approved by the Board;
 
    9.    allow, if so desired, for the acceptance of credit from other districts and educational providers;

    10.    establish provisions for instances when students do not or cannot complete requirements and

    11.    establish a review process and submit data to the Ohio Department of Education about the methods and frequency of communication with students and parents.

In addition, the Superintendent/designee collects performance data including, but not limited to, the number of participating students, total credits earned and extent to which student participation reflects diversity of the student body.

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The Ohio Department of Education recommends that the Superintendent maintain a “library” of courses that were previously accepted to assist students, parents and teachers with understanding available options (or those unique to local contexts and regional economic development interests).


(Approval date: March 18, 2010)

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SUMMER SCHOOLS

The Board may operate summer schools for students in grades one through 12.  Summer programs can be for students who need extra help in order to advance with their respective age groups or to provide enrichment, remedial and recreational experiences.

Special activities or programs for which a fee is to be charged may be conducted only with the approval of the Board.

Summer school is under the direction of the Director of Education.  Teachers for summer sessions are recruited from the District staff insofar as feasible.  The Board sets summer salaries and makes appointments upon the recommendation of the Superintendent.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.0711
                                       3313.608; 3313.57; 3313.641

CROSS REFS.:    IGBE, Remedial Instruction
                                IKE, Promotion and Retention of Students
                                IL, Testing Programs
                               JN, Student Fees, Fines and Charges

 

 

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EXPERIMENTAL PROGRAMS

There are times when nontraditional approaches to instructional objectives are appropriate.  To this end the Board has initiated experimental programs.

An experimental program must meet the following requirements.

    1.    The program or course is developed by a committee consisting of
           administrators, grade level and subject area specialists and consultants as
           needed.

    2.    The Board makes formal application to the Ohio Department of Education for
            permission to implement the program on an experimental basis.

    3.    The program or course must be approved by the Board and the Ohio
            Department of Education prior to implementation.

    4.    All instructional materials used in connection with this program are available for
           inspection by parents of participating students.

    5.    Students must be recommended for participation.  The parent(s) must provide
           approval for students under 18 years of age to participate.  A copy of the written
           approval must be retained in the school files.  Students who are 18 years of age
           or older must submit a written request to participate.  This request is kept on
           file.

    6.    The program is evaluated in terms of learning outcomes, student achievement
            and accomplishment of stated objectives.

    7.    At the end of an established period of time, the Superintendent recommends
           either inclusion or exclusion of the experimental program in the District’s
           educational offerings.

    8.    Fees are estimated for experimental programs as needed.  Participating
           students are expected to pay allowable fees at the beginning of the program.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3329.08
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    IGCD, Educational Options (Also LEB)
                               JN, Student Fees, Fines and Charges

 

 

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File:  IGCD (Also LEB)

EDUCATIONAL OPTIONS

The Board recognizes that an effective educational program is one that provides opportunities for students to learn both within the classroom and for specific reasons beyond the traditional classroom and school day.  These expanded opportunities are viewed as educational options to supplement the regular school program.

The intent of educational options is to allow educators, other professionals, parents and others to work together to provide opportunities for students to learn in an independent or individual setting and to study or work with recognized experts in specific fields.  Educational options are seen as additional curricular opportunities to improve, expand and enrich student learning experiences and perspectives.

Independent study, distance learning, tutoring, mentoring and study abroad programs are representative of experiences which the Board views as educational options supplementing the regular school program.

Fees are established for educational options as needed.  Participating students are expected to pay fees upon beginning educational options.

The Superintendent develops regulations when the educational options are initiated.  Each program option developed is presented to the Board for adoption; its regulations are presented for approval.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-01(B)(6); 3301-35-06

CROSS REFS.:    IGCB, Experimental Programs
                                IGCH, Postsecondary Enrollment Options (Also LEC)
                                IKE, Promotion and Retention of Students
                                IKF, Graduation Requirements
                                JN, Student Fees, Fines and Charges

 

 

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File:  IGCD-R (Also LEB-R)

EDUCATIONAL OPTIONS

When initiated, educational options must adhere to the following criteria.

    1.    The parent(s) must provide written approval for students under 18 years of age
           to participate.  A copy of the written approval must be retained in the school
           files.  Students 18 years of age or older must submit a written request to
           participate.  This request is kept on file.

    2.    An instructional plan which contains written measurable objectives must be
           submitted to, and approved by, the Superintendent.  Instructional objectives
           must align with the District curriculum requirements.

    3.    The instructional plan includes an outline specifying major instructional activities
           and identifying materials, resources, facilities and equipment needed to
           achieve instructional objectives.

    4.    Promotion and retention decisions for students, kindergarten through eighth
           grade, participating in an optional instructional plan are based on student
           performance relative to the objectives of the option.

    5.    The instructional plan includes a written plan for the evaluation of student
           performance.

    6.    In tutorial and independent study programs, a certificated/licensed teacher
           provides both the instruction and evaluation of students.  In all other cases, a
           certificated/licensed teacher provides only the evaluation of student progress.

    7.    The written instructional plan includes a time for the evaluation of the
           educational option.  Continuance of the option is determined by the results of
           evaluation.

    8.    Outside of PSEO credits, a maximum of four credits may be applied to those
           required for graduation for grades 9 through 12.  No more than four will be
           applied to the credits required for graduation in English, health, mathematics,
           physical education and social studies.

    9.    Such courses and programs will not compete with courses offered within the
           regular program of studies unless such are not available for the student when
           needed or are not being taken for credit.

(Approval date:  October 21, 2004)

 

 

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File:  IGCF

HOME EDUCATION

The Superintendent may excuse from compulsory school attendance, for not more than one school year at a time, any school-age child who is being instructed at home in accordance with the State Board of Education rules in the Ohio Administrative Code.

The child being instructed at home must be instructed by an individual with one of the following qualifications: 

    1.    a high school diploma;

    2.    a certificate of high school equivalence;

    3.    standardized test scores that demonstrate high school equivalence or

    4.    other credentials found appropriate by the Superintendent.

Lacking the above, the home teacher must work under the direction of a person holding a baccalaureate degree.

Any request to be excused must be made in writing by the parent(s) and must contain the information required by the Ohio Administrative Code.

The Superintendent approves the home education request unless he/she determines that the information required by the Ohio Administrative Code has not been provided or unless he/she has substantial evidence that the minimum educational requirements of the Ohio Administrative Code have not been met, despite the fact that the required information has been provided by the parent(s).

If the Superintendent intends to deny the request for home education, he/she notifies the parent(s) within 14 calendar days and informs the parent(s) of the reasons for the intent to deny the request and of the parent(s)’ right to a due process hearing before the Superintendent.

Upon substantial evidence of cessation of home education in accordance with the Ohio Administrative Code, the Superintendent notifies the parent(s) of the intent to revoke the excuse and of the parent(s)’ right to a due process hearing before the Superintendent.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3321.04
                               OAC    Chapter 3301-34

CROSS REFS.:    JECBC, Admission of Students from Nonchartered or Home Schooling
                                JEG, Exclusions and Exemptions from School Attendance

 

 

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File:  IGCF-R

HOME EDUCATION

    1.    The Superintendent requires the parent(s) to provide all information listed in the
           Ohio Administrative Code.

    2.    If the Superintendent approves the home education request, he/she shall do so
           in writing and maintain a file in his/her office containing a copy of the information
           supplied by the parent(s), a copy of the excuse for home education granted by
           the Superintendent, papers showing how the qualification of the person
           instructing the child was determined and all other documents relating to the
           child’s home education program.

    3.    If the Superintendent refuses a parental request for home education, he/she
           notifies the parent(s) of the right to a due process hearing before the
           Superintendent, and of the right to appeal the Superintendent’s decision at the
           due process hearing to the juvenile court of the county in which the District is
           located.

    4.    Academic assessment and remediation of home-instructed children should be
           performed in accordance with the Ohio Administrative Code.

(Approval date:  October 21, 2004)

 

 

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File:  IGCG

PRESCHOOL PROGRAM

The preschool program is guided by curriculum, written policies and regulations of the District which are consistent with applicable statutory requirements contained in the revised code and rules adopted by the State Board of Education.  Resources appropriate for children enrolled in the program include, but are not limited to:

    1.    staff;

    2.    cumulative records;

    3.    health and safety;

    4.    admission;

    5.    attendance and discipline;

    6.    selection and use of developmentally appropriate materials, equipment and
           resources that meet the intellectual, physical, social and emotional needs of the
           preschool child;

    7.    management of communicable diseases and

    8.    transportation and field trips.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3323.02
                                           3313.646
                              OAC    3301-37-01; 3301-37-02; 3301-37-11
                                           3301-69-09

CROSS REFS.:    EB, Safety Program
                                EBC, Emergency Plans
                                IICA, Field Trips
                               JHC, Student Health Services and Requirements
                               JHCCA, HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune                  Deficiency Syndrome) (Also GBEA)
                               JHF, Student Safety
                               JO, Student Records

 

 

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File:  IGCH (Also LEC)

POSTSECONDARY ENROLLMENT OPTIONS

The law provides for student participation in the postsecondary enrollment option program and permits 9th through 12th grade students to enroll at any participating college/university on a full- or part-time basis and complete nonsectarian courses for high school and/or college credit.

The Board directs the Superintendent or his/her designee to develop and establish procedures and necessary administrative guidelines to ensure that programs are in accordance with state requirements.

The administrative guidelines contain the following.

    1.    General information about this option is distributed to all 8th through 11th grade
           students and parent(s) by March 1.

    2.    Notification to participate by the student to the District is required by March 31.

    3.    Counseling services are provided to students and parent(s) prior to
            participation in the program.

    4.    The college/university must notify the District of those students who have
           enrolled in the program.

    5.    Information about enrollment options for students must be provided.

    6.    Information concerning college and high school graduation credit for students
           enrolled in the program must be offered.

    7.    The calculation of full-time enrollment including the maximum number of
           Carnegie units and conversion of college courses to high school courses is
            provided.

    8.    Financial responsibilities of the student and District, including tuition, books,
           materials, fees and transportation reimbursement, are discussed.

If a student is expelled from the District, the Board will deny high school credit for college courses taken during the period of the student's expulsion.

The Superintendent must send written notice of a student's expulsion to the college where the student is taking courses to receive high school credit.  The notice must state the date the expulsion is scheduled to expire and whether the Board has denied high school credit for postsecondary education courses taken during the expulsion.  If the expulsion period is extended, the Superintendent must notify the college of the extension.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3365.01-3365.15
                               OAC    3301-44-01 through 3301-44-09

CROSS REF.:    IGCD, Educational Options (Also LEB)

 

 

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File:  IGCH-R (Also LEC-R)

POSTSECONDARY ENROLLMENT OPTIONS

The District is required to notify all 8th through 11th grade students and their parents about the postsecondary enrollment options by March 1 of each school year in which the student wishes to enroll.

Student and/or parent(s) are required to inform the Board of intent to participate by March 31 of the year in which the student wishes to enroll.  Failure of the student to inform the Board of intent to participate shall result in the Superintendent’s determining the student’s participation.

The District is required to provide counseling services to students prior to their participation in the program.  Counseling services are to include but not be limited to:

      1.    grade status as locally determined;

      2.    acceptance by college/university;

      3.    options required by State law;

      4.    financial arrangements for fees related to tuition, books and materials;

      5.    process of granting academic credits;

      6.    criteria for transportation aid;

      7.    available support services;

      8.    scheduling;

      9.    consequences of failing or not completing a course;

    10.    the effect of program participation on student’s ability to complete District
             graduation requirements;

    11.    academic and social responsibilities of students and parents relative to this
             program;

    12.    information/encouragement of college counseling services and

    13.    encouragement of all students exhibiting the ability to consider this program.

If the District does not receive notification of acceptance from the college within a reasonable time after application is made, the District shall contact the college.

The student may opt to receive college credit only or both college and high school credit.  The student must designate his/her choice at the time of enrollment.

If a student completes a college/university course, the Board shall award him/her appropriate credit toward high school graduation if, at the time of enrollment, he/she elects to receive credit for courses toward fulfilling the graduation requirements.

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File:  IGCH-R (Also LEC-R)

High school credit awarded for courses successfully completed counts toward graduation requirements and subject area requirements.

    1.    The Board awards comparable credit for the course/courses completed at the
           college/university.

    2.    If no comparable course is offered, the Board grants an appropriate number of
           credits in a comparable area.

    3.    Any disputes between the student and the Board regarding high school credits
           granted for a course may be appealed by the student to the State Board of
           Education.

    4.    The student’s records must show evidence of successful completion of each
           course and the high school credits awarded.

    5.    Credits earned under the postsecondary enrollment program are included in the
           student’s grade-point average.  College credits count as the equivalent District
           grade.  If the District has a weighted grading system, the high school
           principal/designee determines the equivalent District grade for the college
           grade.

High School/College Enrollment

    1.    A 9th grade student may not receive credit toward high school graduation for
           more than the equivalent of four academic school years.

    2.    A 10th grade student may not receive credit toward high school graduation for
           more than the equivalent of three academic school years.

    3.    An 11th grade student may not receive credit toward high school graduation for
           more than the equivalent of two academic school years.

    4.    A 12th grade student may not enroll for more than the equivalent of one
            academic school year.

    5.    Proportionate reductions are made for any student who enrolls in the program
           during the course of a school year.

    6.    A student shall be enrolled for a minimum of four courses/classes per semester
           in order to be considered a full-time student for program purposes.

    7.    The maximum number of Carnegie units that may be earned during the
           academic year is the total of the high school courses and college courses.  The
           total may not exceed the number of courses for full-time status.

    8.    College courses for which five semester hours (7.5 quarter hours) are earned
           are awarded one Carnegie unit toward high school graduation credit.

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File:  IGCH-R (Also LEC-R)

Financial Responsibilities

    1.    If a student elects to enroll for college credit only, the student is responsible for
           all costs associated with the course.

    2.    If a student elects to enroll for the combination high school/college credit, the
           District is responsible for all costs associated with the course.

    3.    If a student fails to complete the course due to class drop process or
           nonattendance, the student or parent(s) are responsible for all costs associated
           with the course.

    4.    The following process shall be used to collect all course costs.

           A.    The District may determine and accept other reasons, including medical
                   reasons, for failure to complete the course.

            B.    Students enrolled for the combination of high school/college credit are not
                    eligible for financial aid from the college.

            C.    Upon parental application and determination of need according to the
                    provision of The National School Lunch Act, a student enrolling for the
                    combination of high school and college credit in the program may receive
                    full or partial reimbursement for the necessary costs of transportation
                    between the secondary school which he/she attends and the
                    college/university in which he/she is enrolled.

            D.    Reimbursement for course costs, transportation costs or District liability
                    will not be made if the student enrolls in a college course while he/she is
                    also a full-time student in the District.

Other Considerations

    1.    A student enrolled in the program follows the District attendance policy, as well
           as the District Code of Conduct, for curricular and extracurricular activities. 
           These policies and codes are applicable during the time the student is
            attending high school and is on school property for any class or activity.

    2.    The student enrolled in this program must recognize that the master schedule is
            not altered or adjusted in order to permit enrollment.  Adjustments to individual
            schedules may be made by the school administration.

    3.    The District adheres to the Ohio High School Athletic Association for eligibility
            to participate in athletics.  In order to be eligible, the student must have passed
            five courses during the prior grading period.  The five courses may be a
            combination of high school and college courses.

(Approval date:  October 21, 2004)

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File:  IGCI

COMMUNITY SERVICE

The District is committed to preparing its students for active participation in community affairs in keeping with the tradition of volunteerism.  The implementation of a community service program provides students with the opportunity to receive training and support to assist them in becoming valuable community members.
 
Community service is an unpaid activity that provides service to an individual or group to address a school or community need.  The activity must be developmentally appropriate and meaningful to the student. 

The District offers community service education that acquaints students with the history and importance of volunteer service and with a wide range of existing community needs.  Community service opportunities may be considered an elective towards graduation.

Through participation in community service, students have the opportunity to:

    1.    develop knowledge and respect for community and citizenship;

    2.    learn that problems can be solved by working together;

    3.    understand the responsibilities involved in citizenship;

    4.    explore career opportunities;

    5.    increase self-esteem and appreciation for others;

    6.    become sensitive to others and appreciate cultural diversity and

    7.    overcome interpersonal barriers.

Once the program for community service education has been established, students are ready to begin earning credit hours which may be used to meet graduation requirements.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.605
                               OAC    3301-35-04

CROSS REFS.:    IKF, Graduation Requirements
                                JGD, Student Suspension
                                JGE, Student Expulsion

 

 

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File:  IGD

COCURRICULAR AND EXTRACURRICULAR ACTIVITIES

The purpose of education is to develop the whole person of the student.  For this reason an educational program must embody, as an essential element, activities which involve students beyond the classroom and foster the values which result from interaction and united effort.  Such activities form a logical extension of the required and general curriculum and the elective or special curriculum.

The Board has established the criteria for cocurricular and extracurricular activities consistent with its philosophy of, and goals for, education.  All student activity programs must:

    1.    have educational value for students;

    2.    be in balance with other curricular offerings in the schools and be supportive of,
           and never in competition with, the academic program and

    3.    be managed in a professional manner.

The following guidelines govern the student activity programs.

    1.    Student activities are those school-sponsored activities which are voluntarily
           engaged in by students, have the approval of the school administration and do
           not carry credit toward promotion or graduation.

    2.    Each school, under the direction of the principal and certificated staff, has a
           student activity program designed to stimulate student growth and development
           by supplementing and enriching the curricular activities.  All receipts and
           expenditures are accounted for through the activity account.

    3.    Each activity should be designed to contribute directly to the educational, civic,
           social and ethical development of the students involved.

    4.    The student activity program receives the same attention in terms of philosophy,
           objectives, social setting, organization and evaluation as that given the regular
           school curriculum.

    5.    Each school develops written guidelines and procedures regulating the
           creation, organization, administration and dissolution of student activity
           programs.  The Superintendent reports annually to the Board the general
           purposes, plans and financial status of the cocurricular and extracurricular
           programs of the District.

    6.    The expenses involved in participating in any school activity and in the total
           program for a school year should be set so that a majority of the students may
           participate without financial strain.  Special consideration may be given in
           cases in which the expense of participating would result in exclusion.

    7.    Activities must be open to all students, regardless of race, color, national origin,
           citizenship status, religion, gender, economic status, age or disability.

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File:  IGD

      8.    Activities must not place undue burdens upon students, teachers or schools.

      9.    Activities do not interfere with regularly scheduled classes.  This limitation
             often requires conducting such activities beyond the regular school day.

    10.    Activities at any level should be unique, not duplications of others already in
              operation.

    11.    Students suspended and expelled from school are banned from extracurricular
              activities.  Students may also be suspended from extracurricular activities for
              violations of the Student Code of Conduct or the code of conduct of the
              particular activity in which they participate.  Students absent from school are
              not permitted to participate in extracurricular activities on that date.

    12.    Annually, the Board directs the Superintendent/designee to identify
              supplemental contract positions that supervise, direct or coach a student
              activity program which involves athletic, routine/regular physical activity or
              health and safety considerations.  Upon the identification of the position, the
              individual must complete the requirements established by the Ohio
              Department of Education, State law and the Ohio Administrative Code.

    13.    Students may be expelled for up to one year for firearm-related or knife-related
              incidents occurring off school property while at an interscholastic competition,
              extracurricular event or other school-sponsored activity.

    14.    Students may be removed from extracurricular activities when their presence
              poses a continuing danger to persons or property or an ongoing threat of
              disruption.  If a student is removed from extracurricular activities, such removal
              may include all extracurricular activities in which the student is involved.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.58; 3313.59; 3313.664
                                           3315.062
                              OAC    3301-35-06

CROSS REFS.:    DJ, Purchasing
                                IGDB, Student Publications
                                IGDC, Student Social Events
                                IGDF, Student Fund-Raising Activities
                                IGDG, Student Activities Funds Management
                                IGDJ, Interscholastic Athletics
                                IGDK, Interscholastic Extracurricular Eligibility
                               JECBC, Admission of Students from Nonchartered or Home Schooling
                               JGD, Student Suspension
                               JGDA, Emergency Removal of Student
                               JGE, Student Expulsion
                               JL, Student Gifts and Solicitations

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File:  IGDB

STUDENT PUBLICATIONS

The Board encourages student publications as classroom-related learning experiences in such courses as English and journalism and as extracurricular activities.  These allow for coverage of student activities and the writing and printing of original literary and artistic productions; however, certain necessary guidelines are established to regulate the publication and dissemination of student publications.

School-Sponsored Publications

School publications afford an educational experience for students interested in this activity and should provide an opportunity for the sincere expression of all facets of student opinion.  These guidelines are as follows.

    1.    Faculty advisors advise on matters of style, grammar, format and suitability of
           materials.

    2.    The school publication reflects the policy and judgment of the student editors. 
            Material of a controversial nature should not be prohibited unless it:

            A.    threatens to disrupt the educational process of the school, damage other
                    individuals or advocate conduct that otherwise is inconsistent with the
                    shared values of a civilized social order (e.g., advocating drug or alcohol
                    use);

            B.    threatens any person or group within the school or advocates unlawful
                   discrimination;

            C.    advocates violation of the law or official school regulations;

            D.    is considered false or libelous, based upon available facts, and

            E.    is potentially harmful to juveniles or offensive according to community
                   standards as to what is suitable for juveniles.

    3.    The final decision as to the suitability of material rests with the principal after
           consultation with the student editor and faculty advisor.  Parties have the right of
           appeal to the Superintendent.

Nonschool-Sponsored Publications

Students who edit, publish and/or wish to distribute nonschool-sponsored handwritten, printed or duplicated matter among their fellow students in the schools must assume responsibility for the content of the publication.  Students may be restricted as to the time and place of distribution or may be prohibited from distributing such publications

[Adoption date:  October 21, 2004]

LEGAL REFS.:    U.S. Const. Amend. I
                               ORC    3313.66; 3313.661

 

 

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File:  IGDC

STUDENT SOCIAL EVENTS

All student functions held in the name of the District must be approved by the principal and supervised by one or more faculty members or approved volunteers.

All school functions such as parties, dances, etc. are held in the school building unless otherwise approved by the principal and/or Superintendent.

Outsiders are not permitted to attend such functions unless so permitted by the building principal.  Students present, together with chaperones, are held accountable for proper care of facilities used.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.53; 3313.58; 3313.59
                                            3315.062
                               OAC    3301-35-02; 3301-35-03

CROSS REFS.:    IGD, Cocurricular and Extracurricular Activities
                                IICC, School Volunteers

 

 

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File:  IGDF

STUDENT FUND-RAISING ACTIVITIES

The Board believes in providing opportunities for students to participate through cocurricular and extracurricular activities in fund-raising projects which contribute to their educational growth and which do not conflict with the instructional program.  Since the Ohio Revised Code and the Auditor’s Office mandate careful accounting of the receipt and expenditure of such funds, all fiscal operations of student groups must be in compliance with the following guidelines.  All such related activities must be:

    1.    conducted by a recognized student group for the purpose of contributing to
           educational objectives;
    2.    appropriate to the age or grade level;
    3.    activities in which schools may appropriately engage;
    4.    conducted under the supervision of teachers, advisors or administrators;
    5.    conducted in such a manner and at such times as not to encroach upon
            instructional time or interfere with regularly scheduled school classes and
           activities;
    6.    scheduled so as not to be unduly demanding on secretarial, teacher and
           principal time or work;
    7.    evaluated annually by teachers, advisors, administrators and students;
    8.    limited in number so as not to become a burden or nuisance to the community
           and
    9.    sensitive to direct competition with fund-raising efforts sponsored by
           recognized groups and organizations within the community.

The application of the above criteria for student sales and activities is supervised by the building principal with the approval of the Superintendent.  Each principal submits to the Superintendent a list of the proposed sales or fund drives which the school plans to conduct during the school year and the purpose for which the funds are going to be used.  The Superintendent then indicates his/her approval or disapproval within the limitations of the above criteria.

Funds derived from approved student fund-raising activities are handled by the Treasurer’s office in accordance with the State Auditor’s requirements.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.20; 3313.51; 3313.53; 3313.811
                                            3315.062
                                            5705.41; 5705.412

CROSS REFS.:    IGD, Cocurricular and Extracurricular Activities
                                IGDG, Student Activities Funds Management
                                IICA, Field Trip
                               JL, Student Gifts and Solicitations

 

 

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File:  IGDF-R

STUDENT FUND-RAISING ACTIVITIES

The following guidelines must be followed for any activity that involves fund raising by or from students.

Any fund-raising activities involving students must meet the following conditions:

    1.    All student fund-raising activities must be in compliance with State law and the
           requirements of the Ohio Auditor’s Office.

    2.    Use of instructional time is to be limited in planning, conducting, assessing or
           managing a fund-raising activity, unless such an activity is part of an approved
           course of study.

    3.    Fund-raising activities conducted in a school or on other District premises are
           not to interfere with the conduct of any cocurricular or extracurricular activity. 
           Students involved in the fund-raiser are not to interfere with students
           participating in other activities in order to solicit funds.

    4.    In accordance with Board policy, each fund-raising activity occurring on or off
           District premises must be approved by the Superintendent or his/her designee. 
           In order to be approved, the group leader or advisor must submit a proposal
           which is in compliance with the Ohio Auditor’s requirements.

    5.    Each recognized school-sponsored student group must submit in writing to the
           Treasurer a statement which identifies the purpose of the fund-raising activity
           and the reason for raising the money as well as all other items required by the
           Ohio Auditor.

    6.    Student groups can have only one fund-raiser per year unless approved by the
           Superintendent.

    7.    Notice of fund-raising activities is posted in school newsletters for parent
           information.

     8.    All participants soliciting from and/or selling to service organizations,
             businesses or the general public must carry and understand a cover letter
             explaining the specific purpose of their project.

      9.    Requests for purchases from student activities funds can be made only by
             faculty advisors, coaches or teachers assigned to an activity.

    10.    Elementary students (K-5) are discouraged from selling items or soliciting
             donations by going door to door.

    11.    Pep rallies or assemblies promoting aggressive student selling, prizes,
             awards or incentives are discouraged.

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File:  IGDF-R

    12.    All prizes, awards and incentives must be approved by the principal.

    13.     Contracts with outside suppliers for merchandise to be sold in a fund-raising
               activity are to be reviewed by the principal and signed by the staff member in
               charge, who shall be personally responsible for the merchandise sold and
               monies collected.  The contract must specify that any merchandise which is
               unsold and is resalable by the supplier can be returned for full credit.  The
               District is not be responsible for any unsold merchandise that cannot be
               returned to a supplier for credit for any reason.

    14.    Fund-raising activities off District premises shall be voluntary.  If an activity
              involves the students providing a service in return for money, such as a car
              wash, a member of certificated staff or approved adult volunteers(s) shall
              supervise the activity at all times.  His/Her responsibility is to ensure that the
              service is provided in a proper manner, and also to ensure the safety and
              well-being of the students and the property of both the purchaser and the
              owner of the site.

    15.    Any fund raisers that require students to exert themselves physically beyond
              their normal pattern of activity, such as runs for charity, must be monitored by a
              staff member who has the necessary knowledge and training to recognize and
              deal appropriately with a situation in which one or more students may be
               overexerting themselves to the point of potential injury.

    16.      The staff member in charge should establish procedures to ensure that all
                merchandise is properly stored, distributed and accounted for, and a report
                should be made within five days after the end of the fund-raiser.  The report
                should indicate:

                A.    cost of items or merchandise;

                B.    amount of money projected and amount of money raised;

                C.    any differences between the actual activity and the planned activity;

                D.    any problems that occurred and how resolved;

                E.    when and where funds are deposited and

                F.    if merchandise was involved, how many items were offered for sale, how
                       many sold, the amount of money collected and the disposition of any
                       unsold items.

    17.      Donations to the District to be used for fund-raising activities must be
               approved by the Board or its designee.

    18.     Failure to follow these regulations could result in the suspension or loss of
               fund-raising approval.

School and Community Service Project Definitions

        1.    Fund-Raising Activities

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File:  IGDF-R

               A.    Any donation, product or service solicited from and/or sold to community
                       service organizations, businesses or the general public.

               B.    Any awards, prizes or incentives offered as part of a student selling
                       activity.  Examples:

                       1)    candy sales
                       2)    magazine sales
                       3)    carnival for profit

    2.    School Service Projects

               A.    Any project done to service or benefit students, teachers or parents
                       which involves no soliciting of donations, products or services from
                       community service organizations, businesses or the general public. 
                       Examples:

                      1)    skate parties
                      2)    pizza parties
                      3)    Mother's Day gifts
                      4)    carnival for nonprofit

              B.    Any profit-intended project, completed in-house, which principally involves
                      students, teachers or parents requiring no soliciting of donations,
                      products or services from community service organizations, businesses
                      or the general public.
                      Examples:

                     1)    concession stands
                     2)    school pictures
                     3)    book fairs
                     4)    sale of miscellaneous items (caps, t-shirts, jackets, etc.)

    3.    Community Service Projects

            A.    Any project which involves open solicitation, is completely nonprofit and is
                    charitable in nature.  Examples:

                     1)    holiday food drives
                     2)    generation of funds for a recognized charity
                     3)    funds for scholarships/grants

(Approval date:  October 21, 2004)

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File:  IGDF-E

FUND RAISER REQUEST FORM

Date:________________________

Name of Club/Organization:                        

Proposed Sale Project______________________________________________

________________________________________________________________

Purpose of Project (How money is to be used)_____________________________

________________________________________________________________

Company Name and Address_________________________________________

________________________________________________________________

Proposed Dates for Sale Campaign____________________________________          
Quantity Ordered _______________        Cost Per Unit $____________________   

Proposed Sale Price Per Unit_________________________________________                
Requested By:    Sponsor/Advisor______________________________________                
Approved By:    Principal_____________________________________________
                           Superintendent_________________________________________
                           Treasurer_____________________________________________                
---------------------------------------------------------------------------------------------------------------------
BOTTOM PORTION TO BE COMPLETED AFTER THE SALE

Quantity Order                                     a _____ x $_______       = $________________           
Less Credit for Quantity Returned     b _____ x $_______       =$________________      
Equals Cost of Goods Sold                                                             $________________ 

Quantity Sold            c __________ x $__________                = $________________

Less Cost of Goods Sold                                                                $________________  

Net Profit or (Loss)                                                                           $________________           
Quantity Unaccounted for         d ______________ (Please Explain on Reverse Side)
Note:  a minus b, c and d must equal zero.

Sponsor/Advisor_________________________________Date________________            
Principal_______________________________________Date________________            
Treasurer______________________________________Date________________

 

 

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File:  IGDG

STUDENT ACTIVITIES FUNDS MANAGEMENT

To safeguard and provide for the efficient financial operation of student activities, the funds of these activities are managed as follows.

    1.    The Superintendent designates an individual to serve as the activity account
            clerk under the jurisdiction of the Treasurer.  The Treasurer is authorized to
            receive and disburse student funds in support of the entire school activity
            program.  The Treasurer is directly responsible for the proper accounting of
            student activities funds.

    2.    Requests for purchases from student activities funds can be made only by
           faculty advisors, coaches or teachers assigned to an activity.  These requests
           must be approved in writing by the school principal or other person designated
           by the Superintendent.  Funds must be available before such purchases may be
           authorized.  Expenses are subject to Board approval.

     3.    An accounting of all student funds is made monthly and a report of all accounts
           is made by the Treasurer to the Superintendent and the Board.  The account
           system complies with the regulations of the Ohio Auditor.  The system
           separates and verifies each transaction and shows the sources from which the
           revenue is received, the amount collected, source and the amount expected for
           each purpose.

    4.    When an unexpended balance remains in the account of a graduating class
           (Fund 200), the class should specifically indicate its intent to the Board for the
          disposal of such funds.  When the graduating class does not specify how these
           funds are to be spent, within six months of graduation, the funds are given to the
           Miamisburg Schools Education Foundation.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.51; 3313.53; 3313.811
                                            3315.062
                                            5705.41; 5705.412

CROSS REFS.:    DH, Bonded Employees and Officers
                                DI, Fiscal Accounting and Reporting
                                DIB, Types of Funds
                                DJ, Purchasing
                                DJF, Purchasing Procedures
                                IGD, Cocurricular and Extracurricular Activities
                                IGDF, Student Fund-Raising Activities
                                JL, Student Gifts and Solicitations

 

 

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File:  IGDG-R

STUDENT ACTIVITIES FUNDS MANAGEMENT

Establishment of Individual Activity Accounts

An activity account may be established for any student activity which receives more than $50 per year at the discretion of the certificated sponsor/adviser.

    Annual Authorization and Approval of Building Student Activities

    1.    Each principal shall authorize annually all student activities and shall approve
           individual budgets prepared for each activity.  Such annual authorization and
           approval by the principal shall occur by September 1 of each school year,
           unless the principal specifically authorizes such delay to individual activity
           sponsors/advisers, in which case, authorization and approval shall occur no
           later than October 1.

    2.    The principal shall forward the authorized policies and/or purposes of each
           activity to the Superintendent for final approval and shall provide the
           Superintendent with a copy of the budget approved for each activity.

Expenditures

Prior to approving a purchase order, the principal should ascertain that there are sufficient funds to cover such expenditure.  The certificated sponsor/advisor or the classified person in each building assigned to this responsibility shall be required to maintain a record of all receipts and expenditures and should be prepared to provide this information to the principal upon request.

(Approval date:  October 21, 2004)

 

 

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File:  IGDJ

INTERSCHOLASTIC ATHLETICS

Participation by students in athletic competition is a privilege subject to Board policies and regulations.  While the Board takes great pride in winning, it emphasizes and requires good sportsmanship and positive mental attitude as a prerequisite to participation.

The Superintendent and administrative staff schedule frequent conferences with all physical education instructors, coaches and athletic directors to develop a constructive approach to physical education and athletics throughout the District and to maintain a program that is an educational activity.

Interscholastic sports programs are subject to approval by the Board.  The building principal is responsible for the administration of the interscholastic athletic program within his/her school.  In discharging this responsibility the principal consults with the athletic directors, coaches and physical education instructors on various aspects of the interscholastic athletic program.  It is the responsibility of the principal and his/her staff to ensure the proper management of all athletic and physical education programs and the safety of students and the public.

Coaches are required to complete an approved course in sports-related first aid training and a course in cardiopulmonary resuscitation (CPR) in order to qualify to serve as a coach.

In the conduct of interscholastic athletic programs, the rules, regulations and limitations outlined by the Ohio High School Athletic Association (OHSAA) must be followed.  It is the responsibility of the District’s voting delegate to OHSAA to advise the management team of all pending changes in OHSAA’s regulations.

Eligibility requirements for participating in athletic programs must conform to regulations of the OHSAA.  They include the requirements that a student have the written permission of his/her parent(s) and shall have been determined as physically fit for the chosen sport by a licensed physician.

All students participating in interscholastic athletics must purchase insurance available through the school, or the parent(s) must sign a waiver ensuring that such coverage is not necessary.

As character building is one of the major objectives of interscholastic athletics, the athlete assumes responsibility for regulating his/her personal life in such ways as make him/her a worthy representative of his/her school.

Any student may be suspended from an athletic team practice and competition for a period of time, designated by the principal, for infraction of school rules and regulations or for any other unacceptable conduct in or out of school.

Students are ineligible for athletics for one year when they transfer from one district to another without changing residency.  Transfers within the school district are not affected.

Foreign exchange students not enrolled in a state-approved educational or exchange program must be legally adopted by a resident of that school district in order to be eligible for athletics.

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File:  IGDJ

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    2305.23; 2305.231
                                            3313.66; 3313.661; 3313.664
                                            3315.062
                               OAC    3301-27
                                            3301-35-03(I)

CROSS REFS.:    IGDK, Interscholastic Extracurricular Eligibility
                                JGD, Student Suspension
                                JGE, Student Expulsion
                                          Student Handbooks

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File:  IGDK

INTERSCHOLASTIC EXTRACURRICULAR ELIGIBILITY

Interscholastic extracurricular activities are defined as school-sponsored student activities involving more than one school or school district.

The Board recognizes the values associated with and gained as a result of participation in those interscholastic extracurricular activities; and further recognizes the need for academic incentives for participation.  It is therefore determined that the District adheres to the Ohio High School Athletic Association for eligibility in order to participate in any interscholastic extracurricular activities. Students must meet the following minimum requirements:

The Board of Education permits students in grades 7 – 12 to participate in interscholastic extracurricular activities if they receive a failing grade in the previous grading period.

A student in grades 9 – 12  will be excluded from participating in the activity if he/she has less than a 1.0 grade point average (on a 4.0 scale) at the end of each grading period.

A student enrolled in 9th grade in the first grading period after advancement from the eighth grade must have passed 75% of those subjects carried in the preceding grading period.

While in high school, a student must have passed a minimum of five one-credit courses or the equivalent in the immediately preceding grading period. The five courses may be a combination of high school and college courses.

A student enrolling in the seventh grade for the first time will be eligible for the first grading period regardless of previous academic achievement.  Thereafter, in order to be eligible, a student in grade 7 or 8 must have received passing grades in 75% of those subjects carried in the preceding grading period in which the student was enrolled.
   
Weekly “F” Policy

A student must not be failing (F) two subjects per week on the eligibility check.  If a student is in violation of this check, he/she will be ineligible to participate in any activity for the next full week.  Weekly eligibility for students will be determined by the teachers of the District. A Monday to Sunday time line is in effect for eligibility.

All other eligibility requirements of this Board and coaches and, in the case of interscholastic athletics, the Ohio High School Athletic Association requirements must be met in addition to those declared in this resolution

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File:  IGDK

For Purposes of This Resolution

    A.    Interscholastic extracurricular activities means a student activity program that a
            school or school district sponsors or participates in and that includes
            participates from more than one school or school district.

    B.    Grade point averages shall be calculated using the following scale:

             A =    4.0    O =    4.0
             B =    3.0    S =    2.0
             C =    2.0    U =    0.0
             D =    1.0

    C.    Summer school grades earned may not be used to substitute for failing grades
            from the preceding grading period of the regular school year.

    D.    In addressing ORC 3313.535 (D), the Board has adopted these policies and
            they shall apply to all students enrolled in this District.

[Adoption date:  October 21, 2004]
[Revised: February 17, 2005]

LEGAL REFS.:    ORC    2305.23; 2305.231
                                            3313.535; 3313.66; 3313.661
                                            3315.062
                               OAC    3301-27
                                            3301-35-03(I)

CROSS REFS.:    IGD, Cocurricular and Extracurricular Activities
                                IGDJ, Interscholastic Athletics
                                JFC, Student Conduct

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File:  IGE

ADULT EDUCATION PROGRAMS

The Board recognizes that it has an educational responsibility to the entire community and to lifelong education.  Accordingly, adult education courses may be provided to meet the needs of adults and out-of-school youth for basic education, general and academic education, occupational education and development of special interests in various arts, crafts and recreation.

The Superintendent or his/her designee administers the adult education program supported by a combination of District funds, state and federal aid and fees.  State aid is requested for all courses for which the state offers such aid.  Adults who attend such programs are expected to comply with established rules and regulations.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.52; 3313.53; 3313.531; 3313.54; 3313.58; 3313.641; 3313.644
                               OAC    3301-35-05

CROSS REF.:    IGAD, Occupational Education (Career and Technical Education)

 

 

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File:  IGED

DIPLOMA OF ADULT EDUCATION

The Board grants a Diploma of Adult Education to any adult who has completed the required 21 units for earning a high school diploma.  These 21 units can consist of no more than six equivalent high school credits for adult students’ life experiences.  The life experiences may include work and volunteer experience; completion of academic, vocational or self-improvement courses and other experiences judged by the Board as providing knowledge, learning experiences and competencies comparable to those gained in the classroom.  School staff evaluate the applicant’s application for the Diploma of Adult Education.  Each application must be approved by the Superintendent.

To be eligible to receive equivalent high school credits for the Diploma of Adult Education, an applicant must be at least 22 years old, be a resident of the District and not have been issued a high school certificate of attendance or diploma.

The District must make provisions to administer the Ohio High School Graduation Qualifying Examination to any eligible adult with exceptions for disabled persons.  The adult must pass all subtests of the Ohio High School Graduation Qualifying Examination.

[Adoption date:  October 21, 2004]


LEGAL REFS.:    ORC    3301.0710; 3301.0711
                                            3313.611; 3313.645
                                            3317.024
                               OAC    3301-13-02; 3301-13-05; 3301-13-06
                                            3301-35-01; 3301-35-02

CROSS REFS.:    IKF, Graduation Requirements
                                IL, Testing Programs

 

 

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File:  IGED-R

DIPLOMA OF ADULT EDUCATION

The Board grants a Diploma of Adult Education to any adult who has completed the required 21 units for earning a high school diploma.  These 21 units can consist of at least one-half and no more than six equivalent high school units for adult students’ life experiences.

Criteria for Issuing Adult Diplomas

Any eligible adult is awarded the Diploma of Adult Education if the individual:

    1.    is at least 22 years old and currently resides in the District;

    2.    has earned a minimum of one-half and maximum of six equivalent adult high
           school units;

    3.    has earned sufficient high school units as required by the District for high school
           graduation, including equivalent life experience units, adult high school
           continuation units and chartered high school units and

    4.    has passed the Ohio High School Graduation Qualifying Examination in
           reading, writing, mathematics, science and citizenship or has been excused
           from the test because of a disabling condition described in the Ohio Revised
           Code.

    All four requirements must be satisfied.

Program Elements Basis for Awarding Equivalent Adult High School Credits

According to the procedures established by the Board for granting equivalent adult high school units, the Board may award those units for successful completion of the following.

    1.    Educational option approved by the Board must be in compliance with the
           provisions of the Ohio Administrative Code.

    2.    The certificated staff will evaluate the documentation of life experiences.  The
           life experiences must demonstrate the competencies that the Board has
           approved as equivalent to those attained in a classroom setting.  Those may
           include one or more of the following:

           A.    work experience;

           B.    experience as a volunteer;

          C.    completion of an academic, vocational or self-improvement course and

          D.    other life experiences judged by the District Board to provide knowledge,
                  learning experiences and competencies comparable to those attained in a
                  classroom setting.

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File:  IGED-R

    3.    Staff holding certificates appropriate for the subject in which equivalent credit is
            granted shall provide instruction and/or evaluate the applicant’s performance in
            tutorial and independent study programs.

    4.    Staff holding certificates for the subject in which credit is granted shall evaluate
            the applicant’s performance in correspondence courses, educational travel,
            mentor programs and portfolio development.

    5.    Each applicant’s learning experiences and competencies are evaluated in
            terms of their equivalence to experiences and competencies attained through   
            the regular classroom instruction.  The evaluation is based on a review of the
            following components of the regular classroom program:

           A.    subject objectives;

           B.    instructional activities, materials and environment and

           C.    criteria and methods of assessing student performance.

    6.    Coordination of this program is under the direction of the high school principal
           or his/her designee.  The Superintendent certifies all applications for a Diploma
           of Adult Education and the Board grants the diploma.

For Item 1 above – A high school counselor evaluates the transcript of an applicant to determine units to be completed to fulfill the District’s curriculum requirements.

For Item 2 above – The same counselor meets with the applicant.  The counselor prepares an instructional plan and advises regarding courses needed and equivalency credit documentation in the form of a portfolio which is needed to complete District requirements for graduation.  At least one-half and no more than six life experience units may be counted toward those needed to earn a Diploma of Adult Education.

The President and Treasurer of the Board and the Superintendent shall sign the Diploma of Adult Education.  Each diploma shall bear the date of its issuance, be in such form as the Board prescribes and be paid for from the District’s general fund.

Administering the Ohio High School Graduation Qualifying Examination to Eligible Adults

The Board must make provisions to administer the Ohio High School Graduation Qualifying Examination to any eligible adult who is scheduled to earn a diploma.

Exceptions can be made for disabled adults.  The tests are to be administered twice each year according to the Ohio Administrative Code.

The Ohio High School Graduation Qualifying Examination is limited to persons enrolled in an adult high school continuation program and/or to eligible persons who have earned at least one-half equivalent adult high school credit.

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File:  IGED-R

Although the Ohio High School Graduation Qualifying Examination is to be administered to eligible adults on the same days in the same manner as prescribed for high school students, the District may administer the tests to adults in the evening.

The test is to be provided and administered at no cost to the adult student.  The District administers the test and the State Board of Education provides the test and scoring.

All test security provisions apply, answer documents are scored and results are reported according to the Ohio Administrative Code.

By September 1 of each year, the District must notify the Director of the Division of Education Services, Ohio Department of Education, of the number of eligible adult students expected to take the Ohio High School Graduation Qualifying Examination in November of that year.

(Approval date:  October 21, 2004)

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File:  IGEE

AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR

 

AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR

In order to recognize the contributions and sacrifices made by veterans who left high school prior to graduation to serve in the armed forces during World War II, the Korean Conflict or the Vietnam Conflict, the Board may award a high school diploma to any veteran of this state, or posthumously to a living relative of a deceased veteran of this state, who meets the requirements established by State law. 

The Board may grant a diploma to a World War II, Korean Conflict or Vietnam Conflict veteran if all of the following apply.

1.   The veteran either left a public or nonpublic high school located in any state prior to graduation:

       A.     In order to serve in the armed forces of the United States or

       B.     Due to family circumstances and subsequently entered the Armed forces of the United States.

                 2.     The veteran received an honorable discharge from the armed forces of the United States.

                 3.     The veteran has not been granted a diploma, honors diploma, a diploma of adult education or a diploma from another school.

The veteran is not required to take the GED or any graduation test in order to qualify for a diploma. 

The Governor’s Office of Veterans’ Affairs has developed and adopted an application form for use by all county veterans service offices.  Upon verification that all requirements have been met, the application is forwarded to the Board and the diploma may be awarded.

The Board may grant a high school diploma to any woman who left high school in any state during World War II, the Korean Conflict or the Vietnam Conflict if the woman either:

                 1.     left school to join the workforce to support her family or to join the war effort or

2.    left school due to family circumstances and subsequently joined the workforce or war effort.

The woman must either be a current resident of the state of Ohio or have been previously enrolled in an Ohio high school.

Veterans’ diplomas are presented in conjunction with appropriate events, programs or other occasions, as determined by the Superintendent.

[Adoption date:  October 21, 2004]
[Revision date:  January 17, 2013]

LEGAL REFS.:  ORC  3313.61; 3313.611; 3313.612; 3313.614; 3313.616
                                        5902.02

CROSS REF.:     IGED, Diploma of Adult Education

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File:  IHA

GROUPING FOR INSTRUCTION

The District may group students in order to increase the effectiveness of each teacher and to make it possible for the teacher to individualize instruction by narrowing the range of student needs within a particular class.  Assignment of students to classes should be done on the basis of what is best for the individual students.

Good administration takes into account the importance of parental understanding and acceptance of the grouping procedure used in the school.  The school principal should cooperate with parents and teachers and other staff members in striving for the most effective placement of students into classes.  The assignment of classes to teachers is the responsibility of the Superintendent, working in cooperation with the principals and the teachers concerned.

Grouping should be flexible.  Some students may be grouped together for one activity but regrouped for another activity.  Students should not, as a rule, remain in the same groups throughout the school year.

[Adoption date:  October 21, 2004]

LEGAL REF.:    OAC    3301-35-04

CROSS REFS.:    IE, Organization of Facilities for Instruction
                                IHB, Class Size

 

 

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File:  IHB

CLASS SIZE

While the Board strives to provide the appropriate class size for each learning experience, there are times when temporary enrollment increases, differences in the organization of various schools and the number and size of available classrooms affect the number of students which must be assigned to a room.

The Superintendent’s recommendations for upper and lower limits on class size consist of the best professional knowledge relative to desirable class size, together with:

    1.    student load which helps teachers to be most effective;

    2.    the financial condition of the District and the willingness of the residents to
           provide for optimal class sizes;

    3.    the particular requirements of the subject being taught and

    4.    the presence of students with special needs in the class.

Circumstances may prohibit the achievement of optimal class sizes in all cases, but the Board believes firmly that high standards must be developed and maintained as constant guides.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3317.023; 3317.024; 3317.03
                               OAC    3301-35-04; 3301-35-05

CROSS REF.:    IHA, Grouping for Instruction

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IHH

INDIVIDUALIZED INSTRUCTION

The Board will encourage instructional arrangements, programs and class instruction that will provide opportunities for a student to progress in school at his/her own pace.  This individual pace will allow the student to attain the highest achievement possible for him/her.  Such programming allows for individualized instruction.

Individualized instruction demands evaluation and measurement of student progress as much as other forms of instruction.  Evaluation will be tailored according to the nature of the instruction, the established student performance objectives and the subject objectives established for the course in which the individualized instruction is being provided.

[Adoption date:  October 21, 2004]

 

 

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File:  IIA

INSTRUCTIONAL MATERIALS

As the governing body of the District, the Board is legally responsible for the selection of instructional materials.  Since the Board is a policy-making body, it delegates to the professional personnel of the District authority to recommend instructional and library materials.

Materials for school classrooms and school libraries are recommended by the appropriate professional personnel in consultation with the Superintendent, faculty and other sources as needed.  Final decision relative to purchase rests with the Superintendent, subject to official adoption by the Board in the case of textbooks.

The Board believes that it is the responsibility of the District to provide:

    1.    materials which enrich and support the curriculum, taking into consideration the
           varied interests, abilities and maturity levels of the students served;

    2.    materials which stimulate growth in factual knowledge, literary appreciation,
           aesthetic values and ethical standards;

    3.    a background of information which enables students to make intelligent
           judgments in their daily lives;

    4.    diverse viewpoints so that young citizens may develop, under guidance, the
           practice of analytical reading and thinking and

    5.    materials representative of the many religions and ethnic and cultural groups,
           showing their contributions to our American heritage.

The above principles serve as a guides in the selection of all instructional and library materials including, but not limited to, textbooks, supplementary books, library books, computer software, Internet access sites, films, videotapes, audiotapes and recordings.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3329.06; 3329.07; 3329.08
                                            3313.642
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
                                IIAA, Textbook Selection and Adoption
                                IIAC, Library Materials Selection and Adoption
                                INB, Teaching About Controversial Issues
                                KLB, Public Complaints About the Curriculum or Instructional Materials

 

 

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File:  IIAA

TEXTBOOK SELECTION AND ADOPTION

In selecting textbooks for use in the District, the Board carefully considers the rights, freedoms and responsibilities of students, parents and teachers.  Efforts are made to:

    1.    preserve each student’s right to learn in an atmosphere of academic freedom;

    2.    support each teacher’s responsibility to exercise professional judgments in
           his/her work and at the same time supply teachers with an awareness of their
           responsibility to meet the District’s educational goals and objectives and

    3.    recognize the right of parents to influence the education of their children.  (The
           Board does not, however, allow the wishes of an individual parent to infringe 
           upon the rights of other students in any class.)

The Superintendent establishes textbook and/or curriculum committees, which include representation of teachers who use the texts, administrators and other staff members.  Students and parents may also be asked to serve on these committees.

The final decision on the recommendation of textbooks rests with the Superintendent, subject to official adoption by the Board.  Textbooks are adopted for a term of five years.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.642
                                            3315.17; 3315.171
                                            3329.01; 3329.05; 3329.06; 3329.07; 3329.08
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    IIA, Instructional Materials
                                KLB, Public Complaints About the Curriculum or Instructional Materials

 

 

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File:  IIAC

LIBRARY MATERIALS SELECTION AND ADOPTION

The Board believes the responsibility of the school library is to:

    1.    provide materials which enrich and support the curriculum, taking into
           consideration the varied interests, abilities and maturity levels of the students
           served;

    2.    provide materials which stimulate growth in factual knowledge, literary
           appreciation, aesthetic values and ethical standards;

    3.    provide a background of information which enables students to make intelligent
           judgments in their daily lives;

    4.    provide materials on opposing sides of controversial issues so that young
           citizens may develop, under guidance, the practice of critical reading and
           thinking;

    5.    provide materials representative of the many religious, ethnic and cultural
           groups and their contributions to our American heritage and

    6.    place principle above personal opinion and reason above prejudice in the
           selection of materials of the highest quality in order to ensure a comprehensive
           collection appropriate for the users of the library.

Initial purchase suggestions for library materials may come from personnel.  Students may also be encouraged to make suggestions.  The librarian/media specialist is responsible for evaluating and recommending all materials to be included in the school library.  Authority for distribution of funds rests with the building principal, subject to the approval of the Superintendent.

Gifts of library books are accepted in keeping with the above policy on selection as well as the Board’s policy on accepting gifts.  Complaints about library books are handled in compliance with Board policy on complaints about the curriculum or instructional materials.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3329.05; 3329.07
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    IIA, Instructional Materials
                                INB, Teaching About Controversial Issues
                                KLB, Public Complaints About the Curriculum or Instructional Materials

 

 

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File:  IIBH

Web Page Site Publishing
(Policies, Procedures, and Standards)

General Statement
The Miamisburg City School District allows schools and individual teachers/staff members to create their own web sites. The intent of these sites is to provide an electronic means of communication regarding information about curriculum, instruction, school-authorized activities, communication opportunities and general information relating to the class, school, or district. We intend to make available instructional materials and resources for students and staff.

Guidelines
Disclaimer
The Miamisburg City School District has made every reasonable attempt to insure that our web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the Miamisburg City School District’s Acceptable Use Policy. All links must be appropriate for the audience. Web pages for individuals or organizations not directly affiliated with the District are not allowed. Web pages may not include content or links to sites whose primary purpose is commercial or political. The District disclaims any responsibility for violations of this policy. The individual will bear liability for any damage caused as a result of failing to adhere to the policy provisions.

Advertising or Sponsorships
Any use of advertising or sponsorships that appear on a school web site must be approved by the Superintendent or his/her designee.  Guidelines must be consistent with District policies and guidelines used in other District publications.

Content standards
The author posts pages to the MCS Web server, created by themselves or others. The author must confirm that all Web documents published meet all MCSD policies. Only staff members may become authors.
Each Web page must contain the following information:
   Author Information including email address
   Webmaster’s email address
   Copyrighted symbol and link to the District Copyright Policy
   Last updated date
   Link to the District Web page
   Must adhere to all local, state, and federal laws and regulations

No Web page may contain:
   Inappropriate material or links to inappropriate material
   Links to resources that do not exist
   Email address of students
   Identifiable pictures of students
   Full names of students
   Any graphics or information that is in violation of copyright laws
   Any graphics or information that is in violation of local, state, or federal laws
   Information which indicates the physical location of a student at a given time
   Information related to security matters (maps, etc.)

Subject matter
All subject matter on Web pages relate to the Miamisburg City School District curriculum, instruction, school-authorized activities, communication opportunities or general information relating to the class, school, or district. Staff or student work may be published on the Web page as it relates to a class project, course, or other school-related activity.

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File:  IIBH

Web pages should contain information that is accurate and current. All communication via the District web pages will comply with the District Acceptable Use Policy and the Code of Conduct. Behavior and content prohibited by these policies include but are not limited to religious, racial and sexual harassment, advocacy of violence or obscene and/or pornographic material. Additionally, posting any material that is defamatory, libelous or slanderous is also prohibited.

Individuals are not to use the District web pages for personal gain or profit. The District will determine which entities; corporations, organizations and causes will be permitted to establish links or presence upon the District’s web sites.

Quality including design guidelines and technical standards
Guidelines and standards must adhere to all authoring standards of the web site publishing software, as created by the Miamisburg City School District.

Ownership and Retention
All web pages on the District’s server(s) are property of the District.
The District, through appropriate members of the administrative staff, retain the right to determine the appropriateness of web page content consistent with the guidelines and standards contained in Board policy. Content determined to be inappropriate shall be removed from District-sponsored web pages. Appeal of any decision to remove content by an affected staff member or student  may be made in writings to the Superintendent or his/her designee within five days of the removal of the content. The Superintendent or his/her designee will review the appeal, conduct an appropriate hearing if he/she feels it appropriate, and render a written decision within ten days of receipt of the appeal. The decision shall be final.

The author(s) is/are responsible for the Web sites. Due to the dynamic nature of the Web, it is not feasible for the District to approve every alteration or addition to the school Web site. However, the District should make it a common practice to browse Web pages routinely. It is the responsibility of the Administrative staff of the Miamisburg City School District to ensure the Web sites follow all policies and procedures of the Miamisburg City School District and that the pages are complete, current in content, and fully functional.

Policy Violations
Appropriate disciplinary action will ensue should either staff or student violations of these guidelines occur. It is important to note that criminal and civil penalties may attach to violations in certain circumstances.

The Board directs the Superintendent to develop regulations to implement this policy.  Such regulations shall address student and staff privacy and content standards for web site publications

[Adoption date:  October 21, 2004]
[Revised Date:   December 15, 2005]

LEGAL REFS:    Family Educational Rights and Privacy Act; 20 USC Section 1232g
                             Children’s Internet Protection Act; (P.L. 106-554, HR 4577, 2000,
                             114 Stat 2763)
                             ORC    149.41; 149.43
                                          3313.20
                             OAC    3301-35-04; 3301-35-06

CROSS REFS.:    EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)   
                                IGDB, Student Publications
                                JO, Student Records
                                KBA, Public’s Right to Know

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File:  IIC (Also KF)

COMMUNITY INSTRUCTIONAL RESOURCES

Helping each student develop to his/her full potential and to become a citizen contributing to the welfare of the community are important objectives of the District’s educational program.  The Board encourages administrative and instructional personnel to rely on the community as one of its educational resources.  The administration directs community instructional resources designed to involve the citizens, institutions and environment of our community in the education of its children.

The Superintendent has supervisory control over community relations, which includes school volunteer service.  Members of the staff and of the community are encouraged to offer their ideas and services through the channels that the administration develops.

The Superintendent reports to the Board on the involvement and effectiveness of the community relations program.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3315.07
                               OAC    3301-35-06

 

 

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File:  IICA

FIELD TRIPS

Field trips designed to stimulate student interest and inquiry and provide opportunities for social growth and development are considered appropriate extensions of the classroom.  To the extent that they provide the most effective means for accomplishing general curriculum objectives of the District, field trips may be authorized by the building principal.

To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the class and opportunities for students to assimilate the experience during and at the conclusion of the trip.  To this end, teachers and principals will be expected to consider the following factors in selection of field trips;  1) value of the activity to the particular class group or class groups; 2) relationship of the field trip activity to a particular aspect of classroom instruction; 3) suitability of the activity and distance traveled in terms of the age level; 4) mode and availability of transportation and 5) cost.

Field trips which are part of the school's extra-curricular activities (sports, band, guard) may also be considered appropriate for competitive reasons. To this end, the principal(s), athletic director and coaches will consider: 1) value of such trip to our student athletes; 2) distance traveled in terms of age of student athlete; 3) school days missed and; 4) cost of trip to district and/or parents. Such out of state trips over 300 miles will be considered on an every-other-year basis.

Nonschool-sponsored field trips organized by employees acting as independent contractors/agents involving students on a volunteer, self-supporting basis are not approved by the Board and are not considered a part of the curriculum.  Responsibility for privately planned field trips or tours rests with the individuals and agency sponsoring them.  The Board assumes no legal or financial responsibilities for nonschool-sponsored field trips.

If recruitment of students for a field trip is sought through the schools, the recruitment request shall be made with approval of the Superintendent.  Recruitment efforts shall not occur during class time or the employee’s workday.

Travel Vendor Compensation

Any compensation paid by a private travel vendor to a District official or employee, after the official or employee has participated in selecting the vendor to provide a field trip, is considered “public money” and must be returned to the District.

All travel arrangements must be in compliance with District field trip regulations and approved by the Superintendent or his/her designee.

[Adoption date:  October 21, 2004]
[Revised date: January 19, 2012]

LEGAL REFS.:    ORC    3327.15
                               OAC    3301-35-01; 3301-35-03

CROSS REFS.:    EEAD, Special Use of School Buses
                                IF, Curriculum Development
                                IGDF, Student Fund-Raising Activities
                                JL, Student Gifts and Solicitations
                               JN, Student Fees, Fines and Charges

 

 

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File: IICA-E

REQUEST FOR OVERNIGHT/EXTENDED STUDENT TRIPS

 

File:  IICA-R

FIELD TRIPS

Eligible Participants

In most cases, an entire class takes part in a field trip.  From time to time, however, trips may be planned for a smaller group (when, for example, the place to be visited can accommodate only a small group or when the trip is appropriate only for a few students working together on a project). 

In all cases, when only part of a class goes on a field trip, the administration ensures that satisfactory arrangements are made for the instruction of those staying in school and adequate transportation and supervision are provided for those who are going on the trip.

Distance and Duration

    1.    Regular field trips are those trips which take place within the community or to
           places near enough so that the trip can be accomplished during one school day.

    2.    Extended field trips are those in state involving more than the regular school
           day’s time while school is in session.

Permission for regular field trips and extended field trips must be authorized by the principal and assigned Director.

3.    Over night/Out of State – field trips requiring an over night stay or going out of
        state.

Permission for field trips requiring over night stays and/or going out of the state must receive the Superintendent’s and Board approval. A request form (IICA-R2) must be completed, submitted to the Superintendent and approved by the Board prior to any planning of the trip.

Out of state field trips which are part of the school’s extra-curricular activities (sports, band, guard) which involve students missing two (2) or more days of school require advanced permission be granted by the building Principal, Superintendent and Board of Education.  A request form (IICA-R2) must be completed, submitted to the building Principal, Superintendent and approved by the Board prior to any planning or fundraising of the trip.  Out of state trips/competitions over 300 miles of travel should be planned on an every-other-year basis.

Parental Permission
Written permission from parent(s) must be obtained prior to any student’s participation in a school-sponsored field trip.

Expenses

Field trips which are part of the instructional program and do not involve overnight stays may be paid for by the District.

Field trips which are part of the school’s extracurricular activities (such as sports spectator trips, band trips, etc.) and/or trips which involve overnight stays usually involve some expense to the participating student.  The administration is careful that such trips do not proliferate to the point at which the expense becomes a burden for the parents.

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File:  IICA-R

Fund drives are allowed under the Board’s policies governing student gifts and solicitations and student fund-raising activities.  In no case may a student be prevented from participating in a field trip solely because of inability to pay.

Regulations Governing Field Trips

It is the responsibility of the Superintendent to set District wide regulations for field trips and each building principal to set rules for his/her school which comply with Board policy and District regulations.

All student field trips must be carefully supervised by certificated staff members, who may be assisted by classified employees and parent volunteers.  Planners must consider the following criteria established by the Board:

    1.    value of the activity to the particular class group(s);

    2.    relationship of the field activity to a particular aspect of classroom instruction;

    3.    suitability of the activity and distance traveled in terms of the age level of
           students;

    4.    mode and availability of transportation and

    5.    cost to District and/or student.

Request for District Transportation

Requests for District transportation must be received by the Supervisor of Transportation at least 10 days in advance of the planned trip.

(Approval date:  October 21, 2004)
(Revised:  November 16, 2006)
[Revised date: January 19, 2012]

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File:  IICA-E

Miamisburg City Schools

REQUEST FOR OVERNIGHT/EXTENDED STUDENT TRIPS
(200 miles from Miamisburg and also Out of State)

Group Taking Trip ______________________________________  School  ______

Destination  ________________________________________________________

Departure Date _______________________________ Return Date ____________

Trip Coordinator ___________________________________ Position __________

1.    BRIEFLY DESCRIBE THE PURPOSE OF THIS TRIP. How this trip is related to the educational program of the district? In what ways will the students benefit? In what ways will the Miamisburg District benefit?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2.    How many school days will be missed? _______________________________

3.    Number of students participating? _________________ Grade levels ________

4.    Staff Member(s) participating?

___________________________________              ________________________

___________________________________              ________________________

___________________________________              ________________________

5.    How many chaperones, in addition to staff members, will be going? __________

    ___________________________________               ______________________

    ___________________________________               ______________________

    ___________________________________               ______________________

    ___________________________________               ______________________

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File:  IICA-E

6.    Method of transportation__________________________________________

Number of vehicles ________  Is liability insurance provided by the carrier?_______

If tour guides are involved, what liability insurance do they carry? ________________

______________________________________________________________________________

7.    Estimated cost per student _________________ Source of funds____________
             
 _____________________________________________________________________________

 _____________________________________________________________________________

    Have provisions been made for students who are financially unable to pay the cost?

    YES __________  NO ___________  What are those provisions? ____________

 ______________________________________________________________________________

 ______________________________________________________________________________

8.    Attach an itinerary which includes the destinations, activities planned, phone
       numbers, food, and  housing arrangements.

9.    How will you communicate to parents prior to, during, and after the trip?

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

10.  What arrangements have been made for dealing with emergency situations?

______________________________________________________________________________

______________________________________________________________________________
I have review the Board Policies regarding safety of students, trips, and the Student Code of Conduct and agree to follow them.

    __________________________________                   _____________________ 
                Signature of Trip Coordinator                                                          Date

    ___________________________________                  _____________________
                Signature of Building Principal                                           Approval Date

Approval of the Board of Education is required.
[Adoption date: 11/16/06]

 

 

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File:  IICC

SCHOOL VOLUNTEERS

The Board believes one of the greatest resources available may be found in the citizens of the community who have special knowledge and talents to contribute to the District.  The use of citizens as volunteers within the school program enhances the educational process not only for students, but for the community as well.  Volunteers may provide additional support in the classroom, promote community-school cooperation in facilitating the learning process and provide resource persons who have expertise in various areas.

Recruitment and selection of volunteers is done at the local building level.  Interested individuals should contact the building principal or his/her designee.  The interests and abilities of the volunteers are considered when making assignments. 

All volunteers shall be registered at the appropriate building.  Standard procedures for record keeping include hours contributed by various volunteers, types of services or donations made and an application kept on file at the local school for any volunteer who works directly with students, especially in tutorial relationships.

Current and prospective volunteers who have or will have unsupervised access to children on a regular basis may, at any time, be subject to a criminal record check (BCII/FBI).

[Adoption date:  October 21, 2004]
[Revised:    February 21, 2008]

LEGAL REFS.:    ORC    2305.23; 2305.231
                                            2744.01
                                            3319.311; 3319.39
                               OAC    3301-9-01; 3301-32-22(E)(4)

CROSS REF.:    GBQ, Criminal Record Check

 

 

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File:  IJ

GUIDANCE PROGRAM

The Board views guidance as helping students understand themselves relative to their abilities, aptitudes, interests, attitudes, strengths and limitations.  This process is meant to assist students in the development of their potential and their decisions relating to personal, educational and vocational matters.

Guidance is based upon these broad fundamental principles.

    1.    Individuals are different from one another in their capabilities, aptitudes,

            interests, needs, goals, desires and values.

    2.    Conditions are improvable.  Equality of educational opportunity benefits the
            individual and society.

    3.    Guidance is a continual and developmental process. 

    4.    Guidance does not propose to program an individual’s course of action but
           rather tries to assist the individual in arriving at his/her own satisfactory
           solutions.

    5.    Guidance should assist the individual to understand his/her circumstances and
           opportunities and to plan his/her life in a satisfactory manner to serve
           himself/herself as well as society.

Guidance services include a wide variety of testing programs and interpretation of results to students, parents and staff.  These programs assist students in developing good study habits and personal guidance which is in keeping with the principles of human dignity and equality.

A written guidance plan is developed to provide systematic aid to students in kindergarten through 12th grade regarding educational, career, civic, personal and social concerns, including the harmful effects of drugs, alcohol and tobacco.  This plan provides for appraisal of students’ academic abilities, a variety of counseling opportunities and approaches, educational and career planning and, when necessary, appropriate referral.  The plan is evaluated as needed and submitted to the Board for adoption.

The guidance department is responsible for assisting with implementation of the testing dimension of the educational program.  The guidance staff further assists the instructional staff and administration in developing and implementing intervention programs to assist students to realize academic improvement.

Counseling services are provided by credentialed school counselors.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3317.023
                               OAC    3301-35-04; 3301-35-05; 3301-35-06

CROSS REF.:    AFI, Evaluation of Educational Resources

 

 

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File:  IK

ACADEMIC ACHIEVEMENT

The philosophies of the Board concerning academic achievement and students’ social growth and development are based on the premise that students have diverse capabilities and individual patterns of growth and learning.

The Board believes that it is important that teachers have extensive and accurate knowledge of each student in order to assess his/her needs and his/her growth and to be competent to make appropriate instructional plans for the student.  Sharing of information among parent(s), teacher and student is essential.

The Board supports staff efforts to find better ways to measure and report student progress and requires the following elements.

    1.    Parents are informed regularly, at least four times a year, about the progress
           their children are making in school.

    2.    Parents are alerted and conferred with as soon as practicable when a child’s
           performance or attitude becomes unsatisfactory or shows marked or sudden
           deterioration.

    3.    Insofar as possible, distinctions are made between a student’s attitude and
           his/her academic performance.

    4.    At comparable levels, the school system seeks consistency in grading and
           reporting except when such procedure is inappropriate for certain classes or
           certain students.

    5.    When no grades are given and the student is evaluated informally in terms of
            his/her own progress, the school staff provides a realistic appraisal of the
            student’s standing in relation to his/her peers when requested by parents to do
            so.

    6.    When grades are given, the school’s staff takes particular care to explain the
           meaning of marks and symbols to parents.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06

CROSS REFS.:    AFI, Evaluation of Educational Resources
                                IKA, Grading Systems
                                IKAB, Student Progress Reports to Parents

 

 

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File:  IKA

GRADING SYSTEMS

The Board believes students respond more positively to the opportunity for success than to the threat of failure.  Therefore, the District seeks in its instructional program to make achievement both recognizable and possible for students.  It emphasizes achievement in its processes of evaluating student performance.

The administration and certificated staff devise grading systems for evaluating and recording student progress.  The records and reports of individual students are kept in a form which is understandable to parents as well as teachers.

The Board approves the grading and reporting systems as developed by the faculty, upon recommendation of the Superintendent.

The Board recognizes that any grading system, however effective, has subjective elements. There are fundamental principles which must guide all instructors in the assignment of marks and achievement.

    1.    The achievement mark in any subject should represent the most objective
            measurement by the teacher of the achievement of the individual.  A variety of
            evaluation measures are used and accurate records shall be kept to
            substantiate the grade given.

    2.    An individual should not receive a failing grade unless he/she has not met
           stated minimum requirements.

    3.    Grades are a factor used to motivate students.  Poor or failing grades should
            trigger a variety of instructional and intervention activities to assist the student
            in achieving better grades by the next grading period, if possible.

[Adoption date:  October 21, 2004]

LEGAL REF.:    OAC    3301-35-04; 3301-35-06

CROSS REFS.:    IK, Academic Achievement
                                IKAB, Student Progress Reports to Parents

 

 

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File:  IKAB

STUDENT PROGRESS REPORTS TO PARENTS

The Board believes that it is essential for parents to be kept fully informed of their children’s progress in school.  The type of progress reports sent to parents are devised by the certificated staff in cooperation with parents.

Written reports are provided to parents of children in grades 1 through 12 four times per year.  Progress reports are sent to parents at the completion of each grading period.  Interim reports are also required for students in danger of failing.  Direct notification of parents by telephone is encouraged.  Conferences with parents are used as an integral part of the reporting system.

[Adoption date:  October 21, 2004]

LEGAL REF.:    OAC    3301-35-06

CROSS REF.:    IK, Academic Achievement

 

 

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File:  IKAB-R

STUDENT PROGRESS REPORTS TO PARENTS

The following procedures are used in reporting to parents.

    1.    Number of report periods:  The school year is divided into four grading periods. 
           Reports are sent to the parents on the Friday following the close of each
           grading period.  (Year-end reporting might vary from this.)

    2.    Kindergarten reports:  Kindergarten reports are issued twice a year, in January
           and in June.

    3.    Grades 1 through 8:  Conferences are scheduled with each child’s parent(s) on
           an assigned day.  Other conferences are arranged as needed and may be
           called for by the teacher or parent(s).

    4.    Conferences for grades 9 through 12:  Conferences are scheduled as needed.

    5.    Interim reports:  Teachers issue interim reports every grading period to keep
           parents aware of their child’s progress.  The purpose of the interim report or
           conference is to provide the child an opportunity to improve before a final period
           grade is given.  Interim reports may also be used to inform the parents of
           exceptional progress or positive change in achievement.

(Approval date:  October 21, 2004)

 

 

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File:  IKB

HOMEWORK

The Board recognizes the educational value and importance of homework for students.  We believe that meaningful home study is a necessary part of each student’s educational program and that it should be related to the educational philosophy, goals and curriculum of the District.  Homework should be a purposeful extension of the school day and should provide the student with additional opportunities for the development and reinforcement of the District’s instructional objectives as stated in the District’s courses of study.

The assignment of homework should be regular and reasonable.  It should contribute to the student’s education through individual work, responsibility, completion of projects and the establishment of good study habits.  The completion of homework assignments should be recorded by the teacher and included in the evaluation of the student’s progress.

In order to create uniformity of practice, both among and within the schools, appropriate administrative regulations have been developed for the benefit of all professional personnel.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    OAC    3301-35-04; 3301-35-06

 

 

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File:  IKB-R

HOMEWORK

Purpose and Responsibility

The assignment of meaningful homework is an integral component of the instructional program.  Work done outside of the classroom should provide the student with opportunities to practice through drills; reinforce instruction received during the regular school day; expand upon topics introduced during classroom instruction and enable each student to pursue individual projects which involve lifetime skills of self-directed work, organization and interpretation of knowledge.  If homework is to have value, its purpose and relation to what has been taught in the classroom must be clearly understood by the student.  Teachers are, therefore, to provide students with meaningful homework assignments related to the instructional programs' goals and objectives.

Definition

Homework is defined as out-of-class preparation in a given subject area which is assigned by a student's teacher.  This assignment is of such a nature that the student must complete the assignment during non-class time.  Each assignment may be further defined as one or more of the following four types: 

    1.    practice:  given to help students master specific skills; limited to material
           presented in class.

    2.    preparation:  given to prepare students to gain maximum benefit from
           subsequent lessons.

    3.    extension:  given to determine if students can transfer a skill or concept to
           another situation.

    4.    creative:  require a student to integrate skills and concepts in the process of
            producing a response or product. 

Objectives

    1.    Supplement and support classroom experiences.

    2.    Reinforce learning through practice, integration and application.

    3.    Develop student initiative, responsibility and self-direction through independent
            effort.

    4.    Foster parent awareness of their child's learning activities.

    5.    Homework may also be used as a method for making up work missed due to
            illness, etc.

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File:  IKB-R

Teachers' Responsibilities

Teachers should plan meaningful homework assignments in conjunction with their daily lesson plans.  The homework assignments should clearly lead to the accomplishment of the course's instructional objectives.  Students should know what is expected of them and receive all necessary clarification pertinent to the assignment.  Teachers must be sure students understand how these homework assignments will be evaluated and contribute to the course grade.

The timely and complete response to the student's homework assignment by the teacher is essential.  Homework should be reviewed, recorded and included as a part of the student's progress evaluation.  Teachers must communicate to parents their expectations; that is, how and when assignments are usually given and how much homework will count in the total grade. 

Students' Responsibilities

It is the responsibility of the student to complete assigned homework.  In order to accomplish this task, the student must learn to plan and budget the necessary study time.  It is the student's responsibility to seek additional clarification and assistance from the teacher as soon as the need for such assistance is realized.  When a student is absent, it is his/her responsibility to discuss missed assignments with the teacher and complete all required missed assignments as instructed by the teacher.  In the primary grades, homework is optional.  It should consist of activities that students and parents can do together and should not exceed one-half hour per night.  Students in the upper elementary grades should expect to have homework on a regular basis not to exceed one hour per night, three or four times a week.  Students in grades 7-12 should develop responsibility for their own homework with parent support.  Time required will vary according to grade level and/or courses taken.  It would be expected that students would spend at least one hour per evening at home study in addition to time for long-term projects.  Homework should be an integral part of every course/subject grade.  

Parent/Home Responsibilities

Parents should recognize the important role of homework to the total instructional program of their student.  Parents should make themselves aware of the assignments and expectations of the school and the individual teacher.  Parents should provide a suitable place and environment in the home for the completion of homework assignments.  Parents should help their student plan and budget the appropriate amount of study time for the completion of the homework assignment. 

Parents should feel free to consult with the teacher about any questions relating to the homework assignment. 

Guidelines for Teachers

    1.    Homework should stem logically from classroom instruction.

    2.    Clearly inform students of the purpose of the assignment, directions, due date,
            format and materials necessary for completion.  This information should be
            given both orally and visually.

    3.    Students should not be expected to deal with totally new skills or concepts in
           completing homework assignments.

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File:  IKB-R

    4.    To help students responsibly schedule their homework, they should be notified
            of the assignment as much in advance as possible.  Long-range projects or
            papers should be assigned far enough in advance to allow students sufficient
            time for completion.

    5.    Homework assignments should be reviewed, recorded and included as a part
           of the evaluation of the student's learning program. 

    6.    A variety of homework should be assigned to include practice, creative,
           preparatory, and extending assignments.  Homework should not be given for
           disciplinary purposes or merely as "busy work."

    7.    Some time should be provided within the class period to thoroughly explain the
            assignment and respond to questions.

    8.    The homework assigned should be within reasonable limits.  Teachers sharing
            the same students should try to coordinate assignments so that major projects
            do not fall due on the same day and so homework is assigned throughout the
            week and not all on one night. 

    9.    Optional homework can be given in the primary grades.  This would mainly be
            reinforcement activities for students and parents to do together.  It should not
            exceed one-half hour per night except for long-term projects. 

  10.    Students in grades 3-6 should have homework on a regular basis and be
            considered part of the student's grade.  Homework at this level should not
            exceed one hour per night, three or four times per week.

  11.    Students in grades 7-12 should develop responsibility for their own homework
            with parent support. Time required will vary according to grade level and/or
            courses taken.  It would be expected that students would spend at least one
            hour per evening in home study in addition to time for long-term projects. 
            Homework should be an integral part of every course/subject grade. 

(Approval date:  October 21, 2004)

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File:  IKE

PROMOTION AND RETENTION OF STUDENTS

The promotion of each student is determined individually.  The decision to promote a student or to retain a student in a grade is made on the basis of the following factors.  The teacher takes into consideration emotional and social development, social issues and grade average.

Promotion procedures demand continuous analysis and study of the cumulative student case history records.  Guidelines include the following elements:

    1.    A student receiving passing grades in reading, social studies, mathematics,
           science and English is promoted.

    2.    A student having failing grades in language arts and mathematics at the end of
           the year has his/her case evaluated by the teachers, guidance counselor and
           principal for placement, with the principal making the final decision for
           placement.

    3.    A student having passing grades, “D” or above average in the core academic
           subjects, throughout the year is not failed.

    4.    No student should be retained more than twice in kindergarten through grade 8.

    5.    Documentary and anecdotal evidence should be available to justify retention or
           placement.

    6.    A student with failing grades during any academic term is entered into the
           schools intervention programs to be assisted toward academic success in
            those areas.

Any student who is truant for more than 10% of the required attendance days of the current school year and has failed two or more of the required curriculum subject areas in the current grade is retained, unless the student’s principal and the teachers of the failed subject areas agree that the student is academically prepared to be assigned to the next grade level.

“Academically prepared” as used in this policy, means that the principal, in consultation with the student’s teacher(s), has reviewed the student’s work and records and has concluded that, in his/her judgment as a professional educator, the student is capable of progressing through and successfully completing work at the next grade level.

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File:  IKE

Third Grade Reading Guarantee

Third grade students who receive a below basic score on the third grade reading achievement test are provided one of the three options:

    1.    promotion to the next grade if the principal and reading teacher agree that other
           evaluations of the student’s work indicate the student is academically prepared
            for the next grade;

    2.    promotion to the next grade with “intensive intervention” in that grade or

    3.    retention in the current grade.

Intervention services will be offered to students who are not making satisfactory progress toward the attainment of the statewide academic standards for their grade level.

[Adoption date:  October 21, 2004]
[Revised May 19, 2005]

LEGAL REFS.:    ORC    3301.0710; 3301.0711
                                            3313.608; 3313.609
                               OAC    3301-35-04; 3301-35-06

CROSS REFS.:    AFI, Evaluation of Educational Resources
                                IGCD, Educational Options (Also LEB)

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File: IKEB

Policy on Academic Acceleration, Early Entrance to Kindergarten,
and Early High School Graduation

In accordance with the belief that all children are entitled to an education commensurate with their particular needs, students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so.

The (District) Board of Education believes that such students often require access to advanced curriculum in order to realize their potential contribution to themselves and society.

All children learn and experience success given time and opportunity, but the degree to which academic content standards are met and the time it takes to reach the standards will vary from student to student.  The (District) Board of Education believes that all students, including advanced learners, should be challenged and supported to reach their full potential.  For many advanced learners, this can best be achieved by affording them access to curriculum, learning environments, and instructional interventions more commonly provided to older peers.

This policy describe the process that shall be used for evaluating students for possible accelerated placement and identifying students who should be granted early admission to kindergarten, accelerated in one of more individual subject areas, promoted to a higher grade level than their same-age peers, and granted early graduation from high school.

1)    Referrals and Evaluation

         a)    Any student residing in the district may be referred to by a teacher,
                 administrator, gifted education specialist, guidance counselor, school
                 psychologist, or a parent or legal guardian of the student to the principal of
                 his or her school for evaluation for possible accelerated placement.  A
                 student may refer himself or herself or a peer through a district staff member
                 who has knowledge of the referred child’s abilities.

         b)    Copies of this policy and referral forms for evaluation for possible early
                 entrance, whole-grade acceleration, individual subject acceleration, and
                 early high school graduation shall be made available to district staff and
                 parents at each school building.  The principal of each school building (or his
                 or her designee) shall solicit referrals of students for evaluation for possible
                 accelerated placement annually, and ensure that all staff he or she
                 supervises are aware of procedures for referring students for evaluation for
                 possible accelerated placement.

         c)    The principal (or his or her designee) of the referred student’s school shall
                 obtain written permission from the student’s parent(s) or legal guardian(s) to
                 evaluate the student for possible accelerated placement.  The district shall
                 evaluate all students who are referred for evaluation and whose parent(s) or
                 legal guardian(s) have granted permission to evaluate the student for
                 possible accelerated placement.

         d)    Children who are referred for evaluation for possible accelerated placement
                 sixty or more days prior to the start of the school year shall be evaluated in
                 advance of the start of the school year so that the child may be placed in the
                 accelerated placement on the first day of school.  Children who are referred
                 for possible accelerated placement sixty or more days prior to the start of
                 the second semester shall be evaluated for possible accelerated placement
                 at the start of the second semester.  In all other cases, evaluations of a 
                 referred child shall be scheduled at the student’s principal’s discretion and    
                 placed in the accelerated setting(s) at the time recommended by the
                 acceleration evaluation committee if the committee determines the child
                 should be accelerated.  Pursuant to Ohio Administrative Code 3321.01, all
                 children who will be the proper age for entrance to

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File: IKEB

                kindergarten or first grade by the first day of January of the school year for
                which admission is requested shall be evaluated upon the request of the
                child’s parent or legal guardian.  Children who will not yet be the proper age
                for entrance to kindergarten or first grade by the first day of January of the
                school year for which admission is requested shall also be evaluated for
                possible early admittance if referred by an educator within the district, a
                pre-school educator who knows the child, or pediatrician or psychologist
                who knows the child.  Children who will not yet be the proper age for entrance
                to kindergarten or first grade by the first day of January of the school year for
                which admission is requested may also be evaluated for possible early
                admittance at the discretion of the principal of the school to which the student
                may be admitted.

         e)    A parent or legal guardian of the evaluated student shall be notified in writing
                of the outcome of the evaluation process within 60 days of the submission of
                the referral to the referred student’s principal.  This notification shall include
                instructions for appealing the outcome of the evaluation process.

         f)    A parent of legal guardian of the referred student may appeal in writing the 
               decision of the evaluation committee to the local Superintendent within thirty
               days of being notified of the committee’s decision.  The Superintendent shall
               review the appeal and notify the parent of legal guardian who filed the appeal
               of his or her final decision within thirty days of receiving the appeal.  The
               Superintendent’s decision shall be final. However, the student may be 
               referred and evaluated again at the next available opportunity if he or she is
               again referred for evaluation by an individual eligible to make referrals as
               described in this policy.

2)    Acceleration Evaluation Committee

        a)    Composition

        (1)    The referred student’s principal (or his or her designee) shall convene an
                 evaluation committee to determine the most appropriate available learning
                 environment for the referred student.  This committee may be comprised of
                 the following:

                  (a)     A principal or assistant principal from the child’s current school;

                  (b)     A current teacher of the referred student (with the exception of
                            students referred for possible early admission to kindergarten);

                  (c)     A teacher at the grade level to which the student may be accelerated
                            (with the exception of students referred for possible early graduation
                            from high school);

                   (d)    A parent or legal guardian of the referred student or a representative
                            designated by a parent of legal guardian of the referred student;

                    (e)    A gifted education coordinator or gifted intervention specialist.  If a
                             gifted coordinator or gifted intervention specialist is not available
                             in the district, a school psychologist or guidance counselor with
                             expertise in the appropriate use of academic acceleration may be
                             substituted.

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           (2)    The acceleration evaluation committee shall be charged with the following
                    responsibilities:

                  (a)    The acceleration evaluation committee shall conduct a fair and
                            thorough evaluation of the student.

                            (i)    Students considered for whole-grade acceleration and early
                                    entrance to kindergarten shall be evaluated using an
                                    acceleration assessment process approved by the Ohio
                                    Department of Education.  The committee shall consider the
                                    student’s own thoughts on possible accelerated placement in
                                    its deliberations.

                           (ii)    Students considered for individual subject acceleration shall be
                                    evaluated using a variety of data sources, including measures
                                    of achievement based on state academic content standards (in
                                    subjects for which the state had approved content standards)
                                    and consideration of the student’s maturity and desire for
                                    accelerated placement.  The committee shall consider the
                                    student’s own thoughts on possible accelerated placement in
                                    its deliberations.

                         (iii)    Students referred for possible early high school graduation shall
                                   be evaluated based on past academic performance, measures of
                                   achievement based on state academic content standards, and
                                   successful completion of state mandated graduation
                                   requirements.  The committee shall consider the student’s own
                                   thoughts on possible accelerated placement in its deliberations.

                (b)   The acceleration evaluation committee shall issue a written decision to
                        the principal and the student’s parent or legal guardian based on the
                       outcome of the evaluation process.  If a consensus recommendation
                       cannot be reached by the committee, a decision regarding whether
                       or not to accelerate the student will be determined by a majority vote of
                       the committee membership.

              (c)    The acceleration evaluation committee shall develop a written
                       acceleration plan for students who will be admitted early to kindergarten,
                       whole-grade accelerated, or accelerated in one or more individual
                       subject areas.  The parent(s) or legal guardian(s) of the student shall
                       be provided with a copy of the written acceleration plan.  The written
                       acceleration plan shall specify:

                        (i)    placement of the student in an accelerated setting;

                      (ii)    strategies to support a successful transition to the
                               accelerated setting;

                     (iii)    requirements and procedures for earning high school credit
                               prior to entering high school (if applicable); and,

                    (iv)    an appropriate transition period for accelerated placement for
                             early entrants to kindergarten, grade-level accelerated students,
                             and students accelerated in individual content areas.

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File: IKEB

        (d)    For students the acceleration evaluation committee recommends for
                early high school graduation, the committee shall develop a written
                acceleration plan designed to allow the student to complete graduation
                requirements on an accelerated basis.  This may include the provision
                of educational options in accordance with Ohio Administrative Code
                3301-35-06(G), waiving district prerequisite requirements for enrolling
                in advanced courses, waiving district graduation requirements that exceed   
                those required by the state, and early promotion to sophomore (or
                higher) status to allow the student to take the Ohio Graduation Test.

3)    Accelerated Placement

      a)    The acceleration evaluation committee shall specify an appropriate transition
              period for accelerated placement for early entrants to kindergarten,
              grade-level accelerated students, and students accelerated in individual
              subject areas.

              (i)    At any time during the transition period, a parent or legal guardian of the
                     student may request in writing that the student be withdrawn from
                     accelerated placement. In such cases, the principal shall remove the
                     student without repercussions from the accelerated placement.

             (ii)    At any time during the transition period, a parent or legal guardian of the 
                     student may request in writing an alternative accelerated placement.  In
                     such cases, the principal shall direct the acceleration committee to
                     consider other accelerative options and issue a decision within 30 days of
                     receiving the request from the parent or legal guardian.  If the student will
                     be placed in an accelerated setting different from that initially
                     recommended by the acceleration evaluation committee, the student’s
                     written acceleration plan shall be revised accordingly, and a new transition
                     period shall be specified.

    b)    At the end of the transition period, the accelerated placement shall become
           permanent. The student’s records shall be modified accordingly, and the
           acceleration implementation plan shall become part of the student’s permanent
           record to facilitate continuous progress through the curriculum.

Adopted: July 20, 2006

 

 

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File:  IKF

GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS

 

The Board desires that its standards for graduation meet or exceed the minimum standards of the Ohio Department of Education as well as State law and, further, that our high school compares favorably with other high schools in the State that are recognized for excellence.

The Board assumes that at the time of graduation each student has fulfilled all academic and financial obligations.  A good school record, scholastic and otherwise, is the best recommendation a student can offer, either for college admission or for a job.  A record of good personal behavior and cooperation is expected.

To earn a diploma, a student must successfully complete required credits for year of graduation as outlined below, pass all parts of the Ohio Graduation Test (given in grade 10) and meet the following specific requirements:

Subject Areas	2013 Graduates	2014 Graduates	2015 Graduates & Beyond
English/Language Arts	4 credits	4 credits	4 credits
Mathematics	3 credits Students needing the OGT to graduate must continue math classes until passing the math section of the OGT.	4 credits These 4 credits must be taken in grades 9-12.  They must include 1 credit of algebra II or the equivalent of algebra II.  Students needing the OGT to graduate must continue math classes until passing the math section of the OGT.	4 credits These 4 credits must be taken in grades 9-12.  They must include 1 credit of algebra II or the equivalent of algebra II.  Students needing the OGT to graduate must continue math classes until passing the math section of the OGT.
Science	3 credits These 3 credits must include 1 credit of physical sciences and 1 credit of biological sciences.	3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science.	3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science.
Social Studies	3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues.	3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues.	3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues.
Career Exploration	½ credit	½ credit	½ credit
Computer Applications	½ credit	½ credit	½ credit
Health	½ credit	½ credit	½ credit
Physical Education	½ credit Maximum1 credit toward graduation is allowed in physical education.	½ credit Maximum1 credit toward graduation is allowed in physical education.	½ credit Maximum1 credit toward graduation is allowed in physical education.
Practical or Fine Arts	1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses.  Fine Arts – art, music, film criticism and introduction of T.V.	1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses.  Fine Arts – art, music, film criticism and introduction of T.V.	1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses.  Fine Arts – art, music, film criticism and introduction of T.V.
Electives	8 credits These 8 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language.	6 credits These 6 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language.	5 credits These 5 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language.
Total Credits To Graduate	24	23	22

NOTE:  It is the responsibility of each student to know how many credits he/she has earned and which ones are needed for graduation.

Students should give much thought to the selection of courses. Only necessary changes may be made either prior to the beginning of school or during the first week of each semester.

Summer School

Summer school credits are accepted toward graduation provided that administrative approval has been given prior to registration for the course.

Post Secondary Enrollment Options

Credit is awarded for a course successfully completed outside of regular school hours by a student at an accredited postsecondary institution.  High school credit awarded for a course successfully completed under this section of the Ohio Revised Code counts toward the graduation requirements and subject area requirements of the District.  If a course comparable to the course successfully completed is offered by the District, then comparable credit for the completed equivalent course is awarded.  If no comparable course is offered, the District grants to the student an appropriate number of credits in a similar subject area.

The course can be free of charge or paid by the student’s parent or guardian.

Correspondence Courses

High school courses offered through correspondence courses are accepted for credit toward graduation only when they meet the following criteria.

1.  Credits earned in correspondence schools directly affiliated with state universities are evaluated by the school administration for students who wish to qualify for graduation from high school.

2.  Credits earned from correspondence schools not directly affiliated with an accredited college or university may not be applied toward graduation.

3.  Credits earned from schools, which have been established primarily for correspondence study, rather than an institution primarily for residence study, are not accepted toward graduation.

Credit Flexibility

Credit flexibility shifts the focus from “seat time” to performance.  Students can earn units of high school credit based on an individually approved credit flexibility plan.  The intent of credit flexibility is to meet increased expectations for high school graduation in response to globalization, technology and demographics, and to meet the demand for 21st century skills.   Students interested in pursuing credit flexibility need to contact his or her guidance counselor.

Physical Education Waiver

The district recognizes that an effective educational program is one that provides opportunities for students to customize aspects of their learning around their respective needs and interests.  The Physical Education Waiver allows students to increase their learning by allowing access to more resources, customization around individual student needs and the use of multiple measures of learning.

In accordance with State law, the Physical Education Waiver allows the District to excuse students who have participated in two years or two seasons of interscholastic athletic competition, marching band, or cheerleading from their ½ credit physical education requirement. If the physical education graduation requirement is waived, students must take a ½ credit course to meet the graduation requirement.

Students utilizing a PE waiver will receive no credit and no grade for Physical Education. Participation in only one full season cannot be combined with 0.25 credits of PE to meet the PE requirement for graduation. Should a student become injured or not complete the season for ANY reason he/she must find an alternate way to satisfy his/her PE requirement.

Coursework Prior to Ninth Grade

Student work completed prior to the ninth grade is applied towards graduation credit if the course is taught by a teacher holding a license valid for teaching high school and is designated by the Board as meeting the high school curriculum requirements.

Community Service

The District offers community service education which acquaints students with the history and importance of volunteer service and with a wide range of existing community needs.   Community service opportunities may be considered an elective towards graduation.

Ohio Core Opt Out

The District offers students entering the ninth grade on or after July 1, 2010, and before July 1, 2014, the ability to opt out of the Ohio Core curriculum in compliance with Board policy and regulations and all procedural requirements stipulated by the school.

[Adoption date: February 16, 2010]
[Revised date: March 18, 2010]
[Revised date: January 19, 2012]
[Revised date: July 19, 2012]
[Revised date: January 17, 2013]

LEGAL REFS.:            ORC    3301.07 (D)(3)
                                      ORC    3313.60; 3313.6014; 3313.603; 3313.605; 3313.61                        
                                                   3345.06                                                                                          
                                      OAC    3301-35-04                                                                                       

CROSS REFS.:             IGBM & IGBM-R, Credit Flexibility
                                         IGCA, Summer Schools
                                         IGCD, Educational Options (Also LEB)
                                         IGCH, Postsecondary Enrollment Options (Also LEC)
                                         IGCI, Community Service
                                        JN, Student Fees, Fines and Charges                                                      

 

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File IKF-E

GRADUATION REQUIREMENTS

(Ohio Core Opt Out Informed Consent Agreement)

 

 

I understand that participation in the graduation opt out program will result in graduation without completion of the Ohio Core curriculum.  I also acknowledge that one consequence of failure to complete the Ohio Core curriculum is ineligibility to enroll in most state universities in Ohio without completion of further coursework. I hereby agree to accept and abide by the policies, rules and regulations of the Board of Education and to fulfill any procedural requirements stipulated by the school. 

 

 

 

____________________________________________        _____________________________

Student’s Signature                                                                  Date

 

____________________________________________       _____________________________

Parent/Guardian Signature                                                      Date

 

 

 

[Adoption date: July 19, 2012]

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IKF-R

GRADUATION REQUIREMENTS

(Ohio Core Opt Out)

 

Students entering ninth grade on or after July 1, 2010, and before July 1, 2014, may qualify for participation in the Ohio Core Opt Out program. Eligible students may graduate without having completed the Ohio Core curriculum prescribed by State law. Students wishing to participate in this program must have attended high school for two years.

 

A student wishing to participate and his or her parent(s) or guardian must sign and file written consent to the student’s graduating without completion of the Ohio Core curriculum and acknowledgement that one consequence of failure to complete the Ohio Core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.

 

The minimum requirements for graduation from high school under the Ohio Core Opt Out are as follows:

 

Minimum
English Language Arts	4   units
Social Studies, including one-half unit of American History and one-half unit of American Government	3   units
Science, including one unit each in Physical Science and Biology	3   units
Mathematics	3   units
Health	½   unit
Physical Education	½   unit
Electives *	6   units
Total	20 units

 

 

* Each student’s electives shall include at least one unit, or two half units chose from among the areas of business/technology, fine arts, and/or foreign language.

 

 

 

 

 

 

 

The District retains the authority to increase these minimum requirements in compliance with State law. Under State law, the District may stipulate any of the following:

 

1.      a minimum high school curriculum that requires more than 20 units of academic credit to graduate;

 

2.      an exception to the district’s minimum high school curriculum that is similar to the Ohio Core Graduation Opt Out, but with additional requirements, which may include the requirement that the student successfully complete more than the minimum curriculum listed above or

 

3.      that no exception comparable to the Ohio Core Graduation Opt out is available within the District.

 

The student and parent/guardian must also agree to fulfill any procedural requirements stipulated by the school to ensure informed consent and facilitate orderly filing of statements required under State law.

 

Additionally, participation in the program requires the student, the student’s parent or guardian and a representative of the student’s high school to jointly develop an individual career plan for the student. The student’s individual career plan must specify that the student will do one of the following:

 

1.      matriculate to a two-year degree program;

 

2.      acquire a business and industry credential or

 

3.      enter an apprenticeship.

 

The student’s high school provides counseling and support for the student related to the student’s individual career plan during the remainder of the student’s high school experience.

 

 

 

[Adoption date: July 19, 2012]

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File:  IKFB

GRADUATION EXERCISES

Any student having successfully completed all requirements for graduation is eligible to participate in the graduation exercises conducted by the Miamisburg High School.  Students participating in the ceremony must meet all graduation requirements.

    1.    Students must have successfully completed all requirements contained in the
           Ohio Revised Code and set by the State of Ohio Department of Education and
           the Miamisburg Board of Education.

    2.    Students graduating early must have filed the required application papers.

    3.    All financial obligations to the high school or Board must be paid.

    4.    All disciplinary obligations must be satisfactorily completed.

    5.    Participation in graduation rehearsal is required for participation in the
            graduation ceremonies.

    6.    Students participating in the ceremony must wear the prescribed cap and
            gown.

    7.    Students eligible to participate in the graduation ceremony will exhibit decorum
            that will not be disruptive nor bring undue attention to themselves.

    8.    Prior to graduation, misconduct that results in suspension or expulsion may
           result in denial of participation in graduation ceremonies.

Students whose decorum is disruptive or brings undue attention to themselves at school will not be awarded their diploma at the commencement exercises. 

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3313.20; 3313.20.66; 3313.661

CROSS REFS.:    IKF, Graduation Requirements
                                        Student Handbooks

 

 

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File:  IL

TESTING PROGRAMS

The Board believes that a program of group testing can provide a meaningful source of information about the adopted curriculum and overall student achievement.  Therefore, the Board authorizes a program of group testing in order to:

    1.    evaluate strengths and weaknesses of current curriculum and instruction and to
            identify areas needing change;

    2.    compare achievement of District students with achievement of a sample
            population as one means of evaluating student growth;

    3.    provide a degree of diagnostic instructional information to teachers about the
            group(s) of students with whom they work;

    4.    provide general information about a student’s probable aptitude for school-
            related tasks and

    5.    provide one basis for a longitudinal study of student achievement and
           proficiency.

Information gained through the use of group tests is used to design educational opportunities for students to better meet their individual and collective needs.  The Board views such information gathering as a primary function of the public schools.  Individual permission of parents is not required for the administration of these group tests.

The Board recognizes that all tests provide only a limited source of information about an individual student.  Information drawn from group tests is therefore used only in conjunction with all other information available about a student in advising the student or assisting the student in improving his/her work.

Each student with a disability is considered individually as to his/her participation in the testing programs.

Records of the results of group tests shall be maintained in accordance with the Board’s policy on student records.

The administration has developed guidelines for the secure storing of testing instruments.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301,0710 through 0713
                                            3319.32; 3319.321
                               OAC    3301-35-02; 3301-35-03; 3301-35-04

CROSS REFS.:    AFE, Evaluation of Instructional Programs (Also IM)
                                IGBA, Programs for Students with Disabilities
                                JO, Student Records

 

 

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File:  IL-R

TESTING PROGRAMS

In accordance with State law, Miamisburg City School’s District plan for testing security is as follows:

1)      The district test coordinator is designated as the Director of Curriculum and Assessment, while the building test coordinator is designated as the building principal or designee at the high school level.  All test examiners, monitors, translators or scribes who are allowed to be present in the room during assessment or to have access to assessment materials must first be cleared by the building test coordinator.  All of these roles should be filled by district employees if possible.  Translators who are not district employees will be cleared by the district ESL teacher, building principal, and district test coordinator.  All tests will be administered by a certified teacher.  Non-certified personnel may serve as monitors or scribes as long as a certified teacher is also present.

2)      All secure test materials (including state tests KRA-L, Diagnostic, OAA, OGT, and OTELA) will be secured by the Department of Student Services from time of arrival until the time of dispersion to buildings.  At that time the building principal is responsible for security of the materials even if the task is delegated to another person. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment.  This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.

3)      Test materials will be kept secure in a locked area at all times unless the test is being administered.  Only the people listed in item 1 (above) may handle the test materials.The principal is responsible for ensuring that all test administrators, monitors, scribes, or translators receive security training before handling any test materials.  The building principal, in conjunction with teachers, is responsible for ensuring that all materials are tracked as to who has which test booklet during assessments. The principal is also responsible for ensuring that all materials are returned to the district test coordinator.  The directions for security described in both the district and building test coordinator’s manual shall be followed.

4)      After the final test administration, the building principal is responsible for ensuring that all materials are collected, packed, and returned to the district office of Curriculum and Assessment.  The materials should never be left unattended in a classroom and should only be transported within the building by personnel identified in item 1, above. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment.  This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.

5)      Any incidents of alleged violation of security or unethical testing practice will be investigated following due process as outlined in board policy.  The investigation will be handled by the building test coordinator if involving a student or teacher, or by the district test coordinator if involving a principal.  The superintendent or assistant superintendent will also be kept apprised of all investigations.  Any findings that confirm the violation will be reported to the Ohio Department of Education.

6)      The decision to invalidate a student’s assessment score will be determined jointly by the building and district test coordinator following the outlined rules and will be communicated in writing.

7)      As outlined above, any findings that confirm violation of security will be reported to the Ohio Department of Education.  This will occur within ten days and will be in writing.

8)      Annually, all testing rules (including this document) will be shared both in writing and orally with all personnel who have access to secure assessment materials. Students will be advised before testing of the consequences of cheating or violating security. This will occur at the building level by principals, at the district level by the district test coordinator, and at the classroom level by teachers.

[Adoption date:  December 16, 2010]

 

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File:  IM (Also AFE)

EVALUATION OF INSTRUCTIONAL PROGRAMS

The Superintendent regularly evaluates the effectiveness of the instructional program in achieving the District’s educational goals and objectives.  Periodically, he/she submits a written and comprehensive report of his/her findings to the Board for its consideration and action.  The specific purpose of this report are to provide data for planning and budgeting for instructional improvements and for informing the public about the performance of the public schools.  Data may include:

    1.    relation of student growth and development to the objectives of the school
           system;

    2.    suitability of educational programs in terms of community expectations;

    3.    how evaluation findings are used for program improvement;

    4.    student achievement in light of testing results of standardized achievement tests
           and competency tests;

    5.    the number of students who continue in a program of higher education and the
           percentage of these who graduate;

    6.    extent of, and trends in, admissions to colleges and universities;

    7.    employment records of graduates not going to college and

    8.    all other relevant data which the Superintendent deems necessary.

The Superintendent is instructed to keep himself/herself informed relative to current research and successful practices and to employ the best and most reliable methods and measures in the evaluative process.  The results of the educational testing program are used as a part of the evaluation.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.13
                                            3313.60
                                            3323.02
                               OAC    3301-35-02(B); 3301-35-03(K); 3301-35-07

CROSS REFS.:    IA, Instructional Goals
                                IAA, Instructional Objectives
                                IL, Testing Programs

 

 

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File:  INA

TEACHING METHODS

It is the desire of the Board that the best available strategies and methods for bringing about learning be utilized in the District’s schools.  The instructional staff is expected to keep abreast of new and more promising instructional ideas and practices developed in schools throughout the nation and to consider those which apparently have the potential for improving the learning program in the District’s schools.

Strategies and methods shall be focused on the personalization of learning, including:

    1.    appraisal of individual learning style, abilities and disabilities;

    2.    assessment of individual learning needs;

    3.    development, implementation and evaluation of individual learning programs
           and

    4.    the modification and/or recycling of individual learning programs.

[Adoption date:  October 21, 2004]

 

 

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File:  INB

TEACHING ABOUT CONTROVERSIAL ISSUES

In the study of controversial issues, students have four rights which recognize the right to:

    1.    study any controversial issue which has political, economic or social
            significance and concern;

    2.    have free access to appropriate information, including materials which circulate
            freely in the community;

    3.    study under competent instruction in an atmosphere free from bias and
            prejudice and

    4.    form and express their own opinions on controversial issues without
            jeopardizing relations with teachers or the school.

The study of controversial issues should be objective and scholarly with minimum emphasis on opinion.  The teacher must approach controversial issues in the classroom in an impartial and objective manner and must refrain from using classroom privileges and prestige to promote a partisan point of view.

Teachers determine the appropriateness of certain issues for consideration using the following criteria.

    1.    Treatment of the issue in question must be within the range, knowledge,
            maturity and competence of the students.

    2.    There should be study materials and other learning aids available from which a
            reasonable extent of data pertaining to all aspects of the issue can be
            obtained.

    3.    The issue should receive only as much time as is needed to consider it
            adequately.

    4.    The issue should be current, significant and relevant to the students and the
            teacher. 

A teacher who is in doubt about the advisability of discussing certain issues in the classroom shall confer with the principal concerning the appropriateness of doing so.  If discussion of an issue is not approved by the building principal, the teacher may refer the issue to the Superintendent.

If parents desire that their child be excused from participation in discussion of such material, arrangements are made to respect that request.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    2907.31
                               OAC    3301-35-04

CROSS REFS.:    IB, Academic Freedom
                                KLB, Public Complaints About the Curriculum or Instructional Materials

 

 

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File:  IND/INDA

SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES

The Board believes that special recognition should be given to national holidays.  The building principal should encourage a discreet observance of these holidays which have become a part of the American heritage.  These observances may, in some instances, be in the form of a school assembly while in other instances they are a part of the classroom work.

The Board directs the administration to develop specific activities within each building to convey the meaning and significance of Veterans Day.  The observance must be at least one hour long, except in buildings that schedule class periods of less than an hour.  In those buildings, the observance must be at least one standard class period in length.

Religious Holidays and Observances

The following guidelines govern the observance of, and teaching about, religious holidays in the schools.

     1.    The public schools must be neutral in matters of religion.  The schools must
             show no preference for one religion over another.  They must refrain from the
             promotion of any religion or all religions; consequently, no religious
             celebrations may be conducted by the public schools.

             “Religious celebration” is defined as:

            A.    a formal observance, including worship or religious services of any kind,
                    whether or not conducted by a member of the clergy.  Religious
                    observances cannot be justified by the fact that the majority of students or
                    individuals in a given community happen to approve of the practice or by
                    the fact that individual students may absent themselves upon parental
                    request;

            B.    the display of religious objects or symbols, except those that are integral
                    parts of a short-term study in the curriculum, such as art, history, etc., or

            C.    the presentation of religious music, except to the extent that such music is
                    presented for its musical rather than its religious content.  Songs or music
                    programs which have significance for a particular religion should not be
                    sung or performed in the school during the period which coincides with the
                    community celebration of the events portrayed in the music.  Festive songs
                    that cannot be associated with a religious celebration are permitted.

    2.    A program or observance related to a religious holiday in theme or timing
           should be evaluated as to its purpose and effect.  If either the purpose or the
           effect is judged to be religious rather than secular, the activity should not be
           undertaken.

    3.    The school should avoid any activity, display or exhibit that promotes or gives its
           approval to religious matters.

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File:  IND/INDA

Patriotic Exercises

The Board believes one’s appreciation of country is promoted by the ceremonies and observances held in the schools and that the United States flag is a symbol of our democratic heritage, ideals and freedom.

The Board believes that saluting the flag and reciting the Pledge of Allegiance helps students to learn and to reinforce these principles.  Therefore, the Board encourages all students, grades kindergarten through 12, to recite the pledge during the school day at a time and manner specified by the building principal.

The Board recognizes that beliefs of some persons prohibit participation in the pledge, the salute to the United States flag or other opening exercises.  Therefore, such persons are excused from participation.

The Board prohibits the intimidation of any student by other students or staff aimed at coercing participation in reciting the pledge.

School Prayer

The Board certifies that it does not have nor will it adopt any policies that deny or prevent participation in constitutionally protected school prayer. This certification is submitted annually to the Ohio Department of Education by October 1.

[Adoption date:  October 21, 2004]

LEGAL REFS.:    U.S. Const. Amend. I, Establishment Cl.
                               The Elementary and Secondary Education Act; 20 USC 1221 et seq.
                                ORC    5.23
                                             3313.601; 3313.602; 3313.63; 3313.80

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File:  IND-E/INDA-E

SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES

School District_______________________District IRN______________________
Authorized Representative_____________County___________________________

District Address_____________________________________________________
This is to certify that the above mentioned school district is in compliance with Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965 as amended by the No Child Left Behind Act of 2001 and the District has no policy that prevents, or otherwise denies participation in, constitutionally protected prayer in elementary and secondary public schools as set forth in the Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools dated February 7, 2003.

___________________________________
Signature of authorized District representative

Please complete this form and return on or before March 15 to:

Ohio Department of Education
Office of Reform and Federal Student Programs
25 South Front Street, Mail Stop 404
Columbus, OH  43215-4183

 

 

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File:  ING

ANIMALS IN THE SCHOOLS

 

 

 

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File:  ING-R

ANIMALS IN THE SCHOOLS

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