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SECTION I: INSTRUCTION
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IA Instructional Goals
IAA Instructional Objectives
IB Academic Freedom
ICA School Calendar
ID School Day
IF Curriculum Development
IFD Curriculum Adoption
IGAB Human Relations Education
IGAC Teaching About Religion
IGAG Drugs, Alcohol and Tobacco Education
IGBA Programs for Students with Disabilities
IGBB Programs for Gifted and Talented Students
IGBI English as a Second Language (Limited English Proficiency)
IGBL Parental Involvement In Education
IGBM Family Violence Prevention (New 8 25 05)
IGCB Experimental Programs
IGCF Home Education
IGCG Preschool Program
IGD Cocurricular and Extracurricular Activities
IGDF Student Fund-Raising Activities
IGDG Student Activities Funds Management
IIA Instructional Materials
IIAA Textbook Selection and Adoption
IIAC Library Materials Selection and Adoption
IIBH District Web Site Publishing
IIC Community Instructional Resources (Also KF)
IICA Field Trips
IICC School Volunteers
IKA Grading Systems
IKAB Student Progress Reports to Parents
IKB Homework
IKE Promotion and Retention of Students
IKEK Admission to Kindergarten (New 6 28 07)
IL Testing Programs
IM Evaluation of Instructional Programs (Also AFE)
INB Teaching About Controversial Issues
IND School Ceremonies and Observances
INDA Patriotic Exercises
File: IA (return to top menu - Section I)
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 mathematics;
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: April 17, 2003]
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
File: IAA (return to top menu - Section I)
INSTRUCTIONAL OBJECTIVES
Instructors shall base instruction on adopted curriculum and provide students instruction in the 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.
A curriculum is developed and implemented according to the requirements established by the Ohio Administrative Code.
Curriculum based on courses of study/academic content standards 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: April 17, 2003]
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
File: IB (return to top menu - Section I)
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 and/or content standards.
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: April 17, 2003]
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.: Mahoning County Educational Service Center Employees’ Association
File: ICA(return to top menu - Section I)
SCHOOL CALENDAR
The Board recognizes that the preparation of a calendar for the instructional program of the schools is necessary for orderly educational planning and for the efficient operation of the District.
The Superintendent prepares a tentative school calendar for Board consideration annually, no later than May 1 and in conjunction with the participating local districts.
The Board reserves the right to alter the school calendar when feasible and advisable in the best interests of the District.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3313.48; 3313.481; 3313.482; 3313.483; 3313.62; 3313.63
3317.01
File: ID (return to top menu - Section I)
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: April 17, 2003]
LEGAL REFS.: ORC 3313.48; 3313.482
OAC 3301-35-06
CONTRACT REF.: Mahoning County Educational Service Center Employees’ Association
File: IF (return to top menu - Section I)
CURRICULUM DEVELOPMENT
The Board recognizes its responsibility for the improvement and growth of the educational program of the local district schools. To this end curricula is evaluated, adapted, and developed on a continuing basis and in accordance with a plan for curriculum growth.
Curriculum is defined as the courses of study/academic content standards, subjects, classes and organized group activities provided by the school.
The Board is responsible for the curriculum of the schools, both courses of study/academic content standards adopted by the Board and less formal curriculum reported to the Board. The Board reserves the right to review all curriculum and to direct a continuing program of curriculum review and modification.
No course of study will be taught in this District unless it has been formally adopted by the Board. The Superintendent determines which units of the instructional program constitute courses of study/academic content standards and are thereby subject to the adoption procedures of the Board. Courses of study/academic content standards will conform to standards of curriculum established by the State Department of Education.
The Board directs that the curriculum of this District:
1. be consistent with the District Statement of Philosophy and Purposes;
2. be consistent with written goals, objectives, and identified student needs;
3. develops individual talents and interests and serves diverse learning styles to motivate student achievement;
4. provides for continuous learning through effective articulation among the local districts of this county;
5. provides a continuum of educational opportunity, pursuant to law and regulation and
6. provides all students equal educational opportunity, pursuant to law and regulation.
As educational leader of the District, the ESC Superintendent is responsible to the Board for the development of curriculum, and establishes procedures for curriculum development which ensures the effective participation of staff members and appropriate advisory committee members.
[Adoption date: April 17, 2003]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06
CROSS REF.: BCF, Advisory Committees to the Board
CONTRACT REF.: Mahoning County Educational Service Center Employees’ Association
File: IFD (return to top menu - Section I)
CURRICULUM ADOPTION
An effective curriculum requires continuous development, implementation, evaluation and improvement. The Board expects the certificated staff to implement courses of study/academic content standards 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.
Academic content standards do not need Board adoption.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3301.07
3313.60; 3313.602; 3313.90
OAC 3301-35-02; 3301-35-03; 3301-35-04
File: IGAB (return to top menu - Section I)
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 differences of people of various backgrounds and cultures.
3. The schools work for an integration of ideas, people and material resources to provide the best education to meet the demands of our society.
4. 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: April 17, 2003]
LEGAL REFS.: OAC 3301-35-02(B)(I)(6); 3301-35-03(H)
CROSS REFS.: AC, Nondiscrimination
ACA, Nondiscrimination on the Basis of Gender
ACB, Nondiscrimination on the Basis of Disability
JB, Equal Educational Opportunities
File: IGAC (return to top menu - Section I)
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: April 17, 2003]
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
File: IGAG (return to top menu - Section I)
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: April 17, 2003]
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
File: IGBA (return to top menu - Section I)
REVISED POLICY
PROGRAMS FOR STUDENTS WITH DISABILITIES (Revision add States other than Ohio, 7 17 08)
All students with disabilities living within the Board programs’ service area are identified, evaluated and placed in appropriate educational programs. Additionally, all parentally-placed private school children with disabilities who reside in a state other than Ohio and attend a private school within the service area are located, identified and evaluated. 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 Board 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 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 by the year 2014.
[Adoption date: 7 17 08]
CROSS REFS.: ACB, Nondiscrimination on the Basis of Disability
IL, Testing Programs
JB, Equal Educational Opportunities
KBA, Public’s Right to Know
File: IGBA-R (return to top menu - Section I)
PROGRAMS FOR STUDENTS WITH DISABILITIES
The Board, as an expression of its commitment to provide a free appropriate public education for children with disabilities in accordance with Federal and State laws, rules and regulations, does hereby resolve to implement in collaboration with local districts the following:
1. Child Identification
Ongoing efforts are made to identify, locate and evaluate children below 22 years of age who reside within the District and have a confirmed or suspected disability in accordance with all federal regulations and state standards.
2. Procedural Safeguards
The child with a disability and his/her parent(s) are provided with procedural safeguards, as required by law, throughout the identification, evaluation and placement process and the provision of a free appropriate public education to the child.
3. Multifactored Evaluation/Education Team Report
The District provides a multifactored evaluation for children with disabilities by ensuring that children are assessed in their native language or other mode of communication. Tests are used for their validated purposes. Children are evaluated in all areas related to their suspected disability. Testing is conducted by a multidisciplinary team including the parent(s). Testing materials and procedures are not racially or culturally biased. Tests are administered by trained personnel qualified in accordance with all federal regulations and state standards. Tests are administered in conformance with the instructions provided by the producer. Medical evaluation, when required as part of the multifactored evaluation, is provided at no cost to the parent(s) by a licensed physician designated by the Superintendent/designee when other no-cost resources are not available.
4. Individualized Education Program
An Individualized Education Program (IEP) is developed for each child with a disability who needs special education. The IEP is designed to meet the unique educational needs of the child and developed in a planning conference. The parent(s) of the child are strongly encouraged to participate in the planning conference and must participate in the initial conference for programming to occur. The IEP is reviewed and revised as often as necessary, but at least annually.
5. Least Restrictive Environment
The education of children with disabilities shall occur in the least restrictive environment. Special education programs and services are appropriate and designed to meet the unique needs of each child with a disability. To the maximum extent appropriate, children with disabilities, including children in public or private
1 of 2
File: IGBA-R
institutions or other care facilities, are educated with children who do not have disabilities. Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
6. Confidentiality of Data
The confidentiality of personally identifiable data relating to children with disabilities and their parents and families is protected at collection, storage, disclosure and destruction. One official of the District is assigned the responsibility for protecting the confidentiality of personally identifiable data. The District follows all federal regulations and state standards related to the confidentiality of data.
7. Due Process
The District utilizes procedures that allow differences of opinion to be aired and resolved between parent(s) or agencies and the District. The procedures provide for utilization of case conferences, administrative reviews, mediation, impartial due process hearings, state-level appeals and appeals to the courts that involve the District’s proposal or refusal to initiate or change the identification, evaluation or educational placement of the child or the provision of a Free Appropriate Public Education (FAPE) to the child. Furthermore, the rights of children with disabilities are protected when the parents cannot be identified or located, when the child is a ward of the state or when the child is without a formally declared legal representative.
8. Surrogate Parent
Whenever the parent(s) of a child with a disability are not known or cannot be located, or when the child is a ward of the state, the child’s rights are protected through the assignment of an individual (who is not an employee of the state education agency, local education agency or intermediate educational unit involved in the education of the child) who serves as the child’s surrogate parent.
9. Testing Programs
Students with disabilities participate in local and statewide testing programs. Individual accommodations and excuse from the consequences of high-stakes testing are determined only during an IEP conference.
(Approval date: April 17, 2003)
2 of 2
File: IGBB (return to top menu - Section I)
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 require services beyond those offered in regular school programs in order to realize their potential contribution to themselves and society.
Annually, children who are gifted are identified by professionally qualified persons using a variety of assessment procedures. The Board encourages collaboration with local Districts 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 Rule for the Identification and Services for Children Who Are Gifted as specified in the plan.
1. The District identifies children of the District, in grades kindergarten through 12, who may be gifted in one or more of the following areas:
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 as provided in the Assessment Instruments for the Identification of Children Who Are Gifted.
3. The District accepts scores on assessment instruments approved for use by the Ohio Department of Education provided by other school districts and trained personnel outside the school district.
1 of 3
File: IGBB
4. The District adopts and submits to the Ohio Department of Education a plan for the 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:
A. 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;
B. 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;
C. 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 background, children with disabilities and children for whom English is a second language;
D. the process of notifying parents/guardians regarding all policies and procedures concerning the screening, assessment and identification of children who are gifted;
E. 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;
F. procedures for the assessment of children who transfer into the District and
G. 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.
Services for Children 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 gifted programs and for assessment of students transferring into the District.
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.
2 of 3
File: IGBB
Annual Report
The District submits, as required, an annual report to the Ohio Department of Education.
The Superintendent/designee implements all policies and procedures in accordance with laws, rules and regulations and follows the Model Policies and Plan for the Identification of Children Who Are Gifted.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3324.01-07
OAC 3301-51-15
CROSS REF.: JB, Equal Educational Opportunities
3 of 3
File: IGBI (return to top menu - Section I)
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 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: April 17, 2003]
LEGAL REFS.: 42USC 2000d
The Elementary and Secondary Education Act; 20 U.S.C. 1221 et seq.
CROSS REFS.: AC, Nondiscrimination
JB, Equal Educational Opportunities
File: IGBL (return to top menu - Section I)
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 results in higher achievement scores, improved student behavior and reduced absenteeism. All parents are encouraged to take an active role in the education of their 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 regulations:
1. encourage strong home-school partnerships;
2. provide for consistent and effective communication between the parents and school officials;
3. offer parents ways to assist and encourage their children to do their best;
4. offer ways parents can support classroom learning activities and
5. provide opportunities for parents in the parental involvement program.
[Adoption date: April 17, 2003]
LEGAL REF.: ORC 3313.472
File: IGBM (return to top menu - Section I)
FAMILY VIOLENCE PREVENTION
The Mahoning County Educational Service Center supports efforts to create safe families and safe communities within Mahoning County, the state, and nation.
Because of the MCESC’s unique position to educate young people; to offer them a safe, supportive environment; and to communicate with adults and collaborate with family support agencies and safety forces, the MCESC shall incorporate awareness and educational components at all grade levels which further the awareness, education and protection of children and families.
The MCESC also recognizes its responsibility to provide a safe and healthful workplace for its employees. School leaders have a responsibility to respond to the protective needs of an abused employee and to contact safety and health support agencies to assist the staff member
Such awareness, education and protection shall be supported by our ESC regardless of the age, race, economic status, educational background, religion or sexual orientation of our citizens.
Components of the educational program shall include the emotional, physical, and sexual abuse; intentional intimidation; neglect; and financial exploitation. ESC employees shall work with local, county, state and federal partners who can provide factual, legal and appropriate guidance on the development of procedures and educational opportunities which will ensure the creation of safe families and safe communities.
*For additional explanation and resource support, contact the Tri-County Coalition for Family Violence Prevention, at (330) 747-5111 or dmiller_anthem@yahoo.com.
]Adopted:] 8.25.05
File: IGCB (return to top menu - Section I)
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/District are expected to pay allowable fees at the beginning of the program.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3329.08
OAC 3301-35-04; 3301-35-06
CROSS REF.: JN, Student Fees, Fines and Charges
File: IGCF (return to top menu - Section I)
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 shall approve 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: April 17, 2003]
LEGAL REFS.: ORC 3321.04
OAC Chapter 3301-34
File: IGCF-R (return to top menu - Section I)
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 he/she maintains 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-educated children should be performed in accordance with the Ohio Administrative Code.
(Approval date: April 17, 2003)
File: IGCG (return to top menu - Section I)
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.
Preschool students entering school for the first time must have a completed health record before being admitted to school.
[Adoption date: April 17, 2003]
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
JHF, Student Safety
JO, Student Records
File: IGD (return to top menu - Section I)
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 program, under the direction of an administrator and certificated staff, has student activities 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 which is 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 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, Ohio 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: April 17, 2003]
LEGAL REFS.: ORC 3313.58; 3313.59; 3313.664
3315.062
OAC 3301-35-06
CROSS REFS.: DJ, Purchasing
IGDF, Student Fund-Raising Activities
IGDG, Student Activities Funds Management
JGDA, Emergency Removal of Student
JL, Student Gifts and Solicitations
2 of 2
File: IGDF (return to top menu - Section I)
STUDENT FUND-RAISING ACTIVITIES
The Board believes in providing opportunities for students to participate through cocurricular 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 and, when appropriate, in collaboration with local district procedures. 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 administration 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 program administrator with the approval of the Superintendent. Each administrator submits to the Superintendent a list of the proposed sales or fund drives in the schools 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: April 17, 2003]
LEGAL REFS.: ORC 3313.20; 3313.51; 3313.53; 3313.811
3315.062
5705.41; 5705.412
1 of 2
File: IGDF
CROSS REFS.: IGD, Cocurricular and Extracurricular Activities
IGDG, Student Activities Funds Management
IICA, Field Trips
JL, Student Gifts and Solicitations
2 of 2
File: IGDG (return to top menu - Section I)
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 program administrator 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.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3313.51; 3313.53; 3313.811
3315.062
5705.41; 5705.412
CROSS REFS.: DH, Bonded Employees and Officers
DJ, Purchasing
DJF, Purchasing Procedures
IGD, Cocurricular and Extracurricular Activities
IGDF, Student Fund-Raising Activities
JL, Student Gifts and Solicitations
File: IIA (return to top menu - Section I)
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 authority to the certificated personnel of the District to recommend selection of instructional and library materials.
Materials for school classrooms and school libraries are recommended by the appropriate certificated 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 and conceptual knowledge, problem-solving abilities, literary appreciation, aesthetic values and ethical standards;
3. a background of information which enables students to make intelligent judgments in their daily lives;
4. a diversity of 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 guide in the selection of all instructional and library materials including, but not limited to, textbooks, supplementary books, library books, computer software, Internet access sites, filmstrips, films, videotapes, audiotapes and recordings.
[Adoption date: April 17, 2003]
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
File: IIAA (return to top menu - Section I)
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.)
"Textbooks" are defined as those books purchased in sufficient quantity to be used as the primary instructional resource(s) selected to meet the needs of students in Mahoning County in the area of the curriculum defined by the adopted course of study.
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.
A list of all approved textbooks shall be maintained by the Superintendent and made available for the use of local district boards, for the use of the certificated staff and for the information of members of the Board.
The final decision on the recommendation of textbooks rests with the Superintendent, subject to official adoption by the Board.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3315.17; 3315.171
3329.01; 3329.05; 3329.06; 3329.07; 3329.08
3313.642
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IIA, Instructional Materials
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIAC (return to top menu - Section I)
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 staff is responsible for evaluation and recommendation of all library materials to be included in the school library. Authority for distribution of funds rests with the administrator, 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: April 17, 2003]
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
File: IIBH (return to top menu - Section I)
DISTRICT WEB SITE PUBLISHING
School web sites provide the Service Center with unique and ever changing ways to interact with the community and improve student learning. School web sites:
1. allow an individual school to provide current and complete information to its community at large;
2. give the community a means to communicate effectively with students and personnel;
3. create expanded means for student expression and/or
4. provide new avenues for teachers to help students meet high standards of performance.
All District schools wishing to maintain a presence on the Internet must develop written web regulations that allow the school to realize the benefits of maintaining a web site while protecting the school and community from its potential misuse.
Purpose and Use of the Center's Web Site
The primary purpose of the Center's web site is to communicate effectively with its community, constituents and staff. The director or designee shall ensure that the site is maintained in such a way that the community receives reasonably current and accurate information.
The District may elect to have its web site serve additional purposes related to its educational mission. These include, but are not limited to:
1. publishing a student newspaper;
2. posting teacher created class information or
3. publishing appropriate student class work.
When a school allows student publications on its web site, the purpose of including such publications shall be clearly identified in that section of the site. These publications shall be consistent with the mission, goals, policies, programs and activities of the District. All publications shall meet established District requirements related to student print publications and in accordance with State and Federal law related to student expression.
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.
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File: IIBH
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: April 17, 2003]
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)
JO, Student Records
KBA, Public’s Right to Know
2 of 2
File: IIC (Also KF) (return to top menu - Section I)
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.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3315.07
OAC 3301-35-06
File: IICA (return to top menu - Section I)
FIELD TRIPS
The Board recognizes that there is a vast quantity and variety of learning resources outside school walls and is aware of the potential our community has for improving the quality and depth of educational experiences. Whatever students can experience firsthand is often more meaningful to them than that which is only discussed or read about.
Field trips — properly planned, supervised and integrated into the instructional program — are not to be considered “outings” or days off from school, but rather extensions of the curriculum.
All field trips sponsored by MCESC are educational in nature and are directly related to the subject matter and the course objectives of instruction at the particular program/grade level. Field trips are lessons and are to be planned as such, with objectives determined in advance. Appropriate instruction should precede and follow each field trip. All field trips must be approved by the program administrator.
To the extent feasible, community resource persons and organizations are involved in the planning and conducting of field trips, so that students may derive the greatest educational benefit from the trip.
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: April 17, 2003]
LEGAL REFS.: ORC 3327.15
OAC 3301-35-01; 3301-35-03
CROSS REFS.: IF, Curriculum Development
IGDF, Student Fund-Raising Activities
JL, Student Gifts and Solicitations
JN, Student Fees, Fines and Charges
File: IICA-R (return to top menu - Section I)
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). The Board also wishes to make it possible for an individual student to experience a field trip if such a trip would provide instructional benefits.
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:
A. trips of several days’ duration when school is not in session (e.g., a trip to Washington, D.C.; language class trips to Canada and Mexico) or
B. trips within the state involving more than one day’s time while school is in session.
Permission for extended field trips must be secured from the Superintendent, subject to approval by the Board.
Field trips out of the state while school is in session are not normally approved. The Board considers special requests for such trips when they are necessary to a curricular or cocurricular purpose, well-planned, adequately chaperoned and satisfactorily financed.
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. Care is taken by the administration to ensure 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 Districtwide regulations for field trips and each building principal to set rules for his/her school which comply with Board policy and District regulations.
(Approval date: April 17, 2003)
2 of 2
File: IICC (return to top menu - Section I)
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 for individuals who have expertise in various areas to be used as resource persons.
Recruitment and selection of volunteers is done at the local program level. Interested individuals should contact the program administrator or his/her designee. The interests and abilities of the volunteers are considered when making assignments.
All volunteers shall complete a volunteer application with the appropriate program administrator or his/her designee. Records for volunteer service are maintained by the program. Standard procedures for record keeping shall include hours contributed by volunteers and types of services or donations made.
Current and prospective volunteers who have or will have unsupervised access to children at any time, must complete and clear a criminal record check (BCII) before the volunteer service begins.
[Adoption date: April 17, 2003]
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
File: IKA (return to top menu - Section I)
GRADING SYSTEMS
The Board believes students respond more positively to the opportunity for success than to the threat of failure. The District seeks, therefore, 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: April 17, 2003]
LEGAL REFS.: OAC 3301-35-04; 3301-35-06
CROSS REF.: IKAB, Student Progress Reports to Parents
File: IKAB (return to top menu - Section I)
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 teaching and administrative staff in cooperation with parents.
Written reports are provided to parents of children four times per year in preschool, disability and school-aged programs. Head Start progress reports are provided three times per year. Direct notification of parents by telephone is encouraged. Conferences with parents are used as an integral part of the reporting system.
[Adoption date: April 17, 2003]
LEGAL REF.: OAC 3301-35-02
File: IKB (return to top menu - Section I)
HOMEWORK
Homework, as long as it is properly designed, carefully planned and geared to the development of the individual student, meets a real need and has a definite place in the educational program. Homework is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.
Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills which have been developed and complete certain projects. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children’s educational progress.
[Adoption date: April 17, 2003]
LEGAL REFS.: OAC 3301-35-04; 3301-35-06
File: IKE (return to top menu - Section I)
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 in consultation with district of residence staff on the basis of the following factors. The staff takes into consideration: reading grade, mental ability, age, physical maturity, emotional and social development, social issues, home conditions and/or 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 reading, mathematics and English at the end of each year has his/her case evaluated by the teachers, guidance counselor and principal for placement.
3. A student having failing grades may be assigned to the next higher grade with discretion only with approval of the principal.
4. A student having passing grades, “D” or above, throughout the year is not failed.
5. Documentary and anecdotal evidence should be available to justify retention.
6. A student with failing grades during any academic term is entered into the District’s intervention programs to be assisted toward academic success in those areas.
Fourth grade students who receive a below basic score on the fourth grade reading proficiency test are provided one of the three options:
1. promotion to fifth grade if the principal and reading teacher agree that other evaluations of the student’s work indicate the student is academically prepared for fifth grade;
2. promotion to fifth grade with “intensive intervention” in that grade if the school believes that the student can succeed in fifth grade, but needs some help or
3. retention in fourth grade.
“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.
Students in the fourth and sixth grade failing to pass three or more of the five proficiency test requirements may be retained in their current grade levels for the next school year, regardless of whether the student attends summer school remediation.
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File: IKE
Effective July 1, 2003
The fourth grade reading guarantee will be replaced with the 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.
Certain specified students who are offered intervention services either after-hours or in summer classes are truant if they do not attend the intervention programs..
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: April 17, 2003]
LEGAL REFS.: ORC 3301.0710; 3301.0711
3313.608; 3313.609
OAC 3301-35-04; 3301-35-06
CROSS REF.: AFI, Evaluation of Educational Resources
FILE: IKEK (return to top menu - Section I)
EARLY ADMISSION TO KINDERGARTEN
1. Definition: Early Admission to Kindergarten.
The practice of admitting a student to kindergarten who has not yet reached the typical age at which students are admitted to kindergarten for the purpose of providing access to appropriately challenging learning opportunities.
Pursuant to Ohio Administrative Code 3321.01, all children who will 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 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 fist 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.
2. Early Admission to Kindergarten Evaluation Committee.
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 for the child’s current school;
b. A current pre-school educator or pediatrician of the referred student;
c. A teacher at the grade level to which the student may be accelerated;
d. A parent or legal guardian of the referred student or a representative designated by a parent or legal guardian of the referred student;
e. A Mahoning County Educational Service Center gifted education coordinator;
f. A school psychologist.
3. Eligibility Criteria and Procedures.
The Mahoning County Educational Service Center, which has the responsibility to ensure that the standardized testing program is properly supervised, shall administer the following recognized evaluation instruments and apply the following criteria to determine placement decisions:
1 of 1
A 6 year visual-motor maturity level as measured by an appropriate measure of visual-motor development;
AND
95th %-tile composite score on an appropriate individual achievement test;
AND
2 standard deviations above the mean, minus the standard error of measure, (ORC 3321.01) on an appropriate individual intelligence test.
4. The school psychologist shall notify the early entrance evaluation committee of those students who meet the eligibility criteria. The evaluation committee will analyze the data and determine the appropriateness of early entrance taking into consideration adequate emotional maturity, verbal fluency, and general physical maturity to allow them to achieve in a regular classroom setting. Parents of these students desiring early entrance into kindergarten shall provide written permission for entry.
5. Parents who question the results of the early entrance testing may, at their expense, secure private psychological testing by an Ohio Department of Education certified psychologist or a licensed psychologist. Local districts may consider this evaluation data in determining a child’s eligibility. Data must be at or above the levels indicated in the eligibility criteria.
6. Request for early entrance cannot be made once the school year for which they are applying has begun.
7. Any child who was previously enrolled in a kindergarten program and who does not meet Ohio’s school entrance age and for whom enrollment is requested upon change of residence shall be deemed eligible for early entrance consideration. If the child meets the requirements listed in the eligibility criteria and is approved by the school Pupil Personnel Committee, early entrance is permitted.
LEGAL REFS: ORC 3321.01
Adopted 6.28.07
File: IL (return to top menu - Section I)
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.
The administration has developed guidelines for the secure storing of testing instruments.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3301,0710 thru 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
File: IM (Also AFE) (return to top menu - Section I)
EVALUATION OF INSTRUCTIONAL PROGRAMS
The Board directs the Superintendent to develop and implement a systematic plan for the continuous evaluation of the educational program against the educational goals established by this Board. To this end, he/she shall employ such tests and methods as may be indicated by sound professional judgment. Wherever possible, the assessment program shall follow evaluation procedures set forth in the curriculum guides.
The Superintendent will annually and in conjunction with appropriate members of the administrative staff, conduct a review of the educational progress of the District, assess District and student needs, and establish long-range and short-range objectives for the educational program.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 3301.13
3313.60
3323.02
OAC 3301-35-02(B); 3301-35-03; 3301-35-07
CROSS REFS.: IA, Instructional Goals
IAA, Instructional Objectives
IL, Testing Programs
File: INB (return to top menu - Section I)
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 all 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 a minimum of 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. Consideration of the issue should receive only as much time as is needed to cover the issue 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 administrator concerning the appropriateness of doing so. If discussion of an issue is not approved by the administrator, the teacher may refer the issue to the Superintendent.
[Adoption date: April 17, 2003]
LEGAL REFS.: ORC 2907.31
OAC 3301-35-04
CROSS REFS.: IB, Academic Freedom
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IND/INDA (return to top menu - Section I)
SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES
The Board believes that special recognition should be given to national holidays. The program administrator 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 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.
Patriotic Exercises
The Board does not require the daily recitation of the Pledge of Allegiance. However, the Board encourages reciting of the pledge on a regular basis as determined by the classroom teacher or program administrator.
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: April 17, 2003]
LEGAL REFS.: U.S. Const. Amend. I, Establishment Cl.
The Elementary and Secondary Education Act; 20 USC 1221 et seq.
ORC 5.23
3313.602; 3313.63; 3313.80
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