Choose a policy from the list below.
File: IC
SCHOOL CALENDAR
The MSAD #11 Board will annually adopt a school calendar. As required by law, the school year shall consist of at least 180 days a year. At least 175 days shall be used for instruction. In meeting the requirement of a 180-day school year, no more than five days may be used for in-service education of teachers, administrative meetings, parent-teacher conferences, records’ days, and similar activities.
The MSAD #11 Board will approve the school calendar for the ensuing school year prior to April 1 of the current school year. The Superintendent will be responsible for publicizing the school calendar through the local newspaper and the District’s website.
Legal Reference: 20-A MRSA § 4801-4805
Adopted: Prior to 1985
Revised: August 7, 1986, February 3, 1994; May 3, 2007
File: ID
SCHOOL DAY
The MSAD #11 Board believes that direct contact between teachers and students is essential to student learning and achievement. It is the MSAD #11 Board’s intent to provide for each level in the student body maximum instructional time within the instructional day.
For the purpose of this policy, “instructional day” means a school day during which both students and teachers are present, either in a school or in another setting, and “instructional time” is the portion of the school day that is devoted to the teaching-learning process. Instructional time is not considered to include homeroom periods, opening exercises, recess, lunchtime, passing times, extracurricular activities, and the like.
The number of school days shall meet or exceed the State requirement and be set annually by the MSAD #11 Board and included in the school calendar. Abbreviated days to be included for in-service, conferences, etc., shall be kept to a minimum.
A. High School Level
The instructional day shall consist of 4 teaching periods, each 80 minutes in length. Double or continuous laboratory periods, block scheduling, and the like, may be approved by the Superintendent. Appropriately-conducted study halls, individually scheduled for the needs of the students, shall be recognized as within the instructional day. The school year shall include at least 963 instructional hours.
B. Middle School Level
The instructional day shall consist of 6 hours and 0 minutes, appropriately divided and scheduled according to the school unit’s middle school philosophy. The school year shall include at least 1030 instructional hours.
C. Elementary School Level
The instructional day for grades one and higher shall consist of 6 hours and 30 minutes. The school year shall include at least 1138 instructional hours.
D. Kindergarten
Instructional time for kindergarten shall be _____per session for _____ days.
Legal Reference: 20-A MRSA § 4801
Ch. 125 § 6.01 (Me. Dept. of Ed. Rule)
Adopted: Prior to 1985
Revised: August 7, 1986; February 3, 1994; May 3, 2007
File: IHBA
INDIVIDUALIZED EDUCATION PROGRAMS (IEPs)
It shall be the policy of the school district to maintain a complete individualized education program (IEP) for each student who has been identified with a disability and in need of special education services under state and federal special education laws, and who is in attendance in the MSAD #11 public schools. The school district shall develop these IEPs in a manner consistent with the procedural requirements of state and federal special education laws.
Student IEPs shall be reasonably calculated to provide the identified student with educational benefits in the least restrictive educational environment. The school district shall ensure that such IEPs are in effect within 30 days of when a student is first identified as in need of special education services and that such IEPs are reviewed at least annually, as prescribed by state and federal special education laws.
Legal Reference: 20 USC §§ 1414(d)
34 CFR § 300.340-.350 (Mar. 1999)
Ch. 101 §§ 1.4, 10.1-10.5 (Nov. 1999) (Me. Dept. of Ed. Rules)
Adopted: February 3, 1994
Revised: November 4, 2004; May 3, 2007
File: IHBAA-R
Referral/Pre-Referral Procedures
MSAD #11 shall refer to the IEP Team all school-age students suspected of having a disability that requires special education and related services. Referrals to the IEP Team may be made by a child’s parent, by professional school staff, or by others with knowledge of the child. Referrals should be made and processed consistent with these procedures.
Referrals by parents. A parent may refer his or her child to the IEP Team at any time. That referral shall be made in writing directly to the office of the Director of Special Education. Should the parent seek to make a referral through other processional staff (such as teachers, guidance counselors, or administrators), that professional staff member shall directly assist the Family in making the referral in writing to the office of the Director of Special Education Should a parent attempt to make a referral orally, professional staff shall assist the parent in reducing that referral to writing and submitting it to the office of the Director of Special Education.
A parent referral shall be processed consistent with these procedures and governing timelines even if the child is receiving interventions pursuant to MSAD #11’s pre-referral procedures (discussed below). Those pre-referral procedures shall continue during the referral process, however.
Referrals by staff. Any professional employee of MSAD #11 may refer a child to the IEP Team regardless of the results of initial child find activities, but only after completion of any pre-referral intervention process used by MSAD #11. MSAD #11 may move directly forward with the referral process in those circumstances where MSAD/#11 and the parent agree to do so. Even in that situation, however, pre-referral interventions will continue during the referral process.
Professional school staff shall prepare a referral in writing and shall submit that referral directly to the office of the Director of Special Education.
Referrals by others. Individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may refer that child to the IEP Team regardless of the results of initial child find activities, but only after completion of any pre-referral intervention process used by MSAD #11. MSAD #11 may move directly forward with the referral process in those circumstances where MSAD #11 and parent agree to do so. Even in that situation, however, pre-referral interventions will continue during the referral process.
Should such a person attempt to make a referral orally, professional staff shall assist that person in reducing that referral to writing and submitting it to the office of the Director of Special Education.
Receipt of Referral. Regardless of the source of the referral, a referral is received by MSAD #11 on the date the written referral is received by the office of the Director of Special Education. It shall be signed and dated by the Special Education Director or designee, thereby indicating the date of the receipt of the referral.
Time Line for Processing Referral. Once the referral has been received in the office of the Director of Special Education, the IEP Team shall review existing evaluation data and determine the need for additional evaluations. The IEP Team may conduct its review without a meeting. If additional evaluations are needed, MSAD #11 must send a consent to evaluate form to the parent within 15 school days of receipt of the referral. Also upon receipt of the referral (form any source), MSAD #11 shall send the parent its Written Notice form documenting that referral.
Once the office of the Director of Special Education receives the signed consent for evaluation back from the parent, MSAD #11 shall have 45 school days to complete the evaluation and to hold an IEP Team meeting to determine whether the student qualifies for special education services. If the student is identified as a child with a disability in need of special education, the Team should develop an IEP for that child either at that same meeting, or within 30 calendar days of determining that the student is eligible.
MSAD #11 shall implement the IEP as soon as possible following the IEP Team meeting when the child is found eligible, but no later than 30 calendar days after that meeting.
Transfer Students. Students who have already been identified as in need of special education services and who transfer into MSAD #11 from another school unit within Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until MSAD #11 either adopts the child’s IEP from the previous unit or develops, adopts and implements a new IEP.
Students who have already been identified as in need of special services and who transfer into MSAD #11 from another school unit from outside of Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until MSAD #11 conducts an evaluation (if determined to be necessary by MSAD #11 to determine whether the student is eligible for special education, and if so, develops,, adopts and implements a new IEP.
If the transfer student’s current IEP from his or her prior school unit is not available, or is believed to be inappropriate by either the parent of the school, MSAD #11 should develop a new IEP through appropriate procedures within a short time after the student enrolls at the school.
If a child transfers into MSAD #11 after the referral time line has begun in the previous school unit but before an eligibility determination has been made, the time line referenced above for completing that process shall not apply if MSAD #11 is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and MSAD #11 agree to a specific time when the evaluation will be completed and the eligibility decision made.
Pre-Referral Procedures
Professional school staff members who observe that a student is encountering academic or functional difficulties in school that interfere with the student’s education shall document those specific difficulties on a Pre-Referral Checklist.
The school staff member shall then develop intervention strategies using the intervention checklist that accompanies the pre-referral checklist. The staff member may consult with other school employees and/or the student’s parents in developing the intervention strategy. The intervention strategies shall have an established time period for implementation, and at the end of that time its success shall be assessed and documented at the bottom of the intervention documentation. If the intervention strategies have not been effective, or if the interventions are demonstrated to be effective but require continued and substantial effort that may include the provision of special education and related services, the staff member should refer the child to the IEP consistent with the procedures set forth above.
MSAD #11 shall notify parents whenever their child has demonstrated educational difficulties that have led to completion by a staff member and/or team of the pre-referral documentation and intervention strategy checklist. That notification of pre-referral interventions should include copies of the completed documentation and shall request that the parents contact the staff member and/or team who completed the documents. That notification shall also inform parents that they have a right to refer their child directly to the IEP Team if they suspect their child may need special education services. MSAD #11 may advise the parents as to why it may be appropriate to have the child participate in the intervention strategies prior to a referral to the IEP team, but MSAD #11 shall not reject or delay the referral until the completion of the intervention strategies.
All notes from the pre-referral process, and if relevant, team meetings, and all the data collection procedures that may have been developed through this process shall be considered by the IEP Team and shall become part of the child’s special education file. For children who do not qualify for special education services, all pre-referral documents are kept in the child’s cumulative folder for future reference and for ongoing educational planning.
The general education interventions developed through this pre-referral process shall continue in the event of a referral while the referral is being handled by the IEP Team, and the resulting data shall become part of the child’s special education file.
Legal Reference: 20 USC § 1400©(5)(F)
34 CFR §§ 300 App. A., Q. 17 (Mar. 1999)
Me. Dept. of Educ. Reg. Ch. 101 §§ II(23), III, IV(2)(D), (E), V(4)(A)
(May, 2010)
Adopted: May 3, 2007
Revised: December 2, 2010
File: IHBAA
REFERRAL/PRE-REFERRAL OF STUDENTS WITH DISABILITIES
It shall be the policy of MSAD #11 to refer all school-age students suspected of having a disability that requires special education to the IEP for an evaluation in the suspected areas of disability. Referrals of students to the IEP may be made by professional school staff, by parents at any time, and by other persons knowledgeable about the child’s educational needs. Any such referral should be made in accordance with procedures that may be approved by the Superintendent of Schools.
Regardless of the source of the referral, a referral will be considered received by MSAD #11 on the date that the written referral is received by the office of the Director of Special Education. It shall be signed and dated by the Special Education Director or designee, thereby indicating the date of the receipt of that referral.
The Superintendent of Schools, in consultation with the Director of Special Education, may develop procedures for referral and the use of pre-referral interventions within the MSAD #11, and may, from time to time, amend those procedures as necessary.
Legal Reference: 20 USC § 1400(c)(5)(F)
34 CFR Part 300, App. A., Q. 17 (Mar. 1999)
Ch. 101 §§ 7.7, 9.8, 9.17 (Nov. 1999) (Me. Dept. of Ed. Rules)
Me. Dep’t of Educ. Reg. ch. 101 §§ II923), III, IV(2)(D), (E),
V(4)(A) (May 2010).
Adopted: December 6, 1990
Revised: April 7, 1994; November 4, 2004; May 3, 2007; December 2, 2010
File: IHBAC
RSU #11 Child Find Policy
RSU #11 seeks to ensure that all children within its jurisdiction are identified, located and evaluated who are school-age 5 through the school year in which they turn 20 and who are in need of special education and supportive assistance – including homeless children, state wards, state agency clients, students who have been suspended or expelled, children attending private schools receiving home instruction, children incarcerated in county jails, children who have the equivalent of 10 full days of unexcused absences or 7 consecutive school days of unexcused absences during a school year, highly mobile children (including migrant or homeless), and children who are suspected of being disabled and in need of special education and supportive assistance even though they are advancing from grade to grade.
The school unit’s child find responsibility shall be accomplished through a unit wide process which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the IEP team.
This child find process shall include obtaining data on each child through multiple measures, direct assessment, and parent information regarding the child’s academic and functional performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing and cognitive skills. RSU #11 may schedule child find activities during its annual kindergarten enrollment to assist in planning for necessary special education and related service at the start of the school year. If screening occurs in the spring prior to school entry, RSU #11 will refer the child to the regional CDS site within 10 school days.
If the child find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the IEP Team to determine the student’s eligibility for special education services.
School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and supportive services in order to benefit from regular education. Such a referral should follow the school unit’s pre-referral and referral policy.
References: 34 CFR § 300.125 (1999)
Ch. 101 §§ 7.1-7.10 (1999) (Me. Dept. of Ed. Rules)
34 C.F.R. §300.111 (2006); ME. Dept. of Education Reg. ch. 101, IV(2) (2008)
Adopted: April 7, 1994
Revised: November 4, 2004; May 3, 2007; December 3, 2009
File: IHBAG
PROGRAMMING IN THE LEAST RESTRICTIVE ENVIRONMENT
The school district shall provide program for students with disabilities in the least restrictive educational environment that can appropriately address the student’s needs. Toward that end, the school district shall ensure that, to the maximum extent appropriate, students with disabilities are educated with students who are not disabled, and that special education, separate schooling or other removal of students with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Determinations regarding programming in the least restrictive environment shall be made by the student’s Pupil Evaluation Team (PET) and shall draw upon a multidisciplinary assessment of the student’s needs. The school district shall make available, as appropriate, the full continuum of educational placements when making placement determinations.
The Superintendent, in consultation with the Director of Special Education, may develop and promulgate procedures for implementing this policy and may, from time to time, amend those procedures as necessary.
Legal Reference: 20 USC § 1412(a)(5)
34 CFR §§ 300.550-.552
Ch. 101 §§ 11.1-11.3 (Nov. 1999) (Me. Dept. of Ed. Rules)
Adopted: May 3, 2007
Revised: August 4, 2011
File: IHBAG-R
PROGRAMMING IN THE LEAST RESTRICTIVE ENVIRONMENT ADMINISTRATIVE PROCEDURE
Determinations regarding least restrictive programming may be made by the student’s Pupil Evaluation Team (PET) in the following manner:
A. The PET should first assess whether education in the regular classroom, with the use of supplementary aids and services, can be achieved satisfactorily. In making that determination, the PET should assess each of the following factors:
1. What supplementary aids and services may assist the student in obtaining a satisfactory education in the regular classroom.
Supplementary aids and services may include, but are not limited to, resource room services, itinerant services, assistive technology services, modifications of curriculum, use of teacher aides, and consultation services from special educators.
When assessing supplementary aids and services, the PET need not order placement in the regular classroom if it would require modification of the regular curriculum beyond recognition or would result in the student not having to learn any of the skills normally taught in that regular education curriculum.
2. A comparison of the benefits the student would receive in the regular education classroom with those that the student would receive in a more restrictive setting, such as a self-contained program.
The assessment of benefits should consider both academic and social benefits of participation in the placement at issue. The PET should also assess academic and social detriments for the student that may arise from the placement at issue.
In some circumstances, large social benefits of regular education may outweigh small academic benefits, just as large academic benefits of a more restrictive setting may outweigh small social benefits of a regular education placement.
3. What effect would placement of the student in the regular classroom have on other students in the classroom?
The PET need not place a student in the regular classroom when the student’s behavior, even with supplementary aids and services, would be so disruptive that the education of other students is significantly impaired. Nor would the PET need to place the student in the regular classroom when the student would require so much of the teacher or the aide’s time that the rest of the class suffers.
4. What the financial cost would be of the supplementary aides and services accompanying an appropriate placement in the regular classroom.
Placement in the regular classroom may not be rejected under this factor simply because it would be incrementally more expensive than placement in a more restrictive setting. Yet the school district need not educate a student in the regular classroom if the cost of such a placement would significantly impact upon the education of other students. In most circumstances, the school district need not place a student in the regular classroom if such placement requires that the student have his/her own full-time teacher.
B. If the PET determines after assessing the above factors that the student is unable to be educated satisfactorily in the regular classroom with supplementary aids and services, the PET shall then determine the maximum extent of mainstreaming that the student may appropriately receive.
In making this determination, the PET shall consider the full continuum of alternative placements—such as placing the student in regular education for some academic classes and in special education for others, mainstreaming the student for nonacademic classes only, or providing interaction with non-disabled students during lunch and recess.
In making placement determinations, the PET shall attempt to give preference to placements in the student’s neighborhood school district. When the special services needed by the student are sufficiently specialized or expensive that they are provided by the school district only in a school building other than the student’s neighborhood school, the PET may place that student in the school where the specialized services exist, rather than replicate those services in the neighborhood school. This determination should not impact, in most circumstances, on the PET’s determination regarding the extent to which the student is able to participate in regular education.
Placements in residential programs shall be made only when the PET determines that the student is not otherwise able to receive some educational benefit from a day program.
Legal Reference: 20 USC § 1412(a)(5)
34 CFR §§ 300.550-.552
Ch. 101 §§ 11.1-11.3 (Nov. 1999) (Me. Dept. of Ed. Rules)
Adopted: May 3, 2007
Revised: August 4, 2011
File: IHBAI
INDEPENDENT EDUCATIONAL EVALUATIONS
A parent of a student with disabilities has a right to obtain an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the local school district. An “independent educational evaluation” means an evaluation conducted by a qualified examiner who is not employed by the local school district.
If a parent requests an independent educational evaluation at public expense to challenge an evaluation obtained by the local school district, the school must provide a written response to that request within a reasonable period, not to exceed 30 days of the receipt of the request, and shall, without unnecessary delay, either (1) initiate a hearing with the Maine Department of Education to show that its evaluation is appropriate, or (2) ensure that an independent educational evaluation is provided at public expense, unless the local school district demonstrates in a hearing with the Maine Department of Education that the evaluation obtained by the parent did not meet agency criteria.
If a parent requests an independent educational evaluation at public expense, the public agency may ask for the parent’s reason why he/she objects to the local school district’s evaluation. However, the explanation by the parent may not be required, and the local school district may not unreasonably delay either providing the independent educational evaluation at public expense or initiating a due process hearing to defend the local school district’s evaluation.
If the independent evaluation is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the local school district uses when it initiates an evaluation.
The local school district shall provide to the parent, upon request for an independent educational evaluation, information about where an independent educational evaluation may be obtained and information about the school’s criteria applicable to independent educational evaluations at public expense.
If the parent obtains an independent educational evaluation at private expense, the results of the evaluation must be considered by the local school district, if that evaluation meets the local school district criteria for independent educational evaluations, in any decision made with respect to the provision of a free appropriate public education for the child.
If the parent requests an independent evaluation at public expense when the parent does not disagree with an evaluation provided by the local school district, or when the school has not recently provided an evaluation in the area requested, the parent request shall be referred without unnecessary delay to the PET to determine whether the PET should order an evaluation in the area requested.
Legal Reference: 34 CFR § 300.502 (March 1999)
Ch. 101 §§ 9.19, 12.5 (Nov. 1999) (Me. Dept. of Ed. Rules)
Adopted: May 3, 2007
File: IHBAJ-E
PROGRESS REPORT FORM
Date: ________________________ High School: ___________________________
Student’s Town Responsible
Name: _______________________ for Student: ____________________________
Address: _____________________ Send to Attention of:
_____________________ ______________________________________
Fill Out Relevant Portion
A. January Progress _____ June Progress _____
____ No concerns at this point
____ The following concerns (academic/special) exist:
____________________________________________________________
____________________________________________________________
____________________________________________________________
Please attach a copy of this semester’s rank card.
B. Concerns with the student:
____ Transferred to another high school. Date: ________________
____ Moved to another town. Date: ________________
____ Has been absent for more than 10 school days. Dates of absence:
_______________________________________________________
____ Has been removed for disciplinary reasons. Date: ______________
____ Referred to an alternative program.
____ Referred to Student Assistance Team.
____ Has been referred by staff or parent/guardian for consideration as a
possible special needs student.
____ Other
Summary of action to be taken in response to concerns:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Adopted: May 3, 2007
File: IHBAJ
SPECIAL EDUCATION STUDENT OVERSIGHT AGREEMENT
[Sending school district] and [receiving school district] hereby agree to the terms set forth below for monitoring students from [sending school district] who are attending [receiving school district] as tuition students and who have been identified as in need of special education or in need of referral to special education.
A. General Oversight for All Students
Each high school student from [sending school district] will have a report form (Progress Report Form) and grades sent from the receiving high school to the sending school district twice a year to monitor the student’s progress and to keep an accurate account on transfers and dropouts. The sending school district shall designate a person to receive those reports.
The sending school district shall be responsible for contacting each high school guidance department to acquaint them with the Progress Report Form and to instruct them on its use.
In addition, if there is a problem with the student that requires administrative intervention beyond the level of the student’s teacher, the Progress Report Form will be filled out by the designated person documenting the problem. That form will be immediately forwarded to the designated individual at the sending school district. The receiving school district shall also place a phone call to the designated person from the sending school district to ensure that the sending unit is aware of the issue.
Any action taken by the sending district shall be documented on the Progress Report Form.
B. Oversight of Students Referred to PET for Evaluation
1. a. When a student is referred to a Pupil Evaluation Team (PET) or for evaluation, the Director of Special Services of the receiving district will notify the Director of Special Services from the sending school district (or other designated official) by means of the Progress Report Form within five days of the referral.
b. The sending school district will enter the referral into the log to monitor timelines and procedures as they would K-8 referrals.
2. a. The sending school district shall schedule the PET meeting at a mutually convenient time for all parties and notify the receiving school district and the parents as described in Special Education. Reg. § 8.5
b. Parents will be informed by the sending school district of their procedural safeguards in accordance with Maine Special Education Regulations and will receive notification of meetings scheduled to discuss their child’s school program. Any questions regarding the special education process should be directed to the Director of Special Education in the sending school district (or other designated official).
c. The Special Education Director from the sending school district (or other designated official) will chair the PET meetings held to review evaluations and to make determinations on identification, programming and placement.
C. Oversight of Students Identified as in Need of Special Education
1. a. For those students enrolled in special education, their progress will be reviewed at annual PET meetings, through the general oversight arrangements noted above, and through PET meetings. Either the sending or receiving school district may initiate a PET meeting, although the sending school district shall initiate the annual PET to review and revise the Individual Education Plan (IEP). Whichever school district initiates the PET meeting shall be responsible for scheduling the meeting at a mutually convenient time and for ensuring that notification requirements are met.
b. Parents will be informed of their procedural safeguards in accordance with the Maine Special Education Regulations and will receive notification of meetings scheduled to discuss their child’s school program. Questions regarding the student’s progress or level of need that are raised with the receiving school district should also be relayed to the Special Education Director of the sending school district (or other designated official).
c. Every three years, or more often if determined necessary by the sending school district or the student’s PET, the student will be re-evaluated, as specified in the Special Education Regulations, at the sending school district’s expense. The process of notification will be initiated by the sending school district.
Dated: ___________________
__________________________________ ______________________________
Sending School Unit Receiving School Unit
By: ______________________________ By: ___________________________
Adopted: May 3, 2007
File: IHBAK
LIFE-SUSTAINING EMERGENCY CARE
A primary concern of the school district shall be with the health and safety of its students. In emergency situations involving accident or illness, school employees should undertake reasonable efforts to provide first aid or life-sustaining emergency care to the extent of their knowledge and training, and/or to seek the assistance of school medical personnel or other staff members to obtain emergency assistance for the student.
For those students who may present an ongoing need for medical interventions at school, including a need for life-sustaining emergency care, school personnel shall convene a team meeting for the purpose of developing an individualized plan to address the student’s specialized health needs. The team should include persons at the school who are knowledgeable about the student, as well as the student’s parents and a school administrator. The team may consider requests from the parents that alternative forms of life-sustaining emergency care be used as part of that plan, but those requests must be substantiated by specific medical documentation from the student’s physician. The team shall not approve a parental request to deny all life-sustaining emergency care for a student, but may specify that only certain types of intervention are appropriate in a particular situation.
For the purpose of this policy, “life-sustaining emergency care” means any procedure or intervention applied by appropriately trained school staff that may prevent a student from dying who, without such a procedure or intervention, faces a risk of imminent death. Examples of life-sustaining emergency care include: efforts to stop bleeding, unblocking airways, mouth-to-mouth resuscitation, and cardiopulmonary resuscitation (“CPR”).
Legal Reference: 29 USC § 794(a)
Cross Reference: JLCE – First Aid and Emergency Medical Care
Adopted: February 2, 1995
Revised: May 3, 2007
File: IHBEA
PROGRAMS FOR STUDENTS WITH LIMITED ENGLISH PROFICIENCY
The MSAD #11 School Department shall provide appropriate programs for students with limited English proficiency to assist them in attaining English proficiency and meeting state and local academic achievement standards in compliance with applicable federal and state
requirements. The MSAD #11 School Department shall also provide for opportunities for parent involvement in their children's education as required by law.
The Superintendent is responsible for developing and implementing the school district's Lau plan and any necessary administrative procedures. The Superintendent may delegate specific responsibilities to building administrators or others as he/she deems appropriate.
Legal References: Title VI of the 1964 Civil Rights Act
20 U.S.C. §§ 6312; 6801-7014
20-A M.R.S.A. § 4701
Ch. 127 $ 3(Me. Dept. of Ed. Rule)
Adopted: AUGUST 5, 1993
Revised: JUNE 3, 2004; May 3, 2007
File: IHBEAA
LAU PLAN
A. Policy Statement
MSAD #11 is committed to providing appropriate placement, along with curricular, instructional and other related services, to ensure that language minority students with limited English proficiency (LEP) are able to participate effectively in the schools’ educational programs. To accomplish this, MSAD #11 will implement this Lau Plan, which details the procedural requirements and services to be provided to language minority students with limited English proficiency.
B. Responsibility for Lau Plan Implementation
The Superintendent shall appoint a Lau Plan Coordinator. The Lau Plan Coordinator has overall responsibility for implementation of the Lau Plan for MSAD #11, including providing support to Language Assessment Teams (LATs) [more information on LATs in Section C.1.d]; establishing reasonable timelines for the provision of student services; filing all necessary state and federal reports concerning LEP students; and performing periodic program reviews. The Lau Plan Coordinator shall report directly to the Superintendent.
C. Identification Process
Limited English proficiency (LEP) is not a disability covered by IDEA or Maine special education regulations. LEP students should not be placed in any special education program unless exceptionality is well-documented (including assessment of the student’s native language
skills) and appropriate procedures for special education services have been followed, independent of the LEP identification.
1. Screening
a. Home Language Surveys: Incoming Students
At kindergarten screening and whenever a student seeks to enroll in MSAD #11, the student’s parent shall be asked to complete a Home Language Survey.
b. Other Screening Methods
In addition to the Home Language Survey, the following methods may be used to identify students who may be in need of LEP services and support:
• Classroom teacher observations and referral;
• Parent referral;
• Student self-referral; and/or
• Review of previous education records.
c. Responsibility for Reviewing Surveys and Referrals
The Lau Plan Coordinator is responsible for reviewing Home Language Surveys and any referrals or requests for LEP programs and support. If the determination is made that a student should receive further assessment of the need for services, a Language Assessment Team shall be formed.
d. Language Assessment Team
When a student is determined to need further assessment, the Lau Plan Coordinator shall assemble a Language Assessment Team (LAT) for the student, to be comprised of building administrator; guidance counselor; English As A Second Language consultant; classroom teacher, etc. and the child’s parent(s).
If the student is identified as needing LEP services and support, the LAT has ongoing responsibility for determining appropriate services, monitoring and assessing the student’s progress, and complying with parent notification and involvement requirements.
The Lau Plan Coordinator shall designate the building administrator to be the Case Manager. The Case Manager is responsible for coordinating all LAT activities and ensuring that Lau Plan procedures are followed. The Case Manager may delegate specific responsibilities (such as taking minutes of LAT meetings and recordkeeping) to other members of the LAT, but he/she retains overall responsibility for the process. The Case Manager shall consult with the Lau Plan Coordinator as necessary.
2. Assessment of LEP Status
The LAT uses multi-criteria assessments to identify students in need of LEP services and support. Objective, standardized measures of English proficiency and achievement testing are used, as well as information from less formal assessments, as follows:
• IDEA Oral Language Proficiency Test;
• MEA, WIDA ACCESS
• Home Language Survey;
• Parent and/or student interviews;
• Teacher-developed devices (such as reading inventories, writing samples, etc.);
• Teacher observations and recommendations;
• Review of academic performance, student work and education records; and/or
• Other criteria appropriate to the particular child.
3. LEP Identification
The LAT will review the multi-criteria assessments to determine the student’s level of English language proficiency. Test cut score levels are used in conjunction with the other data collected to determine the students level of English language proficiency.
The following classifications are used:
NOTE: The following tiers correspond to the terminology used by WIDA to determine the tier in which a particular student is tested under ACCESS for ELLs.
• Tier A: Lowest level of English language proficiency
Criteria: Arrived in the U.S. or entered school in U.S. within this academic year without previous instruction in English; currently receives literacy instruction only in native language; tests at the lowest level of proficiency on school unit’s measure of English language proficiency.
• Tier B: Mid-levels of English language proficiency
Criteria: Has social language proficiency and some, but not extensive academic language proficiency in English; has acquired some literacy in English, though have not yet reached grade level literacy.
• Tier C: Highest level of English language proficiency
Criteria: Is approaching grade level in literacy and academic language proficiency in the core content areas; will likely meet the exit criteria for support services by the end of the academic year.
D. Placement and Programming
Once the student’s English proficiency is determined, the LAT will consider the following factors in determining appropriate placement and programming to support the student in
acquiring English language proficiency as well as to provide content area support to achieve Learning Results knowledge and skills:
• Chronological age and grade of the student;
• English language proficiency level;
• Previous educational experiences;
• Family history
Placement and programming decisions are made on a case-by-case basis for each student, and might include one or more of the following:
• ESL instruction provided within a mainstream classroom by an certified tutor or educational technician; under the supervision of an ESL teacher/consultant
• Scheduled instruction within an ESL teacher’s classroom in either a small
group or one-on-one instruction by an ESL teacher or educational technician;
• Classroom modifications appropriate for the student, directed by the LAT and provided by the mainstream classroom teacher.
E. Evaluation of Student Progress
The LAT will evaluate each LEP student’s progress and programming at least annually, in the spring (and more often if there are teacher, student and/or parent concerns that warrant a review). Each LEP student will participate in the WIDA ACCESS for ELLs test scheduled by the Maine
Department of Education. The student’s language acquisition will be reviewed in conjunction with teacher observations, student work and other relevant factors such as parent observations. The student’s teacher for next year will be included in the spring meeting of the LAT.
F. Reclassification and Exit from LEP Programs
A reclassification of an LEP student to another proficiency level or out of LEP programming may result from the annual spring evaluation, or at any other time when a member of the LAT requests that the student’s classification be reviewed. The decision to reclassify or exit a student from the program is made by the LAT on the basis of the multi-criteria assessments used to identify and place the student (see Sections C.2 and C.3).
G. Monitoring of Students Exiting LEP Programs
A student who has been fully mainstreamed will be monitored by building administrator for three years. If a student experiences language and/or academic difficulties, the student may be re-assessed in accordance with Lau Plan procedures to ascertain whether he/she is in need of more structured language support.
H. Program Evaluation
The Lau Plan Coordinator is responsible for monitoring and evaluating the overall effectiveness of the Lau Plan. An effective plan is one in which students are achieving proficiency in English and are able to participate meaningfully in MSAD #11’s programs. The Lau Plan Coordinator will annually perform the following functions:
• Review staff compliance with Lau Plan procedures and requirements;
• Review student data to assess student progress in achieving English
proficiency and participation in school programs;
• Obtain feedback and suggestions from staff, parents and students (if
appropriate) concerning Lau Plan procedures and services provided to students;
• Provide a report to the Superintendent regarding the findings of the program evaluation and any recommendations for improvements to Lau Plan procedures or educational programs and services provided to LEP students.
I. Parent Notification and Involvement
To the extent practicable, parent notices and information will be provided in a language the parents can understand. In addition, if practicable, an interpreter will be provided to assist parents in communicating with school staff and at meetings of the LAT to discuss the student’s programming and progress in attaining English proficiency.
Parents shall be notified before their child’s English proficiency is assessed and
shall be provided with the results of such assessments. If the student is identified as in need of LEP services, the parents shall be notified no later than 30 days after the beginning of the school year or within two weeks of the child’s placement in the program as required by the No Child Left Behind Act. Parents shall be invited to attend and participate in all LAT meetings pertaining to their child and shall be notified of school activities which are called to the attention of other parents.
Parents have the right to refuse LEP services and support for their child. If a parent does not want his/her child to have LEP services or support, he/she is required to sign a letter of refusal that shall be placed in the student’s education record.
J. Recordkeeping
All records pertaining to a student’s LEP status, including screening, assessments, LAT meeting minutes, programming, evaluations, and parent notices and forms shall be included in his/her cumulative folder. Appropriate recordkeeping is the responsibility of the student’s Case Manager or guidance counselor (after a student has exited LEP programs and services).
Adopted: February 1, 2007
Revised: May 3, 2007
File: IHBEAA-R
Dear Parent:
Your child is eligible for participation in the MSAD #11's language instruction educational program for limited English proficient students.
• Provide reasons for identification as limited English proficient and in need of placement in the program;
• Provide information on the child's level of English proficiency, how the assessment was made, and the status of the child's academic achievement;
• Explain the method of instruction used in the program the child is or will be participating in; the methods of instruction available in other available programs; and how these programs differ in content, instruction goals and use of English and a native language of instruction;
• Explain how the program will meet the educational strengths and needs of the child;
• Explain specifically how such a program will help the child learn English and meet age
appropriate academic achievement standards for grade promotion and graduation;
• Explain the specific exit requirements from the program; the expected rate of transition
from the program into mainstream programs; and if the child is in high school, the
expected rate of graduation for students in the program; and
• If the child has a disability, explain how the program meets the child's IEP.
As a parent of a limited English proficient parent, you have certain rights which include:
• The right to request that your child not be enrolled in the program or to be immediately removed from the program;
• The right to choose another program or method of instruction
• The right to request assistance from the School Department in selecting programs and methods of instruction.
If you have any questions concerning this letter or your child's education program, please contact me at the above address or by telephone at 207-582-5346.
Sincerely,
File: IHBG
HOME SCHOOLING
Parents/guardians who wish to have their children fulfill the compulsory school attendance law through equivalent education by home schooling must comply with the provisions of 20-A MRSA § 5001-A(3)(A)(4).
A. The student’s parent/guardian must provide a written notice of intent to provide home instruction simultaneously to the Superintendent of the school district in which the student resides and to the Commissioner of the Department of Education within ten calendar days of the beginning of home instruction. The notice must contain the following information:
1. The name, signature and address of the student’s parent/guardian;
2. The name and age of the student;
3. The date the home instruction program will begin;
4. A statement of assurance that indicates the home instruction program will provide at least 175 days annually of instruction and will provide instruction in: English and language arts, math, science, social studies, physical education, health education, library skills, fine arts, and, in at least one grade from grade 6 to 12, Maine studies. At one grade level from grade 7 to 12, the student will demonstrate proficiency in the use of computers; and
5. A statement of assurance that indicates that the home instruction program will include an annual assessment of the student’s academic progress that includes at least one of the forms of assessment described in 20-A MRSA § 5001-A(3)(A)(4)(b) and paragraph B below.
B. On or before September 1 of each subsequent year of home instruction, the student’s parent/guardian must file a letter with the Superintendent of the administrative district in which the student resides and to the Commissioner stating the intention to continue providing home instruction and enclose a copy of one of the following forms of annual assessment of the student’s academic progress:
1. A standardized achievement test administered through the administrative district in which the student resides or through other arrangements approved by the Commissioner. If the test is administered through the administrative district in which the student resides, that administration must be agreed to by the Superintendent of the administrative district prior to submission of the written notice of intent to provide home instruction;
[NOTE: The statute uses “school officials,” but this is not a defined term. Rather than leaving boards to disperse authority too widely, we have suggested “Superintendent” or “Superintendent/designee,” as appropriate.]
2. A test developed by the Superintendent/designee of the administrative district in which the student resides appropriate to the student’s home instruction program, which must be agreed to by the Superintendent of the administrative district prior to submission of the written notice of intent to provide home instruction;
3. A review and acceptance of the student’s progress by an identified individual who holds a current Maine teacher’s certificate;
4. A review and acceptance of the student’s progress based on, but not limited to, a presentation of an educational portfolio of the student to a local area home schooling support group whose membership for this purpose includes a currently certified Maine teacher or administrator; or
5. A review and acceptance of the student’s progress by a local advisory board selected by the Superintendent of the administrative district in which the student resides that includes one administrative district employee and two home instruction tutors. A “home instruction tutor” means the parent/guardian or other person who acts or will act as a primary teacher of the student in the home instruction program. This provision must be agreed to by the Superintendent of the administrative district in which the student resides prior to submission of the written notice of intent to provide home instruction.
The Superintendent shall maintain a roster of all students eligible to attend school within the school district who are receiving equivalent instruction, as provided in Department of Education rules.
Legal Reference: 20-A MRSA§ 5001-A
Ch. 125 § 12.02, Ch. 130 (Me. Dept. of Ed. Rules)
Cross Reference: JEA – Compulsory School Attendance
IHBGA – Home Schooling—Participation in School Programs
IHBGB – Special Education Services for Students in Private Schools or Home Schooling
JGAB – Assignment of Students to Classes: Transfer Students and Home-Schooling Students
Adopted: January 3, 1985
Revised: 8/07/86; 5/02/91; 3/10/94; 3/05/04; 5/3/2007
File: IHBGA
HOME SCHOOLING—PARTICIPATION IN SCHOOL PROGRAMS
The MSAD #11 School Board acknowledges the provisions for equivalent instruction under Maine law. The MSAD #11 Board further recognizes the Legislature’s statement “that the term ‘equivalent’ is intended to mean meeting state standards for alternate or other instruction and is not intended to mean the same as the education delivered in the public school system.”
In addition, it is the intention of the MSAD #11 Board to, “cooperate in the home instruction of any child who resides in the school administrative district to the degree that the level of cooperation does not interfere with the responsibilities to the students enrolled in MSAD #11 regular programs.” Furthermore, participation of students in such school programs shall be limited to home-schooled students whose home instruction programs are in compliance with applicable Maine law and Department of Education regulations.
In order to maintain an efficient and orderly school program, the MSAD #11 Board directs the Superintendent/designee to develop procedures, as appropriate, regarding the availability of school system resources and services to home-schooled students who would otherwise be eligible to attend school in MSAD #11. The procedures shall be in accord with the following provisions.
I. PROVISION OF INFORMATION
At the request of the student or the student’s parent/guardian, this school district shall make available to home-schooled students, in a form determined by the school, information regarding access to public school activities and attendance at the school district’s schools. This information must include:
A. Requirements regarding initial health and developmental screening for motor skills, vision, hearing, and immunization; and
B. Criteria for participation of home-schooled students in curricular, co-curricular, and extracurricular activities.
II. PERMITTED PARTICIPATION
A. Participation in Regular Classes. Home instruction students may enroll in specific, day-school classes provided that the student’s attendance is regular, the class is deemed to be age and grade appropriate, and all prerequisite course requirements are met. In addition, the following shall also apply.
1. The student or the student’s parent/guardian, on the student’s behalf, shall apply in writing to and receive written approval from the Superintendent/designee. Approval may not be unreasonably withheld.
2. The student shall demonstrate prior satisfactory academic achievement consistent with school district policy and procedures applicable to all students.
3. The student shall comply with behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may withhold credit or terminate the student’s participation.
4. Transportation must be provided by the parent/guardian or student. However, the student may use the same transportation as all other students in the school district as long as additional expenses are not incurred and vehicle capacity is not exceeded.
5. The student shall complete all assignments and tests as required of all students in the same class.
B. Course Auditing. Home instruction students may audit a course(s) provided the following conditions have been met.
1. The student or the student’s parent/guardian, on behalf of the student, shall apply in writing to and receive written approval from the Superintendent/designee to audit a specific course or courses. Participation may not be unreasonably withheld.
2. The student agrees to meet established behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may terminate participation.
III. SPECIAL EDUCATION SERVICES
Special Education Services will be available to eligible special education students in accordance with applicable federal and state laws and regulations.
IV. ADMISSION TO REGULAR PROGRAM/PLACEMENT
A student who has been receiving home-school instruction and who seeks admission to the regular school program will be placed in a grade commensurate with the level of the student’s academic achievement. Placement must be guided by the following.
A. For students who transfer into school from an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value of the student’s prior educational experience toward meeting these standards.
B. Appropriate school staff may make recommendations concerning placement based on, but not limited to, factors such as the student’s completed curricula and record of achievement, conferences with the student’s parent/guardian, and administration of tests.
C. The final grade placement decision shall be made by the principal. The principal’s decision may be appealed to the Superintendent, whose decision shall be final.
V. RE-ADMISSION TO THE SCHOOL PROGRAM
Placement of home-schooled students who wish to be readmitted to the school program will be determined by the principal who shall consult with members of the professional staff to the extent appropriate and, as deemed necessary, to make a reasonable determination that the requisite academic standards have been met, and collect from parents actual samples of coursework (e.g., homework, papers, examinations). The principal may also direct that a test or tests be administered to help determine the student’s progress toward meeting the content standards of the Learning Results for the purpose of determining an appropriate grade level. The decision of the principal may be appealed to the Superintendent.
VI. USE OF SCHOOL TEXTBOOKS AND LIBRARY BOOKS
Subject to availability, a student receiving home instruction may use school textbooks, if the number of particular copies are sufficient, and library books owned by the school district, subject to the following conditions.
A. The use does not disrupt regular student, staff or special program functions.
B. The student’s sign-out period for a library book is the same as that applicable to regularly enrolled students.
C. The student may sign out a textbook for a period not to exceed one school year.
D. The parent/guardian and student agree to reimburse the school district for lost, unreturned or damaged library books and textbooks and for consumable supplies used.
VII. USE OF SCHOOL FACILITIES AND EQUIPMENT
A student receiving home-school instruction may use public school facilities and equipment on the same basis as regularly enrolled students if the following conditions are met.
A. The use does not disrupt regular school activities.
B. The use is approved by the school principal in accordance with established school policy.
C. The use does not create additional expense to the school unit.
D. The use is directly related to the student’s academic program.
E. The use of potentially hazardous areas, such as shops, laboratories, and gymnasiums, is supervised by a qualified employee of the school unit, approved and assigned by the Superintendent.
VIII. MAINE EDUCATIONAL ASSESSMENT
If a parent of a student in an equivalent instruction program requests to have the student participate in the Maine Educational Assessment (MEA), such request must be granted. Participation in such examinations must be in compliance with all rules and procedures governing testing conditions in the school district.
IX. ACADEMIC CREDIT
A student receiving home-school instruction must receive academic credit subject to the following requirements.
A. Academic credit for individual courses must be awarded if the student meets required academic standards applicable to all students enrolled in the same course.
B. Academic credit must be awarded for successful completion of alternative instruction opportunities sponsored by the school and available to all students.
X. HIGH SCHOOL COURSE CREDITS AND DIPLOMA ELIGIBILITY
The following standards govern the awarding of course credits and a graduation diploma to a student receiving home-school instruction who seeks admission or readmission to the high school.
A. A student shall earn high school credits for satisfactory completion of courses in the high school pursuant to 20-A MRSA § 5021(2)(A).
B. A student may earn credit for course work completed through home-school instruction if the principal determines, both in advance and upon completion of the course, that the course satisfies the requirements for awarding the credit. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.
C. Requests for transfer credit for equivalent instruction completed at non-approved private schools, at private schools that elect not to meet requirements under 20-A MRSA § 2901, or through other equivalent instruction programs must be evaluated on the merits of the documentation provided. The principal and guidance staff shall conduct these evaluations on request made by the student or the student’s parent/guardian. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.
D. For students who transfer into a secondary school from another state or an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value of the prior educational experience toward meeting the standards through the local assessment system.
E Awarding of a high school diploma by the local school is conditioned upon the student’s demonstration of having satisfied all specific course credit and other requirements established by the MSAD #11 Board. The MSAD #11 Board may establish resident credit requirements as a precondition for the awarding of a local school unit diploma.
XI. PARTICIPATION IN CO-CURRICULAR ACTIVITIES
Students receiving home-school instruction may participate in co-curricular activities such as field trips, assemblies, and academically-related fairs provided:
A. Prior written permission is obtained from both the parent/guardian and the principal; and
B. The student has agreed to meet established behavioral, disciplinary, attendance, and other rules applicable to all students.
XII. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
Students receiving home-school instruction are eligible to try out for extracurricular activities sponsored by the school district, provided the student applies in writing and the following requirements are satisfied.
A. The student agrees to abide by equivalent rules of participation as are applicable to regularly enrolled students participating in the activity and provides evidence that the rules of participation are being met.
B. The student complies with the same physical examination, immunization, insurance, age, and semester eligibility requirements as regularly enrolled students participating in the activity. All required documentation must be made available upon request by the school district. The school principal is authorized to collect from the student’s parent/guardian actual samples of coursework (e.g., homework, examinations, etc.) as he/she deems necessary in order to make the determination that the necessary academic standards have been met.
C. The student meets equivalent academic standards as those established for regularly enrolled students participating in the activity and provides evidence that the academic standards are being met.
D. The student abides by the same transportation policy as regularly enrolled students participating in the activity.
XIV. APPEALS
Appeals from administration and application of the MSAD #11 Board policy are heard by the MSAD #11 Board, whose decision is final and binding. Appeals that question the MSAD #11 Board policy compliance with legal requirements must be made to the Commissioner, whose decision is final and binding.
Legal Reference: 20-A MRSA §§ 5001-A(3), 5021-5025
Ch. 127, 130 (Me. Dept. of Ed. Rules)
Cross Reference: IHBG – Home Schooling
IHBGB – Special Education Services for Students in Private Schools
or Home Schooling
Adopted: March 5, 2004
Revised: May 3, 2007
File: IHBGB
SUPPLEMENTAL STATEMENT OF RIGHTS FOR PRIVATE SCHOOL/
HOME SCHOOLING STUDENTS WITH DISABILITIES
If you are a parent of a child with disabilities, or suspect that your child may have a disability that is covered by state or federal special education laws, and your child is in a private school or an approved home schooling program, you have the following rights:
A. A parent/guardian has the right to have his/her child located, identified and evaluated by the school district as a possible special education student, including referral of the student to a Pupil Evaluation Team (PET) to determine whether the student qualifies as a special education student. The school district’s child find and referral obligations toward the student while he/she is in a private school/home school program are the same as for students enrolled in public school.
B. Students with disabilities enrolled in private schools or in home schooling programs do not have an individual right to special education and related services while enrolled in the private school or home schooling program.
C. The school district has an obligation to consult with representatives of private school and home schooling students with disabilities on how to carry out the school district’s duty to locate, identify and evaluate all private school/home schooling students with disabilities and also to consult in a timely way on:
1. Which students will receive services;
2. What services will be provided;
3. How and where the services will be provided; and
4. How the services will be evaluated.
D. The school district has a duty to expend on the pool of identified private school/home schooling students with disabilities an amount at lease equal to the percentage of federal special education dollars received by the school district as that group of students represents of the overall number of special education students.
E. The school district shall make the final decisions with respect to the services to be provided to eligible private school/home schooling students with disabilities.
F. For any private school/home schooling student with a disability to whom the school district decides it will provide services, the school district shall initiate and conduct a meeting of the PET to develop, review and revise a services plan detailing the special education and related services to be provided and including goals for measuring the outcome of such services. To the extent appropriate, the Team shall develop the services plan in a manner consistent with development of an Individualized Education Program.
G. Parents may file a complaint with the Maine Department of Education, Division of Special Services (287-5950) alleging that the school district has failed to comply with any of its obligations toward private school/home schooling students. Parents have a right to a due process hearing from the Maine Department of Education only on issues relating to the school district’s duty to locate, identify and evaluate all private school/home schooling students with disabilities.
H. As a resident of the local school district, the parent/guardian has a right to enroll his/her child in the local public school. If at any time the parent chooses to do so and his/her child is a student with a disability, the PET will meet to review and/or develop an IEP for implementation upon enrollment of the child in public school. If the child is enrolled in public school, the parent/guardian and his/her child are entitled to all the rights set forth in the school district’s attached special education Statement of Rights.
I. If a parent would like a complete copy of the state and federal regulations addressing the duties of the school district toward private school/home schooling students with disabilities, please contact the special education office at the school district or the Maine Department of Education, Division of Special Services (287-5950). If a parent has any concerns about his/her child, please address those concerns in writing to:
Director of Special Education
MSAD #11
150 Highland Ave.
Gardiner, ME 04345
or telephone the Office of Special Education at [number] and ask to speak with [name]. Questions may also be addressed to the Maine Department of Education, Division of Special Services, at 287-5950.
Legal Reference: 20 USC § 1412(a)(10)
34 CFR § 300.450-.462 (March 1999)
Me. Dept. of Ed. Reg. ch. 101 § 4.7 (Nov. 1999)
Adopted: May 3, 2007
File: IHBH
ALTERNATIVE EDUCATION PROGRAMS
The MSAD #11 Board recognizes that there are students with the potential to complete their secondary education who have difficulty completing the conventional school program. Some students require more support and direct supervision than is reasonably available in conventional school setting, while others require a highly structured academic experience and a special focus on life skills and/or vocational education.
The MSAD #11 Board will provide alternative education programs when there is an identified need, when establishment of such programs is feasible, and when such programs fall within the function normally associated with the public schools.
Alternative educational programs will seek to provide appropriate academic, social, and vocational experiences to assist students to re-enter the regular secondary program, move into another educational setting, or prepare them for successful employment.
Legal Reference: 20-A MRSA §§ 4729; 5001-A; 5051-A; 5104-A
Adopted: May 3, 2007
File: IHCDA
POST-SECONDARY ENROLLMENT OPTIONS
The intent of this policy is to establish the requirements for student enrollment in post-secondary courses taken before high school graduation.
Eligible Institutions
Students may take courses at eligible post-secondary institutions within Maine, which include the University of Maine System, the Community College System and Maine Maritime Academy.
The school district may allow students to take courses at private colleges or other institutions, but the school district cannot include such costs as allowable program costs. Any such requests shall be considered on a case-by-case basis to the extent that funds are available.
Student Eligibility Requirements
A student may take no more than one course per semester and two courses per academic year.
A student must meet the following criteria prior to enrolling in a post-secondary course:
[NOTE: The following are statutory requirements.]
A. Have a minimum of a “B” [or 3.0] average in his/her courses overall;
B. Meet the course admission standards of the eligible institution;
C. Provide evidence of parent/guardian approval for taking the course; and
D. Obtain approval from the principal and guidance counselor
Exceptions to Eligibility Requirements
[NOTE: The following statutory requirements are effective September 18, 1999.]
A student enrolled in grade 11 or 12 who does not meet the “B” [or 3.0] average in his/her courses overall is eligible to take a post-secondary course provided that he/she:
A. Has been assessed and received a recommendation to take the course from the school administration; and
B. Has been approved for participant in the course by the eligible institution.
Awarding of Credits
The eligible institution shall grant full credit to any student who successfully completes a course.
School districts are not required to award credit for courses taken at eligible institutions. If the MSAD #11 School Board wishes to grant high school credit:
A. The course must meet for a minimum of one semester.
B. The student must earn a passing grade in the course.
C. Attendance must satisfy the instructor’s requirements.
The Board may request that the eligible institution record and report attendance to the high school.
D. If the above criteria are met, the student shall receive the appropriate
number of high school credits for each course.
Financial Assistance
A. The Maine Department of Education shall pay applicable tuition costs for any student enrolled in a course under this policy if the eligible institution requires tuition payment.
B. The student and his/her parent/guardian are responsible for paying
for all textbooks, course fees and transportation costs.
[NOTE: While the statute obligates students to pay these costs, school districts may still choose to pay some or all of these costs. Such costs remain allowable program costs under the statute.
School District Reporting Requirements
The Superintendent shall ensure that information concerning post-secondary enrollment options is made available to parents and students.
The Superintendent shall provide an annual report to the MSAD #11 School Board regarding the number of students taking courses at post-secondary institutions and the courses taken.
Legal Reference: 20-A MRSA § 4771 et seq.
Adopted: March 10, 1994
Revised: May 3, 2007
File: IHD
ADULT/COMMUNITY EDUCATION
An educational program for adults shall be established and maintained in the school system. This program shall provide, at convenient times and at reasonable costs, opportunities for residents of the community and surrounding areas to receive instruction in subjects commonly taught in the public schools and in such other fields as recommended by the Superintendent and approved by the MSAD #11 Board. Appropriate recognition certificates of attendance and satisfactory performance of work shall be issued upon completion of units and instruction.
Through its various programs and courses for students/adults, the MSAD #11 Board shall seek to meet the needs of adults of all ages who, for whatever reason, have been unable to secure a high school diploma in a regular school program, who need additional training to become more efficient in their chosen occupations, or who would like to pursue interests relating to academic, vocational or leisure time activities.
Legal Reference: 20-A MRSA § 8601 et seq.
Adopted: Prior to 1985
Revised: August 7, 1986; March 10, 1994; May 3, 2007
File: IIB
CLASS SIZE POLICY
The M.S.A.D. No. #11 Board of School Directors recognizes that there is a relationship between class size and pupil achievement and this relationship varies across grade levels, among subjects and by methods of instruction. Therefore, the recommended class size in the elementary and secondary schools shall be determined by several variables including grade level, subject area, nature of the pupils in the classroom, nature of the learning objectives, availability of classroom space, instructional methods and procedures used, skills and classroom space, strengths of the teachers and support, staff and budgetary constraints.
Keeping all of these variables in mind, the following average class size ranges shall serve as a general guide for the organization of classes in the elementary and secondary schools.
Grade level Early K
Class Size Range 12 - 16
Recommended Size 15
Grade level Kindergarten +1
Class Size Range 16-20
Recommended Size 18
Grade level 2-3
Class Size Range 18 -22
Recommended Size 20
Grade level 4 -5
Class Size Range 18-24
Recommended Size 22
Grade level 6-8
Class Size Range 18-25
Recommended Size 22
Grade level 9-12
Class Size Range 14-26
Recommended Size 18-22
Higher class sizes will be allowed for the scheduling of large group instruction in grades l-12 for
special classes including: fine arts, physical education, instrumental and/or choral music and other special instructional arrangements [e.g. lectures). Special Education teacher-student ratios are to be in compliance with Special Education caseload rules and State standards
When any elementary or secondary school class falls below or above the applicable class size ranges, the principal shall obtain permission of the Superintendent before scheduling the class The Superintendent's decision in matters of this nature shall be communicated to the School Board. In addition the Superintendent shall establish procedures to review pre-registration information for secondary schools prior to deciding staffing levels for the ensuing year.
If any elementary or secondary school class size clearly exceeds (by 2 or more students) the maximum range, the Principal shall consult with the Superintendent who will make a determination as to whether the services of an additional teacher or teacher assistant should be recommended to the Board. The Superintendent's decision in matters of this nature will be required to hire any additional staff members.
Adopted: June 3, 2004
File: IJJ-E
CHALLENGE OF INSTRUCTIONAL MATERIALS FORM
Type of Material: ____ Book ____ Magazine/Periodical ____ Film ____Recording
____Website ____ Software ____ Other (Please specify) ____________________
Author (if known) ________________________________________________________
Title ___________________________________________________________________
Publisher (if known) ______________________________________________________
Person making complaint: __________________________________________________
Street
Telephone ____________ Address _________________________ Town ____________
Complainant represents: ___ Him/herself
___ Organization ________________________
___ Other group _________________________
1. To what portion of the material do you object? (Please be specific, cite pages, scenes, etc.) ________________________________________________________
2. What do you feel might be the negative result of reading/viewing/hearing this material? __________________________________________________________
3. For what age group would you recommend this material? __________
4. Is there anything good about this material? _______________________________
5. Did you read/view/hear all of the material? ________ If not, what parts did you read/view/ hear? ____________________________________________________
6. Are you aware of the professional reviews/judgment of this material? ______
7. What do you believe is the theme and/or intention of this material? ____________
8. What would you like the school to do about this material?
___ Do not assign it to my child.
___ Do not assign it to any students.
___ Withdraw it from the library and/or instructional program.
___ Refer it to the Educational Media Review Committee for evaluation.
9. In its place, what material would you recommend? ________________________
__________________________________________________________________
__________________________________ _____________________
Signature of Complainant Date
Adopted: May 3, 2007
File: IJJ
INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS SELECTION
The MSAD #11 Board is legally responsible for all matters relating to the operation of the schools, including the provision of instructional materials and maintenance of library-media resources that support the school system’s curriculum.
While the MSAD #11 Board retains its authority to approve the selection of instructional materials, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of instructional materials. The MSAD #11 Board delegates responsibility for the selection of instructional materials and library-media resources to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the MSAD #11 Board’s policy on challenged materials as described below.
OPTION 1 With the assistance of professional staff, the Superintendent shall establish a system for the selection of instructional materials, including procedures to establish an orderly process for the review and recommendation of instructional materials. The Superintendent will be responsible for overseeing the purchase of instructional materials within budgetary parameters set by the MSAD #11 Board. The MSAD #11 Board expects the Superintendent to report on progress made in aligning instructional materials with curriculum development and evaluation in support of the content standards contained in Maine’s system of Learning Results.
Each school shall maintain a library-media program that includes books and other print materials, multimedia materials, digital online textbooks and materials,online Internet resources and information technology that support the curriculum. A certified library-media specialist will be responsible for overseeing the library-media program, under the supervision of the Superintendent. As with instructional materials, the MSAD #11 Board delegates responsibility for selection of library-media materials and technology and Internet resources to the school system’s professionally trained staff, subject to the criteria and procedures for selection and the MSAD #11 Board’s policy on challenged materials described below.
Definitions
“Instructional materials” include textbooks and other print materials, software and other electronic materials, digital online textbooks and materials, online/Internet resources (including access), and supplies and other materials to support instruction in subject areas and implementation of the system of Learning Results.
“Library-media resources” include books, print materials, digital online textbooks and materials,online/Internet resources (including access), multimedia materials and information technology that, as part of the library-media program, support the school system’s curriculum.
Objectives of Selection
The MSAD #11 Board recognizes that it is the primary objective of instructional materials to implement and support the curriculum, and of library-media resources to extend and enrich the educational programs of the schools. Quality instructional materials and library-media resources are essential to student learning. In preparing students to meet the content standards of the Learning Results, in supporting the achievement of the school district’s educational goals and objectives, and in providing enrichment opportunities that expand students’ interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the library-media centers of the schools to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.
Criteria for Selection
Instructional and library-media materials selected should:
A. Support achievement of the content standards of the Learning Results;
B. Support the goals and objectives of the school system’s educational programs;
C. Enrich and support the curriculum;
D. Take into consideration the varied interests, abilities, and maturity levels of the students served;
E. Foster respect and appreciation for cultural diversity and varied opinions;
F. Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;
G. Present a balance of opposing sides of controversial issues to enable students to develop a capability for critical analysis;
H. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
I. Provide a background of information that will enable students to make intelligent decisions in their daily lives; and
J. Respect the constraints of the school unit’s budget.
Other factors that should be considered are accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer.
In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.
Procedures for Selection
Meeting the needs of the individual schools, based on knowledge of the curriculum and the existing collections of instructional and library-media materials, shall be the highest priority. Basic learning materials, i.e., those that are the predominant instructional materials used by most members of the class, are used for a significant portion of the course or receive major emphasis during a course, or are essential to student achievement of content standards of the Learning Results are to take priority in the selection process.
Before recommending materials for purchase, professional staff should evaluate the existing collection, consulting reputable, unbiased, professionally prepared selection aids and specialists from all departments and/or all grade levels.
Social studies and science textbooks should not be older than five years unless up-to-date supplemental instructional materials are also available.
Whenever possible, purchase of non-print materials and multimedia, Internet and technology resources shall be made only after personal evaluation by the librarian/media specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu of personal evaluation.
Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.
Donated Materials
Gift materials are to be evaluated by the same criteria as purchased materials and are to be accepted or rejected by those criteria and in accordance with MSAD #11 Board policy on gifts and donations.
Parental Authority
A student’s parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Superintendent will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.
The MSAD #11 Board recognizes that the final authority as to what materials an individual student will be exposed rests with that student’s parents or guardians. However, at no time will the wishes of one child’s parents to restrict his/her reading or viewing of a particular item infringe on other parents’ rights to permit their children to read or view the same material.
Library-media center materials will not be removed from the collection because of criticism except in accordance with MSAD #11 Board policy.
Challenged Materials
Despite the care taken to select materials for student and teacher use and the qualifications of the persons who select the materials, the MSAD #11 Board recognized that objections may be raised occasionally by students, parents, school staff or community members.
In the event a complaint is made, the following procedures will apply:
A. The complaint shall be heard first by the person providing the materials in question.
B. If the complaint is not resolved, the complainant shall be referred to the building Principal and requested to fill out the “Instructional and Library-Media Materials Challenge Form.” A copy of the form will be forwarded to the Superintendent.
C. The Superintendent shall appoint a committee composed of the following persons to review the complaint: one Principal at the appropriate grade level; one librarian/media specialist; one classroom teacher; the department head in the subject area of the challenged materials; one community member.
D. The review committee shall: read and examine the materials referred to them; check general acceptance of materials by reading reviews; weigh values and faults against each other and form opinions based on the material as a whole and not on passages or portions pulled out of context; meet to discuss the material and to prepare a written report on it.
E. The report of the committee shall be forwarded to the Superintendent who will inform the complainant of the results.
F. No materials shall be removed from use until the review committee has made a final decision.
G. The review committee’s decision may be appealed to the MSAD #11 Board. The MSAD #11 Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:
1. Reviewed objectively and in its full content
2. Evaluated in terms of the needs and interest of students, school, curriculum and community;
3. Considered in the light of differing opinions; and
4. Reviewed in light of the criteria for initial selection and purpose as provided herein.
The MSAD #11 Board will announce its decision in writing not later than the conclusion of the next regular meeting of the MSAD #11 Board following its receipt of said testimony.
Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002
Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule)
P.L. 107-110 § 1061 (No Child Left Behind Act)
Cross Reference: IJJ-E – Challenge of Instructional Materials Form
Adopted: Prior to 1985
Revised: August 7, 1986; March 10, 1994; May 3, 2007
File: IJNDB-R
MSAD #11 STUDENT COMPUTER AND INTERNET USE RULES
All students are responsible for their actions and activities involving MSAD #11 computers networks, Internet services, computer files, passwords and accounts.
The rules are intended to provide general guidelines and examples of prohibited uses, but do not attempt to state all required or prohibited activities by users. Students, parents and school staff who have questions about whether a particular activity is prohibited are encouraged to contact a building administrator or the Director of Technology. These rules apply to all school computers an all school-provided laptops wherever used, and all uses of school servers, Internet access, and networks regardless of how they are accessed.
A. Acceptable Use
1. Student access to MSAD #11’s computers, networks and Internet services are provided for educational purposes; research consistent with MSAD #11’s educational mission, curriculum and instructional goals.
2. Board policies, school rules and expectations concerning student conduct and/or communications apply to students using school computers, on or off school property.
3. Students are also expected to comply with specific instructions from the teacher or other
supervisory staff member/volunteer when accessing MSAD #11’s computers, networks
and Internet services.
B. Prohibited Uses
Unacceptable use of school computers includes, but is not limited to the following:
1. Accessing or Communicating Inappropriate Materials –Students may not access, submit, post, publish, forward, download, scan or display materials or messages that are defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing, bullying and/or illegal materials or messages.
2. Illegal Activities –Students may not use MSAD #11’s computers, networks and Internet services for any illegal activity or in violation of any other Board policies, procedures and/or school rules. The District assumes no responsibility for illegal activities of students while using school computers.
3. Violating Copyrights or Software Licenses – Students may not copy, download, or share any type of copyrighted materials (including music, images, or films) without the owner’s
permission (see Board policy/procedure EGAD – Copyright Compliance); or copy, download software without the express authorization of the Director of Technology. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The school district assumes no responsibility for copyright violations by students.
4. Plagiarism- Students are prohibited from representing as one's own work any materials obtained on the Internet (such as term papers, articles, music, images, etc.). When Internet sources are used in student work, the author, publisher and website must be identified.
5. Misuse of Passwords/Unauthorized Access –Students may not share passwords; use other users' accounts; or attempt to circumvent network security systems.
6. Malicious Use/Vandalism –Students may not engage in any malicious use, disruption or harm to MSAD #11’s computers, networks and Internet services, including, but not limited to, physically marking, damaging, or altering computers, hacking activities, creation/uploading of computer viruses.
7. Use for Non-School-Related Purposes – Students may not use MSAD #11 computers, network, and Internet services for any personal reasons not connected with the educational program or school assignments.
8. Unauthorized Access to Blogs/Social Networking Sites, Etc. – Students may not access blogs, social networking sites, etc. to which student access is prohibited.
C. Compensation for Losses, Costs, and/or Damages
The student and his/her parents are responsible for compensating MSAD #11 for any losses, costs, or damages incurred by the school unit for violations of Board policies/procedures and school rules while the student is using MSAD #11 computers, including the cost of investigating such violations. The school district assumes no responsibility for any unauthorized charges or costs incurred by the student while using school computers.
D. Student Security
A student is not allowed to reveal his/her full name, address or telephone number, social security number or other personal information on the Internet while using a school computer without prior permission from a teacher. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their supervising teacher or parent if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.
E. System Security
The security of MSAD #11’s computers, networks and Internet services is a high priority. Any user who identifies a security problem must notify her/her teacher, supervisor, or building administrator. The student shall not demonstrate the problem to others or access unauthorized material.
F. No Expectation of Privacy
MSAD #11 retains control and supervision of all computers, networks and Internet services owned or leased by MSAD #11 at all times. MSAD #11 reserves the right to monitor all equipment/computer and Internet activity by students. Students have no expectations of privacy in their use of school computers, including e-mail, stored files and Internet access logs.
G. Additional Rules For Equipment/Laptops Issued To Students
1. Laptops are loaned to students as an educational tool and may be used for purposes specifically authorized by school staff and/or the MLTI (Maine Learning Technology Initiative) program.
2. Parents are required to attend an informational meeting before a laptop will be issued to their child. Both the student and his/her parent must sign the school’s acknowledgement form.
3. Students and their families are responsible for proper care of laptops, cases, and chargers at all times, whether on or off school property, including costs associated with repairing or replacing the laptop. MSAD #11 offers an optional Laptop Protection program for parents to cover replacement costs and/or repair costs for damages not covered by the laptop warranty. The Laptop Protection program does not cover damage to laptops caused by malicious behavior. Parents who choose not to participate in the Laptop Protection plan should be aware that they are responsible for any costs associated with the loss, theft, or damage to a laptop issued to their child.
4. If the laptop is lost or stolen, it must be reported to the teacher and building administrator immediately. Additionally, if a laptop is stolen, a report should be made to the Gardiner police and the Director of Technology immediately.
5. The MSAD #11 School Board’s policy and rules concerning computer and Internet use apply to all users of school laptops at any time or any place, on or off school property. Students are responsible for obeying any additional rules concerning care of laptops issued by school staff.
6. Violation of policies or rules governing the use of computers, or careless use of a laptop may result in a student’s laptop being confiscated and/or a student only being allowed to use the laptop under the direct supervision of school staff. The student will also be subject to disciplinary action for violations of Board policies or school rules.
7. Parents may have access to their child’s login password. Parents are responsible for supervising their child’s use of the laptop and Internet access when in use at home.
8. The laptop may only be used by the student to whom it is assigned and to the family members, to the extent permitted by the MLTI program.
9. All use of school-loaned laptops by all persons must comply with the school’s Student Computer use Policy and Rules.
10. Laptops must be returned in acceptable working order at the end of the school year or whenever requested by school staff.
H. MLTI Laptop Sign Out Procedures
In order to take a MLTI computer home, parents and students must attend a Maine Learning Technology Initiative (MLTI) Family Orientation meeting offered by the District. Parents and students must sign and return the MSAD #11 Take Home form.
1. The student must check out his/her laptop, carrying case, and power adapter from supervising teacher. If this teacher is not available to check out the laptop, arrangements can be made with another classroom teacher. Substitutes and support staff cannot sign out laptops to students.
2. In advance, the student must request to take their laptop home, to ensure the teacher’s availability after school.
3. Sign out times for the computer will be immediately after school, unless alternative arrangements have been made with the assigned teacher. Special arrangements, such as a parent picking up a laptop, must be made in advance for those students who are involved in an extra curricular activity. Laptops are not permitted in locker rooms, on playing fields, courts, etc.
4. The laptop, carrying case, and power adapter will be signed back in before or during the homeroom on the first school day following the day it was signed out. If the laptop is not returned to school with the student, an immediate call to the parent/guardian will be made in order to have the laptop brought to school immediately. Failure to bring the computer back on time will result in the school revoking the privilege of signing out the laptop for home use.
5. Students are responsible for bringing their laptops to school fully charged.
I. Additional Rules for Use of Privately Owned Computers by Students
1. A student who wishes to use a privately owned computer in school must complete a Student Request to Use Privately-Owned Computer form. The form must be signed by the following: student, parent/guardian, building administrator, and technology department personnel. There must be an educational basis for any request.
2. The technology department staff will determine whether a student’s privately owned computer meets the MSAD #11 network requirements.
3. Requests may be denied if it is determined that there is not a suitable educational basis for the request and/or the demands on the school’s network or staff would be unreasonable.
4. The student is responsible for proper care of her/her privately owned computer, including any costs of repair, replacement, or modifications needed to use the computer at school.
5. MSAD #11 is not responsible for damage, loss, or theft of any privately owned computer.
6. Students are required to comply with all Board policies, administrative procedures, and school rules while using privately owned computers at school. This applies whether the computer is used on or off of the school network and/or Internet.
7. Students have no expectation of privacy in their use of privately owned computer while at school. MSAD #11 reserves the right to search a student’s privately owned computer if there is a reasonable suspicion that the student has violated Board policies, administrative procedures or school rules, or engaged in other misconduct while using the computer.
8. Violation of any Board policies, administrative procedures or school rules involving a student’s privately owned computer may result in the revocation of the privilege of the computer at school and/or disciplinary action.
9. MSAD #11 may confiscate any privately owned computer used by a student in school without authorization as required by these rules. The contents of the computer may be searched in accordance with applicable laws and policies.
Cross Reference: IJNDB – Student Computer and Internet Use
Adopted: June 3, 2004
Revised: May 3, 2007; June 2, 2011
File: IJNDB
STUDENT COMPUTER AND INTERNET USE
MSAD #11’s computers, network, and Internet access are provided to support the educational mission of the schools and to enhance the curriculum and learning opportunities for students and staff. This policy and the accompanying rules also apply to laptops issued directly to students, whether they are used at school or off school premises.
Compliance with MSAD #11’s policies and rules concerning computer and Internet use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended, or revoked. The building principal is authorized to determine, after considering the circumstances involved, whether and for how long a student’s computer privileges will be altered.
Violations of this policy MSAD #11’s computer and Internet rules may also result in disciplinary action, referral to law enforcement, and/or legal action.
MSAD #11 computers remain under the control, custody, and supervision of the school district at all times. The school district monitors all computer and Internet activity by students. Students have no expectation of privacy in their use of school computers, whether they are used on school property or elsewhere.
MSAD #11 uses filtering technology designed to block materials that are obscene or harmful to minors, and child pornography. Although MSAD #11 takes precautions to supervise student use of the Internet, parents should be aware that MSAD #11 can’t reasonably prevent all instances of inappropriate computer and Internet use by students in violation of Board policies and rules, including access to objectionable materials and communication with persons outside of the school. The school district is not responsible for the accuracy or quality of information that students obtain through the Internet.
In the interest of student safety, MSAD #11 also educates students about online behavior, including interacting on social networking sites and chat rooms, and issues surrounding cyber bullying awareness and response.
The Superintendent is responsible for implementing this policy and the accompanying “acceptable use” rules and for documenting student Internet safety training. The Superintendent/designee may implement additional administrative procedures or school rules consistent with Board policy to govern the day-to-day management and operations of the school district’s computer system.
Students and parents shall be informed of this policy and accompanying rules via student handbooks, the school website, and/or other means selected by the Superintendent.
Cross Reference: JICIA-Weapons, Violence, Bullying and School Rules
GCSA – Employee Computer and Internet Use
IJNDB-R – Student Computer and Internet Use Rules
Adopted: June 3, 2004
Revised: May 3, 2007; June 2, 2011
File: IJNDC-E1
MSAD #11 STUDENT COMPUTER AND INTERNET USE ACKNOWLEDGMENT FORM
No student shall be allowed to use MSAD #11 computers, equipment, networks, or Internet until the student and parent/guardian have signed and returned this acknowledgment to the school.
Student
I have read policy IJNDB (Student Computer and Internet Use) and IJNDB-R (Student Computer and Internet Use Rules) and agree to comply with them.
_____________________________________
Student (Printed Name)
_______________________________________________________________________
Student (Signature) Date
Parent/Guardian
I have read policy IJNDB (Student Computer and Internet Use) and IJNDB-R (Student Computer and Internet Use Rules) and understand that my son/daughter’s use of school computers, equipment, networks, and Internet services is subject to compliance with these rules.
_____________________________________
Parent/Guardian (Printed Name)
_______________________________________________________________________
Parent/Guardian (Signature) Date
Adopted: June 2, 2011
IJNDC-E2
MSAD #11 TAKE HOME PERMISSION FORM
MSAD #11 is pleased to offer laptop computer take home privileges for students participating in the Maine Laptop Initiative (MLTI), currently designated for students in grades seven and eight.
Please review MSAD #11 policy and regulations on laptop computer use. In order for the School District to extend take home privileges to your child, it is necessary that a signed acknowledgment of this policy be returned to Gardiner Regional Middle School. In addition, your attendance at an orientation session provided by Gardiner Regional Middle School is required by the Maine State Department of Education.
Students must return the laptop and all accessories loaned to them in good working order when requested by staff, before leaving the District, and/or at the end of the school year.
Please review this material; then sign below and return this document to the school. If you have any questions regarding this policy, please to not hesitate to contact the school or the Director of Technology in the Office of the Superintendent of Schools.
Your signature below signifies that you have attended the orientation session and have read and understand the MSAD #11 Laptop Policy and regulations on laptop computer use.
_____________________________________
Parent/Guardian (Printed Name)
_______________________________________________________________________
Parent/Guardian (Signature) Date
_____________________________________
Student (Printed Name)
_______________________________________________________________________
Student (Signature) Date
Adopted: June 2, 2011
File: IJNDC-E3
MSAD #11 STUDENT REQUEST TO USE PRIVATELY OWNED COMPUTER
I understand and consent to the MSAD #11 school board policy on privately owned computers. I request that my privately owned computer be allowed to connect to the MSAD #11 network. Requests will be reviewed by the district technology staff and by school administration. Access to network may be terminated by school administrators or by the district technology staff. No device shall be connected to the network before approval. Sign below and return this form to the school to request that your personal computer to be added to the network. After returning this form and after it is reviewed by MSAD #11 staff, you will be contacted with instructions on having your personal computer added to the network.
_______________ _______________ _______________ ___________
Brand Name Model No. Serial No. Description
_____________________ ___________________ ________________
MAC Address (wireless) MAC Address (wired) Operating System
_______________________________¬¬¬¬¬¬¬¬________________________________________
Student (printed)
_______________________________________________________________________
Student (signed)
_______________________________________________________________________
Parent (printed)
_______________________________________________________________________
Parent (signed) Date
_______________________________________________________________________
School Administrator (printed)
_______________________________________________________________________
School Administrator (signed) Date
_______________________________________________________________________
Technology Staff Signature Date Added to Network
Adopted: June 2, 2011
File: IJNDC-E4
MSAD #11 MEDIA RELEASE FORM
PARENT/GUARDIAN AGREEMENT FORM TO PUBLISH STUDENT INFORMATION
School_________________________________________ Date Returned______________
Student Name___________________________________ Grade_____________________
Home Room Teacher _______________________________________________________
_______ I would not like my child's picture put in the school or district newspaper(s) at any
time.
_______ I give my permission to put my child's picture in the district school newspaper(s)
at any time.
_______ I would not like my child's picture posted on the Internet at any time.
_______ I would not like my child's work posted on the Internet at any time.
Signature of Parent or Guardian _____________________Date____________________
Home Address___________________________________________________________
Home Phone Number ________________Work Phone Number ___________________
E-mail Address__________________________________________________________
Adopted: June 2, 2011
File: IJNDC-R
MSAD #11 WEBSITE GUIDELINES
A. Website Purpose
The purpose of the MSAD #11 website to provide general information about our school system, as well as information about educational programs, extracurricular activities and school events. The website is intended to support the educational mission of the schools, to enhance the curriculum and learning opportunities for students and staff, and to inform the extended community about our schools. The website is an outlet for official messages of MSAD #11, and is not a forum for dissemination of other views. The content of the website shall remain in the exclusive control of MSAD #11, and its School Board and designated agents.
B. Website Structure
The website includes the following content areas:
1. System-wide information (such as Superintendent’s Office, Technology, Transportation, Facilities, Food Service);
2. School Board information (such as members, officers, committees, meeting agendas and minutes, budget, and policies);
3. School-wide information for each school;
4. Individual department, grade level and/or classroom information (which may
student work and/or teacher-created work and resources);
5. Information about school-sponsored extracurricular organizations;
6. Information about school events and activities; and
7. Contact information for School Board members and school staff.
8. Official positions of the School Board on school-related issues.
C. School Unit Authority and Webmaster Responsibilities
MSAD #11 School District reserves the right to approve all website content and to edit, delete, or modify any web page content as it sees fit to comply with the intended purposes of the website and these guidelines. The Superintendent shall designate a Webmaster, who is responsible for maintaining the website, approving all material to be posted on the site, and monitoring all website activities for compliance with Board policies, applicable laws and regulations, and these guidelines. All position statements and viewpoints published on the website related to school policy, governance and initiatives must be approved by the MSAD #11 School Board or its designee. Only the Webmaster and other authorized school staff shall have password-protected access to the web server to place and remove web pages and content.
D. Website Content
MSAD #11’s website does not create, nor is it intended to create, a public or limited public forum. All materials placed on the website must serve the educational mission of the school and shall support the MSAD #11’s official views regarding how best to accomplish the educational mission of the school.
1. Website content is limited to school-sponsored information and activities. No personal student or staff web pages are permitted on the website.
2. Web page content must comply with MSAD #11 Board policies, administrative procedures and school rules.
3. All materials placed on the website must be appropriate for website and meet academic standard for proper spelling, grammar, content, accuracy and appearance.
4. Student website content may include artifacts of learning such as ePortfolios, student multimedia content, and other web tools. If the Webmaster is unsure whether particular material is appropriate for the website, he/she shall consult with the Superintendent, whose decision shall be final.
E. Confidentiality of Student Information
1. The website shall be in compliance with all applicable State and Federal
Confidentiality laws and regulations.
2. At no time shall personal information about students (such as home address, telephone
number, e-mail address, birth date, social security number, etc.) or any other information made confidential by State of Federal law appear on the website. The website will not include any information that indicates the physical location of students at any given time, other than attendance at a particular school or participation in school activities.
3. Student information, photographs or work may only be published on the website if the
student’s parent/guardian has signed the Parent/Guardian Agreement Form to Publish
Student Information. For purposes of these guidelines, student information includes
name, class rosters, awards/honors received, and team/extracurricular activity
participation lists. Schools must obtain prior written consent from parents before
posting student information on their website or elsewhere on the Internet
F. Confidentiality of Staff Information
1. At no time shall personal information about staff appear on the website (including home address, home telephone number, home e-mail address, birth date, social security number, etc.).
2. Because the school district’s website is maintained in part to enhance communication with students and their families, the school e-mail addresses and/or telephone numbers of staff are published on the website.
G. Copyright
1. Appropriate permission will be obtained before any copyrighted or trademarked material is used on the website. No copyrighted material may be reproduced, transmitted or stored on MSAD #11’s website without obtaining permission from the copyright owner.
2. Students shall retain the copyright on materials that they create.
3. An appropriate copyright notice will appear with all copyrighted material published on the website.
4. Except for the above exceptions, all web pages and content on the website are the property of and owned by MSAD #11 School District.
H. Website Design and Accessibility
1. The Webmaster is authorized to develop standards for the design and appearance of MSAD #11’s website. These standards will include measures to make web pages accessible to persons with disabilities. School district information available on the website will also be made available to the public in alternative ways upon request.
I. Advertising
1. The MSAD #11’s website will not include any advertising, nor will it include any selling activities outside of publicity for school-sponsored and/or approved fundraising activities.
J. Links to External Site
1. The MSAD #11’s website will not include links to any personal websites of students or staff.
2. The website may include links only to websites that have demonstrated educational value to students, staff and/or the community, as deemed appropriate by the Webmaster.
3. The website shall include a disclaimer informing users that links are provided as a convenience, and that MSAD #11 School District does not endorse these sites or have any responsibility for the content of these sites.
K. Additional Requirements
1. The website shall inform users about how to contact the Webmaster.
2. The Webmaster will provide appropriate information to school users regarding technical requirements for publishing material on the website.
Cross Reference: IJNDC- MSAD #11 Website
Adopted: June 3, 2004
Revised: May 3, 2007; June 2, 2011
File: IJNDC
MSAD #11 WEBSITE
MSAD #11 maintains an official website to provide general information about our District and schools, and information about our educational programs, extracurricular activities and school events. The website is intended to support the educational mission of the schools in the District, to enrich and enhance curriculum and learning opportunities for students and staff, to inform a larger community. The website does not create, nor is it intended to create a public or limited public forum. The website also provides the School Board a medium to publicize its official position on issues related to the schools such as school building projects, proposed school budgets and public policies that affect our schools. The website is an outlet for the official message of MSAD #11 and is not a forum for dissemination of other views. The content of the website shall remain in the exclusive control of MSAD #11, its school board and designated agents. The MSAD #11 Board has adopted guidelines to ensure that the MSAD #11 website is in compliance with applicable laws and meets the highest educational and quality standards. The Superintendent is responsible for implementing this policy, the accompanying guidelines and any additional administrative procedures that may be needed to govern the day-to-day management of the website. The Superintendent may delegate specific responsibilities to the Director of Technology and Webmasters as he/she deems appropriate.
Legal Reference: 20 USC § 1232g; 34 CFR Part 99
20-A MRSA § 6001
17 USC § 101 et seq.
PL 106-554
Cross Reference: EGAD – Copyright Compliance
GCSA - Employee Computer and Internet Use
IJNDB - Student Computer and Internet Use
IJNDC-R - School System Website/Web Pages Administrative Procedure
JRA - Student Education Records
Adopted: June 3, 2004
Revised: May 3, 2007; June 2, 2011
File: IJNDD
DISTANCE LEARNING PROGRAM
MSAD #11 is a member of the Maine Department of Education Distance Learning Network, a network of schools that uses real-time interactive technology to provide expanded educational opportunities to students and staff. This system enables schools across the State to share course offerings, professional development, ideas, and information regardless of the participant’s geographic location.
The DOE Distance Learning Network is to be used for educational purposes consistent with the mission and goals of the schools. The MSAD #11 Board and administration will consider and address distance learning opportunities and issues when reviewing and developing policies, preparing budgets, and planning for curriculum and professional development. The Superintendent is authorized to enter into agreements with other school units regarding the Distance Learning Network.
All users of the DOE Distance Learning Network facility and participants in distance learning programs are expected to comply with applicable MSAD #11 Board policies, procedures, and school rules. Violations of MSAD #11 Board policies, procedures, and school rules may result in loss of privileges to use the facility or participate in distance learning programs, as well as disciplinary sanctions under the applicable policy or rule.
The Superintendent is responsible for implementing the distance learning program, although specific responsibilities may be delegated to administrators or other appropriate staff at the Superintendent’s discretion.
Cross Reference: EGAD – Copyright Compliance
GCSA – Employee Computer and Internet Use Policy
IJNDB – Student Computer and Internet Use Policy
KF – Community Use of School Facilities
Adopted: June 3, 2004
Revised: May 3, 2007
File: IJOA
FIELD TRIPS AND EXCURSIONS
Definitions
A “field trip” shall mean any trip organized or conducted by an employee of the District as an integral part of the school program. Examples include but are not limited to class trips to the theater, to historical sites, or to local business or industry. Field trips are usually completed within one day, preferably during normal school hours.
An “excursion” shall mean any trip organized or conducted by an employee of the school as a nonessential supplement to the school program. Examples include trips by school-sponsored clubs, student exchange programs, and trips planned through the school for special interest groups in or outside of school hours.
Approval
All field trips must be approved by the principal and Superintendent in advance of any advertising of such trip. Field trips or excursions that leave the state or involve an overnight stay require Superintendent approval. Requests for field trip/excursion approval by the Superintendent and MSAD #11Board must be submitted to the building principal at least 30 days prior to the planned event.
A. Approval shall be based upon a written plan submitted to the building principal by the sponsoring employee. Such a plan should include all of the following:
1. Purpose of the trip;
2. Statements of academic value and how the trip/excursion will be evaluated;
3. An itinerary, including estimated times of departure from and return to the school;
4. Modes of transportation;
5. Provisions for food and lodging;
6. Emergency plan for sudden illness or injury;
7. Provisions for adult supervision;
8. Estimated expenses, and
9. Number and grade levels of students expected to participate.
Funding
Because field trips are integral to the instructional program, costs will be paid from District funds.
For excursions, direct payments from the students or their parents may supplement District funds, gifts, and proceeds from fundraising activities. However, it is the intent of the District that every reasonable opportunity be given students to participate in appropriate excursions without limitation due to economic status.
Permission Slips
Written permission must be obtained from a parent/guardian for each student prior to participation in any excursion. Written notice should be given to parents for field trips which require transportation of students or which extend beyond normal school hours.
A list of participants shall be kept in the principal’s office for the duration of each field trip or excursion as an aide to locating students in an emergency.
The MSAD #11 School Board reserves the right to require, at the discretion of the Superintendent, the filing of a waiver of liability signed by a parent/guardian releasing school employees, the MSAD #11 School Board, and the District from liability on any matter connected with field trips or excursions.
Any student for whom permission is not obtained for field trips or excursions shall participate in appropriate alternative activities within the school during normal school hours.
Non-approved Trips
Any employee who is involved with a trip that is not approved under this policy should clearly understand that the participants in this trip may in no way identify their trip with the school or the District. Such employees should understand clearly that they are on their own insofar as any liability claims are concerned. It is the responsibility of such employees to make clear to the student and his/her parents that such a trip or activity has no connection with the school and is not subject to the approval of the MSAD #11 School Board or its administration.
Adopted: October 5, 1995
Revised: December 2003; May 3, 2007
File: IJOA-R
Maine School Administrative District No. 11
Field Trip/Excursion Approval Form
Use this form for all field trips that take students off the regular school grounds, including walking trips. Field trips/excursions that leave the state or will involve an overnight stay require MSAD #11 Board notification. Please submit 3-4 weeks prior to the event. Other trips require 2 weeks prior notice. (Please print or type the information on the form or attach a separate sheet supplying all the necessary information.)
Type of Transportation: District Bus_____Walk_____Private Bus_____Private Car______
Approvals
Principal Date
Central Office Date
Transportation Date
Board Notification Date
(Required for overnight or out-of-state trips)
(must have copy of proper insurance and waiver claim form on file in Transportation Office)
Other
Departure Time: ________________ Return time in MSAD #11:______________
Number of passengers: ____________Students________________Adults
Please answer all of the following questions and complete the budget information at the bottom of this form. Your proposal must include all available information. Questions that don't apply to your trip should be marked NA.
1. General description of field trip. (Please include your itinerary.)
2. Statement of academic value. (Please be specific and explain how the trip relates to the curriculum.)
3. Rationale for trip selection, (Why was this destination selected? Is there a more local alternative? Are weekends a viable alternative to school days?)
4. What specific follow-up activities will be associated with the field trip?
5. How will this trip be evaluated by students, teachers, and chaperones?
6. How many substitutes will be needed for this trip to occur? For whom?
7 How many volunteer chaperones will assist with the trip?
8. To what degree will the trip be financed by district money?
9. Are all class members included? Yes No
Describe the process and criteria for participant selection, if there are limited openings.
10. What accommodation for food and lodging will be used for participants on this
trip?
11. Other
Clsrm/Bldg Budget* Transportation Budget* Other* Total Cost*
Substitutes
Mileage
Meals
Fees, etc.
Food
Lodging
Please estimate costs using maximum numbers.
Note: For overnight or out-of-state trips, it is strongly suggested that the staff advisor or other representative be present at the board meeting to elaborate on these and/or other questions the board may have.
Adopted 5/3/2007
MSAD #11 MASTERY AND GRADING POLICY PK-12
Mastery Definition
The mastery of standards in MSAD #11 shows what a student has accomplished. Mastery is the point in a student's learning at which there are clear, observable, and consistent demonstrations of the State of Maine Learning Results and subject area standards. A student mastering a standard can recall and apply this knowledge over time with minimal review and in varied circumstances.
Reporting/Grading Guide
The following guide has been established to guide students, parents, and teachers in determining mastery of individual standards. Student evidence must also be collected to support the determination. This guide will become effective in the 2006/07 school year. All schools all subjects, and all grade levels will use the same Comparison Chart. No pass/fail grades will be used.
Students may be assessed in two categories: academic and non-academic achievement factors. Assessment of these categories will be based on MSAD #11's curriculum standards which are aligned with the Standards and Guiding Principles of the Maine Learning Results. Non-academic achievement factors may include effort, attendance, participation, homework, time on task, behavior, citizenship, preparation, and/or workmanship as defined by specific gradespan criteria. .
Comparison Chart for Reporting Student Performances in Grades PK-12
Content
Standards Rubric
Scale Grade Numeric Grade Letter
E 4.00 98-100 A+
E 3.67 95-97 A
M 3.33 92-94 A-
M 3.00 89-91 B+
M 2.67 86-88 B
M 2.33 83-85 B-
PM 2.00 79-82 C+
PM 1.67 75-78 C
PM 1.33 70-74 C-
DNM 1.00 65-69 F
DNM 0.00 1-64 F
N 0.00 0 F
For Grades PK-12
"E" Exceeds the Standard
• Exceeds expectations related to standard as defined by assessment rubric
• Consistently provides evidence of above-mastery for tasks in subject standards
• Consistently shows advanced application of knowledge to other situations
“M” Meets the Standard
• Meets expectations related to standard as defined by assessment rubric
• Usually provides evidence of mastery for tasks in subject standards
• Usually shows satisfactory application of knowledge to other situations
“P” Partially Meets the Standard
• Occasionally meets expectations related to standard as defined by assessment rubric
• Occasionally provides evidence of mastery for tasks in subject standards
• Occasionally shows satisfactory application of knowledge to other situations
This student is progressing toward meeting expectations related to standard. More time and assistance is needed in helping him/her master the curriculum standards(s).
"DNM" Does Not Meet
• Seldom meets expectations related to standard as defined by assessment rubric
• Has not shown mastery of expectations related to standards
• Seldom shows application of knowledge to other situations
"N" Not Scorable or Not Enough Evidence
There is not enough evidence at this time to determine if the student is meeting the expectations related to the standards.
Students Who Exceed Standards
Should a student excel and achieve mastery of a curriculum standard before other students, the student will be provided with enrichment activities related to the curriculum standard, and/or will be provided the opportunity to move to the next curriculum or academic level.
Students Not Achieving Mastery
Should a student not achieve mastery of a curriculum standard, then , the student may participate in one or all of the following:
• Various interventions including possibilities such as academic tutorial and/or summer school
• Repeat the educational experience (this could mean repeating a lesson, series of lessons, a course, or the entire year's instruction depending on the student's progress, ability, and/or attitude).
If a student does not achieve mastery of a curriculum standard, and does not participate in any or all of the above remediation activities, retention may be necessary in accordance with district Retention/Promotion policy.
If a parent/guardian has refused to support their student's participation in an intervention, then this refusal will be documented.
Parental Involvement
Parental support is crucial in helping children achieve mastery of all curriculum standards. If parents do not agree with the evaluation of their child, they may consult with the child's teacher and school principal.
Recommendations about Assessments
Assessments will align with subject area standards. The final determination of mastery will be based on a collection of evidence. Examples of evidence include: student self-assessments, observations, tests, written and oral assignments, projects, products, and student performance. Teachers will use more than one assessment to check for mastery.
Adopted: June 2, 2005
Revised: Revisions Approved February 2; June 5, 2008
--------------------------------------------------------------------------------
IKE-E FACTORS TO BE CONSIDERED IN RETENTION
When considering whether a student at any level should be retained or promoted, the following factors should be considered by researching the following questions through the utilization of all available resources.
A. Student Achievement
? What is the student’s pattern of achievement in relation to grade level and ability?
? What has been the pattern of academic achievement in the past? i.e. standardized
tests, grades, individual assessments.
? What specific skills does the student lack that would hinder success at the next grade
level?
? Does the student have an existing IEP or 504 plan?
? How do parents feel about achievement and daily performance?
B. Academic Potential
? Does this student possess the academic potential to benefit from retention?
? What valid documentation of academic ability for school learning tasks is available?
? What is the discrepancy between what the student does and what he/she should be able to
do?
? Is there a difference in potential in the various curriculum areas?
? How do the parents assess the student’s academic potential?
C. Attendance
? Has the student’s pattern of attendance (excess absence from school) affected his/her
progress?
? Has the student’s pattern of attendance been consistent over his/her school years?
D. Health
? Have special health problems affected the student’s achievement? (Long or short term
illness)
? Have vision, hearing and other physical characteristics been evaluated to determine
any underlying cause for the student’s status in school.
E. Maturity
? Is the student’s social development compatible with peers at a lower level vs. his/her
peers at grade level?
? Will the student’s future social development create problems?
? Is the student able to accept responsibility for his/her actions, decisions, and school
requirements commensurate with his/her age group?
? A consistent cycle of the student having difficulty at the beginning of a school year followed by increased success later in the year.
? They don’t seem to relate to their peer group.
? They play with students of a younger age.
? A feeling that they have the ability, there’s just something about them that you can’t put your finger on.
? Parents feeling that had they known what they know now, they never would have started them in kindergarten then.
?
F. Physical Size and Age in Relation to Grade Placement
? Will a student’s physical size make him/her stand out among his/her classmates?
? What is the student’s chronological age in relation to grade placement? Is there more
than two years difference?
? Has the student been retained at a previous grade level? What difference has it made?
? What is the student’s projected graduation age if retained?
G. Student Attitude
? How does the student perceive retention?
? What signs are there that the student is overly concerned about how his/her peers will
feel about him/her being retained?
? Does the student understand and accept the need for achievement of skills to advance
to other levels?
? How does the student feel about him/her self? Has this attitude been consistent
throughout school?
? Is there a consistent pattern the student’s relationship with teachers, i.e. personality
clashes, male vs. female authority figures, etc.?
? How is the student’s attitude about school different from his/her attitude about other
things?
H. Parent Attitude Toward Retention
? Do parents fully understand the reasons retention is being considered?
? Are the parents supportive of the need and potential benefits of an additional year at
a specified grade level?
I. Program Options
? What kind of different program, at a particular grade level, can be provided for this
student to insure there will not be a repetition of the same materials and program elements from the previous year if they repeat the grade?
? How will specific skill deficiencies be addressed in order insure mastery and readiness for the next level?
? What appropriate remedial programs are available at the next grade level?
J. Out of School Influences
? How many changes of school has the student experienced? At what grade
levels?
? Will there be siblings in the same grade, class or school if a student is retained?
? Are there family pressures (death, divorce, abuse) that have affected the student’s
learning? Will these conditions change in the next school year?
? How will peer pressure effect the student outside of school?
Cross Reference: IKE – Promotion, Retention and Acceleration of Students
Adopted: 8/2/2007, 3/1/2012
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IKE - PROMOTION, RETENTION AND ACCELERATION OF STUDENTS
The MSAD #11 Board of Directors acknowledges the large body of research that discourages school retention except in very unusual, well-documented circumstances. When considering retention, it should be abundantly clear that such action significantly positions the child for academic or social growth.
It is the MSAD #11 Board’s intent to provide sequential instruction programming that provides the opportunity for students to learn the knowledge and skills that will enable them to meet the MSAD #11 standards at each grade level. The MSAD #11 Board recognizes that at every grade level, there are differences among students in intellectual, physical, social, and emotional development and that individual students may be more proficient in some content areas of the Maine Learning Results than in others. While most students will advance from one grade to another at the end of the academic year, some students may benefit from retention or acceleration. Decisions concerning promotion, retention, or acceleration of a student should be consistent with the best educational interest of that student.
All MSAD #11 educators should be alert to students who may be at risk and to institute Response to Intervention (RTI) as early in the school year as possible. Teachers shall complete necessary documentation for students at risk of retention and hold a parent conference.
Any necessary retention should take place as early in a student’s educational career as possible. Only in unusual circumstances should a child be retained more than once. Records of all retentions or accelerated promotions will be kept in the student's cumulative file.
Considerations
Although other factors may be taken into account, the following considerations will primarily be used in making decisions concerning promotion, retention and acceleration. Refer to IKE-E for further explanation of the considerations below.
A. Achievement of the content standards of the Learning Results, as demonstrated through classroom assessments, common assessments, or standardized tests; Participation and successful growth in intervention programs, tutoring, summer school, and/or other opportunities for success;
B. Significant benefit from repetition of a grade or learning experiences; Potential for success if accelerated;
C. Attendance;
D. Health;
E. Social and emotional maturity;
F. Physical size and age in relation to grade placement;
G. Student attitude towards retention;
H. Parental attitude towards retention;
I. Program options;
J. Out of School Influences;
Retention
As much as possible, retention in grades K-8 will be decided through conferences involving the student, parents, the principal, teachers, and guidance counselor. Other professional staff will participate as appropriate. If consensus cannot be reached, the final decision will rest with the principal. Parents will be notified as early as possible that retention is being considered, and except in very unusual circumstances, no later than March 15.
Advancement to the next grade may be made conditional on successful remediation or demonstrated proficiency within a specified period of time. A parent who is dissatisfied with the principal’s decision may appeal to the superintendent. The superintendent’s decision shall be final.
Acceleration
Decisions regarding acceleration shall be made by the principal in consultation with the student’s teacher(s), the coordinator of gifted and talented education, the parent, the classroom teacher, the guidance counselor and other professional staff as appropriate. A parent who is dissatisfied with the principal’s decision may appeal to the superintendent. The superintendent’s decision shall be final.
Transfer Students
For students who transfer into the school system from another state or educational program not required to meet the content standards of MSAD #11, the principal will determine the substance of the student’s prior education experience for the purpose of grade placement or the fulfillment of credits.
Legal Reference: Ch. 127 (ME. Dept. of Ed. Rule)
Cross Reference: IK- Student Achievement
IKA-Grading/Academic Assessment
IKAB-Report Cards/ Progress Reports
IKF-Graduation Requirements
ILA-Student Assessment/Local Assessment System
Adopted: Prior to 1985
Revised: April 7, 1986; May 5, 1994; August 2, 2007, March 1, 2012
File: IKF
GRADUATION REOUIREMENTS
Gardiner Area High School is a four-year high school. *Eighteen Carnegie Units are required in Grades 9-12. Gardiner Area High School students must satisfactorily pass (with a grade of 70 or better for the year) the following required subjects:
4 Credits of English
3 Credits of Social Studies and History
3 Credits of mathematics
l/2 Credit of wellness
1 Credit of Physical Education
3 Credits of science (1 year of lab)
1 year of fine arts (which may include arts, music, forensics or drama) 1 Credit
1 credit of Career Essentials
Demonstrate proficiency in the use of computers
according to the school unit's standards.
*A total of 20 credits beginning with the Class of 1996 will be required to be awarded a Gardiner Area High School diploma.
Community Service: Students are required to complete 60 hours of Community Service to be eligible to graduate.
GRADUATION REQUIREMENTS
(BEGINNING 2006-2007)
Beginning with the 2006-2007 school year, students will be required to meet the content standards of the system of learning results in order to receive a high school diploma. The new requirements will be phased in over the course of four years, with full implementation of the content standards in the 2009-2010 school year.
In addition to the requirements for specific school years listed below, all students must meet the following requirements to receive a high school diploma:
1.5 Credits - Career Essentials
60 Hours of Community Service (15 hours per year)
Students Graduating in 2006-2007 [entering ninth grade in 2003-2004 or
otherwise intending to graduate in 2006-2007]
In order to receive a high school diploma, students are required to meet the content standards of the system of learning results according to the local assessment system for English Language Arts and Mathematics and also successfully complete a total of 22 one-year course equivalents (credits) as follows:
A. English Language Arts - meet the content standards of the system of
learning results and 4 credits.
B. Social Studies and History (including one year of American History and
Government) - 3 credits.
C. Mathematics - meet the content standards of the system of learning
results and 3 credits.
D. Science (including at least one year of laboratory study) - 3 credits.
E. Fine Arts (which may include arts, music, forensics or drama) - 1 credit.
F. Physical Education - 1 credit.
G. Health‚ - ½ credit.
H. The remaining credits may be selected by the student on the basis of his or her interests, abilities and plans following graduation.
In addition to meeting the learning results content standards and credit requirements, students must:
-Demonstrate proficiency in the use of computers according to the school unit's standards.
Students Graduating in 2007-2008 or 2008-2009 [entering 9th grade in 2004- 2005 or 2005-2006 or otherwise intending to graduate in 2007-2008 or 2008~ 2009.
In order to receive a high school diploma, students are required to meet the content standards of the system of learning results according to the local assessment system in English Language Arts, Social Studies, Mathematics, Science and Technology, and Health and Physical Education, and must also successfully complete a total of 22 one-year course equivalents (credits) as follows:
A. English Language Arts - meet the content standards of the system of
learning results and 4 credits.
B. Social Studies (including one year of American History and Government) -meet
the content standards of the system of learning results and 3 credits.
C. Mathematics - meet the content standards of the system of learning results
and 3 credits.
D. Science and Technology (including at least one year of laboratory study) -meet
the content standards of the system of learning results and 3 credits.
E. Fine Arts (which may include arts, music, forensics or drama) - 1 credit.
F. Health and Physical Education meet the content standards of the system of
learning results and l-1/2 credits.
G. The remaining credits may be selected by the student on the basis of his or
her interests, abilities and plans following graduation.
Students Graduation in 2009-2010 [entering 9th grade in 2006-2007 or otherwise intending to graduate in 2009-2010]
In order to receive a high school diploma, students are required to meet the content standards of the system of learning results according to the local assessment system in all content areas of the system of learning results, and must also successfully complete a total of 22 one-year course equivalents (credits) as follows:
[NOTE: Contingent upon funding of Essential Programs and Services, curriculum must will include content areas of career preparation, modern and classical languages, and visual and performing arts for all students -beginning in September 2006.
A. English Language Arts - meet the content standards of the system of
learning results and 4 credits.
B. Social Studies (including one year of American History and Government) -meet
the content standards of the system of learning results and 3 credits.
C. Mathematics - meet the content standards of the system of learning
results and 3 credits.
D. Science and Technology (including at least one year of laboratory study) -meet
the content standards of the system of learning results and 3 credits.
E. Visual and Performing Arts - meet the content standards of the system of
learning results and 1 credit.
F. Health and Physical Education - meet the content standards of the system
of learning results and 1-1/2 credits.
G. Career Preparation - meet the content standards of the system of learning
results and (credit TBD)
H. Modern and Classical Languages - meet the content standards of the
system of learning results and (credits TBD)
I. The remaining credits may be selected by the student on the basis of his
or her interests, abilities and plans following graduation.
Cross References:
ILA - Tests and Assessment
Legal References: 10-A MRSA § 4722, 6202-A
Ch. 125, 127, 131 (Maine Department of Education Rules)
Commissioner's Information Letter #25-11/15/2002
Legal Reference: TITLE 20A MRSA SEC. 4722
Cross Reference: IKFA - EARLY GRADUATION
Adopted: MARCH 7, 1985
Revised: 8/7/86; 5/5/94; 4/6/95; 5/18/95; 4/96; 3/5/2004
File: IKFA
EARLY GRADUATION
The MSAD #11 Board recognizes that students may need more or fewer than the typical four years of high school to meet the requirements for a high school diploma. For the purpose of this policy, “early graduation” refers to graduation that occurs prior to the completion of the traditional four years of high school.
A student may complete graduation requirements in fewer than four years of study. A student who has otherwise met all credit, course, and other requirements established by the State and the MSAD #11 Board may receive a high school diploma at the end of the school year in which he/she has qualified to do so. For students anticipating graduating under this policy at the end of the 2008/09 school year or later, diploma requirements include demonstrated achievement of the applicable content standards of the system of Learning Results.
Before registering for the year in which early graduation is anticipated, the student and parent/guardian must notify the high school principal, in writing, that they wish the student to complete his/her high school requirements at the conclusion of that school year.
After this notification but prior to registering for courses, the student and parent/guardian must complete a conference with the principal/designee and guidance counselor to discuss the request.
It is the belief of administration and staff at Gardiner Area High School that the majority of students greatly benefit by experiencing the traditional four years of high school. We realize, however, that extenuating circumstances may require that a student complete graduation requirements early. We are open to that concept, providing the following criteria are met:
1. The student petitioning for Early Graduation must be at least a second semester sophomore.
2. The student must be on track to earn a minimum of 14 credits by the end of his/her sophomore year. Failure to achieve this requirement will result in any existing approval for Early Graduation being revoked.
3. The student must not have a grade lower than “C” in any required course at the time of application.
In addition, the following documents must be submitted to the student’s guidance counselor:
1. A detailed essay addressing the reasons that Early Graduation is being sought, as well as, an outlined plan to meet all graduation requirements.
2. A plan for post-graduation that includes goals and objectives.
3. A letter from a parent/guardian supporting the application.
Following submission of application material, a meeting will be held between student, parent/guardian, guidance counselor, principal, and advisor to discuss the merits of the application. Should the application be approved, the following requirements will be instituted:
1. All courses required for graduation unless otherwise approved by the principal must be taken at Gardiner Area High School Day School Program, and a minimum “C” average must be maintained in these courses.
2. Quarterly meetings will be held with the student’s guidance counselor to monitor progress. A student’s plan may be terminated or adjusted at any meeting if criteria are not being met.
This policy will take effect beginning with the graduating class of 2009.
The student will be awarded a high school diploma at the conclusion of the school year if all courses have been successfully completed, the student has met any applicable content standards of the system of Learning Results, and if the student and parent/guardian approve at that time.
Delayed Awarding of Diplomas
Students who leave school prior to completion of four years of high school, to enroll in an accredited institution of higher learning from which credits are transferred back to the high school, are also eligible to receive a high school diploma after all credits have been earned. Prior to the conclusion of the final school year in which the student is enrolled, the student and parent/guardian will notify the high school principal in writing that they wish the student to complete his/her high school requirements at an institution of higher learning in which the student has been accepted. The student and parent/guardian will confer with the principal and guidance counselor to agree on a course of study that will fulfill high school diploma requirements, including applicable content standards of the system of Learning Results. On successful completion of the course of study, the student will be awarded a high school diploma.
Cross Reference: IKF – Graduation Requirements
Legal Reference: 20-A MRSA §§ 4721(5); 6202
Ch. 127 § 7.02 (B), (C)
Adopted: June 31, 1971
Revised: January 8, 1976; May 5, 1994; May 3, 2007; November 6, 2008;
November 4, 2010
SAMPLE File IKFA-E
Request for Early Graduation
I,_______________________________________________do here by request that my
Son/daughter,_________________________________________ be allowed to complete
His/her graduation requirements by _________________________________________.
We feel that this is important for the following reason(s).
Completion of the following plan is necessary in order to complete these requirements:
Those students who complete their graduation requirements early will be encouraged to take part in all graduation activities during the spring.
Date of request:_______________________________________________________________
SIGNATURE
Parent(s)/Guardian(s):_________________________________________________________
Student:____________________________________________________________________
Guidance Counselor:__________________________________________________________
Principal:___________________________________________________________________
Decision:
Adopted: November 4, 2010
File: IKFC
CREDIT FOR FOREIGN EXCHANGE EXPERIENCES
Recommendations for students to enroll in a foreign exchange program will be made prior to the end of the school year preceding the semester or school year of the anticipated program participation. Recommendation is contingent upon the student having made arrangements for completion of the District’s graduation requirements.
Before a recommendation is made, a conference will be held involving the student, parent/guardian, principal, and guidance counselor.
The high school principal shall determine through the local assessment system the value of the student’s foreign exchange experience for the purpose of a) transfer of credits or courses to the student’s record, and b) determining progress toward achievement of the content standards of the system of Learning Results.
Cross Reference: IKF – Graduation Requirements
Adopted: August 3, 1972
Revised: August 7, 1986; May 5, 1994; May 3, 2007
File: IL
EVALUATION OF INSTRUCTIONAL PROGRAMS
The evaluation of the instructional program shall be the responsibility of the Superintendent and his/her staff, with periodic reports being presented to the MSAD #11 Board to enable informed judgments to be made concerning the success of the program and to identify areas in which improvement is needed. As no particular program should be regarded as the “final answer,” evaluation of the instructional program should be considered an ongoing process.
The Superintendent is expected to lead administrators and staff in evaluating the instructional program in light of State standards for student achievement and in the development of local criteria and standards by which the results of the instructional program may be measured. Evaluation of the instructional program shall take into consideration data obtained through the local assessment system and other relevant sources.
Cross Reference: ILA – Student Assessment/Local Assessment System
Adopted: May 3, 2007
File: ILA
STUDENT ASSESSMENT/LOCAL ASSESSMENT SYSTEM
Maine law requires that every school board adopt and fully implement by the end of the 2003-2004 school year a local assessment system as the measure of student progress toward achievement of the content standards of the system of Learning Results.
A “local assessment system is defined as a coordinated collection of assessments administered to students that, as a whole, provides information on individual students, the school, and the school administrative unit with respect to achievement of the content standards of the system of Learning Results.
Through this policy, the Board adopts and directs the Superintendent to implement, the MSAD #11 Local Assessment System. The Superintendent shall be responsible for reviewing the Local Assessment System for compliance with applicable statutes and rules and for certifying to the Commissioner that it is in compliance with Maine Department of Education standards.
The purpose of the Local Assessment System is to provide information that will be used to guide and enhance classroom instruction, monitor student progress, and certify student achievement with respect to the school system curriculum and Maine's Learning Results.
In addition, the Local Assessment System is designed to provide valid and reliable information on student achievement in order to evaluate educational programs and practices and to make informed decisions related to curriculum and instruction, professional development, and the allocation of resources to better meet students needs.
The Local Assessment System may also be used to identify specific learning problems, individual learning styles, and for other purposes related to individual student learning and achievement.
The Local Assessment System may be expanded to incorporate other relevant information that affects the success of students, including student attendance data, dropout rates, student participation in co-curricular and extracurricular activities, and post-secondary survey data.
The following general principles apply to the Local Assessment System.
A. Assessment will be aligned with the curriculum and with the performance indicators of the content standards of the Learning Results.
B . The Local Assessment System will use multiple measures of student learning for each grade span (K-4, 5-8, and 9-12). The assessment measures should be developmentally appropriate for the age span.
C . The System is intended to provide for a fair and equitable opportunity for students to demonstrate knowledge and understanding.
D. The System will include at a minimum classroom, school, school administrative unit, and state levels of assessment. Regional and commercially produced tests may be used, but commercially produced tests may not carry a majority of the weight in determining student performance.
E . Neither the Maine Educational Assessment (MEA) nor a commercially produced test may be the only measure of student achievement.
F . Effort shall be made to see that testing contributes to the learning process rather than detracts from it.
G . Accommodations may be made in an assessment based on the needs of a student as established in the student's Individualized Education Plan or Section 504 plan.
The Superintendent, through the Assistant Superintendent and Curriculum Coordinating Committee, will be responsible for the design of the Local Assessment System. The Board expects that there will be input from teachers and administrators in the development and refinement of the System.
The Board recognizes that teachers and school administrators will be primarily responsible for administering assessments and for collecting, organizing, and interpreting information. School personnel should be appropriately trained to develop, use, and adapt assessment data.
The Superintendent will be responsible for ensuring that provisions are made for review and analysis of information obtained through the Local Assessment System and for appropriate instructional intervention when individual students or groups of students fail to achieve performance standards.
The Superintendent will be responsible for implementing a record-keeping and reporting system that will be used to provide understandable information to the Board and to students, parents, teachers/professional staff, administrators, and the community. Data will be presented in a way that conveys school and school unit performance on the content areas of the system of Learning Results and allows for comparison to statewide performance.
The Board will annually review the results of the Local Assessment System.
Legal Reference: 20-A M.R.S.A. 9 6201-6205
Ch. 127 §5 2,4 (Me. Dept. of Ed. Rules)
20-A M.R.S.A. SEC. 6201
Basic School Approval Rules, Chap. 125.15, B
Adopted: MAY 5, 1994
Revised: JUNE 3, 2004
File: ILD
EDUCATIONAL RESEARCH: STUDENT SUBMISSION TO SURVEYS, ANALYSIS, OR EVALUATIONS
In this policy, “surveys, analysis, or evaluations” refer to methods of gathering data for research purposes.
No student shall be required as part of any program wholly or partially funded by the U.S. Department of Education to submit to any survey, analyses, or evaluation that reveals information concerning:
A. Political affiliations or beliefs of the student or the student’s parent;
B. Mental or psychological problems of the student or the student’s family;
C. Sex behavior or attitudes;
D. Illegal, anti-social, self-incriminating, or demeaning behavior;
E. Critical appraisals of other individuals with whom respondents have close family relationships;
F. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
G. Religious practices, affiliations, or beliefs of the student or student’s parents; or
H. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program without the prior written consent of the student’s parent/guardian, or of the student, if he/she is 18 years of age or older.
All instructional materials, including teachers’ manuals, films, tapes, or other supplementary material which will be used in connection with any such survey, analysis, or evaluation shall be available upon request for inspection by the student’s parent/guardian. For the purpose of this policy, “instructional material” does not include academic tests or assessments.
A parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed to a student.
The Superintendent/designee will be responsible for implementing any procedures necessary to protect the privacy of participating students and to provide parents with access to surveys within a reasonable time before administration or distribution.
The school district will notify parents of this policy at least annually at the beginning of the school year and within a reasonable time of any substantive change in policy. Insofar as practicable,* the school district will also directly notify parents annually at the beginning of the school year when surveys, analysis, or evaluations are scheduled or anticipated. Parents shall have the opportunity to opt their child out of participation in any survey, analysis, or evaluation. Students who are 18 years of age or older may opt out of such surveys, analyses, or evaluations.
[*NOTE: “Insofar as practicable” acknowledges that there may be circumstances in which a research request is made or is approved only after the school year has begun. When this occurs, the school unit should notify parents far enough in advance for them to access surveys and related instructional materials and to opt their children out, if desired.]
Legal Reference: 20 U.S.C. § 1232(h)
Cross Reference: JRA—Student Educational Records
Adopted: May 3, 2007
File: IMB
TEACHING ABOUT CONTROVERSIAL/SENSITIVE ISSUES
American academic tradition stresses the free contest of ideas as a vital element both in the development of curriculum and in classroom teaching.
Teaching Controversial Issues
Training in reflective and responsive thinking, may be incorporated in course offerings at all grade levels. This training is impossible, or at least severely hampered, if the community does not respect the principles of freedom and recognize that dissent does not necessarily mean disloyalty. However, one form of dissent which is incompatible with freedom is that which attempts to end freedom. Irrational fears do just this, and thereby may block the school in its efforts to handle controversial issues in an atmosphere of freedom and thoroughness.
A. It is the responsibility of the schools to make provision for the study of controversial issues.
1. The policy on controversial issues should be defined in terms of the rights of students rather than in terms of the rights of teachers.
2. The study should be emphasized in the high school, when most students are mature enough to study the significant controversial issues facing our society.
3. The study should be objective and scholarly with a minimum emphasis on opinion and a maximum emphasis on facts.
B. In the study of controversial issues the students have the following rights:
1. The right to study any controversial issue which has political, economic, or social significance and concerning which (at the appropriate level) he/she should begin to have an opinion;
2. The right to have free access to all relevant information;
3. The right to form and express opinions on controversial issues without thereby jeopardizing relations with the teacher or the school; and
4. The right to study under competent instruction in an atmosphere free from bias and prejudice.
C. The teacher employs the same methods in handling controversial issues as characterize the best teaching at any time.
1. The teacher, in selecting both the content and the method of instruction, is mindful of the maturity level of the students.
2. The teacher has assured him/herself that the controversial subject to be discussed belongs within the framework of the curriculum to be covered, that the subject is significant as well as meaningful for the students, and that through the discussion, students will have the opportunity to grow.
3. The teacher handles the classroom presentation in ways which will ensure a wide range of information and interpretation for the students’ consideration and strives to present a balance among many points of view.
4. The teacher does not use the classroom as a personal forum. He/she does not employ the techniques of the demagogue or the propagandist for attention, for control, or simply for color. The teacher has the right to identify and express his/her own point of view in the classroom as long as he/she indicates clearly that it is his/her own.
5. The teacher emphasizes keeping an open mind, basing one’s judgment on known facts, looking closely at facts to evaluate them in terms of the subject under discussion, and being ready to change one’s opinion should new facts come into light.
6. The emphasis always is on the method of forming an opinion as much as on the opinion formed.
Adopted: April 14, 1988
Revised: August 7, 1986; May 5, 1994; May 3, 2007
File: IMBAA
ALTERNATIVES TO BIOLOGICAL DISSECTION
The MSAD #11 Board recognizes that divergent opinions exist among parents and students regarding the appropriateness of using dissection as a means of achieving certain instructional goals in the biological sciences. Therefore, in order to ensure that legitimate objections to dissection are taken into account while at the same time protecting the integrity of the instructional program, the following procedure shall be observed:
A. In instances where students and/or parents object to dissection on ethical or moral grounds, a written request from the parents of the student wishing to be excused from dissection shall be submitted to the teacher in whose class the dissection is to occur. The request shall state the reasons for requesting that the student be excused from dissection.
B. The teacher, in consultation with the Principal, shall review the request. Those reviewing the request may wish to schedule an interview with the parent(s) and/or student in order to gain information needed to reach a decision.
C. If the request is approved, an alternative activity, closely related and of comparable rigor, will be assigned in lieu of the laboratory dissection. The alternatives may include such activities as computer simulations and research.
D. If the request is disapproved, the parent(s) may appeal the decision in accordance with the MSAD #11 School Board’s policy.
E. The student will be responsible for and evaluated on the material covered in the alternative activity.
F. The alternative activity will carry credit equivalent to the dissection activity.
G. The Superintendent will ensure that sufficient means are put in place to annually inform students and parents about the availability of alternatives to dissection and the procedure for requesting such alternatives.
Adopted: May 3, 2007
File: IMBB
EXEMPTION FROM REQUIRED INSTRUCTION
The curriculum of the school district is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results, as well as other statutory and regulatory requirements and content areas specified by the Board.
The MSAD #11 Board acknowledges that from time to time individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum. Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum.
The MSAD #11 Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian.
Requests for exemption from instruction must be made in writing to the building Principal and are subject to the approval of the Principal. The Principal shall notify the Superintendent as soon as practicable of any request for exemption from instruction and of his/her decision. If the Principal denies an exemption request, the parent(s)/legal guardian may appeal to the Superintendent.
In considering requests for exemption, factors that the Principal should consider may include:
A. The alignment of the curriculum with the system of Learning Results;
B. Whether the course or content area is required by state law or Board policy;
C. The educational importance of the material or instruction from which exemption is requested;
D. Evidence regarding the sincerity of the belief on which the request is based;
E. Whether the school has a legal obligation to accommodate the exemption request;
F. The effect of exemption or accommodation on the validity of the local assessment system; and
G. Other factors that bear upon the particular request.
Exemption from required instruction does not excuse the student from meeting the requirements of the Learning Results or from total credit hours or other requirements for graduation, or from performing alternative work.
When the Principal determines that the curriculum that has been aligned with the system of Learning Results conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent. If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Superintendent will determine how to address the situation, subject to the approval of the Commissioner.
When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent and appeal to the MSAD #11 Board in the event that a parent/guardian is dissatisfied with the Superintendent’s decision.
Legal Reference: 20-A MRSA § 6209
LD 1536, Chap. 51 Resolves
Ch.. 127 § 3.07 (Me. Dept. of Ed. Rules (Me. Dept. of Ed. Rules)
Ch. 131 (Me. Dept. of Ed. Rules)
Cross Reference: ADF – School District Commitment to Learning Results
IJJ – Instructional and Library Material Selection
IMB – Teaching About Controversial/Sensitive Issues
IMBAA – Alternatives To Biological Dissection
Adopted: December 6, 2001
Revised: May 3, 2007
File: IMDA
PATRIOTIC EXERCISES
Maine law requires display of and instruction about the American flag in the classrooms of our schools.
In order to foster appreciation and respect for the flag as a symbol of our nation, the Pledge of Allegiance will be recited each morning and at assemblies and other appropriate occasions in every school. It is the responsibility of the Superintendent, through each building principal, to ensure that this policy is implemented. The building principal may determine how the Pledge will be initiated, such as by individual teachers or by intercom.
Individual students may decline to participate in the Pledge of Allegiance. Students who do not participate must remain quiet and refrain from disruptive or distracting behavior while the Pledge is being recited.
Teachers may not be compelled to recite the Pledge of Allegiance, but they are not excused from the duties to initiate and supervise student recitation of the Pledge as assigned by the principal nor from implementation of curriculum that promotes honor and respect for the flag and our country.
Legal Reference: 20-A MRSA §§ 1055, 4805
Cross Reference: IMDB – Flag Displays
Adopted: May 3, 2007
File: IMDB
FLAG DISPLAYS
In accordance with Maine state law, the United States and Maine flags are to be displayed from the public school buildings of this school district every school day and on appropriate occasions. Further, the American flag is to be displayed in every classroom in each public school in the district.
The Superintendent is responsible to furnish each school and facility accordingly, and to recommend to the MSAD #11 Board annually the amount of expenditure necessary to provide sufficient flags and flagstaffs. This MSAD #11 Board shall appropriate the necessary funds.
Legal Reference: 20-A MRSA §§ 1055, 4805
Cross Reference: IMDA - Patriotic Exercises
Adopted: January 1998
Revised: May 3, 2007
File: IMG
ANIMALS IN SCHOOL
The presence or use of live animals in the District’s schools must be directly related to the objectives of the instructional program.
The following guidelines shall apply to the presence or use of animals in schools.
A. No animals are allowed at MSAD #11 approved events without the express written permission of the school’s principal. Written permission must also be obtained from the principal before animals are brought to school by any person. If students wish to bring domesticated animals (pets) to school for educational purposes, they must consult with their teacher(s) who, in turn, will request permission from the principal. Animals may not be transported in school vehicles.
B. The teacher should notify parents of planned use of animals in the classroom so that student and staff allergies may be considered. If a student or staff member exhibits an allergic reaction, the animal should be removed.
C. No pets will be allowed in school unless proof of current rabies vaccination (if appropriate) is provided.
D. No wild animals will be allowed in school unless under the control of an individual trained in the care and management of the animal and properly licensed by state or federal agencies as appropriate (i.e., zookeepers, veterinarians, biologists). Students will not be permitted to handle wild animals.
E. All animals brought to school/school events must be supervised and restrained by the owner/handler. The teacher is responsible for the proper supervision and control of students whenever there is an exhibit or activity involving animals in school.
F. If a student is bitten/injured by an animal on school premises, the principal/designee, school nurse/physician, and parent/guardian must be notified as soon as possible. If a staff member or visitor is bitten/injured, the principal/designee must be notified. The principal/designee must notify appropriate public health authorities and the Maine Department of Human Services, Bureau of Health, of each incident.
G. If a stray or wild animal appears on school grounds, children shall not be allowed in the area until the animal has left the premises or is removed by the local animal control officer, game warden, or other appropriate official.
H. Animals kept in classrooms must be housed in appropriate containers and cared for in a safe and humane manner. Only the teacher or students designated by the teacher are to handle these animals. If animals are to be kept in the classroom on days when classes are not in session, arrangements must be made for their adequate care at all times.
I. No animal may be used as part of a scientific experiment or for any other purpose in which the normal health of the animal is interfered with or where pain or distress is caused. No person may practice vivisection or exhibit a vivisected animal in the schools. Dissection of dead animals shall be confined to the classroom and to the presence of students engaged in the study of dissection and shall not be for the purpose of exhibition.
The MSAD #11 Board recognizes that service animals are used to assist individuals with disabilities. This policy does not apply to service animals that have been or are being specially trained for this purpose. The Superintendent/Section 509 Coordinator shall be responsible for developing a plan to incorporate the use of a service animal into the educational program of a student with a disability or to accommodate a school unit employee with a disability.
Legal Reference: 7 MRSA § 3971
22 MRSA §§ 801-825
Cross Reference: JLCE - First Aid and Emergency Medical Care
JLCE-R - First Aid Procedures
Adopted: November 1997
Revised: May 3, 2007; April 3, 2008; October 2, 2008
File: INA-E
MSAD#11 LAPTOP COMPUTER SIGN OUT PROCEDURES
The computer loaned to you is an educational tool, and should be used for that purpose. Failure to comply with the District acceptable use policy or with the guidelines below will result in the loss of laptop computer privileges.
In order for the laptop computer, carrying case, and power adapter to be signed out by the student to take home, he/she and his/her parent or guardian must attend a family orientation meeting that is offered by the school District.
1. The student must check out his/her laptop, carrying case, and power adapter from supervising teacher. If this teacher is not available to check out the laptop, arrangements can be made with another classroom teacher. Substitutes and support staff cannot sign out laptops to students.
In advance, the student must request to take their laptop home, to ensure the teacher’s availability after school.
2. Sign out times for the computer will be immediately after school, unless alternative arrangements have been made with the assigned teacher. Special arrangements, such as a parent picking up a laptop, must be made in advance for those students who are involved in an extra curricular activity. Laptops are not allowed in locker rooms, on playing fields, courts, etc.
3. Laptops are to be used by the student it is loaned to. Under no circumstances are laptops to be used by siblings or friends.
4. When the laptop is signed out and taken home by the student and his/her family, it is expected that the laptop will always be used in a common family location so that adult supervision can be maintained at all times. Students should not be isolated from others when using their computer.
5. Parents/guardians have the right to their child’s login password for supervision purposes of computer use at home.
6. The same rules for care of the computer and use of the computer while at school apply to the care and use of the computer at home.
7. The laptop, carrying case, and power adapter will be signed back in before or during the homeroom on the first school day following the day it was signed out. If the laptop is not returned to school with the student, an immediate call to the parent/guardian will be made in order to have the laptop brought to school immediately. Failure to bring the computer back on time will result in the school revoking the privilege of signing out the laptop for home use.
8. Replacement costs and/or repair for damages that happen to the laptop, carrying case, or power adapter while it is signed out are the responsibility of the undersigned parent/guardian.
9. The laptop is the property of the State of Maine and is registered to Gardiner Regional Middle School. It must be returned to Gardiner Regional Middle School upon request. Students that transfer or move to another school system are expected to turn the laptop in immediately to Gardiner Regional Middle School.
10. If the laptop is stolen while signed out to the student, it should be reported to the local police and the school principal immediately.
11. If the parent/guardian would rather that the laptop computers NOT be brought home, please inform the school of this request immediately.
Failure to comply with school procedures and policies for laptop sign out may result in sign out privileges being revoked.
Please sign and return the form below if you are in agreement with the guidelines and procedures outlined in the handout.
MSAD#11 LAPTOP COMPUTER SIGN OUT PROCEDURES
We understand and agree to comply with the laptop care and use policies stated in the above MSAD#11 laptop computer sign out procedure. We also agree to comply with the MSAD#11 student acceptable use policy.
Parent/Guardian Date
Student Date
Adopted: January 26, 2006
Revised: May 3, 2007
File: INA-R
STUDENT COMPUTER AND INTERNET RULES
These rules implement MSAD #11 Board Policy INA Student Computer and Internet Use Policy. The rules are intended to provide general guidelines and examples of prohibited uses, but do not attempt to state all required or prohibited activities by users. Failure to comply with MSAD #11 Board Policy IN-A and these rules may result in loss of computer and Internet access privileges, disciplinary action, and/or legal action.
A. Computer Use is a Privilege, Not a Right
Student use of MSAD#11’s computers, networks, and Internet services is a privilege, not a right. Compliance with the district's policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action.
The building principal shall have the final authority to decide whether a student's privileges will be limited, suspended, or revoked based upon the circumstances of the particular case, the student's prior disciplinary record, and another pertinent factors.
All MSAD #11 policies, rules and expectations concerning student conduct and communications apply when students are using computers.
Students are also expected to comply with all specific instructions from teachers and other school staff or volunteers when using the district's computers.
B. Acceptable Use
Student access to the district’s computers, networks, equipment, and Internet services are provided for educational purposes and research consistent with the district’s educational mission, curriculum, and instructional goals.
The same rules and expectations govern students use of computers, equipment, and Internet access as apply to other student conduct and communications.
Students are further expected to comply with these rules and all specific instructions from the teacher or other supervising staff member/volunteer when accessing the school district’s computers, equipment, networks, and Internet services.
C. Prohibited Use
The user is responsible for his/her actions and activities involving district computers, equipment, networks, and Internet services, and for his/her computer files, passwords and accounts. Examples of unacceptable uses that are expressly prohibited include, but are not limited to, the following:
1. Accessing Inappropriate Materials-Accessing, submitting, posting, publishing, forwarding, downloading, scanning, or displaying materials that are defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing and/or illegal;
2. Illegal Activities-Using the school district’s computers, networks, and Internet services for any illegal activity or that violates other Board policies, procedures and/or school rules;
3. Violating Copyrights-Copying or downloading copyrighted materials without the owner’s permission;
4. Plagiarism-Representing as one’s own work any materials obtained on the Internet (such as term papers, articles, etc). When Internet sources are used in student work, the author, publisher and web site must be identified;
5. Copying Software-Copying or downloading software without the express authorization of the system administrator. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties;
6. Non-School-Related Uses-Using the school district’s computers, networks, equipment, and Internet services for non-school-related purposes such as private financial gain; commercial, advertising or solicitation purposes, or for any other personal use.
7. Misuse of Passwords/Unauthorized Access-Sharing passwords, using other users’ passwords without permission and/or accessing other users’ accounts;
8. Malicious Use/Vandalism-Any malicious use, disruption, altering, or harm to the school district’s computers, software, equipment, networks, and Internet services, including but not limited to hacking activities and creation/uploading of computer viruses;
9. Unauthorized Access to Chat Rooms/News Groups/Blogs-Accessing chat rooms or news groups without specific authorization from the supervising teacher;
D. No Expectation of Privacy
MSAD#11 retains control, custody, and supervision of all computers, networks and Internet services owned or leased by the district. MSAD#11 reserves the right to monitor all computer and Internet activity by students. Students have no expectation of privacy in their use of school computers, including e-mail and stored files.
E. Compensation for Losses, Costs, and/or Damages
The student and/or the student’s parent/guardian shall be responsible for compensating the school district for any losses, costs or damages incurred by the school district related to violations of policy INA, EGAD, INA-R, and/or these rules, including investigation of violations.
F. School Unit Assumes No Responsibility for Unauthorized Charges, Costs, Illegal Use
The student and his/her parents are responsible for compensating the school district for any losses, costs, or damages incurred by the district for violations of MSAD #11 Board policies and school rules while the student is using district computers, including the cost of investigating such violations. The district assumes no responsibility for any unauthorized charges or costs incurred by a student while using district computers.
G. Student Security
A student shall not reveal his/her full name, address or telephone number on the Internet without prior permission from a supervising teacher. Students should never meet people they have contacted through the Internet without parental permission. Students should inform their supervising teacher if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.
H. System Security
The security of the school district’s computers, networks and Internet services is a high priority. Any user who identifies a security problem must notify the director of technology. The user shall not demonstrate the problem to others. Any user who attempts or causes a breach of system security shall have his/her privileges revoked and may be subject to additional disciplinary and/or legal action.
I. Additional Rules for Laptops Issued Loaned to Students for Home Use
1. Laptops are loaned to students as an educational tool and are only authorized for use in
completing school assignments.
2. Before a laptop is loaned to a student, the student and his/her parent must sign the
school’s acknowledgment form. Parent’s are required to attend an informational meeting
before the laptop will be loaned to their child.
3. Students are responsible for the proper care of laptops at all times, whether on or off school property, including costs associated with repairing or replacing the laptop. MSAD#11 offers an insurance program for parents to cover replacement costs and/or repair costs for damages not covered by the laptop warranty. Parents who choose not to purchase insurance should be aware that they are responsible for costs associated with loss, theft, or damage to a laptop issued to their child.
4. If a laptop is lost or stolen, this must be reported to the school principal immediately. If a laptop is stolen, a report should be made to the local police and the MSAD#11 technology director immediately.
5. The MSAD #11 Board's policy and rules concerning computer and Internet use apply to use of laptops at any time or place, on or off school property. Students are responsible for obeying any additional rules concerning care of laptops loaned by school staff.
6. Violation of policies or rules governing the use of computers, or any careless use of a laptop may result in a student's laptop being confiscated and/or a student only being allowed to use the laptop under the direct supervision of school staff. The student will also be subject to disciplinary action for any violation of MSAD #11 Board policies and rules.
7. Parents will be informed of their child's login password. Parents are responsible for supervising their child's use of the laptop and Internet access when in use at home.
8. The laptop may only be used by the student to whom it is assigned.
9. Laptops must be returned in acceptable working order at the end of the school year or whenever requested by school staff.
Cross Reference: INA-Student Computer and Internet Use Policy
INA-E/MSAD #11 Laptop Computer Sign Out Procedures
EGAD/Copyright Compliance
Adopted: January 26, 2006
Revised: May 3, 2007
MSAD #11 Student Computer and Internet; Use Acknowledgement Form
No student shall be allowed to use MSAD #11 computers, equipment, networks, or Internet until the student and parent/guardian have signed and returned this acknowledgment to the school.
Student
I have read Policy IN-A (Student Computer and Internet Use Policy) and INA-R (Student Computer and Internet Use Rules) and agree to comply with them.
___________________________________ ____________________________
Signature of Student Date
Parent/Guardian
I have read Policy IN-A (Student Computer and Internet Use Policy) and INA-R (Student Computer and Internet Use Rules) and understand that my son/daughter’s use of school computers, equipment, networks, and Internet services is subject to compliance with these rules.
_____________________________________ _____________________________
Signature of Parent/Guardian Date
Adopted: June 3, 2004
Revised: January 26, 2006; May 3, 2007
File: INA
STUDENT COMPUTER AND INTERNET USE POLICY
MSAD#11 provides computers, equipment, networks, and Internet access to support the educational mission of the schools and to enhance the curriculum and learning opportunities for students and school staff. The Board believes that the resources available through the Internet are of significant value in the learning process and preparing students for future success. At the same time, the unregulated availability of information and communication on the Internet require that schools establish reasonable controls for lawful, efficient and appropriate use of this technology.
Student use of school computers, equipment, networks, and Internet services is a privilege, not a right. Students are required to comply with this policy and the accompanying rules (Policy INA-R). Students who violate the policy and/or rules may have their computer equipment privileges revoked and may also be subject to further disciplinary and legal action. Any willful destruction/damage of hardware or software; unauthorized alteration of hard drive/system configuration; or the downloading of any virus, Trojan Horse, or any system designed to modify or damage computers, software, drives, servers, or networks may result in a financial responsibility on the part of the student and parent to pay for the investigation, repair, and/or damage.
All MSAD#11 computers remain under the control, custody, and supervision of the district. The district reserves the right to monitor all computer, equipment, and Internet activity by students. Students have no expectation of privacy in their use of school computers, equipment, network, or Internet access.
MSAD#11 utilizes filtering technology designed to block materials on the Web that are obscene or harmful to minors, and child pornography. While reasonable precautions will be taken to supervise student use of the Internet, MSAD#11 cannot reasonably prevent all inappropriate uses, including access to objectionable materials and communication with persons outside of the school in violation of Board policies/procedures and school rules. The district is not responsible for the accuracy or quality of information that students obtain through the Internet.
Students and parents shall be informed of this policy and the accompanying rules through handbooks, the district website, and/or other means selected by the Superintendent or designee.
The Superintendent shall be responsible for implementing this policy and the accompanying rules, and for advising the Board of the need for any future amendments or revisions to the policy. The Superintendent may develop additional administrative procedures/rules governing the day-to-day management and operations of the school district’s equipment and computer system as long as they are consistent with the Board’s policy/rules. The Superintendent may delegate specific responsibilities to building principals and others and he/she deems appropriate.
Cross Reference: INA-R–Student Computer and Internet Use Rules
IN -Employee Computer and Internet Use Policy
INC -Distance Learning Policy
EGAD -Copyright Compliance Policy
Adopted: June 3, 2004
Revised: January 26, 2006; May 3, 2007