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TABLE OF CONTENTS
Telephone Directory 1 RSU 23 Board of Education Directory 2 Fairfield School Directory 3 Arrival & Dismissal, Attendance 4 Banking, Birth Certificates, Cancellation of School, ALERT NOW 5 Daily Time Schedule, Dressing for Weather, Early Release 6 Fairfield School Classrooms 7 Title 1 Information 8
Emergent Readers, Initial Readers, Transitional Readers 9 Statement of Best Practice 10 Stages of Literacy Development 11
Emergency Information, Fire Drills, First Day of School 12 Food Services 13
Parties, Personal Items and PTO 14 Thursday Folders, Visitors and Volunteers, 5210 15 Unified Arts at Fairfield School – Art, Computer, Library 16 Unified Arts at Fairfield School – Music and Physical Education 17
Reporting to Parents 18 PBIS 19
Behavioral Expectations Chart 20 Conflict Resolution (Kelso) 21
POLICIES AND PROCEDURES
Administering Medications Immunizations of Students Animals in Classrooms Bomb Threat Bus Policy (Saco School System) Child Find Policy Computer Policy FERPA Field Trip Permission/Media Release Permission Hazing Harassment of Students Homework Parent/Student Rights (Section 504) Promotion, Retention & Acceleration of Students
Student Discrimination/Harassment Complaint Student Discipline Student Placement Policy Student Education Records System Wide Student Code of Conduct Tobacco Use Weapons Weapons, Violence and Social Safety
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TELEPHONE DIRECTORY Superintendent of Schools 284-4505 Business Manager Ext. 27 Curriculum Coordinator Ext. 29 Special Ed Services Ext. 34 Maintenance Director Ext. 33 Food Service Director 282-0211 Transportation Director 284-5959 Burns School 282-5800 284-5081 Fairfield School 282-1322 282-6443 Saco Middle School 282-4181 282-4182 Young School 284-7053 284-2040 Thornton Academy 282-3361 Saco Police 284-4535 Saco Fire Business 282-3244 Emergency 283-3661 Saco Recreation Center 282-3846 Dyer Library 283-3861 York Institute Museum 282-3031
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RSU #23 Central Office RSU #23 Operations Office Saco, Dayton and Old Orchard Beach Saco, Dayton and Old Orchard Beach 90 Beach Street 28 Jameson Hill Road Saco Maine 04072 Old Orchard Beach, Maine 04064
RSU #23 Board of Education
Gary Curtis (OOB)-Chair Beth Johnston (Saco)-Vice Chairman 53 Wild Dunes Way E-1 62 Pleasant Street OOB, ME 04064 Saco, ME 04072 (207) 671-4182 (C) (207) 283-3517 (H) [email protected] Vic’s N’ Whits: (207) 284-6710
Jerome Plante (OOB) Daniel Cabral (Saco) 114 Ross Road 4 Ryan Road OOB, ME 04064 Saco, ME 04072 (207) 934-5501 (H) [email protected] [email protected]
Ron Michaud (Saco) Mildred Tuttle (Dayton) 143 Bayview Road 152 Gould Road Saco, ME 04072 Dayton, ME 04005 (207) 283-1698 (207) 499-2860 [email protected] [email protected]
Kevin Lafortune (Saco) 6 Peabody Lane Saco, ME 04072 (207) 284-4587
SUPERINTENDENT: Patrick Phillips ASSISTANT SUPERINTENDENT: Michael Pulsifer
CURRICULUM COORDINATOR: SPECIAL EDUCATION DIRECTOR: Jen Normand
MAINTENANCE DIRECTOR: Michael Garrity FOOD SERVICE DIRECTOR: Susan Morrell
TECHNOLOGY DIRECTOR: Mark Fryover TRANSPORTATION DIRECTOR: Jay Kelly
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FAIRFIELD SCHOOL DIRECTORY
PRINCIPAL: Maureen McMullin ADMIN. ASSISTANT: Lynn Ouellette-Buffum KINDERGARTEN:
Room 1 Carol Mercier Room 2 Allissa Bango Room 3 Lisa Arnold Room 4 Kerry Gornall Room 5 Allison Ledoux Room 6 Becky Marshall
FIRST GRADE: Room 13 Kelly McFarland Room 14 Danielle Bogardus Room 16 Kate O’Neil Room 18 Mrs. Underhill SECOND GRADE: Room 11 Mrs. Colville Room 12 Amy Tousignant Room 20 Beth Carland Room 21 Karen MacKenzie MULTIAGE: Room 7 Julie Montalbano Room 10 Darci Holland LIBRARY: Nancy Marston GUIDANCE: Michelle Rancourt
SPEECH: Meredith Carbonne RESOURCE ROOM: Jennifer Marines READING RECOVERY: Sally Koch, COMPOSITE ROOMS: Tara Salway, Lindsey Bridges and Stacy Hand LITERACY TEACHER: Christina Paul KINDERGARTEN LITERACY TEACHERS: Susan Smith/Wendy Cannon BUILDING ED TECH: Mary Bishop
ED TECHS: Becky Beam, Joan Brown, Allison Desjardins, Alyssa DiiPietro, Marge Dube, Jennifer Founier, Ted Freeman, Sonja Gerken, Jessica Harmon, Angela Harris, ,Michelle Lehigh, ,Heather Morrison, Lisa Petit, Rachelle Michaud, Shelby Robinson
CAFETERIA: Fran Poisson, Sue Phillips, Rita Smith CUSTODIANS: Darrell Amsden, Sue Odell
SHARED PRIMARY STAFF ART: Diane Noble OCCUPATIONAL THERAPIST: Annie Sirois NURSE: Danielle Tabor PHYSICAL EDUCATION: Jared Berard MUSIC: Martha Vandoloski PHYSICAL THERAPIST: Kelly Mourmourmas
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ARRIVAL & DISMISSAL The bell rings at 8:15 A.M. Playground supervision for bus students begins with the arrival of the first bus at about 7:50 A.M. Children may not be dropped off at school before 7:50 A.M. Walking students may begin arriving at 8:00 A.M. Children are tardy after 8:15 A.M. In order to insure the safe dismissal of each child, all children to be picked up or dismissed from school must bring a signed, dated note. In the event of an emergency a personal telephone call may be made to the school by the parent. All students being picked up at the close of the school day will be released from the gymnasium. No students will be dismissed directly from a bus line without the parent notifying the office first. Dismissal is at 2:30 P.M. Because of the crowded conditions on buses, students will not be allowed to take a different bus home unless there is an emergency or the child is going to a regular sitter’s house after school. Any other transportation need becomes the responsibility of the parent. ATTENDANCE State law requires that your son or daughter attend school every day unless there is a legitimate reason for the absence. The school must know where your child is if he or she is not in school. In the best interest of your child, we will be following this procedure:
1. If your child is going to be absent from school parents are expected to call school between the hours of 7:45-9:00 A.M.
2. If we do not receive a call from the parents in case of a student’s absence, we will assume that the absence is unexcused and you will be called at work.
3. An excuse note must still accompany your child when they return to school. The RSU 23 Board of Education believes that this procedure is necessary to keep everyone informed in case of a student’s absence in order to protect that child’s best interest.
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BANKING Every Tuesday the opportunity for students to practice good savings habits by banking is available through the school savings program with Saco-Biddeford Savings Bank and/or Saco Valley Credit Union. This program starts the middle of October. Envelopes are available in the main office.
BIRTH CERTIFICATES Within 60 days after the entrance date, birth certificates (from the city or town, not from the hospital) must be presented by all pupils entering Maine schools for the first time.
CANCELLATION OF SCHOOL/DELAY OF SCHOOL An announcement will be made on the radio if school is to be closed or if there is to be a delayed opening due to the weather conditions or other emergencies. Delayed openings may be utilized if it appears that a one or two hour delay will make it possible to safely operate the buses. If there is a two hour delay of school breakfast will not be served. Listed below are the stations that will air RSU 23 school cancellation (RSU #23) WPOR FM 101.9 Fox 51 WIDE AM 1400 WTHT FM 107.5 WRED FM 95.9 WGAN AM 560 WYNZ FM 100.9 * (TV Channels - 6, 8 or 13) www.rsu23.org www.wcsh6.com
ALERT NOW Keeping you informed is a top priority in RSU23. That’s why we have adopted the ALERT NOW Notification Service, which will allow us to send a telephone message to you providing important information about school events or emergency notifications. We anticipate using ALERT NOW to notify you of school delays or cancellations due to inclement weather, as well as to remind you about various school or district events, such as report card distributions, open houses, field trips, or more. In the event of an emergency at school, you can have peace of mind knowing that you will be informed immediately.
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DAILY TIME SCHEDULE
GRADE K through 2 7:50 AM Early buses 8:00 AM Walkers arrive 8:10 AM First bell 8:15 AM School starts 10:55-11:15 PM First lunch 11:15-11:45 PM First recess 11:20-11:40 PM Second lunch 11:40-12:10 PM Second recess 2:25 PM Walkers dismissed 2:30 PM PM bus dismissed DELEGATE PROGRAM The purpose of the Delegate Program is to provide an opportunity for students to “shine” in the social/emotional areas. The delegate program is a leadership program to enhance social skills in first and second graders. At this level students are expected to follow the school rules in and outside the building. When students show respect, kindness and safety to others, they act as role models to the entire school. Each month we honor students who are “leaders” by providing them with a vest to wear. They also meet with the school counselor to review the school rules and discuss how helpful and kind they have been to others.
DRESSING FOR THE WEATHER The children are expected to go outside for school recesses except in rainy or very cold weather. Therefore, students should be sent to school dressed for possible daily weather changes. The school needs a doctor’s note to have a child stay in for recess. Please label all outer wear (boots, shoes, hats, etc.) so that lost articles may be returned quickly.
EARLY RELEASE DAYS Early Release Days, for the purpose of staff development, have been incorporated in the school calendar. Students will be dismissed at 11:45 AM on Early Release Days. Both breakfast and lunch will be provided on these days. Please note the following Early Release Days for 2010-2011:
Sept. 18 Oct. 16 Nov. 13 Nov. 26 Dec. 11 Jan. 8 Feb. 12 Mar. 12
April 9 May 14 June 20
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FAIRFIELD SCHOOL OFFERS ALL STUDENTS A TIME TO WONDER, A TIME TO LOOK CLOSELY AND A TIME TO SHARE.
All classrooms provide:
A safe and supportive environment
A strong sense of belonging and community
Acceptance and respect for individuals
Challenging activities and instruction for children at all levels of ability
An environment that fosters self-directed learning
Strong relationships among children, teachers, parents and community Graded Classroom
A graded classroom consists of one teacher and a group of children, who are in a single grade and are of similar chronological ages. The grade level curriculum guidelines are presented over a one year period of time. Within each class, developmental, academic and social needs are met. Multiage
In a multiage classroom, one teacher works with two grade levels within the classroom setting. A key element of the multiage program is the child’s opportunity to remain with the same teacher for two years; providing a quick transition period for the students returning for their second year as well as giving the second year students the chance to act as role models for the establishment of the new community. Students in a multiage are grouped developmentally rather than chronologically, thus creating a realistic life setting. The curriculum is delivered over a two-year period, with the multiage teachers collaborating to create programs and share the responsibility for the education of the students within the two year multiage cycle. The social-emotional well-being of the children can also be assessed over a two year period of time. Multigraded Team Teaching
Two teachers deal with two grade levels.
Each teacher deals with separate grade level curriculum.
This is a two year program with younger students moving to the second grade teacher.
There is a shared community building where older students assist younger students.
Setting consists of two classrooms with an open wall.
Children attend Art in even age groups which leaves small groups to work with the classroom teacher.
There are opportunities for students to work collaboratively in mixed age groups.
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Title I
The Title I program at Fairfield provides services as part of a federal program for children who are having difficulty with reading. The students are provided with small group instruction as a supplement to their regular classroom reading program.
Math Support The Math Support Team offers assistance to students qualifying for supplemental instruction at the remedial level.
Literacy Support Literacy support is provided for Kindergarten through second grade. In Kindergarten, there is a literacy teacher to support the classroom teacher. She works with small groups and when necessary, one on one with children who need extra help to be successful. In first grade, there are two types of support. The first is an intensive one on one literacy support taught by teachers who are highly trained in teaching reading. The support is provided daily for a half hour. It is meant to be a short term intervention. The child will have instruction in reading and writing. The second type of support for first grade is a literacy group. This group also meets for about a half hour at least three times a week. If time permits, the group meets as frequently as five days a week. The group is made up of four or five children reading at about the same level and taught by a Literacy Ed Tech. In second grade, the children have reading support in literacy groups. These groups meet at least three times a week for about a half hour and are usually taught by Literacy Ed Techs.
Reading is Fundamental Reading is Fundamental, or RIF, is a literacy program, which was founded in 1966, to encourage children to read for pleasure. Children are able to select books to read and keep at no cost to their parents. RIF covers 75% of the cost of the books and the Fairfield PTO covers the other 25%. We do three RIF distributions throughout the school year in conjunction with other literacy celebrations. Be on the lookout for RIF Celebrations and Books Alive field day!
Responsive Classroom We approach the issues of classroom management and discipline as much more than what to do when children break rules and misbehave. Rather than simply reacting to problems, we establish an ongoing curriculum in self-control, social participation and human development. Children care for themselves, for one another, and for the world.
Reading Instruction
Literacy acquisition is continuous; however, three distinct stages of reading growth can be discerned as students gradually become proficient readers. Initially, children must acquire an understanding of the nature and purpose of print. As they progress from more generic understandings and rough approximations to more conventional uses of print, they begin to identify words in their printed forms. Extensive reading practice leads to automatic recognition of a sizable number of words. Readers begin to encounter more concepts and ideas that transcend their experience. Further growth involves relating what is new to what is known.
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Emergent Reading Recent studies of young children indicate that a basic set for literacy must be acquired before they can begin to accurately match speech to print. Concepts related to printed language must be promoted through extensive modeling and meaningful experiences with the printed word. Emergent readers are extending their concept of the world around them. Initial Reading Students enter this stage as they begin to identify specific words in their printed form. These first sight words characteristically are frequently encountered and personally meaningful to the student. Students increase the number of words they can easily identify and learn to use word identification strategies to figure out words they do not recognize at sight. They use language patterns and meaning cues as well as knowledge of letter-sound correspondences to construct meaning from the printed text. The readers will expect print to be meaningful. Transitional Reading Students who have begun to decode but are not yet fluent independent readers are in this stage. They recognize many words at sight and use identification strategies successfully to decode many others; however, their reading tends to be slow and laborious since they have to consciously figure out words that are not yet recognized instantly. The major task of students at this stage is to increase fluency through extensive reading practice with interesting, easy to read material. Our literacy curriculum provides the need for high quality, engaging literacy experiences that provide meaningful practice and further each individual student’s literacy development. Math Instruction Students need a facility with numbers and operations to achieve success in today’s mathematics programs. Basics for students today require a broadening of the curriculum to include all areas of mathematics. Students are being asked to demonstrate proficiency not just in skills, but in problem solving, critical thinking, conceptual understanding, and performance tasks. Our math curriculum provides the need for high quality, engaging math experiences that provide meaningful practice and further the development of operation.
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Statement of Best Practice
In the review of the national recommendations across art, science, mathematics, reading, writing, and social science there exists a consensus of what constitutes best educational practice. There are 13 principles that have been extracted from the review of these common recommendations. They are (as quoted from BEST PRACTICE New Standards for Teaching and Learning in America’s Schools, Zelman S., Daniels H., Hyde A., Heinemann, 1998.); STUDENT-CENTERED – The best starting point for schooling is young people’s real interests; all across the curriculum, investigating students’ own questions should always take precedence over studying arbitrarily selected “content”.
EXPERIENTIAL – Active, hands-on, concrete experience is the most powerful and natural form of learning. Students should be immersed in the most direct possible experience of the content of every subject.
HOLISTIC – Children learn best when they encounter whole ideas, events, and materials in purposeful contexts, not by studying subparts isolated from actual use.
AUTHENTIC – Real, rich, complex ideas and materials are at the heart of the curriculum. Lessons or textbooks that water-down, control, or oversimplify content ultimately disempower students.
EXPRESSIVE - To fully engage ideas, construct meaning, and remember information, students must regularly employ the whole range of communicative media-speech, writing, drawing, poetry, dance, drama, music, movement, and visual arts.
REFLECTIVE – Balancing the immersion in experience and expression must be opportunities for learners to reflect, debrief, abstract from their experiences what they have felt, thought and learned.
SOCIAL – Learning is always socially constructed and often interactional; teachers need to create classroom interactions that “scaffold” learning.
COLLABORATIVE – Cooperative learning activities tap the social power of learning better than competitive and individualistic approaches.
DEMOCRATIC – The classroom is a model community; students learn what they live as citizens of the school.
COGNITIVE – The most powerful learning comes when children develop true understanding of concepts through higher-order thinking associated with various fields of inquiry and through self monitoring of their thinking.
DEVELOPMENTAL – Children grow through a series of definable but not rigid stages, and schooling should fit its activities to the developmental level of students.
CONSTRUCTIVIST – Children do not just receive content; in a very real sense, the recreate and reinvent every cognitive system they encounter, including language, literacy and mathematics.
CHALLENGING – Students learn best when faced with genuine challenges, choice, and responsibility for their learning.
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Emergent Readers: * Become aware of print. * Match one spoken word to one * Read orally, matching word by word. printed word while reading 1 to * Use meaning and language in simple 2 lines of text. text. * Uses spaces and some visual * Hear sounds in words. information to check on reading.
* Recognize name and some letters. * Know names of some alphabet * Use information from pictures. Letters. * Connect words with names. * Know some letter-sound * Notice and use spaces between words. relationships. * Read Orally. * Read left to right. * Recognize a few high frequency words. Initial Readers:
* Know names of most alphabet letters * Check to be sure reading makes and many letter-sound relationships. sense, sounds right, and looks * Use letter-sound information along with right. meaning and language to solve words. * Check one source of information * Read without pointing. against another to solve problems. * Read orally and begin to read silently. * Use information from pictures as * Read fluently with phrasing on easy added information, while reading texts; use punctuation. Print. * Recognize most easy high frequency words.
Transitional Readers:
* Read silently most of the time. * Do no rely on illustrations, but * Have a large core of known words notice them to gain additional that are recognized automatically. meaning. * Use multiple sources of information, * Understand, interpret, and use
while reading for meaning. illustrations in information text. * Integrate sources of information such * Know how to adapt reading to
as letter-sound relationships, meaning, different genres. and language structure. * Have flexible ways of problem-
* Consistently check to be sure all solving words, including analysis sources of information fit. of
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EMERGENCY INFORMATION Your child will bring home two emergency forms the first day of school. It is imperative that these forms be accurately completed and returned to school the next day. There may be times when school personnel will need immediate access to information about your child. Please be sure to update the school office with any changes that occur during the year, for example, any changes in addresses or phone numbers or changes of people to contact if you are unavailable. FIRE DRILLS State law requires schools to conduct fire drills each year. Emergency evacuation plans are posted in each work space throughout the schools. These plans are practiced periodically to assure the safety of all in case of emergency. FIRST DAY SUGGESTIONS In order to ease the confusion of the first few days of school, please:
1. Have a tag pinned to your child with name, address, phone number and bus number (to and from school).
2. Provide a book bag marked with your child’s name for carrying snacks and important papers.
3. Provide pencils and crayons for your child (all other materials will be provided).
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FOOD SERVICES Breakfast Program Breakfast is served daily from 8:15-8:40 AM. in the classroom
Any student who qualifies for free or reduced lunch also qualifies for free or reduced breakfast.
Breakfast prices: Universal breakfast for all students – there is no cost for breakfast.
Lunch Program
Free and reduced price lunches are available every day. Parents wishing to apply for these must fill out and return the lunch forms sent home with all students the first week of school.
Lunch prices: $2.35 - student $0.40 - reduced student $0.35 – milk All checks should be payable to: Fairfield School Lunch Program
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Parties
Children may not have birthday parties at school nor may invitations to private parties be passed out at school. Parties are held on Halloween, December holiday, Valentine’s Day and the last day of school. In order to recognize birthdays in a healthy fashion, we are excited to be starting a new tradition here at Fairfield School. If you choose to honor your child’s special day, we suggest donating a book to either the Fairfield School Library, or to your child’s classroom library in lieu of sending in a food item. We will place a book plate inside the cover to identify your child as the “gift giver”.
Personal Items
Personal items that should not come to school include, but are not limited to the following: CD players, game boys,cell phones, Ipods, roller skates and bakugan battle balls. The school is not responsible for any of these personal items.
PTO
The Saco Primary Schools have two active PTO’s which sponsor many different activities within each school to help enrich your child’s educational experiences. The Fairfield PTO meets on the third Wednesday of the month beginning in September, while the Young PTO meets on the first Wednesday of each month beginning in September. Both PTO’s meet at their respective schools. Meetings begin at 6:45 P.M.
Officers for 2013 - 2014
President: Paula Scully Vice President: Nancy Marston Treasurer: Ted Freeman Secretary: Shelby Robinson Book Fair Chair:
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Thursday Folders To help with communication and to assure that parents receive all school notices, all paperwork will be sent home from school via Thursday Folders. Folders for Fairfield students will be red, and folders for Young students will be green. The students need to return these to school each Friday morning so teachers will have them available for future notices. Welcome Visitors and Volunteers Parents and/or volunteers are very welcome to come into our school for special events or to volunteer. In the interest of safety and the welfare of our students, we ask that any and all visitors please stop at the office to sign in on the school log. We also ask that you wear a Visitor or Volunteer Badge while you’re here. All parents wishing to volunteer in the classroom should make arrangements with the teacher ahead of time. At Fairfield School, we believe that knowing the families of the children we teach and inviting their participation are essential to a high quality education. Foster Grandparents PROP’s Foster Grandparent Programs are providing support to children at more than fifty locations in Cumberland and York Counties. The placements include child development centers and Head Start programs, public school classrooms, long-term residential programs and Maine Medical Center and homes with children with special needs. Foster Grandparents provide one-to-one guidance for children requiring assistance in academic subjects and children in need of individual attention, nurturing and support. Typical assignments of a Foster Grandparent in the classroom include helping students with their learning in a caring and patient way. We are fortunate to have many Foster Grandparents supporting our classrooms. Thornton Academy Mentor Program The Thornton Academy Mentor Program is dedicated to serving the K-8 classrooms within the greater Thornton Academy community. Its mission is to invest collaboratively and to empower a stronger community with dedicated high school student volunteers. The students volunteer their time in a classroom every other day for ninety minutes for either 1 or 2 academic semesters. The mentors are engaged in a myriad of tasks that supports both the teacher and their students. Mentors may 0trips and participate in lesson planning. Students are also involved in supporting faculty members with tasks that involve their students either academically, socially or emotionally. We are fortunate to have numerous TA volunteers supporting our classrooms. 5210 For Wellness Our schools support the 5210 philosophy. What can you do to help keep kids healthy? Follow 5-2-1-0 countdown to good health!
5: - Eat at least 5 servings of fruit & vegetables on most days.
2: - Limit screen time to 2 hours or less daily.
1: - Participate in at least 1 hour or more of physical activity every day.
0: - Avoid soda & sugar-sweetened drinks; limit fruit juice to a half cup or less per day. Instead, encourage water and 3-4 servings/day of fat-free milk.
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UNIFIED ARTS AT FAIRFIELD SCHOOL
Art The art curriculum is designed to provide students the ability to express themselves through a variety of art processes and materials such as drawing, painting, printmaking, and sculpture. Students will also learn the Elements of Art: line, shape, texture, color, form, and pattern. Through practice and application students will develop problem solving and decision making skills as well as get in touch with their imagination, personality and voice of their artwork. Students will learn about and recognize the works of various artists and cultures beginning in Kindergarten. All lessons are aligned with the Maine Learning Results for Visual and Performing Arts: Creative Expression, Cultural Heritage and Criticism, and Aesthetics. Computer Each class has the opportunity to work works for 60 minutes every other week in the classroom with our portable lab. Computer time is divided between educational and entertaining games, artistic projects, and reinforcement in skills areas such as typing and program familiarity. The intent is to integrate the classroom curriculum with special attention paid to areas of assessment. Guidance What is an Elementary School Counselor?
A school person that helps all children A resource person for teachers A counselor, consultant A resource person for parents
How Does a Child See the Counselor?
Self-referral Teacher referral Parent referral Administrative referral Special services referral
The Elementary School Counselor:
Sees children individually and in groups Gains understanding through observation Uses the community as a resource Guides students through the process of change Aids students understanding of “responsibility for self”
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Library The Fairfield School library is a place where imaginations run wild! Students visit the Library on a weekly basis to hear stories and explore books of different genres. Stories read to the students connect to current events, holidays, and classroom topics. Book Check Out Rules:
Students choose one book at a time.
Books are checked out for one week.
Students must return their last library book before they can check out a new one.
Chapter books may be renewed.
Families will be responsible for the cost of any lost or damaged books. Music
“Just as there can be no music without learning, no education is complete without music” Unknown
The goal of the music program at the K-2 level is to introduce students to a variety of musical activities to enrich their lives so they may become life-long learners of music. Current research shows that children involved in music perform better in school and achieve higher test scores. Students have music class once a week for 35 minutes. Basic music skills are introduced using the spiral approach to teaching skills. Skills taught in Kindergarten are reintroduced at a more complex level through second grade where the recorder is introduced. Music skills taught include: pitch, tempo, rhythm, structure and dynamics. Activities in a typical music may include: singing, movement, listening, creating, performing, and playing instruments. All lessons are aligned with Maine State Learning Results. It is our hope that children feel comfortable in their music class so they are able to express themselves musically in a nonjudgmental environment. Physical Education
“You’re not fully educated until you’re physically educated”. Our Physical Education program provides students with a sequential age-appropriate curriculum of fundamental motor skills, physical fitness and cooperative skills relative to each grade level aligned with the Maine State Learning Results. The primary goal is for students to achieve individual success and enjoyment as an active participant in various activities that will help begin to develop self-confidence and self-esteem leading to improved academic and social skills needed for a lifetime of healthy living.
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REPORTING TO PARENTS
Communication between home and school is a crucial factor to the success of each child. There are four planned reportings for parents which are as follows: Conferences: Family conferences are scheduled twice each year (see calendar). While report cards give valuable information in summary form, they can never take the place of personal contact. Only in conference situations can the many aspects of a child’s educational development and growth be fully explained and discussed between the people who know the child best....the parents and the teacher. Conference Pointers: Parents might ask:
What is my child working on now? Does my child contribute to class activities? What does my child do easily and well? With what is my child having difficulty? Does my child complete work correctly? Does my child listen and follow instructions? Does my child get along well with others?
Teachers could learn:
to know you as an adult about your child’s playmates/family/interests what your child tells you about school how she/he accepts responsibility at home how your child uses his/her free time
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POLICIES AND PROCEDURES SECTION If there is a conflict between the handbook and policies, policies govern. The next section of this parent handbook contains the answers to some of the most commonly asked questions by parents about policies and procedures: “What is the school’s homework policy?”
“What is the procedure I need to follow if my child needs to take medication at school?”
“How is student placement handled?” We hope you find this section to be a useful reference to some of your questions.
ADMINISTRATION OF MEDICATION TO STUDENTS
Although the Board discourages the administration of medication to students during the school day when other options exist, it recognizes that in some instances a student’s chronic or short-term illness, injury, or disabling condition may require the administration of medication during the school day. The school will not deny educational opportunities to students requiring the administration of medication in order to remain in attendance and participate in the educational program. The intent of this policy is to promote the safe administration of medications to students by school personnel and to provide for authorization of student emergency self-administration of medication from asthma inhalers and epinephrine pens. The Board encourages collaboration between parents/guardians and the schools in these efforts. The Board disclaims any and all responsibility for the diagnosis, prescription of treatment, and administration of medication for any student, and for any injury arising from a student’s self-administration of medication. Definitions “Administration” means the provision of prescribed medication to a student according to the orders of a health care provider. “Health care provider” means a medical/health practitioner who has a current license in the State of Maine with a scope of practice that includes prescribing medication. “Indirect supervision” means the supervision of an unlicensed school staff member when the school nurse or other health care provider is not physically available on site but immediately available by telephone. “Medication” means prescribed drugs and medical devices that are controlled by the U.S. Food and Drug Administration and are ordered by a health care provider. It includes over-the-counter medications prescribed through a standing order by the school physician or prescribed by the student’s health care provider. “Parent” means a natural or adoptive parent, a guardian, or a person acting as a parent of a child with legal responsibility for the child’s welfare. “School nurse” means a registered professional nurse with Maine Department of Education certification for school nursing. “Self-administration” is when the student administers medication independently to him/herself under indirect supervision of the school nurse. “Unlicensed school personnel” are persons who do not have a professional license that allows them, within the scope of that license, to administer medication.
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ADMINISTRATION OF MEDICATION BY SCHOOL PERSONNEL A. Parental Request
In the event that no reasonable alternative exists, the parent/guardian may request in writing that medication be administered to the student during the school day. The written request must include an acknowledgement and agreement that unlicensed personnel may administer the medication as per the health care provider’s instructions. In addition, the request shall indicate that information regarding the student’s medication may be shared with appropriate school personnel. Parents may provide the reason (diagnosis) requiring the administration of medication. Requests shall be valid for the current school year only. B. Health Care Provider’s Order
All parental requests must be accompanied by a written order from the student’s health care provider substantiating the fact that the administration of a particular medication during the school day is necessary for the student’s health and attendance in school. Such order must include:
1. The student’s name;
2. The name of the medication;
3. The dose;
4. The route of administration (e.g., tablets, liquid, drops); and
5. Time intervals for administration (e.g., every four hours, before meals);
6. Any special instructions; and
7. The name of the prescribing health care provider.
It is the responsibility of the school nurse to clarify any medication order that he/she believes to be inappropriate or ambiguous. In accordance with Department of Education Rule Chapter 40 § 2(B), the school nurse may decline to administer a medication if he/she believes such administration would jeopardize student safety. In this case, the school nurse must notify the parent, the student’s health care provider and the school administrator (i.e., building principal or designated administrator). C. Renewal of Parent Permission Requests/Forms and Health Care Provider Orders Written parental permission requests/forms and health care provider orders must be renewed at least annually. Health care provider orders must be renewed whenever there are changes in the order. D. Delivery and Storage of Medication
The student’s parents shall deliver any medication to be administered by school personnel to the school in its original container. In the event that this is not practical, the parent must contact the school to make alternate arrangements.
No more than a 20-day (one month) supply of medication shall be kept at school, excluding inhalers and epinephrine pens. The parent is responsible for the replenishment of medication kept at school. If the health care provider’s order/prescription is for a medication regulated by the Federal Narcotics Act, no more than a one-week supply shall be kept at school. The parent is responsible for notifying the school of any changes in or discontinuation of a prescribed medication that is being administered to the student at school. The parent must remove any medication no longer required or that remains at the end of the school year. The school nurse shall be responsible for developing and implementing procedures for the appropriate and secure storage of medications kept at school, and all medications shall be stored in accordance with this procedure.
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E. Recordkeeping
School personnel and the student’s parent shall account for all medication brought to school. The number of capsules, pills or tablets, and/or the volume of other medications brought to school shall be recorded. School staff administering medication shall document each instance the medication is administered including the date, time, and dosage given. The school nurse, principal or designated school official shall maintain a record including the parent’s request, physician’s order, details of the specific medications (including dosage and timing of medication), and documentation of each instance the medication is administered. Records shall be retained according to the current State schedules pertaining to student health records. F. Confidentiality
To the extent legally permissible, staff members may be provided with such information regarding medication and its administration as may be in the best interest of the student. G. Administration of Medication
Licensed medical personnel acting within the scope of their licenses may administer medication during the school day. The school nurse, under the administrative supervision of the Superintendent, will provide direction and oversight for the administration of medication to students. All unlicensed personnel (principals, teachers, education technicians, school secretaries, coaches, bus drivers, etc.) who administer medication must receive training before being authorized to do so. Based upon the documentation of training and competency in the administration of medication, the school nurse will make recommendations to the Superintendent/designee pertaining to authorization of unlicensed persons to administer medication. Training that shall be acceptable for the purpose of authorization of unlicensed personnel is addressed under the section of this policy titled “Required Training of Unlicensed Personnel to Administer Medication.” H. Administration of Medication During Off-Campus Field Trips and School-Sponsored
Events
The school will accommodate students requiring administration of medication during field trips or school-sponsored events as follows: The school nurse, principal, and, as appropriate, the school unit’s Section 504 Coordinator and/or IEP, will determine whether an individual student’s participation is contraindicated due to the unstable/fragile nature of his/her health condition, the distance from emergency care that may be required, and/or other extraordinary circumstances. The student’s parent and primary care provider will be consulted in making this determination. The decision will be made in compliance with applicable laws, including the IDEIA, § 504 and the Americans with Disabilities Act (ADA). The parent must provide the appropriate number of doses needed for the duration of the field trip or school-sponsored event. When there are no contraindications to student participation, an appropriately trained staff member will be assigned to administer medication. The parent will be encouraged to accompany the student, if possible, to care for the student and administer medication. All provisions of this policy shall apply to medications to be administered during off-campus field trips and school-sponsored events. As practicable, the Department of Education “Policy for Medication Administration on School Trips” will be followed.
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I. Student Self-Administration of Asthma Inhalers and Epinephrine Pens
Students with allergies or asthma may be authorized by the building principal, in consultation with the school nurse, to possess and self administer emergency medication from an epinephrine pen (EpiPen) or asthma inhaler during the school day, during field trips, school sponsored events, or while on a school bus. The student shall be authorized to possess and self-administer medication from an epinephrine pen or asthma inhaler if the following conditions have been met.
1. The parent (or student, if 18 years of age or older) must request in writing authorization for the student to self-administer medication from an epinephrine pen or asthma inhaler.
2. The student must have the prior written approval of his/her primary health care provider and, if the student is under the age of 18, the prior written approval of his/her parent/guardian. The written notice from the student’s primary care provider must specify the name and dosage of the medication, frequency with which it may be administered, and the circumstances that may warrant its use.
3. The student’s parent/guardian must submit written verification to the school from the student’s primary care provider confirming that the student has the knowledge and the skills to safely possess and use an epinephrine pen or asthma inhaler.
4. The school nurse shall evaluate the student’s technique to ensure proper and effective use of an epinephrine pen or asthma inhaler.
5. The parent will be informed that the school cannot accurately monitor the frequency and appropriateness of use when the student self-administers medication, and that the school unit will not be responsible for any injury arising from the student’s self-medication. Authorization granted to a student to possess and self-administer medication from an epinephrine pen or asthma inhaler shall be valid for the current school year only and must be renewed annually. A student’s authorization to possess and self-administer medication from an epinephrine pen or asthma inhaler may be limited or revoked by the building principal after consultation with the school nurse and the student’s parents if the student demonstrates inability to responsibly possess and self-administer such medication. To the extent legally permissible, staff members may be provided with such information regarding the student’s medication and the student’s self- administration as may be in the best interest of the student. Sharing, borrowing, or distribution of medication is prohibited. The student’s authorization to self-administer medication may be revoked and the student may be subject to disciplinary consequences for violation of this policy.
J. Required Training of Unlicensed Personnel to Administer Medication
Unlicensed school personnel who administer medication to students in a school setting (at school, on school transportation to or from school, on field trips, or during school-sponsored events) must be trained in the administration of medication before being authorized to carry out this responsibility. Such training must be provided by a registered professional nurse or physician and include the components specified in Department of Education Rules Chapter 40 and other applicable Department of Education standards, recommendations, programs, and/or methodologies. The trainer shall document the training and competency of unlicensed school personnel to administer medication. Based upon a review of the documentation of training and competency in the administration of medication, the school nurse will make recommendations to the Superintendent/designee pertaining to authorization of such unlicensed personnel pertaining to authorization to administer medication. Following the initial training, a training review and information update must be held at least annually for those unlicensed school personnel authorized to administer medication.
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K. Delegation and Implementation
The Superintendent/designee shall be responsible for developing administrative procedures and/or protocols to implement or supplement this policy. Such procedures/protocols shall include direction regarding:
1. Safe transport of medication to and from school 2. Administration of medication during field trips and school sponsored events 3. Accountability for medications, particularly those regulated by the Federal Narcotics Act 4. Proper storage of medication at school 5. Training of appropriate staff on administration of emergency medications 6. The procedure to follow in the event of a medication reaction 7. Access to medications in case of a disaster; The Department of Education’s School Nurse
Consultant, advises that this means planning for access to life-sustaining medication during a school lockdown, removal of students to another location (bomb threat, for example) and other “emergencies.” This could be addressed through the school unit’s Crisis Response Plan.
8. The process for documenting medications given and medication errors; and In the rule, “medication error” occurs when a medication is not administered as prescribed, e.g., not given to the correct student, at the correct time, in the dosage prescribed, by the correct route, or when the medication administered is not the correct medication.
9. The proper disposal of medications not retrieved by parents. Legal Reference: 20-A M.R.S.A. §§ 254; 4009(4); 4502 (5)(N) Ch. 40; 125 § 10.01(c) (Me. Dept. of Ed. Rule) 28 C.F.R. Part 35 (Americans with Disabilities Act of 1990)34 C.F.R. Part 104 (Section 504 of the Rehabilitation Act of 1973)34 C.F.R. Part 300 (Individuals with Disabilities Education Act) Adopted: 12-09-2009
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IMMUNIZATION OF STUDENTS
All students who enroll in the school unit schools are required by Maine law to present a certificate of immunization or evidence of immunization or immunity against poliomyelitis, diphtheria, pertussis (whooping cough), tetanus, measles, mumps, rubella and varicella (chicken pox). Non-immunized students shall not be permitted to attend school unless one of the following conditions are met:
1. The parents/guardians provide to the school written assurance that the child will be immunized within 90 days of enrolling in school or his/her first attendance in classes, whichever date is earlier. This option is available only once to each student during their school career; or
2. The parents/guardians provide a physician’s written statement each year that
immunization against one or more diseases may be medically inadvisable (as defined by law/regulation); or
3. The parents/guardians state in writing each year that immunization is contrary to their
sincere religious or philosophical beliefs. The Superintendent shall exclude from school any non-immunized student when there is a clear danger to the health of others as provided by law. The Superintendent/designee is directed to develop such administrative procedures as are necessary to carry out this policy and comply with statutory requirements. Legal Reference: 20-A MRSA §§ 6352-6359 Chapter 126 (Me. Dept. of Ed. Rules) Cross Reference: JLCC – Communicable/Infectious Diseases JRA – Student Educational Records Adopted: 11/10/2009
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ANIMALS IN THE CLASSROOM
The RSU School Board recognizes that animals can be used in classrooms as valuable teaching aides in specific situations. However, the RSU School Board also recognizes its responsibility for the health and safety of all students and staff members. Therefore, the RSU School Board places the following limits upon live animals being brought into the schools. Permission must be obtained from the principal before any animals are brought into the school. If students need to bring domesticated animals (pets) to school for educational purposes, they must first consult with their teacher(s) who, in turn, will request permission from the principal. The principal will consult with the school nurse or assistant to ensure that all student allergies and other health needs are being considered. If any uncertainty exists regarding impact upon a specific student, parental contact must be made by the nurse or assistant prior to permission being given for the animal to be allowed in school. Animals may not be transported in school vehicles.
1. No pets will be allowed in school without first having proof of current rabies vaccination (if appropriate) provided.
2. No wild animals will be allowed in school unless they are under control of an individual
trained in the care and management of the animal and properly licensed by state or federal agencies as appropriate. Students will not be allowed to handle wild animals. Bats are not permitted in school at any time.
3. All animals brought to school must be restrained by the owner/handler. The teacher is
responsible for the proper supervision and control of students whenever there is an activity or exhibit involving animals in the school.
4. If a stray or wild animal appears on the school grounds, children shall not be allowed in
the area until the animal has left the area or been removed by the local animal control officer, game warden or other appropriate official.
5. Animals may be kept in the classroom only for the time required for a specific project or
demonstration. While in the classroom, animals must be housed in appropriate containers and cared for in a safe and humane manner. Only the teacher or student(s) designated by the teacher are to handle these animals. Animals may not be kept in classrooms on non-school days.
6. If a student is bitten/injured by an animal on school premises, the principal/designee,
school nurse and parent/guardian must be notified as soon as possible. If a staff member or visitor is bitten/injured, the principal must be notified. The principal/designee must notify appropriate public health authorities and the Maine Department of Human Services and Bureau of Health, of each incident.
7. No animal may be used for any purpose where the normal health of the animal is interfered
with or where pain or distress is caused. 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.
8. Individuals with disabilities will be allowed to have “guide animals” or “service animals” as
required. Adopted: December 8, 1998
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BOMB THREATS
The Board recognizes that bomb threats are a significant concern to the school unit. Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property. Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services. These effects occur even when such threats prove to be false. Any bomb threat will be regarded as an extremely serious matter and treated accordingly. The Board directs the Superintendent to react promptly and appropriately to information concerning bomb threats and to initiate or recommend suitable disciplinary action. A. Conduct Prohibited
No person shall make, or communicate by any means, whether verbal or non-verbal, a threat that a bomb has been, or will be, placed on school premises. Because of the potential for evacuation of the schools and other disruption of school operations, placement of a bomb or of a “look-alike” bomb on school premises will be considered a threat for the purpose of this policy. B. Definitions
1. A “bomb” means an explosive, incendiary or poison gas bomb, grenade, rocket, missile, mine, “Molotov cocktail” or other destructive device.
2. A “look-alike bomb” means any apparatus or object that conveys the appearance of a bomb or other destructive device.
3. A “bomb threat” is the communication, by any means, whether verbal or non-verbal, that a bomb has been, or will be, placed on school premises, including possession or placement of a bomb or look-alike bomb on school premises.
4. “School premises” means any school property and any location where any school activities may take place.
C. Development of Bomb Threat Procedures
The Superintendent/designee shall be responsible for developing and implementing procedures in concert with local authorities specific to bomb threats as part of the school unit’s Crisis Response Plan. These procedures are intended to inform administrators and staff of appropriate protocols to follow in the event that a bomb threat is received and should include provisions to address:
1. Threat assessment (for the purpose of identifying a response that is in proportion to the threat, in light of what is necessary to ensure safety)
2. Building evacuation and re-entry (including selection of potential alternative sites for those who are evacuated)
3. Incident “command and control” (who is in charge, and when)
4. Communications contacts and mandatory bomb threat reporting
5. Parent notification process
6. Training for staff members; and
7. Support services for students and staff.
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The initial bomb threat procedure will be subject to approval by the Board. The Superintendent/designee will be responsible for overseeing a review or evaluation of bomb threat procedures prior to the Board’s required annual approval of the school unit’s Crisis Response Plan, or following implementation of the procedure in response to a specific threat.
D. Reporting of Bomb Threats
A student who learns of a bomb threat or the existence of a bomb on school premises must immediately report such information to the building principal, teacher, the School Resource Officer or other employee in a position of authority.
An employee of the school unit who learns of a bomb threat shall immediately inform the building administrator. The building administrator shall immediately take appropriate steps to protect the safety of students and staff in accordance with the school unit’s bomb threat procedure, as developed under Section C, and inform the Superintendent of the threat. All bomb threats shall be reported immediately to the local law enforcement authority, as provided in the bomb threat procedures.
The Superintendent shall be responsible for reporting any bomb threat to the Department of Education within two business days of the incident. Reports will include the name of the school, the date and time of the threat, the medium used to communicate the threat, and whether or not the perpetrators have been apprehended. E. Student Disciplinary Consequences
Making a bomb threat is a crime under Maine law. Any student suspected of making a bomb threat shall be reported to law enforcement authorities for investigation and possible prosecution. existence or status of criminal charges, a student who makes a bomb threat shall be subject to disciplinary action by the school. The administration may suspend and/or recommend for expulsion any student who makes a bomb threat. The making of a bomb threat will be considered deliberately disobedient and deliberately disorderly within the meaning of 20-A M.R.S.A. § 1001(9) and will be grounds for expulsion if found necessary for the peace and usefulness of the school. In addition, a student who is found after hearing by the Board to have brought a bomb to school shall be expelled from school for at least one year in accordance with 20-A M.R.S.A. § 1001(9-A) and Policy JICIA, except that the Superintendent may modify the requirement for expulsion based on individual circumstances. A student who has been identified through the IEP process as having a disability and whose conduct in violation of this policy is related to the disability shall be disciplined as provided in Policy JKF.
F. Aiding Other Students in Making Bomb Threats
A student who knowingly encourages, causes, aids or assists another student in making or communicating a bomb threat shall be subject to the disciplinary consequences described in Section E of this policy.
G. Failure to Report a Bomb Threat
A student who fails to report information or knowledge of a bomb threat or the existence of a bomb or other destructive device in a school building or on school property may be subject to disciplinary consequences, which may include suspension and/or expulsion.
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H. Staff Disciplinary Consequences
A school system employee who makes or communicates a bomb threat will be reported to appropriate law enforcement authorities and will be subject to disciplinary action up to and including termination of employment. Disciplinary action taken shall be consistent with collective bargaining agreements, other employment agreements and Board policies. A school system employee who fails to report information or knowledge of a bomb threat or the existence of a bomb on school premises will be subject to discipline up to and including termination of employment. I. Civil Liability
The school unit reserves the right to bring suit against any individual responsible for a violation of this policy and to seek restitution and other damages as permitted by law. J. Lost Instructional Time
Instructional time lost as a result of a bomb threat will be rescheduled at the earliest appropriate practicable opportunity, as determined by the Board. Time lost may be rescheduled on a weekend or vacation day, or after what would normally be the last day of the school year, except on days when schools must be closed as required by law. K. Notification Through Student Handbook
All student handbooks shall address the school unit’s bomb threat policy and procedures and explain the educational consequences of bomb threats. In addition, student handbooks shall notify students and parents that bomb threats violate Board policy and civil and criminal law. Legal References: 18 U.S.C. §§ 921; 8921 17-A M.R.S.A. § 210 20-A M.R.S.A. §§ 263; 1001(9); 1001(9-A); 1001(17); 1001(18) Ch. 125 § 10.06 (Me. Dept. of Ed. Rules) Cross References: EBCA – Crisis Response Plan JKD – Suspension of Students JKE – Expulsion of Students JKF – Suspension/Expulsion of Students with Disabilities JICIA – Weapons, Violence and School Safety Student Code of Conduct Adopted: 12/08/2009
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STUDENT TRANSPORTATION BUS POLICY
Effective: September 1, 2010
The RSU #23 Board of Education recognizes that the policy governing transportation of students must be applied in a uniform and non-arbitrary manner. The RSU #23Board of Education also believes that it is impractical to pick up all students at their individual residences. Therefore, it is the intent of the RSU #23Board of Education to utilize consolidated bus stops whenever practical and to prescribe areas around schools which shall be designated as walking zones.
I. Grade 1-5: (All Kindergarten students may be bus riders). Students who reside within 1/2 mile of the school to which they are assigned for attendance purposes will walk to school. Students outside of these areas utilizing bus services may also be required to walk up to 1/2 mile* to a bus pick up point.
II. Grade 6-12: Students who live within 1 mile of the school they attend will walk to
school. Students outside of these areas utilizing bus services may be required to walk up to 1 mile* to a bus pick up point.
* Required walking distances may exceed these limits due to remote locations,
locations on private roads or locations on roads not suitable for bus traffic.
III. Other Considerations Distance and safety shall be the deciding factors as to whether a child will walk to school or a bus stop. Children residing in housing development areas and subdivisions will be picked up at the entrance to the development or subdivision. An exception to entering developments can be made if the distance within the development exceeds 1 mile or if the development is utilized as a bus turnaround. Buses will not enter roads that are private and not maintained by RSU #23 municipalities. Buses will not provide either pick up or delivery for students outside of the RSU #23 boundaries.
Assignment to specific buses will depend upon the school of attendance and the address for pickup and delivery. Students may be required to utilize two different buses if the regular pickup and delivery points differ from morning to afternoon (ex: home/daycare). Necessary special consideration will be given to students with special needs on a case-by-case basis. The RSU #23 School System assumes responsibility for a student once the student boards a bus. Such responsibility ends when the student is delivered to the regular bus stop or residence at the close of the day.
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CHILD FIND POLICY
RSU #23 seeks to ensure that all children within its jurisdiction who are school-age, five through the school year in which they turn 20, and who are in need of special education and supportive assistance, including homeless children, state wards, state agency clients, students who have been suspended or expelled, children attending private schools receiving home instruction, children incarcerated in county jails, children who have the equivalent of 10 full days of unexcused absences or seven consecutive school days of unexcused absences during a school year, highly mobile children (including migrant or homeless), and children who are suspected of being disabled and in need of special education and supportive assistance even though they are advancing from grade to grade are identified, located, and evaluated. RSU #23 Child Find responsibility shall be accomplished through a unit-wide process in 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 #23 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 #23 will refer the child to the regional Child Development Services (CDS) site within 10 school days. If the Child Find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the IEP Team to determine the student’s eligibility for special education services. School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and supportive services in order to benefit from regular education. Such a referral should follow the school unit’s pre-referral and referral policy. Legal Reference: 34 C.F.R. § 300.111 (2006)
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STUDENT COMPUTER AND NETWORK USE
The RSU #23 School Board, hereinafter referred to as the “Board,” believes that the use computers in instructional programs is an education tool which facilitates communication, innovation, resource sharing and access to information. Due to the complex nature of accessible networks and the magnitude of potential information available to students utilizing computers, the Board believes comprehensive guidelines in the form of administrative procedures are warranted in order to serve the educational needs of students*. Students utilizing computers shall comply with the RSU #23 School Department administrative procedures regarding computer use. The Board, via its technology director, superintendent, principals and their designee, reserves the right to monitor all computer and network activity by students. Privacy is not guaranteed. In addition, use of a computer is a privilege, not a right. Students violating the Board’s policy/administrative procedure shall be subject to revocation of privileges and potential disciplinary and/or appropriate legal action. The RSU #23 School Department makes no assurances of any kind, whether expressed or implied, regarding any network services provided. The school unit will not be responsible for any damages the student/user suffers. Use of any information obtained via the Internet is at the student’s own risk. The school unit specifically denies any responsibility for the accuracy or quality of information or software obtained through its services. In order for a student to gain access to a computer, the student and student’s parent(s)/guardian must sign a Computer Network Access Agreement. The Superintendent is authorized to amend or revise the following Board-approved initial administrative procedures, as he/she deems necessary and appropriate consistent with this policy. The Superintendent is further authorized to amend or revise the Computer Network Access Agreement with the advice of Board counsel. *Caveat: The global and fluid nature of the Internet network’s contents make it extremely difficult for the Board to completely regulate and monitor the information received or sent by students. As such, the Board cannot assure parents that students will be prevented from accessing undesirable materials or sending or receiving objectionable communications. Adopted: January 12, 1999 Revision Adopted: 8/24/04
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SCHOOL SYSTEM WEBSITE/WEB PAGES
The School Department maintains an official website to provide general information about our school system, as well as information about educational programs, extracurricular activities, school events, and student and staff achievements. This website is intended to support the educational mission of the schools, to enhance the curriculum and learning opportunities for students and staff, and to provide valuable information to the larger community about our schools. The website does not create, nor is it intended to create, a public or limited public forum. The Committee recognizes that the schools must establish reasonable controls to protect the privacy of students and staff, to ensure that the website is in compliance with applicable laws, and to ensure that it meets the highest educational and quality standards. The Superintendent shall be responsible for overseeing the implementation of this policy and the accompanying guidelines, and for advising the Committee of the need for any future amendments or revisions to the policy or guidelines. The Superintendent may develop additional administrative procedures and/or rules governing the day-to-day management and operations of the School Department’s website, consistent with the Committee’s policy and guidelines. The Superintendent may delegate specific responsibilities to the Technology Director, District Webmaster, or other title as appropriate 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: GCSA - Employee Computer and Internet Use IJNDB - Student Computer and Network Use IJNDC-R –Web Page Guidelines JRA - Student Education Records Adopted: 11/18/04
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NOTIFICATION OF RIGHTS UNDER FERPA & EDUCATIONAL RECORDS PROCEDURES
The family Educational Rights and Privacy Act (FERPA) affords parents and students over age 18, certain rights with respect to the student’s educational records:
A. The right to inspect and to review the student’s education records within 45 days of the day when RSU 23 receives the request for access. Student Educational Records Administrative Procedure Upon written request, any parent of a child attending RSU 23 schools has the following rights concerning access to his/her child’s educational record. Students who have attained 18 years of age also have the same rights regarding their school records:
1. To receive a list of the types and locations of educational records kept on the child; 2. To have the school reply with the request within a reasonable period of time, but
in no case more than 45 school days after it received the request; 3. To inspect and to review any of your child’s records; 4. To receive copies of records for which the school may charge a minimal fee; 5. To have someone at your child’s school explain or interpret any item in your child’s
records that you do not understand; and 6. To have a person of your choosing inspect and review the records.
B. The right to request the amendment of the student’s education records that the parent
or eligible student believes are inaccurate or misleading. 1. Parents or eligible students may ask RSU 23 to amend a record that they believe is
misleading or inaccurate. They should write the school, clearly identify the part of the record they want changed and specify why it is inaccurate or misleading.
2. You also have the right to request a hearing on the issue if the school refuses to amend your child’s record.
C. The right to consent to disclosing personally identifiable information contained in the
student’s educational record. FERPA does authorize specific disclosures with the parent/guardian of eligible student’s consent.
1. One exception that permits disclosure without consent is disclosure to school officials
with legitimate educational interests. A school official is a person employed by the school unit as an administrator, supervisor, instruction or support staff member (including health or medical staff and law enforcement unit personnel), or a person serving on the school board.
2. When a student transfers from RSU 23 schools to another school unit in Maine or any
other state, a copy of all his/her education records, including special education records, disciplinary records, attendance records, and health records other than confidential health records will be sent upon written request from the receiving school district.
3. HIGH SCHOOL ONLY: RSU 23 will provide military recruiters and institutions of
higher learning with the names, addresses, and telephone numbers of high school students, upon their request, unless the student’s parent/guardian or eligible student notifies the school unit in writing that he/she does not want such information released. Such information will not be disclosed if the student’s parent or for a student age 18 or older, notifies the school unit, in writing, that such information may not be released without written consent.
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D. The right to file a complaint with the US Department of Education concerning alleged
failures by RSU 23 to comply with the requirements of FERPA. The name and address of the office that administers FERPA is:
Family Policy Compliance Office
US Dept of Education 400 Maryland Ave, S.W.
Washington D.C. 20206-4605
E. RSU 23 may make public at its discretion personally identifiable information from the education records of a student without parental consent if that information has been designated as directory information by the school. This school unit has designated the following information as directory information: the student’s name, participation in officially recognized activities and sports, weight and height of athletes, honors and awards received, and other information that would not generally be considered harmful or an invasion of privacy if disclosed.
Such information will not be disclosed if the parent of the student informs the school unit in writing by July 1 for the upcoming school year or within 30 days after enrollment, whichever is later, that such information is not to be designated as directory information with respect to that student. Any such notice should be sent to:
Superintendent of Schools, RSU 23 90 Beach St
Saco, ME 04072 Under Maine Law, RSU 23 shall not publish on the Internet without written parental consent any information whether directory or otherwise, that identifies a student including but not limited to the student’s full name, photograph, personal biography, email address, home address, date of birth, social security number and parents names.
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STUDENT AND PARENTAL RIGHTS UNDER SECTION 504 IN THE REHABILITATION ACT OF 1973
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with disabilities by school districts that receive federal financial assistance. Under Section 504, no otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal assistance. Students eligible under Section 504 often require some type of accommodation or related aids and services that are necessary for the child to access his or her educational program, to be provided with an equal educational opportunity and to gain access to a free appropriate public education. For a student to be identified under Section 504, in most circumstances the school must conclude that the child has a (1) physical or mental impairment that (2) substantially limits (3) a major life activity. This is a partial list of rights granted under Section 504 if your child is identified as disabled:
1. To have our child take part in, and receive benefits from public education programs without discrimination because of his / her disability;
2. To have the school district advise you of your rights under federal law 3. To receive notice from the school with respect to the identification, evaluation, and
educational program or placement of your child; 4. To have your child receive a free appropriate education, including the right to be educated
with non-disabled peers to the maximum extent appropriate. It also includes the right to reasonable accommodations, modifications, and related aids and services necessary for your child to benefit from his or her educational program.
5. To have your child educated in comparable facilities and receive comparable services to those provided non-disabled peers;
6. To file a complaint through local complaint procedures regarding any alleged violation of the Rehabilitation Act;
7. To request an impartial hearing, to be conducted by a person who is not an employee of the district, to dispute decision or actions regarding your child’s identification, evaluation, educational program or placement as student with a disability.
Questions about how to request a hearing maybe forwarded to the person responsible for the district’s compliance with Section 504 listed below; The person in this district who is responsible for assuring that the District complies with Section 504 is:
Jen Normand , RSU 23 Section 504 Coordinator
90 Beach Street Saco, ME 04072
207-284-4505 ext 34
NO CHILD LEFT BEHIND (NCLB) REPORT CARD
The Federal government mandates that each Local Educational Authority (LEA) have the responsibility to prepare and disseminate NCLB report cards to parents. The state and LEA report card requirements of NCLB are met by the use of the existing Student State Assessment reports. Adequate Yearly Progress and Highly Qualified Teacher Reports. The RSU # 23 School Department’s No Child Left Behind (NCLB) Report Card that graphically displays the State, District or School’s ranking compared to the No Child Left Behind (NCLB) requirements can be found on www.rsu23.org website under Educational Resources and No Child Left Behind.
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HARASSMENT AND SEXUAL HARASSMENT OF STUDENTS
Harassment of students because of race, color, sex, religion, ancestry or national origin, or disability is prohibited. Such conduct is a violation of Board policy and may constitute illegal discrimination under state and federal laws. Harassment Harassment includes but is not limited to verbal abuse based on race, color, sex, religion, ancestry or national origin, or disability. Harassment that rises to the level of physical assault, battery and/or abuse is also addressed in the Board policy JICIA – Weapons, Violence and School Safety. Sexual Harassment Sexual harassment includes but is not limited to unwelcome sexual advances, requests for sexual favors or pressure to engage in sexual activity, physical contact of a sexual nature, gestures, comments, or other physical, written or verbal conduct that is gender-based that interferes with a student’s education. School employees, fellow students, volunteers and visitors to the school, and other persons with whom students may interact in order to pursue school activities are required to refrain from such conduct. Harassment/sexual harassment of students by school employees is considered grounds for disciplinary action, up to and including discharge. Harassment/sexual harassment of students by other students is considered grounds for disciplinary action, up to and including expulsion. The Superintendent will determine appropriate sanctions for harassment of students by persons other than school employees and students. The Superintendent or the employee designated, as the Affirmative Action Officer will investigate complaints of harassment in accordance with the Student Harassment Complaint Procedure. School employees, students, and parents shall be informed of this policy/procedure through handbooks and/or other means selected by the school administration. Legal Reference: Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.) Title VI of the Civil Rights Act of 1964 (42 USC § 2000(d)) 5 MRSA §§ 4602; 4681 et seq. 20 MRSA § 6553 NEPN/NSBA Code: ACAA Cross Reference: ACAA-R – Student Harassment Complaint Procedure AC – Nondiscrimination/Equal Opportunity and Affirmative Action ACAD - Hazing JICIA – Weapons, Violence and School Safety Adopted: December 6, 1994 Revised: April 25, 2000 Revised: November 13, 2001
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HAZING
Maine statute defines injurious hazing as “any action or situation, including harassing behavior, that recklessly or intentionally endangers the mental or physical health of any school personnel or a student enrolled in a public school.” It is the policy of the Board that injurious hazing activities of any type, either on or off school property, by any student, staff member, group or organization affiliated with this school unit, are inconsistent with the educational process and shall be prohibited at all times. No administrator, faculty member, or other employee of the school unit shall encourage, permit, condone, or tolerate injurious hazing activities. No student, including leaders of student organizations, shall plan, encourage, or engage in injurious hazing activities. Persons not associated with this school unit who fail to abide by this policy may be subject to ejection from school property and/or other measures as may be available under the law. Administrators, faculty members, students, and all other employees who fail to abide by this policy may be subject to disciplinary action, which may include suspension, expulsion, or other appropriate measures. In the case of an organization affiliated with this school unit, which authorizes hazing, penalties may include rescission of permission for that organization to operate on school property or to receive any other benefit of affiliation with the school unit. These penalties shall be in addition to any civil or criminal penalties to which the violator or organization may be subject. The Superintendent shall assume responsibility for administering this policy. In the event that an individual or organization disagrees with an action—or lack of action—on the part of the Superintendent as he/she carries out the provisions of this policy, that individual or organization may appeal to the Board. The ruling of the Board, with respect to the provisions of this policy, shall be final. A copy of this policy shall be included in all school, parent, and employee handbooks or otherwise distributed to all school employees and students. Legal Reference: 20-A MRSA § 6553 Cross Reference: ACAA – Harassment and Sexual Harassment of Students ACAB – Harassment and Sexual Harassment of Employees JICIA – Weapons, Violence and School Safety Adopted: December 11, 2001
HIGHLY QUALIFIED TEACHERS Under the federal No Child Left Behind (NCLB) Act, teachers must meet general qualifications as well as the specific requirements of the subject they are teaching. This means the RSU # 23 will be informing parents whenever a teacher who does not meet the federal definition of “Highly Qualified” teaches a child for four consecutive weeks. Currently, all professional staff in our Title one schools has appropriate certification and meet the requirements to be designated as “Highly Qualified”. Additional information on the NCLB Act, as well as the qualifications of your child’s teacher is available upon request. Please contact the school principal if you have any questions or would like further information. Working with parents is an important aspect of our efforts help students learn and we welcome your interest.
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HOMEWORK
Numerous studies show that the amount of time students spend on learning a skill directly affects their ability to master it. The Board believes that there are several reasons for assigning homework:
1. Homework helps students learn better and faster. Research shows that many successful teachers assign meaningful homework. By asking students to spend some of their out-of-class time working on a specific skill or subject, teachers make it possible to spend class time teaching students even more.
2. Homework helps families become involved with education. We know that for schools to
do the best possible job educating each student, parents and schools must work together. Homework is one-way parents can make a meaningful contribution to helping their sons and daughters achieve. When students see that their parents think education is important, their performance improves.
3. Homework communicates the high expectations that schools hold for their students. The
best schools have confidence that their students can and will achieve. Assigning meaningful homework is one way of letting students develop confidence in their own abilities.
4. Homework helps students develop self-discipline and organizational skills. Through
homework, students learn how to manage their time. They learn the importance of setting goals and working to achieve them. They learn to be responsible for their own achievements. All these skills will help them continue to be successful throughout their lives.
5. Homework should be planned, not given for “busy work.” Homework should encourage
the application of skills acquired in class. The quantity of homework should be reasonable. Assignments should be coordinated to avoid excessive amounts of homework being given to a student at any one time. The amount of homework assigned should be gradually increased from grade to grade. As a child advances through school, it is reasonable to expect that the amount of homework can be increased using the following guidelines:
Kindergarten: No homework; Grades 1-4: A few minutes in grade 1 to a maximum of 60 minutes in grade 4 for all
subjects combined; Grades 5-8: A maximum of two hours per night for all subjects combined.
Legal Reference: CH. 125.23, B, 5, l (Maine Dept. of Ed. Rule) Adopted: April 12, 1988
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PROMOTION, RETENTION AND ACCELERATION OF STUDENTS
It is the intent of the Board that appropriate instruction is offered to all students in a progressive and sequential way. Therefore, the grade placement of each student will be made on an individual basis, understanding that the level of instruction at each grade is not a single level of instruction but rather a series of levels intended to meet the various needs of students assigned to that grade level. As far as possible, retention will be decided through conferences involving the Principal, teachers, and parents. The guidance counselor and school consultant will participate as appropriate. Parents will be notified as early as possible that retention is being considered, and except in very unusual circumstances no later than March 15. The Principal shall be responsible for making the final decision as to retention and assignment. Parents dissatisfied with this decision may appeal to the Superintendent and School Board. Decisions on special education students will be made through the Pupil Evaluation Team process. The following criteria shall be utilized in making decisions concerning promotion and retention:
Student achievement; Academic potential; Attendance; Health; Maturity; Physical size; Age in relation to grade placement; Student attitude; Parent concerns; Out-of-school influences; and Program options.
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. Legal Reference: CH. 125.23, B, 5, l (Maine Dept. of Ed. Rule) Cross Reference: IK - Academic Achievement Adopted: March 11, 1985 Adopted: April 8, 2003
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ANTI-DISCRIMINATION AND HARASSMENT STATEMENT
No one should discriminate against others on the basis of race, color, sex, religion, ancestry, national origin or disability. Nor should anyone harass another person on the basis of his or her race, color, sex, religion, ancestry or national origin, sexual orientation, or disability. Harassment of any type is prohibited, and is grounds for disciplinary action up to and including expulsion or dismissal. (See RSU # 23 policy ACAA on www.rsu23.org website).
STUDENT DISCRIMINATION AND HARASSMENT COMPLAINT PROCEDURE
The RSU Board of Education has adopted this procedure in order to provide a method of prompt and equitable resolution of student complaints of discrimination or discriminatory harassment as described in policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAA – Harassment and Sexual Harassment of Students.
Definitions
For purposes of this procedure:
A. A “Complaint” is defined as an allegation that a student has been discriminated against or harassed on the basis of race, color, sex, religion, ancestry, national origin, or disability; and
B. “Discrimination or harassment” means discrimination or harassment on the basis of race,
color, sex, religion, ancestry, national origin, or disability. How to Make a Complaint
A. Any student who believes he/she has been discriminated against or harassed should report his/her concern promptly to the Building Administrator (Principal/or Designee). Students who are unsure whether discrimination or harassment has occurred are encouraged to discuss the situation with the Building Administrator (Principal/or Designee). The Principal shall report the incident to the Affirmative Action Officer.
B. School staff is expected to report possible incidents of discrimination or harassment of
students. Parents and other adults are also encouraged to report any concerns about possible discrimination or harassment of students.
C. Students and others will not be retaliated against for making a complaint. Any retaliation
by students or school staff will result in disciplinary measures, up to and including expulsion or dismissal.
D. Students are encouraged to utilize the school unit’s complaint procedure. However,
students are hereby notified that they also have the right to report complaints to the Maine Human Rights Commission, 51 State House Station, Augusta, ME 04333 (telephone: 207-624-6050) and/or to the federal office for Civil Rights, Regional Director, U.S. Department of Education, SW McCormack POCH Room 222, Boston, MA 02109-4557 (telephone: 617-223-9622).
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Complaint Handling and Investigation
A. The Affirmative Action Officer shall promptly inform the Superintendent and the person(s) who is the subject of the complaint that a complaint has been received.
B. The Affirmative Action Officer may pursue an informal resolution of the complaint with the
agreement of the parties involved. The informal resolution is subject to the approval of the Superintendent, who shall consider whether the informal resolution is in the best interest of the school unit in light of the particular circumstances and applicable policies and laws.
C. The complaint will be investigated by the Affirmative Action Officer, unless the
Superintendent chooses to investigate the complaint or designates another person to investigate it on his/her behalf. A person who is not subject to that supervisor’s authority shall investigate any complaint about an employee who holds a supervisory position. Any complaint about the Superintendent should be submitted to the Chair of the School Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
1. The person who is the subject of the complaint will be provided with an opportunity
to be heard as part of the investigation. 2. If the complaint is against an employee of the school unit, any applicable individual
or collective bargaining contract provisions shall be followed. 3. Privacy rights of all parties to the complaint shall be maintained in accordance with
applicable state and federal laws. 4. The Affirmative Action Officer shall keep a written record of the investigation
process. 5. The Affirmative Action Officer may take interim remedial measures to reduce the
risk of further discrimination or harassment while the investigation is pending. 6. The Affirmative Action Officer shall consult with the Superintendent concerning the
investigation, conclusions, and any remedial and/or disciplinary actions. 7. The investigation shall be completed within 21 business days of receiving the
complaint, if practicable.
D. If the Affirmative Action Officer determines that discrimination or harassment occurred, he/she shall, in consultation with the Superintendent:
1. Determine what remedial action is required, if any; 2. Determine what disciplinary action should be taken against the person(s) who
engaged in discrimination or harassment, if any; and 3. Inform the student who made the complaint in writing of the results of the
investigation and its resolution (in accordance with applicable state and federal privacy laws).
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E. If the student’s parents/legal guardians are dissatisfied with the resolution, an appeal
may be made in writing to the Superintendent within 14 business days after receiving notice of the resolution. The Superintendent shall review the investigation report and may conduct further investigation if deemed appropriate.
F. If the student’s parents/legal guardians are dissatisfied with the decision of the
Superintendent, an appeal may be submitted in writing within 14 business days after receiving notice of the decision. The Board will consider the appeal in executive session, to the extent permitted by law, at its next regular meeting or a special meeting. The Superintendent shall submit the investigation report and any other witnesses or documents that he/she believes will be helpful to the Board. The student, his/her parents/legal guardians and his/her representative shall be allowed to be heard. The person(s) against whom the complaint was made shall be invited and allowed to be heard. The Board’s decision shall be final.
Legal Reference: Americans with Disabilities Act (28 CFR § 35.07) Section 504 of the Vocational Rehabilitation Act (34 CFR § 104.7) Title IX of the Education Amendments of 1972 (20 SC § 1681 et seq.) Title VI of the Civil Rights Act of 1964 (PL 88-352) 20 USC § 1232g; 34 CFR Part 99 5 MRSA §§ 4571; 4602; 4681 et seq. 20-A MRSA §§ 6001 et seq. Cross Reference: AC – Nondiscrimination/Equal Opportunity and Affirmative Action ACAA – Harassment and Sexual Harassment of Students Adopted: December 6, 1994 Revised: April 25, 2000 Revised: November 13, 2001
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STUDENT DISCIPLINE
It is essential for schools to maintain a safe and orderly environment, which supports student learning and achievement. Good discipline allows the schools to discharge their primary responsibilities to educate students and promote good citizenship. All students are expected to conduct themselves with respect for others and in accordance with School Board policies, school rules, and applicable state and federal laws. Disciplinary action may be taken against students who violate policies, rules, or laws, and/or whose conduct directly interferes with the operations, discipline or general welfare of the school. The Board expects the following principles to guide the development and implementation of school rules and disciplinary procedures:
A. Discipline should emphasize positive reinforcement for appropriate behavior, as well as appropriate consequences for misbehavior. The focus should be on providing a school environment where students are engaged in constructive learning and interactions with others.
B. Expectations for student behavior should be clear and communicated to school staff,
students and parents.
C. Consequences for misbehavior should be in proportion to the offense, fair and consistently enforced.
D. Parents should be actively involved in the process of preventing and resolving
disciplinary problems at school. Physical force and corporal punishment shall not be used as disciplinary methods. State law provides that “a teacher or other person entrusted with the care or supervision of a person for special or limited purposes may not be held civilly liable for the use of a reasonable degree of force against the person who creates a disturbance if the teacher or other person reasonably believes it is necessary to a) control the disturbing behavior; or b) remove the person from the scene of the disturbance.” Teachers are authorized to make and enforce rules for effective classroom management and to foster appropriate student behavior, subject to the direction and approval by the Principal/designee. The building principal shall develop school-wide rules with appropriate input from school staff, students and parents and subject to approval by the Superintendent. Principals shall provide for the suspension or other serious disciplinary action against students in accordance with Board policies, administrative procedures and Maine law. Legal Reference: 17-A MRSA § 106 20-A MRSA § 4009 Ch. 125.23, B, 5, 1 (Maine Dept. of Ed. Rule) Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAA – Student Harassment and Sexual Harassment JICIA Weapons, Violence and School Safety JKB - Student Detention JKD - Suspension of Students JKE - Expulsion of Students JKF - Suspension/Expulsion of Students with Disabilities Adopted: January 12, 1984 Revisited: August 27, 2002 Adopted: September 24, 2002
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STUDENT EDUCATIONAL RECORDS
It shall be the policy of the RSU School Department to provide for the confidentiality of all student education records that are maintained by the RSU School Department as required by both Maine law and the Federal Family Educational Rights and Privacy Act (FERPA). The RSU School Department shall provide annual notification to the parents of students currently in attendance and to eligible students (18 years old or older) of their rights in relation to the student education records being maintained by the RSU School Department. The RSU School Department designates the following information about students as directory information: name, the student’s participation in officially recognized activities and sports, height and weight of student athletes and grade level in school of students in extracurricular activities, date of attendance at RSU School Department schools, and honors and awards received. RSU School Department may disclose directory information about students in attendance if it has given the notification required by FERPA to parents of the students and to eligible students and has not received timely written notice refusing permission to designate some or all of the types of information about a student as directory information. Under Maine law, the RSU School Department shall not publish on the Internet without written parental consent any information, whether directory or otherwise, that identifies a student including but not limited to the student’s full name, photograph, personal biography, e-mail address, home address, date of birth, social security number, and parents’ names. The Superintendent, in consultation with other school administrators of the RSU School Department, shall develop and promulgate procedures for implementing this policy and may, from time to time, amend those procedures as necessary. Legal Reference: 20 USC § 1232g 34 CFR Part 99 20-A MRSA § 6001 Me. Dept. of Ed. Reg. ch. 101 § 15 (Nov. 1999) Adopted: April 12, 1994
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ASSIGNMENT OF STUDENTS TO CLASSES— PARENTAL INPUT The RSU School Committee has established the following policy regarding student placement in classes or programs. Parents/guardians are encouraged to contribute to the process of placing their child in the most appropriate educational setting.
A. A standard form for parental input in the student placement decision will be available at each building principal’s office from March 1 to March 31. These must be picked up by parents/guardians desiring to have input into this process.
B. The form must be returned to the building principal from whom it was picked up prior to
the start of April vacation.
C. The Superintendent/designee will be responsible for annually informing the parent(s)/guardian(s) of the availability of this opportunity for parental input.
The process of student assignment to classes or programs will be determined by a combination of the educational needs of the student, teacher recommendations, parent input forms, and space available. The building makes the final determination for student assignment principal. Any parent/guardian who is dissatisfied with the decision of the principal shall have the right to appeal the decision to the Superintendent. If dissatisfied with the Superintendent’s decision, the parent(s)/guardian(s) may appeal to the School Board. After reviewing any and all documentation and meeting with all parties concerned, the final decision pertaining to a student’s assignment shall rest with the School Board. Adopted: August 13, 1985 Revised: February 1998
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SYSTEM-WIDE STUDENT CODE OF CONDUCT
Ethical and responsible student behavior is an essential part of the educational mission of our schools. To that end, the Board has developed this System-Wide Code of Conduct with input from school staff, students, parents and the community. The Code defines our expectations for student behavior and provides the framework for a safe, orderly and respectful learning environment. Article 1 – Standards for Ethical and Responsible Behavior The Code of Conduct is intended to support and encourage students to meet the following statewide standard for ethical and responsible behavior: STATE RSU # 23 • Respect • Respect • Honesty • Honesty • Compassion • Caring/Compassion • Fairness • Fairness • Responsibility • Responsibility • Courage • Citizenship
Article 2 – Code of Conduct All students are expected to comply with the Code of Conduct and all related Board policies and school rules. The Code applies to students:
on school property,
while in attendance at school or at any school-sponsored activity, or
at any time or place that such conduct directly interferes with the operations, disciplines or general welfare of the school.
Article 3 – General Behavior Expectations and Discipline Policies
The following expectations for student behavior are fundamental to a safe, orderly and respectful environment in our schools. Each student should:
1. Be courteous to fellow students, staff and visitors.
2. Respect the rights and privileges of other students and school staff.
3. Obey all Board policies and school rules governing student conduct.
4. Follow directions from schools staff.
5. Cooperate with staff in maintaining school safety, order and discipline.
6. Attend school regularly.
7. Meet school standards for grooming and dress.
8. Respect the property of others, including school property and facilities.
9. Refrain from cheating or plagiarizing the work of others.
10. Refrain from vulgarity, profanity, obscenity, lewdness, and indecency.
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Violations of the Code of Conduct may result in disciplinary action. Disciplinary consequences depend up on the seriousness of the violation and the student’s prior disciplinary record. Consequences will range from a verbal warning for minor misconduct up to and including expulsion for the most serious offenses. Behavior that also violates the law may be referred to law enforcement authorities. See policies: JK – Student Discipline
JKB – Detention of Students JKD – Suspension of Students JKE – Expulsion of Students
Article 4 – Expectations The following is a summary of the school unit’s expectations for student behavior. In many cases, the School Board has adopted policies that address these expectations in greater detail. Students, parents and others should refer to the policies and student handbooks for more information about the expectations and consequences. In case of an inconsistency between the Code of Conduct, Board policies and/or school handbooks, Board policies will prevail.
A. Violence and Threats
Students shall not engage in violent or threatening behavior. Prohibited behavior includes fighting, assault and/or battery, taking hostages, threats to commit violence against persons or property, or threats, intimidation, or harassment. Violations may result in disciplinary action up to and including expulsion.
See policies:
JICIA – Weapons, Violence and School Safety JICIB – Bomb Threats
B. Weapons
Students shall not possess or use weapons of any kind (examples include but are not limited to firearms, explosives and knives). Students also shall not use any object, although not necessarily designed to be a weapon, to inflict bodily harm and/or to threaten, intimidate, coerce or harass another person (examples include but are not limited to bats, lighters, tools and toy weapons). Firearms violations will result in expulsion in accordance with state and federal statutes; other weapons violations may result in disciplinary action up to and including expulsion.
See policy JICIA – Weapons, Violence and School Safety
C. Hazing
Hazing is prohibited. Maine law defines injurious hazing as “any action or situation, including harassing behavior, that recklessly or intentionally endangers the mental or physical health of any school personnel or a student enrolled in a public school.” No student shall plan, encourage, or engage in such activities in connection with any school program or activity, including extracurricular, co-curricular and athletic activities. Students who engage in hazing activities are subject to suspension, expulsion and/or other appropriate disciplinary measures.
See policy ACAD – Hazing
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D. Discrimination and Harassment/Sexual Harassment
Students should not discriminate against other students on the basis of race, color, sex, religion, ancestry, national origin or disability. Nor should students harass one another on the basis of race, color, sex, religion, ancestry, or national origin or disability. Sexual harassment is also prohibited. Harassment is grounds for disciplinary action up to and including expulsion.
See policies:
AC – Nondiscrimination ACAA – Harassment and Sexual Harassment of Students
E. Drug and Alcohol Use
Students shall not distribute, possess, use or be under the influence of any alcoholic beverage, drug, or look- alike substance as described in Board policy. Violations may result in disciplinary action up to and including expulsion from school.
See policy JICH – Drug and Alcohol Use by Students
F. Tobacco Use
Students shall not smoke, use, possess, sell, or distribute any tobacco products. Violations of this policy may result in disciplinary action up to and including suspension from school.
See policy – ADC – Tobacco use and Possession
G. Conduct on School Buses
Students must comply with all Board policies and school rules while on school buses. Students who violate these policies and rules on a school bus may have their riding privileges suspended or revoked, and may also be subject to additional disciplinary action, up to and including expulsion, depending upon the particular violation.
H. Computer/Internet Use
Students may use school computers, networks and Internet services only for educational purposes. Students shall comply with all policies and rules governing acceptable use. Unacceptable use may result in suspension or cancellation of computer privileges as well as additional disciplinary and/or legal action.
See policy – IJNDB – Computer/Network Acceptable Use Policy
I. Extra – Curricular Conduct
Students must follow all Board policies and school rules while participating in athletics and extracurricular activities. Students who violate policies and/or school rules may be subject to suspension or removal from the team/activity as well as additional disciplinary action under applicable Board policies and/or school rules.
See policy JJIC – Extra-Curricular Eligibility Policy
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Article 5 – Removal of Disruptive/Violent /Threatening Students
1. Students who are disruptive or violent or students threatening death or bodily harm to others may be removed from classrooms, school buses, or other school property when necessary to maintain order and safety. The staff member who orders the student removed should arrange to have the student escorted to the office or other designated location.
2. If a student does not comply with a staff member’s order to leave, the staff member will
contact an administrator, or, if not available, another suitable person, who shall respond promptly.
3. Staff members should not use force or restraint, except only to the minimum extent
necessary to protect any person from imminent physical harm. Staff members are not required to take action that puts them at risk of serious injury.
4. The responding administrator will take appropriate action. If the student fails to obey
verbal directions, force or restraint may be used only to the minimum extent necessary to protect any person from imminent physical harm or to quell a disturbance. Whenever practicable, law enforcement should be called to restrain or physically remove the non-compliant student. The administrator may invoke the school unit’s crisis response plan if appropriate.
See 20-A M.R.S.A. §4009 – Protection from Liability
See Crisis Response Plan
Article 6 – Special Services
1. Referral:. The school unit has adopted policies and procedures for determining when a student shall be referred for special services.
See policies:
IHBAA – Referral/Pre-Referral Policy IHBAC – Child Find Policy
2. Review of Individual Educational Plan: The school shall schedule a PET meeting to review the IEP of a student who has been removed from class when: a) school officials and/or the parent believes the student may present a substantial likelihood of injury to himself/herself or others; b) the class removals are sufficient to constitute a change in the student’s special education program; or c) school officials or the parent believes that the student’s behavior may warrant a change in educational programming.
See policy JKF – Disciplinary Removals of Students with Disabilities
3. Time Out Rooms and Therapeutic Restraint. The school unit also has established a
policy on the use of time out rooms and therapeutic restraints as required by Maine statute.
See policy – JKAA – Time Out Rooms and Therapeutic Restraint
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Article 7 – Referrals to Law Enforcement Authorities The Superintendent and administrators have the authority to seek the assistance of law enforcement authorities when there is a substantial threat to the safety of the schools, students or staff. The Superintendent/administration may also inform law enforcement authorities when they have reason to suspect that a student or staff member may have violated a local, state or federal statute. All serious offenses, as determined by the Superintendent, must be reported to law enforcement authorities.
See policy KNAJ – Relations with Police Authorities
Article I – Dissemination of System-Wide Student Code of Conduct The System-Wide Student Code of Conduct shall be distributed to staff, students and parents through handbooks and/or other means selected by the Superintendent and building administrators. Legal Reference: 20-A M.R.S.A. §§254 (11); 1001 (15) Cross Reference: Taking Responsibility: Standards for Ethical and Responsible Behavior in Maine Schools and Communities (Report of the Commission for Ethical and Responsible Behavior, February 2001) Adopted: September 24, 2002
TOBACCO USE AND POSSESSION In order to promote the health and safety of all students and staff and to promote the cleanliness of all facilities, the RSU Board of Education, hereinafter referred to as the “Board,” prohibits smoking and the use of all other tobacco products in school buildings, facilities, on school buses, during school-sponsored events and at all other times on school grounds by all persons, including students and employees. In addition, students are further prohibited from possessing, selling, distributing or dispensing tobacco products in school buildings, facilities and on school grounds, buses, and at all other times.
Employees and all other persons are also strictly prohibited, under law from selling, distributing or in any way dispensing tobacco products to students.
Legal References: 22 MRSA §1578-B Me. PL 470 (An Act to Reduce Tobacco Use By Minors) 20 USC 6081 (Pro-Children Act of 1994—Goals 2000) Adopted: April 25, 2000 Reviewed: March 26, 2002
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WEAPONS, VIOLENCE AND SCHOOL SAFETY
The RSU Board of Education believes that students and staff are entitled to learn and work in a school environment free of violence, threats and disruptive behavior. Students are expected to conduct themselves with respect for others and in accordance with Board policies, school rules, reasonable unwritten behavior expectations, and applicable state and federal laws. School staff is required to immediately report incidents of prohibited conduct by students to the building administrator/designee for investigation and appropriate action. Prohibited Conduct Students are prohibited from engaging in the following conduct on school property, while in attendance at school or at any school-sponsored activity, or at any time or place that such conduct directly interferes with the operations, discipline or general welfare of the school:
A. Possession and/or use of articles commonly used or designed to inflict bodily harm and/or to threaten, intimidate, coerce or harass another person. Examples of such articles include but are not limited to firearms, BB guns, pellet guns, any other kind of gun, ammunition, explosives, cross-bows, brass knuckles, switchblades, knives, chains, clubs, Kung Fu stars and numchucks;
B. Use of any object, although not necessarily designed to be a weapon, to inflict bodily harm
and/or to threaten, intimidate, coerce or harass another person. Examples of such articles include but are not limited to bats, belts, picks, pencils, compasses, objects capable of ignition (e.g., matches, lighters), files, tools of any sort and replicas of weapons (including toys);
C. Violent or threatening behavior, including but not limited to fighting, assault and/or battery,
taking hostages, threats to commit violence against persons or property (e.g., verbal or written death threats, threats of bodily harm, bomb threats);
D. Verbal or written statements (including those made on or through a computer) which
threaten, intimidate, or harass others, which tend to incite violence and/or disrupt the school program;
E. Willful and malicious damage to school or personal property;
F. Stealing or attempting to steal school or personal property;
G. Lewd, indecent or obscene acts or expressions of any kind;
H. Violations of the school unit’s drug/alcohol and tobacco policies;
I. Violations of state or federal laws; and
J. Any other conduct that may be harmful to persons or property.
