|
IA
IICB*
IKF |
Instructional Goals
Academic Achievement |
*These topics are not currently covered by Board policy.
File: IA
The goals of the instructional program are considered guides rather than limits which are flexible enough to meet the changing needs of both students and society for all grade levels and subject areas.
The District’s instructional goals include:
1. helping meet the physical, intellectual and emotional needs of students,
particularly the need to inquire, learn, think and create;
2. helping students establish aesthetic, moral and ethical values;
3. helping students relate satisfactorily to others in circumstances involving their
families, work, government and recreation;
4. giving students a mastery of the basic skills of learning, thinking, problem
solving, reading, writing and computation;
5. teaching students to use the various media of self-expression;
6. instilling in students a knowledge of the social and natural sciences;
7. acquainting students with the richness of the national heritage;
8. stimulating students to work productively in the various areas of human
endeavor and
9. acknowledging the importance of, and relating appropriately to, the home and
other social agencies in developing the habits and attitudes which make for
effective personal living and the maintenance of optimum physical and mental
health.
[Adoption date: October 21, 2004]
LEGAL REFS.: Ohio Const. Art. VI, Section 2
OAC 3301-35-06
CROSS REFS.: ADA, Educational Philosophy
AE, School District Goals and Objectives
AFE, Evaluation of Instructional Programs (Also IM)
AFI, Evaluation of Educational Resources
Continuous Improvement Plan
File: IAA
Instructors shall identify skills, knowledge and attitudes crucial to the student’s successful movement to the next level of learning within each subject area and at each grade level.
Curriculum is developed and implemented according to the requirements established by the Ohio Administrative Code.
Courses of study are reviewed and updated as needed under the supervision of the Superintendent/designee. This evaluation considers the achievement of learning objectives and learning outcomes. This evaluation promotes and guides appropriate revision and updating. The evaluated course of study is presented to the Board for adoption or re-adoption.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-04; 3301-35-06
CROSS REFS.: ADA, Educational Philosophy
AE, School District Goals and Objectives
AFE, Evaluation of Instructional Programs (Also IM)
IA, Instructional Goals
File: IB
Public education in a pluralistic society must strive to present, as objectively as possible, varied events, activities and perceptions reflected in history, literature and other sources of humanity’s thought and expression. A major goal of education in a free society is to develop persons who can think critically, understand their culture, live compassionately with others, make sound decisions and live with the consequences of their judgment. Because points of view differ and biases exist, students must have access to materials which express this diversity of perspective.
It is the responsibility of the teacher to make certain that such access to materials presenting various sides of an issue is available. Teachers must take into account the relative maturity of their students and the need for guidance and help in studying issues and arriving at balanced views. All instruction conforms to adopted courses of study.
The principle of academic freedom presupposes intellectual honesty on the part of the person who exercises it and that he/she can and will discriminate among facts relating to an issue. In expressing a personal opinion, a teacher makes it known to students that the view is his/her own and does not attempt to bring students to a commitment to that personal viewpoint.
[Adoption date: October 21, 2004]
CROSS REFS.: AC, Nondiscrimination
EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
INB, Teaching About Controversial Issues
JB, Equal Educational Opportunities
CONTRACT REF.: Teachers’ Negotiated Agreement
File: IC/ICA
The calendar for the school year shall be recommended to the Superintendent two years in advance by a committee composed of one business manager, one central office administrator, one secondary administrator, one elementary administrator, the MCTA president/designee and one teacher from each level (high school, middle school and elementary school), per the Negotiated Agreement.
The calendar sets forth the days schools will be in session, holidays and vacation periods, in-service training days, teacher orientation days; days of conferences with and reports to parent(s)/guardian(s); and other teacher workdays. The number of days scheduled for students shall meet or exceed the requirement of Ohio law. Said calendar shall include the required number of days for calamity make-up days as prescribed by Ohio law.
The Superintendent will recommend a school calendar to the Board for adoption.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.48; 3313.481; 3313.482; 3313.483; 3313.62; 3313.63
3317.01
CROSS REF.: EBCD, Emergency Closings
CONTRACT REF.: Teachers' Negotiated Agreement
File: ID
It is the responsibility of the Board to establish the beginning and dismissal times at the various grade levels. These hours satisfy the time requirements established by State law and the State Board of Education regulations.
The administration is authorized to make minor changes in opening and closing times to facilitate the scheduling of transportation. Any major changes in schedules are subject to Board approval. The Ohio Administrative Code regulation for length of day must be followed.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.48; 3313.482
OAC 3301-35-06
CROSS REF.: EBCD, Emergency Closings
CONTRACT REF.: Teachers’ Negotiated Agreement
File: IE
ORGANIZATION OF FACILITIES FOR INSTRUCTION
The Board recognizes that the grouping of grades and services within the facilities of the District can promote the efficient operation of the District and help achieve a more effective instructional program.
The housing of grade levels in school facilities and the administration of the instructional program is according to plans developed by the Superintendent and the administrative staff and approved by the Board.
Modifications in the organizational plan of each school may be made by the Board upon the recommendation of the Superintendent. The Superintendent continually monitors the effectiveness of the organizational plan and recommends to the Board modifications in the plan which are in the best interest of students; provides for the equivalency of instructional materials, equipment and personnel and makes the wisest use of resources and personnel to serve the educational goals of the Board.
The organization of facilities may be re-organized to comply with the provisions of No Child Left Behind.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3311.29
3313.53; 3313.531; 3313.641
CROSS REFS.: IGBI, English as a Second Language (Limited English Proficiency)
IGBJ, Title I Programs
IHA, Grouping for Instruction
JECBD, Intradistrict Open Enrollment
File: IF
Continuing curriculum study and development are necessary in order to ensure that the District meets the needs of the students in its schools.
Curriculum planning is based on the educational philosophy and goals approved by the Board. Specific objectives are developed by the staff and input from parents, community members and other stakeholders is considered by the Board. Such planning must also take into consideration the legal requirements for students in basic subjects.
To ensure improved instruction as a result of curriculum changes, there must be close coordination between new curriculum development and current instruction program and process and their evaluation. There must be coordination across subject areas and articulation of programs between grade levels. Implementation of new or revised curriculum must be closely coordinated with staff development programs.
The Superintendent/designee is responsible for authorizing curriculum studies and for establishing curriculum councils and advisory committees as needed.
The Board expects all certificated staff to work together in evaluating the educational program and recommending additions and changes in courses, programs and instructional approaches. All staff members have a professional obligation to the educational program, including responsibility for working on curriculum committees. The certificated staff is expected to play an active role in curriculum development.
The Superintendent/designee provides the Board with reports on the curriculum and on the work of curriculum committees and recommends courses and programs for adoption by the Board.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06
CROSS REF.: ABA, Community Involvement in Decision Making (Also KC)
ABB, Staff Involvement in Decision Making (Also GBB)
BCF, Advisory Committees to the Board
CONTRACT REF.: Teachers’ Negotiated Agreement
File: IFD
An effective curriculum requires continuous development, implementation, evaluation and improvement. The Board expects the certificated staff to implement courses of study which promote the educational goals of the District and comply with legal requirements.
Legal responsibility for adoption of curriculum resides with the Board. The Board assigns responsibility for curriculum development to the Superintendent. The Board considers and acts on new courses and programs as recommended by the Superintendent. It officially approves courses of study for all subjects as required by State and Federal law.
The Superintendent supervises the evaluation of the curriculum. Courses of study are reviewed and updated as needed. After evaluation, courses of study are presented to the Board for adoption or re-adoption. The Board may initiate studies of prospective new courses and curriculum revisions.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.07
3313.60; 3313.602; 3313.90
OAC 3301-35-02; 3301-35-03; 3301-35-04
File: IGAB
This Board fosters good human relations dealing with race, color, national origin, citizenship status, religion, gender, economic status, age or disability through its instructional programs, its student activities and the classroom environment.
The Board encourages and supports the following approaches to human relations education.
1. The curriculum for all students in grades kindergarten through 12 presents in
context the accomplishments and contributions of the races and cultures of our
world.
2. Methods and techniques of classroom teaching emphasize the similarities and
likenesses of people of various backgrounds and cultures.
3. The staff annually refreshes its awareness of the facts that the public schools
are among the primary instruments for furthering, upgrading and strengthening
human relations through in-service training.
4. The schools work for an integration of ideas, people and material resources to
provide the best education to meet the demands of our society.
5. The schools strive to develop a positive self-image in each student’s thinking.
They:
A. recognize the dignity and worth of the individual;
B. provide students with the opportunity to acquire as broad an education as
the student’s capacity permits and
C. stimulate the development of respect for the laws of this country.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-02(B)(I)(6); 3301-35-03(H)
CROSS REFS.: AC, Nondiscrimination
ACA, Nondiscrimination on the Basis of Sex
ACB, Nondiscrimination on the Basis of Disability
JB, Equal Educational Opportunities
File: IGAC
Schools must be neutral in matters of religion. The District must show no preference for one religion over another and must refrain from the promotion of any religion.
Teaching about religious holidays or about religion in general should be objective, should avoid any doctrinal impact and should avoid any implication that religious doctrines have the support of school authority.
It is the responsibility of the public schools to foster mutual understanding and respect for all individuals and beliefs. In pursuing this goal, teaching in the public schools should recognize that holidays are observed differently by different religious groups. Teachers should also respect the fact that some individuals’ beliefs do not include religious observances.
[Adoption date: October 21, 2004]
LEGAL REFS.: U.S. Const. Amend. I
ORC 3313.601
CROSS REFS.: INB, Teaching About Controversial Issues
IND, School Ceremonies and Observances
JB, Equal Educational Opportunities
JEFB, Released Time for Religious Instruction
File: IGAD
OCCUPATIONAL EDUCATION
(Career and Technical Education)
The schools should provide education that is pertinent to the practical aspects of life and prepares students to make the transition from the school setting to the world of work. Therefore, it supports the inclusion of career education in the basic curriculum.
Career education is a program that enables each student to gain career awareness and to explore career opportunities in all fields so that he/she can make informed decisions about his/her future occupations.
The Board charges the administration with the responsibility for implementation of the career education program in the schools.
Career education is a concept that can be taught in the classroom at all grade levels. At the secondary level, it specifically incorporates career exploration, career guidance and vocational education/training opportunities. The latter are designed to equip students to enter postsecondary occupational education programs, and/or specific occupations directly from high school.
Career and technical education is available as an integral part of the curriculum at the secondary level. It is geared to technological and economic conditions and changes, and, as a core component of comprehensive education, shares with other aspects of the high school curriculum the purpose of development of character, attitudes and skills. Guidance and counseling services are provided to each student throughout his/her program.
In an effort to meet the changing needs of the global, high-tech workforce, the following educational programs will be offered to secondary high school students, adults, postgraduates and others desiring to obtain necessary workforce skills.
1. career education in agriculture, business and marketing, health occupations
education and trade and industrial education including the applied related
academic subjects, i.e. math, science and communication skills
2. postgraduate and adult education courses, including apprenticeship programs
Fees are charged to students, as established by the Board, to pay for materials they use in these courses and programs.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3303.02; 3303.06
3311.18; 3311.19
3313.53; 3313.56; 3313.90; 3313.901; 3313.91; 3313.911
3317.024; 3317.16; 3317.17
OAC Chapter 3301-61
3301-35-06
File: IGAE
The Board is committed to a sound, comprehensive health education program as an integral part of each student’s general education. At a minimum, the health education program meets the requirements established by law and includes practical training in procedures to be used in first aid, safety, fire prevention and cardiopulmonary resuscitation.
The Board believes that the greatest opportunity for effective health education lies with the public schools because of the opportunity to reach almost all students at an age when positive, lifelong health habits may be instilled and the availability of qualified personnel to conduct health education programs.
The health education program emphasizes a contemporary approach to the presentation of health information, skills and knowledge necessary for students to understand the functioning and proper care of the human body.
In an effort to promote a relevant approach to the instruction of health education, the Board continues to stress the need for curricular, personnel and financial commitments to ensure a health education program of high quality in the public schools.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.60
OAC 3301-35-04; 3301-35-06
CROSS REFS.: EB, Safety Program
EBBA, First Aid
EBBC, Bloodborne Pathogens
GBEA, HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune
Deficiency Syndrome) ((Also JHCCA)
IGAH, Family Life Education
IGAI, Sex Education
JHF, Student Safety
File: IGAG
DRUGS, ALCOHOL AND TOBACCO EDUCATION
The Board views with concern the serious implications of drug, alcohol and tobacco use by students. In keeping with its primary responsibility, the education of youth, the Board charges the staff to continue to investigate the causes of student involvement with drugs and alcohol and to develop suitable preventive measures whenever feasible.
The Board and the staff continue to seek ways to educate students about the dangers of the misuse and abuse of drugs, alcohol and tobacco. Instructional units include sessions about the causes and effects of drug, alcohol and tobacco abuse, especially in young people.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 2925.01; 2925.37
3313.60; 3313.95
OAC 3301-35-04; 3301-35-06
CROSS REFS.: JFCG, Tobacco Use by Students
JFCH, Alcohol Use by Students
JFCI, Student Drug Abuse
File: IGAH/IGAI
FAMILY LIFE EDUCATION/SEX EDUCATION
The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, attitudes and values which result in behavior which contributes to the well-being of the individual, the family and society.
Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the primary responsibility to assist their children in developing moral values. The schools should support and supplement parents’ efforts in these areas by offering students factual information and opportunities to discuss concerns, issues and attitudes.
In addition to the requirements listed below, the policies and regulations concerning the approval of new curriculum content, units and materials apply to any course(s) dealing with family life and sex education.
1. Instructional materials to be used in family life/sex education are available for
review by parents during school hours.
2. If, after review of materials used and a conference with the instructor and
principal, a parent requests that his/her child not participate in a given aspect of
the course, an alternate educational assignment is arranged for that student with
the approval of the principal.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.60
OAC 3301-35-02
CROSS REF.: IGAE, Health Education
File: IGBA
PROGRAMS FOR STUDENTS WITH DISABILITIES
All students with disabilities living within the District are identified, evaluated and placed in appropriate educational programs. Due process requirements, procedural safeguards and confidential treatment of information are adhered to as required by State and Federal law.
The Superintendent is expected to supervise all special education programs and to assign a member of the staff to coordinate efforts. The person designated is responsible for the identification of students with disabilities, the evaluation of disabilities and evaluation procedures, the design of Individualized Education Programs (IEP), plans and placement. All procedures are in accordance with State and Federal law.
The IEP determined for each identified student is developed in accordance with the student’s individual needs. The plan provides for re-evaluation of the student’s needs, progress and effectiveness of the program being offered.
Although the District requires all students with disabilities to be tested, each student with a disability is considered individually relative to his/her participation in the District’s educational and testing programs. Alternative assessments are required and students must make yearly gains as defined by the adequate yearly progress indicator adopted by the State Board of Education and be at a proficient level in 12 years.
The Board directs the administration to develop a plan to comply with school choice and supplemental service sanctions.
[Adoption date: October 21, 2004]
LEGAL REFS.: Education for All Handicapped Children Act; 20 USC 1401 et seq.
Rehabilitation Act; 29 USC 706(8), 794, 794a
504 Regulations 34 C.F.R. Part 104
Americans with Disabilities Act; USC 12112 et seq.
State Department of Education, Special Education Policies and Procedures,
Free Appropriate Public Education-101
ORC 3313.50
3323.01 et seq.
3325.01 et seq.
OAC 3301-51
3301-55-01
CROSS REFS.: ACB, Nondiscrimination on the Basis of Disability
IGBJ, Title I Programs
IL, Testing Programs
JB, Equal Educational Opportunities
KBA, Public’s Right to Know
File: IGBA-E
File: IGBAB
The District will identify, evaluate and provide appropriate accommodations for students with mental and/or physical impairment(s) which substantially limit one or more major life activities.
Section 504 of the Rehabilitation Act (1973) due process rights for children and their parents will be enforced.
The Director of Pupil Services is designated the coordinator of Section 504 activities
[Adoption date: October 21, 2004]
LEGAL REFS.: Education For All Handicapped Children Act of 1975
Rehabilitation Act of 1973
ORC 3313.37; 3313.50
3323.01 et seq. 3325.01
OAC 3301-51-02
3301-51-16-19
3301-55-01
CROSS REFS.: ACB, Nondiscrimination on the Basis of Disability
IL, Testing Programs
JB, Equal Educational Opportunities
JHC, Student Health Services and Requirements
KBA, Public’s Right To Know
File: IGBAB-1-R
SECTION 504
Section 504 is an act which prohibits discrimination against persons with a handicap in any program receiving federal financial assistance. The act defines a person with a handicap as anyone who:
1. has a mental or physical impairment which substantially limits one or more
major life activities (major life activities include activities such as caring for
one’s self, performing manual tasks, walking, seeing, hearing, speaking,
breathing, learning and working);
2. has a record of such an impairment or
3. is regarded as having such an impairment.
In order to fulfill its obligation under Section 504, the District recognizes a responsibility to avoid discrimination in policies and practices regarding its personnel and students. No discrimination against any person with a handicap will knowingly be permitted in any of the programs and practices in the school system.
The District has specific responsibilities under the act, which include the responsibility to help identify, evaluate, and if the child is determined to be eligible under Section 504, to afford access to appropriate educational services.
The Family Educational Rights and Privacy Act (FERPA) also specifies rights related to educational records. This act gives the parent or guardian the right to:
1. inspect and review his/her child’s educational records;
2. make copies of these records;
3. receive a list of all individuals having access to those records;
4. ask for an explanation of any item in the records;
5. ask for an amendment to any report on the grounds that it is inaccurate,
misleading, or violates the child’s rights and
6. a hearing on the issued if the school refuses to make the amendment.
If there are questions, please feel free to contact the Director of Pupil Services, 504 Coordinator for the District, at phone number 866-3381.
(Approval date: October 21, 2004)
File: IGBAB-2-R
SECTION 504
Step 1: Informal Discussion with Coordinator
Complainants are encouraged to try to resolve problems promptly through informal dispute resolution. The complainant meets informally with the District Section 504 coordinator and discusses his/her complaint. The coordinator will investigate, documenting all steps (including dates and nature of meetings, disposition and dates of disposition), and will reply in writing to the complainant within five working days of the initial meeting.
Step 2: Written Complaint
If the complaint is not satisfactorily resolved through Step 1, the complainant may file a written grievance with the Section 504 coordinator within 10 days of disposition at Step 1. The written complaint must include:
1. a clear statement of the alleged violation;
2. the remedy sought by the complainant and
3. the complainant’s signature and the date.
The District’s Section 504 coordinator will conduct a full investigation of the grievance and will prepare a written report of the investigation that will include:
1. a clear statement of allegations of the grievant and remedy sought;
2. a statement of the facts as contended by each party;
3. a statement of the facts as found by the coordinator and evidence to support
each fact;
4. a list of all witnesses interviewed and documents reviewed during the
investigation;
5. a narrative describing attempts to resolve the grievance and
6. the coordinator’s conclusions on whether the grievance is valid.
If the coordinator believes the grievance is valid, the coordinator will recommend appropriate action to the Superintendent. The report will be filed with the Superintendent within 15 days of receipt of the written grievance. A copy of the report will be provided to the complainant. If the Superintendent agrees with the recommendations of the coordinator, the recommendations will be implemented.
Step 3: Appeal to School Board
If the complainant is not satisfactorily resolved through Step 2, the complainant may file a written appeal to the Board. The appeal, which must be filed within 10 working days of the Superintendent’s decision, must include copies of the disposition at Step 1, if applicable, the written complaint, the coordinator’s report and the Superintendent’s decision at Step 2.
The appeal will be considered at the next regularly scheduled Board meeting as long as the appeal is filed at least five working days before the meeting. Within 10 working days of considering the appeal, the Board will issue a written decision through the Superintendent’s office.
1 of 2
File: IGBAB-2-R
ORC Complaint
At any stage in this grievance procedure, the complainant has the right to file formal complaints with the Office for Civil Rights, U.S. Department of Education, 330 C St., SW, Washington, DC 20202. The District Section 504 coordinator is: William A. LaPrise, Director of Pupil Services.
(Approval date: October 21, 2004)
2 of 2
File: IGBB
PROGRAMS FOR GIFTED AND TALENTED STUDENTS
In accordance with the belief that all children are entitled to education commensurate with their particular needs, children in the District who are gifted are provided opportunities to progress as their abilities permit. The Board believes that these children may require services beyond those offered in regular school programs in order to realize their potential contribution to themselves and society.
Children who are gifted are identified annually by qualified professionals using a variety of assessment procedures. The Board encourages efforts to provide services for the children who are gifted as an integral part of the total kindergarten through grade 12 program.
Identification
The District follows the identification eligibility criteria as specified in the Ohio Revised Code and the Ohio Administrative Code.
1. The District identifies children of the District, in grades kindergarten through 12,
as gifted children who perform at remarkably high levels of accomplishment
when compared to other children of the same age, experience and
environment, as identified under the Ohio Revised Code and Ohio
Administrative Code. Accordingly, a child can be identified as exhibiting:
A. superior cognitive ability;
B. specific academic ability in one or more of the following content areas:
1) mathematics;
2) science;
3) reading, writing or a combination of these skills and/or
4) social studies;
C. creative thinking ability and/or
D. visual or performing arts ability such as drawing, painting, sculpting, music,
dance or drama.
2. The District uses only those instruments approved by the Ohio Department of
Education for screening, assessment and identification of children who are
gifted.
1 of 4
File: IGBB
District Plan for Identifying Gifted Students
The District adopts and submits to the Ohio Department of Education a plan for
screening, assessment and identification of children who are gifted. Any revisions to the District plan are submitted to the Ohio Department of Education for approval. The
identification plan includes the following:
1. the criteria and methods the District uses to screen and select children for
further assessment who perform or show potential for performing at remarkably
high levels of accomplishment in one of the gifted areas;
2. the sources of assessment data the District uses to select children for further
testing and an explanation to parents/guardians of the multiple assessment
instruments required to identify children who are gifted;
3. an explanation for parents/guardians of the methods the District uses to ensure
equal access to screening and further assessment by all District children,
culturally and linguistically diverse children, children from low socio-economic
backgrounds, children with disabilities and children for whom English is a
second language;
4. the process of notifying parents/guardians regarding all policies and
procedures concerning the screening, assessment and identification of children
who are gifted;
5. an opportunity for parents/guardians to appeal any decision about the results of
any screening procedure or assessment, the scheduling of children for
assessment or the placement of a student in any program or for receipt of
services;
6. procedures for the assessment of children who transfer into the District;
7. at least two opportunities a year for assessment in the case of children
requesting assessment or recommended for assessment by teachers,
parents or other children; and
8. an explanation that the District accepts scores on assessment instruments
approved for use by the Ohio Department of Education that are provided by
other school districts and trained personnel outside the District.
2 of 4
File: IGBB
The District's plan may provide for the District to contract with any qualified public or private service provider to provide screening or assessment services under the plan. Gifted education coordinators provide the District with assistance in placing students, designing services, consulting on strategic planning, evaluating services on an ongoing basis and eliciting input from parents and staff.
District Plan for Services
The District adopts and submits to the Ohio Department of Education a plan for a
continuum of services that may be offered to students who are gifted.
1. The District ensures equal opportunity for all children identified as gifted to
receive any or all services offered by the District.
2. The District implements a procedure for withdrawal of children from District
gifted programs or services and for reassessment of children.
3. The District implements a procedure for resolving disputes with regard to
identification and placement decisions.
4. Any District gifted education services are delivered in accordance with the Ohio
Revised Code and the Ohio Administrative Code.
5. The District informs parents of the contents of this policy as required by the
Ohio Revised Code.
Written Education Plan
The District provides gifted services based on the student’s area(s) of identification and individual needs and is guided by a written education plan (WEP). The WEP, which is provided to parents of gifted students and educators responsible for providing gifted education services, includes a description of the services provided, including goals for the student in each service specified, methods for evaluating progress toward achieving the goals specified and methods and schedule for reporting progress to students. The WEP also specifies staff members responsible for ensuring that specified services are delivered, policies regarding the waiver of assignments and the scheduling of tests missed while a student is participating in any gifted services provided outside the general education classroom and a date by which the WEP will be reviewed for possible revision.
3 of 4
File: IGBB
Gifted Education Personnel
Gifted education instruction is provided by gifted education intervention specialists by
grade level in accordance with the Ohio Administrative Code. Gifted education
instruction is offered during the regular school day and may be provided in large or small groups and/or individually in a variety of settings. The depth, breadth and pace of instruction based on the appropriate content areas may be differentiated. Where differentiated instruction is provided in a regular classroom, the teacher is either licensed in gifted education or has received professional development and ongoing assistance from a gifted education intervention specialist or gifted education coordinator.
Annual Report and Accountability
The District submits, as required, a gifted education annual report to the Ohio
Department of Education.
The District submits, as required, a gifted education data audit to the Ohio Department of Education.
The Superintendent/designee implements all policies and procedures in accordance with laws, rules and regulations and follows the Ohio Administrative Code rules regarding gifted education.
[Adoption date: October 21, 2004]
(Revised date: August 21, 2008)
LEGAL REFS.: ORC 3324.01-07
OAC 3301-51-15
CROSS REF.: JB, Equal Educational Opportunities
4 of 4
File: IGBE
The educational program is designed and operated to be developmentally appropriate and avoid the necessity for remedial education. In those cases in which students have clearly not performed commensurate with their capabilities, efforts are made to remedy the condition and attain the learning results sought.
The Board directs the classroom teachers of students in the first, second and third grades to assess and identify at the end of each school year the reading skills of each student who is reading below grade level. The parent or guardian is notified of each student whose reading skills are below grade level and intervention services are provided to the student.
Students who are reading below grade level at the end of the third grade are offered intense remediation services during the summer following third grade.
The District seeks to involve the student's parent(s) with the classroom teacher in developing the intervention strategy and offers to the parent(s) the opportunity to be involved in the intervention.
Intervention services will be offered to students who fail to attain proficient scores on any of the District or state required tests.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.07
3313.608; 3313.609
OAC 3301-35-04; 3301-35-06
CROSS REF: IKE, Promotion and Retention of Students
File: IGBG
Homebound instruction is defined as any instruction provided to a student not in school due to an extended illness or physical handicap and is intended to maintain a student's academic status in the Miamisburg City Schools.
1. An extended or prolonged absence is defined as an absence period of 15 or
more consecutive school days.
2. Certification of the handicap or illness will be accepted from a licensed
physician or psychologist.
3. Request for homebound instruction will be initiated by the building principal by
placing a telephone call/fax message to the Director of Pupil Services.
4. Examples of handicaps or illnesses which would fall under the scope of this
policy would include recovery from surgery, a long-term illness, recovery from an
accident, pregnancy, etc.
5. The District will attempt to provide a certificated/licensed instructor within a
reasonable time after the 15-day absence period or when a licensed health
care provider certifies that an illness/injury will extend beyond 15 days. The
District will comply with state and local school district guidelines when
determining the eligibility and availability of homebound instruction. Normally,
homebound instruction will not exceed one hour per day and will not exceed the
number of days the student is excused from regular attendance.
6. The student's classroom instructor shall be responsible for furnishing to the
student and tutor the following:
A. the course of study, weekly lesson plans and textbooks;
B. daily homework, assignments, worksheets and quizzes, tests and exams;
C. grading materials assigned during the homebound period and returning
them to the student weekly;
D. a nine-week grade, a semester exam grade and the final grade, if
applicable, and
E. the assignments to the respective homebound instructor by Thursday
evening of each week for the next week.
7. The homebound tutor shall be responsible for the following:
A. providing the District with a copy of their current certification/license;
B. providing the student with all instruction;
C. administering all homework, class work, worksheets, quizzes, tests and
exams, if applicable;
1 of 2
File: IGBG
D. maintaining contact and rapport with the student's classroom teacher as to
the academic progress of the student on a weekly basis;
E. providing a log for the homebound instruction period with the following
information: date, duration of time and the instruction covered. This log will
be submitted at the conclusion of the homebound instruction period to the
school's guidance counselor.
F. providing a maximum of five hours of instruction per week and
G. providing to the Treasurer all information necessary for financial
reimbursement prior to the start of the homebound instruction.
8. The District, through the office of the Special Education Supervisor, shall be
responsible for identifying and employing a tutor and meeting all state and
Board regulations.
9. The parent is responsible for providing the District with an authorized medical
excuse from a licensed physician or psychologist and obtaining all weekly
assignments from the school.
The homebound student will receive an incomplete grade in all subjects for grade reporting purposes until all homebound instruction is completed.
The classroom teacher(s) will provide the grade(s) necessary for grade reporting purposes to the guidance counselor within five school days after the completion of the homebound instruction.
[Adoption date: October 21, 2004]
LEGAL REFS.: Americans with Disabilities Act; 42 USC 1201 et seq.
ORC 3313.64
3321.04
3323.05; 3323.12
OAC 3301-51-06
CROSS REFS.: IGBA, Programs for Students with Disabilities
JEA, Compulsory Attendance Ages
JECBC, Admission of Students from Nonchartered or Home Schooling
2 of 2
File: IGBH
The Board may approve alternative school programs for students who, because of special needs, cannot benefit from the regular school program.
The major objectives of such programs shall:
1. provide a setting in which individual guidance and challenge can be provided
for each student;
2. develop an instructional program which assists each student in overcoming
academic deficiencies and personal problems;
3. strive to improve each student’s self-concept so that he/she recognizes his/her
ability to succeed and play a contributing role in society;
4. provide an accepting environment in which respect and confidence are given to
each student and
5. develop a realistic instructional program, which provides each student with the
skills necessary to become a self-supporting citizen.
To help achieve these objectives, the alternative school program is staffed by personnel who are committed to the importance of the program and who recognize that education encompasses more than formal classroom instruction. Staff members must also be able to design a cooperative staff/student individualized educational plan which includes long-range goals and measurable objectives for reaching these goals.
Selection of students to participate in the alternative school program is made according to criteria established by the program staff and approved by the Superintendent. Students in the alternative school program may return to their regular schools when they and the program staff agree that they are ready to do so.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.07
3313.53; 3313.533; 3313.534
OAC 3301-35-04; 3301-35-06; 3301-35-09
File: IGBI
ENGLISH AS A SECOND LANGUAGE
(Limited English Proficiency)
The Board recognizes the need to provide equal educational opportunities for all students in the District. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the District, the District shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. Students in a language minority or who have limited English proficiency are identified, assessed and provided appropriate services.
The Board directs the administration to develop and implement language instruction programs that:
1. appropriately identify language minority students;
2. determine the appropriate instructional environment for students with an English
language deficiency and
3. annually assess the English proficiency of students and monitor the progress of
students receiving English or bilingual instruction in order to determine their
readiness for the mainstream classroom environment.
The District requires all students with limited English proficiency to be tested. Alternative assessments may be required and students must make yearly gains as defined by the adequate yearly progress indicator adopted by the State Board of Education and be at a proficient level in 12 years.
The Board directs the administration to develop a plan to comply with school choice and supplemental service sanctions.
The District provides parents with notice of and information regarding the instructional program as required by law. Parental involvement is encouraged and parents are regularly apprised of their child’s progress.
[Adoption date: October 21, 2004]
LEGAL REFS.: 42USC 2000d
The Elementary and Secondary Education Act; 20 U.S.C. 1221 et seq.
CROSS REFS.: AC, Nondiscrimination
IE, Organization of Facilities for Instruction
IGBJ, Title I Programs
JB, Equal Educational Opportunities
File: IGBJ
The Title I program is based on an annual assessment of educational needs. This assessment includes identification of educationally deprived children in the public and private schools in this District. Title I services are provided to all eligible, educationally deprived students.
The Board believes parental involvement is a vital part of the Title I program. Parental involvement shall include, but not be limited to, parental contribution to the design and implementation of programs under this title, participation by parents in school activities and programs, and training and materials which build parents’ capacity to improve their children’s learning in both the home and the school. To build a partnership between home and school, the District:
1. informs the parents of the program the reasons for their children’s participation
and the specific instructional objectives;
2. trains parents to work with their children to attain instructional objectives;
3. trains teachers and other staff involved in programs under this title to work
effectively with the parents of participating students;
4. develops partnerships by consulting with parents regularly;
5. provides opportunities for parents to be involved in the design, operation and
evaluation of the program and
6. provides opportunities for the full participation of parents who lack literacy skills
or whose native language is not English.
Title I funds are used only to augment, not to replace, state and local funds. The Board uses such funds to provide educational services in schools receiving Title I assistance and funds are used to provide comparable services in all schools receiving Title I assistance.
The District is required to bring students up to a proficient level in reading and mathematics. Any school that receives Title I funds, and fails to make adequate yearly progress as defined by the State Board of Education two years in a row, is required to offer school choice for students to transfer from the low performing building to a building that is making the required progress. Among students exercising choice, priority is given to the lowest-achieving students from low income families.
If a school does not meet the adequate yearly progress three years in a row, it is required to offer supplemental (tutorial) services. The administration is directed to develop a plan to comply with school choice and supplemental services.
1 of 2
File: IGBJ
[Adoption date: October 21, 2004]
LEGAL REF.: The Elementary and Secondary Education Act; 20 USC 1221 et seq.
CROSS REFS.: AC, Nondiscrimination
IE, Organization of Facilities for Instruction
IGBA, Programs for Students with Disabilities
IGBI, English as a Second Language
IGBL, Parental Involvement in Education
JB, Equal Educational Opportunities
2 of 2
File: IGBJ-R
TITLE I PROGRAMS
(Public School Choice)
The Board in conjunction with the No Child Left Behind Act has approved procedures so that parents whose student(s) attend a school identified as a school of improvement would have the option to apply to another school within District boundaries. The following conditions must be met.
Application Procedures
1. Annually, the District will notify parents of students in schools identified as
School Improvement schools.
2. Parents must meet with the building principal to discuss their request for a new
school assignment before an application is submitted to the Student Services
Department.
3. An applicant for enrollment in a building that currently is in school improvement
must be filed with the Student Services Department by _____(date)_________.
4. Transfers can only be made to schools not identified as a School Improvement
school, and the selection of building placement is determined by the Student
Services Department.
5. Application approval or disapproval will be made by _____(date)________ of
the year in which the application is made.
6. Only one transfer per year is granted.
7. Applications are sorted by requested building and grade level, and placement
is determined by building limits (see below).
8. Transfers are in effect for only one school year. Parents must reapply each
year.
Building Capacity Limits
1. Building capacities are established each year based on enrollment projections
and special programs, i.e., special education, Title I, preschool programs.
2. Student/Teacher ratios will be within state standards or contractual limits.
Student Qualifications
1. No special qualifications are necessary. However, if the District has insufficient
capacity to accept all applicants, the Student Services Department will prioritize
selections by “low achieving students from low income families.”
2. Students with disabilities may be assigned only to buildings where the
appropriate programming currently exists. The disabled student/teacher ratio
will remain within state requirements and contractual limits.
(Approval date: October 21, 2004)
File: IGBL
PARENTAL INVOLVEMENT IN EDUCATION
The Board believes that parental involvement is an important part of the educational program. Current research indicates that a home-school partnership and greater involvement on the part of parents in the education of their children generally result in higher achievement scores, improved student behavior and reduced absenteeism. All parents and foster caregivers are encouraged to take an active role in the education of their children or foster children.
The Board directs the administration to develop the necessary regulations to ensure that this policy is followed and that parental involvement is encouraged. The guidelines:
1. encourage strong home-school partnerships;
2. provide for consistent and effective communication between the parents or
foster caregivers and school officials;
3. offer parents or foster caregivers ways to assist and encourage their children or
foster children to do their best;
4. offer ways parents or foster caregivers can support classroom learning
activities and
5. provide opportunities for parents or foster caregivers in the parental
involvement program.
[Adoption date: October 21, 2004]
LEGAL REF.: ORC 3313.472
CROSS REF.: IGBJ, Title I Programs
File: IGBM
CREDIT FLEXIBILITY
The Miamisburg Board recognizes that an effective educational program is one that provides opportunities for students to customize aspects of their learning around their respective needs and interests. Credit flexibility is one method to motivate and increase student learning by allowing access to more resources, customization around individual student needs and the use of multiple measures of learning.
Credit flexibility shifts the focus from “seat time” to performance. Students can earn units of high school credit based on an individually approved credit flexibility plan. The intent of credit flexibility is to meet increased expectations for high school graduation in response to globalization, technology and demographics, and to meet the demand for 21st century skills.
In accordance with State law, the District must develop and implement a credit flexibility plan that enables students to earn high school credit by:
1. completing coursework;
2. testing out or showing mastery of course content;
3. pursuing an educational option and/or an individually approved option and/or
4. any combination of the above.
The Superintendent/designee develops the District’s credit flexibility plan consistent with the provisions of the following regulation.
[Adoption date: March 18, 2010]
LEGAL REFS.: Carnegie Design Team Report to the State Board of Education, New Emphasis
on Learning: Ohio’s plan for credit flexibility shifts the focus from “seat time”
to performance (March 2009)
ORC 3313.60; 3313.603; 3313.609; 3313.6013; 3313.611; 3313.613;
3313.614; 3313.90
3321.04
Chapter 3324
Chapter 3365
OAC Chapter 3301-34
3301-35-06
Chapter 3301-46
Chapter 3301-51
Chapter 3301-61
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File: IGBM
CROSS REFS.: IGAD, Career-Technical Education
IGBH, Alternative School Programs
IGCB, Experimental Programs
IGCD, Educational Options (Also LEB)
IGCF, Home Instruction
IGCH, Postsecondary Enrollment Options (Also LEC)
IGE, Adult Education Programs
IKA, Grading Systems
IKE, Promotion and Retention of Students
IKEB, Acceleration
IKF, Graduation Requirements
NOTE: In 2007, the Ohio General Assembly enacted Senate Bill (SB) 311, also known as the Ohio Core, which directed the State Board of Education to adopt a plan that enables students to earn units of high school credit based on demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction.
SB 311 requires all local school boards to comply with the provisions of the State Board’s credit flexibility plan by adopting local board policy (ORC 3313.603(J)). Full implementation of the local board policy must be reached by the beginning of the 2010-11 school year.
2 of 2
File: IGBM-R
CREDIT FLEXIBILITY
In accordance with State law, the District’s plan for credit flexibility must:
1. identify the multiple methods of communication and frequency of each method the District will use to communicate the aspects of the credit flexibility policy and plan to students and parents on an on-going basis;
2. allow for demonstrated proficiency options on an on-going basis;
3. allow for graded options for demonstrated proficiency;
4. allow demonstration of proficiency to count towards course requirements for graduation;
5. determine credit equivalency for a Carnegie unit;
6. prohibit capping or limiting the number of courses or credits earned through credit flexibility;
7. allow for both simultaneous credit and/or partial credit to be earned;
8. not prohibit access to online education, postsecondary options or services from another district, as approved by the Board;
9. allow, if so desired, for the acceptance of credit from other districts and educational providers;
10. establish provisions for instances when students do not or cannot complete requirements and
11. establish a review process and submit data to the Ohio Department of Education about the methods and frequency of communication with students and parents.
In addition, the Superintendent/designee collects performance data including, but not limited to, the number of participating students, total credits earned and extent to which student participation reflects diversity of the student body.
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File: IGBM-R
The Ohio Department of Education recommends that the Superintendent maintain a “library” of courses that were previously accepted to assist students, parents and teachers with understanding available options (or those unique to local contexts and regional economic development interests).
(Approval date: March 18, 2010)
2 of 2
File: IGCA
The Board may operate summer schools for students in grades one through 12. Summer programs can be for students who need extra help in order to advance with their respective age groups or to provide enrichment, remedial and recreational experiences.
Special activities or programs for which a fee is to be charged may be conducted only with the approval of the Board.
Summer school is under the direction of the Director of Education. Teachers for summer sessions are recruited from the District staff insofar as feasible. The Board sets summer salaries and makes appointments upon the recommendation of the Superintendent.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.0711
3313.608; 3313.57; 3313.641
CROSS REFS.: IGBE, Remedial Instruction
IKE, Promotion and Retention of Students
IL, Testing Programs
JN, Student Fees, Fines and Charges
File: IGCB
There are times when nontraditional approaches to instructional objectives are appropriate. To this end the Board has initiated experimental programs.
An experimental program must meet the following requirements.
1. The program or course is developed by a committee consisting of
administrators, grade level and subject area specialists and consultants as
needed.
2. The Board makes formal application to the Ohio Department of Education for
permission to implement the program on an experimental basis.
3. The program or course must be approved by the Board and the Ohio
Department of Education prior to implementation.
4. All instructional materials used in connection with this program are available for
inspection by parents of participating students.
5. Students must be recommended for participation. The parent(s) must provide
approval for students under 18 years of age to participate. A copy of the written
approval must be retained in the school files. Students who are 18 years of age
or older must submit a written request to participate. This request is kept on
file.
6. The program is evaluated in terms of learning outcomes, student achievement
and accomplishment of stated objectives.
7. At the end of an established period of time, the Superintendent recommends
either inclusion or exclusion of the experimental program in the District’s
educational offerings.
8. Fees are estimated for experimental programs as needed. Participating
students are expected to pay allowable fees at the beginning of the program.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3329.08
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IGCD, Educational Options (Also LEB)
JN, Student Fees, Fines and Charges
File: IGCD (Also LEB)
The Board recognizes that an effective educational program is one that provides opportunities for students to learn both within the classroom and for specific reasons beyond the traditional classroom and school day. These expanded opportunities are viewed as educational options to supplement the regular school program.
The intent of educational options is to allow educators, other professionals, parents and others to work together to provide opportunities for students to learn in an independent or individual setting and to study or work with recognized experts in specific fields. Educational options are seen as additional curricular opportunities to improve, expand and enrich student learning experiences and perspectives.
Independent study, distance learning, tutoring, mentoring and study abroad programs are representative of experiences which the Board views as educational options supplementing the regular school program.
Fees are established for educational options as needed. Participating students are expected to pay fees upon beginning educational options.
The Superintendent develops regulations when the educational options are initiated. Each program option developed is presented to the Board for adoption; its regulations are presented for approval.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-01(B)(6); 3301-35-06
CROSS REFS.: IGCB, Experimental Programs
IGCH, Postsecondary Enrollment Options (Also LEC)
IKE, Promotion and Retention of Students
IKF, Graduation Requirements
JN, Student Fees, Fines and Charges
File: IGCD-R (Also LEB-R)
EDUCATIONAL OPTIONS
When initiated, educational options must adhere to the following criteria.
1. The parent(s) must provide written approval for students under 18 years of age
to participate. A copy of the written approval must be retained in the school
files. Students 18 years of age or older must submit a written request to
participate. This request is kept on file.
2. An instructional plan which contains written measurable objectives must be
submitted to, and approved by, the Superintendent. Instructional objectives
must align with the District curriculum requirements.
3. The instructional plan includes an outline specifying major instructional activities
and identifying materials, resources, facilities and equipment needed to
achieve instructional objectives.
4. Promotion and retention decisions for students, kindergarten through eighth
grade, participating in an optional instructional plan are based on student
performance relative to the objectives of the option.
5. The instructional plan includes a written plan for the evaluation of student
performance.
6. In tutorial and independent study programs, a certificated/licensed teacher
provides both the instruction and evaluation of students. In all other cases, a
certificated/licensed teacher provides only the evaluation of student progress.
7. The written instructional plan includes a time for the evaluation of the
educational option. Continuance of the option is determined by the results of
evaluation.
8. Outside of PSEO credits, a maximum of four credits may be applied to those
required for graduation for grades 9 through 12. No more than four will be
applied to the credits required for graduation in English, health, mathematics,
physical education and social studies.
9. Such courses and programs will not compete with courses offered within the
regular program of studies unless such are not available for the student when
needed or are not being taken for credit.
(Approval date: October 21, 2004)
File: IGCF
The Superintendent may excuse from compulsory school attendance, for not more than one school year at a time, any school-age child who is being instructed at home in accordance with the State Board of Education rules in the Ohio Administrative Code.
The child being instructed at home must be instructed by an individual with one of the following qualifications:
1. a high school diploma;
2. a certificate of high school equivalence;
3. standardized test scores that demonstrate high school equivalence or
4. other credentials found appropriate by the Superintendent.
Lacking the above, the home teacher must work under the direction of a person holding a baccalaureate degree.
Any request to be excused must be made in writing by the parent(s) and must contain the information required by the Ohio Administrative Code.
The Superintendent approves the home education request unless he/she determines that the information required by the Ohio Administrative Code has not been provided or unless he/she has substantial evidence that the minimum educational requirements of the Ohio Administrative Code have not been met, despite the fact that the required information has been provided by the parent(s).
If the Superintendent intends to deny the request for home education, he/she notifies the parent(s) within 14 calendar days and informs the parent(s) of the reasons for the intent to deny the request and of the parent(s)’ right to a due process hearing before the Superintendent.
Upon substantial evidence of cessation of home education in accordance with the Ohio Administrative Code, the Superintendent notifies the parent(s) of the intent to revoke the excuse and of the parent(s)’ right to a due process hearing before the Superintendent.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3321.04
OAC Chapter 3301-34
CROSS REFS.: JECBC, Admission of Students from Nonchartered or Home Schooling
JEG, Exclusions and Exemptions from School Attendance
File: IGCF-R
HOME EDUCATION
1. The Superintendent requires the parent(s) to provide all information listed in the
Ohio Administrative Code.
2. If the Superintendent approves the home education request, he/she shall do so
in writing and maintain a file in his/her office containing a copy of the information
supplied by the parent(s), a copy of the excuse for home education granted by
the Superintendent, papers showing how the qualification of the person
instructing the child was determined and all other documents relating to the
child’s home education program.
3. If the Superintendent refuses a parental request for home education, he/she
notifies the parent(s) of the right to a due process hearing before the
Superintendent, and of the right to appeal the Superintendent’s decision at the
due process hearing to the juvenile court of the county in which the District is
located.
4. Academic assessment and remediation of home-instructed children should be
performed in accordance with the Ohio Administrative Code.
(Approval date: October 21, 2004)
File: IGCG
The preschool program is guided by curriculum, written policies and regulations of the District which are consistent with applicable statutory requirements contained in the revised code and rules adopted by the State Board of Education. Resources appropriate for children enrolled in the program include, but are not limited to:
1. staff;
2. cumulative records;
3. health and safety;
4. admission;
5. attendance and discipline;
6. selection and use of developmentally appropriate materials, equipment and
resources that meet the intellectual, physical, social and emotional needs of the
preschool child;
7. management of communicable diseases and
8. transportation and field trips.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3323.02
3313.646
OAC 3301-37-01; 3301-37-02; 3301-37-11
3301-69-09
CROSS REFS.: EB, Safety Program
EBC, Emergency Plans
IICA, Field Trips
JHC, Student Health Services and Requirements
JHCCA, HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome) (Also GBEA)
JHF, Student Safety
JO, Student Records
File: IGCH (Also LEC)
POSTSECONDARY ENROLLMENT OPTIONS
The law provides for student participation in the postsecondary enrollment option program and permits 9th through 12th grade students to enroll at any participating college/university on a full- or part-time basis and complete nonsectarian courses for high school and/or college credit.
The Board directs the Superintendent or his/her designee to develop and establish procedures and necessary administrative guidelines to ensure that programs are in accordance with state requirements.
The administrative guidelines contain the following.
1. General information about this option is distributed to all 8th through 11th grade
students and parent(s) by March 1.
2. Notification to participate by the student to the District is required by March 31.
3. Counseling services are provided to students and parent(s) prior to
participation in the program.
4. The college/university must notify the District of those students who have
enrolled in the program.
5. Information about enrollment options for students must be provided.
6. Information concerning college and high school graduation credit for students
enrolled in the program must be offered.
7. The calculation of full-time enrollment including the maximum number of
Carnegie units and conversion of college courses to high school courses is
provided.
8. Financial responsibilities of the student and District, including tuition, books,
materials, fees and transportation reimbursement, are discussed.
If a student is expelled from the District, the Board will deny high school credit for college courses taken during the period of the student's expulsion.
The Superintendent must send written notice of a student's expulsion to the college where the student is taking courses to receive high school credit. The notice must state the date the expulsion is scheduled to expire and whether the Board has denied high school credit for postsecondary education courses taken during the expulsion. If the expulsion period is extended, the Superintendent must notify the college of the extension.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3365.01-3365.15
OAC 3301-44-01 through 3301-44-09
CROSS REF.: IGCD, Educational Options (Also LEB)
File: IGCH-R (Also LEC-R)
POSTSECONDARY ENROLLMENT OPTIONS
The District is required to notify all 8th through 11th grade students and their parents about the postsecondary enrollment options by March 1 of each school year in which the student wishes to enroll.
Student and/or parent(s) are required to inform the Board of intent to participate by March 31 of the year in which the student wishes to enroll. Failure of the student to inform the Board of intent to participate shall result in the Superintendent’s determining the student’s participation.
The District is required to provide counseling services to students prior to their participation in the program. Counseling services are to include but not be limited to:
1. grade status as locally determined;
2. acceptance by college/university;
3. options required by State law;
4. financial arrangements for fees related to tuition, books and materials;
5. process of granting academic credits;
6. criteria for transportation aid;
7. available support services;
8. scheduling;
9. consequences of failing or not completing a course;
10. the effect of program participation on student’s ability to complete District
graduation requirements;
11. academic and social responsibilities of students and parents relative to this
program;
12. information/encouragement of college counseling services and
13. encouragement of all students exhibiting the ability to consider this program.
If the District does not receive notification of acceptance from the college within a reasonable time after application is made, the District shall contact the college.
The student may opt to receive college credit only or both college and high school credit. The student must designate his/her choice at the time of enrollment.
If a student completes a college/university course, the Board shall award him/her appropriate credit toward high school graduation if, at the time of enrollment, he/she elects to receive credit for courses toward fulfilling the graduation requirements.
1 of 3
File: IGCH-R (Also LEC-R)
High school credit awarded for courses successfully completed counts toward graduation requirements and subject area requirements.
1. The Board awards comparable credit for the course/courses completed at the
college/university.
2. If no comparable course is offered, the Board grants an appropriate number of
credits in a comparable area.
3. Any disputes between the student and the Board regarding high school credits
granted for a course may be appealed by the student to the State Board of
Education.
4. The student’s records must show evidence of successful completion of each
course and the high school credits awarded.
5. Credits earned under the postsecondary enrollment program are included in the
student’s grade-point average. College credits count as the equivalent District
grade. If the District has a weighted grading system, the high school
principal/designee determines the equivalent District grade for the college
grade.
High School/College Enrollment
1. A 9th grade student may not receive credit toward high school graduation for
more than the equivalent of four academic school years.
2. A 10th grade student may not receive credit toward high school graduation for
more than the equivalent of three academic school years.
3. An 11th grade student may not receive credit toward high school graduation for
more than the equivalent of two academic school years.
4. A 12th grade student may not enroll for more than the equivalent of one
academic school year.
5. Proportionate reductions are made for any student who enrolls in the program
during the course of a school year.
6. A student shall be enrolled for a minimum of four courses/classes per semester
in order to be considered a full-time student for program purposes.
7. The maximum number of Carnegie units that may be earned during the
academic year is the total of the high school courses and college courses. The
total may not exceed the number of courses for full-time status.
8. College courses for which five semester hours (7.5 quarter hours) are earned
are awarded one Carnegie unit toward high school graduation credit.
2 of 3
File: IGCH-R (Also LEC-R)
Financial Responsibilities
1. If a student elects to enroll for college credit only, the student is responsible for
all costs associated with the course.
2. If a student elects to enroll for the combination high school/college credit, the
District is responsible for all costs associated with the course.
3. If a student fails to complete the course due to class drop process or
nonattendance, the student or parent(s) are responsible for all costs associated
with the course.
4. The following process shall be used to collect all course costs.
A. The District may determine and accept other reasons, including medical
reasons, for failure to complete the course.
B. Students enrolled for the combination of high school/college credit are not
eligible for financial aid from the college.
C. Upon parental application and determination of need according to the
provision of The National School Lunch Act, a student enrolling for the
combination of high school and college credit in the program may receive
full or partial reimbursement for the necessary costs of transportation
between the secondary school which he/she attends and the
college/university in which he/she is enrolled.
D. Reimbursement for course costs, transportation costs or District liability
will not be made if the student enrolls in a college course while he/she is
also a full-time student in the District.
Other Considerations
1. A student enrolled in the program follows the District attendance policy, as well
as the District Code of Conduct, for curricular and extracurricular activities.
These policies and codes are applicable during the time the student is
attending high school and is on school property for any class or activity.
2. The student enrolled in this program must recognize that the master schedule is
not altered or adjusted in order to permit enrollment. Adjustments to individual
schedules may be made by the school administration.
3. The District adheres to the Ohio High School Athletic Association for eligibility
to participate in athletics. In order to be eligible, the student must have passed
five courses during the prior grading period. The five courses may be a
combination of high school and college courses.
(Approval date: October 21, 2004)
3 of 3
File: IGCI
The District is committed to preparing its students for active participation in community affairs in keeping with the tradition of volunteerism. The implementation of a community service program provides students with the opportunity to receive training and support to assist them in becoming valuable community members.
Community service is an unpaid activity that provides service to an individual or group to address a school or community need. The activity must be developmentally appropriate and meaningful to the student.
The District offers community service education that acquaints students with the history and importance of volunteer service and with a wide range of existing community needs. Community service opportunities may be considered an elective towards graduation.
Through participation in community service, students have the opportunity to:
1. develop knowledge and respect for community and citizenship;
2. learn that problems can be solved by working together;
3. understand the responsibilities involved in citizenship;
4. explore career opportunities;
5. increase self-esteem and appreciation for others;
6. become sensitive to others and appreciate cultural diversity and
7. overcome interpersonal barriers.
Once the program for community service education has been established, students are ready to begin earning credit hours which may be used to meet graduation requirements.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.605
OAC 3301-35-04
CROSS REFS.: IKF, Graduation Requirements
JGD, Student Suspension
JGE, Student Expulsion
File: IGD
COCURRICULAR AND EXTRACURRICULAR ACTIVITIES
The purpose of education is to develop the whole person of the student. For this reason an educational program must embody, as an essential element, activities which involve students beyond the classroom and foster the values which result from interaction and united effort. Such activities form a logical extension of the required and general curriculum and the elective or special curriculum.
The Board has established the criteria for cocurricular and extracurricular activities consistent with its philosophy of, and goals for, education. All student activity programs must:
1. have educational value for students;
2. be in balance with other curricular offerings in the schools and be supportive of,
and never in competition with, the academic program and
3. be managed in a professional manner.
The following guidelines govern the student activity programs.
1. Student activities are those school-sponsored activities which are voluntarily
engaged in by students, have the approval of the school administration and do
not carry credit toward promotion or graduation.
2. Each school, under the direction of the principal and certificated staff, has a
student activity program designed to stimulate student growth and development
by supplementing and enriching the curricular activities. All receipts and
expenditures are accounted for through the activity account.
3. Each activity should be designed to contribute directly to the educational, civic,
social and ethical development of the students involved.
4. The student activity program receives the same attention in terms of philosophy,
objectives, social setting, organization and evaluation as that given the regular
school curriculum.
5. Each school develops written guidelines and procedures regulating the
creation, organization, administration and dissolution of student activity
programs. The Superintendent reports annually to the Board the general
purposes, plans and financial status of the cocurricular and extracurricular
programs of the District.
6. The expenses involved in participating in any school activity and in the total
program for a school year should be set so that a majority of the students may
participate without financial strain. Special consideration may be given in
cases in which the expense of participating would result in exclusion.
7. Activities must be open to all students, regardless of race, color, national origin,
citizenship status, religion, gender, economic status, age or disability.
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File: IGD
8. Activities must not place undue burdens upon students, teachers or schools.
9. Activities do not interfere with regularly scheduled classes. This limitation
often requires conducting such activities beyond the regular school day.
10. Activities at any level should be unique, not duplications of others already in
operation.
11. Students suspended and expelled from school are banned from extracurricular
activities. Students may also be suspended from extracurricular activities for
violations of the Student Code of Conduct or the code of conduct of the
particular activity in which they participate. Students absent from school are
not permitted to participate in extracurricular activities on that date.
12. Annually, the Board directs the Superintendent/designee to identify
supplemental contract positions that supervise, direct or coach a student
activity program which involves athletic, routine/regular physical activity or
health and safety considerations. Upon the identification of the position, the
individual must complete the requirements established by the Ohio
Department of Education, State law and the Ohio Administrative Code.
13. Students may be expelled for up to one year for firearm-related or knife-related
incidents occurring off school property while at an interscholastic competition,
extracurricular event or other school-sponsored activity.
14. Students may be removed from extracurricular activities when their presence
poses a continuing danger to persons or property or an ongoing threat of
disruption. If a student is removed from extracurricular activities, such removal
may include all extracurricular activities in which the student is involved.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.58; 3313.59; 3313.664
3315.062
OAC 3301-35-06
CROSS REFS.: DJ, Purchasing
IGDB, Student Publications
IGDC, Student Social Events
IGDF, Student Fund-Raising Activities
IGDG, Student Activities Funds Management
IGDJ, Interscholastic Athletics
IGDK, Interscholastic Extracurricular Eligibility
JECBC, Admission of Students from Nonchartered or Home Schooling
JGD, Student Suspension
JGDA, Emergency Removal of Student
JGE, Student Expulsion
JL, Student Gifts and Solicitations
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File: IGDB
The Board encourages student publications as classroom-related learning experiences in such courses as English and journalism and as extracurricular activities. These allow for coverage of student activities and the writing and printing of original literary and artistic productions; however, certain necessary guidelines are established to regulate the publication and dissemination of student publications.
School-Sponsored Publications
School publications afford an educational experience for students interested in this activity and should provide an opportunity for the sincere expression of all facets of student opinion. These guidelines are as follows.
1. Faculty advisors advise on matters of style, grammar, format and suitability of
materials.
2. The school publication reflects the policy and judgment of the student editors.
Material of a controversial nature should not be prohibited unless it:
A. threatens to disrupt the educational process of the school, damage other
individuals or advocate conduct that otherwise is inconsistent with the
shared values of a civilized social order (e.g., advocating drug or alcohol
use);
B. threatens any person or group within the school or advocates unlawful
discrimination;
C. advocates violation of the law or official school regulations;
D. is considered false or libelous, based upon available facts, and
E. is potentially harmful to juveniles or offensive according to community
standards as to what is suitable for juveniles.
3. The final decision as to the suitability of material rests with the principal after
consultation with the student editor and faculty advisor. Parties have the right of
appeal to the Superintendent.
Nonschool-Sponsored Publications
Students who edit, publish and/or wish to distribute nonschool-sponsored handwritten, printed or duplicated matter among their fellow students in the schools must assume responsibility for the content of the publication. Students may be restricted as to the time and place of distribution or may be prohibited from distributing such publications
[Adoption date: October 21, 2004]
LEGAL REFS.: U.S. Const. Amend. I
ORC 3313.66; 3313.661
File: IGDC
All student functions held in the name of the District must be approved by the principal and supervised by one or more faculty members or approved volunteers.
All school functions such as parties, dances, etc. are held in the school building unless otherwise approved by the principal and/or Superintendent.
Outsiders are not permitted to attend such functions unless so permitted by the building principal. Students present, together with chaperones, are held accountable for proper care of facilities used.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.53; 3313.58; 3313.59
3315.062
OAC 3301-35-02; 3301-35-03
CROSS REFS.: IGD, Cocurricular and Extracurricular Activities
IICC, School Volunteers
File: IGDF
STUDENT FUND-RAISING ACTIVITIES
The Board believes in providing opportunities for students to participate through cocurricular and extracurricular activities in fund-raising projects which contribute to their educational growth and which do not conflict with the instructional program. Since the Ohio Revised Code and the Auditor’s Office mandate careful accounting of the receipt and expenditure of such funds, all fiscal operations of student groups must be in compliance with the following guidelines. All such related activities must be:
1. conducted by a recognized student group for the purpose of contributing to
educational objectives;
2. appropriate to the age or grade level;
3. activities in which schools may appropriately engage;
4. conducted under the supervision of teachers, advisors or administrators;
5. conducted in such a manner and at such times as not to encroach upon
instructional time or interfere with regularly scheduled school classes and
activities;
6. scheduled so as not to be unduly demanding on secretarial, teacher and
principal time or work;
7. evaluated annually by teachers, advisors, administrators and students;
8. limited in number so as not to become a burden or nuisance to the community
and
9. sensitive to direct competition with fund-raising efforts sponsored by
recognized groups and organizations within the community.
The application of the above criteria for student sales and activities is supervised by the building principal with the approval of the Superintendent. Each principal submits to the Superintendent a list of the proposed sales or fund drives which the school plans to conduct during the school year and the purpose for which the funds are going to be used. The Superintendent then indicates his/her approval or disapproval within the limitations of the above criteria.
Funds derived from approved student fund-raising activities are handled by the Treasurer’s office in accordance with the State Auditor’s requirements.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.20; 3313.51; 3313.53; 3313.811
3315.062
5705.41; 5705.412
CROSS REFS.: IGD, Cocurricular and Extracurricular Activities
IGDG, Student Activities Funds Management
IICA, Field Trip
JL, Student Gifts and Solicitations
File: IGDF-R
STUDENT FUND-RAISING ACTIVITIES
The following guidelines must be followed for any activity that involves fund raising by or from students.
Any fund-raising activities involving students must meet the following conditions:
1. All student fund-raising activities must be in compliance with State law and the
requirements of the Ohio Auditor’s Office.
2. Use of instructional time is to be limited in planning, conducting, assessing or
managing a fund-raising activity, unless such an activity is part of an approved
course of study.
3. Fund-raising activities conducted in a school or on other District premises are
not to interfere with the conduct of any cocurricular or extracurricular activity.
Students involved in the fund-raiser are not to interfere with students
participating in other activities in order to solicit funds.
4. In accordance with Board policy, each fund-raising activity occurring on or off
District premises must be approved by the Superintendent or his/her designee.
In order to be approved, the group leader or advisor must submit a proposal
which is in compliance with the Ohio Auditor’s requirements.
5. Each recognized school-sponsored student group must submit in writing to the
Treasurer a statement which identifies the purpose of the fund-raising activity
and the reason for raising the money as well as all other items required by the
Ohio Auditor.
6. Student groups can have only one fund-raiser per year unless approved by the
Superintendent.
7. Notice of fund-raising activities is posted in school newsletters for parent
information.
8. All participants soliciting from and/or selling to service organizations,
businesses or the general public must carry and understand a cover letter
explaining the specific purpose of their project.
9. Requests for purchases from student activities funds can be made only by
faculty advisors, coaches or teachers assigned to an activity.
10. Elementary students (K-5) are discouraged from selling items or soliciting
donations by going door to door.
11. Pep rallies or assemblies promoting aggressive student selling, prizes,
awards or incentives are discouraged.
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File: IGDF-R
12. All prizes, awards and incentives must be approved by the principal.
13. Contracts with outside suppliers for merchandise to be sold in a fund-raising
activity are to be reviewed by the principal and signed by the staff member in
charge, who shall be personally responsible for the merchandise sold and
monies collected. The contract must specify that any merchandise which is
unsold and is resalable by the supplier can be returned for full credit. The
District is not be responsible for any unsold merchandise that cannot be
returned to a supplier for credit for any reason.
14. Fund-raising activities off District premises shall be voluntary. If an activity
involves the students providing a service in return for money, such as a car
wash, a member of certificated staff or approved adult volunteers(s) shall
supervise the activity at all times. His/Her responsibility is to ensure that the
service is provided in a proper manner, and also to ensure the safety and
well-being of the students and the property of both the purchaser and the
owner of the site.
15. Any fund raisers that require students to exert themselves physically beyond
their normal pattern of activity, such as runs for charity, must be monitored by a
staff member who has the necessary knowledge and training to recognize and
deal appropriately with a situation in which one or more students may be
overexerting themselves to the point of potential injury.
16. The staff member in charge should establish procedures to ensure that all
merchandise is properly stored, distributed and accounted for, and a report
should be made within five days after the end of the fund-raiser. The report
should indicate:
A. cost of items or merchandise;
B. amount of money projected and amount of money raised;
C. any differences between the actual activity and the planned activity;
D. any problems that occurred and how resolved;
E. when and where funds are deposited and
F. if merchandise was involved, how many items were offered for sale, how
many sold, the amount of money collected and the disposition of any
unsold items.
17. Donations to the District to be used for fund-raising activities must be
approved by the Board or its designee.
18. Failure to follow these regulations could result in the suspension or loss of
fund-raising approval.
School and Community Service Project Definitions
1. Fund-Raising Activities
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File: IGDF-R
A. Any donation, product or service solicited from and/or sold to community
service organizations, businesses or the general public.
B. Any awards, prizes or incentives offered as part of a student selling
activity. Examples:
1) candy sales
2) magazine sales
3) carnival for profit
2. School Service Projects
A. Any project done to service or benefit students, teachers or parents
which involves no soliciting of donations, products or services from
community service organizations, businesses or the general public.
Examples:
1) skate parties
2) pizza parties
3) Mother's Day gifts
4) carnival for nonprofit
B. Any profit-intended project, completed in-house, which principally involves
students, teachers or parents requiring no soliciting of donations,
products or services from community service organizations, businesses
or the general public.
Examples:
1) concession stands
2) school pictures
3) book fairs
4) sale of miscellaneous items (caps, t-shirts, jackets, etc.)
3. Community Service Projects
A. Any project which involves open solicitation, is completely nonprofit and is
charitable in nature. Examples:
1) holiday food drives
2) generation of funds for a recognized charity
3) funds for scholarships/grants
(Approval date: October 21, 2004)
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File: IGDF-E
FUND RAISER REQUEST FORM
Date:________________________
Name of Club/Organization:
Proposed Sale Project______________________________________________
________________________________________________________________
Purpose of Project (How money is to be used)_____________________________
________________________________________________________________
Company Name and Address_________________________________________
________________________________________________________________
Proposed Dates for Sale Campaign____________________________________
Quantity Ordered _______________ Cost Per Unit $____________________
Proposed Sale Price Per Unit_________________________________________
Requested By: Sponsor/Advisor______________________________________
Approved By: Principal_____________________________________________
Superintendent_________________________________________
Treasurer_____________________________________________
---------------------------------------------------------------------------------------------------------------------
BOTTOM PORTION TO BE COMPLETED AFTER THE SALE
Quantity Order a _____ x $_______ = $________________
Less Credit for Quantity Returned b _____ x $_______ =$________________
Equals Cost of Goods Sold $________________
Quantity Sold c __________ x $__________ = $________________
Less Cost of Goods Sold $________________
Net Profit or (Loss) $________________
Quantity Unaccounted for d ______________ (Please Explain on Reverse Side)
Note: a minus b, c and d must equal zero.
Sponsor/Advisor_________________________________Date________________
Principal_______________________________________Date________________
Treasurer______________________________________Date________________
File: IGDG
STUDENT ACTIVITIES FUNDS MANAGEMENT
To safeguard and provide for the efficient financial operation of student activities, the funds of these activities are managed as follows.
1. The Superintendent designates an individual to serve as the activity account
clerk under the jurisdiction of the Treasurer. The Treasurer is authorized to
receive and disburse student funds in support of the entire school activity
program. The Treasurer is directly responsible for the proper accounting of
student activities funds.
2. Requests for purchases from student activities funds can be made only by
faculty advisors, coaches or teachers assigned to an activity. These requests
must be approved in writing by the school principal or other person designated
by the Superintendent. Funds must be available before such purchases may be
authorized. Expenses are subject to Board approval.
3. An accounting of all student funds is made monthly and a report of all accounts
is made by the Treasurer to the Superintendent and the Board. The account
system complies with the regulations of the Ohio Auditor. The system
separates and verifies each transaction and shows the sources from which the
revenue is received, the amount collected, source and the amount expected for
each purpose.
4. When an unexpended balance remains in the account of a graduating class
(Fund 200), the class should specifically indicate its intent to the Board for the
disposal of such funds. When the graduating class does not specify how these
funds are to be spent, within six months of graduation, the funds are given to the
Miamisburg Schools Education Foundation.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.51; 3313.53; 3313.811
3315.062
5705.41; 5705.412
CROSS REFS.: DH, Bonded Employees and Officers
DI, Fiscal Accounting and Reporting
DIB, Types of Funds
DJ, Purchasing
DJF, Purchasing Procedures
IGD, Cocurricular and Extracurricular Activities
IGDF, Student Fund-Raising Activities
JL, Student Gifts and Solicitations
File: IGDG-R
STUDENT ACTIVITIES FUNDS MANAGEMENT
Establishment of Individual Activity Accounts
An activity account may be established for any student activity which receives more than $50 per year at the discretion of the certificated sponsor/adviser.
Annual Authorization and Approval of Building Student Activities
1. Each principal shall authorize annually all student activities and shall approve
individual budgets prepared for each activity. Such annual authorization and
approval by the principal shall occur by September 1 of each school year,
unless the principal specifically authorizes such delay to individual activity
sponsors/advisers, in which case, authorization and approval shall occur no
later than October 1.
2. The principal shall forward the authorized policies and/or purposes of each
activity to the Superintendent for final approval and shall provide the
Superintendent with a copy of the budget approved for each activity.
Expenditures
Prior to approving a purchase order, the principal should ascertain that there are sufficient funds to cover such expenditure. The certificated sponsor/advisor or the classified person in each building assigned to this responsibility shall be required to maintain a record of all receipts and expenditures and should be prepared to provide this information to the principal upon request.
(Approval date: October 21, 2004)
File: IGDJ
Participation by students in athletic competition is a privilege subject to Board policies and regulations. While the Board takes great pride in winning, it emphasizes and requires good sportsmanship and positive mental attitude as a prerequisite to participation.
The Superintendent and administrative staff schedule frequent conferences with all physical education instructors, coaches and athletic directors to develop a constructive approach to physical education and athletics throughout the District and to maintain a program that is an educational activity.
Interscholastic sports programs are subject to approval by the Board. The building principal is responsible for the administration of the interscholastic athletic program within his/her school. In discharging this responsibility the principal consults with the athletic directors, coaches and physical education instructors on various aspects of the interscholastic athletic program. It is the responsibility of the principal and his/her staff to ensure the proper management of all athletic and physical education programs and the safety of students and the public.
Coaches are required to complete an approved course in sports-related first aid training and a course in cardiopulmonary resuscitation (CPR) in order to qualify to serve as a coach.
In the conduct of interscholastic athletic programs, the rules, regulations and limitations outlined by the Ohio High School Athletic Association (OHSAA) must be followed. It is the responsibility of the District’s voting delegate to OHSAA to advise the management team of all pending changes in OHSAA’s regulations.
Eligibility requirements for participating in athletic programs must conform to regulations of the OHSAA. They include the requirements that a student have the written permission of his/her parent(s) and shall have been determined as physically fit for the chosen sport by a licensed physician.
All students participating in interscholastic athletics must purchase insurance available through the school, or the parent(s) must sign a waiver ensuring that such coverage is not necessary.
As character building is one of the major objectives of interscholastic athletics, the athlete assumes responsibility for regulating his/her personal life in such ways as make him/her a worthy representative of his/her school.
Any student may be suspended from an athletic team practice and competition for a period of time, designated by the principal, for infraction of school rules and regulations or for any other unacceptable conduct in or out of school.
Students are ineligible for athletics for one year when they transfer from one district to another without changing residency. Transfers within the school district are not affected.
Foreign exchange students not enrolled in a state-approved educational or exchange program must be legally adopted by a resident of that school district in order to be eligible for athletics.
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File: IGDJ
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 2305.23; 2305.231
3313.66; 3313.661; 3313.664
3315.062
OAC 3301-27
3301-35-03(I)
CROSS REFS.: IGDK, Interscholastic Extracurricular Eligibility
JGD, Student Suspension
JGE, Student Expulsion
Student Handbooks
2 of 2
File: IGDK
INTERSCHOLASTIC EXTRACURRICULAR ELIGIBILITY
Interscholastic extracurricular activities are defined as school-sponsored student activities involving more than one school or school district.
The Board recognizes the values associated with and gained as a result of participation in those interscholastic extracurricular activities; and further recognizes the need for academic incentives for participation. It is therefore determined that the District adheres to the Ohio High School Athletic Association for eligibility in order to participate in any interscholastic extracurricular activities. Students must meet the following minimum requirements:
The Board of Education permits students in grades 7 – 12 to participate in interscholastic extracurricular activities if they receive a failing grade in the previous grading period.
A student in grades 9 – 12 will be excluded from participating in the activity if he/she has less than a 1.0 grade point average (on a 4.0 scale) at the end of each grading period.
A student enrolled in 9th grade in the first grading period after advancement from the eighth grade must have passed 75% of those subjects carried in the preceding grading period.
While in high school, a student must have passed a minimum of five one-credit courses or the equivalent in the immediately preceding grading period. The five courses may be a combination of high school and college courses.
A student enrolling in the seventh grade for the first time will be eligible for the first grading period regardless of previous academic achievement. Thereafter, in order to be eligible, a student in grade 7 or 8 must have received passing grades in 75% of those subjects carried in the preceding grading period in which the student was enrolled.
Weekly “F” Policy
A student must not be failing (F) two subjects per week on the eligibility check. If a student is in violation of this check, he/she will be ineligible to participate in any activity for the next full week. Weekly eligibility for students will be determined by the teachers of the District. A Monday to Sunday time line is in effect for eligibility.
All other eligibility requirements of this Board and coaches and, in the case of interscholastic athletics, the Ohio High School Athletic Association requirements must be met in addition to those declared in this resolution
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File: IGDK
For Purposes of This Resolution
A. Interscholastic extracurricular activities means a student activity program that a
school or school district sponsors or participates in and that includes
participates from more than one school or school district.
B. Grade point averages shall be calculated using the following scale:
A = 4.0 O = 4.0
B = 3.0 S = 2.0
C = 2.0 U = 0.0
D = 1.0
C. Summer school grades earned may not be used to substitute for failing grades
from the preceding grading period of the regular school year.
D. In addressing ORC 3313.535 (D), the Board has adopted these policies and
they shall apply to all students enrolled in this District.
[Adoption date: October 21, 2004]
[Revised: February 17, 2005]
LEGAL REFS.: ORC 2305.23; 2305.231
3313.535; 3313.66; 3313.661
3315.062
OAC 3301-27
3301-35-03(I)
CROSS REFS.: IGD, Cocurricular and Extracurricular Activities
IGDJ, Interscholastic Athletics
JFC, Student Conduct
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File: IGE
The Board recognizes that it has an educational responsibility to the entire community and to lifelong education. Accordingly, adult education courses may be provided to meet the needs of adults and out-of-school youth for basic education, general and academic education, occupational education and development of special interests in various arts, crafts and recreation.
The Superintendent or his/her designee administers the adult education program supported by a combination of District funds, state and federal aid and fees. State aid is requested for all courses for which the state offers such aid. Adults who attend such programs are expected to comply with established rules and regulations.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.52; 3313.53; 3313.531; 3313.54; 3313.58; 3313.641; 3313.644
OAC 3301-35-05
CROSS REF.: IGAD, Occupational Education (Career and Technical Education)
File: IGED
The Board grants a Diploma of Adult Education to any adult who has completed the required 21 units for earning a high school diploma. These 21 units can consist of no more than six equivalent high school credits for adult students’ life experiences. The life experiences may include work and volunteer experience; completion of academic, vocational or self-improvement courses and other experiences judged by the Board as providing knowledge, learning experiences and competencies comparable to those gained in the classroom. School staff evaluate the applicant’s application for the Diploma of Adult Education. Each application must be approved by the Superintendent.
To be eligible to receive equivalent high school credits for the Diploma of Adult Education, an applicant must be at least 22 years old, be a resident of the District and not have been issued a high school certificate of attendance or diploma.
The District must make provisions to administer the Ohio High School Graduation Qualifying Examination to any eligible adult with exceptions for disabled persons. The adult must pass all subtests of the Ohio High School Graduation Qualifying Examination.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.0710; 3301.0711
3313.611; 3313.645
3317.024
OAC 3301-13-02; 3301-13-05; 3301-13-06
3301-35-01; 3301-35-02
CROSS REFS.: IKF, Graduation Requirements
IL, Testing Programs
File: IGED-R
DIPLOMA OF ADULT EDUCATION
The Board grants a Diploma of Adult Education to any adult who has completed the required 21 units for earning a high school diploma. These 21 units can consist of at least one-half and no more than six equivalent high school units for adult students’ life experiences.
Criteria for Issuing Adult Diplomas
Any eligible adult is awarded the Diploma of Adult Education if the individual:
1. is at least 22 years old and currently resides in the District;
2. has earned a minimum of one-half and maximum of six equivalent adult high
school units;
3. has earned sufficient high school units as required by the District for high school
graduation, including equivalent life experience units, adult high school
continuation units and chartered high school units and
4. has passed the Ohio High School Graduation Qualifying Examination in
reading, writing, mathematics, science and citizenship or has been excused
from the test because of a disabling condition described in the Ohio Revised
Code.
All four requirements must be satisfied.
Program Elements Basis for Awarding Equivalent Adult High School Credits
According to the procedures established by the Board for granting equivalent adult high school units, the Board may award those units for successful completion of the following.
1. Educational option approved by the Board must be in compliance with the
provisions of the Ohio Administrative Code.
2. The certificated staff will evaluate the documentation of life experiences. The
life experiences must demonstrate the competencies that the Board has
approved as equivalent to those attained in a classroom setting. Those may
include one or more of the following:
A. work experience;
B. experience as a volunteer;
C. completion of an academic, vocational or self-improvement course and
D. other life experiences judged by the District Board to provide knowledge,
learning experiences and competencies comparable to those attained in a
classroom setting.
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File: IGED-R
3. Staff holding certificates appropriate for the subject in which equivalent credit is
granted shall provide instruction and/or evaluate the applicant’s performance in
tutorial and independent study programs.
4. Staff holding certificates for the subject in which credit is granted shall evaluate
the applicant’s performance in correspondence courses, educational travel,
mentor programs and portfolio development.
5. Each applicant’s learning experiences and competencies are evaluated in
terms of their equivalence to experiences and competencies attained through
the regular classroom instruction. The evaluation is based on a review of the
following components of the regular classroom program:
A. subject objectives;
B. instructional activities, materials and environment and
C. criteria and methods of assessing student performance.
6. Coordination of this program is under the direction of the high school principal
or his/her designee. The Superintendent certifies all applications for a Diploma
of Adult Education and the Board grants the diploma.
For Item 1 above – A high school counselor evaluates the transcript of an applicant to determine units to be completed to fulfill the District’s curriculum requirements.
For Item 2 above – The same counselor meets with the applicant. The counselor prepares an instructional plan and advises regarding courses needed and equivalency credit documentation in the form of a portfolio which is needed to complete District requirements for graduation. At least one-half and no more than six life experience units may be counted toward those needed to earn a Diploma of Adult Education.
The President and Treasurer of the Board and the Superintendent shall sign the Diploma of Adult Education. Each diploma shall bear the date of its issuance, be in such form as the Board prescribes and be paid for from the District’s general fund.
Administering the Ohio High School Graduation Qualifying Examination to Eligible Adults
The Board must make provisions to administer the Ohio High School Graduation Qualifying Examination to any eligible adult who is scheduled to earn a diploma.
Exceptions can be made for disabled adults. The tests are to be administered twice each year according to the Ohio Administrative Code.
The Ohio High School Graduation Qualifying Examination is limited to persons enrolled in an adult high school continuation program and/or to eligible persons who have earned at least one-half equivalent adult high school credit.
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File: IGED-R
Although the Ohio High School Graduation Qualifying Examination is to be administered to eligible adults on the same days in the same manner as prescribed for high school students, the District may administer the tests to adults in the evening.
The test is to be provided and administered at no cost to the adult student. The District administers the test and the State Board of Education provides the test and scoring.
All test security provisions apply, answer documents are scored and results are reported according to the Ohio Administrative Code.
By September 1 of each year, the District must notify the Director of the Division of Education Services, Ohio Department of Education, of the number of eligible adult students expected to take the Ohio High School Graduation Qualifying Examination in November of that year.
(Approval date: October 21, 2004)
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File: IGEE
AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR
In order to recognize the contributions and sacrifices made by veterans who left high school prior to graduation to serve in the armed forces during World War II and the Korean Conflict, the Board may award a high school diploma to any veteran of this state, or posthumously to a living relative of a deceased veteran of this state, who meets the requirements established by State law. Veterans’ diplomas will be presented in conjunction with appropriate events, programs or other occasions, as determined by the Superintendent.
The Board may grant a diploma to World War II and Korean Conflict veterans if all of the following apply:
1. The veteran left public or nonpublic high school located in any state prior to
graduation in order to serve in the armed forces of the United States.
2. The veteran received an honorable discharge from the armed forces of the
United States.
3. The veteran has not been granted a diploma, honors diploma, or a diploma of
adult education or a diploma provided for under this bill from another school.
The veteran is not required to take the GED or any graduation test in order to qualify for a diploma.
If a veteran who would otherwise qualify for a diploma under this section is deceased, the board of any school district or the governing authority of any chartered nonpublic school may award such diploma to the veteran posthumously and may present that diploma to a living relative of the veteran.
The Governor’s Office of Veterans’ Affairs has developed and adopted an application form for use by all county veterans service offices. Upon verification that all requirements have been met, the application shall be forwarded to the board of any local, exempted village or city school district or governing authority of any chartered nonpublic school or county education service center.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.61; 3313.611; 3313.612; 3313.614; 3313.616
CROSS REF.: IGED, Diploma of Adult Education
File: IHA
The District may group students in order to increase the effectiveness of each teacher and to make it possible for the teacher to individualize instruction by narrowing the range of student needs within a particular class. Assignment of students to classes should be done on the basis of what is best for the individual students.
Good administration takes into account the importance of parental understanding and acceptance of the grouping procedure used in the school. The school principal should cooperate with parents and teachers and other staff members in striving for the most effective placement of students into classes. The assignment of classes to teachers is the responsibility of the Superintendent, working in cooperation with the principals and the teachers concerned.
Grouping should be flexible. Some students may be grouped together for one activity but regrouped for another activity. Students should not, as a rule, remain in the same groups throughout the school year.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-04
CROSS REFS.: IE, Organization of Facilities for Instruction
IHB, Class Size
File: IHB
While the Board strives to provide the appropriate class size for each learning experience, there are times when temporary enrollment increases, differences in the organization of various schools and the number and size of available classrooms affect the number of students which must be assigned to a room.
The Superintendent’s recommendations for upper and lower limits on class size consist of the best professional knowledge relative to desirable class size, together with:
1. student load which helps teachers to be most effective;
2. the financial condition of the District and the willingness of the residents to
provide for optimal class sizes;
3. the particular requirements of the subject being taught and
4. the presence of students with special needs in the class.
Circumstances may prohibit the achievement of optimal class sizes in all cases, but the Board believes firmly that high standards must be developed and maintained as constant guides.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3317.023; 3317.024; 3317.03
OAC 3301-35-04; 3301-35-05
CROSS REF.: IHA, Grouping for Instruction
CONTRACT REF.: Teachers’ Negotiated Agreement
File: IHH
The Board will encourage instructional arrangements, programs and class instruction that will provide opportunities for a student to progress in school at his/her own pace. This individual pace will allow the student to attain the highest achievement possible for him/her. Such programming allows for individualized instruction.
Individualized instruction demands evaluation and measurement of student progress as much as other forms of instruction. Evaluation will be tailored according to the nature of the instruction, the established student performance objectives and the subject objectives established for the course in which the individualized instruction is being provided.
[Adoption date: October 21, 2004]
File: IIA
As the governing body of the District, the Board is legally responsible for the selection of instructional materials. Since the Board is a policy-making body, it delegates to the professional personnel of the District authority to recommend instructional and library materials.
Materials for school classrooms and school libraries are recommended by the appropriate professional personnel in consultation with the Superintendent, faculty and other sources as needed. Final decision relative to purchase rests with the Superintendent, subject to official adoption by the Board in the case of textbooks.
The Board believes that it is the responsibility of the District to provide:
1. materials which enrich and support the curriculum, taking into consideration the
varied interests, abilities and maturity levels of the students served;
2. materials which stimulate growth in factual knowledge, literary appreciation,
aesthetic values and ethical standards;
3. a background of information which enables students to make intelligent
judgments in their daily lives;
4. diverse viewpoints so that young citizens may develop, under guidance, the
practice of analytical reading and thinking and
5. materials representative of the many religions and ethnic and cultural groups,
showing their contributions to our American heritage.
The above principles serve as a guides in the selection of all instructional and library materials including, but not limited to, textbooks, supplementary books, library books, computer software, Internet access sites, films, videotapes, audiotapes and recordings.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3329.06; 3329.07; 3329.08
3313.642
OAC 3301-35-04; 3301-35-06
CROSS REFS.: EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
IIAA, Textbook Selection and Adoption
IIAC, Library Materials Selection and Adoption
INB, Teaching About Controversial Issues
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIAA
TEXTBOOK SELECTION AND ADOPTION
In selecting textbooks for use in the District, the Board carefully considers the rights, freedoms and responsibilities of students, parents and teachers. Efforts are made to:
1. preserve each student’s right to learn in an atmosphere of academic freedom;
2. support each teacher’s responsibility to exercise professional judgments in
his/her work and at the same time supply teachers with an awareness of their
responsibility to meet the District’s educational goals and objectives and
3. recognize the right of parents to influence the education of their children. (The
Board does not, however, allow the wishes of an individual parent to infringe
upon the rights of other students in any class.)
The Superintendent establishes textbook and/or curriculum committees, which include representation of teachers who use the texts, administrators and other staff members. Students and parents may also be asked to serve on these committees.
The final decision on the recommendation of textbooks rests with the Superintendent, subject to official adoption by the Board. Textbooks are adopted for a term of five years.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.642
3315.17; 3315.171
3329.01; 3329.05; 3329.06; 3329.07; 3329.08
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IIA, Instructional Materials
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIAC
LIBRARY MATERIALS SELECTION AND ADOPTION
The Board believes the responsibility of the school library is to:
1. provide materials which enrich and support the curriculum, taking into
consideration the varied interests, abilities and maturity levels of the students
served;
2. provide materials which stimulate growth in factual knowledge, literary
appreciation, aesthetic values and ethical standards;
3. provide a background of information which enables students to make intelligent
judgments in their daily lives;
4. provide materials on opposing sides of controversial issues so that young
citizens may develop, under guidance, the practice of critical reading and
thinking;
5. provide materials representative of the many religious, ethnic and cultural
groups and their contributions to our American heritage and
6. place principle above personal opinion and reason above prejudice in the
selection of materials of the highest quality in order to ensure a comprehensive
collection appropriate for the users of the library.
Initial purchase suggestions for library materials may come from personnel. Students may also be encouraged to make suggestions. The librarian/media specialist is responsible for evaluating and recommending all materials to be included in the school library. Authority for distribution of funds rests with the building principal, subject to the approval of the Superintendent.
Gifts of library books are accepted in keeping with the above policy on selection as well as the Board’s policy on accepting gifts. Complaints about library books are handled in compliance with Board policy on complaints about the curriculum or instructional materials.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3329.05; 3329.07
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IIA, Instructional Materials
INB, Teaching About Controversial Issues
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIBH
Web Page Site Publishing
(Policies, Procedures, and Standards)
General Statement
The Miamisburg City School District allows schools and individual teachers/staff members to create their own web sites. The intent of these sites is to provide an electronic means of communication regarding information about curriculum, instruction, school-authorized activities, communication opportunities and general information relating to the class, school, or district. We intend to make available instructional materials and resources for students and staff.
Guidelines
Disclaimer
The Miamisburg City School District has made every reasonable attempt to insure that our web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the Miamisburg City School District’s Acceptable Use Policy. All links must be appropriate for the audience. Web pages for individuals or organizations not directly affiliated with the District are not allowed. Web pages may not include content or links to sites whose primary purpose is commercial or political. The District disclaims any responsibility for violations of this policy. The individual will bear liability for any damage caused as a result of failing to adhere to the policy provisions.
Advertising or Sponsorships
Any use of advertising or sponsorships that appear on a school web site must be approved by the Superintendent or his/her designee. Guidelines must be consistent with District policies and guidelines used in other District publications.
Content standards
The author posts pages to the MCS Web server, created by themselves or others. The author must confirm that all Web documents published meet all MCSD policies. Only staff members may become authors.
Each Web page must contain the following information:
Author Information including email address
Webmaster’s email address
Copyrighted symbol and link to the District Copyright Policy
Last updated date
Link to the District Web page
Must adhere to all local, state, and federal laws and regulations
No Web page may contain:
Inappropriate material or links to inappropriate material
Links to resources that do not exist
Email address of students
Identifiable pictures of students
Full names of students
Any graphics or information that is in violation of copyright laws
Any graphics or information that is in violation of local, state, or federal laws
Information which indicates the physical location of a student at a given time
Information related to security matters (maps, etc.)
Subject matter
All subject matter on Web pages relate to the Miamisburg City School District curriculum, instruction, school-authorized activities, communication opportunities or general information relating to the class, school, or district. Staff or student work may be published on the Web page as it relates to a class project, course, or other school-related activity.
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File: IIBH
Web pages should contain information that is accurate and current. All communication via the District web pages will comply with the District Acceptable Use Policy and the Code of Conduct. Behavior and content prohibited by these policies include but are not limited to religious, racial and sexual harassment, advocacy of violence or obscene and/or pornographic material. Additionally, posting any material that is defamatory, libelous or slanderous is also prohibited.
Individuals are not to use the District web pages for personal gain or profit. The District will determine which entities; corporations, organizations and causes will be permitted to establish links or presence upon the District’s web sites.
Quality including design guidelines and technical standards
Guidelines and standards must adhere to all authoring standards of the web site publishing software, as created by the Miamisburg City School District.
Ownership and Retention
All web pages on the District’s server(s) are property of the District.
The District, through appropriate members of the administrative staff, retain the right to determine the appropriateness of web page content consistent with the guidelines and standards contained in Board policy. Content determined to be inappropriate shall be removed from District-sponsored web pages. Appeal of any decision to remove content by an affected staff member or student may be made in writings to the Superintendent or his/her designee within five days of the removal of the content. The Superintendent or his/her designee will review the appeal, conduct an appropriate hearing if he/she feels it appropriate, and render a written decision within ten days of receipt of the appeal. The decision shall be final.
The author(s) is/are responsible for the Web sites. Due to the dynamic nature of the Web, it is not feasible for the District to approve every alteration or addition to the school Web site. However, the District should make it a common practice to browse Web pages routinely. It is the responsibility of the Administrative staff of the Miamisburg City School District to ensure the Web sites follow all policies and procedures of the Miamisburg City School District and that the pages are complete, current in content, and fully functional.
Policy Violations
Appropriate disciplinary action will ensue should either staff or student violations of these guidelines occur. It is important to note that criminal and civil penalties may attach to violations in certain circumstances.
The Board directs the Superintendent to develop regulations to implement this policy. Such regulations shall address student and staff privacy and content standards for web site publications
[Adoption date: October 21, 2004]
[Revised Date: December 15, 2005]
LEGAL REFS: Family Educational Rights and Privacy Act; 20 USC Section 1232g
Children’s Internet Protection Act; (P.L. 106-554, HR 4577, 2000,
114 Stat 2763)
ORC 149.41; 149.43
3313.20
OAC 3301-35-04; 3301-35-06
CROSS REFS.: EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
IGDB, Student Publications
JO, Student Records
KBA, Public’s Right to Know
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File: IIC (Also KF)
COMMUNITY INSTRUCTIONAL RESOURCES
Helping each student develop to his/her full potential and to become a citizen contributing to the welfare of the community are important objectives of the District’s educational program. The Board encourages administrative and instructional personnel to rely on the community as one of its educational resources. The administration directs community instructional resources designed to involve the citizens, institutions and environment of our community in the education of its children.
The Superintendent has supervisory control over community relations, which includes school volunteer service. Members of the staff and of the community are encouraged to offer their ideas and services through the channels that the administration develops.
The Superintendent reports to the Board on the involvement and effectiveness of the community relations program.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3315.07
OAC 3301-35-06
File: IICA
Field trips designed to stimulate student interest and inquiry and provide opportunities for social growth and development are considered appropriate extensions of the classroom. To the extent that they provide the most effective means for accomplishing general curriculum objectives of the District, field trips may be authorized by the building principal.
To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the class and opportunities for students to assimilate the experience during and at the conclusion of the trip. To this end, teachers and principals will be expected to consider the following factors in selection of field trips; 1) value of the activity to the particular class group or class groups; 2) relationship of the field trip activity to a particular aspect of classroom instruction; 3) suitability of the activity and distance traveled in terms of the age level; 4) mode and availability of transportation and 5) cost.
Field trips which are part of the school's extra-curricular activities (sports, band, guard) may also be considered appropriate for competitive reasons. To this end, the principal(s), athletic director and coaches will consider: 1) value of such trip to our student athletes; 2) distance traveled in terms of age of student athlete; 3) school days missed and; 4) cost of trip to district and/or parents. Such out of state trips over 300 miles will be considered on an every-other-year basis.
Nonschool-sponsored field trips organized by employees acting as independent contractors/agents involving students on a volunteer, self-supporting basis are not approved by the Board and are not considered a part of the curriculum. Responsibility for privately planned field trips or tours rests with the individuals and agency sponsoring them. The Board assumes no legal or financial responsibilities for nonschool-sponsored field trips.
If recruitment of students for a field trip is sought through the schools, the recruitment request shall be made with approval of the Superintendent. Recruitment efforts shall not occur during class time or the employee’s workday.
Travel Vendor Compensation
Any compensation paid by a private travel vendor to a District official or employee, after the official or employee has participated in selecting the vendor to provide a field trip, is considered “public money” and must be returned to the District.
All travel arrangements must be in compliance with District field trip regulations and approved by the Superintendent or his/her designee.
[Adoption date: October 21, 2004]
[Revised date: January 19, 2012]
LEGAL REFS.: ORC 3327.15
OAC 3301-35-01; 3301-35-03
CROSS REFS.: EEAD, Special Use of School Buses
IF, Curriculum Development
IGDF, Student Fund-Raising Activities
JL, Student Gifts and Solicitations
JN, Student Fees, Fines and Charges
File: IICA-E
REQUEST FOR OVERNIGHT/EXTENDED STUDENT TRIPS
File: IICA-R
FIELD TRIPS
Eligible Participants
In most cases, an entire class takes part in a field trip. From time to time, however, trips may be planned for a smaller group (when, for example, the place to be visited can accommodate only a small group or when the trip is appropriate only for a few students working together on a project).
In all cases, when only part of a class goes on a field trip, the administration ensures that satisfactory arrangements are made for the instruction of those staying in school and adequate transportation and supervision are provided for those who are going on the trip.
Distance and Duration
1. Regular field trips are those trips which take place within the community or to
places near enough so that the trip can be accomplished during one school day.
2. Extended field trips are those in state involving more than the regular school
day’s time while school is in session.
Permission for regular field trips and extended field trips must be authorized by the principal and assigned Director.
3. Over night/Out of State – field trips requiring an over night stay or going out of
state.
Permission for field trips requiring over night stays and/or going out of the state must receive the Superintendent’s and Board approval. A request form (IICA-R2) must be completed, submitted to the Superintendent and approved by the Board prior to any planning of the trip.
Out of state field trips which are part of the school’s extra-curricular activities (sports, band, guard) which involve students missing two (2) or more days of school require advanced permission be granted by the building Principal, Superintendent and Board of Education. A request form (IICA-R2) must be completed, submitted to the building Principal, Superintendent and approved by the Board prior to any planning or fundraising of the trip. Out of state trips/competitions over 300 miles of travel should be planned on an every-other-year basis.
Parental Permission
Written permission from parent(s) must be obtained prior to any student’s participation in a school-sponsored field trip.
Expenses
Field trips which are part of the instructional program and do not involve overnight stays may be paid for by the District.
Field trips which are part of the school’s extracurricular activities (such as sports spectator trips, band trips, etc.) and/or trips which involve overnight stays usually involve some expense to the participating student. The administration is careful that such trips do not proliferate to the point at which the expense becomes a burden for the parents.
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File: IICA-R
Fund drives are allowed under the Board’s policies governing student gifts and solicitations and student fund-raising activities. In no case may a student be prevented from participating in a field trip solely because of inability to pay.
Regulations Governing Field Trips
It is the responsibility of the Superintendent to set District wide regulations for field trips and each building principal to set rules for his/her school which comply with Board policy and District regulations.
All student field trips must be carefully supervised by certificated staff members, who may be assisted by classified employees and parent volunteers. Planners must consider the following criteria established by the Board:
1. value of the activity to the particular class group(s);
2. relationship of the field activity to a particular aspect of classroom instruction;
3. suitability of the activity and distance traveled in terms of the age level of
students;
4. mode and availability of transportation and
5. cost to District and/or student.
Request for District Transportation
Requests for District transportation must be received by the Supervisor of Transportation at least 10 days in advance of the planned trip.
(Approval date: October 21, 2004)
(Revised: November 16, 2006)
[Revised date: January 19, 2012]
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File: IICA-E
Miamisburg City Schools
REQUEST FOR OVERNIGHT/EXTENDED STUDENT TRIPS
(200 miles from Miamisburg and also Out of State)
Group Taking Trip ______________________________________ School ______
Destination ________________________________________________________
Departure Date _______________________________ Return Date ____________
Trip Coordinator ___________________________________ Position __________
1. BRIEFLY DESCRIBE THE PURPOSE OF THIS TRIP. How this trip is related to the educational program of the district? In what ways will the students benefit? In what ways will the Miamisburg District benefit?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How many school days will be missed? _______________________________
3. Number of students participating? _________________ Grade levels ________
4. Staff Member(s) participating?
___________________________________ ________________________
___________________________________ ________________________
___________________________________ ________________________
5. How many chaperones, in addition to staff members, will be going? __________
___________________________________ ______________________
___________________________________ ______________________
___________________________________ ______________________
___________________________________ ______________________
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File: IICA-E
6. Method of transportation__________________________________________
Number of vehicles ________ Is liability insurance provided by the carrier?_______
If tour guides are involved, what liability insurance do they carry? ________________
______________________________________________________________________________
7. Estimated cost per student _________________ Source of funds____________
_____________________________________________________________________________
_____________________________________________________________________________
Have provisions been made for students who are financially unable to pay the cost?
YES __________ NO ___________ What are those provisions? ____________
______________________________________________________________________________
______________________________________________________________________________
8. Attach an itinerary which includes the destinations, activities planned, phone
numbers, food, and housing arrangements.
9. How will you communicate to parents prior to, during, and after the trip?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. What arrangements have been made for dealing with emergency situations?
______________________________________________________________________________
______________________________________________________________________________
I have review the Board Policies regarding safety of students, trips, and the Student Code of Conduct and agree to follow them.
__________________________________ _____________________
Signature of Trip Coordinator Date
___________________________________ _____________________
Signature of Building Principal Approval Date
Approval of the Board of Education is required.
[Adoption date: 11/16/06]
File: IICC
The Board believes one of the greatest resources available may be found in the citizens of the community who have special knowledge and talents to contribute to the District. The use of citizens as volunteers within the school program enhances the educational process not only for students, but for the community as well. Volunteers may provide additional support in the classroom, promote community-school cooperation in facilitating the learning process and provide resource persons who have expertise in various areas.
Recruitment and selection of volunteers is done at the local building level. Interested individuals should contact the building principal or his/her designee. The interests and abilities of the volunteers are considered when making assignments.
All volunteers shall be registered at the appropriate building. Standard procedures for record keeping include hours contributed by various volunteers, types of services or donations made and an application kept on file at the local school for any volunteer who works directly with students, especially in tutorial relationships.
Current and prospective volunteers who have or will have unsupervised access to children on a regular basis may, at any time, be subject to a criminal record check (BCII/FBI).
[Adoption date: October 21, 2004]
[Revised: February 21, 2008]
LEGAL REFS.: ORC 2305.23; 2305.231
2744.01
3319.311; 3319.39
OAC 3301-9-01; 3301-32-22(E)(4)
CROSS REF.: GBQ, Criminal Record Check
File: IJ
The Board views guidance as helping students understand themselves relative to their abilities, aptitudes, interests, attitudes, strengths and limitations. This process is meant to assist students in the development of their potential and their decisions relating to personal, educational and vocational matters.
Guidance is based upon these broad fundamental principles.
1. Individuals are different from one another in their capabilities, aptitudes,
interests, needs, goals, desires and values.
2. Conditions are improvable. Equality of educational opportunity benefits the
individual and society.
3. Guidance is a continual and developmental process.
4. Guidance does not propose to program an individual’s course of action but
rather tries to assist the individual in arriving at his/her own satisfactory
solutions.
5. Guidance should assist the individual to understand his/her circumstances and
opportunities and to plan his/her life in a satisfactory manner to serve
himself/herself as well as society.
Guidance services include a wide variety of testing programs and interpretation of results to students, parents and staff. These programs assist students in developing good study habits and personal guidance which is in keeping with the principles of human dignity and equality.
A written guidance plan is developed to provide systematic aid to students in kindergarten through 12th grade regarding educational, career, civic, personal and social concerns, including the harmful effects of drugs, alcohol and tobacco. This plan provides for appraisal of students’ academic abilities, a variety of counseling opportunities and approaches, educational and career planning and, when necessary, appropriate referral. The plan is evaluated as needed and submitted to the Board for adoption.
The guidance department is responsible for assisting with implementation of the testing dimension of the educational program. The guidance staff further assists the instructional staff and administration in developing and implementing intervention programs to assist students to realize academic improvement.
Counseling services are provided by credentialed school counselors.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3317.023
OAC 3301-35-04; 3301-35-05; 3301-35-06
CROSS REF.: AFI, Evaluation of Educational Resources
File: IK
The philosophies of the Board concerning academic achievement and students’ social growth and development are based on the premise that students have diverse capabilities and individual patterns of growth and learning.
The Board believes that it is important that teachers have extensive and accurate knowledge of each student in order to assess his/her needs and his/her growth and to be competent to make appropriate instructional plans for the student. Sharing of information among parent(s), teacher and student is essential.
The Board supports staff efforts to find better ways to measure and report student progress and requires the following elements.
1. Parents are informed regularly, at least four times a year, about the progress
their children are making in school.
2. Parents are alerted and conferred with as soon as practicable when a child’s
performance or attitude becomes unsatisfactory or shows marked or sudden
deterioration.
3. Insofar as possible, distinctions are made between a student’s attitude and
his/her academic performance.
4. At comparable levels, the school system seeks consistency in grading and
reporting except when such procedure is inappropriate for certain classes or
certain students.
5. When no grades are given and the student is evaluated informally in terms of
his/her own progress, the school staff provides a realistic appraisal of the
student’s standing in relation to his/her peers when requested by parents to do
so.
6. When grades are given, the school’s staff takes particular care to explain the
meaning of marks and symbols to parents.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06
CROSS REFS.: AFI, Evaluation of Educational Resources
IKA, Grading Systems
IKAB, Student Progress Reports to Parents
File: IKA
The Board believes students respond more positively to the opportunity for success than to the threat of failure. Therefore, the District seeks in its instructional program to make achievement both recognizable and possible for students. It emphasizes achievement in its processes of evaluating student performance.
The administration and certificated staff devise grading systems for evaluating and recording student progress. The records and reports of individual students are kept in a form which is understandable to parents as well as teachers.
The Board approves the grading and reporting systems as developed by the faculty, upon recommendation of the Superintendent.
The Board recognizes that any grading system, however effective, has subjective elements. There are fundamental principles which must guide all instructors in the assignment of marks and achievement.
1. The achievement mark in any subject should represent the most objective
measurement by the teacher of the achievement of the individual. A variety of
evaluation measures are used and accurate records shall be kept to
substantiate the grade given.
2. An individual should not receive a failing grade unless he/she has not met
stated minimum requirements.
3. Grades are a factor used to motivate students. Poor or failing grades should
trigger a variety of instructional and intervention activities to assist the student
in achieving better grades by the next grading period, if possible.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-04; 3301-35-06
CROSS REFS.: IK, Academic Achievement
IKAB, Student Progress Reports to Parents
File: IKAB
STUDENT PROGRESS REPORTS TO PARENTS
The Board believes that it is essential for parents to be kept fully informed of their children’s progress in school. The type of progress reports sent to parents are devised by the certificated staff in cooperation with parents.
Written reports are provided to parents of children in grades 1 through 12 four times per year. Progress reports are sent to parents at the completion of each grading period. Interim reports are also required for students in danger of failing. Direct notification of parents by telephone is encouraged. Conferences with parents are used as an integral part of the reporting system.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-06
CROSS REF.: IK, Academic Achievement
File: IKAB-R
STUDENT PROGRESS REPORTS TO PARENTS
The following procedures are used in reporting to parents.
1. Number of report periods: The school year is divided into four grading periods.
Reports are sent to the parents on the Friday following the close of each
grading period. (Year-end reporting might vary from this.)
2. Kindergarten reports: Kindergarten reports are issued twice a year, in January
and in June.
3. Grades 1 through 8: Conferences are scheduled with each child’s parent(s) on
an assigned day. Other conferences are arranged as needed and may be
called for by the teacher or parent(s).
4. Conferences for grades 9 through 12: Conferences are scheduled as needed.
5. Interim reports: Teachers issue interim reports every grading period to keep
parents aware of their child’s progress. The purpose of the interim report or
conference is to provide the child an opportunity to improve before a final period
grade is given. Interim reports may also be used to inform the parents of
exceptional progress or positive change in achievement.
(Approval date: October 21, 2004)
File: IKB
The Board recognizes the educational value and importance of homework for students. We believe that meaningful home study is a necessary part of each student’s educational program and that it should be related to the educational philosophy, goals and curriculum of the District. Homework should be a purposeful extension of the school day and should provide the student with additional opportunities for the development and reinforcement of the District’s instructional objectives as stated in the District’s courses of study.
The assignment of homework should be regular and reasonable. It should contribute to the student’s education through individual work, responsibility, completion of projects and the establishment of good study habits. The completion of homework assignments should be recorded by the teacher and included in the evaluation of the student’s progress.
In order to create uniformity of practice, both among and within the schools, appropriate administrative regulations have been developed for the benefit of all professional personnel.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-04; 3301-35-06
File: IKB-R
HOMEWORK
Purpose and Responsibility
The assignment of meaningful homework is an integral component of the instructional program. Work done outside of the classroom should provide the student with opportunities to practice through drills; reinforce instruction received during the regular school day; expand upon topics introduced during classroom instruction and enable each student to pursue individual projects which involve lifetime skills of self-directed work, organization and interpretation of knowledge. If homework is to have value, its purpose and relation to what has been taught in the classroom must be clearly understood by the student. Teachers are, therefore, to provide students with meaningful homework assignments related to the instructional programs' goals and objectives.
Definition
Homework is defined as out-of-class preparation in a given subject area which is assigned by a student's teacher. This assignment is of such a nature that the student must complete the assignment during non-class time. Each assignment may be further defined as one or more of the following four types:
1. practice: given to help students master specific skills; limited to material
presented in class.
2. preparation: given to prepare students to gain maximum benefit from
subsequent lessons.
3. extension: given to determine if students can transfer a skill or concept to
another situation.
4. creative: require a student to integrate skills and concepts in the process of
producing a response or product.
Objectives
1. Supplement and support classroom experiences.
2. Reinforce learning through practice, integration and application.
3. Develop student initiative, responsibility and self-direction through independent
effort.
4. Foster parent awareness of their child's learning activities.
5. Homework may also be used as a method for making up work missed due to
illness, etc.
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Teachers' Responsibilities
Teachers should plan meaningful homework assignments in conjunction with their daily lesson plans. The homework assignments should clearly lead to the accomplishment of the course's instructional objectives. Students should know what is expected of them and receive all necessary clarification pertinent to the assignment. Teachers must be sure students understand how these homework assignments will be evaluated and contribute to the course grade.
The timely and complete response to the student's homework assignment by the teacher is essential. Homework should be reviewed, recorded and included as a part of the student's progress evaluation. Teachers must communicate to parents their expectations; that is, how and when assignments are usually given and how much homework will count in the total grade.
Students' Responsibilities
It is the responsibility of the student to complete assigned homework. In order to accomplish this task, the student must learn to plan and budget the necessary study time. It is the student's responsibility to seek additional clarification and assistance from the teacher as soon as the need for such assistance is realized. When a student is absent, it is his/her responsibility to discuss missed assignments with the teacher and complete all required missed assignments as instructed by the teacher. In the primary grades, homework is optional. It should consist of activities that students and parents can do together and should not exceed one-half hour per night. Students in the upper elementary grades should expect to have homework on a regular basis not to exceed one hour per night, three or four times a week. Students in grades 7-12 should develop responsibility for their own homework with parent support. Time required will vary according to grade level and/or courses taken. It would be expected that students would spend at least one hour per evening at home study in addition to time for long-term projects. Homework should be an integral part of every course/subject grade.
Parent/Home Responsibilities
Parents should recognize the important role of homework to the total instructional program of their student. Parents should make themselves aware of the assignments and expectations of the school and the individual teacher. Parents should provide a suitable place and environment in the home for the completion of homework assignments. Parents should help their student plan and budget the appropriate amount of study time for the completion of the homework assignment.
Parents should feel free to consult with the teacher about any questions relating to the homework assignment.
Guidelines for Teachers
1. Homework should stem logically from classroom instruction.
2. Clearly inform students of the purpose of the assignment, directions, due date,
format and materials necessary for completion. This information should be
given both orally and visually.
3. Students should not be expected to deal with totally new skills or concepts in
completing homework assignments.
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4. To help students responsibly schedule their homework, they should be notified
of the assignment as much in advance as possible. Long-range projects or
papers should be assigned far enough in advance to allow students sufficient
time for completion.
5. Homework assignments should be reviewed, recorded and included as a part
of the evaluation of the student's learning program.
6. A variety of homework should be assigned to include practice, creative,
preparatory, and extending assignments. Homework should not be given for
disciplinary purposes or merely as "busy work."
7. Some time should be provided within the class period to thoroughly explain the
assignment and respond to questions.
8. The homework assigned should be within reasonable limits. Teachers sharing
the same students should try to coordinate assignments so that major projects
do not fall due on the same day and so homework is assigned throughout the
week and not all on one night.
9. Optional homework can be given in the primary grades. This would mainly be
reinforcement activities for students and parents to do together. It should not
exceed one-half hour per night except for long-term projects.
10. Students in grades 3-6 should have homework on a regular basis and be
considered part of the student's grade. Homework at this level should not
exceed one hour per night, three or four times per week.
11. Students in grades 7-12 should develop responsibility for their own homework
with parent support. Time required will vary according to grade level and/or
courses taken. It would be expected that students would spend at least one
hour per evening in home study in addition to time for long-term projects.
Homework should be an integral part of every course/subject grade.
(Approval date: October 21, 2004)
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PROMOTION AND RETENTION OF STUDENTS
The promotion of each student is determined individually. The decision to promote a student or to retain a student in a grade is made on the basis of the following factors. The teacher takes into consideration emotional and social development, social issues and grade average.
Promotion procedures demand continuous analysis and study of the cumulative student case history records. Guidelines include the following elements:
1. A student receiving passing grades in reading, social studies, mathematics,
science and English is promoted.
2. A student having failing grades in language arts and mathematics at the end of
the year has his/her case evaluated by the teachers, guidance counselor and
principal for placement, with the principal making the final decision for
placement.
3. A student having passing grades, “D” or above average in the core academic
subjects, throughout the year is not failed.
4. No student should be retained more than twice in kindergarten through grade 8.
5. Documentary and anecdotal evidence should be available to justify retention or
placement.
6. A student with failing grades during any academic term is entered into the
schools intervention programs to be assisted toward academic success in
those areas.
Any student who is truant for more than 10% of the required attendance days of the current school year and has failed two or more of the required curriculum subject areas in the current grade is retained, unless the student’s principal and the teachers of the failed subject areas agree that the student is academically prepared to be assigned to the next grade level.
“Academically prepared” as used in this policy, means that the principal, in consultation with the student’s teacher(s), has reviewed the student’s work and records and has concluded that, in his/her judgment as a professional educator, the student is capable of progressing through and successfully completing work at the next grade level.
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Third Grade Reading Guarantee
Third grade students who receive a below basic score on the third grade reading achievement test are provided one of the three options:
1. promotion to the next grade if the principal and reading teacher agree that other
evaluations of the student’s work indicate the student is academically prepared
for the next grade;
2. promotion to the next grade with “intensive intervention” in that grade or
3. retention in the current grade.
Intervention services will be offered to students who are not making satisfactory progress toward the attainment of the statewide academic standards for their grade level.
[Adoption date: October 21, 2004]
[Revised May 19, 2005]
LEGAL REFS.: ORC 3301.0710; 3301.0711
3313.608; 3313.609
OAC 3301-35-04; 3301-35-06
CROSS REFS.: AFI, Evaluation of Educational Resources
IGCD, Educational Options (Also LEB)
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Policy on Academic Acceleration, Early Entrance to Kindergarten,
and Early High School Graduation
In accordance with the belief that all children are entitled to an education commensurate with their particular needs, students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so.
The (District) Board of Education believes that such students often require access to advanced curriculum in order to realize their potential contribution to themselves and society.
All children learn and experience success given time and opportunity, but the degree to which academic content standards are met and the time it takes to reach the standards will vary from student to student. The (District) Board of Education believes that all students, including advanced learners, should be challenged and supported to reach their full potential. For many advanced learners, this can best be achieved by affording them access to curriculum, learning environments, and instructional interventions more commonly provided to older peers.
This policy describe the process that shall be used for evaluating students for possible accelerated placement and identifying students who should be granted early admission to kindergarten, accelerated in one of more individual subject areas, promoted to a higher grade level than their same-age peers, and granted early graduation from high school.
1) Referrals and Evaluation
a) Any student residing in the district may be referred to by a teacher,
administrator, gifted education specialist, guidance counselor, school
psychologist, or a parent or legal guardian of the student to the principal of
his or her school for evaluation for possible accelerated placement. A
student may refer himself or herself or a peer through a district staff member
who has knowledge of the referred child’s abilities.
b) Copies of this policy and referral forms for evaluation for possible early
entrance, whole-grade acceleration, individual subject acceleration, and
early high school graduation shall be made available to district staff and
parents at each school building. The principal of each school building (or his
or her designee) shall solicit referrals of students for evaluation for possible
accelerated placement annually, and ensure that all staff he or she
supervises are aware of procedures for referring students for evaluation for
possible accelerated placement.
c) The principal (or his or her designee) of the referred student’s school shall
obtain written permission from the student’s parent(s) or legal guardian(s) to
evaluate the student for possible accelerated placement. The district shall
evaluate all students who are referred for evaluation and whose parent(s) or
legal guardian(s) have granted permission to evaluate the student for
possible accelerated placement.
d) Children who are referred for evaluation for possible accelerated placement
sixty or more days prior to the start of the school year shall be evaluated in
advance of the start of the school year so that the child may be placed in the
accelerated placement on the first day of school. Children who are referred
for possible accelerated placement sixty or more days prior to the start of
the second semester shall be evaluated for possible accelerated placement
at the start of the second semester. In all other cases, evaluations of a
referred child shall be scheduled at the student’s principal’s discretion and
placed in the accelerated setting(s) at the time recommended by the
acceleration evaluation committee if the committee determines the child
should be accelerated. Pursuant to Ohio Administrative Code 3321.01, all
children who will be the proper age for entrance to
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kindergarten or first grade by the first day of January of the school year for
which admission is requested shall be evaluated upon the request of the
child’s parent or legal guardian. Children who will not yet be the proper age
for entrance to kindergarten or first grade by the first day of January of the
school year for which admission is requested shall also be evaluated for
possible early admittance if referred by an educator within the district, a
pre-school educator who knows the child, or pediatrician or psychologist
who knows the child. Children who will not yet be the proper age for entrance
to kindergarten or first grade by the first day of January of the school year for
which admission is requested may also be evaluated for possible early
admittance at the discretion of the principal of the school to which the student
may be admitted.
e) A parent or legal guardian of the evaluated student shall be notified in writing
of the outcome of the evaluation process within 60 days of the submission of
the referral to the referred student’s principal. This notification shall include
instructions for appealing the outcome of the evaluation process.
f) A parent of legal guardian of the referred student may appeal in writing the
decision of the evaluation committee to the local Superintendent within thirty
days of being notified of the committee’s decision. The Superintendent shall
review the appeal and notify the parent of legal guardian who filed the appeal
of his or her final decision within thirty days of receiving the appeal. The
Superintendent’s decision shall be final. However, the student may be
referred and evaluated again at the next available opportunity if he or she is
again referred for evaluation by an individual eligible to make referrals as
described in this policy.
2) Acceleration Evaluation Committee
a) Composition
(1) The referred student’s principal (or his or her designee) shall convene an
evaluation committee to determine the most appropriate available learning
environment for the referred student. This committee may be comprised of
the following:
(a) A principal or assistant principal from the child’s current school;
(b) A current teacher of the referred student (with the exception of
students referred for possible early admission to kindergarten);
(c) A teacher at the grade level to which the student may be accelerated
(with the exception of students referred for possible early graduation
from high school);
(d) A parent or legal guardian of the referred student or a representative
designated by a parent of legal guardian of the referred student;
(e) A gifted education coordinator or gifted intervention specialist. If a
gifted coordinator or gifted intervention specialist is not available
in the district, a school psychologist or guidance counselor with
expertise in the appropriate use of academic acceleration may be
substituted.
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(2) The acceleration evaluation committee shall be charged with the following
responsibilities:
(a) The acceleration evaluation committee shall conduct a fair and
thorough evaluation of the student.
(i) Students considered for whole-grade acceleration and early
entrance to kindergarten shall be evaluated using an
acceleration assessment process approved by the Ohio
Department of Education. The committee shall consider the
student’s own thoughts on possible accelerated placement in
its deliberations.
(ii) Students considered for individual subject acceleration shall be
evaluated using a variety of data sources, including measures
of achievement based on state academic content standards (in
subjects for which the state had approved content standards)
and consideration of the student’s maturity and desire for
accelerated placement. The committee shall consider the
student’s own thoughts on possible accelerated placement in
its deliberations.
(iii) Students referred for possible early high school graduation shall
be evaluated based on past academic performance, measures of
achievement based on state academic content standards, and
successful completion of state mandated graduation
requirements. The committee shall consider the student’s own
thoughts on possible accelerated placement in its deliberations.
(b) The acceleration evaluation committee shall issue a written decision to
the principal and the student’s parent or legal guardian based on the
outcome of the evaluation process. If a consensus recommendation
cannot be reached by the committee, a decision regarding whether
or not to accelerate the student will be determined by a majority vote of
the committee membership.
(c) The acceleration evaluation committee shall develop a written
acceleration plan for students who will be admitted early to kindergarten,
whole-grade accelerated, or accelerated in one or more individual
subject areas. The parent(s) or legal guardian(s) of the student shall
be provided with a copy of the written acceleration plan. The written
acceleration plan shall specify:
(i) placement of the student in an accelerated setting;
(ii) strategies to support a successful transition to the
accelerated setting;
(iii) requirements and procedures for earning high school credit
prior to entering high school (if applicable); and,
(iv) an appropriate transition period for accelerated placement for
early entrants to kindergarten, grade-level accelerated students,
and students accelerated in individual content areas.
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(d) For students the acceleration evaluation committee recommends for
early high school graduation, the committee shall develop a written
acceleration plan designed to allow the student to complete graduation
requirements on an accelerated basis. This may include the provision
of educational options in accordance with Ohio Administrative Code
3301-35-06(G), waiving district prerequisite requirements for enrolling
in advanced courses, waiving district graduation requirements that exceed
those required by the state, and early promotion to sophomore (or
higher) status to allow the student to take the Ohio Graduation Test.
3) Accelerated Placement
a) The acceleration evaluation committee shall specify an appropriate transition
period for accelerated placement for early entrants to kindergarten,
grade-level accelerated students, and students accelerated in individual
subject areas.
(i) At any time during the transition period, a parent or legal guardian of the
student may request in writing that the student be withdrawn from
accelerated placement. In such cases, the principal shall remove the
student without repercussions from the accelerated placement.
(ii) At any time during the transition period, a parent or legal guardian of the
student may request in writing an alternative accelerated placement. In
such cases, the principal shall direct the acceleration committee to
consider other accelerative options and issue a decision within 30 days of
receiving the request from the parent or legal guardian. If the student will
be placed in an accelerated setting different from that initially
recommended by the acceleration evaluation committee, the student’s
written acceleration plan shall be revised accordingly, and a new transition
period shall be specified.
b) At the end of the transition period, the accelerated placement shall become
permanent. The student’s records shall be modified accordingly, and the
acceleration implementation plan shall become part of the student’s permanent
record to facilitate continuous progress through the curriculum.
Adopted: July 20, 2006
File: IKF
GRADUATION REQUIREMENTS
The Board desires that its standards for graduation meet or exceed the minimum standards of the Ohio Department of Education as well as State law and, further, that our high school compares favorably with other high schools in the State that are recognized for excellence.
The Board assumes that at the time of graduation each student has fulfilled all academic and financial obligations. A good school record, scholastic and otherwise, is the best recommendation a student can offer, either for college admission or for a job. A record of good personal behavior and cooperation is expected.
To earn a diploma, a student must successfully complete required credits for year of graduation as outlined below, pass all parts of the Ohio Graduation Test (given in grade 10) and meet the following specific requirements:
|
Subject Areas |
2013 Graduates |
2014 Graduates |
2015 Graduates & Beyond |
|
English/Language Arts |
4 credits |
4 credits |
4 credits |
|
Mathematics |
3 credits Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
4 credits These 4 credits must be taken in grades 9-12. They must include 1 credit of algebra II or the equivalent of algebra II. Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
4 credits These 4 credits must be taken in grades 9-12. They must include 1 credit of algebra II or the equivalent of algebra II. Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
|
Science |
3 credits These 3 credits must include 1 credit of physical sciences and 1 credit of biological sciences. |
3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science. |
3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science. |
|
Social Studies |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
|
Career Exploration |
½ credit |
½ credit |
½ credit |
|
Computer Applications |
½ credit |
½ credit |
½ credit |
|
Health |
½ credit |
½ credit |
½ credit |
|
Physical Education |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
|
Practical or Fine Arts |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
|
Electives |
8 credits These 8 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
6 credits These 6 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
5 credits These 5 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
|
Total Credits To Graduate |
24 |
23 |
22 |
NOTE: It is the responsibility of each student to know how many credits he/she has earned and which ones are needed for graduation.
Students should give much thought to the selection of courses. Only necessary changes may be made either prior to the beginning of school or during the first week of each semester.
Summer School
Summer school credits are accepted toward graduation provided that administrative approval has been given prior to registration for the course.
Post Secondary Enrollment Options
Credit is awarded for a course successfully completed outside of regular school hours by a student at an accredited postsecondary institution. High school credit awarded for a course successfully completed under this section of the Ohio Revised Code counts toward the graduation requirements and subject area requirements of the District. If a course comparable to the course successfully completed is offered by the District, then comparable credit for the completed equivalent course is awarded. If no comparable course is offered, the District grants to the student an appropriate number of credits in a similar subject area.
The course can be free of charge or paid by the student’s parent or guardian.
Correspondence Courses
High school courses offered through correspondence courses are accepted for credit toward graduation only when they meet the following criteria.
1. Credits earned in correspondence schools directly affiliated with state universities are evaluated by the school administration for students who wish to qualify for graduation from high school.
2. Credits earned from correspondence schools not directly affiliated with an accredited college or university may not be applied toward graduation.
3. Credits earned from schools, which have been established primarily for correspondence study, rather than an institution primarily for residence study, are not accepted toward graduation.
Credit Flexibility
Credit flexibility shifts the focus from “seat time” to performance. Students can earn units of high school credit based on an individually approved credit flexibility plan. The intent of credit flexibility is to meet increased expectations for high school graduation in response to globalization, technology and demographics, and to meet the demand for 21st century skills. Students interested in pursuing credit flexibility need to contact his or her guidance counselor.
Coursework Prior to Ninth Grade
Student work completed prior to the ninth grade is applied towards graduation credit if the course is taught by a teacher holding a license valid for teaching high school and is designated by the Board as meeting the high school curriculum requirements.
Community Service
The District offers community service education which acquaints students with the history and importance of volunteer service and with a wide range of existing community needs. Community service opportunities may be considered an elective towards graduation.
[Adoption date: February 16, 2010]
[Revised date: March 18, 2010]
[Revised date: January 19, 2012]
LEGAL REFS.: ORC 3313.60; 3313.6014; 3313.603; 3313.605; 3313.61
3345.06
OAC 3301-35-04
File: IKFB
Any student having successfully completed all requirements for graduation is eligible to participate in the graduation exercises conducted by the Miamisburg High School. Students participating in the ceremony must meet all graduation requirements.
1. Students must have successfully completed all requirements contained in the
Ohio Revised Code and set by the State of Ohio Department of Education and
the Miamisburg Board of Education.
2. Students graduating early must have filed the required application papers.
3. All financial obligations to the high school or Board must be paid.
4. All disciplinary obligations must be satisfactorily completed.
5. Participation in graduation rehearsal is required for participation in the
graduation ceremonies.
6. Students participating in the ceremony must wear the prescribed cap and
gown.
7. Students eligible to participate in the graduation ceremony will exhibit decorum
that will not be disruptive nor bring undue attention to themselves.
8. Prior to graduation, misconduct that results in suspension or expulsion may
result in denial of participation in graduation ceremonies.
Students whose decorum is disruptive or brings undue attention to themselves at school will not be awarded their diploma at the commencement exercises.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.20; 3313.20.66; 3313.661
CROSS REFS.: IKF, Graduation Requirements
Student Handbooks
File: IL
The Board believes that a program of group testing can provide a meaningful source of information about the adopted curriculum and overall student achievement. Therefore, the Board authorizes a program of group testing in order to:
1. evaluate strengths and weaknesses of current curriculum and instruction and to
identify areas needing change;
2. compare achievement of District students with achievement of a sample
population as one means of evaluating student growth;
3. provide a degree of diagnostic instructional information to teachers about the
group(s) of students with whom they work;
4. provide general information about a student’s probable aptitude for school-
related tasks and
5. provide one basis for a longitudinal study of student achievement and
proficiency.
Information gained through the use of group tests is used to design educational opportunities for students to better meet their individual and collective needs. The Board views such information gathering as a primary function of the public schools. Individual permission of parents is not required for the administration of these group tests.
The Board recognizes that all tests provide only a limited source of information about an individual student. Information drawn from group tests is therefore used only in conjunction with all other information available about a student in advising the student or assisting the student in improving his/her work.
Each student with a disability is considered individually as to his/her participation in the testing programs.
Records of the results of group tests shall be maintained in accordance with the Board’s policy on student records.
The administration has developed guidelines for the secure storing of testing instruments.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301,0710 through 0713
3319.32; 3319.321
OAC 3301-35-02; 3301-35-03; 3301-35-04
CROSS REFS.: AFE, Evaluation of Instructional Programs (Also IM)
IGBA, Programs for Students with Disabilities
JO, Student Records
File: IL-R
TESTING PROGRAMS
In accordance with State law, Miamisburg City School’s District plan for testing security is as follows:
1) The district test coordinator is designated as the Director of Curriculum and Assessment, while the building test coordinator is designated as the building principal or designee at the high school level. All test examiners, monitors, translators or scribes who are allowed to be present in the room during assessment or to have access to assessment materials must first be cleared by the building test coordinator. All of these roles should be filled by district employees if possible. Translators who are not district employees will be cleared by the district ESL teacher, building principal, and district test coordinator. All tests will be administered by a certified teacher. Non-certified personnel may serve as monitors or scribes as long as a certified teacher is also present.
2) All secure test materials (including state tests KRA-L, Diagnostic, OAA, OGT, and OTELA) will be secured by the Department of Student Services from time of arrival until the time of dispersion to buildings. At that time the building principal is responsible for security of the materials even if the task is delegated to another person. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment. This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.
3) Test materials will be kept secure in a locked area at all times unless the test is being administered. Only the people listed in item 1 (above) may handle the test materials.The principal is responsible for ensuring that all test administrators, monitors, scribes, or translators receive security training before handling any test materials. The building principal, in conjunction with teachers, is responsible for ensuring that all materials are tracked as to who has which test booklet during assessments. The principal is also responsible for ensuring that all materials are returned to the district test coordinator. The directions for security described in both the district and building test coordinator’s manual shall be followed.
4) After the final test administration, the building principal is responsible for ensuring that all materials are collected, packed, and returned to the district office of Curriculum and Assessment. The materials should never be left unattended in a classroom and should only be transported within the building by personnel identified in item 1, above. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment. This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.
5) Any incidents of alleged violation of security or unethical testing practice will be investigated following due process as outlined in board policy. The investigation will be handled by the building test coordinator if involving a student or teacher, or by the district test coordinator if involving a principal. The superintendent or assistant superintendent will also be kept apprised of all investigations. Any findings that confirm the violation will be reported to the Ohio Department of Education.
6) The decision to invalidate a student’s assessment score will be determined jointly by the building and district test coordinator following the outlined rules and will be communicated in writing.
7) As outlined above, any findings that confirm violation of security will be reported to the Ohio Department of Education. This will occur within ten days and will be in writing.
8) Annually, all testing rules (including this document) will be shared both in writing and orally with all personnel who have access to secure assessment materials. Students will be advised before testing of the consequences of cheating or violating security. This will occur at the building level by principals, at the district level by the district test coordinator, and at the classroom level by teachers.
[Adoption date: December 16, 2010]
File: IM (Also AFE)
EVALUATION OF INSTRUCTIONAL PROGRAMS
The Superintendent regularly evaluates the effectiveness of the instructional program in achieving the District’s educational goals and objectives. Periodically, he/she submits a written and comprehensive report of his/her findings to the Board for its consideration and action. The specific purpose of this report are to provide data for planning and budgeting for instructional improvements and for informing the public about the performance of the public schools. Data may include:
1. relation of student growth and development to the objectives of the school
system;
2. suitability of educational programs in terms of community expectations;
3. how evaluation findings are used for program improvement;
4. student achievement in light of testing results of standardized achievement tests
and competency tests;
5. the number of students who continue in a program of higher education and the
percentage of these who graduate;
6. extent of, and trends in, admissions to colleges and universities;
7. employment records of graduates not going to college and
8. all other relevant data which the Superintendent deems necessary.
The Superintendent is instructed to keep himself/herself informed relative to current research and successful practices and to employ the best and most reliable methods and measures in the evaluative process. The results of the educational testing program are used as a part of the evaluation.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.13
3313.60
3323.02
OAC 3301-35-02(B); 3301-35-03(K); 3301-35-07
CROSS REFS.: IA, Instructional Goals
IAA, Instructional Objectives
IL, Testing Programs
File: INA
It is the desire of the Board that the best available strategies and methods for bringing about learning be utilized in the District’s schools. The instructional staff is expected to keep abreast of new and more promising instructional ideas and practices developed in schools throughout the nation and to consider those which apparently have the potential for improving the learning program in the District’s schools.
Strategies and methods shall be focused on the personalization of learning, including:
1. appraisal of individual learning style, abilities and disabilities;
2. assessment of individual learning needs;
3. development, implementation and evaluation of individual learning programs
and
4. the modification and/or recycling of individual learning programs.
[Adoption date: October 21, 2004]
File: INB
TEACHING ABOUT CONTROVERSIAL ISSUES
In the study of controversial issues, students have four rights which recognize the right to:
1. study any controversial issue which has political, economic or social
significance and concern;
2. have free access to appropriate information, including materials which circulate
freely in the community;
3. study under competent instruction in an atmosphere free from bias and
prejudice and
4. form and express their own opinions on controversial issues without
jeopardizing relations with teachers or the school.
The study of controversial issues should be objective and scholarly with minimum emphasis on opinion. The teacher must approach controversial issues in the classroom in an impartial and objective manner and must refrain from using classroom privileges and prestige to promote a partisan point of view.
Teachers determine the appropriateness of certain issues for consideration using the following criteria.
1. Treatment of the issue in question must be within the range, knowledge,
maturity and competence of the students.
2. There should be study materials and other learning aids available from which a
reasonable extent of data pertaining to all aspects of the issue can be
obtained.
3. The issue should receive only as much time as is needed to consider it
adequately.
4. The issue should be current, significant and relevant to the students and the
teacher.
A teacher who is in doubt about the advisability of discussing certain issues in the classroom shall confer with the principal concerning the appropriateness of doing so. If discussion of an issue is not approved by the building principal, the teacher may refer the issue to the Superintendent.
If parents desire that their child be excused from participation in discussion of such material, arrangements are made to respect that request.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 2907.31
OAC 3301-35-04
CROSS REFS.: IB, Academic Freedom
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IND/INDA
SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES
The Board believes that special recognition should be given to national holidays. The building principal should encourage a discreet observance of these holidays which have become a part of the American heritage. These observances may, in some instances, be in the form of a school assembly while in other instances they are a part of the classroom work.
The Board directs the administration to develop specific activities within each building to convey the meaning and significance of Veterans Day. The observance must be at least one hour long, except in buildings that schedule class periods of less than an hour. In those buildings, the observance must be at least one standard class period in length.
Religious Holidays and Observances
The following guidelines govern the observance of, and teaching about, religious holidays in the schools.
1. The public schools must be neutral in matters of religion. The schools must
show no preference for one religion over another. They must refrain from the
promotion of any religion or all religions; consequently, no religious
celebrations may be conducted by the public schools.
“Religious celebration” is defined as:
A. a formal observance, including worship or religious services of any kind,
whether or not conducted by a member of the clergy. Religious
observances cannot be justified by the fact that the majority of students or
individuals in a given community happen to approve of the practice or by
the fact that individual students may absent themselves upon parental
request;
B. the display of religious objects or symbols, except those that are integral
parts of a short-term study in the curriculum, such as art, history, etc., or
C. the presentation of religious music, except to the extent that such music is
presented for its musical rather than its religious content. Songs or music
programs which have significance for a particular religion should not be
sung or performed in the school during the period which coincides with the
community celebration of the events portrayed in the music. Festive songs
&nbs