SECTION IA-IG: INSTRUCTION

IA
IAA

IB

IC
ICA
ICB*

ID

IE

IF
IFA*
IFB*
IFC*
IFD
IFE*

IG*
IGA*
IGAA*
IGAB
IGAC
IGAD
IGADA*
IGAE
IGAF*
IGAG
IGAH
IGAI
IGAJ*
IGB*
IGBA
IGBA-E
IGBA-R
IGBAB
IGBB
IGBC*
IGBD*
IGBE
IGBF*
IGBG
IGBH
IGBI
IGBJ
IGBJ-R
IGBK*
IGBL
IGBM
IGBM-R
IGC*
IGCA
IGCB
IGCC*
IGCD
IGCD-R
IGCE*
IGCF
IGCF-R
IGCG
IGCH
IGCH-R
IGCI
IGD
IGDA*
IGDB
IGDC
IGDD*
IGDE*
IGDF
IGDF-R
IGDF-E
IGDG
IGDG-R
IGDH*
IGDI*
IGDJ
IGDJA*
IGDK
IGE
IGEA*
IGEB*
IGEC*
IGED
IGED-R
IGEE

 

Instructional Goals
        Instructional Objectives

Academic Freedom

School Year
        School Calendar
        Extended School Year

School Day

Organization of Facilities for Instruction

Curriculum Development
         Curriculum Research
         Pilot Projects
         Pilot Project Evaluation
        
Curriculum Adoption
         Curriculum Guides and Course Outlines

Curriculum Design
         Basic Curricular Program
                  Citizenship Education
                 
Human Relations Education
                  Teaching About Religion
                  Occupational Education (Career and Technical Education)
                  Work-Experience Opportunities
                 
Health Education
                  Physical Education
                 
Drugs, Alcohol and Tobacco Education
                  Family Life Education
                  Sex Education
                  Driver Education
         Special Instructional Programs and Accommodations
                 
Programs for Students with Disabilities
                  Section 504 Request for Mediation/Due Process  
                  Procedural Safeguards Notice Under Section 504 of the Rehabilitation Act
                 
Section 504 Policy Statement
                  Programs for Gifted and Talented Students
                  Programs for Disadvantaged Students
                  Programs for Pregnant Students
                 
Remedial Instruction
                  Bilingual Instruction
                 
Home-Bound Instruction
                  Alternative School Programs
                  English as a Second Language (Limited English Proficiency)
                  Title I Programs
                  Title I Programs (Public School Choice)
                   Latchkey Program
                  
Parental Involvement in Education
           Extended Instructional Programs
           Credit Flexibility
           Credit Flexibility
                  
Summer Schools
                   Experimental Programs
                   Honors Program
                  
Educational Options (Also LEB)
                   Educational Options (Also LEB-R)
                   School Camps
                  
Home Education
                   Home Education
                  
Preschool Program
                   Postsecondary Enrollment Options (Also LEC)
                   Postsecondary Enrollment Options (Also LEC-R)
                  
Community Service
          Cocurricular and Extracurricular Activities
                  Student Organizations
                 
Student Publications
                  Student Social Events
                  Student Performances
                  Student Activities Fees
                 
Student Fund-Raising Activities
                  Student Fund-Raising Activities (IGDF-R)
                  Fund Raiser Request Form
                 
Student Activities Funds Management
                  Student Activities Funds Management
                  Contests for Students
                  Intramural Programs
                 
Interscholastic Athletics
                          Drug Testing of Students in Interscholastic Athletics
                 
Interscholastic Extracurricular Eligibility
           Adult Education Programs
                  Adult Basic Education
                  Adult High School Programs
                  Adult Occupational Education
                 
Diploma of Adult Education
                  Diploma of Adult Education
                 
Awarding of High School Diplomas to Veterans of War


 

 

*These topics are not currently covered by Board policy.

 

 

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File:  IA

INSTRUCTIONAL GOALS

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

The District’s instructional goals include:

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

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

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IAA

INSTRUCTIONAL OBJECTIVES

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IB

ACADEMIC FREEDOM

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

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

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

[Adoption date:  October 21, 2004]

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

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IC/ICA

SCHOOL YEAR/SCHOOL CALENDAR

The calendar for the school year shall be recommended to the Superintendent two years in advance by a committee composed of two central office administrators, 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 and hours 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 hours scheduled for students shall meet or exceed the requirement of Ohio law.  
 
In accordance with State law, prior to making any changes to scheduled days or hours, the Board works with career-technical schools in which any of the District’s high school students are enrolled, and community schools and chartered nonpublic schools to which the District is required to transport students.
 
The number of hours in each school year that school is scheduled to be open for instruction will not be reduced from the number of hours per year school was open for instruction during the previous school year, unless the reduction is approved by a Board-adopted resolution.
 
At least 30 days before adoption, the Board holds a public hearing on the school calendar, addressing topics including the total number of hours in the school year, length of the school day, and beginning and end dates of instruction.
 
Activities listed on the official activities calendar are the only officially approved activities sanctioned by principals, the Superintendent and the Board.  Activities that are not on this calendar and are omitted through oversight, lack of advanced planning by staff, athletic leagues or other outside groups, or for some other acceptable reason, may be added.  Such requests must be approved by the Superintendent.
 
The Superintendent will recommend a school calendar to the Board for adoption.
 
[Adoption date:  October 21, 2004]
[Revision date:  March 20, 2014]
 
LEGAL REFS.: ORC 3313.48; 3313.62; 3313.63
                                     3317.01
 
CROSS REF.: EBCD, Emergency Closings
 
CONTRACT REF.: Teachers' Negotiated Agreement

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File:  ID

SCHOOL DAY

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

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

[Adoption date:  October 21, 2004]

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

CROSS REF.:    EBCD, Emergency Closings

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IE

ORGANIZATION OF FACILITIES FOR INSTRUCTION

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

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

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

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

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3311.29
                                           3313.53; 3313.531; 3313.641

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

 

 

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File:  IF

CURRICULUM DEVELOPMENT

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

CONTRACT REF.:    Teachers’ Negotiated Agreement

 

 

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File:  IFD

CURRICULUM ADOPTION

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

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

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

[Adoption date:  October 21, 2004]

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

 

 

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File:  IGAB

HUMAN RELATIONS EDUCATION

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

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

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

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

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

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

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

             A.    recognize the dignity and worth of the individual;

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGAC

TEACHING ABOUT RELIGION

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGAD

OCCUPATIONAL EDUCATION
(Career and Technical Education)

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

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

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

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

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

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

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

    2.    postgraduate and adult education courses, including apprenticeship programs

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

[Adoption date:  October 21, 2004]

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

 

 

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File:  IGAE

HEALTH EDUCATION

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGAG

DRUGS, ALCOHOL AND TOBACCO EDUCATION

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGAH/IGAI

FAMILY LIFE EDUCATION/SEX EDUCATION

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

CROSS REF.:    IGAE, Health Education

 

 

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File:  IGBA

PROGRAMS FOR STUDENTS WITH DISABILITIES

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File: IGBA-E

 

SECTION 504 REQUEST FOR MEDIATION/DUE PROCESS
 
Directions: This form should be completed by individuals requesting a Section 504 Due Process Hearing or Section 504 Mediation.  Please complete, sign, and submit a copy of this form to the Director of Pupil Services.
 
I, _____________________________________________, the undersigned, do hereby request a: 
Print Name
 
? Section 504 Due Process Hearing
? Section 504 Mediation
(Check either, but not both)
 
 
Please use the space below to write a description of the nature of the problem of the child including facts relating to the problem. You may attach an additional page if space is needed.
 
__________________________________________________________________________________________
 
__________________________________________________________________________________________
 
__________________________________________________________________________________________
 
Please use the space below to write a proposed resolution of the problem.  You may attach an additional sheet of paper if more space is needed.
 
 
__________________________________________________________________________________________
 
__________________________________________________________________________________________
 
__________________________________________________________________________________________
 
Student Information
 
Last Name: ____________________________ First Name: ______________________________ M.I. ___
 
DOB:  _______________ Grade:  ______________ School:  __________________________________
 
Address:  _________________________________________________________________________________
 
Home Phone Number:  _________________________ Alt. Number:  ______________________________
 
Complainant’s relationship to student:  __________________________________________________________
 
Phone Number (if different from student’s):  _____________________________________________________
 
Signed:  _________________________________ Date:  __________________________________________
(Adoption Date: January 19, 2012)
 
File: IGBA-R
 
PROCEDURAL SAFEGUARDS NOTICE UNDER SECTION 504 OF THE REHABILITATION ACT 
 
The following is a description of the rights and options granted by federal law to students with disabilities under Section 504 of the Rehabilitation Act and their parents or guardians.  Should you have any questions, please contact the Section 504 Coordinator, Assistant Superintendent/Director of Pupil Services, 540 East Park Avenue, Miamisburg OH, 45342, (937) 866-3381.  Parents or guardians with children who are disabled as defined under Section 504 have the right to:
 
1. Have your child take part in, and receive benefits from, public education programs without discrimination because of their disabilities.
 
2. Have the school district advise you of your rights and options under federal law.
 
3. Receive notice with respect to the identification, evaluation or placement of your child and be invited to participate in 504 team meetings or otherwise be given a meaningful opportunity to provide input into 504 team decisions regarding identification, evaluation and placement before such decisions are made.
 
4. Have your child receive a free appropriate public education (often referred to as “FAPE”).  This includes the right to have your child educated with students without disabilities to the maximum extent appropriate to the needs of your child.  This includes the right to have the school district provide regular or special education and related aids and services that are designed to meet the individual educational needs of your child as adequately as the needs of nondisabled students are met.
 
5. In interpreting evaluation data and in making placement decision(s), draw upon a variety of sources, including aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background and adaptive behavior, with all sources documented and carefully considered, and by persons who know the student, evaluation data and placement options.
 
6. Have an evaluation completed before taking any action with respect to the initial placement of the student and have periodic re-evaluations and evaluations before and subsequent to any significant change in placement.
 
7. Have transportation provided to and from an alternative placement setting at no greater cost to you than would be incurred if the student were placed in a program operated by the school district.
 
8. Have your child be given an equal opportunity to participate in non-academic and extracurricular services and activities offered by the school district with students without disabilities to the maximum extent appropriate to the needs of the child.
 
9. Obtain, at your own expense, an independent educational evaluation of your child.
 
10. Examine all relevant records relating to decisions regarding your child’s identification, evaluation, education program, and placement.  Parents have the right to copies of such records at a reasonable expense, unless such fee would effectively deny the parents access to the records.
  
11. A response from the school district to reasonable requests for explanations and interpretations of your child’s records.
 
12. Request amendment of your child’s education records if there is a reasonable cause to believe that they are inaccurate, misleading or otherwise in violation of the privacy rights of your child.  If the school district refuses this request for amendment, it shall notify you within a reasonable time and advise you of the right to hearing.  This hearing will be according to the Family Educational Rights and Privacy Act (FERPA) and should not be confused with an impartial due process hearing.  Please see Board Policy JO and Regulation JO-R for further information.
 
13. Request for mediation.  If a parent/guardian disagrees with the identification, evaluation, educational placement, or the provision of a free appropriate public education for his/her child, the parent/guardian may make a written request for mediation to the superintendent.  See Form IGBA-E, Request for Mediation/Due Process.  The superintendent will designate an impartial mediator to mediate at a time and place mutually agreeable to the parents and the school district. 
 
14. Request for impartial due process hearing.  
 
a. If the parent/guardian disagrees with the identification, evaluation, educational placement, or the provision of a free appropriate public education for his/her child, the parent/guardian may make a written request for an impartial due process hearing to the Superintendent.  The written request must include a description of the nature of the problem, including facts related to the problem and a proposed resolution of the problem to the extent known and available to the parent/guardian at the time.  See Form IGBA-E, Request for Mediation/Due Process.
 
b. The school district may initiate a hearing regarding the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education to the student.  The school district shall notify the parent of the specific reason(s) for the request.
 
c. Upon receipt of the parent’s or school district’s request for a hearing, the Superintendent or designee shall designate the impartial hearing officer.  A hearing shall be conducted within a reasonable period of time (typically forty (40) instructional days after the request unless the hearing officer grants an extension or the parties mutually agree to waive the time-frame), at a time and place reasonably convenient to the school district and the parent.  The school district shall pay any hearing officer’s fee and expenses and shall either tape record the hearing or have the hearing transcribed.
 
d. The child and the parent shall have the right to participate in the hearing and the right to be represented by counsel of their own choosing.  The school district may inform the parent of any free or low-cost legal services available in the area if the parent requests the information or if the school district initiates the hearing.
 
e. The parent or the parent’s counsel and the school district or its counsel shall have the right to present evidence and testimony, including expert medical, psychological, or educational testimony, at the impartial hearing.  Introduction of any evidence at the hearing that has not been disclosed to the other party at least five (5) business days before the hearing is prohibited, subject to the discretion of the hearing officer.  The decision of the hearing officer shall be based solely upon the evidence presented at the hearing.  
 
f. Within twenty-five (25) instructional days after the hearing, the hearing officer shall render a decision in writing.  Such decision shall include findings of fact, conclusions of law, and an order, if necessary, which will be binding on all parties.  The dated decision shall be sent by mail to the parent and the Superintendent and shall contain notice of the right to a review of the decision.  The decision shall be implemented no later than twenty (20) instructional days following the date of the decision, unless review is sought by either party.
 
g. If a due process hearing has been requested under the Individuals with Disabilities Education Act (IDEA) or Ohio Revised Code Chapter 3323, a hearing officer qualified as to the IDEA/Ch. 3323 proceeding may preside in a joint hearing for IDEA/Ch. 3323 and Section 504.  The hearing and appeal procedures and timeline will proceed in accordance with the IDEA/Ch. 3323.  The issues for each IDEA/Ch. 3323 or Section 504 determination shall be clearly defined at the outset, and determinations made by the hearing officer will be separate and distinct.
 
15. Requests for review (appeal) of the hearing
 
a. A petition to review (appeal) the decision of the hearing officer may be made by any party to the hearing.  The request must be in writing, sent to the Superintendent and opposing party, be specific as to the objections, and be post-marked within twenty (20) days of the date of the hearing officer’s decision.  The school district is responsible for hiring and paying any costs of an Impartial Review (Appeals) Officer to conduct an impartial review of the record as a whole and who may, at his/her election, conduct his/her review with or without legal briefing and oral argument.  Such review shall be conducted within twenty (20) instructional days of the receipt of the Petition for Review, unless either party requests an extension of time.
 
b. The Review (Appeals) Officer shall issue a decision and send that decision to both parties.
 
16. Grievance procedure.  A parent/guardian may utilize the District’s grievance procedure, as identified in Policy ACB and Regulation ACB-R.
(Adoption Date: January 19, 2012)

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SECTION 504 POLICY STATEMENT

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

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

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

[Adoption date:  October 21, 2004]

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

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

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PROGRAMS FOR GIFTED AND TALENTED STUDENTS

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

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

Identification

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

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

            A.    superior cognitive ability;

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

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

            C.    creative thinking ability and/or

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

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

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District Plan for Identifying Gifted Students

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

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

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

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

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

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

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

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

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

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

District Plan for Services

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

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

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

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

Written Education Plan

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

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Gifted Education Personnel

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

Annual Report and Accountability

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

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

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

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

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

CROSS REF.:    JB, Equal Educational Opportunities

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REMEDIAL INSTRUCTION

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

CROSS REF:    IKE, Promotion and Retention of Students

 

 

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READING SKILLS ASSESSMENTS AND INTERVENTION
(Third Grade Reading Guarantee)

The District is required annually to assess the reading skills of each K-3 student, except those students with significant cognitive disabilities or other disabilities as authorized by the Ohio Department of Education (ODE) on a case-by-case basis, by September 30.  The District uses the diagnostic assessment to measure reading ability either approved under State law or a comparable tool that has been approved by ODE.

If the diagnostic assessment shows that a student is not reading at grade level, the District provides written notification to the parents or guardian that includes:

       1.     notice that the school has identified a substantial reading deficiency in their child;

       2.     a description of current services provided to the student;

       3.     a description of proposed supplemental instruction services and supports;

       4.     notice that the diagnostic assessment for third grade reading is not the sole determinant of promotion and that additional evaluations and
               assessments are available and

       5.     notice that the student will be retained unless the student falls under an exemption or attains the appropriate level of reading competency by the
               end of third grade.

For a student not reading at grade level, the District provides intensive reading instruction services and regular diagnostic assessments immediately following the identification of a reading deficiency until the development of the reading improvement and monitoring plan referenced below.  These intervention services must:

       1.     include research-based reading strategies that have been shown to be successful in improving the reading skills of low-performing readers and

       2.     be targeted at the student’s identified reading deficiencies.

For each student receiving required reading intervention, the District develops a reading improvement and monitoring plan.  This plan is developed within 60 days of receiving the student’s results on the diagnostic assessment.  The plan includes all of the following:

       1.     identification of the student’s specific reading deficiencies;

       2.     a description of additional instructional services that target the student’s identified reading deficienciess

       3.     opportunities for the student’s parents or guardians to be involved in the instructional services;

       4.     a process to monitor the implementation of the student’s instructional services;

       5.     a reading curriculum during regular school hours that assists students to read at grade level, provides for scientifically based and reliable
               assessments, and provides ongoing analysis of each student’s reading progress and

       6.     a statement that if the student does not attain at least the equivalent level of achievement under Ohio Revised Code Section 3301.071 by the end
               of third grade, the student will be retained.

For a student with a reading improvement and monitoring plan entering the third grade for the first time on or after July 1, 2013, the District provides a teacher who has at least one year of teaching experience and who satisfies one or more of the following criteria:

       1.     holds a reading endorsement on the teacher’s license and has attained a passing score on the corresponding assessment for that endorsement, as
               applicable;

       2.     has completed a master’s degree program with a major in reading;

       3.     was rated “most effective” for reading instruction consecutively for the most recent two years based on assessments of student growth measures
               developed by a vendor and that is on the list of student assessments approved by the State Board of Education (SBOE);

       4.     was rated “above expected value-added,” in reading instruction, as determined by ODE for the most recent consecutive two years;

       5.     has earned a passing score on a rigorous test of principles of scientifically research-based reading instruction as approved by the SBOE or

       6.     holds an educator license for teaching grades pre-kindergarten through third or grades four through nine issued on or after July 1, 2017.

For a student with a reading improvement and monitoring plan entering the third grade for the first time on or after July 1, 2013, the District may provide a teacher who:

       1.     has less than one year of teaching experience provided that the teacher meets one or more of the criteria listed above and is assigned to a mentor
               teacher who has at least one year of teaching experience and meets one or more of the criteria above or

       2.     holds an alternative credential approved by ODE or who has successfully completed training that is based on principles of scientifically research-
               based reading instruction that has been approved by the department.  Beginning July 1, 2014, the alternate credentials shall be aligned with the
               reading competencies adopted by the SBOE.

For a student with a reading improvement and monitoring plan entering the third grade for the first time on or after July 1, 2013, the District may provide:

       1.     reading intervention or remediation services under this section from an individual employed as a speech-language pathologist who holds a license
               issued by the Board of speech-language pathology and audiology and a professional pupil services license as a school speech-language
               pathologist issued by the SBOE and/or

       2.     a teacher, other than the student’s teacher of record, to provide any services required under this section, so long as that other teacher meets the
               assigned teacher criteria above and the teacher of record and the school principal agree to the assignment.  This assignment is documented in the
               student’s reading improvement and monitoring plan.

For any student who is an English language learner and who has been in the U.S. for three years or less or for a student who has an individualized educational plan, a teacher may teach reading if the teacher holds an alternative credential approved by ODE or who has successfully completed training that is based on principles of scientifically research-based reading instruction that has been approved by ODE.  Beginning July 1, 2014, the alternate credentials shall be aligned with the reading competencies adopted by the SBOE.

The District has specific responsibilities for a student who has been retained at the end of third grade.  The District must: 

       1.     Establish a District policy for the midyear promotion of a student who is reading at or above grade level that provides that a student who participates
               in remediation services and who demonstrates the required reading proficiency prior to the start of fourth grade will be promoted to that grade.

       2.     Provide intensive remediation that addresses the student’s areas of deficiencies.  This must include, but not be limited to, not less than 90 minutes
               of daily reading.  In addition, the remediation may include any of the following:

               A.     small group instruction

               B.     reduced teacher-student ratios

               C.     more frequent progress monitoring

               D.     tutoring or mentoring

               E.      transition classes containing third and fourth grade students

               F.      extended school day, week or year

               G.     summer reading camps

       3.     Provide a teacher who satisfies one or more of the criteria set forth above.           

       4.     Offer the student the option to receive applicable services from one or more providers other than the District.  These providers will be screened and
               approved by the District or by ODE.

       5.     Provide instruction that is commensurate to the achievement level for a retained student who has a demonstrated proficiency in a specific academic
               field as defined by State law. 

Districts required to submit staffing plans do so in accordance with State law.

[Approval Date: September 19, 2013]

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HOME BOUND INSTRUCTION

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

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

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

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

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

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

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

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

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

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

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

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

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

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

           B.    providing the student with all instruction;

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

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

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

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ALTERNATIVE SCHOOL PROGRAMS

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

The major objectives of such programs shall:

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

 

 

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ENGLISH AS A SECOND LANGUAGE
(Limited English Proficiency)

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

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

    1.    appropriately identify language minority students;

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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TITLE I PROGRAMS

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

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

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

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

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

    4.    develops partnerships by consulting with parents regularly;

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

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

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

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

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

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[Adoption date:  October 21, 2004]

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

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

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TITLE I PROGRAMS
(Public School Choice)

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

Application Procedures

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

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

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

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

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

    6.    Only one transfer per year is granted.

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

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

Building Capacity Limits

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

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

Student Qualifications

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

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

(Approval date:  October 21, 2004)

 

 

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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

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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.

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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)

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File:  IGCA

SUMMER SCHOOLS

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

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

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

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3301.0711
                                       3313.608; 3313.57; 3313.641

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

 

 

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File:  IGCB

EXPERIMENTAL PROGRAMS

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

An experimental program must meet the following requirements.

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

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGCD (Also LEB)

EDUCATIONAL OPTIONS

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGCD-R (Also LEB-R)

EDUCATIONAL OPTIONS

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

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

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

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

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

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

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

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

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

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

(Approval date:  October 21, 2004)

 

 

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File:  IGCF

HOME EDUCATION

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

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

    1.    a high school diploma;

    2.    a certificate of high school equivalence;

    3.    standardized test scores that demonstrate high school equivalence or

    4.    other credentials found appropriate by the Superintendent.

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

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

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

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

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

[Adoption date:  October 21, 2004]

LEGAL REFS.:    ORC    3321.04
                               OAC    Chapter 3301-34

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

 

 

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File:  IGCF-R

HOME EDUCATION

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

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

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

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

(Approval date:  October 21, 2004)

 

 

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File:  IGCG

PRESCHOOL PROGRAM

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

    1.    staff;

    2.    cumulative records;

    3.    health and safety;

    4.    admission;

    5.    attendance and discipline;

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

    7.    management of communicable diseases and

    8.    transportation and field trips.

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGCH (Also LEC)

POSTSECONDARY ENROLLMENT OPTIONS

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

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

The administrative guidelines contain the following.

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

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

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

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGCH-R (Also LEC-R)

POSTSECONDARY ENROLLMENT OPTIONS

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

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

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

      1.    grade status as locally determined;

      2.    acceptance by college/university;

      3.    options required by State law;

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

      5.    process of granting academic credits;

      6.    criteria for transportation aid;

      7.    available support services;

      8.    scheduling;

      9.    consequences of failing or not completing a course;

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

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

    12.    information/encouragement of college counseling services and

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

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

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

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

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File:  IGCH-R (Also LEC-R)

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

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

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

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

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

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

High School/College Enrollment

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

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

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

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

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

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

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

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

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File:  IGCH-R (Also LEC-R)

Financial Responsibilities

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

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

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

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

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

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

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

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

Other Considerations

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

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

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

(Approval date:  October 21, 2004)

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File:  IGCI

COMMUNITY SERVICE

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

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

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

    1.    develop knowledge and respect for community and citizenship;

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

    3.    understand the responsibilities involved in citizenship;

    4.    explore career opportunities;

    5.    increase self-esteem and appreciation for others;

    6.    become sensitive to others and appreciate cultural diversity and

    7.    overcome interpersonal barriers.

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGD

COCURRICULAR AND EXTRACURRICULAR ACTIVITIES

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

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

    1.    have educational value for students;

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

    3.    be managed in a professional manner.

The following guidelines govern the student activity programs.

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

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

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

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

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

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

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

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File:  IGD

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

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

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

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File:  IGDB

STUDENT PUBLICATIONS

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

School-Sponsored Publications

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

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

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

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

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

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

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

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

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

Nonschool-Sponsored Publications

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

[Adoption date:  October 21, 2004]

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

 

 

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File:  IGDC

STUDENT SOCIAL EVENTS

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGDF

STUDENT FUND-RAISING ACTIVITIES

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGDF-R

STUDENT FUND-RAISING ACTIVITIES

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

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

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

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

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

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

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

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

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

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

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

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

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

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File:  IGDF-R

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

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

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

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

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

                A.    cost of items or merchandise;

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

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

                D.    any problems that occurred and how resolved;

                E.    when and where funds are deposited and

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

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

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

School and Community Service Project Definitions

        1.    Fund-Raising Activities

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File:  IGDF-R

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

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

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

    2.    School Service Projects

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

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

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

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

    3.    Community Service Projects

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

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

(Approval date:  October 21, 2004)

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File:  IGDF-E

FUND RAISER REQUEST FORM

Date:________________________

Name of Club/Organization:                        

Proposed Sale Project______________________________________________

________________________________________________________________

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

________________________________________________________________

Company Name and Address_________________________________________

________________________________________________________________

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

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

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

Quantity Sold            c __________ x $__________                = $________________

Less Cost of Goods Sold                                                                $________________  

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

Sponsor/Advisor_________________________________Date________________            
Principal_______________________________________Date________________            
Treasurer______________________________________Date________________

 

 

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File:  IGDG

STUDENT ACTIVITIES FUNDS MANAGEMENT

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

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

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

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGDG-R

STUDENT ACTIVITIES FUNDS MANAGEMENT

Establishment of Individual Activity Accounts

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

    Annual Authorization and Approval of Building Student Activities

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

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

Expenditures

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

(Approval date:  October 21, 2004)

 

 

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File:  IGDJ

INTERSCHOLASTIC ATHLETICS

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

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

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

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

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

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

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

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

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

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

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

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File:  IGDJ

[Adoption date:  October 21, 2004]

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

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

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File:  IGDK

INTERSCHOLASTIC EXTRACURRICULAR ELIGIBILITY

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

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

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

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

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

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

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

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

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

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File:  IGDK

For Purposes of This Resolution

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

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

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

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

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

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

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

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

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File:  IGE

ADULT EDUCATION PROGRAMS

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

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

[Adoption date:  October 21, 2004]

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

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

 

 

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File:  IGED

DIPLOMA OF ADULT EDUCATION

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

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

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

[Adoption date:  October 21, 2004]


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

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

 

 

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File:  IGED-R

DIPLOMA OF ADULT EDUCATION

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

Criteria for Issuing Adult Diplomas

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

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

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

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

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

    All four requirements must be satisfied.

Program Elements Basis for Awarding Equivalent Adult High School Credits

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

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

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

           A.    work experience;

           B.    experience as a volunteer;

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

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

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File:  IGED-R

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

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

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

           A.    subject objectives;

           B.    instructional activities, materials and environment and

           C.    criteria and methods of assessing student performance.

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

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

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

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

Administering the Ohio High School Graduation Qualifying Examination to Eligible Adults

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

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

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

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File:  IGED-R

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

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

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

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

(Approval date:  October 21, 2004)

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File:  IGEE

AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR

 

AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CROSS REF.:     IGED, Diploma of Adult Education