|
IH* IICB* IKF |
Grouping for Instruction |
*These topics are not currently covered by Board policy.
File: IHA
The District may group students in order to increase the effectiveness of each teacher and to make it possible for the teacher to individualize instruction by narrowing the range of student needs within a particular class. Assignment of students to classes should be done on the basis of what is best for the individual students.
Good administration takes into account the importance of parental understanding and acceptance of the grouping procedure used in the school. The school principal should cooperate with parents and teachers and other staff members in striving for the most effective placement of students into classes. The assignment of classes to teachers is the responsibility of the Superintendent, working in cooperation with the principals and the teachers concerned.
Grouping should be flexible. Some students may be grouped together for one activity but regrouped for another activity. Students should not, as a rule, remain in the same groups throughout the school year.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-04
CROSS REFS.: IE, Organization of Facilities for Instruction
IHB, Class Size
File: IHB
While the Board strives to provide the appropriate class size for each learning experience, there are times when temporary enrollment increases, differences in the organization of various schools and the number and size of available classrooms affect the number of students which must be assigned to a room.
The Superintendent’s recommendations for upper and lower limits on class size consist of the best professional knowledge relative to desirable class size, together with:
1. student load which helps teachers to be most effective;
2. the financial condition of the District and the willingness of the residents to
provide for optimal class sizes;
3. the particular requirements of the subject being taught and
4. the presence of students with special needs in the class.
Circumstances may prohibit the achievement of optimal class sizes in all cases, but the Board believes firmly that high standards must be developed and maintained as constant guides.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3317.023; 3317.024; 3317.03
OAC 3301-35-04; 3301-35-05
CROSS REF.: IHA, Grouping for Instruction
CONTRACT REF.: Teachers’ Negotiated Agreement
File: IHH
The Board will encourage instructional arrangements, programs and class instruction that will provide opportunities for a student to progress in school at his/her own pace. This individual pace will allow the student to attain the highest achievement possible for him/her. Such programming allows for individualized instruction.
Individualized instruction demands evaluation and measurement of student progress as much as other forms of instruction. Evaluation will be tailored according to the nature of the instruction, the established student performance objectives and the subject objectives established for the course in which the individualized instruction is being provided.
[Adoption date: October 21, 2004]
File: IIA
As the governing body of the District, the Board is legally responsible for the selection of instructional materials. Since the Board is a policy-making body, it delegates to the professional personnel of the District authority to recommend instructional and library materials.
Materials for school classrooms and school libraries are recommended by the appropriate professional personnel in consultation with the Superintendent, faculty and other sources as needed. Final decision relative to purchase rests with the Superintendent, subject to official adoption by the Board in the case of textbooks.
The Board believes that it is the responsibility of the District to provide:
1. materials which enrich and support the curriculum, taking into consideration the
varied interests, abilities and maturity levels of the students served;
2. materials which stimulate growth in factual knowledge, literary appreciation,
aesthetic values and ethical standards;
3. a background of information which enables students to make intelligent
judgments in their daily lives;
4. diverse viewpoints so that young citizens may develop, under guidance, the
practice of analytical reading and thinking and
5. materials representative of the many religions and ethnic and cultural groups,
showing their contributions to our American heritage.
The above principles serve as a guides in the selection of all instructional and library materials including, but not limited to, textbooks, supplementary books, library books, computer software, Internet access sites, films, videotapes, audiotapes and recordings.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3329.06; 3329.07; 3329.08
3313.642
OAC 3301-35-04; 3301-35-06
CROSS REFS.: EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
IIAA, Textbook Selection and Adoption
IIAC, Library Materials Selection and Adoption
INB, Teaching About Controversial Issues
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIAA
TEXTBOOK SELECTION AND ADOPTION
In selecting textbooks for use in the District, the Board carefully considers the rights, freedoms and responsibilities of students, parents and teachers. Efforts are made to:
1. preserve each student’s right to learn in an atmosphere of academic freedom;
2. support each teacher’s responsibility to exercise professional judgments in
his/her work and at the same time supply teachers with an awareness of their
responsibility to meet the District’s educational goals and objectives and
3. recognize the right of parents to influence the education of their children. (The
Board does not, however, allow the wishes of an individual parent to infringe
upon the rights of other students in any class.)
The Superintendent establishes textbook and/or curriculum committees, which include representation of teachers who use the texts, administrators and other staff members. Students and parents may also be asked to serve on these committees.
The final decision on the recommendation of textbooks rests with the Superintendent, subject to official adoption by the Board. Textbooks are adopted for a term of five years.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.642
3315.17; 3315.171
3329.01; 3329.05; 3329.06; 3329.07; 3329.08
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IIA, Instructional Materials
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIAC
LIBRARY MATERIALS SELECTION AND ADOPTION
The Board believes the responsibility of the school library is to:
1. provide materials which enrich and support the curriculum, taking into
consideration the varied interests, abilities and maturity levels of the students
served;
2. provide materials which stimulate growth in factual knowledge, literary
appreciation, aesthetic values and ethical standards;
3. provide a background of information which enables students to make intelligent
judgments in their daily lives;
4. provide materials on opposing sides of controversial issues so that young
citizens may develop, under guidance, the practice of critical reading and
thinking;
5. provide materials representative of the many religious, ethnic and cultural
groups and their contributions to our American heritage and
6. place principle above personal opinion and reason above prejudice in the
selection of materials of the highest quality in order to ensure a comprehensive
collection appropriate for the users of the library.
Initial purchase suggestions for library materials may come from personnel. Students may also be encouraged to make suggestions. The librarian/media specialist is responsible for evaluating and recommending all materials to be included in the school library. Authority for distribution of funds rests with the building principal, subject to the approval of the Superintendent.
Gifts of library books are accepted in keeping with the above policy on selection as well as the Board’s policy on accepting gifts. Complaints about library books are handled in compliance with Board policy on complaints about the curriculum or instructional materials.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3329.05; 3329.07
OAC 3301-35-04; 3301-35-06
CROSS REFS.: IIA, Instructional Materials
INB, Teaching About Controversial Issues
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IIBH
Web Page Site Publishing
(Policies, Procedures, and Standards)
General Statement
The Miamisburg City School District allows schools and individual teachers/staff members to create their own web sites. The intent of these sites is to provide an electronic means of communication regarding information about curriculum, instruction, school-authorized activities, communication opportunities and general information relating to the class, school, or district. We intend to make available instructional materials and resources for students and staff.
Guidelines
Disclaimer
The Miamisburg City School District has made every reasonable attempt to insure that our web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the Miamisburg City School District’s Acceptable Use Policy. All links must be appropriate for the audience. Web pages for individuals or organizations not directly affiliated with the District are not allowed. Web pages may not include content or links to sites whose primary purpose is commercial or political. The District disclaims any responsibility for violations of this policy. The individual will bear liability for any damage caused as a result of failing to adhere to the policy provisions.
Advertising or Sponsorships
Any use of advertising or sponsorships that appear on a school web site must be approved by the Superintendent or his/her designee. Guidelines must be consistent with District policies and guidelines used in other District publications.
Content standards
The author posts pages to the MCS Web server, created by themselves or others. The author must confirm that all Web documents published meet all MCSD policies. Only staff members may become authors.
Each Web page must contain the following information:
Author Information including email address
Webmaster’s email address
Copyrighted symbol and link to the District Copyright Policy
Last updated date
Link to the District Web page
Must adhere to all local, state, and federal laws and regulations
No Web page may contain:
Inappropriate material or links to inappropriate material
Links to resources that do not exist
Email address of students
Identifiable pictures of students
Full names of students
Any graphics or information that is in violation of copyright laws
Any graphics or information that is in violation of local, state, or federal laws
Information which indicates the physical location of a student at a given time
Information related to security matters (maps, etc.)
Subject matter
All subject matter on Web pages relate to the Miamisburg City School District curriculum, instruction, school-authorized activities, communication opportunities or general information relating to the class, school, or district. Staff or student work may be published on the Web page as it relates to a class project, course, or other school-related activity.
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File: IIBH
Web pages should contain information that is accurate and current. All communication via the District web pages will comply with the District Acceptable Use Policy and the Code of Conduct. Behavior and content prohibited by these policies include but are not limited to religious, racial and sexual harassment, advocacy of violence or obscene and/or pornographic material. Additionally, posting any material that is defamatory, libelous or slanderous is also prohibited.
Individuals are not to use the District web pages for personal gain or profit. The District will determine which entities; corporations, organizations and causes will be permitted to establish links or presence upon the District’s web sites.
Quality including design guidelines and technical standards
Guidelines and standards must adhere to all authoring standards of the web site publishing software, as created by the Miamisburg City School District.
Ownership and Retention
All web pages on the District’s server(s) are property of the District.
The District, through appropriate members of the administrative staff, retain the right to determine the appropriateness of web page content consistent with the guidelines and standards contained in Board policy. Content determined to be inappropriate shall be removed from District-sponsored web pages. Appeal of any decision to remove content by an affected staff member or student may be made in writings to the Superintendent or his/her designee within five days of the removal of the content. The Superintendent or his/her designee will review the appeal, conduct an appropriate hearing if he/she feels it appropriate, and render a written decision within ten days of receipt of the appeal. The decision shall be final.
The author(s) is/are responsible for the Web sites. Due to the dynamic nature of the Web, it is not feasible for the District to approve every alteration or addition to the school Web site. However, the District should make it a common practice to browse Web pages routinely. It is the responsibility of the Administrative staff of the Miamisburg City School District to ensure the Web sites follow all policies and procedures of the Miamisburg City School District and that the pages are complete, current in content, and fully functional.
Policy Violations
Appropriate disciplinary action will ensue should either staff or student violations of these guidelines occur. It is important to note that criminal and civil penalties may attach to violations in certain circumstances.
The Board directs the Superintendent to develop regulations to implement this policy. Such regulations shall address student and staff privacy and content standards for web site publications
[Adoption date: October 21, 2004]
[Revised Date: December 15, 2005]
LEGAL REFS: Family Educational Rights and Privacy Act; 20 USC Section 1232g
Children’s Internet Protection Act; (P.L. 106-554, HR 4577, 2000,
114 Stat 2763)
ORC 149.41; 149.43
3313.20
OAC 3301-35-04; 3301-35-06
CROSS REFS.: EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)
IGDB, Student Publications
JO, Student Records
KBA, Public’s Right to Know
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File: IIC (Also KF)
COMMUNITY INSTRUCTIONAL RESOURCES
Helping each student develop to his/her full potential and to become a citizen contributing to the welfare of the community are important objectives of the District’s educational program. The Board encourages administrative and instructional personnel to rely on the community as one of its educational resources. The administration directs community instructional resources designed to involve the citizens, institutions and environment of our community in the education of its children.
The Superintendent has supervisory control over community relations, which includes school volunteer service. Members of the staff and of the community are encouraged to offer their ideas and services through the channels that the administration develops.
The Superintendent reports to the Board on the involvement and effectiveness of the community relations program.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3315.07
OAC 3301-35-06
File: IICA
File: IICA-E
Miamisburg City Schools
REQUEST FOR OVERNIGHT/EXTENDED/OUT OF STATE STUDENT TRIPS
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Group Taking Trip ______________________________________ School _______________________
Destination __________________________________________________________________________
Departure Date ____________________________________ Return Date _________________________
Trip Requestor _____________________ Position ________________ Phone Number ______________
1. BRIEFLY DESCRIBE THE PURPOSE OF THIS TRIP. How this trip is related to the educational program of the district? In what ways will the students benefit? In what ways will the Miamisburg District benefit?
2. How many school days will be missed? _____________________________________________
3. Number of students participating? _________________ Grade levels ______________________
4. Staff Member(s) participating?
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
5. How many chaperones, in addition to staff members, will be going? _______________________
List chaperones below:
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
6. Method of transportation __________________________________________________________
Number of vehicles _____________ Is liability insurance provided by the carrier? ___________
If tour guides are involved, what liability insurance do they carry? _________________________
______________________________________________________________________________
7. Estimated cost per student _________________ Out of pocket cost to student _______________
Source of Funds:________________________________________________________________
______________________________________________________________________________
Have provisions been made for students who are financially unable to pay the cost?
YES __________ NO ___________ What are those provisions? _________________________
______________________________________________________________________________
______________________________________________________________________________
8. Attach an itinerary which includes the destinations, activities planned, phone numbers, food, and housing arrangements.
9. How will you communicate to parents prior to, during, and after the trip?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. What arrangements have been made for dealing with emergency situations? _________________
______________________________________________________________________________
______________________________________________________________________________
I have review the Board Policies regarding safety of students, trips, and the Student Code of
Conduct and agree to follow them.
____________________________________ __________________________________
Signature of Trip Requestor Date
____________________________________ _________________________________
Signature of Building Principal Approved/Denied Date
____________________________________ _________________________________
Signature of Curriculum Director Approved/Denied Date
____________________________________ _________________________________
Signature of Athletic Director Approved/Denied Date
____________________________________ _________________________________
Signature of Superintendent Approved/Denied Date
____________________________________ _________________________________
Signature of Board President Approved/Denied Date
Approval of the Board of Education is required.
[Adoption date: November 16, 2006]
[Revision date: January 19, 2012]
[Revision date: April 17, 2014]
File: IICA-R
FIELD TRIPS
File: IICA-E
Miamisburg City Schools
REQUEST FOR OVERNIGHT/EXTENDED STUDENT TRIPS
(200 miles from Miamisburg and also Out of State)
Group Taking Trip ______________________________________ School ______
Destination ________________________________________________________
Departure Date _______________________________ Return Date ____________
Trip Coordinator ___________________________________ Position __________
1. BRIEFLY DESCRIBE THE PURPOSE OF THIS TRIP. How this trip is related to the educational program of the district? In what ways will the students benefit? In what ways will the Miamisburg District benefit?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How many school days will be missed? _______________________________
3. Number of students participating? _________________ Grade levels ________
4. Staff Member(s) participating?
___________________________________ ________________________
___________________________________ ________________________
___________________________________ ________________________
5. How many chaperones, in addition to staff members, will be going? __________
___________________________________ ______________________
___________________________________ ______________________
___________________________________ ______________________
___________________________________ ______________________
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File: IICA-E
6. Method of transportation__________________________________________
Number of vehicles ________ Is liability insurance provided by the carrier?_______
If tour guides are involved, what liability insurance do they carry? ________________
______________________________________________________________________________
7. Estimated cost per student _________________ Source of funds____________
_____________________________________________________________________________
_____________________________________________________________________________
Have provisions been made for students who are financially unable to pay the cost?
YES __________ NO ___________ What are those provisions? ____________
______________________________________________________________________________
______________________________________________________________________________
8. Attach an itinerary which includes the destinations, activities planned, phone
numbers, food, and housing arrangements.
9. How will you communicate to parents prior to, during, and after the trip?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. What arrangements have been made for dealing with emergency situations?
______________________________________________________________________________
______________________________________________________________________________
I have review the Board Policies regarding safety of students, trips, and the Student Code of Conduct and agree to follow them.
__________________________________ _____________________
Signature of Trip Coordinator Date
___________________________________ _____________________
Signature of Building Principal Approval Date
Approval of the Board of Education is required.
[Adoption date: 11/16/06]
File: IICC
The Board believes one of the greatest resources available may be found in the citizens of the community who have special knowledge and talents to contribute to the District. The use of citizens as volunteers within the school program enhances the educational process not only for students, but for the community as well. Volunteers may provide additional support in the classroom, promote community-school cooperation in facilitating the learning process and provide resource persons who have expertise in various areas.
Recruitment and selection of volunteers is done at the local building level. Interested individuals should contact the building principal or his/her designee. The interests and abilities of the volunteers are considered when making assignments.
All volunteers shall be registered at the appropriate building. Standard procedures for record keeping include hours contributed by various volunteers, types of services or donations made and an application kept on file at the local school for any volunteer who works directly with students, especially in tutorial relationships.
Current and prospective volunteers who have or will have unsupervised access to children on a regular basis may, at any time, be subject to a criminal record check (BCII/FBI).
[Adoption date: October 21, 2004]
[Revised: February 21, 2008]
LEGAL REFS.: ORC 2305.23; 2305.231
2744.01
3319.311; 3319.39
OAC 3301-9-01; 3301-32-22(E)(4)
CROSS REF.: GBQ, Criminal Record Check
File: IJ
The Board views guidance as helping students understand themselves relative to their abilities, aptitudes, interests, attitudes, strengths and limitations. This process is meant to assist students in the development of their potential and their decisions relating to personal, educational and vocational matters.
Guidance is based upon these broad fundamental principles.
1. Individuals are different from one another in their capabilities, aptitudes,
interests, needs, goals, desires and values.
2. Conditions are improvable. Equality of educational opportunity benefits the
individual and society.
3. Guidance is a continual and developmental process.
4. Guidance does not propose to program an individual’s course of action but
rather tries to assist the individual in arriving at his/her own satisfactory
solutions.
5. Guidance should assist the individual to understand his/her circumstances and
opportunities and to plan his/her life in a satisfactory manner to serve
himself/herself as well as society.
Guidance services include a wide variety of testing programs and interpretation of results to students, parents and staff. These programs assist students in developing good study habits and personal guidance which is in keeping with the principles of human dignity and equality.
A written guidance plan is developed to provide systematic aid to students in kindergarten through 12th grade regarding educational, career, civic, personal and social concerns, including the harmful effects of drugs, alcohol and tobacco. This plan provides for appraisal of students’ academic abilities, a variety of counseling opportunities and approaches, educational and career planning and, when necessary, appropriate referral. The plan is evaluated as needed and submitted to the Board for adoption.
The guidance department is responsible for assisting with implementation of the testing dimension of the educational program. The guidance staff further assists the instructional staff and administration in developing and implementing intervention programs to assist students to realize academic improvement.
Counseling services are provided by credentialed school counselors.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3317.023
OAC 3301-35-04; 3301-35-05; 3301-35-06
CROSS REF.: AFI, Evaluation of Educational Resources
File: IJA
CAREER ADVISING
The Board views career advising as helping students understand themselves relative to their abilities, aptitudes, interests, attitudes, strengths and limitations. This process is meant to assist students in the development of their potential and their decisions relating to educational and career matters.
This policy is reviewed biennially and made available to students, parents, guardians/custodians, local postsecondary institutions and residents of the District. This policy is posted in a prominent location on the District website.
The District will do all of the following.
1. Provide students with grade-level examples linking schoolwork to one or more career field(s) through use of the State Board adopted career connections.
2. Create a plan to provide career advising to students in grades six through 12.
3. Provide additional interventions and career advising for students who are identified as at risk of dropping out of school using both research- and locally-based methods developed with input from classroom teachers and guidance counselors.
4. Train employees on advising students on career pathways, including the use of online tools.
5. Develop multiple, clear academic pathways students can use to earn a high school diploma.
6. Identify and publicize courses in which students can earn both traditional academic and career-technical credit.
7. Document career advising provided to each student.
8. Prepare students for their transition from high school to their postsecondary destinations.
Student success plans (SSP) are developed for students identified as at risk of dropping out of school. A SSP identifies the student’s chosen academic pathway to graduation and the role of career-technical and competency based education and experiential learning, as appropriate in that chosen pathway. The student’s parents, guardians or custodians are invited to assist in the development of the SSP. A copy of the SSP, a statement regarding the importance of a high school diploma and the academic pathways available to the student for successful graduation is provided to parents, guardians or custodians who do not participate in development of the student’s SSP. Following SSP development, the District provides career advising aligned with the student’s individual plan and the District’s plan for career advising.
[Adoption Date: September 17, 2015]
LEGAL REF.: ORC 3313.6020
CROSS REFS.: AFI, Evaluation of Educational Resources
IJ, Guidance Program
IL, Testing Programs
JK, Employment of Students
File: IK
The philosophies of the Board concerning academic achievement and students’ social growth and development are based on the premise that students have diverse capabilities and individual patterns of growth and learning.
The Board believes that it is important that teachers have extensive and accurate knowledge of each student in order to assess his/her needs and his/her growth and to be competent to make appropriate instructional plans for the student. Sharing of information among parent(s), teacher and student is essential.
The Board supports staff efforts to find better ways to measure and report student progress and requires the following elements.
1. Parents are informed regularly, at least four times a year, about the progress
their children are making in school.
2. Parents are alerted and conferred with as soon as practicable when a child’s
performance or attitude becomes unsatisfactory or shows marked or sudden
deterioration.
3. Insofar as possible, distinctions are made between a student’s attitude and
his/her academic performance.
4. At comparable levels, the school system seeks consistency in grading and
reporting except when such procedure is inappropriate for certain classes or
certain students.
5. When no grades are given and the student is evaluated informally in terms of
his/her own progress, the school staff provides a realistic appraisal of the
student’s standing in relation to his/her peers when requested by parents to do
so.
6. When grades are given, the school’s staff takes particular care to explain the
meaning of marks and symbols to parents.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-06
CROSS REFS.: AFI, Evaluation of Educational Resources
IKA, Grading Systems
IKAB, Student Progress Reports to Parents
File: IKA
The Board believes students respond more positively to the opportunity for success than to the threat of failure. Therefore, the District seeks in its instructional program to make achievement both recognizable and possible for students. It emphasizes achievement in its processes of evaluating student performance.
The administration and certificated staff devise grading systems for evaluating and recording student progress. The records and reports of individual students are kept in a form which is understandable to parents as well as teachers.
The Board approves the grading and reporting systems as developed by the faculty, upon recommendation of the Superintendent.
The Board recognizes that any grading system, however effective, has subjective elements. There are fundamental principles which must guide all instructors in the assignment of marks and achievement.
1. The achievement mark in any subject should represent the most objective
measurement by the teacher of the achievement of the individual. A variety of
evaluation measures are used and accurate records shall be kept to
substantiate the grade given.
2. An individual should not receive a failing grade unless he/she has not met
stated minimum requirements.
3. Grades are a factor used to motivate students. Poor or failing grades should
trigger a variety of instructional and intervention activities to assist the student
in achieving better grades by the next grading period, if possible.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-04; 3301-35-06
CROSS REFS.: IK, Academic Achievement
IKAB, Student Progress Reports to Parents
File: IKAB
STUDENT PROGRESS REPORTS TO PARENTS
The Board believes that it is essential for parents to be kept fully informed of their children’s progress in school. The type of progress reports sent to parents are devised by the certificated staff in cooperation with parents.
Written reports are provided to parents of children in grades 1 through 12 four times per year. Progress reports are sent to parents at the completion of each grading period. Interim reports are also required for students in danger of failing. Direct notification of parents by telephone is encouraged. Conferences with parents are used as an integral part of the reporting system.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-06
CROSS REF.: IK, Academic Achievement
File: IKAB-R
STUDENT PROGRESS REPORTS TO PARENTS
The following procedures are used in reporting to parents.
1. Number of report periods: The school year is divided into four grading periods.
Reports are sent to the parents on the Friday following the close of each
grading period. (Year-end reporting might vary from this.)
2. Kindergarten reports: Kindergarten reports are issued twice a year, in January
and in June.
3. Grades 1 through 8: Conferences are scheduled with each child’s parent(s) on
an assigned day. Other conferences are arranged as needed and may be
called for by the teacher or parent(s).
4. Conferences for grades 9 through 12: Conferences are scheduled as needed.
5. Interim reports: Teachers issue interim reports every grading period to keep
parents aware of their child’s progress. The purpose of the interim report or
conference is to provide the child an opportunity to improve before a final period
grade is given. Interim reports may also be used to inform the parents of
exceptional progress or positive change in achievement.
(Approval date: October 21, 2004)
File: IKB
The Board recognizes the educational value and importance of homework for students. We believe that meaningful home study is a necessary part of each student’s educational program and that it should be related to the educational philosophy, goals and curriculum of the District. Homework should be a purposeful extension of the school day and should provide the student with additional opportunities for the development and reinforcement of the District’s instructional objectives as stated in the District’s courses of study.
The assignment of homework should be regular and reasonable. It should contribute to the student’s education through individual work, responsibility, completion of projects and the establishment of good study habits. The completion of homework assignments should be recorded by the teacher and included in the evaluation of the student’s progress.
In order to create uniformity of practice, both among and within the schools, appropriate administrative regulations have been developed for the benefit of all professional personnel.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-04; 3301-35-06
File: IKB-R
HOMEWORK
Purpose and Responsibility
The assignment of meaningful homework is an integral component of the instructional program. Work done outside of the classroom should provide the student with opportunities to practice through drills; reinforce instruction received during the regular school day; expand upon topics introduced during classroom instruction and enable each student to pursue individual projects which involve lifetime skills of self-directed work, organization and interpretation of knowledge. If homework is to have value, its purpose and relation to what has been taught in the classroom must be clearly understood by the student. Teachers are, therefore, to provide students with meaningful homework assignments related to the instructional programs' goals and objectives.
Definition
Homework is defined as out-of-class preparation in a given subject area which is assigned by a student's teacher. This assignment is of such a nature that the student must complete the assignment during non-class time. Each assignment may be further defined as one or more of the following four types:
1. practice: given to help students master specific skills; limited to material
presented in class.
2. preparation: given to prepare students to gain maximum benefit from
subsequent lessons.
3. extension: given to determine if students can transfer a skill or concept to
another situation.
4. creative: require a student to integrate skills and concepts in the process of
producing a response or product.
Objectives
1. Supplement and support classroom experiences.
2. Reinforce learning through practice, integration and application.
3. Develop student initiative, responsibility and self-direction through independent
effort.
4. Foster parent awareness of their child's learning activities.
5. Homework may also be used as a method for making up work missed due to
illness, etc.
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File: IKB-R
Teachers' Responsibilities
Teachers should plan meaningful homework assignments in conjunction with their daily lesson plans. The homework assignments should clearly lead to the accomplishment of the course's instructional objectives. Students should know what is expected of them and receive all necessary clarification pertinent to the assignment. Teachers must be sure students understand how these homework assignments will be evaluated and contribute to the course grade.
The timely and complete response to the student's homework assignment by the teacher is essential. Homework should be reviewed, recorded and included as a part of the student's progress evaluation. Teachers must communicate to parents their expectations; that is, how and when assignments are usually given and how much homework will count in the total grade.
Students' Responsibilities
It is the responsibility of the student to complete assigned homework. In order to accomplish this task, the student must learn to plan and budget the necessary study time. It is the student's responsibility to seek additional clarification and assistance from the teacher as soon as the need for such assistance is realized. When a student is absent, it is his/her responsibility to discuss missed assignments with the teacher and complete all required missed assignments as instructed by the teacher. In the primary grades, homework is optional. It should consist of activities that students and parents can do together and should not exceed one-half hour per night. Students in the upper elementary grades should expect to have homework on a regular basis not to exceed one hour per night, three or four times a week. Students in grades 7-12 should develop responsibility for their own homework with parent support. Time required will vary according to grade level and/or courses taken. It would be expected that students would spend at least one hour per evening at home study in addition to time for long-term projects. Homework should be an integral part of every course/subject grade.
Parent/Home Responsibilities
Parents should recognize the important role of homework to the total instructional program of their student. Parents should make themselves aware of the assignments and expectations of the school and the individual teacher. Parents should provide a suitable place and environment in the home for the completion of homework assignments. Parents should help their student plan and budget the appropriate amount of study time for the completion of the homework assignment.
Parents should feel free to consult with the teacher about any questions relating to the homework assignment.
Guidelines for Teachers
1. Homework should stem logically from classroom instruction.
2. Clearly inform students of the purpose of the assignment, directions, due date,
format and materials necessary for completion. This information should be
given both orally and visually.
3. Students should not be expected to deal with totally new skills or concepts in
completing homework assignments.
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4. To help students responsibly schedule their homework, they should be notified
of the assignment as much in advance as possible. Long-range projects or
papers should be assigned far enough in advance to allow students sufficient
time for completion.
5. Homework assignments should be reviewed, recorded and included as a part
of the evaluation of the student's learning program.
6. A variety of homework should be assigned to include practice, creative,
preparatory, and extending assignments. Homework should not be given for
disciplinary purposes or merely as "busy work."
7. Some time should be provided within the class period to thoroughly explain the
assignment and respond to questions.
8. The homework assigned should be within reasonable limits. Teachers sharing
the same students should try to coordinate assignments so that major projects
do not fall due on the same day and so homework is assigned throughout the
week and not all on one night.
9. Optional homework can be given in the primary grades. This would mainly be
reinforcement activities for students and parents to do together. It should not
exceed one-half hour per night except for long-term projects.
10. Students in grades 3-6 should have homework on a regular basis and be
considered part of the student's grade. Homework at this level should not
exceed one hour per night, three or four times per week.
11. Students in grades 7-12 should develop responsibility for their own homework
with parent support. Time required will vary according to grade level and/or
courses taken. It would be expected that students would spend at least one
hour per evening in home study in addition to time for long-term projects.
Homework should be an integral part of every course/subject grade.
(Approval date: October 21, 2004)
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PROMOTION AND RETENTION OF STUDENTS
The promotion of each student is determined individually. The decision to promote or retain a student is made on the basis of the following factors. The teacher takes into consideration: reading skill, mental ability, age, physical maturity, emotional and social development, social issues, home conditions and grade average.
Promotion procedures demand continuous analysis and study of the cumulative student case history records. Administrative guidelines must be developed and reviewed and may include the following elements.
1. A student receiving passing grades in the core courses is promoted.
2. A student having failing grades in the core courses at the end of each year is evaluated by the teachers, guidance counselor and principal for
placement.
3. No conditional promotions are permitted.
4. A student having failing grades may be assigned to the next higher grade with discretion only with approval of the principal.
5. No student having passing grades, “D” or above, throughout the year is failed.
6. No student should be retained more than twice in the elementary grades, kindergarten through eighth grade.
7. Documentary and anecdotal evidence should be available to justify retention.
Any student who is truant for more than 10% of the required attendance days of the current school year and has failed two or more of the required curriculum subject areas in the current grade is retained unless the student’s principal and the teachers of the failed subject areas agree that the student is academically prepared to be promoted to the next grade level.
“Academically prepared” means that the principal, in consultation with the student’s teacher(s), has reviewed the student’s work and records and has concluded that, in his/her judgment as a professional educator, the student is capable of progressing through and successfully completing work at the next grade level.
Beginning with students who enter third grade in the 2013/2014 school year, any student, unless excused from taking the third grade reading assessment under Ohio Revised Code Section (RC) 3301.0711, who does not attain at least the equivalent level of achievement as required by RC 3301.0710 on the assessment, is not promoted to fourth grade unless one of the following applies:
1. The student is a limited English proficient student who has been enrolled in United States schools for less than three full school years and has had
less than three years of instruction in an English as a second language program.
2. The student is a child with a disability entitled to special education and related services under RC 3323 and the student’s Individualized Education
Program (IEP) exempts the student from retention under this division.
3. The student demonstrates an acceptable level of performance on an alternative standardized reading assessment as determined by the Ohio
Department of Education.
4. All of the following apply:
A. The student is a child with a disability entitled to special education and related services under RC 3323.
B. The student has taken the third grade English language arts achievement assessment prescribed under RC 3301.0710.
C. The student’s IEP or 504 plan shows that the student has received intensive remediation in reading for two school years but still demonstrates
a deficiency in reading.
D. The student previously was retained in any of grades kindergarten to three.
5. The student received intensive remediation for reading for two school years but still demonstrates a deficiency in reading and was previously
retained in any of grades kindergarten to three. Students promoted under this section continue to receive intensive reading instruction in grade
four. The instruction includes an altered instructional day that includes specialized diagnostic information and specific research-based reading
strategies for the student that have been successful in improving reading among low-performing readers.
Intervention services are offered to students who are not making satisfactory progress toward the attainment of the statewide academic standards for their grade level.
Students who have been retained because of result on the third grade reading assessment may be promoted to fourth grade when they demonstrate that they are reading at or above grade level pursuant to R.C. 3313.608.
Adoption date: October 21, 2004]
[Revised: May 19, 2005]
[Revised: October 16, 2014]
LEGAL REFS.: ORC 3301.07; 3301.0710; 3301.0711; 3301.0712; 3301.0715;
3313.608; 3313.609; 3313.6010; 3313.6012
3314.03
OAC 3301-35-04; 3301-35-06
CROSS REFS.: AFI, Evaluation of Educational Resources
IGBE, Remedial Instruction (Intervention Services)
IGBEA, Reading Skills Assessments and Interventions (Third Grade Reading
Guarantee)
IGCD, Educational Options (Also LEB)
File: IKEB
Policy on Academic Acceleration, Early Entrance to Kindergarten,
and Early High School Graduation
In accordance with the belief that all children are entitled to an education commensurate with their particular needs, students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so.
The (District) Board of Education believes that such students often require access to advanced curriculum in order to realize their potential contribution to themselves and society.
All children learn and experience success given time and opportunity, but the degree to which academic content standards are met and the time it takes to reach the standards will vary from student to student. The (District) Board of Education believes that all students, including advanced learners, should be challenged and supported to reach their full potential. For many advanced learners, this can best be achieved by affording them access to curriculum, learning environments, and instructional interventions more commonly provided to older peers.
This policy describe the process that shall be used for evaluating students for possible accelerated placement and identifying students who should be granted early admission to kindergarten, accelerated in one of more individual subject areas, promoted to a higher grade level than their same-age peers, and granted early graduation from high school.
1) Referrals and Evaluation
a) Any student residing in the district may be referred to by a teacher,
administrator, gifted education specialist, guidance counselor, school
psychologist, or a parent or legal guardian of the student to the principal of
his or her school for evaluation for possible accelerated placement. A
student may refer himself or herself or a peer through a district staff member
who has knowledge of the referred child’s abilities.
b) Copies of this policy and referral forms for evaluation for possible early
entrance, whole-grade acceleration, individual subject acceleration, and
early high school graduation shall be made available to district staff and
parents at each school building. The principal of each school building (or his
or her designee) shall solicit referrals of students for evaluation for possible
accelerated placement annually, and ensure that all staff he or she
supervises are aware of procedures for referring students for evaluation for
possible accelerated placement.
c) The principal (or his or her designee) of the referred student’s school shall
obtain written permission from the student’s parent(s) or legal guardian(s) to
evaluate the student for possible accelerated placement. The district shall
evaluate all students who are referred for evaluation and whose parent(s) or
legal guardian(s) have granted permission to evaluate the student for
possible accelerated placement.
d) Children who are referred for evaluation for possible accelerated placement
sixty or more days prior to the start of the school year shall be evaluated in
advance of the start of the school year so that the child may be placed in the
accelerated placement on the first day of school. Children who are referred
for possible accelerated placement sixty or more days prior to the start of
the second semester shall be evaluated for possible accelerated placement
at the start of the second semester. In all other cases, evaluations of a
referred child shall be scheduled at the student’s principal’s discretion and
placed in the accelerated setting(s) at the time recommended by the
acceleration evaluation committee if the committee determines the child
should be accelerated. Pursuant to Ohio Administrative Code 3321.01, all
children who will be the proper age for entrance to
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kindergarten or first grade by the first day of January of the school year for
which admission is requested shall be evaluated upon the request of the
child’s parent or legal guardian. Children who will not yet be the proper age
for entrance to kindergarten or first grade by the first day of January of the
school year for which admission is requested shall also be evaluated for
possible early admittance if referred by an educator within the district, a
pre-school educator who knows the child, or pediatrician or psychologist
who knows the child. Children who will not yet be the proper age for entrance
to kindergarten or first grade by the first day of January of the school year for
which admission is requested may also be evaluated for possible early
admittance at the discretion of the principal of the school to which the student
may be admitted.
e) A parent or legal guardian of the evaluated student shall be notified in writing
of the outcome of the evaluation process within 60 days of the submission of
the referral to the referred student’s principal. This notification shall include
instructions for appealing the outcome of the evaluation process.
f) A parent of legal guardian of the referred student may appeal in writing the
decision of the evaluation committee to the local Superintendent within thirty
days of being notified of the committee’s decision. The Superintendent shall
review the appeal and notify the parent of legal guardian who filed the appeal
of his or her final decision within thirty days of receiving the appeal. The
Superintendent’s decision shall be final. However, the student may be
referred and evaluated again at the next available opportunity if he or she is
again referred for evaluation by an individual eligible to make referrals as
described in this policy.
2) Acceleration Evaluation Committee
a) Composition
(1) The referred student’s principal (or his or her designee) shall convene an
evaluation committee to determine the most appropriate available learning
environment for the referred student. This committee may be comprised of
the following:
(a) A principal or assistant principal from the child’s current school;
(b) A current teacher of the referred student (with the exception of
students referred for possible early admission to kindergarten);
(c) A teacher at the grade level to which the student may be accelerated
(with the exception of students referred for possible early graduation
from high school);
(d) A parent or legal guardian of the referred student or a representative
designated by a parent of legal guardian of the referred student;
(e) A gifted education coordinator or gifted intervention specialist. If a
gifted coordinator or gifted intervention specialist is not available
in the district, a school psychologist or guidance counselor with
expertise in the appropriate use of academic acceleration may be
substituted.
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(2) The acceleration evaluation committee shall be charged with the following
responsibilities:
(a) The acceleration evaluation committee shall conduct a fair and
thorough evaluation of the student.
(i) Students considered for whole-grade acceleration and early
entrance to kindergarten shall be evaluated using an
acceleration assessment process approved by the Ohio
Department of Education. The committee shall consider the
student’s own thoughts on possible accelerated placement in
its deliberations.
(ii) Students considered for individual subject acceleration shall be
evaluated using a variety of data sources, including measures
of achievement based on state academic content standards (in
subjects for which the state had approved content standards)
and consideration of the student’s maturity and desire for
accelerated placement. The committee shall consider the
student’s own thoughts on possible accelerated placement in
its deliberations.
(iii) Students referred for possible early high school graduation shall
be evaluated based on past academic performance, measures of
achievement based on state academic content standards, and
successful completion of state mandated graduation
requirements. The committee shall consider the student’s own
thoughts on possible accelerated placement in its deliberations.
(b) The acceleration evaluation committee shall issue a written decision to
the principal and the student’s parent or legal guardian based on the
outcome of the evaluation process. If a consensus recommendation
cannot be reached by the committee, a decision regarding whether
or not to accelerate the student will be determined by a majority vote of
the committee membership.
(c) The acceleration evaluation committee shall develop a written
acceleration plan for students who will be admitted early to kindergarten,
whole-grade accelerated, or accelerated in one or more individual
subject areas. The parent(s) or legal guardian(s) of the student shall
be provided with a copy of the written acceleration plan. The written
acceleration plan shall specify:
(i) placement of the student in an accelerated setting;
(ii) strategies to support a successful transition to the
accelerated setting;
(iii) requirements and procedures for earning high school credit
prior to entering high school (if applicable); and,
(iv) an appropriate transition period for accelerated placement for
early entrants to kindergarten, grade-level accelerated students,
and students accelerated in individual content areas.
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(d) For students the acceleration evaluation committee recommends for
early high school graduation, the committee shall develop a written
acceleration plan designed to allow the student to complete graduation
requirements on an accelerated basis. This may include the provision
of educational options in accordance with Ohio Administrative Code
3301-35-06(G), waiving district prerequisite requirements for enrolling
in advanced courses, waiving district graduation requirements that exceed
those required by the state, and early promotion to sophomore (or
higher) status to allow the student to take the Ohio Graduation Test.
3) Accelerated Placement
a) The acceleration evaluation committee shall specify an appropriate transition
period for accelerated placement for early entrants to kindergarten,
grade-level accelerated students, and students accelerated in individual
subject areas.
(i) At any time during the transition period, a parent or legal guardian of the
student may request in writing that the student be withdrawn from
accelerated placement. In such cases, the principal shall remove the
student without repercussions from the accelerated placement.
(ii) At any time during the transition period, a parent or legal guardian of the
student may request in writing an alternative accelerated placement. In
such cases, the principal shall direct the acceleration committee to
consider other accelerative options and issue a decision within 30 days of
receiving the request from the parent or legal guardian. If the student will
be placed in an accelerated setting different from that initially
recommended by the acceleration evaluation committee, the student’s
written acceleration plan shall be revised accordingly, and a new transition
period shall be specified.
b) At the end of the transition period, the accelerated placement shall become
permanent. The student’s records shall be modified accordingly, and the
acceleration implementation plan shall become part of the student’s permanent
record to facilitate continuous progress through the curriculum.
Adopted: July 20, 2006
File: IKF
GRADUATION REQUIREMENTS
The Board desires that its standards for graduation meet or exceed the minimum standards of the Ohio Department of Education as well as State law and, further, that our high school compares favorably with other high schools in the State that are recognized for excellence.
The Board assumes that at the time of graduation each student has fulfilled all academic and financial obligations. A good school record, scholastic and otherwise, is the best recommendation a student can offer, either for college admission or for a job. A record of good personal behavior and cooperation is expected.
To earn a diploma, a student must successfully complete required credits for year of graduation as outlined below, pass all parts of the Ohio Graduation Test (given in grade 10) and meet the following specific requirements:
|
Subject Areas |
2013 Graduates |
2014 Graduates |
2015 Graduates & Beyond |
|
English/Language Arts |
4 credits |
4 credits |
4 credits |
|
Mathematics |
3 credits Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
4 credits These 4 credits must be taken in grades 9-12. They must include 1 credit of algebra II or the equivalent of algebra II. Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
4 credits These 4 credits must be taken in grades 9-12. They must include 1 credit of algebra II or the equivalent of algebra II. Students needing the OGT to graduate must continue math classes until passing the math section of the OGT. |
|
Science |
3 credits These 3 credits must include 1 credit of physical sciences and 1 credit of biological sciences. |
3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science. |
3 credits These 3 credits must include 1 credit of physical sciences, 1 credit of life sciences and 1 credit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science. |
|
Social Studies |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
3 credits These 3 credits must include 1 credit of U.S. Studies, ½ credit of American Government and ½ credit of economics/global issues. |
|
Career Exploration |
½ credit |
½ credit |
½ credit |
|
Computer Applications |
½ credit |
½ credit |
½ credit |
|
Health |
½ credit |
½ credit |
½ credit |
|
Physical Education |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
½ credit Maximum1 credit toward graduation is allowed in physical education. |
|
Practical or Fine Arts |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
1 credit This 1 credit may be any combination of the following: Practical Arts – any home economics, industrial technology, keyboarding and advanced computer courses. Fine Arts – art, music, film criticism and introduction of T.V. |
|
Electives |
8 credits These 8 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
6 credits These 6 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
5 credits These 5 credits must include 1 credit or 2 half credits in business, technology, fine arts or foreign language. |
|
Total Credits To Graduate |
24 |
23 |
22 |
NOTE: It is the responsibility of each student to know how many credits he/she has earned and which ones are needed for graduation.
Students should give much thought to the selection of courses. Only necessary changes may be made either prior to the beginning of school or during the first week of each semester.
Summer School
Summer school credits are accepted toward graduation provided that administrative approval has been given prior to registration for the course.
Post Secondary Enrollment Options
Credit is awarded for a course successfully completed outside of regular school hours by a student at an accredited postsecondary institution. High school credit awarded for a course successfully completed under this section of the Ohio Revised Code counts toward the graduation requirements and subject area requirements of the District. If a course comparable to the course successfully completed is offered by the District, then comparable credit for the completed equivalent course is awarded. If no comparable course is offered, the District grants to the student an appropriate number of credits in a similar subject area.
The course can be free of charge or paid by the student’s parent or guardian.
Correspondence Courses
High school courses offered through correspondence courses are accepted for credit toward graduation only when they meet the following criteria.
1. Credits earned in correspondence schools directly affiliated with state universities are evaluated by the school administration for students who wish to qualify for graduation from high school.
2. Credits earned from correspondence schools not directly affiliated with an accredited college or university may not be applied toward graduation.
3. Credits earned from schools, which have been established primarily for correspondence study, rather than an institution primarily for residence study, are not accepted toward graduation.
Credit Flexibility
Credit flexibility shifts the focus from “seat time” to performance. Students can earn units of high school credit based on an individually approved credit flexibility plan. The intent of credit flexibility is to meet increased expectations for high school graduation in response to globalization, technology and demographics, and to meet the demand for 21st century skills. Students interested in pursuing credit flexibility need to contact his or her guidance counselor.
Physical Education Waiver
The district 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. The Physical Education Waiver allows students to increase their learning by allowing access to more resources, customization around individual student needs and the use of multiple measures of learning.
In accordance with State law, the Physical Education Waiver allows the District to excuse students who have participated in two years or two seasons of interscholastic athletic competition, marching band, or cheerleading from their ½ credit physical education requirement. If the physical education graduation requirement is waived, students must take a ½ credit course to meet the graduation requirement.
Students utilizing a PE waiver will receive no credit and no grade for Physical Education. Participation in only one full season cannot be combined with 0.25 credits of PE to meet the PE requirement for graduation. Should a student become injured or not complete the season for ANY reason he/she must find an alternate way to satisfy his/her PE requirement.
Coursework Prior to Ninth Grade
Student work completed prior to the ninth grade is applied towards graduation credit if the course is taught by a teacher holding a license valid for teaching high school and is designated by the Board as meeting the high school curriculum requirements.
Community Service
The District offers community service education which acquaints students with the history and importance of volunteer service and with a wide range of existing community needs. Community service opportunities may be considered an elective towards graduation.
Ohio Core Opt Out
The District offers students entering the ninth grade on or after July 1, 2010, and before July 1, 2014, the ability to opt out of the Ohio Core curriculum in compliance with Board policy and regulations and all procedural requirements stipulated by the school.
[Adoption date: February 16, 2010]
[Revised date: March 18, 2010]
[Revised date: January 19, 2012]
[Revised date: July 19, 2012]
[Revised date: January 17, 2013]
LEGAL REFS.: ORC 3301.07 (D)(3)
ORC 3313.60; 3313.6014; 3313.603; 3313.605; 3313.61
3345.06
OAC 3301-35-04
CROSS REFS.: IGBM & IGBM-R, Credit Flexibility
IGCA, Summer Schools
IGCD, Educational Options (Also LEB)
IGCH, Postsecondary Enrollment Options (Also LEC)
IGCI, Community Service
JN, Student Fees, Fines and Charges
File IKF-E
GRADUATION REQUIREMENTS
(Ohio Core Opt Out Informed Consent Agreement)
I understand that participation in the graduation opt out program will result in graduation without completion of the Ohio Core curriculum. I also acknowledge that one consequence of failure to complete the Ohio Core curriculum is ineligibility to enroll in most state universities in Ohio without completion of further coursework. I hereby agree to accept and abide by the policies, rules and regulations of the Board of Education and to fulfill any procedural requirements stipulated by the school.
____________________________________________ _____________________________
Student’s Signature Date
____________________________________________ _____________________________
Parent/Guardian Signature Date
[Adoption date: July 19, 2012]
IKF-R
GRADUATION REQUIREMENTS
(Ohio Core Opt Out)
Students entering ninth grade on or after July 1, 2010, and before July 1, 2014, may qualify for participation in the Ohio Core Opt Out program. Eligible students may graduate without having completed the Ohio Core curriculum prescribed by State law. Students wishing to participate in this program must have attended high school for two years.
A student wishing to participate and his or her parent(s) or guardian must sign and file written consent to the student’s graduating without completion of the Ohio Core curriculum and acknowledgement that one consequence of failure to complete the Ohio Core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
The minimum requirements for graduation from high school under the Ohio Core Opt Out are as follows:
|
Minimum |
|
|
|
|
|
English Language Arts
|
4 units |
|
Social Studies, including one-half unit of American History and one-half unit of American Government
|
3 units |
|
Science, including one unit each in Physical Science and Biology |
3 units |
|
Mathematics |
3 units |
|
Health
|
½ unit |
|
Physical Education
|
½ unit |
|
Electives * |
6 units |
|
|
|
|
Total |
20 units |
* Each student’s electives shall include at least one unit, or two half units chose from among the areas of business/technology, fine arts, and/or foreign language.
The District retains the authority to increase these minimum requirements in compliance with State law. Under State law, the District may stipulate any of the following:
1. a minimum high school curriculum that requires more than 20 units of academic credit to graduate;
2. an exception to the district’s minimum high school curriculum that is similar to the Ohio Core Graduation Opt Out, but with additional requirements, which may include the requirement that the student successfully complete more than the minimum curriculum listed above or
3. that no exception comparable to the Ohio Core Graduation Opt out is available within the District.
The student and parent/guardian must also agree to fulfill any procedural requirements stipulated by the school to ensure informed consent and facilitate orderly filing of statements required under State law.
Additionally, participation in the program requires the student, the student’s parent or guardian and a representative of the student’s high school to jointly develop an individual career plan for the student. The student’s individual career plan must specify that the student will do one of the following:
1. matriculate to a two-year degree program;
2. acquire a business and industry credential or
3. enter an apprenticeship.
The student’s high school provides counseling and support for the student related to the student’s individual career plan during the remainder of the student’s high school experience.
[Adoption date: July 19, 2012]
IKFA
EARLY GRADUATION
The Board acknowledges that most students derive the maximum scholastic and social benefits from a four-year high school program. However, students who accelerate through the District’s academic program and complete the requirements of the Ohio Department of Education are permitted to graduate early.
Early graduation is available to high school students, provided they follow all of the requirements established for this purpose.
Once approval for early graduation is established, the student becomes a member of the class in the school year in which his/her graduation requirements are completed. The diploma may be given at the completion of all requirements or at the next graduation ceremony.
LEGAL REFS.: ORC 3313.60; 3313.603; 3313.605; 3313.61
3324.01 et seq.
OAC 3301-35-04
CROSS REFS.: IGCD, Educational Options (Also LEB)
IGCH, College Credit Plus (Also LEC)
IGCI, Community Service
IKEB, Acceleration
IKF, Graduation Requirements
IKFB, Graduation Exercises
[Adoption date: December 15, 2016]
File: IKFB
Any student having successfully completed all requirements for graduation is eligible to participate in the graduation exercises conducted by the Miamisburg High School. Students participating in the ceremony must meet all graduation requirements.
1. Students must have successfully completed all requirements contained in the
Ohio Revised Code and set by the State of Ohio Department of Education and
the Miamisburg Board of Education.
2. Students graduating early must have filed the required application papers.
3. All financial obligations to the high school or Board must be paid.
4. All disciplinary obligations must be satisfactorily completed.
5. Participation in graduation rehearsal is required for participation in the
graduation ceremonies.
6. Students participating in the ceremony must wear the prescribed cap and
gown.
7. Students eligible to participate in the graduation ceremony will exhibit decorum
that will not be disruptive nor bring undue attention to themselves.
8. Prior to graduation, misconduct that results in suspension or expulsion may
result in denial of participation in graduation ceremonies.
Students whose decorum is disruptive or brings undue attention to themselves at school will not be awarded their diploma at the commencement exercises.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.20; 3313.20.66; 3313.661
CROSS REFS.: IKF, Graduation Requirements
Student Handbooks
File: IL
The Board believes that a program of group testing can provide a meaningful source of information about the adopted curriculum and overall student achievement. Therefore, the Board authorizes a program of group testing in order to:
1. evaluate strengths and weaknesses of current curriculum and instruction and to
identify areas needing change;
2. compare achievement of District students with achievement of a sample
population as one means of evaluating student growth;
3. provide a degree of diagnostic instructional information to teachers about the
group(s) of students with whom they work;
4. provide general information about a student’s probable aptitude for school-
related tasks and
5. provide one basis for a longitudinal study of student achievement and
proficiency.
Information gained through the use of group tests is used to design educational opportunities for students to better meet their individual and collective needs. The Board views such information gathering as a primary function of the public schools. Individual permission of parents is not required for the administration of these group tests.
The Board recognizes that all tests provide only a limited source of information about an individual student. Information drawn from group tests is therefore used only in conjunction with all other information available about a student in advising the student or assisting the student in improving his/her work.
Each student with a disability is considered individually as to his/her participation in the testing programs.
Records of the results of group tests shall be maintained in accordance with the Board’s policy on student records.
The administration has developed guidelines for the secure storing of testing instruments.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301,0710 through 0713
3319.32; 3319.321
OAC 3301-35-02; 3301-35-03; 3301-35-04
CROSS REFS.: AFE, Evaluation of Instructional Programs (Also IM)
IGBA, Programs for Students with Disabilities
JO, Student Records
File: IL-R
TESTING PROGRAMS
In accordance with State law, Miamisburg City School’s District plan for testing security is as follows:
1) The district test coordinator is designated as the Director of Curriculum and Assessment, while the building test coordinator is designated as the building principal or designee at the high school level. All test examiners, monitors, translators or scribes who are allowed to be present in the room during assessment or to have access to assessment materials must first be cleared by the building test coordinator. All of these roles should be filled by district employees if possible. Translators who are not district employees will be cleared by the district ESL teacher, building principal, and district test coordinator. All tests will be administered by a certified teacher. Non-certified personnel may serve as monitors or scribes as long as a certified teacher is also present.
2) All secure test materials (including state tests KRA-L, Diagnostic, OAA, OGT, and OTELA) will be secured by the Department of Student Services from time of arrival until the time of dispersion to buildings. At that time the building principal is responsible for security of the materials even if the task is delegated to another person. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment. This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.
3) Test materials will be kept secure in a locked area at all times unless the test is being administered. Only the people listed in item 1 (above) may handle the test materials.The principal is responsible for ensuring that all test administrators, monitors, scribes, or translators receive security training before handling any test materials. The building principal, in conjunction with teachers, is responsible for ensuring that all materials are tracked as to who has which test booklet during assessments. The principal is also responsible for ensuring that all materials are returned to the district test coordinator. The directions for security described in both the district and building test coordinator’s manual shall be followed.
4) After the final test administration, the building principal is responsible for ensuring that all materials are collected, packed, and returned to the district office of Curriculum and Assessment. The materials should never be left unattended in a classroom and should only be transported within the building by personnel identified in item 1, above. The principal remains responsible for security until the materials are returned to the Department of Curriculum and Assessment. This department will then be responsible for the materials until they are picked up for shipping back to the scoring contractor.
5) Any incidents of alleged violation of security or unethical testing practice will be investigated following due process as outlined in board policy. The investigation will be handled by the building test coordinator if involving a student or teacher, or by the district test coordinator if involving a principal. The superintendent or assistant superintendent will also be kept apprised of all investigations. Any findings that confirm the violation will be reported to the Ohio Department of Education.
6) The decision to invalidate a student’s assessment score will be determined jointly by the building and district test coordinator following the outlined rules and will be communicated in writing.
7) As outlined above, any findings that confirm violation of security will be reported to the Ohio Department of Education. This will occur within ten days and will be in writing.
8) Annually, all testing rules (including this document) will be shared both in writing and orally with all personnel who have access to secure assessment materials. Students will be advised before testing of the consequences of cheating or violating security. This will occur at the building level by principals, at the district level by the district test coordinator, and at the classroom level by teachers.
[Adoption date: December 16, 2010]
File: IM (Also AFE)
EVALUATION OF INSTRUCTIONAL PROGRAMS
The Superintendent regularly evaluates the effectiveness of the instructional program in achieving the District’s educational goals and objectives. Periodically, he/she submits a written and comprehensive report of his/her findings to the Board for its consideration and action. The specific purpose of this report are to provide data for planning and budgeting for instructional improvements and for informing the public about the performance of the public schools. Data may include:
1. relation of student growth and development to the objectives of the school
system;
2. suitability of educational programs in terms of community expectations;
3. how evaluation findings are used for program improvement;
4. student achievement in light of testing results of standardized achievement tests
and competency tests;
5. the number of students who continue in a program of higher education and the
percentage of these who graduate;
6. extent of, and trends in, admissions to colleges and universities;
7. employment records of graduates not going to college and
8. all other relevant data which the Superintendent deems necessary.
The Superintendent is instructed to keep himself/herself informed relative to current research and successful practices and to employ the best and most reliable methods and measures in the evaluative process. The results of the educational testing program are used as a part of the evaluation.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.13
3313.60
3323.02
OAC 3301-35-02(B); 3301-35-03(K); 3301-35-07
CROSS REFS.: IA, Instructional Goals
IAA, Instructional Objectives
IL, Testing Programs
File: INA
It is the desire of the Board that the best available strategies and methods for bringing about learning be utilized in the District’s schools. The instructional staff is expected to keep abreast of new and more promising instructional ideas and practices developed in schools throughout the nation and to consider those which apparently have the potential for improving the learning program in the District’s schools.
Strategies and methods shall be focused on the personalization of learning, including:
1. appraisal of individual learning style, abilities and disabilities;
2. assessment of individual learning needs;
3. development, implementation and evaluation of individual learning programs
and
4. the modification and/or recycling of individual learning programs.
[Adoption date: October 21, 2004]
File: INB
TEACHING ABOUT CONTROVERSIAL ISSUES
In the study of controversial issues, students have four rights which recognize the right to:
1. study any controversial issue which has political, economic or social
significance and concern;
2. have free access to appropriate information, including materials which circulate
freely in the community;
3. study under competent instruction in an atmosphere free from bias and
prejudice and
4. form and express their own opinions on controversial issues without
jeopardizing relations with teachers or the school.
The study of controversial issues should be objective and scholarly with minimum emphasis on opinion. The teacher must approach controversial issues in the classroom in an impartial and objective manner and must refrain from using classroom privileges and prestige to promote a partisan point of view.
Teachers determine the appropriateness of certain issues for consideration using the following criteria.
1. Treatment of the issue in question must be within the range, knowledge,
maturity and competence of the students.
2. There should be study materials and other learning aids available from which a
reasonable extent of data pertaining to all aspects of the issue can be
obtained.
3. The issue should receive only as much time as is needed to consider it
adequately.
4. The issue should be current, significant and relevant to the students and the
teacher.
A teacher who is in doubt about the advisability of discussing certain issues in the classroom shall confer with the principal concerning the appropriateness of doing so. If discussion of an issue is not approved by the building principal, the teacher may refer the issue to the Superintendent.
If parents desire that their child be excused from participation in discussion of such material, arrangements are made to respect that request.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 2907.31
OAC 3301-35-04
CROSS REFS.: IB, Academic Freedom
KLB, Public Complaints About the Curriculum or Instructional Materials
File: IND/INDA
SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES
The Board believes that special recognition should be given to national holidays. The building principal should encourage a discreet observance of these holidays which have become a part of the American heritage. These observances may, in some instances, be in the form of a school assembly while in other instances they are a part of the classroom work.
The Board directs the administration to develop specific activities within each building to convey the meaning and significance of Veterans Day. The observance must be at least one hour long, except in buildings that schedule class periods of less than an hour. In those buildings, the observance must be at least one standard class period in length.
Religious Holidays and Observances
The following guidelines govern the observance of, and teaching about, religious holidays in the schools.
1. The public schools must be neutral in matters of religion. The schools must
show no preference for one religion over another. They must refrain from the
promotion of any religion or all religions; consequently, no religious
celebrations may be conducted by the public schools.
“Religious celebration” is defined as:
A. a formal observance, including worship or religious services of any kind,
whether or not conducted by a member of the clergy. Religious
observances cannot be justified by the fact that the majority of students or
individuals in a given community happen to approve of the practice or by
the fact that individual students may absent themselves upon parental
request;
B. the display of religious objects or symbols, except those that are integral
parts of a short-term study in the curriculum, such as art, history, etc., or
C. the presentation of religious music, except to the extent that such music is
presented for its musical rather than its religious content. Songs or music
programs which have significance for a particular religion should not be
sung or performed in the school during the period which coincides with the
community celebration of the events portrayed in the music. Festive songs
that cannot be associated with a religious celebration are permitted.
2. A program or observance related to a religious holiday in theme or timing
should be evaluated as to its purpose and effect. If either the purpose or the
effect is judged to be religious rather than secular, the activity should not be
undertaken.
3. The school should avoid any activity, display or exhibit that promotes or gives its
approval to religious matters.
1 of 2
File: IND/INDA
Patriotic Exercises
The Board believes one’s appreciation of country is promoted by the ceremonies and observances held in the schools and that the United States flag is a symbol of our democratic heritage, ideals and freedom.
The Board believes that saluting the flag and reciting the Pledge of Allegiance helps students to learn and to reinforce these principles. Therefore, the Board encourages all students, grades kindergarten through 12, to recite the pledge during the school day at a time and manner specified by the building principal.
The Board recognizes that beliefs of some persons prohibit participation in the pledge, the salute to the United States flag or other opening exercises. Therefore, such persons are excused from participation.
The Board prohibits the intimidation of any student by other students or staff aimed at coercing participation in reciting the pledge.
School Prayer
The Board certifies that it does not have nor will it adopt any policies that deny or prevent participation in constitutionally protected school prayer. This certification is submitted annually to the Ohio Department of Education by October 1.
[Adoption date: October 21, 2004]
LEGAL REFS.: U.S. Const. Amend. I, Establishment Cl.
The Elementary and Secondary Education Act; 20 USC 1221 et seq.
ORC 5.23
3313.601; 3313.602; 3313.63; 3313.80
2 of 2
File: IND-E/INDA-E
SCHOOL CEREMONIES AND OBSERVANCES/PATRIOTIC EXERCISES
School District_______________________District IRN______________________
Authorized Representative_____________County___________________________
District Address_____________________________________________________
This is to certify that the above mentioned school district is in compliance with Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965 as amended by the No Child Left Behind Act of 2001 and the District has no policy that prevents, or otherwise denies participation in, constitutionally protected prayer in elementary and secondary public schools as set forth in the Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools dated February 7, 2003.
___________________________________
Signature of authorized District representative
Please complete this form and return on or before March 15 to:
Ohio Department of Education
Office of Reform and Federal Student Programs
25 South Front Street, Mail Stop 404
Columbus, OH 43215-4183
File: ING
File: ING-R
ANIMALS IN THE SCHOOLS
