table of contents

 

 

SECTION 1—BOARD GOVERNANCE and OPERATIONS

 

 

 TOC \o "1-1" 1.1—LEGAL STATUS OF THE BOARD OF DIRECTORS_____________________________________________ PAGEREF _Toc52776819 \h 1

1.2—BOARD ORGANIZATION__________________________________________________________________ PAGEREF _Toc52776820 \h 2

1.3—DUTIES OF THE PRESIDENT_______________________________________________________________ PAGEREF _Toc52776821 \h 3

1.4—DUTIES OF THE VICE-PRESIDENT__________________________________________________________ PAGEREF _Toc52776822 \h 4

1.5—DUTIES OF THE SECRETARY______________________________________________________________ PAGEREF _Toc52776823 \h 5

1.6—BOARD MEMBER VOTING________________________________________________________________ PAGEREF _Toc52776824 \h 6

1.7—POWERS AND DUTIES OF THE BOARD_____________________________________________________ PAGEREF _Toc52776825 \h 7

1.8—GOVERNANCE BY POLICY_______________________________________________________________ PAGEREF _Toc52776826 \h 8

1.9—POLICY FORMULATION__________________________________________________________________ PAGEREF _Toc52776827 \h 9

1.10—ASSOCIATION MEMBERSHIPS__________________________________________________________ PAGEREF _Toc52776828 \h 11

1.11—BOARD TRAINING_____________________________________________________________________ PAGEREF _Toc52776829 \h 12

1.12—COMMITTEES_________________________________________________________________________ PAGEREF _Toc52776830 \h 13

1.13—SUPERINTENDENT/ BOARD RELATIONSHIP______________________________________________ PAGEREF _Toc52776831 \h 14

1.14—MEETING AGENDA_____________________________________________________________________ PAGEREF _Toc52776832 \h 15

1.15—TORT IMMUNITY______________________________________________________________________ PAGEREF _Toc52776833 \h 16

1.16 —DUTIES OF BOARD DISBURSING OFFICER_______________________________________________ PAGEREF _Toc52776834 \h 17

1.17---NEPOTISM__________________________________________________________18

 

 

 

 

  

 

EARLE SCHOOL DISTRICT

Board Governance and

operations

 

TABLE OF CONTENTS

 

 

SECTION 2—ADMINISTRATION

 

 

 TOC \o "1-1" 2.1—DUTIES OF THE SUPERINTENDENT________________________________________________________ PAGEREF _Toc52779761 \h 1

2.2—SUPERINTENDENT COMPENSATION______________________________________________________ 2

  

 

 

EARLE SCHOOL DISTRICT

ADMINISTRATION

 

 

 

 

TABLE OF CONTENTS

 

 

SECTION 5—CURRICULUM AND INSTRUCTION

 

 

 TOC \o "1-1" 5.1—EDUCATIONAL PHILOSOPHY_________________________________________________ PAGEREF _Toc78251835 \h 1

5.2—PLANNING FOR EDUCATIONAL IMPROVEMENT________________________________ PAGEREF _Toc78251836 \h 2

5.3—CURRICULUM DEVELOPMENT________________________________________________ 4

5.4—STAFF DEVELOPMENT PROGRAM_____________________________________________ 5

5.5—SELECTION/INSPECTION OF INSTRUCTIONAL MATERIALS______________________ PAGEREF _Toc78251839 \h 7

5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS__________________ PAGEREF _Toc78251840 \h 8

5.6F—REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL OR SUPPLEMENTAL MATERIALS      PAGEREF _Toc78251841 \h 9

5.7—SELECTION OF LIBRARY/MEDIA CENTER MATERIALS__________________________ PAGEREF _Toc78251842 \h 10

5.7F—REQUEST FOR FORMAL RECONSIDERATION FORM___________________________ PAGEREF _Toc78251843 \h 12

5.8—USE OF COPYRIGHTED MATERIALS___________________________________________ PAGEREF _Toc78251844 \h 13

5.9—COMPUTER SOFTWARE COPYRIGHT__________________________________________ PAGEREF _Toc78251845 \h 14

5.10—RELIGION IN THE SCHOOLS________________________________________________ PAGEREF _Toc78251846 \h 15

5.11—PROMOTION/RETENTION-SECONDARY______________________________________ PAGEREF _Toc78251847 \h 16

5.12—PROMOTION/RETENTION – ELEMENTARY SCHOOLS__________________________ PAGEREF _Toc78251848 \h 17

5.13—SUMMER SCHOOL_________________________________________________________ PAGEREF _Toc78251849 \h 18

5.14—HOMEWORK______________________________________________________________ PAGEREF _Toc78251850 \h 19

5.15—GRADING_________________________________________________________________ PAGEREF _Toc78251851 \h 20

5.16—GRADUATION REQUIREMENTS______________________________________________ PAGEREF _Toc78251852 \h 21

5.16.1--GRADUATION REQUIREMENTS 2005-2008____________________________24

5.16.2--GRADUATION REQUIREMENTS 2009_________________________________26

 

5.17—HONOR GRADUATES_______________________________________________________28

5017F--HONOR ROLL & GRADUATION OPT FORM___________________________30

 

5.18—HEALTH SERVICES_________________________________________________________ 31

5.19—EXTRACURRICULAR ACTIVITIES – SECONDARY SCHOOLS_____________________ 32

5.19.1—EXTRACURRICULAR ACTIVITIES - ELEMENTARY____________________________ 35

5.19.2--EXTRACURRICULAR ACTIVITIES - MIDDLE SCHOOL__________________36

 

5.20—DISTRICT WEB SITE________________________________________________________ 37

5.20 F1—PERMISSION TO DISPLAY PHOTO OF STUDENT ON WEB SITE_______________ 38

5.20 F2—PERMISSION TO DISPLAY STUDENT INFORMATION ON WEB SITE___________ 40

5.20.1—WEB SITE PRIVACY POLICY_______________________________________________ 41

5.21—ADVANCED PLACEMENT___________________________________________________ 42

5.22—CONCURRENT CREDIT_____________________________________________________ 43

5.23—EQUIVALENCE BETWEEN SCHOOLS_________________________________________ 44

5.24—STUDENT PARTICIPATION IN SURVEYS______________________________________ 45

5.24F1—OBJECTION TO PARTICIPATION IN SURVEYS, ANALYSIS, OR EVALUATIONS__ 47

5.24F2—PERMISSION TO PARTICIPATE IN A SURVEY, ANALYSIS, OR EVALUATION____ 48

5.25—MARKETING OF PERSONAL INFORMATION__________________________________ 49

5.26--SUMMER CREDIT RECOVERY PROGRAM______________________________50

 

5.26.1--ALTERNATIVE LEARNING ENVIRONMENT PROGRAM EVAL.__________51

 

5.26.--ALTERNATIVE LEARNING ENVIRONMENT____________________________52

 

5.27--ENGLISH LANGUAGE LERANRES_____________________________________53

 

5.28--NATIONAL SCHOOL LUNCH ACT

          FUNDING EXPENDITURES___________________________________________54

 

 

 

 

earle SCHOOL DISTRICT

 

 

CURRICULUM AND INSTRUCTION

 

 

5.1—EDUCATIONAL PHILOSOPHY

 

The Earle School District assumes the responsibility of providing students attending its schools a high quality education that challenges each student to achieve to their maximum potential. The District shall endeavor to create the environment within the schools necessary to attain this goal. The creation of the necessary climate shall be based on the following core beliefs:

 

 

1.              The District’s vision statement will be developed with input from students, parents, business leaders, and other community members.

 

2.              All students can be successful learners.

3.              Students learn at different rates and in different ways.

4.              A primary goal shall be to give students the skills they need to be life-long learners.

 

5.              The education of all citizens is basic to our community’s well-being.

 

6.              Student achievement is affected positively by the involvement of parents and the community in the schools.

 

7.              The District is responsible for helping cultivate good citizenship skills in its students.

 

8.              Students reflect the moral and ethical values of their environment.

 

9.              All people have a right to a safe environment.

 

10.       Each person is responsible for his/her own actions.

 

11.       Innovation involves taking risks.

 

12.       Schools are responsible for creating the conditions that promote success.

 

13.       Each person is entitled to retain his/her dignity.

 

14.       All people have the right to be treated with respect and the responsibility to treat others respectfully.

 

15.       For teachers to succeed in cultivating high student achievement, they need to be given the materials, training, and environment necessary to produce such results.

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

 

 

5.2—PLANNING FOR EDUCATIONAL IMPROVEMENT

 

Each school in the district shall develop a comprehensive school improvement plan to address deficiencies in student performance based on analysis of students’ grade-level benchmark assessments and other relevant data. The purpose of each plan shall be to ensure that all students meet the state assessment standards established by the State Board of Education, as well as student achievement goals established by the District. A cumulative review of all academic improvement plans shall also be part of the data used to develop the comprehensive school improvement plan. Each plan shall be developed with administrator, teacher, other school staff, parent, community, and student (when appropriate) input and shall have as one of its components a plan for a parental involvement program. Professional development activities are to be designed to meet the needs identified in each schools’ plan. Each plan is to be reviewed annually and revised to meet the changing needs reflected in student data.

 

Any school in the district identified by the Arkansas Department of Education as failing to meet the established levels of academic achievement on the state’s criterion-referenced tests shall revise its school improvement plan.

 

The district shall develop, with appropriate staff and community input, a comprehensive district improvement plan. The plan shall coordinate the actions of the various comprehensive school improvement plans within the district. The district plan shall align district resources to help ensure all of its students attain proficiency on the Benchmark exams.

 

 

 

 

Notes: Standards of Accreditation Checklist requires the board to approve the ACSIP as evidenced in the board’s minutes.

            Each school is required to hold at least an annual meeting to explain its goals, programs, and policies and to allow public input concerning the school’s programs. (Standards 7.02.3)

            See A.C.A. § 6-15-1702 for a detailed listing of required components of the plan. The Model Policy Service has also provided a guide for easier understanding of the language in the code. The Standards of Accreditation Checklist requires an annual meeting to be held to discuss student achievement and the “program.”

            For schools identified in school improvement, the revised plan must be filed with and approved by the ADE. (A.C.A. § 6-15-404(i)(2)(A)(i)(ii))

            The school board is required to hold a public meeting by Nov. 15 of each year to discuss its “progress toward accomplishing its district’s program objectives, accreditation standards, and proposals to correct deficiencies.” (Standards 7.03.3.1)

 

 

 

 

Legal References:         A.C.A. § 6-15-404 (i)(1)

A.C.A. § 6-15-404 (i)(2)(B)

 

A.C.A. § 6-15-404 (i) (2)(A)(i)(ii)

A.C.A. § 6-15-419(2)(B)(iii)

                                                A.C.A. § 6-15-419(9)

                                                A.C.A. § 6-15-419(12)

ADE Rules Governing the ACTAAP and the Academic Distress Program 3.08, 3.14, 9.0 – 9.04, 10.01.1

Arkansas Department of Education Rules for Governing Standards for Accreditation of Arkansas Public Schools and School Districts 7.0 and 16.0 – 16.03.5 (The old Standards required the Student Services Plan be included in the ACSIP. While the new Standards do not specifically require it to be included in your ACSIP, prudence would still recommend it.)

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

 

5.3—CURRICULUM DEVELOPMENT

 

Sequential curricula should be developed for each subject area. Curricula are to be aligned with the curriculum frameworks and used to plan instruction leading to student proficiency on Arkansas’ content standards. Curricula should be in alignment with the District’s vision, mission, goals, and educational philosophy. Student achievement is increased through an integrated curriculum that promotes continuity and a growth in skills and knowledge from grade to grade and from school to school. Therefore, the Board desires that unnecessary duplication of work among the various grades and schools be eliminated and those courses of study and their corresponding content guides are coordinated effectively.

 

The Board of Education is responsible for reviewing and approving all instructional programs offered by the District as well as approving significant changes to courses or course materials before they are implemented. The Superintendent is responsible for making curriculum recommendations.

 

Each school shall review each curriculum area annually to address the continued relevancy, adequacy, and cost effectiveness of individual courses and instructional programs and to ensure each area is aligned with the current curriculum frameworks and course content standards approved by the State Board of Education,¹ Each school’s administration shall implement a monitoring process to ensure that the instructional content of each course offered is consistent with the content standards and curriculum frameworks approved by the State Board of Education.

 

 

 

Note: A.C.A. § 6-15-101 requires school boards to adopt and implement the academic standards and expected outcomes that have been defined by the State Board. The Standards Checklist requires the adoption be noted in the district’s board minutes.

            A.C.A. § 6-15-1505(b) requires each district’s superintendent to submit a letter of assurance to ADE by October 1 of each year that the content of each class and subject area is aligned to the content standards and curriculum frameworks developed by the state board under its plan developed pursuant to A.C.A. § 6-15-1502(a).

 

 

 

 

Legal References:         Standards of Accreditation 9.01.2, 7.04.2

                                    ADE Rules Governing the ACTAAP and the Academic Distress Program 4.05

                                    A.C.A. § 6-15-101

                                    A.C.A. § 6-15-1505(a)

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.4—STAFF DEVELOPMENT PROGRAM

 

The District shall develop and implement a plan for the professional development of its certified employees. The district’s plan shall, in part, align district resources to address the professional development activities identified in each school’s ACSIP. Each certified employee shall receive a minimum of sixty (60) hours of professional development annually to be fulfilled between July 1 and June 30 or June 1 and May 31.¹ Professional development hours earned in excess of sixty (60) in the designated year cannot be carried over to the next year. The goal of all professional development activities shall be improved student achievement and academic performance that results in individual, school-wide, and system-wide improvement designed to ensure that all students demonstrate proficiency on the state criterion-referenced assessments. The district’s professional development plan shall demonstrate scientifically research-based best practice, and shall be based on student achievement data and in alignment with ACTAAP Rules and current Arkansas code.

 

Teachers and administrators shall be involved in the design, implementation, and evaluation of the plan for their own professional development. The results of the evaluation made by the participants in each program shall be used to continuously improve the district’s professional development offerings and to revise the school improvement plan.

 

Flexible professional development hours (flex hours) are those hours which an employee is allowed to substitute professional development activities, different than those offered by the district, but which still meet criteria of either the employee’s Individual Improvement Plan or the school’s ACSIP, or both. The district shall determine on an annual basis how many, if any, flex hours of professional development it will allow to be substituted for district scheduled professional development offerings. The determination may be made at an individual building, a grade, or by subject basis. The district administration and the building principal have the authority to require attendance at specific professional development activities. Employees must receive advance approval from the building principal for activities they wish to have qualify for flex professional development hours. To the fullest extent possible, professional development activities are to be scheduled and attended such that teachers do not miss their regular teaching assignments. Six (6) approved flex hours credited toward fulfilling the sixty (60) hour requirement shall equal one contract day. Hours of professional development earned by an employee in excess of sixty (60) or not pre-approved by the building principal shall not be credited toward fulfilling the required number of contract days for that employee.² Hours earned that count toward the required sixty (60) also count toward the required number of contract days for that employee.

 

Teachers and administrators who, for any reason, miss part or all of any scheduled professional development activity they were required to attend, must make up the required hours in comparable activities which are to be pre-approved by the building principal.

 

To receive credit for his/her professional development activity each employee is responsible for obtaining and submitting documents of attendance for each professional development activity he/she attends. Documentation is to be submitted to the building principal or designee.

 

Teachers and administrators are required to obtain sixty (60) hours of approved professional development annually over a five-year period as part of licensure renewal requirements. At least six (6) of the sixty (60) annual hours shall be in the area of educational technology.

 

 

Teachers are required to receive at least two hours annually of their sixty (60) required hours³ of professional development designed to enhance their understanding of effective parental involvement strategies.

 

Teachers who provide instruction in Arkansas history shall receive at least two (2) hours of professional development in Arkansas history as part of the sixty (60) hours required annually.

 

Administrators are required to receive at least three hours annually of their sixty (60)³ required hours of professional development designed to enhance their understanding of effective parental involvement strategies and the importance of administrative leadership in setting expectations and creating a climate conducive to parental participation. Each administrator’s professional development is required to also include training in data disaggregation, instructional leadership and fiscal management.

 

Employees who do not receive or furnish documentation of the required annual professional development jeopardize the accreditation of their school and academic achievement of their students. Failure of an employee to receive sixty (60) hours of professional development in any given year shall be grounds for disciplinary action up to and including termination.

 

Approved professional development activities may include conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups, National Board for Professional Teaching Standards Certification, distance learning, internships, district/school programs, and approved college/university course work. Professional development activities should be consistent with the objectives developed by the National Staff Development Council Standards.

 

Professional development activities shall relate to the following areas: content (K-12); instructional strategies; assessment; advocacy/leadership; systemic change process; standards, frameworks, and curriculum alignment; supervision; mentoring/coaching; educational technology; principles of learning/developmental stages; cognitive research; and building a collaborative learning community.

 

 

 

 

Cross-Reference:          Policy 3.6—CERTIFIED PERSONNEL EMPLOYEE TRAINING

 

 

Legal References:  Arkansas State Board of Education: Standards of Accreditation 15.04

ADE Rules Governing the ACTAAP and the Academic Distress Program 5.0 – 5.07.1

A.C.A. § 6-15-404(f)(2)

A.C.A. § 6-17-703

A.C.A. § 6-17-704

A.C.A. § 6-15-1703

A.C.A. § 6-20-2303(17)

 

Date Adopted: 04/13/05

Last Revised: 08/18/05

 

 

 

5.5—SELECTION/INSPECTION OF INSTRUCTIONAL MATERIALS

 

The use of instructional materials beyond those approved as part of the curriculum/textbook program must be compatible with school and district policies. If there is uncertainty concerning the appropriateness of supplemental materials, the personnel desiring to use the materials shall get approval from the schools principal prior to putting the materials into use.

 

All instructional materials used as part of the educational curriculum of a student shall be available for inspection by the parents or guardians of the student. For the purposes of this policy, instructional materials is defined as instructional content provided to the student regardless of its format, including printed or representational materials, audio-visual materials, and materials in electronic or digital formats. The term does not include academic tests or academic assessments.

 

Parents or guardians wishing to inspect instructional materials used as part of the educational curriculum for their child may schedule an appointment with the student’s teacher at a mutually agreeable time. Parents/guardians wishing to challenge the appropriateness of any instructional materials shall follow the procedures outlined in Policy 5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS.

 

The rights provided to parents under this policy transfer to the student when he/she turns 18 years old.

 

 

 

 

Legal Reference:                    20 USC § 1232h (a), (b), (c) [NCLB Act of 2001, Part F, Section 1061 (c) (1)(C)(i)(ii), (2)(A)(i), (5)(B), (6)(A)(C)]

               

 

 

 

Date Adopted:  04/13/05

Last Revised:

 

 

 

 

5.6—CHALLENGE OF INSTRUCTIONAL/SUPPLEMENTAL MATERIALS

 

Instructional and supplemental materials are selected for their compatibility with the District’s educational program and their ability to help fulfill the District’s educational goals and objectives. Individuals wishing to challenge or express concerns about instructional or supplemental materials may do so by filling out a Challenge to Instructional Material form available in the school’s office.

 

The contesting individual may present a copy of the form to the principal and request a conference be held at a time of mutual convenience. Prior to the conference, the principal shall consult with the teacher regarding the contested material. In the conference, the principal shall explain to the contesting individual the criteria used for the selection of the material and its relevancy to the educational program as well as any other pertinent information in support of the use of the material.

 

Following the conclusion of the meeting, the principal shall have five (5) working days to submit a summary of the concerns expressed by the individual and the principal’s response to those concerns to the Superintendent*.

 

If the contesting individual is not satisfied with the principal’s response, the individual may, after the five (5) working day period, request a meeting with the Superintendent where the individual shall present the same Challenge to Instructional Material form previously presented to the principal. The Superintendent shall explain to the contesting individual the criteria used for the selection of the material and its relevancy to the educational program as well as any other pertinent information in support of the use of the material.

 

Following the conclusion of the meeting, the Superintendent shall have five (5) working days to write a summary of the concerns expressed by the individual and the Superintendent’s response to those concerns. The Superintendent shall create a file of his/her response along with a copy of the principal’s response and a copy of the contesting individual’s Challenge to Instructional Material form.

 

If, after meeting with the Superintendent, the contesting individual is not satisfied with the Superintendent’s response regarding the appropriateness of the instructional or supplemental material, he/she may appeal the Superintendent’s decision to the Board. The Superintendent shall present the contesting individual’s Challenge to Instructional Material form to the Board at the next regularly scheduled meeting along with the written responses to the challenge. The Board may elect, if it so chooses, to hear brief verbal presentations from the parties involved in the challenge.

 

The Board shall decide at that meeting or their next regularly scheduled meeting whether to retain the material, limit the availability of the material, or remove the material from the school. The Board’s primary consideration in reaching its decision shall be the appropriateness of the material for its intended educational use.

 

* If your district has a curriculum coordinator or education director you might choose to have the process proceed to him/her if not resolved by the principal to the satisfaction of the contestant before having the appeal proceed to the Superintendent.

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.6F—REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL OR SUPPLEMENTAL MATERIALS

 

Name: _______________________________________________

 

Date submitted: level one ______________ level two _____________level three ______________

 

Instructional material being contested: ________________________________________________________________________________________

________________________________________________________________________________________

 

Reasons for contesting the material (be specific):

________________________________________________________________________________________

________________________________________________________________________________________

 

 

What is your proposed resolution? __________________________________________________________

 

 

Signature of receiving principal____________________________________________________

 

Signature of curriculum coordinator________________________________________________

 

Signature of Superintendent ______________________________________________________

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.7—SELECTION OF LIBRARY/MEDIA CENTER MATERIALS

 

The ultimate authority for the selection and retention of materials for the schools’ media centers rests with the Board of Education which shall serve as a final arbiter in resolving a challenge to any media center materials. Licensed media center personnel shall make the initial selections in consultation with school and district licensed staff. Materials selected shall be in accordance with the guidelines of this policy.

 

The purpose of the schools’ libraries/media centers is to supplement and enrich the curriculum and instruction offered by the District. Promoting the dialogue characteristic of a healthy democracy necessitates the maintenance of a broad range of materials and information representing varied points of view on current and historical issues. In the selection of the materials and resources to be available in each library/media center consideration will be given to their age appropriateness. Materials should be available to challenge the different interests, learning styles, and reading levels of the school’s students and that will help them attain the District’s educational goals.  

 

Selection Criteria

 

The criteria used in the selection of media center materials shall be that the materials:

1.              Support and enhance the curricular and educational goals of the district;

2.              Are appropriate for the ages, learning styles, interests, and maturity of the schools’ students, or parents in the case of parenting literature;

3.              Contribute to the examination of issues from varying points of view and help to broaden students understanding of their rights and responsibilities in our society;

4.              Help develop critical thinking skills;

5.              Are factually and/or historically accurate, in the case of non-fiction works and/or serve a pedagogical purpose;

6.              Have literary merit as perceived by the educational community; and

7.              Are technically well produced, physically sound (to the extent appropriate), and represent a reasonably sound economic value.

 

Retention and Continuous Evaluation

 

Media center materials shall be reviewed regularly to ensure the continued appropriateness of the center’s collection to the school’s curriculum and to maintain the collection in good repair. Those materials no longer meeting the selection criteria, have not been used for a long period of time, or are too worn to be economically repaired shall be withdrawn from the collection and disposed of. A record of withdrawn media materials including the manner of their disposal shall be maintained for a period of three years.

 

Gifts

 

Gifts to the media centers shall be evaluated to determine their appropriateness before they are placed in any media center. The evaluation shall use the same criteria as for all other materials considered for inclusion in the media centers. Any items determined to be unacceptable shall be returned to the donor or disposed of at the

Discretion of the media specialist. The media centers shall have a list of desired items to give to prospective donors to aid them in their selection of materials to donate.

 

Challenges:

 

The parent of a student affected by a media selection, a District employee, or any other resident of the district may formally challenge the appropriateness of a media center selection by following the procedure outlined in this policy. The challenged material shall remain available throughout the challenge process.

 

Before any formal challenge can be filed, the individual contesting (hereinafter complainant) the appropriateness of the specified item shall request a conference through the principal’s office with a licensed media center employee. The complainant shall be given a copy of this policy and the Request for Formal Reconsideration Form prior to the conference. The meeting shall take place at the earliest possible time of mutual convenience, but in no case later than five (5) working days from the date of the request unless it is by the choice of the complainant.

 

In the meeting, the media specialist shall explain the selection criteria and how the challenged material fits the criteria. The complainant shall explain his/her reasons for objecting to the selected material. If, at the completion of the meeting, the complainant wishes to make a formal challenge to the selected material, he/she may do so by completing the Request for Formal Reconsideration Form and submitting it to the principal’s office.

 

To review the contested media, the principal shall select a committee of five (5) or seven (7) licensed personnel consisting of the principal as chair and at least one media specialist. The remaining committee members shall be personnel with curriculum knowledge appropriate for the material being contested and representative of diverse viewpoints. The task of the committee shall be to determine if the challenged material meets the criteria of selection. No material shall be withdrawn solely for the viewpoints expressed within it and shall be reviewed in its entirety and not selected portions taken out of context.

 

The principal shall convene a meeting after a reasonable time for the committee members to adequately review the contested material and the Request for Formal Reconsideration Form submitted by the complainant. The complainant shall be allowed to present the complaint to the committee after which time the committee shall meet privately to discuss the material. The committee shall vote by secret ballot to determine whether the contested material shall be removed from the media center’s collection. A member from the voting majority shall write a summary of the reasons for their decision. A notice of the committee’s decision and the summary shall be given (by hand or certified mail) to the complainant.

 

If the decision is to not remove the material, the complainant may appeal the committee’s decision to the district Board of Directors by filing a written appeal to the Superintendent within 5 working days of the committee’s decision or of written receipt of the decision. The Superintendent shall present the original complaint and the committee’s decision along with the summary of its reasons for its position plus a recommendation of the administration, if so desired, to the Board within 15 days of the committee’s decision. The Board shall review

The material submitted to them by the Superintendent and make a decision within thirty (30) of receipt of the information. The Board’s decision is final.

 

Legal Reference:    A.C.A. § 6-25-101 et seq.

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.7F—REQUEST FOR FORMAL RECONSIDERATION FORM

 

Name: _______________________________________________

 

Date submitted: ______________

 

Media Center material being contested: ________________________________________________________________________________________

________________________________________________________________________________________

 

Reasons for contesting the material. (Be specific about why you believe the material does not meet the selection criteria listed in policy 5.7—Selection of Library/Media Center Materials):

________________________________________________________________________________________

________________________________________________________________________________________

 

 

 

What is your proposed resolution? ____________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________

 

 

 

Signature of receiving principal_______________________________________________________________

 

Signature of Superintendent (if appealed) _______________________________________________________

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.8—USE OF COPYRIGHTED MATERIALS

 

The Board of Education encourages the enrichment of the instructional program through the proper use of supplementary materials. To help ensure the appropriate use of copyrighted materials, the Superintendent, or his designee, will provide district personnel with information regarding the “fair use” doctrine of the U.S. Copyright Code as detailed in the “Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions with Respect to Books and Periodicals” and “Guidelines for Educational Uses of Music.”

 

The District will not be responsible for any employee violations of the use of copyrighted materials.

 

 

 

 

Legal Reference:    17 USCS § 101 to 1010    (Federal Copyright Law of 1976)

 

  

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.9—COMPUTER SOFTWARE COPYRIGHT

 

The District shall observe copyright laws governing computer software reproduction.  Unless specifically allowed by the software purchase agreement, the Copyright Act allows the purchaser of software to:

 

1. Make one copy of software for archival purposes in case the original is destroyed or damaged through mechanical failure of a computer. However, if the original is sold or given away, the archival copy must be destroyed;

 

2. Make necessary adaptations to use the program; and/or

 

3. Add features to the program for specific applications. These improvements may not be sold or given away without the copyright owner's permission.

 

The District shall abide by applicable licensing agreements before using computer software on local-area or wide-area networks.

  

 

Legal Reference:    17 USC § 117      Amended Dec. 12, 1980

  

 

Date Adopted: 04/13/05

Last Revised:

 

  

5.10—RELIGION IN THE SCHOOLS

 

The First Amendment of the Constitution states that “Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof…” As the Supreme Court has stated (Abington School District v, Schempp, 374 U.S. 203) the Amendment thus, “embraces two concepts—freedom to believe and freedom to act. The first is absolute but, in the nature of things, the second cannot be.” Therefore, it is the Board’s policy that the school system, as an agency of the government, shall be neutral in matters regarding religion and will not engage in any activity that either advocates or disparages religion. The District shall assume no role or responsibility for the religious training of any student.

 

The need for neutrality does not diminish our school system’s educational responsibility to address the historical role of religion in the development of our culture. Since we live in a diverse society, the District’s goal shall be to address the subject of religion objectively in such a way that it promotes an understanding of, and tolerance for, each other’s religious or non-religious views.

 

Discussions concerning religious concepts, practices, or disciplines are permissible when presented in a secular context in their relation to an inclusive study of religion or to the study of a particular region or country. The discussions shall be so that they are objective and academically informational and do not advocate any particular form of religious practice.

 

Instructional activities in the schools that are contrary to a pupil’s religious beliefs or teachings shall be optional.

 

The teacher in charge of each classroom may, at the opening of school each day, conduct a brief period of silence with the participation of all students in the classroom who desire to participate.*

 

Students and employees may engage in personal religious practices, such as prayer, at any time, and shall do so in a manner and at a time so that the educational process is not disrupted.

 

 

 

 

*Legal Reference: A.C.A. § 6-10-115 

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

  

 

5.11—PROMOTION/RETENTION-SECONDARY

 

Each school in the Earle School District shall notify, in writing, parents/guardians, and students within the first nine weeks of school of the criteria for promotion of students to the next grade. Parents or guardians shall be kept informed concerning the progress of their student(s). Notice of a student’s possible retention shall be included with the quarterly grades sent home to each parent/guardian or the student if 18 or older. Parent-teacher conferences are encouraged and may be held as necessary in an effort to improve a student’s academic success.

 

A disservice is done to students through social promotion. Promotion or retention of students shall be primarily based on their ability to succeed in the next grade. If there is doubt concerning the promotion or retention of a student, before a final decision is made, a conference between the parents/guardians, teacher(s), other pertinent personnel, and principal shall be held. The conference shall be held at a time and place that best accommodates those participating in the conference. The school shall document participation or non-participation in required conferences. If the conference attendees fail to agree concerning the student’s placement, the final decision to promote or retain shall rest with the principal.

 

Students who do not score proficient or above on End-of-Course tests or on the Grade 11 Literacy test shall successfully participate in a remediation program before they can receive credit for the course. The lack of credit could jeopardize their grade promotion or classification due to insufficient credits to qualify for the next grade

 

Promotion/retention or graduation of students with an Individual Educational Plan (IEP) shall be based on their successful attainment of the goals set forth in their IEP.

 

Notes:   ACTAAP 7.05.2 requires the district to define the required extent of participation by the student in his/her remediation plan that is necessary to avoid retention. This can range anywhere from simply showing up for the remediation (including listing the required percentage of attendance necessary to fulfill the attendance requirement) to requiring a specified level of mastery as determined by subsequent testing or an alternative method of appraisal of ability. Be sure to include your district’s determination of the participation requirements in the notice you send home to parents.

                A.C.A. § 6-15- 2003 (a)(2)(C)(iii) requires the remediation to be effective “prior to the 2009-2010 school year.” ACTAAP Rule 7.05.7 has the effective implementation date as the 2005-2006 school year. This paragraph has been included to satisfy the more stringent requirement contained in the code.

                Parents must be notified of the remediation and retention requirements for failure to participate in the required remediation at the beginning of the 2004 – 2005 school year. Beginning with the 2005 – 2006 school year this notification must be included in the student handbook.

 

Legal References:         A.C.A. § 6-15-402

 

State Board of Education: Standards of Accreditation 12.04.3

ADE Rules Governing the ACTAAP and the Academic Distress Program 7.05.1, 7.05.2, 7.05.5, 7.05.7

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.12—PROMOTION/RETENTION – ELEMENTARY SCHOOLS

 

Students in kindergarten through third grade (K-3) not performing at grade level during the regular school year shall participate in a remediation program during the school year or a summer school remediation program to be eligible for promotion to the next grade.

 

The parents or guardians of any student who is to be retained at any grade level shall promptly be given notice of the reasons for such retention in a personal conference that shall be held at a time and place that best accommodates those participating in the conference. The school shall document participation or non-participation in required conferences. If the conference attendees fail to agree concerning the student’s placement, the final decision to promote or retain shall rest with the principal.

 

Promotion/retention or graduation of students with an Individual Educational Plan (IEP) shall be based on their successful attainment of the goals set forth in their IEP.

 

  

 

 

Legal References:  A.C.A. § 6-16-705 

State Board of Accreditation Standards 12.04.3

ADE Rules Governing the ACTAAP and the Academic Distress Program 7.05.1, 7.05.2, 7.05.5

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

 

5.13—SUMMER SCHOOL

 

 

Students in kindergarten through third grade (K-12) not performing at grade level during the regular school year shall successfully participate in a summer school remediation program to be eligible for promotion to the next grade. Transportation to and from the school shall be the responsibility of the district.

 

Eligibility guidelines lines for participation are as follows:

 

1.             Students who score below proficient on all Arkansas Comprehensive Testing, Assessment & Accountability Program (ACTAAP) exams (includes grades K-8, End-of Course Algebra , Geometry & Literacy).

2.             Any other criteria standards set forth by the Standards and/or the Arkansas Department of Education.

 

 

Legal Reference:    A.C.A. § 6-16-705

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.14—HOMEWORK

 

Homework is considered to be part of the educational program of the District.  Assignments shall be an extension of the teaching/learning experience that promotes the student’s educational development. As an extension of the classroom, homework must be planned and organized and should be viewed by the students as purposeful. 

 

Teachers should be aware of the potential problem students may have completing assignments from multiple teachers and vary the amount of homework they give from day to day.

 

 

 

 

Legal Reference:                    State Board of Education Rules & Regulations: Accreditation Standards 10.07

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

5.15—GRADING

 

Parents or guardians shall be kept informed concerning the progress of their student.  Parent-teacher conferences are encouraged and may be requested by parents, guardians, or teachers. If the progress of a student is unsatisfactory in a subject, the teacher shall attempt to schedule a parent-teacher conference. In the conference, the teacher shall explain the reasons for difficulties and shall develop, cooperatively with the parents, a plan for remediation which may enhance the probability of the student succeeding. The school shall also send timely progress reports and issue grades for each nine-week grading period to keep parents/guardians informed of their student’s progress.

 

The evaluation of each student’s performance on a regular basis serves to give the parents/guardians, students, and the school necessary information to help effect academic improvement. Students’ grades shall reflect only the extent to which a student has achieved the expressed educational objectives of the course.

 

The grading scale for all schools in the district shall be as follows.

 

A =90-100

B = 80-89

C = 70-79

D = 60-69

F = 59 and below

 

For the purpose of determining grade point averages, the numeric value of each letter grade shall be as follows:

 

Regular Courses                                               Advanced Courses

A = 4 points                                                           A = 5 points

B = 3 points                                                           B = 4 points

C = 2 points                                                           C = 3 points

D = 1 point                                                            D = 2 points

F = 0 points                                                           F = 0 points

 

The grade point values for AP and approved honor courses shall be one point greater than for regular courses with the exception that an F shall still be worth 0 points.

 

 

 

 

Legal References:  A.C.A. § 6-15-902 

                                    State Board of Education: Standards of Accreditation 12.02

                                    Arkansas Department of Education Rules and Regulations Governing Uniform Grading Scales for Public Secondary Schools

 

Date Adopted: 04/13/05

Last Revised: 

 

 

 

5.16—GRADUATION REQUIREMENTS

 

The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school graduation are to be earned from the following categories. A minimum of 22 units¹ is required for graduation for student participating in either the Smart Core or Common Core curriculum. There are some distinctions made between Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core requirements. The provisions of a student’s Individualized Education Plan (IEP) serve as his/her graduation plan.

 

SMART CORE: Sixteen (16) units

 

English: four (4) units (years) – one in grades 9, 10, 11, and 12

 

Oral Communications: one-half (1/2) unit (1/2 year)

 

Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or 12

·                 Algebra I or Algebra I-A & I-B* which may be taken in grades 7-8 or 8-9

·                 Geometry or Investigating Geometry or Geometry A & B*

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward fulfilling the Smart Core requirement.

·                 Algebra II

·                 Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer Math, Algebra III, or an Advanced Placement math

(Comparable concurrent credit college courses may be substituted where applicable)

 

Natural Science: three (3) units (years) with lab experience chosen from

·                 Physical Science

·                 Biology or Applied Biology/Chemistry

·                 Chemistry

·                 Physics or Principles of Technology I & II or PIC Physics

 

Social Studies: three (3) units (years)

·                 Civics or Civics/American Government

·                 World History

·                 American History

 

Physical Education: one-half (1/2) unit (1/2 year)

Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

 

Health and Safety: one-half (1/2) unit (1/2 year)

 

Fine Arts: one-half (1/2) unit (1/2 year)

 

 

CAREER FOCUS: - six (6) units – at least two of the Career Focus units must be of the same foreign language.

 

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations.  Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

 

The Smart Core and career focus units must total at least twenty-two (22) units to graduate.

 

 

COMMON CORE: Sixteen (16) units

 

English: four (4) units (years) – one in grades 9, 10, 11, and 12

 

Oral Communications: one-half (1/2) unit (1/2 year)

 

Mathematics: four (4) units (years)

·                 Algebra or its equivalent* - 1 unit 

·                 Geometry or its equivalent* - 1 unit

·                 All math units must build on the base of algebra and geometry knowledge and skills.

·                 (Comparable concurrent credit college courses may be substituted where applicable)

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement.

 

Science: three (3) units (years)

·                 at least one (1) unit of biology

·                 one (1) unit of a physical science

 

Social Studies: three (3) units (years)

·                 Civics or government, one-half (1/2) unit

·                 World history, one (1) unit

·                 U.S. history, one (1) unit

 

Physical Education: one-half (1/2) unit (1/2 year)

 

Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

 

Health and Safety: one-half (1/2) unit (1/2 year)

 

Fine Arts: one-half (1/2) unit (1/2 year)

  

CAREER FOCUS: - six (6) units

 

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations.  Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

 

The Common Core and career focus units must total at least twenty-two (22) units to graduate.

 

  

Legal Reference:    State Board of Education; Standards of Accreditation 14.01 – 14.04

 

  

Date Adopted:  04/13/05

Last Revised:

 

 

5.16.1—GRADUATION REQUIREMENTS FOR THE CLASSES OF 2005, 2006, 2007, and 2008

 

The number of units students must earn to be eligible for high school graduation are to be earned from the following categories.

 

COMMON CORE: Fifteen (15) units

 

English: four (4) units

 

Oral Communications: one-half (1/2) unit

 

Social Studies: three (3) units;

one (1) unit of world history, one (1) unit of U.S. history, one-half (1/2) unit of civics or government

 

Mathematics: three (3) units;

one (1) unit of algebra or its equivalent* and one (1) unit of geometry or its equivalent.* All math units must build on the base of algebra and geometry knowledge and skills.

*A two-year algebra equivalent or a two-year geometry equivalent may be counted as two units of the three-unit requirement.

 

Science: three (3) units

at least one (1) unit of biology or its equivalent and one (1) unit of a physical science

 

Physical Education: one-half (1/2) unit

Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

 

Health and Safety: one-half (1/2) unit

 

Fine Arts: one-half (1/2) unit

 

CAREER FOCUS:

 

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations.  Career focus courses shall conform to the curriculum policy of the  Earle School District and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

 

ELECTIVES:

 

Units required = total required by Earle School District minus [Common Core + Career Focus]

 

All the common core, career focus, and elective units must total at least twenty-one (21) units to graduate.¹

 

 

 

The twenty-one (21) units required by the state for graduation eligibility may be increased by your district, but may not be decreased.

 

 

 

 

Legal Reference:    State Board of Education; Standards of Accreditation 14.01

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

  

5.16.2—GRADUATION REQUIREMENTS FOR THE CLASS OF 2009

 

The number of units students must earn to be eligible for high school graduation are to be earned from the following categories.

 

COMMON CORE: Sixteen (16) units

 

English: four (4) units

 

Oral Communications: one-half (1/2) unit

 

Social Studies: three (3) units;

one (1) unit of world history, one (1) unit of U.S. history, one-half (1/2) unit of civics or government

 

Mathematics: three (4) units;

one (1) unit of algebra or its equivalent* and one (1) unit of geometry or its equivalent.* All math units must build on the base of algebra and geometry knowledge and skills. Comparable concurrent credit college courses may be substituted where applicable.

*A two-year algebra equivalent or a two-year geometry equivalent may be counted as two units of the three-unit requirement.

 

Science: three (3) units

at least one (1) unit of biology or its equivalent and one (1) unit of a physical science

 

Physical Education: one-half (1/2) unit

Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

 

Health and Safety: one-half (1/2) unit

 

Fine Arts: one-half (1/2) unit

 

CAREER FOCUS:

 

All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations.  Career focus courses shall conform to the curriculum policy of the  Earle School District and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate.

  

ELECTIVES:

 

Units required = total required by Earle School District minus [Common Core + Career Focus]

 

All the common core, career focus, and elective units must total at least twenty-two (22) units to graduate.

The twenty-two (22) units required by the state for graduation eligibility may be increased by your district, but may not be decreased.

 

 

Legal Reference:    State Board of Education; Standards of Accreditation 14.01

 

  

Date Adopted:  04/13/05

Last Revised: 08/18/05

 

 

5.17—HONOR ROLL AND HONOR GRADUATES

 

HONOR ROLL

 

Students in grades K-6 who maintain a _3.0_grade point average (GPA) for the grading period will be recognized as honor roll students for that grading period. Semester grades will determine the honor roll at the end of each semester.

 

Students in grades 7-12 who participate in the Smart Core Curriculum and maintain a 3.0 GPA for the grading period will be recognized as honor roll students for that grading period. Semester grades will determine the honor roll at the end of each semester.

 

HONOR GRADUATES

 

Students who have successfully completed the minimum core of courses recommended for preparation for college as defined by the State Board of Higher Education and the State Board of Education and have a cumulative (GPA) of 3.0 will be designated as honor students.¹ The GPA shall be derived from courses taken in public schools in grades nine (9) through twelve (12).

 

 

 

VALEDICTORIAN AND SALUTATORIAN

 

The honor student with the highest GPA and who has been enrolled in public school in grades 9 through 12 and in Earle High School for his/her entire senior year shall serve as the valedictorian of his/her graduating class. Students who finished their 9^th, 10^th, or 11^th grade year enrolled in a high school which has been closed due to consolidation/annexation with the  Earle District shall be selected valedictorian on the basis of the criteria in existence in their high school at the time of the closure and their subsequent academic achievement in Earle High School. Their selection shall be separate from and in addition to selection of the valedictorian from non-consolidated/annexed students enrolled in Earle High School.

 

 

The honor student with the second highest GPA and who has been enrolled in public school in grades 9 through 12 and in Earle High School for his/her entire senior year shall serve as the salutatorian of his/her graduating class. Students who finished their 9^th, 10^th, or 11^th grade year enrolled in a high school which has been closed due to consolidation/annexation with the Earle.

 

District shall be selected salutatorian on the basis of the criteria in existence in their high school at the time of the closure and their subsequent academic achievement in Earle High School. Their selection shall be separate from and in addition to selection of the salutatorian from non-consolidated/annexed students enrolled in Earle High School.²

 

Parents or guardians of a student, or a student eighteen (18) years of age or older, who choose to not have the student publicly identified as an honor roll or honor graduate student must submit a written request that the student not be so identified.

 

 

 

 

Notes:   Students with an IEP or §504 plan are included to the extent that the courses that they have taken and successfully completed meet the course requirements prescribed by the State Board of Higher Education for preparation for college.

 

 

 

 

Legal References:  A.C.A. § 6-18-101 (a) (1)

                                                A.C.A. § 6-18-101 (a) (2)

                                                A.C.A. § 6-18-101 (b)

                                                A.C.A. § 6-18-101(e)

                                                A.C.A. § 6-61-217(a)

 

 

 

Date Adopted: 04/13/05

Last Revised: 08/18/05

 

 

5.17F— HONOR ROLL AND GRADUATE OPT OUT FORM

 

I, the undersigned, being a parent or guardian of a student, or a student eighteen (18) years of age or older, hereby note my objection to having the student named below publicly identified as an honor roll or honor graduate student.

 

 

 

__________________________________________

Name of student (Printed)

 

 

 

 

_________________________________________

Signature of parent (or student, if 18 or older)

 

 

 

 

__________________________________________

Date form was filed (To be filled in by office personnel)

 

  

5.18—HEALTH SERVICES

 

The Earle School Board believes that healthy children promote a better learning environment, are more capable of high student achievement, and will result in healthier, more productive adults. Therefore, the goal of the District’s health services is to promote a healthy student body. This requires both the education of students concerning healthy behaviors, as well as providing health care services to pupils.

 

While the school nurse is under the supervision of the school principal, the delegation of health care duties shall be in accordance with the Arkansas Nurse Practice Act and the Arkansas State Board of Nursing Rules and Regulations Chapter Five: Delegation of Nursing Care. 

 

 Date Adopted: 04/13/05

Last Revised:

  

5.19—EXTRACURRICULAR ACTIVITIES – SECONDARY SCHOOLS

 

The Board believes in providing opportunities for students to participate in extracurricular activities that can help enrich the student’s educational experience. At the same time, the Board believes that a student’s participation in extracurricular activities cannot come at the expense of his/her classroom academic achievement. Interruptions of instructional time in the classroom are to be minimal and absences from class to participate in extracurricular activities shall not exceed sixty (60) per week for extracurricular activity (tournaments excepted)*. Additionally, a student’s participation in, and the District’s operation of, extracurricular activities shall be subject to the following policy. All students meeting this policy’s criteria are eligible for extracurricular activities.

 

Definitions:

 

Extracurricular activities are defined as: any school sponsored program where students from one or more schools meet, work, perform, practice under supervision outside of regular class time, or are competing for the purpose of receiving an award, rating, recognition, or criticism, or qualification for additional competition. Examples include, but are not limited to, interscholastic athletics, cheerleading, band, choral, math, or science competitions, and club activities.

 

Academic Courses are those courses for which class time is scheduled, which can be credited to meet the minimum requirements for graduation,  which is taught by a teacher required to have State certification in the course, and has a course content guide which has been approved by the Arkansas Department of Education. Any of these courses for which concurrent high school credit is earned may be from an institution of higher education recognized by the Arkansas Department of Education. If a student passes an academic course offered on a block schedule, the course can be counted twice toward meeting the requirement for students to pass four (4) academic courses per semester as required by this policy.

 

Supplemental Improvement Program is an additional instructional opportunity for identified students outside of their regular classroom and meets the criteria outlined in the  current Arkansas Activities Association Handbook.

 

ACADEMIC REQUIREMENTS: Junior High

 

A student promoted from the sixth to the seventh grade automatically meets scholarship requirements. A student promoted from the seventh to the eighth grade automatically meets scholarship requirements for the first semester. The second semester eighth-grade student meets the scholarship requirements for junior high if he/she has successfully passed four (4) academic courses the previous semester, three (3) of which shall be in the core curriculum areas specified by the Arkansas Department of Education’s Standards of Accreditation of Arkansas Public Schools.

 

The first semester ninth-grade student meets the scholarship requirements for junior high if he/she has successfully passed four (4) academic courses the previous semester, three (3) of which shall be in the core

 

curriculum areas specified by the Arkansas Department of Education’s Standards of Accreditation of Arkansas Public Schools.

 

The second semester ninth-grade student meets the scholarship requirements for junior high if he/she has successfully passed (4) academic courses the previous semester which count toward his/her graduation requirements.

 

Ninth-grade students must meet the requirements of the senior high scholarship rule by the end of the second semester in the ninth grade in order to be eligible to participate the fall semester of their tenth-grade year.

 

ACADEMIC REQUIREMENTS: Senior High

 

In order to remain eligible for competitive interscholastic activity, a student must have passed (4) academic courses the previous semester and either:

               

1)             Have earned a minimum Grade Point Average of 2.0 from all academic courses the previous semester; or

 

2)             If the student has passed four (4) academic courses the previous semester but does not have a 2.0 GPA the student must be enrolled and successfully participating in a supplemental instruction program to maintain their competitive interscholastic extracurricular eligibility.  

 

STUDENTS WITH AN INDIVIDUAL EDUCATION PROGRAM

 

In order to be considered eligible to participate in competitive interscholastic activities, students with disabilities must pass at least four (4) courses per semester as required by their individual education program (IEP).

 

ARKANSAS ACTIVITIES ASSOCIATION

 

In addition to the foregoing rules, the district shall abide by the rules and regulations of the Arkansas Activities Association (AAA) governing interscholastic activities.

 

 

 

 

 State Board of Education Standards for Accreditation 10.05 require a policy that "shall limit and control interruptions of instructional time in the classroom and the number of absences for such activities." You could replace “one per week per extracurricular activity” with a specific number of days per semester that could also allow the student to "bank" or accumulate days in anticipation of a major event.

 

 

NOTE: The standards as outlined above are minimum standards and can be raised locally if desired.  If your district does not offer a Supplemental Instruction Program (SIP), delete the references to it in your policy.

 

The State Board has given the Arkansas Activities Association the responsibility and authority to administer the SIP. Their standards allow a student to participate in an SIP for a maximum of two consecutive semesters and

require the student to improve his/her GPA by at least 10% by the end of the first semester to remain eligible for the second semester. By the end of the second semester, the student must have attained a 2.0 GPA to be eligible for competitive interscholastic activities. Following one or more semesters where the student has attained a 2.0 GPA, this cycle may be repeated.

 

 

 

 

Legal References:                  State Board of Education Standards for Accreditation 10.05 and 10.06

Arkansas Activities Association Handbook

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

 

5.19.1—EXTRACURRICULAR ACTIVITIES - ELEMENTARY

 

The Board believes in providing opportunities for students to participate in extracurricular activities that can help enrich the student’s educational experience. At the same time, the Board believes that a student’s participation in extracurricular activities cannot come at the expense of his/her classroom academic achievement. Interruptions of instructional time in the classroom are to be minimal and absences from class to participate in extracurricular activities shall not exceed sixty (60) per week for extracurricular activity (tournaments or other similar events excepted with approval of the building Principal).   All students are eligible for extracurricular activities unless specifically denied eligibility on the basis of criteria outlined in this policy.

 

A student may loose his/her eligibility to participate in extracurricular activities when, in the opinion of the school’s administration, the student’s participation in such an activity may adversely jeopardize his/her academic achievement. Students may also be denied permission to participate in extracurricular activities as a consequence of disciplinary action taken by the administration for inappropriate behavior.³

 

For the purposes of this policy, extracurricular activities are defined as: any school sponsored program where students from one or more schools meet, work, perform, practice under supervision outside of regular class time, or are competing for the purpose of receiving an award, rating, recognition, or criticism, or qualification for additional competition. Examples include, but are not limited to, interscholastic athletics, cheerleading, band, choral, math, or science competitions, and club activities.

 

 

 

 

Notes:  State Board of Education Standards for Accreditation 10.05 require a policy that "shall limit and control interruptions of instructional time in the classroom and the number of absences for such activities." You could replace “one per week per extracurricular activity” with a specific number of days per semester that could also allow the student to "bank" or accumulate days in anticipation of a major event.

 

 

 

Legal References:                  State Board of Education Standards for Accreditation 10.05 and 10.06

 

 

 

 

Date Adopted:04/13/05

Last Revised:

 

 

5.19.2—EXTRACURRICULAR ACTIVITIES – MIDDLE SCHOOL

 

The Board believes in providing opportunities for students to participate in extracurricular activities that can help enrich the student’s educational experience. At the same time, the Board believes that a student’s participation in extracurricular activities cannot come at the expense of his/her classroom academic achievement. Interruptions of instructional time in the classroom are to be minimal and absences from class to participate in extracurricular activities shall not exceed sixty (60) per week for extracurricular activity (tournaments or other similar events excepted with approval of the building Principal).   All students are eligible for extracurricular activities unless specifically denied eligibility on the basis of criteria outlined in this policy.

 

A student may loose his/her eligibility to participate in extracurricular activities when, in the opinion of the school’s administration, the student’s participation in such an activity may adversely jeopardize his/her academic achievement. Students may also be denied permission to participate in extracurricular activities as a consequence of disciplinary action taken by the administration for inappropriate behavior.³

 

For the purposes of this policy, extracurricular activities are defined as: any school sponsored program where students from one or more schools meet, work, perform, practice under supervision outside of regular class time, or are competing for the purpose of receiving an award, rating, recognition, or criticism, or qualification for additional competition. Examples include, but are not limited to, interscholastic athletics, cheerleading, band, choral, math, or science competitions, and club activities.

 

 

 

 

Notes:  State Board of Education Standards for Accreditation 10.05 require a policy that "shall limit and control interruptions of instructional time in the classroom and the number of absences for such activities." You could replace “one per week per extracurricular activity” with a specific number of days per semester that could also allow the student to "bank" or accumulate days in anticipation of a major event.

 

 

 

Legal References:                  State Board of Education Standards for Accreditation 10.05 and 10.06

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

TABLE OF CONTENTS

 

 

SECTION 6—SCHOOL, HOME, AND COMMUNITY RELATIONS

 

 

 TOC \o "1-1" 6.1—COMMUNICATION GOALS___________________________________________________ PAGEREF _Toc78263897 \h 1

6.2—RELATIONS WITH SCHOOL SUPPORT ORGANIZATIONS_________________________ PAGEREF _Toc78263898 \h 3

6.3—PUBLIC GIFTS AND DONATIONS TO THE SCHOOLS_____________________________ PAGEREF _Toc78263899 \h 4

6.4—VOLUNTEERS_______________________________________________________________ PAGEREF _Toc78263900 \h 5

6.5—VISITORS TO THE SCHOOLS__________________________________________________ PAGEREF _Toc78263901 \h 6

6.6—FUND RAISING______________________________________________________________ PAGEREF _Toc78263902 \h 7

6.7—COMPLAINTS_______________________________________________________________ PAGEREF _Toc78263903 \h 9

6.8—DISTRIBUTION OF PRINTED MATERIALS______________________________________ PAGEREF _Toc78263904 \h 10

6.9—MEDIA RELATIONS AND NEWS RELEASES_____________________________________ PAGEREF _Toc78263905 \h 11

6.10—MEGAN’S LAW____________________________________________________________ PAGEREF _Toc78263906 \h 12

6.11—PARENTAL/COMMUNITY INVOLVEMENT - DISTRICT__________________________ PAGEREF _Toc78263907 \h 13

6.12—PARENTAL/COMMUNITY INVOLVEMENT - SCHOOL -

ELEMENTARY, MIDDLE, HIGH____________________________________________________ PAGEREF _Toc78263908 \h 15

 

SUPPORTING INFORMATION FOR 6.11 AND 6.12_____________________________________ PAGEREF _Toc78263909 \h i

 

 

 

SECTION - 6

EARLE SCHOOL DISTRICT

SCHOOL, HOME, AND COMMUNITY RELATIONS

 

6.1—COMMUNICATION GOALS

 

The single most significant factor in student achievement is the teacher. The teacher’s effectiveness is greatly enhanced when supported by the school community as a whole, the student’s home, and the community at large. The Arkansas General Assembly and the Department of Education have demonstrated their understanding of the importance of involving such groups by repeatedly mandating their inclusion in the educational system and process. Communication with staff, parents, grandparents, legal guardians, business, and community members is fundamental to increasing their concern for, and involvement in, raising student achievement.

 

Communication should be two-way between the District and the public. The communications program shall strive to:

 

1.              Increase mutual understanding, trust, and support between the District and parents, business, and the community as a whole;

 

2.              Keep District staff regularly informed of upcoming District programs and events as well as noteworthy staff and student accomplishments to enable all the staff to help promote positive public relations;

 

3.              Create and disseminate brochures, flyers, and fact sheets that will help parents and community members better understand school policies and procedures and acquaint them with areas where their volunteer services are most needed;

 

4.              Inform legislators of the accomplishments of the District’s students and staff, as well as how proposed legislation could affect the district;

 

5.              Maintain good relations with the news media and provide the media with pertinent news releases; and

 

6.              Increase the participation of parents, grandparents, legal guardians, business, and community members in school activities and programs.

 

The Board will appoint committees, when appropriate, to help the District examine issues facing it. Such committees may include members of the public, students, parents, and school employees, as well as members of the Board. Members may serve until the committee makes its non-binding recommendations to the Board.

 

Any committee, which includes among its members a member of the School Board, shall operate according to the requirements of the Arkansas Freedom of Information Act.*

 

The Board shall hold a public meeting, at least annually, to report on the District’s progress toward attaining its goals and to review its long-range plan. Those individuals attending shall have an opportunity to ask questions.

 

 

 

 Legal References: A.C.A. § 6-18-1003 (2)

                A.C.A. § 6-18-1005 (a) (1) (HA.C.A. § 6-15-1005 (c), (f) (1) (2)

 

                                                A.C.A. § 6-16-603 (a) (3)

                                                *A.C.A. § 25-19-106

Arkansas State Board of Education: Standards for Accreditation: II (B)(1); III (A); XI      (B) (2)

Arkansas Department of Education: Gifted and Talented Program Approval Standards: 4.0; 10.03

 

 

Date Adopted: 04/13/05

Last Revised:

 

6.2—RELATIONS WITH SCHOOL SUPPORT ORGANIZATIONS

 

The Earle School Board recognizes and values the many contributions support organizations make to the District’s schools. Parent/teacher organizations and booster clubs work to augment and strengthen the District’s educational and extracurricular objectives through the goods and services they provide.

 

Groups wishing to be recognized as a support organization must have open membership and have their by-laws approved by the school principal, the Superintendent, and the Board. School personnel shall assist approved booster organizations in their efforts to the extent practicable. Meetings of such organizations, cleared through the principal, shall not be subject to school use fees. School staff members are encouraged to attend and participate.

 

Fund-raising activities are to be approved in advance by the principal or his/her designee. Prior to the donation of equipment and/or supplies to the school, the organization should seek the advice of the principal to help ensure the compatibility of the donation with present school equipment. All equipment donated to the District becomes the property of the District.

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

  

6.3—PUBLIC GIFTS AND DONATIONS TO THE SCHOOLS

 

The District and the Board of Education may receive monetary gifts or donations of goods or services which serve to improve or enhance the goals of the District. Any gifts to the District become the property of the District and are subject to the same regulations as any other District owned property.

 

It is a breech of ethical standards and a violation of Arkansas law for any Board member, administrator, or District employee to, in any manner, receive a gift in return for employment, or to influence the award of any contract or transaction with the District. Prior to accepting any gift or donation in the name of a school or the District, all personnel shall examine the “reasonableness” of the gift against its potential for real or perceived violation of the aforementioned ethical standards.

 

The Board reserves the right to not accept any gift or donation that would not contribute to the attainment of District goals or that would obligate the District to unacceptable outlays of District resources. The administration shall present for Board consideration and approval any gifts or donations that they deem could so obligate the District.

 

The Board will strive to honor the donor’s intent regarding gifts earmarked for a specific purpose. Laws and District’s needs change with time and the District reserves the right to adjust the use of any gift to meet current needs of the educational program.

 

 

 

Legal References:  A.C.A. § 6-24-110

                                                A.C.A. § 6-24-112

 

  

Date Adopted: 04/13/05

Last Revised:

  

6.4—VOLUNTEERS

 

Enlisting the support of volunteers is a way in which the Earle School District can expand the scope of resources and knowledge available to enrich the students’ educational experiences, while strengthening the relationship between the school and the community. Volunteers can also perform non-instructional tasks that allow certified personnel more time to devote to instruction. 

 

The Superintendent shall be responsible for establishing and maintaining a program to coordinate the services volunteers are willing and able to contribute with the needs of District personnel. The program shall establish guidelines to ensure volunteers are aware of pertinent District policies and rules. Volunteers who violate school policies or rules, or knowingly allow students to violate school rules, may be asked to leave the school campus. The guidelines should also include provision for evaluation of the volunteer program and a method for soliciting suggestions from both the volunteers and staff for its improvement.

 

 

Date Adopted: 04/13/05

Last Revised:

 

  

6.5—VISITORS TO THE SCHOOLS

 

Parents, grandparents, legal guardians, business, and community members are welcome and encouraged to visit Earle School District schools. To minimize the potential for disruption of the learning environment, visitors, for a purpose other than to attend an activity open to the general public, are required to first report to the school’s main office. No one shall be exempt from this requirement.

 

Parents and legal guardians are encouraged to participate in regularly scheduled visitation events such as school open houses and parent/teacher conferences. Additional conferences are best when scheduled in advance. Conferences shall be scheduled at a time and place to accommodate those participating in the conference. Visits to individual classrooms during class time are permitted on a limited basis with the principal’s prior approval and the teacher’s knowledge.

 

Parents wishing to speak to their children during the school day shall register first with the office.

 

The District has the right to ask disruptive visitors to leave its school campuses. Principals are authorized to seek the assistance of law enforcement officers in removing any disruptive visitors who refuse to leave voluntarily.

 

 

 

Cross Reference:   For non-adult visits see Policy 4.16—STUDENT VISITORS

 

 

Date Adopted: 04/13/05

Last Revised: 08/18/05

 

  

6.6—FUND RAISING

 

All fund raising activities held in the District or in the name of the District must be pre-approved in writing by the Superintendent and affected school principal. Approval will be predicated on the potential for return relative to the time and energy to be invested in the fund raising. Fund raising that conflicts excessively with and/or detracts from student or teacher instructional time in either the planning or the execution of the activity will not be approved.

 

Neither an individual school nor the District shall be liable for any contract between clubs or organizations and third parties.

 

Student participation in any fund raising activity shall:

 

1)             Be voluntary. Students who choose not to participate shall not forfeit any school privileges. It shall not be considered discriminatory to reward those who participate; and

 

2)             Not influence or affect the student’s grade.

 

Middle/Secondary Schools

 

Fund raising in the middle and secondary schools may only be done by officially sanctioned student clubs, spirit groups, school PTAs, or parent booster clubs. Student clubs and spirit groups must receive written approval from their sponsor and the school principal before submitting the fund raising proposal to the Superintendent.

 

Door to door fundraising activities are generally discouraged. If approved, students wishing to participate who are under the age of eighteen (18) must return to their sponsor a signed parental notification and permission form.

 

  

Elementary Schools (K-4)

 

Fund raising in the elementary schools may only be done by the school or a school sponsored organization. Door to door fundraising activities are generally discouraged, but there shall be no more than one such activity per school per school year.

 

Schools must provide written notification of the following to parents or legal guardians of elementary students who participate in fund raising programs.

 

1)             Student participation in fund raising programs is voluntary;

 

2)             Students who do not participate will not forfeit any school privileges; 

 

3)             Students may not participate in fund raising programs without written parental permission returned to school authorities;

 

4)             An elementary student who sells fund raising merchandise door to door must be accompanied by a parent or an adult; and

 

5)             Unless the school provides supervision, parents must accept responsibility for appropriate adult supervision.

 

 

 

Legal Reference:    A.C.A. § 6-18-1104

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

  

6.7—COMPLAINTS

 

It is a goal of the Earle School Board and the Earle School District to be responsive to the community it serves and to continuously improve the educational program offered in its schools. The Board or the District welcomes constructive criticism when it is offered with the intent of improving the quality of the system’s educational program or the delivery of the District’s services.

 

The Board formulates and adopts policies to achieve the District’s vision and elects a Superintendent to implement its policies. The administrative functions of the District are delegated to the Superintendent who is responsible for the effective administration and supervision of the District. Individuals with complaints concerning personnel, curriculum, discipline, coaching, or the day to day management of the schools need to address those complaints according to the following sequence:

 

1.              Teacher, coach, or other staff member against whom the complaint is directed

2.              Principal

3.              Superintendent

 

Other than in the few instances where statutorily allowed or required, student discipline and personnel matters may not be discussed in Board meetings. Individuals with complaints regarding such matters need to follow the sequence outlined above.

 

Unless authorized by the Board as a whole for a specific purpose, no individual Board member has any authority when acting alone. District constituents are reminded that the Board serves as jury in matters regarding student suspensions initiated by the Superintendent, expulsions, and personnel discipline.

 

 

Date Adopted: 04/13/05

Last Revised:

 

  

6.8—DISTRIBUTION OF PRINTED MATERIALS

 

The Earle School District shall devise and maintain a system for distributing District communications and other printed materials between the Administration and the schools. Use of the system by employees or employee organizations shall be with prior approval of the Superintendent or his/her designee.

 

Distribution of printed materials, flyers, photographs, or other visual or auditory materials not originating within District schools to students or staff shall have prior approval of the Superintendent or his/her designee.

 

  

Date Adopted: 04/13/05

Last Revised:

 

 

6.9—MEDIA RELATIONS AND NEWS RELEASES

 

It is important that the Earle School District maintain good relations with the media. The Superintendent or his/her designee shall devise and implement a plan for the release of pertinent information to the media regarding educational programs, awards, or other student and staff achievements, and special events. The plan shall not require schools to clear the release of public service announcements through the District Administration prior to their release, but may require schools to obtain the approval of the Superintendent prior to the release any statistical type data.

 

The District shall attempt, within reason, to accommodate media requests for interviews and shall endeavor to be fair and impartial in its treatment of media representatives.

 

The release of information to the media shall be done in a timely manner, either by written releases or by telephone interviews, to keep patrons abreast of newsworthy District achievements and shall strive to be factual and objective with personal opinions duly noted.

 

The Board encourages students and staff to participate in academic competitions and programs. Awards earned in such endeavors shall be communicated to the media. Award recipients may also be recognized at Board meetings.

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

6.10—MEGAN’S LAW

 

The Earle School District shall work with area law enforcement in a manner consistent with applicable state law and Arkansas Department of Education Regulations to communicate the presence of a sexual offender. When necessary, law enforcement may contact building principals and give them

information concerning registered sex offenders. The decision regarding which school principals to notify rests solely with law enforcement officials who use a rating system to determine those needing to be notified according to the offender’s dangerousness to the community.

 

Building principals should, in turn, notify any person who in the course of their employment is regularly in a position to observe unauthorized persons on or near the school’s property. Those notified could include employees such as aides, bus drivers, coaches, maintenance staff, professional support staff, school level administrative staff, security personnel, teachers’ assistants, and teachers.

 

It is important that school personnel receiving notice understand that they are receiving sex offender notifications in their official capacity and are not to disseminate information about an offender to anyone outside the school. If school personnel are asked about notification information by an organization using school facilities, they should be referred to the area law enforcement agency that issued the notice.

 

Persons not to be notified except at the specific discretion of area law enforcement officials include members of parent-teacher organizations, other schools, organizations using school facilities, students, parents or guardians of students, and the press. Personnel may inform the press about procedures which have been put in place and other general topics, but may not reveal the name or any other specifics regarding an offender.

 

Unless limited by the terms and conditions of their probation or parole, a parent or guardian who is a sex offender shall be allowed to attend parent-teacher conferences or any other activity which is appropriate for a parent or guardian.

 

Copies of the notification from law enforcement should be kept in a secure place accessible to teachers and staff, but should not be posted on school bulletin boards or made available to students or members of the community at large.

 

 

 

 

Legal References:         A.C.A. § 12-12-913 (g) (2)

                                                Arkansas Department of Education Guidelines for “Megan’s Law”

 

 

 

Date Adopted: 04/13/05

Last Revised:

 

 

6.11—PARENTAL/COMMUNITY INVOLVEMENT - DISTRICT

 

The Earle School District understands the importance of involving parents and the community as a whole in promoting higher student achievement and general good will between the district and those it serves. Therefore, the district shall strive to develop and maintain the capacity for meaningful and productive parental and community involvement that will result in partnerships that are mutually beneficial to the school, students, parents, and the community. To achieve such ends, the district shall work to

 

1.              Involve parents and the community in the development of the long range planning of the district;

 

2.              Give the schools in the district the support necessary to enable them to plan and implement effective parental involvement activities;

 

3.              Have a coordinated involvement program where the involvement activities of the district enhance the involvement strategies of other programs such as Head Start, HIPPY, Parents as Partners, Parents as Teachers, ABC, ABC for School Success, area Pre-K programs, and Even Start;

 

4.              Explain to parents and the community the State’s content and achievement standards, State and local student assessments and how the district’s curriculum is aligned with the assessments and how parents can work with the district to improve their child’s academic achievement;

 

5.              Provide parents with the materials and training they need to be better able to help their child achieve. The district may use parent resource centers or other community based organizations to foster parental involvement and provide literacy and technology training to parents.

 

6.              Educate district staff, with the assistance of parents, in ways to work and communicate with parents and to know how to implement parent involvement programs that will promote positive partnerships between the school and parents;

 

7.              Keep parents informed about parental involvement programs, meetings, and other activities they could be involved in. Such communication shall be, to the extent practicable, in a language the parents can understand;

 

8.              Find ways to eliminate barriers that work to keep parents from being involved in their child’s education. This may include providing transportation and child care to enable parents to participate, arranging meetings at a variety of times, and being creative with parent/teacher conferences;

 

9.              Find and modify other successful parent and community involvement programs to suit the needs of our district;

 

10.       Train parents to enhance and promote the involvement of other parents;

 

11.       Provide reasonable support for other parental involvement activities as parents may reasonably request.

 

 

 

To ensure the continued improvement of the district’s parental/community involvement program, the district will conduct an annual review of its parental involvement policies to examine their affect on promoting higher student achievement. The review shall be done by a committee consisting of parents and other community members, certified and classified staff, and member(s) of the administration.

 

This policy shall be part of the school’s Title I plan and shall be distributed to parents of the district’s students and provided, to the extent practicable, in a language the parents can understand.

 

  

Legal References:  20 U.S.C. § 6318 (a)(2),(A),(B),(D),(E) (NCBL Act of 2001, Section 1118)

20 U.S.C. § 6318 (e)(1),(2),(3),(4),(5),(6),(8),(9),(10),(11),(13),(14) (NCBL Act of 2001, Section 1118)

 

 

 

 

Date Adopted: 04/13/05

Last Revised:

  

  

6.12—PARENTAL/COMMUNITY INVOLVEMENT - SCHOOL

 

Earle Elementary/Middle/High School(s) understands the importance of involving parents and the community as a whole in promoting higher student achievement and general good will between the school and those it serves. Therefore, Earle Elementary/Middle/High School shall strive to develop and maintain the capacity for meaningful and productive parental and community involvement that will result in partnerships that are mutually beneficial to the school, students, parents, and the community. To achieve such ends, the school shall work to

 

1.              Involve parents and the community in the development and improvement of Title I programs for the school;

 

2.              Have a coordinated involvement program where the involvement activities of the school enhance the involvement strategies of other programs such as Head Start, HIPPY, Parents as Partners, Parents as Teachers, ABC, ABC for School Success, area Pre-K programs, and Even Start;

 

3.              Explain to parents and the community the State’s content and achievement standards, State and local student assessments and how the school’s curriculum is aligned with the assessments and how parents can work with the school to improve their child’s academic achievement;

 

4.              Provide parents with the materials and training they need to be better able to help their child achieve. The school may use parent resource centers or other community based organizations to foster parental involvement and provide literacy and technology training to parents.

 

5.              Educate school staff, with the assistance of parents, in ways to work and communicate with parents and to know how to implement parent involvement programs that will promote positive partnerships between the school and parents;

 

6.              Keep parents informed about parental involvement programs, meetings, and other activities they could be involved in. Such communication shall be, to the extent practicable, in a language the parents can understand;

 

7.              Find ways to eliminate barriers that work to keep parents from being involved in their child’s education. This may include providing transportation and child care to enable parents to participate, arranging meetings at a variety of times, and being creative with parent/teacher conferences;

 

8.              Find and modify other successful parent and community involvement programs to suit the needs of our school;

 

9.              Train parents to enhance and promote the involvement of other parents;

 

10.       Provide reasonable support for other parental involvement activities as parents may reasonably request.

 

To help promote an understanding of each party’s role in improving student learning, the Earle Elementary/Middle/High School shall develop a compact that outlines the responsibilities of parents, students, and the school staff in raising student academic achievement and in building the partnerships that will enable students to meet the State’s academic standards.

 

 

The Earle Elementary/Middle/High School shall convene an annual meeting, or several meetings at varying times if necessary to adequately reach parents of participating students, to inform parents of the school’s participation in Title I, its requirements regarding parental involvement, and the parents right to be involved in the education of their child.

 

The Earle Elementary/Middle/High School shall, at least annually, involve parents in reviewing the school’s Title I program and parental involvement policy in order to help ensure their continued improvement.

 

This policy shall be part of the school’s Title I plan and shall be distributed to parents of the district’s students and provided, to the extent practicable, in a language the parents can understand.

 

 

Note:   The “compact” is also required to be developed jointly with parents of the children served under Title I.

 

 

 

 

Legal References:  20 U.S.C. § 6318 (b)(1) (NCBL Act of 2001, Section 1118)

                                                20 U.S.C. § 6318 (c)(1),(2),(3),(4) (NCBL Act of 2001, Section 1118)

                                                20 U.S.C. § 6318 (d) (NCBL Act of 2001, Section 1118)

20 U.S.C. § 6318 (e)(1),(2),(3),(4),(5),(6),(8),(9),(10),(11),(13),(14) (NCBL Act of 2001, Section 1118)

 

  

 

Date Adopted: 04/13/05

Last Revised: 08/18/05

 

  

 

TABLE OF CONTENTS

 

 

SECTION 7—BUSINESS AND FINANCIAL MANAGEMENT

 

 

 TOC \o "1-1" 7.1—FISCAL YEAR_______________________________________________________________ PAGEREF _Toc78264801 \h 1

7.2—ANNUAL OPERATING BUDGET________________________________________________ PAGEREF _Toc78264802 \h 2

7.3—MILLAGE RATE______________________________________________________________ PAGEREF _Toc78264803 \h 3

7.4—GRANTS AND SPECIAL FUNDING______________________________________________ PAGEREF _Toc78264804 \h 4

7.5—PURCHASES OF COMMODITIES_______________________________________________ PAGEREF _Toc78264805 \h 5

7.5F--COMMODITIES BIDDER AFFIDAVIT____________________________________7

 

7.6—ACTIVITY ACCOUNT_________________________________________________________ PAGEREF _Toc78264806 \h 8

7.7—CASH IN CLASSROOMS______________________________________________________ PAGEREF _Toc78264807 \h 9

7.8—PERSONAL PROPERTY______________________________________________________ PAGEREF _Toc78264808 \h 10

7.9—PROPERTY INSURANCE_____________________________________________________ PAGEREF _Toc78264809 \h 11

7.10—PUBLIC USE OF SCHOOL BUILDINGS________________________________________ PAGEREF _Toc78264810 \h 12

7.11—USE OF SCHOOL FUNDS FOR POLITICAL PURPOSES__________________________ PAGEREF _Toc78264811 \h 13

7.12—EXPENSE REIMBURSEMENT________________________________________________ PAGEREF _Toc78264812 \h 14

 

 

 

SECTION – 7

EARLE SCHOOL DISTRICT

BUSINESS and FINANCIAL MANAGEMENT