OPS-I

SECTION I: INSTRUCTION

____________________________________________________________________________

IA Instructional Goals

IAA Instructional Objectives

IB Academic Freedom

IC School Year

ICA School Calendar

ICB Extended School Year

ID School Day

IE Organization of Facilities for Instruction

IF Curriculum Development

IFA Curriculum Research

IFB Pilot Projects

IFC Pilot Project Evaluation

IFD Curriculum Adoption

IFE Curriculum Guides and Course Outlines

IG Curriculum Design

IGA Basic Curricular Program

IGAA Citizenship Education

IGAB Human Relations Education

IGAC Teaching About Religion

IGAD Occupational Education (Career and Vocational Education)

IGADA Work-Experience Opportunities

IGAE Health Education

IGAF Physical Education

IGAG Drugs, Alcohol and Tobacco Education

IGAH Family Life Education

IGAI Sex Education

IGAJ Driver Education

IGB Special Instructional Programs and Accommodations

IGBA Programs for Students with Disabilities

IGBB Programs for Gifted and Talented Students

IGBC Programs for Disadvantaged Students

IGBD Programs for Pregnant Students

IGBE Remedial Instruction

IGBF Bilingual Instruction

IGBG Home-Bound Instruction

IGBH Alternative School Programs

IGBI English as a Second Language (Limited English Proficiency)

IGBJ Title I Programs

IGBJA Public School Choice

IGBJB Title I Staff

IGBK Latchkey Program

IGBL Parental Involvement In Education

IGC Extended Instructional Programs

IGCA Summer Schools

IGCB Experimental Programs

IGCC Honors Program

IGCD Educational Options (Also LEB)

IGCE School Camps

IGCF Home Instruction

IGCG Preschool Program

IGCH Postsecondary Enrollment Options (Also LEC)

IGCI Community Service Learning

IGD Cocurricular and Extracurricular Activities

IGDA Student Organizations

IGDB Student Publications

IGDC Student Social Events

IGDD Student Performances

IGDE Student Activities Fees

IGDF Student Fund-Raising Activities

IGDG Student Activities Funds Management

IGDH Contests for Students

IGDI Intramural Programs

IGDJ Interscholastic Athletics

IGDJA Uniform Training Rules for All Sports

IGDK Interscholastic Extracurricular Eligibility

IGE Adult Education Programs

IGEA Adult Basic Education

IGEB Adult High School Programs

IGEC Adult Occupational Education

IGED Diploma of Adult Education

IGEE Awarding of High School Diplomas to Veterans of War

IH Instructional Arrangements

IHA Grouping for Instruction

IHB Class Size

IHC Scheduling for Instruction

IHD Student Schedules and Course Loads

IHE Team Teaching

IHF Differentiated Staffing

IHG Independent Study

IHH Individualized Instruction

IHHA Individual Help

IHI Contracting for Instruction

IHIA Performance Contracting

IHJ Minicourses

IHK Open Classrooms

IHL Nongraded Classrooms

II Instructional Resources

IIA Instructional Materials

IIAA Textbook Selection and Adoption

IIAB Supplementary Materials Selection and Adoption

IIAC Library Materials Selection and Adoption

IIAD Special Interest Materials (Also KFA)

IIB Instructional Services

IIBA Teacher Aides

IIBB Resource Teachers

IIBC Instructional Materials Centers

IIBD School Libraries

IIBDA Professional Libraries

IIBE Instructional Television

IIBF Instructional Radio

IIBG Computer-Assisted Instruction

IIBH District Web Site Publishing

IIC Community Instructional Resources (Also KF)

IICA Field Trips

IICB Community Resource Persons

IICC School Volunteers

IJ Guidance Program

IK Academic Achievement

IKA Grading Systems

IKAA Final Examinations

IKAB Student Progress Reports to Parents

IKAC Student Conferences

IKAD Parent Conferences

IKB Homework

IKC Class Rankings

IKD Honor Students

IKE Promotion and Retention of Students

IKEA Make-Up Opportunities

IKEB Acceleration

IKF Graduation Requirements

IKFA Early Graduation

IKFB Graduation Exercises

IKFC Graduate Competency

IL Testing Programs

ILA Competency-Based Education

ILLA Alternate Way to meet OGT Requirement

ILB Test Administration

ILC Use and Dissemination of Test Results

IM Evaluation of Instructional Programs (Also AFE)

IMA Minimum Course Student Numbers

IN Miscellaneous Instructional Policies

INA Teaching Methods (Lesson Plans)

INB Teaching About Controversial Issues

INC Controversial Speakers

IND School Ceremonies and Observances

INDA Patriotic Exercises

INDB Flag Displays

INE Assemblies

INF School Fairs

ING Animals in the School

INH Class Interruptions

File: IA

INSTRUCTIONAL GOALS

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

The District’s instructional goals include:

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

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

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

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: Ohio Const. Art. VI, Section 2

OAC 3301-35-02; 3301-35-03

CROSS REFS.: ADA, Educational Philosophy

AE, School District Goals and Objectives

AFE, Evaluation of Instructional Programs (Also IM)

AFI, Evaluation of Educational Resources

File: IAA

INSTRUCTIONAL OBJECTIVES

Skills, knowledge and attitudes crucial to the student's successful movement to the next level of learning is identified within each subject area and at each grade level.

The state of Ohio course of study develops a competency-based curriculum.

The educational program of the District is the result of the state curriculum, articulation, implementation and evaluation.

Instructors employ methodologies to assure accomplishment of that learning necessary to successful movement to the next level of learning.

Student achievement will be evaluated. This evaluation considers student achievement of learning objectives, benchmarks and testing outcomes.

[Adoption date: January 20, 2004]

LEGAL REFS.: Ohio Const. Art. VI, Section 2

OAC 3301-35-02; 3301-35-03

CROSS REFS.: ADA, Educational Philosophy

AE, School District Goals and Objectives

AFE, Evaluation of Instructional Programs (Also IM)

AFI, Evaluation of Educational Resources

File: IB

ACADEMIC FREEDOM

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

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

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

[Adoption date: January 20, 2004]

CROSS REFS.: AC, Nondiscrimination/Antiharassment

EDE, Computer/On-Line Services (Acceptable Use and Internet Safety)

INB, Teaching About Controversial Issues

JB, Equal Educational Opportunities

CONTRACT REF.: Teachers’ Negotiated Agreement

File: IC/ICA

SCHOOL YEAR/SCHOOL CALENDAR

The school calendar for the following school year(s) is prepared by the Superintendent and presented to the Board for approval in the spring of each year. The number of days scheduled for students meets or exceeds the requirements of State law.

The calendar sets forth the days schools are in session, holidays, vacation periods, in-service training days, teacher orientation days and days of reports to parents.

In preparing the calendar, the Superintendent consults with other schools and districts in the area and as prescribed by contract language.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.48 et seq.; 3313.62; 3313.63

3317.01

CROSS REF.: EBCD, Emergency Closings

File: ID

SCHOOL DAY

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

The Superintendent is authorized to make minor changes in opening (delays) and closing (early release) times to facilitate the scheduling of transportation; however, any major changes in schedules are subject to Board approval. In any case, the State Minimum Standards for length of day must be met or exceeded.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.48 et seq.

OAC 3301-35-02(B)(11-13)

CONTRACT REF.: Teachers’ Negotiated Agreement

File: IE

ORGANIZATION OF FACILITIES FOR INSTRUCTION

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

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

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 121.22

3311.29

3313.53-3313.531; 3313.641

CROSS REFS.: IGBJ, Title I Programs

JECBD, Intradistrict Open Enrollment

File: IF

CURRICULUM DEVELOPMENT

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

Curriculum planning should be based on the educational philosophy and goals approved by the Board and the objectives developed by the State Department of Education. Such planning must also take into consideration the legal requirements for students in basic subjects.

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

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

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

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

[Adoption date: January 20, 2004]

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

CROSS REF.: ABB, Staff Involvement in Decision Making (Also GBB)

CONTRACT REF.: Teachers’ Negotiated Agreement

File: IFD

CURRICULUM ADOPTION

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

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

The Superintendent supervises the evaluation of the curriculum. After evaluation, courses of study are presented to the Board for adoption or re-adoption.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.60

OAC 3301-35-02; 3301-35-03

File: IFE

CURRICULUM GUIDES AND COURSE OUTLINES

All subject areas have written courses of study. The Superintendent submits each course of study to the Board for its recommendation and adoption. Each course of study includes a foreword, a table of contents, an introduction, a philosophy, educational goals, program and subject objectives, scope and sequence of the course and evaluation procedures. The Board shall provide each educator a copy for official use.

[Adoption date: January 20, 2004]

LEGAL REF.: OAC 3301-35-03

File: IG

CURRICULUM DESIGN

It is the policy of the Board to provide a sound and well-developed curriculum in order to meet the basic as well as the varied needs of individual students; furthermore, the Board provides a fully certified and qualified instructional staff commensurate with the dictates of the established curriculum. The program of instruction for the District meets or exceeds the State Minimum Standards and continually and systematically evaluates, researches, and develops guidelines established by the Ohio Department of Education.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3301.07

3313.53; 3313.60; 3313.601

OAC 3301-35-02

File: IGA

BASIC CURRICULAR PROGRAM

Because education is a lifelong process, the educational program provides a curriculum which serves the general academic needs of all students and presents opportunities for individual students to develop specific talents and interests in vocational and other specialized fields and to grow toward independent learning.

Competency standards are established in the areas of reading, science, mathematics, social studies and English composition.

The basic curricular program is viewed as important to the development of intellectual curiosity, critical thinking, problem-solving abilities and aesthetic appreciation which serve the student during his/her school experiences and throughout life.

The teacher responds to the wide range of individual differences in student abilities and learning rates by providing a variety of materials, curricular adjustments and courses adapted to the special needs of individual students.

The basic curriculum meets or exceeds those requirements established by Ohio law and the Ohio Administrative Code.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3301.07

3313.53; 3313.60; 3313.601; 3313.604

OAC 3301-35-02

CROSS REFS.: IB, Academic Freedom

INB, Teaching About Controversial Issues

File: IGAB

HUMAN RELATIONS EDUCATION

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

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

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

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

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

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

A. recognize the dignity and worth of the individual;

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

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

[Adoption date: January 20, 2004]

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

CROSS REFS.: AC, Nondiscrimination/Antiharassment

ACA, Nondiscrimination on the Basis of Sex

ACB, Nondiscrimination on the Basis of Disability

JB, Equal Educational Opportunities

File: IGAC

TEACHING ABOUT RELIGION

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

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

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

[Adoption date: January 20, 2004]

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

ORC 3313.601

CROSS REFS.: INB, Teaching About Controversial Issues

IND, School Ceremonies and Observances

INDA, Patriotic Exercises

JB, Equal Educational Opportunities

File: IGAD

OCCUPATIONAL EDUCATION

(Career and Technical Education)

The District is a member of the Apollo Joint Vocational School system. As such, all qualified junior and senior students are eligible to participate. The school system affiliation with the vocational school does not preclude the offering of such vocational classes as may be feasible and desirable at the local level.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3303.02

3311.18; 3311.19

3313.53; 3313.56; 3313.90; 3313.901; 3313.91; 3313.911

3317.024; 3317.16

OAC Chapter 3301-61

3301-35-02

File: IGAE

HEALTH EDUCATION

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.60

OAC 3301-35-02

CROSS REFS.: EB, Safety Program

EBBA, First Aid

EBBC, Bloodborne Pathogens

GBEA, HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune

Deficiency Syndrome) (Also JHCCA)

JHF, Student Safety

File: IGAG

DRUGS, ALCOHOL AND TOBACCO EDUCATION

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

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

While the Board in no way condones the abuse of illegal or harmful substances, it is the interest of student and staff health that an “ombudsman” climate be created in the schools so that people with problems may seek and receive help without fear of reprisal.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 2925.01; 2925.37

3313.60; 3313.95

OAC 3301-35-03(H)

CROSS REFS.: JFCG, Tobacco Use by Students

JFCH, Alcohol Use by Students

JFCI, Student Drug Abuse

File: IGAH/IGAI

FAMILY LIFE EDUCATION/SEX EDUCATION

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

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

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

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

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

3. Teachers who provide instruction in family life/sex education have professional preparation in the subject area, either through per-service or in-service education.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.60

OAC 3301-35-02

CROSS REF.: IGAE, Health Education

File: IGBA

PROGRAMS FOR STUDENTS WITH DISABILITIES

The District recognizes its responsibility to identify and evaluate students who within the intent of Section 504 of the Rehabilitation Act of 1973 need special services or programs in order to avoid discrimination because of the student's disability.

For this policy, a student who may need special services or programs within the intent of section 504 is one who:

1. has a physical or mental impairment that substantially limits one or more major life activities, including learning;

2. has a record of such impairment or

3. is regarded as having such impairment.

Students may be eligible for services under the provisions of Section 504 even though they do not require services pursuant to the Individuals with Disabilities Act, P.L. 94-142 (IDEA). Students who are identified as individuals with exceptional needs, according to IDEA criteria, are not addressed under this policy.

Each qualified student attending the schools of the District who is eligible to receive regular or special education or related aids or services, receives free appropriate education.

The District acknowledges its obligation under Section 504 to identify, evaluate and, if required, provide appropriate educational services in order to avoid discrimination based upon disability.

[Adoption date: January 20, 2004]

LEGAL REFS.: Education for All Handicapped Children Act; 20 USC 1401 et seq.

Rehabilitation Act; 29 USC 706(8), 794, 794a

504 Regulations 34 C.F.R. Part 104

Americans with Disabilities Act; USC 12112 et seq.

State Department of Education, Special Education Policies and Procedures,

Free Appropriate Public Education-101

ORC 3313.50

3323.01 et seq.

3325.01 et seq.

OAC 3301-51

3301-55-01

CROSS REFS.: ACB, Nondiscrimination on the Basis of Disability

IL, Testing Programs

JB, Equal Educational Opportunities

KBA, Public’s Right to Know

File: IGBA-R

In making such determination, the S.S.C. considers all available relevant information, drawing upon a variety of sources including, but not limited to, comprehensive assessments conducted by the District's professional staff or outside consultants, teacher observations, parental input, aptitude and achievement test results, physical conditions, social and cultural background and information from physicians. All test results are reviewed to determine if they were appropriate and properly administered by qualified personnel.

The parents are invited to participate in S.S.C. meetings where services for the student are determined, and are given an opportunity to examine all relevant records.

The S.S.C. develops a written plan describing the disability and the special education or related services needed. The plan specifies how the regular or special education and related aids and services are provided, and by whom.

The team may also determine that no special education or related services are appropriate. If so, the record of the S.S.C. proceedings will reflect the nonidentification of the student as a disabled person and states the basis for the decision that no special services are presently needed.

A disabled student is placed in the regular educational environment of the District, with the use of the supplementary aids and services, unless the District demonstrates that such placement cannot be achieved satisfactorily. The disabled student is educated with those who are not disabled to the maximum extent appropriate to the individual needs of the student.

The special services committee notifies the parents in writing of its final decision concerning the services to be provided.

If a plan for providing related services is developed, all school personnel who work with the student are informed of the plan.

Review of the Student's Progress

The S.S.C. monitors the progress of the disabled student and the effectiveness of the student's education plan annually to determine whether special education or related services are appropriate and necessary and the disabled student's needs are being met.

Prior to any subsequent significant change in placement, a comprehensive reevaluation of the student's needs is conducted.

Procedural Safeguards

The parents are notified in writing of all District decisions concerning the identification, evaluation or educational placement of students made under this policy.

The parents are notified that they may examine relevant records.

The parents have the right to an impartial hearing (Section 504 due-process hearing), with the opportunity for participation by the parents and their counsel in cases in which they disagree with the final decision of the committee on the issues as hereinafter specified. In the notification of any District decision concerning identification, evaluation or placement, the parents are advised that a request for a Section 504 due-process hearing is made in writing within 30 days of notice of right to file. The request is made to the Superintendent. The issues for the Section 504 determination are clearly defined in the request for hearing.

Section 504 Due-Process Hearing Procedures

An impartial due-process hearing is utilized to resolve differences involving the education of a Section 504 qualified disabled student when such differences cannot be resolved by means of a less formal procedure. In this policy, the process is defined as an opportunity to present objections and reasons for the objections to the decision and/or procedures of the committee regarding application of Section 504. A Section 504 due-process hearing may be called at the request of the District or a parent of an affected student. The proceedings are presided over and decided by an impartial hearing officer. “Impartial hearing officer” means a person selected by the Superintendent to preside at a due-process hearing to assure that proper procedures are followed and to assure the protection of the rights of both parties. The Superintendent may request the Special Education Regional Resource Center to provide a list of impartial hearing officers it maintains for IDEA hearings for the purpose of serving as a hearing officer under this policy.

In this policy the following definitions apply:

1. “Days” mean calendar days.

2. “Placement plan” means the program by which the decision concerning the educational placement of the student.

3. “Parents” means parents, guardian or legal or permanent custodian.

Parents of the District may initiate a due-process hearing on a matter related to:

1. eligibility and related procedures,

2. procedural safeguards or

3. provision of a free and appropriate public education to the student.

Hearing notifications to the parents are given at least 20 days prior to the date set for the hearing. The notice contains a statement of:

1. time, place and nature of the hearing;

2. the legal authority and jurisdiction under which the hearing is being held;

3. a statement of the availability of relevant records for examination;

File: IGBA-R

4. a short and plain statement of the matters asserted and

5. a statement of the right to be represented by counsel.

All written correspondence is provided in English and/or interpreted in the primary language of the parents.

Hearing Procedures

The hearing officer presides at the hearing and conducts the proceedings in an impartial manner to the end that all parties involved have an opportunity to:

1. present their evidence and

2. produce outside expert testimony and be represented by legal counsel and/or advised by individuals with knowledge or training with respect to problems of disabled students.

Parents involved in the hearing are given the right to:

1. have the student present at the hearing and

2. open the hearing to the public.

In cases where there are language differences, an interpreter is provided. The hearing officer reviews all relevant facts concerning the education placement.

The hearing officer renders a decision, subject to judicial review, that is binding on all parties.

The hearing officer ascertains that:

1. the procedures utilized in determining the student's needs have been appropriate;

2. the student's rights have been fully observed;

3. the provision of aids, services or programs to the student affords a fee and appropriate education, and addresses the student's disability in the manner required by Section 504 and

4. if the parents’ primary language is other than English, then the hearing officer arranges for an interpreter.

Decision of the Hearing Officer

A copy of the hearing officer's decision is delivered to the District and the parent within 10 days following completion of the hearing, which in no event will be more than 45 days after receipt of the request for a hearing, unless extended by the hearing officer for good cause shown.

The notification includes a statement that either party may appeal the decision.

The decision of the hearing officer is binding on all parties concerned, subject to judicial review.

File: IGBA-R

Record of Hearing

A written or electronic verbatim recording of the Section 504 due-process hearing is on file at the District office and is available for review upon request to the parents and/or any of the involved parties. Parents may have a copy of the proceedings in English and in the primary language of the home.

(Approval date: January 20, 2004)

File: IGBB

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

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

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

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

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

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

F. procedures for the assessment of children who transfer into the District and

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

The District's plan may provide for the District to contract with any qualified public or private service provider to provide screening or assessment services under the plan.

Services for Children Who Are Gifted

1. The District ensures equal opportunity for all children identified as gifted to receive any or all services offered by the District.

2. The District implements a procedure for withdrawal of children from District services and for reassessment of children.

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

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

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

Annual Report

1. The District submits, as required, an annual report to the Ohio Department of Education.

The Superintendent/designee implements all policies and procedures in accordance with laws, rules and regulations and follows the Model Policies and Plan for the Identification of Children Who Are Gifted.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3324.01-07

OAC 3301-51-15

CROSS REF.: JB, Equal Educational Opportunities

File: IGBE

REMEDIAL INSTRUCTION

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

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

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

The District involves the student’s parent(s) and classroom teacher in developing the intervention strategy and offers to the parent(s) the opportunity to be involved in the intervention.

Students in the fourth and sixth grades failing to pass three or more of the five proficiency test requirements may be retained in their current grade levels for the next school year, regardless of whether the student attends Summer Reading Academy.

Students in the fourth, fifth, seventh or eighth grades may not be promoted to the next grade if they score below basic on one achievement test.

Effective July 1, 2003

The fourth grade reading guarantee will be replaced with the third grade reading guarantee.

Third grade students who receive a below basic score on the third grade reading achievement test are provided one of the three options:

1.promotion to the next grade if the principal and reading teacher agree that other evaluations of the student’s work indicate the student is academically prepared for the next grade;

2.promotion to the next grade with “intensive intervention” in that grade or

3. retention in the current grade.

Certain specified students who are offered intervention services either after-hours or in summer classes are truant if they do not attend the intervention programs.

Intervention services will be offered to students who are not making satisfactory progress toward the attainment of the statewide academic standards for their grade level.

File: IGBE

The Superintendent is directed to maintain remedial instructional programs or intervention that assist all students in meeting and maintaining minimum levels of student proficiency in communication and computation skills. These programs include procedures to evaluate student achievement related to the remedial program objectives and standards. Ongoing communication between teaching staff members and parents of students participating in remedial educational programs is coordinated by the Superintendent and the administrative staff. The Superintendent is directed to evaluate the remedial education programs and report to the Board each school year as to their effectiveness in maintaining minimum levels of student proficiency.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3301.07

3313.608

OAC 3301-35-02

CROSS REF: IKE, Promotion and Retention of Students

File: IGBG

HOME-BOUND INSTRUCTION

The Board provides instruction, as appropriate, for students confined to home in compliance with the law.

1. Home instruction teachers are provided for students at the request of parents only after the Superintendent or his/her designee approves such instruction. Home instruction teachers, who are provided by the school, are paid at the designated hourly rate.

2. Home instruction teachers must be certificated teachers who hold valid State Department of Education certificates.

3. All work must meet the standards of the State Department of Education and be done under the supervision of the Superintendent. The building guidance counselor arranges cooperative communications between the teachers to ensure a proper program of instruction for the student.

4. The duration and time of any home instruction program is determined by the Superintendent or his/her designee on the basis of information received from medical personnel and the special education officer.

[Adoption date: January 20, 2004]

LEGAL REFS.: Americans With Disabilities Act; 42 USC 1201 et seq.

ORC 3313.64

3321.04

3323.05; 3323.12

3331.08

OAC 3301-51-06

CROSS REFS.: IGBA, Programs for Students with Disabilities

JEA, Compulsory Attendance Ages

JECBC, Admission of Students from Nonchartered or Home Schooling

File: IGBH

ALTERNATIVE SCHOOL PROGRAMS

The Board and/or designee may assign a student to the Allen County Alternative School.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3301.07

3313.53

OAC 3301-35-02; 3301-35-05

File: IGBI

ENGLISH AS A SECOND LANGUAGE

(Limited English Proficiency)

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

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

1. appropriately identify language minority students;

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

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

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

[Adoption date: January 20, 2004]

LEGAL REF.: 42USC 2000d

CROSS REFS.: IE, Organization of Facilities for Instruction

IGBJ, Title I Programs

File: IGBJ

TITLE I PROGRAMS

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

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

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

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

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

4. develops partnerships by consulting with parents regularly;

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

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

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

The District requires all students with disabilities and limited English proficiency to be tested. Alternative assessments are required to be developed for these groups. These two groups must make yearly gains as defined by the adequate yearly progress indicator adopted by the State Board of Education and be at a proficient level in 12 years. The Board directs the administration to develop a plan to comply with school choice and supplemental service sanctions.

[Adoption date: January 20, 2004]

LEGAL REF.: The Elementary and Secondary Education Act; 20 U.S.C. 1221 et seq.

CROSS REFS.: IE, Organization of Facilities for Instruction

IGBI, English as a Second Language

IGBL, Parental Involvement in Education

File: IGBJ-R

TITLE I PROGRAMS

A Districtwide salary schedule for both professional and support personnel in the District is in effect.

This District policy is to ensure equivalence among schools in teachers, administrators and auxiliary personnel as follows:

1. One principal has been assigned to each building.

2. Comparable auxiliary personnel have been assigned to each building receiving Title I funding to offer adequate and appropriate services.

3. The District ensures that there is equivalence between the schools with respect to teacher/student ratio, within a limited tolerance.

Data to substantiate this policy is on file with the Title I coordinator. This data will be resubstantiated, based on the October count annually.

The District ensures equivalence between the two Title I buildings in the provision of curriculum materials and instructional supplies.

Data to substantiate this policy is on file with Title I records as of the beginning of the school year.

Parents of Title I students have an opportunity to participate in the design and implementation of the program through employment of activities such as the following:

1. parent notification of student selection and reason for selection;

2. progress reports;

3. conferences;

4. providing suggestions and materials for parents to help at home;

5. providing timely information concerning Title I such as plans and evaluations;

6. parent questionnaires on planning, development and operation of program and

7. volunteer assistance.

(Approval date: January 20, 2004)

File: IGBL

PARENTAL INVOLVEMENT IN EDUCATION

The Board believes that parent involvement is an important part of the educational program. Current research indicates that a home-school partnership and greater involvement on the part of parents in the education of their children generally result in higher achievement scores, improved student behavior and reduced absenteeism. All parents are encouraged to take an active role in the education of their children.

The Board directs the administration to develop the necessary regulations to ensure that this policy is followed and that parent involvement is encouraged. The regulations:

1. encourage strong home-school partnerships;

2. provide for consistent and effective communication between the parents and school officials;

3. offer parents ways to assist and encourage their children to do their best;

4. offer ways parents can support classroom learning activities and

5. provide opportunities for parents in the parental involvement program.

In addition, building administrators/designees of schools receiving Title I funds will jointly develop with and distribute to parents of children participating in Title I programs a written parental involvement policy and guidelines. The requirements of the policy and guidelines are consistent with Federal and State law.

[Adoption date: January 20, 2004]

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

ORC 3313.472; 3313.48

OAC 3301-35-02; 3301-35-04; 3301-35-06

CROSS REFS.: IGBI, English as a Second Language (Limited English Proficiency)

IGBJ, Title I Programs

File: IGCA

SUMMER SCHOOLS

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

In general, no tuition is charged students who are residents of the District and whose need for a summer program has been identified by teachers and who have been recommended for enrollment in the program to the Superintendent by the appropriate building principal. Special activities or programs for which a fee is to be charged may be conducted only with the approval of the Board.

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3301.0711

3313.608; 3313.57; 3313.641

CROSS REFS.: IGBE, Remedial Instruction

IKE, Promotion and Retention of Students

IL, Testing Programs

JN, Student Fees, Fines and Charges

File: IGCB

EXPERIMENTAL PROGRAMS

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

An experimental program must meet the following requirements.

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

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

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

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

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

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.642

OAC 3301-35-02(D)

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

JN, Student Fees, Fines and Charges

File: IGCD (Also LEB)

EDUCATIONAL OPTIONS

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

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

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: OAC 3301-35-01(D); 3301-35-02(C)

CROSS REFS.: IGCB, Experimental Programs

IGCH, Postsecondary Enrollment Options (Also LEC)

IKE, Promotion and Retention of Students

IKF, Graduation Requirements

JN, Student Fees, Fines and Charges

File: IGCD-R (Also LEB-R)

EDUCATIONAL OPTIONS

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

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

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

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

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

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

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

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

(Approval date: January 20, 2004)

File: IGCF

HOME INSTRUCTION

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

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

1. a high school diploma;

2. a certificate of high school equivalence;

3. standardized test scores that demonstrate high school equivalence or

4. other credentials found appropriate by the Superintendent.

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

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

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3321.04

3331.08

OAC 3301-34-01--3301-34-06

CROSS REFS.: JECBC, Admission of Students from Nonchartered or Home Schooling

JEG, Exclusions and Exemptions from School Attendance

File: IGCF-R

HOME INSTRUCTION

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

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

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

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

(Approval date: January 20, 2004)

File: IGD

COCURRICULAR AND EXTRACURRICULAR ACTIVITIES

Cocurricular or extracurricular activities are defined as programs including athletic teams, clubs, band, choir and other musical groups where participation is primarily outside of the regular school day.

In order for a student to be eligible to try out for or participate in any cocurricular or extracurricular activity, the student must meet all applicable Ohio High School Athletic Association eligibility requirements and must continue to do so during the entire time of his/her participation in the activity.

In addition the student must be:

1. admitted to the District under any mandatory provision of ORC 3313.64 by the parent or guardian;

2. admitted to the District under any of the optional provisions of ORC 3313.64 with approval of the Board;

3. admitted to the District by the Board as a tuition student with tuition payments current;

4. admitted in writing to the District as an open enrollment student or

5. a resident or domiciliary of a foreign nation and be admitted to the District as a foreign exchange student by the high school principal (not to exceed 1% of the high school enrollment).

The guidance department verifies in each case that all required documents including medical forms, other school records, court orders, documents relating to custody and documents needed to prove residency or support are on file as a condition of admission and participation in cocurricular and extracurricular activities.

The failure of a student admitted on a tuition basis to keep tuition payments current results in the exclusion of the student from cocurricular and extracurricular activities as well as the withholding of grades. Parents or guardians of students who request the admission of a student on a tuition basis are responsible for the payment of tuition even though another Ohio school district maybe initially responsible for tuition payment. Out-of-state students are admitted only upon payment of tuition directly by the parents.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.58; 3313.59; 3313.664

3315.062

OAC 3301-35-02; 3301-35-03

File: IGD

CROSS REFS.: DJ, Purchasing

IGDB, Student Publications

IGDC, Student Social Events

IGDF, Student Fund-Raising Activities

IGDG, Student Activities Funds Management

IGDJ, Interscholastic Athletics

IGDK, Interscholastic Extracurricular Eligibility

JECBC, Admission of Students from Nonchartered or Home Schooling

JGD, Student Suspension

JGDA, Emergency Removal of Student

JGE, Student Expulsion

JL, Student Gifts and Solicitations

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File: IGDB

STUDENT PUBLICATIONS

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

School-Sponsored Publications

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

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

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

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

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

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

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

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

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

Nonschool-Sponsored Publications

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

[Adoption date: January 20, 2004]

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

ORC 3313.66; 3313.661

File: IGDC

STUDENT SOCIAL EVENTS

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

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

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

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3313.53; 3313.58; 3313.59

3315.062

OAC 3301-35-02; 3301-35-03

CROSS REFS.: IGD, Cocurricular and Extracurricular Activities

IICC, School Volunteers

File: IGDJ

INTERSCHOLASTIC ATHLETICS

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

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

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

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

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

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

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

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

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

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

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

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File: IGDJ

Full-Time Status Eligibility for Activities/Athletics

The District provides a free comprehensive educational program for all students who are entitled to enroll in this District based upon residency or who are admitted under the open enrollment program. In order to effectively carry out its educational mission, it is the policy of this Board to provide education to students only on a full-time basis. It is, therefore, the policy of this Board not to permit part-time enrollment, except as required by law.

This policy is based upon the belief that students are best served by a comprehensive and coordinated educational program provided from a single educational source and that permitting students to attend on less than a full-time basis is detrimental to such students, to full-time students and to the overall educational program of this District.

All students enrolled in this District are required to pursue the regular full-time educational program offered by this District except as follows:

1. students for whom an approved educational option program is developed;

2. enrolled, disabled students for whom less than full-time attendance is required under their Individualized Education Program (IEP) or

3. resident students of this District who are enrolled at the Career Center.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 2305.23; 2305.231

3313.66; 3313.661; 3313.664

3315.062

OAC 3301-27

3301-35-03(I)

CROSS REFS.: IGDK, Interscholastic Extracurricular Eligibility

JGD, Student Suspension

JGE, Student Expulsion

Student Handbook

File: IGDJA

UNIFORM TRAINING RULES FOR ALL SPORTS

The Uniform Training Rules, expectations and consequences, are in effect and will be enforced for twelve (12) months of the year.

I. Uniform Training Rules

No student-athlete shall use, misuse, possess, conceal, sell, distribute or be under the influence of:

1. any drug of abuse (controlled dangerous substance)

2. any substance that produces toxic vapors

3. any counterfeit (look-a-like) drug

4. alcoholic beverages or

5. any type of tobacco product in any form

II. Uniform Training Rules Violations

Any violation of the Uniform Training Rules shall be observed by a Bath teacher, coach, administrator, school board member, verifiable by law enforcement agency reports, the parents of the student-athlete involved in the violation or the student’s statement of admission. Reports regarding potential rules violations from other sources will be investigated by the school administration to determine if there is sufficient evidence of a violation.

First Offense

If a student-athlete is reported to be in violation of the Uniform Training Rules and has been given due process, the student-athlete will be removed from fifty percent (50%) of the originally scheduled contests for that season.

If the student-athlete enrolls in an educational program designated and approved by the principal and/or athletic director, the penalty shall be reduced to 20% of the originally scheduled contests for the season. It will be the responsibility of the student-athlete to schedule, attend and assume all costs of this program (including drug testing). The individual will contact the agency within three days of the suspension meeting. The local agency will determine the length and closure of the program. While a urine screening will be done as part of this process, urine screening does not constitute compliance. All confidential information will be released to the Principal or Athletic Director.

Second Offense

The student-athlete shall be removed from all athletics for one calendar year of the violation. The student-athlete must show evidence of seeking enrollment and progress towards completion of the educational program within the calendar year of removal. It will be the responsibility of the student-athlete to schedule, attend and assume all costs of this program (including drug testing). Failure to seek and show evidence of enrollment in such a program will result in the student-athlete being declared ineligible for all interscholastic athletics for the remainder of their years in the Bath Local School system.

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Third Offense

The student-athlete becomes ineligible for the remainder of their years in the Bath Local School system.

Additional Guidelines

As previously stated, the Uniform Training Rules are in effect and will be enforced for twelve (12) months of the year. Consequences will be cumulative during middle school and high school years.

In the case of removal with less than fifty percent (50%) or twenty percent (20%) of the season remaining, the student-athlete will have the removal carried over into the next sport season that he or she participates in.

In the case of a student-athlete violating the Uniform Training Rules while currently not participating in a sport, the removal will begin with the next sports season in which the student-athlete participates in. The student-athlete must complete this season or the penalty will be reinstated to the next season of competition.

If approved by the head coach and athletic director, the student-athlete may practice with the team during the suspension period. The suspended individual will not travel or be associated with the team during game-day functions or competitions.

An end-of-the-season award will be presented to the student-athlete, if he/she has met the criteria of the award and is in good standing with the coaching staff at the conclusion of the season.

III. Twenty-Four Hour Dismissal

The coach and/or school administrator may, at any time, deny an athlete the privilege of participation in athletics for twenty-four hours (24) or less for conduct that is dangerous, disruptive or detrimental to welfare of the team. Depending upon the specific nature of the conduct, it may be regarded further as a violation of the Uniform Training Rules, which could result in additional disciplinary action.

IV. Expectations of Student Athletes

Student-athletes shall conduct themselves in a manner that reflects good citizenship. Any behavior that results in dishonor to the participant, his or her team or school will not be tolerated. the Head Coach, Athletic Director or the Administration will deal with all violations on an individual basis. Acts of unacceptable conduct include, but are not limited to:

1. theft

2. vandalism

3. insubordination

4. instigating of violence

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V. Injuries and/or illness

For insurance purposes, all injuries should be recorded by the head coach or trainer. All injuries athletes capable of being at practices must attend. Before returning to practice or games after a serious injury, the athlete must present a medical release from the physician to the Bath trainer. All illness situations are covered by school policy and the assistant principal’s office. Note: The athlete must be at school by the end of second period to be eligible for the day.

VI. Transportation

All athletes must ride to and from an athletic event via school transportation. Exceptions must be approved in advance by the head coach and/or school administration and will be in cooperation with the athlete’s parents.

VII. Additional Training Rules

Each coach may have additional training rules. Once posted and on file in the Athletic Director’s office, these rules become valid.

[Adoption Date: February 17, 2004]

LEGAL REFS.: ORC 3313.20

CROSS REFS.: JFCH, Alcohol Use by Students

JFCI, Student Drug Abuse

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File: IGDK

INTERSCHOLASTIC EXTRACURRICULAR ELIGIBILITY

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

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

A student may be excluded from participating in the activity if he/she has less than a 1.0 grade point average on a 4.0 grading scale. Students in grades 7-8 must receive a passing grade in 75% of those subjects carried the preceding nine-week grading period in which the student was enrolled. Summer school grades may not be used to substitute for failing grades received the final grading period.

A student enrolling in the seventh grade for the first time is eligible for the first grading period regardless of previous academic achievement.

A student who has failed a course the last grading period of the previous year and attends summer school in the failed subject is not eligible for participation in the new school year. Students in grades 9-12 must receive a passing grade in a minimum of five one-credit courses or the equivalent (excluding physical education) in the preceding nine-week grading period, which count toward graduation. Summer school grades may not be used to substitute for failing grades received the final grading period.

Failure to comply with the grading period eligibility requirements results in extracurricular interscholastic ineligibility for the succeeding grading period.

A student with an IEP may be exempt from the grading provisions set forth in this policy.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 2305.23; 2305.231

3313.535; 3313.66; 3313.661

3315.062

OAC 3301-27

3301-35-03(I)

CROSS REFS.: IGD, Cocurricular and Extracurricular Activities

IGDJ, Interscholastic Athletics

JFC, Student Conduct

File: IGEE

AWARDING OF HIGH SCHOOL DIPLOMAS TO VETERANS OF WAR

In order to recognize the contributions and sacrifices made by veterans who left high school prior to graduation to serve in the armed forces during World War II and the Korean Conflict, the Board may award a high school diploma to any veteran of this state, or posthumously to a living relative of a deceased veteran of this state, who meets the requirements established by State law. Veterans’ diplomas will be presented in conjunction with appropriate events, programs or other occasions, as determined by the Superintendent.

The Board may grant a diploma to a World War II and Korean Conflict veterans if all of the following apply:

1. The veteran left public or nonpublic high school located in any state prior to graduation in order to serve in the armed forces of the United States.

2. The veteran received an honorable discharge from the armed forces of the United States as verified by the original or a copy of their DD 214 or other proof of service.

3. The veteran has not been granted a diploma, honors diploma or a diploma of adult education or a diploma provided for under this bill from another school.

4. The veteran is a current resident of Ohio.

5. The veteran served during the period of September 16, 1940, through December 31, 1946, in any branch of the armed forces of the United States which includes:

A. United States Army Air Corps

B. United States Army

C. United States Coast Guard

D. United States Marines

E. United States Navy

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

If a veteran who would otherwise qualify for a diploma under this section is deceased, the board of any school district or the governing authority of any chartered nonpublic school may award such diploma to the veteran posthumously and may present that diploma to a living relative of the veteran.

The Governor’s Office of Veterans’ Affairs has developed and adopted an application form for use by all county veterans service offices. Upon verification that all requirements have been met, the application shall be forwarded to the board of any local, exempted village or city school district or governing authority of any chartered nonpublic school or county education service center.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 111.15

3313.61; 3313.611; 3313.612; 3313.614

5902.02

2 of 2

File: IHB

CLASS SIZE

While the Board strives to provide the appropriate class size for each learning experience, there are times when temporary enrollment increases, differences in the organization of various schools and the number and size of available classrooms affect the number of students which must be assigned to a room.

The Superintendent’s recommendations for upper and lower limits on class size consist of the best professional knowledge relative to desirable class size, together with the following considerations:

1. the financial condition of the District and the willingness of the residents to provide for optimal class sizes;

2. the particular requirements of the subject being taught and

3. presence of students with special needs in the class.

Circumstances may prohibit the achievement of optimal class sizes in all cases, but the Board believes firmly that high standards must be developed and maintained as constant guides.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3317.023; 3317.024; 3317.03

OAC 3301-35-03

CONTRACT REF.: Teachers’ Negotiated Agreement

File: IHD

STUDENT SCHEDULES AND COURSE LOADS

In the spring, students select courses which determine their course of study for the following school year. Such selections are to be made carefully and are also considered to be binding upon the student following a verification of his/her choices via a computer-printed verification form. Students have the freedom of choice in the selection of courses and it must be understood that such courses should be chosen carefully and with genuine consideration for the student's future schooling. Once such choices are made, efforts should be exercised by both the student and the parents to adhere to them.

It should be understood by parents and students that when registering for course work, students place an obligation upon the school administration to accommodate the courses requested, to staff them with qualified and certified teachers and to provide adequate textbooks and materials. It is impossible to maintain acceptable class size balances when many requests for schedule changes are honored. A practice of schedule adjustments undermines the effectiveness of the school's computer operations and is a financially irresponsible use of professional and support staff time. Students are encouraged to make realistic course selections based upon teacher recommendations and actual classroom performance.

Elective classes (classes not tested on the proficiency tests or part of the school improvement plan) that do not have at least 12 students enrolled is financially irresponsible and will be eliminated.

The Superintendent, in consultation with the high school principal, determines whether an elective course should be cancelled using sound financial judgment in regards to the best interest of the school. Elective courses will be cancelled if the following occur:

1. Student enrollment less that 12 students per semester (or an average of 12 if multiple sections). Administrative discretion.

2. Student enrollment less than 15 students per year. Administrative discretion.

3. If course is cancelled after the very first sign up it will be eliminated for the year—but may be offered in the next school year.

4. A qualified, competent teacher cannot be employed. * Exception: Courses which meet the special education and gifted requirements

Definition: Required courses are reading, mathematics, social studies, science and English. Elective courses are any courses that are not core courses.

In the rare circumstance where a student initiates withdrawal from a course and the schedule change committee approves the withdrawal, a mark of “F” will be recorded, if the request falls after the second week in a semester course, the third week in a year-long course or the fourth week in an advanced course. The “F” is intended to indicate the lack of commitment, not necessarily the lack of achievement. The “F” will be calculated in the GPA for the remainder of the year.

[Adoption date: January 20, 2004]

File: IIA-R

INSTRUCTIONAL MATERIALS

Equipment

Instructional equipment is defined as any apparatus, instrument, appliance or machine used for instruction and skill development. Examples include audiovisual equipment to support the objectives of a course of study.

1. The selection of equipment is made with the involvement of professional staff. The Superintendent designates a certified librarian, media specialist or other person to coordinate the selection and purchase of instructional equipment, generally in cooperation with an advisory committee representing teachers, librarians, administrators and others as deemed appropriate.

2. The responsibilities of the designated coordinator and/or advisory committee include:

A. reviewing the materials selection policy, procedures and general criteria adopted by the Board for selecting equipment;

B. inventory the number and condition of equipment items currently available in the District;

C. surveying all teachers to determine the equipment needed to support attainment of objectives specified in each course of study;

D. prioritizing new and/or additional equipment;

E. arranging for demonstrations of various equipment models as appropriate;

F. evaluating various models and items in a systematic manner using the predetermined criteria and review forms and

G. submitting recommendations to the Superintendent or designee for review and approval to purchase.

Selection Criteria

1. A variety of instructional equipment should be selected which can be used with other instructional materials to attain the objectives specified in each course of study.

2. The equipment should meet desirable performance standards in terms of specific functions.

3. Consideration should be given to the following properties and factors:

A. operational use;

B. durability;

1 of 2

File: IIA-R

C. dependability;

D. portability;

E. availability of service;

F. maintenance costs and

G. reputation of the manufacturer.

Selection Procedures

Supplemental Materials: Supplemental materials are defined as additional aids which enhance teaching and learning and support the objectives of courses of study. Supplemental materials for classroom instruction and professional growth include print and nonprint materials, equipment, activities and services which assist in the attainment of educational goals and objectives. Supplemental resources may be purchased by the Board or may be received as gifts and free materials.

Generally, the procedures for selecting supplemental or professional growth are less structured than those specified above for textbooks, equipment and the library collection. The materials should be evaluated using procedures and criteria which ensure the selection of purposeful, high quality materials and services.

Selection Criteria

Supplemental materials, equipment, activities and services should contribute to the educational philosophy of the District and meet the objectives specified in the course of study. They should be evaluated selected according to the consideration and criteria noted above.

(Approval date: January 20, 2004)

2 of 2

File: IIAA

TEXTBOOK SELECTION AND ADOPTION

In selecting textbooks for use in the District, the Board carefully considers the rights, freedoms and responsibilities of students, parents and teachers. Efforts are made to:

1. preserve each student’s right to learn in an atmosphere of academic freedom;

2. support each teacher’s responsibility to exercise professional judgments in his/her work and at the same time supply teachers with an awareness of their responsibility to meet the state of Ohio educational goals and objectives and

3. recognize the right of parents to influence the education of their children. (The Board does not, however, allow the wishes of an individual parent to infringe upon the rights of other students in any class.)

The Superintendent establishes textbook and/or curriculum committees, which include representation of teachers who use the texts, administrators and other staff members. Students and parents may also be asked to serve on these committees.

The final decision on the recommendation of textbooks rests with the Superintendent, subject to official adoption by the Board.

[Adoption date: January 20, 2004]

LEGAL REFS.: ORC 3315.17; 3315.18

3329.01; 3329.05; 3329.06; 3329.07; 3329.08

3313.642

OAC 3301-35-03

CROSS REFS.: IIA, Instructional Materials

KLB, Public Complaints About the Curriculum or Instructional Materials

File: IIAA-R

TEXTBOOK SELECTION AND ADOPTION

1. Textbooks

A. Selection shall be made by a committee of professional staff.

B. Appointment of the committee shall be made by the District principals.

C. Provisions shall be made for all grade levels.

D. Principals shall serve ex officio.

E. The duties of the committee shall be those outlined by the Board of Education.

F. Community review of textbooks being considered for adoption are available according to the following procedure:

1) Copies of the textbooks appropriate for each building shall be placed in such a location as to encourage and allow community review.

2) Board policies and procedures regarding selection shall be available.

3) Registration of names and addresses shall be requested.

4) Completion of evaluation/comment form.

5) The Board shall make public on at least two occasions the materials being considered and their location.

Selection Criteria

1. Textbooks

A. Materials shall support and be consistent with the general education goals of the state of Ohio objectives of the course of study.

B. Materials shall be appropriate for the age, ability level and social development of the students for whom it was selected.

C. Materials shall be provided which will be appropriate to the physical and educational needs of students with disabling conditions whether those disabilities are developmental, physical, learning or emotional.

D. Materials shall be chosen to foster respects for minority groups, women and ethnic groups and shall realistically represent our pluralistic society, along with the roles and lifestyles open to both men and women.

E. Materials shall be of durable construction and possess aesthetic, literary and social value.

(Approval date: January 20, 2004)

File: IIBA

TEACHER AIDES

Volunteer Teacher Aides

Volunteer teacher aides may be used as deemed appropriate by building administrators in the District. Aides will be properly orientated and scheduled by the building administration or by an aide coordinator delegated by the administration to perform such duties.

[Adoption date: January 20, 2004]

File: IIBC

INSTRUCTIONAL MATERIALS CENTERS

Objectives of Selection

The primary objective of the school's educational media center is to implement, enrich and support the educational program of the school as stated in the philosophy of the school in the school handbook. It is the duty of the center to provide a wide range of material on all levels of difficulty, with a wide diversity of appeal and the presentation of different points of view.

To this end, the Board asserts that the responsibility of the library media center is:

1. to provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served;

2. to provide materials which will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;

3. to provide a background of information which will enable students to make intelligent judgment in their daily lives;

4. to provide materials on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical analysis of all media;

5. to provide materials representative of the many religious, ethnic and cultural groups and their contributions to our American heritage and

6. to place principal above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library media center.

[Adoption date: January 20, 2004]