School Policies

Mission Statement

Snow Pond Arts Academy believes that for students to have the opportunity to achieve personal, academic, developmental and social success, we need to create positive, safe and health-promoting learning environments at every level, in every setting, throughout the school year through developing students’ skills and behaviors that promote lifelong wellness. The School Board recognizes that a student’s readiness to learn is related to his/her physical and psychological well being. The District is committed to creating healthy school environments that allow students to take full advantage of the educational programs offered at Snow Pond Arts Academy

This policy outlines Snow Pond Arts Academy’s approach to ensuring environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day. Specifically, this policy establishes goals and procedures to ensure that:

Students attending Snow Pond Arts Academy have access to healthy food throughout the school day.
Students receive quality nutrition education that helps them develop lifelong healthy eating behaviors.
Students have the opportunity to be physically active during school hours.
SPAA will engage in nutrition and physical activity promotion and other activities that promote student wellness.
School staff are encouraged and supported to practice healthy nutrition and physical activity in and out of school.
The community is engaged in supporting the work of Snow Pond in creating continuity between school and other settings for students and staff to practice lifelong healthy habits.
Snow Pond Arts Academy establishes and maintains an infrastructure for management, oversight, implementation, communication about and monitoring of the policy and its established goals and objectives.

Snow Pond will integrate wellness activities across the entire school setting. Snow Pond will coordinate and integrate other initiatives related to physical activity, nutrition and wellness so all efforts are complementary, not duplicative, and work towards the same set of goals and objectives promoting student well-being, optimal development and strong educational outcomes. With special focus on performing arts, we will incorporate and enhance our wellness education and promotion through dance, theatre and music as part of physical activity and psychological well being.

1. Screen Time

It will be encouraged that screen time including television, computer, video games and other electronic media will only be used for educational purposes.
All student cell phones and electronics will be put away during class time and will only be permitted for usage during lunch time.

2. Nutritional Education and Promotion

Snow Pond Arts Academy is committed to the following goals by teaching, encouraging and supporting:

All high school students will receive health education including nutrition education that is aligned with federal and state laws and educational standards through Friday workshop periods from community health professionals. .
Snow Pond Arts Academy’s chef is committed to educating their high school students about daily nutritional education on what the students are consuming.
Snow Pond Arts Academy offers taste testing and menu planning opportunities for all high school students.
Snow Pond Arts Academy will include some of the healthy eating topics in Health/Nutrition Education. Snow Pond will include some of the health education curriculum topic examples from below:
Relationship between healthy eating and personal health and disease prevention.
Eating a variety of foods every day
Balancing food intake and physical activity

3. Wellness Promotion

Snow Pond Arts Academy will establish a wellness committee.
Staff will be encouraged to participate in wellness challenges 2 times per year.

4. Nutritional Guidelines

Snow Pond supports a 30 minute meal time for all students and staff.
Snow Pond Arts Academy has a chef that attends professional development opportunities.
Standards and nutritional guidelines for all foods and beverages sold to students on school campus are consistent with federal regulations.

Nutritional Promotion and Education

Snow Pond Arts Academy aims to teach, encourage, and support healthy eating by all high school students. This high school should provide nutrition education and engage in nutrition promotion.

The chef will write the nutritional guidelines on the my-plate diagram and post 2 times per week.

5. Physical Education and other physical activities

Snow Pond Arts Academy will provide a physical and social environment that encourages safe and enjoyable physical activity and fosters the development of a positive attitude towards health and fitness.

Snow Pond Arts Academy provides opportunities in a variety classes that fosters physical activity.

6. Non Food Service Program Food and Beverages

No extra food or beverages come into the school to be sold or provided other than through our chef.
Snow Pond does not have any snack shacks, snack bars or other venue to sell or provide extra food other than provided.

7. Farm to School

Snow Pond Arts Academy will promote a student led garden that grows food for the cooking club and chef to prepare and everyday meals.

8. Measuring Implementation and Evaluation

The School Board recognizes the importance of implementing and maintaining the Wellness Policy.

The wellness team will serve as an advisory committee. This team will be responsible for making recommendations related to the wellness policy and wellness goals for raising awareness for student and staff health issues.
Snow Pond Arts Academy is committed to making their health and wellness policy public.
The wellness committee will provide updates on wellness policy, compliance, and wellness initiates to the school board and staff.

Administrator
Food Service Staff
PE Teacher
Parents
School Board Members
School Health Professionals
Students
Public

ADOPTED: July 5, 2017

SOURCE: In collaboration with Inland Hospital, Waterville ME

Policy and Procedure Manual

This Policy and Procedure Manual governs the operation of the Snow Pond Arts Academy (SPAA).
Adopted: August 2, 2017 Effective: August 2, 2017

Section A: Foundations and Basic Commitments

ABB – Staff Involvement in Decision Making
AC – Nondiscrimination/Equal Opportunity and Affirmative Action*
ACAA – Harassment and Sexual Harassment of Students*
ACAB – Harassment and Sexual Harassment of School Employees#
ACAD – Hazing
AD – Educational Philosophy/Mission
ADA – School Goals and Objectives
ADAA – School Commitment to Standards for Ethical and Responsible Behavior (Code of Conduct)*
ADC – Use of Tobacco on School Premises Prohibited
ADF – School Commitment to Learning Results

*Indicated Procedures, Guidelines, or forms attached.

Section B: School Board Governance and Operations

BBA – Board Powers and Responsibilities
BBAA – Board Member Authority and Responsibilities
BCA – Board Member Code of Ethics
BCB – Board Member Conflict of Interest
BDB – Board Officers
BDD – Board – Head of School Relationship
BDDH – Public Participation at Board Meetings
BEA – Board Use of Electronic Mail
BEC – Executive Sessions
BEDB – School Board Meetings and Agendas
BEDJ – Broadcasting/Taping of Board Meetings
BEDL – Adjournment of School Committee Meetings
BFE – Administration in Policy Absence (Also CHD)
BG – Policy Review
BGC – Policy Errors and Inconsistencies
BHC – School Board Staff Communications (Also GBD)
BHD – Board Communication

Section C: General School Administration

CB – School – Head of School *
CBD – Head of School’s Contract
CC – Administration Organization*
CHA – Development of Administrative Procedures
CHD – Administration in the Absence of Policy (Also BFE)

*Indicated Procedures, Guidelines, or forms attached.

Section D: Fiscal Management

DN – Disposal of School Properties

Section E: Support Services

EBAA – Chemical Hazards
EBCA – Emergency Response Plan
EBCC – Bomb Threats
ECB – Integrated Pest Management*
EDB – Ownership of Instructional Materials, Student Records, School Supplies/Equipment and Related Property
EE – Conveyance
EEA – Student Transportation*
EEA EAA – Transportation Policy on Drug & Alcohol testing
EEC – School Bus no Idling*
EFC – Eligibility for Free and Reduced Price School Lunches
EFDA – Food Payment
EFE – Food and Beverage Offerings within School

*Indicated Procedures, Guidelines, or forms attached.

Section F: Facilities Development

(None Listed)

Section G: Personnel

GBCA – Nepotism (Also BCC)
GBD – School Board Staff Communications (Also BHC)
GBEBB – Staff Standards of Conduct with Students
GBEC – Drug Free Workplace*
GBGA – Staff Members with HIV/AIDS
GBJ – Personnel Records and Files
GBN – Substitute
GCCA – Extended Leaves of Absence
GCFB – Recruiting and Hiring of Administrative Staff*
GCI – Professional staff Development Opportunities
GCOA – Supervision and Evaluation of Professional Staff
GCOC – Evaluation of Administrative Staff
GCQC – Resignation of School Employees
GCOG – Exit Interviews
GCSA – Employee Computer and Internet Use*
GDQD – Discipline and Discharge for Non-Union Employees

*Indicated Procedures, Guidelines, or forms attached.

Section H: Negotiations

(None listed)

Section I: Instruction

IAA – Service Learning
IE – Grade Placement
IG – Curriculum Development and Adoption
IHBA – Individualized Education Programs
IHBAA – Referral/Pre-Referral*
IHBAC – Child Find
IHBB – Educational Program for the Gifted and Talented
IHBEA – LAU Plan (DRAFT)
IHBGB – Supplemental Statement Of Rights For Private School/Homeschooling Students with Disabilities
IHD – Community Education Council Roles and Responsibilities
IJJ – Instructional and Library-Media Materials Selection*
IJND – School Web Site / Web Pages*
IJNDB – Student Computer, Internet Use and Cyber Safety*
IJOC – School Volunteers*
IKA – Student Assessment
IKB – Homework Guidelines
IKF – Curriculum Requirements
ILA – Student Assessment/Local Assessment System
ILD – Educational Research: Student Submission to Surveys, Analyses or Evaluations

*Indicated Procedures, Guidelines, or forms attached.
IMBB – Exemption from Required Instruction
IMDA – Patriotic Exercises
IMDB – Flag Displays
IMDC – Observance of Religious Holidays

Section J: Students

JEA – Compulsory Attendance
JFABD – Admission of Homeless Students
JFC – Dropout Prevention Student Withdrawal from School
JFCK – Student Use of Cellular Telephones and Other Electronic Devices*
JGAB – Assignment Of Students To Classes: Transfer Students And Home Schooling Students
JHB – Truancy
JIC – Student Discipline
JIC-A – Student Performance Policy
JICB – Care of School Property by Students
JICH – Drug and Alcohol Use By Students
JICK – Bullying
JICIA – Weapons, Violence and School Safety
JKAA – Use of Physical Restraint and Seclusion
JKD – Suspension of Students
JKE – Expulsion of Students*
JKF – Disciplinary Removals of Students with Disabilities*
JL – Student Wellness
JLC – School Health
JLCCA – Students with HIV / AIDS
JLCD – Administering Mediation to Students*
JRA – Student Education Records*

*Indicated Procedures, Guidelines, or forms attached.

Section K: School Community – Home Relations

KBBA – Custodial and Noncustodial Parent Rights and Responsibilities
KBF – Parent Involvement In Title I
KG – Post-Secondary Student Recruitment
KH – Advertising /Solicitation in School
KI – Visitors to School
KL – Public Concerns

Section L: Education Agency Relations

(None listed)

ABB: STAFF INVOLVEMENT IN DECISION MAKING

The best interests of SPAA students should be the goal of the SPAA curriculum and overall school programming. Meaningful participation and input from SPAA’s professional staff is necessary in achieving that goal. Collaboration, cooperation, and accountability, with a clear focus on student learning, form our foundation.

The formulation of policy involving the curriculum, instruction and the overall school program is one of the primary responsibilities of the Board, and the Board reserves the right to make the final decision regarding such policies. The Board believes that the best interests of the school’s students should be the principle guiding the adoption of all educational policy. The Board further believes that appropriate input from the professional staff is important to the decision-making process.

The Head of School or his/her designee(s) shall ensure that there is a process in place to encourage meaningful professional staff input prior to making recommendations regarding curriculum, instruction and the school program to the Board. The process should be conducted in a spirit of cooperation, with a clear focus on student learning as the most important function of the school, and with the understanding that the staff is collectively responsible for student performance. Participation in the decision-making process is accompanied with an expectation of accountability by the professional staff.

The Head of School or his/her designee(s) shall ensure that the administrative team has the appropriate support to lead an effective instructional program with a consistent focus on student learning and outcomes.

AC: NONDISCRIMINATION/EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION

SPAA is an Equal Opportunity Employer and does not discriminate on the basis of gender, race, religion, color, age, veteran status, physical or mental disability, sexual orientation or identification, ancestry or national origin, or any legally protected status. The SPAA shall provide notice of compliance with federal and state civil rights mandates to all applicants for employment and others as required by law. The SPAA will require all persons, agencies, vendors, contractors, and other persons and organizations doing business with or performing services for SPAA to comply with all applicable federal and state laws.

AC-R
AFFIRMATIVE ACTION GRIEVANCE PROCEDURE

Steps:

Grievance – a complaint alleging any policy, procedure or practice which would be prohibited by nondiscrimination laws.
Grievant – any student or employee of this school who submits a grievance relevant to nondiscrimination laws or an individual or group submitting a grievance on behalf of student(s) or employee(s).
Claim – is the charge spelled out in its entirety, of discrimination and is limited to the provisions contained within the Affirmative Action Plan.
AAO Coordinator – the employee designated to coordinate the School Board’s efforts to comply with the Affirmative Action Program. The person with whom a grievance may be filed.
Respondent – person alleged to be responsible for the violation alleged in the grievance.
Grievance Answer – the written statement of the respondent regarding the grievance allegation.
Grievance Decision – the written statement of a hearing officer of her/his findings regarding the validity of the grievance allegation and the corrective action to be taken.
Hearing Officer – the representative of the school board who is the delegated authority for hearing/resolving a grievance at a LEVEL 3 or LEVEL 4 proceeding.
Corrective Action – action taken by the school board or its delegated representative to eliminate or modify any procedure or practice found to be in violation of nondiscriminatory regulations and/or to provide redress to any grievant injured by the identified violation.
Day – SPAA a working day; the calculation of days in a grievance processing shall exclude Saturdays, Sundays and holidays.

Filing of Grievances

Eligibility for Filing: any student or employee, or any individual or group acting on behalf of a student or employee may file a grievance with the AAO Coordinator or Human Resources.
Informal Grievance Procedure – Level 1:
A written or verbal report of the incident or concern must be made to Human Resources of SPAA. Human Resources will investigate the matter, which may include meeting with the grievant and respondent or others to clarify the specific behaviors or event(s) alleged. Where warranted, Human Resources will impose consequences and/or inform the respondent of consequences if the unacceptable behavior continues.
An incident report will be kept by Human Resources with a copy sent to the AA Coordinator.
Informal Grievance Procedure – Level 2:
A grievance may be filed with the AA Coordinator or Human Resources in writing and should be filed within six months of the alleged act. Human Resources and the AA Coordinator shall hold an informal conference to discuss the grievance.
The AA Coordinator shall hold a pre-grievance meeting between the respondent and grievant within five days of filing, to collect data and shall make a reasonable effort to resolve the problem without utilizing the formal grievance procedure.
This informal procedure shall not be a prerequisite to filing a formal grievance. D. If the matter is not resolvable within ten days, the formal grievance procedure may be initiated by the grievant.
Formal Grievance Procedure – Levels 3 and 4
The grievant shall inform the AA Coordinator that he/she is initiating the formal grievance procedure.
Within five days of the filing of the grievance, the AA Coordinator shall notify the respondent of the grievance and of his/her responsibility for submission of a written response within five days after receipt of the grievance notification.
Respondent’s Grievance Responses – the respondent shall, within five days of receipt of a copy of the grievance, submit to the AAC a written response to the grievance, which shall:
Confirm or deny each fact alleged in the grievance;
indicate the extent to which the grievance has merit; and
indicate acceptance or rejection of any desired redress specified by the grievant, or outline an alternative proposal for resolution.
The AA Coordinator will send a copy of the grievance and the respondent’s grievance answer to the Head of School his/her designee(s).
Level 3:
The hearing officer serving at all Level 3 grievance activities shall be the Head of School or his/her designee. In the event that the Head of School or his/her designee(s) is the respondent, the School Board will delegate a hearing officer.
The Head of School or his/her designee shall, within five days of referral, submit a written grievance decision to the grievant, the respondent and the AA Coordinator. The decision shall:
Confirm or deny each fact alleged in the grievance and in the respondent’s answer;
Indicate the extent to which the grievance has merit;
Indicate acceptance or rejection of any redress specified by the grievant or respondent; or
Indicate that the hearing officer will conduct an informal hearing on the grievance before rendering a decision.
Level 3 – Hearing:
The AA Coordinator shall arrange a date for the Level 3 Hearing and notify the grievant, the respondent and the Head of School or his/her designee(s). The hearing shall be held within five days after the appeal.
Persons present at the formal hearing shall be the grievant, the respondent, any individual requested by either party to provide assistance relevant to consideration of the grievance and the AA Coordinator.
Any procedures established to govern the conduct of the Level 3 formal hearing shall be at the discretion of the AA Coordinator.
Within five days of the hearing, the Head of School or his/her designee(s) shall issue a written hearing decision which includes a statement regarding the validity of the grievance allegation, and a specification of any corrective action to be taken. Copies of the decision shall be sent to the grievant, respondent and the AA Coordinator.
Level 4:
If the grievant rejects the Level 3 hearing decision or receives no written decision within the time specified above, he/she shall, within six days of receipt of the hearing decision, notify the AA Coordinator of his/her intent to appeal to Level 4. This notification shall be in writing.
The hearing officer serving in Level 4 hearings shall be the school board or representatives designated by the board.
For any grievance referred for hearing at Level 4, there shall be three alternative methods for grievance processing:
The grievance hearing may be conducted by the board in its entirety.
The grievance hearing may be conducted by a sub-group of at least three members of the board.
The grievance hearing may be conducted by a hearing panel established by the Board for that purpose, consisting of no fewer than three persons. Criteria for selection shall include such factors as representation of the various constituencies of the board, male/female representation, knowledge of the particular grievance area.
The hearing shall be held within 15 days after appeal of the grievance to Level 4 or no later than the next regularly scheduled board meeting.
Any written materials or records submitted to the board by the AA Coordinator shall also be transmitted to the grievant and the respondent. Both grievant and the respondent shall have the right to present such witnesses as they deem necessary to develop the facts pertinent to the grievance.
Issuance of the final hearing decision shall be by written statement regarding the validity of the grievance and any corrective action to be taken within five days after the Level 4 hearing. The decision shall also include a statement of the reasons on which the decision has been based. Copies of the decision shall be sent to all members of the board, the grievant, the respondent and the AA Coordinator.
The AA Coordinator shall act as grievant advocate if so desired by the grievant. If not so requested, she/he will observe the hearing and act as recorder.
The final Level 4 decision shall be made by a vote of the majority of the board.
Other Issues
Confidentiality – The grievant shall determine whether any grievance hearing or other grievance procedure shall be open to the public.
A grievant shall have the right to determine whether or not her/his grievance record shall be open or closed to the public. (In general, grievance hearings should be conducted in such a way as to ensure confidentiality to all individuals involved. It is recognized, however, that there are instances when an open hearing would be desirable as a method of demonstrating the grievance process or encouraging greater awareness and discussion of the issues involved. If a determination is made to open the grievance hearing to others, it must be done at the request of the grievant or with the approval of the grievant.)
Maintenance of Grievance Records
Any grievant may, at his/her expense, record any grievance hearing or proceeding on a tape recorder or similar device.
Written records of each grievance shall be maintained by the AA Coordinator. These records shall be maintained on a confidential basis unless otherwise specified by the grievant.
Public grievance files shall be maintained by the AA Coordinator for purposes of grievance precedents.
This separate public file shall indicate only the subject matter of each grievance, the resolution of the grievance and the date of the resolution. These records, which shall be open to the public, shall not refer to any specific individuals.
All written records shall be maintained for a minimum of three years after resolution of the grievance.
Prohibition of Harassment

No person shall be subjected to discharge, suspension, discipline or harassment or any form of discrimination for having utilized or having assisted others in utilizing this grievance procedure.
Role of the AA Coordinator

It is the primary responsibility of the AA Coordinator to ensure the effective installation, maintenance, processing, record keeping and notification required by the grievance procedure.

Nothing in this procedure shall prevent any grievant from filing a complaint directly with:

Maine Human Rights Commission
51 State House Station
Augusta, ME 04333
(207) 624-6050

Department of Education Affirmative Action Office
23 State House Station
Augusta, ME 04333
(207) 287-5800

Director, Office of Civil Rights
Department of Education
Washington, DC 20402

ACAA: HARASSMENT AND SEXUAL HARASSMENT OF STUDENTS

Any act of harassment of students relating, but not limited to, such issues as race, gender, sexual orientation or identification, marital status, religion, ancestry or national origin, or disability is prohibited. Such conduct is a violation of Board policy and may constitute illegal discrimination under state and federal laws. SPAA recognizes the right of each student to a learning environment free of harassment and sexual harassment.
Harassment

Harassment includes but is not limited to unwelcome behavior such as:

verbal abuse
harassment that rises to the level of physical assault, and/or abuse;
sexual advances, gestures, comments or contact;
threats and bullying;
offensive language, jokes and teasing;
ridicule, slurs, derogatory action or remarks;
abuse of power

Sexual Harassment

Sexual harassment includes but is not limited to unwelcome sexual advances, requests for sexual favors or pressure to engage in sexual activity, physical contact of a sexual nature, gestures, comments, or other physical, written or verbal conduct that is gender-based that interferes with a student’s education. School employees, fellow students, volunteers and visitors to the school, and other persons with whom students may interact in order to pursue school activities are required to refrain from such conduct.

Harassment/sexual harassment of students by school employees is considered grounds for disciplinary action, up to and including dismissal from employment. Harassment/sexual harassment of students by other students is considered grounds for disciplinary action, up to and including expulsion. The Head of School or his/her designee(s) will determine appropriate sanctions for harassment of students by persons other than school employees and students.

The designated Title IX Coordinator(s), will investigate complaints of harassment in accordance with the Student Harassment Complaint Procedure. School employees, students, and parents shall be informed of this policy/procedure through handbooks and/or other SPAA selected by the school administration.

Cross Reference: ACAD Hazing

ACAA-R: STUDENT DISCRIMINATION AND HARASSMENT COMPLAINT PROCEDURE

This procedure has been adopted by the Board in order to provide a method of prompt and equitable resolution of student complaints of discrimination or discriminatory harassment as described in policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAA – Harassment and Sexual Harassment of Students.
Definitions

For purposes of this procedure:

A “Complaint” is defined as an allegation that a student has been discriminated against or harassed on the basis of race, color, sex, sexual orientation, marital status, age, religion, ancestry, national origin, or disability.

“Discrimination or harassment” SPAA discrimination or harassment on the basis of race, color, gender, sexual orientation, marital status, religion, ancestry, national origin, or disability.
How to Make a Complaint

Any student who believes he/she has been discriminated against or harassed should report the concern
promptly to the ______. Students who are unsure whether discrimination or harassment has occurred are
encouraged to discuss the situation with the _______.

School staff are expected to report possible incidents of discrimination or harassment of students. Parents and other adults are also encouraged to report any concerns about possible discrimination or harassment of students.

Students and others will not be retaliated against for making a Complaint. Any retaliation by students or school staff will result in disciplinary measures, up to and including expulsion or dismissal.

Students are encouraged to utilize the school’s Complaint Procedure. However, students are hereby notified that they also have the right to report Complaints to the Maine Human Rights Commission, State House Station 51, Augusta, ME 04333 (telephone: 207-624-6050) and/or to the federal Office for Civil Rights, Regional Director, U.S. Department of Education, S.W. McCormack POCH Room 222, Boston, MA 02109-4557 (telephone: 617-223-9662).
Complaint Handling and Investigation

The ______________ shall promptly inform the Head of School or his/her designee(s) and the person(s) who
is the subject of the Complaint that a Complaint has been received.

The ______________ may pursue an informal resolution of the Complaint with the agreement of the parties
involved. The informal resolution is subject to the approval of the Head of School or his/her designee(s), who
shall consider whether the informal resolution is in the best interest of the school in light of the particular
circumstances and applicable policies and laws.

The Complaint will be investigated by the ______________, unless the Head of School or his/her designee(s)
chooses to investigate the complaint or designates another person to investigate it on his/her behalf. Any
Complaint about an employee who holds a supervisory position shall be investigated by a person who is not
subject to that supervisor’s authority. Any Complaint about the Head of School or his/her designee(s) should
be submitted to the chairperson of the School Board, who should consult with legal counsel concerning the
handling and investigation of the Complaint.

The person who is the subject of the Complaint will be provided with an opportunity to be heard as part of the
investigation. If the Complaint is against an employee of the school, any applicable individual or collective
bargaining contract provisions shall be followed.

Privacy rights of all parties to the Complaint shall be maintained in accordance with applicable state and
federal laws.

The ______________ shall keep a written record of the investigation process.

The ______________ may take interim remedial measures to reduce the risk of further discrimination or
harassment while the investigation is pending.

The ______________ shall consult with the Head of School or his/her designee(s) concerning the
investigation, conclusions, and any remedial and/or disciplinary actions.

The investigation shall be completed within 21 school days of receiving the Complaint, if practicable.

If the ______________ determine that discrimination or harassment occurred, he/she shall, in
consultation with the Head of School or his/her designee(s):

Determine what remedial action is required, if any;
Determine what disciplinary action should be taken against the person(s) who engaged in discrimination or harassment, if any; and
Inform the student who made the Complaint in writing of the results of the investigation and its resolution (in
accordance with applicable state and federal privacy laws).

If the student’s parents/legal guardians are dissatisfied with the resolution, an appeal may be made in writing to the Head of School or his/her designee(s) within 14 school days after receiving notice of the resolution. The Head of School or his/her designee(s) shall review the investigation report and may conduct further investigation if deemed appropriate. The Head of School’s or his/her designee(s)’s decision shall be final.

If the student’s parents/legal guardians are dissatisfied with the decision of the Head of School or his/her designee(s), an appeal may be submitted in writing within 14 school days after receiving notice of the decision. The School Board will consider the appeal in executive session, to the extent permitted by law, at its next regular meeting. The Head of School or his/her designee(s) shall submit the investigation report and any other witnesses or documents that he/she believes will be helpful to the School Board. The student, his/her parents/legal guardians and his/her representative shall be allowed to be heard. The person(s) against whom the Complaint was made shall be invited and allowed to be heard. The School Board’s decision shall be final.

ACAB: HARASSMENT AND SEXUAL HARASSMENT OF SCHOOL EMPLOYEES”]Harassment of school employees because of race, color, sex, sexual orientation, marital status, religion, ancestry or national origin, age, status as a veteran or disability is prohibited. Such conduct is a violation of School Board policy and may constitute illegal discrimination under state and federal laws.
Harassment

Harassment includes but is not limited to verbal abuse, threats, physical assault against a person or their property based on race, color, sex, sexual orientation, marital status, religion, ancestry or national origin, age, status as a veteran or disability.
Sexual Harassment

Unwelcome sexual advances, suggestive or lewd remarks, requests for sexual favors, and other verbal and physical conduct of a sexual nature constitute sexual harassment when:

Submission to such conduct is made either explicitly or implicitly a term or condition of an employee’s work environment or employee benefits;

Submission to or rejection of such conduct by an employee is used as the basis for decisions on employment benefits; and/or Such conduct has the purpose or effect of substantially interfering with an individual’s work performance or creating an intimidating, hostile or offensive work environment. Any employee who engages in harassment or sexual harassment will be subject to disciplinary action, up to and including discharge. All complaints of harassment will be investigated in accordance with the School Employee Discrimination and Harassment Complaint Procedure.
Notice and Training

Annually, each employee shall receive a copy of this policy and the School Employee Discrimination and Harassment Complaint Procedure. This may be accomplished by including the policy/procedure with employee paychecks or by using other appropriate SPAA to ensure that each employee receives a copy. All newly hired employees shall be provided training about sexual harassment in accordance with Maine law. The Head of School or his/her designee(s) is responsible for ensuring that the school complies with all legal requirements for posting, notification and training of employees regarding harassment and sexual harassment.
ACAB-R: EMPLOYEE DISCRIMINATION AND HARASSMENT COMPLAINT PROCEDURE
Definitions

For purposes of this procedure:

“Complaint” is defined as an allegation that an employee has been discriminated against or harassed on the basis of race, color, sex, sexual orientation, marital status, age, religion, ancestry, national origin, status as a veteran or disability.

“Discrimination or harassment” SPAA discrimination or harassment on the basis of race, color, sex, sexual orientation, marital status, age, religion, ancestry, national origin, status as a veteran or disability.
How to Make a Complaint

Any employee who believes he/she has been harassed or discriminated against is encouraged to try to resolve the problem by informing the individual(s) that the behavior is unwelcome or offensive and by requesting that the behavior stop. This shall not prevent the employee, however, from making an immediate formal complaint.

Any employee who believes he/she has been harassed or discriminated against should report their concern promptly to the Co Directors. If the employee is uncomfortable reporting concerns to the ______________, he/she may report the concern to Human Resources.

Employees who are unsure as to whether unlawful discrimination or harassment has occurred are encouraged to discuss their concerns with the ______________. Employees will not be retaliated against for reporting suspected discrimination or harassment.

Any employee who believes he/she has been discriminated against or harassed is encouraged to utilize the school’s complaint procedure. However, employees are hereby notified that they also have the right to report incidents of discrimination or harassment to the Maine Human Rights Commission, 51 State House Station, Augusta, Maine 04333 (telephone: 207-624-6050) and/or to the federal Office for Civil Rights, Regional Director, U.S. Department of Education, S.W. McCormack POCH Room 222, Boston, MA 02109-4557
(telephone: 617-223-9662)
Complaint Handling and Investigation

The ______________ will promptly inform the Head of School or his/her designee(s) and the person who is the subject of the complaint that a complaint has been received.

The ______________ may pursue an informal resolution of the complaint with the agreement of the parties involved. The informal resolution is subject to the approval of the Head of School or his/her designee(s) who shall consider whether the resolution is in the best interest of the school in light of the particular circumstances and applicable policies and law.

The complaint will be investigated by the ______________, unless the Head of School or his/her designee(s) chooses to investigate the complaint or designates another person to investigate it on his/her behalf. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Head of School should be submitted to the Chair of the School Board, who should consult with legal counsel concerning the handling and investigation of the complaint.

The person who is the subject of the complaint will be provided with an opportunity to be heard as part of the investigation. If the complaint is against an employee of the school, any rights conferred under an applicable collective bargaining agreement shall be applied.
Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.

The ______________ shall keep a written record of the investigation process. The ______________ may take interim remedial measures (consistent with any applicable collective bargaining agreement provisions) to reduce the risk of further discrimination or harassment while the investigation is pending.

The ______________ shall consult with the Head of School or his/her designee(s) concerning the investigation, conclusions, and any remedial and/or disciplinary actions.

The investigation shall be completed within 21 school days of receiving the complaint, if practicable. If the ______________ determine that discrimination or harassment occurred, he/she shall, in consultation with the Head of School or his/her designee(s):

Determine what remedial action is required, if any;

Determine what disciplinary action should be taken against the person(s) who engaged in discrimination or harassment, if any; and
Inform the employee who made the complaint in writing of the results of the investigation and its resolution (in accordance with applicable state and federal privacy laws).

If the employee who made the complaint is dissatisfied with the resolution, he/she may appeal to the Head of School or his/her designee(s) within 14 school days after receiving notice of the resolution. The Head of School or his/her designee shall review the investigation report and may conduct further investigation if deemed appropriate. The Head of School’s or his/her designee(s) s decision shall be final.

If the employee is dissatisfied with the decision of the Head of School or his/her designee(s), he/she may appeal to the School Board within 14 school days after receiving notice of the Head of School or his/her designee(s)’s decision.

The School Board will consider the appeal in executive session, at its next regular meeting. The Head of School or his/her designee(s) shall submit to the School Board his/her decision, the complaint, any responses, the investigation report and related documents. The complainant shall be allowed to be heard. If present, the complainant’s representative and the representative of the person(s) against whom the complaint was made will also be given the opportunity to be heard.

After reviewing the Head of School’s or his/her designee(s)’s submissions and hearing from the parties, the School Board shall make a decision as to whether to affirm or modify the Head of School’s or his/her designee(s)’s conclusions. The School Board’s decision shall be final.

ACAD: HAZING

Maine statute defines injurious hazing as “any action or situation which recklessly or intentionally endangers the mental or physical health of a student enrolled in a public school.”

It is the policy of the School Board that injurious hazing activities of any type including harassment, either on or off school property, by any student, staff member, group or organization affiliated with this school, are inconsistent with the educational process and are prohibited.

No administrator, faculty member, or other employee of this school shall encourage, permit, condone, or tolerate injurious hazing activities. No student, including leaders of student organizations, shall plan, encourage, or engage in injurious hazing activities.

This policy and related rules apply to any student who is on school property, who is in attendance in school or at any school-sponsored activity, or whose conduct at any time or place directly interferes with the operations, discipline or general welfare of the school. Although this provision does not authorize or require school officials or staff to take action at will for off-school premises misconduct, it does provide notice to students about the possible impact of their conduct, and provides school officials with the authority to assess the actual impact of off-school conduct on the school community.

In the case of an organization affiliated with this school which condones hazing, penalties include revocation of permission for that organization to operate on school property or to receive any other benefit of affiliation with the school.
Persons not associated with this school who fail to abide by this policy are subject to ejection from school property and/or other measures as may be available under the law.

Administrators, faculty members, students, and all other employees who fail to abide by this policy are subject to disciplinary action which may include suspension, expulsion, or other appropriate measures.

These penalties shall be in addition to any civil or criminal penalties to which the violator or organization may be subject.

The Head of School or his/her designee(s) shall assume responsibility for administering this policy. In the event that an individual or organization disagrees with any action — or lack of action — on the part of the Head of School or his/her designee(s) as he/she carries out the provisions of this policy, that individual or organization may appeal to the full School Board. The ruling of the School Board, with respect to the provisions of this policy, shall be final.

A copy of this policy shall be included in all school, parent, and faculty handbooks or otherwise.

AD: EDUCATIONAL PHILOSOPHY/MISSION
Mission of the SPAA

The SPAA (“SPAA”) is to provide an inspiring and inclusive learning environment primarily for students who seek to engage in the performing arts. Our core values will be respect, responsibility and __________________.
Vision for the Snow Pond Arts

Academy Targeted Student Population:

The SPAA, located on the campus of the New England Music Camp and Snow Pond Community Music School in Sidney, Maine, will be open to high school students residing throughout the State of Maine.

Organizing Principles:

Student ownership of the educational process through standards and a Personal Learning Plan:
Actively engaged students – a project based orientation:
Using the community and the natural world as the classroom:
Building supportive relationships to create a strong sense of community; using Restorative Practices to create ownership of School values and behavioral expectations:
A collaborative and reflective teaching model:
Strong ties built between school and parents:

Approved by the SPAA Board of Directors: March __, 2016

ADA: SCHOOL GOALS AND OBJECTIVES

The Board will strive to ensure that the resources of the school are used efficiently, effectively and directed toward meeting the educational needs of SPAA students.

The Board will develop annual goals [??] based on input solicited from a variety of sources. At its annual goal workshop meeting, the Board will also review topics that have been raised by the public and not previously placed on an agenda and consider these topics as possible goals.

These goals will be shared with the community, the staff, and the students. The administration shall develop appropriate objectives designed to achieve the stated priorities. The Board will regularly evaluate progress toward meeting the goals and will adopt appropriate policies designed to facilitate their accomplishment. Legal Reference: 20-A MRSA Section 4511(3)(A)

ADAA: SCHOOL COMMITMENT TO STANDARDS FOR ETHICAL AND RESPONSIBLE BEHAVIOR

The School Board believes that promoting ethical and responsible behavior is an essential part of the school’s educational mission. The Board recognizes that ethics, constructive attitudes, responsible behavior, and
“character” are important if a student is to leave school as a “responsible and involved citizen,” as described in the Guiding Principles of the Maine Learning Results. The Board also recognizes that Maine law requires the adoption of a school-wide student code of conduct consistent with statewide standards for student behavior developed by the Commissioner of the Department of Education in compliance with 20-A MRSA § 254(11).

The Board seeks to create and maintain a school climate in which ethical and responsible behavior can flourish. The Board believes that instilling a sense of ethics and responsibility in students requires setting positive expectations for student behavior as well as establishing disciplinary consequences for behavior that violates Board policy or school rules. Further, the Board believes that in order to teach ethical and responsible behavior, adults who interact with students must strive to model and reinforce ethical and responsible behavior. To that end, the Board supports an active partnership between the school and parents.

Recognizing that collaboratively identified core values are the foundation for a school culture that encourages and reinforces ethical and responsible student behavior, the Board has identified eight basic qualities of good citizenship: trustworthiness, responsibility, honesty, respectfulness, compassion, hardworking, and fairness. The Board is committed to maintaining and enforcing standards for behavior, including prescription of consequences for unacceptable behavior.

The Board assures that the school will maintain a Student Code of Conduct consistent with statewide standards for student behavior1 that shall, as required by law:

Establish standards of student responsibility for behavior;
Define unacceptable student behavior;
Prescribe consequences for violation of the Student Code of Conduct, including first-time violations, when appropriate;
Describe appropriate procedures for referring students in need of special services to those services;
Establish criteria to determine when further assessment of a current Individual Education Plan (IEP) is necessary, based on removal of the student from class;
Establish policies and procedures concerning the removal of disruptive or violent students from a classroom school bus, or other school property, as well as student disciplinary and placement decisions, when appropriate; and
Establish guidelines and criteria concerning the appropriate circumstances when the Head of School/designee may provide information to the local police or other appropriate law enforcement authorities regarding an offense that involves violence committed by any person on school grounds or other school property.

The Student Code of Conduct will be reviewed periodically by the School Board, with input from administrators, staff, parents, students, and members of the community.

Students, parents, staff, and the community will be informed of the Student Code of Conduct through handbooks and/or other SPAA selected by the Head of School /designee.
Ethics and Curriculum

The Board encourages examination and discussion of ethical issues within content areas of the curriculum, as appropriate. The Board encourages integration of ethics into content areas of the curriculum, as appropriate. The Board also encourages the school to provide students with meaningful opportunities to apply values and ethical and responsible behavior.

Legal Reference: 20-A MRSA §§ 254, 1001(15)

ADC, ADC-R: USE OF TOBACCO ON SCHOOL PREMISES PROHIBITED, ADMINISTRATIVE PROCEDURE

The School Board is dedicated to providing a healthy atmosphere for its students, staff and visitors. The use of tobacco or tobacco products in any form is prohibited in all school buildings, offices, any school-approved vehicles, and on school grounds at any time, 24 hours per day, year round. Visitors will be asked to follow the school policy or asked to leave. Police may enforce the policy as provided by law.

Students are prohibited from possessing, selling, distributing or dispensing tobacco products in school buildings, facilities and on school grounds and buses during school-sponsored events and at all other times.

Employees and all other persons are also strictly prohibited, under law, and this Board’s policy, from selling, distributing or in any way dispensing tobacco products to students. Furthermore, tobacco advertising, including the wearing of clothing advertising tobacco products is prohibited in school buildings, at school functions and in school publications.

This policy applies before, during and after school hours, at school or in any other “school district location” as defined:
“School district location” SPAA in any school building or on any school premises; on any school-owned vehicle or in any other school-approved vehicle used to transport students to and from school or school activities; off school property at any school-sponsored or school-approved activity, event or function, such as a field trip or athletic event, where students are under the jurisdiction of the school district.

Information regarding this policy will be disseminated at least yearly to students/parents, staff and community through student handbooks, staff meetings, posted signs, facilities use contracts, announcements and other SPAA as decided by the ______________.

Administrative Procedure:
Legal Reference: 22 MRSA §§ 15780(A)(3)

Me. PL 470 (An Act to Reduce Tobacco Use by Minors) 20 USC 6081-6084 (Pro-Children Act of 1994)

ADF: COMMITMENT TO LEARNING RESULTS & COMMON CORE STANDARDS

The SPAA Board of Directors hereby adopts the system of Maine Learning Results and Common Core standards and the Maine Department of Education’s applicable rules. The Learning Results system and Common Core standards are intended to serve as a foundation for education reform and to promote and provide assessment of student learning, accountability and equity. The Board recognizes that the legislative intent of the Common Core system is to provide children with a school that reflect high expectations and create conditions where these expectations can be met.

Implementation of the Learning Results system and Common Core standards and the mandate to provide all students with equitable opportunities to meet the content standards of the system of the Learning Results system and Common Core standards has broad implications for the school, including curriculum, budget, professional development, student assessment, professional evaluation, and graduation requirements. Therefore, the Board will examine its policies to ensure that they are consistent with the intent and goals of the Learning Results system and Common Core standards. This will require a concerted and coordinated effort involving the Board, the Head of School, administrators, teachers, parents, students, and the community. The Head of School his/her designee(s) shall continue to evaluate the implementation of the Learning Results system and Common Core standards and any appropriate administrative procedures, including solicitation of feedback from the abovementioned parties. The Head of School his/her designee(s) shall report these findings to the Board on a semi-annual basis.

Legal References:

BBA: BOARD POWERS AND RESPONSIBILITIES

The SPAA Board shall exercise such responsibilities as specifically provided by law, applicable bylaws and ____________.

The Board shall concern itself primarily with broad questions of policy rather than with administrative details. The application of policies is an administrative task to be performed by the Head of School or his/her designee(s) and his/her staff, who shall be held responsible for the effective administration and supervision of the entire school system.

The Board, functioning within the framework of laws, court decisions, attorney generals’ opinions, and similar mandates from the state and national levels of government, and recognizing the authority of the state, fulfills its mission as the governing body of a political subdivision by acting as follows in the execution of its duties:

Enacts policy;
Selects, employs and evaluates the Head of School;
Requires the establishment and maintenance of records, accounts, archives, management methods and procedures incidental to the conduct of school business;
Approves the budget, financial reports, audits, major expenditures, payment of obligations, and policies whereby the administration may formulate procedures, regulations, and other guides for the orderly accomplishment of business;
Provides staff and instructional aids;
Evaluates the educational program to determine its effectiveness with which the school is achieving the goals as outlined in the school’s mission, vision, Learning Results system and Common Core standards and charter contract.
Provides for the dissemination of information relating to the school necessary for creating a well-informed public;
Approves/disapproves personnel nominations from the Head of School and determines (where appropriate via collective bargaining) compensation and working conditions of all staff; and
Approves the curriculum in support of the Maine Learning Results system and Common Core standards and adopts and directs the general course of studies.

BBAA: BOARD MEMBER AUTHORITY AND RESPONSIBILITIES

Members of the Board have authority only when acting as a Board legally in session. The Board shall not be bound in any way by any action or statement on the part of any individual Board member except when such statement or action is in pursuance of specific instructions from the Board.

BCA: BOARD MEMBER CODE OF ETHICS

As a member of the Board of Directors of SPAA, I accept the principles set forth in the following code of ethics to guide me in my Board efforts:

I will use my service on the Board as an opportunity to serve my community by promoting education and performing arts for the youth of the state of Maine and beyond.
I will make no disparaging remarks, in or out of the Board meetings, about other members of the Board or their opinions.
I will remember that I have no legal authority relating to SPAA outside of my role on the Board, and that I will conduct my relationship with the school staff, the local citizenry, and all media of communications on the basis of this fact.
I will recognize that my responsibility is not to operate the school but to see that it is well operated. I will confine my Board action to policy making, planning, and appraisal, leaving the administration of the school to the Head of School.
I will seek to provide education for all enrolled students commensurate with their needs and abilities.
I will listen to all public comment but will refer all complaints to the proper authorities, and will discuss such complaints only at a regular meeting of the Board, where necessary.
I will not criticize SPAA or its employees publicly, but will share concerns or criticism, if any, with the Head of School for investigation and action, if necessary.
I will make decisions openly after all facts bearing on a question have been presented and discussed. I will support a decision graciously once it has been made by the majority of the Board.
I will not discuss the confidential business of the Board outside of Board meetings.

BCB: BOARD CONFLICT OF INTEREST POLICY (Rev. 7/5/17)
Article I – Purpose

The purpose of the conflict of interest policy is to protect Snow Pond Arts Academy’s (“Organization”) interest when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer, director, or other interested person of the Organization or might result in a possible excess benefit transaction. This policy is intended to supplement but not replace any applicable state and federal laws governing conflict of interest applicable to nonprofit and charitable organizations.
Article II – Definitions

Interested Person. Any director, principal officer, member of a committee with governing board delegated powers, or agent or employee who can influence the actions of the Organization, who has a direct or indirect financial interest, as defined below, is an interested person.
Financial Interest. A person has a financial interest if the person has, directly or indirectly, through business, investment, or family:
An ownership or investment interest in any entity with which the Organization has a transaction or arrangement,
A compensation arrangement with the Organization or with any entity or individual with which the Organization has a transaction or arrangement, or
A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which the Organization is negotiating a transaction or arrangement.

Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial.

A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists.
Article III – Procedures

Duty to Disclose. In connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the directors and members of committees with governing board delegated powers considering the proposed transaction or arrangement.
Determining Whether a Conflict of Interest Exists. After disclosure of the financial interest and all material facts, and after any discussion with the interested person, s/he shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists.
Procedures for Addressing the Conflict of Interest.
An interested person may make a presentation at the governing board or committee meeting, but after the presentation, s/he shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest.
The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.
After exercising due diligence, the governing board or committee shall determine whether the Organization can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest.
If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in the Organization’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination, it shall make its decision as to whether to enter into the transaction or arrangement.
Violations of the Conflicts of Interest Policy.
If the governing board or committee has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose.
If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the governing board determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action.

Article IV – Records of Proceedings

Minutes. The minutes of the governing board and all committees with board delegated powers shall contain:
The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed.
The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings.

Article V – Compensation

Recusal of Directors Required. A voting member of the governing board who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.
Recusal of Committee Members Required. A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.
Information May Be Presented. No voting member of the governing board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization, either individually or collectively, is prohibited from providing information to any committee regarding compensation.

Article VI – Annual Statements

Signed Statements Required: Each director, principal officer and member of a committee with governing board-delegated powers shall annually sign a statement, which affirms such person:
Has received a copy of the conflicts of interest policy,
Has read and understands the policy,
Has agreed to comply with the policy, and
Understands the Organization is charitable and in order to maintain its federal tax exemption, it must engage primarily in activities which accomplish one or more of its tax-exempt purposes.

Article VII – Periodic Reviews

Review Procedure: To ensure the Organization operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:
Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s length bargaining; and
Whether partnerships, joint ventures, and arrangements with management organizations conform to the Organization’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.

Article VIII – Use of Outside Experts

When conducting the periodic reviews as provided for in Article VII, the Organization may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for ensuring periodic reviews are conducted.

Adopted by the Board of Directors on July 5, 2017

SNOW POND ARTS ACADEMY
CONFLICT OF INTEREST ACCEPTANCE & DISCLOSURE FORM
I have read the above stated Conflict of Interest Policy and will comply with its requirements.
Please state below any organizational affiliations that you have which may cause a conflict of interest in your role as a Board Member of Snow Pond Arts Academy. You will be asked to refrain from participating in discussion and voting on business related to these organizations.
Date: ______________
Signature: _______________________________________________________________
Print name: ______________________________________________________________

BDB: BOARD OFFICERS

The officers of the Board shall consist of the Board Chair (who shall serve as and have the power and authority of the Head of School of a nonprofit corporation pursuant to Section 710 of the Maine Nonprofit Corporation Act), a Board Vice Chair, a Treasurer, a Secretary, and such other officers and assistant officers as the Board of Directors shall deem desirable. No two offices may be held by the same person. In addition to the duties and powers specifically set forth in these Bylaws, each officer shall have such duties and power as the Board of Directors may from time to time prescribe.

Chair of the Finance Committee: The Chair of the Finance Committee shall have oversight of all financial affairs of the corporation.
Treasurer. The Treasurer shall have general charge of the financial affairs of the corporation. The Treasurer shall have custody of all funds of the corporation, subject to such regulations as may be imposed by the Board. The Treasurer may be required to give bond for the faithful performance of his or her duties, in such sum and with such sureties as the Board may require. The Treasurer shall deposit, or cause to be deposited, all moneys of the corporation in such depositories as may be designated by the Board. The Treasurer shall keep or cause to be kept full and accurate accounts of the receipts and disbursements of the corporation in suitable books of the corporation and shall exhibit such books upon request of any officer or Director for any proper purpose at any reasonable time. The Treasurer shall be a non-voting member.

Secretary. The Secretary shall have charge of such books, documents, and papers as the Board of Directors may determine and shall have the custody of the corporate seal. The Secretary shall attend and keep or cause to be kept the minutes of all the meetings of the Board of Directors. The Secretary shall keep or cause to be kept a record of the names and addresses of the Board of Directors. The Secretary may certify all votes, resolutions, and actions of the Board of Directors and of its committees.

Board Chair. The Board Chair shall preside at all meetings of the Board and shall have such other powers and responsibilities as set forth in these Bylaws and shall perform other duties as directed by law, Maine Department of Education regulations.
Legal Reference:

20-A MRSA § 1055 (ALL)
20-A MRSA § 1251(5), (7) (MSAD)
20-A MRSA§ 1651, 2 (CSD)
20-A MRSA § 1471 (RSU)

BDDH: PUBLIC PARTICIPATION AT BOARD MEETINGS

The Board recognizes the value of public comment on educational issues and the importance of involving members of the public in their meetings. To permit fair and orderly expression of such comment, the Board will provide a period of time at each meeting during which visitors may make brief comment on school issues. Formal presentations shall be scheduled in advance.

Requests to address the Board on matters must be made in writing to the Head of School at least ten (10) days prior to a regular meeting date and must set forth the specifics of the subject to be addressed. When appropriate, the Head of School his/her designee(s) will place such requests on the agenda for the next regular Board meeting.

The Board may also allow individuals to express an opinion prior to Board action on agenda items. Individuals wishing to be heard by the Board will be recognized by the Chair. After identifying themselves, speakers will make brief comments. A speaker will not be recognized for a second time on a particular item unless time remains after all have been heard. Speakers must concern themselves with the item under discussion. All speakers must observe rules of common etiquette. The Board may set a time limit on the length of public comment and/or a time limit for individual speakers. Personal comments, criticism, or complaints about specific individuals will not be permitted. A speaker in violation of these rules may be required to leave, in order to permit the orderly consideration of the issues for which the meeting was called.

To be eligible to address the Board, an individual should reside within the school’s catchment area, a parent of a current student, be an employee of the school, or be invited by the Board or Head of School to speak.

The Board will give due attention to comments and contributions from the audience, but will not be expected to respond or take action immediately. Inquiries will be referred to the Head of School, who will investigate or consider and report to the citizen or to the Board.

BEA: BOARD USE OF ELECTRONIC MAIL

Use of electronic mail (e-mail) by Board members should conform to the same standards of judgment, propriety and ethics as other forms of Board-related communication. They shall comply with the following guidelines when using e-mail in the conduct of Board responsibilities:
The Board shall not {regularly} use e-mail as a substitute for deliberations at Board meetings or for other communications or business properly confined to Board meetings.

Board members should be aware that e-mail and e-mail attachments received or prepared for use in board business or containing information relating to board business are likely to be regarded as public records which may be inspected by any person upon request, unless otherwise made confidential by law. Board members shall avoid reference to confidential information about employees, students or other matters in e-mail communications because of the risk of improper disclosure. Board members should comply with the same standards as school employees with regard to confidential information.

BEC: EXECUTIVE SESSIONS

Except as provided by law, all meetings of the School Board shall be open to the public, and all persons shall be permitted to attend the meetings. The Board may hold executive sessions upon recorded vote of three-fifths (3/5) of the members present and voting. Any motion to go into executive session shall indicate the precise nature of the business of the executive session and include a citation of one or more sources of statutory or other authority that permits an executive session for that business. Deliberations may be conducted in executive sessions only on those matters defined in the law. No final action shall be taken in executive session.

By its very nature, the subject matter of executive sessions is highly confidential. It is expected that all parties to such discussions will respect the need for confidentiality.
Legal Reference:

1 MRSA § 401 et seq.

BEDB, BEDB-R, SCHOOL BOARD MEETINGS AND AGENDAS
Agenda Preparation and Dissemination

The Head of School or his/her designee(s), in consultation with the Chair, shall prepare an agenda for each meeting of the Board. The agenda shall include items that the Board plans to address in performing its duties as the governing body of the school in accordance with Maine law and Board policies.

The agenda will be distributed to Board members, the media, and to designated school-affiliated organizations no later than five days prior to a regular meeting of the Board and no later than three days (72 hours) prior to a special meeting. Copies of the agenda will be posted and/or available at the Head of School’s Office and on the SPAA web site. Anyone desiring additional information regarding an agenda item should direct inquiries to the Office of the Head of School. Copies of the agenda will also be available at the Board meeting.

In the case of an emergency meeting, notice of the agenda will be given as early as practicable and will be provided to the media at the same time and in the same manner that it is given to Board members.
Requests for Agenda Items

Board members, school staff, groups or organizations, and members of the public may submit written requests to the Board through the Chair or the Head of School his/her designee(s) for items to be placed on the agenda. To be considered for placement on the agenda, an item must be within the scope of the Board’s duties, timely, and appropriate for consideration under all applicable laws and Board policies. The request must be received a minimum of ten (10) days prior to the meeting at which the group or individual wishes the item to be addressed by the Board in order for it to be considered for the agenda of that meeting. The Chair and Head of School his/her designee(s) shall make the final decision regarding placement of items on the agenda.
Dissemination of Supporting Materials

As an accompaniment to the agenda, the Head of School his/her designee(s) will provide to the Board such background materials and data that in his/her judgment are necessary for the Board to give informed consideration to agenda items. The Head of School his/her designee(s) will also provide to the Board the draft minutes of Board meetings that will be presented for approval.

Documents containing information that is exempt from disclosure under the Freedom of Access Act or other law shall be marked “confidential.” Such information shall not be disclosed by Board members or the Head of School or provided to the media or the public. Requests for disclosure of materials received by Board members should be referred to the Head of School his/her designee(s).
Regular Meetings

The Board of Directors holds regular monthly meetings. Meetings may be cancelled at the discretion of the Head of School or Chairperson.
Special Meetings

A special meeting may be called by the Chairperson of the Board, at the request of the Head of School his/her designee(s), or at the request of any two members of the Board. No business will be transacted except that for which the meeting was called.
Emergency Meetings

An emergency meeting may be called by the Chairperson or Head of School his/her designee(s). No business shall be transacted except that for which the meeting was called. Notice of the agenda will be given as early as practicable.
Quorum

Unless otherwise required by law or Board policy, a majority of the Board of Directors constitute a quorum for the purposes of taking action.
Additions and Adjustments to the Agenda of a Regular Meeting

After the meeting has been called to order, the Head of School his/her designee(s) or Board Chair may recommend additions and/or adjustments to the agenda of a regular meeting.

Any Board member who wishes to add an item to the agenda may offer a motion to that effect. Such a motion shall require a second to proceed to a vote. The item should be within the scope of the Board’s duties, timely, and appropriate for consideration under all applicable laws and Board policies. Additions to the agenda should only be made when the matter cannot reasonably wait until the next regular meeting.

All additions to the agenda must be approved by a majority vote of the members present and voting, with all additions added to the end of the published agenda except if the order of business is changed.

In order to facilitate its business or to accommodate groups in attendance, the Board may adjust the agenda by changing the order of business. Such adjustments shall require the consent of the Board by three-fifth (3/5) of the members present voting.
Legal Reference:

20-A MRSA § 1477 (RSU)

BEDJ: BROADCASTING/TAPING OF BOARD MEETINGS

The following guidelines will govern the public use of recording devices at the public meetings of the Board and subcommittees of the school.

Any recording device may be used by members of the public so long as it does not:

Require the use of power cords and microphone cords that would interfere with the free movement of traffic into, out of, and within the meeting room;
Produce continuous or periodic sounds that interfere with speakers or with the ability of all persons present to hear the proceedings;
Require the occasional or frequent relocation of a microphone or microphones in such a manner as to be disruptive to speakers or other persons present; and/or;
Require excessive space in the meeting room so that any participants or observers at the meeting are displaced or excluded or cannot see because of the device.

Whenever a taped or filmed recording is being made of a meeting or any part thereof, the person making the tape or film shall first notify the Board Chair or the person conducting the meeting. The Chair will announce at the meeting that a member of the public is recording the meeting.

The Chair has the authority to request the operator to comply with the provisions of this policy when, in his/her judgment, the activity is interfering with the orderly conduct of the meeting and/or the ability of the public to observe the proceedings. If the problem persists, the Chair may direct that the recording be discontinued and, if necessary, that the recording device be removed from the meeting room.

BFE/CHD ADMINISTRATION IN THE ABSENCE OF POLICY

In cases when action must be taken within the school system and the Board has provided no guidelines for administrative action through policy, the Head of School his/her designee(s) shall have the power to act.

It is the duty of the Head of School his/her designee(s) to inform the Board promptly of such action and of the need for policy.

BG: POLICY REVIEW

At the start of each school year, the Compliance Committee shall meet to review all policies. They shall make recommendations to the Board as to which policies should be maintained, modified, or discontinued. They shall solicit from the Board, school administrations and school staffs new policy areas to be addressed during the course of the school year. This policy shall not prohibit the review of policies at any time during the school year as the need arises.

BGC: POLICY ERRORS AND INCONSISTENCIES

The Compliance Committee of the Board may make the following changes and corrections to policies, when the changes or corrections do not alter the sense or meaning of the policies:

Misspellings. Misspelled words may be corrected.
Cross-References. Cross-references in policies may be changed to agree with new, amended, renumbered, reallocated, or corrected statutes, rules or policies.
Capitalization. Improper capitalization may be corrected.
Renumbering. The numbering or lettering of policies may be corrected or properly arranged.
Punctuation. Punctuation, including hyphenation, may be corrected.
Errors. Obvious clerical, typographical or grammatical errors may be corrected.
Language. Additions or deletions may be made to clarify the intent of the policy.

Changes or corrections made by the Compliance Committee shall not alter the substantive meaning of any policy. In the event the Compliance Committee is in doubt whether a specific change or correction is authorized by this policy, it will not make the change or correction but shall incorporate the proposed change or correction into the policy amendment submitted to the Board for consideration.

Within thirty (30) days of making a change or correction hereunder, the Compliance Committee shall submit a written report to the Board containing a description of the changes and corrections. The Board may reject any of the changes or corrections. Those changes and corrections not rejected by the Board shall take effect on the date of the Board meeting at which such changes and corrections were reviewed or at such other times as the Board may designate.

BHC/GBD: SCHOOL BOARD STAFF COMMUNICATIONS

The School Board desires to maintain open channels of communication between itself and the staff. The primary SPAA of communication will, however, be through the Head of School or his/her designee(s).
Staff Communications to the School Board

All communications or reports to the School Board or any School Board from staff members will be submitted through the Head of School or his/her designee(s). This necessary procedure will not be construed as denying the right of any employee to appeal to the School Board administrative decisions about important matters, provided that the employee has discussed the matter with the Head of School or his/her designee(s), attempted to resolve the issue, and notified the Head of School or his/her designee(s) of the forthcoming appeal. The appeal must be processed in accordance with the School Board policy on complaints and grievances.

Also, School Board meetings are public meetings. As such, they provide an excellent opportunity to observe at first-hand the School Board deliberations on issues of staff concern. Staff members may participate in School Board meetings in accordance with the policy on public participation at such meetings. Further, at times, and with the knowledge of the Head of School, the School Board may invite staff members to speak at School Board meetings or to serve on advisory committees to the School Board.
School Board Communications to Staff

All official communications, policies, and directives of staff interest and concern will be communicated to staff members through the Head of School or his/her designee(s), and the Head of School or his/her designee(s) will employ all such media as are appropriate to keep staff fully informed of the School Board problems, concerns, and actions.
Visits to the School

Individual School Board members who, in their parental capacity, wish to visit the school or classroom(s) of their child(ren) will follow the regular procedures for visitors. School Board members who wish to visit other classrooms as an informal expression of interest in school affairs (not as “inspection”) will inform the Head of School or his/her designee(s) who will arrange such visit(s) through the ______________.

Official visits by School Board members will be conducted only under School Board authorization and with the full knowledge of the Head of School his/her designee(s), ______________, and staff.
School Board Member Authority

Staff and Board members are reminded that individual School Board members have no special authority, except when they are convened at a legal meeting of the School Board or vested with special authority by School Board action.

BHD: BOARD COMMUNICATIONS

The Board is responsible to all of the people for whose benefit the school has been established. This includes all residents of the school’s catchment area and, by extension, the broader community. Current Board decisions will influence the course of education in the school for years to come. By virtue of this responsibility and influence, the Board and each of its members must look to the future and consider the needs of all people. Board members must have a comprehensive perspective as they make long-range plans as well as attend to immediate problems.

The Board believes that the school is an integral part of the community and that community support is necessary for its operation and achievement of excellence. The Board and staff members recognize that community support is based on a mutual exchange, a dynamic process in which the school contributes to the community’s success and, in turn, benefits from the community’s resources. In order to maintain productive relationships with the community, the school is committed to sustaining effective, accurate, and meaningful communication that facilitates dialogue, encourages involvement in school programs, and creates community advocacy for the school.

Good communication between the school and its citizens is crucial for the development of wholesome mutual understanding, respect and confidence. Communication is a two-way process – disseminating and receiving. For communication to be effective, all parties are encouraged to listen to each other and when conflicts arise, disagree respectfully. Respect for the others point of view is critical to success. Citizens are urged to bring their aspirations and feelings about their school to the attention of the Board. The Board will keep the citizens regularly and thoroughly informed to the best of its ability on all the policies, programs, and issues of the school.

An effective communications program should include at least the following elements:

website and links
distribution of press releases, Board meeting summaries, and periodic printed reports;
prompt responses to inquiries or statements of concern from members of the public;
opportunities for individuals or groups to make a presentation to the Boards.

The Board believes that effective communication with the public is a significant element of effective operation. To this end, appropriate avenues of communication will be utilized and encouraged.

CB-R HEAD OF SCHOOL’S CONTRACT

The employment of the Head of School shall be made formal by SPAA of a contract entered into by the School Board, SPAA, and the Head of School.

Legal Reference:

20-A MRSA §§ 1051, 1055, 1092(3)

CC: ADMINISTRATIVE ORGANIZATION “]The legal authority of the School Board shall be transmitted through the Head of School along specific lines from position to position as shown in the Board-approved organizational chart of the school.

The lines of authority on the chart shall represent direction of authority and responsibility.

The Head of School his/her designee(s) shall have the freedom and responsibility to reorganize lines of authority and to revise the organizational chart subject to Board approval of major changes and/or the elimination and creation of positions. The School Board expects the Head of School his/her designee(s) to keep the administrative structure up to date with the needs for supervision and accountability throughout the school system.

CHA: DEVELOPMENT OF ADMINISTRATIVE PROCEDURES

The Board shall delegate to the Head of School his/her designee(s) the function of specifying required actions and designing the detailed arrangements under which the school will be operated.

Such rules and detailed arrangements shall constitute the administrative procedures governing the school. They must be in every respect consistent with the policies adopted by the Board.

Adopted by the SPAA Board of Directors: May __, 2016

CHD/BHE: ADMINISTRATION IN THE ABSENCE OF POLICY

In cases when action must be taken within the school and the Board has provided no guidelines for administrative action through policy, the Head of School his/her designee(s) shall have the power to act.

It is the duty of the Head of School his/her designee(s) to inform the Board promptly of such action and of the need for policy.

DN: SCHOOL PROPERTIES DISPOSITION

The Head of School or his/her designee is authorized to determine, through procedures he/she develops, when personal property valued at $500.00 or more (supplies, materials, equipment), as distinguished from real property, is obsolete or no longer of use to the school, and to declare it surplus. The Board shall be informed of property declared surplus.

Procedures for disposal of all surplus personal property shall be in accordance with the following:

Programs within the Parent Corporation are to be informed in writing of property declared surplus, and are to have first option to purchase. The charges for purchases shall be determined by the Head of School or his/her designee(s) after consultation with the Board.
Surplus property, which is offered to the public for sale, shall be disposed of by sealed bid, public auction, or public sale. Public notice of any sale of surplus property shall be given at least one week in advance of an auction, sale, or opening of sealed bids.
Library books, textbooks, and instructional materials are to be disposed of by a SPAA most likely to offer promise of continuing educational benefit, first to citizens of the school, then to others.
Any surplus property which is offered for public sale and is not sold may be disposed of in a manner deemed advisable by the Head of School or his/her designee(s), including donation to non-profit agencies.
Any property determined to be worthless, or for any reason is considered to be inappropriate for sale, shall be disposed of in a manner the Head of School deems appropriate after so informing the Board, with recycling as a priority where feasible.
Any school identification on surplus property shall be removed, or be further identified to indicate the intended disposition and surplus nature (i.e., “SOLD BY” “SURPLUS”).

All revenues which result from the sale of surplus property shall be credited as miscellaneous income except in any instance where law requires that it be credited to a specific account.

EBAA: CHEMICAL HAZARDS

The SPAA Board is committed to providing a safe environment for students and employees. It is the policy of the SPAA to follow safe practices in regard to the storage and handling of hazardous chemicals in its school. The school will comply with all applicable Maine and federal laws and regulations concerning hazardous chemicals.

The Head of School or his/her designee will be responsible for developing or obtaining an appropriate Chemical Hygiene Plan that includes procedures relevant to the identification, purchase, storage, inventory, handling, and disposal of hazardous chemicals, maintenance of material safety data sheets (MSDS), and for ensuring that employees are provided required training and information concerning hazardous chemicals used in the school.

The Head of School or his/her designee(s) will appoint a Chemical Hygiene Officer for the school. The Chemical Hygiene Officer will have the primary responsibility for implementing the school’s Chemical Hygiene Plan. The person appointed Chemical Hygiene Officer should be familiar with State and federal regulations pertaining to laboratory and chemical safety and the chemicals used in the school.

The Chemical Hygiene Office shall achieve such certification and/or attend such training as may be mandated by the Maine Department of Education or other State agencies.

EBCA: EMERGENCY RESPONSE PLAN

The SPAA hereby adopts the SPAA Emergency Response Plan. The Head of School or his/her designee(s) shall be responsible for ensuring that the plan is implemented school and evaluated annually and after each incident when the plan is used. It is understood that specific procedures may vary.

As required by law, the School Board will approve the plan annually. Any substantive changes in the plan shall be subject to the approval of the School Board.

Legal Reference:

20-A M.R.S.A. § 1001(16)

EBCC: BOMB THREATS

The Board recognizes that bomb threats are a significant concern to the school. Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property. Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services. These effects occur even when such threats prove to be false.

Any bomb threat will be regarded as an extremely serious matter and treated accordingly. The Board directs the Head of School or his/her designee(s) to react promptly and appropriately to information concerning bomb threats and to initiate or recommend suitable disciplinary action.
Conduct Prohibited

No person shall make, or communicate by any SPAA, whether verbal or non-verbal, a threat that a bomb has been, or will be, placed on school premises. Placement of a bomb or of a “look-alike” bomb on school premises will be considered a threat for the purpose of this policy because of the potential for evacuation of the school and other disruption of school operations.

It is also a violation of Board policy to communicate by any SPAA that any toxic or hazardous substance or material has been placed, or will be placed, on school premises with the intent to endanger the safety and welfare of students or staff and/or to disrupt the operations of the school. For the purpose of this policy, “toxic or hazardous substance or material” SPAA any material or substance, including biomedical materials or organisms, that, when placed as threatened, could be harmful to humans.

A. Definitions

A “bomb” SPAA an explosive, incendiary or poison gas bomb, grenade, rocket, missile, mine, “Molotov cocktail” or other destructive device.

A “look-alike bomb” SPAA any apparatus or object that conveys the appearance of a bomb or other destructive device. A “bomb threat” is a communication, by any SPAA, whether verbal or non-verbal, that a bomb has been, or will be, placed on school premises, including possession or placement of a bomb or look-alike bomb on school premises.

“School premises” SPAA any school property and any location where any school activities may take place.

B. Development of Bomb Threat Procedures

The Head of School or his/her designee shall be responsible for developing and implementing procedures specific to bomb threats as part of the SPAA Crisis Response Plan. These procedures are intended to inform administrators and staff of appropriate protocols to follow in the event that a bomb threat is received and should include provisions to address:

Threat assessment (for the purpose of identifying a response that is in proportion to the threat, in light of what is necessary to ensure safety);

Building evaluation and re-entry (including selection of potential alternative sites for those who are evacuated);

Incident “command and control” (who is in charge, and when);

Communications contacts and mandatory bomb threat reporting;

Parent notification process;

Training for staff members; and

Support services for students and staff.

The initial bomb threat procedure will be subject to approval by the Board. The Head of School or his/her designee(s) will be responsible for overseeing a review or evaluation of bomb threat procedures prior to the Board’s required annual approval of the SPAA Crisis Response Plan, or following implementation of the procedure in response to a specific threat.

C. Reporting of Bomb Threats

Any student who learns of a bomb threat or the existence of a bomb on school premises must immediately report such information to the ______________, teacher or other employee in a position of authority.

An employee of the SPAA who learns of a bomb threat shall immediately inform the _______________. The ______________ shall immediately take appropriate steps to protect the safety of students and staff in accordance with the SPAA bomb threat procedure, as developed under Section C, and inform the Head of School or his/her designee(s) of the threat.

All bomb threats shall be reported immediately to the local law enforcement authority, as provided in the bomb threat procedures.

The Head of School or his/her designee(s) shall be responsible for reporting any bomb threat to the Department of Education within two business days of the incident. Reports will include the name of the school, the date and time of the threat, the medium used to communicate the threat, and whether or not the perpetrators have been apprehended.

D. Student Disciplinary Consequences

Making a bomb threat is a crime under Maine law. Any student suspected of making a bomb threat shall be reported to law enforcement authorities for investigation and possible prosecution. Apart from any penalty imposed by law, and without regard to the existence or status of criminal charges, a student who makes a bomb threat shall be subject to disciplinary action by the school.

The administration may suspend and/or recommend for expulsion any student who makes a bomb threat. The making of a bomb threat will be considered deliberately disobedient and deliberately disorderly within the meaning of 20-A M.R.S.A. § 1001(9) and will be grounds for expulsion if found necessary for the peace and usefulness of the school.

In addition, a student who is found after hearing by the Board to have brought a bomb to school shall be expelled from school for at least one year in accordance with 20-A M.R.S.A. §1001(9-A) and Policy JICIA, except that the President may modify the requirement for expulsion based on individual circumstances.

A student who has been identified through the IEP process as having a disability and whose conduct in violation of this policy is related to the disability shall be disciplined as provided in Policy JKF.

E. Aiding Other Students in Making Bomb Threats

A student who knowingly encourages, causes, aids or assists another student in making or communicating a bomb threat shall be subject to the disciplinary consequences described in Section E of this policy.

F. Failure to Report a Bomb Threat

A student who fails to report information or knowledge of a bomb threat or the existence of a bomb or other destructive device in a school building or on school property may be subject to disciplinary consequences, which may include suspension and/or expulsion.

G. Staff Disciplinary Consequences

A SPAA employee who makes or communicates by any SPAA a bomb threat will be reported to appropriate law enforcement authorities and will be subject to disciplinary action up to and including termination of employment. Disciplinary action taken shall be consistent with collective bargaining agreements, other employment agreements and Board policies.

A SPAA employee who fails to report information or knowledge of a bomb threat or the existence of a bomb on school premises will be subject to discipline up to and including termination of employment.

H. Civil Liability

The school reserves the right to bring suit against any individuals responsible for a violation of this policy and to seek restitution and other damages as permitted by law.

I. Lost Instructional Time

Instructional time lost as a result of a bomb threat or other activity as defined in Section A will be rescheduled at the earliest appropriate or practicable opportunity, as determined by the Head of School or his/her designee(s) in consultation with the Board.

Time lost may be rescheduled on a weekend or vacation day, or after what would normally be the last day of the school year, except on days when school must be closed as required by law.

J. Notification Through Student Handbook

All student handbooks shall address the SPAA’ bomb threat policy and procedures and explain the educational consequences of bomb threats. In addition, student handbooks shall notify students and parents that bomb threats violate Board policy and civil and criminal law.

Legal References:

18 U.S.C. §§ 921; 8921
17-A M.R.S.A. § 210
20-A M.R.S.A. §§ 263; 1001(9); 1001(9-A); 1001(17); 1001(18)

Cross References:
EBCA – Crisis Response Plan
JKD – Suspension of Students
JKE – Expulsion of Students
JKF – Suspension/Expulsion of Students with Disabilities JICIA – Weapons, Violence and School Safety
Student Code of Conduct

ECB: INTEGRATED PEST MANAGEMENT

Pests can pose significant problems to people, property, and the environment. Pesticides pose similar risks. Children spend a great deal of time in school and face greater potential for health effects resulting from pest and pesticide exposure. By reducing reliance on pesticides and incorporating low-risk control options, Integrated Pest Management (IPM) reduces both pests and pesticide risks. It is therefore the policy of this school to incorporate IPM procedures for controlling pests.
Integrated pest management procedures

IPM relies on pest monitoring and the most economical and least hazardous combination of cultural, physical, biological, and/or chemical controls to prevent unacceptable levels of pest activity and damage. The school will develop a site plan for each locality on school property that may experience pest problems. These plans will incorporate IPM and outline specific management tactics.

The full range of management options, including no action at all, will be considered. The choice of using a pesticide is based on a review of all other available options and a determination that these options are not acceptable or are not feasible. Non-chemical pest management methods are used whenever possible. Direct action will be used only when specific pest thresholds are reached. When it is determined that a pesticide must be used, the least hazardous material and method of application will be chosen. Pesticide applications will be timed to minimize their impact on school grounds. All pesticides will be handled according to state and federal law.
Pest management objectives

Maintain a safe and sustainable school environment.
Protect human health by suppressing pests that threaten public health and safety.
Reduce exposure of humans, particularly children, to pesticides.
Reduce or prevent pest damage to school properties.
Reduce environmental pollution.
Reduce the costs of pest management.
Prevent pests from spreading beyond school property.
Enhance the quality of life for students, staff, and others using school property.
IPM Coordinator

The school shall appoint an IPM Coordinator responsible for overseeing implementation of the IPM Policy and site plans. The Coordinator’s responsibilities include:

Recording all pest sightings by school staff and students.
Recording all pesticide use.
Coordinating management activities with pest control contractors.
Approving appropriate pesticide applications – methods, materials, timing, and location.
Assuring that all of the pest control contractor’s recommendations on maintenance and sanitation are carried out where feasible.
Posting and notification of pesticide application.
Regularly evaluating the school’s progress in implementing the IPM plan.
Education on Pest Management

The school community will be educated about potential pest problems and IPM methods used to achieve the pest management objectives. From the very beginning, IPM should involve people from all segments of the school community.
Record keeping

Pest sighting data sheets and pest control records will be kept current and accessible to verify the need for treatments and track the effectiveness of management activities. Pesticide records shall be maintained on site and meet the requirements of the Maine Board of Pesticides Control.
Notification/Posting

A notice will be provided to school staff, students, and parents at the beginning of each school year briefly explaining the school’s pesticide use policy. The notice will indicate that pesticides may be used both indoors and outdoors, as needed. The school will provide notification of pesticide applications at least 5 days before non-exempt pesticides are applied, with the exception of instances that require immediate action (e.g. bees and wasps).
Pesticide storage and purchase

Pesticide purchases will be limited to the amount authorized for use during the year. Pesticides will be stored in an appropriate, secure site that is not accessible to students or unauthorized personnel and disposed of in accordance with label directions and state regulations.
Pesticide applicators

Any person applying pesticides on school grounds will be trained in the principles and practices of IPM and licensed by the state to apply pesticides. Applicators must follow state regulations and label precautions and must comply with the School IPM Policy and pest management site plans.

ECB-R1 NOTICE OF PLANNED PESTICIDE APPLICATION “]The following notice is provided in compliance with State regulations establishing standards for pesticide applications and notification in school.

[Product name], EPA registration number [000000], containing [chemical name] will be applied by [name of pest control company or licensed applicator] to [area in building or on school property where pesticide will be applied] during [approximate time of day and date of application] for the purpose of controlling [type of pest].

For additional information regarding this application, you may contact IPM Coordinator Bill Brown at 207-238-4004.

This application is consistent with the SPAA’ Integrated Pest Management (IPM) program. The objective of the IPM program is to provide effective pest control while minimizing pesticide use. The goals of the IPM program include managing pests to reduce any potential hazards to human health; preventing loss or damage to school structures or property; preventing pests from spreading beyond the site of infestation to other school property; and enhancing the quality of life for students, staff and others.

Legal Reference:

Ch. 27 § 4, Department of Agriculture Board of Pesticides Control Rule (Standards for Pesticide Applications and Public Notification in Schools)

ECB-R2: PEST MANAGEMENT NOTIFICATION

MEMO
SPAA
IPM Plan Notification
Annual Notification
8-30-12

To: Staff, Parents, Guardians
From: Bill Brown
Re: Pests, Pesticides and your right to know
Pest Control:

Because pesticides pose risks, the school uses an alternative approach to merely applying pesticides. Control of insects, rodents and weeds our school focuses on making the school buildings and grounds an unfavorable place for pests to live and breed. Through maintenance and cleaning, we will reduce or eliminate available food and water sources and hiding places for the pests. We will also routinely monitor the school area to detect pests problems and prevent the pests from becoming established. Some techniques we will use include pest monitoring, sanitation, pest exclusion, proper food storage, pest removal and as a last resort – pesticides. This holistic approach is often called Integrated Pest Management. (IPM)
Pesticide Use:

Sometimes pesticide use may be necessary to control a pest problem. When that happens, the school will use the lowest risk products available. If higher risk pesticides must be used, notices will be posted at application sites and parents, guardians and staff has a right to know.
Your Right To Know:

Parents, legal guardians, and school staff will be notified of specific pesticide application made at the school. Notification will be given at least 5 days before planned pesticide applications. Pesticide applications notices will also be posted in school and on school grounds. Notification need not be given for pesticide applications recognized by law to pose little or no risk of exposure to children or staff.

The school keeps records of prior pesticide applications and information about the pesticides used. You may review these records, a copy of the school’s Integrated Pest Management Policy and the Pesticides in School Regulation (CMR 01-026 Chapter 27) by contacting our IPM Coordinator, Bill Brown at 238-4004, bbrown@gwh.org

For future information about pest, pesticides and your right to know, call the Board of Pesticides at 207-287-2731 or visit the Maine School IPM web site at WWW.thinkfirstspraylast.org/schoolipm

EDB: OWNERSHIP OF INSTRUCTIONAL MATERIALS, STUDENT RECORDS, SCHOOL SUPPLIES/EQUIPMENT AND RELATED PROPERTY

All instructional materials, student records, school supplies/equipment and related property, including, but not limited to keys, manuals, equipment, supplies; copies of lessons, curriculum materials, videos, discs and programs, assessments, descriptions of activities, etc. provided to or developed by employees during the performance of employment duties are the property of the school, and shall be retained by the school, as directed by the Head of School or his/her designee.

Such equipment, keys, and major supplies shall be inventoried or otherwise accounted for annually. Grade books, attendance records and any other student records must be turned over to the ______________ as a part of the annual check-out process.

When the employer-employee relationship ends, all such materials shall be turned over to the school as part of the final check-out process. Supplies purchased with employees’ personal funds remain the property of the employee.

EE: CONVEYANCE

The only individuals to be conveyed in SPAA vehicles are SPAA students, school personnel, and authorized chaperons. Exceptions to this policy will require the approval of [President of the Board, Health of School] school or his/her designee(s).

EEA: SPAA Student Transportation

The transportation system places a high priority on safety and the well-being of all children. Safety considerations may include such factors as speed, visibility, road condition, and flow.

The driver is responsible for the safe operation of the bus or other vehicle and has the authority to govern the conduct of riders consistent with the administrative regulations. In emergency situations, the driver is authorized to deviate from regulations, subject to review by the administration of the action taken; but under no circumstances is the driver to leave the bus when there are students in it, except in accordance with Maine law. As another safety consideration, no buses or other vehicles shall drive on private roads or roads where the Vice President for Operations and/or the driver have determined that conditions are considered unsafe or impassable.

In addition to safety, the transportation system shall also have a goal toward efficiency. Routes will be determined by the Vice President for Operations. Stops will be consolidated for efficiency wherever possible. Students riding a regular afternoon bus run may be driven in the same route sequence as the morning pick-up run to ensure fairness to all students in terms of “time in transit.” These decisions will be dictated by the characteristics of the individual routes, and will be determined by the Vice President for Operations.

Within the above considerations for safety and for efficiency, the SPAA Board will provide transportation to the school for the following students residing within the boundaries of the SPAA catchment area and in accordance with Maine Statutes:

All resident students in Grade 9 through Grade 12 who reside more than one mile but not more than 30 miles from school. However, these same students may be required to walk or arrange transportation to a regularly established school bus route or pre-destined bus pick-up before boarding the bus.
Students within these limits may be transported where the Head of School or his/her designee(s) has established routes due to unusually hazardous conditions. Such determinations may include but need not be limited to consideration of age of student, location and safety of bus stop, road conditions, and traffic speed. Exceptions to the established walking distances may also be made in cases of a child with a permanent or temporary disability.
The Board authorizes the administration to suspend transportation privileges when behavior warrants. Action to suspend will be consistent with administration regulations. It is the intent of the Board that disciplinary measure taken be appropriate to the transgression, and that the severity of disciplinary measures shall increase for continued inappropriate behavior. Provided, however, that in cases of very serious behavior transgressions, the student may be immediately denied riding privileges and, as appropriate, may be reported to or released to the custody of law enforcement officers by a bus driver, chaperon, or administrator. In these cases the parent or guardian shall be notified as soon as possible.

EEA-R Student Transportation Appeal Procedure

These procedures implement Board Policy No. EEA and are designed to establish a fair, efficient and nondiscriminatory practice to appeal an administrative decision to suspend a student from transportation privileges. These procedures are intended to provide a mechanism for parents/guardians to appeal a transportation suspension of greater than 10 days.

This appeal procedure also establishes a reasonable time line for responses to an appeal from a
parent/guardian. Students will remain on transportation suspension until such a time when the suspension term expires or an appeal decision is made to reverse the administrative recommendation to suspend transportation privileges.

For the purpose of this procedure,

‘Student’ refers to the student whose parent/guardian is appealing the decision to suspend bus privileges.
‘Administrator’ refers to the ______________ of the school.
‘Transportation Director’ refers to the Vice President for Operations.
‘Special Education Administrator’ refers to a Special Education Administrator assigned to work with the student.
‘Transportation Appeal Committee’ refers to a panel of at least three School Board members.
Parental/Guardian Appeal Procedure

There is no appeal process for a Transportation privilege suspension of less than 10 days.

The parent/guardian of a student, who has been suspended from transportation privileges for greater than ten (10) school days, may appeal the transportation suspension. Parents/Guardians wishing to appeal a transportation suspension greater than 10 school days, must contact the Head of School or his/her designee(s), either by phone, email or in writing to formally request an appeal. This appeal request must include the student’s name as well as the parent’s name, a daytime and evening phone number(s) and address where parent/guardian can be reached.

Response Procedures

It is the Board’s intent that appeals to Transportation suspensions are handled in a fair, efficient and nondiscriminatory manner. These appeals will be resolved as quickly as possible and/or within 15 school days of receipt of an appeal. The decisions of the Transportation Appeal Committee are final and cannot be appealed to the SPAA Board.

Administrative Review
The first step toward resolving a transportation suspension appeal is for the Transportation Director to arrange a meeting with the Administrator and Special Education Administrator (if applicable) to discuss the circumstances surrounding the suspension and terms of the suspension. This meeting should occur within three (3) school days of parent/guardian’s notice of appeal. The purpose of this meeting is to determine whether extenuating circumstances should affect the implementation of the suspension.
If administrators are in agreement that the terms of the transportation suspension are fair and reasonable then the Transportation Director refers the case to the President to arrange for a Transportation Appeal Committee hearing, or
If the administrators do not agree that the terms of the transportation suspension should be implemented according to standard procedures, then the Transportation Director, Administrator, and Special Education Administrator meet with the President to discuss the circumstances surrounding the suspension. The Transportation Director then refers the case to the President to arrange for a Transportation Appeal Committee hearing.
Appeal Committee HearingThe President’s staff will arrange for a special meeting of the Transportation Appeal Committee to take place within ten (10) school days of parent/guardian’s notice of appeal. Parents/Guardians and School Administrators will have an opportunity to present their position to the Transportation Appeal Committee in person or in writing.The Transportation Appeal Committee will discuss the appeal and send a final written decision to the
parent/guardian within five (5) school days of the hearing.

EEAEAA: Transportation Policy on Drug and Alcohol Testing

The safety of our students, employees and the general public requires that our drivers perform their duties free from the effects of alcohol and from the effects of drugs that would adversely affect their ability to operate a vehicle, and perform safety sensitive functions.

Any employee of the SPAA who, as a condition of their employment, regularly transports a student or students during the school day is subject to administrative procedures the President determines as necessary to ensure the safety of our students. These procedures may include check(s) for valid insurance and driver’s license and/or driving tests and/or drug and alcohol testing.

All employees, including bus drivers, are subject to the Drug Free Work Place Policy and any other substance abuse policies in effect within the school. In accordance with the Federal Omnibus Transportation Employee Testing Act of 1991, in addition to other pertinent state and federal laws promulgated to effectuate a drug and alcohol free workplace, the School Board is committed to the establishment of an alcohol and controlled substance testing program for school bus drivers as well as any employee who regularly transports students as a condition of their employment. The requirements of these regulations shall be implemented by the President, who shall have the authority to adopt rules and impose consequences for violations of the rules.

Legal References:

49 C.F.R. Part 382
26 M.R.S.A. §681(8) (B), § 685(2), §689

EEAEEA-R AND ALCOHOL TESTING OF BUS DRIVERS ADMINISTRATIVE PROCEDURE

At such time that the SPAA employs drivers to operate school buses, defined by the National Highway Traffic Safety Administration as:

“A motor vehicle designed to carry more than ten persons, and a ‘school bus’ as a bus that is sold or introduced into interstate commerce for purposes that include carrying students to and from school or school-related events”

Or under Maine law as:

“a motor vehicle with a carrying capacity of 10 or more passengers used to transport children as approved by school authorities to and from school, school activities, municipally operated activities, or activities of a nonprofit corporation or association. It does not include a private motor vehicle used to transport members of the owner’s household, or a private school activity bus.”

The SPAA __________ shall develop and implement an alcohol and controlled substance testing program for school bus drivers as well as any employee who regularly transports students as a condition of their employment. The requirements of these regulations shall be implemented by the President, who shall have the authority to adopt rules and impose consequences for violations of the rules.

Legal References:

49 CFR §571.3, MRSA Title 29-A §2301, ¶5-B

Cross Reference:

GBEC- Drug Free Work Place

EFC: ELIGIBILITY FOR FREE AND REDUCED PRICE SCHOOL LUNCHES

Policies relating to eligibility for free and reduced price meals and/or free milk shall be consistent with
federal guidelines for school nutrition programs.

These guidelines are available in the Head of School’s offices.

EFE: FOOD AND BEVERAGE OFFERINGS WITHIN SCHOOL

Recognizing the obligation to provide a desirable educational environment, the SPAA Board believes that any food or beverage item sold, or provided in school during the school day and during fundraising activities should be limited to those items which contribute to the nutritional needs of children, provide for the development of desirable food habits, and enhance the school’s health curriculum.

Therefore, all school personnel shall encourage, promote, and model good food practices which, in turn, will help students develop eating habits that aid in their physical and mental development and ultimately help to prevent those illnesses which are diet-related.

Certain latitude may be permissible during holiday periods or celebrations, but staff is encouraged to be creative in providing alternatives to food items which have limited or no nutritional value. Sound judgment regarding this issue, on the part of staff and administration, is important as children move through these very formative years.

The sale of any beverage item on school property other than as a part of the National School Lunch and Child Nutrition Act Programs, shall be subject to written approval in advance by the Head of School or designee, and should be limited to items which make a contribution to the nutritional needs of children. The sale of soda either during the school day or at fundraising events shall be prohibited, as it does not contribute to the nutritional well-being of children in our school.
RESTRICTION OF COMPETITIVE FOOD SALES

Maine Department of Education Rule Chapter 51 mandates that any food or beverage sold at any time on school property of a school participating in the National School Lunch or School Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of children and the development of desirable food habits, and shall not include foods of minimal nutritional value as defined in applicable federal regulations, except as provided for by school board policy in certain circumstances.

As allowed by Rule Chapter 51, the Board permits the sale of food and beverages outside the total food program to:

School staff
Attendees at school-sponsored events held on school property
The public at community events held on school property in accordance with the Board’s facilities use policy. This policy applies to sales of foods and beverages at any time on school property by any person, group or organization.

When foods and beverages are sold to raise funds for the school or student activities, students, staff, parents, or school-sponsored organizations involved in such sales are encouraged to include at least some healthy food choices.
FUNDS FROM COMPETITIVE FOOD SALES

Funds from all food and beverage sales made at any time on school property shall accrue to the benefit of the school’s non-profit school food service program. Funds raised through sales authorized by school administration that are outside the total food service program shall accrue to the sponsoring school. Funds may accrue to student/school organizations, or organizations whose sole purpose is to support student or school activities, as approved by the Head of School or his/her designee. These funds shall accrue in accordance with applicable policies, cash-management procedures and administrative directives.

GBCA: NEPOTISM

It shall be the policy of the Board not to hire personnel when the candidate is a member of the immediate family of a Board member or of the Head of School.

Current employees shall not be terminated as a consequence of the subsequent election of an immediate family member to the School Board, but under no circumstance shall a spouse of a Board member or of the Head of School be or remain an employee.

No person shall be employed in a position that is within the jurisdiction of an administrative officer who is a member of the immediate family of such person. No person shall be employed in a position where a member of the immediate family is responsible, in whole or in part, for the supervision and/or evaluation of the employee.

The Board may approve an exception to this policy where the Board determines that granting of such exception is in the best interest of the school.

For the purpose of this section, the following definitions shall apply.

“Administrative Officer” shall mean any person who holds a supervisory position of Co-Director or higher rank, excluding school board members.

“Member of immediate family” shall mean spouse, brother, sister, parent, step-parent, child, step-child, or any person who lives in the same household. Board members are expected to recuse themselves from participating in any personnel action involving an immediate family member employed by the school.

Legal Reference:

20-A M.R.S.A. § 1002

GBEBB: STAFF STANDARDS OF CONDUCT WITH STUDENTS

The Board of Directors is committed to the highest standards of behavior concerning the relationships between staff and students. All staff members, including all employees, volunteers, independent contractors and agents, are expected to maintain the highest professional and moral standards of behavior in their conduct with students.

Interactions and relationships between staff and students should be based upon mutual respect, trust and an understanding of the appropriate boundaries between adults and students in an educational setting. The educational setting, for the purpose of this policy, includes approved curricular and co-curricular activities and the transportation of students participating in these activities. This policy should not be construed to prohibit appropriate interactions or relationships between staff and students outside of the educational setting such as those arising in the course of family or community social functions or activities that include parental supervision or consent. Examples of such activities include, but are not limited to, scouting, church sponsored religious activities, athletic or cultural activities not sponsored by the school, and family or neighborhood social functions.
Examples of Prohibited Conduct

Examples of unacceptable conduct between staff and students that is expressly prohibited include, but are not limited to, the following:

Any type of sexual or inappropriate physical contact with students or any other conduct that violates the School Board’s Harassment and Sexual Harassment of Students Policy (ACAA) or Harassment and Sexual Harassment of School Employees Policy (ACAB).

Meeting with a student outside the school grounds without prior notice to ___________and the student’s parents or guardians except for school sponsored activities or as noted above in the second paragraph of this Policy.

Singling out a particular student or students for inappropriate personal attention and friendship beyond the usual staff/student relationship.

Encouraging students to confide their personal problems and/or relationships outside of the staff member’s school responsibilities.
Confiding in a student the staff member’s personal, family, or work issues beyond the usual staff-student relationship.

Sexual banter, allusions or innuendo with students.

Staff members are expected to be sensitive to the appearance of impropriety in their conduct with students. Staff shall discuss with the ______________ or supervisor whenever they are not certain that particular conduct would be considered a violation of this policy.
Reporting Violations

Students and/or their parents/guardians are strongly encouraged to notify the ______________ or Head of School or his/her designee(s) if they believe a staff member may have engaged or is engaging in conduct that may violate this policy

Staff shall promptly notify the ______________ or the Head of School or his/her designee(s) if they become aware of a situation that may constitute a violation of this policy.
Disciplinary Action

Staff violations of this policy shall result in disciplinary action up to and including dismissal.
Notice

This policy shall be included in all staff and student handbooks.

GBEC: DRUG-FREE WORKPLACE

The SPAA Board recognizes that alcoholism and drug dependency are treatable diseases. Left untreated, they may result in serious personal and family problems. At the same time, the Board is also seriously concerned about the effects of alcohol and drug dependency upon an employee’s job performance and ability to serve as a role model for our students.

The Board believes strongly that all employees and students should be able to work and learn in an environment free from alcohol and drug abuse. Accordingly, the Board expects all employees to report for work and to perform their duties in a manner which does not jeopardize the health, safety and well-being of co-workers and students.

No employee shall distribute, dispense, possess, use or be under the influence of any alcoholic beverage, malt beverage or fortified wine or other intoxicating liquor. Nor shall an employee unlawfully manufacture, distribute, dispense, possess, use or be under the influence of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, anabolic steroid or any other controlled substance as defined by the federal Controlled Substance Act [21 USC § 812]; by regulation at 21 CFR, § 1300.11 through 1300.15; and in 17-A MRSA, § 1101). This applies before, during and after school hours, at school or in any other school system location, defined as follows:

“School system location” SPAA in any school building or on any school premises; in any school-owned vehicle or in any other school-approved vehicle used to transports students to and from school or school activities; off school property at any school-sponsored or school-approved activity, event or function, such as a field trip or athletic event, where students are under the jurisdiction of the school; or during any period of time such employee is supervising students on behalf of the school system or otherwise engaged in school business.

Any employee who suspects that he/she may have an alcohol or drug dependency problem is strongly encouraged to contact his/her supervisor to seek voluntary diagnosis and treatment. The employee will be provided confidential referral services to an outside agency upon request and assisted in determining the extent to which insurance coverage to help pay for such services is available. All voluntary referrals shall be kept confidential.

Any illegal use, possession, furnishing, selling or provision of assistance in obtaining alcoholic beverages or scheduled drugs not covered by the preceding paragraph may, depending upon the circumstances, constitute sufficient grounds for discipline, up to and including dismissal. Referrals under foregoing paragraphs of this policy will not preclude disciplinary action under this paragraph, depending on the circumstances.

As provided in the Drug-Free Workplace Act of 1988, any employee is required to notify the school of a criminal or civil conviction for a drug violation occurring in the workplace no later than five calendar days after such conviction. In turn, the Head of School his/her designee(s), within 10 calendar days of learning of such a conviction, is to give written notification to the U.S. Department of Education and to any other federal agency from which the school receives grant funds.

Appropriate disciplinary sanctions shall be taken against any employee who violates the terms of this school’s drug and alcohol policy, up to and including dismissal. Any employee who violates the terms of this policy may be allowed to participate in a drug abuse assistance or rehabilitation program approved by the Board. If such employee fails to satisfactorily participate in and complete such program, the employee shall have appropriate disciplinary sanctions taken against him/her, up to and including dismissal.
Implementation

The Head of School or his/her designee(s) shall be responsible for developing and administering appropriate procedures to implement this policy.
Communication

A copy of this policy is to be given or mailed to all current employees and to new employees at the time of their employment and is to be posted in appropriate locations throughout the school system.

Legal Reference:

21 U.S.C. § 812 (Controlled Substances Act)
21 C.F.R. §§ 1300.11-1300.15
Fed. P.L. 101-226
17-A MRSA § 1101
DRUG FREE WORK PLACE PROCEDURES

Persons voluntarily seeking help with substance abuse issues should contact the administrator to whom they are accountable.
The administrator will provide information about professional resources in the area offering evaluation and treatment services to substance abusers, and furnish such information to employees upon request.
Within 48 hours after the initial contract, the administrator will contact the employee to determine if help is desired in scheduling an appointment with an area professional for evaluative purposes.
The administrator may offer to accompany the employee to the first appointment.
Employees voluntarily seeking help and the School Board agree to accept the results of a professional evaluation concurrently to maintain the employee’s current job status pending the completion of prescribed treatment.
Treatment may require varying periods of absence from the job. An employee will be permitted to resume work duties upon receipt of a written evaluation from the treatment provider indicating that the employee’s condition is sufficiently improved.
Upon the recommendation of the treatment provider, short or long term health maintenance activities (AA meetings, periodic re-evaluations) may, at the discretion of the Head of School his/her designee(s), become a condition of employment.
A maximum effort will be made by the School Board to provide assistance to employees in restoring good health free from substance abuse. Therefore, a failed first treatment program will be followed with a second professional effort using any sick and/or vacation time remaining to the employee. Additional relapses will be handled in terms of job performance criteria.

GBGA: STAFF MEMBERS WITH HIV/AIDS

Staff members who are HIV-positive or who have AIDS are protected from employment-related discrimination under the federal Americans with Disabilities Act (ADA) and the Maine Human Rights act (MHRA). These statutes, which are almost identical, prohibit discrimination in employment on the basis of a person’s disability. Confidentiality of the staff member shall be protected, as required in Maine Law.

Because of the inability to identify individuals who may be infected with HIV or other agents transmissible through blood and other body fluids, standard procedures shall be followed for cleaning and disinfecting all body fluid spills. The procedures for cleaning bodily fluid spills shall be reviewed annually by all school staff members.

GBJ: PERSONNEL RECORDS AND FILES

TheSPAA shall maintain records of current and former employees in the Office of the Head of School his/her designee(s) in accordance with state and federal laws and regulations.
Directory Information

As required by law, a record of directory information for each employee shall be open to inspection and copying by any person. Directory information shall contain:

Name of employee;
Date(s) of employment by the SPAA;
Regular and extra-curricular duties, courses, subjects taught, and any other responsibilities since the start of employment by the SPAA;
Post-secondary education institution(s) attended;
Major and minor field(s) of study as recognized by those institutions; and
Degrees received and dates degrees were awarded.

Confidential Information

As required by law, all information (except Directory Information) about an employee, applicant for employment, or an employee/applicant’s immediate family shall be kept confidential if it relates to the following:

All information, working papers, and examinations used in the evaluation or selection of applicants for employment;
Medical information of any kind, including information pertaining to diagnosis or treatment of mental or emotional disorders;
Performance evaluations, personal references and other reports and evaluations reflecting on the quality or adequacy of the employee’s work or general character compiled and maintained for employment purposes;
Credit information;
The personal history, general character or conduct of the employee or any member of the employee’s immediate family;
Complaints, charges of misconduct, replies thereto and memoranda and other materials pertaining to disciplinary action;
Social Security number;
Any teacher action plan and support system documents and reports maintained for certification purposes; and
Criminal history record information.

Personnel Files Personnel files will contain a cumulative history of the staff member’s employment, including formal or informal employee work evaluations and reports relating to the employee’s character, credit, work habits, compensation and benefits.
Other Confidential Personnel Records

The SPAA must maintain the following confidential employee records separate from the personnel files:

Medical information of any kind; and
Teacher action plan and support system documents and reports maintained for certification purposes.

Disciplinary Action Information

Any written record of a decision involving an employee disciplinary action by the School Board shall not be included within any category of confidential information.
Procedures for Review of Personnel Files

For the purpose of this section, a personnel file shall include, but not be limited to, any formal or informal employee evaluations and reports relating to the employee’s character, credit, work habits, compensation and benefits that are maintained by the SPAA for employment purposes.

The Head of School or his/her designee(s) shall, upon written request and within 5 business days provide the employee, former employee, or his/her duly authorized representative(s) with an opportunity to review and copy his/her personnel file, if the Head of School has a personnel file for that employee.
Reviews of personnel files shall take place at the location where the personnel files are maintained and during normal office hours.
The cost of any copying is to be paid by the person requesting the copy.
Access to confidential college placement records and letters of reference will be granted only to the Head of School or his/her designee(s).

Access to Personnel Files

Access to personnel files may be given to the following persons without the consent of the employee.

The Head of School or his/her designee(s), the employee’s ______________ or other supervisor(s). Personnel files are not accessible to individual School Board members.Relevant portions of a personnel file may be summarized and/or shared with the Board by the Head of School or his/her designee(s) when consideration is being given to performance evaluation, continuation of employment or disciplinary action.
The general public shall have access only to the Directory Information as outlined
above.

Access to personnel files will not be granted to any other persons except under the following circumstances:

When the employee gives written consent for the release of his/her records. The written consent must specify the record(s) to be released and to whom they are to be released. Each request for consent must be handled separately; blanket permission for release of information will not be accepted; and
Upon advice of counsel, when subpoenaed or under court order.

Records Management

The Head of School has overall responsibility for maintaining and preserving the confidentiality of all employee/applicant records. The Head of School may designate a staff member who shall be responsible for granting or denying access to records according to the guidelines in this policy.

Written reports shall be maintained in personnel files to document compliance with federal and state laws and regulations and School Board policies regarding employee evaluations. Once a document is properly placed in a personnel file, it shall remain in the file permanently.
Records Retention

SPAA will retain all personnel records in accordance with applicable laws and regulations.

GBN: FAMILY AND MEDICAL LEAVE

SPAA shall comply with all applicable provisions of the federal Family and Medical Leave Act of 1993 (FMLA), the Maine Family Medical Leave Law, and any other Board policies and collective bargaining agreements regarding family and medical leave.

The Head of School or his/her designee(s) is responsible for implementing administrative procedures to comply with this policy.

Legal Reference:

26 USC § 2601 et seq.
29 CFR Part 825
26 MRSA § 843 et seq.

Cross Reference:

GBN-R1 – Family and Medical Leave Act Administrative Procedure
GBN-R2 – Maine Family Medical Leave Administrative Procedure

GBN-R1: FAMILY AND MEDICAL LEAVE ACT (FMLA)
ADMINISTRATIVE PROCEDURE

The following administrative procedure covers the main provisions of the federal Family and Medical Leave Act (FMLA). The guidelines in no way attempt to modify the Act, which should always be referred to when questions about implementation arise. The school is responsible for analyzing each employee request for leave to determine whether he/she is eligible under the federal and/or state statute. When an employee is eligible for leave under both the federal and state statutes, the applicable law with regard to each benefit shall be the one that provides the greater benefit (usually federal FMLA).

To be eligible for FMLA leave you must have been employed by SPAA for at least 12 months when the leave commences and have worked at least 1,250 hours in the previous 12 months. Should you need to request a leave you are required to provide at least 30 days notice of the intended day upon which the family medical leave will commence and terminate, unless prevented by medical emergency from giving that notice. All leave taken for FMLA-qualifying purposes shall be counted toward your FMLA entitlement.

SPAA will continue to pay it’s share of your health insurance premium while you are on unpaid FMLA leave. You must pay your share of the premium on a monthly basis. If you fail to return to work after exhausting your FMLA entitlement you will be required to reimburse SPAA for health insurance premiums paid during the leave to the extent permitted by FMLA regulations.

The FMLA leave shall be unpaid and shall commence and run concurrently with any paid benefit to which an employee is entitled. While on FMLA leave, employees may use available paid leave in accordance with Policies ‘Sick Leave’, ‘Sick Bank’ and/or ‘Paid Time Off’.

Employees requesting leave for their own serious health conditions must provide medical certification from their health care provider for the need and duration of the requested leave. Employees requiring leave to care for a family member with a serious health condition will be required to provide medical certification from the family member’s physician documenting the family member’s health condition.

In the care of leave for serious health conditions the leave may be taken intermittently or on a reduced hours basis if such leave is medically necessary. If intermittent or reduced hours leave is taken, the employee may, in some circumstances, be transferred to another position with equivalent pay and benefits. Employees needing intermittent or reduced schedule leave must attempt to schedule their leave so as not to disrupt SPAA operations.

Before returning to work if you take an FMLA leave for your own serious health condition, you must submit a certificate from a health care provider indicating that you are able to return to work and perform the essential functions of your job. Upon return from an approved FMLA leave, employees will be able to return to the same position or a position with equivalent pay and benefits.

Legal Reference:

26 USC § 2601 et seq., 29 CFR Part 825

GBN-R2: MAINE FAMILY MEDICAL LEAVE ADMINISTRATIVE PROCEDURE

The following administrative procedure covers the main provisions of the Maine Family Medical Leave Act. The guidelines in no way attempt to modify the statute, which should always be referred to when questions about implementation arise. The school is responsible for analyzing each employee request for leave to determine whether he/she is eligible under the federal and/or state statute. When an employee is eligible for leave under both the federal and state statutes, the applicable law with regard to each benefit shall be the one that provides the greater benefit (usually federal FMLA).
I. ELIGIBILITY REQUIREMENTS

An employee must have been employed by the same employer for 12 consecutive months and not taken such leave within the immediately preceding 24-month period, or have used less than 10 weeks of family medical leave.

Under the Maine Family Medical Leave Act, an eligible employee is entitled to up to 10 consecutive weeks of leave during a 24month period for the following reasons:

Serious health condition of the employee;
The birth of the employee’s child;
Placement of a child 16 years of age or less in connection with the adoption of the child by the
employee; or Serious health condition of a child, parent, or spouse.
Serious health condition SPAA an illness, injury, impairment, or physical or mental condition that involves inpatient care in a hospital, hospice or residential medical care facility or continuing treatment by a health care provider.
II. ADMINISTRATION

The school may require certification from a physician to verify the amount of leave requested. An employee who in good faith relies on treatment by prayer or spiritual SPAA, in accordance with the tenets and practice of a recognized church or religious denomination may submit certification from an accredited practitioner of those healing methods.

An employee requesting leave shall provide at least 30 days’ notice of the intended dates upon which the leave will commence and terminate, unless prevented by medical emergency from giving required notice.

Any leave taken from Maine Family Medical leave qualifying purposes, including leave taken under employment policies, bargaining agreements, or contracts, shall also be considered leave under the Maine Family Medical Leave and shall be applied to an employee’s 10-week Maine Family Medical Leave entitlement every 24-month period. When paid leave taken for Maine Family Medical Leave qualifying purposes is exhausted, the balance of Maine Family Medical Leave shall be unpaid.

During Maine Family Medical Leave, an employee shall be permitted to continue his/her medical insurance plan, providing the employee remits the monthly premium to the Head of School’s Office no later than the first day of the month for which the premium is due. Upon an employee’s return to work, he/she will be restored to his/her previous position or to a position with equivalent seniority status, benefits, pay, and other conditions and terms of employment.

An employee taking Maine Family Medical Leave for his/her own serious health condition may be required to submit certification that he/she is fit to return to work and is able to perform the functions of the position.

If at the end of the allowable leave under Maine Family Medical Leave the employee is unable to return to work because of his/her own serious health condition, the Head of School (or his/her designee) and School Board may consider a request for extension of unpaid leave and benefits on a case-by-case basis.

An employee who is not eligible for Maine Family Medical Leave may be eligible for federal Family and Medical Leave.

Legal Reference:

26 USC § 843 et seq.

GCCA: EXTENDED LEAVES OF ABSENCE

The following criteria apply to requests for unpaid leaves of absence not covered by Negotiated Agreement.

An extended leave of absence for an employee may be granted at the discretion of the school board for a period of up to one school year. This time period will not be extended except in extreme cases as determined by the Head of School (or his/her designee). Probationary employees are not eligible for a leave of absence.
Such leave shall be without pay. Service credit will not be earned while on the leave of absence, but upon return to active employment the employee will continue from the experience level where s/he left off.
Such leaves may be granted for reasons including, but not limited to, professional study, child rearing and personal or family medical problems. In addition to other relevant factors, consideration shall be given to the relation between the proposed leave and the applicant’s present assignment when such leave is requested for professional study, and to the circumstances presented by the applicant when leave is requested for other reasons. The overriding consideration in granting or denying any such leave will be the welfare of the students.
Any request for such leave shall be submitted in writing and in a timely manner to the Head of School. If, in the judgment of the Head of School or his/her designee, the request does not meet the above expectations, the request may be denied; this decision is final. If the Head of School or his/her designee agrees believes the request meets the elements, s/he will bring a recommendation for approval to the School Board.
The Head of School or his/her designee shall develop a written procedure, which includes timelines for notification, decision and return to work.

GCFB: RECRUITING AND HIRING OF ADMINISTRATIVE STAFF

In response to an Act to Promote Equity of Opportunity for Women in Administrative Positions in the Public School System (PL 1990, Chap. 889), the School Board affirms its commitment to the strict prohibition of discrimination in employment on the basis of race, national origin, religion, sex, sexual orientation, marital status, age, status as a veteran or disability, and to the principle of affirmative action to obtain wide and representative candidate pools.

In accordance with 20-A MRSA, §1001.13, the Head of School or his/her designee(s) shall prepare a procedure designed to ensure nondiscriminatory practice in recruitment and hiring all positions requiring administrator certification, as well as to result in selection of the most qualified candidates.

Moreover, upon each occasion of administrative vacancy, the Head of School or his/her designee(s) shall review the procedure and make appropriate adaptations as may be warranted by special circumstances.

In accordance with 20-A MRSA, § 4502.4-A, the school’s Affirmative Action Plan shall include: a description of the status of the school’s nondiscriminatory administrator hiring practice: plans for in-service training programs on gender equity for teachers, administrators and the School Board; and the relationship of the above to the State’s goal for the employment of women in administrative positions.

GCFB-R: RECRUITING AND HIRING OF ADMINISTRATIVE STAFF PROCEDURES

These procedures implement School Board Policy No. GCFB and are designed to establish a thorough, efficient and nondiscriminatory practice for the recruiting and hiring of the most qualified candidates for administrative positions.
A. Job Description Development/Review

To ensure that a written role description of the vacant position accurately represents the current functions and needs, the Head of School or designee (the School Board in a Head of School search) is to:

Conduct a review of (if none exists, develop) the job description, with input from persons affected by the position;
Include the criteria (skills, knowledge, abilities) required to perform the duties/responsibilities of the position; and
List the minimum qualifications (training, education and experience) for the position.

B. Recruitment

To attract a strong pool of qualified candidates, the Head of School or designee is to advertise (except in circumstances described in K below) by:

Posting the notice of the vacancy within the school;
Identifying and notifying other possible sources of potential candidates, such as professional associations, educational administration programs and placement offices at colleges and universities in Maine and other states, and the Maine Department of Education.

C. Screening

To ensure that a fair and efficient screening process will occur, the Head of School or designee is to:

Ensure that all applications are reviewed by more than one individual with attention given to an unbiased regard for the criteria and qualifications in the job description;
Appoint a screening panel with representation as deemed appropriate to the particular vacancy;
Provide orientation on confidentiality and equity issues to screeners;
Eliminate all candidates who do not meet the minimum qualifications;
Conduct preliminary reference checks, as appropriate;
Select candidates for interview based on the degree to which they meet the criteria and demonstrate the skills, knowledge and abilities outlined in the job description; and
Notify applicants not selected for interview.

D. Interviewing

To ensure that the interview process will be conducted in a legal and proper manner, the Head of School or designee is to:

Appoint an interview panel (may be the same persons who serve the screening function) with representation as deemed appropriate to the particular vacancy;
Provide orientation on the process including the function and extent of responsibility of the panel, the weighting of criteria and the nomination/hiring procedure; and
Conduct training to ensure that panel members are aware of the legal aspects of interviewing, including confidentiality and equity issues.
The interviewing panel is to:
a. Design interview questions which match the criteria and the duties/responsibilities outlined in the job description; and
b. b. Provide equal opportunity for the candidates to respond to the same questions/questioners.

E. Selection

The interview panel is to:

Individually assess the candidates according to their answers to the job description-related questions, rating and commenting on each using a specially prepared form corresponding to the questions/criteria; and
Submit a report to the Head of School or designee, including the individual rating forms as well as a list (usually 2 to 4) of candidates to be considered further for the position.

The Head of School or his/her designee shall:

Have reference contacts made, as appropriate, to check perceived strengths and weaknesses of the candidates;
Review the material on the finalist candidates to determine whether additional information is needed;
Conduct final interviews of any or all finalists, as deemed necessary;
Select the most qualified candidate who fits the criteria and the duties/responsibilities outlined in the job description, based on his/her own professional judgment along with those of the interview panel (or, reject all finalists, reopen the position and begin the process anew); and
Have any further reference checks made, as appropriate.

F. Nomination/Employment

The Head of School or designee is to:

Notify and obtain agreement of the successful candidate,
Inform the interview panel; and
Nominate and employ the successful candidate in accordance with state law and local policies.

G. Notification

The Head of School or /designee may:

Notify the other candidates interviewed.

H. Orientation and Support

To ensure that the new administrator is provided with the proper information about the system and job expectations, the Head of School or designee is to provide an orientation that includes expectations of the duties/responsibilities of the position along with the policies and procedures of the school.

Record Keeping

To ensure that the confidentiality of employee and applicant records are properly maintained, the Head of School or designee is to provide for the maintenance in secure files of all applications and documentation of the hiring, screening and interviewing process for a period of three (3) years.
I. Confidentiality

To ensure that confidentiality is maintained throughout and permanently following the hiring process, the School Board, all employees involved, and any other participants are to maintain absolute confidentiality about candidates, including names, in accordance with state law (20-A MRSA § 6101). The School Board is to assume responsibility through the Head of School for providing adequate orientation at appropriate stages of the process, including at the completion.
J. Hiring of Current Employees

The school may forego one or more of the steps set forth in sections B-E of this procedure and appoint a person who is currently employed by the school to fill an administrative position only if the Head of School, after consultation with the School Board, determines that the following circumstances exist:

The currently employed candidate is exceptionally well qualified for the position; and
The decision to forego all or part of the recruitment and screening process will not detract from the goals of this policy.

GCI: PROFESSIONAL STAFF DEVELOPMENT OPPORTUNITIES

The Board recognizes the importance of developing, maintaining, and extending the skills of staff members and encourages employees to engage in programs and activities that will lead to their professional growth and increased competence.

The Head of School is authorized to initiate programs and activities that are designed to serve the following purposes:

To provide a structure through which staff members can stay abreast of new developments in their areas of specialty;
To familiarize staff members with new research and innovative teaching methods;
To assist staff members in the process of change and school improvement; and
To facilitate the development, implementation and evaluation of new

programs.

Within budgetary limitations, visitations and attendance at conferences may be approved by the Head of School in accordance with Board policy.

Legal Reference:

Ch. 125 § 8.08 (Me. Dept. of Ed. Rule)

GCOA: SUPERVISION AND EVALUATION OF PROFESSIONAL STAFF

A well-planned and systematic program of supervision and evaluation of performance tied to educational outcomes is vital to the ongoing improvement of the instructional program. It is the Board’s responsibility to ensure that sufficient administrative time and energy are expended to supervise (observe and assist) and evaluate (measure and assess) teachers. The evaluation program shall address all aspects of teaching performance and recognize that the fulfillment of student needs is of primary importance.

The Head of School, in consultation with the Board, shall be responsible for development, implementation and periodic review of a comprehensive program of supervision and evaluation, which shall be adopted by the Board. The program shall provide for minimum standards for the number and frequency of formal performance reviews, with the understanding that probationary teachers require closer support and more frequent performance reviews. Probationary teachers shall in any event be evaluated during, but not limited to, their second year of employment.

Criteria used for evaluation shall be in written form and made permanently available to the teacher;
Evaluations shall be made by an immediate supervisor/administrator, or by other person(s) designated by the Head of School;
Results of the evaluations shall be put in writing and shall be discussed with the teacher;
The teacher being evaluated shall have the right to attach a memorandum to the written evaluation; and
Results of all evaluations shall be kept in confidential personnel files maintained at the Head of School office.

In keeping with the Board’s goal of employing the best qualified staff to provide quality education for all students, all teachers are expected to participate fully in the evaluation process, self-appraisal and continuous improvement of professional skills.

Supervision and evaluation policies and procedures are not negotiable in collective bargaining.

Legal Reference:

20-A MRSA §§ 1055, 13802 Ch. 125 §§ 4.02(E) (3), 8.08 (Me. Dept. of Ed. Rule)

GCOC: EVALUATION OF ADMINISTRATIVE STAFF

The Head of School or his/her designee(s) shall implement and supervise an evaluation system for all administrative personnel. A report shall be made to the board annually on the performance of all administrators, with recommendations regarding their employment and/or salary status.

Formal evaluations shall be made at least once a year, but more often during the first two years in an administrative capacity. They shall be conducted according to the following guidelines:

Evaluative criteria for each position shall be in written form and made permanently available to the administrator;
Evaluations shall be made by the Head of School, designee, or the administrator’s immediate supervisor;
Results of the evaluations shall be put in writing and shall be discussed with the administrator;
The administrator being evaluated will have the right to attach a memorandum to the written evaluation; and
Results of all evaluations shall be kept in confidential personnel files maintained by the Head of School or his/her designee.

Legal Reference:

Ch. 125 §§ 4.02(E)(3), 8.08 (Me. Dept. of Ed. Rule)

GCQC: RESIGNATION OF SCHOOL EMPLOYEES

The Board authorizes the Head of School or his/her designee, in consultation with the Board Chair, to accept all employee resignations. Such acceptance shall be effective when first communicated to the employer orally or in writing. Acceptance shall be confirmed in writing to the employee. The Board shall be informed of the resignation at their next regular or special meeting.

Policy No: GCQG
Effective Date: March __, 2016

GCSPAA EXIT INTERVIEWS

The SPAA Board of Directors believes that feedback from departing employees provides constructive information that benefits the school. Therefore, the SPAA offers exit interviews to all departing employees of the school. Should an employee leaving the school decline an interview, he/she will be offered the opportunity to give feedback to the school by SPAA of a written questionnaire, within thirty days if possible.

The exit interview will be conducted by Human Resources who agrees to maintain confidentiality in a way that does not identify the individual following the interview. It is understood that confidentiality will be maintained for the purpose of eliciting the most useful feedback. It is the responsibility of the Head of School or designee to bring to the Board of Director’s attention issues the Board may need to address.
Approved by the SPAA Board of Directors: March __, 2016

GDQD: DISCIPLINE AND DISCHARGE OF EMPLOYEES

The following personnel policy applies to staff, except as otherwise provided for in any negotiated agreement between the School Board and a recognized Association. This policy does not establish a contract between the school and any employee, and it may be changed without prior notice.

Hiring Employees
The Head of School or his/her designee has the authority to hire all support employee. Such decisions shall be final.
Probationary Period
All employees shall serve a probationary period of ninety days from the date of hire.
Evaluations
Supervisors shall evaluate the employees they supervise at least once per year on a form provided by the Human Resources and signed by the supervisor and the employee, with a copy to the Head of School or designee.
Unsatisfactory Performance or Misconduct
The employee shall be counseled by the supervisor for instances of unsatisfactory performance or misconduct. Any counseling or disciplinary actions imposed shall be documented by the supervisor, with a copy to the employee and a copy to the Head of School or his/her designee. A supervisor’s disciplinary determinations may be reviewed by the President/Executive his/her designee(s) Director, whose decision is final.
Discharge
The Head of School or his/her designee has the authority to discharge any and all employees, and Such decisions shall be final.
Reconsideration
An employee may request reconsideration of any action pertaining to this policy by writing to the Head of School or his/her designee within ten calendar days after the employee receives notice of the action. The Head of School or his/her designee shall respond to the appeal in writing within ten days after receiving the written request. If, however, the employee requests a meeting and such meeting is held, then the Head of School or his/her designee shall respond to the appeal in writing within ten days after the meeting. Such written decision shall be final.
In matters of discharge, the employee may address the School Board, in Executive Session, at its next regularly scheduled meeting to petition for reconsideration. The School Board shall take such petition for reconsideration under advisement and may make a recommendation to the Head of School his/her designee(s) to reconsider the matter. The School Board’s recommendation shall be advisory in nature.

IGA: CURRICULUM DEVELOPMENT AND ADOPTION

It shall be the policy at the SPAA that the school and the board continuously review and evaluate existing programs and practices and adjust, modify, or change them as found advantageous in effectively meeting the needs of students and the expectations of the community. Therefore:

The board expects the administration and faculty to be perpetually sensitive to changing conditions that may require changes in curriculum;
The board expects all programs to be under continuous evaluation to see that they meet the needs of children;
The board expects the school system to undertake intensive curriculum evaluation and revision as the need for this is demonstrated;
The Head of School is expected to inspire, lead, guide and direct the process of keeping the school system abreast of growing community aspirations as well as of advancing knowledge and new educational approaches;
It is expected that curriculum development and revision be achieved with appropriate involvement of administration, instructional and support staff, students, community and the board; and
The school board shall review and adopt all curriculum guides, course descriptions, and courses of study prior to their

To enhance a sound, basic educational program, the board expects curriculum revision to reflect such critical issues in our present society as: a) the relationships between humans and their environment; b) traditional American values relative to family and civic responsibility; c) American and state heritage; and d) recognition that people are members of the world community.

IHBA: INDIVIDUALIZED EDUCATION PROGRAMS

It shall be the policy of SPAA to maintain a complete individualized education program (IEP) for each student who has been identified with a disability and in need of special education services under state and federal special education laws, and who is in attendance at the SPAA. The SPAA shall develop these IEPs in a manner consistent with the procedural requirements of state and federal special education laws.

Student IEPs shall be reasonably calculated to provide the identified student with educational benefits in the least restrictive educational environment. The SPAA shall ensure that such IEPs are in effect within 30 days of when a student is first identified as in need of special education services, and in effect no later than the beginning of each school year for subsequent IEPs. All IEPs must be reviewed at least annually, as prescribed by state and federal special education laws.

References: 20 U.S.C. §§1414(d); 34 C.F.R. §300.320 to .324 (2006); Maine Dept. of Educ. Reg. ch. 101, § IX(3) (2007).

IHBAA: REFERRAL/PRE-REFERRAL

It shall be the policy of SPAA to refer all school-age students suspected of having a disability that requires special education to the IEP Team for an evaluation in the suspected areas of disability. Referrals of students to the IEP Team may be made by parents at any time, and by professional school staff, and by other persons knowledgeable about the child’s educational needs. Any such referral should be made in accordance with procedures that may be approved by the Head of School his/her designee(s).

Regardless of the source of the referral, a referral will be considered received by the school on the date that the written referral is received by the Director of Special Education. It shall be signed and dated by the Special Education Director or designee, thereby indicating the date of the receipt of that referral.

The Head of School his/her designee(s), in consultation with the Director of Special Education, may develop procedures for referral and the use of pre-referral interventions within the local school, and may from time to time amend those procedures as necessary.

References: Maine Department of Education Reg. Ch. 101, §§ II(23), III, IV(2)(D), (E), V(4)(A) (August 2007).
Model Referral/ Pre-referral Procedures

Approved May __, 2016

SPAA shall refer to the IEP Team all school-age students suspected of having a disability that requires special education and related services. Referrals to the IEP Team may be made by a child’s parent, by professional school staff, or by others with knowledge of the child. Referrals should be made and processed consistent with these procedures.

Referrals by parents. A parent may refer his or her child to the IEP Team at any time. That referral shall be made in writing directly to the Director of Special Education. Should the parent seek to make a referral through other professional staff (such as teachers, guidance counselors, or administrators), that professional staff member shall directly assist the Family in making the referral in writing to the Director of Special Education. Should a parent attempt to make a referral orally, professional staff shall assist the parent in reducing that referral to writing and submitting it to the Director of Special Education.

A parent referral shall be processed consistent with these procedures and governing timelines even if the child is receiving interventions pursuant to the school’s general education interventions (discussed below). Those pre-referral procedures shall continue during the referral process, however.

Rferrals by staff. Any professional employee of the school may refer a child to the IEP Team regardless of the results of initial child find activities, but only after completion of any general education interventions process used by the school. The school may move directly forward with the referral process in those circumstances where the school and parent agree to do so. Even in that situation, however general education interventions will continue during the referral process.

Professional school staff shall prepare a referral in writing and shall submit that referral directly to the Director of Special Education.

Referrals by others. Individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may refer that child to the IEP Team regardless of the results of initial child find activities, but only after completion of any general education interventions process used by the school. The school may move directly forward with the referral process in those circumstances where the school and parent agree to do so. Even in that situation, however, general education interventions will continue during the referral process.

Should such a person attempt to make a referral orally, professional staff shall assist that person in reducing that referral to writing and submitting it to the Director of Special Education.

Receipt of Referral. Regardless of the source of the referral, a referral is received by the school on the date that the written referral is received by the Director of Special Education. It shall be signed and dated by Special Education Director or designee, thereby indicating the date of the receipt of that referral.

Time Line for Processing Referral. Once the referral has been received by the Director of Special Education, the IEP Team shall review existing evaluation data and determine the need for additional evaluations. The IEP Team may conduct its review without a meeting. If additional evaluations are needed, the school must send a consent to evaluate form to the parent within 15 school days of receipt of the referral. Also upon receipt of the referral (from any source), the school shall send the parent its Written Notice form documenting that referral.

Once the Director of Special Education receives the signed consent for evaluation back from the parent, the school shall have 45 school days to complete the evaluation and to hold an IEP Team meeting to determine whether the student qualifies for special education services. If the student is identified as a child with a disability in need of special education, the Team should develop an IEP for that child either at that same meeting, or within 30 calendar days of determining that the student is eligible.

The school shall implement the IEP as soon as possible following the IEP Team meeting when the child is found eligible, but no later than 30 calendar days after that meeting.

Transfer Students. Students who have already been identified as in need of special education services and who transfer into the school from another school unit within Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until the school either adopts the child’s IEP from the previous unit or develops, adopts and implements a new IEP.

Students who have already been identified as in need of special services and who transfer into the school unit from another school unit from outside of Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until the school conducts an evaluation to determine whether the student is eligible for special education, and if so, develops, adopts and implements a new IEP.

If the transfer student’s current IEP from his or her prior school unit is not available, or is believed to be inappropriate by either the parent or the school, the school should develop a new IEP through appropriate procedures within a short time after the student enrolls at the school.
Pre-Referral Procedures

Professional school staff members who observe that a student is encountering academic or functional difficulties in school that interfere with the student’s education shall document those specific difficulties through a general education interventions process.

Students who are failing or are at risk for failing to meet goals for their grade shall receive interventions that are designed to narrow the gap between the goals set for the grade level of the child and the child’s performance. Interventions must be appropriate for the student’s age and skill levels. These general education interventions are implemented as developed and are modified on the basis of curriculum- based measurement, progress monitoring data, or time sampling of behaviors. The school shall develop an intervention plan for students who are failing or at risk for failing using general education interventions and measurement systems.

If, after describing the problem, initiating an intervention, and collecting appropriate data for six data points over approximately, but no more than 30 days, the child shows no significant change in performance, intervention strategies must be modified. If the data indicate resistance to two consecutive data-driven intervention strategies, over 60 days, the pre-referral team should meet to determine further intervention modifications and whether a referral should be made simultaneously to the IEP Team.

If the intervention strategies have not been effective, or if the interventions are demonstrated to be effective but require continued and substantial effort that may include the provision of special education and related services, the staff member shall refer the child to the IEP consistent with the procedures set forth above.

The school shall notify parents whenever their child has demonstrated educational difficulties that have led to completion by a staff member of the pre–referral checklist and intervention strategy checklist. That notification of general education interventions should include copies of the completed checklists and shall request that the parents contact the staff member who has completed the documents. That notification shall also inform parents that they have a right to refer their child directly to the IEP Team if they suspect that their child may need special education services. The school may advise the parents as to why it may be appropriate to have the child participate in the intervention strategies prior to a referral to the IEP team, but the school shall not reject or delay the referral until the completion of the intervention strategies.

All notes from the general education interventions process, and if relevant, team meetings, and all the data collection procedures that may have been developed through this process shall be considered by the IEP Team and shall become part of the child’s special education file. For children who do not qualify for special education services, all general education interventions documents are kept in the child’s cumulative folder for future reference and for ongoing educational planning.

The general education interventions developed through this general education interventions process shall continue in the event of a referral while the referral is being handled by the IEP Team, and the resulting data shall become part of the child’s special education file.

Special education due process procedures shall not be used to address parental concerns regarding successful implementation of these pre-referral procedures, and the failure to use this general education interventions process may not be used in special education due process proceedings to establish that the school has failed to meet its child find or referral obligations.

References: Me. Dep’t of Educ. Reg. ch. 101, §§ II(23), III, IV(2)(D), (E), V(4)(A) (August 2007).

IHBAC: CHILD FIND

SPAA seeks to ensure that all children within its jurisdiction are identified, located and evaluated who are high school-age through the school year in which they turn 20.

SPAA child find responsibility shall be accomplished through a school-wide process, which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the IEP Team.

This child find process shall include obtaining data on each child through multiple measures, direct assessment, and parent information regarding the child’s academic and functional performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing and cognitive skills. SPAA may schedule child find activities
If the child find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the IEP Team to determine the student’s eligibility for special education services.

School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and supportive services in order to benefit from regular education. Such a referral should follow the school’s pre-referral and referral policy.

References: 34 C.F.R. § 300.111 (2006); Maine Department of Education Reg. Ch. 101, IV(2) (2007).

IHBAL: GRIEVANCE PROCEDURE FOR PERSONS WITH DISABILITIES

The Board has adopted this grievance procedure to provide a local avenue for persons with disabilities to raise concerns about whether the school is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedure is intended to meet the requirements of the federal Rehabilitation Act (34 CFR § 104.7(b)) and the federal Americans with Disabilities Act (28 CFR § 35.107(b)).

Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator:
_____________

Step One
A person with an identifiable disability, or someone acting on that person’s behalf, may file a written grievance regarding compliance with state or federal disabilities laws with the ______________, or with the ADA/504 compliance coordinator. If filed with the ADA/504 compliance coordinator, that person shall forward it to the ______________. No grievance will be heard if it involves actions that occurred more than 60 days prior to the filing of the grievance. The ______________, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance. The _____________________ written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

Step Two
If dissatisfied with the response, the grievant may obtain a review by the Head of School his/her designee(s) of the _______________’s decision. The grievant must request that review within 15 working days of the decision by the ______________. The Head of School or his/her designee, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days. Extensions of 15 working days may be allowed when necessary to address fully the issues in the grievance. The Head of School/designee’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

Except for grievances regarding physical alterations to school buildings or grounds, the decision of the Head of School or his/her designee shall be final. In the case of grievances regarding physical alterations to school buildings or grounds, a dissatisfied grievant may obtain further review by the School Board by making a written request within 15 working days of the decision of the Head of School/designee. The School Board shall have a reasonable time to schedule a meeting on the grievance and to issue its decision.

Nothing in this grievance procedure in any way prohibits a person from seeking redress for their disability concerns via other legal avenues, such as through the Office for Civil Rights, the Department of Justice, the Maine Human Rights Commission or the Maine Department of Education.

Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator:

This notice is available in large print and on audio tape from the ADA/504 compliance coordinator.

IHBEA: LAU PLAN

Purpose: The intent of the LAU Plan is to ensure that students with limited English proficiency (LEP) are identified and receive the support necessary to achieve optimally in all academic areas.

Organization: A Language Assessment Committee comprised of the principal, regular education teacher, parent/guardian, ESL teacher and a translator if necessary, will be established at each school. The composition of the committee will necessarily change to include teachers and others who have direct contact with the student as the student passes through the school system.

The committee will meet within 30 days of a referral to review assessment, determine eligibility, and plan for each identified
The committee will develop an appropriate educational program for the student and then oversee, coordinate, and periodically review that
The committee may also make recommendations for next year placement, for modification of ESL services, or reclassification when the student attains full English

Initial Identification and Evaluation: The ESL teacher will review the Home Language Survey of all kindergarten and transfer students to identify students with limited English proficiency.

An ESL teacher will conduct a classroom survey and discuss the student’s needs with the classroom
An ESL teacher will contact the student’s parent(s).
An ESL teacher will review the student’s school
An ESL teacher will assess academic performance in reading, writing and communication skills using the WIDA/ACCESS-APT placement
The Language Assessment Committee will review the results of the evaluation to determine a student’s eligibility, and recommend placement and

English Language Services: Identified ELLs (English language learners) will receive services in integrated settings by a Maine certified, and ESL endorsed teacher. Identified ELLs will be accorded appropriate accommodations on state and local assessments.

Assessment: As mandated by the State, ELLs will be tested annually for English proficiency in the domains of speaking, listening, reading and writing, using the standards based ACCESS for ELLS.

Record Keeping: Testing results and recommendations, accommodations for local and state assessments and any progress reports will be filed in the student’s cumulative folder located at each school. This information will be made available to parents/guardians in their native language if necessary.

Exit Criteria: The Language Assessment Committee will consider the results of annual mandated testing and the student’s academic performance in determining whether to dismiss a student from ESL services. The student will be monitored for two years.

IHCDA: POST-SECONDARY ENROLLMENT OPTIONS

The intent of this policy is to establish the requirements for student enrollment in post-secondary courses taken before high school graduation. SPAA expects that each student will complete at least one post- secondary course before graduation. None of the foregoing is intended to supersede applicable Statute.

Eligible Institutions

Students may take courses at eligible post-secondary institutions within Maine, which include the University of Maine System, the Community College System and Maine Maritime Academy.

The school may allow students to take courses at private colleges or other institutions, but the school cannot include such costs as allowable program costs. Any such requests shall be considered on a case-by-case basis to the extent that funds are available.

Financial Assistance

The Maine Department of Education shall pay applicable tuition costs for any student enrolled in a course under this policy if the eligible institution requires tuition
The student and his/her parent/guardian are responsible for paying for all textbooks, course fees and transportation

[NOTE: While the statute obligates students to pay these costs, school districts may still choose to pay some or all of these costs.

Such costs remain allowable program costs under the statute.]

School Reporting Requirements

The Head of School his/her designee(s) shall ensure that information concerning post-secondary enrollment options is made available to parents and students.

The Head of School his/her designee(s) shall provide an annual report to the SPAA School Board regarding the number of students taking courses at post-secondary institutions and the courses taken.

Legal Reference: 20-A MRSA § 4771 et seq.

Adopted by the SPAA Board of Directors: September 13, 2013

IJJ: INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS SELECTION

The Board is legally responsible for all matters relating to the operation of the school, including the provision of instructional materials and maintenance of library-media resources that support the school system’s curriculum.

While the Board retains its authority to approve the selection of instructional materials, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of instructional materials. The Board delegates responsibility for the selection of instructional materials and library-media resources to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the Board’s policy on challenged materials as described below.

With the assistance of professional staff, the Head of School his/her designee(s) shall establish a system for the selection of instructional materials, including procedures to establish an orderly process for the review and recommendation of instructional materials. The Head of School his/her designee(s) will be responsible for overseeing the purchase of instructional materials within budgetary parameters set by the Board. The Board expects the Head of School his/her designee(s) to report on progress made in aligning instructional materials with curriculum development and evaluation in support of the content standards contained in the Maine Learning Results system and Common Core standards.

The school shall maintain a library-media program that includes books and other print materials, multimedia materials, online

Internet resources and information technology that support the curriculum. As with instructional materials, the Board delegates responsibility for selection of library-media materials and technology and Internet resources to the school system’s professionally trained staff, subject to the criteria and procedures for selection and the Board’s policy on challenged materials described below.

Definitions

“Instructional materials” include textbooks and other print materials, software and other electronic materials, online/Internet resources (including access), and supplies and other materials to support instruction in subject areas and implementation of the Learning Results system and Common Core standards.

“Library-media resources” include books, print materials, online/Internet resources (including access), multimedia materials and information technology that, as part of the library-media program, support the school system’s curriculum.

Objectives of Selection

The Board recognizes that it is the primary objective of instructional materials to implement and support the curriculum, and of library-media resources to extend and enrich the educational programs of the school.

Quality instructional materials and library media resources are essential to student learning. In preparing students to meet the content standards of the Learning Results system and Common Core standards, in supporting the achievement of the school’s educational goals and objectives, and in providing enrichment opportunities that expand students’ interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the library-media centers of the school to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.

Criteria for Selection

Instructional and library-media materials selected shall be accurate and:

Meet the requirements of a standardized review criteria;
Support achievement of the content standards of the Learning Results system and Common Core standards;
Support the goals and objectives of the school system’s educational programs;
Enrich and support the curriculum;
Take into consideration the varied interests, abilities, and maturity levels of the students served;
Foster respect and appreciation for cultural diversity and varied opinions;
Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;
Enable students to develop a capacity for critical analysis;
Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
Provide a background of information that will enable students to make intelligent decisions in their daily lives; and
Respect the constraints of the school’s

Factors that should be considered are: currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer.

In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.

Procedures for Selection

Meeting the needs of the school, based on knowledge of the curriculum and the existing collections of instructional and library media materials, shall be the highest priority. Basic learning materials, i.e., those that are the predominant instructional materials used by most members of the class, are used for a significant portion of the course or receive major emphasis during a course, or are essential to student achievement of content standards of the Learning Results system and Common Core standards are to take priority in the selection process.

Before recommending materials for purchase, professional staff should evaluate the existing collection, consulting reputable, unbiased, professionally prepared selection aids and specialists from all departments and/or all grade levels. Instructional, library-media, and Internet material selection will be reviewed by staff utilizing standardized criteria. Procedures to implement this process will be developed by staff.

Social studies and science textbooks shall not be older than five years unless up-to-date supplemental instructional materials are also available.

Whenever possible, purchase of non-print materials and multimedia, Internet and technology resources shall be made only after personal evaluation by the librarian/media specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu of personal evaluation.

Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.

Donated Materials

Gift materials are to be evaluated by the same criteria as purchased materials and are to be accepted or rejected by those criteria and in accordance with Board policy on gifts and donations.

Parental Authority

A student’s parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Head of School his/her designee(s) will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.

The Board recognizes that the final authority as to what materials an individual student will be exposed rests with that student’s parents or guardians. However, at no time will the wishes of one child’s parents to restrict his/her reading or viewing of a particular item infringe on other parents’ rights to permit their children to read or view the same material.

Library-media center materials will not be removed from the collection because of criticism except in accordance with Board policy.

Challenged Materials

Despite the care taken to select materials for student and teacher use and the qualifications of the persons who select the materials, the Board recognized that objections may be raised occasionally by students, parents, school staff or community members.

In the event a complaint is made, the following procedures will apply:

The complaint shall be heard first by the person providing the materials in
If the complaint is not resolved, the complainant shall be referred to the ______________ and requested to fill out the “Instructional and Library-Media Materials Challenge Form.” A copy of the form will be forwarded to the Head of
The Head of School shall appoint a committee composed of the following persons to review the complaint: one Co-Director one classroom teacher; one community
The review committee shall: read and examine the materials referred to them; check general acceptance of materials by reading reviews; weigh values and faults against each other and form opinions based on the material as a whole and not on passages or portions pulled out of context; meet to discuss the material and to prepare a written report on
The report of the committee shall be forwarded to the Head of School his/her designee(s) who will inform the complainant of the
No materials shall be removed from use until the review committee has made a final
The review committee’s decision may be appealed to the Board. The Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:
Reviewed objectively and in its full content;
Evaluated in terms of the needs and interest of students, school, curriculum and community;
Considered in the light of differing opinions; and
Reviewed in light of the criteria for initial selection and purpose as provided

The Board will announce its decision in writing not later than the conclusion of the next regular meeting of the Board following its receipt of said testimony.

Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002

Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule)

Appendix I

Form For Policy No: IJ

CHECKLIST FOR CLASSROOM MATERIALS REVIEW COMMITTEE’S RECONSIDERATION OF INSTRUCTIONAL MATERIAL

FICTION OR OTHER LITERARY FORMS

TITLE: _____________________________________________________________

AUTHOR: _____________________________________________________________

PURPOSE:
What is the purpose, theme or message of the material? How well does this author/producer/composer accomplish this purpose?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

If the story is a fantasy, is it the type that has imaginative appeal and is suitable for children?

____yes ____no

For the young adults?

____yes

____no

For middle school?

____yes

____no

If all are marked no, for what age group would you recommend? __________

Will the reading and/or viewing and/or listening to material result in more compassionate understanding of human beings? ____yes ____no

Does it offer an opportunity to better understand and appreciate the aspirations, achievements, and problems of various minority groups? ____yes ____no

Are any questionable elements of the story an integral part of a theme or message that is

worthwhile?

____yes

____no

CONTENT:
Does a story about modern times give a realistic picture of life as it is now?

____yes ____no

Does the story avoid an oversimplified view of life, one which leaves the reader with the general feeling that life is sweet and rosy, or ugly and meaningless?

____yes ____no

When factual information is part of the story, is it presented accurately?

____yes ____no

Is prejudicial appeal readily identifiable by the potential reader?

____yes

____no

Are concepts presented appropriate to the ability and maturity of the potential reader?

____no

____yes

Do characters speak in a language true to the period and section of the country in which they live?

____yes ____no

Does the material offend in some way the sensibilities of women or a minority group by the way it presents either the chief character or any of the minor characters?

____yes ____no

Is there preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would make this material inappropriate for children? ____yes ____no Young adults? ____yes ____no

If there is use of offensive language, is it appropriate to the purpose of the text for children?

____yes ____no For young adults? ____yes ____no

Is the material free from derisive names and epithets that would offend minority groups? ____yes

____no Children? ____yes ____no Young adults?____yes ____no

Is the material well written or produced?

____yes

____no

Does the story give a broader understanding of human behavior without stressing differences of

class, race, color, sex, education, religion, or philosophy in any adverse way?

____yes

____no

Does the material make a significant contribution to the history of literature or ideas? ____yes

____no

Are the illustrations appropriate and in good taste?
Are the illustrations realistic in relation to the story?

____yes

____yes

____no

____no

Additional Comments: ________________________________________________________________

____________________________________________________________________________________

Recommendation by Classroom Materials Review Committee for treatment of challenged materials:

____________________________________________________________________________________

____________________________________________________________________________________

Date: _______________

Signature of classroom materials review committee:

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

APPENDIX I

Form For Policy

No: IJ

RECONSIDERATION REQUEST FORM

REQUEST FOR REEVALUATION OF INSTRUCTIONAL MATERIALS

Submit to ______________

Book or other printed material if applicable:

TITLE: ___________________________________________________________________________

AUTHOR: ___________________________________________________________________________ Publisher (if known) ________________________ Date of Publication ______________________ Request initiated by _____________________________________________________________________ Telephone _____________________ Address _______________________________________________ Class in which item is used ______________________________________________________________

To what in the item do you object? (Please be specific, cite pages and frames, )

_________________________________________________________________________________

_________________________________________________________________________________

In your opinion, what harmful effects might result from use of this item?

_________________________________________________________________________________

_________________________________________________________________________________

Do you perceive any instructional value in the use of this item?

_________________________________________________________________________________

_________________________________________________________________________________

Did you review the entire item? If not, what sections did you review?

_________________________________________________________________________________

_________________________________________________________________________________

In place of this item would you care to recommend other material which you consider to be of superior quality for the purpose intended?

________________________________________________________________________________

Would you be willing to meet with the Review Committee?

____yes

____no

Signature: ______________________________ Date: ____________________

IJND: ______________

Directors has adopted guidelines to ensure that its website is in compliance with applicable laws and meets the highest educational and quality standards. The Head of School his/her designee(s) is responsible for implementing this policy, the accompanying guidelines and any additional administrative procedures that may be needed to govern the day-to-day management of the web site. The Head of School may delegate specific responsibilities, as he/she deems appropriate. Cross Reference: IJND-R Web Publishing Guidelines

IJND-R

Web Site Purpose

The SPAA official web site is to provide general information about our school as well as information about educational programs, extracurricular activities and school events. This web site is intended to support the educational mission of the school, to enhance the curriculum and learning opportunities for students and staff, and to inform the larger community about our school.

Web Site Structure

The web site includes the following content areas:

School-wide information;

School Board information (such as members, officers, committees, meeting agendas, minutes and policies);

The option to request more information;
a student application;

Information about school-sponsored extracurricular organization information;
Information about school events and activities; and
Contact information for School Board members and school

School’s Authority and Webmaster Responsibilities

The SPAA reserves the right to approve all web site content and to edit, delete, or modify any web page content as it sees fit to comply with the intended purposes of the web site and these guidelines.

The Head of School shall designate a Webmaster, who is responsible for maintaining the web site, approving all material to be posted on the site, and monitoring all web site activities for compliance with Board policies, applicable laws and regulations, and these guidelines.

Only the Webmaster, and other authorized school staff, shall have password-protected access to the web server to place and remove web pages and content. Any student access will be strictly controlled and monitored by an authorized staff member who will log on and supervise all student activities.

Web Site Content

The SPAA’ web site does not create, nor is it intended to create, a public or limited public forum. All materials placed on the web site must serve the educational mission of the school

Web site content is limited to school-sponsored information and activities. No personal student or staff web pages, chat rooms or discussion groups are permitted on the web site unless it is set up as a moderated system with messages requiring approval before being posted such as an educational .

Web page content must comply with Board policies, administrative procedures and school

All materials placed on the web site must meet academic standards for proper spelling, grammar, content, accuracy and

If the Webmaster is unsure whether particular material is appropriate for the web site, he/she shall consult with the Head of School or designee, whose decision shall be final.

Confidentiality of Student Information

The web site shall be in compliance with all applicable state and federal confidentiality laws and regulations.

At no time shall personal information about students (such as home address, telephone number, e- mail address, birth date, social security number, ) or any other information made confidential by state or federal law appear on the web site. The web site will not include any information that indicates the physical location of students at any given time, other than attendance at a particular school or participation in school activities.

Student information, photographs or work may only be published on the web site if the student’s parent/guardian has signed the Student Media Release Form. For purposes of these guidelines, student information includes name, class rosters, awards/honors received, and team/extracurricular activity participation lists

Confidentiality of Staff Information

At no time shall personal information about staff appear on the web site (including home address, home telephone number, home e-mail address, birth date, social security number, ).

Because the school’s web site is maintained in part to enhance communication with students and their families, the school e-mail addresses and/or telephone numbers of staff are published on the web

Copyright

Appropriate permission will be obtained before any copyrighted or trademarked material is used on the web site. No copyrighted material may be reproduced, transmitted or stored on the SPAA web site without obtaining permission from the copyright

Students shall retain the copyright on materials that they

Except for the above exceptions, all web pages and content on the web site are the property of and owned by the

Web Site Design and Accessibility

The Webmaster is authorized to develop standards for the design and appearance of SPAA web These standards will include measures to make web pages accessible to persons with disabilities. School information available on the web site will also be made available to the public in alternative ways upon request.

Advertising

The SPAA web site will not include any advertising, nor will it include any selling activities outside of publicity for school-sponsored and/or approved fundraising activities.

Links to External Sites

The SPAA web site will not include links to any personal web sites of students or

The web site may include links only to web sites that have demonstrated educational value to students, staff and/or the community, as deemed appropriate by the
The web site shall include a disclaimer informing users that links are provided as a convenience, and that the SPAA does not endorse these sites or have any responsibility for the content of these

The web site shall inform users about how to contact the

Each web page shall include the date the page was last
The Webmaster will provide appropriate information to school users regarding technical requirements for publishing material on the web

Cross Reference: IJND –The SPAA’ Web Site

IJND: School Web Site / Web Pages*

Directors has adopted guidelines to ensure that its website is in compliance with applicable laws and meets
the highest educational and quality standards. The Head of School his/her designee(s) is responsible for
implementing this policy, the accompanying guidelines and any additional administrative procedures that may
be needed to govern the day-to-day management of the web site. The Head of School may delegate specific
responsibilities, as he/she deems appropriate. Cross Reference: IJND-R Web Publishing Guidelines

IJNDB: Student Computer, Internet Use and Cyber Safety*

Directors has adopted guidelines to ensure that its website is in compliance with applicable laws and meets the highest educational and quality standards. The Head of School his/her designee(s) is responsible for implementing this policy, the accompanying guidelines and any additional administrative procedures that may be needed to govern the day-to-day management of the web site. The Head of School may delegate specific responsibilities, as he/she deems appropriate. Cross Reference: IJND-R Web Publishing Guidelines

IJND-R
Web Site Purpose
The SPAA official web site is to provide general information about our school as well as information about educational programs, extracurricular activities and school events. This web site is intended to support the educational mission of the school, to enhance the curriculum and learning opportunities for students and staff, and to inform the larger community about our school.

Web Site Structure
The web site includes the following content areas:
1. School-wide information;
2. School Board information (such as members, officers, committees, meeting agendas, minutes and policies);
3. The option to request more information;
4. a student application;
5. Information about school-sponsored extracurricular organization information;
6. Information about school events and activities; and
7. Contact information for School Board members and school staff.

School’s Authority and Webmaster Responsibilities
The SPAA reserves the right to approve all web site content and to edit, delete, or modify any web page content as it sees fit to comply with the intended purposes of the web site and these guidelines.

The Head of School shall designate a Webmaster, who is responsible for maintaining the web site, approving all material to be posted on the site, and monitoring all web site activities for compliance with Board policies, applicable laws and regulations, and these guidelines.

Only the Webmaster, and other authorized school staff, shall have password-protected access to the web server to place and remove web pages and content. Any student access will be strictly controlled and monitored by an authorized staff member who will log on and supervise all student activities.

Web Site Content
1. The SPAA’ web site does not create, nor is it intended to create, a public or limited public forum. All
materials placed on the web site must serve the educational mission of the school
2. Web site content is limited to school-sponsored information and activities. No personal student or staff
web pages, chat rooms or discussion groups are permitted on the web site unless it is set up as a
moderated system with messages requiring approval before being posted such as an educational blog. .
3. Web page content must comply with Board policies, administrative procedures and school rules.
4. All materials placed on the web site must meet academic standards for proper spelling, grammar, content,
accuracy and appearance.

If the Webmaster is unsure whether particular material is appropriate for the web site, he/she shall consult with
the Head of School or designee, whose decision shall be final.

Confidentiality of Student Information
1. The web site shall be in compliance with all applicable state and federal confidentiality laws and
regulations.
2. At no time shall personal information about students (such as home address, telephone number, email
address, birth date, social security number, etc.) or any other information made confidential by state or
federal law appear on the web site. The web site will not include any information that indicates the physical
location of students at any given time, other than attendance at a particular school or participation in school
activities.
3. Student information, photographs or work may only be published on the web site if the student’s
parent/guardian has signed the Student Media Release Form. For purposes of these guidelines, student
information includes name, class rosters, awards/honors received, and team/extracurricular activity
participation lists

Confidentiality of Staff Information
1. At no time shall personal information about staff appear on the web site (including home address,
home telephone number, home e-mail address, birth date, social security number, etc.).
2. Because the school’s web site is maintained in part to enhance communication with students and their
families, the school e-mail addresses and/or telephone numbers of staff are published on the web site.

Copyright
1. Appropriate permission will be obtained before any copyrighted or trademarked material is used on the
web site. No copyrighted material may be reproduced, transmitted or stored on the SPAA web site
without obtaining permission from the copyright owner.
2. Students shall retain the copyright on materials that they create.
3. Except for the above exceptions, all web pages and content on the web site are the property of and
owned by the SPAA.

H. Web Site Design and Accessibility
1. The Webmaster is authorized to develop standards for the design and appearance of SPAA web site.
These standards will include measures to make web pages accessible to persons with disabilities.
School information available on the web site will also be made available to the public in alternative
ways upon request.

I. Advertising
The SPAA web site will not include any advertising, nor will it include any selling activities outside of publicity
for school-sponsored and/or approved fundraising activities.

J. Links to External Sites
1. The SPAA web site will not include links to any personal web sites of students or staff.
2. The web site may include links only to web sites that have demonstrated educational value to students,
staff and/or the community, as deemed appropriate by the Webmaster.
3. The web site shall include a disclaimer informing users that links are provided as a convenience, and that
the SPAA does not endorse these sites or have any responsibility for the content of these sites.
1. The web site shall inform users about how to contact the Webmaster.
2. Each web page shall include the date the page was last updated.
3. The Webmaster will provide appropriate information to school users regarding technical
requirements for publishing material on the web site.
Cross Reference: IJND –The SPAA’ Web Site

IJND-E: PERMISSION SLIPS

Permission Slip 2012-2013

Student’s Name:_____________________________________________
Please complete, sign, and date each section below.
1. Field Trip
I give permission for my student to participate in school-sponsored field trips during the 2016-2017 school
year.

______________________________________ _______________________
Parent/Guardian Signature Date

2. Photo Release
During the current school year, your child’s image/photograph or work may be included in a classroom or
school project that could be used in one of the following ways:
___ Used as a demonstration project/activity in education workshops/classes/conferences.
___ Used as sample project/activity on CD’s created by the SPAA for use in education workshops and
student classrooms.
___ Posted on the school web pages
___ Videotaped to appear in a school-related program or news broadcast to be used by a local television
station or school/county project.
___ Used in a printed publication such as a newspaper, magazine or yearbook.
I give permission for my student’s image/photograph, or school work to be used as described above.
______________________________________ _______________________
Parent/Guardian Signature Date

IJNDB: TUDENT COMPUTER, INTERNET USE, AND CYBER SAFETY

SPAA computers, networks and Internet access are provided to support the educational mission of the school and to enhance the curriculum and learning opportunities for students and school staff.

Student use of school computers, networks, Internet services, and email is a privilege, not a right. Compliance with the school’s policies and rules concerning computer and Internet use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended, or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action. Students are prohibited from using school computers in any manner that would be in violation of the school’s Policy on
harassment.

SPAA computers remain under the control, custody and supervision of the school at all times. The school monitors all computer and Internet activity by students. The school may conduct random audits of computer usage to protect its technology infrastructure. SPAA has the right to access, review and/or disclose any aspect of computer usage when it has legitimate business or security need to do so. Students have no expectation of privacy in their use of school computers or the school’s network, whether they are used on school property or elsewhere.

SPAA utilizes filtering technology designed to block materials that are illegal, obscene or harmful to minors, including all pornography. SPAA takes precautions to supervise student use of the Internet, but parents should be aware that SPAA cannot reasonably prevent all instances of inappropriate computer and Internet use by students in violation of Board policies and rules, including access to objectionable materials and communication with persons outside of the school. The school is not responsible for the accuracy or quality of information that students obtain through the Internet.

The Head of School his/her designee(s) is responsible for implementing this policy and the accompanying rules and for documenting student Internet safety training. Additional administrative procedures or school rules governing the day-to-day management and operations of the school’s computer system may be implemented, consistent with Board policies and rules. The President may delegate specific responsibilities to the Director of Information Technology and others as he/she deems appropriate.

Students and parents shall be informed of this policy and the accompanying rules through handbooks, the school web site and/or other SPAA selected by the Head of School his/her designee(s).

IJNDB-R:STUDENT COMPUTER AND INTERNET USE RULES

These rules accompany Board policy IJNDB (Student Computer and Internet Use). Each student is responsible for his/her actions and activities involving school computers, networks and Internet services, and for his/her computer files, passwords and accounts. These rules provide general guidance concerning the use of the school’s computers and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by students. Students, parents and school staff who have questions about whether a particular activity is prohibited are encouraged to contact the ______________ or the Technology Coordinator.

A. Consequences for Violation of Computer Use Policy and Rules

Student use of the school’s computers, networks and Internet services is a privilege, not a right. Compliance with the school’s policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action.

The ______________ shall have the final authority to decide whether a student’s privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student’s prior disciplinary record and any other pertinent factors.

B. Acceptable Use

The school’s computers, networks and Internet services are provided for educational purposes and research consistent with the school’s educational mission, curriculum and instructional goals.

All Board policies, school rules and expectations concerning student conduct and communications apply when students are using computers.

Students are also expected to comply with all specific instructions from teachers and other school staff or volunteers when using the school’s computers.

C. Prohibited Uses

Examples of unacceptable uses of school computers that are expressly prohibited include, but are not limited to, the following:
1. Accessing Inappropriate Materials – Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing and/or illegal materials.
2. Illegal Activities – Using the school’s computers, networks and Internet services for any illegal activity or in violation of any Board policy or school rules. The school assumes no responsibility for illegal activities of students while using school computers.
3. Violating Copyrights – Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner’s permission. The school assumes no responsibility for copyright violations by students.
4. Copying Software – Copying or downloading software without the express authorization of the Director of Information Technology. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The school assumes no responsibility for illegal software copying by students.
5. Plagiarism – Representing as one’s own work any materials obtained on the Internet (such as term papers, articles, music, etc). When Internet sources are used in student work, the author, publisher and web site must be identified.
6. Non-School-Related Uses – Using the school’s computers, networks and Internet services for nonschool- related purposes such as private financial gain; commercial, advertising or solicitation purposes; or any other personal use not connected with the educational program or assignments.
7. Misuse of Passwords/Unauthorized Access – Sharing passwords, using other users’ passwords, and accessing or using other users’ accounts.
8. Malicious Use/Vandalism – Any malicious use, disruption or harm to the school’s computers, networks and Internet services, including but not limited to hacking activities and creation/uploading of computer viruses.

D. Unauthorized Access to Blogs/Chat Rooms – Accessing chat rooms or news groups without specific authorization from the supervising teacher.

E. No Expectation of Privacy

SPAA computers remain under the control, custody and supervision of the school at all times. Students have no expectation of privacy in their use of school computers, including e-mail, stored files and Internet access logs.

F. Compensation for Losses, Costs and/or Damages

The student and his/her parents are responsible for compensating the school for any losses, costs or damages incurred by the school for violations of Board policies and school rules while the student is using school computers, including the cost of investigating such violations. The school assumes no responsibility for any unauthorized charges or costs incurred by a student while using school computers.

G. Student Security

A student is not allowed to reveal his/her full name, address, telephone number, social security number or other personal information on the Internet without prior permission from a teacher. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their teacher if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.

G. System Security

The security of the school’s computers, networks and Internet services is a high priority. Any student who identifies a security problem must notify his/her teacher immediately. The student shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having his/her computer privileges limited, suspended or revoked.

J. Parental Permission Required

Students and their parent/guardian are required to sign and return the Electronic Resources – User Acknowledgment Form (IJNDB-E) before being allowed to use school computers.

IJNDB-E: ELECTRONIC RESOURCES – USER ACKNOWLEDGMENT FORM REQUIRED USER SIGNATURE:

I accept responsibility to abide by SPAA Electronic Resources – Acceptable Use Policy and Administrative Procedures as stated in this agreement. I further understand that any violations of the above provisions may result in the revocation of my user account, disciplinary action at the building level, and/or appropriate legal action. I understand that the use of the Internet and other electronic resources (hereinafter referred to as electronic resources) is a privilege not a right. I agree:

To use the electronic resources for appropriate purposes.
To use the electronic resources, in school, only with the permission of designated school staff.
To be considerate of other users, and use appropriate language.
Not to intentionally degrade or disrupt network services or equipment. This includes, but is not limited to, tampering with computer hardware or software, vandalizing data, invoking computer viruses, attempting to gain access to restricted or unauthorized services, or violating copyright laws.
To comply with all of the rules included in the Electronic Resources Policy and Administrative Procedures.
I understand that I have no right to privacy when I use the electronic resources, and I consent to the
monitoring of my communications.
I also understand that any conduct that is in conflict with this agreement is inappropriate and will result in
termination of access to electronic resources, disciplinary action, and/or legal action.

User Name (please print): ___________________________________________________
User Signature: ______________________________________Date: _________________

IJNDB-E: ELECTRONIC RESOURCES – USER ACKNOWLEDGMENT FORM REQUIRED SIGNATURE OF PARENT OR GUARDIAN (for all student users)

Due to the nature of the electronic resources, it is neither practical nor possible for SPAA to enforce compliance with user rules at all times. Accordingly, parents and students must recognize that students will be required to make independent decisions and use good judgment in their use of these services. Therefore, parents must participate in the decision whether to allow their children access to these resources and must communicate their own expectations to their children regarding its use.

As the parent or guardian of this student, I have read the SPAA Electronic Resources – Acceptable Use Policy, Administrative Procedures, and the User Acknowledgment Form

I understand that the electronic resources are designed for educational purposes and that SPAA will discourage access to objectionable material and communications that are intended to exploit, harass or abuse students. However, I recognize it is impossible for the SPAA to restrict access to all objectionable material.

I understand that a variety of inappropriate and offensive materials are available. I also understand that it is possible for undesirable or ill-intended individuals to communicate with my child. I have determined that the benefits of my child having access to the electronic resources far outweigh potential risks.

I understand that any conduct by the above named student that is in conflict with this agreement is inappropriate, and such behavior will result in the termination of access, disciplinary action, and/or legal action.

I have reviewed these responsibilities with my child, and I hereby grant permission to the SPAA to provide my child with access to the electronic resources.

Parent or Guardian Name (please print): ___________________________________________
Signature: ________________________________________________Date: _______________

IKA: STUDENT ASSESSMENT

It is the intent of the SPAA Board of Directors that academic performance of students be assessed on a regular basis by classroom teachers. Assessment may take various forms including homework assignments, classroom participation, portfolio creation, tests or other teacher-directed forms of assessment. Performance feedback to students will be provided promptly. The school shall also provide parents with the opportunity to participate in regular Student Led Conferences.

Teachers are encouraged to contact parents whenever there is a change in a child’s performance. Parents are encouraged to contact the school with questions regarding grades or test results. Teacher time will be allocated for Student Led Conferences regarding student achievement at regular intervals.

When additional evaluation such as a psycho-educational or substance abuse evaluation is deemed necessary by staff members, it shall be administered by qualified personnel and in accordance with federal and state laws, local policies and test administration manuals.
Standardized achievement tests will be administered as required

School personnel will use all evaluative data in determining instructional methods appropriate to individual students. This data will also be used by administrators and professional staff to assist in planning for improvement of instructional programs and in the identification of needs for curriculum revision.

IKF: GRADUATION REQUIREMENTS

The Board recognizes the need to establish minimum standards for the awarding of a high school diploma that are consistent with State law and regulations and with community educational values and expectations. SPAA will issue diplomas in line with standards-based diploma requirements.

Before entering high school, students need to know the standards for receiving a high school diploma in order to plan an appropriate educational program to meet that goal.

The Head of School, through the ______________ or other designee, shall be responsible for making accurate information concerning diploma requirements available to incoming students and their parents prior to the start of their ninth grade school year. A copy of this policy will be given to all incoming ninth grade students. A copy of this policy will also be mailed to parents/guardians of incoming ninth grade students.

Students who graduate must meet the following minimum requirements in order to be awarded a high school diploma:

STANDARDS-BASED DIPLOMA –The student must meet the requirements as described below. In addition diplomas will be awarded only to students who have met the content standards of all content areas of the system of Learning Results and/or Common Core, as measured by the school’s Assessment System. These content areas are English/language arts, mathematics, science and technology, social studies, health and physical education, career preparation, modern and classical languages, and visual and performing arts.

Students who transfer in from schools that are not standards based who are Juniors or Seniors will be awarded credit-based diplomas. Credits will have to be accrued in the content areas as required above – Math – 3, English – 4, Social Studies – 3, Science – 3 (including a lab), Language – 1, Health and Physical Education – 1, Visual and Performing Arts – 1,

In addition to the content standards described above, students will be required to demonstrate the following in
order to receive a SPAA diploma:
1. At least one internship/work-study experience in each of the last two years they attend SPAA;
2. Engagement for at least three quarters of each year they are at SPAA in the agriculture, forestry, or
environmental programs including both group and individual project work.
3. Service to the Community as demonstrated by engagement with volunteer work, service learning
projects, and/or meeting other needs of the school community or larger community.
4. Taking one course at KVCC in an area relevant to their interests and/or career path.
5. Completion of a post-graduation plan that details the student’s plans for the three years following
graduation.

ADDITIONAL CONSIDERATIONS APPLICABLE TO THE AWARDING OF STANDARDS-BASED DIPLOMAS Students Receiving Special Education Services: To receive a diploma, students must meet the content standards of the grade 9 – 12 Learning Results and Common Core as determined by the Assessment System. A student’s IEP will be used to personalize instructional strategies, provide for supportive services, and adapt assessments in an effort to determine how a student will demonstrate whether he or she has met the standards.

Early Awarding of Diplomas: A student who has met the State’s and the Board’s diploma requirements in fewer than four years of high school may be awarded a diploma. Any substitution or exception to the local course requirements for graduation will require the approval of the ______________.

Delayed Awarding of Diplomas: At the Head of School his/her designee(s)‘s discretion, a student who leaves the SPAA to attend an accredited, degree-granting institution of higher education may, upon satisfactory completion of the freshman year, be awarded a high school diploma, although he/she may not have met all diploma requirements.

Extended Study: Students are eligible for extended years of study to complete the requirements of a diploma if they have not reached the age of 20 at the start of the school year. Students eligible for extended years of study may be referred to adult education or other resources that may be available. Extended study for students with disabilities shall be specified in the student’s Individualized Education Plan. Students over 20 may be allowed to complete coursework for the diploma by requesting a waiver to the age-limit on the extended study plan.

Correcting Deficiencies: Seniors who correct any deficiencies by the end of the first full semester following the graduation date may receive their original diploma.

Courses Taken through Adult and Community Education: With prior approval, students may earn credits or complete standards toward graduation for each diploma course taken in the Adult and Community Education Diploma Program. This procedure is referred to as “concurrences” and requires approval of the ______________ or designee.

ILA: STUDENT ASSESSMENT/LOCAL ASSESSMENT SYSTEM

Maine Law requires that every school board adopt and fully implement a local assessment system as the measure of student progress toward achievement of the content standards of the Maine Learning Results.

The Head of School his/her designee(s) is responsible for the implementation of the SPAA Local Assessment System (LAS). The Head of School his/her designee(s) shall be responsible for reviewing the Local Assessment System for compliance with applicable statutes and rules and for certifying to the Commissioner that the LAS is in compliance with Maine Department of Education standards.

A “local assessment system” is defined as a coordinated collection of assessments administered to students. The purpose of the Local Assessment System is to provide information that will be used to guide and enhance classroom instruction, monitor student progress, and certify student achievement with respect to the school system curriculum and Maine’s Learning Results. In addition, the Local Assessment System is designed to provide valid and reliable information on student achievement in order to assist in evaluating educational programs and practices and in making informed decisions related to curriculum and instruction, professional development, and the allocation of resources to better meet student needs.

The following general principles apply to the Local Assessment System:

Assessment will be aligned with the curriculum and with the content standards of the Maine Learning Results. Multiple measures of student learning will be used. The assessment measures should be developmentally appropriate for the grade span.

Classroom, school, and state levels of assessment may be included in the system to provide for a fair and equitable opportunity for students to demonstrate knowledge and understanding.

Neither the Maine Educational Assessment (MEA) nor a commercially produced test may be the only measure of student achievement or carry the majority of weight in determining student performance.

Assessment accommodations will be provided for identified students in accordance with their Individual Education Plan, 504 Plan, or Limited English Proficiency Plan. In addition, accommodations and/or alternate assessment will be provided to other students who demonstrate a need as determined by a team which should include the student’s teacher(s), an administrator, the parent(s)/guardian(s), and, if possible, the
student. Allowable accommodations shall be those approved as part of the school department’s Comprehensive Local Assessment System.

The Head of School his/her designee(s), through the Assessment Committee, will be responsible for the design of the Local Assessment System. The Board expects that there will be input from teachers and administrators in the development and refinement of the System.

The Board recognizes that appropriately trained teachers and school administrators will be primarily responsible for administering and scoring assessments and for collecting, organizing, and interpreting resulting data.

The Head of School his/her designee(s) will be responsible for ensuring that provisions are made for review and analysis of information obtained through the Local Assessment System and for appropriate instructional intervention when individual students or groups of students fail to achieve performance standards.

The Head of School his/her designee(s) will be responsible for implementing a record-keeping and reporting system that will be used to provide understandable information to the Board, students, parents, teacher/professional staff, administrators, and the community. Data will be presented in a way that conveys school performance in the content areas of Maine’s Learning Results and allows for comparison to statewide performance.

The Board will annually review the results of the Local Assessment System.

Legal Reference: 20-A M.R.S.A. § 6210-6205

Ch. 127 §§ 2, 4 (Me. Dept. of Ed. Rules)

ILD: EDUCATIONAL RESEARCH: STUDENT SUBMISSION TO SURVEYS, ANALYSIS, OR EVALUATIONS

In this policy, “surveys, analysis, or evaluations” refer to methods of gathering data for research purposes. No student shall be required as part of any program wholly or partially funded by the U.S. Department of Education to submit to any survey, analyses, or evaluation that reveals information concerning:

A. Political affiliations or beliefs of the student or the student’s parent;
B. Mental or psychological problems of the student or the student’s family;
C. Sex behavior or attitudes;
D. Illegal, anti-social, self-incriminating, or demeaning behavior;
E. Critical appraisals of other individuals with whom respondents have close family relationships;
F. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
G. Religious practices, affiliations, or beliefs of the student or student’s parents; or
H. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program without the prior written consent of the student’s parent/guardian, or of the student, if he/she is 18 years of age or older.

All instructional materials, including teachers’ manuals, films, tapes, or other supplementary material which will be used in connection with any such survey, analysis, or evaluation shall be available upon request for inspection by the student’s parent/guardian. For the purpose of this policy, “instructional material” does not include academic tests or assessments.

A parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed to a student.

The Head of School or his/her designee will be responsible for implementing any procedures necessary to protect the privacy of participating students and to provide parents with access to surveys within a reasonable time before administration or distribution.

The school will notify parents of this policy at least annually at the beginning of the school year and within a reasonable time of any substantive change in policy. Insofar as practicable*, the school will also directly notify parents annually at the beginning of the school year when surveys, analysis, or evaluations are scheduled or anticipated. Parents shall have the opportunity to opt their child out of participation in any survey, analysis, or evaluation. Students who are 18 years of age or older may opt out of such surveys, analyses, or evaluations.

[*NOTE: “Insofar as practicable” acknowledges that there may be circumstances in which a research request is made or is approved only after the school year has begun. When this occurs, the school should notify parents far enough in advance for them to access surveys and related instructional materials and to opt their children out, if desired.]

Legal Reference: 20 U.S.C. § 1232(h)

IMBB: EXEMPTION FROM REQUIRED INSTRUCTION

The curriculum of the school is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results and Common Core standards, as well as other statutory and regulatory requirements and content areas specified by the Board.

The Board acknowledges that from time to time, individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum.

Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum. The Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held
religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian.

Requests for exemption from instruction must be made in writing to the ______________ and are subject to the approval of __________________. The ______________ shall notify the Head of School his/her designee(s) as soon as practicable of any request for exemption from instruction and of his/her decision. If the ______________ deny an exemption request, the parent(s)/legal guardian may appeal to the Head of School his/her designee(s).

In considering requests for exemption, factors that the ______________ should consider may include:
A. The alignment of the curriculum with the system of Common Core Standards;
B. Whether the course or content area is required by state law or Board policy;
C. The educational importance of the material or instruction from which exemption is requested;
D. Information regarding the sincerity of the belief on which the request is based;
E. Whether the school has a legal obligation to accommodate the exemption request;
F. The effect of exemption or accommodation on the validity of the local assessment system; and
G. Other factors that bear upon the particular request.

Exemption from required instruction does not excuse the student from meeting the requirements of the Common Core standards or other requirements for graduation, or from performing alternative work. When the ______________ determines that the curriculum that has been aligned with the system of Common Core standards conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the ______________ in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the ____________’s decision may appeal to the Head of School his/her designee(s). If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Head of School or his/her designee(s) will determine how to address the situation, subject to the approval of the Commissioner.

When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the ______________ in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Co-Director’s decision may appeal to the Head of School his/her designee(s). A parent/guardian who is dissatisfied with the Head of School his/her designee(s)’s decision may appeal to the Board, whose decision shall be final.

Legal Reference: 20-A MRSA § 6209, LD 1536, Chap. 51 Resolves

Ch. 127 § 3.07 (Me. Dept. of Ed. Rules), Ch. 131 (Me. Dept. of Ed. Rules)