THREE FORKS SCHOOL DISTRICT
2000 SERIES
INSTRUCTION
TABLE OF CONTENTS
2000 Goals
2100 School Year Calendar and Day
2105 Grade Organization
2110 Objectives
2120 Curriculum Development and Assessment
2130 Program Evaluation and Diagnostic Tests
2132 Student and Family Privacy Rights
2140 Guidance and Counseling
2160 - 2160P Title I Parent Involvement
2161 - 2161P Special Education
2162 - 2162P Section 504 of the Rehabilitation Act of 1973 ("Section 504")
2163 Traffic Education
2166 Gifted Program
2167 Correspondence Courses
2221 School Closure
2240 Summer School
2250 Community and Adult Education
2309 Library Materials
2309P - 2310 - 2310P Selection of Library Materials
2311 Instructional Materials
2311P Selection, Adoption, and Removal of Textbooks and Instructional Materials
2312 Copyright
2314 Learning Materials Review
2320 Field Trips, Excursions, and Outdoor Education
2322 Contests for Students
2330 Controversial Issues and Academic Freedom
2334 Release Time for Religious Instruction
2335 Health Enhancement
2410 - 2410P High School Graduation Requirements
2413 Credit Transfer/Assessment for Placement
2420 Grading and Progress Reports
2421 Promotion/Retention
2430 Homework
2450 Recognition of Native American Cultural Heritage
2500 Limited English Proficiency Program
2510 School Wellness
Goals
The District's educational program will seek to provide an opportunity for each child to develop to his or her maximum potential. The objectives for the educational program are:
To foster self-discovery, self-awareness, and self-discipline.
To develop an awareness of and appreciation for cultural diversity.
To stimulate intellectual curiosity and growth.
To provide fundamental career concepts and skills.
To help the student develop sensitivity to the needs and values of others and respect for individual and group differences.
To help each student strive for excellence and instill a desire to reach the limit of his or her potential.
To develop the fundamental skills which will provide a basis for lifelong learning.
To be free of any sexual, cultural, ethnic, or religious bias.
The administrative staff is responsible for apprising the Board of the educational program's current and future status. The Superintendent should prepare an annual report that includes:
A review and evaluation of the present curriculum;
A projection of curriculum and resource needs;
An evaluation of, and plan to eliminate, any sexual, cultural, ethnic, or religious bias that may be present in the curriculum or instructional materials and methods;
A plan for new or revised instructional program implementations; and
A review of present and future facility needs.
Legal Reference 10.55.701, ARM Board of Trustees
Policy History:
Adopted on: April 13, 2004
Revised on:
2100
School Year Calendar and Day
School Calendar
The Board annually shall establish the dates for opening and closing classes, teacher in-services, the length and dates of vacation, and the days designated as legal school holidays. The school calendar shall have a minimum of one hundred eighty (180) days of pupil instruction.
Commemorative Holidays
The teachers and students shall devote a portion of the day on each commemorative holiday designated in § 20-1-306, MCA, to study and honor the commemorated person or occasion. The Board may, from time to time, designate a regular school day as a commemorative holiday.
School Day
The District shall provide the number of hours of pupil instruction required by Montana law. The Board suggests, but does not require, that a school day of student instruction consist of at least two (2) hours of kindergarten and all other preschool programs; four (4) hours for Grades 1 through 3; and six (6) hours for Grades 4 through 12. In addition, seven (7) pupil instruction-related days may be scheduled for the purpose of:
1. Pre-school staff orientation (not to exceed two [2] days);
2. Staff in-service training programs; and
3. Parent/teacher conferences.
Legal References: § 20-1-301, MCA School fiscal year
§ 20-1-302, MCA School day and week
§ 20-1-304, MCA Pupil-instruction-related day
§ 20-1-306, MCA Commemorative exercises on certain days
10.55.701, ARM Board of Trustees
10.65.101-03, ARM Pupil-Instruction-Related Days
Policy History:
Adopted on: April 13, 2004
Revised on:
2105
Grade Organization
The District has instructional levels for Grades kindergarten through twelve (12). The grouping and housing of instructional levels in school facilities shall be according to plans developed by the Superintendent and approved by the Board.
Instructional programs shall be coordinated between each grade and between levels of schools.
A student will be assigned to an instructional group or a classroom which will best serve the needs of that individual while still considering the rights and needs of other students. Factors to be considered in classroom assignments are: class size, peer relations, student/teacher relations, instructional style of individual teachers, and any other variables that will affect the performance of the student.
The criteria for grouping should be based upon the learning goals and objectives being addressed and the student's ability to achieve those purposes.
Legal Reference: § 20-6-501, MCA Definition of various schools
Policy History:
Adopted on: April 13, 2004
Revised on:
2110
Objectives
Accreditation Standards
The Board will review the state accreditation standards annually and provide in each school building at least one (1) copy of the standards, for staff and public review.
Continuous Progress Education
The Board acknowledges its responsibility for developing and implementing a curriculum designed to provide for sequential intellectual and skill development necessary for students to progress on a continuous basis from elementary through secondary school.
The Superintendent is directed to develop instructional programs which will enable each student to learn at the student's best rate. The instructional program shall strive to provide for:
1. placement of a student at the student's functional level;
2. learning materials and methods of instruction considered to be most appropriate to the student's learning style; and
3. evaluation to determine if the desired student outcomes have been achieved.
Each year, the Superintendent shall determine the degree to which such instructional programs are being developed and implemented. Accomplishment reports submitted annually shall provide the Board with the necessary information to make future program improvement decisions.
Policy History:
Adopted on: April 13, 2004
Revised on:
2120
Curriculum Development and Assessment
The Board is responsible for curriculum adoption and must approve all significant changes, including the adoption of new textbooks and new courses, before such changes are made. The Superintendent is responsible for making curriculum recommendations. The curriculum shall be designed to accomplish the learning objectives and goals for excellence contained in the District's educational philosophy, mission statement, objectives, and goals.
Development and Assessment
A written sequential curriculum shall be developed for each subject area. The curricula shall address learner goals, content and program area performance standards and District education goals, and shall be constructed to include such parts of education as content, skills, and thinking. A curriculum review cycle and time lines for curriculum development and evaluations shall be developed as well.
The staff and administration will suggest materials and resources, to include supplies, books, materials and equipment necessary for development and implementation of the curriculum and assessment that are consistent with the goals of the education program. These materials shall be reviewed at least every five (5) years.
In all program areas and at all levels, the District shall assess student progress toward achieving learner goals and program area performance standards including: the content and data; the accomplishment of appropriate skills; the development of critical thinking and reasoning; and attitude. The District will use assessment results to improve the education program, and use effective and appropriate tools for assessing such progress. This may include, but is not limited to: standardized tests; criterion-referenced tests; teacher-made tests; ongoing classroom evaluation; actual communication assessments such as writing, speaking, and listening assessments; samples of student work and/or narrative reports passed from grade to grade; samples of students' creative and/or performance work; and surveys of carry-over skills to other program areas and outside of school.
Cross Reference: 2000 Goals
2110 Objectives
Legal Reference: § 20-3-324, MCA Powers and duties
§ 20-4-402, MCA Duties as district superintendent or county high school principal
§ 20-7-602, MCA Textbook selection and adoption
10.55.603, ARM Curriculum Development and Assessment
Policy History: April 13, 2004
Adopted on:
Revised on:
2130
Program Evaluation and Diagnostic Tests
The Board strives to achieve efficiency and effectiveness in all facets of its operations. In order to achieve this goal, the Board shall strive to set forth:
1. A clear statement of expectations and purposes for the District's instructional program;
2. A provision for staff, resources, and support to achieve the stated expectations and purposes; and
3. A plan for evaluating instructional programs and services to determine how well expectations and purposes are being met.
Parents who wish to examine any assessment materials may do so by contacting the Superintendent. Parental approval is necessary before administering an individual intelligence test or a diagnostic personality test. No tests or measurement devices containing any questions about a student's or the student's family's personal beliefs and practices in family life, morality, and religion shall be administered, unless the parent gives written permission for the student to take such test, questionnaire, or examination.
Legal Reference: 20 U.S.C. § 1232h Protection of pupil rights
10.55.603, ARM Curriculum Development and Assessment
10.56.101, ARM Student Assessment
Policy History:
Adopted on: April 13, 2004
Revised on:
2132
Student and Family Privacy Rights
Surveys - General
All surveys requesting personal information from students, as well as any other instrument used to collect personal information from students, must advance or relate to the District's educational objectives as identified in Board Policy. This applies to all surveys, regardless of whether the student answering the questions can be identified and regardless of who created the survey.
Surveys Created by a Third Party
Before the District administers or distributes a survey created by a third party to a student, the student's parent(s)/guardian(s) may inspect the survey upon request and within a reasonable time of their request.
This section applies to every survey: (1) that is created by a person or entity other than a District official, staff member, or student, (2) regardless of whether the student answering the questions can be identified, and (3) regardless of the subject matter of the questions.
Surveys Requesting Personal Information
School officials and staff members shall not request, nor disclose, the identity of any student who completes ANY survey containing one (1) or more of the following items:
1. Political affiliations or beliefs of the student or the student's parent/guardian;
2. Mental or psychological problems of the student or the student's family;
3. Behavior or attitudes about sex;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of other individuals with whom students have close family relationships;
6. Legally recognized privileged or analogous relationships, such as those with lawyers, physicians, and ministers;
7. Religious practices, affiliations, or beliefs of the student or the student's parent/guardian;
8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).
The student's parent(s)/guardian(s) may:
1. Inspect the survey within a reasonable time of the request, and/or
2. Refuse to allow their child to participate in any survey requesting personal information. The school shall not penalize any student whose parent(s)/guardian(s) exercise this option.
Instructional Material
A student's parent(s)/guardian(s) may, within a reasonable time of the request, inspect any instructional material used as part of their child's educational curriculum.
The term "instructional material," for purposes of this policy, means instructional content that is provided to a student, regardless of its format, printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). The term does not include academic tests or academic assessments.
Collection of Personal Information from Students for Marketing Prohibited
The term "personal information," for purposes of this section only, means individually identifiable information including: (1) a student's or parent's first and last name, (2) a home or other physical address (including street name and the name of the city or town), (4) telephone number, or (5) a Social Security identification number.
The District will not collect, disclose, or use student personal information for the purpose of marketing or selling that information or otherwise providing that information to others for that purpose.
The District, however, is not prohibited from collecting, disclosing, or using personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions such as the following:
1. College or other post-secondary education recruitment or military recruitment;
2. Book clubs, magazines, and programs providing access to low-cost literary products;
3. Curriculum and instructional materials used by elementary schools and secondary schools;
4. Tests and assessments to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments;
5. The sale by students of products or services to raise funds for school-related or education-related activities;
6. Student recognition programs.
Notification of Rights and Procedures
The Superintendent or designee shall notify students' parents/guardians of:
1. This policy as well as its availability from the administration office upon request;
2. How to opt their child out of participation in activities as provided in this policy;
3. The approximate dates during the school year when a survey requesting personal information, as described above, is scheduled or expected to be scheduled;
4. How to request access to any survey or other material described in this policy.
This notification shall be given parents/guardians at least annually at the beginning of the school year and within a reasonable period after any substantive change in this policy.
The rights provided to parents/guardians in this policy transfer to the student, when the student turn 18 years of age or is an emancipated minor.
NOTE: This policy must be adopted in consultation with parents. 20 U.S.C. § 1232h(c)(1). Therefore, MTSBA recommends that, at a minimum, Boards specifically note this on their meeting agendas and request public comment prior to adoption.
Cross Reference: 3410 Student Health
2311 Instructional Materials
3200 Student Rights and Responsibilities
Legal Reference: 20 U.S.C. 1232h Protection of Pupil Rights
Policy History:
Adopted on: April 13, 2004
Revised on:
2140
Guidance and Counseling
The District recognizes that guidance and counseling are an important part of the total program of instruction and should be provided in accordance with state laws and regulations, District policies and procedures, and available staff and program support.
The general goal of this program is to help students achieve the greatest personal value from their educational opportunities. Such a program should:
1. Provide staff with meaningful information which can be utilized to improve the educational services offered to individual students.
2. Provide students with planned opportunities to develop future career and educational plans.
3. Refer students with special needs to appropriate specialists and agencies.
4. Aid students in identifying options and making choices about their educational program.
5. Assist teachers and administrators in meeting academic, social, and emotional needs of students.
6. Provide for a follow-up of students who further their education and/or move into the world of work.
7. Solicit feedback from students, staff, and parents, for purposes of program improvement.
8. Assist students in developing a sense of belonging and self-respect.
All staff shall encourage students to explore and develop their individual interests in career and vocational-technical programs and employment opportunities, without regard to gender, race, marital status, national origin, or handicapping conditions, including reasonable efforts in encouraging students to consider and explore "nontraditional" occupations.
Legal Reference § 49-3-203, MCA Educational, counseling, and training programs
10.55.710, ARM Assignment of Guidance Staff
10.55.802, ARM Opportunity and Educational Equity
Policy History:
Adopted on: April 13, 2004
Revised on:
2160
Title I Parent Involvement
The District endorses the parent involvement goals of Title I and encourages the regular participation of parents of Title I eligible children in all aspects of the program. The education of children is viewed as a cooperative effort among the parents, school, and community. In this policy the word "parent" also includes guardians and other family members involved in supervising the child's schools.
Pursuant to federal law the District will develop jointly with, agree upon with, and distribute to parents of children participating in the Title I program a written parent involvement policy.
At the required annual meeting of Title I parents, parents will have opportunities to participate in the design, development, operation, and evaluation of the program for the next school year. Proposed activities to fulfill the requirements necessary to address the requirements of parental-involvement goals shall be presented.
In addition to the required annual meeting, at least three (3) additional meetings shall be held at various times of the day and/or evening for parents of children participating in the Title I program. These meetings shall be used to provide parents with:
1. Information about programs provided under Title I;
2. A description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;
3. Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and
4. The opportunity to bring parent comments, if they are dissatisfied with the school's Title I program, to the District level.
Title I funding, if sufficient, may be used to facilitate parent attendance at meetings, through payment of transportation and childcare costs.
The parents of children identified to participate in Title I programs shall receive from the school
principal and Title I staff an explanation of the reasons supporting each child's selection for the program, a set of objectives to be addressed, and a description of the services to be provided. Opportunities will be provided for the parents to meet with the classroom and Title I teachers to discuss their child's progress. Parents will also receive guidance as to how they can assist at home in the education of their children.
Each school in the District receiving Title I funds shall develop jointly with parents of children served in the program a "School-Parent Compact" outlining the manner in which parents, school staff, and students share the responsibility for improved student academic achievement in meeting state standards. The "School-Parent Compact" shall:
1. Describe the school's responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment enabling children in the Title I program to meet the state's academic achievement standards;
2. Indicate the ways in which each parent will be responsible for supporting their child's learning, such as monitoring attendance, homework completion, and television watching; volunteering in the classroom; and participating, as appropriate, in decisions related to their child's education and positive use of extracurricular time; and
3. Address the importance of parent-teacher communication on an ongoing basis with, at a minimum, parent-teacher conferences, frequent reports to parents, and reasonable access to staff.
Legal Reference: Title I of the Elementary and Secondary Education Act of 1965, 20 U.S.C. §§ 6301-6514, as implemented by 34 CFR parts 200, 201, 203, 205, and 212
Improving America's Schools Act, P.L. 103-382, § 1112 Local Education Agency Plans
P.L. 107-110, "No Child Left Behind Act of 2001," Title I – Improving the Academic Achievement of the Disadvantaged, § 1118
Policy History:
Adopted on: April 13, 2004
Revised on:
2160P
Title I Parent Involvement
In order to achieve the level of Title I parent involvement desired by District policy on this topic, these procedures guide the development of each school's annual plan designed to foster a cooperative effort among parents, school, and community.
Guidelines
Parent involvement activities developed at each school will include opportunities for:
Volunteering;
Parent education;
Home support for the child's education;
Parent participation in school decision making.
The school system will provide opportunities for professional development and resources for staff and parents/community regarding effective parent involvement practices.
Roles and Responsibilities
Parents
It is the responsibility of the parent to:
Actively communicate with school staff;
Be aware of rules and regulations of school;
Take an active role in the child's education by reinforcing at home the skills and knowledge the student has learned in school;
Utilize opportunities for participation in school activities.
Staff
It is the responsibility of staff to:
Develop and implement a school plan for parent involvement;
Promote and encourage parent involvement activities;
Effectively and actively communicate with all parents about skills, knowledge, and attributes students are learning in school and suggestions for reinforcement;
Send information to parents of Title I children in a format and, to the extent practicable, in a language the parents can understand.
Community
Community members who volunteer in the schools have the responsibility to:
Be aware of rules and regulations of the school;
Utilize opportunities for participation in school activities.
Administration
It is the responsibility of the administration to:
Facilitate and implement the Title I Parent Involvement Policy and Plan;
Provide training and space for parent involvement activities;
Provide resources to support successful parent involvement practices;
Provide in-service education to staff regarding the value and use of contributions of parents and how to communicate and work with parents as equal partners;
Send information to parents of Title I children in a format and, to the extent practicable, in a language the parents can understand.
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2161
Special Education
The District shall provide a free appropriate public education and necessary related services to all children with disabilities residing within the District, as required under the Individuals with Disabilities Education Act (hereinafter "IDEA") and implementing provisions in Montana law, and the Americans with Disabilities Act.
For students eligible for services under IDEA, the District shall follow procedures for identification, evaluation, placement, and delivery of service to children with disabilities as provided in the current "Montana State Plan Under Part B of the Individuals with Disabilities Education Act."
The District may maintain a membership in one or more cooperative associations, which shall assist the District in fulfilling its obligations to the District's disabled students.
Legal Reference: Americans with Disabilities Act, 42 U.S.C. § 12101, et seq.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400, et seq.
§ 20-7-Part Four, MCA Special Education for Exceptional Children
Policy History:
Adopted on: April 13, 2004
Revised on:
2161P
Special Education
The Superintendent shall place the annual application on the agenda of a regular meeting of the Board, for action prior to submission to the state educational agency for final approval.
Child Find
The District shall be responsible for the coordination and management of locating, identifying, and evaluating all disabled children ages zero (-0-) through twenty-one (21). Appropriate staff will design the District's Child Find plan in compliance with all state and federal requirements and with assistance from special education personnel who are delegated responsibility for implementing the plan.
The District's plan will contain procedures for identifying suspected disabled students in private schools, students who are home schooled, as well as public facilities located within the geographic boundaries of the District. These procedures shall include screening and development criteria for further assessment. The plan must include locating, identifying, and evaluating highly mobile children with disabilities and children who are suspected of being a child with a disability and in need of special education, even though the child is and has been advancing from grade to grade. The District's Child Find Plan must set forth the following:
1. Procedures used to annually inform the public of all child find activities, for children zero through twenty-one;
2. Identity of the special education coordinator;
3. Procedures used for collecting, maintaining, and reporting data on child identification;
4. Procedures for Child Find Activities (including audiological, health, speech/language, and visual screening and review of data or records for students who have been or are being considered for retention, delayed admittance, long-term suspension or expulsion or waiver of learner outcomes) in each of the following age groups:
A. Infants and Toddlers (Birth through Age 2)
Procedures for referral of infants and toddlers to the appropriate early intervention agency, or procedures for conducting child find.
B. Preschool (Ages 3 through 5)
Part C Transition planning conferences; frequency and location of screenings; coordination with other agencies; follow-up procedures for referral and evaluation; and procedures for responding to individual referrals.
C. In-School (Ages 6 through 18)
Referral procedures, including teacher assistance teams, parent referrals, and referrals from other sources; and follow-up procedures for referral and evaluation.
D. Post-School (Ages 19 through 21)
Individuals who have not graduated from high school with a regular diploma and
who were not previously identified. Describe coordination efforts with other agencies.
E. Private Schools (This includes home schools.)
Child find procedures addressing the provisions of A.R.M. 10.16.3125(1); follow-up procedures for referral and evaluation.
Procedures for Evaluation and Determination of Eligibility
Procedures for evaluation and determination of eligibility for special education and related services are conducted in accordance with the procedures and requirements of 34 C.F.R. 300.530-300.536 and the following state administrative rules:
10.16.3320 - Referral;
10.60.103 - Identification of Children with Disabilities;
10.16.3321 - Comprehensive Educational Evaluation Process;
10.16.3322 - Composition of a Child Study Team
Procedural Safeguards and Parental Notification
The Three Forks District implements the procedural safeguard procedures as identified in 34 C.F.R. 300.500 - 300.529 and A.R.M. 10.16.3129 and provides a copy of the brochure "Parental Rights in Special Education" to the parent a reasonable time before the District:
1. Proposes to initiate or change the identification, evaluation, or educational placement of the child or the provision of free appropriate public education to the child; or
2. Refuses to initiate or change the identification, evaluation, or educational placement of the child or the provision of free appropriate public education to the child.
The referral for special education consideration may be initiated from any source, including school personnel. To initiate the process, an official referral form must be completed and signed by the person making the referral. The District shall accommodate a parent who cannot speak English and therefore cannot complete the District referral form. Recognizing that the referral form is a legal document, District personnel with knowledge of the referral shall bring the referral promptly to the attention of the Child Study Team.
The District shall give written notice to the parent of its recommendation to evaluate or not to evaluate the student. The parent will be fully informed concerning the reasons for which the consent to evaluate is sought. Written parental consent will be obtained before conducting the initial evaluation or before reevaluating the student.
The recommendation to conduct an initial evaluation or reevaluation shall be presented to the parents in their native language or another mode of communication appropriate to the parent. An
explanation of all the procedural safeguards shall be made available to the parents when their consent for evaluation is sought. These safeguards will include a statement of the parents' rights relative to granting the consent.
Administrative Representative on Child Study Team
The Superintendent shall annually designate in writing the administrative representative for each Child Study Team in the District. The administrative representative shall be an individual employed by the trustees in a recognized administrative capacity.
Individualized Education Programs
The Three Forks District develops, implements, reviews, and revises individualized education programs (IEP) in accordance with the requirements and procedures of 34 C.F.R. 300.342-300.350 and A.R.M. 10.16.3342.
Least Restrictive Environment
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily. Educational placement decisions are made in accordance with A.R.M. 10.16.3340 and the requirements of 34 C.F.R. 300.550 - 300.556, and a continuum of alternate placements is available as required in 34 C.F.R. 300.551.
Children in Private Schools/Out-of District Placement
The District implements services to children enrolled in private schools by their parents in accord with the requirements and procedures in 34 C.F.R. 300.453 - 300.462 and A.R.M. 10.16.3122. If a child with a disability is placed in or referred to a private school or facility by the District, the District will provide special education and related services in accordance with the requirements and procedures of 34 C.F.R. 300.401 and A.R.M. 10.16.3122.
Impartial Due Process Hearing
The District shall conduct the impartial hearing in compliance with the Montana Administrative Rules on matters pertaining to special education controversies.
Special Education Records and Confidentiality of Personally Identifiable Information
A. Confidentiality of Information
The District follows the provisions under the Family Educational Rights and Privacy Act and implements the procedures in 34 C.F.R. 300.562-300.577, § 20-1-213, MCA, and A.R.M. 10.16.3560.
B. Access Rights
Parents of disabled students and students eighteen (18) years or older, or their representative, may review any educational records which are designated as student records collected, maintained, and used by the District. Review shall normally occur within five (5) school days and in no case longer than forty-five (45) days. Parents shall have the right to an explanation or interpretation of information contained in the record. Non-custodial parents shall have the same right of access as custodial parents, unless there is a legally binding document specifically removing that right.
C. List of Types and Locations of Information.
A list of the records maintained on disabled students shall be available in the District office. Disabled student records shall be located in the resource room, where they are available for review by authorized District personnel, parents, and adult students. Special education teachers will maintain an IEP file in their classrooms. These records will be maintained under the direct supervision of the teacher and will be located in a locked file cabinet. A record-of-access sheet in each special education file will specify the District personnel who have a legitimate interest in viewing these records.
D. Safeguards
The District will identify in writing the employees who have access to personally identifiable
information, and provide training on an annual basis to those staff members.
E. Destruction of Information
The District will inform parents five (5) years after the termination of special education services that personally identifiable information is no longer needed for program purposes. The parent will be advised that such information may be important to establish eligibility for certain adult benefits. At the parent's request, the record information shall either be destroyed or made available to the parent or to the student if eighteen (18) years or older. Reasonable effort shall be made to provide the parent with notification sixty (60) days prior to taking any action on destruction of records. Unless consent has been received from the parent to destroy the record,
confidential information will be retained for five (5) years beyond legal school age.
F. Children's Rights
Privacy rights shall be transferred from the parent to an adult student at the time the student attains eighteen (18) years of age, unless some form of legal guardianship has been designated due to the severity of the disabling condition.
Discipline
Students with disabilities may be suspended from school the same as students without disabilities for the same infractions or violations for up to ten (10) consecutive school days. Students with disabilities may be suspended for additional periods of not longer than ten (10) consecutive school days for separate, unrelated incidents, so long as such removals do not constitute a change in the student's educational placement. However, for any additional days of removal over and above ten (10) school days in the same school year, the District will provide educational services to a disabled student, which placement and services will be determined by appropriate school personnel. The District will implement the disciplinary procedures in accord with the requirements of CFR 300.519 - 300.529.
Legal Reference: 34 CFR 300.1, et seq. Individuals with Disabilities Act (IDEA)
§ 20-1-213, MCA Transfer of school records
10.16.3122 ARM Local Educational Agency Responsibility for Students with Disabilities
10.16.3129 ARM Parental Involvement
10.16.3220 ARM Program Narrative
10.16.3321 ARM Comprehensive Educational Evaluation Process
10.16.3322 ARM Composition of a Child Study Team
10.16.3340 ARM Individualized Education Program and Placement Decisions
10.16.3342 ARM Transfer Students: Intrastate and Interstate
10.16.3560 ARM Special Education Records
10.60.103 ARM Identification of Children with Disabilities
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2162
Section 504 of the Rehabilitation Act of 1973 ("Section 504")
It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services. For those students who need or are believed to need special instruction and/or related services under Section 504 of the Rehabilitation Act of 1973, the District shall establish and implement a system of procedural safeguards. The safeguards shall cover students' identification, evaluation, and educational placement. This system shall include: notice, an opportunity for the student's parent or legal guardian to examine relevant records, an impartial hearing with opportunity for participation by the student's parent or legal guardian, and a review procedure.
Legal Reference: Rehabilitation Act of 1973, Section 504, 29 U.S.C. § 794
34 C.F.R. 104.36 Procedural safeguards
Policy History:
Adopted on: April 13, 2004
Revised on:
2162P
Section 504 of the Rehabilitation Act of 1973 ("Section 504")
(1) Impartial Due Process Hearing. If the parent or legal guardian of a student who qualifies under Section 504 for special instruction or related services disagrees with a decision of the District with respect to: (1) the identification of the child as qualifying for Section 504; (2) the District's evaluation of the child; and/or (3) the educational placement of the child, the parents of the student are entitled to certain procedural safeguards. The student shall remain in his/her current placement until the matter has been resolved through the process set forth herein.
A. The District shall provide written notice to the parent or legal guardian of a Section 504 student, prior to initiating an evaluation of the child and/or determining the appropriate educational placement of the child, including special instruction and/or related services;
B. Upon request, the parent or legal guardian of the student shall be allowed to examine all relevant records relating to the child's education and the District's identification, evaluation, and/or placement decision;
C. The parent or legal guardian of the student may make a request in writing for an impartial due process hearing. The written request for an impartial due process hearing shall identify with specificity the areas in which the parent or legal guardian is in disagreement with the District;
D. Upon receipt of a written request for an impartial due process hearing, a copy of the written request shall be forwarded to all interested parties within three (3) business days;
E. Within ten (10) days of receipt of a written request for an impartial due process hearing, the District shall select and appoint an impartial hearing officer who has no professional or personal interest in the matter. In that regard, the District may select a hearing officer from the list of special education hearing examiners available at the Office of Public Instruction, the county superintendent or any other person who would conduct the hearing in an impartial and fair manner;
F. Once the District has selected an impartial hearing officer, the District shall provide the parent or legal guardian and all other interested parties with notice of the person selected;
G. Within five (5) days of the District's selection of a hearing officer, a pre-hearing conference shall be scheduled to set a date and time for a hearing, identify
the issues to be heard, and stipulate to undisputed facts to narrow the contested factual issues;
H. The hearing officer shall, in writing, notify all parties of the date, time, and location of the due process hearing;
I. Anytime prior to the hearing, the parties may mutually agree to submit the matter to mediation. A mediator may be selected from the Office of Public Instruction's list of trained mediators;
J. At the hearing, the District and the parent or legal guardian may be represented by counsel;
K. The hearing shall be conducted in an informal but orderly manner. Either party may request that the hearing be recorded. Should either party request that the hearing be recorded, it shall be recorded using either appropriate equipment or a court reporter. The District shall be allowed to present its case first. Thereafter the parent or legal guardian shall be allowed to present its case. Witnesses may be called to testify, and documentary evidence may be admitted; however, witnesses will not be subject to cross-examination, and the Montana Rules of Evidence will not apply. The hearing officer shall make all decisions relating to the relevancy of all evidence intended to be presented by the parties. Once all evidence has been received, the hearing officer shall close the hearing. The hearing officer may request that both parties submit proposed findings of fact, conclusions, and decision;
L. Within twenty (20) days of the hearing, the hearing examiner should issue a written report of his/her decision to the parties;
M. Appeals may be taken as provided by law. The parent or legal guardian may contact the Office of Civil Rights, 1244 Speer Boulevard, Suite 310, Denver, CO 80204-3582; (303) 844-5695 or (303) 844-5696.
(2) Uniform Grievance Procedure. If a parent or legal guardian of the student alleges that the District and/or any employee of the District has engaged in discrimination or harassment of the student, the parent or legal guardian will be required to proceed through the District's Uniform Grievance Procedure.
Legal Reference: 34 C.F.R. 104.36 Procedural safeguards
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2163
Traffic Education
Students fifteen (15) years old or older, or who will reach their fifteenth (15th) birthday within six (6) months of the course completion, are eligible to enroll in a traffic education program. Students are scheduled by age, with the oldest student having first priority.
The purpose of the program is to introduce students to a course of study which leads to the eventual development of skills appropriate for a licensed driver. The traffic education program is designed to meet the criteria established by the Superintendent of Public Instruction. These criteria include requirements for instructional time, for instructor certification, recommendations for course of study and reimbursement procedures.
Legal Reference: § 20-7-502, MCA Duties of superintendent of public instruction
§ 20-7-503, MCA District establishment of traffic education program
§ 20-7-507, MCA District traffic education fund
10.13.307, ARM Program Requirements
Policy History:
Adopted on: April 13, 2004
Revised on:
2166
Gifted Program
To the extent possible within the resources available, all gifted and talented students shall have the opportunity to participate in appropriate educational programs. The term "gifted and talented" means children of outstanding abilities who are capable of high performance and require differentiated educational programs beyond those normally offered in public schools, in order to fully achieve their potential contribution to society and self.
The Board authorizes the Superintendent to provide a gifted program which includes:
1. Expansion of academic attainments and intellectual skills;
2. Stimulation of intellectual curiosity, independence, and responsibility;
3. Development of a positive attitude toward self and others; and
4. Development of originality and creativity.
The Superintendent shall establish procedures consistent with state guidelines for nominating, assessing, and selecting children of demonstrated achievement, or potential ability in terms of general intellectual ability and academic aptitude.
Legal References: §§ 20-7-901 - 904, MCA Gifted and talented children
10.55.804, ARM Gifted and Talented
Policy History:
Adopted on: April 13, 2004
Revised on:
2167
Correspondence Courses
The District will permit a student to enroll in an approved correspondence course from a school approved by the National University Extension Association, in order that such student may include a greater variety of learning experiences within the student's educational program.
Credit for correspondence courses may be granted, provided the following requirements are met:
1. prior permission has been granted by the principal;
2. the program fits the education plan submitted by the regularly enrolled student;
3. credit is granted for the following approved schools:
a. schools approved by the National University Extension Association or through one of the schools approved by the National Home Study Council;
b. community colleges, vocational-technical institutes, four-year colleges and universities and State-approved private schools in the state of Montana; and
c. other schools or institutions which are approved by the District after evaluation for a particular course offering.
The District shall not be obligated to pay for a student's correspondence courses.
Cross Reference: 2410 and 2410P High School Graduation Requirements
Legal Reference: § 20-7-116, MCA Supervised correspondence study
Policy History:
Adopted on: April 13, 2004
Revised on:
2221
School Closure
The Superintendent may order the closure of schools in the event of extreme weather or other emergency, in compliance with established procedures for notifying parents, students, and staff.
Cross Reference: 8110 Bus Routes and Schedules
Legal Reference: §§ 20-9-801 - 802, MCA Emergency school closure
Policy History:
Adopted on: April 13, 2004
Revised on:
2240
Summer School
The District's summer program of instructional offerings shall be for the purpose of remediation of credit, maintenance of skills, and enrichment. All classes offered for credit must meet minimum state requirements for accreditation. Remediation credit courses shall be offered, grades 9-12, in accordance with District advancement requirements. Credit course offerings must be approved by the principal. The summer maintenance and enrichment program must be self-supporting.
Policy History:
Adopted on: April 13, 2004
Revised on:
2250
Community and Adult Education
The District makes its resources available to adults and other non-students, within the limits of budget, staff, and facilities, provided there is no interference with or impairment of the regular school program. Community school, adult education, and other offerings may be developed in cooperation with community representatives, subject to approval and authorization by the Board.
Legal Reference: § 20-7-703, MCA Trustees' policies for adult education
Policy History:
Adopted on: April 13, 2004
Revised on:
2309
Library Materials
School library and classroom library books are provided primarily for use by District students and staff. Library books may be checked out by either students or staff. Individuals who check out books are responsible for the care and timely return of those materials. The building principal may assess fines for damaged or unreturned books.
District residents or parents/guardians of non-resident students attending the District may be allowed use of library books at the discretion of the building principal. However, such access shall not interfere with regular school use of those books. Use of the library books outside of the District is prohibited except for inter-library loan agreements with other libraries.
Any individual may challenge the selection of materials for the library/media center. The Uniform Grievance Procedure shall be utilized to determine if the challenged material is properly located in the library.
Cross Reference: 2314 Learning Materials Review
4310P Uniform Grievance Procedure
Legal Reference: § 20-4-402(5), MCA Duties of district superintendent or county high school principal
§ 20-7-203, MCA Trustees' policies for school library
§ 20-7-204, MCA School library book selection
Policy History:
Adopted on: April 13, 2004
Revised on:
2309P
Selection of Library Materials
The selection of library materials is a professional task conducted by the library staff. In selecting library materials, the librarian will evaluate the existing collection; assess curricula needs; examine materials and consult reputable, professionally prepared selection aids.
Weeding
When materials no longer meet the criteria for selection, they shall be weeded. Weeding is a necessary aspect of selection, since every library will contain works which may have answered a need at the time of acquisition, but which, with the passage of time, have become obsolete, dated, unappealing, or worn out.
Discarded materials will be clearly stamped:
"WITHDRAWAL FROM THREE FORKS PUBLIC SCHOOL LIBRARY"
Materials will be discarded in compliance with § 20-6-604, MCA. When the decision to sell or dispose of library materials is made, the Board shall adopt a resolution to sell or otherwise
dispose of the material because it is or is about to become abandoned, obsolete, undesirable, or unsuitable for the school purposes of the District. The Board shall publish a notice of the resolution in the newspaper of general circulation in Three Forks. The resolution may not become effective for fourteen (14) days after the notice is published.
Gifts
Gift materials may be accepted with the understanding that they must meet criteria set for book selection.
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2310
Selection of Library Materials
The District has libraries in every school with the primary objective of implementing and supporting the educational program in the schools. It is the objective of these libraries to provide a wide range of materials on all appropriate levels of difficulty, with diversity of appeal and the presentation of different points of view.
The provision of a wide variety of library materials at all reading levels supports the District's basic principle that the school in a free society assists all students to develop their talents fully so that they become capable of contributing to the further good of that society.
In support of these objectives, the Board reaffirms the principles of intellectual freedom inherent in the First Amendment of the Constitution of the United States and expressed in the School Library Bill of Rights, endorsed by the American Association of School Librarians in 1969.
Although the Superintendent is responsible for the selection of library materials, the ultimate responsibility rests with the Board.
The Board, acting through the Superintendent, thereby delegates the authority for the selection of library materials to the principal in each of the schools. The principal further delegates that authority to the librarian in the school.
Legal reference: § 20-4-402(5), MCA Duties of district superintendent or county high school principal
§ 20-7-203, MCA Trustees' policies for school library
§ 20-7-204, MCA School library book selection
Policy History:
Adopted on: April 13, 2004
Revised on:
2310P
Selection of Library Materials
The selection of library materials is a professional task conducted by the library staff. In selecting library materials, the librarian will evaluate the existing collection; assess curricula needs; examine materials and consult reputable, professionally prepared selection aids.
Weeding
When materials no longer meet the criteria for selection, they shall be weeded. Weeding is a necessary aspect of selection, since every library will contain works which may have answered a need at the time of acquisition, but which, with the passage of time, have become obsolete, dated, unappealing, or worn out.
Discarded materials will be clearly stamped:
"WITHDRAWAL FROM THREE FORKS PUBLIC SCHOOL LIBRARY"
Materials will be discarded in compliance with § 20-6-604, MCA. When the decision to sell or dispose of library materials is made, the Board shall adopt a resolution to sell or otherwise dispose of the material because it is or is about to become abandoned, obsolete, undesirable, or unsuitable for the school purposes of the District. The Board shall publish a notice of the resolution in the newspaper of general circulation in Three Forks. The resolution may not become effective for fourteen (14) days after the notice is published.
Gifts
Gift materials may be accepted with the understanding that they must meet criteria set for book selection.
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2311
Instructional Materials
The Board is legally responsible to approve and to provide the necessary instructional materials used in the District. Textbooks and instructional materials should provide quality learning experiences for students and:
Enrich and support the curriculum;
Stimulate growth in knowledge, literary appreciation, aesthetic value, and ethical standards;
Provide background information to enable students to make intelligent judgments;
Present opposing sides of controversial issues;
Be representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage;
Depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American society.
Basic instructional course material in the fundamental skill areas of language arts, mathematics, science, and social studies should be reviewed at intervals not exceeding five (5) years. All instructional materials must be sequential and must be compatible with previous and future offerings.
Instructional materials may be made available for loan to students when the best interest of the District and student will be served by such a decision. Students will not be charged for normal wear. They will be charged replacement cost, however, as well as for excessive wear, unreasonable damage, or lost materials. The professional staff will maintain records necessary for the proper accounting of all instructional materials.
Cross Reference: 2314 Learning Materials Review
Legal Reference: § 20-4-402, MCA Duties of district superintendent or county high school principal
§ 20-7-601, MCA Free textbook provisions
§ 20-7-602, MCA Textbook selection and adoption
Policy History:
Adopted on: April 13, 2004
Revised on:
2311P
Selection, Adoption, and Removal of Textbooks and Instructional Materials
Curriculum committees will generally be responsible to recommend textbooks and major instructional materials purchases. Recommendations will be made to the Superintendent. The function of the committee is to ensure that materials are selected in conformance with stated criteria and established District goals and objectives. A curriculum committee may consist of only those members in a particular department. The same basic selection procedures should be followed as with District-wide committees.
Selection and Adoption
Textbooks shall be selected by a curriculum committee representing the various staff who will likely be using the text. In most, but not all, cases an administrator will chair the committee. Each committee should develop, prior to selection, a set of selection criteria against which textbooks will be evaluated. The criteria should include the following, along with other appropriate criteria. Textbooks shall:
be congruent with identified instructional objectives;
present more than one viewpoint on controversial issues;
present minorities realistically;
present non-stereotypic models;
facilitate the sharing of cultural differences;
be priced appropriately.
Removal
Textbooks may be removed when they no longer meet the criteria for initial selection, when they are worn out, or when they have been judged inappropriate through the Learning Materials Review Process.
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2312
Copyright
The District recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder of the copyright, except for certain exempt purposes. Severe penalties may be imposed for unauthorized copying or using of audio, visual, or printed materials and computer software, unless the copying or using conforms to the "fair use" doctrine.
Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as criticism, comment, news reporting, teaching, scholarship, or research.
While the District encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is the responsibility of District staff to abide by the District's copying procedures and obey the requirements of the law. Under no circumstances shall it be necessary for District staff to violate copyright requirements in order to perform their duties properly. The District cannot be responsible for any violations of the copyright law by its staff.
Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the District's procedures or is permissible under the law should contact the Superintendent. The Superintendent will assist staff in obtaining proper authorization to copy or use protected materials when such authorization is required.
Legal Reference: 17 USC 101 - 1010 Federal Copyright Law of 1976
Policy History:
Adopted on: April 13, 2004
Revised on:
2314
Learning Materials Review
Citizens objecting to specific materials used in the District are encouraged to submit a complaint in writing and discuss the complaint with the building principal prior to pursuing a formal complaint pursuant to the Uniform Grievance Procedure.
Learning materials, for the purposes of this policy, shall be considered to be any material used in classroom instruction, library materials, or any materials to which a teacher might refer a student as part of the course of instruction.
Cross Reference: Policy 3215 Uniform Grievance Procedure
Policy History:
Adopted on: April 13, 2004
Revised on:
2320
Field Trips, Excursions, and Outdoor Education
The Board recognizes that field trips, when used as a device for teaching and learning integral to the curriculum, are an educationally sound and important ingredient in the instructional program of the schools. Such trips can supplement and enrich classroom procedures by providing learning experiences in an environment beyond the classroom. The Board also recognizes that field trips may result in lost learning opportunities in missed classes. Therefore, the Board endorses the use of field trips when the educational objectives achieved by the trip clearly outweigh any lost in-class learning opportunities.
Field trips which take students out of the state must be approved in advance by the Board. Building principals have the authority to approve all other field trips.
Building principals shall develop procedures for the operation of a field trip. Each field trip must be integrated with the curriculum and coordinated with classroom activities which enhance its usefulness.
No staff member may solicit students during instructional time for any privately arranged field trip, or excursion without Board permission.
Policy History:
Adopted on: April 13, 2004
Revised on:
2322
Contests for Students
Contests may be made available to students by outside organizations through the schools, subject to certain limitations. The Administrator shall determine that the contest is not in conflict with nor will it diminish the primary educational aims of the schools and that it meets the needs and interests of students.
The schools shall confine their participation to those national contests which are currently placed on the approved list published annually by the Committee on National Contests and activities of the National Association of Secondary School Principals.
A state or local contest in which students participate shall be:
1. One that supplements and does not interfere with the regular school program.
2. One that is beneficial to youth in education, civic, social, or ethical development.
3. One that makes it possible for individual students to work out contributions by their own efforts and does not invite dishonest collaboration.
4. One whose subject is not commercial, controversial, sectarian, or concerned with propaganda. It must emphasize high moral standards, good citizenship, and intellectual competence.
5. One from which no contestant shall be excluded because of race, color, creed, sex, or payment of entry fee.
6. One which does not place an undue burden on students, teachers, or the school nor require frequent or lengthy absence of participants from the school.
7. One sponsored by an organization engaged in a creditable or acceptable enterprise, regardless of kind or amount of prizes offered. The contest or activity must not be used as a "front" for advertising a company name or product.
Contests will not be allowed unless they further the educational goals of the District.
Policy History:
Adopted on: April 13, 2004
Revised on:
2330
Controversial Issues and Academic Freedom
The District shall offer courses of study which will afford learning experiences appropriate to the level of student understanding. The instructional program shall respect the right of students to face issues, to have free access to information, to study under teachers in situations free from prejudice, and to form, hold, and express their own opinions without personal prejudice or discrimination.
Teachers shall guide discussions and procedures with thoroughness and objectivity to acquaint students with the need to recognize opposing viewpoints, importance of fact, value of good judgment, and the virtue of respect for conflicting opinions.
The Board encourages and supports the concept of academic freedom, recognizing it as a necessary condition to aid in maintaining an environment conducive to learning and the free exchange of ideas and information.
In the study or discussion of controversial issues or materials, however, the Board directs the teaching staff to take into account the following criteria:
1. relative maturity of students;
2. District philosophy of education;
3. community standards, morals, and values;
4. the necessity for a balanced presentation; and
5. the necessity to seek prior administrative counsel and guidance in such matters.
Legal Reference: Article X, Sec. 8, Montana Constitution - School district trustees
§ 20-3-324(16) and (17), MCA Powers and duties
Policy History:
Adopted on: April 13, 2004
Revised on:
2334
Release Time for Religious Instruction
The District may provide for a religious instruction released time program under which a pupil may be released, upon written request of the parent(s) or guardian(s), except that no such program shall take place in public school property. Such release shall not adversely affect the pupil's attendance.
Legal Reference: Art. II, Sec. 5, Montana Constitution - Freedom of religion
Art. X, Sec. 7, Montana Constitution - Nondiscrimination in education
§ 20-1-308, MCA Religious instruction released time program
Policy History:
Adopted on: April 13, 2004
Revised on:
2335
Health Enhancement
Health, family life, and sex education, including information about parts of the body, reproduction and related topics, shall be included in the instructional program as appropriate to the grade level and course of study. The instructional approach shall be developed after consultation with parents and other community representatives. Parents may ask to review the materials to be used and may request that their child be excluded from sex education class sessions without prejudice.
The Board believes that HIV/AIDS instruction is most effective when integrated into a comprehensive health education program. Instruction shall be developmentally appropriate to the grade level of the students and shall occur in a systematic manner. The Board particularly desires that students receive proper education about HIV before they reach the age when they may adopt behaviors which put them at risk of contracting the disease.
In order for education about HIV to be most effective, the Superintendent shall require that faculty members who present this instruction receive continuing in-service training which includes appropriate teaching strategies and techniques. Other staff members not involved in direct instruction but who have contact with students shall receive basic information about HIV/ AIDS and instruction in the use of universal precautions when dealing with body fluids.
In accordance with Board policy, parents shall have an opportunity to review the HIV education program before it is presented to students.
Legal Reference: §§ 50-16-1001, et seq., MCA AIDS Education and Prevention (AIDS Prevention Act)
Policy History:
Adopted on: April 13, 2004
Revised on:
2410
High School Graduation Requirements
The Board shall award a regular high school diploma to every student enrolled in the District who meets the requirements of graduation established by the District. The official transcript will indicate the specific courses taken and level of achievement.
The Board shall establish graduation requirements which, as a minimum, satisfy those established by the Board of Public Education (A.R.M. 10.55.904 and 905). Generally, any change in graduation requirements promulgated by the Board will become effective for the next class to enter ninth grade. Exceptions to this general rule may be made where it is determined by the Board that the proposed change in graduation requirements will not have a negative effect on students already in grades nine through twelve (9-12). The Board shall approve graduation requirements as recommended by the Superintendent.
To graduate from Three Forks High School, a student must have satisfactorily completed the last quarter prior to graduation as a Three Forks High School student. Highly unusual exceptions may be considered by the principal, such as a student exchange program in a recognized school.
A student who possesses a disabling condition shall satisfy those competency requirements which are incorporated into the individualized education program ("IEP"). Satisfactory completion of the objectives incorporated into the IEP shall serve as the basis for determining completion of a course.
A student may be denied participation in graduation ceremonies. Such exclusion shall be regarded as a school suspension. In such instances, the diploma will be awarded after the official ceremony has been held.
Legal Reference: § 20-5-201, MCA Duties and sanctions
10.55.904, ARM Basic Education Program Offerings – High School
10.55.905, ARM Graduation Requirements
10.55.906, ARM High School Credit
Policy History:
Adopted on: April 13, 2004
Revised on:
2410P
High School Graduation Requirements
Publication of Graduation Requirements
Prior to registering in high school, each student will be provided with a copy of the current graduation requirements. Graduation requirements shall also be included in the student handbook.
Credits
Credit requirements shall be stated in student handbooks. Special education students who have successfully completed their IEP leading to completion of high school will be awarded a diploma.
Waiver of Requirement
Graduation requirements generally will not be waived under any circumstances. However, in rare and unique hardship circumstances, the principal may recommend and the Superintendent approve minor deviation from the graduation requirements.
Alternative Programs
Credit toward graduation requirements may be granted for planned learning experiences from accredited programs, such as summer school, university courses, and correspondence courses.
Credit for work experience may be offered when the work program is a part of and supervised by the school.
All classes attempted at Three Forks High School and all acceptable transfer credits shall be recorded on the transcript. All grades earned, including failures and retakes, shall be recorded as such and utilized in the calculation of Grade Point Average and class rank. Credit shall be awarded only once regardless of repetition of the course.
Honor Roll
A student must have a minimum grade-point average of 3.00 to be placed on the regular honor roll. Specific information regarding honors at graduation are included in the student handbook.
Class Rank (Grade Point Average)
Class Rank is compiled from semester grades. Courses not eligible for GPA are designated with an asterisk on the report card.
Early Graduation
In accordance with provisions of § 20-9-313, MCA, the Board hereby authorizes the high school principal to grant permission to students who have completed the minimum requirements for graduation after completion of the seventh (7th) semester.
Legal Reference: § 20-9-313, MCA Circumstances under which regular average number belonging may be increased
Procedure History:
Promulgated on: April 13, 2004
Revised on:
2413
Credit Transfer/Assessment for Placement
Grades 9-12
Requests for transfer of credit and/or grade placement from any non-accredited, non-public school shall be subject to examination and approval before being accepted by the District. This shall be done by the school counselor and/or principal or, in the case of home schools, by a credit evaluation committee consisting of a counselor, a staff member from each subject area in which credit is being requested, and the school principal.
The credit evaluation committee will:
(1) document that the student has spent approximately the same number of classroom hours in the home school as would have been spent in a regular class in the District;
(2) document that the student followed a curriculum which is essentially similar to that in the course for which they are requesting credit;
(3) document that in the event of a credit request in a lab, industrial arts, or music course, the equipment and facilities were sufficient to meet the required learning activities of the course;
(4) require that the student has satisfactorily passed, in all courses in which a final exam is normally given, a final exam which was prepared and administered by a staff member in the District.
The District will give credit only for home schools which have met all requirements as specified in Montana law. Credit from home schools will only be accepted when a like course is offered in the District.
The school transcript will record courses taken in home schools or non-accredited schools by indicating the title of the course, the school where the course was taken, and the grade.
For purposes of calculation of class rank, only those courses taken in an accredited school will be used.
Grades 1-8
Requests from parents of students in non-accredited, non-public schools for placement in the District school system will be evaluated by an assessment for placement team. That team will consist of:
1. the school principal;
2. one (1) teacher of the grade in which the student is being considered for enrollment;
3. one (1) counselor (grades 6-8 only) (OPTIONAL).
The assessment for placement team will cause the District adopted norm referenced test and/or the end of the year subject matter test to be administered and scored. The assessment for placement team will take into account the following in its recommendation for grade placement:
1. documentation that the non-accredited, non-public school has provided a comparable number of hours as the child would have attended in a public or private school;
2. that the child followed a similar curriculum as would have been provided in an accredited public or private school;
3. that the result of the end of the year test indicates the student has mastered most prerequisite skills;
4. that the child achieved an NCE score of 40 or above on the Standard Achievement Test.
Parents of students in elementary or high school home schools are encouraged to maintain a log which documents dates of instruction, content of instruction, amount of time spent on that instruction, scores on tests, and the grades in all activities.
The District is not obligated to provide instructional materials for other public or private schools.
If a parent or guardian of a child is not in agreement with the placement of the child, he/she may request a hearing before the Board.
Legal Reference: § 20-5-110, MCA School district assessment for placement of a child who enrolls from a non-accredited, non-public school
Policy History:
Adopted on: April 13, 2004
Revised on:
2420
Grading and Progress Reports
The Board believes that the cooperation of school and home is a vital ingredient in the growth and education of the student and recognizes the responsibility to keep parents informed of student welfare and progress in school.
The issuance of grades and progress reports on a regular basis serves as the basis for continuous evaluation of the student's performance and determining changes that should be made to effect improvement. These reports shall be designed to provide information that will be helpful to the student, teacher, counselor, and parent.
The Board directs the Superintendent to establish a system of reporting student progress and shall require all staff members to comply with such a system as part of their teaching responsibility. Staff members, parents, and teachers shall be involved.
Policy History:
Adopted on: April 13, 2004
Revised on:
2421
Promotion/Retention
The Board recognizes that students of the same age are at many intellectual and developmental levels and that these differences are a normal part of human development. Because of these differences, the administration and teaching staff are directed to make every effort to develop curricula and programs which meet the individual and unique needs of all students and allow them to remain with their age cohorts.
It is the philosophy of the District that students thrive best when placed or promoted to grade levels with other students who have compatible age, physical, and social/emotional status. It is our philosophy to promote students who demonstrate effort within those compatibilities. It is equally our philosophy and practice to retain students who do not make a reasonable effort to meet grade-level expectations, as long as those expectations are commensurate with the individual student's ability and rate of learning.
If a parent insists a student be retained or promoted, a notice will be placed in the student's file that the retention or promotion was a parent decision and not recommended by the school.
Policy History:
Adopted on: April 13, 2004
Revised on:
2430
Homework
Homework is a constructive tool in the teaching/learning process when geared to the needs and abilities of students. Purposeful assignments not only enhance student achievement, but also develop self-discipline and associated good working habits. As an extension of the classroom, homework must be planned and organized, must be viewed as purposeful to the students, and should be evaluated and returned to students in a timely manner.
Teachers may give homework to students to aid in the students' educational development. Homework should be an application or adaption of a classroom experience, and should not be assigned for disciplinary purposes.
Policy History:
Adopted on: April 13, 2004
Revised on:
2450
Recognition of Native American Cultural Heritage
The District recognizes the distinct and unique cultural heritage of Native Americans and is committed in the District's educational goals to the preservation of such heritage.
In furtherance of the District's educational goals, the District is committed to:
working cooperatively with Montana Tribes that are in close proximity to the District, when providing instruction, when implementing educational goals or adopting rules relating to the education of the students in the District;
periodically reviewing its curriculum to ensure the inclusion of cultural heritage of Native Americans, which will include, but not necessarily be limited to:
• considering methods by which to provide books and materials which reflect authentic historical and contemporary portrayals of Native Americans;
• taking into account individual and cultural diversity and differences among students.
providing the necessary training to school personnel, with the objective of gaining an understanding and awareness of Native American culture which will assist the District's staff in its relations with Native American students and parents.
The Board may require certified staff to satisfy the requirements for instruction in American Indian Students set forth in § 20-1-503, MCA.
Legal Reference: Art. X, Sec. 1(2), Montana Constitution
§§ 20-1-501, et seq., MCA Recognition of American Indian cultural heritage - legislative intent
10.55.603 ARM Curriculum Development and Assessment
10.55.701 ARM Board of Trustees
10.55.803 ARM Learner Access
Policy History:
Adopted on: April 13, 2004
Revised on:
2500
Limited English Proficiency Program
In accordance with the Board's philosophy to provide a quality educational program to all students, the District shall provide an appropriate planned instructional program for identified students whose dominant language is not English. The purpose of the program is to increase the English proficiency of eligible students, so they can attain academic success. Students that have limited English proficiency (LEP) will be identified, assessed, and provided appropriate services.
The Board shall adopt a program of educational services for each student whose dominant language is not English. The program shall include bilingual/bicultural or English as a Second Language instruction.
The Superintendent or his/her designee shall implement and supervise an LEP program which ensures appropriate LEP instruction and complies with applicable laws and regulations.
The Superintendent or his/her designee, in conjunction with appropriate stakeholders, shall develop and disseminate written procedures regarding the LEP program, including:
1. Program goals.
2. Student enrollment procedures.
3. Assessment procedures for program entrance, measurement of progress, and program exit.
4. Classroom accommodations.
5. Grading policies.
6. List of resources, including support agencies and interpreters.
The District shall establish procedures for identifying students whose language is not English. For students whose dominant language is not English, assessment of the student's English proficiency level must be completed to determine the need for English as a Second Language instruction.
Students whose dominant language is not English should be enrolled in the District, upon proof of residency and other legal requirements. Students shall have access to and be encouraged to participate in all academic and extracurricular activities of the District.
Students participating in LEP programs shall be required, with accommodations, to meet established academic standards and graduation requirements adopted by the Board.
The LEP program shall be designed to provide instruction which meets each student's individual needs based on the assessment of English proficiency in listening, speaking, reading, and writing. Adequate content-area support shall be provided while the student is learning English, to assure achievement of academic standards.
The LEP program shall be evaluated for effectiveness as required, based on the attainment of English proficiency, and shall be revised when necessary.
At the beginning of each school year the District shall notify parents of students qualifying for LEP programs about the instructional program and parental options, as required by law. Parents will be regularly apprised of their student's progress. Whenever possible, communications with parents shall be in the language understood by the parents.
The District shall maintain an effective means of outreach to encourage parental involvement in the education of their children.
Legal Reference: Title VI, Civil Rights Act of 1964
Equal Education Opportunities Act as an amendment to the Education Amendments of 1974 Bilingual Education Act
20 U.S.C. §§ 7401, et seq., as amended by the English Language Acquisition, Language Enhancement, and Academic Achievement Act
Title III, §§ 3001-3304 of HRI, No Child Left Behind Act of 2001, P.L. 107-110
Policy History:
Adopted on: April 13, 2004
Revised on:
School Policy