Procedures

Procedures for Policies

Personnel 4000

Protocol for Recognizing and Treating Unknown Life Threatening Allergic Reactions in Schools

Procedures for Handling Complaints of Harassment of Employees (Policy 4002)

Procedures for Handling Complaints of Harassment of Employees

The Orange Southwest Supervisory Union hereby adopts the following administrative procedures to implement the School District’s policy with respect to unlawful harassment of school district employees.

Reporting And Response

  • To Principal (or designee): Any adult school employee who witnesses or receives a report, formal or informal, written or oral, of harassment at school or during school-sponsored activities shall report it to the Principal. If the report involves the school Principal, the reporter shall make the report directly to one of the School District Equity Coordinators or Superintendent.
  • Principal’s duty: Upon receipt of a report of harassment, the Principal shall decide whether to retain and act upon it at the school site or to forward it directly to a School District Equity Coordinator.
    • Retained by Principal. If the Principal acts upon the report at the school site and if the matter is not resolved informally as described below, he or she shall forward to a School District Equity Coordinator, within 5 calendar days, a report of any action taken.
    • Forwarded to School District Equity Coordinator. If the Principal decides to forward the complaint to a School District Equity Coordinator, he or she shall do so immediately, without screening or investigating the report. The Principal may request, but not insist upon, a written complaint. The Principal shall forward to a School District Equity Coordinator:
      • a written statement of the complaint within 24 hours; and
      • any available supporting documentation as soon as practicable.
  • School District Equity Coordinator: The Superintendent shall designate at least two (one of each gender) individuals within the School District/Supervisory Union as a School District Equity Coordinator to receive reports of harassment. If the report involves the School District Equity Coordinator(s), the reporter shall refer the complaint directly to the Superintendent. The School District shall prominently post the name, mailing address, and telephone numbers of its Equity Coordinators.

Informal Inquiry and Resolution
The complainant and the alleged harasser(s) may agree to a meeting facilitated by a school employee. If all parties involved agree the situation has been resolved during such meeting, the facilitator shall report to the Principal only that the matter has been resolved informally. If any party involved does not agree that the situation has been resolved, a formal investigation shall be initiated.

Investigation

  • Who. Unless the matter is resolved informally, the Principal or School District Equity Coordinator or designee shall conduct an investigation upon receipt of a report or complaint alleging harassment.
  • How. The investigator will interview individuals involved and any other persons who may have knowledge of the circumstances giving rise to the complaint and may use other methods and documentation.
  • When. The investigator shall complete the investigation as soon as practicable following receipt of the complaint. 
  • Result. Upon completion of the investigation, the investigator shall decide if a violation of this policy has occurred and report that decision, along with the evidence supporting it, to the Principal or School District Equity Coordinator and the Superintendent or, if the complaint involves the Superintendent, directly to the School Board, for appropriate action in accordance with School District disciplinary policy.

Appeal
A person judged to be in violation of the policy on unlawful harassment and subjected to action under it may appeal the determination and/or the action taken as follows:

Applicable collective bargaining agreement. If the person filing the appeal is an adult school employee who has applicable appeal rights under the grievance procedure in a collective bargaining agreement, the appeal shall proceed in accordance with the person’s rights as outlined in that agreement.

Other. If the person filing the appeal is an adult school employee who does not have applicable appeal rights under the grievance procedure in a collective bargaining agreement, the appeal shall proceed in accordance with school district policy governing employee discipline and with legal due process requirements.

Retaliation
Retaliation for reporting harassment or cooperating in an investigation of harassment is unlawful under 21 V.S.A. §495(a)(5) and 9 V.S.A. §4503(a)(5).

Record Keeping and Notification

  • Record keeping: The Superintendent shall assure that a record of any complaint and investigation of harassment as well as the disposition of the complaint and any disciplinary or remedial action taken is maintained by the School District in a confidential file.
  • Notification: The Superintendent shall assure that the complainant is notified whether allegations of unlawful harassment were found to be valid, whether a violation of the policy occurred, and whether action was taken as a result

Notice
The Superintendent shall provide notice of the policy on unlawful employee harassment and these procedures to all school employees. Copies of the policy and procedures shall be posted on the Orange Southwest Supervisory Union's website: www.orangesw.k12.vt.us. The notice shall:

  1. Include examples of behaviors which, if sufficiently severe, pervasive or persistent to interfere with a person’s ability to participate in or benefit from school programs, would constitute unlawful harassment; and
  2. Provide the following information about additional methods of pursuing claims of harassment:
    • A person may make a complaint of harassment to the Vermont Attorney General’s Office or the federal Equal Employment Opportunity Commission at the following places:

    Vermont Attorney General’s Office
    109 State Street
    Montpelier VT 05609-1001
    (802) 828-3171

    Equal Employment Opportunity Commission
    1 Congress Street
    Boston MA 02114
    (617) 565-3200

    • In addition, an individual may seek other remedies through private legal action and, in some circumstances, through criminal prosecution.
      Policy 4002

Procedures: Volunteers And Work Study Students

PROCEDURES: VOLUNTEERS AND WORK STUDY STUDENTS

In accordance with the Orange Southwest Supervisory Union’s Policy on Volunteer and Work Study Students [4204], the following procedures will be followed:

  1. Volunteer means an individual not employed by the school district who works on occasional or regular basis in the school setting to assist the staff. A volunteer works without compensation or economic benefits. Being a Volunteer in the OSSU is a privilege and not a right. The principal maintains absolute discretion to grant or deny requests to participate as a Volunteer for any basis deemed appropriate.

    Interpretation: Volunteers shall be considered unpaid individuals who work occasionally or regularly in the school setting who assist staff. For example, chaperones on over-night field trips, occasional or regular individuals with assigned duties will be considered volunteers.

    Individuals who drop-in or visit the school irregularly, Senior Project Mentors, day-trip chaperones, OSSU students etc…shall not be considered volunteers of the school district for the purposes of this policy. However, all such individuals will be supervised to all possible extent.

    Procedures: All volunteers will be subject to a name and birth date check with the Vermont Internet Sex Abuse Registry before beginning their duties in the school setting. The Principal/Director shall ensure all volunteers complete the name and birth date check through the Central Office before the commencement of duties.

    All other volunteers shall complete the attached Volunteer Enrollment Form.
  2. Work Study Student means a post secondary student who receives compensation for work performed at a school operated by the district as part of a work experience program sponsored or provided by the college or university at which he or she is enrolled. A student working toward a teaching credential who is placed as a teacher student at a school district is not a work study student.

    Procedures: All Work Study Students shall be subject to a name and birth date check with the Vermont Internet Sex Abuse Registry before beginning their duties in the school setting. The Principal/Director shall ensure volunteers complete the name and birth date check through the Central Office before the commencement of duties.
  3. Supporting Documents and Procedures

    General Practices and Procedures for Volunteer and Work Study Students

    • All volunteers shall be given a copy of the Student/Parent Handbook. In addition, volunteers shall be given guidance on “Confidentiality,” emergency response procedures, professional behavior expectations, and all other pertinent school information.
    • The Principal/Director shall ensure all volunteer drivers are licensed and insured. Additionally, the volunteer will be made aware of student transportation procedures.

Policy 4204

Volunteer Form

Students 6000

Procedures for the Prevention of Harassment of Students and Handling Complaints Policy 6002

Procedures for the Prevention of Harassment of Students and Handling Complaints

The following administrative procedures apply to the District’s policy #6002:  Prevention of Harassment of Students.

I. Definitions

The terms “harassment,” “employee,” “complaint,” “complainant,” “Principal,” and “designated employee” shall have the same meaning when used in these procedures as they are defined in the District’s Prevention of Harassment of Students policy. 

II. Designated Employees.

The following employees have been designated by the District to receive harassment complaints pursuant to the Prevention of Student Harassment policy and 16 V.S.A. §565(c)(1):

            Stephen Kinney, Special Education Coordinator
24 Central Street
Randolph, VT  05060
802 728-9844

            Robin Pembroke, Business Manager
            24 Central Street
            Randolph, VT  05060
            802 728-5052

III. Reporting Student Harassment Complaints

A. A student who believes that s/he has been harassed, or who witnesses conduct that s/he believes might constitute harassment, may report the conduct to a designated employee, or to any other school employee.

B.  When a student reports such conduct to a school employee, other than a designated employee, that school employee shall refer the report to a designated employee.

C.  A complaint or report may be made either orally or in writing.  If a complaint report is oral, a designated employee shall promptly reduce the report to writing, including the time, place, and nature of the conduct, and the identity of the participants and the complainant.

D. An employee who witnesses conduct that s/he believes might constitute student harassment under the Prevention of Harassment of Students policy shall take prompt and appropriate action to stop the conduct and immediately report the conduct to a designated employee. 

E.  Any other person who witnesses conduct that s/he believes might constitute harassment under the Prevention of Harassment of Students policy should report the conduct to a designated employee.

F. If one of the designated employees is the person alleged to be engaged in the conduct witnessed or complained of, the report shall be filed with the other designated employee.

IV.  Procedures Following a Report

A. At any stage of the procedures following a complaint, the complainant and the accused individual may request alternative dispute resolution methods, including mediation, of the District.

B.  When a designated employee receives a complaint, the designated employee shall complete a harassment complaint form based on the written or verbal allegations of the complainant. 

C. The completed complaint form shall detail the alleged facts and circumstances of the incident or pattern of behavior. Harassment complaint records shall be maintained consistent with the requirements of the Family Educational Rights and Privacy Act, 34 C.F.R. Part 99.

D. Depending on (1) the nature of the accusations, (2) the age of the complainant and the accused individual, (3) the agreement of the complainant and (4) other relevant factors, the designated employee or another individual identified by the designated employee may attempt to resolve a complaint through a conversation with the complainant and the accused individual.  If such informal resolution is either not appropriate or is unsuccessful, the designated employee shall initiate or cause to be initiated an investigation of the allegations in accord with the timelines established herein.

E.  Upon receipt of notice of a complaint, the designated employee shall provide a copy of the Prevention of Harassment Policy and these procedures to the complainant and the accused individual.  If one of the above named is under 18 years of age, his/her parent(s) or guardian(s) shall be notified of the complaint and shall be provided with a copy of the policy and procedures.

F.  Unless special circumstances are present and documented, the Principal shall, no later than one school day after the receipt of a complaint, initiate or cause to be initiated, an investigation of the allegations.  The Principal shall assign a person to conduct the investigation; nothing herein shall be construed to preclude the Principal from assigning him/herself or a designated employee as the investigator.

G. No later than five school days from the filing of the complaint with the designated employee, unless special circumstances are present and documented, the investigator shall submit a written initial determination to the [Superintendent][Principal]. The report shall include a statement of the findings of the investigator as to whether the allegations have been substantiated, and as to whether the alleged conduct constitutes a violation of the Prevention of Harassment of Students policy.  When the initial determination is that an accused student has engaged in harassment, the [Superintendent] [Principal] shall use his or her discretion to decide the appropriate disciplinary and/or corrective action.  If expulsion is recommended, the [Superintendent][Principal] will seek approval of the board of the District.  He/she shall also notify the parties of the results of the determination and as allowed by law, disciplinary and/or corrective action to result.  An authorized school official may seek waiver of confidentiality rights in order to inform the complainant of remedial measures undertaken.

H. Consideration of whether a particular action or incident constitutes a violation of the harassment policy requires review of all the facts and surrounding circumstances. Although conduct may be found to be in violation of other standards of student or employee conduct or decorum, it shall not be deemed harassment when the subject of a complaint is an incident(s) that is not shown to have the effect of objectively and substantially undermining and detracting from or interfering with a student's educational performance or access to school resources or to have created an objectively intimidating, hostile, or offensive environment. Free expression rights of the First Amendment of the U.S. Constitution will be protected.

I.  All levels of internal review of the investigator’s initial determination, and the issuance of a final decision, shall, unless special circumstances are present and documented by the District, be completed within 30 calendar days after the review is requested. 

J. When the initial determination is that an employee has engaged in harassment against a student, the Superintendent and/or Principal shall use his or her discretion to initiate disciplinary and/or corrective action in accord with the District’s policies and procedures, employment contracts and state and federal law.

V.  Independent review

A.A complainant who desires independent review because s/he is either dissatisfied with the final decision of the District as to whether harassment occurred, or believes that although a final decision was made that harassment occurred, the District’s response was inadequate to correct the problem, shall make such request in writing to the Superintendent. 

B. Upon such request, the Superintendent shall initiate an independent review by a neutral person selected from a list developed jointly by the Commissioner of Education and the Human Rights Commission and maintained by the Commissioner. 

C.  The District shall cooperate with the independent reviewer so that s/he may proceed expeditiously.  The review shall consist of, but is not limited to, an interview of the complainant and the relevant school officials and review of written materials involving the complaint maintained by the school or others.  The independent reviewer shall be considered an agent of the school for purposes of being authorized to review confidential student records.

D. Consistent with Act 91, An Act Relating to Harassment in Schools, upon the conclusion of the review, the reviewer shall advise the complainant and the designated employee as to the sufficiency of the school’s investigation, its determination, the steps taken by the school to correct any harassment found to have occurred, and offer recommendations for any future steps the District should take.  The reviewer shall advise the student of other remedies that may be available if the student remains dissatisfied and, if appropriate, may recommend mediation or other alternative dispute resolution. 

E.  The District may request an independent review at any stage of the process.

F.  The District shall bear the cost of independent review.

VI. Discipline and/or Corrective Action.

A. Final Action on Complaint. The District shall take prompt and appropriate disciplinary and/or corrective action reasonably calculated to stop the harassment.  Disciplinary or corrective action may include, but shall not be limited to, warning, reprimand, education, training, counseling, suspension and/or expulsion of a student, and warning, reprimand, education, training, counseling, transfer, suspension and/or termination of an employee. 

B.  Other Disciplinary Response.  If the conduct does not rise to the level of harassment, but otherwise violates the District’s disciplinary policies or Comprehensive Plan for Responding to Student misbehavior including anti-bullying provisions, disciplinary or corrective action under those policies or plan shall be taken.

            CRetaliation.  Acts of retaliation for reporting harassment or for cooperating in an investigation of harassment is unlawful pursuant to subdivision 4503(a)(5) of Title 9.  There shall be no adverse action taken against a person for reporting a complaint of harassment when the complainant has a good faith belief that harassment has occurred or is occurring or for participating in or cooperating with an investigation.  In the context of retaliation, “adverse action” means any form of intimidation or reprisal such as verbal/physical threats or abuse, diminishment of grades, suspension, expulsion, change in educational conditions, loss of privileges or benefits or other unwarranted disciplinary action in the case of students and includes any form of intimidation, reprisal or harassment such as suspension, termination, change in working conditions, loss of privileges or benefits or other disciplinary action in the case of employees.  Any individual who retaliates against any employee or student who reports, testifies, assists or participates in an investigation or hearing relating to a harassment complaint shall be subject to appropriate action and/or discipline by the District.

D. False Complaint. Any person who knowingly makes a false accusation regarding harassment shall be subject to disciplinary action up to and including suspension and expulsion with regard to students or up to and including discharge with regard to employees.

E. Appeal: A person determined to be in violation of the Prevention of Harassment of Students policy may appeal the determination and/or any remedial action taken as a consequence of the determination. 

 1.            Student. If the person filing the appeal is a student, the appeal shall proceed in accordance with the District’s policy and procedures governing discipline of students.

 2.             Staff.  Employees subject to disciplinary action shall appeal in accord with applicable statutes, collective bargaining agreements, and the District’s policy and procedures.

VII. Confidentiality; Notification of Results; and Record Keeping.

A. The privacy of the complainant, the accused individual, and the witnesses shall be maintained consistent with (1) the District’s obligations to investigate, (2) to take appropriate action, and (3) to comply with laws governing the disclosure of student records or other applicable discovery or disclosure obligations.

B. Subject to state and/or federal laws protecting the confidentiality of personally identifiable student information, the complainant and the accused individual shall be informed in writing of the results of the investigation.  If either the complainant or the alleged individual is under the age of 18, subject to the above limitation, his or her parent(s) or guardian(s) shall be provided with a copy of this policy and related procedures, notified when an informal resolution to a harassment complaint is attempted, when a complaint is filed, and in writing of the results of the investigation.  An authorized school official may seek waiver of confidentiality rights in order to inform the complainant of remedial measures undertaken.

C.   The Superintendent or Principal shall assure that a record of any complaint, its investigation and disposition, as well as any disciplinary or remedial action taken following the completion of the investigation, is maintained by the District in a confidential file accessible only to authorized persons.  The report of the investigation shall be kept for at least six years after the report is completed.

VIII.  Mandatory Reporting to State Agencies.

A.  If a harassment complaint is made that conduct by a licensed educator might be grounds under the State Board of Education Rules for suspension or revocation of a license or endorsement, the Principal shall report to the Superintendent and the Superintendent shall report the alleged conduct to the Commissioner.

B. When a person responsible for reporting suspected child abuse under 33 V.S.A. § 4911, et seq., determines that a complaint made pursuant to the Prevention of Harassment of Students policy must be reported to the Commissioner of the Department for Children and Families, he or she shall make the report as required by law and related District policy. If the victim is a vulnerable adult, as that term is defined in 33 V.S.A. §6902(14), the report shall be made to Adult Protective Services in accordance with 33 V.S.A. § 6903 and 6904.

C. Nothing in these procedures shall preclude anyone from reporting any incidents and/or conduct that may be considered a criminal act to law enforcement officials.

IX. Complaints to the Vermont Human Rights Commission and the U.S. Office of Civil Rights

In addition to, or as an alternative to filing a harassment complaint pursuant to this policy, a person may file a harassment complaint with the Vermont Human Rights Commission or the Office for Civil rights of the U.S. Department of Education at the following addresses:

             Vermont Human Rights Commission
133 State Street
Montpelier, VT 05633-6301
(800) 416-2010 or (802) 828-2480 (voice or tty)


Director, Compliance Division Area II
Office of Civil Rights
U.S. Department of Education, Region I
John W. McCormack Post Office & Courthouse, Rm. 222
Post Office Square
Boston, MA 02109
(617) 223-9667

Cross References

  • See OSSU District Policy #6002 for Prevention of Harassment of Students
  • See OSSU District Policy #4002 for Harassment of Employees
  • See OSSU District Policy #6202 for Student Conduct and Discipline
  • See OSSU District Policy #6005 for Confidentiality of Student Records
  • See Individual School Handbooks Code of Conduct for Responding to Student Misbehavior, including Anti-Bullying Provisions                                    

Harassment Complaint Flow Chart Policy 6002

Student Harassment Incident Form Policy 6002

Procedures For Participation Of Home Study Students Policy 6206

Procedures For Participation Of Home Study Students

Below are the procedures for OSSU district policy #6206 (Participation of Home Study Students in School Programs and Activities).

Registration for participation procedures:

  1. Should outline steps and time frames for student registration in academic courses and co-curricular activities as well as for response to the registration request
  2. Should include a form that requests all needed information
  3. Might include a "contract" or letter of agreement to be signed by the student that details the responsibilities to comply with all attendance, homework, behavior, and other rules and policies, notes what resources the student should be familiar with (i.e. Student Handbook, others)
  4. Where appropriate, should contain information about registering at other schools which accept tuition from the district of residence

Other Administrative Procedures should:

  1. Define capacity in terms of class size for applicable courses based on desired number of students, limitations of lab materials, or other relevant items.
  2. Outline any specific criteria not mentioned in policy that will be used to make decisions, including decisions whether to provide special education services.
  3. Outline in general how students will be assessed before gaining admission to courses or other activities requiring pre-requisites.
  4. Outline academic reporting standards and time frames that parents of home study students will be expected to certify.
  5. Specify schedules for the administration of standardized tests.
  6. Specify any appropriate fee schedules that will apply to all users.

Policy 6206

Orange County Attendance/Truancy Protocol Policy 6208

Orange County Attendance/Truancy Protocol

Staying in school is the first step to a good education. Students cannot learn if they are not in school. Absences from school for any reason (illness, vacation, religious holidays, family deaths and others) affect a student’s ability to learn and succeed. Truancy is inappropriate absence from school, which is defined as unexcused or insufficient excuse for absence. After five inappropriate absences, the procedures will be followed:

PROCEDURE:

Youth has missed more than 5 days:   Youth has missed more than 10 days:   Youth is determined to be truant for 10 or more days:
School Intervention includes:
- Personal contact with Parent/Guardian
- Appropriate Support Services offered
- Follow-up letter outlining consequences for further absences and possible prosecution for truancy
- Documentation maintained by principal
  - OR - Intervention Team:
- Meets with student and parent/guardian
- Develops a plan of action to keep youth in school
- Offers appropriate services/referrals
- Continues documentation
- Notifies Dept. of Children and Families (DCF) and Truant Officer
    - OR- Parent/Youth refusal to work with team Letter of notification sent to family, with copies to (DCF) and Truant Officer
No further truancy   Follow-up as necessary with INtervention Team and implementation of action plan   Affidavit written by school administrator and sent to State's Attorney
Youth successfully remains in school   No further truancy   Petition filed with Family Court by State's Attorney
    Youth successfully remains in school   DCF investigates and case is brought to court
         

*Districts utilize their own interventions and contacts with students and families prior to beginning the process. This ensures that the students and families have been informed of the attendance policy. The onset of this process is left to the individual school’s discretion .

Policy 6208

Transportation

Bus Conduct Rules and Disciplinary Procedures Policy 9201

Bus Conduct Rules And Disciplinary Procedures

PHILOSOPHY:

The daily transportation of the Randolph, Braintree, and Brookfield students is a privilege accorded by the school system in compliance with statutory requirements.  The bus driver should be able to expect that the parents will have the children at the bus stop on time, that students will be well behaved and will comply with the rules of conduct, so that the driver can focus his/her attention on driving the bus. To provide maximum safety, each eligible student riding a school bus shall conform to the rules listed below.

RULES:

  1. Parents shall have their children at the school bus loading point prior to the arrival of the bus.
  2. Bus drivers are not required to wait for a tardy child.
  3. Students shall get on the bus in an orderly manner.
  4. Students shall take a seat immediately and remain seated.
  5. Aisles shall be kept clear.
  6. Students shall talk in low voices, using proper language.
  7. Students shall keep hands, head, and all other body parts inside the bus.
  8. Students shall not eat or drink on the bus.
  9. Students shall not be destructive.
  10. Students shall keep the bus clean.
  11. There shall be no fooling or fighting on the bus or while waiting for the bus.
  12. Students may be assigned seats.
  13. Students shall cooperate with the driver, observing classroom conduct.
  14. Students shall not have trinkets hanging off their backpacks which could accidentally hit another student or get caught in the bus doors.
  15. Students in Grades K-6 must have a note to get off the school bus at stops other than their designated stop.

DISCIPLINARY PROCEDURES:

In the event students fail to comply with the rules listed above, a three-step policy will be followed. However, for serious offenses, such as vandalism, fighting, smoking, insubordination, use of drugs or other serious violation the principal can go directly to step 2 or 3 of the policy.

  1. Upon receipt of a written report from the bus driver, the principal will discuss the incident with the student involved.
  2. The principal will warn the student, and notify his/her parents in writing that a second report may mean bus suspension for up to five days. Upon issuance of a second report, the student may be suspended from riding the bus for up to five days.
  3. Should a third report be issued, the principal may suspend the bus riding privilege for the remainder of the year.

Preschool and Private School Transportation Parental Agreement Form

Children attending the public preschool or a local area private school will be offered school bus transportation only if such transportation can be provided under the following conditions:

  1. Transportation can be provided using established school bus routes.
  2. Transportation can be provided with no additional cost to the district.
  3. Considering the age, behavior, and physical condition of the child, transportation can be safely provided for that child without additional, supervisory support or equipment.
  4. District students in grades kindergarten through twelve will be given priority in planning and determination of transportation needs, followed by public preschool students.
  5. Addition of public preschool or private school children to a school bus route will not cause overcrowding of the bus and will be offered and continued on a "seats available" basis only. Parents will be given a five (5) day notice if a child must be removed from a bus in order to make room for a regular school district K - 12 student. Removal will be by lottery conducted by the Transportation Supervisor.
  6. All students riding school buses, including preschool and private school students, are subject to the disciplinary policies and rules of the school district.
  7. Preschool children must be met at the bus stop by a parent or designated responsible adult. If the child is not met at the bus stop, the child will be returned to the preschool. Failure to meet a preschool child at the bus stop will result in school bus transportation being discontinued.
I, _____________________________, agree to the above conditions under which my child will receive school district bus transportation.                                                

Parent/Designated Adult signature: _____________________________            Date: ____________

Transportation Supervisor signature: ____________________________            Date: ____________

Student's School Principal/Director signature: _____________________              Date: ____________

 

Policy 9201

Preschool and Private School Transportation Parental Agreement Form Policy 9201

All Other OSSU Procedures

Board Operations

Board Procedure for Public Participation at Meetings

Board Procedure for Public Participation at Meetings

A. Persons who may address the board prior to board action on items on the board agenda:

1. Any district resident

2. School staff members, students and parents

3. Individuals who have been requested by the superintendent or the board to present a given subject

4. Others at the discretion of the board

B. To speak to an item on the agenda:

1. The chair will ask for comments on agenda items before action is taken by the board.

2. The board may authorize the chair to use a speakers' list. Members of the public will be given an opportunity to sign the speakers' list, indicating which agenda item will be addressed.

C. Time limit for speakers:

The board may limit the time for each speaker, and may authorize the chair to restrict each speaker to one opportunity to be heard on a given topic.

D. Public input on items not on the agenda:

There will be time set aside for public input on items not on the agenda at every regular, special or emergency meeting of the board. The time allotted to this item will be assigned by the chair or the person responsible for organizing the agenda. The chair may rule out of order any presentation to the board which breaches the privacy or other rights of students, parents or school employees, or which does not comply with board policy on complaints.

Board Procedures For Hearing Complaints

Board Procedures for Hearing Complaints

Step 1:
Complainants are to first bring complaints to the individual concerned.

Step 2:
If the problem can not be resolved with the individual concerned, it should be brought to the attention of the immediate supervisor or administrator. The complaint should be in writing stating the issue and supporting facts. If the complaint involves an employee, the individual employee shall be given opportunity for explanation, comment, and presentation of the facts as he/she sees them.

Step 3:
If the issue is not resolved by the involvement of the immediate supervisor, the complainant may refer the issue to the Principal for his or her review and decision.

Step 4:
In the event the Principal’s review does not lead to a satisfactory resolution, the complainant may submit the issue to the Superintendent for review and decision.

Step 5:
If after completing the above steps the complainant feels that he/she was not treated in a manner consistent with policy, or that the Superintendent did not act in compliance with policy, he/she may request in writing to the Board Chair a review by the Board at its next regularly scheduled meeting. The Board review shall determine if actions taken by the district were in compliance with policy. This review may take place in executive session if appropriate. If there were no policy violations the matter is deemed closed. However, the Board may consider revising policy for the future. If the Board determines violation of policy it shall instruct the Superintendent to regain policy compliance. Board decisions are final.

 

Board Procedures for Hearing Complaints submitted in writing to the Board Chair:

Step 1:
The Board Chair confirms the complainant followed procedure steps 1-5 above.

Step 2:
The review is placed on the warned agenda and copies of the written complaint or appeal are distributed to the Board. If allowed by law the review may take place in executive session.

Step 3:
At the proper time, the chair recognizes the complainant and asks for a verbal summary of the complaint and the complainant’s rationale for why they believe policy was violated.

Step 4:
Board members are then invited by the chair to ask clarifying questions of the complainant. Board members should refrain from giving opinions.

Step 5:
The complainant is thanked by the chair.

Step 6:
The Superintendent presents to the Board the actions taken by the district in addressing the complaint.

Step 7:
The Board reviews (1) relevant policy, (2) the Superintendent’s interpretation of the policy and (3) the actions taken by the district.

Step 8:
Unless there are unforeseen circumstances, the Board makes a decision regarding policy compliance. If there is a determination by the Board that a policy violation occurred, the Board shall direct the Superintendent to regain compliance and may give a timeframe for doing so. If there is no violation of policy the matter is closed. In either case the Board may consider policy revisions for the future. Board decisions are final.

Protocol for Board Hearings

Protocol for Board Hearings

Notice of the hearing is given to student (or employee) usually by the administration.

In cases involving special education students, a SPED staffing must be held before the hearing to determine if the student's special education standing affects the matter to be heard.

The hearing itself

Chair introduces him or herself and asks all others in attendance to do the same.

Chair explains the function of the board hearing, emphasizing that the board has no prior knowledge of the matter.

Chair asks whether notice was given and adequate. If not, chair recesses hearing.

In SPED cases, chair asks whether SPED staffing has been held.

Chair explains process, emphasizing the importance of each party understanding the process.

Administration presents case (evidence, witnesses, information).

Student and representatives can question each witness after the administration presents. Board questions follow student questions. Each party can ask follow-up questions, in sequence.

Student and his or her representatives present case (evidence, witnesses, information).

Administration questions and board questions follow student presentation, as above.

Administration presents recommendation for consequences.

Student and representatives questions, followed by board questions.

Student and representative speak to proposed or alternative consequences.

Administration questions, followed by board questions.

Board deliberates alone to determine findings of fact, violations of rule or policy, and consequences.

Board communicates its determination to student and administration.

Parental Involvement Plan

Parental Involvement Plan

The academic and social success of students is largely determined by a positive, supportive relationship between staff, administration, parents and community members. New educational initiatives mandate or encourage the strengthening of the parent/ school/ community relationship. It is important that parents are involved in their child's education at home, in school, and within the larger community. The administration and staff shall develop and implement programs to encourage and facilitate positive involvement by parents in their children's education. The following standards are established for the district:

1.      Parents should be involved in decisions regarding changes in their children's educational programs, instructional methods or objectives. Thus, parents should be notified whenever the classroom teacher or other professionals register concerns that go beyond a routine nature, such as a request for assistance from the Educational Support Team.

2.      Parents should be provided with information and opportunities intended to enhance their ability to work with their children at home and in school, and to build partnerships between homes and schools.

3.      Professional and non-professional staff members, administrators, school board members, and school-community partners should be provided with training opportunities intended to improve their ability to build more effective relationships with parents.

4.      Parents should be provided with opportunities to become informed about program design, operation and evaluation, and to communicate with educators on these subjects.

5.      Parents should be encouraged to observe instructional activities, attend program meetings, discuss concerns with educators, participate in program evaluation and improvement efforts, and give recommendations to school staff, administration, and board members.

To accomplish the above objectives, instruments such as newsletters, open houses, parent volunteer programs, and others may be implemented. In addition, parents will be presented a program description at the beginning of each year, and will be invited to participate in a minimum of two parent conferences (one early in the year, and one in the spring). Additional conferences will be scheduled as necessary, either on the telephone or in person, to ensure that sufficient communication occurs.

3/20/2007

Investment Procedures

ORANGE SOUTHWEST SUPERVISORY UNION
INVESTMENT PROCEDURES

  1. Statement of Purpose:

    The purpose of this investment procedure is to establish a clear understanding regarding the Orange Southwest Supervisory Union’s (OSSU) investment objectives, goals, and guidelines: it is to establish guidelines for Fund/Portfolio investments, including accountability standards that will be used for monitoring the progress of Fund/Portfolio investment program.

  2. Investment Objectives:

    The Fund/Portfolio is intended to be structured to provide a reasonable return on invested assets with an emphasis on conservation and expansion of principal and growing the stream of annual disbursements.

    The Fund/Portfolio will be managed in a conservative manner in relation to expected long-term rates of return, volatility, investment vehicles, and diversification, and meet the requirements outlined in Title 24 V.S.A. § 2432 and Title 32 V.S.A., Chapter 7 § 433 and 434 (see attached).

    The Fund/Portfolio will fund disbursements from the net investment income and net capital investment gains.

  3. Gifts of Stock:

    Gifts of stock will be sold by retaining an investment manager and the proceeds shall be diversified into permitted investments.

  4. Prohibited Transactions:

    Commodities, Short Sales, Marginal Purchases/Sales, Options, Shares in Limited Partnerships, Restricted or Lettered Stock, Securities of any Manager or Advisor’s Firm or Affiliates, or any other financially risky investment instruments.

  5. Performance Measurement & Review:

    OSSU administration will require a minimum quarterly statement for all funds. Such reports shall compare the fund’s performance for the quarter and the year to date. OSSU administration will meet with the Investment Manager at least once per year to review investment performance, compliance with investment guidelines, and recommendations/approvals for investment management/changes (e.g. re-balancing investments, etc…).

    The OSSU administration will include, in its annual monitoring report of fiscal policies, an accounting of the portfolio/fund performance results.

School Operations

School Crisis Prevention and Response Procedures

It is the mission of the School District to maintain a safe, orderly, civil and positive learning environment, and to be prepared, in so far as possible, to prevent and respond to unexpected crises quickly and appropriately. Staff and students should be ready to respond quickly and appropriately to emergency situations.

Definition
Examples of crises include criminal acts, disease epidemic, physical injury or death, presence of intruders on school premises, hazardous materials spills, weather related emergencies, natural disasters or bomb threats.

Administrative Responsibilities
The Principal/Director is directed to create a School Emergency/Crisis Response Plan and administrative procedures that identify how the staff and students should respond to emergency situations, and the role that local emergency service providers will play in crisis preparedness and crisis management. This will include appropriate and effective training; establishment of a crisis response team and consultation and cooperation with community agencies, such as police, fire, emergency medical, youth and health authorities.

The Principal or his/her designee will organize and oversee the planning and operation of the crisis response team and will serve as the incident response team leader, according to the crisis response procedures. The plan will be on file at the school and in the Superintendent’s office and shall be made available to citizens and municipal officials upon request.  All district personnel will be familiarized with the Emergency/Crisis Response Plan during the opening of school each year.  Sufficient training and drills will be conducted to ensure that staff and students are adequately prepared to execute the plan.

Following a major incident, the crisis response team shall debrief and review the effectiveness of the crisis response and present a report and any recommendations for the future to the superintendent.

Staff Responsibilities
The staff shall follow all guidelines outlined in the crisis response procedures and staff handbook when practicing routine drills and when responding to actually emergency situations.

Student Responsibilities
Students shall follow all guidelines outlined in the crisis response procedures and student handbook when practicing routine drills and when responding to actual emergency situations.

Students suspected of involvement in causing school crises will be held accountable and shall be dealt with in accordance with the school’s discipline policy and state/federal law. An incident may also be referred to law enforcement for possible criminal charges or for the school to pursue civil litigation.

Any lost time learning time resulting from response to a school crisis or emergency shall be made up.

Procedures For Health And Safety And Administration Of Emergency Care

Following are OSSU procedures to provide appropriate health services to students and to protect the health and safety of the population of the school community. All procedures will comply with federal and state requirements as well as the guidelines established by the Vermont Departments of Health, Education and Labor. The board and the school employees are not the guarantors of students’ safety, however, and do not owe students a duty of immediate supervision at all times under all circumstances.

The principal, in conjunction with the superintendent, school nurse and maintenance supervisor, is responsible for developing and implementing procedures for the following:

  1. Administration of first aid and emergency care;
  2. Administration of medication;
  3. Management of communicable and nuisance diseases;
  4. Protection of students with life-threatening health conditions.

Additional procedures and information:
Administration of First Aid and Emergency Care
Administration of Medication
Parental Permission Form for Adminstration of Non-Perscription Medication
Parental Authorization Form for Possession and Self-Administration of Emergency Medication
Communicable/Nuisance Disease Control
Protection of Students with Known Life-Threatening Health Conditions

Visits to School Procedures

VISITS TO SCHOOL
PROCEDURES
 

1.   Requests by parents or community members to visit classes may be denied by the principal when the visit would result in disruption to the learning process in the classroom.  The principal may consult with teachers involved and may suggest a convenient visiting time when appropriate.

2.   All visits from the news media will be arranged through the principal or his/her designee.  At the discretion of the administrator, written parental permission may be required prior to any interviewing, filming, videotaping or recording.

3.   All visitors to the school will be required to check in at the office when they enter the school building.

Policy 7606

Public Solicitations/Advertising in Schools Procedures

Public Solicitations/Advertising in Schools Procedures

Solicitation of students or staff on school premises for commercial or political purposes will be discouraged and restricted by guidelines. The guidelines are:

  • Permission to post bulletins announcing services to students or staff will be obtained from the principal.
  • Permission to distribute commercial or political materials will be obtained from the principal.
  • Fundraising activities will require approval of the principal.
  • Sales or solicitation on the school premises require the approval of the principal.
  • Distribution of any information materials not related directly to the instructional program of the school will require the principal's approval.

Procedures Retention And Destruction Of Records

PROCEDURES RETENTION AND DESTRUCTION OF RECORDS

The Orange Southwest Supervisory Union will comply with State regulations and guidelines for the maintenance and/or destruction of records as follows:

 

RETENTION OF MUNICIPAL AND SCHOOL DISTRICT RECORDS

Following the required retention period, destruction of records will be as stated in Act 96 of 2008and Vermont State Archives and Records Administration (VSARA). Their website is: (http://vermont-archives.org/records/local/retention.htm). These records include:

Administrative Records
Accounting/Financial Records
Personnel Records
School Records
Tax Records

OSSU personnel files and contracts of current employees are maintained in locked, fire-proof files in the Central Office, after which the files are moved to storage filing cabinets in the basement for retention. Every three (3) years, board minutes and collective bargaining agreements are recorded on microfiche and are kept in a fire-proof file, including off-site storage.

Current year accounting, financial and tax records are kept in the AP/Payroll office. After one year, these records are moved to the basement for storage until they can be destroyed. Financial software back-ups, 1099’s and W-2’s for the prior year are maintained in a locked, fire-proof cabinet in the payroll office. School district bank statements also have off-site storage.

MAINTENANCE OF CRIMINAL RECORD CHECKS

TITLE 16, §256 :

The results of employee criminal record checks are required to be maintained in a confidential, secure location for a period of three years, after which time the record is destroyed by shredding, or if requested by the employee, the record is maintained in the confidential, locked file. After employee have not longer worked for the OSSU (following the 3-year retention period) the record check will be destroyed. Per statute, criminal record checks are NOT kept in the employee personnel files.

PROCEDURES FOR VT CHILD ABUSE & NEGLECT REGISTRY

In accordance with the newly adopted Act 1, the OSSU has set up an on-line account with the Agency of Human Services (AHS) to process pre-employment background registry check again the Vermont Adult Abuse and Child Protection Registries. Maintenance of the results of these records will be in accordance with the AHS Confidentiality Agreement. Destruction of these files will be the same as for the criminal record checks.

ALL OSSU RECORDS TO BE SHREDDED WILL BE DONE EITHER BY CENTRAL OFFICE PERSONNEL OR BY A CONFIDENTIAL CONTRACTOR

Student Related

Admission of Resident Students Procedures

Admission of Resident Students Procedures


Any legal pupil who is a resident as defined in 16 V.S.A. §1075 shall be eligible to attend school in this district.

Kindergarten Program
All students must be chronologically 5 years of age on or before September 1st of the year they enroll in kindergarten. There will be no exceptions made for students born after the September 1st date.

It is the policy of the School District that all students entering school for their first experience are scheduled for enrollment in the district kindergarten program. However, upon request, the district will convene a team to assess the student’s maturity and academic skills for the purpose of evaluating the appropriate placement other than kindergarten.

Residence Criteria
For purposes of determining residency, the board will apply the definitions contained in 16 V.S.A. §1075(a). Criteria for proving permanent residency may include but is not limited to voter registration, automobile registration, physical address, property ownership, sworn affidavit and other indications of intent to reside permanently within the district. The burden of proving residency or any other basis for entitlement to school enrollment or tuition assistance shall be on the student and/or his or her parent or guardian.

The residency of pupils under the care and custody of a state agency or child placement agency, children of homeless parents, and independent children shall be determined in accord with the requirements of 16 V.S.A. §1075 (c)-(h)

Change of Residence
Parents or guardians of students who are residents of the district and enrolled in school and who move from the district before the school year ends may apply to the principal for permission to finish the school year on a pro-rated tuition basis or with a tuition waiver. The principal may consider the student's age, attendance record during the year, progress in school and other relevant factors when considering requests to remain enrolled in school for the remainder of the school year.  It is the responsibility of the parents to notify the school district when they cease to be a legal resident of the district.

Decisions and Appeals
Decisions regarding student residency or continued enrollment except for state-placed students will be made by the board. An interested person or taxpayer may appeal a residency decision of the board to the Commissioner of Education as provided in 16 V.S.A. §1075(b).

Procedures For Admission Of Non-Resident Tuition Students

PROCEDURES FOR ADMISSION OF NON-RESIDENT TUITION STUDENTS

Schools will not accept non-resident students unless:

  • Students attend Randolph Union High School through the Winooski Valley School Choice Collaborative.
  • Foreign Exchange Students receive pre-approval by the school board and are part of an organization meeting the standards of the Council on Standards for International Education Travel (CSIET).
  • Students are State-Placed through the Division of Children and Families and/or the Agency of Human Services.
  • The sending school district has entered into a tuition agreement with the receiving school district.
  • The Principal reviews the status of the school to ensure space and resources are available.

Student Assessment Procedures

Student Assessment Procedures

State Comprehensive Assessment System
The School District will administer the assessments required by the Vermont Comprehensive Assessment System. All students in the School District will be assessed except for those students who are exempt. Students who are unable to participate in state assessments will be given an alternate assessment.

Local Comprehensive Assessment System
The Superintendent will oversee the development and implementation of a local comprehensive assessment system that is aligned with the current Vermont Framework and is consistent with the current Vermont Comprehensive Assessment System.

The expectations and performance criteria of the system will be clear and be communicated to teachers, administrators, students, parents and other community members. The local system will employ a balance and variety of assessment strategies, both classroom-based and school-level assessments, in order to develop useful information on student achievement. The school will also provide students with the opportunity to evaluate their own work.

The Superintendent will oversee the development of a comprehensive computerized assessment database that includes all assessment results for each individual student, for each grade, for the school, and the District. This database will include information that tracks progress over time. Individual assessment information will be reported to parents and students in a format that outlines results and implications clearly.

Student Assessment Procedures

State Comprehensive Assessment System
The School District will administer the assessments required by the Vermont Comprehensive Assessment System. All students in the School District will be assessed except for those students who are exempt. Students who are unable to participate in state assessments will be given an alternate assessment.

Local Comprehensive Assessment System
The Superintendent will oversee the development and implementation of a local comprehensive assessment system that is aligned with the current Vermont Framework and is consistent with the current Vermont Comprehensive Assessment System.

The expectations and performance criteria of the system will be clear and be communicated to teachers, administrators, students, parents and other community members. The local system will employ a balance and variety of assessment strategies, both classroom-based and school-level assessments, in order to develop useful information on student achievement. The school will also provide students with the opportunity to evaluate their own work.

The Superintendent will oversee the development of a comprehensive computerized assessment database that includes all assessment results for each individual student, for each grade, for the school, and the District. This database will include information that tracks progress over time. Individual assessment information will be reported to parents and students in a format that outlines results and implications clearly.

Determination Of Extended School Year Procedures

Independent Educational Evaluation Procedures

INDEPENDENT EDUCATIONAL EVALUATION PROCEDURES

Independent Evaluations Paid for by the School District:  Whenever there is a request for payment for an independent evaluation by this school district, the following criteria will apply:

  1. Parents, guardians, etc., may request an independent evaluation at school expense only after the Evaluation & Planning Team has had an opportunity to complete its evaluation and issue a report.  The request must be written to the Special Education Coordinator and be approved before the independent evaluation is scheduled to take place.  (The request must also state (a) why the parents disagree with the District’s evaluation of their child, (b) what specific independent evaluations are being sought, (c) what they purport to show, (d) who they propose as independent evaluator and (e) estimated costs.)
  1. The special education administrator will respond to a completed parental request for an independent evaluation by approving the request in writing within 10 working days of receiving the completed request or by initiating a due process hearing to show that the school district’s evaluation is appropriate.
  1. The special education administrator will provide parents with a list of evaluation agents/sites that meet the school district’s evaluation criteria, and the parents will inform him/her of their choice before the evaluation takes place.  The criteria for the independent evaluation shall be consistent with the criteria used by the District for its evaluations.

    Reimbursement for independent evaluations will be limited to the amount a comparable evaluation conducted by the school district would cost, unless a comparable evaluation is not available at the same cost or less.
  1. Upon the request of the special education administrator, the independent evaluator must provide evidence of being appropriately trained, licensed or certified to administer and interpret all tests or examinations to be administered.
  1. All independent evaluations shall be conducted within a 150 mile radius of Randolph, VT, unless prior permission has been granted by the school district to go outside this area.  With written approval of the Superintendent, parents may be granted reimbursement for independent evaluations outside this area provided such reimbursement is limited to the amount of a comparable evaluation within the designated area (if available); reimbursement for all associated expenses (meals, room, travel) will be limited to current state of Vermont rates.  Lodging (if required) shall be arranged by the school district.
    A request for an evaluation outside the designated area must be in writing to the Superintendent.  The Superintendent will respond to this request within 10 working days of receiving the completed request or by initiating a due process hearing to show that evaluators within the 150 miles radius would be appropriate.  Where a parent or guardian has obtained an independent educational evaluation without first consulting the special education administrator, reimbursement may be limited as set forth above.
  1. The special education administrator may request the independent evaluator to carry out additional and specific assessments which the Evaluation & Planning Team (EPT) deems necessary to ensure the appropriateness of a child’s education.
  1. The results of all independent evaluations obtained at public expense will be considered by the EPT (Evaluation & Planning Team) meeting participants in any decision made with respect to the provision of a free appropriate public education for the student.
  1. The independent evaluators shall send the report of the results of the Independent Evaluation and, if requested by the district, all supporting data including test protocols to the special education administrator.  No invoices will be processed for payment until all materials noted above are received by the special education administrator.
  1. Notwithstanding section 8 above, the Superintendent may approve travel and lodging expenses in advance of the evaluation if the parents or guardian cannot otherwise afford to await reimbursement.

Independent School Placement Procedures

INDEPENDENT SCHOOL PLACEMENT PROCEDURES

A.  The following steps shall be followed in determining placements:

1.   An EPT (Evaluation & Planning Team) shall conduct a supplemental evaluation whenever a local school district or a parent proposes to significantly change a student’s placement.

2.   Before a referral or placement in an independent school occurs the child’s IEP Team must convene to review the results of the supplemental evaluation, determine goals and objectives that meet the child’s needs and determine the least restrictive environment in which these needs can be met.  The special services coordinator shall be invited to this meeting.

3.   If the IEP team determines the least restrictive environment is an independent school and the student is accepted by the independent school after review of the IEP, a local school representative shall convene an IEP team meeting with personnel from the independent school to review the IEP in detail and make any necessary revisions.  If personnel from the independent school    and the local school representative cannot arrange to meet in person within a reasonable time, the review of the IEP may take place via a conference or individual call; parents will be notified and invited to take part in the call.

4.   After the student enters the independent school any meeting to review or revise the child’s IEP may be initiated or conducted by the private school at the discretion of the local school district.  The local school district shall receive prior written notice of scheduled IEP meetings.  If the independent school conducts these meetings, the local school district shall insure that the parents and a local school representative are involved in any decision about the child’s program.  The independent school must provide all the procedural safeguards afforded under federal and state special education requirements in cooperation with the LEA (Local Education Agency).

B.   If IEP team members question the appropriateness of continuing an independent school placement the following steps should be taken:

1.   The local school district shall appoint an EPT (Evaluation & Planning Team) to develop a supplemental evaluation plan when questioning the appropriateness of the independent school placement.

2.   Upon completion of the supplemental evaluation and development of IEP goals and objectives based on the information from the evaluation, the IEP team may determine:

a.         the placement can meet the student’s needs and is the least restrictive placement; therefore continuation is warranted; or,

b.         the placement in the independent school cannot meet the student’s needs and is therefore no longer appropriate; or,

c.         the independent school is not the least restrictive environment for the student, and, therefore, is no longer an appropriate placement.

(In the case of b or c, an appropriate placement must be determined by the IEP team.)

 

C.   If the IEP team members question continued eligibility for special education, the following steps should be taken:

1.   The local school district shall appoint an EPT to develop a comprehensive evaluation plan to determine whether:

a.         the student is no longer eligible for special education; or,

b.         the student continues to be eligible for special education.

2.   Whether the student is found eligible or ineligible for continuing special education, the parents will receive written notice of the decision, explanation of their due process rights, and a copy of the written evaluation report.

3.   If the student is no longer eligible for special education services and parents agree with the eligibility decision, the student will be dismissed from the independent school and no longer receive special education services.  If the student continues to be eligible for special education, IEP revisions and placement questions should be addressed by the Team.  If the parents disagree with an eligibility decision, they may request an independent evaluation and/or due process hearing, and the student will remain in the independent school placement until the parents agree otherwise or the hearing officer rules differently.

D.    Local Education Agency (LEA) Responsibilities:

1.   It is the local school district’s responsibility to insure that a special education student placed in an independent school through the IEP process or by way of a hearing officer’s order is afforded all of the rights and procedural safeguards accorded handicapped children and their parents by state and federal statute.

2.   If the independent school or facility initiates and conducts any meetings to review the IEP, the local school district shall  insure that the parents and a local school representative:

a.         are involved in any decision about the child’s IEP;

b.         agree to any proposed changes in the program before those changes are implemented.

3.   The local school district is responsible for monitoring the special education student’s program at the private school to insure a free appropriate public education, including the development of evaluation plans and reports, IEP’s, and progress reports

E.   Funding

1.   The school district will be responsible for insuring payment of tuition (which includes all related services), transportation (see Transportation Policy 9201 and related procedures), and room and board at no cost to parents/guardians if the IEP team determines that an appropriate education can only be provided in an independent facility and the appropriate IEP procedures are followed.

2.   The school district will only be responsible for the payment of evaluations conducted by the independent school with the prior written approval and/or participation of one or more school district representatives.

3.   The school district will not be responsible for these expenses if the parents unilaterally make the decision to place the student in an independent school.

Tutoring of Students Procedures

TUTORING OF STUDENTS PROCEDURES

A.   Home/Hospital-Bound Students:

1.   A referral for tutoring is made to the Special Education Coordinator by the building principal or a designee.

2.   The Coordinator will contract an appropriate qualified tutor.

3.   The tutor will be reimbursed at an hourly rate established by the Superintendent.

4.   Unless otherwise agreed upon in advance all tutoring assignments will be for at least ten hours a week for high school students and six hours a week for elementary students.

5.   When home or hospital-bound tutoring is requested due to illness or injury, a physician's statement is required.

 

B.   Special Education Eligible Students:

1.   Prior to placement in a restrictive educational placement, special education staff will discuss the proposed placement with the SPED Coordinator at a properly called IEP meeting.

2.   After documentation of a need for placement, appropriate procedural steps will be completed and a supervised plan outlined.

3.   Follow procedures A. 1-5 above.

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