Policy 8110 Curriculum Development, Resources, and Evaluation
The Board of Education supports and encourages development of a District-wide, articulated curriculum that conforms to state mandates and is responsive to the needs of children in a rapidly changing society. The principals of the elementary and secondary schools shall be responsible to the Superintendent for developing District-wide efforts toward the short and long-range improvement of curriculum and instruction.
- Curriculum Resources
There are many resources for curriculum development that exist in our School District, and the instructional staff, under the guidance of the administration, is expected to delve into those resources for possible improvement of the instructional program. The Compact Level Teams, the Grade Level/Department Chairpersons and the Team Leaders are expected to play vital roles in curriculum development. Each teacher has the privilege of being an initiator of improvement, as well as a reactor to changing conditions, and the principals shall be involved in curriculum development.
From the staff, the Superintendent may appoint curriculum study committees; and their findings, as well as the collective judgments of the staff about the pertinence of various possible changes, shall be submitted by the Superintendent to the Board of Education for consideration in the forming of curriculum policy.
- Curriculum Evaluation
The Board of Education shall direct a continuing evaluation of the curriculum as part of a program of instructional improvement.
All aspects of the curriculum shall be subjected to a searching and critical analysis in an attempt to improve the learning and growth of students.
The administrative staff shall evaluate the curriculum in a systematic manner, involving school personnel and others as appropriate. Curriculum areas shall be designated each year for detailed study and development.
The Superintendent, with the assistance of the Principals, shall give an annual report each spring on curriculum development. The Superintendent shall also submit for Board approval all proposed curricular changes. The Board of Education from time to time may invite teachers or others to discuss the curriculum.
Education Law Sections 1604, 1709, 2503 and 3204
Policy 8120 Request for Part 100 Variance or Part 200 Innovative Program Waiver from Commissioner's Regulations
Consistent with the purposes of A New Compact for Learning, the Board of Education encourages collaboration by teachers, administrators, parents and students of the District in developing innovative educational programs and practices that will lead to greater achievement for all students.
Requests for a variance or waiver from the requirements in Part 100 and Sections 200.1/200.6, respectively, of the Commissioner's Regulations must be approved by the local Board of Education and signed by the Superintendent of Schools. An application may also be submitted by several districts, or a combination of districts, BOCES and/or private schools, applying as a consortium. Consortium applications must be approved by each participating local Board of Education and Superintendent of Schools.
Subsequent to Board of Education approval, all applications must be forwarded to the District Superintendent of Schools of which the local district is a part for review, consultation, and recommendation prior to submission to the State Education Department. The District Superintendent may provide technical assistance to the applicant and make recommendations to the State Education Department. Interested applicants may also request technical assistance through their Regional Education Coordinator.
8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(n) and 200.6(k)
Policy 8130 Equal Educational Opportunities
It is the policy of this District that each student attending its public schools shall have equal educational opportunities and will not be excluded or prevented from participating in or having admittance to the educational courses, programs or activities; school services; and extracurricular events on the basis of race, color, creed, religion, national origin, political affiliation, sex, sexual orientation, age, marital status, military status, or disability. Sexual orientation is defined as heterosexuality, homosexuality, bisexuality, or asexuality, whether actual or perceived.
Administration shall establish grievance procedures that provide for the prompt and equitable resolution of complaints pertaining to discrimination on the basis of race, color, creed, religion, national origin, political affiliation, sex, sexual orientation, age, marital status, military status, or disability.
Age Discrimination in Employment Act, 29 United States Code Section 621 Americans With Disabilities Act, 42 United States Code (USC) Section 12101 et seq. Prohibits discrimination on the basis of disability. Section 504 of the Rehabilitation Act of 1973, 29 United States Code (USC) Section 794 et seq. Title VI of the Civil Rights Act of 1964, 42 United States Code (USC) Section 2000d, et seq. Prohibits discrimination on the basis of race, color or national origin. Title VII of the Civil Rights Act of 1964, 42 United States Code (USC) Section 2000e, et seq. Prohibits discrimination on the basis of race, color, religion, sex or national origin. Title IX of the Education Amendments of 1972, 20 United States Code (USC) Section 1681 et seq. Prohibits discrimination on the basis of sex. Civil Rights Law Section 40-c Prohibits discrimination on the basis of race, creed, color, national origin, sex, marital status, sexual orientation or disability. Executive Law Section 290 et seq. Prohibits discrimination on the basis of age, race, creed, color, national origin, sex, sexual orientation, disability, military status, or marital status.
Policy 8210 Safety Conditions and Programs
The practice of safety will be considered an integral part of the instructional program through fire prevention, emergency procedures and drills, driver education, and traffic and pedestrian safety.
Each principal will be responsible for the supervision of a safety program for his/her school.
The safety program may include, but not be limited to, in-service training, plant inspection, fire prevention, accident recordkeeping, driver and vehicle safety programs, emergency procedures and drills, and traffic safety programs relevant to students, employees and the community.
It shall be the duty of the Board of Education to provide inspections and supervision of the health and safety aspects of the school facilities.
- Eye Safety/Student Use of Hand-Held Laser Pointers
Eye safety devices are to be provided by the School District for the protection of employees, students and visitors, and worn in the technology education classes and labs when activities present a potential eye hazard. The Superintendent or his/her designee will ensure that these devices are properly repaired, cleaned and stored to prevent the spread of germs or diseases after individuals use them.
Each classroom teacher is responsible for the safe and proper use of all instructional materials and equipment by students in his/her classroom. Laser pointers are to be used by students only when such use is approved and supervised by the classroom instructor.
Students will be advised not to stare directly into the beam from a laser pointer or direct the beam at the eyes of another individual. Students are not to aim the pointer into the audience. Students are to be made aware of the hazards associated with the particular type of laser pointer used.
Education Law Sections 409 and 409-a, 807-a, and 906 8 New York Code of Rules and Regulations (NYCRR) Part 136 and Section 141.10
Policy 8211 Prevention Instruction
- AIDS Instruction in Health Education
The Board of Education shall provide a health education program that will include appropriate instruction for all students concerning Acquired Immune Deficiency Syndrome (AIDS). Accurate information concerning the nature of the disease, methods of transmission, and means of prevention shall be provided in an age-appropriate manner and shall be consistent with community values and will stress that abstinence is the most appropriate and effective premarital protection against AIDS.
A representative community advisory group consisting of appropriate school personnel, School Board members, parents, religious representatives, and other community members shall be established in order to make recommendations for curriculum content, implementation, and evaluation of an AIDS instructional program. Appropriate training will be provided for instructional staff.
No student shall be required to receive instruction concerning the methods of prevention of AIDS if the parent or legal guardian has filed with the principal a written request that the student not participate in such instruction, with an assurance that the student will receive this instruction at home.
AIDS instruction in the elementary grades shall be taught by the regular classroom teachers, while such instruction in the middle and high school grades shall be a part of the required health education curriculum.
- Substance Abuse-Prevention Instruction
The Board of Education recognizes the need to educate students on the hazards of alcohol, tobacco and/or drug abuse. An educationally sequential health prevention program, utilizing as appropriate community, staff and student input, will be developed to inform students of:
a) Causes for substance abuse;
b) Physical and psychological damage associated with substance abuse;
c) Avoidance of alcohol, tobacco and drugs; and
d) Dangers of driving while under the influence of alcohol or drugs.
- Environmental Conservation Instruction
The Board of Education supports and encourages the development of a District-wide, articulated curriculum of environmental conservation integrated into other program disciplines.
- Fire and Arson Prevention Instruction
The Board of Education directs the administration to provide instruction in fire and arson prevention for all students in each school for a period of not less than forty-five (45) minutes each month that school is in session.
- Student Safety
Instruction in courses in technology education, science, art and physical education, health, and safety shall include and emphasize safety and accident prevention.
Safety instruction shall precede the use of materials and equipment by students in applicable units of work in the courses listed above, and instructors shall teach and enforce all safety procedures relating to the particular courses. These shall include the wearing of protective eye devices in appropriate activities.
- Emergency Planning
The School District shall maintain updated plans and operating procedures to be followed in the event of natural or manmade disasters or enemy attack. Students shall be provided instruction to respond effectively in emergency situations.
- Instruction on Prevention of Child Abduction
All students in grades K through 8 in District schools shall receive instruction designed to prevent the abduction of children. Such instruction shall be provided by or under the direct supervision of regular classroom teachers and the Board of Education shall provide appropriate training and curriculum materials for the regular classroom teachers who provide such instruction. However, at the Board's discretion, such instruction may be provided by any other public or private agency.
The Commissioner of Education will provide technical assistance to assist in the development of curricula for such courses of study which must be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness skills, information, self-confidence, and support to aid in the prevention of child abduction.
For purposes of developing such courses of study, the Board of Education may establish local advisory councils or utilize the school-based shared decision making and planning committee established pursuant to the Regulations of the Commissioner to make recommendations concerning the content and implementation of such courses. Alternatively, the District may utilize courses of instruction developed by consortia of school districts, boards of cooperative educational services, other school districts, or any other public or private agency. Such advisory council shall consist of, but not be limited to, parents, school trustees and Board members, appropriate school personnel, business and community representatives, and law enforcement personnel having experience in the prevention of child abduction.
AIDS Instruction: 8 New York Code of Rules and Regulations (NYCRR) Sections 135.3(b)(2) and (c)(2) Civil Preparedness: New York State Office of Disaster Preparedness Fire and Arson: Education Law Section 808 Prevention of Child Abduction: Education Law Section 803-a Student Safety: Education Law Section 808 8 New York Code of Rules and Regulations (NYCRR) Sections 107 and 155 Substance Abuse: Education Law Section 804 8 New York Code of Rules and Regulations (NYCRR) Section 135.3(a)
NOTE: Refer also to Policies #3410 -- Code of Conduct on School Property #5640 -- Smoking/Tobacco Use #7320 -- Alcohol, Tobacco, Drugs and Other Substances (Students) District Code of Conduct on School Property
Policy 8212 Animals in the School and on Campus Property
The Board of Education, in recognizing the educational uses of animals in the classroom, requires that permission be obtained from the Building Principal before animals are brought into the school or classrooms. It is the Principal's responsibility to ensure that there is an appropriate educational purpose if any animal is housed in a classroom. Animals are not to be transported on school buses with the exception of animals certified to assist persons with disabilities.
- Study and Care of Live Animals
Any school, which cares for or uses animals for study shall ensure that each animal in the school be afforded the following:
a) Appropriate quarters; b) Sufficient space for the normal behavior and postural requirements of the species; c) Proper ventilation, lighting, and temperature control; d) Adequate food and clean drinking water; and e) Quarters, which shall be cleaned on a regular basis and located in an area where undue stress and disturbance are minimized.
Only the teacher or those students designated by the teacher are to handle the animals.
It shall be the responsibility of the Principal or his/her designee to develop a plan of care for those animals housed in school in the event of an emergency school closing or in the event the animals remain in the classroom on days when school is not in session.
- Dissection of Animals
Any student expressing a moral or religious objection to the performance or witnessing of the dissection of an animal, either wholly or in part, shall be provided the opportunity to undertake and complete an alternative project approved by the student's teacher; provided, however, that such objection is substantiated in writing by the student's parent or legal guardian. Students who perform alternative projects shall not be penalized.
- Instruction in the Humane Treatment of Animals
Students in elementary school must receive instruction in the humane treatment and protection of animals and the importance of the part they play in the economy of nature as well as the necessity of controlling the proliferation of animals that are subsequently abandoned and caused to suffer extreme cruelty.
This instruction may be joined with work in literature, reading, language, nature study, or ethnology.
- Dogs on Campus Property
Dogs will not be allowed on campus at any time unless prior arrangements have been made with building principals for instructional purposes.
- Use of Service Animals
The Board allows the use of service animals on school grounds by individuals with disabilities, subject to restrictions permitted by federal and/or state law, and procedures established by the Superintendent or designee.
A service animal is defined as any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not service animals.
The work or tasks performed by a service animal must be directly related to the individual's disability. The crime deterrent effects of an animal's presence and the provision of emotional support, well-being, comfort, or companionship do not constitute work or tasks for the purposes of this definition. Psychiatric service animals that have been trained to take a specific action to help avoid an anxiety attack or to reduce its effects, however, may qualify as a service animal.
Where reasonable, the Board also allows the use of miniature horses on school grounds by individuals with disabilities. This use will only be permitted where a miniature horse has been individually trained to do work or perform tasks to benefit an individual with a disability. The use of miniature horses by individuals with disabilities is subject to the considerations and restrictions permitted by federal and/or state law.
The Superintendent or designee may create procedures, regulations, and/or building-specific rules regarding the use of service animals and miniature horses on school grounds by individuals with disabilities.
28 CFR §§ 35.104, 35.136, 35.139 Americans with Disabilities Act, 42 United States Code (USC) Section 12101 et. seq. Education Law Section 809 8 New York Code of Rules and Regulations (NYCRR) Section 100.2(c)(8)
Policy 8220 District Investments
Whenever the District has funds (including operating funds, reserve funds and proceeds of obligations) that exceed those necessary to meet current expenses, the Board of Education shall authorize the Business Administrator to invest such funds in accordance with all applicable laws and regulations and in conformity with the guidelines established by this policy. Objectives The objectives of this investment policy are four-fold: Investments shall be made in a manner so as to safeguard the funds of the School District; and Bank deposits shall be made in a manner so as to safeguard the funds of the School District. Investments shall be sufficiently liquid so as to allow funds to be available as needed to meet the obligations of the School District. Funds shall be invested in such a way as to earn the maximum yield possible given the first three (3) investment objectives. Authorization The authority to deposit and invest funds is delegated to the Business Administrator. These functions shall be performed in accordance with the applicable sections of the General Municipal Law and the Local Finance Law of the State of New York. The Business Administrator may invest funds in the following eligible investments: Obligations of the State of New York. Obligations of the United States Government, or any obligations for which principal and interest are fully guaranteed by the United States Government. Time Deposit Accounts placed in a commercial bank authorized to do business in the State of New York, providing the account is collateralized as required by law. [Banking Law Section 237(2) prohibits a savings bank from accepting a deposit from a local government. This also applies to savings and loan associations.] Transaction accounts (demand deposits) both interest bearing and non-interest bearing that do not require notice of withdrawal placed in a commercial bank authorized to do business in the State of New York, providing the account is collateralized as required by law.
Certificates of Deposits placed in a commercial bank authorized to do business in the State of New York providing the Certificates are collateralized as required by law. Securities purchased pursuant to a Repurchase Agreement whereby one party purchases securities from a second party and the second party agrees to repurchase those same securities on a specific future date at an agreed rate of return (the interest rate). Implementation Using the policy as a framework, regulations and procedures shall be developed which reflect:
A list of authorized investments;
Procedures including a signed agreement to insure the School District's financial interest in investments; Standards for written agreements consistent with legal requirements;
Procedures for the monitoring, control, deposit and retention of investments and collateral which shall be done at least once a month;
Standards for security agreements and custodial agreements consistent with legal requirements;
Standards for diversification of investments including diversification as to type of investments, and firms and banks with whom the School District transacts business; and
Standards for qualification of investment agents which transact business with the School District including, at minimum, the Annual Report of the Trading Partner.
This policy shall be reviewed and re-adopted at least annually or whenever new investment legislation becomes law, as staff capabilities change, or whenever external or internal issues warrant modification. General Municipal Law Section 39 Education Law Sections 1604-a, 1723(a), 2503(1) and 3652 Local Finance Law Section 165
Adopted: 11/16/05 Amended: 12/09/09
Policy 8230 Guidance Program
A District plan for the K through 12 guidance program shall be filed in the District office and made available for public review. This plan shall be subject to annual review and revised as necessary in the following areas:
a) Identification of guidance program objectives; b) Activities to accomplish the objectives; c) Identification of staff members and other resources to accomplish the objectives; and d) Provisions for the annual assessment of program results.
- Guidance Program (K through 5)
A coordinated guidance program in grades K through 5 shall be developed and implemented to:
a) Prepare students to participate effectively in their current and future educational programs;
b) Help those students exhibiting any attendance, academic, behavioral or adjustment problems;
c) Educate students concerning avoidance of child sexual abuse; and
d) Encourage parental involvement.
- Guidance Program (6 through 12)
A coordinated guidance program in grades 6 through 12 shall be developed and implemented including the following activities and services:
a) Each student's educational progress and career plans will be reviewed annually;
b) Instruction at each grade level to help students learn about various careers and career planning skills; and
c) Other advisory and counseling assistance which will benefit students such as: helping students develop and implement postsecondary education and career plans; helping those students exhibiting any behavioral or adjustment problems; and encouraging parental involvement;
d) Employment of personnel certified or licensed as school counselors.
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(j)
Policy 8240 Instructional Programs - Driver Education, Exceptionally Talented and Creative, and Physical Education
- Driver Education
A driver education course may be offered under the conditions set forth by the New York State Education Department and Commissioner's Regulations.
Education Law Section 806-a 8 New York Code of Rules and Regulations (NYCRR) Section 107.2
- Exceptionally Talented and Creative Students
The Cooperstown Central School will have a special program to meet the needs of those students identified as being exceptionally talented and creative.
Talented and creative students will include those who show evidence of high performance capability, and exceptional potential, in such areas as general intellectual ability, special academic aptitude or outstanding ability in visual and performing arts. The ETC program is designed to provide educational programs or services, beyond or different from, those normally provided for by the regular school program.
Committees to identify ETC students will be selected and approved annually by the appropriate Principals, with input from the ETC teachers. The selection of ETC students will be based upon teacher recommendations, parent recommendations, achievement test results, class performance and other appropriate measures. Student self-recommendations will also be considered. Additionally, the ETC committees, with the administration, will be responsible for insuring the appropriateness of the individual's program, and the progress of the student throughout the school year. Evaluation of the program,, and recommendations for improvement, will also come under the auspices of the ETC committees and the administration.
Special teaching/learning strategies will be developed and implemented in order to allow ETC students the opportunities to investigate new ideas and areas of critical thinking. A major goal of the program is to have these students develop a strong sense of self, understand their abilities and use those abilities to their greatest potential.
The Exceptionally Talented and Creative Program will meet the requirements established by the State Education Department in order to receive State funding for this program.
Education Law Article 90 and Section 3204(2)(b) 8 New York Code of Rules and Regulations (NYCRR) Section 142
- Physical Education Class
All students, except those with medical excuses, shall participate in physical education in accordance with the Commissioner's Regulations. Any student whose condition precludes participation in a regular program shall be provided with adaptive physical education approved by the Commissioner of Education.
Education Law Sections 803 and 3204 8 New York Code of Rules and Regulations (NYCRR) Section 135.4
Policy 8241 Patriotism, Citizenship, and Human Rights Education
In order to promote a spirit of patriotic and civil service and obligation, as well as to foster in students of the District moral and intellectual qualities which are essential in preparing them to meet the obligations of citizenship, the Board requires students attending District schools, over the age of eight (8) years, to attend instructional courses in patriotism, citizenship, and human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, the Holocaust, and the mass starvation in Ireland from 1845 to 1850 (the "Irish Potato Famine").
The Board also directs that all students attending District schools in grades 8 through 12 receive instruction in the history, meaning, significance and effect of the United States Constitution, the New York State Constitution, and the Declaration of Independence.
The curricula for such courses must include the subjects specified by the Board of Regents and be for the period of instruction, as mandated by the Regents, which is necessary in these subjects in each of the appropriate grades.
One (1) week during each school year a uniform course of exercises shall be provided to teach students, in an age appropriate manner, the purpose, meaning and importance of the Bill of Rights Articles in the United States and New York State Constitutions. These exercises shall be in addition to the above required courses.
The Board directs that the above named subjects, as mandated by law, be addressed in the instructional curricula provided by the District.
Education Law Section 801
NOTE: Refer also to Policy #8242 -- Civility, Citizenship and Character Education/Interpersonal Violence Prevention Education
Policy 8242 Civility, Citizenship, and Character Education - Interpersonal Violence Prevention Education
- Civility, Citizenship and Character Education
The Board of Education recognizes that teaching students respect, civility and understanding toward others, as well as the practice and reinforcement of appropriate behavior and values of our society, is an important function of the School System.
The School District wishes to foster an environment where students exhibit behavior that promotes positive educational practices, allows students to grow socially and academically, and encourages healthy dialogue in respectful ways. By presenting teachers and staff as positive role models, the District stresses positive communication and discourages disrespectful treatment. This policy is not intended to deprive and/or restrict any student of his/her right to freedom of expression but, rather, seeks to maintain, to the extent possible and reasonable, a safe, harassment free and educationally conducive environment for our students and staff.
Furthermore, the District shall ensure that the course of instruction in grades K through 12 includes a component on civility, citizenship and character education in accordance with Education Law. Character education is the deliberate effort to help students understand, care about, and act upon core ethical values.
Character education shall instruct students on the principles of:
a) Honesty; b) Tolerance; c) Personal responsibility; d) Respect for others; e) Awareness and sensitivity to discrimination and/or harassment as defined in the Dignity for All Students Act (DASA); f) Civility in relation to people of different races, weights, national origins, ethnic groups, religions, religious practices, physical or mental abilities, sexual orientations, genders or sexes; g) Observance of laws and rules; h) Courtesy; and i) Dignity, and other traits which will enhance the quality of students' experiences in, and contributions to, the community.
As determined by the Board of Regents, and as further enumerated in Commissioner's Regulations, the components of character education shall be incorporated in existing School District curricula as applicable.
The District encourages the involvement of staff, students, parents and community members in the implementation and reinforcement of character education in the schools.
Education Law Sections 801 and 801-a 8 New York Code of Rules and Regulations (NYCRR) Section 100.2(c)
- Interpersonal Violence Prevention Education
The District will utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12.
Education Law Section 804(4)
Adopted: 11/16/05 Amended: 6/13/12
Policy 8243 School District Coordination with the Clark Sports Center
The Board of Education recognizes the many new and diversified facilities available at the Clark Sports Center. The Board also appreciates the willingness of the gymnasium management to coordinate its programs with those of the Cooperstown Central School.
The Superintendent is therefore authorized to develop joint programs which further school physical education and athletic policies.
Policy 8244 The LaCava Nature Center
The LaCava Nature Center is a specialized educational facility which provides CCS with an opportunity to offer students and other citizens of the community valuable experiences. Use of the Center for educational programs in the school should be promoted, and the community should be made aware of and encouraged to utilize the area.
The Board may appoint a director of the Nature Center each year. The director will be supervised by the High School Principal and his/her duties will be scheduled as necessary over the twelve month period. (This position by nature will entail some summer duties.) Like a department chairperson, the director will prepare a list of goals for the following twelve month period.
The director's job description will be prepared and reviewed annually by the two building principals, and important areas of responsibility will include:
a) Long range planning for use of the Nature Center and the establishment of program-related goals;
b) Establishment of curricular and extra-curricular programs that will make the center an integral part of the school curriculum;
c) Development of in-service programs pertaining to the Center for staff and students;
d) Supervision of upkeep and maintenance of the Center;
e) With the principal, preparation of a budget for the Center to be submitted to the Board by the principal;
f) Promotion of increased community utilization through a public awareness campaign; and,
g) Continuation of efforts to attract external funding for program development and Center maintenance.
The director is expected to work with the whole K through 12 staff and student body to encourage Center use by both schools.
The Board will provide an annual budget for the Nature Center which will include the director's stipend and funds for supplies and maintenance of the Center. These monies will be expended during the twelve month period and all District budgetary rules and regulations will apply.
The director will make a written report to the Superintendent and the Board annually.
Policy 8245 After-School Care Program
The Cooperstown Central School District recognizes that there are students, particularly in the early elementary grades who, because of parent's work schedules and school dismissal time, need after school care. In order to meet the needs of this group of students, the District will operate an AfterSchool Care Program from 2:30 p.m. to 5:30 p.m. on days when school is in session.
The Board of Education will appoint an After-School Care Director, as well as an assistant(s) upon the recommendation of the Superintendent. Staff salaries will be approved by the Board of Education upon the recommendation of the Superintendent. The daily operation of the program will be determined by the Director and his/her assistant(s) with the guidance of an advisory committee from the Cooperstown School Community Association. The Director will be responsible to the Superintendent (or his/her designee) and will make regular reports to the Board through the Superintendent.
The initial costs of the After-School Care Program will be borne by the District. Nevertheless, the District expects that the program will be self sufficient.
All students of the Cooperstown Elementary School in grades K through 5 are eligible to participate in the After-School Care Program. However, due to several physical and economic constraints, participation in the program may be limited on a first come, first serve basis. Full-time students will be given preference over regular part-time students.
In the event that the District receives grant funding from the Creating Rural Opportunities Partnership (CROP), the regulations governing that federal after school program will be in effect.
Policy 8246 Summer School
The School District may provide summer school in any given year, but is not required to do so. Summer school is an additional opportunity to meet the needs of students by providing courses for enrichment, acceleration, and improvement of skills or making up course work from the regular school year.
Summer School Program Requirements
- Summer Elementary School
A summer elementary school shall provide an elementary school program during the months of July and August of at least twenty (20) hours of instruction. Daily instructional sessions must be provided of at least one (1) hour but not more than five (5) hours.
- Summer Secondary School
Summer secondary school shall provide a secondary school program during the months of July and August of at least twenty (20) hours of instruction, exclusive of days used for registration, final examinations or Regents examinations. Daily instructional sessions must be provided of at least one (1) hour but not more than five and one half (5 1/2) hours.
- Resident Students - Public, Nonpublic and Home Schooled
When the School District operates a summer school or participates in a Board of Cooperative Educational Services (BOCES) regional summer school, all resident students, including public, nonpublic, and home-schooled students, are entitled to attend the District's summer school program. For the purpose of summer school instruction, a resident nonpublic school student is not considered to be an enrollee of the nonpublic school. The School District cannot charge resident students fees for any part of the District's program offered to meet high school diploma requirements. However, students must meet any academic requirements for a particular course.
- Nonresident Students
When the District operates a summer school or participates in a BOCES regional summer school, the District decides whether or not it will accept nonresident students. The District must treat all nonresident applicants equally and may charge tuition calculated in accordance with Commissioner's Regulations Section 174.2.
- Students with Disabilities
Students with disabilities are entitled to attend summer school on the same basis as their nondisabled peers. Students who qualify under Section 504 of the Rehabilitation Act of 1973 are entitled to those accommodations deemed necessary to ensure access to all public school programs and activities. If a student with a disability requires accommodations to participate in a summer school program, the District is required to provide necessary supports and services, including testing accommodations.
Students with disabilities receive extended school year programs and services if the Committee on Special Education (CSE) determines for particular students that the programs and services are required to prevent substantial regression during July and August.
Part 104 of Commissioner's Regulations pertaining to attendance applies to all students enrolled in scheduled instruction during the school year from July 1 through June 30, including summer school. The School District must use the same Board-approved attendance policy for summer school that is used during the regular school year. Summer school attendance requirements are based on a proration of the regular year attendance requirements.
- Minimum Attendance for Course Credit
Commissioner's Regulations Section 104.1 specifically authorizes school districts to adopt minimum attendance requirements, which distinguish between excused and unexcused student absences for the purpose of awarding course credit. Such policies may provide that a properly excused student absence does not count as an absence for the purpose of determining course credit eligibility if the student has performed any assigned make-up work. Minimum attendance requirements for the purpose of awarding course credit will be in accordance with the District's Comprehensive Student attendance policy as may be applicable.
- Recognition of Earned Credit
All New York State registered high schools must grant transfer credit for all credit awarded by any public or nonpublic registered New York State high school. After consultation with relevant faculty, the High School Principal may also grant transfer credit for work done at institutions other than New York State registered high schools upon determining that the work is consistent with New York State learning standards and was comparable in scope and quality to the work done in the District high school(s).
- Contracting for Instruction
The School District may contract for summer school instruction with another school district or with a BOCES. These courses must be provided at no cost to resident students. No contracts or agreements regarding the provision of elementary, middle or secondary level instruction may be made with any other entity.
Education Law Sections 807, 917, 1950, 2040, 3602(1)(g), 3602(39), and 4402(2)(a) 8 New York Code of Rules and Regulations (NYCRR) Parts 104, 110, and 112 and Sections 100.5(d)(5)(i), and 136.4
Policy 8248 Outside Speakers
Assemblies and classroom presentations by speakers who are not employees of the school district should be used to enrich our curricular program. In addition to providing enrichment for children beyond that which can be provided by our regular teaching staff, such programs provide an important opportunity for indigenous community talent to assist in the programs of our school district. Such speakers should be based on the appropriateness of the program vis-à-vis our curricular objectives and the ability to schedule the program with minimal disruption to the school's regular program.
In selecting speakers who are not school district employees, a recommendation from other school districts or recognized professional organizations must be on file before a decision is made to commit to any particular speaker. In lieu of this, speakers may be selected with the expressed approval of the Superintendent or his/her designee if recommended by a current staff member. A professional staff member must be in attendance at any assembly or classroom presentation given by speakers who are not employees of the school district. Individual assessments of each individual should be made where appropriate by the sponsor and kept on file for future reference.
Policy 8249 Armed Forces Guidance
The Board of Education recognizes service in the Armed Forces of the United States is a post graduation option for students. Armed Forces representatives will therefore be given the same opportunities for presentations and student contracts accorded other career and educational institutions. (State Education Law 2-A)
a) Armed Forces Representatives should request in writing an appointment to meet with students. This same process applies to college and employment representatives. The appointment time and date will be announced to students one week in advance. Students who wish to attend an Armed Forces presentation will sign up in the Guidance Office, and a pass will be granted to meet with the recruiter. Students should use study hall time and not class time for these meetings. If this is not possible, a presigned pass from the classroom teacher must be obtained.
b) The Guidance Staff will encourage parental involvement in cases of student interest. Recruiters are requested to contact parents directly before meeting with their son or daughter.
c) The Armed Services Vocational Aptitude Battery (ASVAB) is a recognized standardized test that is used by Cooperstown Central School students to determine an individual's aptitude, strengths and weaknesses. The test results are used by students when making important educational decisions. They are also used by colleges and employers, but will only be used for Armed Forces recruitment purposes when a student personally releases his/her results to military personnel.
d) At the end of the Junior year, each student will be asked if he/she wants his/her name and other directory information given to military recruiters the following October. Directory information for those students wishing to be included will be name, address, date of birth and phone number.
Policy 8250 Evaluation of the Instructional Program
Evaluation may be concerned with the extent to which:
a) Each student achieves in accordance with his/her ability;
b) Each staff member performs at full potential;
c) The total learning environment, including instructional processes, physical facilities, and the educational program, remains consistent with the needs of students and the larger society and contributes to the accomplishment of the goals of the school.
The Board of Education expects staff members to maintain a continual program of evaluation at every level to determine the extent of progress toward the schools' objectives. The Board of Education will periodically request the Superintendent to present factual information that it considers necessary to evaluate the effectiveness of the School System.
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(m)
Policy 8251 Course Adoption/Deletion
The Board will rely on its professional administrators to oversee the design and implementation of instructional programs and courses of study that will forward the educational goals of the District.
All course offerings will be reviewed by the Superintendent, who will make recommendations regarding their adoption or deletion by the Board. All courses must meet or exceed guidelines established by the State Department of Education. Any course that does not meet guidelines established by the State Education Department should be considered for deletion.
If the course no longer meets the needs or goals of the District, it should be considered for deletion.
Administration regulations will be developed by the Superintendent.
Policy 8260 Title I Parent and Family Engagement
The District will collaborate with parents and other family members to help students participating in Title I programs reach their full academic potential and to improve the District's overall academic quality. As part of its collaboration, the District will conduct outreach; plan and implement programs, activities, and procedures for parent and family member engagement; and consult meaningfully with parents and family members.
- District-Wide Parent and Family Engagement *
To facilitate parent and family participation, the District will:
a) Involve parents and family members in jointly developing this policy, its Title I Plan, and its support and improvement plans. If the parents or family members indicate that the Title I plan is not satisfactory, the District will submit their comments to the State Education Department along with the plan;
b) Improve student academic achievement and school performance through coordination, providing; technical assistance, and giving support necessary to assist and build the capacity of all participating schools in planning and implementing effective parent and family engagement activities, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;
c) Coordinate and integrate parent and family engagement strategies with other relevant federal, state, and local programs;
d) Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of its Title I schools. The evaluation will include identifying:
1. Barriers to greater participation by parents and family members in Title I activities, with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background;
2. The needs of parents and family members to assist with their child's learning, including engaging with school personnel and teachers; and
3. Strategies to support successful school and family interactions.
e) Use the evaluation's findings to design evidence-based strategies for more effective parent and family member engagement, and to revise the policy, if needed;
f) Involve parents in Title I activities, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the District to adequately represent the students' needs, to develop, revise, and review the parent and family engagement policy; and
g) Involve parents and family members in decisions regarding how it spends funds reserved for parent and family engagement activities.
- School-Level Parent and Family Member Engagement *
The Board directs each school receiving Title I funds to develop a building-level parent and family member engagement plan with that school's parents and family members. In addition to the content included above, each school building-level plan will:
a) Describe how to convene an annual meeting, at a convenient time, to inform parents and family members of their school's participation in Title I programs, to explain Title I requirements, and to identify the right of the parents and family members to be involved. All parents and family members of these children will be invited and encouraged to attend the meeting;
b) Offer flexibility in scheduling meetings, and may provide transportation, child care, or home visits, related to parent and family member engagement, using Title I funds;
c) Involve parents and family members in an organized, ongoing, and timely way in planning, reviewing, and improving Title I programs, including this policy;
d) Provide parents and family members with timely information about programs, a description and explanation of the curriculum in us, the forms of academic assessment used to measure student progress, the achievement levels of the challenging state academic standards, and, if requested by parents or family members, opportunities for regular meetings to formulate suggestions and to participate in decisions relating to their child's education. The District will respond to any suggestions as soon as practicably possible; and
e) Develop a compact jointly with parents and family members that outlines how they, school
staff and students will share responsibility for improved student academic achievement. The compact will also detail the means by which the school and parents and family members will build and develop a partnership to help all children achieve the state's standards.
f) Have a compact that:
1. Describes the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment to enables these students to meet the challenging state academic standards;
2. Describes the ways in which each parent or family member will be responsible for supporting the child's learning, volunteering in the child's classroom, and participating, as appropriate, in decisions relating to the child's education and positive use of extracurricular time; and
3. Addresses the importance of communication between teachers and parents or family members on an ongoing basis through, at a minimum:
(a) Parent or family member-teacher conferences in elementary schools, at least annually, during which the compact will be discussed as it relates to the individual child's achievement;
(b) Frequent reports to parents or family members on the child's progress;
(c) Reasonable access to staff, opportunities to volunteer and participate in the child's class, and observing their classroom activities; and
(d) Ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand.
If the parents or family members believe that the building-level parent and family engagement plan is not satisfactory, the school will submit their comments when it makes the plan available to the District.
To ensure effective involvement of parents or family members and to support a partnership among the school involved, parents or family members, and the community, to improve student academic achievement, the District and each school will:
a) Provide assistance to parents or family members of children served by the District or school to understand topics such as the challenging state academic standards, state and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of the children. Parents requesting assistance and information regarding State requirements and assessments are encouraged to contact the appropriate building principal;
b) Provide materials and training to help parents or family members to work with the children to improve their achievement, such as literacy training and using technology (including education about the harms of copyright piracy), to foster parent and family member engagement;
c) Educate teachers, specialized instructional support personnel, principals, and other school leaders, with the assistance of parents or family members, in the value and utility of parent or family member contribution, and in how to reach out to, communicate with, and work with parents or family members as equal partners; implement and coordinate parent or family member programs; and build ties between parents or family members and the school;
d) Coordinate and integrate, to the extent feasible and appropriate, parent and family member engagement programs and activities with federal, state, and local programs, including public preschool programs that encourage and support parents and family members in more fully participating in the education of the children;
e) Ensure that information related to school and parent and family member programs, meetings, and other activities is sent to the parents or family members of participating children in a format and, to the extent practicable, in a language the parents or family members can understand;
f) Provide other reasonable support for parent and family member engagement activities as parents or family members may request.
In addition, the District and each school may:
a) Involve parents or family members in developing training for teachers, principals, and other educators to improve the effectiveness of this training;
b) Provide necessary literacy training from funds received under this part if the District has exhausted all other reasonably available sources of funding for the training;
c) Pay reasonable and necessary expenses associated with local parent and family member engagement activities, including transportation and child care costs, to enable parents and family members to participate in school-related meetings and training sessions;
d) Train parents or family members to enhance the involvement of other parents or family members;
e) Arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents or family members who are unable to attend these conferences at school, to maximize parent and family engagement and participation;
f) Adopt and implement model approaches to improving parent and family engagement;
g) Establish a District-wide parent and family member advisory council to provide advice on all matters related to parent and family member engagement in supported programs; and
h) Develop appropriate roles for community-based organizations and businesses in parent and family member engagement activities.
In carrying out the parent and family member engagement requirements, the District and its schools, to the extent practicable, will provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports in a format and, to the extent practicable, in a language they understand.
- Procedures for Filing Complaints/Appeals
The District will disseminate free of charge to parents and family members of children in Title I programs, and to appropriate private school officials or representatives, adequate information regarding the District's written complaint procedures for resolving Title I issues.
- Comparability of Services *
The District will ensure equivalence among its schools of the same grade span and levels of instruction with regard to teachers, administrators, and auxiliary personnel, as well as equivalence in providing curriculum materials and instructional supplies in Title I programs.
Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized by the Every Student Succeeds Act of 2015 20 USC §§ 6318 and 6321 34 CFR Parts 74-86, 97-99, and 200
* Please refer to the District’s Response to Intervention (RtI) Plan.
Amended: 04/04/06 04/02/08 03/22/17
Policy 8270 Instructional Technology
The Board of Education recognizes its responsibility to further the District's educational goals through the use of appropriate and high quality technological materials and equipment. For the purpose of this policy, technology refers to computers, interactive videodiscs, Compact Disc-Read Only Memory (CD-ROM) devices, local area networks, satellite transmission and other telecommunications equipment.
Continuing advances in technology are bringing about changes that have an increasing impact on the way we obtain, process, evaluate and use information. Therefore, the District is committed to:
a) A comprehensive staff development program to ensure appropriate and effective use of technology.
b) The preparation of students to utilize multiple types of technology.
c) The integration of technology within and across all curriculum areas.
d) The equitable distribution and access to technological equipment and materials for all students.
e) The promotion of technology as an alternative to traditional methods of gathering, organizing and synthesizing information.
f) The provision of sufficient funds, within the budgetary constraints of the Board, for the implementation of technology instruction.
The Board directs the Superintendent or his/her designee to assess the technological needs of the District's instructional program, research and review current materials and make recommendations to the Board.
Policy 8271 The Children's Internet Protection Act - Internet Content Filtering/Safety Policy
In compliance with The Children's Internet Protection Act (CIPA) and Regulations of the Federal Communications Commission (FCC), the District has adopted and will enforce this Internet safety policy that ensures the use of technology protection measures (i.e., filtering or blocking of access to certain material on the Internet) on all District computers with Internet access. Such technology protection measures apply to Internet access by both adults and minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use of computers by minors, considered harmful to such students. Further, appropriate monitoring of online activities of minors, as determined by the building/program supervisor, will also be enforced to ensure the safety of students when accessing the Internet.
Further, the Board of Education's decision to utilize technology protection measures and other safety procedures for staff and students when accessing the Internet fosters the educational mission of the schools including the selection of appropriate teaching/instructional materials and activities to enhance the schools' programs; and to help ensure the safety of personnel and students while online.
However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA.
In addition to the use of technology protection measures, the monitoring of online activities and access by minors to inappropriate matter on the Internet and World Wide Web may include, but shall not be limited to, the following guidelines:
a) Ensuring the presence of a teacher and/or other appropriate District personnel when students are accessing the Internet including, but not limited to, the supervision of minors when using electronic mail, chat rooms, instant messaging and other forms of direct electronic communications. As determined by the appropriate building administrator, the use of e-mail and chat rooms may be blocked as deemed necessary to ensure the safety of such students;
b) Monitoring logs of access in order to keep track of the web sites visited by students as a measure to restrict access to materials harmful to minors;
c) In compliance with this Internet Safety Policy as well as the District's Acceptable Use Policy, unauthorized access (including so-called "hacking") and other unlawful activities by minors are prohibited by the District; and student violations of such policies may result in disciplinary action; and
d) Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal identification information regarding such students.
The determination of what is "inappropriate" for minors shall be determined by the District and/or designated school official(s). It is acknowledged that the determination of such "inappropriate" material may vary depending upon the circumstances of the situation and the age of the students involved in online research.
The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection measure," "sexual act," and "sexual contact" will be as defined in accordance with CIPA and other applicable laws/regulations as may be appropriate and implemented pursuant to the District's educational mission.
Under certain specified circumstances, the blocking or filtering technology measure(s) may be disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor, or other person authorized by the School District.
The School District shall provide certification, pursuant to the requirements of CIPA, to document the District's adoption and enforcement of its Internet Safety Policy, including the operation and enforcement of technology protection measures (i.e., blocking/filtering of access to certain material on the Internet) for all School District computers with Internet access.
- Internet Safety Instruction
In accordance with New York State Education Law, the School District may provide, to students in grades K through 12, instruction designed to promote the proper and safe use of the Internet. The Commissioner shall provide technical assistance to assist in the development of curricula for such course of study which shall be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the Internet.
The District's Acceptable Use Policy and accompanying Regulations will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and student's obligations when accessing the Internet.
Student access to District’s computer system will automatically be provided unless the parent has submitted written notification to the District that such access not be permitted. Procedures will be established to define the process by which parents may submit a written request to deny or rescind student use of District computers.
The District has provided reasonable public notice and has held at least one (1) public hearing or meeting to address the proposed Internet Content Filtering/Safety Policy prior to Board adoption. Furthermore, appropriate actions will be taken to ensure the ready availability to the public of the District's Internet Content Filtering/Safety Policy, as well as any other District policies relating to the use of technology.
47 United States Code (USC) Sections 254(h) and (l) 47 Code of Federal Regulations (CFR) Part 54 Education Law 814
Amended: 02/06/08 04/07/10
Policy 8280 Instruction for English Language Learners or Students with Limited English Proficiency
The Board of Education recognizes its responsibility to ensure that students of foreign birth or ancestry, who have limited English proficiency (LEP) or English Language Learners (ELL), are provided with an appropriate program of bilingual transitional education or a free-standing program of English as a Second Language (ESL).
The District has developed a comprehensive plan to meet the educational needs of students with limited English proficiency. The plan will be kept on file in the District and made available for SED review upon request. The plan includes:
a) The District’s philosophy for the education of ELL/LEP students;
b) Administrative practices and procedures to:
1. Diagnostically screen students for limited English proficiency;
2. Identify students with limited English proficiency;
3. Annually evaluate each ELL/LEP student including his/her performance in content areas to measure the student’s academic progress.
c) A description of the nature and scope of the bilingual and/or English as a second language instructional program and services available to ELL/LEP students;
d) A description of the criteria used by the District to place ELL/LEP students in appropriate bilingual or free-standing English as a second language programs;
e) A description by building of the curricular and extracurricular services provided to ELL/LEP students;
f) A description of the District and school level procedures for the management of the program, including staffing, site selection, parental notification, coordination of funds, training, and program planning.
The instructional programs and services available to limited English proficient pupils to help them acquire English proficiency may include, pursuant to Commissioner's Regulations, bilingual education programs, free-standing English as a second language programs, appropriate support services, transitional services, in-service training, and parental notification.
A student who, as a result of a disability, scores below the State designated level on the Language Assessment Battery-Revised (LAB-R) or the NYS English as a Second Language Achievement Test (NYSESLAT) shall be provided special education programs and services in accordance with the individualized education program (IEP) developed for such student and shall also be eligible for services available to an ELL/LEP student when those services are recommended in the IEP. Such a student will be counted as an ELL/LEP student as well as a student with a disability for purposed of calculating State aid.
The parent/guardian of a student identified as an English language learner or as limited English proficient shall be informed in his/her native language, if necessary, of the student's identification for and/or participation in an English language learner instructional program as well as other school related information.
The Superintendent shall ensure that all data required by the Commissioner's Regulations is submitted to the State Education Department in a timely manner.
Title I of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001, Sections 1112(g) and 3302(a) Education Law Sections 207, 215, 2117, 3204(2)(2-a), 3602 and 3713 8 New York Code of Rules and Regulations (NYCRR) Section 100.2(g) and Parts 117 and 154
Policy 8310 Purposes of Instructional Materials
The purpose of instructional materials shall be to implement, enrich, and support the educational program of the school.
Instructional materials should contribute to the development of positive social and intellectual values of the students.
The Board of Education shall provide the faculty and students in the District with such instructional materials as are educationally needed and financially feasible to make the instructional program meaningful to students of all levels of ability.
Education Law Section 701
Policy 8320 Selection of Library and Audiovisual Materials
The Board of Education agrees that the responsibility of the school library is:
a) To provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the students served.
b) To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards.
c) To provide a background of information that will enable students to make intelligent judgments in their daily lives.
d) To provide materials on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical reading and thinking.
e) To provide materials representative of the many religious, ethnic, and cultural groups and their contribution to our American heritage.
f) To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library.
In interpreting these principles, the following will apply:
a) Broad and varied collections will be developed systematically by the librarian based on recommendations of the professional staff and suggestions of students and parents. Final approval will be made by the building principal.
b) Qualitative standards of selection involving factual accuracy, authoritativeness, artistic quality and appeal will be applied by librarians before purchases are made.
c) Materials will not be excluded because of the race, nationality, political opinions or religious views of the author.
d) Materials will be continuously re-evaluated in relation to changing curriculum and instructional needs. Worn out, out-dated materials will be discarded.
Rules of the Board of Regents Section 21.4
Policy 8330 Objection to Instructional Materials
Any criticism of instructional materials that are in the schools should be submitted in writing to the Superintendent. The Board of Education will be informed. A committee, including the librarian and building principal, will be designated by the Superintendent to investigate and judge the challenged material according to the principles and qualitative standards stated in Policy #8320 -- Selection of Library and Audiovisual Materials.
Curriculum Areas In Conflict With Religious Beliefs
In accordance with applicable law and regulation a student may be excused from the study of specific materials if these materials relating to health and hygiene are in conflict with the religion of his/her parents/guardians. Alternatives may be provided that are of comparable instructional value.
Education Law Section 3204(5) 8 New York Code of Rules and Regulations (NYCRR) Section 135.3
NOTE: Refer also to Policies #8320 -- Selection of Library and Audiovisual Materials #8360 -- Religious Expression in the Instructional Program
Controversial issues may be studied as part of the curriculum and teachers shall present these issues in their classrooms in an impartial and objective manner.
Teachers wishing to call upon outside speakers in the presentation of controversial issues are required to obtain the approval of the principal who shall keep in mind the obligation for presenting opposing views as well, and who shall inform the Superintendent prior to the presentation.
It is recognized that parents and citizens of the community have a right to protest to the school administration when convinced that unfair and biased presentations are being made by the teacher. In considering such protests, the Superintendent of Schools shall provide for a hearing so that both parties may fairly express their views. If requested, the Superintendent's decision may be appealed to the Board of Education.
Policy 8340 Textbooks/Workbooks
The term "textbook" shall refer to a book supplied to a student for a fixed period of time for his/her personal use and basic to the study of a subject.
The Board of Education shall make provision for funds to be budgeted for the purchase of textbooks and related instructional materials.
Upon the recommendation of the Superintendent of Schools, the Board of Education shall designate the textbooks to be used. Textbooks once designated cannot be superseded within a period of five (5) years except by a three-fourths (3/4) vote of the Board.
Students will be required to pay for lost books or for excessive damage to books.
Textbooks for Resident Students Attending Private Schools
Resident students attending private schools will be supplied non-sectarian textbooks in accordance with the requirements of Education Law.
The Board of Education shall approve the expenditure of funds for the purchase of workbooks and manuals.
The term "workbook" shall refer to the type of book that provides spaces to write in and is consumed each year. It is usually paper-covered and designed to be used in connection with a textbook.
Education Law Article 15
Policy 8350 Use of Copyrighted Materials
It is the intent of the Board of Education to abide by the provisions of the United States Copyright Law (Title 17 United States Code Section 101 et seq.).
All employees are prohibited from copying materials not specifically allowed by the copyright law, fair use guidelines, licenses or contractual agreements, or the permission of the copyright proprietor.
Any employee who willfully disregards the copyright policy shall be in violation of Federal Copyright Laws and District policy and shall assume all liability.
A copyright officer may be appointed by the Superintendent to provide information for all personnel regarding current copyright law and to maintain copyright records.
Regulations and procedures shall be developed by the administration detailing what can and cannot be copied. Appropriate copyright notices will be placed on or near all equipment used for duplication.
Title 17 United States Code (USC) Section 101 et seq.
Policy 8360 Religious Expression in the Instructional Program
The Board of Education acknowledges the importance of religion to the understanding of society and the richness of the human experience. In approaching the teaching about religion in the school, the District will be guided by three concepts when making decisions about the appropriateness of activities for inclusion in the school program: the activity should have a secular purpose; the activity should neither advance nor inhibit religion; and the activity must not foster an excessive entanglement of "government" with religion.
Nurturing the development of knowledge and respect for the rights of all cultural and religious groups is a continuing goal of the School District. Students, faculty and administration are reminded of the pluralism of religious beliefs and are urged to be conscious of and respect the sensitivity of others.
Opportunities to learn about cultural and religious traditions should be provided within the framework of the curriculum. Information about religious and cultural holidays and traditions focusing on how and when they are celebrated, their origins and histories should be part of this instruction. This educational opportunity should be handled with great care, sensitivity and respect for the feelings and beliefs of individuals.
An environment should be created and encouraged where students of various ethnic backgrounds feel comfortable in sharing comments about their religious and cultural traditions. No student should be singled out to share or participate in such discussions solely on the basis of that student's identification with the cultural/religious heritage being addressed. A student's preference not to share or participate in such discussions should be honored and respected without penalty.
- School Activities Related to Religious Holidays or Themes
School activities related to the teaching about religious holidays or themes must be consistent with, representative of, and congruent with the District's curriculum.
In planning school activities related to the teaching about religious holidays or themes, special effort must be made to ensure that the activity is not devotional and that students of all faiths can join without feeling they are betraying their own beliefs.
In planning school activities related to the teaching about religious holidays or themes, age appropriate activities are encouraged within the framework of the curriculum. Teaching about religious and cultural holidays may include such special activities as parties and special foods, if they reinforce educational goals.
- Symbols in the Schools
The purpose of using religious symbols should be to teach about religious concepts and traditions, and to convey historical or cultural content, not to promote or celebrate religious concepts, events or holidays.
- Music in the Schools
The purpose of using religious music should be to teach musical concepts, to convey historical and cultural content, or to create aesthetic experiences in a setting which emphasizes artistic expression and educational value, not to promote or to celebrate a religious faith.
- District Calendar
The days on which members of a religious group may be absent to observe a religious holiday (legal absence) will be noted on the school planning calendar and the District calendar distributed to parents/guardians. Out of respect for a student's observance of these holidays, teachers will be sensitive to the needs of the student by allowing them to make up all class work, homework, and tests without penalty. Parents/guardians are encouraged to notify the school prior to the absence in order to assist the staff in instructional planning and in meeting the needs of the student.
- Curriculum Areas in Conflict with Religious Beliefs
Students shall be given the option to be excused from participating in those parts of an activity, program, or area of instruction involving a religious theme which conflicts with their own religious beliefs or that of their parents/guardians in accordance with applicable law and regulations. Alternatives may be provided that are of comparable instructional value.
Administrative regulations will be developed to implement the terms of this policy. Further, the District shall vigorously publicize and disseminate this policy and accompanying regulations in order to ensure community, faculty, student, and parental/guardian awareness.
United States Constitution, First Amendment Equal Access Act, 20 United States Code (USC) Sections 4071-4074
Elementary and Secondary Education Act, Section 9524, as amended by the No Child Left Behind Act of 2001 Education Law Sections 1609(9) and (10), 1709(1) and (3), 3204(5) and 3210 8 New York Code of Rules and Regulations (NYCRR) Sections 16.2 and 109.2
NOTE: Refer also to Policies #7460 -- Constitutionally Protected Prayer in the Public Schools #8330 -- Objection to Instructional Materials
Policy 8410 School Calendar and School Day
- School Calendar
The Superintendent shall be responsible for the preparation of a school calendar to be presented to the Board for adoption.
- School Day
The school day shall be set by the Superintendent with approval of the Board.
Education Law Sections 3204(4) and 3604(7)(8) 8 New York Code of Rules and Regulations (NYCRR) Section 175.5
Policy 8420 Opening Exercises
The Board directs the administration to include the Pledge of Allegiance as part of the opening exercises in all the schools. Under certain circumstances, such as religious conviction, individuals may be excused from this requirement as a protection of their Constitutional rights.
Education Law Section 802 8 New York Code of Rules and Regulations (NYCRR) Section 108.5
Policy 8430 Independent Study
Independent study, for credit, will be available to meet special individual needs of students in grades 11 and 12, exceptions may be made with administrative approval. Credit shall be granted only for courses in the approved curriculum.
8 New York Code of Rules and Regulations (NYCRR) Section 100.5(d)(1)
Policy 8440 Homework
The Board of Education acknowledges the educational validity of homework as an adjunct to and extension of the instructional program of the schools. "Homework" shall refer to those assignments to be prepared by the student outside of the school or independently while in attendance at school.
Policy 8450 Home Tutoring - Temporary Instruction
Resident children attending public or non-public schools who qualify for home tutoring due to a long term illness (an absence of at least two weeks) shall be provided with such instruction in accordance with New York State Education Law and Commissioner's Regulations.
Procedures for students requiring home tutoring shall be developed under the direction of the Superintendent or his/her designee.
Education Law Sections 1604(20), 1709(24), 3202, and 4401 8 New York Code of Rules and Regulations (NYCRR) Section 175.21
The Board recognizes that field trips are an educationally sound and important ingredient in the instructional program of the schools.
A field trip means any journey by a group of students away from the school premises, under the supervision of a teacher, which is an integral part of an approved course of study and conducted for the purpose of affording a first-hand educational experience not available in the classroom.
Field trips are a part of the curriculum of the schools, and student conduct and attendance on field trips are governed by the same rules that govern regular classroom activities. The District must obtain written parental/guardian permission for students going on school-sponsored field trips.
The Superintendent will prepare procedures for the operation of a field trip activity. Field trip support will be determined annually by the Board during its budget deliberations. Regardless of the fiscal support for field trips, the rules of the District for approval and conduct of such trips will apply.
The Superintendent/designee may cancel previously approved field trips due to extenuating circumstances.
NOTE: Refer also to Policies #3410 -- Code of Conduct on School Property #5730 -- Transportation of Students District Code of Conduct Commissioners Decision 14349
Policy 8461 Student Travel
The District recognizes that domestic or international travel can be an enriching and rewarding experience for many students. Properly planned and chaperoned, these types of trips offer a broad range of educational experiences that will add value to being a student in the District. This policy is distinct from the policy and regulations governing field trips: travel under this policy is not linked to curriculum.
1) School Sponsored Travel
A school-sponsored trip is one that has been presented to the Board of Education for consideration and approval through the superintendent in the time frame established through regulation. The District reserves the right of approval of such trips based on certain criteria such as but not limited to safety and security of the destination, proper planning and educational value of the experience, expense to the individual student, any necessary fundraising, District calendar and class schedule, selection of chaperones, emergency plan, type and safety of transportation to be used, and the risk and liability to the District.
The District may require all students attending a school sponsored trip – whether day trip or overnight – to turn in a signed parent or guardian permission slip. If there is a fee to attend the trip, all students will be required to have the same fee paid on their behalf.
A) Ground Transportation. Pupil ground transportation includes any mode of vehicular transportation necessary to transport students on an approved school sponsored trip. Such forms of transportation may include (1) public contractor charter buses, (2) District charter buses, (3) private contractor charter buses, (4) wheelchair transportation service, or (5) authorized private passenger car.
No student drivers are to be allowed. Prior to approving transportation for a schoolsponsored trip, the District must take care to diligently investigate the transportation provider.
The number of passengers in a vehicle, in addition to the driver, shall not exceed the number of operational passenger seat belts in the vehicle. Seat belts must be worn by every passenger in the vehicle.
(1) Volunteer Driver A volunteer driver must be an employee of the District or an employee of another agency who transports District students on school sponsored trips in a passenger vehicle registered to the driver and/or the driver’s spouse, or another agency, not to the District. A volunteer driver must:
a. Be 25 years of age or older. b. Give no reasonable evidence of impaired ability to drive. c. Comply with any restrictions noted on the driver's license (e.g., eyeglasses). d. Have a current inspection sticker for the vehicle to be driven. e. Possess and present to the authorizing party and the trip organizer a valid, non-probationary driver's license and auto registration, along with the following information, any of which may be photocopied and retained by the District: 1. name, address, phone number 2. license number 3. the make and year of the vehicle transporting students 4. name of insurance company and copy of New York State Insurance Card 5. restrictions 6. number of points for moving violations 7. New York State Registration number 8. copy of inspection sticker 9. number of seat belts in vehicle to transport students
Emergency situations are those instances when a staff member may be asked to provide transportation for a student under some emergency circumstances. An emergency covers those instances which occur without prior notice and for which neither the parent/guardian nor the District is able to provide transportation. Chaperones will have in their possession appropriately completed medical authorization forms for all field trip participants. Although not mandated as a condition of employment, the cooperation of all staff is sought in providing emergency transportation for pupils in need.
1. For all school-sponsored trips, not including interscholastic athletic events, music groups, and school orientation visits, the number of students to adults will be no more than 12:1. Adult chaperones must be at least 21 years of age.
2. Interscholastic athletic events, music groups and school orientation visits will require a ratio of no more than 20 students per adult unless otherwise authorized by the Superintendent or the Superintendent’s designee.
3. All school-sponsored trips must have an adult chaperone, coach, or advisor on a bus prior to the bus leaving the school.
4. When private vehicles are used for transportation, all cars must leave and return together. 5. When a volunteer's license indicates a physical impairment (hand controls required) That prevents the volunteer from supervising students outside of the vehicle, one to the five (5) passengers in that car must be another adult to assist in supervising activities of the students outside the car.
C. International Travel
1. Travel Warnings
Travel will not be approved by the District to locations where there is question of safety of participants, or a U.S. Department of State warning is in effect. Travel warnings for individual countries and announcements for particular regions are available at the State Department’s website, which, at the time of this policy’s adoption, may be found at https://travel.state.gov/content/passports/en/aler... Participants must provide to the District evidence (which can be electronic) of registration with the State Department identifying the regions where travel will occur. See https://travelregistration.state.gove/ibrs/ui/. Health information from the U.S. Centers for Disease Control on specific destinations is available at http://www.csc.gov/travel through the World Health Organization at http://www.who.int/ith/en and through the U.S. Department of Agriculture at http://www.aphis.usda.bove/travel/.
2. Permission and Liability
The principal is responsible for obtaining and retaining on file any of the following as directed by the Board of Education: written parental permission, medical authorization and information, and indemnity clause forms for each student participating in the program. The principal will confirm that plans and travel arrangements have been provided to participants and their parents/guardians. Contracts for transportation and/or travel agencies shall be secured and signed in accordance with the District’s procurement policies and procedures.
D. Cancellation of Trip After Approval
Any well planned trip may be at risk of cancellation due to extenuating circumstances. In the event of a District approved trip cancellation, the District will not bear responsibility for financial loss to individuals enrolled to go on the trip. The advisor will work through all contracted agencies to recoup funding whenever possible, to offset individual's burden of loss.
ii. Non-School Sponsored Travel
Any trip not approved by the Board of Education will be considered a non-school sponsored trip. Such trips may still be taken, however they may not use District resources, including but not limited to employees during their contractual work hours, facilities, equipment, materials or funds; to plan, advertise, promote, manage or finance the trip. All materials regarding the trip should clearly designate in all correspondences that it is a non-school sponsored trip. Classrooms during the school day shall not be used for the presentation or distribution of trip information, and trip information should not be distributed through school mail. Informational meetings for students and/or families should only be held in school buildings if it is after school hours and only if the required permission for building use is granted under District policies and regulations.
Policy 8470 Home Instruction (Home Schooling)
From time to time, parents will choose to instruct their children at home. Although New York State law does not recognize home schools as private elementary or secondary schools, the School District will attempt to cooperate with parents who wish to provide home schooling for their children realizing that the child who is educated at home should receive an education in a manner consistent with an educational plan and at least substantially equivalent to that given to students of like age and attainments in the local public schools. The required subjects should be taught in a competent, systematic, and sequential manner, specifically in relation to the required courses as enumerated in Commissioner's Regulation Section 100.10.
Primary responsibility for determining compliance with Commissioner’s Regulations addressing home instruction rests with the Superintendent of Schools of the school district in which a homeinstructed student resides.
- Provision of Services to Home-Instructed Students
They are not awarded a high school diploma. A high school diploma may only be awarded to a student enrolled in a registered secondary school who has completed all program requirements set by the Board of Regents, the school or the District.
a) Extracurricular Participation
Students instructed at home are not eligible to participate in interscholastic sports. Commissioner's Regulations mandate that only students enrolled in the public school are allowed to participate in interscholastic sports.
The District does permit home-instructed students to participate in selected extracurricular activities. All transportation to and from school as well as to and from off campus events will be the responsibility of the parents.
b) Textbooks and Materials
The District is not required to loan available textbooks and other materials (e.g., library materials, microscopes, computer software, and movie projectors) to home-instructed students. However, the School District shall provide home-instructed students with such textbooks and other materials upon request.
c) Health Services
The School District is not required to furnish health services.
d) Remedial Programs
The District is not responsible for providing remedial programs.
e) Career and Technical/Gifted Education
The District is not authorized to provide Occupational and Vocational Education programs (career and technical education) nor programs for the Gifted to home-instructed students.
f) Special Education Services
The District is not authorized to provide individualized education program (IEP) services to home-instructed students as home schools are not recognized in New York State as private elementary or secondary schools pursuant to Section 3602-c of the Education Law.
While the Public School District may not provide special education services to students that are home schooled, the Committee on Special Education (CSE) of the Public School District must, if parental consent is obtained, conduct an individual evaluation of a home schooled student and who is suspected of having a disability and develop an IEP for such child, which would be the District’s offer of a free appropriate public education (FAPE) to the student if the parents choose to enroll their child in a public or private school. However, the parents of a home schooled student may refuse consent to an initial evaluation and, if they do so or if they do not respond to a request for such consent, the School District may not seek to compel the parent to have their child evaluated to determine eligibility for special education services.
g) Use of School Facilities
Students instructed at home shall not be allowed to use school facilities, except as provided for community organizations in Policy #3280 -- Community Use of School Facilities.
Education Law Sections 3204, 3205, 3210(2), 3212(2), 3240-42, 3602-c, and 4402 8 New York Code of Rules and Regulations (NYCRR) Sections 100.10, 135.4(c)(7)(ii)(b)(2) and 200.2(a)
The School District shall loan, upon request of an individual or a group of individual students, to all students legally attending nonpublic elementary or secondary schools located in the School District, instructional computer hardware which is designated for use in any public elementary or secondary schools of the State or is approved by any school authorities as such term is defined in Education Law Section 2(12). Such instructional computer hardware is to be loaned free to such children, commencing with the 2007-2008 school year, subject to such rules and regulations as are or may be prescribed by the Board of Regents and school authorities.
The School District shall not be required to loan instructional computer hardware to nonpublic school students in excess of the instructional computer hardware acquired pursuant to Education Law Section 753. Instructional computer hardware shall be loaned on an equitable basis to children attending nonpublic schools in the District and to students with disabilities residing in the District who attend programs under the provisions of Education Law Section 4401(2)(c),(2)(e),(2)(g),(2)(i), and (2)(l). However, the School District shall not be required to loan to children attending nonpublic schools in the District, or to such students with disabilities, instructional computer hardware purchased with local or federal funds or with State funds, other than Instructional Computer Hardware Aid funds.
Instructional computer hardware containing computer software programs which are religious in nature or content shall not be purchased or loaned by the School District.
Instructional computer hardware shall be loaned upon the individual written request of nonpublic school students, but such requests shall not be required of students attending public school districts. Requests may be presented directly to the lending District or, with the consent of the lending District, to an appropriate official of the nonpublic school which the student attends. The form of request used by the lending District may provide for a guarantee by a parent or guardian for the return of such hardware or, in the case of loss or damage, for payment of the value thereof.
School authorities shall adopt regulations specifying the date by which written requests for the purchase and loan of instructional computer hardware must be received by the District. Notice of the date shall be given to all nonpublic schools in the School District. Such date shall not be earlier than the first day of June of the school year prior to that for which such instructional computer hardware is being requested. For a child not attending a nonpublic school prior to June first, the parent/guardian may submit a written request for instructional computer hardware within thirty (30) days after such child is enrolled in the nonpublic school. In no event, however, shall a request made later than the times otherwise provided pursuant to Education Law Section 754 be denied where a reasonable explanation is given for the delay in making the request.
*The District has established December 1st as the date by which such requests for the purchase and loan of instructional computer hardware must be received by the District unless otherwise authorized in accordance with law and Commissioner's Regulations.
Such instructional computer hardware shall remain the property of the lending District and shall bear an identifying label. The school authorities of each District shall establish lending procedures which apply to students in public and nonpublic schools, and shall inform the authorities of such schools of these procedures.
- Instructional Computer Hardware and Technology Equipment Apportionment
The School District shall be eligible for an apportionment under the provisions of Education Law Section 753 for approved expenses for:
a) The purchase or lease of micro and/or mini computer equipment or terminals for instructional purposes; or
b) Technology equipment with a useful life used in conjunction with or in support of educational programs including but not limited to video, solar energy, robotic, satellite, laser and such other equipment as the Commissioner of Education shall approve; or
c) The repair of such equipment and training /staff development for instructional purposes.
Such aid shall be provided pursuant to the Instructional Computer Technology Plan developed by the District which specifies requirements for each School District's Technology Plan, including an assurance of the Superintendent of Schools, in a form prescribed by the Commissioner of Education, that the School District has provided for the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law Section 754.
The School District shall not be required to purchase or otherwise acquire instructional computer hardware or technology equipment, the cost of which exceeds the amount of state aid provided pursuant to Education Law Section 753.
Expenses aided pursuant to Section 753 shall not be eligible for aid pursuant to any other provision of Education Law.
The School District shall maintain a separate record of expenditures incurred from State aid received pursuant to Education Law Section 753 and the Rules of the Board of Regents Section 21.3.
Education Law Sections 2(12), 753, 754, 3602(6), 3602(26), 4401(2)(c),(2)(e),(2)(g),(2)(i), and (2)(l) 8 New York Code of Rules and Regulations (NYCRR) Sections 21.3, 100.12, 155.1(a)(4), and 175.25