SECTION I: INSTRUCTION
____________________________________________________________________________
IE Organization of Facilities for Instruction
IGAB Human Relations Education
IGAD Occupational Education (Career and Vocational Education)
IGAG Drugs, Alcohol and Tobacco Education
IGBA Programs for Disabled Students
IGBB Programs for Gifted and Talented Students
IGBH Alternative School Programs
IGBL Parental Involvement in Education
IGCH Postsecondary Enrollment Options
IGD Cocurricular and Extracurricular Activities
IGDF Student Fund-Raising Activities
IGDG Student Activities Funds Management
IGDJ Interscholastic Athletics
IGDK Interscholastic Extracurricular Eligibility
IGED Diploma of Adult Education
IHD Student Schedules and Course Loads
IIAA Textbook Selection and Adoption
IIAC Library Materials Selection and Adoption
IIC Community Instructional Resources
IICAA Nonschool Sponsored Field Trips and Excursions
IKAB Student Progress Reports to Parents
IKE Promotion and Retention of Students
ILA Competency-Based Education
ILC Use and Dissemination of Test Results
IM Evaluation of Instructional Programs
INB Teaching About Controversial Issues
IND School Ceremonies and Observances
INSTRUCTIONAL GOALS
The goals of the instructional program are considered guides rather than limits which are subject to wide interpretation and flexible enough to meet the changing needs of both students and society for all grade levels and subject areas.
The DistrictÆs instructional goals include:
1. helping meet the physical, intellectual and emotional needs of students, particularly the need to inquire, learn, think and create;
2. helping students establish aesthetic, moral and ethical values;
3. helping students relate satisfactorily to others in circumstances involving their families, work, government and recreation;
4. giving students a mastery of the basic skills of learning, thinking, problem solving, reading, writing, technology and computation;
5. teaching students to use the various media of self-expression;
6. instilling in students a knowledge of the social and natural sciences;
7. acquainting students with the richness of our heritage;
8. stimulating students to work productively in the various areas of human endeavor and
9. acknowledging the importance of, and relating appropriately to, the home and other social agencies in developing the habits and attitudes which make for effective personal living, the maintenance of optimum physical and mental health and the establishment of sound moral values.
[Adoption date: April 26, 1999]
LEGAL REFS.: Ohio Const. Art. VI, º 2
OAC 3301-35-02; 3301-35-03
CROSS REFS.: ADA, Educational Philosophy
AE, School District Goals and Objectives
AFE, Evaluation of Instructional Programs (Also IM)
AFI, Evaluation of Educational Resources
ACADEMIC FREEDOM
Public education in a pluralistic society must strive to present, as objectively as possible, varied events, activities and perceptions reflected in history, literature and other sources of mankindÆs thought and expression. A major goal of education in a free society is to develop persons who can think critically, understand their culture, live compassionately with others, make sound decisions and live with the consequences of their judgment. Because points of view differ and biases exist, students must have access to materials which express this diversity of perspective.
It is the responsibility of the teacher to make certain that such access to materials presenting various sides of an issue is available. Teachers must take into account the relative maturity of their students and the need for guidance and help in studying issues and arriving at balanced views. All instruction conforms to adopted courses of study.
The principle of academic freedom presupposes intellectual honesty on the part of the person who exercises it and that he/she can and will discriminate among facts relating to an issue. In expressing a personal opinion, a teacher makes it known to students that the view is his/her own and does not attempt to bring students to a commitment to that personal viewpoint.
[Adoption date: April 26, 1999]
CROSS REFS.: EDE, Computer/On-Line Services
INB, Teaching About Controversial Issues
CONTRACT REF.: TeachersÆ Negotiated Agreement
SCHOOL YEAR/SCHOOL CALENDAR
The school calendar is prepared by the Superintendent and presented to the Board for approval no later than March of a given year. The number of days scheduled for students shall meet or exceed the requirements of Ohio law.
The calendar sets forth the days schools are in session, holidays and vacation periods, in-service training days, teacher orientation days and days of reports to parents.
In preparing the calendar, the Superintendent consults with other schools and districts in the area. He/She will also provide opportunities for members of the staff and community input through the formation of a committee as follows:
1. one member of the Board appointed by the Board President;
2. three parents (one elementary, one middle school, one high school) appointed by the Council of PTO Presidents;
3. five teachers appointed by the Brunswick Education Association and
4. one administrator appointed by the Superintendent.
The calendar developed by the committee may be for one or more years and is presented to the Superintendent who recommends its adoption by the Board.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.48 et seq.; 3313.62; 3313.63
3317.01
CROSS REF.: EBCD, Emergency Closings
SCHOOL DAY
It is the responsibility of the Board to establish the beginning and dismissal times at the various grade levels. These hours satisfy the time requirements established by Ohio law and the State Board of Education regulations.
The administration is authorized to make minor changes in opening and closing times to facilitate the scheduling of transportation. Any major changes in schedules are subject to Board approval. The Ohio Administrative Code regulation for length of day must be followed.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.48 et seq.
OAC 3301-35-02(B)(11-13)
CONTRACT REF.: Teachers' Negotiated Agreement
ORGANIZATION OF FACILITIES FOR INSTRUCTION
The Board recognizes that the grouping of grades and services within the facilities of the District can assist the efficient operation of the District and help achieve a more effective instructional program.
The housing of grade levels in school facilities and the administration of the instructional program is according to plans developed by the Superintendent and the administrative staff and approved by the Board.
Modifications in the organizational plan of each school may be made only by the Board upon the recommendation of the Superintendent. The Superintendent shall continually monitor the effectiveness of the organizational plan and recommend to the Board modifications in the plan which are in the best interest of the students; provide for the equivalency of instructional materials, equipment and personnel and make the wisest use of resources and personnel to serve the educational goals of the Board.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 121.22
3311.29
3313.53-3313.531; 3313.641
CROSS REF.: IGBJ, Title 1 Programs
CURRICULUM DEVELOPMENT
Continuing curriculum study and development are necessary in order to ensure that the District meets the needs of the students in its schools.
Curriculum planning should be based on the educational philosophy, the District's strategic plan and goals approved by the Board and the most specific objectives developed by the staff and may include parent participation for each subject area and grade level. Such planning must also take into consideration the legal requirements for students in basic subjects.
To ensure improved instruction as a result of curriculum changes, there must be close coordination between new curriculum development and current instruction--program and process--and their evaluation. There must be coordination across subject areas and articulation of programs level-to-level. Implementation of new or revised curriculum must be closely coordinated with staff development programs.
The Superintendent/designee is responsible for authorizing curriculum studies and for establishing curriculum councils and advisory committees as needed.
The Board expects all professional staff to work together in evaluating the educational program and recommending additions and changes in courses, programs and instructional approaches. All staff members have a professional obligation to the educational program, including responsibility for working on curriculum committees. It is expected that the professional staff play an active role in curriculum development.
[Adoption date: April 26, 1999]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03
CROSS REFS.: ABB, Staff Involvement in Decision Making (Also GBB)
Brunswick City School District Strategic Plan
CONTRACT REF.: TeachersÆ Negotiated Agreement
CURRICULUM ADOPTION
An effective curriculum requires continuous development, implementation, evaluation and improvement. The Board expects the professional staff to implement courses of study which promote the educational goals of the District and comply with legal requirements.
Legal responsibility for adoption of curriculum resides with the Board. The Board assigns responsibility for such curriculum development to the Superintendent. The Board considers and acts on new courses and programs as recommended by the Superintendent. It officially approves courses of study for all subjects as required by the law.
The Superintendent supervises the evaluation of the curriculum. Courses of study are evaluated on a rotating basis. After evaluation, courses of study are presented to the Board for adoption or re-adoption in two readings. The Board may initiate studies of prospective new courses and curriculum revisions.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.60
OAC 3301-35-02; 3301-35-03
CROSS REF.: Brunswick City School District Strategic Plan
COURSES OF STUDY
All subject areas have written courses of study. The Superintendent submits each course of study to the Board for its recommendation and adoption. Each course of study includes a foreword, a table of contents, an introduction, a philosophy, educational goals, program and subject objectives and scope and sequence of the course and evaluation procedures. The Board shall provide each educator a copy of the course of study they are teaching for official use.
[Adoption date: April 26, 1999]
LEGAL REF.: OAC 3301-35-03
BASIC CURRICULAR PROGRAM
Because education is a lifelong process, the educational program provides a curriculum which serves the general academic needs of all students and presents opportunities for individual students to develop specific talents and interests in vocational and other specialized fields and to grow toward independent learning.
The curriculum is balanced, integrated and sequentially articulated, providing a foundation of understandings, attitudes and knowledge needed for living in a democracy and pursuing a career and life goals. Competency standards are established in the areas of reading, science, mathematics, social studies and English composition.
The basic curricular program is viewed as important to the development of intellectual curiosity, critical thinking, problem-solving abilities and aesthetic appreciation which serves the student during his/her school experiences and throughout life.
The curriculum responds to the wide range of individual differences in student abilities and learning rates by providing a variety of materials, curricular adjustments and courses adapted to the special needs of individual students.
The curriculum meets or exceeds those requirements established by Ohio law and the Ohio Administrative Code.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3301.07
3313.53; 3313.60; 3313.601; 3313.604
OAC 3301-35-02
CROSS REF.: IGBA, Programs for Disabled Students
HUMAN RELATIONS EDUCATION
This Board fosters good human relations dealing with race, color, national origin, citizenship status, religion, sex, economic status, age or disability through its instructional programs, its student activities and the classroom environment.
The Board encourages and supports the following approaches to human relations education.
1. The curriculum for all students in grades kindergarten through 12 should present in context the accomplishments and contributions of the races and cultures of our world.
2. Methods and techniques of classroom teaching should emphasize the similarities and likenesses of people of various backgrounds and cultures.
3. The Board encourages the staff to strengthen its awareness of the fact that the public schools are among the primary instruments for furthering, upgrading and strengthening human relations.
4. The schools should work for an integration of ideas, people and material resources to provide the best education to meet the demands of our society.
5. The schools should strive to develop a positive self-image in each studentÆs thinking. They should:
A. recognize the dignity and worth of the individual;
B. provide students with the opportunity to acquire as broad an education as the studentÆs capacity permits and
C. stimulate the development of respect for the laws of this country.
[Adoption date: April 26, 1999]
LEGAL REFS.: OAC 3301-35-02(B)(I)(6); 3301-35-03(H)
CROSS REF.: AC, Nondiscrimination
TEACHING ABOUT RELIGION
Schools must be neutral in matters of religion. The District must show no preference for one religion over another and must refrain from the promotion of any religion.
Teaching about religious holidays or about religion in general should be objective, should avoid any doctrinal impact and should avoid any implication that religious doctrines have the support of school authority.
It is the responsibility of the public schools to foster mutual understanding and respect for all individuals and all beliefs. In pursuing this goal, teaching in the public schools should recognize that holidays are observed differently by different religious groups. Teachers should also respect the fact that some individualsÆ beliefs do not include religious observances.
[Adoption date: April 26, 1999]
LEGAL REFS.: U.S. Const. Amend. I
ORC 3313.601
OCCUPATIONAL EDUCATION
(Career and Vocational Education)
Career Education
The Board believes that the schools should provide education which is pertinent to the practical aspects of life and prepares students to make the transition from the school setting to the world of work. It, therefore, supports the inclusion of career education in the basic curriculum.
Career education is a program which enables each student to gain career awareness and to explore career opportunities in all fields so that he/she can make informed decisions about his/her life's work.
The Central Office Administrator, in cooperation with the Career Education Department of the Medina County Vocational Center, has the responsibility for the implementation of the program in the schools.
Career education is a concept which can be taught in the classroom at all grade levels. At the secondary level, it specifically incorporates career exploration, career guidance and vocational education/training opportunities. The latter are designed to equip students to enter postsecondary occupational training, and/or enter specific occupations directly out of high school.
Vocational Education
Vocational education is an integral part of the curriculum at the secondary level. It is geared to technological and economic conditions and changes, and, as a core component of comprehensive education, shares with other aspects of the high school curriculum the purpose of development of character and attitudes as well as skills. Guidance and counseling services are provided each vocational student throughout his/her program and when the time comes for placement in his/her chosen career.
In an effort to provide better vocational facilities, programs and services for students in the Brunswick City School District, the Board has agreed to join the Medina County Vocational Center and to cooperate with the Board of that school district.
Brunswick students enrolled in the vocational center are the responsibility of this Board except as the Board may agree in writing with the Vocational Center Board. Upon completion of the required courses in both schools, a student shall graduate with a diploma from Brunswick High School and with a vocational certificate from the Medina County Vocational Center.
The Superintendent is authorized to develop, maintain and modify, as needed, cooperative operating procedures between the Brunswick City School District and the Medina County Vocational Center.
Fees will be charged to students, as established by the Board, to pay for materials used by students in these courses and programs.
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File: IGAD
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3303.02
3311.18; 3311.19
3313.53; 3313.56; 3313.90; 3313.901; 3313.91; 3313.911
3317.024; 3317.16
OAC Chapter 3301-61
3301-35-02
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HEALTH EDUCATION
The Board is committed to a sound, comprehensive health education program as an integral part of each studentÆs general education. At a minimum, the health education program meets the requirements established by law and includes practical training in procedures to be used in first aid, safety, fire prevention and cardiopulmonary resuscitation.
The Board believes that the greatest opportunity for effective health education lies with the public schools because of the opportunity to reach almost all students at an age when positive, lifelong health habits may be instilled and the availability of qualified personnel to conduct health education programs.
The health education program emphasizes a contemporary approach to the presentation of health information, skills and knowledge necessary for students to understand the functioning and proper care of the human body.
The Board, in an effort to promote a relevant approach to the instruction of health education, continues to stress the need for curricular, personnel and financial commitments to ensure a health education program of high quality in the public schools.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.60
OAC 3301-35-02
CROSS REF.: EB, Safety Program
DRUGS, ALCOHOL AND TOBACCO EDUCATION
The Board views with grave concern the serious implications of drug, alcohol and tobacco use by students. In keeping with its primary responsibility, the education of youth, the Board charges the professional staff to continue to investigate the causes of student involvement with drugs and alcohol and to develop suitable preventive measures whenever feasible.
The Board and the professional staff continue to seek ways to educate students about the dangers of the misuse and abuse of drugs, alcohol and tobacco. Instructional units include sessions about the causes and effects of drug, alcohol and tobacco abuse, especially in young people.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 2925.01; 2925.37
3313.60; 3313.95
OAC 3301-35-03(H)
CROSS REFS.: JFCH, Alcohol Use by Students
FAMILY LIFE EDUCATION/SEX EDUCATION
The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, attitudes and values which result in behavior which contributes to the well-being of the individual, the family and society.
Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the primary responsibility to assist their children in developing moral values. The schools should support and supplement parentsÆ efforts in these areas by offering students factual information and opportunities to discuss concerns, issues and attitudes.
The customary policies and regulations concerning the approval of new curriculum content, units and materials will apply to any course(s) dealing with family life and sex education offered by the District.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.60
OAC 3301-35-02
PROGRAMS FOR DISABLED STUDENTS
The Board is committed to providing education for all youth of compulsory age who are legal residents of the District. All disabled students of the District are identified, evaluated and placed in appropriate educational programs. Due process requirements, procedural safeguards and confidential treatment of information is adhered to as provided for in Ohio Department of Education Standards.
The Superintendent is expected to supervise all special education programs and to assign a member of the staff to coordinate efforts. The person designated is responsible for the identification of disabled students, the diagnosis of disabilities, the design of individual educational programs and plans for these students and for placement and evaluation procedures. All procedures are in accordance with Federal and State requirements.
The individual plan determined for each student is developed in accordance with the studentÆs individual needs. The plan provides for frequent re-evaluation of the studentÆs needs, progress and effectiveness of the program being offered.
Each disabled student is considered individually relative to his/her participation in the DistrictÆs competency-based educational program, proficiency testing program and achievement and ability testing programs.
[Adoption date: April 26, 1999]
LEGAL REFS.: Education for All Handicapped Children Act; 20 USC 1401 et seq.
Rehabilitation Act; 29 USC 794
Americans With Disabilities Act; USC 12112 et seq.
ORC 3313.50
3323.01 et seq.
3325.01 et seq.
OAC 3301-51
3301-55-01
CROSS REFS.: ACB, Nondiscrimination on the Basis of Disability
JB, Equal Educational Opportunities
State Department of Education, Special Education Policies and Procedures
Free Appropriate Public Education-101
PROGRAMS FOR DISABLED STUDENTS
The Board, as an expression of its commitment to provide a free appropriate public education for children with disabilities in accordance with Federal and Ohio laws, rules and regulations, does hereby resolve to implement the following.
1. Child Identification
Ongoing efforts are made to identify, locate and evaluate children below 22 years of age, who reside within the District and have a confirmed or suspected disability in accordance with all Federal regulations and State standards.
2. Procedural Safeguards
The child with a disability and his/her parent(s) shall be provided with safeguards, as required by law, throughout the identification, evaluation and placement process and the provision of a free appropriate public education to the child.
3. Multifactored Evaluation
The District provides a multifactored evaluation for children with disabilities by ensuring that children are assessed in their native language or other mode of communication; tests are used for their validated purposes; children are evaluated in all areas related to their suspected disability; testing is conducted by a multidisciplinary team; testing materials and procedures are not racially or culturally biased; tests are administered by trained personnel qualified in accordance with all Federal regulations and State standards; tests are administered in conformance with the instructions provided by the producer; and that medical evaluation, when required as part of the multifactored evaluation, shall be provided at no cost to the parent(s) by a licensed physician designated by the Superintendent/designee, when other no-cost resources are not available.
4. Individualized Education Program
An Individualized Education Program (IEP) is developed for each child with a disability who needs special education. The IEP shall be designed to meet the unique educational needs of the child and shall be developed in a planning conference. The parent(s) of the child shall be strongly encouraged to participate in the planning conference. The IEP shall be reviewed and revised as often as necessary, but at least annually.
5. Least Restrictive Environment
The education of children with disabilities shall occur in the least restrictive environment; special education programs and services shall be appropriate and designed to meet the unique needs of each child with a disability; to the maximum
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extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, shall be educated with children who do not have disabilities; special classes, separate schooling or other removal of children with disabilities from the regular educational environment shall occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
6. Confidentiality of Data
The confidentiality of personally identifiable data relating to children with disabilities and their parents and families shall be protected at collection, storage, disclosure and destruction. One official of the District shall be assigned the responsibility for protecting the confidentiality of personally identifiable data. The District follows all Federal regulations and State standards related to the confidentiality of data.
7. Due Process
The District utilizes procedures that allow differences of opinion between parent(s) and the District or between agencies and the District to be aired and resolved. The procedures shall provide for utilization of case conferences, administrative reviews, impartial due process hearing and State-level appeals and appeals to the courts that involve the DistrictÆs proposal or refusal to initiate or change the identification, evaluation or educational placement of the child or the provision of Free Appropriate Public Education (FAPE) to the child. Furthermore, the rights of children with disabilities shall be protected when the parents cannot be identified or located, when the child is a ward of the State or when the child is without a formally declared legal representative.
8. Surrogate Parent
Whenever the parent(s) of a child with a disability are not known or cannot be located or when the child is a ward of the State, the childÆs rights shall be protected through the assignment of an individual (who shall not be an employee of the State education agency, local education agency or intermediate educational unit involved in the education of the child) who serves as the childÆs surrogate parent.
9. Testing Programs
Students with disabilities shall participate in local and Statewide testing programs to the maximum extent appropriate. Individual exemptions shall be determined only during an IEP conference.
(Approval date: April 26, 1999)
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PROGRAMS FOR GIFTED AND TALENTED STUDENTS
Recognizing their responsibility, the Board endorses the concept of providing alternative programs and services to meet the unique educational needs of gifted and talented students.
Furthermore, it is the policy of this Board that those students who are gifted, as defined by the State Board of Education and who are enrolled in grades one through 12, are identified annually.
Gifted students, as identified by professionally qualified persons using a variety of assessments, are capable of high performance by virtue of outstanding abilities in terms of academic endeavors.
Therefore, the Board encourages efforts to make special programs and activities for the gifted an integral part of the total K-12 school program.
The gifted and talented students in the Brunswick City Schools are those students who display superior cognitive ability, specific academic abilities and creative thinking abilities.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3301.07
3313.21
3317.05
OAC 3301-35-03
3301-51-15
CROSS REF.: JB, Equal Educational Opportunities
PROGRAMS FOR GIFTED AND TALENTED STUDENTS
Program Administration
The Director of Student Services and Special Education shall be responsible for the implementation of the Gifted and Talented Program Procedures on a Districtwide basis. All program components and activities carried out through the implementation of these procedures shall be in accordance with the State of Ohio Gifted Program Standards. The program administrator shall be responsible for:
1. developing a comprehensive K-12 program which involves assessment and placement procedures;
2. planning and administering an appropriate program for gifted and talented students which includes program options and differentiated instructional strategies and activities to meet varied student needs and which involves parents and teachers in decisionmaking and
3. ongoing evaluation of program components and instructional staff.
The individual building principals, in cooperation with the Coordinator of the Gifted and Talented Program, shall be responsible for integrating and facilitating the provision of differentiated instruction and services to gifted/talented students assigned to their building. There will be various program options for the students served in the Gifted and Talented Program.
Personnel
The Coordinator of the Gifted and Talented Program and the elementary teachers assigned to the Gifted and Talented Program shall be approved only in accordance with the State of Ohio Gifted Program Standards.
Identification Procedures
Gifted and talented students in the Brunswick City Schools are those students who demonstrate superior cognitive ability and/or superior specific academic abilities. A child may be referred for assessment by the child's parents/guardians, teacher(s), the building administrator, the Coordinator of the Gifted and Talented Program or other persons familiar with the child's superior abilities and performances. The Coordinator will annually screen all 3rd and 4th graders and recommend potential candidates for individual assessments. Parents will be provided with information about the assessments, the identification criteria and the educational alternatives. They will give written permission for their child to be tested individually.
Assessment data to be collected by the Coordinator shall include, but is not limited to, parent information, performance indicators in the regular classroom, achievement tests and an individual ability test. Assessment procedures and criteria for identification are specified as follows.
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Elementary Eligibility Criteria
Identification of an elementary gifted and talented child will take place on the basis of any one of the following sets of assessment procedures:
1. Individual I.Q. Test - 2 standard deviations above the mean minus the standard error of measurement (e.g., 127 I.Q. on WISC-III or 129 I.Q. on Stanford Binet, 4th ed.) on an intelligence test which is individually administered by a school psychologist - OR-
2. Achievement Test - 95 %ile in reading and/or math and/or composite score on a nationally standardized test of achievement AND
Individual ability screening test - 2 standard deviations above the mean minus the standard error of measurement (e.g., minimum of 126 on the Kaufman-Brief Intelligence Test) AND
Superior classroom performance - OR-
3. Achievement Test - 97 %ile in 2 academic areas (reading, math, science, social studies, composite score) on a nationally standardized achievement test AND
Parent Questionnaire - at least 2 indicators of giftedness AND
Superior classroom performance - OR -
4. Achievement Test - 95 %ile in 2 academic areas (reading, math, science, social studies, composite score) on a nationally standardized test AND
Individual ability screening test - minimum 95 %ile (e.g., 124-125 on the Kaufman Brief Intelligence Test) AND
Parent questionnaire - at least 2 indicators of giftedness AND
Superior classroom performance
Secondary Eligibility Criteria
Identification of a secondary gifted and talented child will take place on the basis of any one of the following sets of assessment procedures:
1. Previously identified in elementary grades (per above criteria) - OR -
2. Achievement Test - 95 %ile in at least one academic skill area (reading, math, science, social studies) on student's most current nationally standardized achievement test AND
Superior classroom performance in the content area(s) - OR-
3. Outstanding classroom performance in content area(s) AND
Written teacher recommendation AND
Student application (if required)
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Educational Alternatives
Identified gifted and talented children in the Brunswick City Schools shall be eligible for any of the following educational alternatives, to be considered on an individual basis. Consultant services and/or additional instructional materials shall be provided by the Coordinator of the Gifted and Talented Program as needed.
The regular curriculum shall be used as the foundation to develop differentiated experiences to allow the gifted and talented students to extend their learning at a more advanced pace and with greater depth and/or breadth in any or all of the following areas:
1. Written and oral communications
2. Critical thinking skills
3. Problem solving/decision making
4. Creative thinking
5. Research skills
6. Organizational skills
7. Leadership
8. Personal growth/interpersonal relationships
9. Career awareness
Because the Gifted and Talented Program maintains an academic focus, it doe not specifically address options for serving students with identified superior creative thinking ability and/or students with superior ability in the visual and/or performing arts.
Grades K-2 Educational Options
1. Early entrance
2. Grade or subject acceleration
3. Curriculum compacting
4. Advanced Subject matter
5. Special experiences
6. Enrichment opportunities
7. Guidance services
Grades 3-4 Educational Options:
1. Grade or subject acceleration
2. Cluster grouping in the regular classroom
3. Resource room/pull-out program activities
4. Curriculum compacting
5. Advanced subject matter
6. Special experiences
7. Individual projects
8. Special units of study
9. Enrichment opportunities
10. Field trips
11. Guidance services
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Grades 5-6 Educational Options
1. Grade or subject acceleration
2. Self-contained classroom or cluster grouping in the regular classroom
3. Curriculum compacting
4. Advanced subject matter
5. Special experiences
6. Individual research projects
7. Special units of study
8. Enrichment opportunities
9. Field trips
10. Guidance services
Grades 7-8 Educational Options
1. Grade or subject acceleration
2. Advanced academic classes
3. Curriculum compacting
4. Advanced subject matter
5. Special experiences
6. Individual research projects
7. Special units of study
8. Enrichment opportunities
9. Field trips
10. Career awareness experiences
11. Guidance services/academic planning
Grades 9-12 Educational Options
1. Grade or subject acceleration
2. Advanced/enriched academic classes
3. Topic seminars
4. Special experiences
5. Postsecondary options
6. Independent study and research
7. Enrichment opportunities
8. Field trips
9. Shadowing or mentoring
10. Guidance services/academic planning
11. Vocational and career awareness
12. Visual and performing arts experiences
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Placement Procedures
A parent conference or a parents' meeting shall be conducted by the Coordinator of the Gifted and Talented Program and/or the school psychologist to review the assessment data and to recommend the appropriate educational alternatives for an elementary student. The classroom teacher(s) and/or the building principal may also attend the parent conference. If nonidentification is recommended, then additional testing by the school psychologist may be conducted at the parents' request.
A written summary of the assessment data and the chosen educational alternatives for the child shall be provided to the parents, the classroom teacher, the Coordinator of the Gifted and Talented Program, and the Director of Student Services and Special Education.
Middle school placements into advanced academic classes shall be recommended by the Coordinator of the Gifted and Talented Program based on teacher input and parental approval. The Coordinator shall compile a list of incoming students' placements and provide this to each of the middle school principals prior to the closing of the school year. High school placements shall be determined by the teacher's and/or guidance counselor's recommendations, student applications, parental approval and by following established building administrative procedures.
Review of Placement/Exit Procedures
A review of a child's program placement and the chosen educational alternatives may be requested at any time. A parent conference shall be held to plan any additional alternatives or to decide on the child's removal from the program. The conference shall include the parent(s) and teacher(s) and may also include the student, the Coordinator of the Gifted and Talented Program, the building administrator, the school psychologist and/or the guidance counselor. A final decision will be documented in writing and provided to the conference participants and to any other appropriate personnel who have been involved with the child's educational program.
(Approval date: April 26, 1999)
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REMEDIAL INSTRUCTION
The educational program is designed and operated to be developmentally appropriate and avoid the necessity for remedial education. In those cases in which students have clearly not performed commensurate with their capabilities, efforts are made to remedy the condition and attain the learning results sought.
Effective July 1, 1998
The Board directs the classroom teachers of students in the first, second and third grade to annually assess and identify, at the end of the school year, the reading skills of each student who is reading below grade level. The parent or guardian is notified of each student whose reading skills are below grade level and intervention services are provided to the student.
Students who are reading below grade level at the end of the third grade are offered intense remediation services during the summer following third grade.
The District involves the studentÆs parent(s) and classroom teacher in developing the intervention strategy and offers to the parent(s) the opportunity to be involved in the intervention.
Effective Summer 1999
Any fourth or sixth grade student who fails to pass three or more of the five proficiency tests is offered summer remediation.
Students in the fourth and sixth grade failing to pass three or more of the five proficiency test requirements may be retained in their current grade levels.
Effective July 1, 2001
Fourth grade students who do not attain a passing score in the fourth grade reading proficiency test by the end of the fourth grade are offered intense remediation services and another opportunity to take that test during the summer.
Fourth grade students failing to pass the fourth grade reading proficiency test are not promoted to the fifth grade, unless the student is a disabled student excused from the test or the studentÆs principal and reading teacher agree the student is academically prepared to be promoted.
The Superintendent is directed to maintain remedial instructional programs which assist all students in meeting and maintaining minimum levels of student proficiency in communication and computation skills. These programs include procedures to evaluate student achievement related to the remedial program objectives and standards. Ongoing communication between teaching staff members and parents of students participating in remedial educational programs is coordinated by the Superintendent and the administrative staff. The Superintendent is directed to evaluate the remedial education programs and report to the Board each school year as to their effectiveness in maintaining minimum levels of student proficiency.
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File: IGBE
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3301.07
3313.608
OAC 3301-35-02
CROSS REF: IKE, Promotion and Retention of Students
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HOME-BOUND INSTRUCTION
The Board provides instruction, as appropriate, for students confined to home in compliance with the law.
1. Home instruction teachers are provided for students at the request of parents only after such instruction is approved by the Superintendent and verified as needed by a licensed physician. Home instruction teachers are provided for students after such instruction is approved by the Superintendent. Home instruction teachers, who are provided by the school, are paid at the designated hourly rate. Home instruction teachers are provided for a minimum of one hour instruction per school day.
2. Home instruction teachers may be the studentÆs regular classroom teachers only if the Superintendent has given permission.
3. Home instruction teachers must be certificated teachers who hold valid State Department of Education certificates.
4. All work must meet the standards of the State Department of Education and be done under the supervision of the Superintendent. If the home instruction teacher is not the studentÆs regular classroom teacher, the building principal arranges cooperative communications among the regular classroom teachers and home instructors to ensure a proper program of instruction for the student.
5. The duration and time of any home instruction program is determined by the Superintendent, on the basis of information received from teachers, parents, medical personnel and the building principal.
6. Home instruction for special education students is consistent with the student's IEP and meets the requirements of Ohio special education rules.
[Adoption date: April 26, 1999]
LEGAL REFS.: Americans With Disabilities Act; 42 USC 1201 et seq.
ORC 3313.64
3321.04
3323.05; 3323.12
3331.08
OAC 3301-51-06
CROSS REFS.: JEA, Compulsory Attendance Ages
JECBC, Admission of Students from Nonchartered or Home Schooling
ALTERNATIVE SCHOOL PROGRAMS
The Board may approve the establishment of alternative school programs for students who, because of special needs, cannot benefit from the regular school program.
The major objectives of such programs shall:
1. provide a setting in which individual guidance and challenge can be provided for each student;
2. develop an instructional program which assists each student to overcome academic deficiencies and personal problems;
3. strive to improve each studentÆs self-concept so that he/she recognizes his/her ability to succeed and play a contributing role in society;
4. provide an accepting environment in which respect and confidence are given to each student and
5. develop a realistic instructional program which provides each student with the skills necessary to become a self-supporting citizen.
To help achieve these objectives, the alternative school program is staffed by personnel who are committed to the importance of the program and who recognize that education encompasses more than formal classroom instruction. Staff members must also be able to design a cooperative staff/student individualized educational plan which includes long-range goals and measurable objectives for reaching these goals.
Selection of students to participate in the alternative school program is made according to criteria established by the program staff and approved by the Superintendent. Students in the alternative school program may return to their regular schools when they and the program staff agree that they are ready to do so.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3301.07
OAC 3301-35-02; 3301-35-05
TITLE 1 PROGRAMS
The Title 1 program is based on an annual assessment of educational needs. This assessment includes identification of educationally deprived children in the public and private schools in this District. Title 1 services are provided to all eligible, educationally deprived students.
The Board believes parent involvement is a vital part of the Title 1 program. Parent involvement shall include, but not be limited to, parent contribution to the design and implementation of programs under this Title, volunteer or paid participation by parents in school activities and programs, and training and materials which build parentsÆ capacity to improve their childrenÆs learning in both the home and the school. To build a partnership between home and school, the District:
1. informs the parents of the program, the reasons for their childrenÆs participation and the specific instructional objectives;
2. trains parents to work with their children to attain instructional objectives;
3. trains teachers and other staff involved in programs under this Title to work effectively with the parents of participating students;
4. develops partnerships by consulting with parents regularly;
5. provides opportunities for parents to be involved in the design, operation and evaluation of the program and
6. provides opportunities for the full participation of parents who lack literacy skills or whose native language is not English.
Title 1 funds are used only to augment, not to replace, State and local funds. The Board uses State and local funds to provide educational services in schools receiving Title 1 assistance. State and local funds are used to provide comparable services in all schools receiving Title 1 assistance.
[Adoption date: April 26, 1999]
LEGAL REF.: The Elementary and Secondary Education Act; 20 U.S.C. 1221 et seq.
CROSS REFS.: IE, Organization of Facilities for Instruction
IGBL, Parental Involvement in Education
PARENTAL INVOLVEMENT IN EDUCATION
The Board believes that parental involvement is an important part of the educational program. Current research indicates that a home-school partnership and greater involvement on the part of parents in the education of their children generally results in higher achievement scores, improved student behavior and reduced absenteeism. All parents are encouraged to take an active role in the education of their children.
The Board directs the administration to:
1. encourage strong home-school partnerships;
2. provide for consistent and effective communication between the parents and school officials;
3. offer parents ways to assist and encourage their children to do their best;
4. offer ways parents can support classroom learning activities and
5. provide opportunities for parents to be involved in the parental involvement program.
[Adoption date: April 26, 1999]
LEGAL REF.: ORC 3313.472
CROSS REF.: IGBJ, Title 1 Programs
SUMMER SCHOOLS
The Board may operate summer schools for students in grades one through 12.
The summer program is designed to include enrichment, remedial and recreational experiences, such as crafts, typing, music and high school subjects, as needed.
Students attending the summer schools may be charged a reasonable fee to cover the cost of the courses taken and of personal materials and supplies required.
Summer school is under the direction of a summer school principal appointed by the Board. Teachers for summer sessions are recruited from the District staff insofar as possible. The Board sets summer salaries and make appointments upon the recommendation of the Superintendent.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.57; 3313.641
CROSS REF.: JN, Student Fees, Fines and Charges
EXPERIMENTAL PROGRAMS
There are times when nontraditional approaches to instruction objectives are appropriate. To this end the Board has initiated experimental programs.
An experimental program must meet the following requirements.
1. The program or course is developed by a committee consisting of administrators, grade level and subject area specialists and consultants as needed.
2. The Board makes formal application to the Ohio Department of Education for permission to implement the program on an experimental basis.
3. The program or course must be approved by the Board and the Ohio Department of Education prior to implementation.
4. All instructional material used in connection with this program is available for inspection by the parents of participating students.
5. Students must be recommended for participation. The parent(s) must provide approval for students under 18 years of age to participate. A copy of the written approval must be retained in the school files. Students who are 18 years of age or older must submit a written request to participate. This request is kept on file.
6. The program shall be evaluated in terms of learning outcomes, student achievement and accomplishment of stated objectives.
7. At the end of an established period of time, the Superintendent either recommends cessation of the experiment or inclusion of the program in the DistrictÆs educational program.
8. Fees are estimated for experimental programs as needed. Participating students are expected to pay allowable fees at the beginning of the program.
[Adoption date: April 26, 1999]
LEGAL REFS.: ORC 3313.642
OAC 3301-35-02(D)
CROSS REFS.: IGCD, Educational Options (Also LEB)
JN, Student Fees, Fines and Charges
EDUCATIONAL OPTIONS
The Board recognizes that an effective educational program is one that provides opportunities for students learning both within the classroom and, for specific reasons, beyond the traditional classroom and school day. These expanded opportunities are viewed as educational options to supplement the regular school program.
The intent of educational options is to allow educators, other professionals, parents and others to work together to provide opportunities for students to learn in an independent or individual setting and to study or work with recognized experts in specific fields. Educational options are seen as additional curricular opportunities to improve, expand and enrich student learning experiences and perspectives.
Independent study, tutoring, travel, mentoring, correspondence courses and college courses are representative of experiences which the Board views as educational options supplementing the regular school program.
Fees are established for educational options as needed. Participating students are expected to pay fees upon beginning educational options.
The Superintendent develops regulations for educational options when the options are initiated. Each program option developed is presented to the Board for adoption; its regulations are presented for approval.
[Adoption date: April 26, 1999]
LEGAL REFS.: OAC 3301-35-01(D); 3301-35-02(C)
CROSS REFS.: IGCB, Experimental Programs
IGCH, Postsecondary Enrollment Options
IKE, Promotion and Retention of Students
JN, Student Fees, Fines and Charges
EDUCATIONAL OPTIONS
When initiated, educational options must adhere to the following criteria.
1. The parent(s) must provide written approval for students under 18 years of age to participate. A copy of the written approval must be retained in the school files. Students 18 years of age or older must submit a written request to participate. This request is kept on file.
2. An instructional plan which contains written measurable objectives must be submitted to, and approved by, the Superintendent.
3. The instructional plan includes an outline specifying major instructional activities and identifying materials, resources, facilities and equipment needed to achieve instructional objectives.
4. Promotion and retention decisions for students, kindergarten through eighth grade, participating in an option as a substitute instructional plan are based on student performance relative to the objectives of the option.
5. The instructional plan includes a written plan for the evaluation of student performance.
6. A maximum of six credits may be applied to those required for graduation for grades nine through 12. No more than four of the six credits are applied to the credits required for graduation in English, health, mathematics, science, physical education and social studies.
7. In tutorial programs and programs of independent study, a certificated teacher provides both the instruction and evaluation of students. In all other cases, a certificated teacher provides only the evaluation of student progress.
8. Such courses and programs do not compete with courses offered within the regular program of studies unless such are not available for the student when needed or are not being taken for credit.
9. The written instructional plan includes a time for the evaluation of the educational option. Continuance of the option is determined by the results of evaluation.