INSTRUCTIONAL SERVICES†††† ††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6145††††††††††††††††††† ††††††††††††††††††††††††††††††††††† ††††††††††† †††††††††††††††††††††††††††††††††††††††††††††††
Service Animals in Schools
Guidelines for Use of A Service Animal on School Property or At School Functions
Students: Use of a service animal by a qualified student with a disability will be permitted in school when it is determined that the studentís disability requires such use in order to have equal access to the instructional program, school services and/or school activities or when the studentís IEP or 504 team determines that the student requires the use of a service animal to receive a free appropriate public education.† All other requirements of this Policy apply. †
Employees:† Use of a service animal by a qualified employee with a disability will be permitted when such use is necessary to enable the employee to perform the essential functions of his/her job or to enjoy benefits of employment comparable to those similarly situated non-disabled employees.† All other requirements of this Policy apply.
*Requests by students and employees to be accompanied by a service animal at school should be submitted in writing to their building principal.† These requests must be renewed annually.†
Parents and Patrons at School or School Events:
Individuals with disabilities may be accompanied by their service animals while on District property for events or activities that are open to the general public.† All requirements of this Policy Apply.† ††
Control:† A service animal must be under the control of its handler at all times.† A service animal must have a harness, leash, or other tether, unless either the handler is unable because of a disability to use a harness, leash, or other tether, or the use of a harness, leash, or other tether would interfere with the service animalís safe, effective performance of work or tasks, in which case the service animal must be otherwise under the handlerís control through voice, signals or other effective means.
Supervision and Care of Service Animals:† The owner or handler of a service animal is responsible for the supervision and care of the animal, including any feeding, exercising, and clean up.† The District is not responsible for the care or supervision of a service animal.† The District shall not be responsible for the training, feeding, grooming or care of any service animal permitted to attend school or a school function under this Policy.
Damages:† The owner or handler of a service animal is solely responsible for any damage to school property or injury to personnel, students, or others caused by the animal.
Removal of Service Animals from School Property
District administrators may ask an individual with a disability to remove a service animal from District buildings, property, vehicles or activities if:
1. The animal is out of control and the animalís handler does not take effective action to control it;
2. The animal is not housebroken;
3. The presence of the animal poses a direct threat to the health and safety of others;
4. The student, employee or handler fails to appropriately care for the animal, including feeding, exercising, taking outside for performance of excretory functions, and cleaning up;
5. The presence of the animal substantially disrupts or interferes with the educational process, school activities or the instruction program; or
6. The presence of the animal would require a fundamental alteration to any school program.
If the District excludes a service animal based on the factors detailed herein or any other legal basis, the District will provide the individual with a disability the opportunity to participate in the service, program or activity without having the service animal on the premises.
Emotional Support/Professional Therapy Dogs
An animal that is used to provide comfort, emotional support, or other therapeutic service does not meet the definition of a Service Animal which is permitted for use by students, employees, and patrons of the District consistent with this Policy.†† However, the District may employ the use of such dogs to work with staff to provide certain types of support for its students at the discretion of District administration and counselors for their intended purpose.
INSTRUCTIONAL SERVICES††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6230
The following procedure should be utilized in selecting textbooks:
1.†††††††† The principal shall appoint a committee composed of teachers. The committee shall review different textbook choices. The principal shall confer with the committee during the selection process. The following factors shall be considered by the committee:
a. Content consistent with the goals and objectives of the Board.
b. Format and Physical Features.
c. Supplementary Services and Teaching Aids.
The Superintendent of Schools shall develop or cause to be developed a rating sheet to be utilized in evaluating textbooks concerning the above mentioned factors.
2.†††††††† Upon reaching a decision concerning a particular textbook, the chairperson of the teacher committee shall forward to the principal the committee's choice in writing, and the statement shall include a list of the books reviewed and the reasons for the particular selection.
3.†††††††† Upon receiving a recommendation on selection from a teacher committee, the principal shall review the recommendation and forward to the Superintendent his/her own recommendation relative to the particular selection with reasons thereof.
4.†††††††† Upon receipt of a recommendation from a principal, the Superintendent shall forward to the Board of Education the recommendation of the Superintendent.
5.†††††††† In the event there is disagreement between or among teachers, principal, or Superintendent relative to selection, an effort shall be made to resolve the difference of opinion by compromise. If compromise cannot be reached, the particulars relative to disagreement shall be forwarded along with the Superintendent's recommendation.
6.†††††††† The Board of Education shall accept or reject the recommendation of the Superintendent of Schools. If a selection is rejected, another selection shall be recommended by the procedure as outlined above.
INSTRUCTIONAL SERVICES †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6231
Textbook Usage ‑ Students
At the beginning of each term, or semester as applicable, students are to be informed by each teacher of the school 's expectations of responsibility for school property and the need for care and return of books. A constructive and educational approach to the students is desirable, including a discussion of reasons for treating books with respect, caring for them, using them wisely, and returning them in good condition. Penalties for lost or damaged books are to be outlined. A monitoring process is to be devised such as textbook receipt cards or other check≠-out system that requires the student's signature for use of the book(s).
Parents/guardians are to be informed by the principal/designee as to the textbook status in the building or department; i.e., in which subject students are provided with individual copies, class sets, consumable materials, etc. Newsletters to the homes, Open House presentations and PTO meetings may be used as means of communication.
Parents/guardians are to be informed of the penalties for lost or damaged textbooks early in the school year.† Penalties may include a reasonable system of fines or repayments. For example, the student or the student's parents/guardians could be required to pay the fair value for replacement of a lost or destroyed book or for repair of a book. The student could choose to do some work for the school instead, if the principal finds that to be the best option.
On occasion, honest differences of opinion may arise about books or materials used in the public schools. In order to handle questions that might arise in an impartial and orderly manner, the following procedures shall be followed:
1. All complaints shall be reported immediately to the building principal involved, whether these come by telephone, letter, or personal conference.
2. The person making the complaint shall receive the form "Review of Instructional Materials." A copy of this form may be picked up in the administrator's office.
3. This form must be completed and returned by the person making the complaint.
4. Media being questioned will be removed from use, pending committee study and final action by the Board of Education, unless the material questioned is a basic text.
5. The Superintendent of Schools shall, within fifteen (15) days of receipt of the written request, appoint a review committee of nine people. The committee shall consist of the administrator of the building involved, three teachers, a member of the Board of Education, and four lay persons.† The administrator shall serve as secretary.
6. The classroom teachers appointed shall be represented by the grade level or subject area where the media is used, another grade level or subject area, and a librarian.
7. The four lay persons appointed shall be selected from a list of eight people recommended to the Superintendent by the president of the Board of Education. Two of the four persons appointed must be parents/guardians of children in the schools.
8. Within twenty (20) days of the appointment of the committee, the committee shall meet, review the written request for reconsideration, read the questioned materials, evaluate, and prepare a written report of its findings and recommendations to the Superintendent of Schools.
9. The committee may recommend that the questioned materials be:
a. Retained without restriction;
b. Retained with restriction; or
c. Not retained.
10. The Superintendent shall, at the next appointed meeting of the Board of Education, report the recommendations of the Review Committee to the Board of Education. The decision of the Board will be final.
11. The decision of the Board shall be reported to the principal of the school, to the complainant, and to other appropriate professional personnel on the next school day. The principal shall †††††††† see that the decision of the Board is carried out.
12. The librarian responsible for that school shall keep on file all pertinent information concerning the questioned materials or any books or materials likely to be questioned.
Challenges to Information Accessible on the Internet
In compliance with the Childrenís Internet Protection Act (ďCIPAĒ), 47 U.S.C. ß 254, the District utilizes technological devices designed to filter and block the use of any District computer with Internet access to retrieve or transmit any visual and/or audio depictions that are obscene, child pornography, or ďharmful to minorsĒ as defined by CIPA and material which is otherwise inappropriate for District students.†
Due to the dynamic nature of the Internet, sometimes Internet websites and web material that do not fall into these categories are blocked by the filter. In the event that a District student or employee feels that a website or web content has been improperly blocked by the Districtís filter and this website or web content is appropriate for access by District students, Board Policy 6320 should be followed to request that the website be opened on District computers.† In the event that a parent or District patron feels that a website or web content has been improperly blocked by the Districtís filter and this website or web content is appropriate for access by District students, the process described below should be followed:
1. All concerns regarding blocked material shall be made to the District Superintendent/Superintendentís designee.
2. The District Superintendent/designee shall review the blocked material and make a determination regarding its appropriateness for District students.
3. The complainant will be notified within three (3) days if the blocked material is deemed appropriate for District students and student access to this web material will be allowed immediately upon processing by the Districtís technology department.
4. If the web content is deemed unsuitable for access by District students, the complainant will be notified within three (3) days of their request and this material will remain blocked by the Districtís software.
5. Appeal of the decision may be made in writing to the Board of Education.
6. In case of an appeal, the Board of Education will review the contested material and make a determination.†
7. Material subject to the complaint will not be unblocked pending this review process.
Objections to Internet Access:
In the event that a student, employee, parent or District patron feels that a website or web content that is available to District students through District Internet access is obscene, child pornography, or ďharmful to minorsĒ as defined by CIPA or material which is otherwise inappropriate for District students, the process described below should be followed:†
1. All concerns regarding access to material shall be made to the District Superintendent/Superintendentís designee.
2. Material which is patently obscene, child pornography or ďharmful to minorsĒ will be blocked immediately by the Superintendent or his designee and the complainant will be notified.†
3. For challenges to material on the Internet which is not patently obscene, child pornography, or ďharmful to minorsĒ, the District Superintendent/Superintendentís designee shall appoint a review committee consisting of himself/herself, two (2) community members, the complainant, and two (2) educators from the District and a District network specialist.† The first meeting of the review committee must take place no later than ten (10) school days after the concern has been raised.
4. The committee will review the material and return within ten (10) days a decision regarding whether or not the material will be removed or restricted in any manner.
5. The District Superintendent/Superintendentís designee will report the recommendation of the review committee to the complainant.
6. Materials subject to the concern are not removed from use pending committee study and any final action by the Board of Education.
7. The complainant, if not satisfied, may appeal the decision in writing to the District Superintendent.
8. In case of an appeal, the Superintendent reports the recommendation of the review committee and the written appeal to the Board of Education.† The Board of Education will review the information and make a decision within three (3) days after presentment of the information.† The Board of Education's decision will be final.
9. The decision of the Board of Education is then reported to the District Superintendent/Superintendentís designee who will inform the complainant.
10. If the Board deems that the material is unsuitable for access by District students, the material will be blocked within three (3) school days of the Boardís decision.
INSTRUCTIONAL SERVICES†††† ††††††††††††††††††††††††††††††††††† Regulation 6250
††††††††††† ††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† ††††††††††† (Form 6250)
Instruction for Students with Disabilities
The District will adhere to the Individuals with Disabilities Education Act, its implementing regulations, and the Missouri State Plan for Special Education. The District will observe the following guidelines in providing special education and related services to identified students with disabilities.
To determine whether children ages 3 to 5 (not kindergarten-age eligible) are children with a disability under the Individuals with Disabilities Education Act (IDEA), the District will identify all such children using [select one of the following:† (1) any IDEA disability category except that of Young Child with a Developmental Delay; (2) only the IDEA disability category of Young Child with a Developmental Delay; or (3) any IDEA disability category including Young Child with a Developmental Delay].
Beginning not later than the first IEP to be in effect when the child is sixteen (16), and updated annually thereafter, the District will implement appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills and the transition services (including courses of study) needed to assist the child in reaching those goals.
In addition, when a student with a disability reaches age eighteen (18), the District will provide to parent(s) of qualified disabled students under the IDEA a statement that the child has been informed of his or her rights under Part B of IDEA and that those rights will transfer to the student upon reaching the age of majority.
The IEP team will determine on an annual basis whether the student requires extended school year (ESY) services.† If appropriate, the notice of the IEP meeting will include that the team will consider ESY services.
In determining whether the student requires ESY services, the IEP team may consider, among other factors, whether the student will suffer regression to such a marked degree that the student's skills may not be recouped in a reasonable time at the inception of the subsequent school year, the degree of impairment, the ability of the student's parents/guardians to provide educational structure at home, the student's rate of progress, the student's behavioral and physical problems, the availability of alternative resources, the ability of the student to interact with students without disabilities, the areas of the student's curriculum that need continuous attention, or the student's vocational needs.
If an IEP team determines that a student requires ESY, decisions regarding the type of special education and related services and their frequency, intensity and duration shall also be determined by on an individualized basis and by the studentís IEP team.
The IEP will reflect that the IEP team considered ESY services.† If the IEP team determines that ESY services are required, the team will be responsible for preparing an appropriate ESY IEP or determining that the regular school year IEP will be implemented.
PLACEMENT - STUDENTS VOLUNTARILY ENROLLED IN PRIVATE SCHOOLS BY THEIR PARENTS
The District's activities under the Individuals with Disabilities Education Act (IDEA) regarding
the location, identification, and evaluation of parentally-placed private school students with
disabilities will be comparable to the activities undertaken for students in public schools.
However, a student with a disability voluntarily enrolled in a private school by his/her parents/guardians does not have an individual right to receive some or all of the special education and related services that the student would receive if enrolled in a public school.† Students with disabilities voluntarily enrolled in private schools by their parents/guardians are not entitled to a free appropriate public education.
In order to meet its obligations under the IDEA to students with disabilities voluntarily enrolled by their parents/guardians in private schools, the District will spend, for children ages 5 through 21, an amount that is the same proportion of the District's K-12 entitlement under Part B of the IDEA as the number of private school children with disabilities ages 5 through 21 residing in the District is to the total number of children with disabilities ages 5 through 21 residing in the District.† For children ages 3 through 5, the District will spend an amount that is the same proportion of the District's Preschool entitlement under Part B of the IDEA as the number of private school children with disabilities ages 3 through 5 residing in the District is to the total number of children with disabilities ages 3 through 5 residing in the District.† Expenditures for child find activities will not be considered when determining whether the District has met its obligation.
The District will consult with representatives of the †private schools located within the District to decide which disabled students will receive services, what services will be provided, how and where the services will be provided, and how the services provided will be evaluated.† The District will make the final decisions regarding the services to be provided to private school children with disabilities.
For each private school student designated to receive services, the District will prepare a service plan that describes the specific special education and related services that the District will provide to the student.† The District will ensure that a representative of the private school attends meetings to develop, review, and revise a services plan, or, if the representative cannot attend, will use other methods to ensure participation by the private school.† To the extent appropriate, the services plan will be developed in a manner consistent with the requirements under the IDEA for an IEP.
Missouri case law and the Missouri Constitution prohibit the provision of personnel, services, materials, and equipment on the premises of a studentís private school unless they are provided in a neutral site.† The private school may be considered a neutral site if the setting of the services is secular and void of ideological items.† The District will determine how and where services will be provided to students with disabilities attending private or parochial schools.
Due process rights for students with disabilities voluntarily enrolled in private schools and their parents are limited.† Only issues related to child find, including evaluations, can be raised in a due process complaint.† There is no due process right to challenge the services that a student receives. The District is responsible for child find and the provision of services for disabled students attending private schools within the District but NOT for resident students whose parents choose to enroll the student in a private school in a different school district.
I.††††††††† PARENT REQUEST FOR INDEPENDENT EVALUATION
††††††††††† 1.†††††††† The parent or legal guardian of the disabled student must present his or her request for an independent educational evaluation in writing to the Districtís Director of Special Education. †If any other District staff member receives a written request for an IEE, such request must be immediately forwarded to the Districtís Director of Special Educaiton.
††††††††††† 2.†††††††† When the parent or legal guardian of a student with a disability under the IDEA requests an independent educational evaluation, the Director of Special Education shall, within 10 business days, provide the parent or legal guardian a copy of this policy and procedure as well as information about where an independent educational evaluation may be obtained and the Districtís criteria for such evaluations.
††††††††††† 3.†††††††† When the District receives a request from the parent or legal guardian for an independent educational evaluation, the District will, without unreasonable delay and within 15 business days from the receipt of the request inform the parent or legal guardian that (1) the District will pay for the requested evaluation subject to the requirements of this policy; or (2) will initiate due process to defend the Districtís evaluation.†
††††††††††† 4.†††††††† Before making the decision indicated in paragraph 3 above, the Director of Special Education may ask the parent or legal guardian for the reason or reasons why he or she objects to or disagrees with the Districtís evaluation or any component of that evaluation.† However, the parent or legal guardian is not required to provide that reason and the District will not use the request or a lack of parental response to such a request to unreasonably delay its decision regarding whether to provide the requested independent educational evaluation at public expense or to initiate due process to defend the Districtís evaluation.
††††††††††† 5.†††††††† If the Districtís decision is to pay for the independent educational evaluation, the Director of Special Education will offer the parent or legal guardian the opportunity to convene the studentís multidisciplinary team to develop an evaluation plan to address the areas to be evaluated and the independent evaluators who will assess the student.† That plan will comply with the Districtís criteria for evaluator qualifications, geographic location and costs limitations as specified below in this procedure.† Upon written parental consent for the independent evaluation, the District will arrange for completion of the evaluation.† †††††††††††
††††††††††† 6.†††††††† Independent evaluators must agree to release the results of their independent evaluations to the District prior to receipt of payment for services.††† The results of any IEE will be considered by the studentís multidisciplinary or IEP team with respect to any decisions involving the provision of a free appropriate public education to the student, as long as the IEE meets the criteria set forth in this procedure.
7.†††††††† The parent or legal guardian may also proceed to arrange for completion of the independent educational evaluation without the multidisciplinary team meeting as described in Paragraph 5 above.† However, the parent or legal guardian will then be responsible for ensuring that the independent educational evaluation, as completed, complies with the requirements of this† procedure.† Otherwise† the District† will not be obligated to pay for the cost of the IEE.
II.††††††† PARENT REQUESTS PAYMENT FOR COMPLETED INDEPENDENT EVALUATIONS†
††††††††††† 1.†††††††† The parent/legal guardian of a student with a disability under the IDEA may obtain an independent evaluation without notification to the District and then request payment for that evaluation.
††††††††††† 2.†††††††† If the parent is requesting payment for an IEE already completed, the parent must notify the Districtís Director of Special Education, in writing, that they are requesting such payment.† Upon receipt of that request, the District will provide the parent with a copy of the Districtís policy and procedures relating to IEEs, and the District may request that the IEE be provided to the District directly from the Agency or individual that completed it, along with an invoice for the amount due.†
††††††††††† 3.†††††††† Within 15 business days of the receipt of the request, the District will notify the parent as to whether the District will initiate due process to establish the appropriateness of its own evaluation or pay for the cost of the IEE.†
††††††††††† 4.†††††††† If the district decides the pay for the cost of the IEE, the district criteria for the geographic locations of the evaluator(s), the minimum qualifications of evaluator(s), the costs of the evaluation, and the use of the approved instruments as indicated in this procedure must be met.† If the cost of the IEE exceeds the Districtís cost limitations, the District will inform the parent that the District will pay that portion of the cost that is within the Districtís limitations, if the District determines that an appropriate IEE could have been obtained within the cost limitations.†
††††††††††† 5.†††††††† If the District initiates a due process hearing pursuant to paragraph 3 above and the final decision of the due process panel is that the Districtís evaluation is appropriate, the parent or legal guardian still has the right to an independent educational evaluation, but the District will not be required to pay for that evaluation.
6.†††††††† If the parent or legal guardian obtains an independent evaluation at private expense, the results of that evaluation must be considered by the District, if that privately funded independent evaluation meets the Districtís criteria for evaluations, with respect to any decisions regarding the provision of a free appropriate public education to the child.
III.†††††† LOCAL LIMITATIONS FOR EVALUATIONS
††††††††††† Approved evaluators must be located within 150 miles of the Districtís Administrative Offices.† Evaluators outside of this area will be approved only on an exception basis and the parent or legal guardian can demonstrate the necessity of using personnel outside the approved geographic area.
IV.†††††† COST LIMITATIONS FOR EVALUATIONS
††††††††††† The total cost of a multidisciplinary independent evaluation will be limited to a total cost of [$ 1000.00].† Single evaluations will be limited to the cost schedule listed below.† These same cost limitations apply to the District when it conducts an evaluation.† The maximum charges have been established to allow the District and parents to choose from among qualified professionals in the area and is intended to result only in the elimination of excessive fees.† Costs above this amount will not be approved unless the parent or legal guardian can demonstrate that such costs reflect a reasonable and customary rate for such evaluative services within the designated geographic area or that the studentís unique circumstance justify an evaluation that exceeds the allowable cost criteria.† When Medicaid or other public insurance will cover all or part of the costs of the independent educational evaluation, the District will assume payment only for the portion of the costs not covered by public insurance, provided that the use of that public insurance would not decrease any insurance benefit or otherwise negatively impact the childís or familyís insurance coverage.† If the child is covered by private insurance, the District may request parental consent to access that private insurance coverage.
V.††††††† MINIMUM QUALIFICATIONS FOR EVALUATORS
††††††††††† Evaluators with credentials other than those listed below will not be approved unless the parent or legal guardian can demonstrate the appropriateness of using individuals with other qualifications.
Type of Assessment††††††††††††††† Qualifications†††††††††††††††††††††††††††††††††††††
Academic Achievement††††††††† Certified Special Education Teacher,
††††††††††††††††††††††††††††††††††††††††††††††† School Psychological Examiner,
††††††††††††††††††††††††††††††††††††††††††††††† School Psychologist, Licensed
††††††††††††††††††††††††††††††††††††††††††††††† Psychologist, Certified Regular Education
Adaptive Behavior††††††††††††††††† Licensed Psychologist,
††††††††††††††††††††††††††††††††††††††††††††††† Certified Special Education Teacher,
††††††††††††††††††††††††††††††††††††††††††††††† School Psychological Examiner, or
††††††††††††††††††††††††††††††††††††††††††††††† School Psychologist
Assistive Technology††††††††††††† Certified or Licensed Speech/Language Pathologist,
††††††††††††††††††††††††††††††††††††††††††††††† Certified or Licensed Occupational Therapist,
††††††††††††††††††††††††††††††††††††††††††††††† Or Certified Special Education Teacher (Masterís
Audiological†††††††††††††† ††††††††††† Licensed or Certified Audiologist
Central Auditory†††††††††††††††††††† Licensed or Certified Audiologist
Cognition††††††††††††††††††††††††††††††† Licensed Psychologist
††††††††††††††††††††††††††††††††††††††††††††††† Certified School Psychological
††††††††††††††††††††††††††††††††††††††††††††††† Examiner, School Psychologist
Health†††††††††††††††††††††††††††††††††††† Licensed Physician
Motor††††††††††††††††††††††††††††††††††††† Licensed Physical Therapist or
††††††††††††††††††††††††††††††††††††††††††††††† Occupational Therapist, or
††††††††††††††††††††††††††††††††††††††††††††††† Certified Teacher of the Physically
††††††††††††††††††††††††††††††††††††††††††††††† Impaired, or Adaptive Physical Education
Music Therapy††††††††††††††††††††††† Licensed or Certified Music Therapist
Orientation/Mobility or††††††††† Certified Teacher of the Visually Impaired
Residual Vision or
Social/Emotional/††††††††††††††††††† Certified Special Education Teacher,
Behavioral†††††††††††††††††††††††††††††† School Psychological Examiner,
††††††††††††††††††††††††††††††††††††††††††††††† School Psychologist, Licensed Social
††††††††††††††††††††††††††††††††††††††††††††††† Worker, Licensed Psychiatrist or
Speech/Language††††††††††††††††††† Certified or Licensed Speech/Language
Transition††††††††††††††††††††††††††††††† Certified Special Education Teacher (Masterís Degree)
Vision††††††††††††††††††††††††††††††††††††† Licensed Ophthalmologist or Optometrist
Visual Perceptual or†††††††††††††† Licensed Ophthalmologist or Optometrist,
Visual Motor†††††††††††††††††††††††††† Licensed Occupational Therapist,
††††††††††††††††††††††††††††††††††††††††††††††† Certified Special Education Teacher,
††††††††††††††††††††††††††††††††††††††††††††††† School Psychologist Examiner, or
††††††††††††††††††††††††††††††††††††††††††††††† School Psychologist
[Other††††††††††††† Each District should feel free to add or delete from this section.]
VI.†††††† COST LIMITATIONS FOR EVALUATORS
A comprehensive, independent evaluation will be limited to a total cost of [$1000.00].† Single disciplinary evaluations will be limited to the following schedule:
Academic Achievement††††††††††††††††††††† $100-$200
Adaptive Behavior††††††††††††††††††††††††††††† $100-$200
Assistive Technology††††††††††††††††††††††††† $100-$200
Auditory Acuity††††††††††††††††††††††††††††††††† $60-$150
Auditory Perception (CAP)††††††††††††††† $100-$150
Sensory-Motor Integration†††††††††††††††† $200-$400
Functional Vision†††††††††††††††††††††††††††††† $60-$150
INSTRUCTIONAL SERVICES †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6270
Instruction for At‑Risk Students
At‑risk students are identified by reviewing permanent records, school performance, and teacher and parent/guardian conferences and interviews. Teacher, counselor, social worker, nurse, and/or parent/guardian referral may initiate a staffing by appropriate school personnel to identify and determine appropriate services for children at‑risk of academic failure.
Once identified, these students are given necessary support and intervention services such as language arts, and/or mathematics instruction, frequent parent/guardian conferences and involvement and curriculum modifications to accommodate the special needs of these students.
Examples of students who may be educationally at-risk include, but are not limited to:
1.†††††††† Academic problems - one or more years behind age group; promotion doubtful due to poor grades; without access to appropriate educational program.
2. Discipline/Behavior problems - recurring discipline problems; has rebellious attitude; unable to relate to authority; has been referred for social work or psychological assistance.
3.†††††††† Disengaged from school - has negative attitude toward learning; has high absentee or truancy rate.††
INSTRUCTIONAL SERVICES †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6273
Instruction for Homeless Students
If a child identified as homeless requests admission to the School District, the District will consider the best interest of the child with parent/guardian involvement in determining whether the child should be enrolled in the District or, if applicable, transported back to the school of origin.
Enrollment requirements which may constitute a barrier to the education of a homeless child or youth may be waived at the discretion of the Superintendent if allowed by law. If the District is unable to determine the grade level of the student because of missing or incomplete records, the District shall administer tests or utilize other reasonable means to determine the appropriate grade level for the child.
Each homeless child or youth shall be provided services comparable to services offered to other students in the District including, but not limited to, transportation services; educational services for which the child meets the eligibility criteria, such as educational programs for disadvantaged, disabled, and gifted and talented students, vocational programs, and school meals programs; before‑ and after‑school care programs; and programs for students with limited English proficiency.
In the event that it is in the best interest of the homeless child or youth to attend the district of origin, it shall be the responsibility of the School District to provide for the transportation of the student. This may be achieved through the transportation services of this District, the district of origin, or another outside agency.
Any records ordinarily kept by the school, including immunization records, academic records, birth certificates, guardianship records, and evaluations for special services or programs of each homeless child or youth shall be maintained so that appropriate services may be given the student, so that necessary referrals can be made, and so that records may be transferred in a timely fashion when a homeless child or youth enters a new school district. Copies of records shall be made available upon request to students or parents/guardians in accordance with the Family Education Rights and Privacy Act.
The Board has designated the superintendent to serve as the District's homeless coordinator to ensure compliance with the Stewart B. McKinney Homeless Assistance Act. According to the Act the homeless coordinator will "ensure that homeless children and youth enroll and succeed in the schools of that agency; and homeless families, children and youth receive educational services for which they are eligible, and referrals to health care services, dental services, mental health services, and other appropriate services." The homeless coordinator will also ensure that disputes regarding the placement or education of homeless children or youth are resolved in a timely fashion.
The District shall inform school personnel, service providers and advocates working with homeless families of the duties of the District homeless coordinator.
Level I -- A complaint regarding the placement or education of a homeless child or youth shall first be presented orally and informally to the District's homeless coordinator. If the complaint is not promptly resolved, the complainant may present a formal written complaint (grievance) to the homeless coordinator. The written charge must include the following: date of filing, description of alleged grievances, the name of the person or persons involved and a recap of the action taken during the informal charge stage. Within five (5) working days after receiving the complaint, the coordinator shall state a decision in writing to the complainant, with supporting evidence and reasons. In addition, the coordinator will inform the Superintendent of the formal complaint and the disposition.
Level II ‑‑ Within five (5) working days after receiving the decision at Level I, the complainant may appeal the decision to the Superintendent by filing a written appeals package. This package shall consist of the complainant's grievance and the decisions rendered at Level I. The Superintendent will arrange for a personal conference with the complainant at their earliest mutual convenience. Within five (5) working days after receiving the complaint, the Superintendent shall state a decision in writing to the complainant, with supporting evidence and reasons.
Level III ‑‑ If resolution is not reached in Level II, a similar written appeals package shall be directed through the Superintendent to the Board of Education requesting a hearing before the Board at the next regularly scheduled or specially called meeting. The hearing before the Board may be conducted in closed session upon the request of either the Board or the complainant. Within thirty (30) working days after receiving the appeals package, the Board shall state its decision ~ and reply in writing to the parties involved. For District purposes, the decision of the Board of Education is final.
Level IV ‑‑ If the complainant is dissatisfied with the action taken by the School District, a written notice stating the reasons for dissatisfaction may be filed with the state director of special federal instructional programs. The state director will initiate an investigation, determine the facts relating to the complaint, and issue notice of his/her findings within thirty (30) days to the School District and the complainant. If the findings support the action taken by the School District, such action will be confirmed. If the findings support the allegations of the complainant, the School District will be directed to take corrective action. An appeal of this decision can be made within ten (10) days to the Deputy Commissioner of Education . Within thirty (30) days after receiving an appeal, the Deputy Commissioner of Education will render a final administrative decision and notify the complainant and all other interested parties in writing.
INSTRUCTIONAL SERVICES†††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6275
Homebound Instruction for Non-Disabled Students
The District will consider placing nondisabled students on homebound on a case-by-case basis
pursuant to the following procedures:
1.†††††††† The parent or guardian of a student under 18 or the legal guardian of a student 18 or older must provide a written request for homebound to the building principal where the student attends.† An emancipated student or a student 18 years or older must provide the written request to the building principal. The written request must include the reason or reasons for the request.
2.†††††††† If the request is based on medical, psychiatric or psychological reasons, the parent, guardian or emancipated student must provide a properly signed release that complies with the requirements of the Health Insurance Portability and Accountability Act (HIPAA) that authorizes the physician, psychologist, social worker or therapist who is currently treating the student to provide all relevant records to the District and to discuss the studentís situation and the need for homebound services with the building administrator and other relevant school personnel.† This release must be provided to the building administrator prior to any decision regarding the need for homebound services.
3.†††††††† The parent, guardian or eligible or emancipated student must also provide the District with a properly signed release that complies with the Family Educational Rights Privacy Act (FERPA) that authorizes the District to discuss relevant information from the studentís education records with the currently treating physician, psychologist, social worker or therapist.
4.†††††††† The District may ask the parent, guardian or eligible or emancipated student to sign other educational or medical releases as necessary based on the reasons for the homebound request.
5.†††††††† Upon receipt of the written homebound request and the medical, psychiatric, psychological and other relevant information, the building principal, in consultation with the studentís teachers, therapists, school counselors, and/or other relevant school personnel, will review all information submitted by the parent, guardian or eligible or emancipated student as well as any relevant education records.† If, after conducting this review, the administrative team determines that a referral for evaluation under the IDEA or Section 504 should be made, IDEA and/or 504 procedures will be instituted.
6.†††††††† For a nondisabled student, the building level administrative team will make a decision with respect to the need for homebound services.† The parents, guardian or eligible or emancipated student are not required participants in this process, but the administrative team has the discretion, on a case-by-case basis, to decide if their participation would be helpful.
7.†††††††† If the building level administrative team determines homebound services are not needed, the building principal or his/her designee will notify the requesting party within 5 school days of the decision.† The administrative teamís decision is final and may not be appealed.
8.†††††††† If the administrative team determines that the student needs homebound services, the administrative team will develop a written plan for such services.
9.†††††††† The homebound plan should include: (1) the reason for homebound; (2) the anticipated length of homebound; (3) the classes or areas of curriculum to be addressed in homebound; (4) whether a homebound teacher is necessary or whether the provision of assignments is sufficient; and (5) the location of homebound services if a homebound teacher is deemed necessary.† If a homebound teacher is necessary, the plan should also state the number of minutes or hours per week that homebound instruction will be provided.† The homebound plan will also list the members of the administrative team.† Finally, the homebound plan must indicate when the homebound instructor is expected to report the studentsí grades and attendance to the school of record.
10.†††††† If the administrative team concludes that a homebound instructor is necessary in the home, a parent or other adult (over age 21) must be present during the homebound instruction.† The homebound instructor will not be required to administer medications or perform any other health related or medical procedures.
11.†††††† Requests for homebound for students covered by the IDEA and/or Section 504 are not covered by this procedure.† Such requests for these students must be presented to the studentís IEP or 504 team.
12.†††††† Homebound services under this procedure will be available only during the regular school calendar and not during summer or holiday breaks.
13.†††††† The District will not provide homebound services, through this procedure, to nonpublic students.† Nonpublic students are those students who are voluntarily enrolled by their parents/guardian in private and/or parochial schools or are home schooled during the regular school year.†
14.†††††† If a student who is designated to receive homebound pursuant to this procedure fails to attend, participate or otherwise cooperate with the services described in the homebound plan, the building principal may, upon review of the situation, cease homebound services.† If there is a decision to cease homebound services, the building principal or his/her designee will inform the parents/guardian or eligible student, in writing, of that decision.† Missouriís compulsory attendance laws will then apply.
15.†††††† The building principalís decision regarding cessation of homebound pursuant to Paragraph 14 above is final and may not be appealed.
16. ††††† The District will provide the homebound student with textbooks and other routinely supplied materials that are necessary for a studentís homebound instruction.†
INSTRUCTIONAL SERVICES †††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Regulation 6310*
Library,† Media and Technology Services
District library guidelines are based on the American Library Association Library Bill of Rights. School District media personnel are concerned with generating understanding of American freedoms through the development of informed and responsible citizens. To this end the American Association of School Librarians asserts that the responsibility of the school library media center is:
1.†††††††† To provide a comprehensive collection of instructional materials selected in compliance with basic written selection principles, and to provide maximum accessibility to these materials.
2.†††††††† To provide materials that will support the curriculum, taking into consideration the † individual's needs, and the varied interests, abilities, socio‑economic backgrounds, and † maturity levels of the students served.
3.†††††††† To provide materials for teachers and students that will encourage growth in knowledge, and that will develop literary, cultural and aesthetic appreciation, and ethical standards.
4.†††††††† To provide materials which reflect the ideals and beliefs of religious, social, political, historical, and ethnic groups and their contribution to American and world heritage and ††††† culture, thereby enabling students to develop an intellectual integrity in forming judgments.
5.†††††††† To provide a written statement, approved by the local Board of Education, of the procedures for meeting the challenge of censorship of materials in school library media centers.
6.†††††††† To provide qualified professional personnel to serve teachers and students.
The district will obtain materials for the districtís media centers and libraries that are current, address the curriculum needs of district instructors and provide the learning resources needed by district students. District librarians, teachers and administrators are responsible for the selection and reconsideration of materials for the districtís media centers and school libraries in accordance with the objectives listed in this regulation. Suggestions for the selection and reconsideration of materials will be reviewed at least annually. The superintendent or designee will adopt procedures as needed to accomplish the goals of this regulation.
Objectives for the Selection of Library
Library materials will be selected in accordance with the following objectives:
1. Provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities and maturity levels of the pupils served.
2. Provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards.
3. Provide background information that will enable students to make intelligent judgments in their daily lives.
4. Provide materials on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical reading and thinking.
5. Provide materials representative of the contributions of our American heritage from the many religious, ethnic and cultural groups.
6. 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.
7. Use existing special criteria for the selection of all kinds of materials, such as films, CDs, tapes and books, for all subject areas. The general criteria that may be applied to all acquisitions are as follows:
∑ Material should have permanent or timely values.
∑ Information should be accurate
∑ Material should be presented in a clear manner.
∑ Material should be authoritative.
∑ Material should have significance.
The above-mentioned criteria will also apply to the acceptance of any gift of materials or to the selection of materials purchased with a monetary gift from an individual or group.
Removing materials from the library that are no longer useful is important in maintaining a collection which is timely, reliable, and inviting. The librarian will examine materials while doing the end of year inventory and during routine day-to-day circulation of materials. Anything meeting the criteria for weeding will be withdrawn from library records and discarded. If it is an item for which there is still a need, a replacement will be purchased; if a purchase is not possible at that time, it shall be added to the Teacher/Student Request List for future consideration.
Criteria for Materials to be Weeded
1. ††††† Items which are soiled, damaged, or torn beyond repair.
2. ††††† Items which are so outdated that they are useless.
3.†††††††† Items found to contain unreliable information or information which is no longer true.
Students or parents/guardians who find materials in the library objectionable in any manner may make a formal complaint by obtaining from the Superintendent's office Form 6241 - Review of Instructional Materials.† (See also Policy and Regulation 6241 Ė Controversial Materials.)
This written complaint will be considered by the Superintendent and the librarian in weighing the educational value of that particular book, filmstrip, etc., against the segment found objectionable to the complainant. Contingent with their decision, the material will be returned to the shelf for continued use, or removed from library circulation.
Access to electronic research requires students and employees to maintain consistently high levels of personal responsibility.† The existing rules found in the District's Behavioral Expectations policy (Board Policy/Regulation 2610) as well as employee handbooks clearly apply to students and employees conducting electronic research or communication.
One fundamental need for acceptable student and employee use of District electronic resources is respect for, and protection of, password/account code security, as well as restricted databases files, and information banks.† Personal passwords/account codes may be created to protect students and employees utilizing electronic resources to conduct research or complete work.
These passwords/account codes shall not be shared with others; nor shall students or employees use another party's password except in the authorized maintenance and monitoring of the network.† The maintenance of strict control of passwords/account codes protects employees and students from wrongful accusation of misuse of electronic resources or violation of District policy, state or federal law.† Students or employees who misuse electronic resources or who violate laws will be disciplined at a level appropriate to the seriousness of the misuse.
The use of the District technology and electronic resources is a privilege, which may be revoked at any time. Staff and students are only allowed to conduct electronic network-based activities which are classroom or workplace related. Behaviors which shall result in revocation of access shall include, but will not be limited to: damage to or theft of system hardware or software; alteration of system hardware or software; placement of unlawful information, computer viruses or harmful programs on, or through the computer system; entry into restricted information on systems or network files in violation of password/account code restrictions; violation of other users' rights to privacy; unauthorized disclosure, use or dissemination of personal information regarding minors; using another person's name/password/account to send or receive messages on the network; sending or receiving personal messages on the network; and use of the network for personal gain, commercial purposes, or to engage in political activity.
Students and employees may not claim personal copyright privileges over files, data or materials developed in the scope of their employment, nor may students or employees use copyrighted materials without the permission of the copyright holder.† The Internet allows access to a wide variety of media.† Even though it is possible to download most of these materials, students and
staff shall not create or maintain archival copies of these materials unless the source indicates that the materials are in the public domain.
Access to electronic mail (E-mail) is a privilege and designed to assist students and employees in the acquisition of knowledge and in efficiently communicating with others.† The District E-mail system is designed solely for educational and work related purposes.† E-mail files are subject to review by District and school personnel.† Chain letters, "chat rooms" or Multiple User Dimensions (MUDs) are not allowed, with the exception of those bulletin boards or "chat" groups that are created by teachers for specific instructional purposes or employees for specific work related communication.
Students or employees who engage in "hacking" are subject to loss of privileges and District discipline, as well as the enforcement of any District policy, state and/or federal laws that may have been violated.† Hacking may be described as the unauthorized review, duplication, dissemination, removal, damage, or alteration of files, passwords, computer systems, or programs, or other property of the District, a business, or any other governmental agency obtained through unauthorized means.
To the maximum extent permitted by law, students and employees are not permitted to obtain, download, view or otherwise gain access to "inappropriate matter" which includes materials that† may be deemed inappropriate to minors, unlawful, abusive, obscene, pornographic, descriptive of destructive devices, or otherwise objectionable under current District policy or legal definitions.† Similarly, the use of any District computer to access sites which allow the user to conceal their objective of accessing inappropriate material is not permitted.
The District and school administration reserve the right to remove files, limit or deny access, and refer staff or students violating the Board policy to appropriate authorities or for other disciplinary action.
In compliance with the Childrenís Internet Protection Act (ďCIPAĒ), 47 U.S.C. ß 254, the District uses technological devices designed to filter and block the use of any District computer with Internet access to retrieve or transmit any visual depictions that are obscene, child pornography, or ďharmful to minorsĒ as defined by CIPA and material which is otherwise inappropriate for District students.
Due to the dynamic nature of the Internet, sometimes Internet websites and web material that do not fall into these categories are blocked by the filter.† In the event that a District student or employee feels that a website or web content has been improperly blocked by the Districtís filter and this website or web content is appropriate for access by District students, the process described below should be followed:
1. Follow the process prompted by the Districtís filtering software (or to remain anonymous, log in under log in name: 123anonymous) and submit an electronic request for access to a website, or:
2. Submit a request, whether anonymous or otherwise, to the Districtís Superintendent/the Superintendentís designee.
3. Requests for access shall be granted or denied within three days.† If a request was submitted anonymously, persons should either attempt to access the website requested after three days or log back in at 123anonymous to see the status of the request.†
4. Appeal of the decision to grant or deny access to a website may be made in writing to the Board of Education.† Persons who wish to remain anonymous may mail an anonymous request for review to the Board of Education at the School Districtís Central Office, stating the website that they would like to access and providing any additional detail the person wishes to disclose.†
5. In case of an appeal, the Board of Education will review the contested material and make a determination.†
6. Material subject to the complaint will not be unblocked pending this review process.
In the event that a District student or employee feels that a website or web content that is available to District students through District Internet access is obscene, child pornography, or ďharmful to minorsĒ as defined by CIPA or material which is otherwise inappropriate for District students, the process described set forth in Regulation 6241 should be followed.††
Adult users of a District computer with Internet access may request that the ďtechnology protection measuresĒ be temporarily disabled by the chief building administrator of the building in which the computer is located for lawful purposes not otherwise inconsistent with this Policy.
The use of District technology and electronic resources is a privilege, not a right, and inappropriate use will result in the cancellation of those privileges.† All staff members and students who receive a password/account code will participate in an orientation or training course regarding proper behavior and use of the network. †The password/account code may be suspended or closed upon the finding of user misuse of the technology system or its resources.
Students and employees are expected to abide by the generally accepted rules of electronic network etiquette.† These include, but are not limited to, the following:
1. System users are expected to be polite.† They may not send abusive, insulting, harassing, or threatening messages to others.
2. System users are expected to use appropriate language; language that uses vulgarities or obscenities, libels others, or uses other inappropriate references is prohibited.
3. System users may not reveal their personal addresses, their telephone numbers or the addresses or telephone numbers of students, employees, or other individuals during E-mail transmissions.
4. System users may not use the District's electronic network in such a manner that would damage, disrupt, or prohibit the use of the network by other users.
5. System users should assume that all communications and information is public when transmitted via the network and may be viewed by other users.† The system administrators may access and read E-mail on a random basis.
6. Use of the District's electronic network for unlawful purposes will not be tolerated and is prohibited.
While the District is providing access to electronic resources, it makes no warranties, whether expressed or implied, for these services.† The District may not be held responsible for any damages including loss of data as a result of delays, non-delivery or service interruptions caused by the information system or the user's errors or omissions.† The use or distribution of any information that is obtained through the information system is at the user's own risk.† The District specifically denies any responsibility for the accuracy of information obtained through Internet services.
The Board recognizes that security on the District's electronic network is an extremely high priority.† Security poses challenges for collective and individual users.† Any intrusion into secure areas by those not permitted such privileges creates a risk for all users of the information system.
The account codes/passwords provided to each user are intended for the exclusive use of that person.† Any problems, which arise from the user sharing his/her account code/password, are the responsibility of the account holder.† Any misuse may result in the suspension or revocation of account privileges.† The use of an account by someone other than the registered holder will be grounds for loss of access privileges to the information system.
Users are required to report immediately any abnormality in the system as soon as they observe it.† Abnormalities should be reported to the classroom teacher or system administrator.
The District shall use filtering, blocking or other technology to protect students and staff from accessing internet sites that contain visual depictions that are obscene, child pornography or harmful to minors.† The District shall comply with the applicable provisions of the Children's Internet Protection Act (CIPA), and the Neighborhood Internet Protection Act (NCIPA).
Vandalism is defined as any malicious attempt to alter, harm, or destroy equipment or data of another user, the District information service, or the other networks that are connected to the Internet.† This includes, but is not limited to the uploading or the creation of computer viruses, the alteration of data, or the theft of restricted information.† Any vandalism of the District electronic network or technology system will result in the immediate loss of computer service, disciplinary action and, if appropriate, referral to law enforcement officials.
The consequences for violating the District's Acceptable Use Policy include, but are not limited to, one or more of the following:
1. Suspension of District Network privileges;
2. Revocation of Network privileges;
3. Suspension of Internet access;
4. Revocation of Internet access;
5. Suspension of computer access;
6. Revocation of computer access;
7. School suspension;
8. Expulsion; or
9. Employee disciplinary action up to and including dismissal.