IHBA: INDIVIDUALIZED EDUCATION PROGRAMS
It shall be the policy of MEAA to maintain a complete individualized education program (IEP) for each student who has been identified with a disability and in need of special education services under state and federal special education laws, and who is in attendance at the MEAA. The MEAA shall develop these IEPs in a manner consistent with the procedural requirements of state and federal special education laws.
Student IEPs shall be reasonably calculated to provide the identified student with educational benefits in the least restrictive educational environment. The MEAA shall ensure that such IEPs are in effect within 30 days of when a student is first identified as in need of special education services, and in effect no later than the beginning of each school year for subsequent IEPs. All IEPs must be reviewed at least annually, as prescribed by state and federal special education laws.
References: 20 U.S.C. §§1414(d); 34 C.F.R. §300.320 to .324 (2006); Maine Dept. of Educ. Reg. ch. 101, § IX(3) (2007).
It shall be the policy of MEAA to refer all school-age students suspected of having a disability that requires special education to the IEP Team for an evaluation in the suspected areas of disability. Referrals of students to the IEP Team may be made by parents at any time, and by professional school staff, and by other persons knowledgeable about the child’s educational needs. Any such referral should be made in accordance with procedures that may be approved by the Executive Director his/her designee(s).
Regardless of the source of the referral, a referral will be considered received by the school on the date that the written referral is received by the Director of Special Education. It shall be signed and dated by the Special Education Director or designee, thereby indicating the date of the receipt of that referral.
The Executive Director his/her designee(s), in consultation with the Director of Special Education, may develop procedures for referral and the use of pre-referral interventions within the local school, and may from time to time amend those procedures as necessary.
References: Maine Department of Education Reg. Ch. 101, §§ II(23), III, IV(2)(D), (E), V(4)(A) (August 2007).
Model Referral/ Pre-referral Procedures
Approved May, 2016
MEAA shall refer to the IEP Team all school-age students suspected of having a disability that requires special education and related services. Referrals to the IEP Team may be made by a child’s parent, by professional school staff, or by others with knowledge of the child. Referrals should be made and processed consistent with these procedures.
Referrals by parents. A parent may refer his or her child to the IEP Team at any time. That referral shall be made in writing directly to the Director of Special Education. Should the parent seek to make a referral through other professional staff (such as teachers, guidance counselors, or administrators), that professional staff member shall directly assist the Family in making the referral in writing to the Director of Special Education. Should a parent attempt to make a referral orally, professional staff shall assist the parent in reducing that referral to writing and submitting it to the Director of Special Education.
A parent referral shall be processed consistent with these procedures and governing timelines even if the child is receiving interventions pursuant to the school’s general education interventions (discussed below). Those pre-referral procedures shall continue during the referral process, however.
Referrals by staff. Any professional employee of the school may refer a child to the IEP Team regardless of the results of initial child find activities, but only after completion of any general education interventions process used by the school. The school may move directly forward with the referral process in those circumstances where the school and parent agree to do so. Even in that situation, however general education interventions will continue during the referral process.
Professional school staff shall prepare a referral in writing and shall submit that referral directly to the Director of Special Education.
Referrals by others. Individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may refer that child to the IEP Team regardless of the results of initial child find activities, but only after completion of any general education interventions process used by the school. The school may move directly forward with the referral process in those circumstances where the school and parent agree to do so. Even in that situation, however, general education interventions will continue during the referral process.
Should such a person attempt to make a referral orally, professional staff shall assist that person in reducing that referral to writing and submitting it to the Director of Special Education.
Receipt of Referral. Regardless of the source of the referral, a referral is received by the school on the date that the written referral is received by the Director of Special Education. It shall be signed and dated by Special Education Director or designee, thereby indicating the date of the receipt of that referral.
Timeline for Processing Referral. Once the referral has been received by the Director of Special Education, the IEP Team shall review existing evaluation data and determine the need for additional evaluations. The IEP Team may conduct its review without a meeting. If additional evaluations are needed, the school must send a consent to evaluate form to the parent within 15 school days of receipt of the referral. Also upon receipt of the referral (from any source), the school shall send the parent its Written Notice form documenting that referral.
Once the Director of Special Education receives the signed consent for evaluation back from the parent, the school shall have 45 school days to complete the evaluation and to hold an IEP Team meeting to determine whether the student qualifies for special education services. If the student is identified as a child with a disability in need of special education, the Team should develop an IEP for that child either at that same meeting, or within 30 calendar days of determining that the student is eligible.
The school shall implement the IEP as soon as possible following the IEP Team meeting when the child is found eligible, but no later than 30 calendar days after that meeting.
Transfer Students. Students who have already been identified as in need of special education services and who transfer into the school from another school unit within Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until the school either adopts the child’s IEP from the previous unit or develops, adopts and implements a new IEP.
Students who have already been identified as in need of special services and who transfer into the school unit from another school unit from outside of Maine shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until the school conducts an evaluation to determine whether the student is eligible for special education, and if so, develops, adopts and implements a new IEP.
If the transfer student's current IEP from his or her prior school unit is not available, or is believed to be inappropriate by either the parent or the school, the school should develop a new IEP through appropriate procedures within a short time after the student enrolls at the school.
Professional school staff members who observe that a student is encountering academic or functional difficulties in school that interfere with the student's education shall document those specific difficulties through a general education interventions process.
Students who are failing or are at risk for failing to meet goals for their grade shall receive interventions that are designed to narrow the gap between the goals set for the grade level of the child and the child’s performance. Interventions must be appropriate for the student’s age and skill levels. These general education interventions are implemented as developed and are modified on the basis of curriculum- based measurement, progress monitoring data, or time sampling of behaviors. The school shall develop an intervention plan for students who are failing or at risk for failing using general education interventions and measurement systems.
If, after describing the problem, initiating an intervention, and collecting appropriate data for six data points over approximately, but no more than 30 days, the child shows no significant change in performance, intervention strategies must be modified. If the data indicate resistance to two consecutive data-driven intervention strategies, over 60 days, the pre-referral team should meet to determine further intervention modifications and whether a referral should be made simultaneously to the IEP Team.
If the intervention strategies have not been effective, or if the interventions are demonstrated to be effective but require continued and substantial effort that may include the provision of special education and related services, the staff member shall refer the child to the IEP consistent with the procedures set forth above.
The school shall notify parents whenever their child has demonstrated educational difficulties that have led to completion by a staff member of the pre--referral checklist and intervention strategy checklist. That notification of general education interventions should include copies of the completed checklists and shall request that the parents contact the staff member who has completed the documents. That notification shall also inform parents that they have a right to refer their child directly to the IEP Team if they suspect that their child may need special education services. The school may advise the parents as to why it may be appropriate to have the child participate in the intervention strategies prior to a referral to the IEP team, but the school shall not reject or delay the referral until the completion of the intervention strategies.
All notes from the general education interventions process, and if relevant, team meetings, and all the data collection procedures that may have been developed through this process shall be considered by the IEP Team and shall become part of the child’s special education file. For children who do not qualify for special education services, all general education interventions documents are kept in the child’s cumulative folder for future reference and for ongoing educational planning.
The general education interventions developed through this general education interventions process shall continue in the event of a referral while the referral is being handled by the IEP Team, and the resulting data shall become part of the child’s special education file.
Special education due process procedures shall not be used to address parental concerns regarding successful implementation of these pre-referral procedures, and the failure to use this general education interventions process may not be used in special education due process proceedings to establish that the school has failed to meet its child find or referral obligations.
References: Me. Dep't of Educ. Reg. ch. 101, §§ II(23), III, IV(2)(D), (E), V(4)(A) (August 2007).
IHBAC: CHILD FIND
MEAA seeks to ensure that all children within its jurisdiction are identified, located and evaluated who are high school-age through the school year in which they turn 20.
MEAA child find responsibility shall be accomplished through a school-wide process, which, while not a definitive or final judgment of a student’s capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the IEP Team.
This child find process shall include obtaining data on each child through multiple measures, direct assessment, and parent information regarding the child’s academic and functional performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing and cognitive skills. MEAA may schedule child find activities
If the child find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the IEP Team to determine the student’s eligibility for special education services.
School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and supportive services in order to benefit from regular education. Such a referral should follow the school’s pre-referral and referral policy.
References: 34 C.F.R. § 300.111 (2006); Maine Department of Education Reg. Ch. 101, IV(2) (2007).
IHBAL: GRIEVANCE PROCEDURE FOR PERSONS WITH DISABILITIES
The Board has adopted this grievance procedure to provide a local avenue for persons with disabilities to raise concerns about whether the school is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedure is intended to meet the requirements of the federal Rehabilitation Act (34 CFR § 104.7(b)) and the federal Americans with Disabilities Act (28 CFR § 35.107(b)).
Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator: Special Education Director
A person with an identifiable disability, or someone acting on that person’s behalf, may file a written grievance regarding compliance with state or federal disabilities laws with the Executive Director, or with the ADA/504 compliance coordinator. If filed with the ADA/504 compliance coordinator, that person shall forward it to the Executive Director. No grievance will be heard if it involves actions that occurred more than 60 days prior to the filing of the grievance. The Executive Director, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance. The Executive Director written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
If dissatisfied with the response, the grievant may obtain a review by the Executive Director his/her designee(s) of the Special Education Director’s decision. The grievant must request that review within 15 working days of the decision by the . The Executive Director or his/her designee, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days. Extensions of 15 working days may be allowed when necessary to address fully the issues in the grievance. The Executive Director/designee’s written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.
Except for grievances regarding physical alterations to school buildings or grounds, the decision of the Executive Director or his/her designee shall be final. In the case of grievances regarding physical alterations to school buildings or grounds, a dissatisfied grievant may obtain further review by the School Board by making a written request within 15 working days of the decision of the Executive Director/designee. The School Board shall have a reasonable time to schedule a meeting on the grievance and to issue its decision.
Nothing in this grievance procedure in any way prohibits a person from seeking redress for their disability concerns via other legal avenues, such as through the Office for Civil Rights, the Department of Justice, the Maine Human Rights Commission or the Maine Department of Education.
Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator:
This notice is available in large print and on audio tape from the ADA/504 compliance coordinator.
IHBEA: Lau PLAN
Purpose: The intent of the Lau Plan of MEAA is to ensure that students with limited English proficiency (LEP) are identified and receive the support necessary to achieve optimally in all academic areas.
Legal Foundation: MEAA’s Lau Plan is guided by the Legal Provisions for the Education of English Language Learners identified by the Maine Department of Education. Key decisions and statutes include:
Title VI of the Civil rights Act of 1964 - prohibits discrimination on ground of race, color or national origin
Lau v Nichols (1974) - Supreme Court ruling that requires districts to take affirmative steps to overcome educational barriers faced by non-English speaking students.
Equal Education Opportunities Act of 1974- Prohibits denying equal educational opportunity to individuals based on race, color, sex or national origin and requires schools to take appropriate steps to ensure equal access by overcoming language barriers for English language learners.
Title lll of the Elementary and Secondary Act (ESEA)- provides funding to support programs for English learners and establishes a system for holding recipient states accountable for their performance in raising English learners’ achievement and English language proficiency outcomes.
For a complete list of legal provisions, see the ME DOE website.
Organization: The English as a Second Language (ESL) teacher will form a Language Assessment Committee (LAC) comprised of the ESL teacher, a building administrator, content area teacher(s), guidance counselor, parent/guardian(s), and interpreter (if necessary) and others having direct contact with the student. Membership may be temporary rotating or ongoing. The purpose of the LAC is to advise on identifying, serving, assessing and eventually exiting EL students from the language support system and to communicate with parents regarding upcoming testing, test results and progress. The LAC meeting will be scheduled and facilitated by the ESL teacher.
The LAC will:
Meet within 30 days of a referral to review assessment, determine eligibility and plan for each identified student.
Develop students’ Individual Language Acquisition Plans (ILAP) and oversee, coordinate, and periodically review the ILAP’s.
Monitor the language and academic progress of EL students and students on monitor status.
Make recommendations for placement and services for the next year, modifications to ESL services, or reclassification when a student attains full English proficiency.
Initial Identification and Evaluation: The LAC will consider multiple sources when determining a students’ eligibility for entry into a language support system. Steps in the identification process include the following:
Home Language Survey- completed during registration process for all new and/or transfer students
Notification to ESL teacher regarding possible new students whose first language is not English
Informal observations/interview- may be done in classroom by ESL teacher
Consultation between ESK and classroom/content teaches and/or guidance counselors
Review of previous school records/cumulative folders
Informal meeting with parent(s)/guardian(s)
Administration of WIDA-ACCESS for ELLS’s Placement Test (W-APY) by ESL teacher
Instructional Plan: The ESL teacher in coordination with the LAC will develop an individual Language Acquisition Plan (ILAP) for each ELL student. The ILAP is an individualized language support program that specifies the following:
Description of services: the amount of ESL support time (minutes per day/week), type of support (in class, one on one, during study hall or scheduled time), model of support (individual, small group, immersion)
Recommendations for modifications to class work and testing accommodations
Method of evaluation
Timeline for review/reclassification
Recommendations for the following school year
Students identified as English Language Learners (ELL) will receive services in integrated setting by a Maine certified and ESL endorsed teacher. Identified ELL’s will be accorded appropriate accommodations on state and local assessments.
Student Assessment of English Language Proficiency: As mandated by the state, ELL’s will be tested annually for English proficiency in the domains of speaking, listening, reading and writing using the WIDA ACCESS for ELL’s 2.0. The ESL teacher will administer the assessment during the state’s testing window.
Reclassificaiton /Exit from Support System: The LAC will consider the results of the annual mandated test (WIDA ACCESS for ELL’s 2.0) and the student’s academic performance to determine changes in ESL services. Additional criteria may include results of local and state assessments, consultation with classroom teacher(s) and anecdotal information from student and parent(s)/guardian(s).
The state’s definition of English proficiency is a composite or overall score of 6 on the WIDA ACCESS for ELLS’s 2.0. Students who reach this score will be reclassified as Fully English Proficient and place on monitor status for at least two years. Students on monitor status may continue to be offered supports and services through general education interventions allowable to all students.
Students who are Fully English Proficient must be coded as Former LEP-05 in the statewide data collection system. Once identified as Fully English Proficient, the student will no longer participate in the annual assessment (ACCESS for ELL’s 2.0); receive ELL accommodations on standardized tests and state assessments; be eligible for ESL programs or services; receive subsidized funding under Essential Programs and Services (EPS) formula; not generate Title lll funds.
Record Keeping: Testing results, a copy of the ILAP and any progress reports will be filed in the student’s cumulative folder located at each school and in student files in the ESL office. This information will be made available to parents/guardians in their native language if necessary.
ACCESS for ELL’s 2.0 (Assessing Comprehension and Communication in English State-to-State for English Language Learners) - the annual assessment given to ELL’s in Maine to measure their English language proficiency in the four domains: reading, speaking, listening and writing
ELL (English Language Learner) - refers to a student whose native language is not English
ESL ( English as Second Language) - refers to the program or class for teaching English to non-native English speakers
FEP (Fluent (Fully) English Proficient) - knowledge of English that enables a non-native English speaker to function fully and competently in an English only education environment.
ILAP (Individual Language Acquisition Plan) - individualized language support program specifying the amount of ESL support time, type of support , modifications to class work, testing accommodations and model of support.
LAC (Language Assessment Committee) - the committee established to advise on identifying , serving, assesseming and eventually exiting an English learner from his/her language support system.
LEP (Limited English Proficiency) - student with a primary language other than English who demonstrates a limited understanding or use of spoken and written English
W-APT (WIDA-ACCESS Placement Test) - an English language proficiency screening test given to incoming students who may be designated as English language learners and used for identification and placement decisions.
WIDA (World-Class Instructional Design and Assessment) - multi state consortium with the mission of advancing academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research and professional development for educators.
IHCDA: POST-SECONDARY ENROLLMENT OPTIONS
The intent of this policy is to establish the requirements for student enrollment in post-secondary courses taken before high school graduation. MEAA expects that each student will complete at least one post-secondary course before graduation. None of the foregoing is intended to supersede applicable Statute.
Students may take courses at eligible post-secondary institutions within Maine, which include the University of Maine System, the Community College System and Maine Maritime Academy.
The school may allow students to take courses at private colleges or other institutions, but the school cannot include such costs as allowable program costs. Any such requests shall be considered on a case-by-case basis to the extent that funds are available.
The Maine Department of Education shall pay applicable tuition costs for any student enrolled in a course under this policy if the eligible institution requires tuition payment.
The student and his/her parent/guardian are responsible for paying for all textbooks, course fees and transportation costs.
[NOTE: While the statute obligates students to pay these costs, school districts may still choose to pay some or all of these costs.
Such costs remain allowable program costs under the statute.]
School Reporting Requirements
The Executive Director his/her designee(s) shall ensure that information concerning post-secondary enrollment options is made available to parents and students.
The Executive Director his/her designee(s) shall provide an annual report to the MEAA School Board regarding the number of students taking courses at post-secondary institutions and the courses taken.
Legal Reference: 20-A MRSA § 4771 et seq.
Adopted by the MEAA Board of Directors: September 13, 2013
IJOC: SCHOOL VOLUNTEERS
The Board recognizes that MEAA community members can provide valuable services to the school by sharing their time, talents and experience. An effective volunteer program allows students to benefit from individual attention and provides enrichment opportunities that supplement the regular educational program.
For the purpose of this policy, a volunteer is a person who provides services, without compensation or benefits of any kind on a regular basis in the schools or in school activities.
All volunteers should be at least 18 years of age unless otherwise approved by Executive Director.
Volunteers serve under the direction and supervision of the principal or designated staff. When volunteers work with students, their activities will be under direct and immediate supervision of the classroom teacher or other designated employee.
Approval, assignment, continuation or termination of volunteers shall be at the discretion of the building principal.
IJJ: INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS SELECTION
The Board is legally responsible for all matters relating to the operation of the school, including the provision of instructional materials and maintenance of library-media resources that support the school system’s curriculum.
While the Board retains its authority to approve the selection of instructional materials, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of instructional materials. The Board delegates responsibility for the selection of instructional materials and library-media resources to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the Board’s policy on challenged materials as described below.
With the assistance of professional staff, the Executive Director his/her designee(s) shall establish a system for the selection of instructional materials, including procedures to establish an orderly process for the review and recommendation of instructional materials. The Executive Director his/her designee(s) will be responsible for overseeing the purchase of instructional materials within budgetary parameters set by the Board. The Board expects the Executive Director his/her designee(s) to report on progress made in aligning instructional materials with curriculum development and evaluation in support of the content standards contained in the Maine Learning Results system and Common Core standards.
The school shall maintain a library-media program that includes books and other print materials, multimedia materials, online
Internet resources and information technology that support the curriculum. As with instructional materials, the Board delegates responsibility for selection of library-media materials and technology and Internet resources to the school system’s professionally trained staff, subject to the criteria and procedures for selection and the Board’s policy on challenged materials described below.
“Instructional materials” include textbooks and other print materials, software and other electronic materials, online/Internet resources (including access), and supplies and other materials to support instruction in subject areas and implementation of the Learning Results system and Common Core standards.
“Library-media resources” include books, print materials, online/Internet resources (including access), multimedia materials and information technology that, as part of the library-media program, support the school system’s curriculum.
Objectives of Selection
The Board recognizes that it is the primary objective of instructional materials to implement and support the curriculum, and of library-media resources to extend and enrich the educational programs of the school. Quality instructional materials and library media resources are essential to student learning. In preparing students to meet the content standards of the Learning Results system and Common Core standards, in supporting the achievement of the school’s educational goals and objectives, and in providing enrichment opportunities that expand students’ interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the library-media centers of the school to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.
Criteria for Selection
Instructional and library-media materials selected shall be accurate and:
Meet the requirements of a standardized review criteria;
Support achievement of the content standards of the Learning Results system and Common Core standards;
Support the goals and objectives of the school system’s educational programs;
Enrich and support the curriculum;
Take into consideration the varied interests, abilities, and maturity levels of the students served;
Foster respect and appreciation for cultural diversity and varied opinions;
Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;
Enable students to develop a capacity for critical analysis;
Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
Provide a background of information that will enable students to make intelligent decisions in their daily lives; and
Respect the constraints of the school’s budget.
Factors that should be considered are: currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer.
In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.
Procedures for Selection
Meeting the needs of the school, based on knowledge of the curriculum and the existing collections of instructional and library media materials, shall be the highest priority. Basic learning materials, i.e., those that are the predominant instructional materials used by most members of the class, are used for a significant portion of the course or receive major emphasis during a course, or are essential to student achievement of content standards of the Learning Results system and Common Core standards are to take priority in the selection process.
Before recommending materials for purchase, professional staff should evaluate the existing collection, consulting reputable, unbiased, professionally prepared selection aids and specialists from all departments and/or all grade levels. Instructional, library-media, and Internet material selection will be reviewed by staff utilizing standardized criteria. Procedures to implement this process will be developed by staff.
Social studies and science textbooks shall not be older than five years unless up-to-date supplemental instructional materials are also available.
Whenever possible, purchase of non-print materials and multimedia, Internet and technology resources shall be made only after personal evaluation by the librarian/media specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu of personal evaluation.
Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.
Gift materials are to be evaluated by the same criteria as purchased materials and are to be accepted or rejected by those criteria and in accordance with Board policy on gifts and donations.
A student’s parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Executive Director his/her designee(s) will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.
The Board recognizes that the final authority as to what materials an individual student will be exposed rests with that student’s parents or guardians. However, at no time will the wishes of one child’s parents to restrict his/her reading or viewing of a particular item infringe on other parents’ rights to permit their children to read or view the same material.
Library-media center materials will not be removed from the collection because of criticism except in accordance with Board policy.
Despite the care taken to select materials for student and teacher use and the qualifications of the persons who select the materials, the Board recognized that objections may be raised occasionally by students, parents, school staff or community members.
In the event a complaint is made, the following procedures will apply:
The complaint shall be heard first by the person providing the materials in question.
If the complaint is not resolved, the complainant shall be referred to the ______________ and requested to fill out the “Instructional and Library-Media Materials Challenge Form.” A copy of the form will be forwarded to the Executive Director.
The Executive Director shall appoint a committee composed of the following persons to review the complaint: one Co-Director one classroom teacher; one community member.
The review committee shall: read and examine the materials referred to them; check general acceptance of materials by reading reviews; weigh values and faults against each other and form opinions based on the material as a whole and not on passages or portions pulled out of context; meet to discuss the material and to prepare a written report on it.
The report of the committee shall be forwarded to the Executive Director his/her designee(s) who will inform the complainant of the results.
No materials shall be removed from use until the review committee has made a final decision.
The review committee’s decision may be appealed to the Board. The Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:
Reviewed objectively and in its full content;
Evaluated in terms of the needs and interest of students, school, curriculum and community;
Considered in the light of differing opinions; and
Reviewed in light of the criteria for initial selection and purpose as provided herein.
The Board will announce its decision in writing not later than the conclusion of the next regular meeting of the Board following its receipt of said testimony.
Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002
Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule)
Form For Policy No: IJJ
CHECKLIST FOR CLASSROOM MATERIALS REVIEW COMMITTEE'S
RECONSIDERATION OF INSTRUCTIONAL MATERIAL
FICTION OR OTHER LITERARY FORMS
What is the purpose, theme or message of the material? How well does this author/producer/composer accomplish this purpose?
If the story is a fantasy, is it the type that has imaginative appeal and is suitable for children? ____yes ____no
For the young adults? ____yes ____no
For middle school? ____yes ____no
If all are marked no, for what age group would you recommend? __________
Will the reading and/or viewing and/or listening to material result in more compassionate understanding of human beings? ____yes ____no
Does it offer an opportunity to better understand and appreciate the aspirations, achievements, and problems of various minority groups? ____yes ____no
Are any questionable elements of the story an integral part of a theme or message that is worthwhile? ____yes ____no
Does a story about modern times give a realistic picture of life as it is now?
Does the story avoid an oversimplified view of life, one which leaves the reader with the general feeling that life is sweet and rosy, or ugly and meaningless?
When factual information is part of the story, is it presented accurately?
Is prejudicial appeal readily identifiable by the potential reader? ____yes ____no
Are concepts presented appropriate to the ability and maturity of the potential reader? ____yes ____no
Do characters speak in a language true to the period and section of the country in which they live? ____yes ____no
Does the material offend in some way the sensibilities of women or a minority group by the way it presents either the chief character or any of the minor characters?
Is there preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would make this material inappropriate for children? ____yes ____no Young adults? ____yes ____no
If there is use of offensive language, is it appropriate to the purpose of the text for children? ____yes ____no For young adults? ____yes ____no
Is the material free from derisive names and epithets that would offend minority groups? ____yes ____no Children? ____yes ____no Young adults?____yes ____no
Is the material well written or produced? ____yes ____no
Does the story give a broader understanding of human behavior without stressing differences of class, race, color, sex, education, religion, or philosophy in any adverse way? ____yes ____no
Does the material make a significant contribution to the history of literature or ideas? ____yes ____no
Are the illustrations appropriate and in good taste? ____yes ____no
Are the illustrations realistic in relation to the story? ____yes ____no
Additional Comments: ________________________________________________________________
Recommendation by Classroom Materials Review Committee for treatment of challenged materials:
Signature of classroom materials review committee:
Form For PolicyNo: IJJ
RECONSIDERATION REQUEST FORM
REQUEST FOR REEVALUATION OF INSTRUCTIONAL MATERIALS
Submit to ______________
Book or other printed material if applicable:
Publisher (if known) ________________________ Date of Publication ______________________
Request initiated by _____________________________________________________________________
Telephone _____________________ Address _______________________________________________
Class in which item is used ______________________________________________________________
To what in the item do you object? (Please be specific, cite pages and frames, etc.)
In your opinion, what harmful effects might result from use of this item?
Do you perceive any instructional value in the use of this item?
Did you review the entire item? If not, what sections did you review?
In place of this item would you care to recommend other material which you consider to be of superior quality for the purpose intended?
Would you be willing to meet with the Review Committee? ____yes ____no
Signature: ______________________________ Date: ____________________
IJND: SCHOOL WEBSITE / WEB PAGES
Directors has adopted guidelines to ensure that its website is in compliance with applicable laws and meets the highest educational and quality standards. The Executive Director his/her designee(s) is responsible for implementing this policy, the accompanying guidelines and any additional administrative procedures that may be needed to govern the day-to-day management of the web site. The Executive Director may delegate specific responsibilities, as he/she deems appropriate. Cross Reference: IJND-R Web Publishing Guidelines
Web Site Purpose
The MEAA official web site is to provide general information about our school as well as information about educational programs, extracurricular activities and school events. This web site is intended to support the educational mission of the school, to enhance the curriculum and learning opportunities for students and staff, and to inform the larger community about our school.
Web Site Structure
The web site includes the following content areas:
School Board information (such as members, officers, committees, meeting agendas, minutes and policies);
The option to request more information;
a student application;
Information about school-sponsored extracurricular organization information;
Information about school events and activities; and
Contact information for School Board members and school staff.
School’s Authority and Webmaster Responsibilities
The MEAA reserves the right to approve all web site content and to edit, delete, or modify any web page content as it sees fit to comply with the intended purposes of the web site and these guidelines.
The Executive Director shall designate a Webmaster, who is responsible for maintaining the web site, approving all material to be posted on the site, and monitoring all web site activities for compliance with Board policies, applicable laws and regulations, and these guidelines.
Only the Webmaster, and other authorized school staff, shall have password-protected access to the web server to place and remove web pages and content. Any student access will be strictly controlled and monitored by an authorized staff member who will log on and supervise all student activities.
The MEAA web site does not create, nor is it intended to create, a public or limited public forum. All materials placed on the web site must serve the educational mission of the school
Web site content is limited to school-sponsored information and activities. No personal student or staff web pages, chat rooms or discussion groups are permitted on the web site unless it is set up as a moderated system with messages requiring approval before being posted such as an educational blog. .
Web page content must comply with Board policies, administrative procedures and school rules.
All materials placed on the web site must meet academic standards for proper spelling, grammar, content, accuracy and appearance.
If the Webmaster is unsure whether particular material is appropriate for the web site, he/she shall consult with the Executive Director or designee, whose decision shall be final.
Confidentiality of Student Information
The web site shall be in compliance with all applicable state and federal confidentiality laws and regulations.
At no time shall personal information about students (such as home address, telephone number, e-mail address, birth date, social security number, etc.) or any other information made confidential by state or federal law appear on the web site. The web site will not include any information that indicates the physical location of students at any given time, other than attendance at a particular school or participation in school activities.
Student information, photographs or work may only be published on the web site if the student’s parent/guardian has signed the Student Media Release Form. For purposes of these guidelines, student information includes name, class rosters, awards/honors received, and team/extracurricular activity participation lists
Confidentiality of Staff Information
At no time shall personal information about staff appear on the web site (including home address, home telephone number, home e-mail address, birth date, social security number, etc.).
Because the school’s web site is maintained in part to enhance communication with students and their families, the school e-mail addresses and/or telephone numbers of staff are published on the web site.
Appropriate permission will be obtained before any copyrighted or trademarked material is used on the web site. No copyrighted material may be reproduced, transmitted or stored on the MEAA web site without obtaining permission from the copyright owner.
Students shall retain the copyright on materials that they create.
Except for the above exceptions, all web pages and content on the web site are the property of and owned by the MEAA.
H. Web Site Design and Accessibility
The Webmaster is authorized to develop standards for the design and appearance of MEAA web site. These standards will include measures to make web pages accessible to persons with disabilities. School information available on the web site will also be made available to the public in alternative ways upon request.
The MEAA web site will not include any advertising, nor will it include any selling activities outside of publicity for school-sponsored and/or approved fundraising activities.
Links to External Sites
The MEAA web site will not include links to any personal web sites of students or staff.
The web site may include links only to web sites that have demonstrated educational value to students, staff and/or the community, as deemed appropriate by the Webmaster.
The web site shall include a disclaimer informing users that links are provided as a convenience, and that the MEAA does not endorse these sites or have any responsibility for the content of these sites.
The web site shall inform users about how to contact the Webmaster.
Each web page shall include the date the page was last updated.
The Webmaster will provide appropriate information to school users regarding technical requirements for publishing material on the web site.
Cross Reference: IJND –The MEAA Web Site
IJNDB: STUDENT COMPUTER, INTERNET USE, AND CYBER SAFETY
MEAA computers, networks and Internet access are provided to support the educational mission of the school and to enhance the curriculum and learning opportunities for students and school staff.
Student use of school computers, networks, Internet services, and email is a privilege, not a right.
Compliance with the school’s policies and rules concerning computer and Internet use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended, or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action. Students are prohibited from using school computers in any manner that would be in violation of the school’s Policy on harassment.
MEAA computers remain under the control, custody and supervision of the school at all times. The school monitors all computer and Internet activity by students. The school may conduct random audits of computer usage to protect its technology infrastructure. MEAA has the right to access, review and/or disclose any aspect of computer usage when it has legitimate business or security need to do so. Students have no expectation of privacy in their use of school computers or the school’s network, whether they are used on school property or elsewhere.
MEAA utilizes filtering technology designed to block materials that are illegal, obscene or harmful to minors, including all pornography. MEAA takes precautions to supervise student use of the Internet, but parents should be aware that MEAA cannot reasonably prevent all instances of inappropriate computer and Internet use by students in violation of Board policies and rules, including access to objectionable materials and communication with persons outside of the school. The school is not responsible for the accuracy or quality of information that students obtain through the Internet.
The Executive Director his/her designee(s) is responsible for implementing this policy and the accompanying rules and for documenting student Internet safety training. Additional administrative procedures or school rules governing the day-to-day management and operations of the school’s computer system may be implemented, consistent with Board policies and rules. The President may delegate specific responsibilities to the Director of Information Technology and others as he/she deems appropriate.
Students and parents shall be informed of this policy and the accompanying rules through handbooks, the school web site and/or other MEAA selected by the Executive Director his/her designee(s).
IJNDB-R:STUDENT COMPUTER AND INTERNET USE RULES
These rules accompany Board policy IJNDB (Student Computer and Internet Use). Each student is responsible for his/her actions and activities involving school computers, networks and Internet services, and for his/her computer files, passwords and accounts. These rules provide general guidance concerning the use of the school’s computers and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by students. Students, parents and school staff who have questions about whether a particular activity is prohibited are encouraged to contact the Principal or the Technology Coordinator.
Consequences for Violation of Computer Use Policy and Rules
Student use of the school’s computers, networks and Internet services is a privilege, not a right. Compliance with the school’s policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended or revoked. Such violations may also result in disciplinary action, referral to law enforcement and/or legal action.
The Principal shall have the final authority to decide whether a student’s privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student’s prior disciplinary record and any other pertinent factors.
The school’s computers, networks and Internet services are provided for educational purposes and research consistent with the school’s educational mission, curriculum and instructional goals.
All Board policies, school rules and expectations concerning student conduct and communications apply when students are using computers.
Students are also expected to comply with all specific instructions from teachers and other school staff or volunteers when using the school’s computers.
Examples of unacceptable uses of school computers that are expressly prohibited include, but are not limited to, the following:
Accessing Inappropriate Materials - Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing and/or illegal materials.
Illegal Activities - Using the school’s computers, networks and Internet services for any illegal activity or in violation of any Board policy or school rules. The school assumes no responsibility for illegal activities of students while using school computers.
Violating Copyrights – Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner’s permission. The school assumes no responsibility for copyright violations by students.
Copying Software - Copying or downloading software without the express authorization of the Director of Information Technology. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The school assumes no responsibility for illegal software copying by students.
Plagiarism - Representing as one’s own work any materials obtained on the Internet (such as term papers, articles, music, etc). When Internet sources are used in student work, the author, publisher and web site must be identified.
Non-School-Related Uses - Using the school’s computers, networks and Internet services for non-school-related purposes such as private financial gain; commercial, advertising or solicitation purposes; or any other personal use not connected with the educational program or assignments.
Misuse of Passwords/Unauthorized Access - Sharing passwords, using other users’ passwords, and accessing or using other users’ accounts.
Malicious Use/Vandalism - Any malicious use, disruption or harm to the school’s computers, networks and Internet services, including but not limited to hacking activities and creation/uploading of computer viruses.
Unauthorized Access to Blogs/Chat Rooms - Accessing chat rooms or news groups without specific authorization from the supervising teacher.
No Expectation of Privacy
MEAA computers remain under the control, custody and supervision of the school at all times. Students have no expectation of privacy in their use of school computers, including e-mail, stored files and Internet access logs.
Compensation for Losses, Costs and/or Damages The student and his/her parents are responsible for compensating the school for any losses, costs or damages incurred by the school for violations of Board policies and school rules while the student is using school computers, including the cost of investigating such violations. The school assumes no responsibility for any unauthorized charges or costs incurred by a student while using school computers.
Student Security A student is not allowed to reveal his/her full name, address, telephone number, social security number or other personal information on the Internet without prior permission from a teacher. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their teacher if they access information or messages that are dangerous, inappropriate or make them uncomfortable in any way.
System Security The security of the school’s computers, networks and Internet services is a high priority. Any student who identifies a security problem must notify his/her teacher immediately. The student shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having his/her computer privileges limited, suspended or revoked.
J. Parental Permission Required Students and their parent/guardian are required to sign and return the Electronic Resources – User Acknowledgment Form (IJNDB-E) before being allowed to use school computers.
IJNDB-E: ELECTRONIC RESOURCES - USER ACKNOWLEDGMENT FORM
REQUIRED USER SIGNATURE:
I accept responsibility to abide by MEAA Electronic Resources - Acceptable Use Policy and Administrative Procedures as stated in this agreement. I further understand that any violations of the above provisions may result in the revocation of my user account, disciplinary action at the building level, and/or appropriate legal action. I understand that the use of the Internet and other electronic resources (hereinafter referred to as electronic resources) is a privilege not a right. I agree:
Too use the electronic resources for appropriate purposes.
To use the electronic resources, in school, only with the permission of designated school staff.
To be considerate of other users, and use appropriate language.
Not to intentionally degrade or disrupt network services or equipment. This includes, but is not limited to, tampering with computer hardware or software, vandalizing data, invoking computer viruses, attempting to gain access to restricted or unauthorized services, or violating copyright laws.
To comply with all of the rules included in the Electronic Resources Policy and Administrative Procedures.
I understand that I have no right to privacy when I use the electronic resources, and I consent to the monitoring of my communications.
I also understand that any conduct that is in conflict with this agreement is inappropriate and will result in termination of access to electronic resources, disciplinary action, and/or legal action.
User Name (please print): ___________________________________________________
User Signature: ______________________________________Date: _________________
IKA: STUDENT ASSESSMENT
It is the intent of the MEAA Board of Directors that academic performance of students be assessed on a regular basis by classroom teachers. Assessment may take various forms including homework assignments, classroom participation, portfolio creation, tests or other teacher-directed forms of assessment. Performance feedback to students will be provided promptly. The school shall also provide parents with the opportunity to participate in regular Student Led Conferences.
Teachers are encouraged to contact parents whenever there is a change in a child's performance. Parents are encouraged to contact the school with questions regarding grades or test results. Teacher time will be allocated for Student Led Conferences regarding student achievement at regular intervals.
When additional evaluation such as a psycho-educational or substance abuse evaluation is deemed necessary by staff members, it shall be administered by qualified personnel and in accordance with federal and state laws, local policies and test administration manuals.
Standardized achievement tests will be administered as required
School personnel will use all evaluative data in determining instructional methods appropriate to individual students. This data will also be used by administrators and professional staff to assist in planning for improvement of instructional programs and in the identification of needs for curriculum revision.
IKF: GRADUATION REQUIREMENTS
Before entering high school, students need to know the standards for attaining a high school diploma in order to plan an appropriate, sequential, educational program to meet that goal.
Maine Arts Academy (MEAA) has adopted a standards-based system of learning consistent with Maine Law, which means that after January 1, 2018, the awarding of a diploma will be contingent on the demonstration of proficiency in content areas, rather than the accumulation of credits.
DIPLOMA REQUIREMENTS FOR STUDENTS
GRADUATING IN THE CLASS OF 2018 AND BEYOND
In accordance with Maine Law and Maine Arts Academy’s standards based system of learning, after January 1, 2018, the awarding of a diploma from MEAA will be contingent on the demonstration of proficiency in the content areas of Maine’s system of Learning Results and meeting the cross-content areas of the Guiding Principles. The student must also fulfill any other requirements specified in this policy.
Students who anticipate graduating in the class of 2018 and beyond must meet the following standard requirements in order to be awarded a high school diploma:
Science and Technology
Health Education/Physical Education
Visual and Performing Arts
Career and Education Development (embedded in content areas)
Remaining standards may be selected by the student based on his/her interest, satisfaction of course prerequisites, and requirements of the field that he/she plans to enter upon graduation.
A transferring student (home-schooled, etc) must have attended Maine Arts Academy for a minimum of 4 semesters to have their grade point average factored into the top ten of the class from which they are graduating.
MAINE GUIDING PRINCIPLES
A student graduating from MEAA is expected to be a:
Clear and effective communicator
Self-directed and lifelong learner
Creative and analytical problem solver
Responsible and involved citizen
Integrative and informed thinker
Students following a traditional pathway will:
Engage in educational experiences in the content areas of ELA, math, science, technology, social studies, world languages, health and physical education and integrate experiences that integrate career and educational development.
ALTERNATIVE METHODS OF EARNING CREDITS
A student who is deficient in these requirements or wishes to meet these requirements through alternative means may earn and apply credits in accordance with the provisions of this section.
1. A student who wishes to meet a course requirement through an alternative method must have prior written approval as specified in this section.
2. A student who needs to makes up deficiencies may participate in the next regular graduation ceremony following successful completion of all graduation requirements.
A student may meet proficiencies through summer school in classes that he/she completed at MEAA, but did not pass. Written approval should be obtained from Principal.
Advanced courses or courses not available at Maine Arts Academy may be taken at other secondary schools or at approved postsecondary institutions with the approval of the Principal.
3. Students may also opt to pursue a high school diploma through multiple additional pathways including:
-Early college/dual enrollment courses
-Career and technical education programming
-Apprenticeships, internships and field work
-Alternative education; ‘at risk’ programming
4. Each pathway must provide a quality learning experience comparable in rigor to the school unit’s educational offerings.
STUDENTS RECEIVING SPECIAL EDUCATION SERVICES
A student with a disability, as identified in 20-A MRSA 7001 (1-B) who achieves proficiency as required in 20-A MRSA 4722-A (1) as specified by the goals and objectives of the student’s individualized education plan (IEP) will be awarded a diploma.
Approved: October 3, 2017
IKF: GRADUATION REQUIREMENTS
The Board recognizes the need to establish minimum standards for the awarding of a high school diploma that are consistent with State law and regulations and with community educational values and expectations. MEAA will issue diplomas in line with standards-based diploma requirements.
Before entering high school, students need to know the standards for receiving a high school diploma in order to plan an appropriate educational program to meet that goal.
The Executive Director, through the Guidance Office or other designee, shall be responsible for making accurate information concerning diploma requirements available to incoming students and their parents prior to the start of their ninth grade school year. A copy of this policy will be given to all incoming ninth grade students. A copy of this policy will also be mailed to parents/guardians of incoming ninth grade students.
Students who graduate must meet the following minimum requirements in order to be awarded a high school diploma:
STANDARDS-BASED DIPLOMA –The student must meet the requirements as described below. In addition, diplomas will be awarded only to students who have met the content standards of all content areas of the system of Learning Results and/or Common Core, as measured by the school’s Assessment System. These content areas are English/language arts, mathematics, science and technology, social studies, health and physical education, career preparation, modern and classical languages, and visual and performing arts.
Students who transfer in from schools that are not standards based who are Juniors or Seniors will be awarded credit-based diplomas. Credits will have to be accrued in the content areas as required above – Math – 3, English – 4, Social Studies – 3, Science – 3 (including a lab), Language – 1, Health and Physical Education – 1, Visual and Performing Arts – 1,
In addition to the content standards described above, students will be required to demonstrate the following in order to receive a MEAA diploma:
At least one internship/work-study experience in each of the last two years they attend MEAA;
Engagement for at least three quarters of each year they are at MEAA in the agriculture, forestry, or environmental programs including both group and individual project work.
Service to the Community as demonstrated by engagement with volunteer work, service learning projects, and/or meeting other needs of the school community or larger community.
Taking one course at KVCC in an area relevant to their interests and/or career path.
Completion of a post-graduation plan that details the student’s plans for the three years following graduation.
ADDITIONAL CONSIDERATIONS APPLICABLE TO THE AWARDING OF STANDARDS-BASED DIPLOMAS
Students Receiving Special Education Services: To receive a diploma, students must meet the content standards of the grade 9 – 12 Learning Results and Common Core as determined by the Assessment System. A student’s IEP will be used to personalize instructional strategies, provide for supportive services, and adapt assessments in an effort to determine how a student will demonstrate whether he or she has met the standards.
Early Awarding of Diplomas: A student who has met the State’s and the Board’s diploma requirements in fewer than four years of high school may be awarded a diploma.
Any substitution or exception to the local course requirements for graduation will require the approval of the Principal.
Delayed Awarding of Diplomas: At the Executive Director his/her designee(s)‘s discretion, a student who leaves the MEAA to attend an accredited, degree-granting institution of higher education may, upon satisfactory completion of the freshman year, be awarded a high school diploma, although he/she may not have met all diploma requirements.
Extended Study: Students are eligible for extended years of study to complete the requirements of a diploma if they have not reached the age of 20 at the start of the school year. Students eligible for extended years of study may be referred to adult education or other resources that may be available. Extended study for students with disabilities shall be specified in the student’s Individualized Education Plan. Students over 20 may be allowed to complete coursework for the diploma by requesting a waiver to the age-limit on the extended study plan.
Correcting Deficiencies: Seniors who correct any deficiencies by the end of the first full semester following the graduation date may receive their original diploma.
Courses Taken through Adult and Community Education: With prior approval, students may earn credits or complete standards toward graduation for each diploma course taken in the Adult and Community Education Diploma Program. This procedure is referred to as “concurrences” and requires approval of the Executive Director or designee.
IKJ: STUDENT PERFORMANCE POLiCY
MEAA Board encourage and support providing students with opportunities to display their talents, knowledge and skills at a variety of different levels which includes classroom level, school level (students only), and school level (public presentations).
The MEAA Board designates the Executive Director to work with the MEAA Principal and Staff to create procedures that ensure that student performances meet the following expectations:
All performances have been previously viewed and approved by MEAA staff;
All performances, regardless of level, have been practiced and are at a high level of refinement;
All performances meet expectations for length of time;
Expectations for audience etiquette have been established and shared with the audience;
Appropriate resources and personnel (stage manager, etc.) are in place to support performances;
Advance notice is provided regarding performance dates and times:
All public performances must be language appropriate and include a statement notifying audience of possible adult topics:
R rated movies are permissible in grades 11 and 12 with parent/guardian signed release:
All classroom books need to follow the guidelines based on age appropriateness found in Commonsense Media and be approved by the school Principal.
The MEAA Board believes student performances engage students’ imagination, foster critical thinking Maine Arts Academy
Student Performances and Viewing Policy
The Maine Arts Academy Board of Directors firmly believes that student performances, such as recitals, concerts, presentations, etc. are a critical element for achieving effective and long-lasting student learning. These opportunities allow students to display to fellow students, friends, and family the results of their depth of knowledge and skills, progress, and personal qualities of hard work and dedication. Performance opportunities also help build students’ self-esteem and self-confidence, while improving students’ social skills, retention of skills, and skills to work as a member of a team. Performances are intended to showcase both performing arts and the integration of performing arts with core content subject areas of English, Math, Science, and Social Studies.
skills, and develop self-discipline, which will enhance the quality of students’ lives after high school.
ILA: STUDENT ASSESSMENT/LOCAL ASSESSMENT SYSTEM
Maine Law requires that every school board adopt and fully implement a local assessment system as the measure of student progress toward achievement of the content standards of the Maine Learning Results.
The Executive Director his/her designee(s) is responsible for the implementation of the MEAA Local Assessment System (LAS). The Executive Director his/her designee(s) shall be responsible for reviewing the Local Assessment System for compliance with applicable statutes and rules and for certifying to the Commissioner that the LAS is in compliance with Maine Department of Education standards.
A “local assessment system” is defined as a coordinated collection of assessments administered to students. The purpose of the Local Assessment System is to provide information that will be used to guide and enhance classroom instruction, monitor student progress, and certify student achievement with respect to the school system curriculum and Maine’s Learning Results. In addition, the Local Assessment System is designed to provide valid and reliable information on student achievement in order to assist in evaluating educational programs and practices and in making informed decisions related to curriculum and instruction, professional development, and the allocation of resources to better meet student needs.
The following general principles apply to the Local Assessment System:
Assessment will be aligned with the curriculum and with the content standards of the Maine Learning Results. Multiple measures of student learning will be used. The assessment measures should be developmentally appropriate for the grade span.
Classroom, school, and state levels of assessment may be included in the system to provide for a fair and equitable opportunity for students to demonstrate knowledge and understanding.
Neither the Maine Educational Assessment (MEA) nor a commercially produced test may be the only measure of student achievement or carry the majority of weight in determining student performance.
Assessment accommodations will be provided for identified students in accordance with their Individual Education Plan, 504 Plan, or Limited English Proficiency Plan. In addition, accommodations and/or alternate assessment will be provided to other students who demonstrate a need as determined by a team which should include the student’s teacher(s), an administrator, the parent(s)/guardian(s), and, if possible, the student. Allowable accommodations shall be those approved as part of the school department’s Comprehensive Local Assessment System.
The Executive Director his/her designee(s), through the Assessment Committee, will be responsible for the design of the Local Assessment System. The Board expects that there will be input from teachers and administrators in the development and refinement of the System.
The Board recognizes that appropriately trained teachers and school administrators will be primarily responsible for administering and scoring assessments and for collecting, organizing, and interpreting resulting data.
The Executive Director his/her designee(s) will be responsible for ensuring that provisions are made for review and analysis of information obtained through the Local Assessment System and for appropriate instructional intervention when individual students or groups of students fail to achieve performance standards.
The Executive Director his/her designee(s) will be responsible for implementing a record-keeping and reporting system that will be used to provide understandable information to the Board, students, parents, teacher/professional staff, administrators, and the community. Data will be presented in a way that conveys school performance in the content areas of Maine’s Learning Results and allows for comparison to statewide performance.
The Board will annually review the results of the Local Assessment System.
Legal Reference: 20-A M.R.S.A. § 6210-6205
Ch. 127 §§ 2, 4 (Me. Dept. of Ed. Rules)
ILD: EDUCATIONAL RESEARCH: STUDENT SUBMISSION TO SURVEYS, ANALYSIS, OR EVALUATIONS
In this policy, “surveys, analysis, or evaluations” refer to methods of gathering data for research purposes.
No student shall be required as part of any program wholly or partially funded by the U.S. Department of Education to submit to any survey, analyses, or evaluation that reveals information concerning: A. Political affiliations or beliefs of the student or the student’s parent;
Mental or psychological problems of the student or the student’s family;
Sex behavior or attitudes;
Illegal, anti-social, self-incriminating, or demeaning behavior;
Critical appraisals of other individuals with whom respondents have close family relationships;
Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
Religious practices, affiliations, or beliefs of the student or student’s parents; or
Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program without the prior written consent of the student’s parent/guardian, or of the student, if he/she is 18 years of age or older.
All instructional materials, including teachers’ manuals, films, tapes, or other supplementary material which will be used in connection with any such survey, analysis, or evaluation shall be available upon request for inspection by the student’s parent/guardian. For the purpose of this policy, “instructional material” does not include academic tests or assessments.
A parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed to a student.
The Executive Director or his/her designee will be responsible for implementing any procedures necessary to protect the privacy of participating students and to provide parents with access to surveys within a reasonable time before administration or distribution.
The school will notify parents of this policy at least annually at the beginning of the school year and within a reasonable time of any substantive change in policy. Insofar as practicable*, the school will also directly notify parents annually at the beginning of the school year when surveys, analysis, or evaluations are scheduled or anticipated. Parents shall have the opportunity to opt their child out of participation in any survey, analysis, or evaluation. Students who are 18 years of age or older may opt out of such surveys, analyses, or evaluations.
[*NOTE: “Insofar as practicable” acknowledges that there may be circumstances in which a research request is made or is approved only after the school year has begun. When this occurs, the school should notify parents far enough in advance for them to access surveys and related instructional materials and to opt their children out, if desired.]
Legal Reference: 20 U.S.C. § 1232(h)
IMBB: EXEMPTION FROM REQUIRED INSTRUCTION
The curriculum of the school is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results and Common Core standards, as well as other statutory and regulatory requirements and content areas specified by the Board.
The Board acknowledges that from time to time, individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum.
Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum. The Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian.
Requests for exemption from instruction must be made in writing to the Principal and are subject to the approval of Executive Director. The Principal shall notify the Executive Director his/her designee(s) as soon as practicable of any request for exemption from instruction and of his/her decision. If the Principal denies an exemption request, the parent(s)/legal guardian may appeal to the Executive Director his/her designee(s).
In considering requests for exemption, factors that the Principal should consider may include:
The alignment of the curriculum with the system of Common Core Standards;
Whether the course or content area is required by state law or Board policy;
The educational importance of the material or instruction from which exemption is requested;
Information regarding the sincerity of the belief on which the request is based;
Whether the school has a legal obligation to accommodate the exemption request;
The effect of exemption or accommodation on the validity of the local assessment system; and
Other factors that bear upon the particular request.
Exemption from required instruction does not excuse the student from meeting the requirements of the Common Core standards or other requirements for graduation, or from performing alternative work. When the Principal determines that the curriculum that has been aligned with the system of Common Core standards conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Executive Director his/her designee(s). If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Executive Director or his/her designee(s) will determine how to address the situation, subject to the approval of the Commissioner.
When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Co-Director’s decision may appeal to the Executive Director his/her designee(s). A parent/guardian who is dissatisfied with the Executive Director his/her designee(s)’s decision may appeal to the Board, whose decision shall be final.
Legal Reference: 20-A MRSA § 6209, LD 1536, Chap. 51 Resolves
Ch. 127 § 3.07 (Me. Dept. of Ed. Rules), Ch. 131 (Me. Dept. of Ed. Rules)