agenda€¦ · dreiling, dee x gross, jennifer x kahler, jeremie x keating, vicky x kline, jolina x...

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AGENDA

1. Call to Order 2. Approval of Minutes

Attachment: October 9, 2018 Policy Committee Minutes 3. Action Items – (Approve Individually)

Attachments: Policies for Review

Section Number Title Recommendation I

Instructional Program

IGCD Virtual Courses Adopt new Policy IGCD as recommended by MSBA, with additional revisions from General Counsel.

I


IGBC Parent and Family Involvement and

Engagement

Amend current Policy IGBC to incorporate recommended revisions from MSBA.

I


IGBCB Programs for Migratory Students

Amend current Policy IGBCB to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

I


IGBH Programs for English Learners

Amend current Policy IGBH to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

4. Action - Consent Agenda (Approve as a Whole)

Attachments: Policies for Review

Section Number Title Notes E

Support Services

EBC Emergency Drills Amend current Policy EBC to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

NOVEMBER 12, 2018 2018-2019 POLICY COMMITTEE

4:15 P.M. – ROOM 230 DISTRICT OFFICE

7703 NW BARRY ROAD KANSAS CITY, MO 64153

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Section Number Title Notes E

Support Services

EBCA Crisis Intervention Plan Amend current Policy EBCA to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

E

Support Services

ECG Animals on District Property Amend current Policy ECG to incorporate recommended revisions from General Counsel.

E

Support Services

EEAE Student Transportation in Private Vehicles/Common

Carriers

Rescind current Policy EEAE as recommended by MSBA (to be replaced with Administrative Procedure EEA-AP1).

5. Regulations and Forms (For Information Only) Attachments: Regulations and Forms

Section Number Title Information

E

Support Services

EEA-AP1 Student Transportation in Private Vehicles/Common

Carriers

Adopt new Administrative Procedure EEA-AP1 (replacing current Policy EEAE) as recommended by MSBA, with additional revisions from General Counsel.

I


IGBCB-R Programs for Migratory Students (K-12 Districts)

Amend current Regulation IGBCB-R as recommended by MSBA, with additional revisions from General Counsel, and reclassify as Administrative Procedure IGBCB-AP1.

I


IGBH-R Programs for English Learners (Lau Plan)

Amend current Regulation IGBH-R to incorporate recommendations from MSBA and General Counsel, and reclassify as IGBH-AP1.

I


IGCD-AP1 Virtual Courses (Best Educational Interest

Determination)

Adopt new Administrative Procedure IGCD-AP1 as recommended by MSBA, with additional revisions from General Counsel.

I


IGCD-AF1 Virtual Courses (Virtual Course Enrollment

Determination)

Adopt new Administrative Form IGCD-AF1 as recommended by MSBA.

I


IGDF-R (Form #1)

Student Fundraising Activities (Fundraising

Activities Approval Form)

Update current Regulation IGDF-R (Form #1) as recommended by General Counsel, and reclassify as IGDF-AF1.

I

IGDF-R (Form #2)

Student Fundraising Activities (Fundraising Vendor Approval Form)

Reclassify current Regulation IGDF-R (Form #2) as IGDF-AF2.

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I


IGDF-R (Form #3)

Student Fundraising Activities (Donations,

Solicitations Approval Form)


I


IGDF-R (Form #4)

Student Fundraising Activities (Fundraising

Financial Report)


6. Adjournment

Posted 24 Hours In Advance of Meeting At Park Hill School District Central Office

7703 NW Barry Road Kansas City, MO 64153

(816) 359-4050

Minutes

________________________________________________________________________________________________________

Policy Committee Minutes 1 October 9, 2018

October 9, 2018

Policy Committee Meeting

The 2018-2019 Park Hill Policy Committee held its October 9, 2018 Meeting at 4:15 p.m. in Room 230 at the District Office, 7703 NW Barry Rd., Kansas City, MO 64153. Meeting Opening Dr. Jeanette Cowherd, Superintendent called the meeting to order at 4:15 p.m. Welcome and Introductions of 2018-2019 Policy Committee Representatives Dr. Cowherd welcomed all committee members, thanked them for their service and

then asked each person to introduce themselves. She also provided a brief overview of how the policy committee functions. Attendance – Committee Members Name Present Absent

Conklin, Danielle X

Cowherd, Jeanette X

Culver, Janet X

DeDonder, Missy X

Dickson, Mary X

Dreiling, Dee X

Gross, Jennifer X

Kahler, Jeremie X

Keating, Vicky X

Kline, Jolina X

Lundien, Rob X

Marsh, Scott X

McClung, Sue X

Miller, Melissa X

Mink, Monica X

Nickolaison, Gwen X

Pappert, Heather X

Ressler, Jim X

Rogers-Johnson, Amy X

Schumacher, Marcy X

Seymour, Kelly X

Stegeman, Laura X

Thurston, Vicki X

Toigo, Chris X

Tott, Glenn X

Villalobos, Melody X

Attendance – Others/Guests Name Title

Colvin, Josh Director of Student Services

Daniels, Chris Director of Special Services

________________________________________________________________________________________________________


Name Title

Fulghum, Clay General Counsel

Hibbs, Opal Board Secretary

Hubbard, Marisol Administrative Assistant to General Counsel

Kelly, Paul Assistant Superintendent for Business & Technology

Kimbrel, Mike Executive Director for Quality & Evaluation

McCullick, Ronda Director of Nutrition Services

Newburger, Susan Board of Education

Owens, Jill President PHNEA

Election of Chair and Vice-Chair Glenn Tott nominated Scott Marsh to serve as the 2018-2019 Policy Committee Chair. Scott Marsh accepted the nomination. Motion by Glenn Tott, second by Vicky Keating to elect Scott Marsh to serve as the 2018-2019 Policy Committee Chair. All approved, motion carried. Scott Marsh nominated Glenn Tott to serve as the 2018-2019 Policy Committee Co-Chair. Glenn Tott accepted the nomination. Motion by Scott Marsh, second by Janet Culver to elect Glenn Tott to serve as the 2018-2019 Policy Committee Co-Chair. All approved, motion carried. Approval of Minutes Motion by Jim Ressler, second by Vicky Keating to approve the May 8, 2018 Policy Committee Minutes, as presented. All approved, motion carried. Update re Summer 2018 Policy Developments Clay Fulghum, General Counsel, updated the committee on the following policy:

Section Number Title Notes B

School Board

Governance and Operations

BBFA Board Member Conflict

of Interest and

Financial Disclosure

For Information Only: The

Board adopts BBFA annually.

The Board of Education adopted Policy BBFA at its 8/9/2018

Board Meeting. (No change to

Policy BBFA)

Action Items (Approve Individually) ADF (current) District Wellness Program Motion by Sue McClung, second by Jeremie Kahler to take to the Board of Education current policy ADF with a recommendation to amend current policy ADF to incorporate recommended revisions from General Counsel. All approved, motion carried.

DC (current) Taxing and Borrowing Authority and Limitations Motion by Jim Ressler, second by Melissa Miller to take to the Board of Education current policy DC with a recommendation to amend current policy DC to incorporate recommended revisions from MSBA. All approved, motion carried. IGAB (new) Instructional Interventions Motion by Janet Culver, second by Amy Rogers-Johnson to take to the Board of

________________________________________________________________________________________________________


Education MSBA-proposed policy IGAB with a recommendation to adopt new policy IGAB as recommended by MSBA, with additional revisions from General Counsel. All approved, motion carried. IGB (new) Accommodation of Students with Disabilities Motion by Jim Ressler, second by Vicky Keating to take to the Board of Education policy IGB as recommended by MSBA, with a recommendation to adopt new policy IGB as recommended by MSBA. All approved, motion carried. IGBA (current) Special Education Motion by Jennifer Gross, second by Vicki Thurston to take to the Board of Education policy IGBA, with a recommendation to amend current policy IGBA to incorporate recommended revisions from MSBA. All approved, motion carried. Action – Consent Agenda (Approve as a Whole) The following Consent Agenda was presented to the Policy Committee. Motion by Jim Ressler, second by Rob Lundien to take to the Board of Education the October 9, 2018 Policy Committee Consent Agenda, with a request to the Board to approve each policy recommendation, as presented. All approved, motion carried.

Section Number Title Recommendation D

Fiscal Management DJFA Federal Programs and

Projects Amend current Policy DJFA to incorporate recommended

revisions from MSBA.

G

Personnel

GCPE Termination of Professional

Staff Members

Amend current Policy GCPE to

incorporate recommended


G Personnel

GDPE Nonrenewal and Termination of Support Staff

Members

Amend current Policy GDPE to incorporate recommended


I

Instructional

Program

IGBCA Programs for Homeless

Students

Amend current Policy IGBCA

to incorporate recommended


I

Instructional

Program

IGBE Students in Foster Care

(K-12 Districts)

Amend current Policy IGBE to

incorporate recommended


I


IGC Extended Instructional

Programs

Amend current Policy IGC to

incorporate recommended revisions from MSBA.

Regulations and Forms (For Information Only) The following Regulations and Forms were presented to the Policy Committee as informational items only. No discussion or action was required. These items will go to the Board of Education as informational items only at their October 25, 2018 Regular meeting.

________________________________________________________________________________________________________


Section Number Title Information I

Instructional

Program

IGBA-R1 Programs for Students with

Disabilities (Initial

Identification of

Students Who May

Require Special Education Services)

Rescind current Regulation IGBA-R1 as recommended by MSBA.

I

Instructional

Program

IGBA-R2 Special Education

(Evaluation Criteria

for District and

Independent

Evaluations)

Amend current Regulation IGBA-R2

(now reclassified as Administrative

Procedure IGBA-AP2) as

recommended by MSBA.

I


IGBA-R3 Accommodation of

Students with Disabilities (Section

504 and ADA

Procedures)

Amend current Regulation IGBA-R3

(now reclassified as Administrative Procedure IGB-AP1) as


I

Instructional

Program

IGBA-R4 Programs for

Students with

Disabilities (Students Enrolled in Private

Schools)

Rescind current Regulation IGBA-

R4 as recommended by MSBA.

I

Instructional

Program

IGBA-R5 Programs for

Students with

Disabilities (Surrogate

Parents)

Rescind current Regulation IGBA-

R5 as recommended by MSBA.

I Instructional

Program

IGBA-R6 Special Education (Services for

Incarcerated Youth)

Amend current Regulation IGBA-R6 (now reclassified as Administrative

Procedure IGBA-AP1) as


I

Instructional

Program

IGBE-AP1 Students in Foster

Care (Dispute

Resolution Process)

Adopt new Administrative

Procedure IGBE-AP1 as


D

Fiscal Management DJF-R

Purchasing

Regulations

For Information Only: Amend

current Regulation DJF-R to

incorporate recommended updates

from General Counsel, and reclassify as Administrative

Procedure DJF-AP1.

D

Fiscal Management DJF-AP2

Purchasing (Credit

and Purchasing

Cards)

For Information Only: Adopt new

Regulation DJF-AP2, as


K School-Community

Relations

KG-R Community Use of School Facilities

For Information Only: Amend

current Regulation KG-R to

incorporate recommended updates from General Counsel, and

reclassify as Administrative

Procedure KG-AP1.

________________________________________________________________________________________________________


Adjournment Motion by Jim Ressler, second by Mary Dixon to adjourn. All approved, motion carried. Meeting adjourned at 4:42 p.m. ______________________________________ _____________________________________ Dr. Scott Marsh Opal Hibbs Policy Committee Chair Secretary, Board of Education

Action Items

ACTION: Below is MSBA’s recommended new Policy IGCD, with additional revisions from General Counsel (highlighted). This policy addresses virtual courses and is based on the requirements of the new state law creating the Missouri Course Access Program (MOCAP). Recommendation: Adopt New Policy IGCD as recommended by MSBA, with additional revisions from General Counsel. ----------

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Section: Instructional Program Title: Virtual Courses

Number: IGCD – Critical Legal: Sections 161.670; 610.021, RSMo.

Individuals with Disabilities Education Act, 20 U.S.C. Sections 1400 - 1417 The Rehabilitation Act of 1973, Section 504, 29 U.S.C. Section 794 Americans with Disabilities Act, 42 U.S.C. Sections 12101 - 12213 34 C.F.R. Part 104 34 C.F.R. Part 300

Adopted: _________________ Because virtual instruction can be an effective education option for some students, the district may offer virtual courses to students through district staff or by contracting for those services as part of the district-sponsored curriculum. In addition, eligible students may enroll in virtual courses offered through the Missouri Course Access Program (MOCAP). The district will accept all grades and credits earned through district-sponsored virtual instruction and MOCAP. The district will pay the costs of a virtual course only if the district has first approved the student's enrollment in the course as described in this policy. Even if a student or his or her parents/guardians pay the costs for a virtual course, the student or parents/guardians should meet with the principal or designee prior to enrollment to ensure that the course is consistent with the student's academic and personal goals. The district is not required to provide students access to or pay for courses beyond the equivalent of full-time enrollment. The district will provide supervision for students who take virtual courses in district facilities but will not provide supervision for students taking virtual courses offsite. Students taking courses virtually are subject to district policies, procedures and rules applicable to students enrolled in traditional courses including, but not limited to, the district's discipline code and prohibitions on academic dishonesty, discrimination, harassment, bullying and cyberbullying.


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Enrollment in Virtual Courses The superintendent or designee will establish open enrollment periods and registration deadlines for students to enroll in virtual courses offered by the district or through MOCAP. These enrollment periods and registration deadlines will be strictly enforced unless the superintendent or designee determines that an exception is warranted due to circumstances such as a change in a student's health or the long-term suspension of a student. Enrollment periods and registration deadlines must align with the district's academic calendar and assessment schedule to the extent practicable. A student or parent/guardian must notify the student's principal or designee before the student may enroll in a district-sponsored virtual course or a MOCAP virtual course through the district. The student will be enrolled unless the principal or designee, in consultation with the student's parents/guardians and relevant staff, such as the school counselor or district special education director, determines that there is good cause to refuse the student enrollment in the course. For enrollment in a MOCAP course, good cause is limited to situations where it is not in the best educational interest of the student to enroll in the course. Students or parents/guardians who disagree with the principal's or designee's determination about enrollment in a MOCAP course can appeal the decision to the Board of Education and the Department of Elementary and Secondary Education (DESE) as detailed later in this policy. For all other virtual courses, students or parents/guardians may appeal the enrollment decision to the superintendent or designee, and the superintendent's or designee's decision will be final. The superintendent or designee is authorized to consult the district's attorney prior to making a decision. Students with Disabilities In general, students with disabilities may enroll in district-sponsored virtual courses or MOCAP virtual courses using the same approval process applicable to other students. However, in accordance with federal law, if a student receives special education services, the student's individualized education program (IEP) team may determine that a virtual course is not appropriate for the student even if the course has otherwise been approved. Any appeal of that decision must be made through the special education process rather than to the superintendent or designee or the Board. If a student who is receiving accommodations for a disability under Section 504 of the Rehabilitation Act (Section 504) is enrolled in a virtual course, the student's Section 504 team will determine whether any additional accommodations are necessary for the student.


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Attendance and Completion Students who enroll in district-sponsored virtual courses or MOCAP courses through the district are expected to actively participate in those courses with the goal of completing the course. If a student does not actively participate in a course or is not successful in the course, the district may remove the student from the virtual course and refuse to enroll the student in virtual courses in the future. Students enrolled in virtual courses are expected to complete all course requirements in the time allotted for the course. Extensions of time to complete a virtual course will be permitted only in situations where completion of the course in the allotted time would be impossible due to factors not controlled by the student. Students enrolled in a district-sponsored or MOCAP course through the district will be considered in attendance for state aid purposes in accordance with law. A completed virtual course shall be counted as no less than 95 percent attendance for purposes of A+ eligibility. End-of-Course (EOC) Examinations Students are required to take state-required EOC examinations administered by the district regardless of whether the course for which the examination is required was taken virtually or in the traditional classroom. Notice The district will inform students and parents/guardians in handbooks, registration documents and on the homepage of the district's website of the option to enroll in virtual courses, including courses offered through MOCAP, as required by law. MOCAP In accordance with state law, the district will pay the cost of student enrollment in MOCAP virtual courses as long as: 1. The student meets eligibility requirements; 2. The student has approval for enrollment in accordance with this policy; and 3. Taking the course does not cause the student to exceed full-time enrollment in

the district.


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In addition to the requirements listed above and in accordance with law, a student is eligible to enroll in a MOCAP course through the district if: 1. The student resides in and is enrolled in the district on a full-time basis; 2. The student has attended a public school or charter school for at least one

semester immediately prior to enrolling in a MOCAP course;* and 3. The enrollment is approved by the principal or designee. *A student will be excused from this requirement if he or she has a documented medical or psychological diagnosis or condition that prevented the student from attending a school in the district during the previous semester. The district is not obligated to provide students computers, equipment or Internet access to take a MOCAP course unless otherwise required by law to accommodate a student with a disability. District counselors or certificated staff will develop an individual career and academic plan (ICAP) for district students enrolled in three or more virtual courses. If a student already has an ICAP, the plan will be reviewed and modified as necessary. In accordance with law, school counselors cannot be required to make the final decision regarding a student's enrollment in a MOCAP course. Appeal If the principal or designee determines that it is not in a student's best educational interest to take a virtual course, the student and the parents/guardians will be notified in writing, provided an explanation for the decision and informed that the student or parents/guardians may appeal the decision to the Board. However, if the student is receiving special education services, the student's IEP team will make the final decision regarding student enrollment in a virtual course in accordance with federal law, and the decision must be appealed through the special education process rather than through the Board. If the student or parent/guardian appeals to the Board, the principal or designee will provide the Board written reasons for denying the student's enrollment, and the student or parent/guardian will provide written reasons the student should be allowed to take the course. Both documents will be retained by the Board and will be incorporated into the minutes. In addition, the student, parents/guardians and the principal or designee will be allowed to present their arguments at a Board meeting.


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The appeal to the Board shall be held in closed session. The Board will consider the information presented and release a written decision within 30 calendar days of the meeting. The student or parents/guardians may appeal the Board’s decision to DESE. The appeal to DESE must be filed within seven days of the Board's final decision. Payment The district will pay a MOCAP course provider a monthly pro rata amount based on a student's completion of assignments and assessments, subject to the cost limitations in state law. The district will stop making monthly payments if a student discontinues enrollment. The superintendent or designee is authorized to negotiate lower course rates with MOCAP course providers when possible. Monitoring and Reporting The district will monitor the progress and success of students enrolled in MOCAP courses. The district may remove a student from a course if it does not meet the educational needs of the student. The district may terminate access to a course or refuse to allow students to enroll in a MOCAP course if the district determines that the course is not meeting the educational needs of the students enrolled in the course. All concerns regarding the quality or delivery of a MOCAP course will be reported to DESE. The district may consider concerns regarding the quality of a course when making approval decisions for other students. In addition, the district will consider recommendations made by DESE regarding continued or future enrollment in MOCAP courses. Transfers The district will accept transfer credits students earn by successfully passing approved MOCAP courses if the course provider gives the district an official record of the completed course and the grade earned. Students who transfer to the district while enrolled in MOCAP courses will be allowed to continue enrollment in those courses even if the course provider is not one used by the district. Park Hill School District, Platte County, MO

ACTION: Below are MSBA’s recommended revisions to Policy IGBC to align with current state and federal law, including recent changes to the Elementary and Secondary Education Act (ESEA).

Recommendation: Amend current Policy IGBC to incorporate recommended revisions from MSBA. ----------

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Section: Instruction Title: Parent/ and Family Involvement in Instructional and Other Programsand

Engagement Policy: IGBC - Critical Legal: Legal References: No Child Left Behind Act, Public Law 107-110, 115

Stat. 1425-2094; 20 U.S.C. § 6311 et seq.; 20 U.S.C. § 6318; Cross reference: Missouri Consolidated Federal Programs

Cross Refs: ADF, Wellness Policy

JHC, Student Health Services and Requirements JHDA, Psychological Testing of Students KL, Public Complaints

Legal Refs: §Section 167.700, RSMo.

Protection of Pupil Rights Amendment, 20 U.S.C. § Section 1232h No Child Left Behind The Elementary and Secondary Education Act of 20011965, 20 U.S.C. §§ Sections 6301 - 79417981

Adopted: May 24, 1990 Last Revised: September 14, 2006 Last Revised: March 25, 2010 Last Revised: May 24, 2012__________________ The Park Hill School District Board of Education believes that engaging parents/ and families in the education process is essential to improved academic success for students. The Board recognizes that a student's education is a responsibility shared by the district, parents, families and other members of the community. during the entire time a student attends school. The Board believes that the district must create an environment that is conducive to learning and that strong, comprehensive parent/family involvement is an important component. Parent/Family involvement in education requires a cooperative effort with roles for the Department of Elementary and Secondary Education (DESE), the district, parents/families and the community. For the purposes of this policy, "parent" means a parent, guardian or person acting as a parent in the absence of the parent.



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Missouri Parent/ and Family Involvement and Engagement Goals and Plan The Board of Education recognizes the importance of both eliminating barriers that impede parent/ and family involvement, thereby and facilitating an environment that encourages collaboration with parents, families and other members of the community. Therefore, the district, pursuant to state law and in collaboration with the State Board of Education, education personnel, local associations, and organizations of parents of district students, will develop and implement a planpolicy to facilitate parent/ and family involvement and engagement that shall include the following six (6) goals: 1. Promote regular, two-way, meaningful communication between home and school. 2. Promote and support responsible parenting. 3. Recognize the fact that parents/ and families play an integral role in assisting

their children to learn. 4. Promote a safe and open atmosphere for parents/ and families to visit the schools

their children attend, and actively solicit parent/ and family support and assistance for school programs.

5. Include parents as full partners min decisions affecting their children and

families. 6. Use available community resources to strengthen and promote school programs,

family practices and the achievement of students. The district's plan for meeting these goals is to: 1. Provide activities that will educate parents regarding the intellectual and

developmental needs of their children at all age levels. This will include promoting cooperation between the district and other agencies or school/community groups (such as parent-teacher groups, Head Start, Parents as Teachers, etc.) to furnish learning opportunities and disseminate information regarding parenting skills and child/ adolescent development.

2. Implement strategies to involve parents/families in the educational process,

including:

• Keeping parents/families informed of opportunities for involvement and encouraging participation in various programs.



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• Providing access to educational resources for parents/families to use

together with their children.

• Keeping parents/families informed of the objectives of district educational programs as well as of their child's participation and progress within these programs.

3. Enable families to participate in the education of their children through a

variety of roles. 4. Provide professional development opportunities for teachers and staff to enhance their understanding of effective parent/family involvement strategies. 5. Perform regular evaluations of parent/family involvement at each school and at the district level. 6. Provide access, upon request, to any instructional material used as part of the educational curriculum. 7. If practical, provide information in a language understandable to parents. Title I, Migrant Education (MEP) and Limited English Proficiency (LEP) Programs The Board also recognizes the special importance of parent/family involvement to the success of its Title I, MEP and LEP programs. Pursuant to federal law, the district and parents will jointly develop and agree upon a written parental involvement plan that will be distributed to parents participating in any of these programs. Title I Program Parent and Family Involvement and Engagement District Policy The district and parents and family members of childrenstudents participating in the Title I Part A program will jointly develop and agree upon a written parent and family involvement and engagement policy that will for the district that will establish the district's expectations and objectives for meaningful parent and family involvement and describe how the district will: 1. Involve parents and family members in the joint development of the Title I

program plan. Parents and family members will also be involved in the processdevelopment of reviewing the implementation of the plansupport and suggesting improvementsimprovement plans as required by law.



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2. Provide the coordination, technical assistance and other support necessary to assist participatingand build the capacity for all Title I schools in planning and implementing effective parentalparent and family involvement and engagement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders and philanthropic organizations or individuals with expertise in effectively engaging parents and family members in education.

3. Coordinate and integrate Title I parentalparent and family involvement and

engagement strategies, to the extent feasible and appropriate, with those of other educationalfederal, state and local laws and programs.

4. Conduct, with the meaningful involvement of parents and family members, an

annual evaluation of the content of the parentalparent and family involvement planand engagement policy and its effectiveness in improving the academic quality of the schools served. This The district will use the findings of the evaluation to design strategies for more effective parent and family involvement and engagement and to revise, if necessary, the parent and family involvement and engagement policies. The evaluation will include identifying barriers:

• Barriers to greater participation by parents in activities authorized by law,

particularly by parents who are economically disadvantaged, have disabilities, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. The district will use the findings of such evaluation to design strategies for more effective parental involvement and to revise, if necessary, the parental involvement policies.

• The needs of parents and family members to assist with their students'

learning, including engagement with school personnel and teachers.

• Strategies to support successful school and family interactions. 5. Involve parents in the activities of the schools served, which may include

establishing a parent advisory board composed of parents and family members who adequately represent the needs of the population served by the district. If created, the parent advisory board would be tasked with developing, reviewing and revising this policy.

School Policy Each school receiving Title I Part A funds and the parents and families of the students in the school will jointly develop with and distribute to parents of children participating in the Title I program and agree upon a written parentalparent and family involvement



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plan agreed upon by such parents in and engagement policy for the school. In accordance with the requirements of federal law: 1. The plan willpolicy must be made available to the local community and updated

periodically to meet the changing needs of parents and the school distributed to parents in an understandable and uniform format. To the extent practicable, the policy shall be provided in a language the parents understand.

2. The plan policy shall contain a school-parent compact that outlines how parents,

the entire school staff and students will share the responsibility of improved student academic achievement and the means by which the school and parents will build and develop a partnership to help childrenbe reviewed annually and updated as needed to meet the changing needs of parents, families and school.

3. Each school participating in the Title I Part A program will: convene a meeting annually to inform parents about Title I and to involve parents in the planning, review and improvement of Title I programs, including the planning, review and improvement of the school parental involvement plan. 1. Convene an annual meeting, at a convenient time, to which all parents of

participating students will be invited and encouraged to attend. The purpose of the meeting is to inform parents about the school's involvement in the Title I program, the requirements of Title I and the right of parents to be involved. The school will offer a flexible number of meetings, such as meetings in the morning or evening, and may provide transportation, childcare or home visits as those services relate to parent involvement.

2. Involve parents in an organized, ongoing and timely way in the planning, review

and improvement of Title I Part A programs, including the parent and family involvement and engagement policy and the joint development of a schoolwide program plan. The schoolwide plan will include both positive and negative comments on the Title I Part A program from parents of participating students.

3. Provide parents of participating students:

• Timely information about Title I programs.

• A description and explanation of the curriculum.

• The forms of academic assessment used to measure student progress.

• The achievement levels of the Missouri Learning Standards (MLS).



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• Opportunities, if requested by parents, for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children.

• Timely responses to suggestions.

4. Work jointly with parents of students in the program to develop a school-parent

compact that outlines how parents, the entire school staff and students will share responsibility for improved academic achievement and the means by which the school and parents will build and develop a partnership to help students achieve the MLS. The compact will:

• Describe the school's responsibility to provide high-quality curriculum and

instruction in a supportive and effective learning environment that enables the students served under Title I to meet the MLS.

• Identify ways in which each parent will be responsible for supporting his or

her student's learning, such as monitoring attendance, homework completion, and television watching; volunteering in the student's classroom; and participating, as appropriate, in decisions relating to the education of the student and the positive use of extracurricular time.

• Address the importance of communication between teachers and parents on

an ongoing basis through, at a minimum, parent-teacher conferences in elementary schools at least annually during which the compact shall be discussed as it relates to the individual student's achievement; frequent reports to parents on their student's progress; reasonable access to staff; opportunities to volunteer and participate in their student's class; observation of classroom activities; and ensuring regular, two-way, meaningful communication among family members and school staff that, to the extent practicable, is in a language the family members can understand.

Building Capacity for Involvement The district and each Title I school will support a partnership among the Title I school, parents and community members and ensure effective involvement and engagement of parents by: 1. Providing parents of students served with assistance in understanding topics

such as the MLS, local assessments and the requirements of Title I; how to monitor a student's progress; and how to work with teachers to improve the performance of their student.



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2. Providing parents the training and materials necessary to improve their student's achievement, such as literacy and technology use training, including information about the harms of copyright piracy, as appropriate to foster parental involvement and engagement.

3. Educating, with parental assistance, all school personnel on:

• Valuing parent contributions. • Reaching out to and communicating and working with parents as equal

partners. • Implementing and coordinating parent programs. • Building ties between parents and the school.

4. To the extent feasible and appropriate, coordinating and integrating parent

involvement and engagement programs and activities with other federal, state and local programs, including public preschool programs, and conducting other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their student.

5. Ensuring that information related to school and parent programs, meetings and

other activities is sent to the parents of Title I students in a format and, to the extent practicable, in a language parents can understand.

6. Providing other reasonable support for parental involvement and engagement

activities as parents may request. Accessibility To the extent practical, the district must provide opportunities for the informed participation of parents and family members, including parents and family members who have limited English proficiency, parents and family members with disabilities and parents and family members of migratory students. Information and school reports will be provided in a format and, to the extent practicable, in a language the parents understand. Migrant Education Program Parent Involvement Parents of students in the MEP will be involved in and regularly consulted about the development, implementation, operation and evaluation of the Migrant Education Program. Parents of MEP students will receive instruction regarding their role in improving the academic achievement of their children.



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Limited English Proficiency Program Parent Involvement Pursuant to federal law, parents of LEP students will be provided notification regarding their child's placement in and information about the district's LEP program. Parents will be notified of their rights regarding program content and participation. Policy Evaluation The district and each school receiving Title I funds will, with parent and family involvement, review and evaluate the content and effectiveness of parent and family involvement policies at least annually. The district will use the findings of such evaluation to design strategies for more effective parental involvement and engagement and to revise, if necessary and in collaboration with parents, the parent and family involvement and engagement policies. Community and Parent Surveys The Board is committed to obtaining input from community stakeholders and parents. To obtain feedback, it is necessary for the district to deploy community and parent surveys throughout the school year. Surveys conducted by the Park Hill School District will be developed to obtain quantitative and qualitative data for district analysis. District administration will provide the Board a copy of the survey instruments to be deployed 48 hours in advance. Results of surveys administered by the district will be available to the Board after data has been compiled. English Learner (EL) and Migrant Education Program (MEP) Parent and Family Involvement and Engagement The Board also recognizes the special importance of parent and family involvement and engagement to the success of its EL and MEP programs. Pursuant to federal law, the district and parents will jointly develop and agree upon a written parental involvement and engagement policy that will be distributed to parents of students participating in any of these programs. The provisions of this policy shall apply to parents and families of EL and migratory students to the same extent as they apply to parents and families of other students. Involvement for parents and families of students in the EL and MEP programs is addressed in more detail in the policies specific to those programs. Park Hill School District, Platte County, MO

ACTION: Below are MSBA’s recommended revisions to Policy IGBCB, with additional revisions from General Counsel (highlighted). These revisions are based on current federal law, as well as new state requirements. Recommendation: Amend current Policy IGBCB to incorporate recommended revisions from MSBA, with additional revisions from General Counsel. ----------

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Section: Instructional Program Title: Programs for Migrant Migratory Students Number: IGBCB – Critical Legal: No Child Left Behind Act of 2001The Elementary and Secondary

Education Act of 1965, 20 U.S.C. Sections 6391-6399

Adopted: January 14, 2016 Revised: The Park Hill Board of Education directs the administration to screen students, as required by law, to assist the state in identifying migratory children. If the district becomes aware of any student who might be a migrant student, the superintendent or designee will notify the state director of migrant education, as designated by the Department of Elementary and Secondary Education (DESE), so that the student may be formally recognized as a migrant studentrecognizes that migratory students face many educational challenges that may interfere with their ability to succeed in the regular education program and meet the same challenging state achievement standards as other students. The district is committed to creating and supporting a migrant education program (MEP) designed to help migratory students and their families overcome these challenges. The administration superintendent or designee will develop written administrative procedures for ensuring that migrant students, once identified, receive services for which they are eligible. In developing and implementing a program to address the needs of migratory children, the district willan MEP that may include the following components:

1. A written procedure for identifying students who may be migratory that provides for notification to appropriate personnel designated by the Department of Elementary and Secondary Education (DESE) of potentially eligible students.

2. A procedure to help identify and recruit, throughout the school year, those students residing in the district who have family members who have been or are engaged in seasonal or temporary agriculture-related work.

1.3. Screen students and aAssessment of the educational, and related health and social needs of each student identified as migrant migratory and development


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of objectives to address those needs so that migratory students are able to meet Missouri learning standards.

4. Advocacy to allow students and families to gain access to health, nutrition and social services.

5. Review of existing programs and resources to determine which can help meet the needs of migratory children and ensure that the children have access to them.

2.6. Provide a A full range of educational services to migrant for migratory students, including applicable Title I programs, special education, gifted education, career or technical education, language programs, counseling programs, elective classes, fine arts classes, etc.

3. Provide migratory children with the opportunity to meet the same statewide assessment standards that all children are expected to meet.

4. To the extent feasible, provide advocacy and outreach programs to migratory children and their families and professional development for district staff.

7. Instructional programs for migratory students that supplement existing educational programs.

8. Provide parents/guardians aAn opportunity for meaningful participation in the program by parents/guardians and families of migratory students.

9. A parent advisory committee to consult with district officials and staff in the planning, implementation and evaluation of the program.

10. Professional development for teachers that is designed to improve the quality of education for migratory students, including required training by DESE's Migrant Education and English Language Learning (MELL) program.

11. Provision of information to district personnel about any required participation in professional development provided by DESE's MELL program.

12. Assistance for secondary school students transitioning from school to postsecondary education, employment or military service.

13. Provision of needs assessment, evaluation, financial and other information needed for DESE to carry out its duties.

14. A process for prioritizing the provision of services in order to ensure that if there are limited resources, students most at risk of failing receive services ahead of other students.


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Parent and Family Involvement and Engagement Information about the district's MEP will be made available to community members and to parents/guardians of students in the program. Parents/Guardians and families will be invited and encouraged to participate in parent/guardian and family involvement and engagement activities developed pursuant to policy IGBC. The district will, whenever possible, communicate with migratory students' parents/guardians who are not proficient in English in a language understandable to the parents/guardians. Records The superintendent or designee will maintain and regularly update education and health records of students eligible to receive migrant services, including the date identified, the date approved for services and the services provided. Maintained records will be subject to the provisions of the Family Educational Rights and Privacy Act. The superintendent or designee will also maintain records of all other aspects of the MEP, including teacher training, use of community resources, and program evaluations. Records of parent and family involvement activities, including copies of notices, agendas and meeting minutes, will also be maintained. The district will provide the results of need assessments, evaluations, financial information and other information as requested by DESE. Nonpublic Students The district will provide services to migratory students in nonpublic schools in accordance with law. Program Evaluation The superintendent or designee will regularly evaluate the MEP to determine whether the program is meeting the assessed needs of identified migratory students and whether all migratory students have access to the program. Further, the evaluation will determine whether services and resources for migratory students are comparable to the services and resources available to other students in the district.

Park Hill School District, Platte County, MO

ACTION: Below are MSBA’s recommended revisions to Policy IGBH, with additional revisions from General Counsel (highlighted). These revisions are based on recent changes to federal law and state guidance. Recommendation: Amend current Policy IGBH to incorporate recommended revisions from MSBA, with additional revisions General Counsel. ----------

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Section: Instructional Program Title: Programs for English Language Learners

Number: IGBH – Critical Legal: Equal Educational Opportunities Act, 20 U.S.C. Section 1703(f) English languageLanguage Acquisition, Language Enhancement , and Academic Achievement Act, 20 U.S.C.

Sections 6811-6871 - 7014 Title VI of the Civil Rights of Act of 1964, 42 U.S.C. Section 2000d 34 C.F.R. Part 100 Plyler v. Doe, 457 U.S. 202 (1982) Lau v. Nichols, 414 U.S. 563 (1974) Castaneda v. Pickard, 648 F.2d 989 (5th Cir. 1981)

Adopted: June 9, 2016 Revised: ______________ The Board of Education recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the district, the district shall take appropriate action to rectify the English language deficiency through our ESL (English as a Second Language) program services. Identifying students who are English language learners (ELL) and ensuring them equal access to appropriate support are the first steps to improving their academic achievement levelsin order to provide the student equal access to its programs. Definitions Language Minority (LM) - Refers to a student whose linguistic background, such as country of birth or home environment, includes languages other than English. Language minority is based solely on the student’s language background and not on proficiency. Limited English Proficiency (LEP) - Proficiency in reading, writing, listening or speaking English that is below grade- and age-level peers. Limited English proficiency is based on the assessment of a student’s English language proficiency. English Language Learner - Refers to an LM student with limited English proficiency.


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English for Speakers of Other Languages (ESOL) - An instructional approach that can include structured ESOL immersion, content-based ESOL and pull-out ESOL instruction.

1. Content-based ESOL allows the student to remain in the regular classroom and focuses on delivering content in an adapted English format.

2. Pull-out ESOL periodically removes students from the regular classroom for instruction in English.

Child - Any individual age 3-21. Parent - Parent, legal guardian or person otherwise responsible for the child. Language Instruction Education Program - An instructional course in which an ELL child is placed for the purpose of developing and attaining English proficiency while meeting challenging state academic achievement standards as required by law. The program may make instructional use of both English and a child's native language and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language. English Learner (EL) – Any student who: 1. Is age 3-21, and 2. Is enrolled or is preparing to enroll in the district, and 3. Has difficulties speaking, reading, writing or understanding English that may be

sufficient to deny the individual the ability to attain proficiency on state assessments, the ability to be successful in a classroom where instruction is in English, or the opportunity to participate fully in society, and

4. Meets one of the following additional requirements:

• Was not born in the United States or whose native language is a language other than English, or

• Is Native American, an Alaska Native or a native resident of the outlying areas

who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency, or

• Is a migratory individual whose native language is a language other than

English and who comes from an environment where a language other than English is dominant.


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Immigrant Student – A student between the ages of 3 and 21 who was not born in a state of the United States of America and who has not been attending schools in any one state for more than three full academic years. Identifying EL Students The district will screen for EL students by administering the Language Use Survey (LUS) created by the Missouri Department of Elementary and Secondary Education (DESE) to all enrolling students. The LUS will be administered in a language the parent/guardian understands using translation or interpretation. This survey may be incorporated into district enrollment forms provided to all students. Students whose LUS indicates a language other than English and possible language barriers will be referred to the superintendent or designee for additional screening using the DESE-adopted screening tool for determining the level of English language proficiency. The screening results will be used to identify students eligible for EL services and assist in a program placement that meets the students' needs. The district will make every effort to complete the screening process within 30 days of the first day of school or, for students who enroll after the first day, within 30 days of the student's enrollment. The completed LUS and all other screening results will be retained in the student's permanent record. Placement of EL Students Students will be placed in a language instruction educational program (LIEP) based on their current level of English proficiency and in accordance with the standards established by DESE. The district's program is designed to increase English proficiency and academic achievement. Students in these programs will be held to the same academic achievement standards established for all students. If the district offers more than one type of LIEP, students will be placed in an LIEP that is in their best educational interest. Students will transition out of an LIEP only after meeting state-established exit standards. Parental Information The district will, through parental involvement and outreach activities, provide parents/guardians of English learners with information about how the parents/guardians can be active participants in helping their students learn English,


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achieve at high levels in core academic subjects and meet state-established learning standards. The parents/guardians of each student identified as an EL student will be informed of: 1. The reasons for identifying their student as an English learner in need of

placement in the district's LIEP. 2. The student's level of English proficiency in reading, writing, speaking and

listening; how that level was assessed; and the status of the student's academic achievement.

3. The method of instruction that will be used in the program the student is or will

be participating in and the methods of instruction used in available alternative programs, including how such programs differ in content, instructional goals and the use of English and a native language in instruction.

4. How the program will meet the educational strengths and needs of the student. 5. How the program will help the student learn English and meet age-appropriate

academic achievement standards for grade promotion and graduation. 6. The specific exit requirements of the program, including expected rate of

transition from such programs into classrooms that are not tailored for EL students.

7. The expected rate of graduation from high school, including four-year and

extended-year adjusted cohort graduation rates for the program if Title III funding is used in high schools.

8. If the student has an individualized education program (IEP), how the LIEP will

meet the student's IEP objectives. Parental Rights Parents/Guardians will be notified within 30 days after the opening of school enrollment if their student is identified for participation in or is participating in an LIEP. For those students who were not identified as EL prior to the beginning of the school year, but are identified during the school year, such notice shall be provided within two weeks of the student being placed in an LIEP. Parents/Guardians of EL students have the right to decline the placement of their student in an LIEP, choose an LIEP other than the one recommended by the district (if


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other programs are offered by the district) or have their student immediately removed from an LIEP upon their request. Parents/Guardians may opt their student out of the district's LIEP by contacting the EL coordinator and attending a meeting with the coordinator and one or more LIEP instructors to discuss the results of the student's screening assessment and information about the LIEP. Parents/Guardians who decline language instruction will be asked to sign a waiver exempting their student from instruction. Students removed from the district's LIEP will continue to receive language supports in the regular classroom, and the district will continue to monitor the student's progress toward English proficiency. Parents/Guardians may not refuse regular classroom supports and may not opt their students out of statewide assessments to determine English proficiency. A written copy of these rights, which may be a copy of this policy, will be provided to parents/guardians of EL students and, to the extent practicable, will be provided in a language the parents/guardians understand. Parental Notification Pursuant to federal law, if the district's English language program fails to make progress on annual measurable achievement objectives, the district will notify parents/guardians of students participating in the district's program. Such notice shall be provided within 30 days after the district learns of the failure. EL Coordinator The Director of Elementary Education is the district’s coordinator of ESL programs. The district's EL program coordinator is the Director of Elementary Education. The EL coordinator shall have the following duties: 1. Provide parents/guardians with notice of and information regarding the LIEP as

required by law. 2. Ensure that any student whose LUS indicates a language other than English will

be further screened and assessed for English proficiency using the state-provided instruments.

3. Determine the appropriate instructional environment for EL students. 4. Maintain records relating to the LIEP and prepare reports for submission to

DESE.


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5. Ensure that district staff reach out regularly to parents/guardians of EL students, assist them in becoming active participants in their students' learning, and provide information about the district's parent and family involvement and engagement activities.

6. Evaluate the effectiveness of the LIEP and make recommendations for revisions. 7. Prepare reports on immigrant students for submission as required by DESE. LIEP Staff Teachers and paraprofessionals working in the district's LIEP will have all required state and federal certifications and other qualifications required by law. In addition, teachers and paraprofessionals providing services to English learners will be comparable in terms of education, experience and effectiveness to teachers and paraprofessionals who are providing services to students who are not English learners. Assessment In addition to other required assessments, the district will annually assess the English proficiency of EL students in accordance with state and federal law and the district's assessment policy. Nonpublic Participation The district will consult with representatives of nonpublic schools as required by federal law. Park Hill School District, Platte County, MO

Consent

CONSENT: Below are MSBA’s recommended updates to Policy EBC, with additional revisions from General Counsel (highlighted). These changes would update this policy to MSBA’s most recent version and would reflect the fact that, although the district conducts earthquake drills, it is not required to do so by state law. Additionally, some of the provisions being removed in this policy are being moved to Policy EBCA. Recommendation: Amend current Policy EBC to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

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Section: Support Services Title: Emergency Plans/Safety Drills (Districts Not Required to Hold Earthquake

Drills) Number: EBC - Critical Legal Refs: Sections 160.451 - .457, .480170.315, 320.010, 610.021, RSMo. 5 C.S.R. 30 - 261.010 Adopted: March 6, 2014 Revised: As part of the implementation of the district’s adopted crisis intervention plan, Tthe Ssuperintendent or designee of the Park Hill School District has the responsibility for developing and maintaining the district's emergency preparedness plans and emergency drill schedules. The district will supply the schools with safety equipment and train the staff on emergency preparedness and violence prevention. Operational guidelines and policies will be closed to the public when they are developed, adopted or maintained by the district in its capacity as an entity responsible for public safety, first response, or public health for use in responding to or preventing any critical incident that is or appears to be terrorist in nature and that has the potential to endanger individual or public safety or health. Public interest in nondisclosure outweighs the public interest in disclosure because disclosure would impair the district's ability to protect the safety or health of persons. Emergency Drills Emergency preparedness drills (fire, severe weather, tornado, bus evacuation, earthquake, bomb threat, lockdown, shelter-in-place and evacuation) will be developed by the SuperintendentThe superintendent or designee, in cooperation with the building principalsadministrators. A, will develop emergency drills for fires, earthquakes, tornados, bus emergencies, bomb threats and armed intruder/active shooter situations. Additional emergency drills may be developed and practiced at the discretion of the superintendent. Instruction on all emergency drills shall be given early in the school year, and emergency drills shall be held regularly throughout the year. The district will conduct emergency drills as required by law and policy and will ensure that the number of emergency drills conducted are sufficient number of drills will be conducted in each building to give instruction and practice in proper actions by staff and students. during lockdown, shelter-in-place and evacuation. Emergency exiting procedures will be


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posted near the door in each buildinginstructional area. Instruction in fire drills shall be given early in the school year, and drills shall be held regularly throughout the year. The decision to call for and execute drills will be the responsibility of the Superintendent and/The superintendent or the a building administrator. will schedule and execute emergency drills. Building administrators who schedule emergency drills will provide the superintendent or designee advance notice of the drills. The district will cooperate and coordinate emergency drills with other community agencies such as the fire department, law enforcement officials, emergency medical services and local emergency planning committees. Pursuant to law, armed intruder/active shooter drills will be conducted and led by law enforcement professionals. Emergency evacuation drills on school buses will be conducted for all students in grades kindergarten through six at least once per semester with the first drill completed prior to October 21 annually. District Emergency Plans It shall be the responsibility of the building principal, in cooperation with the appropriate emergency preparedness officials, to determine shelter areas in the school building or outside that are best suited for the protection of students from severe storms, tornadoes or other emergencies, as well as the safest routes to reach those areas. In addition, the district will work with emergency preparedness officials to address off-site emergencies that may occur, such as accidents involving school transportation or emergencies on field trips. Students and staff members may be retained for safety reasons at the school buildings or another safe place during actual emergency conditions. The district plan will include information on communicating with parents and instructions on how parents will locate their students in an emergency. During actual emergency conditions, emergency personnel and emergency vehicles will have priority near the schools. Earthquake Preparedness Disaster Plans and Drills In accordance with law, the Superintendent or designee, cooperating with building principals, shall develop and implement a districtwide school building disaster plan, in order to protect students and staff before, during and after an earthquake. The plan will be designed specifically to minimize the danger to students, staff and district property as a result of an earthquake and will be ready for implementation at any time. The Superintendent or designee will request assistance with developing and establishing the earthquake emergency procedure system from the State Emergency Management


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Agency (SEMA) and any local emergency management agency located within district boundaries. An emergency exercise will be held at least once each school year that will require students and staff to simulate earthquake emergency conditions and practice the procedures that are to be implemented under such conditions. The Superintendent shall develop a program that ensures that all students and staff of the district are aware of and properly trained in the earthquake emergency procedure system. This emergency procedure system shall be available for public inspection at the district office during normal business hours. At the beginning of each school year, the district shall distribute to all students information from the Federal Emergency Management Agency (FEMA), SEMA and other sources in order to help students understand the causes and effects of earthquakes and the best and latest safety measures available to them in an earthquake situation. Community Emergency Plan The Board directs the Superintendent or designee to recommend an emergency preparedness plan, subject to Board adoption, to address the use of school resources, including school facilities, commodity foods, school transportation and equipment if a natural disaster or other community emergency occurs. The plan will authorize the Superintendent or other designated school official to approve the use of school resources to provide relief to the community if an emergency occurs. The use of school resources under this section shall be subject to review by the Board within 30 days of authorization or as soon as reasonably possible. Park Hill School District, Platte County, MO

CONSENT: Below are MSBA’s recommended updates to Policy EBCA, with additional revisions from General Counsel (highlighted). These changes would update this policy to MSBA’s most recent version. Additionally, some of the provisions being added were previously found in Policy EBC. Recommendation: Amend current Policy EBCA to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

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Section: Support Services Title: Crisis Intervention Plan Number: EBCA – Basic Legal: Sections 160.480, 610.021, RSMo. Adopted: March 6, 2014 Revised: The Park Hill School District has a crisis intervention plan to help school district administrators and faculty deal effectively with crises that could interfere with the normal daily operation of school. This plan outlines and describes the district's guidelines for responding to most crises. All staff members with a need to know will be provided in-service training concerning these guidelines. Specific information regarding the crisis intervention plan is available to concerned parties upon request in the central and building offices upon request, unless it is considered a closed record pursuant to the Missouri Sunshine Law. The superintendent or designee shall develop an emergency preparedness plan. The plan must identify potential emergency situations that may impact the district, include procedures for responding to those emergency situations and address the transition back to pre-emergency status. The plan will be developed based on recommendations from the Missouri Center for Education Safety, the State Emergency Management Agency (SEMA) or other appropriate entities that provide expertise in emergency planning. In addition, the plan will be developed with cooperation from local public-safety first responders and, to the extent possible, will be compatible with city and county plans. Reporting All district staff are required to report potentially dangerous situations immediately. Each building in the district will foster an environment in which students feel comfortable sharing with a responsible adult any information regarding potentially threatening or dangerous situations. Community Emergency Plan The Board directs the superintendent or designee to recommend an emergency preparedness plan, subject to Board adoption, to address the use of school resources (including school facilities, commodity foods, school transportation and equipment) if a natural disaster or other community emergency occurs. The plan will authorize the

CONSENT: Below are MSBA’s recommended updates to Policy EBCA, with additional revisions from General Counsel (highlighted). These changes would update this policy to MSBA’s most recent version. Additionally, some of the provisions being added were previously found in Policy EBC. Recommendation: Amend current Policy EBCA to incorporate recommended revisions from MSBA, with additional revisions from General Counsel.

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superintendent or other designated school official to approve the use of school resources to provide relief to the community if an emergency occurs. The use of school resources under this section shall be subject to review by the Board within 30 days of authorization or as soon as reasonably possible. Crisis and Emergency Plan Records In accordance with law and district policy, the district will close records pertaining to school security guidelines, policies and response plans; structural plans of real property; security systems; and access and authorization codes for security systems. Park Hill School District, Platte County, MO

CONSENT: Below are recommended revisions to Policy ECG from General Counsel. The only update is to add language to the definition of “service animal” indicating that such animals must meet all requirements under federal law/regulations. Recommendation: Amend current Policy ECG to incorporate recommended revisions from General Counsel.

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Section: Support Services Title: Animals on District Property Number: ECG Legal Refs: 28 C.F.R. Part 35 Adopted: December 12, 2013 Revised: Animals are not allowed on district property, including district transportation, except in accordance with law and policy. Definitions The following definitions shall be used for the purpose of applying this policy. Animal - Any nonhuman creature. Handler - The individual responsible for the care and control of an animal. The handler for a service animal will generally be the individual with a disability served by the animal; however, under some circumstances, the handler may be someone other than the individual with the disability. Service Animal - Any animal that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical or sensory disability or a psychiatric, intellectual or other mental disability, and that meets all other requirements of a service animal under applicable law, including federal regulations. The work or tasks performed by a service animal must be directly related to the disability of the individual being served. Examples of work or tasks include, but are not limited to: assisting individuals who are blind or have low vision with navigation and other tasks; alerting individuals who are deaf or hard of hearing to the presence of people or sounds; providing nonviolent protection or rescue work; pulling a wheelchair; assisting an individual during a seizure; alerting individuals to the presence of allergens; retrieving items such as medicine or a telephone; providing physical support and assistance with balance and stability to individuals with mobility disabilities; and helping persons with psychiatric and neurological disabilities by preventing or interrupting impulsive or destructive behaviors. Tether - A harness, leash or other similar restraint.


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Therapy Animal - Any animal that is not a service animal and whose primary purpose is to provide emotional support, well-being, comfort or companionship. Service Animals Service animals are permitted on district property, including district transportation, in accordance with law. The district will make modifications as necessary to allow for the presence of service animals. All service animals must be under the control of their handlers. Service animals must have a tether unless the handler is unable to use one or unless the use of a tether would interfere with the service animal's safe, effective performance. Animals that are not tethered must be under the control of the handler through some other means, such as voice commands or hand signals. The district will not allow service animals to remain on district property if they are not housebroken or are out of control. If a service animal is properly excluded from district property, the individual with a disability served by the animal will be given the opportunity to participate in the program, service or activity without having the service animal on district property. District officials may verify that an animal qualifies as a service animal by asking whether the animal is required because of a disability and what work or tasks the animal has been trained to perform, if it is not readily apparent. Except as otherwise specified in this policy, district officials will not inquire about the nature or extent of the individual's disability or require the individual to provide documentation that the animal is a service animal. Animals as Accommodations for Employees and Students Employees and students may use service animals pursuant to the "Service Animals" section of this policy; however, the district may make additional inquiries about the nature and extent of the employee's or student's disability as permitted by law. Employee requests for use of an animal other than a service animal as an accommodation must be made in accordance with Board policy. If the employee's request for an animal other than a service animal is granted, the rules for use of the animal will be specified at the time the accommodation is granted. A student with a disability will only be allowed to have an animal other than a service animal as an accommodation in accordance with the student’s individualized education program (IEP) or Section 504 plan. If a student's IEP or Section 504 plan allows the use


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of an animal other than a service animal, the special education director, compliance officer or designee will work with the student and the parents/guardians of the student to create a plan for the animal's care. The student will be primarily responsible for the care and control of any animal used as an accommodation unless otherwise provided in the IEP or Section 504 plan. Animals Used in Instruction General 1. Animals with venom that is harmful to humans will not be allowed on district

property. 2. An animal will not be allowed on district property without proof of current

vaccinations to prevent the spread of diseases, such as rabies, to humans unless vaccinations are not required in the opinion of a veterinarian.

3. Animals are prohibited from being on district property if anyone has been ticketed

or charged for the behavior of the animal. 4. Animals will never be maintained in or near an area where outside air is brought

into district buildings. 5. Live animals may not be transported on district transportation and, unless

specific permission from the building administrator is given otherwise, must be kept in a pen, cage or tank while on district property.

6. If students will be handling live animals, the employee responsible for the animal

must instruct the students in proper handling techniques designed to minimize the danger of injury to the students and the animal. Protective clothing or equipment must be used when warranted.

Therapy Animals Staff members may use therapy animals in the course of their regular duties only after receiving permission from the administrator of the building where the animal will be used. Before permission to use therapy animals is granted, staff members must provide: 1. Proof that the animal is certified to be a therapy animal. 2. An explanation of how the animal will be used, including research supporting the

use of therapy animals.


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3. A plan for how the staff member will provide for the care and control of the animal. 4. A plan for how the staff member will accommodate students with allergies to the

animal. Animals Used as Part of the Curriculum Staff members who wish to use live animals to implement the curriculum must obtain permission from the administrator of the building where the animal will be used prior to introducing an animal into the curriculum. Before permission to use live animals to implement the curriculum is granted, staff members must provide their building administrator with: 1. A statement that the animal does not present a danger to students or staff

members. 2. A statement of the instructional purpose, tied to the district's curriculum that

the animal will serve. 3. A plan for how the staff member will provide for the care and control of the animal. 4. A plan for how the staff member will accommodate students with allergies to the

animal. The requirements of this subsection will be waived for courses that routinely use live animals, such as courses in the district's agriculture instruction program, when the course curriculum has been approved by a supervisor. Animal Habitats As part of the instructional program, students and staff members may be granted permission to develop habitats that attract various forms of wildlife. Any plan to develop a habitat must be presented to the appropriate building administrator in advance of the project. The building administrator will consult with the central office administrator responsible for facilities and grounds prior to giving approval for the project. Animals Used by Law Enforcement The district allows the use of animals by law enforcement personnel in conjunction with the performance of their official duties. The district will work with law enforcement to avoid frightening students or unduly disrupting instruction when using animals. Park Hill School District, Platte County, MO

CONSENT: Below is current Policy EEAE, which MSBA recommends districts rescind and replace with Administrative Procedure EEA-AP1. Recommendation: Rescind current Policy EEAE as recommended by MSBA.

Section: Business Management Title: Student Transportation in Private

Vehicles/Common Carriers Number: EEAE - Critical

Legal References: 304.060, RSMo. 5 C.S.R. 30-261.045 (1-3) Adopted: June 27, 1996

Last Revised: May 26, 2011

Section 304.060, RSMo., authorizes vehicles other than approved school buses to be used for transportation of students. Such vehicles shall transport no more children than the manufacturer suggests as appropriate for such vehicle. Section 304.060, RSMo., further authorizes the use of authorized common carriers for field trips and other special trips for educational purposes. This rule establishes standards for transportation in other than approved school buses and standards for use of authorized common carriers.

Requirements for Transportation of Students in Vehicles Other than School Buses

1. Vehicles designed for enclosed passenger transportation may be

used subject to approval by the local Park Hill Board of Education.

2. Vehicles shall be licensed according to law and shall display a current state safety inspection sticker.

3. The driver of a private automobile shall have a valid operator's driver's license.

4. Vehicles shall have liability insurance coverage as required by the local Board.

5. If transportation service in vehicles other than school buses is contracted, there shall be a written contract between the Park Hill School District and the individual or firm providing the service.

6. The district shall ensure that the drivers are at least 21 years old and comply with applicable state regulations.

7. Drivers shall exercise care and caution while driving and may only communicate by mobile telephone when doing so will not compromise the safety of passengers or others in their proximity. In addition, drivers are prohibited from using mobile phones or other electronic devices to view electronic data (other than maps) or to send or read text messages while driving.

CONSENT: Below is current Policy EEAE, which MSBA recommends districts rescind and replace with Administrative Procedure EEA-AP1. Recommendation: Rescind current Policy EEAE as recommended by MSBA.

Requirements for Transportation of Students in Authorized Common Carriers

1. Authorized common carriers shall only be used to transport students to and from field trips or other special trips for educational purposes and shall not be used to transport students to and from school. Authorized common carriers, as used in this policy, are over-the-road intercity-type coaches equipped with reclining seats, air conditioning and restroom facilities and holding authority from the Missouri Department of Transportation or the Interstate Commerce Commission.

2. There shall be a written contract between the district and individual or firm providing the vehicle.

3. All contracts with authorized common carriers shall include: A. Proof of liability greater than or equal to the amount of five (5) million dollars per accident. B. Proof of safety inspections and compliance with applicable Federal Motor Carrier Safety Regulations.

4. The driver of an authorized common carrier shall hold a valid Missouri commercial driver's license or a similar license valid in any other state and shall comply with all applicable driver qualifications of the Federal Motor Carrier Safety Regulations. Drivers of authorized common carriers shall exercise care and caution while driving and may only communicate by mobile telephone when doing so will not compromise the safety of passengers or others in the common carrier's proximity. In addition, drivers of authorized common carriers are prohibited from using mobile phones or other electronic devices to view electronic data (other than maps) or to send or read text messages while driving.


Regulations

and

Forms

For Information Only: Adopt new Administrative Procedure EEA-AP1 as

recommended by MSBA, with additional revisions from General Counsel

(highlighted). This Administrative Procedure replaces Policy EEAE and is based on

current state regulations.

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Section: Support Services Title: Student Transportation in Private Vehicles/Common Carriers Number: EEA-AP1 Adopted: ______________ Section 304.060, RSMo., authorizes vehicles other than approved school buses to be used for transportation of students subject to regulations adopted by the State Board

of Education. The district, its officers and employees, volunteers and every person employed under contract by a school district shall be subject to these regulations. All contracts executed for transporting children in school buses on behalf of the district shall include a reference to these regulations. The following is a copy of Missouri Regulation 5 C.S.R. 30-261.045: I. Requirements for Transportation of Students in Vehicles Designed for

Transporting more than Ten (10) Passengers Including the Driver

A. After July 1, 2001, newly purchased, newly leased, newly contracted vehicles or vehicles replaced under contracted services with a rated capacity, as defined by the manufacturer, to carry more than ten (10) passengers including the driver that are used to transport students to or from school or to transport students to or from any place for educational purposes or school purposes shall meet state and federal specification and safety standards applicable to school buses. Contract common carriers meeting federal Department of Transportation standards may be used for field trips as outlined in Section III of this procedure.

II. Requirements for Transportation of Students in Vehicles Designed for

Transporting Ten (10) Passengers or Less Including the Driver

A. The number of passengers, including students and driver, that may be transported at any one time shall be limited to the number the manufacturer suggests as appropriate for that vehicle in accordance with § 304.060, RSMo., or if not posted in the vehicle, then limited to the number of seat belts in the vehicle.

B. The driver and each passenger shall be properly secured with the

appropriate seat restraint at all times while the vehicle is in motion.

C. Motor vehicles designed for enclosed passenger transportation may be used subject to approval by the local Board of Education.





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D. Motor vehicles shall be licensed according to law and shall display a current state safety inspection sticker.

E. The driver of a district-owned or district-contracted vehicle shall have

a valid Missouri operator's license for the motor vehicle and comply with § 302.272, RSMo., and 5 C.S.R. 30-261.010(2)(A) 1-3, not to include a parent or guardian transporting only his/her children under a written contract with the district and who is not compensated by the district. The parent or guardian shall have a valid Missouri operator's license for the vehicle operated as per 5 C.S.R. 30-261.010(2)(A).

F. The driver of a privately owned vehicle who is not compensated by the school district to transport students to and from school or school-related events shall have a valid Missouri operator's license for the vehicle operated as per 5 C.S.R. 30-261.010(2)(A). This shall include any person who transports school children as an incident to employment with a school or school district, such as a teacher, coach, administrator, secretary, school nurse or janitor unless such person is under contract with or employed by a school or school district as a school bus operator as per § 302.010(19), RSMo. Compensation shall be defined for the purpose of this section as any reimbursement received by the driver that exceeds the average cost of operating a car per mile as established by the American Automobile Association.

G. Motor vehicles shall have liability insurance coverage in accordance

with § 537.610, RSMo., and as required by the local Board of Education.

H. When transportation service in motor vehicles other than those

licensed as school buses is contracted, there shall be a written contract between the district and the individual or firm providing the service.

I. Drivers must be at least 21 years old and comply with applicable state

regulations and other legal requirements. J. Drivers shall exercise care and caution while driving and may only

communicate by mobile telephone when doing so will not compromise the safety of passengers or others in their proximity. In addition, drivers are prohibited from using mobile phones or other electronic

devices to view electronic data (other than maps) or to send or read text messages while driving.

III. Requirements for Transportation of Students in Authorized Common

Carriers

A. Authorized common carriers shall only be used to transport students to and from field trips or other special trips for educational purposes





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and shall not be used to transport students to and from school. Authorized common carriers, as used in this procedure, are over-the-road, intercity-type coaches equipped with reclining seats, air conditioning and restroom facilities and holding authority from the Missouri Department of Economic Development, Division of Motor Carrier and Railroad Safety, or the Federal Carrier Safety Administration.

B. There shall be a written contract between the district and individual or

firm providing the vehicle.

C. All contracts with authorized common carriers shall include:

1. Proof of liability insurance in the amount of five (5) million dollars per accident.

2. Proof of safety inspections and compliance with applicable

Federal Motor Carrier Safety Regulations.

D. The driver of an authorized common carrier shall hold a valid Missouri commercial driver's license or a similar license valid in any other state and shall comply with all applicable driver qualifications of the Federal Motor Carrier Safety Regulations.


For Information Only: Amend current Regulation IGBCB-R as recommended by MSBA, with additional revisions from General Counsel (highlighted), and reclassify as ICBCB-AP1. These revisions are based on current federal law, as well as new state requirements. ----------

1

Section: Instructional Program Title: Programs for Migrant Migratory Students (Regulation) Number: IGBCB-R-AP1 – Critical Adopted: February 26, 2012 Revised: ___________________ To ensure that migrant migratory students, including migratory preschool-age students, receive services for which they are eligible in compliance with district policy, the Park Hill Board of Education provides the following procedures. The school district contact person concerning migrant affairs is the Director of Special Services.School District provides the following procedures. Definitions Migrant Child Eligible for Services: A child under the age of 22 who has not graduated from high school or received a GED; who is a migrant worker or has a parent, spouse or guardian who is a migrant worker; who performs qualifying migrant work as a principal means of livelihood; who has moved in the preceding 36 months to seek or obtain temporary or seasonal employment in agricultural or fishing work and has changed school districts as a result of that move. This also includes a child under the age of three (3) who would benefit from such services but who does not generate funding credit for state funding purposes. Children or spouses of migrant agricultural workers or migrant fishers are not eligible for Migrant Education Program (MEP) services if the children or spouses themselves do not move from one school district to another, even if the parent/guardian or spouse moves. A child who was not identified when he or she was actively moving may be recruited after he or she settles provided that the state records the basis for determining that the child qualified as a migrant child during the preceding three (3) years. In such a case, the child would retain MEP eligibility as a migrant child for the remainder of the three-year period or until he or she extends the eligibility period by making another qualifying move or terminates eligibility by receiving a high school diploma or its equivalent or by turning 22 years of age.


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Continuation of Services: A child who ceases to be a migratory child during a school term shall be eligible for services until the end of the term. If comparable services are not available, a child who is no longer migratory may continue to receive services for an additional school year. Secondary school students who are eligible for services may continue to receive those services through credit-accrual programs until graduation. Migratory Student Eligible for Services A student who meets all of the following conditions: 1. The student is not older than 21 years of age. 2. The student is either entitled to a free, public education pursuant to Missouri law

or is below the age of compulsory attendance. 3. The student is a migratory agricultural worker or migratory fisher or has a

parent/guardian or spouse who is a migratory agricultural worker or migratory fisher.

4. The student has moved in the preceding 36 months in order to seek or obtain

qualifying work or to accompany or join a parent/guardian or spouse who is a migratory agricultural worker or migratory fisher who moved to seek or obtain qualifying work.

5. The student has moved from one school district to another. Qualifying Work: Any "agricultural or fishing activity," as defined in federal regulations, that is the principal means of livelihood and is seasonal or temporary and plays an important part in providing a living for the worker and his or her family. The work need not be the most important or only type of work performed by family members during the year. Agricultural ActivityWork: Any activity directly related to tThe production or initial processing of crops, dairy products, poultry or livestock for initial commercial sale or as a principal means of survival for the worker or the worker's family;as well as the cultivation or harvesting of trees; or any activity related to fish farms., that is performed for wages or personal subsistence. Fishing ActivityWork: Any activity directly related to tThe catching or initial processing of fish or shellfish, for initial commercial sale or as a principal means of survival for the worker or the worker's family.as well as the raising or harvesting of fish or shellfish at fish farms that is performed for wages or personal subsistence.


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Temporary Employment: Employment related to agricultural or fishing activities that is not permanent and usually lasts no longer than 12 months. Employment may also be temporary if because of working conditions or periods of slack demand the worker is not likely to stay on the job permanently. Temporary Employment: Employment that lasts for a limited period of time, usually a few months, but no longer than 12 months. Some such work, though available on a year-round basis, may still be temporary if the worker is not likely to remain permanently at the job because of working conditions or intermittent periods of slack demand. Work may also be considered temporary when the Department of Elementary and Secondary Education (DESE) has determined the position to be temporary due to a significant turnover rate. Seasonal Employment: An activity dependent upon natural cycles. Employment that occurs only during a certain period of the year because of the cycles of nature and that, by its nature, may not be continuous or carried on throughout the year. Program Components Integration: The district will coordinate the MEP with Individuals with Disabilities Education Act (IDEA) child find activities and other federal and state programs to ensure that appropriate accommodations are provided and that the special education needs of school-age and preschool migratory children are addressed. Advocacy and Outreach: To the extent feasible, the district will: 1. Inform migratory children and their families of and help them gain access to

health, nutrition, social and other educational services. 2. Provide programs to facilitate the transition from secondary school to post-

secondary education or employment. 3. Develop family literacy programs. Professional Development: To the extent feasible, the district will provide staff development in meeting the needs of migratory children. Technology: The district will integrate information technology into the MEP as is feasible. Identification The district will determine the presence and location of migratory children. Currently enrolled students will be asked to complete the "Parental Survey" provided by the Missouri Office of Migrant Education and English Language Learning (ME/ELL). All


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new students will be asked to complete the survey form as a part of the enrollment process. Responses indicating potential migrant status will be forwarded to the Superintendent or designee. The Superintendent or designee will notify the director of the ME/ELL office regarding any child who may be eligible for migrant services. Recruitment The district will secure the data necessary to document eligibility for migrant education and enroll children in the state database. The district, in cooperation with the regional ME/ELL office, will provide for the completion of the Family Interview Form and the Certificate of Eligibility. 1. The forms will be completed based on information obtained through personal

contact or home visits by recruiters provided by the state or regional ME/ELL office or properly trained district personnel.

2. The final determination of whether an individual is eligible to receive migrant services will be made by the state office of ME/ELL.

3. Information from these forms will be entered into the migrant database by data entry specialists at the state office of ME/ELL and will be used by the school to assess the educational and related health and social needs of the migrant students within its boundaries.

Implementation The district will assess the needs of each identified student and place the student in every appropriate program for which the student is eligible. If the district is unable to provide appropriate services, it will request assistance from the office of ME/ELL. The Superintendent or designee will maintain records on children eligible to receive migrant services including the date identified, the date approved for services and the services provided. Maintained records will be subject to the provisions of the Family Educational Rights and Privacy Act (FERPA). The Superintendent or designee, in conjunction with parents/guardians of children in the MEP, will annually assess the effectiveness of the identification and recruitment procedures and make modifications as required. Screening, Identification and Notification All students will, as part of the enrollment process, be asked questions designed to help identify migratory students. Responses indicating potential migrant status will be forwarded to the superintendent or designee.


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The superintendent or designee will notify the Migrant Education and English Language Learning (MELL) supervisor of migrant identification and recruitment regarding any student who may be eligible for migrant services. A MELL recruiter will then determine whether the student is eligible for migrant services. Once a student is identified, the district will contact the family to determine whether the family also has students of preschool age so that those students can be offered available services as well. Educational Services The district will coordinate the MEP with other district programs that provide services to students including, but not limited to, services for students with disabilities (including Child Find activities under the Individuals with Disabilities Education Act), the district's English learner (EL) program, and school nutrition services. Migratory students will have access to the full range of educational services for which they are eligible. Services provided to migratory students will supplement, not replace, district programs. Needs Assessment and Advocacy The superintendent or designee will assess the educational, health and social needs of each identified student, including preschool students, to determine whether services other than educational services are required in order for the student or preschool student to succeed. Based on the needs assessment, the district will inform migratory students and their families of, and advocate for them to gain access to, health, nutrition, social and other educational services. Such services will include Parents as Teachers (PAT); Head Start; Family Services; the Women, Infants and Children (WIC) program; and services offered by local and county health departments, as applicable. To the extent feasible, the district will establish family literacy programs designed to serve family members of migratory students. The superintendent or designee will use a combination of the following methods to determine student and family needs: 1. Family interviews. 2. Language proficiency assessments. 3. A skills checklist. 4. Referrals from district employees. 5. Surveys and questionnaires. 6. Input from parents/guardians. 7. Review of attendance and academic records. Diagnostic assessments will be age appropriate.


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Parent Involvement Parents/Guardians of students in the MEP will be involved in the development, implementation, operation and evaluation of the program. This procedure will be provided to all parents/guardians of MEP students and, if practicable, will be provided in a language they can understand. Parents/Guardians of MEP students will be regularly consulted regarding program components and will be given the opportunity to have input on the evaluation of the program. Parental involvement will be facilitated through a combination of activities, which may include general meetings, conferences, phone contact, home visits and written surveys. If the district's migrant program extends for the duration of the school year, the superintendent or designee will establish a local migrant parent advisory council (MPAC) that all parents/guardians of migratory students will be encouraged to join. 1. The MPAC will consist primarily of parents/guardians of migratory students, but

district staff members who work with and know the needs of migratory students may also be involved.

2. At least one meeting will be held annually during which school officials will offer

information and respond to questions about the MEP. 3. Meetings will be scheduled for the convenience of the parents/guardians who are

members. 4. The MPAC may request training from regional MELL personnel to assist them in

carrying out their responsibilities; request copies of laws, regulations and reports created by the district or DESE pertaining to the program; and make recommendations for planning, implementing and evaluating the program.

5. One or more members of the district MPAC will attend the regional MPAC meeting

scheduled by MELL officials. While teachers and administrators may also attend the meeting, the majority of the voting members must be parents/guardians.

Professional Development The superintendent or designee will arrange for professional development for all teachers on meeting the needs of migratory students. Professional development may include providing current information about the special needs of migratory students; onsite, offsite or online training; or a combination of information and training. The


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superintendent or designee will notify district personnel of their obligation to participate in MELL-required professional development. Continuation of Services A student who ceases to be a migratory student during a school term shall be eligible for services until the end of the term. If comparable services are not available, a student who is no longer migratory may continue to receive services for an additional school year. Secondary school students who are eligible for services may continue to receive those services through credit-accrual programs until graduation. The superintendent or designee will notify the regional MELL recruiter when the district becomes aware that a resident student between the ages of 16 and 21 who is eligible for migrant services drops out or fails to enroll in the district. Priority for Services and Action Plan Pursuant to law, the district must prioritize the federal funds it receives for migratory students who are in the greatest need. Students receiving the highest priority are those who are failing or at risk of failing to meet the state's challenging academic standards and whose education has been interrupted during the school year. These students will be classified as priority for service (PFS) students. An "educational interruption" occurs when a student who, in the immediately preceding 12-month period, has changed schools or missed ten or more days of school during the regular school year due to the child's or family's migrant lifestyle. This will be documented upon review of all available data sources. The district will review attendance records and consider information obtained from the family, such as medical problems and problems with housing or transportation, in determining whether the student has experienced an educational interruption. When determining whether a student is failing or at risk of failing, the district will consider whether the student: 1. Scored at "Below Basic" on the state assessment. 2. Is an English learner. 3. Has an age and/or grade discrepancy. 4. Was retained. 5. Has an unweighted GPA of 2.0 or below or insufficient credits for promotion or

graduation.


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Migratory students who are at risk of not being promoted or graduating in a timely manner due to low grades or insufficient credits will be given priority above other PFS students even though they are at grade level, have not been retained, are not EL students and have scored at proficient or above on the Missouri Assessment Program (MAP) test. The Park Hill School District will develop an action plan for ensuring that MEP funds and other resources are used to address the needs of PFS students before meeting the needs of other migratory students. Records The superintendent or designee will maintain and regularly update education and health records of migratory students. Each record will include the date the student was identified and approved for services and the services provided. Information will be provided to DESE for entry into the state database, and all student records, including health records, will be provided upon request to a school where a migratory student who previously attended the district is enrolled or enrolling. Maintained records will be subject to the provisions of the Family Educational Rights and Privacy Act. The superintendent or designee will also maintain records of all other aspects of the MEP, including teacher training, use of community resources, and program evaluations. Records of parent and family involvement activities, including copies of notices, agendas and meeting minutes, will also be maintained. Park Hill School District, Platte County, MO

For Information Only: Amend current regulation IGBH-R based on recommendations from MSBA and General Counsel, and reclassify as IGBH-AP1. These revisions are based on recent changes to federal law and state guidance. ----------

1

Section: Instructional Program Title: IGBH-R English Language Learners (ELL) – Lau Plan Number: IGBH-RAP1 Legal: Missouri Department of Elementary and Secondary Education,

Discretionary Grants Adopted: March 24, 2010 Revised: The Park Hill Board of Education is committed to providing equal access to school programs for English Language Learners (ELLs). Identification In accordance with Board policy, all students will complete the Language Use Survey (LUS) at enrollment. If the LUS indicates a language other than English, the district will further assess the student's English proficiency. Placement in a language instruction educational program (LIEP) will be based on the results of the English proficiency assessment and any other screenings, observations or information that would be useful in designing the student's program of services. Instruction Service Delivery Plan: English Language Learners will receive appropriate instruction that increases their English language proficiency and academic content knowledge. Appropriate instruction will include the application of rigorous, systemic and equitable standards in support of challenging academic content and achievement standards relevant to post-secondary preparation. Park Hill’s ESLEnglish Language Development (ELD) program will consider demographics, ethnic and language diversity, and ELLEL student enrollment in determining what delivery service models to provide and how often to deliver language acquisition programs enabling ELL students to proficiently speak, write, listen, read and comprehend the English language, as well as meet the challenging state academic content and achievement standards. The district’s ESLELD program will implement sound, research-based educational theories for the purpose of attaining English language proficiency. Teacher-to-student ratios will be consistent with district policy.


2

Content area teachers will work in collaboration with ESLELD teachers and use research supported classroom instructional strategies incorporating appropriate modifications and accommodations in support of ELLEL language acquisition, academic content knowledge, and achievement standards. Placement and Transition Classification, Transfer, and Exit from the ELL Support System: In accordance with state and federal guidelines, Park Hill will follow establish procedures for the identification, testing, and placement and exiting of ELL students. Park Hill will employ multiple appropriate criteria for placing and transitioning EL students. Such dDocumentation related to these issues will be maintained by the district in accordance with federal and state law. District procedures will be established and maintained for notifying ELLEL parents/guardians of a student’s placement in and exittransition out of ESLELD program support. Monitoring Reclassified, Exited Students: TeachersAfter a student transitions out of the ELD program, teachers in the student’s new setting (with coordinated support of the ESLELD teacher) will assess the English-fluent student’s academic performance with a view to observing English mastery (reading, writing, speaking, and listening) in formal and informal venues. Mastery of course objectives may require the use of appropriate modifications and accommodations as well as criterion reference testing and other tools to determine how the student compares with his/her English-only peers. Assessment and Evaluation Assessment System: In compliance with state and federal expectations, Park Hill quarterlywill regularly assess ELLEL students’ language acquisition progress and report this information to students’ parents in a format that parents can understand. The district will comply with all state assessments for ELLEL students and will use the assessment data to establish program goals. Ongoing measures of program effectiveness will allow for adjusting, adapting and improving ESLELD program services. Qualified Personnel: The district will comply with state and federal regulations regarding highly qualified teachers and paraprofessionals employed to instruct ELL students. The district will insure that teachers receive professional development training in topics related to ELL student support. Parent and Family Involvement: and Engagement In accordance with Board Policy IGBC, schools will develop and implement programs which provide avenues for parent and family involvement and engagement as partners in the students’ social, emotional, and academic success.


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District ESLELD Program Coordinator: The Superintendent will designate a qualified staff member to monitor federal compliance requirements and program supervision. This person shall be responsible for an annual evaluation of the district’s ESLELD program. Park Hill School District, Platte County, MO

For Information Only: Adopt new Administrative Procedure IGCD-AP1 as recommended by MSBA, with additional revisions from General Counsel (highlighted). This procedure is based on requirements from the new state law creating the Missouri Course Access Program (MOCAP). ----------

1

Section: Instructional Program Title: Virtual Courses (Best Educational Interest Determination)

Number: IGCD – AP1 Adopted: _________________ A student or the student's parent/guardian must notify the student's principal or designee before the student may enroll in a district-sponsored virtual course or a Missouri Course Access Program (MOCAP) virtual course through the district. The principal or designee will provide information to the student and the student's parents/guardians about virtual instruction and/or other matters pertinent to the enrollment determination. The principal or designee, in consultation with the student's parents/guardians and other relevant staff, such as the school counselor or the district's special education director, will determine whether there is good cause to refuse the student enrollment in the course. Students or parents/guardians who disagree with the principal's or designee's determination about a MOCAP course can appeal the decision to the Board of Education and the Department of Elementary and Secondary Education (DESE). For all other virtual courses, students or parents/guardians may appeal the decision to the superintendent or designee, and the superintendent's or designee's decision will be final. In accordance with federal law, if a student receives special education services, the student's individualized education program (IEP) team may determine that a virtual course is not appropriate for the student even if the course has otherwise been approved by the district. If district staff determine that it is not in the best educational interest of a student to take a virtual course, that decision will be documented in writing and provided to the student and the parents/guardians. Best Educational Interest Considerations District staff should minimally consider the following when deciding whether a virtual course is in the best educational interest of a student but may consider other factors not listed.


2

District Course Availability 1. If the course is offered onsite by the district, are there extenuating circumstances

that make it difficult or impossible for the student to take the onsite course offered by the district?

2. If the course is offered onsite by the district and the student is able to take that

course, what are the reasons the student wants to take the virtual course? Virtual Course Characteristics 1. Does the course meet or exceed district curriculum standards and graduation

requirements? 2. Does the course align with the student's career goals and the student's individual

career and academic plan (ICAP)? 3. If the course is for remediation, will it personalize instruction to the student's

specific needs? 4. Is the district aware of any complaints or concerns regarding the quality of the

course, and have those complaints or concerns been resolved? 5. Has the district had difficulty working with the course instructor or provider to

ensure a student with disabilities receives the required accommodations or modifications?

Student Skills Necessary for Success in Virtual Courses 1. Has the student demonstrated time-management skills that indicate that the

student is capable of submitting assignments and completing course requirements without reminders?

2. Has the student demonstrated persistence in overcoming obstacles and a

willingness to seek assistance when needed? 3. Has the student demonstrated verbal or written communication skills that would

allow the student to succeed in an environment where the instructor may not have sufficient nonverbal cues to indicate the student's level of understanding?

4. Does the student have the necessary computer or technical skills to succeed in a

virtual course?


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Other Relevant Factors 1. Does the student have adequate access to computers, Internet and other

necessary technology resources to participate in a virtual course and complete assignments?

2. If the student has previously attempted a virtual course and struggled with or

failed the class, have the issues that caused the student to struggle or fail been identified and addressed?


For Information Only: Adopt new Administrative Procedure IGCD-AF1 as recommended by MSBA. This form is based on the new state law creating the Missouri Course Access Program (MOCAP). ----------

1

Section: Instructional Program Title: Virtual Courses (Virtual Course Enrollment Determination)

Number: IGCD – AF1 Adopted: _________________ To: _____________________________________________ [name of parent/guardian/student]: _________________________________________________ [student's name] requested to enroll in one or more virtual courses. We have made the following determinations. Approved for Enrollment The student has been approved to enroll in the following virtual courses: Declined for Enrollment We have determined that, in accordance with Board policy and procedure, it is not in the best educational interest of ______________________________________ [student's name] to enroll in the following requested courses for the following good-cause reasons:

Name of Virtual Course

Reason for Denying Enrollment

Name of Principal or Designee Signature of Principal or Designee Date

For Information Only: Adopt new Administrative Procedure IGCD-AF1 as recommended by MSBA. This form is based on the new state law creating the Missouri Course Access Program (MOCAP). ----------

2

Appeals Students or parents/guardians who disagree with the above determinations about a Missouri Course Access Program (MOCAP) course can appeal the decision to the Board of Education. For all other virtual courses, students or parents/guardians may appeal the decision to the superintendent or designee. Please provide a written description of the basis for your appeal, attach it with any pertinent documentation or information, and submit it to the appropriate person. If the student has an individualized education program (IEP), the IEP team may independently determine that a course is inappropriate for the student. In that case, students or parents/guardians must follow the appeal procedure for IEP team decisions. Park Hill School District, Platte County, MO

Revised _________

FUNDRAISING ACTIVITIES APPROVAL FORM IGDF-AF1

Application Date: _________________________ School Name: ___________________________________________

Name of Club or Organization Proposing Fundraiser: ___________________________________________

(Name of Adult Responsible for Fundraiser) (Email address of Adult Responsible for Fundraiser)

_____________________________ ________________________________ _________________________________________ (Students Involved in Activity) (Safety Measures to be Used) (Instructional Time Required)

*Please answer the questions below to determine if your fundraiser is EXEMPT or NON EXEMPT.• The fundraising activity includes a food or beverage item that does not meet the federal nutritional guidelines as calculated by the

Smart Snacks Product Calculator. https://foodplanner.healthiergeneration.org/calculator/ CORRECT/YES NO• The fundraiser occurs during the school day and is edible at school. (“School day” is considered from midnight to 30 minutes after

school dismissal. Edible food items may not be sold in the school cafeteria during breakfast or lunch.) YES NO

If you answered YES to both questions your activity does not meet nutritional guidelines and is classified as EXEMPT.

This document is to be signed in the order of approval starting with #1 (your supervisor/administrator) then you choose and mark (A and/or B) if applicable. Each signer forwards to the next number/individual, the final destination is #4.

#1) Approval by Administrator: __________Date: __________

OR # (A) Approval by Director - Operations: _________________________________________Date: _____________

AND/OR # (B) Approval by Director - Technology: _________________________________________Date: _____________

#4) Approval by Assistant Superintendent Business & Technology: ___________Date: __

You have determined that your fundraiser is: EXEMPT (will count as 1 of 5 allowed for the entire school/year & can last only one day)

You have determined that your fundraiser is: NON EXEMPT

Description of Fundraiser:

Attached is a REQUIRED copy of any communication/flier being sent to appropriate groups (students, parents, etc.). YES

This fundraiser is: Targeted population:

Internal External Service Project Parents Staff Students Family/Friends Community Name of vendor that you have a pre-arranged agreement of financial compensation with the intent of shared profits OR mark as N/A: ________________________________________________________________________________________________________________

Event Dates _____/_____/______ THROUGH _____/_____/______ Expected Revenue Before Expenses $____________________

SPECIFIC intention for funds: _

My intended purchase with the earned funds are for furniture and/or technology items. I have contacted Support Services and/or Technology and have confirmed that the item(s) I’m requesting meet district standards and will be supported by the district.

YES NO N/A

https://foodplanner.healthiergeneration.org/calculator/

IGDF-AF2

FUNDRAISING VENDOR APPROVAL FORM

Approval by District Office: __________________________________ Date: _____________________

SECTION TO BE COMPLETED BY SCHOOL:

Application Date: ______________________

School Applying for Vendor Approval: _____________________________________________________________________

School Contact Name: ________________________________ District Extension: _________________________________

SECTION TO BE COMPLETED BY VENDOR/COMPANY:

Vendor/Company Name: _______________________________________________________________________________

Vendor/Company Contact Person: _______________________________________________________________________

Vendor/Company Contact Person Email Address: ___________________________________________________________

Vendor/Company Address: _____________________________________________________________________________

City: ____________________________________ State: ______________ Zip: __________

Vendor/Company Phone Number: _____________________________Fax Number: _______________________________

Vendor/Company Federal Tax ID Number: ____________________________

Vendor/Company Product: _____________________________________________________________________________

Is the Vendor either the sole proprietor, in a partnership or trust with an employee of the district, a district employee’s spouse or

district employee’s dependent child? YES NO

Will a purchase through this Vendor result in financial gain of an employee of the district, a district employee’s spouse or district

employee’s dependent child? YES NO

A required vendor/company brochure or detailed information sheet that describes the product(s) being sold that includes financial

arrangement details are attached? YES

A required New Vendor Packet has been completed by the vendor and is attached for Accounts Payable? YES

References: Vendor/Company Name Vendor/Company Contact Person Phone Number ___________________________________ __________________________________ _______________________

___________________________________ __________________________________ _______________________

IGDF-AF3

Revised _________

DONATIONS, SOLICITATIONS APPROVAL FORM

• This form, IGDF-AF3, is for soliciting area businesses, Donor’s Choose, Go Fund Me, Invest NOW and the like.• Grant applications requiring a competitive application/selection process by a non-district agency or individual should

be entered on Form DD-R available under Accounting on the district’s internal website.

Application Date: __________________________ School Name: ________________________________________________ Name of club or organization proposing donations, solicitations: _________________________________________________ Name of employee responsible for the donations, solicitations: __________________________________________________ Email address of employee responsible for donations, solicitations: _______________________________________________

The employee responsible for donations, solicitations will: 1) Specify the request (e.g. amount, product or service) in writing on school letterhead for the party from whom the donation, solicitation is being requested, if applicable. 2) Send a thank you note on Park Hill or school letterhead to the party (e.g. business, organization, individual(s) that ma de the contribution. Refer to the Finance Internal Controls document on the district website under Student Fundraiser – Donations, Solicitations, Approval Guidelines for instruction.

Description of what you’re asking for: _______________________________________________________________________ Specific intended use for that which is being requested: _______________________________________________________________ Expected revenue from donation, solicitation: $___________________________

REQUIRED: You have read the current list of Advertising Partners on the district’s website under District Information, Connect with Park Hill, Advertising, Advertising Information pdf. If you choose to solicit these partners, acknowledge to them that you are aware they are partners with the district and have already made a monetary contribution however, you would like to offer them the opportunity to participate separately in your activity. Yes:

Names of party from whom donations, solicitations are being requested: 1. ___________________________________________ 6. ___________________________________________2. ___________________________________________ 7. ___________________________________________3. ___________________________________________ 8. ___________________________________________4. ___________________________________________ 9. ___________________________________________5. ___________________________________________ 10. ___________________________________________

Dates for donations, solicitations: __________ /__________ /__________ through __________ /__________/__________

Will students be involved in seeking the donations, solicitations?: Yes: No:

Instructional time required: ______________________ Safety measures to be employed: ___________________________

REQUIRED: Attached is a draft copy of any communications to appropriate groups (students, parents, etc.). Yes:

The donation/solicitation will be for furniture and/or technology items. I have contacted Support Services and/or Technology and have confirmed that the item(s) meet district standards and will be supported by the district.

YES NO N/A This document is to be signed in the order of approval starting with #1 (your supervisor/administrator) then you choose and mark (A and/or B) if applicable. Each signer forwards to the next number/individual, the final destination is #4.

#1) Approval by Administrator: __________Date: __________

OR # (A) Approval by Director - Operations: _________________________________________Date: _____________

AND/OR # (B) Approval by Director - Technology: _________________________________________Date: _____________

#4) Approval by Assistant Superintendent Business & Technology: ___________Date: __

IGDF-AF4

Identifier #

Revised _________

FUNDRAISING FINANCIAL REPORT

A. Revenue from fundraiser (total of all money that was raised/collected): $__________________________

B. Expenditures (itemize what your fundraising expenses were i.e. invoices, decorations…:

1. __________________________________________________________ $__________________________

2. __________________________________________________________ $__________________________

3. __________________________________________________________ $__________________________

4. __________________________________________________________ $__________________________

5. __________________________________________________________ $__________________________

C. Total, Revenue from Fundraiser (A.), minus Expenditures (B.): $__________________________

Revenue earned was deposited in a district account Revenue earned was deposited in a PTA, Booster club account Revenue was earned in the form of a physical item (cans of food, socks, dog toys…) Revenue was earned in the form of Scholastic Dollars Revenue was earned in the form of a gift card (i.e. Barnes & Noble). (The gift card is in the possession of (teacher,administrator), _____________________________________, purchaser. The purchaser is responsible for spending the gift card during the current school year and will report their gift card purchases to the appropriate school representative for recording. The purchaser will also include the original receipt(s). The fundraiser will not be closed by the Business Department until the school representative sends the final purchasing report and original receipt(s) to the Business Department.)

D. Amount spent on the intended use of funds (previously submitted on the Approval Form): $__________________________E. If money was not spent, please explain: _________________________________________________________F. Remaining balance, (C. minus D.): $__________________________G. Plans for remaining balance (if applicable): ________________________________________________________________

Approval by Administrator: _________________________________________ Date: _______________________

Date: ____________________________ School name: ____________________________________________________________

Fundraising date(s): ______________________ Fundraising activity: _________________________________________________

Name of club, organization, group that submitted the Approval Form: _________________________________________________

Name of adult completing this form: ____________________________________________________________________________

agenda€¦ · dreiling, dee x gross, jennifer x kahler, jeremie x keating, vicky x kline, jolina x...

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