Laconia School Board

Meeting Agenda

January 19, 2021 at 6:30 P.M.

Zoom Virtual Meeting

ITEM #1 CALL TO ORDER

Notice of Posting

Pledge of Allegiance

ITEM #2 APPROVAL OF THE AGENDA

ITEM #3 APPROVAL OF MINUTES

January 5, 2020

ITEM #4 PRESENTATION

NHLI OUT OF SCHOOL TIME CAREER PATHWAYS GRANT CG

ITEM #5 GENERAL PUBLIC COMMENT

ITEM #6 BOARD COMMITTEE REPORTS

Budget & Personnel

Facilities/CIP

Policy

Strategic Planning/Portrait of a Graduate

Diversity and Inclusion Task Force

Board Member Input

ITEM #7 BOARD CHAIR REPORT/CALENDAR

Committee Update

NHSBA Delegate Assembly Resolutions

ITEM #8 SUPERINTENDENT’S REPORT

Business Update Business (Administrator Blouin)

COVID Update (Assistant Superintendent Hinds)

Teaching and Learning Update (Superintendent Tucker)

ITEM #9 DISCUSSION

Second Read JCA Change of Class or School Assignment Best Interests and Manifest Hardship

Second Read JFABE Education of Children in Foster Care

NHLI Out of School Time Career Pathways Grant

Children’s literacy Foundations Grant

NH Charitable Foundation David M. Brooks Music Fund Grant

Laconia School Board

Meeting Agenda

January 19, 2021 at 6:30 P.M.

Zoom Virtual Meeting

ITEM #10 GENERAL PUBLIC COMMENT

ITEM #11 ACTION ITEMS

Second Read JCA Change of Class or School Assignment Best Interests and Manifest Hardship

Second Read JFABE Education of Children in Foster Care

Teaching and Learning Update

NHLI Out of School Time Career Pathways Grant

Children’s literacy Foundations Grant

NH Charitable Foundation David M. Brooks Music Fund Grant

ITEM #12 ADJOURNMENT

NEXT MEETING: FEBRUARY 2, 2021

Page 1 of 2

LACONIA SCHOOL BOARD

REGULAR MEETING

JANUARY 5, 2021 AT 6:30 P.M.

VIA ZOOM

The Laconia School Board held a regular meeting via Zoom on Tuesday, January 5, 2021.

PRESENT: Aaron Hayward, Dawn Johnson, Heather Lounsbury, Joe Cormier, Laura Dunn, Nick Grenon, Superintendent Steve

Tucker, Assistant Superintendent Hinds, and Business Administrator Christine Blouin.

ABSENT: Malcolm Murray

CALL TO ORDER

Board Chairperson, Heather Lounsbury, called the meeting to order at 6:30 P.M and read the checklist to Ensure Meetings Are

Compliant with The Right-to Know Law During the State of Emergency. The agenda was posted on Thursday, December 31, 2020 at

the SAU office and on the District’s website, along with being sent to each of our schools, the Laconia Daily Sun, Laconia Library,

and City Hall, in accordance with RSA 91-A.

APPROVAL OF THE AGENDA Motion made by Board Member Cormier to approve the agenda as presented, seconded by Dawn Johnson. The roll call vote was

unanimous.

APPROVAL OF MINUTES Motion made by Board Member Johnson to approve the amended minutes to reflect that Board Member Johnson made the motion in

action and not Board Member Dunn and that the NHSBA Delegate Assembly is scheduled for January 23rd and not December 23rd.

seconded by Board Member Cormier. The roll call vote was unanimous.

PRESENTATION: VOICES FROM OUR STUDENTS- STUDENTS AND TEACHERS:

The following teachers and students presented on highlights of the school year thus far and challenges.

Elm Street School: Andrea Morin and Chloe Joseph

Pleasant Street School: Courtney Leighton and Caitlin Rushton-Friend, and students Abigail Rushton and Ryder Woodall

Woodland Heights School: Mary Anne Myers

Laconia Middle School: Jim Carmody, Kevin Bisson and student Ryan Walsh

Laconia High School: Bonnie Ashworth and Lisa Hinds and students Allyssa Stone and Kayla Woglom

Huot Career and Technical: Center Bill Clary and student Faith Gosselin

GENERAL PUBLIC COMMENT

Erika Allen, Ward 5 of 97 Winter Street talked about Board Member Johnson’s social media post and asked the Board to

consider revising its policies to make it possible for them to remove a member for unacceptable behavior.

Meghan Daigneau, Ward 3 of 44 Fair Street, asked that Board Member Johnson resign and asked why she has not reached

out to the black and Jewish community in Laconia or NH.

Dana Hacket, Ward 2 of 12 Sanborn Street asked for Board Member Johnson’s resignation.

BOARD COMMITTEE REPORTS

Budget & Personnel: Board Member Cormier reported that this committee will meet Friday, January 8th.

Facilities/CIP: Superintendent Tucker reported that there will be a facilities presentation later in the meeting.

Policy: Board Member Hayward reported that this committee met on Wednesday, December 16th and have two policies up for first

read in discussion.

Strategic Planning/Portrait of a Graduate: Board Member Dunn reported that this committee has not met and Superintendent

Tucker reported that Portrait of a Graduate will meet next week.

Diversity and Inclusion Task Force: Board Member Hayward reported that this committee met on December 21st and discussed a

survey tool.

Board Member Input Board Member Johnson made a statement regarding her social media post. Board Member Cormier talked about the

passing of Jack Irwin and all the work he has done in the community of Laconia.

Page 2 of 2

BOARD CHAIR REPORT /CALENDAR Board Chairperson Lounsbury talked about meeting options, remote or in person. The Board’s consensus was to stay in remote for the

month of January and reevaluate for February. Board Chairperson Lounsbury reported on the School Reopening Task Force and the

Pandemic Response Team merging and that the merged committee met on December 16th.

Tuesday, January 19, 2020 School Board Meeting 6:30 PM via Zoom

SUPERINTENDENT’S REPORT Superintendent Tucker reported on intervention and remediation plans for students, the travel guidelines, homeschool

counts, and the 2019 Stabilization funds that supported various facilities projects.

Business Administrator Blouin reported on the Stimulus COVID bill and that the Budget and Personnel Committee will

meet Friday, January 8th.

Assistant Superintendent Hinds reported on COVID data as of January 3rd and stated that cases in Laconia and Belknap

County have gone down since December 15th. She reported on the new guidance from NH DHHS regarding travel and

said the school nurses support keeping the quarantine for travel and exposure at 14 days versus the new guidelines of 10

days.

DISCUSSION:

• First Read JCA Change of Class or School Assignment Best Interests and Manifest Hardship: Board Member

Hayward reported that this policy is in response to an updated RSA in terms of the process in which we go through.

• First Read JFABE Education of Children in Foster Care: Board Member Hayward reported that this policy is

required and outlines the district’s responsibilities for students in foster care placements.

• Rescind Policy JEC Manifest Educational Hardship: Board Member Hayward said he will make a motion in

action to table this as the district would not have a policy in place for 2 weeks until the second read of policy JCA.

• Rescind JEC-P Consideration of a Manifest Educational Hardship Request Procedure: Board Member

Hayward said he will make a motion in action to table this as the district would not have a policy in place for 2

weeks until the second read of policy JCA.

• Quarantine Guidelines: The Board discussed the guidelines and took into consideration the advice from nurses to

stay with the 14-day quarantine for travel and exposure. Board Member Dunn said it would allow more students in

school and Board Member Hayward said if nurses feel staying with the 14 days is safest option, we should listen to

them and staff and families do not want to hear that we are relaxing standards.

• Instructional Model: Superintendent Tucker recommended that the district stay in the hybrid learning model.

GENERAL PUBLIC COMMENT

Hillary Makely of 40 Crescent Street inquired about the remote learning option for the remainder of the year.

ACTION

Rescind Policy JEC Manifest Educational Hardship: Motion made by Board Member Johnson to table this item, seconded by

Board Member Dunn. The roll call vote was unanimous.

Rescind JEC-P Consideration of a Manifest Educational Hardship Request Procedure: Motion made by Board Member

Johnson to table this item, seconded by Board Member Dunn. The roll call vote was unanimous.

Quarantine Guidelines: Motion made by Board Member Johnson to keep the quarantine guidelines of 14 days, seconded by

Board Member Cormier. The roll call vote was unanimous.

Instructional Model: Motion made by Board Member Dunn to stay with the hybrid learning model, seconded by Board Member

Johnson. The roll call vote was unanimous.

ADJOURNMENT: Motion made by Board Member Johnson to adjourn, seconded by Board Member Dunn. The vote was

unanimous. The Board meeting adjourned at 8:45 PM

Respectfully submitted,

Amy Hinds

Clerk

Timeline

2021-2022 Budget

Timeline

1. November 2020: Individual meetings with Principals with SAU Administration

2. December 2020: Leveled meetings (Elementary, Middle, High and Huot) with all building Administration and with SAU Administration

3. January 2021: Administrative meeting to discuss budget priorities

January 21st Elementary 9am / Middle High 3pm

January 26th Facilities / IT/ Food Service / Adult Ed 9am, 11am, 1pm, (2:30pm)

January 28th Full Admin (3pm)

February 4th Full Admin (3pm)

4. February 16, 2021: Present proposed budget to Budget & Personal Committee

5. March 2021: School Board Budget Work Sessions

March 2nd SAU/Elementary/Food Service

March 16th Middle/High/Huot/Adult Ed

6. May 4, 2021 Present proposed budget to School Board (6:30pm)

7. May 10: Present proposed budget to City Council (6pm)

Superintendent's Report  Laconia School Board (for January 19, 2021)  

 Here is a link to the Board presentation.    1. Leadership and Vision 

● The Portrait of a Graduate task force met on Tuesday, January 12th. This group examined a 3rd grade Math performance assessment, provided feedback on an elementary work studies practices tool, and continued with the book read of Thomas Guskey’s On Your Mark . 

● The schedule for the January 22nd in-service day for teachers includes two diversity and inclusion workshops, improving instruction on at home days and to work on using an agreed-upon instructional framework, time to provide feedback on the draft of the district’s vision statement, and time to work on the Portrait of a Graduate by evaluating assessment tools and how assessments are aligned to these six skills.  

2. Curriculum, Instruction, and Assessment  

● Woodland Heights teachers are using two new resources to help our primary students 

with their foundational reading skills. Grades K-2 are using these resources as well: 

○ Heggerty- to help with phonemic awareness 

○ Fundations to help with phonics.  

● At LHS, teachers continue to use simultaneous instruction when students are on there at home days and in person days. The feedback is that this is both challenging and rewarding. 

● At LMS: 

○ Grade 7 math has begun using Desmos for "Geometry Fridays." Based on the fall NWEA assessment, grade 7 has implemented Geometry Fridays to support our math learners. The program offers students engaging online learning opportunities. 

○ Art students have brought home sketchbooks for home learning days. This was made possible through COVID funds that were made available to us in December. 

○ Grade 6 language arts students are participating in book clubs that focus on social issues. Students have choices in their book selections. 

● At PSS: 

○ Document cameras have been distributed to teachers with instructions. Teachers are learning how to use them both in the classroom and through Zoom. Every grade level teacher has a camera and additional cameras are shared through Special Education, Specialists and Interventionist. 

○ They have "revamped" the way we use faculty meetings. Through work with the Academic Leadership Team (ALT), each grade level has discussed and shared their "top 3" areas of Teaching and Learning they feel they need support with. The next step is for the ALT to develop in-house support for the entire school addressing the top 3 areas of support. These Professional Development opportunities are then developed and shared out at our Faculty Meetings as a school-wide work session. 

○ PSS has begun to use a "Professional Learning Community" report out form that asks four questions.  

■ Learning: What do we want the students to learn? 

■ Assessment: How will we know if they have learned it? 

■ Intervention: What will we do if they have not learned it? 

■ Extension: What will we do if they already have learned it? 

3. Maintenance and capital improvements 

● The SAU Administration team is getting updates on projects for 2020-21 to help make a plan to propose for 2021-22 projects.  

4. Finance and operations 

● The SAU administrative team and the Budget and Personnel Committee added some more details to the 2021-21 budget process. I have included the updated timeline in the packet. 

● The SAU administration worked with the Budget and Personnel Committee and the LEA and EAL leadership to develop new guidelines for the Family First Coronavirus Response Act (2020), which expired on December 31st. These guidelines support staff if 

they cannot work due to reasons connected to COVID-19. I have included this document in the Board packet. 

● LMS has been awarded a $1000 Momentum Grant as a follow up to the Year of the Book grant that we received last year. This includes money for book purchases and teacher mini grants which will help our continued focus on literacy. I have attached the notification letter in your board packet. 

● The state Department of Health and Human Services put out the New Hampshire COVID-19 Employer Travel, Screening, and Exclusion Guidance on January 11th.   

 5. Students 

● Families were asked if they wanted to reconsider their mode of instruction for their children on January 11th. However, in most cases, we do not have any more slots for families requesting to move to the remote division at this time. 

● LHS teachers are taking some time to pause to get feedback from kids about how they are doing and how they are feeling about school. 

● Despite the interruptions caused by remote learning, the Huot Center is still pushing forward with certifications in many programs. Students are starting CPR in several classes. Engineering students are continuing to move through their Solidworks Certification process, OSHA in Building and Plumbing, Serv-Safe in Culinary, Quickbooks for Business, FEMA in Law Enforcement and even our LNA and the non-clinical component of our Medical Assistant certification are moving forward.  

● At the Huot, the proposal to the NH BON to allow us to complete LNA certification hours in the SIM LAB (on campus) has been approved. This will be a great relief to our students as getting out into the facilities has been virtually impossible. Ms. Carol Brody, one of our Health Science teachers, deserves credit for making this happen. 

● In Student Services (504 & Sped, including Remote) we have been highlighting areas with specific students needs around emotional/behavioral researched based support particularly related to executive functioning and coping skills. 

● Some quick facts about PIQUES: 

○ The Office of Extended Learning’s PIQUES small group intervention program began on January 12 th. Students were referred to this program based on analysis of formal assessment data from Fastbridge. The parents or guardians of all students in grades 1-5 whose Fastbridge scores from Fall fell into the lower quartile (<20% proficiency or “double exclamation marks”) received letters informing parents they were eligible to receive these Response to Intervention (RTI) services free of charge.   

○ 230 students were referred in one or more areas (math and/or literacy). At this time, 59 of those (26%) responded and are currently receiving services. There are 10 district teachers and one retired teacher providing the services before or after school, three days per week. All students receive instruction in math and literacy designed to strengthen their foundational skills in order to demonstrate grade-level progress in the classroom. 

○ Students are offered the option to participate in person on their in-school days, and remotely on their at-home learning days. These services were also offered to 

students who opted for remote learning, and there are currently 8 remote learners participating.   

○ There are two teachers currently teaching remotely during the school day also offering PIQUES services remotely.   

○ PIQUES has been providing small group academic intervention since 2007 

○ No group meets in person with more than three students at one time 

○ Students and teachers are maintaining consistent groups and following COVID safety protocols 

○ Students are progress monitored through Fastbridge once every two weeks 

○ PIQUES programming ends April 23rd 

○ PIQUES is directed by Beth Vachon and if you have any questions please feel free to contact her at the SAU 

6. Communication and community involvement  

● City officials have reached out to us about a triathlon that will be held in our city on Sunday, August 22nd. The Opechee fields and the Laconia Middle School would be a part of the site for this event. There will be consideration given for the COVID-19 situation in the planning of this event. 

 7. Personnel 

● Our nurses are working with nursing students from Lakes Region Community College to another valuable learning experience with your school nurses. These students will attend clinical days in the school district with the school nurses. 

 

Respectfully Submitted,  

Steve Tucker  Superintendent of Schools  Laconia School District  January 15th, 2021    

 

 

 

 

 

 

 

 

JCA

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Laconia School District Policy

Change of School or Assignment-Best Interests And Manifest Hardship

The Superintendent is charged with assigning students of the District to schools and classes

consistent with Board policies and procedures. New Hampshire RSA 193:3 recognizes that there are

limited instances when the class or school to which a student might be assigned under a district’s

ordinary assignment policies and procedures, might not be in that student’s best interests, or other

factors might exist under which create a manifest educational hardship upon the student such that a

change (referred to in this policy as “reassignment”) in the student’s class or school assignment is

warranted. The Board has adopted this policy consistent with RSA 193:3 and to provide procedures

for parents/guardians to follow when they believe a reassignment is appropriate.

A. Best Interest Re-Assignment – Determination by Superintendent.

Consistent with RSA 193:3, I, and subject to the provisions below, the Superintendent is

authorized to reassign a student residing in the District to a another class within the school or to

another public school or public academy in another district.

The authorization granted Superintendent to make reassignments under this policy applies only

after application is made by the parent or guardian of the student or with the parents’ consent,

and upon a finding by the Superintendent that reassignment is in the student’s best interests, after

taking into consideration the student’s academic, physical, personal, or social needs.

This policy, however, does not limit the Superintendent’s discretion to make other in-District

assignments consistent with applicable Board policies and administrative rules.

1. Procedure:

a. In order to initiate consideration of a reassignment based upon the child’s best interests,

the parent/guardian shall submit to the Superintendent a written request stating why

and/or how the child’s best interests warrant reassignment. In order to facilitate a

determination, such application may also include any additional information described in

4 below. The written request should be mailed or delivered to the SAU office, or emailed

to the Superintendent at the email address provided on the District’s website for the then

current Superintendent.

b. Upon such request, the Superintendent shall schedule a meeting (the “reassignment

meeting”) with the parent or guardian, to be held within 10 days of receiving the request.

c. Prior to or at the reassignment meeting, the parent or guardian shall make a specific

request that the student be re-assigned to another class/grade within the same schoolor to

a public school or public academy in another district.

d. At the reassignment meeting, the parent or guardian may present documents, witnesses,

or other relevant evidence supporting the parent's belief that reassignment is in the best

interest of the student.

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Laconia School District Policy

e. The Superintendent may present such information as he or she deems appropriate.

f. In determining whether reassignment is in the student’s best interest the superintendent

shall consider the student's academic, physical, personal, or social needs.

2. Finding Reassignment is or is not in Best Interest.

a. Within five school days of the reassignment meeting, the Superintendent shall deliver to

the parent/guardian a written determination as to whether or not reassignment is in the

child’s best interest. Delivery of the written determination should be done in a manner to

produce evidence of the delivery (e.g., courier, email, fax).

b. If the Superintendent finds it is in the best of the interest of the student to change the

student's school or assignment, the Superintendent shall initiate:

i. A change of assignment within the student's current assigned school;

ii. The student's transfer to another public school or public academy within the

district of residence; or

iii. The student's transfer to a public school or public academy in another district.

c. If the Superintendent does not find that it is in the best interest of the student to change

the student's school or assignment, the parent or guardian may request a hearing before

the School Board to determine if the student is experiencing a manifest educational

hardship as provided in Section B of this policy.

3. Tuition Determination. If a student is to be reassigned to another as a result of a best interest

determination, the Superintendent shall work with the Superintendent of the receiving district

to establish a tuition rate for such student. Pursuant to RSA 193:3, I (g), if the Superintendent

has made a finding that it is in the best interest of the student to be reassigned, then the

School Board shall approve the tuition payment consistent with the Board’s ordinary

manifest approval procedures.

The Superintendent shall assure that the reassignment approval is placed on the agenda for

the next regularly scheduled Board meeting.

4. Transportation: Transportation for a student reassigned to schools in another district under

this section A (best interest) shall be the responsibility of the parent or legal guardian.

5. Tuition for Students Reassigned by Other Districts Pursuant to RSA 193:3, I. It is the general

policy of the Board that the tuition amount to be charged to another district for any student

reassigned by that district to a school within this District under the best interest standard of

193:3, I, shall be the lesser of the tuition charged for non-residential students under Board

policy JFAB or as computed under the formula set out in RSA 193:4. The Superintendent,

however, is authorized to reduce the tuition amount below those thresholds or for other good

cause shown (e.g., reciprocal assignments between the two districts).

JCA

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Laconia School District Policy

6. Other In-District Assignments. Nothing in this policy is intended to limit authority otherwise

extended to the Superintendent to make assignments or reassignments according to the

policies, regulations, and ordinary practices of the District.

B. Manifest Educational Hardship – Determination by School Board and Appeal to State

Board.

If, after following the procedure outlined in Section A of this policy, the Superintendent did not

find that it was in the best interest of the student to reassign the student as requested by the

student’s parent/guardian, then the parent/guardian may request a hearing before the School

Board to determine if the student is experiencing a manifest educational hardship.

1. “Manifest Educational Hardship” Defined. As provided in RSA 193:3, II (a), "manifest

educational hardship" means that a student has a documented hardship in his or her current

educational placement; and that such hardship has a detrimental or negative impact on the

student's academic achievement or growth, physical safety, or social and emotional well-

being. Such hardship must be so severe, pervasive, or persistent that it interferes with or

limits the ability of the student to receive an education.

2. Procedure for Determination of Manifest Educational Hardship.

a. Within thirty (30) days after receipt of the Superintendent’s written determination

described that reassignment is not in a student’s best interest as described in paragraph

A.2.C, above, the parent/guardian requesting a manifest educational hardship hearing

shall submit a written application to the Superintendent detailing the specific reasons why

they believe that the current assignment constitutes a manifest educational hardship.

b. The Superintendent shall duly notify the school board that the parent or guardian has

requested a manifest educational hardship hearing, upon which the school board shall

schedule a hearing to be held no more than 15 days after the request has been received by

the Superintendent. The Board shall provide at least two full days’ notice of the hearing.

The Board will conduct the hearing in non-public session, unless the parent/guardian

requests the hearing be held in public session, subject to RSA 91-A:3, II(c).

c. Prior to or at such hearing, the parent/guardian shall provide to the Superintendent a

specific request in writing that the student attend a public school or public academy in

another school district. The Superintendent shall provide such request to the School

Board at the hearing. Although not required, the parent/guardian may include this

request as part of the original hearing request.

d. At such hearing, the parent or guardian may present documents, witnesses, or other

relevant evidence supporting their belief that the student is experiencing a manifest

educational hardship. The Superintendent may present such information as he or she may

deem appropriate to assist the School Board in reaching its decision. The parties (or their

appointed designee) shall have the right to examine all evidence and witnesses. The

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Laconia School District Policy

formal rules of evidence shall not apply. The Superintendent will assure that the means

for the Board to establish an adequate record of the hearing.

e. The parent or guardian shall have the burden of establishing the presence of a manifest

educational hardship by clear and convincing evidence, which means that the evidence is

highly and substantially more likely to be true than untrue, and the Board must be

convinced that the contention is highly probable.

f. The Board will render its decision in writing within seven (7) days after the hearing, and

will forward its written decision to the parents or guardians via means producing proof of

delivery (e.g., courier, email, etc.). The decision will conform to the requirements of NH

Dept. of Education Rule Ed. 320(c)-(e).

3. Finding of Manifest Educational Hardship. If the School Board finds that the student has a

manifest educational hardship, the School Board shall grant the parent's or guardian's request

to re-assign the student to to another public school or public academy within the district or to

a public school or public academy in another district.

4. Finding that Manifest Educational Hardship has not Established – Appeal to the New

Hampshire State Board of Education. If the School Board finds that the parent or guardian

has not met their burden of proof, the parent or guardian may appeal the local Board decision

to the New Hampshire State Board of Education (“SBOE”), within thirty (30) days of receipt

of the Board’s written decision in accordance with NH Dept. of Ed. Rule Ed. 204.01 (g).

SBOE.

5. Tuition for Students Reassigned Upon Finding of Manifest Educational Hardship. If, after a

finding of a manifest educational hardship - by either the School Board or the State Board - a

student of the District is assigned to attend school in another district, or a student from

another district is assigned to a school in this District, the district in which the student resides

shall pay tuition to the district to which the child is re-assigned. Such tuition shall be

computed according to RSA 193:4. The school board of the district in which the student

resides shall approve the tuition payment consistent with its ordinary manifest approval

process.

6. Transportation: Transportation for a student reassigned to schools in another district under

this section B (manifest educational hardship) shall be the responsibility of the District unless

otherwise ordered by the SBOE.

C. Admission Requirements. Students reassigned under this Policy shall meet the admission

requirements of the school to which the student is to be reassigned.

D. Statutory Reassignment Limit. The total reassignments or transfer made under this policy in

any one school year will not exceed one (1) percent of the average daily membership in residence

of a school district, or five (5) percent of the average daily membership in residence of any single

school, whichever is greater, unless the School Board votes to exceed this limit.

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Laconia School District Policy

E. Count of Reassigned Pupils, Tuition Payment and Rate, and Transportation. Pupils

reassigned under this policy will be counted in the average daily membership in residence of a

given pupil's resident school district. Said pupil's resident district will forward any tuition

payment due to the District to which the pupil was assigned.

F. Notice to the Department of Education. The Superintendent of the pupil's resident SAU will

notify the Department of Education within thirty (30) days of any reassignment made under this

policy.

G. Special Education Placements. A placement made relative to a student's special education

needs and services shall not be deemed a change of school assignment for purposes of this

section.

First Read: January 5, 2021 Second Read: January 19, 2021

Laconia School District Policy

JFABE

Page 1 of 1

EDUCATION OF CHILDREN IN FOSTER CARE

It is the Board's intent to remove barriers to the identification, enrollment and retention in school of

children who are in foster care. All staff shall take reasonable steps to ensure that children in foster

care are not segregated or stigmatized and that educational decisions are made in the best interests of

those students.

A. Definition.

Under guidance issued jointly by NHDOE and the N.H. Department of Health and Human

Services, and for the purposes of this Policy, “foster care” shall mean “24-hour substitute care for

children placed away from their parents or guardians for whom the child welfare agency has

placement and care responsibility. This includes children in foster family homes, shelters,

relative foster homes, group homes and residential facilities, regardless of whether the foster care

facility is licensed or whether payments are made by the state.” To the extent required under

applicable law, a child in foster care under this policy also includes children whom an

appropriate child welfare agency indicates are awaiting a foster care placement. (Note: children awaiting foster care may also qualify as homeless under policy

The District shall coordinate with other districts and with local child welfare agencies and other

agencies or programs providing services to students in foster care as needed. The coordination

requirements apply to both situations (i) when a student who is a resident of the District is placed

in foster care in another district, or (ii) when a student residing in another district is placed foster

care in a home within this District.

The Superintendent is responsible for providing any required assurances to applicable state and

federal agencies that the District is complying with applicable requirements related to ensuring

the educational stability of children in foster care; and for reasonably monitoring compliance with such assurances.

B. District Point of Contact with Child Welfare Agencies.

The Superintendent shall designate a staff member to serve as the District’s point of contact (the

“Foster Care POC”) between the New Hampshire Division of Children, Youth and Families

(“DCYF”), NHDOE, other districts, and other child welfare agencies. The main duty of the

Foster Care POC is to facilitate the prompt and appropriate placement, transfer, and enrollment

of students in foster care, pursuant to applicable state and federal statutes, regulations and

guidance. Additionally, the Foster Care POC shall work with the Superintendent or designee to

monitor regulations and guidance related to this policy that may be issued by applicable state and federal agencies (e.g., DCYF, NHDOE, and the U.S. Department of Education).

The District shall provide training opportunities and other technical assistance to the Foster Care

POC and other appropriate district staff regarding the District’s obligations to students in foster care.

Laconia School District Policy

C. Best Interest Enrollment Determinations, Disputes and Enrollment.

Generally, a student in foster care will remain in his/her school of origin, unless there is a

determination that it is not in the student’s best interest. The Foster Care POC shall assist DCYF

or any other child welfare agency to make a “best interest determination” education decision,

particularly the determination of whether or not it is in the best interest of the student in foster

care to remain in his/her school of origin or to enroll in a new school. Unless local procedures are

established in accordance with state and federal law, the District will use the model procedures prepared jointly by the NHDOE and DCYF.

If the determination is that the best interests of a child is not to remain in the school of origin, and

instead placed within a new school within this District, the child in foster care shall be

immediately enrolled in the new school (“receiving school”), even if any documents or records

otherwise required for enrollment are not immediately available.

If there are disputes regarding a determination regarding the best interest determination for a

child in foster care, it is expected that DCYF and the separate school districts, both sending and

receiving, will work collaboratively at the local level to resolve the issue. Should there be no

resolution, RSA 193.12, V-b, requires the Department of Health and Human Services to request

in writing that the two Superintendents involved resolve the dispute. If the residency dispute

remains unresolved after 10 days after such request, the Department of Health and Human

Services shall request that the Commissioner of the Department of Education determine the residence of the child for purposes of school enrollment.

If a school within the District is a receiving school, such receiving school shall accept the

student’s certified coursework as if it had been completed at the receiving school. To the extent

such coursework is not aligned with the curriculum, the awarded credit may be elective, but it must be counted toward required credits for advancement or graduation.

D. Transportation.

When the District is notified that a student in foster care needs, or may need, transportation to a

District school, the Foster Care POC will take steps to establish an individualized plan that

addresses transportation to maintain the student in his/her school of origin will be arranged,

provided and funded for the duration of time that the student in foster care is attending his/her school of origin.

In establishing such a plan, the Foster Care POC and other district staff shall follow any existing

transportation procedures, systems-level plan or agreement that the District, acting in

collaboration with DCYF and/or other departments of human services, has adopted or otherwise

expressly agreed to implement for the cost-effective transportation of the student. Out of District

transportation of children in foster care shall be provided in accordance with DCYF’s or other

child welfare agency’s authority to use child welfare funding for school of origin transportation.

If there are disputes regarding the provision or funding of transportation, the school district foster

care point of contact and child welfare agency representative will contact their respective

Supervisor and Superintendent of the school to resolve the dispute. To the extent feasible and

appropriate, the school districts involved should ensure that a child remains in his or her school

of origin while the disputes are being resolved to minimize disruptions and reduce school

transitions.

Laconia School District Policy

First Read: January 5, 2021

Second Read: January 19, 2021