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Section A-Foundations and Basic Commitments

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AA   School District Legal Status

The Constitution of Colorado requires the General Assembly to provide for the establishment and maintenance of a thorough and uniform system of free public schools throughout the state and vests in a state board of education responsibility for their general supervision.

The constitution also requires that the General Assembly shall, by law, provide for the organization of school districts of convenient size, in each of which shall be established a board of education to have control of instruction in the public schools of the district.

As are all school districts in the state, Eaton School District RE-2 of Weld County is a body corporate with perpetual existence, and in its name may hold property for any purpose authorized by law, sue and be sued, and be a party to contracts for any purpose authorized by law.

LEGAL REFS:      Constitution of Colorado, Article IX, Sections 1, 2, 15

                                C.R.S. 22-32-101

                                C.R.S. 22-32-102

 

Adopted: August 4, 1999 (date of manual adoption)

Approved: September, 1997

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AC   Nondiscrimination/Equal Opportunity

The Board is committed to a providing a safe learning and work environment where all members of the school community are treated with dignity and respect. The schools in the district are subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, sex, sexual orientation, national origin, religion, ancestry or need for special education services.  Accordingly, no otherwise qualified student, employee, applicant for employment or member of the public shall be excluded from participation in, be denied the benefits of, or be subjected to unlawful discrimination under any district program or activity on the basis of race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability or need for special education services.  Discrimination against employees and applicants for employment based on age is also prohibited in accordance with state and federal law.

In keeping with these statements, the following shall be objectives of this school district:

1.         To promote the rights and responsibilities of all individuals as set forth in the state and federal constitutions, pertinent legislation and applicable judicial interpretations.

2.         To encourage positive experiences in human values for children and adults who have differing personal and family characteristics or who come from various socio-economic, racial and ethnic groups.

3.         To consider carefully in all decisions made which affect the schools, the potential benefits or adverse consequences that those decisions might have on the human relations aspects of all segments of society.

4.         To utilize educational experiences to build each individual’s pride in the community in which he or she lives.

5.         To initiate a process of reviewing all policies and practices of this school district in order to achieve to the objectives of this policy to the greatest extent possible.

6.         To investigate and appropriately discipline staff and students found to be responsible for incidents of harassment or discrimination in violation of district policy.

Annual notice

The district shall issue a written notice prior to the beginning of each school year that advises students, parents, employees and the general public that the educational programs, activities and employment opportunities offered by the district are offered without regard to race, color, sex (which includes marital status), sexual orientation, religion, national origin, ancestry, creed, age, disability or need for special education services.  The announcement shall also include the name/title, address and telephone number of the person designated to coordinate Title IX and Section 504 and ADA compliance activities. 

Upon request the notice shall be disseminated to persons with limited English language skills in the person’s own language.  It shall also be made available to persons who are visually or hearing impaired.

The notice shall appear on a continuing basis in all district media containing general information, including:  teachers’ guides, school publications, recruitment materials, application forms, vacancy announcements, student handbooks, school program notices, summer program newsletters and annual letters to parents.

Harassment is prohibited

Harassment based on a person’s race, color, national origin, ancestry, creed, religion, sex (which includes marital status), sexual orientation, disability or need for special education services is a form of discrimination prohibited by state and federal law.  Preventing and remedying such harassment in schools is essential to ensure a nondiscriminatory, safe environment in which students can learn, employees can work and members of the public can access and receive the benefit of district facilities and programs.  All such harassment, by district employees, students and third parties, is strictly prohibited.

All district employees and students share the responsibility to ensure that harassment does not occur at any district school, on any district property, at any district or school-sanctioned activity or event, or off school property when such conduct has a nexus to the school, or any district curricular or non-curricular activity or event.

For purposed of this policy, harassment is any unwelcome, hostile and offensive verbal, written or physical conduct based on or directed at a person’s race, color, national origin, ancestry, creed, religion, sex, sexual orientation, disability or need for special education services that:  (1) results in physical, emotional or mental harm, or damage to property; (2) is so severe, persistent, or pervasive that it creates an intimidating, hostile or threatening environment; or (3) substantially disrupts the orderly operation of the school.  Board policy on sexual harassment (GBAA for employees and JBB for students) will apply to complaints alleging sexual harassment.

Reporting harassment

Any student who believes he or she has been a victim of unlawful discrimination or harassment as defined in this policy shall immediately report it to an administrator, counselor, teacher or compliance officer and file a formal complaint as set forth in the regulation which accompanies this policy.

Any employee, applicant for employment or member of the public who believes he or she has been a victim of unlawful discrimination or harassment shall file a complaint with the compliance officer.

All students who witness such harassment shall immediately report it to an administrator or teacher.  All employees who have such harassment reported to them shall promptly forward the report to an immediate supervisor or to the compliance officer.

All district employees who witness such harassment shall take prompt and effective action to stop it, as prescribed by the district.  Under certain circumstances, harassment may constitute child abuse that must be reported to proper authorities.

Interim district action

When appropriate, the district shall take interim measures during the investigation of a harassment report to protect the alleged subject of the harassment from further harassment or retaliation.

In cases involving potential criminal conduct, the compliance officer shall determine whether appropriate law enforcement officials should be notified.

District action following investigation

The district shall take appropriate action to end the unlawful harassment, to prevent its recurrence, to prevent retaliation against the individual making the report and anyone participating in the investigation and to restore lost educational opportunities to the harassed student or employment opportunities to staff.  In addition, any student or employee who engages in harassment of another student or employee shall be disciplined according to applicable district policies.  Steps shall also be taken to ensure that victims of, and witnesses to, harassment are protected from retaliation.  Further, students or employees who knowingly file false harassment complaints or give false statements in an investigation shall be subject to discipline, up to and including suspension/expulsion for students and termination of employment.

No student, employee or member of the public shall be subject to adverse treatment in retaliation for any good faith report of harassment under this policy.  To the extent possible, all reports of harassment will be kept confidential.  Upon determining that incidents of harassment are occurring in particular district settings or activities, the district shall implement measures designed to remedy the problem in those areas or activities.

Notice and training

To reduce harassment and ensure a respectful school environment, the administration is responsible for providing notice of this policy to all district schools and departments.  The policy and compliance process shall be incorporated into student and employee handbooks.

Students and district employees shall receive periodic training related to recognizing and preventing unlawful harassment.  District employees shall receive additional training related to handling reports of harassment.  The training will include, but not be limited to:

      -awareness of groups protected under state and federal law and/or targeted groups, whether real or perceived;

      -how to recognize and react to harassment; and

      -proven harassment prevention strategies.

 

LEGAL REFS:      20 U.S.C. 1681 (Title IX of the Education Amendments of l972)

                                20 U. S. C. 1701-1758 (Equal Employment Opportunity Act of 1972)

                                29 U.S.C. 621 et.seq. (Age Discrimination in Employment Act of l967)

                                29 U.S.C 701 et.seq. (Section 504 of the Rehabilitation Act of 1973)

                                42 U.S.C. 12101 et seq. (Title II of the Americans with Disabilities Act)

                                42 U.S.C. 2000d (Title VI of the Civil Rights Act of l964)

                                42 U.S.C. 2000e (Title VII of the Civil Rights Act of 1964)

                                34 C. F. R. Part 100

                                C.R.S. 2-4-401 (13.5)

                                C. R. S. 18-9-121 (bias-motivated crimes)

                                C.R.S. 22-32-109 (1)(ll)

                                C.R.S. 24-34-301 (7)

                                C.R.S. 24-34-301et seq.  (Colorado Civil Rights Division)

                                C. R. S.  24-34-401 et seq. (discriminatory or unfair employment Practices)

                                C.R.S. 24-34-601

                                C.R.S. 24-34-602

 

CROSS REFS:     ACE, Nondiscrimination on the Basis of Disability
                GBA, Open Hiring/Equal Employment Opportunity

                                GBAA, Sexual Discrimination and Harassment

                                JB, Equal Educational Opportunities

                                JBB, Sexual Harassment

 

Approved: November 15, 1999

Revised: March, 2007

Revised:  October, 2007

Revision:  November, 2008

 

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AC-E-1    Nondiscrimination/Equal Opportunity

In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972; Section 504 of the Rehabilitation Act of 1973, Eaton School District RE-2 does not unlawfully discriminate on the basis of race, color, national origin, sex or handicap in admissions, access to, treatment, or employment in educational programs or activities which it operates.

Information regarding grievance procedures, for Title IX and Section 504, have been established for students, parents and employees. The following person(s) have been identified as the designated employee(s) to coordinate compliance activities for the district.

Specific complaints of alleged discrimination under Section 504 (Handicap) should be referred to:

Bridgette Muse

Pupil Services Coordinator/Eaton School District RE-2

200 Park Ave

Eaton, CO 80615

 

970-454-3402 ext. 613

 

Specific complaints of alleged discrimination under Title IX (Sex) should be referred to:

Bridgette Muse

Pupil Services Coordinator/Eaton School District RE-2

200 Park Ave

Eaton, CO 80615

 

970-454-3402 ext. 613

 

Complaints may also be filed with the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Boulevard, Suite 310,Denver, Colorado 80204.

 

Revised January 15, 2001

Revised:  August 2006

 

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AC-R       Regulation

The district shall respond to complaints of discrimination and/or harassment reported; take action in response when discrimination and/or harassment is discovered; impose appropriate sanctions on offenders in a case-by-case manner; and protect the privacy of all those involved in discrimination and/or harassment complaints to the extent practical and appropriate under the circumstances.  These actions shall apply to the extent permitted by law or where personal safety is not an issue.  Under certain circumstances, the complaint may be referred to law enforcement for investigation.

The district has adopted the following procedures to promptly and fairly address concerns and complaints about discrimination and/or harassment.  Complaints may be submitted informally or formally.

Definitions

The term “compliance officer” means an employee designated to act as such by the Board of Education.  That individual shall be identified by name, address and telephone number.  See exhibit AC-E.  If the designated individual is not qualified or is unable to act as such the superintendent shall designate an administrator who shall serve until a successor is appointed by the Board.

The term “aggrieved individual” shall mean a student, the parents or guardians of a student under the age of 18 acting on behalf of a student, a student over the age of 18, an employee of the district, or member of the public who is directly affected by an alleged violation of district policies prohibiting discrimination or harassment.

Compliance officer’s duties

The compliance officer shall be responsible for conducting a confidential investigation and coordinating all complaint procedures and processes, whether the violation is alleged under Title II (discrimination based on disability), Title VI (discrimination based on race, color or national origin), Title IX (discrimination based on sex or marital status), Section 504 (discrimination based on disability) or under district policies prohibiting discrimination or harassment.  The compliance officer’s duties shall include providing notice to students, parents/guardians of students, employees and the general public concerning the compliance process available, dissemination upon request of information concerning the forms and procedures for the filing of complaints, investigation of all complaints and coordination of the hearing procedures.

Complaint procedure

An aggrieved individual who believes he or she has been subject to harassment or discrimination in violation of law and district policy is encouraged to report the incident as provided in board policy.  All reports received by teachers, counselors, principals or other district employees shall be forwarded to the compliance officer.

Any aggrieved individual may file, with the compliance officer, a complaint charging the district, another student or any school employee with a violation of Title II, Title VI, Title IX or Section 504 or with a violation of district policies prohibiting discrimination or harassment.  The complaint shall be in writing and shall describe with reasonable specificity the nature of the complaint.

Upon receiving a complaint, the compliance officer shall confer with the aggrieved individual as soon as is reasonable possible in order to obtain a clear understanding of the basis of the complaint and to discuss what action the aggrieved individual is seeking.

At the initial meeting, the compliance officer shall explain the avenues for informal and formal action and provide a description of the complaint process.  The compliance officer shall also explain that whether or not the individual files a formal complaint or otherwise requests action, the district is required by law to take steps to correct the harassment and to prevent recurring harassment or retaliation against anyone who makes a harassment report or participates in an investigation.  The compliance officer shall also explain that any request for confidentiality shall be honored so long as doing so does not preclude the district from responding effectively to the harassment and preventing future harassment.

Following the initial meeting with the aggrieved individual, the compliance officer shall attempt to meet with the alleged harasser and his or her parents/guardians, if the alleged harasser is a student, in order to obtain a response to the reported harassment.  Such person(s) shall be informed only of those facts which, in the compliance officer’s judgment, are necessary to achieve a full and accurate disclosure of material facts or to obtain an informal resolution.

The compliance officer may consider the following types of information in determining whether unlawful harassment occurred:

·        Statements by any witness to the alleged incident.

·        Evidence about the relative credibility of the parties involved.

·        Evidence relative to whether the alleged harasser has been found to have harassed others.

·        Evidence of the aggrieved individual’s reaction or change in behavior following the alleged harassment.

·        Evidence about whether the individual claiming harassment took action to protest the conduct.

·        Evidence and witness statements or testimony presented by the parties involved.

·        Other contemporaneous evidence.                       

·        Any other evidence deemed relevant by the compliance officer.

In deciding whether conduct is sufficiently severe, persistent or pervasive to be a violation of law or policy, all relevant circumstances shall be considered by the compliance officer, including:

·        The degree to which the conduct affected one or more students’ education or one or more employee’s work environment.

·        The type, frequency and duration of the conduct.

·        The identity of and relationship between the alleged harasser and the aggrieved individual.

·        The number of individuals involved as alleged harassers and as subjects of the harassment.

·        The age of the alleged harasser and the aggrieved individual.

·        The size of the school, location of the incident and context in which it occurred.

·        Other incidents at the school.

The compliance officer shall determine whether the matter should proceed formally or informally.  At any time, the aggrieved individual may request an end to an informal process and begin the formal compliance process

On the basis of the compliance officer’s investigation and if the aggrieved individual requests that the matter be resolved in an informal manner and the compliance officer agrees that the matter is suitable for such resolution, the compliance officer may attempt to resolve the matter informally. 

The compliance officer shall prepare a written report containing findings and recommendations, as appropriate, to the superintendent.  The compliance officer’s report shall be advisory and shall not bind the superintendent or the district to any particular course of action or remedial measure.  However, the report may be used by the superintendent or other district administration officials as a basis for disciplinary or other appropriate action.

Formal complaint process

If the aggrieved individual requests a formal complaint process, the compliance officer shall transfer the record within five school days to the superintendent or designee for formal resolution and so notify the parties by certified mail.

After reviewing the record made by the compliance officer, the superintendent or designee may gather additional evidence necessary to decide the case and/or determine that a hearing is necessary.  At such time the matter should be referred to an administrative hearing officer for further fact-finding.  The hearing officer will be an administrative employee of the district designated by the superintendent.

The hearing shall be informal.  The hearing officer shall provide the affected person a written statement of charges, evidence and reasons supporting the proposed adverse action.  A student shall be entitled to be represented by his/her parent or by an attorney.  An employee shall be entitled to be represented by an attorney or other representative of his/her choice.  The complainant shall appear at the hearing and shall be entitled to present testimony and other evidence.  Formal rules of evidence shall not apply.  The compliance officer or designee may represent the district at the hearing and shall likewise be entitled to present testimony and other evidence.  The hearing shall be closed to the public.  The hearing officer shall make a recommendation to the superintendent based upon evidence presented at the administrative hearing.

Within 10 school days of receiving the record from the hearing, the superintendent or designee shall determine any sanctions or other action deemed appropriate, including recommendations to the Board for disciplinary or other action.

District action

Whether or not a formal complaint is filed, the district shall take appropriate action to end the harassment, to make the victim whole by restoring lost educational or employment opportunities, to prevent harassment from recurring and to prevent retaliation against anyone that reports harassment or participates in a harassment investigation.

All parties, including the parents/guardians of all students involved, shall be notified by the superintendent of the final outcome of the investigation and all steps taken by the district.  If disciplinary action is recommended for a student or employee, that action shall proceed in accordance with applicable district policy.  Remedial and/or disciplinary actions shall include measures designed to stop the harassment, correct its negative impact on the affected individual, and ensure that the harassment does not recur.

Nothing contained herein shall be interpreted to confer upon any person the right to a hearing independent of a Board policy, administrative procedure, statute, rule, regulation or agreement expressly conferring such right.  This process shall apply, unless the context otherwise requires and unless the requirements of another policy, procedure, statute, rule, regulation or agreement expressly contradicts with this process, in which event the terms of the contrary policy, procedure, law, rule, regulation or agreement shall govern.

Adopted:  October, 2007

Revision:  November, 2008

 

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ACE   Nondiscrimination on the Basis of Disability

The Board is committed to a policy of nondiscrimination on the basis of disability under all applicable laws, including but not limited to Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and the Americans with Disabilities Act (“ADA”).  Section 504 and the ADA provide that no otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any district program or activity.  The district does not unlawfully discriminate on the basis of disability in access or admission to, or treatment or employment in, its programs or activities.

The Board of Education shall designate an individual as the responsible employee to coordinate district compliance with Section 504 and the ADA.  See ACE-E-1

The district's Section 504 “compliance officer”, shall be responsible for continuing surveillance of district programs and activities with regard to compliance with Section 504 and the ADA and all pertinent regulations, including the development of all necessary procedures and regulations.

The compliance officer shall annually notify students, employees and members of the public regarding the district’s policy and grievance procedures and of his/her name or title, office, address and telephone number. Notification shall be by posting and/or other means sufficient to reasonably provide such notice.

The superintendent shall notify applicants for admission, students, parent/guardians, sources of referral of applicants for admission, employees and applicants for employment, and members of the public that it does not discriminate on the basis of disability in the programs or activities which it operates and that it is required by Section 504 and the ADA not to discriminate in such a manner. The notification shall be made in the form and manner required by law or regulation.  See AC-E-1

LEGAL REFS:   29 U.S.C. §701 et seq. (Section 504)

                        42 U.S.C. §1201 et seq. (Americans with Disabilities Act)

                        34 C.F.R. 104 et seq.

 

Adopted: 1990

Revised: November 1999

Revised:  March 2007

Revised:  August 2009

 

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ACE-E1   Nondiscrimination on the Basis of Disability

The individual named as the District’s compliance officer for Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) is as follows:

Bridgette Muse

Director of Curriculum and Assessment

Eaton School District RE-2

200 Park Avenue

Eaton, CO  80615

(970) 454-3402

 

 

 

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ACE-R     Nondiscrimination on the Basis of Disability

All students, employees and members of the public shall have a ready means of resolving any claims of discrimination on the basis of disability in the district’s programs or activities.  Persons may file a complaint of discrimination on the basis of disability in accordance with the district’s nondiscrimination/equal opportunity complaint process. See AC-R.

A complaint may also be filed with the United States Department of Education, Office for Civil Rights (“OCR”) at any time before or during the district’s complaint procedures. Contact information for the regional OCR office is:  The Office for Civil Rights, U.S. Department of Education, 1244 Speer Boulevard, Suite 310, Denver, Colorado, 80204-3582.

If a student, employee or member of the public believes that there has been a violation of Section 504 or the ADA, he or she shall mail or deliver to the Section 504 and ADA Compliance Officer a written statement setting out the alleged violations in specific terms, describing the incident or activity, the individuals involved, and the dates, times and locations.  See ACE-E-1.

The compliance officer shall conduct an investigation as necessary to determine the facts involved and shall provide the individual filing the written statement with an opportunity to discuss the matter personally, if requested.  The compliance officer shall report to the superintendent his or her findings and recommendations regarding resolution of the matter.  Within 10 school days of receiving the findings and recommendation from the compliance officer, the superintendent or designee shall determine any sanctions or other action deemed appropriate, including recommendations to the Board for disciplinary or other action.

If the student, employee or member of the public is not satisfied with the handling of the matter by the superintendent, he or she may appear before the Board of Education and present the matter directly to the Board.  Any action taken by the Board shall be final.

 

Adopted: August 2009

 

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AD   Educational Philosophy

(Mission Statement)

Eaton RE-2 Schools are a diverse, accountable, community partnership. We develop productive citizens and life long learners by maximizing each student’s educational opportunities.

The Eaton RE-2 School District shall strive to provide a safe environment, meaningful opportunities and innovative educational programs for all students so that they reach their learning potential, including that they meet or exceed state and district content standards, through partnerships between home, school and the community.

LEGAL REF.:    C.R.S. 22-32-109.1 (requirement that mission statement reflect safety as a priority) June 2000

CROSS REF.:   ADA, School District Goals and Objectives

Adopted: August 4, 1999 (date of manual adoption)

Revised: August 2000

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ADA  School District Goals and Objectives

(Visionary Goals)

Visionary goals are interim checkpoints. These goals let the district know how it is progressing toward the achievement of the district’s mission statement. Each year the goals shall be presented by district accountability committee to the board of education for review to determine if the district is moving toward its overall mission or if adjustments are needed to get to the final target. The following goals are critical points along the way toward reaching the district mission. Based on currently available data:

1.      Students, K-12, will demonstrate a higher level of respect for self and

       others as measured by:

2.                  A reduced number of student conflict/offenses

3.                  Reduced incidents of substance abuse

4.                  Pre and post student and staff surveys, assessments, etc.

5.      Graduates will be prepared for employment and further education as measured by internal and external tests and surveys administered during and following high school.

6.      Students will learn in an environment that provides for individual learning needs as measured by an increased graduation rate, and increased student participation.

7.      Students will meet or exceed the academic standards set by the local district and measured by locally developed state assessments.

LEGAL REFS.:  C.R.S. 22-2-117

                        C.R.S. 22-53-207

                        1 CCR 301-1, Rules 2202-R-3.07 et seq.

 

Adopted July 19, 1977

Revised August 29, 1989

Revised to conform with practice: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

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ADC   Tobacco-Free Schools

The use of tobacco by students, teachers, staff, and visitors in or on any school property or at any student activity sponsored by the district is prohibited. Signs regarding this prohibition and the consequences of a violation shall be displayed prominently on all school property. It is recommended that, at a minimum, signage should be posted at all designated school entrances, parking lot entrances, and main walkways, outside of main offices, auditoriums, gymnasiums, and athletic fields (particularly spectator areas). At a minimum, other communication about the policy shall include:

·        Announcements over the PA system and during intermissions at sporting events, theater performances and other extra-curricular events.

·        Reminders on parent permission slips and other written materials regarding off campus field trips.

·        Written details in athletic participation contracts, as well as building (property) use contracts shall specify that tobacco use is prohibited at any and all school sponsored events.

Additionally, information available and provided from safe and drug free schools and other community based prevention initiatives will be made available at schools and through newsletters etc. About how to:

·        Help children resist tobacco.

·        Reduce exposure to secondhand smoke.

·        Quit using tobacco.

School property includes, but is not limited to, any building used for instruction, administration, support services, maintenance, or storage, the grounds surrounding those buildings if the school is authorized to exercise dominion and control over the grounds, and all vehicles used by the school for transporting students, workers, visitors, or other persons. Schools are asked to display signs that prohibit the use of tobacco in school parking lots and throughout the campus.

Tobacco means all kinds and forms of tobacco suitable for chewing or smoking and any other product that is packaged for smoking.

Use means the lighting, chewing, or smoking of any tobacco product.

When reasonable, the district shall not exempt any area, persons or events, including fundraisers from this prohibition.

The district may seek and accept gifts, donations, or grants of any kind, from any private or charitable sources or any government agency excluding tobacco companies, to meet the expenses required by this policy. Such funds shall be accounted for separately, and, to the extent that such funds are available, the district shall maintain and operate an educational program at each school to assist students, faculty, and staff to avoid or discontinue the use of tobacco.

ADDRESSING STUDENT POLICY VIOLATIONS
Schools should make every effort, which may include educational alternatives to suspension, to provide comprehensive interventions, for student tobacco policy violators. At a minimum, schools should provide to students:

·        Educational information regarding the tobacco-free schools law.

·        The district tobacco-free schools policy.

·        Hazards of tobacco and resources for cessation.

ADDRESSING VISITOR POLICY VIOLATIONS
Repeat violators may be asked to leave the school property or school sponsored event (if not occurring on site at the school) to finish their tobacco product or extinguish/dispose of the tobacco product if they wish to remain on the property or at the event.

ADDRESSING STAFF POLICY VIOLATIONS
Refer to personnel policies.

This prohibition against tobacco use shall not apply to the use of a tobacco product in a limited classroom demonstration to show the health hazards of smoking.

LEGAL REFS:      20 U.S.C. 6083 (Federal law prohibits smoking in any indoor facility used to provide educational services to children.) 
                                C.R.S. 22-32-109 (1)(bb) 
                                C.R.S. 25-14-103.5 
                                6 CCR 1010-6, Rule 5-306

Adopted: August, 1999 (date of manual adoption)

Revised: June, 2000

Revised: March, 2007

 

 

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ADD   Safe Schools

The Board of Education recognizes that effective learning and teaching takes place in a safe, secure and welcoming environment and that safe schools contribute to improved attendance, increased student achievement and community support. To that end, the Board directs the superintendent, following consultation with the school district accountability committee and parents, teachers, administrators, students and when appropriate, members of the community, to develop a safe schools plan that includes:

1.      Procedures that address the supervision and security of school buildings and grounds.

2.      Procedures that address the safety and supervision of students during school hours and school-sponsored activities.

3.      Procedures that address persons visiting school buildings and attending school-sponsored activities.

4.      Training programs for staff and students in crisis prevention and management.

5.      Training programs for staff and students in emergency response procedures that include practice drills.

6.      Training programs for staff and students in how to recognize and respond to behavior or other information that may indicate impending violence or other safety problems.

7.      Training and support for students that aims to relieve the fear, embarrassment and peer pressure associated with reporting behavior that may indicate impending violence or other safety problems.

8.      Procedures for safe, confidential reporting of security and safety concerns at each school building.

9.      Procedures for regular assessments by school security/safety professionals and law enforcement officers to evaluate the security needs of each school building and to provide recommendations for improvements if necessary.

10. Procedures for regular assessments by school climate professionals to determine whether students feel safe and to provide recommendations for improvements in school climate at each district building.

11. Procedures to provide for regular communications between district officials, law enforcement officers, fire department officials, city and county officials and local medical personnel to discuss crisis prevention and management strategies, including involvement by these parties in the development and revision of crisis prevention and management plans.

12. Training programs for staff and students in safety precautions and procedures related to fire prevention, natural disaster response, accident prevention, public health, traffic, bicycle and pedestrian safety, environmental hazards, civil defense, classroom and occupational safety, and special hazards associated with athletics and other extracurricular activities.

13. Procedures for the reporting of criminal activity to law enforcement.

Each building principal shall be responsible for the supervision and implementation of the safe school program at his or her school. The principal shall submit annually, in the manner and by the date specified by the State Board of Education, a written report to the Board of Education concerning the learning environment in the school during that school year. The report shall contain, at a minimum, the information required by law.

It shall be the responsibility of the superintendent or designee to compile the annual safety reports from each principal and submit the compilation to the Board of Education. The Board shall issue a final safety report. The report shall be made available to the public and shall be submitted to the State Board of Education in accordance with state law and regulation.

 

LEGAL REFS.:     C.R.S. 9-1-101 through 9-1-106 (construction requirements, fire escapes, etc.)

                                C.R.S. 22-3-101 through 22-3-104 (eye protective devices)

                                C.R.S. 22-32-109.1 (safe schools plan)

                                C.R.S. 22-32-110 (1)(k)

                                C.R.S. 22-32-124 (2),(3) (building inspections)

                                C.R.S. 24-10-106.5 (duty of care)

 

CROSS REF.:   ECA/ECAB, Security/Access to Buildings

                        GBGAA*, Staff Training in Crisis Prevention and Management

                        KDE, Crisis Management

                        KI, Visitors to School

 

Adopted: August, 2000

 

 

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ADD-E  Safe Schools

Pursuant to C.R.S. 22-32-109.1(2)(b), the following information shall be included in the annual safe schools report from the principal to the Superintendent for review by the Board of Education for the preceding school year:

1.      total enrollment for the school

2.      average daily attendance rate at the school

3.      dropout rates for grades seven though twelve, if such grades are taught at the school

4.      average class size for each public elementary, middle school or junior high school, and senior high school calculated as the total number of students enrolled in the school divided by the number of full-time teachers in the school

5.      number of conduct and discipline code violations, which shall be reported only in the most serious category applicable to each violation, including but not limited to specific information on the number of and the action taken with respect to each of the following types of violations; carrying, bringing, using, or possessing a dangerous weapon on school grounds, in school vehicles, at school activities, or sanctioned school events without the authorization of the school or the school district/use or possession of alcohol on school grounds, in school vehicles, or at school activities or sanctioned events/use, possession, or sale of a drug or controlled substance on school grounds, in school vehicles, or at school activities or sanctioned events/use or possession of tobacco products on school grounds, in school vehicles, or at school activities or sanctioned events/being willfully disobedient, openly and persistently defiant, or repeatedly interfering with the school’s ability to provide educational opportunities to and a safe environment for other students/commission of an act on school grounds that if committed by an adult would be considered first or second degree assault or vehicular assault/behavior on school property that is detrimental to the welfare or safety of other students or school personnel, including behavior that creates a threat of physical harm to the student or to other students/willful destruction or defacement of school property/commission of an act on school grounds that, if committed by an adult, would be considered third degree assault or disorderly conduct/commission of an act on school grounds that, if committed by an adult, would be considered robbery/other violations of the code of conduct and discipline that resulted in documentation of the conduct in a student’s record

For purposes of the report, “action taken” means the specific type of discipline, including but not limited to the following categories of discipline:

1.      in-school suspension

2.      out-of-school suspension

3.      classroom removal in accordance with board policy

4.      expulsion

5.      referral to a law enforcement agency

6.      any other form of discipline, which shall be officially identified as part of a board policy.

The report shall specifically identify each conduct and discipline code violation and each action taken with respect to the violation by a student with a disability.

Adopted date: October, 2000

Revision: September, 2006

 

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ADF l WellSchooness

Schools alone cannot solve the nutritional problems of children. It will take the combined efforts of families, schools, communities, government agencies, health providers, the food industry and the media to make a significant impact. The important role of schools was been recognized by the U.S. Congress when they passed the laws discussed below.

Federal Law

Public Law 108-265 reauthorized Child Nutrition Programs which includes the National School Lunch Programs and School Breakfast Program. Section 204 of this law requires that no later than the beginning of the 2006-2007 school year, local educational agencies participating in the school meal programs must establish a local “school wellness policy” that, at a minimum:

Includes nutritional guidelines for all foods available on the school campus during the day; Provides an assurance that guidelines for school meals are not less restrictive than those set by the U.S. Secretary of Agriculture; Includes goals for nutrition education, physical activity and other school-based activities designed to promote student wellness in a manner that the local educational agency determines appropriate; Establishes a plan for measuring implementation of the local wellness policy; Involves parents, students and representatives of the “school food authority”, the school board, school administration and the public in development of the local wellness policy.

Structure of the wellness guidelines: The model guidelines are divided into three parts: Nutrition Health Education Physical Activity

Within each part, there are three levels:

Basic: this level meets all requirements of current federal and state laws and regulations.

Advanced: incorporates all guidelines for the basic level plus more healthful guidelines for future goals.

Exemplary: incorporates above levels plus more healthful guidelines for future goals.

Plan for Implementation of School Wellness Policy:

The Wellness Advisory Board will meet annually (January) to review progress and measure how well the policy is being followed by various schools in the district. The superintendent or a designee of the superintendent will be operationally responsible for implementation and to ensure schools are meeting the policy. This individual will report (at least annually) to the Wellness Advisory Board so that the policy can be updated and amended as needed. Evaluation and feedback are very important and any financial impact to the school foodservice program, school stores, or vending machine revenues need to be documented.

 

K-12 Wellness Policy Guidelines-Health Education

 

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

GENERAL

The adoption of a national content standard for health and nutrition education that teaches students about the effects of nutrition and physical activity on their health.

The Advanced level incorporates all guidelines for the Basic level plus the more healthful guidelines listed in this column.

The Exemplary level incorporates all guidelines for the Basic and Advanced levels plus the more healthful guidelines listed in this column.

HEALTH ANDNUTRITION EDUCATION

The provision of age-appropriate and culturally sensitive instruction to students, K-12, including those with disabilities and special health care needs, that teaches them lifelong healthy eating habits and a healthy level of physical activity.

 

CLASSROOM

At least 25 % of nutrition education instruction involves hands-on activities that engage students in enjoyable, developmentally-appropriate, culturally relevant, participatory activities.

 

The participation of schools in USDA nutrition programs such as “Team Nutrition” and other nutrition education activities and promotions that involve students, parents and the community.

 

Active promotion of healthy eating and physical activity to students, parents, school staff, and the community at school registration, parent-teacher meetings, open houses, staff in-services, etc.

 

Encouragement to teachers to integrate nutrition education into core curriculum areas such as math, science, social studies and language arts using the Growing Healthy Curriculum.

 

STAFF

WELLNESS

The availability of staff education opportunities to inform them about nutrition and physical activity, including how to integrate these topics into their core instruction. These educational opportunities may include, but not be limited to , the distribution of educational and informational materials and the arrangement of presentations and workshops that focus on nutritional value and healthy lifestyles, health assessments, fitness activities, and other appropriate nutrition and physical activity-related topics and the time to implement and inform be given to staff.

 

 

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

 

CAFETERIA

Attractive, current nutrition education materials are prominently displayed in dining areas and are changed frequently.

 

Students are encouraged to start each day with a healthful breakfast and to choose nutritious foods throughout the day.

 

 

EVENTS DURING THE SCHOOL DAY

Each year, some individual classrooms participate in one or more events that are either centered on nutrition or include nutrition as a main component.

 

Nutrition education is based on the most recent Dietary Guidelines for Americans.

 

 

 

FAMILY & COMMUNITY

 

Parents are invited to join students for school meals.

Family members are encouraged to become actively involved in programs that provide nutrition education.

Opportunities are provided for parents and community members to share their healthful food practices with the school.

 

K-12 Wellness Policy Guidelines-Nutrition

 

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

 

The district will support and promote proper dietary habits contributing to student’s health status and academic performance.

 

All food and beverages on school grounds during the school day shall meet or exceed the district’s nutrition standards. All schools participating in the School Breakfast and/or National Lunch Program shall comply with any state and federal rules or regulations regarding competitive food service and the service of Foods of Minimal Nutritional Value (see definition).

 

The goal of supporting and promoting proper dietary habits shall be accomplished by:

SCHOOL MEALS

National SchoolLunch Program (NSLP)

School Breakfast Program (SBP)

 

 

All school meals comply with USDA regulations and state policies along with the following additional nutrition guidelines:

 

At least 80% of the time, students will have at least 10 minutes to eat breakfast and at least 15 minutes to eat lunch. This does NOT include time spent walking to/from class or waiting in the lunch line.

 

Adequate seating will be available to accommodate all students served during each meal period.

 

Adequate supervision is provided in the dining area(s).

 

Students are allowed to converse with one another while they eat their meals.

 

All elementary and middle schools will operate a “closed” lunch period to encourage students to eat a nutritious lunch. A “closed” lunch period should be operated at all High Schools whenever feasible.

 

Students and their parents/guardians will be able to access information about the nutritional content requirements (as defined by the USDA), of meals and snacks served by the school food service authority.

 

Schools that offer recess periods will offer recess before lunch, or if recess is after lunch, schools will prohibit students from leaving the cafeteria until a designated time, which will be at least 30 minutes after the lunch period begins.

 

 

BREAKFAST

At least 50% of pre-packaged cereals offered contain:

  • less than 35% of weight from total sugar (or less than 9 g. per 100 calories), and
  • at least 1 g. of fiber per serving.

 

Foods containing whole grains are offered at least 3 days a week.

 

Fresh, canned, dried or frozen fruit or vegetables are offered at least 3 days a week.

 

LUNCH

At least 10 different fruits and vegetables are offered monthly.

 

Fresh fruit or vegetables are offered daily.

 

A food item containing whole grains is offered at least 1 day a week.

 

Salad dressings contain not more than 12 g. of fat per ounce.

 

Desserts with more than 5 g. of fat per serving are offered no more than twice a week.

 

A food item containing whole grains is offered 4 times per week.

 

A fruit and vegetable bar will be available to all students participating in the school lunch program at each building daily.

OR

Four choices of fruits and vegetables are offered daily.

 

A LA CARTE

A La Carte items comply with USDA regulations prohibiting the sale of “foods of minimal value” (see definition), where school meals are served or eaten during the meal period.

 

HIGH SCHOOL A LA CARTE:

75%, by item, of items sold a la carte will be “Healthful Food” or “Healthful Beverages”, (see definitions).

 

MIDDLE AND ELEMENTARY A LA CARTE:

100% of all items sold will be “Healthful Food” or “Healthful Beverages”, (see definitions).

 

VENDING

All vended foods and beverages are sold in compliance with USDA regulations prohibiting the sale of “Foods of Minimal Nutritional Value” (see definition) where school meals are served or eaten during the meal period.

 

50% of all foods and beverages offered in vending machines shall be either “Healthful Foods” or Healthful Beverages”, per CRS22-32-134 (see definitions).

DURING THE SCHOOL DAY

All foods and beverages are offered in compliance with USDA regulations prohibiting the sale of “foods of minimal nutritional value” (see definition) where school meals are served or eaten during the meal period.

 

Students are allowed to have individual water bottles in the classroom.

 

Foods and beverages for classroom rewards, parties and celebrations will:

·         Will be provided at least one hour after the end of the last lunch period or between 8:00 and 8:45 AM.

·         50% of foods and beverages will be “Healthful Foods” or “Healthful Beverages” (see definitions).

·         In elementary schools, a snack break may be offered before 9:30 AM. Snack items should be “Healthful Foods” or Healthful Beverages” (see definitions).

 

At least 50% of fundraising activities, per organization, will not involve the sale of food and/or beverages, unless 50% of items sold are “Healthful Foods” or “Healthful Beverages” (see definitions).

 

Fundraising activities involving the sale of food or beverages will not take place until one hour after the end of the last lunch period.

 

Parents, teachers and organizations are informed about the guidelines and are encouraged to follow them.

 

AFTER SCHOOL PROGRAMS

Any group providing before/after school programs in school buildings, if providing snacks will insure that 50% of the foods and beverages served are “Healthful Foods” and “Healthful Beverages: (see definitions).

 

 

Guidelines for foods and beverages served at after school programs, intramural events, and school function concessions will be the same for vending.

 

Accessible information to students and their parents/guardians concerning the nutritional content of foods and beverages sold by or available to students, as well as the nutritional content of competitive foods sold or available on school district property.

 

DEFINITIONS

FOODS OF MINIMAL NUTRITIONAL VALUE (FMNV) are the foods as defined in federal regulations for the NSLP and theSBP. FMNV includes all soda water, water ices, chewing gum, certain candies, hard candy, jellies and gums, marshmallow candies, fondant, licorice, spun candy and candy coated popcorn; except for individual items in these categories that have been specifically exempted by the USDA.

 

HEALTHFUL FOODS are:

  • Nuts, seeds, dairy products, fresh fruits or vegetables, and packaged fruits in their own juice; and
  • Any other food item containing: not more than 35% of total calories from fat and not more than 10% of those calories from saturated fat; and
  • Not more than 35% of it’s total weight in sugar.

 

HEALTHFUL BEVERAGES are:

  • Plain, unflavored, non-carbonated water;
  • Milk that has a fat content of 2% or less, and shall be limited to chocolate milk, soy milk, rice milk, and other similar dairy or non-dairy milk;
  • 100% fruit juices of fruit-based drinks composed of no less than 50% juice, without additional sweeteners, and;
  • An electrolyte replacement beverage that contains 42 g or fewer of additional sweeteners per 20 ounce serving.

 

K-12 Wellness Policy Guidelines-Physical Activity

The 2005 Dietary Guidelines for Americans recommend that children and adolescents engage in at least 60 minutes of moderate to vigorous physical activity on most, and preferably all, days of the week. Therefore, students should be physically active for at least 300 minutes during the five-day school week. At the Basic level, students would attain approximately one-fourth of the needed activity at school, one-third at the Advanced level and one-half at the Exemplary level. Therefore, even at the Exemplary level, students would receive only about half of the recommended activity during the school day. Physical education classes are a natural place for physical activity into student’s lives.

 

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

GENERAL

All students in grades K-12, including students with disabilities, special health-care needs and in alternative education settings have the opportunity to participate in moderate to vigorous physical activity on a regularly scheduled basis each school week during the entire school year.

The Advanced level incorporates all guidelines for the Basic level plus the more healthful guidelines listed in this column.

The Exemplary level incorporates all guidelines for the Basic and Advanced levels plus the more healthful guidelines listed in this column.

PHYSICAL EDUCATION CLASSES

Students receive 100-150 minutes of physical education per week.

 

During physical education classes, students engage in moderate to vigorous physical activity at least 15 minutes per day and/or 75 minutes per week.

Students receive 151-200 minutes of physical education per week.

 

During physical education classes, students engage in moderate to vigorous physical activity at least 20 minutes per day and/or 100 minutes per week.

Students receive more than 200 minutes of physical education per week.

 

During physical education classes, students engage in moderate to vigorous physical activity at least 30 minutes per day and/or 150 minutes per week.

 

The school provides a physical and social environment that encourages safe and enjoyable physical activity for all students including those who are not athletically gifted. Students have the opportunity to participate in lifetime physical activities (e.g. walking, Pilates, Yoga, swimming, golf, tennis, dancing, etc.)

 

The physical education curriculum is sequential and consistent with Colorado State Standards approved physical education teaching standards for Kindergarten through grade 12.

 

Physical education teachers are licensed by the Colorado State Department of Education.

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

 

Physical education classes have a student/teacher ratio that is the same as other classes in the school.

Adequate age-appropriate equipment is available for all students to participate in physical activity.

 

Physical activity facilities on school grounds are safe.

THROUGHOUTTHE DAY

Classroom health education reinforces the knowledge and self-management skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television.

 

Physical education should not be used or withheld in order to complete tasks required by other classes. (e.g. late/missing work, testing)

When circumstances make it necessary for students to remain indoors and inactive for two or more hours, the students are given periodic breaks during which they are encouraged to stand and be moderately active.

Opportunities for physical activity are regularly incorporated into other subject areas (i.e. math, language arts, social studies, etc.)

PUNISHMENT

Physical activity is discouraged to be used as a form of punishment (e.g. running laps, pushups). To withhold physical education and/or recess as punishment is also discouraged. This guideline does not apply to extracurricular sports teams.

RECESS

Elementary school students are encouraged to have at least 30 minutes a day of supervised recess, preferably outdoors.

Elementary school students should have three 15-minute supervised recess periods daily.

 

Moderate to vigorous physical activity is encouraged verbally and through the provision of adequate space and age-appropriate equipment.

 

*K-6 Recess is offered before lunchtime.

Recess provides at least one moderate to vigorous physical activity led by trained staff.

 

* K-8 Recess is offered before lunchtime.

Recess provides a variety of moderate to vigorous physical activities led by trained staff.

 

*K-12 Recess is offered before lunchtime.

 

 

 

 

 

 

CATEGORY

BASIC

(Essential Health Needs)

ADVANCED

(More Healthful than BASIC)

EXEMPLARY

(More Healthful than ADVANCED)

BEFORE & AFTER SCHOOL

All 3rd, 4th, 5th, middle and high schools are encouraged to offer extracurricular physical activity programs, such as physical activity clubs for those students not participating in sports programs.

 

It is recommended that at least one extracurricular physical activity should be offered once a semester.

 

All schools shall not conduct athletic practice during the school day, and athletic practice shall not be counted for credit or as apart of the school term.

A school shall neither offer credit for athletic practice nor count athletic practice as a physical education course.

Daily periods of moderate to vigorous physical activity for all students are encouraged by providing adequate space, equipment and opportunities.

 

At least one extracurricular physical activity is recommended to be offered once a semester for K-12.

A range of physical activities are offered that meet the needs, interests and abilities of all students, including boys, girls, students with disabilities and students with special health-care needs.

 

The school district is encouraged to assess and, if necessary and to the extent possible, make needed improvements to make it safer and easier for students to walk and bike to school. When appropriate, the district will work with local public works, public safety and/or police departments in those efforts.

 

Students are provided the opportunity to be moderately to vigorously physically active each day.

 

** Our main goal is to target those students not participating in sports activities at the time the extracurricular activity is offered.

FAMILY & COMMUNITY

Information is provided to help families incorporate physical activity into the lives of all household members.

Families and community members are encouraged to institute programs that support physical activity, such as a walk to school program.

Access is provided to community members to use the school’s physical activity facilities outside the normal school day. School policies concerning safety will apply at all times.

 

LEGAL REFS:   Section 204 of P.L. 108-265 (Child Nutrition and WIC Reauthorization Act of 2004)

                        C.R.S. 22-32-134.5 (healthy beverages requirement)

                        C.R.S. 22-32-136 (policies to improve children’s nutrition and wellness)

CROSS REFS:  EF, Food Services

                        EFC, Free and Reduced-Price Food Services

                        IA, Instructional Goals and Learning Objectives

                        IHAM and IHAM-R, Health Education

                        IHAMA, Teaching About Drugs, Alcohol and Tobacco

                        IHAMB and IHAMB-R, Family Life/Sex Education

Adopted: April 2006

 

 

 

 

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AE   Accountability/Commitment to Accomplishment

The Board accepts its ultimate responsibility for the academic accomplishments of district students. Consistent with this responsibility and as required by law, the Board shall adopt and maintain an accountability program to measure the adequacy and efficiency of the educational program.

All district accountability committee meetings and school accountability committee meetings shall be open to the public. Meeting notices for district accountability committee meetings shall be posted in the same place and manner as notices of Board meetings. Notices for school accountability committee meetings shall be posted in the school.

In accordance with state law, the Board shall appoint or create a process for the election of a district accountability committee and shall determine if members shall be appointed or elected to school accountability committees.  If elected, the Board shall create a process for the election of school accountability committees. See regulation AE-R.  The district accountability committee and school accountability committees shall have those powers and duties prescribed by state law.  The Board and the district accountability committee shall, at least annually, cooperatively determine the area and issues, in addition to budget issues, that the district accountability committee shall study and the issues on which it may make recommendations to the Board.

 

LEGAL REFS:   C.R.S. 22-2-117 (waivers from State Board of Education)

                        C.R.S. 22-11-101 et seq. (Educational Accreditation Act of 2009)

                        C.R.S. 22-11-301 and 302 (district accountability committee)

                        C.R.S. 22-11-401 and 402 (school accountability committees)

                        1 CCR 301-1, Rules 2202-R-1.00 et seq. (accreditation rules)

CROSS REFS:  AEA, Standards Based Education

                        AED, School District Accreditation

                        DBD, Determination of Budget Priorities

                       

Adopted: January, 2001

Revised:  November 2009

Revised:  October 2010

 

 

 

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AE-R    Accountability/Commitment to Accomplishment

District accountability committee

The district accountability committee (DAC) shall consist of at least:

·        three parents of students enrolled in district schools

·        one teacher employed by the district

·        one school administrator employed by the district

·        one person who is involved in business in the community within the district’s boundaries

A person may not serve in more than one of the required membership roles on the DAC.  A person who is employed by the district or related to a district employee shall not be eligible to serve as a parent on the DAC.  “Related” means the person’s spouse, son, daughter, sister, brother, mother or father.  If, however, the district makes a good faith effort and is unable to identify a sufficient number of parents that meet these criteria, a person may serve as a parent on the DAC and also be employed by the district or related to a district employee.

Members of the DAC may be appointed or elected.  If the Board appoints persons to the DAC, it shall ensure, to the extent practicable, that

·        the parents appointed reflect the student populations significantly represented within the district;

·        at least one of the parents is a parent of a student enrolled in a district charter school authorized by the Board, if one exists; and

·        at least one of the persons appointed has a demonstrated knowledge of charter schools.

 

If the Board chooses to increase the number of persons on the DAC, it shall ensure that the number of parents elected or appointed exceeds the number of representatives from the group with the next highest representation.

Members of the DAC will serve three years.  The DAC shall select a parent representative to serve as chair or co-chair, who shall serve terms of three years.  The DAC shall also establish a schedule of meetings and adopt general rules for its operation.

School accountability committees

Each school accountability committee (SAC) shall consist of at least:

·        three parents of students enrolled in the school

·        one teacher who provides instruction at the school

·        the principal or the principal’s designee

·        one person from the community

·        one adult member of an organization of parents, teachers and students recognized by the school

A person may not serve more than one of the required membership roles on the SAC.  If, after making good-faith efforts, a principal or an organization of parents, teachers and students is unable to find a sufficient number of persons who are willing to serve on the SAC, the principal, with advice from the organization of parents, teachers and students, may establish an alternate membership plan for the SAC.  Such alternate plan shall reflect the required representation stated above as much as practicable.

Members of the SAC may be appointed or elected.  If the Board appoints members to any SAC, it shall ensure, to the extent practicable, that the persons appointed reflect the student populations significantly represented within the school.  If persons are elected to serve on the SAC, the building principal shall encourage persons who reflect the student populations significantly represented within the school to seek election to the SAC.

If the Board chooses to increase the number of persons on any SAC, it shall ensure that the number of parents elected or appointed exceeds the number of representatives from the group with the next highest representation.

Members of SAC shall serve terms of three years.  Vacancies shall be filled by majority action of the remaining members of the SAC.  The SAC shall select a parent representative to serve as chair or co-chair, who shall serve a term of three years.

 

Current practice codified April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised:  November 2009

 

 

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AEA    Standards Based Education

The Board supports a system of education that develops and teaches standards that enable students to achieve the highest level of knowledge and skills. Academic content standards clearly identify what students should know and be able to do at key points in their school careers.

In accordance with state law, the Board has adopted a standards-based education system which focuses on student learning of content standards. It is the intent of the Board that the district’s program of instruction and assessments be aligned with content standards. In standards-based education, courses and units of study are clearly defined, understood by teachers and students and communicated to staff members, families and the community. The district’s standards-based education system will advance equity, promote student learning and reinforce accountability.

The superintendent shall be responsible for developing a plan to implement content standards that meet or exceed the model state content standards and revise curriculum and programs of instruction to align them with the district’s standards to provide students with the educational experiences necessary to achieve the standards. The plan shall also address the professional development of teachers and administrators to enable successful implementation of standards-based education. The plan shall ensure that the educational programs of the district actively address the needs of exceptional students, consciously avoid gender or cultural bias and address the different learning styles and needs of students of various backgrounds and abilities and eliminate barriers to equity. The plan shall conform with all timelines established by law.

The district shall work with educators, parents, students, business persons, members of the community and the district accountability committee to review and revise content standards as necessary to ensure maximum effectiveness and develop assessments that will adequately measure each student’s progress. Parents shall be kept informed of student progress in achieving content standards and how such progress will be measured. This information shall also be provided to the district and building advisory accountability committees.

LEGAL REFS:   C.R.S. 22-1-104 (6)(a) (financial assistance to develop and promote programs that address state content standards for civics)

                        C.R.S. 22-7-401 (education reform – obligation to provide a standards-based system)

                        C.R.S. 22-32-109 (1)(r), (t) (duty to comply with state regulations and determine programs)

 

CROSS REFS.: AE, Accountability/Commitment to Accomplishment

                        IA, Instructional Goals and Learning Objectives

                        IGA, Curriculum Development

                        IGD, Curriculum Adoption

                        IL, Evaluation of Instructional Programs, and subcodes

 

Current practice codified: April 1997

Adopted: August 4, 1999 (date of manual adoption)

Revised: October, 2005

 

 

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AED   Accreditation

The Board of Education believes that its primary responsibility is to provide leadership in the area of student achievement. To foster greater accountability and enhance improvement in student achievement, the Board shall enter into an accreditation contract with the State Board of Education regarding district accreditation and shall accredit the schools within the district.  

District Accreditation

The accreditation contract will bind the Board to manage the district and its schools to meet certain standards, goals and requirements over the term of the contract, in accordance with the Education Accountability Act of 2009 and applicable State Board of Education rules.  At a minimum, the accreditation contract shall address the following elements:

·        the district’s level of attainment on the four key performance indicators:  student longitudinal academic growth, student achievement on statewide assessments, postsecondary and workforce readiness, and progress made on closing the achievement and growth gaps;

·        the district’s adoption and implementation of its performance, improvement,  priority improvement or turnaround plan (whichever is required based on the district’s assigned accreditation category);

·        the district’s implementation of its system for accrediting its schools; and

·        the district’s substantial, good-faith compliance with the provisions of title 22, C.R.S. and other statutory and regulatory requirements applicable to school districts.

In conjunction with accreditation, the Board is committed to adopting content standards for student learning, achievement performance levels, systems for measuring student achievement and methods for improving student achievement. 

School accreditation

While the state accredits the district, the Board accredits the schools within the district, including district charter schools.  The Board’s accreditation of district schools shall emphasize attainment on the four key performance indicators:  student longitudinal academic growth, student achievement on statewide assessments, postsecondary and workforce readiness, and progress made on closing the achievement and growth gaps.  The Board may adopt additional accreditation indicators and measures for district schools that meet or exceed the state standards for district accreditation.

The Board directs the superintendent to develop a school accreditation process for the Board’s input and approval.  Such process shall be developed in accordance with the Education Accountability Act of 2009 and shall assign an accreditation category to each district school on an annual basis.  The accreditation process shall also require each district school to enter into an accreditation contract with the Board that is comparable to the accreditation contract between the Board and the State Board of Education.  By October 15 of each year, the district shall provide the Colorado Department of Education with the accreditation category assigned to each district school.

In accordance with the process required by the Education Accountability Act of 2009 and applicable State Board of Education rules, the superintendent, principals and other district administrators shall develop a proposed school performance, improvement, priority improvement or turnaround plan for each district school.  Pursuant to the Board’s constitutional and statutory authority to control instruction in its schools and determine the allocation of district resources, the Board shall review and approve all school plans, regardless of whether the plan is a performance, improvement, priority improvement or turnaround plan.  Each school plan shall be submitted to the Colorado Department of Education in accordance with the timelines prescribed by applicable State Board of Education rules.

 

LEGAL REFS:   Colo. Const. Art. IX, Sect. 15 (board has control of instruction within the district)

                        C.R.S. 22-7-407 (adoption of content standards)

                        C.R.S. 22-11-101 et seq. (Educational Accountability Act of 2009)

                        C.R.S. 22-11-307 (board accreditation of district schools)

                        C.R.S. 22-30-105 (school district organization planning process)

                        C.R.S. 22-30.5-104(2)(b) (district charter schools subject to accreditation by local board)

                        C.R.S. 22-32-109(1)(t) (board duty to determine educational program and prescribe textbooks)

                        C.R.S. 22-32-109(1)(mm) (Board duty to adopt policy for accreditation of district schools)

                        1 CCR 301-1, Rules 2202-R-1.00 (accreditation rules)

 

CROSS REFS.:AE, Accountability/Commitment to Accomplishment

                        AE-R, Accountability Process Timeline-Exhibit

                        AEA, Standards Based Education

                        IK, Academic Achievement

                        ILBB, State Program Assessments

 

Adopted: November 2005

Revised: September 2006

Revised:  October 2009

Revised:  October 2010

 

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