SAFETY CONDITIONS AND PROGRAMS
The practice of safety will be considered an integral part of the instructional program through fire prevention, emergency procedures and drills, driver education, and traffic and pedestrian safety.
Each principal will be responsible for the supervision of a safety program for his or her school.
The safety program may include, but not be limited to, in-service training, plant inspection, fire prevention, accident recordkeeping, driver and vehicle safety programs, emergency procedures and drills, and traffic safety programs relevant to students, employees and the community.
It will be the duty of the Board to provide inspections and supervision of the health and safety aspects of the school facilities.
Eye Safety/Student Use of Hand-Held Laser Pointers
Eye safety devices are to be provided by the District for the protection of employees, students and visitors, and worn in the technology education classes and labs when activities present a potential eye hazard. The Superintendent or designee will ensure that these devices are properly repaired, cleaned and stored to prevent the spread of germs or diseases after individuals use them.
Each classroom teacher is responsible for the safe and proper use of all instructional materials and equipment by students in his or her classroom. Laser pointers are to be used by students only when such use is approved and supervised by the classroom instructor.
Students will be advised not to stare directly into the beam from a laser pointer or direct the beam at the eyes of another individual. Students are not to aim the pointer into the audience. Students are to be made aware of the hazards associated with the particular type of laser pointer used.
Education Law Sections 409, 409-a, 807-a and 906
8 New York Code of Rules and Regulations (NYCRR) Part 136 and Section 141.10
Acquired Immune Deficiency Syndrome (AIDS) Instruction in Health Education
The Board will provide a health education program that will include appropriate instruction for all students concerning Acquired Immune Deficiency Syndrome (AIDS). Accurate information concerning the nature of the disease, methods of transmission, and means of prevention will be provided in an age-appropriate manner and will be consistent with community values and will stress that abstinence is the most appropriate and effective premarital protection against AIDS.
A representative community advisory group consisting of appropriate school personnel, Board members, parents, religious representatives, and other community members will be established in order to make recommendations for curriculum content, implementation, and evaluation of an AIDS instructional program. Appropriate training will be provided for instructional staff.
No student will be required to receive instruction concerning the methods of prevention of AIDS if the parent or legal guardian has filed with the principal a written request that the student not participate in such instruction, with an assurance that the student will receive this instruction at home.
AIDS instruction in the elementary grades will be taught by the regular classroom teachers, while such instruction in the middle and high school grades will be a part of the required health education curriculum.
Substance Abuse – Prevention Instruction
The Board recognizes the need to educate students on the hazards of alcohol, tobacco and/or drug abuse. An educationally sequential health prevention program, utilizing as appropriate community, staff and student input, will be developed to inform students of:
a) Causes for substance abuse;
b) Physical and psychological damage associated with substance abuse;
c) Avoidance of alcohol, tobacco and drugs;
d) Dangers of driving while under the influence of alcohol or drugs.
Environmental Conservation Instruction
The Board supports and encourages the development of a District-wide, articulated curriculum of environmental conservation integrated into other program disciplines.
Fire and Arson Prevention/Injury Prevention/Life Safety Education
The Board directs the administration to provide instruction in fire and arson prevention, injury prevention and life safety education relating to protection against injury or death and property loss or damage as a result of criminally initiated or other preventable fire.
Such instruction will include materials to educate children on the dangers of falsely reporting a criminal incident, an impending explosion or fire emergency involving danger to life or property, an impending catastrophe, or a life safety emergency.
The Board directs the administration to provide such instruction for all students for a period of not less than 45 minutes in each month that school is in session.
Instruction in courses in technology education, science, home and career skills, health and safety, physical education, and art will include and emphasize safety and accident prevention.
Safety instruction will precede the use of materials and equipment by students in applicable units of work in the courses listed above, and instructors will teach and enforce all safety procedures relating to the particular courses. These will include the wearing of protective eye devices in appropriate activities.
The District will maintain updated plans and operating procedures to be followed in the event of natural or manmade disasters or enemy attack. Students will be provided instruction to respond effectively in emergency situations.
Instruction on Prevention of Child Abduction
All students in grades K through 8 in District schools will receive instruction designed to prevent the abduction of children. Such instruction will be provided by or under the direct supervision of regular classroom teachers and the Board will provide appropriate training and curriculum materials for the regular classroom teachers who provide such instruction. However, at the Board’s discretion, such instruction may be provided by any other public or private agency.
The Commissioner of Education will provide technical assistance to assist in the development of curricula for such courses of study which must be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness skills, information, self-confidence, and support to aid in the prevention of child abduction.
For purposes of developing such courses of study, the Board may establish local advisory councils or utilize the school-based shared decision making and planning committee established in accordance with the regulations of the Commissioner to make recommendations concerning the content and implementation of such courses. Alternatively, the District may utilize courses of instruction developed by consortia of school districts, boards of cooperative educational services, other school districts, or any other public or private agency. Such advisory council will consist of, but not be limited to, parents, school trustees and Board members, appropriate school personnel, business and community representatives, and law enforcement personnel having experience in the prevention of child abduction.
Instruction on Child Development and Parenting Skills
Instruction regarding child development and parenting skills may be offered by the District. The curriculum will include instruction on the consequences and prevention of shaken baby syndrome, which may include the viewing of a video presentation for students in secondary schools.
CAREER AND TECHNICAL (OCCUPATIONAL) EDUCATION
The Board recognizes the need for career and technical education and reaffirms its policy of strengthening the local high school career and technical education program through utilization of any available federal and state funds for that purpose and of supporting the BOCES program.
The Board prohibits discrimination on the basis of sex, sexual orientation, race, color, creed, religion, national origin, political affiliation, age, marital status, military status, disability or use of a service animal in any career and technical education program or activity of this District.
The career and technical education program and/or activities will be readily accessible to students with disabilities.
Prior to the beginning of each school year or academic semester, the District will issue an appropriate public announcement which advises students, parents, employees and the general public that career and technical education opportunities will be offered without regard to sex, sexual orientation, race, color, creed, religion, national origin, political affiliation, age, marital status, military status, disability or use of a service animal. Included in such announcement will be the name, address, and telephone number of the person designated to coordinate Title IX/Section 504/ADA activities.
Grievance procedures for resolving complaints regarding discrimination will be disseminated to adequately inform students, parents and employees of the existence of these procedures.
Local Advisory Council
In accordance with Education Law, the Board will appoint a Local Advisory Council for Career Education. The Board may, with BOCES approval, utilize the BOCES Advisory Council as its Local Advisory Council.
Civil Rights Law Section 40-c
Education Law Article 93
Executive Law Section 290 et seq.
8 New York Code of Rules and Regulations (NYCRR) Sections 100.2(h) and 141 et seq.
A District plan for the K through 12 guidance program will be filed in the District Office and made available for public review. This plan will be subject to annual review and revised as necessary in the following areas:
a) Identification of guidance program objectives;
b) Activities to accomplish the objectives;
c) Identification of staff members and other resources to accomplish the objectives;
d) Provisions for the annual assessment of program results.
Guidance Program (K through 6)
A coordinated guidance program in grades K through 6 will be developed and implemented to:
a) Prepare students to participate effectively in their current and future educational programs;
b) Help those students exhibiting any attendance, academic, behavioral or adjustment problems;
c) Educate students concerning avoidance of child sexual abuse; and
d) Encourage parental involvement.
Guidance Program (7 through 12)
A coordinated guidance program in grades 7 through 12 will be developed and implemented including the following activities and services:
a) Each student’s educational progress and career plans will be reviewed annually;
b) Instruction at each grade level to help students learn about various careers and career planning skills;
c) Other advisory and counseling assistance which will benefit students such as: helping students develop and implement postsecondary education and career plans; helping those students exhibiting any behavioral or adjustment problems; and encouraging parental involvement;
d) Employment of personnel certified or licensed as school counselors.
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(j)
DRIVER EDUCATION, GIFTED AND TALENTED EDUCATION AND PHYSICAL EDUCATION
A driver education course may be offered under the conditions set forth by the New York State Education Department and Commissioner’s regulations.
Education Law Section 806-a
8 New York Code of Rules and Regulations (NYCRR) Section 107.2
Gifted and Talented Students
The Board will provide appropriate educational programs for students identified as being gifted and talented.
Education Law Article 90 and Section 3204(2)(b)
8 New York Code of Rules and Regulations (NYCRR) Section 142
Physical Education Class
All students, except those with medical excuses, will participate in physical education in accordance with the Commissioner’s regulations, which require that all students attend and participate in physical education as follows:
a) All students in grades K through 3 will participate in a daily program for a minimum of 120 minutes per week. All students in grades 4 through 6 will participate in a program three times per week for a minimum of 120 minutes per week. The minimum time devoted to such programs (K through 6) will be at least 120 minutes in each calendar week, exclusive of any time that may be required for dressing and showering.
b) Students in grades 5 through 6 that are in a middle school will participate in the physical education program a minimum of three periods per calendar week during one semester of each school year and two periods during the other semester, or a comparable time each semester if the school is organized in other patterns.
c) All secondary students (in grades 7 through 12) will have the opportunity for regular physical education, but not less than three times per week in one semester and two times per week in the other semester. For students in grades 10 through 12 only, a comparable time each semester will be provided if the school is organized in other patterns or if students have demonstrated acceptable levels of physical fitness, physical skills and knowledge of physical education activities in extra class programs or out-of-school activities approved by the physical education staff and the School Administration.
d) For grades K through 12, a district may provide an equivalent program as approved by the Commissioner of Education.
An excuse from physical education class may be accepted from a licensed physician for medical reasons or a licensed chiropractor for conditions of the spine.
Any student whose condition precludes participation in a regular program will be provided with adaptive physical education approved by the Commissioner of Education.
Education Law Sections 803 and 3204
8 New York Code of Rules and Regulations (NYCRR) Section 135.4
PATRIOTISM, CITIZENSHIP AND HUMAN RIGHTS EDUCATION
In order to promote a spirit of patriotic and civil service and obligation, as well as to foster in students of the District moral and intellectual qualities which are essential in preparing them to meet the obligations of citizenship, the Board requires students attending District schools, over the age of eight years, to attend instructional courses in patriotism, citizenship, and human rights issues, with particular attention to the study of the inhumanity of genocide, slavery (including the freedom trail and underground railroad), the Holocaust, and the mass starvation in Ireland from 1845 to 1850.
The Board also directs that all students attending District schools in grades 8 through 12 receive instruction in the history, meaning, significance and effect of the United States Constitution, the New York State Constitution, and the Declaration of Independence.
The curricula for such courses must include the subjects specified by the Board of Regents and be for the period of instruction, as mandated by the Regents, which is necessary in these subjects in each of the appropriate grades.
One week during each school year a uniform course of exercises will be provided to teach students, in an age appropriate manner, the purpose, meaning and importance of the Bill of Rights Articles in the United States and New York State Constitutions. These exercises will be in addition to the above required courses.
In addition, each District that receives Federal Funds for a fiscal year will hold an educational program on the United States Constitution on September 17 of each year for the students in the District to commemorate the September 17, 1787 signing of the Constitution, known as Constitution Day and Citizenship Day. However, when September 17 falls on a Saturday, Sunday, or holiday, this day will be held during the preceding or following week.
The Board directs that the above named subjects, as mandated by law, be addressed in the instructional curricula provided by the District.
Public Law 108-477 Section 111(b)
Education Law Section 801
CIVILITY, CITIZENSHIP AND CHARACTER EDUCATION/ INTERPERSONAL VIOLENCE PREVENTION EDUCATION
Civility, Citizenship and Character Education
The Board recognizes that teaching students respect, civility and understanding toward others, as well as the practice and reinforcement of appropriate behavior and values of our society, is an important function of the School System.
The District wishes to foster an environment where students exhibit behavior that promotes positive educational practices, allows students to grow socially and academically, and encourages healthy dialogue in respectful ways. By presenting teachers and staff as positive role models, the District stresses positive communication and discourages disrespectful treatment. This policy is not intended to deprive and/or restrict any student of his or her right to freedom of expression but, rather, seeks to maintain, to the extent possible and reasonable, a safe, harassment free and educationally conducive environment for our students and staff.
Furthermore, the District will ensure that the course of instruction in grades K through 12 includes a component on civility, citizenship and character education in accordance with Education Law, with an emphasis on discouraging acts of harassment, bullying and/or discrimination. Character education is the deliberate effort to help students understand, care about, and act upon core ethical values.
Character education will instruct students on the principles of:
c) Personal responsibility;
d) Respect for others;
e) Awareness and sensitivity to discrimination and/or harassment as defined in the Dignity for All Students Act;
f) Civility in relation to people of different races, weights, national origins, ethnic groups, religions, religious practices, physical or mental abilities, sexual orientations, genders or sexes;
g) Observance of laws and rules;
i) Dignity, and other traits which will enhance the quality of students’ experiences in, and contributions to, the community; and
j) Safe and responsible use of the Internet and electronic communications.
As determined by the Board of Regents, and as further enumerated in Commissioner’s regulations,
the components of character education will be incorporated in existing District curricula as applicable.
The District encourages the involvement of staff, students, parents and community members in the implementation and reinforcement of character education in the schools.
Interpersonal Violence Prevention Education
The District will utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12.
Education Law Sections 801, 801-a and 804(4)
8 NYCRR Section 100.2(2)(c)(2)
ANIMALS IN THE SCHOOL (INSTRUCTIONAL PURPOSES)
Observation and experimentation with living organisms and animals gives students unique perspectives of life processes. Animals and animal materials should be used respectfully and for the purpose of meeting course objectives.
The Board, in recognizing the educational uses of animals in the classroom, requires that permission be obtained from the building principal before animals are brought into the school or classrooms. It is the principal’s responsibility to ensure that there is an appropriate educational purpose if any animal is housed in a classroom. Animals are not to be transported on school buses with the exception of service animals.
Study and Care of Live Animals
It will be the responsibility of the principal or his or her designee to develop a plan of care for those animals housed in school in the event of an emergency school closing or in the event the animals remain in the classroom on days when school is not in session.
Dissection of Animals
Any student expressing a moral or religious objection to the performance or witnessing of the dissection of an animal, either wholly or in part, will be provided the opportunity to undertake and complete an alternative project approved by the student’s teacher; provided, however, that such objection is substantiated in writing by the student’s parent or legal guardian. An alternate activity clearly related to and of comparable rigor will be assigned in lieu of laboratory dissection. Some examples of alternate activities include the use of computer simulations or research. Students who perform alternative projects will not be penalized.
Effective July 1, 2011, the District will give reasonable notice to all students enrolled in a course that includes the dissection of an animal and students’ parent(s)/legal guardian(s) about their rights to seek an alternate project to dissection. Such notice will be made available upon request at the school and distributed to parents and students enrolled in a course that includes dissection at least once at the beginning of the school year.
Instruction in the Humane Treatment of Animals
Students in elementary school must receive instruction in the humane treatment and protection of animals and the importance of the part they play in the economy of nature as well as the necessity of controlling the proliferation of animals that are subsequently abandoned and caused to suffer extreme cruelty. Such instruction will be for a period of time as specified by the Board of Regents and may be joined with work in literature, reading, language, nature study, or ethnology.
Americans with Disabilities Act, 42 USC Section 12101 et seq.
Education Law Section 809
8 NYCRR Section 100.2(c)(8)
The Board recognizes the rights of parents or persons in parental relation to be fully informed of all information relevant to their children, including children who participate in programs and projects funded by Title I. Therefore, the Board encourages the participation of parents of students eligible for Title I services in all aspects of their child’s education, including the development and implementation of district programs, as well as activities and procedures that are designed to carry out No Child Left Behind (NCLB) parent involvement goals.
District-Wide Parent Involvement Policy
In order to facilitate parental participation, in accordance with NCLB requirements, as outlined in the Elementary and Secondary Education Act Section 6318(a)(2), the District will:
a) Involve parents in the joint development of the Title I Plan. If the plan is not satisfactory to the parents of children participating in Title I programs, the District will submit any parent comments to the State Education Department along with the District’s plan;
b) Provide the coordination, technical assistance, and support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance;
c) Build the schools’ and parents’ capacity for strong parental involvement through implementing and encouraging participation in appropriate parental involvement activities;
1. Parent Teacher Association (PTA)
2. Parent/Teacher Conferences
3. Open House Conferences
4. Parent Teacher Organization
5. District Leadership Team
6. Building Leadership Team
7. Parent Education Network
8. Response to Intervention Committee
9. Board meetings
10. Board Work Sessions
11. District Wide Parent Forums
d) Coordinate and integrate parental involvement strategies under Title I with those of other programs including, but not limited to, the Headstart Program, the Reading First Program, Even Start Program, Parent Resource Centers and other programs;
e) Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the Title I schools. The evaluation will include identifying barriers to greater participation by parents in activities under the policy and use the findings of the evaluation to design strategies for more effective parental involvement and, to revise, if necessary, the parental involvement policies at the District and school levels;
Annual Title I Planning Meeting
f) Involve parents in the activities of the Title I schools;
1. Parent Conferences
2. Back to School Nights
3. Building Leadership Team
4. Parent Teacher Association (PTA)
5. Response to Intervention Meetings
6. Extra Curricular (Clubs)
g) Involve parents of children in Title I programs in decisions regarding how funds reserved for parental involvement activities are spent;
Annual Title I Planning Meeting
School-Level Parent Involvement Policy
In accordance with Section 6318(c), the Board directs each school receiving Title I funds to ensure that a building level parental involvement plan is developed with the participation of that school’s parents. In addition to the goals stated above, each school building level plan will describe the details to:
a) Convene an annual meeting, at a convenient time, to inform parents of their school’s participation in Title I programs and to explain Title I requirements and the right of the parents to be involved. All parents of children participating in Title I programs will be invited and encouraged to attend the meeting;
b) Offer a flexible number of meetings, such as meetings in the morning or evening; and may provide (with funds provided under this provision of law) transportation, child care, or home visits, as such services relate to parental involvement;
c) Involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy;
d) Provide parents of participating children with timely information about programs, a description and explanation of the curriculum in use in Title I programs, the forms of academic assessment used to measure student progress, the proficiency levels students are expected to meet, and if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children and respond to any such suggestions as soon as practicably possible; and
e) Develop a school-parent compact jointly with parents that outlines how the parents, school staff and students will share the responsibility for improved student academic achievement and detail the means by which the school and parents will build and develop a partnership to help all children achieve the state’s standards.
f) The compact must include:
1. A description of the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served in Title I schools to meet the State’s student academic achievement standards;
2. A description of the ways in which each parent will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, television watching, volunteering in their child’s classroom and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and
3. Address the importance of communication between teachers and parents on an ongoing basis including, but not limited to:
(a) Parent-teacher conferences in elementary schools, at least annually, during which the compact will be discussed as the compact relates to the individual child’s achievement;
(b) Frequent reports to parents on their children’s progress; and
(c) Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.
1) Classroom Volunteers
2) Parent Conferences
3) District Wide Parent Forums
To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community in order to improve student academic achievement, the District and each school will:
a) Provide assistance to parents of children served by the District or school, in understanding such topics as the State’s academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children;
1. Parent Conferences
2. District Website
3. Newspapers, District Newsletter, School Calendar, Letters Home
4. Annual Title I Parent Meeting
5. School Report Card
6. Trimester Report Cards
7. Back to School Nights
8. School and Teacher Websites
b) Provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;
1. District Newsletter
2. Building Newsletter
3. District Website
5. Summer Recommendation Letter
6. Parent Workshops including Literacy Workshops
c) Educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contribution of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;
1. Faculty Meetings
2. Grade Level Meetings
3. Department Meetings
4. Superintendent’s Conference Days
d) Coordinate and integrate to the extent feasible and appropriate, parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parent as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children;
1. Kindergarten Registration
2. Kindergarten Screening
3. Building Book Fairs
4. Kindergarten Specific Activities (Parent Workshops)
e) Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.
In addition to the above activities which are required for the District and each school, the District and each school:
a) May involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training;
b) May provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training;
c) May pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;
d) May train parents to enhance the involvement of other parents;
e) May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation;
f) May adopt and implement model approaches to improving parental involvement;
g) May establish a District-wide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section;
h) May develop appropriate roles for community-based organizations and businesses in parent involvement activities; and
i) Will provide such other reasonable support for parental involvement activities under this section as parents may request.
In carrying out the parental involvement requirements, the District and schools, to the extent practicable, will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under Section 6311 of the Elementary and Secondary Education Act in a format and, to the extent practicable, in a language such parents understand.
Procedures for Filing Complaints/Appeals
The District will disseminate free of charge to parents of children in Title I programs, and to appropriate private school officials or representatives, adequate information regarding the District’s written complaint procedures for resolving issues of violation(s) of a Federal statute or regulation that applies to Title I, Part A programs.
Comparability of Services
The District will ensure equivalence among the schools in the District of the same grade span and levels of instruction with regard to teachers, administrators and auxiliary personnel as well as equivalence in the provision of curriculum materials and instructional supplies in Title I programs. The District will ensure this through the work of the Assistant Superintendent of Instruction and the Coordinator of Data, Assessments, and Funded Programs.
Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left
Behind Act of 2001
20 United States Code (USC) Sections 6318 and 6321
34 Code of Federal Regulations (CFR) Parts 74-86 and 97-99, and 200
The Board recognizes its responsibility to further the District’s educational goals through the use of appropriate and high quality technology.
Continuing advances in technology are bringing about changes that have an increasing impact on the way we obtain, process, evaluate and use information. Therefore, the District is committed to:
a) A comprehensive staff development program to ensure appropriate and effective use of technology.
b) The preparation of students to utilize multiple types of technology.
c) The integration of technology within and across all curriculum areas.
d) The equitable distribution and access to technological equipment and materials for all students.
e) The promotion of technology as an alternative to traditional methods of gathering, organizing and synthesizing information.
f) The provision of sufficient funds, within the budgetary constraints of the Board, for the implementation of technology instruction.
The Board directs the Superintendent or designee to assess the technological needs of the District’s instructional program, research and review current materials and make recommendations to the Board.
INTERNET SAFETY/INTERNET CONTENT FILTERING POLICY
In compliance with the Children’s Internet Protection Act (CIPA) and regulations of the Federal Communications Commission (FCC), the District has adopted and will enforce this Internet safety policy that ensures the use of technology protection measures (i. e., filtering or blocking of access to certain material on the Internet) on all District computers with Internet access. Such technology protection measures apply to Internet access by both adults and minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use of computers by minors, considered harmful to such students.
The District will provide for the education of students regarding appropriate online behavior including interacting with other individuals on social networking websites and in chat rooms, and regarding cyberbullying awareness and response. Further, appropriate monitoring of online activities of minors, as determined by the building/program supervisor, will also be enforced to ensure the safety of students when accessing the Internet.
Further, the Board of Education’s decision to utilize technology protection measures and other safety procedures for staff and students when accessing the Internet fosters the educational mission of the schools including the selection of appropriate teaching/instructional materials and activities to enhance the schools’ programs; and to help ensure the safety of personnel and students while online.
However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA.
In addition to the use of technology protection measures, the monitoring of online activities and access by minors to inappropriate matter on the Internet and World Wide Web may include, but shall not be limited to, the following guidelines:
a) Ensuring the presence of a teacher and/or other appropriate District personnel when students are accessing the Internet including, but not limited to, the supervision of minors when using electronic mail, chat rooms, instant messaging and other forms of direct electronic communications. As determined by the appropriate building administrator, the use of email, chat rooms, as well as social networking websites, may be blocked as deemed necessary to ensure the safety of such students;
b) Monitoring logs of access in order to keep track of the websites visited by students as a measure to restrict access to materials harmful to minors;
c) In compliance with this Internet Safety Policy as well as the District’s Acceptable Use Policy, unauthorized access (including so-called “hacking”) and other unlawful activities by minors are prohibited by the District; and student violations of such policies may result in disciplinary action; and
d) Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal identification information regarding such students.
The determination of what is “inappropriate” for minors shall be determined by the District and/or designated school official(s). It is acknowledged that the determination of such “inappropriate” material may vary depending upon the circumstances of the situation and the age of the students involved in online research.
The terms “minor,” “child pornography,” “harmful to minors,” “obscene,” “technology protection measure,” “sexual act,” and “sexual contact” will be as defined in accordance with CIPA and other applicable laws/regulations as may be appropriate and implemented pursuant to the District’s educational mission.
Under certain specified circumstances, the blocking or filtering technology measure(s) may be disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor, or other person authorized by the School District.
The School District shall provide certification, pursuant to the requirements of CIPA, to document the District’s adoption and enforcement of its Internet Safety Policy, including the operation and enforcement of technology protection measures (i.e., blocking/filtering of access to certain material on the Internet) for all School District computers with Internet access.
Internet Safety Instruction
In accordance with New York State Education Law, the School District may provide, to students in grades K through 12, instruction designed to promote the proper and safe use of the internet. The Commissioner shall provide technical assistance to assist in the development of curricula for such course of study which shall be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the Internet.
Under the Protecting Children in the 21st Century Act, students will also be educated on appropriate interactions with other individuals on social networking websites and in chat rooms, as well as cyberbullying awareness and response.
Access to Inappropriate Content/Material and Use of Personal Technology or Electronic Devices
Despite the existence of District policy, regulations and guidelines, it is virtually impossible to completely prevent access to content or material that may be considered inappropriate for students. Students may have the ability to access such content or material from their home, other locations off school premises and/or with a student’s own personal technology or electronic device on school grounds or at school events.
The District is not responsible for inappropriate content or material accessed via a student’s own personal technology or electronic device or via an unfiltered Internet connection received through a student’s own personal technology or electronic device.
The District’s Acceptable Use Policy and accompanying regulations will be disseminated to parents and students in order to provide notice of the school’s requirements, expectations, and student’s obligations when accessing the Internet.
The District has provided reasonable public notice and has held at least one public hearing or meeting to address the proposed Internet Content Filtering/Safety Policy prior to Board adoption. Additional public notice and a hearing or meeting is not necessary when amendments are made to the Internet Safety Policy in the future.
The District’s Internet Safety/Internet Content Filtering Policy must be made available to the FCC upon request. Furthermore, appropriate actions will be taken to ensure the ready availability to the public of this policy as well as any other District policies relating to the use of technology.
The Internet Safety/Internet Content Filtering Policy is required to be retained by the school for at least five years after the funding year in which the policy was relied upon to obtain E-rate funding.
47 United States Code (USC) Sections 254(h) and 254(1)
47 Code of Federal Regulations (CFR) Part 54
Education Law Section 814
INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS OR STUDENTS WITH LIMITED ENGLISH PROFICIENCY
The Board recognizes its responsibility to ensure that students of foreign birth or ancestry, who have limited English proficiency (LEP) or English Language Learners (ELL), are provided with an appropriate program of bilingual transitional education or a free-standing program of English as a Second Language (ESL).
The District has developed a comprehensive plan to meet the educational needs of students with limited English proficiency. The plan will be kept on file in the District and made available for SED review upon request. The plan includes:
a) The District’s philosophy for the education of ELL/LEP students;
b) Administrative practices and procedures to:
1. Diagnostically screen students for limited English proficiency;
2. Identify students with limited English proficiency;
3. Annually evaluate each ELL/LEP student including his or her performance in content areas to measure the student’s academic progress.
c) A description of the nature and scope of the bilingual and/or English as a second language instructional program and services available to ELL/LEP students;
d) A description of the criteria used by the District to place ELL/LEP students in appropriate bilingual or free-standing English as a second language programs;
e) A description by building of the curricular and extracurricular services provided to ELL/LEP students;
f) A description of the District and school level procedures for the management of the program, including staffing, site selection, parental notification, coordination of funds, training and program planning.
The instructional programs and services available to limited English proficient pupils to help them acquire English proficiency may include, in accordance with Commissioner’s regulations, bilingual education programs, free-standing English as a second language programs, appropriate support services, transitional services, in-service training and parental notification.
A student who, as a result of a disability, scores below the State designated level on NYS Identification Test for English Language Learners (NYSITELL) or the NYS English as a Second Language Achievement Test (NYSESLAT) will be provided special education programs and services in accordance with the individualized education program (IEP) developed for such student and will also be eligible for services available to an ELL/LEP student when those services are recommended in the IEP. Such a student will be counted as an ELL/LEP student as well as a student with a disability for purposes of calculating State aid.
The parent or guardian of a student identified as an English language learner or as limited English proficient will be informed in his or her native language, if necessary, of the student’s identification for and/or participation in an English language learner instructional program as well as other school related information.
The Superintendent will ensure that all data required by the Commissioner’s regulations is submitted to the State Education Department in a timely manner.
Title I of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act
of 2001, Sections 1112(g) and 3302(a)
Education Law Sections 207, 215, 2117, 3204(2)(2-a), 3602, and 3713
8 New York Code of Rules and Regulations (NYCRR) Section 100.2(g) and Parts 117 and 154