4327

HOMEBOUND INSTRUCTION

 Homebound instruction is a service provided to students who are unable to attend school due to medical, emotional or disciplinary problems. Instruction may originate at the district level or as requested by a parent. A parent may request home tutoring of his/her child if the child is expected to be absent for two weeks or more. The parent must provide a letter to the Building Principal from the physician giving the diagnosis and approximate length of home confinement. This letter is given to the school nurse who contacts the school physician for approval. The Principal will forward the letter to the Superintendent of Schools along with the completed Application for Home Tutoring and/or Special Transportation form. Upon the recommendation of the Superintendent and Board approval, the Building Principal will arrange for a home tutor to contact the parents and work out the details. Once tutoring begins, a memo is sent by the Building Principal to the Superintendent, giving the student's name, the tutor's name and the date the instruction began. No more than one hour per day will be given, unless otherwise recommended by the Superintendent and approved by the Board.

The tutor should contact the student's classroom teachers and keep them informed of the student's progress. The student will be transferred from the class attendance card and entered on the home tutoring attendance card. The tutor will provide the school with an exact record of dates on which he/she tutored. Such dates will be included in the Building Principal's report at the end of each register period. The tutor shall also submit vouchers to the Building Principal which shall be verified and sent to the Superintendent.

When tutoring is terminated, a memo will be sent to the Superintendent giving the student's name, tutor and last date of tutoring. No tutoring will be provided on days when school is not in regular session or on the last day of the school year.

Cross-ref : 4328, Alternative School Programs

4452, Individual Help

5100, Student Attendance

Ref : Education Law §§1709(24); 4401 et seq.

8 NYCRR §175.21

1 st Reading 5/28/02

2 nd Reading & Adoption 6/24/02

 CLASSROOM ORGANIZATION AND GROUPING FOR INSTRUCTION

 The district's classroom arrangement is by heterogeneous grouping. Provisions shall be made for teaching students of diverse ability levels by using small and large group instruction. Within each school, other instructional patterns and techniques may be recommended to the Superintendent of Schools by the Building Principal.

Special groupings shall be maintained for students who are academically gifted and/or talented or students with disabilities in accordance with the law and Board policy. District Administrators will develop appropriate special requirements and regulations for these classes and receive approval of the Board.

 Class size

Regular class sizes are determined by district guidelines. Every attempt will be made to cap class size at 26 children in kindergarten and 25 children in grades 1 to 3 and 30 children in grades 4 to 6.

Special Education Self-contained class sizes are determined by attempting, wherever possible, to maintain a minimum of 5 students and a maximum of 12 students in each self-contained class.

Ref : 8 NYCRR §200.6

1 st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

TEXTBOOK SELECTION AND ADOPTION

Textbooks are provided by the district free of charge. The Board of Education is responsible for the selection and designation of all textbooks to be used in the district schools. The Superintendent of Schools shall recommend suitable lists of textbooks to be used in the schools for the Board's consideration.

The Superintendent shall establish procedures for the selection and recommendation of textbooks and a method for selecting staff members who shall serve in the selection and recommendation process.

Cross-ref: 1420, Complaints about Curricula or Instructional Materials

Ref: Education Law §§701 et seq.; 1711; 2508; 2566

1st Reading May 28, 2002
2nd Reading & Adoption June 24, 2002

1st Reading January 22, 2008
2nd Reading and Re-adoption February 26, 2008

TEXTBOOK SELECTION PROCEDURES

The Superintendent of Schools shall base his/her recommendations upon the report and recommendations of the Textbook Selection Committee. The selection process should be closely related to the program of curriculum development and improvement. Textbooks recommended for selection will reflect New York State learning standards and assessments.

Selection Committee

The Superintendent and/or his/her designee will form and guide the selection process. A committee with teacher representatives from all grade levels will be responsible for the following:

• Receiving recommendations from teachers.
• Interviewing publishers' representatives.
• Establishing criteria of selection.
• Reviewing samples based on written criteria.

5. Enlisting wide teacher participation in the selection process. Teachers should have an opportunity to examine and criticize the textbooks recommended. If possible, "pilot" sets should be used in one or two classrooms for tryout before making a final decision.

General Selection Criteria

The following general criteria may be applied to textbooks in all subject areas:

Content

• Is the content accurate and in agreement with the latest research available?
• Does the content relate to the course of study developed by the local district consistent with NYS Standards, assessments, curriculum guides and hand books?
• Is the material presented in an interesting manner with a minimum amount of extraneous material?
• Is the material presented in such a way that students are led to think out solutions and not merely to memorize facts?
• Is the content suitable in terms of reading level and vocabulary control for those students who will utilize it as a tool of instruction?
• Are charts, maps and tables accurate and presented in a clear and concise manner?
• Are questions presented in such a manner that they will be understood by students?
• Furthermore, are the reasons for asking the questions clear?

Author

• Do the authors and/or consultants have teaching experience on the particular level and in the subject area being considered?
• Do the authors and consultant have an educational background that qualified them to write in the content field involved?
• Do the authors represent a philosophy of education that is compatible with the philosophy of the school district?

Date of Publication

• Is the textbook being considered up-to-date, and does it have a recent copyright date?
• Does the presence of a recent copyright date signify the incorporation of the latest findings in methodology and technology?
• Is a recent copyright date the result of a real change, or a cursory or minor revision of materials from former editions?

Treatment of Sensitive Areas

• Does the author develop the role of minority groups in a manner that reflects the latest findings of scholarly research?
• Has the integrity of content been respected where the author develops the role of minority groups?
• Are stereotypes avoided in terms of gender, race, ethnicity or religion?
• Is the textbook non-sectarian in nature?
• Where differences of opinion may exist, which have basis in interpretation, does the author treat all sides of the issue fairly and objectively?

Physical Characteristics

• Is the type suitable for the grade level being considered
• Is there adequate spacing between words and lines to make reading easy?
• Are illustrations pleasing, colorful, and well located on a page?
• Do the illustrations reflect the multi-ethnic character of our society?

Teaching Aids

• Is the teacher's manual written in such a manner as to explain completely the objectives of individual lessons, units, and sections?
• Are directions provided for the teacher in terms of overall aims and objectives?
• Are references listed for teachers and students in such a manner as to be of maximum use?
• Have references been kept up-to-date?
• Does the book have accompanying computer- based and/or AV resources?
• If appropriate, are workbooks challenges for the student and do they reinforce major concept presented by the textbooks?
• Are workbook materials so organized that student weakness in particular areas may be identified?
• Are appropriate testing and assessment materials available? to the teacher for an adequate standardized program?
• Do clear, concise, unit summaries reinforce important learning?
• Are interesting activities suggested that will challenge youngsters to do further research in meaningful areas?
• Have subject indexes been included so specific material may be easily located by students?
• Does the glossary give easily understood definitions of more difficult words employed by the author?
• Is an attempt made by the publisher to keep content material current by the issuance of supplementary bulletins?
• Does the textbook have current computer based upgrades available?

1 st Reading 5/28/02

2 nd Reading & Adoption 6/24/02

 LIBRARY MATERIALS SELECTION

 The Board of Education, as the governing body of the school district, is legally respon­sible for the selection of library materials, including the selection and approv­al of printed and non-printed materials for its use. Since the Board is primarily a policy-making body, it delegates to the following professional person­nel of the district the authority for the selection of materials: teachers, Principals, librarians, etc., under the leadership of the Superintendent of Schools.

In order to provide the Superintendent and his/her staff with guidance in the acquisition of instructional resource material, such as library books, references, audiovisuals, maps, etc., the Board endorses the guidelines ap­proved by the American Library Association that such resources:

1. provide information that will enrich and sup­port the curriculum, taking into considera­tion the varied interests, abilities, and maturity levels of the students served;

2. provide information that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards;

3. provide information that will enable stu­dents to make intelligent judgments in their daily lives;

4. provide information on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical reading and thinking;

5. provide information representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage; and

• place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection ap­propriate for the users of the library; and
• provide information to promote the development of reading skills and techniques.

In order to respond to any complaints about, or challenges to, the selection of library materials, the district has adopted regulations (1420-R, Complaints About Curricula or Instructional Materials Regulation) establishing a complaint procedure and providing for a committee to review such complaints or challenges.

 If any person wishes to permanently remove materials from a school district library, he/she must seek the formal approval of the Board. The Board may determine that such materials should be removed. Such determination must not be based upon official suppression of ideas, but rather upon the educational suitability of the materials in question. Only the Board and/or the Superintendent may authorize said permanent removal of instructional materials, pursuant to the decision of the Board.

Cross-ref : 1420, Complaints about Curricula or Instructional Materials

4524, School Libraries

Ref : Education Law §§1709(15); 1711(5)(f)

Board of Educ., Island Trees UFSD v. Pico, 457 US 853 (1982)

1st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

LIBRARY MATERIALS SELECTION REGULATION

The Building Principal, teachers, and librarian of each school have the responsibility, delegated by the Board of Education, of recommending suitable books and materials. All books and materials shall have the approval of the Superintendent of Schools before being ordered.

Gifts

Books and other materials shall not be accepted as gifts for the school unless they meet the standards set forth in the Administrative Regulations. The Board shall be informed of all such proposed gifts prior to acceptance or rejection.

Controversial Books and Materials

All complains regarding books or materials shall be submitted in writing and in such manner as prescribed by the Superintendent.

Criteria for Selection

The following criteria shall be considered in evaluating materials added to the school, either by purchase or gift:

• Does it fit into or enrich our course of study?
• Are its content and format suitable for the students for whom it is intended?
• Does it have literary merit?
• Will it appeal to the students for whom it is intended?
• Is its content accurate?
• Does it appear in one or more of the generally accepted selective lists of library materials, or in one or more of the current reviewing media?

Selection Tools

Reputable, unbiased, professionally prepared selection aids should be consulted as guides for the selection of materials.

Magazines

Magazines form an integral part of a library collection. They are up-to-date and consequently contain material that would be otherwise unavailable. Magazines should be selected with a view of representing subject areas in the curriculum, enrichment of the curriculum, enrichment of the curriculum, and recreational needs of the students?

Computer Applications

Technology enhances and extends the curriculum. Programs and websites must be previewed and meet district criteria before student use/access. Internet access must be screened and protective filtering software installed according to federal guidelines.

Newspapers

Each school should subscribe to the number of newspapers that it necessary to provide coverage of the news on local, state, national, and international level.

Films and Filmstrips

Filmstrips should be purchased that supplement and enrich the curriculum. All filmstrips should be previewed by appropriate staff members prior to final purchase.

Motion picture films are either rented or supplied by BOCES or other approved film libraries.

Pamphlets

The pamphlets collection should be kept constantly up-to-date. Pamphlets come to the school as free material from reliable sources or are purchased in the same manner as books and magazines.

Records and Tapes

Musical and non-musical recordings may be ordered by teachers with the approval of their Principal. Whenever possible, these materials should be previewed by the appropriate staff members before purchase.

Pictures and Prints

Pictures and prints should be ordered when needed in relation to the curriculum of the school.

1 st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

COMPUTER NETWORK AND INTERNET ACCEPTABLE USE POLICY

The Board of Education will actively pursue making advanced technology and increased access to learning opportunities available to district students and staff.  In accordance with federal law, Internet access in our schools will be mediated through the use of blocking and/or filtering software. Internet access will allow district students and staff to access and use information available on distant computers, communicate and share information with individuals or groups of other students and staff, and significantly expand the users’ knowledge base.

Students and staff must understand and practice proper and ethical use.  The following are conditions and rules for use:

A. Acceptable Use

1. Internet use facilitates communication in support of research and education by providing access to unique resources and the opportunity for collaborative work. In order to remain eligible as a user, all Internet access should support the educational objectives of the District.
2. Transmission of any material in violation of any United States or state regulation is prohibited. This includes, but is not limited to, copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities by students is not acceptable. Use for product advertisement or political lobbying is also prohibited.

B. Privilege
           
Use of and access to the Internet is a privilege, not a right. Inappropriate use, including any violation of these conditions and rules, may result in cancellation of the privilege. The Board has the authority to determine appropriate use and may deny, revoke, suspend or close any user account at any time based upon its determination of inappropriate use by any user. Each student who receives an account will be responsible for that account and its usage. Therefore, under no circumstances should an account be shared with anyone other than the Instructional Technology Specialist. Each student will also be required to attend an orientation session with a district faculty member pertaining to the proper use of the network.

C. Monitoring

All users, staff and students alike, have no right to privacy or confidentiality when using the District’s computer network and equipment. The District reserves the right to examine and archive all electronic correspondence, e-mail and records of internet activity for network management, compliance and/or records retention purposes. All e-mail and other electronically stored information may be subject to records retention requirements and/or disclosure, in accordance with applicable laws or as part of discovery proceedings in legal actions.

D. No Warranties

The Board makes no warranties of any kind, whether express or implied, for the service it is providing. The Board and district staff will not be responsible for any damages a user suffers. This includes loss of data resulting from delays, no-deliveries, mis-deliveries, or service interruptions caused by the district’s negligence or by the user’s errors or omissions. Use of any information obtained via the Internet is at the user’s own risk. The Board specifically denies any responsibility for the accuracy of quality of information obtained through its services. All users need to consider the source of any information they obtain, and consider how valid that information may be.

E. Security

Security on any computer system is a high priority, especially when the system involves many users. Attempts to log-on to the Internet in the name of another individual will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet.

1. F. The Superintendent of Schools or his/her designee shall establish regulations governing the use and security of the District’s computer network, and shall establish implementing procedures to enforce the regulations. The procedures shall provide for the safety and security of students using electronic correspondence such as e-mail, chat rooms and instant messages (IMs); monitoring the online activities of students using the District’s computers and equipment; and restricting student access to materials that are harmful to minors. All users of the District’s computer network and equipment shall comply with this policy, its regulations and implementing procedures. Failure to comply may result in disciplinary action; suspension and/or revocation of computer access privileges; and potential legal action.

1st Reading May 28, 2002
2nd Reading and Adoption June 24, 2002

1st Reading  February 24, 2009
2nd Reading and Adoption

4526-R

 COMPUTER NETWORK AND INTERNET ACCEPTABLE USE REGULATION

 A. Internet Etiquette

All users are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to, the following:

1.   Be polite. Do not be abusive in your messages to others.
2.   Use appropriate language. Do not swear, use vulgarities or any other inappropriate language. Do not engage in activities which are prohibited under state or federal law.
3.   Do not reveal your  personal contact information as well as the address and telephone numbers of other students or colleagues.
4.   Note that electronic mail (e-mail) is not guaranteed to be private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities will be reported to the authorities and may result in the loss of user privileges.
5.  Do not use the network in such a way that you would disrupt the use of the network by other users.
6.  All communications and information accessible via the network should be assumed to be public property.

B. Prohibited Activity

Prohibited activities concerning use of the District’s computer network include, but are not limited to, the following examples:

• Copying, installing, receiving, transmitting or making available any copyrighted software or material on the district computer network.
• Using the network to receive, transmit or make available to others any sexually explicit or obscene material.
• Using the network to receive, transmit or make available to others messages that are racist, sexist, hateful, threatening, offensive, bigoted, abusive or harassing to others.
• Transmitting any other material in violation of any federal, state and/or local law or regulation.
• Using another user’s account or password.
• Attempting to read, delete, copy or modify the e-mail of other system users.
• Deliberately interfering with the ability of other systems users to send, receive or save e-mail.
• Forging or attempting to forge e-mail messages.
• Deleting or attempting to delete e-mail messages that the law requires districts to retain as district records.
• Engaging in vandalism. Vandalism is defined as any malicious attempt to harm or destroy district equipment or materials, data or another user of the District’s network or of any of the entities or other networks that are connected to the Internet. This includes, but is not limited to, creating and/or intentionally permitting a computer virus to enter the network.
• Using the network to send anonymous messages or files.
• Using the network to receive, transmit or make available to others a message that is inconsistent with the District’s Code of Conduct.
• Revealing the personal address, telephone number or other personal information of oneself or another person.
• Using the network for sending and/or receiving personal electronic correspondence, including e-mail or instant messages (IMs).
• Intentionally disrupting network traffic or crashing the network and connected systems.
• Installing personal software or using personal disks on the District’s computers and/or network without the permission of the appropriate district official or employee.
• Using district computing resources for commercial activity, advertising, financial gain, fraud or political lobbying.
• Stealing data, equipment or intellectual property.
• Gaining or seeking to gain unauthorized access to any files, resources, or computer or phone systems, via hacking or any other unauthorized methods.
• Wastefully using finite district resources.
• Using the network while access privileges are suspended or revoked.
• Using the network in a fashion inconsistent with directions from teachers and/or other staff and generally accepted network etiquette.

C. Procedures for Use

Student users must always get permission from their instructors before using the Internet and follow written and oral instructions from their instructors

D. Encounters with Controversial Material

Users may encounter material which is deemed controversial in nature and which users, parents, teachers or administrators may consider inappropriate or offensive. The district has installed protective filtering software to prevent access to vulgar, obscene and inappropriate material. However, on a global network it is impossible to ensure that such content will not be encountered and an industrious user may discover controversial material. It is the users responsibility not to initiate access to such material. Further, it is the responsibility of users to notify teachers if and when such material is encountered so that further preventive steps can be taken to make such material inaccessible.

E. Parental Approval

The Building Principal is responsible for receiving signed parental approval form before students may access the Internet. Parental approval stays in effect while student is enrolled in the district or until the parent withdraws permission in writing.

F. Penalties For Improper Use:

All users of the District’s computer network and equipment are required to comply with the District’s policy and regulations governing the District’s computer network. Failure to comply with the policy or regulation may result in disciplinary action, including verbal or written warnings; suspension or revocation of a user’s access to the network; detention; and/or expulsion from school.In addition, violations may result in civil and/or criminal liability beyond the District’s own  disciplinary measures. Any information pertaining to or implicating illegal activity will be reported to the proper authorities for appropriate legal action. All network users should be aware that misuse of the District’s computer network may lead to liability for, among other things, harassment, trespass, defamation and copyright infringement.

G. District Records

E-mail and other electronically stored information that are created in the course of school district business and retained as evidence of official policies, decisions or actions are district records, subject to the records management and retention requirements under the Local Government Records Law, (e.g., Records Retention and Disposition Schedule, “Ed-1”), and subject to disclosure pursuant to the Freedom of Information Law (FOIL) unless they fall within a statutory exception. Examples of district records contained in electronically stored information include:

• Policies and directives;
• Correspondence or memoranda related to school district business;
• Work schedules and assignments;
• Agendas and minutes of meetings;
• Non-final drafts of documents that are circulated for comment or approval;
• Documents that initiate, authorize or complete a business transaction; and
• Final reports or recommendations.

By contrast, examples of e-mail and other electronically stored information that are not district records include:

• Extra copies of documents;
• Personal messages or telephone message notifications;
• Social event announcements; and
• Copies or summaries of documents distributed for convenience or reference.

H. Electronic Information Used by School Board Members

The Board discourages its members from using any electronic communications to deliberate in their capacities as board members. In addition, Board members must not engage in any series of electronic communications that results in a collective decision, (such as a vote taken by e-mail.)

Nonetheless, the Board recognizes that any electronic correspondence by and between school board members and/or administrators that is used to communicate with each other in their capacities as board members or administrators are district records; shall receive the same diligent record-keeping treatment as all other district records; and may be subject to disclosure.

I.  Electronic Record-Keeping Information Used by School Board Members

All school personnel and board members are expected to file and retain any  e-mail or electronically stored information that is a district record under the definition set forth above. After so filing, users shall dispose of superfluous copies of e-mail and other electronically stored information in a timely manner.

All school personnel and board members are expected to regard any e-mail or electronic record containing any information that is personally identifiable to any student as a confidential student record in accordance with the Family Education Rights and Privacy Act (FERPA).     

All school personnel and board members are expected to regard any e-mail or electronically stored information that constitutes a public record as subject to disclosure under FOIL unless they fall within a statutory exception.

Cross-Ref:  4526.1, Internet Safety
Legal Ref:
FERPA, 20 U.S.C.  Section 1232g et seq; 34 C.F.R. Part 99
Children’s Internet Protection Act, 47 U.S.C. Section 254 and 20 U.S.C. Section 9134;47 C.F.R. Part 54
Local Government Records Law., N.Y. Arts and Cultural Affairs Law, Article 57-A
FOIL, N.Y. Public Offiers Law, Article 6
NY Education Law Section 814
Records Retention and Disposition Schedule, N.Y.C.R.R. Appendix I
United States vs. Am. Library Ass’n. 539 U.S. 194 (2003)
           

1st Reading May 28, 2002        2nd Reading & Adoption June 24, 2002

1st Reading for Re-Adoption:  February 24, 2009

INTERNET ACCEPTABLE USE EXHIBIT

 Parental consent

If you would like your child to be permitted to have Internet access via our library connection, please read and explain the above policy, regulation and agreement on Internet Acceptable Use to your child and sign the agreement below. These sign-off sheets should be returned to your school's main office.

Part I

I understand the above conditions and rules in the Internet Acceptable Use Policy and Regulation.  I further understand that any violation of the above conditions, rules, and Acceptable Use Agreement may result in the loss of access privileges and/or disciplinary and/or appropriate legal action for those violating these conditions.

I hereby give permission for my child, _________________________, to access the Internet.

Parent or Guardian ___________________________

Signature: _______________________________

Date: ____________

Part II

I have read the Internet Acceptable Use policy, regulation and agreement. I understand that this access is designed for educational purposes. I also recognize that while protective measures including filtering software have been put in place it is impossible for Valley Stream UFSD 13 and its employees to guarantee that access to controversial materials will not take place and I will not hold them responsible for my child accessing such materials on the Internet. Further, I am aware that there are commercial services available on the Internet and any charges incurred by me or my child regarding such services will be my responsibility and not the district’s. I also release the Board and the district from any and all claims of damages of any nature arising from my, or my child’s use, or inability to use, the system. Further, I accept full responsibility for supervision if and when my child’s use is not in a school setting.

I hereby give permission for my child,______________________ , to participate in Internet access in school.

Parent or Guardian: _________________________________

Signature: _____________________________________________

Date: ______________  

PART III – Publication of student’s work

I understand that my child’s work may be published on the Internet for non-commercial purposes, and I hereby give my permission for such publication of my child’s work. I also understand that my child will be identified by first name only.

My permission stays in effect while my child is enrolled in District 13 or until I withdraw my permission in writing to the building principal.

Parent Or Guardian:___________________________________

Signature: _____________________________________________

Date: _____________

PART IV – Student Agreement

Parents – Please read and explain the terms outlined in this agreement with your child. Child and Parent signatures are required.

When using the Internet I agree that I will follow all of the rules listed below:

1. When I write to other people using the Internet I will remember to be polite and never write anything to hurt someone else’s feelings.
2. I will not use bad language such as cursing or name calling.
3. When I use the Internet, I will not give out my name, address, phone number or any information about myself or people I know to anyone.
4. I will not try to do anything that will cause damage to the computer.
5. If I encounter inappropriate material in the use of the Internet, I will alert a teacher.

I understand and will abide by the district's Internet Acceptable Use policy, regulation and agreement. I further understand that any violation of the district’s policy is unethical and may constitute a criminal offense. Should I commit a violation, my access privileges may be revoked, school disciplinary actions may be taken, and/or appropriate legal action.

________________________

Student Name Signature

I have read and discussed these rules with my child:

________________________

Parent/Guardian Name Signature

1st Reading May 28, 2002
2nd Reading & Adoption June 24, 2002

1st Reading for Re-Adoption  February 24, 2009
2nd Reading for Re-Adoption March 24, 2009

INTERNET SAFETY POLICY

The Board of Education is committed to undertaking efforts that serve to make safe for children the use of district computers for access to the Internet and World Wide Web.  To this end, although unable to guarantee that any selected filtering and blocking technology will work perfectly, the Board directs the Superintendent of Schools to procure and implement the use of technology protection measures that block or filter Internet access by:

1. adults to visual depictions that are obscene or child pornography, and
2. minors to visual depictions that are obscene, child pornography, or harmful to minors, as defined in the Children’s Internet Protection Act.

Subject to staff supervision, however, any such measures may be disabled or relaxed for adults conducting bona fide research or other lawful purposes, in accordance with criteria established by the Superintendent or his or her designee.

The Superintendent or his or her designee also shall develop and implement procedures that provide for the safety and security of students using electronic mail, chat rooms, and other forms of direct electronic communications; monitoring the online activities of students using district computers; and restricting student access to materials that are harmful to minors.

In addition, the Board prohibits the unauthorized disclosure, use and dissemination of personal information regarding students; unauthorized online access by students, including hacking and other unlawful activities; and access by students to inappropriate matter on the Internet and World Wide Web.  The Superintendent or his or her designee shall establish and implement procedures that enforce these restrictions.

The Instructional Technology Specialist designated under the district’s Computer Network or Acceptable Use Policy, shall monitor and examine all district computer network activities to ensure compliance with this policy and accompanying regulation.  He or she also shall be responsible for ensuring that staff and students receive training on their requirements. 

Cross-ref:         4526, Internet Acceptable Use

Ref:      Public Law No. 106-554
            47 USC §254
            20 USC §6801
Legal Ref:
FERPA, 20 U.S.C.  Section 1232g et seq; 34 C.F.R. Part 99
Children’s Internet Protection Act, 47 U.S.C. Section 254 and 20 U.S.C. Section 9134;47 C.F.R. Part 54
Local Government Records Law., N.Y. Arts and Cultural Affairs Law, Article 57-A
FOIL, N.Y. Public Offiers Law, Article 6
NY Education Law Section 814
Records Retention and Disposition Schedule, N.Y.C.R.R. Appendix I
United States vs. Am. Library Ass’n. 539 U.S. 194 (2003)      

1st Reading May 28, 2002
2nd Reading & Adoption June 24, 2002

1st Reading for Re-Adoption  February 24, 2009
2nd Reading for Re-Adoption March 24, 2009

INTERNET SAFETY POLICY REGULATION

The following rules and regulations implement the Internet Safety Policy adopted by the Board of Education to make safe for children the use of district computers for access to the Internet and World Wide Web.

I. Definitions

In accordance with the Children’s Internet Protection Act,

• Child pornography refers to any visual depiction, including any photograph, film, video, picture or computer or computer generated image or picture, whether made or produced by electronic, mechanical, or other means, of sexually explicit conduct, where the production of such visual depiction involves the use of a minor engaging in sexually explicit conduct.  It also includes any such visual depiction that (a) is, or appears to be, of a minor engaging in sexually explicit conduct; or (b) has been created, adapted or modified to appear that an identifiable minor is engaging in sexually explicit conduct; or (c) is advertised, promoted, presented, described, or distributed in such a manner than conveys the impression that the material is or contains a visual depiction of a minor engaging in sexually explicit conduct.
• Harmful to minors means any picture, image, graphic image file, or other visual depiction that (a) taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; (b) depicts, describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and (c) taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

II.         Blocking and Filtering Measures

1. The Superintendent or his or her designee shall secure information about, and ensure the purchase or provision of, a technology protection measure that blocks access from all district computers to visual depictions on the Internet and World Wide Web that are obscene, child pornography or harmful to minors.
2. The district’s computer network coordinator shall be responsible for ensuring the installation and proper use of any Internet blocking and filtering technology protection measure obtained by the district.
3. The computer network coordinator or his or her designee may disable or relax the district’s Internet blocking and filtering technology measure only for adult staff members conducting research related to the discharge of their official responsibilities.

1. The computer network coordinator shall monitor the online activities of adult staff members for whom the blocking and filtering technology measure has been disabled or relaxed to ensure there is not access to visual depictions that are obscene or child pornography.

III.       Monitoring of Online Activities

1. The district’s computer network coordinator shall be responsible for monitoring to ensure that the online activities of staff and students are consistent with the district’s Internet Safety Policy and this regulation.  He or she may inspect, copy, review, and store at any time, and without prior notice, any and all usage of the district’s computer network for accessing the Internet and World Wide Web and direct electronic communications, as well as any and all information transmitted or received during such use. All users of the district’s computer network shall have no expectation of privacy regarding any such materials.
2. Except as otherwise authorized under the district’s Computer Network or Acceptable Use Policy, students may use the district’s computer network to access the Internet and World Wide Web only during supervised class time, study periods or at the school library, and exclusively for research related to their course work.
3. Staff supervising students using district computers shall help to monitor student online activities to ensure students access the Internet and World Wide Web, and/or participate in authorized forms of direct electronic communications in accordance with the district’s Internet Safety Policy and this regulation.
4. The district’s computer network coordinator shall monitor student online activities to ensure students are not engaging in hacking (gaining or attempting to gain unauthorized access to other computers or computer systems), and other unlawful activities.

IV.       Training

1. The district’s Instructional Technology Specialist shall provide training to staff and students on the requirements of the Computer Network and Internet Safety Policy and regulations
2. The training of staff and students shall highlight the various activities prohibited by the Internet Safety Policy, and the responsibility of staff to monitor student online activities to ensure compliance therewith.
3. Students shall be directed to consult with their classroom teacher if they are unsure whether their contemplated activities when accessing the Internet or Worldwide Web are directly related to their course work.

1. Staff and students will be advised to not disclose, use and disseminate personal information about students when accessing the Internet or engaging in authorized forms of direct electronic communications.
2. Staff and students will also be informed of the range of possible consequences attendant to a violation of the Internet Safety Policy and this regulation.

V.         Reporting of Violations

1. Violations of the Internet Safety Policy and this regulation by students and staff shall be reported to the Building Principal.
2. The Principal shall take appropriate corrective action in accordance with authorized disciplinary procedures. 
3. Penalties may include, but are not limited to, the revocation of computer access privileges, as well as school suspension in the case of students and disciplinary charges in the case of teachers.

Adopted June 24, 2002

1st Reading for Re-Adoption  February 24, 2009
2nd Reading for Re-Adoption March 24, 2009

INTERNET ACCEPTABLE USE AND SAFETY

Employee Agreement

Employee Name  ________________________________________________

Title      ____________________________________________________________

School/Office  _____________________________________________________

            I have read and understand the District’s “Internet Acceptable Use” and “Internet Safety” policies and regulations, and I agree to abide by their provisions. The District has taken precautions to restrict access to prohibited materials, but it is my responsibility not to initiate access to such material.

            I understand that I have no right to privacy or confidentiality when I use the District’s computer network and equipment. I consent to district staff monitoring my electronic correspondence and records of Internet activity for network management, compliance and/or records retention purposes.

            I understand that my e-mail and other electronically stored information may be subject to records retention requirements and/or disclosure, in accordance with applicable laws or as part of discovery proceedings in legal actions.

            I further understand that any violation of the provisions of the District’s policy or regulations may result in disciplinary action as the District deems appropriate.

Employee Signature: _________________________________  Date: ________

Rev. date 6/9/09

 FIELD TRIPS AND EXCURSIONS

 The Board of Education recognizes the desirability of providing off-campus experiences which will enhance the educational program of the school system. The Superintendent of Schools will determine the frequency and content of class field trips. Each student must secure the permission of his/her parent or guardian before participating in such activity.

Factors relevant in consideration of approval of such field trips may include the relationship to the curriculum, the distance of the trip, availability of transportation, the cost involved, weather conditions, and full utilization of transportation. In order to make necessary transportation arrangements, all requests for field trips must be submitted to the appropriate Building Principal at least two weeks prior to the trip date, unless unusual circumstances warrant a shorter notification period.

1 st Reading 9/24/02

2 nd Reading & Adoption 10/22/02

4531-R

 FIELD TRIPS AND EXCURSIONS REGULATION

 A teacher planning a field trip must get the approval of the Building Principal. The teacher is responsible to make arrangements for transportation through the secretary who is in charge of field trips. The secretary will notify the cafeteria personnel and special subject teachers who are affected

Permission slips must be distributed to each student at least two weeks prior to the trip unless unusual circumstances warrant a shorter notification period. The permission slip will indicate the nature of the trip and specific details such as cost, transportation, departure and return times and meal arrangements. If a parent consents to the field trip, he/she must sign and return the permission slip. Each slip will be checked by the teacher. No student may go on a field trip without parental consent.

The teacher is also responsible for financial arrangements and appropriate supervision. Money collected for trips shall be secured in the Principal’s office safe.

The same general procedure will be followed for short community trips.

 1 st Reading 9/24/02

2 nd Reading & Adoption 10/22/02

NAME _________________________ GRADE _____ ROOM ______

FIELD TRIP PERMISSION FORM

Our class is planning a field trip to _____________________at__________________

(place & location)

on _____________ as part of our _________________________________________

(date) (reason for trip)

The children will be supervised by their classroom teacher with additional assistance

from ___________________________. The transportation will be by bus, leaving

school at ____________ and returning by _______________. The expenses which

(time) (time)

each student must pay are as follows:

Bus __________

Admission __________

Lunch __________

TOTAL __________

If you wish your child to participate in this activity, please complete the permission

slip below and return it, with the money, to school by __________.

(date)

______________________________

Teacher’s Signature

********************************************************************

DETACH AND RETURN

I give permission for my son/daughter to participate in the field trip to

_______________________ on __________________. In case of an emergency, I

may be reached at __________________. However, if I cannot be contacted at

(phone #)

this number, I giver permission for my child ___________________________ to

be treated by a physician and/or a hospital. My child (has/does not have) a medical

condition which the chaperone should be aware of: _______________________.

(condition)

The school district is not responsible for damage or loss of personally owned student property.

____________________ ________________________

Date Parent’s Signature

GRADING SYSTEMS

 Grading is considered a positive tool to indicate achievement and development in each class or subject in which a student is enrolled. The Board of Education recognizes that the classroom teacher has the primary responsibility to evaluate students and determine student grades. Classroom teachers will evaluate students and assign grades according to the established system. When a student’s achievement is evaluated, attention should be given to his/her unique characteristics and to accepted standards of performance in the educational setting.

Grading will be based, in part, upon student improvement, achievement, and participation in classroom discussions and activities. Parents will be informed regularly, at least four (4) times a year, of their child’s progress. The reporting key and/or rubrics will be appropriately explained.

Grading will not be used for disciplinary purposes, i.e., reducing grade for an unexcused absence, although a lower grade can be given for failure to complete assigned work or for lack of class participation.

All students are expected to complete the assigned class work and homework as directed. If work is missed due to absence, the student is expected to make up the work. The student and/or the student’s parent(s) or guardian(s) should discuss with the student’s teacher an appropriate means of making up the missed work.

The professional judgment of the teacher should be respected. Once a grade is assigned to a student by a teacher, the grade may only be changed by a district administrator after notification to the teacher of the reason for such change. Should an administrator enforce a grade change, he/she shall be prepared to report to the Superintendent of Schools and/or the Board.

Cross-ref : 4712, Student Progress Reports to Parents

4760, Makeup Opportunities

5100, Student Attendance

5160, Student Absences and Excuses

Ref : Education Law §§3202; 3205 et seq.

Matter of Nathaniel D ., 32 EDR 67 (1992)

Matter of Hegarty , 31 EDR 232 (1992)

Matter of Shepard , 31 EDR 315 (1992)

Matter of Handicapped Child , 32 EDR 83 (1992)

Matter of Ackert , 30 EDR 31 (1990)

Matter of Augustine , 30 EDR 13 (1990)

Matter of Boylan , 24 EDR 421 (1985)

Matter of Burns , 29 EDR 103 (1989)

Matter of Chipman , 10 EDR 224 (1971)

Matter of Dickershaid , 26 EDR 112 (1986)

Matter of Fitchett‑Delk , 25 EDR 178 (1985)

Matter of Gibbons , 22 EDR 134 (1982)

Matter of LaViolette , 24 EDR 37 (1984)

Matter of MacWhinnie , 20 EDR 145 (1980)

Matter of McClurkin , 28 EDR 136 (1988)

Matter of Reid , 65 Misc 2d 718 (1971)

Matter of Rivers , 27 EDR 73 (1987)

Matter of Shamon , 22 EDR 428 (1983)

1 st Reading 3/26/02 2 nd Reading & adoption 4/23/02

 STUDENT PROGRESS REPORTS TO PARENTS

The Board of Education believes that good communication between parent and teacher is necessary in the educational process. The reporting contacts between parent and teacher should be varied and frequent. All forms and methods of communication will be used, such as parent-teacher conferences, mail, telephone and school visitation by parents.

Progress reports should reflect the educational growth of the child in relationship to the child’s ability, attitudes, interests, conduct, citizenship and achievement.

In accordance with the provisions of Title I, parents/guardians shall be provided with reports on their child's progress. In addition, the parents/guardians of PCEN students shall be provided with semi-annual progress reports. Copies of letters sent to parents/guardians relating to a particular situation or problem will be kept in the student's folder.

Each student who receives Title I or PCEN services will be monitored and evaluated frequently for academic progress.

Cross-ref : 1900, Parental Involvement

4710, Grading System

Ref : 34 CFR §200.34(c)(l)(i) (ESEA Title I Program in Local Educational Agencies)

8 NYCRR Part 149, subparts 149-1; 149-3

1 st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

 PARENT CONFERENCES

The Board of Education encourages parent conferences with teachers as an effective means of communication between the home and the school. These conferences provide opportunity for open communication regarding administrative procedures, instructional programs, goals and objectives, and pertinent information regarding student progress.

Teachers have a responsibility to meet with parents to discuss student problems and progress. Two scheduled conferences should be held with each parent sometime during the school year. When a parent requests a conference with a teacher, the teacher shall make every effort to arrange a mutually convenient time. Such conferences should be scheduled around the school day so as not to interfere with the instructional process.

1 st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

 TESTING PROGRAMS

The Board encourages professional staff to employ a comprehensive approach towards monitoring student progress including New York State Assessments, district-selected norm-referenced exams, and informal written and oral tests selected by teachers via the district's Assessment Committee. Teachers' performance observations and individually developed assessment measures provide essential information to regularly inform instructional intervention plans.

Tests developed by teachers and informal assessments administered at varying intervals throughout the school year are used to evaluate, diagnose and enhance the effectiveness of classroom teaching and student learning. Standardized testing, often more objective measures, serve as a measure of individual, class, school and district growth. Mandated New York State tests in English/Language Arts, Mathematics, Science and Social Studies are administered in the appropriate grade levels. In addition, standardized norm-referenced reading and math achievement tests are administered in grades 3, 5 and 6.

As part of the district's present policy, individual literacy assessments are administered in grades K-6 and teacher-developed diagnostic math assessments are administered in grades 3-6.

The results of all testsbecome a part of the student’s cumulative record and will be maintained in accordance with the Board’s policy on student records.  

Ref : 8 NYCRR §§100.3(b)2; 100.4(d)1; 100.5(a)4; 100.5(b)5; 100.5(c)5

1st Reading 10/28/03

2 ND Reading & Adoption 11/25/03

 HOMEWORK

 Homework is recognized and encouraged as an extremely valuable activity and as an appropriate extension of classroom instruction. Homework provides excellent opportunities for developing good study habits, providing for individual differences and abilities, and encouraging self-initiative on the part of the student. An assignment important enough to be done must be considered worthy of teacher evaluation.

The Board of Education believes that parental involvement in students' homework is essential to making homework an integral part of the educational program. Parents are encouraged to monitor homework assignments and, to the extent possible, provide conditions that are conducive to their successful completion.

1 st Reading 10/28/03

2 nd Reading & Adoption 11/25/03

Administrative Regulations on Homework

Homework shall be given as either a group or an individual assignment. It must be collected, reviewed, and returned to the student. Kindergarten and Grades 1 and 2 shall have a daily assignment of approximately 30 minutes, grades 3 and 4 approximately 45 minutes, and grades 5 and 6 approximately 60 minutes. These guidelines include the expectation that students will read for at least 15 to 30 minutes per night.

Homework shall be assigned according to these guidelines:

1. Homework should be a properly planned part of the curriculum, extending and reinforcing the learning experience of the school.

2. Homework should help children learn by providing practice in the mastery of skills, experience in data gathering and integration of knowledge, and an opportunity to remediate learning problems.

3. Homework should help develop the student’s sense of responsibility by providing an opportunity for the exercise of independent work and judgment.

4. The number, frequency, and degree of difficulty of homework assignments should be differentiated based on the abilities, activities, and needs of the student. However, the grade given for the homework is dependent on the student’s performance.

 PROMOTION, RETENTION, ACCELERATION

Each pupil’s progress toward school-adopted goals shall be of major concern to the school staff. Pupil progress shall be viewed comprehensively in light of such factors as:

• age
• social needs
• level of maturity
• ability as determined by objective and subjective data
• educational achievement
• environmental influences

Pupils will be placed at the grade level and in classes to which they are best adapted academically, socially, and emotionally as determined by the principal. A student shall only be retained when a compelling reason to do so exists. (R)

1 st Reading 9/24/02

2 nd Reading & Adoption 10/22/02

 Promotion or Retention Procedure  

• A child should experience continuous progress insofar as possible.

• Children should be placed in the teaching-learning situation where they will receive the kind of instruction which will enable them to progress to the best of their abilities.

• Some factors that should be considered in placing a child are: academic achievement, chronological age, cognitive ability, social and emotional adjustment, physical characteristics and individual progress.

• In general, the retention of a child during the elementary school period is not considered desirable.

• Promotion or non-promotion should be made on the basis of the placement that promises to serve best the welfare of the individual child after consideration of all factors.

• A decision to retain shall be arrived at by consensus from a case conference approach involving the teacher, Building Principal, school psychologist, and parent/guardian. Factors to be considered include teacher recommendation; classroom achievement; standardized test scores; social and emotional development; results of the family conference; and, for identified students, recommendations by the Committee on Special Education. If a consensus cannot be reached, the decision of the Building Principal shall be final.

No student will be retained without an appropriate educational plan developed by the building principal, in conjunction with the school’s Child Study Team, defining what will occur that is instructionally different for the student. Once the educational plan has been implemented, the student will be monitored regularly by the Child Study Team. The educational plan will be revised until the student demonstrates acceptable performance.

1 st Reading 9/24/02

2 nd Reading & Adoption 10/22/02

 MAKEUP OPPORTUNITIES

 Students who are absent shall be given reasonable time to make up assignments missed during their absence. When necessary and applicable, assignments may be sent home and teachers shall be available to render necessary assistance.

Ref : Matter of Augustine, 30 EDR 13 (1990)

Matter of Shannon , 26 EDR 218 (1986)

Matter of Falcigno , 22 EDR 599 (1983)

1 st Reading 3/26/02

2 nd Reading & Adoption 4/23/02

 TEACHING ABOUT CONTROVERSIAL ISSUES

As a natural part of preparation for assuming an adult role in society, matters of a controversial nature will arise and may be dealt with as part of the student's learning experience.

The Board of Education recognizes that controversial issues deal with matters about which there are varied levels of opposing views, biases, emotions and/or conflict. Therefore, it is essential that the classroom teacher have guidelines in order to prepare and execute lessons that will be as objective as possible while considering the nature of the subject matter. It is important that students and staff recognize the following responsibilities:

1. In the classroom, matters of a controversial nature shall be handled as they arise in the normal course of instruction and not introduced for their own sake. Such issues shall be neither sought nor avoided.

2. When presenting various positions on a controversial issue, the teacher shall take care to balance major views and to assure that as many sides of the issues as possible are presented in a fair manner, with no position being espoused by the teacher as the only one acceptable.

3. When materials dealing with controversial topics are to be used, assigned or recommended, such materials must:

• be appropriate to the maturity level of the students; and
• balance major views and provide as many sides of the issue as possible in a fair manner, with no position presented as the only one acceptable; and
• not adversely affect the attainment of the district's instructional goals or result in substantial disruption of the normal operation of the classroom.

Prior to presenting materials on such an issue, the classroom teacher shall present the materials to the Principal for prior approval. The Principal will review the materials pursuant to the guidelines above.

4. Before a guest speaker is permitted to address the students, approval must be granted by the Building Principal.

Ref : Education Law §414

Hazelwood v. Kuhlmeier , 484 US 260 (1988)

Tinker v. Des Moines Independent Community School District , 393 US 503 (1969)

Board of Ed., Malverne UFSD v. Morgan, 3020-a panel decision; Howard C. Edelman, Esq., chairman (Feb. 2, 1990)

Matter of Morgan, 29 EDR 363 (1990)

Malverne v. Sobol (RJI # 01-90-ST2690) Sup. Ct. , Albany County , G. Cobb, J.S.C., 4/1/91

1 st Reading 5/28/02

2 nd Reading & Adoption 6/24/02

 SCHOOL CEREMONIES AND OBSERVANCES

 The Board of Education recognizes the value of certain ceremonies and observances in promoting patriotism and good citizenship among the students. Therefore, activities in schools commemorating national holidays such as Memorial Day, Thanksgiving and President's Day are encouraged.

The Board remains impartial with regard to religion and seeks neither to advance nor inhibit religion. Students, faculty and administration are reminded of the pluralism of religious beliefs and are urged to be conscious of and respect the sensitivities of others. Therefore, no religious celebrations including organized prayer, bible reading or other activities performed in a religious context may be held on public school property, except to the extent permitted by the Equal Access Act.

Notwithstanding, the Board recognizes that activities related to the celebration of religious holidays present an excellent opportunity to teach about religion and foster respect and understanding among students. In addition, educational goals motivated by secular purposes cannot always filter out religious aspects, and sometimes require the presentation of material with religious themes. Therefore, activities related to the observance of religious holidays will be permitted to the extent that they are conducted in an unbiased and objective manner and focus on the origins of the holiday, its history, and the generally agreed upon meaning of the holiday observance.

In planning activities related to a religious holiday or theme, special effort should be made to ensure that the activity is not devotional and students of all faiths can join without feeling that they are betraying their own beliefs. Therefore,

1. school and class plays shall not be overtly religious;

2. religious music shall not entirely dominate the selection of music; and

3. program notes and illustrations shall not be religious or sectarian.

The display of religious objects or symbols is also prohibited except to the extent that they are used as a teaching aid or resource to provide examples of cultural and religious heritage within the context of a short-term study in the curriculum such as world religions, art or history. Symbols which are secular and seasonal in nature, such as Santa Claus and dreidels can be displayed in a seasonal context.

Students shall be given the option to be excused from participating in those parts of a program or curriculum involving a religious theme which conflicts with their own religious beliefs.

Ref : Santa Fe Indep. Sch. Dist. V. Doe , ___ U.S. ___, ___S.Ct. ___, 2000WL 775587, No. 99-62 ( June 19, 2000 ) (constitutionality of student-led prayers at interscholastic athletic activities)

Lee v. Weissman , 505 U.S. 577 (1992) (constitutionality of clergy-led prayers at graduation ceremonies)

Lemon v. Kurtzman , 403 U.S. 602 (1971) (constitutional test to determine church-state issues)

Lynch v. Donnelly , 465 U.S. 668 (1984) (constitutionality of holiday display)

County of Allegheny v. American Civil Liberties Union of Greater Pittsburgh Chapter , 492 U.S. 573 (1989) (constitutionality of holiday display)

Florey v. Sioux Falls School District ; 619 F2d 1311 (8th Cir., 1980) (constitutionality of school observance of holidays)

Matter of Rosenbaum , 28 EDR 138 (1988) (permissibility of religious music and art in schools

Matter of Cromwell , 72 EDR 116 (1951) (religious holidays in schools)

1 st Reading 5/28/02

2 nd Reading & Adoption 6/24/02