|
INSTRUCTIONAL GOALS |
IB |
1.
The State
Department of Education shall provide an instructional program and establish
guidelines and procedures for managing such program in the public schools as
part of the State Program of Educational Accountability and Assessment of
Performance as prescribed in Section 37-3-46.
Public school districts may (a) elect to adopt the instructional program
and management system provided by the State Department of Education; or (b)
elect to adopt an instructional program and management system which meets or
exceeds criteria established by the State Department of Education for
such. This provision shall begin with
the courses taught in Grades K-8 which contain skills tested through the Mississippi
CCAS and shall proceed through all secondary school courses mandated for
graduation and all secondary school courses in the
2.
The State Department of
Education shall provide such instructional program and management guidelines
which shall require for every public school district that:
a.
All courses taught in Grades
K-8 which contain skills which are tested through the Mississippi CCAS, all
secondary school courses mandated for graduation, and all courses in the
end-of-course testing program shall include the State Department of Education's
written list of learning objectives.
b.
The local School Board must
adopt the objectives that will form the core curriculum which will be
systematically delivered throughout the district.
c.
The set of objectives
provided by the State Department of Education must be accompanied by suggested
instructional practices and resources that would help teachers organize
instruction so as to promote student learning of the objectives. Objectives
added by the school district must also be accompanied by suggested
instructional practices and resources that would help teachers organize
instruction. The instructional practices
and resources that are identified are to be used as suggestions and not as
requirements that teachers must follow.
The goal of the program is to have students to achieve the desired
objective and not to limit teachers in the way they teach.
d.
Standards for student
performance must be established for each core objective in the local program
and those standards establish the district’s definition of mastery for each
objective.
e.
There shall be an annual
review of student performance in the instructional program against locally
established standards. When weaknesses
exist in the local instructional program, the district shall take action to improve
student performance.
3.
The State Board of Education
and the Board of Trustees of each school district shall adopt policies to limit
and reduce the number and length of written reports that classroom teachers are
required to prepare.
4.
This section shall not be
construed to limit teachers from using their own professional skills to help
students master instructional objectives, nor shall it be construed as a call
for more detailed or complex lesson plans or any increase in testing at the
local school district level. §37-3-49 (1998)
Standard 27 is as follows: The school district
implements an instructional management system that has been adopted by the
School Board and that includes, at a minimum, the competencies required in the
curriculum frameworks approved by the State Board of Education. {MS Code
37-3-49}
Standards 33 and 34 are as follows:
33. The basic curriculum of each high school
consists of required and approved courses that generate at least 32 Carnegie
units annually. (See Appendices B and
C.) {MS Code 37-1-3 (2)}
Note: Any
request for exemption from teaching the courses listed in Appendix B must be
approved by the Commission on School Accreditation.
34. The basic
curriculum of each elementary or middle school (any configuration of grades
K-8) consists of reading/language arts, mathematics, science, social studies,
the arts, and physical education, which may be taught by a regular classroom
teacher. (MS Code §37-1-3 [2])
NOTES:
1.
For Career Education, see §37-13-60; for Character Education Program,
see Senate Bill 2121 (1999 Legislative Session); for Reading Sufficiency
Program of Instruction, see §37-17-6 (1998); for Sex-Related Education, see
§37-13-171 and 173 (1998); for Education of Exceptional Children (IDEA), see
§37-23-1 through §37-23-31.
2.
The Appendix of the Mississippi
Public School Accountability Standards (2001) includes sections on
graduation requirements and course development.
LEGAL REF.: MS CODE as cited
CROSS REF.: Policies BA – Board Operations Goals and
Objectives
CA –
IC – Instructional Development
ID – Instructional Program
Management
IH – Student Achievement Improvement
Act of 1999
CURRICULUM DEVELOPMENT |
IC |
Standard 23 is as follows: The school district is in
compliance with state and/or federal requirements for the following programs:
23.1
Early Childhood Programs
(kindergarten and teacher assistant) {MS Code 37-21-1 et seq.} (SB Policy IDAC)
23.2
Vocational-Technical
Education {MS Code 37-31-1 et seq.}
23.3
Special Education {MS Code
37-23-1 through 9} (SB Policies IDDF and Federal Code)
23.4
Child Nutrition {MS Code
37-11-7} (SB Policies and Federal Code)
23.5
Titles I, II, IV, and VI, No
Child Left Behind Act
23.6
Technology in the Classroom
{MS Code 37-151-19(3)}
23.7
Driver Education {MS Code
37-25-1 et seq.} (SB Policy IDDE)
23.8
Pre-Kindergarten (Refer to
the
23.9
23.10 Transportation Program {MS
Code 37-41-53} (SB Policies)
23.11 School Safety Plan,
including facilities that are clean, safe, and equipped to meet the
instructional needs of students and staff {MS Code 37-3-81, 37-7-301(c)(d)(j),
37-11-5 and 49, 37-17-6(20), and 45-11-10}
Standard 27 is as follows: The school district
implements an instructional management system that has been adopted by the
School Board and that includes, at a minimum, the competencies required in the curriculum
frameworks approved by the State Board of Education. {MS Code 37-3-49}
Standard 29 is as follows: The school district
provides an alternative education and/or GED program for the categories of
students identified in MS Code 37-13-92, and the program meets the guidelines
established by the State Board of Education. (See Guidelines for Alternative/GED School Programs.)
Standard 33 is as follows: The basic curriculum of
each high school consists of required and approved courses that generate at least
32 Carnegie units annually. (See Appendices B and C.) {MS Code 37-1-3(2)}(SB
Policy ICFA-1)
Note: Any request for exemption from teaching the
courses listed in Appendix B must be approved by the Commission on School
Accreditation.
Standard 34 is as follow: The basic curriculum of
each elementary or middle school (any configuration of grades K-8) consists of
reading/language arts, mathematics, science, social studies, the arts, and
physical education, which may be taught by a regular classroom teacher. {MS
Code 37-1-3(2)}
LEGAL REF.: MS CODE as cited
CROSS REF.: Policy
Supplies
Selection and Adoption
|
CURRICULUM DEVELOPMENT
RESOURCES/EQUIPMENT AND SUPPLIES SELECTION AND
ADOPTION |
|
Education Enhancement Funds shall not be expended
for administrative purposes. The school
district shall allocate supply funds equally among all classroom teachers in
the district. Two (2) or more teachers
may agree to pool their classroom supply funds for the benefit of a school
within the district pursuant to a spending plan that supports the overall goals
of the school which includes the type, quantity of such supplies, instructional
materials, equipment, computer or computer software. This plan shall be submitted in writing to
the school principal for approval.
Classroom supply funds allocated under this section shall supplement,
not replace, other local and state funds available for the same purpose. §37-61-33 (3) (a) (1997)
Standard 11 is as follows: The Board of Education
budgets and expends from District Maintenance Fund (fund #1120), a minimum of
$20.00 per student for instructional/library supplies, materials, and
equipment.
Standard 12 is as follows: Funds available for
classroom supplies, materials, and equipment from the Education Enhancement
Fund (fund #2440) are allotted and expended in compliance with Section
37-61-33, Mississippi Code of 1972, as amended, and State Board of Education
Policy DFBI.
Standard 24 is as follows: The school district meets
the following requirements for library-media services:
24.1
Each school has a library-media center with an organized collection of
materials and equipment that represents a broad range of current learning
media, including instructional technology.
24.2
The library staff offers a systematic program of service to students
and staff by providing access to the materials and equipment, by providing
instruction in the use of the materials and equipment, and by working with
teachers and other staff members to provide learning activities for the
students.
Standard 25 is as follows: The school district
provides each student with appropriate equipment and laboratory experiences to
meet the instructional requirements of the science program. (See
LEGAL REF.: MS CODE as cited
CROSS REF.: Policies IB – Instructional Goals
ICB – Curriculum Development
Planning
|
CURRICULUM DEVELOPMENT
PLANNING |
ICB |
It shall be the policy of this district to ascertain
the extent to which students master specific learner objectives and to use such
information in instructional planning and decision making. Each teacher shall use formative and
summative tests which are congruent with instructional activities to evaluate
the level to which specified learner objectives have been attained by students. Test results shall be accurately reported to
students and parents in a timely manner.
The School Board of this school district recognizes
the need to foster a sense of community and collaboration within schools, and
it recognizes the need to provide the opportunity for shared discussions among
professional staff and for shared work through positive, open, cooperative
relationships.
Standard 16 is as follows: The school district
engages in planning to review the educational status of the district and to
address specific actions relative to accreditation and performance separately.
Standard 23.9 is as follows: The school district is
in compliance with state and/or federal requirements for the Mississippi
Curriculum Content Assessment System. (See Appendix F.) {MS Code 37-16-1
through 4} {SBE Policy IIB-1, 3-6 and IHF-1 and 2}
Standard 27 is as follows: The school district
implements an instructional management system that has been adopted by the
School Board and that includes, at a minimum, the competencies required in the
curriculum frameworks approved by the State Board of Education. {MS Code
37-3-49}
Standard 30 is as follows: Suggested teaching
strategies, resources, and assessment strategies are available to teachers in
each school for selection and use in teaching the required competencies. {MS
Code 37-3-49}
NOTE: For Career Education, see §37-13-60; for
Character Education Program, see Senate Bill 2121 (1999 Legislative Session);
for Reading Sufficiency Program of Instruction, see §37-17-6 (1998); for
Sex-Related Education, see §37-13-171 and 173 (1998); for Education of
Exceptional Children (IDEA), see §37-23-1 through §37-23-31. The Appendix of the Mississippi Public School Accountability Standards (2001) includes
sections on graduation requirements and course development.
LEGAL REF.: MS CODE as cited
CROSS REF.: Policy IB – Instructional Goals
|
CURRICULUM ADOPTION |
ICF |
No
course of study shall be eliminated or new courses added without approval of
this School Board. Neither shall any
sharp alteration or reduction of a course of study occur without Board
approval.
The
subjects taught and credit earned toward graduation shall be those required by
the state accrediting standards and from among those approved for the secondary
schools.
Refer
to the current edition of Approved Courses for the Secondary Schools
of Mississippi published by the Office of Instructional Development.
For a
complete listing of all approved courses for all grade levels and other job
code assignments refer to the current edition of Mississippi
Personnel/Accreditation Data Report Reference Manual.
Standard
23.9 is as follows: The school district is in compliance with state and/or
federal requirements for the Mississippi Curriculum Content Assessment System.
(See Appendix F.) {MS Code 37-16-1 through 4} {SBE Policy IIB-1, 3-6 and IHF-1
and 2}
LEGAL
REF.: MS CODE as cited
CROSS
REF.: Policies CA – General Administration Goals and Objectives
IB – Instructional Goals
|
SEX-RELATED EDUCATION |
ICG |
Abstinence education, as defined in House Bill 1304
(1998), shall be the state standard for any sex-related education taught in the
public schools.
Any course containing sex education offered in the
public schools shall include instruction in abstinence education. However, the local School Board may
authorize, by affirmative vote of a majority of the members, the teaching of
sex education without instruction on abstinence. In such event, the curriculum offered in the
schools relating to sex education must be approved by a majority of the School
Board members.
Local school districts, in their discretion, may
host programs designed to teach parents how to discuss abstinence with their
children.
Each school providing instruction or any other
presentation on human sexuality in the classroom, assembly or other official
setting shall be required to provide no less than one (1) week’s written notice
thereof to the parents of children in such programs of instruction. The written notice must inform the parents of
their right to request the exclusion of their child from such instruction or
presentation. The notice must also
inform the parents of the right, and the appropriate process, to review the
curriculum and all materials to be used in the lesson or presentation. Upon the request of any parent, the school
shall excuse the parent’s child from such instruction or presentation, without
detriment to the student.
Nothing in this section shall apply to any
biological science course or curriculum.
NOTE: For legislation on the "School Nurse
Intervention Program" see MS CODE § 41-79-5
LEGAL REF.: House Bill 1304 (1998 Regular Session);
MS CODE § 37-13-171 and § 37-13-173
CROSS REF.: Policies IB – Instructional Goals
KNBA – Complaints About
Instructional Materials
|
INSTRUCTIONAL PROGRAM
MANAGEMENT |
ID |
Standard 16 is as follows: The school district
engages in planning to review the educational status of the district and to
address specific actions relative to accreditation and performance separately.
Standard 27 is as follows: The school district
implements an instructional management system that has been adopted by the
School Board and that includes, at a minimum, the competencies required in the
curriculum frameworks approved by the State Board of Education. {MS Code
37-3-49}
Standard 30 is as follows: Suggested teaching
strategies, resources, and assessment strategies are available to teachers in
each school for selection and use in teaching the required competencies. {MS
Code 37-3-49}
LEGAL REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS REF.: Policy IB – Instructional Goals
District
policies governing curriculum and course requirements are adopted by the School
Board and published annually in student handbooks as official policy statements
of the School District.
The
district shall provide a curriculum which meets State Department of Education
and Accreditation Commission requirements in compliance with standards in
relation to such matters as staffing, instructional activities, length of
school day/year, instructional time, etc.
STRATEGIC PLAN
The
School District shall develop, implement, and supervise a Strategic Plan.
The
Strategic Plan shall be submitted to the Board of Trustees for its
consideration, revision and approval.
Also see ICB.
|
EDUCATION PLAN |
IDA |
Standard 9 is as follows: The school district
implements a formal personnel appraisal system for licensed staff that includes
assessment of employee on-the-job performance. {MS Code 37-3-46(b)}
Standard 16 is as follows: The school district
engages in planning to review the educational status of the district and to
address specific actions relative to accreditation and performance separately.
EDUCATIONAL PLAN
PURPOSE
The purpose of the educational plan is to identify a
school district's strengths, needs, and goals and then to outline the
strategies for implementing changes and improvements.
PARTICIPANTS
The plan is jointly developed by school district
personnel, the community, and representation from the local School Board. This participation is documented.
SOURCES OF INPUT
Each school district establishes structures which
solicit regular input of community citizens, students, and staff regarding the
policies, procedures, programs, and operation of the school district. The School Board considers such input as the
plan is developed.
DATA SOURCES
The plan is based upon but not limited to:
1.
A survey which reflects pupil, faculty, and community attitudes or
opinions concerning the district and/or its individual school administration(s)
and programs.
2.
An outline of the district's instructional management system which
indicates how the curriculum is aligned from subject to subject and from grade
to grade.
3.
An analysis of student achievement data, with emphasis on the
evaluation component of the instructional management system.
4.
The school district's improvement plan (where applicable) which is
designed to address cited accreditation deficiencies. A copy of the approved improvement plan will
be included in the educational plan, along with updated information pertaining
to the district's compliance with accreditation standards.
5.
Student, staff, and community demographic data.
6.
A description of each school's individual program strengths, needs, and
goals.
CONTENT
The content of the educational plan includes
identified goals, the means of achieving these goals, and the timeliness
required. The educational plan also
includes but is not limited to:
1.
A written mission statement which reflects the purpose of the
educational program and the ways the mission will affect district operations.
2.
A description specifying how student achievement will be advanced in
the district over the time period of the plan.
3.
The role each school will play in the district's overall educational
plan.
NOTE: Supplementary documents (data sources) used to
identify strengths, needs, and goals of the district are not required as a part
of the plan but must be available for review.
ANNUAL APPROVAL/REVISION PROCESS
The School Board evaluates, revises, and approves
the plan on an annual basis. As part of
the strategic planning process the plan is updated yearly. The annual revision includes a review of the
district's educational status and specific actions that will be implemented to
improve the quality of educational programs.
CRITERIA FOR PUBLIC DISTRIBUTION
1.
The educational plan is made available for review upon request to any
citizen living within the district and to officials in the State Department of
Education.
2.
Once each academic year, the local School Board provides and makes
available to media with coverage in the general area of the school district a
report to the public outlining progress in implementing the educational plan
and identifying specific needs and plans to address needs.
3.
Once each academic year, the School Board also holds a public meeting
(which may be part of a regular School Board meeting) to review and discuss the
progress made toward meeting the goals and timeliness of its educational
plan.
LEGAL REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS REF.: Policies BA – Board Operations Goals and
Objectives Mission Statement
CA – General School Administration
Goals and Objectives
IB – Instructional Goals
IH – Student Achievement
Improvement Act of 1999
II – Testing Program
|
VOCATIONAL EDUCATION |
IDAA |
District
policies governing vocational education are adopted by the School Board and
published annually in student handbooks as official policy statements of the
School District.
|
CAREER EDUCATION |
IDAD |
This
School Board is authorized and empowered to adopt plans for the implementation
of a career education program as the same best suits the needs thereof and
thereby to orient its system to the field of work. In so doing, this board shall operate within
its regular budget, without the employment of additional personnel and out of
any available funds, federal, state, local or private.
Nothing
in sections 37-13-58 to 37-13-60 shall be so construed as to prohibit the
acceptance of contributions from the private business sector or cooperation therewith,
including but not limited to seminars, tours, lectures and in-service training.
There
will be cooperation between the State Department of Education, the state
coordinator of career education and this board in implementing this program as
it best suits the needs of the individual districts.
Provided,
further, the Commission on School Accreditation shall encourage the development
of plans of career education and the implementation thereof, and shall be
authorized to accredit same. §37-13-60 (1976)
|
HEALTH EDUCATION |
IDB |
The
State Board of Education shall make adequate provision for instruction in
general hygiene, individual hygiene, group hygiene and intergroup hygiene, and
provisions for regular periodic and thorough health examinations and inspections
of students and for such reasonable correlation as may be necessary for the
betterment of health and treatment of abnormalities through available agencies
inside or outside the public school system.
Provision shall also be made for education and health training through
physical exercises, games, play, recreation and athletics. The conduct and attainment of all students
taking part in such activities shall be graded and marked and may form a part
of the requirements for promotion or graduation.
|
DRUG EDUCATION |
IDBB |
The Board shall provide the necessary personnel to
comply with any law that requires the instruction of the harmful uses of drugs,
including alcohol.
|
EXTENDED SCHOOL YEAR |
IDCA |
This School Board shall maintain and operate all of
the schools under its control for such length of time during the year as may be
required. §37-7-301(m) (1993)
Standard 20.5 is as follows: The summer
school/extended year program meets all applicable requirements of the regular
school program. {MS Code 37-3-49}
·
Students from other schools enrolled in summer programs provide written
approval from the principal of their home schools.
·
Students enrolled in an extended year program complete all remaining
course/subject requirements/objectives before credit for the course/subject is
issued.
·
Students enrolled in a summer program are limited to earning one
Carnegie unit of credit during the summer school session.
LEGAL REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS REF.: Policies IB – Instructional Goals
IEC – Class Size/Enrollment
Requirements
|
CORRESPONDENCE
COURSES |
REVISED 01-08-07 IDCH |
It shall be the policy of this district that only those students who are lacking credits for graduation may earn a maximum of one (1) Carnegie unit credits, with prior approval of the principal, in either of the following methods:
1. One (1) Virtual School Carnegie unit credit; OR
2. One (1) Carnegie Unit through completing correspondence courses.
Expenses for MOLLI credit and/or correspondence course will be paid by the student.
|
SPECIAL PROGRAMS/PROGRAMS FOR EXCEPTIONAL CHILDREN/SPECIAL
ED/GIFTED/TALENTED |
IDD/JQA/DFC |
Special
programs for exceptional children shall be established by the Superintendent of
Schools as defined by the rules, regulations, and minimum standards of the
Mississippi State Department of Education, federal law, and court
interpretations.
The
philosophy on which programs for exceptional children are to be established is
based on the concept that every child shall have an opportunity to participate
in an educational program so planned, adapted, and conducted as to provide each
child with training and opportunity to take his/her rightful place in society.
Programs
for exceptional children shall be provided to help them acquire to their
maximum potential the attitudes and understanding, skills, abilities,
knowledge, and know-how to function in society.
DRIVER TRAINING |
IDDE |
The Superintendent shall develop the driver
education and training curriculum according to the rules and regulations
established by the State Board of Education which will provide driver education
training to eligible students of the district.
This board shall provide the facilities and the
necessary personnel. The program shall
be open to all district students who are fifteen years of age or above and
regularly enrolled in the ninth grade.
This school district shall prescribe regulations
determining who can best profit by and who shall receive instruction under this
program. It is provided, however, that
any student receiving instruction under this chapter shall be:
a.
Fifteen years of age or
above;
b.
A regularly enrolled student
in the ninth, tenth, eleventh or twelfth grades; and
c.
A full-time student in the
respective secondary school.
Any driver education student fifteen (15) years of
age shall secure a learner's permit issued by the Department of Public Safety
which shall be valid only while the student is under the direct supervision of
a driver education instructor and is actually enrolled in an approved course of
driver education which consists of thirty (30) hours of classroom and six (6)
hours of dual driving instruction. The
learner's permit shall expire at the end of the driver training course. The Department of Public Safety shall charge
a fee of One Dollar ($1.00) for the issuance of a learner's permit. §37-25-7
(1994)
Standard 23.7 is as follows: The school district is
in compliance with state and/or federal requirements for Driver Education. {MS
Code 37-25-1 et seq.,} (SB Policy
IDDE)
LEGAL REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS REF.: Policy IB – Instructional Goals
|
POLICIES AND PROCEDURES
AFFECTING CHILDREN WITH DISABILITIES |
IDDF |
The Long
Beach School District will provide a free appropriate public education to
children ages three (3) through twenty (20), with a disability who, by reason
thereof, need special education and, as appropriate, related services as
defined under Part B of the Individuals with Disabilities Education Act
Amendments of 1997 (IDEA), Mississippi statutes, and the Mississippi Department
of Education regulations. A free
appropriate public education will be provided to students with disabilities
residing within the jurisdiction of the district and who are enrolled in the
Long Beach School District. These
services will be provided at no cost to the parent, meet the standards of the
State Board of Education as set forth in State policies and procedures, and in
conformity with a student’s Individualized Education Program (IEP).
Preschool
students who have been determined to have a disability under IDEA, Part B,
shall be provided a free appropriate public education in accordance with an IEP
no later than their third birthday. If
the student’s birth date occurs during the summer months, the child’s IEP
Committee shall determine the date when services under the IEP will begin. This date will be no later than the beginning
of the next school year.
Children
participating in early-intervention programs under Part C of IDEA, and who are
eligible and will participate in preschool programs under Part B of IDEA, will
experience a smooth and effective transition to the district’s preschool
program. Appropriate district personnel
will participate in transition planning conferences arranged by the Department
of Health, the lead agency for Part C of IDEA.
In
accordance with Part B of IDEA regulations, students with disabilities who have
graduated from high school with a regular education diploma are not entitled to
a free appropriate public education by the District. Provision of a free appropriate public
education will continue for a student with a disability through the school year
in which a student reaches age twenty-one (21) if the student was enrolled in
the district and was twenty (20) at the beginning of the school year.
Procedures
for the implementation of this policy by the district are those contained in
the state regulations that are relevant to local school districts and issued by
the Mississippi Department of Education.
The
District is committed to serving students with disabilities and hereby sets a
goal of expanding and providing full educational opportunities for all students
with disabilities, age birth through twenty-one (21) in accordance with
Mississippi Department of Education’s policies and procedures. The opportunities will be provided in
accordance with applicable State statutes, Federal laws and the Mississippi
Department of Education’s policies.
The
Long Beach School District will continue its efforts to search for children,
ages birth through twenty-one, who may be in need of special education and
related services as defined under IDEA, Part B.
Children with disabilities who reside within the district’s
jurisdiction, including children attending private schools, regardless of the
severity of their disability, are identified, located and evaluated for
services. The district will adhere to
the relevant policies and the procedures for implementation of the Child Find
requirements for local school districts under IDEA, Part B, as issued by the
Mississippi Department of Education.
All
testing and evaluation materials and procedures used by the Long Beach School
District personnel for assessment and placement will be to the maximum extent
possible (with the current state of the art), selected and administered so as
not to be racially or culturally discriminatory. The district will ensure that no child will
be misclassified, misplaced, or unnecessarily identified as having a disability
because of the inappropriate selection, administration or interpretation of
materials or procedures.
The
Long Beach School District will conduct a full and individual initial
evaluation in accordance with the policies and procedures of Mississippi
Department of Education prior to the initial provision of special education and
related services to a student with a disability. Following a referral for an initial
evaluation, the district will ensure a Comprehensive Assessment is
conducted. A reevaluation will be
conducted of each student with a disability in accordance with the regulations
of the Mississippi Department of Education.
All initial evaluations and reevaluations conducted by the district will
be provided at no cost to the parent.
The district’s procedures for implementation of this policy are those
contained in the state regulations issued by the Mississippi Department of
Education.
The
Long Beach School District will protect the confidentiality of any personally
identifiable data, information and records collected and maintained relative to
students with disabilities as required under IDEA, Part B, and the Family
Educational Rights and Privacy Act (FERPA).
The procedures for implementation of the policy are those contained in
the State regulations issued by the Mississippi Department of Education.
In accordance
with the policies and procedures of the Mississippi Department of Education,
the Long Beach School District will ensure the development, implementation,
review, maintenance, and revision of each student’s IEP periodically but not
less than annually. Educational
placement decisions will be determined by a student’s IEP Committee, except
when a school official has the authority under IDEA, Part B, to remove a
student with a disability from the student’s current placement due to a
violation of school rules. The Long
Beach School District will initiate and conduct IEP meetings to develop,
review, and revise the IEP of a student residing within its jurisdiction who is
provided special education and related services in accordance with the
regulations issued by the Mississippi Department of Education. The district’s procedures for implementation
of this policy are those contained in the state regulations issued by the
Mississippi Department of Education.
The
Long Beach School District assures the provision of the rights and the
procedures provided to parents and students with disabilities as required under
IDEA, Part B, and the regulatory policies and procedures issued by the
Mississippi Department of Education. Due
process rights are provided to students with disabilities and their
parents. The district’s procedures for
implementation of this policy are those contained in the state regulations
issued by the Mississippi Department of Education.
Each child
with a disability will be educated with children having no disabilities in
his/her age range to the maximum extent appropriate, including children in
public or private institutions or other care facilities. No special classes, separate schools or other
removal of children with disabilities from the regular educational environment
will occur unless the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
Children with disabilities will be afforded an equal opportunity to
participate in nonacademic and extracurricular services and activities. The district’s procedures for implementation
of this policy are those contained in the state regulations issued by the
Mississippi Department of Education. The
IEP Committee, when determining placement of each student with a disability,
will utilize this policy and the designated procedures.
Students
with disabilities, as defined under IDEA, Part B, are responsible for adhering
to the same rules of conduct as nondisabled students. In accordance with the Federal requirements
under the Individuals with Disabilities Education Act Amendments of 1997
(IDEA), the State statutes and the Mississippi Department of Education’s
policies and procedures, when a student with a disability violates school
rules, the principal or designated school officials may order the removal of a
student with a disability from the student’s current educational placement.
Students
with disabilities are entitled to a free appropriate public education, even
those who have been suspended or expelled from school as specified under IDEA,
Part B, State statutes and the Mississippi Department of Education’s policies
and procedures. Whenever a student with
a disability is removed from the student’s current educational setting for
disciplinary reasons and placed in an interim alternative setting, the setting
must be one which enables the student to continue to participate in the general
curriculum, to continue to receive those services and modifications described
in the student’s current IEP, and to receive services and modifications
designed to address the student’s behavior.
In
accordance with requirements under IDEA, Part B, when a student is removed from
the student’s educational placement due to a violation of school rules and that
removal constitutes a change of placement, the student’s Individualized
Education Program (IEP) Committee will determine the student’s placement. Based on the timelines and processes
specified under IDEA, Part B, the IEP Committee will meet to plan for a
functional behavioral assessment to be conducted and to implement a behavioral
intervention plan. As soon as
practicable after the development of the plan and the completion of the
assessment, the IEP Committee will develop appropriate behavior interventions
and the interventions will be implemented.
The
district’s procedures for implementation of this policy are those contained in
the state regulations issued by the Mississippi Department of Education.
Each
child with a disability under IDEA, Part B, who is placed in or referred to a
private school by the Long Beach School District will be provided special
education and related services in conformance with an IEP and at no cost to the
parents. The district will place
children with disabilities in private schools or facilities only as a means of
providing special education and related services. The district will determine, in consultation
with the child’s parent(s), that a free appropriate public education could not
be provided in the local school district and the appropriate placement, as
determined by the IEP Committee, is in a private school or facility. Such placements will not be made for
non-educational purposes.
The
district’s procedures for implementation of this policy are those contained in
the state regulations issued by the Mississippi Department of Education.
To the
extent consistent with the number and location of children with disabilities
enrolled by their parents in private schools, provision will be made for their
participation in activities assisted or carried out under Part B by providing
them an opportunity to receive special education and/or related services in
accordance with the policies and procedures under IDEA, Part B, and those
issued by the Mississippi Department of Education. No private school child with a disability has
an individual right to receive some or all of the special education and related
services that the child would receive if enrolled in this public school
district. A Services Plan will be
developed and implemented for each private school child with a disability who
has been designated by the district to receive special education and related
services. The district’s procedures for
implementation of this policy are those contained in the state regulations
issued by the Mississippi Department of Education.
The
district will continue with efforts to recruit, prepare and retain
appropriately and adequately trained personnel to provide special education and
related services to children with disabilities in accordance with the personnel
standards of the Mississippi Department of Education. The district provides for ongoing personnel
development activities, as necessary, to ensure the provision of free
appropriate public education for students with disabilities in accordance with
regulations issued by the Mississippi Department of Education. In accordance with state regulations and
procedures, the district will determine local staff development needs and
provide for training on topics determined to be district priorities.
The
Long Beach School District will utilize the established performance goals and
indicators established by the Mississippi Department of Education to assess the
district’s progress toward achieving those established goals.
The
Long Beach School District will ensure children with disabilities are included
in general State and district-wide assessment programs, with appropriate
accommodations and modifications in the administration of such tests in
accordance with the policies and procedures established by Mississippi
Department of Education and the local school district. Children with disabilities who cannot
participate in general State and district-wide assessment programs will be
provided an alternate assessment in accordance with policies and procedures
established by the Mississippi Department of Education and the local school
district.
The
Long Beach School District will establish local interagency agreements, as
appropriate, to ensure a free appropriate public education is provided to
children with disabilities residing within the jurisdiction of the district as
required by federal and state rules and regulations.
The
Long Beach School District will ensure that extended school year (ESY) services
are available as necessary to provide a free appropriate public education. ESY services are special education and
related services that are provided to a child with a disability which meet the
standards of the Mississippi Department of Education criteria in State
regulations. Services, as appropriate,
will be provided beyond the normal school year of the district, in accordance
with the student’s IEP, and at no cost to the parents.
|
GRADING AND GRADUATION
POLICY FOR DISABLED STUDENTS |
IDDFA |
Policy for Grading and Report of Progress for
Students with Disabilities under the Individuals with Disabilities Education
Act
The
Long Beach School District will adhere to the following policy for determining
and reporting grades or progress for students with disabilities:
1.
The grading system used in the regular education
program will be utilized for students who receive instruction through the
regular education program and are expected to master the same objectives as
regular education students.
2.
For students who receive instruction through the
regular education program but an alternate or parallel curriculum (which
differs from that provided to grade level peers) is taught, grades will be
assigned for each academic area addressed on the student’s Individualized
Education Program (IEP). Grades given
will be based on the mastery of objectives/benchmarks outlined on the IEP using
the regular education grading system with input from both the regular and
special education teachers. The
student’s progress report and report card will reflect that these grades are
based on objectives/benchmarks outlined on the student’s IEP. At the end of each nine (9) weeks, the Report
of Progress for each objective/benchmark on the Annual Service Goal Page(s) of
the IEP will also be completed and forwarded to the parent(s). Students will not earn Carnegie unit credit
when this type of curriculum instruction is provided.
3.
For students who receive direct instruction in
academic areas from a special education teacher, grades will be assigned for
each academic area based on mastery of objectives/benchmarks identified on the
student’s IEP using the regular education grading system. The student’s progress report and report card
will reflect that these grades are based on objectives/benchmarks addressed on
the student’s IEP. At the end of each
nine (9) weeks, the Report of Progress for each objective/benchmark on the
Annual Service Goal Page(s) of the IEP will also be completed and forwarded to
the parent(s). Students will not earn
Carnegie unit credit when this type of curriculum instruction is provided.
4.
For students who receive direct instruction from a
special education teacher in functional/life skills areas or from a speech
pathologist in a language/speech area(s), grades will be given for each area
based on mastery of objectives/benchmarks addressed on the student’s IEP using
the following grading system: N=No
Progress Made; P=Progress Made; M=Mastery of Objectives/Benchmarks During this
Grading Period Based on Criteria Outlined on IEP. The student’s progress report and report card
will reflect that these grades are based on objectives/benchmarks addressed on
the student’s IEP. At the end of each
nine (9) weeks, the Report of Progress for each objective/benchmark on the
Annual Service Goal Page(s) of the IEP will also be completed and forwarded to
the parent(s). Students will not earn
Carnegie unit credit when this type of curriculum instruction is provided.
Any
student enrolled in regular education courses who does not meet course
requirements, even though accommodations and modifications have been
implemented in accordance with the student’s IEP, may receive a failing
grade. If it is obvious, however, that
the student with a disability cannot function appropriately in a regular
education class, the student’s IEP should be revised.
Graduation
Policy for Students with Disabilities under the Individuals with Disabilities
Education Act
Students
with disabilities will be issued a regular education high school diploma, an
occupational diploma, or a certificate of life skills completion as follows:
1.
By age fourteen (14) or prior to a student
entering the ninth grade, an Individualized Education Program (IEP) Committee
will consider the exiting options from high school. The parent(s) and, if appropriate, the
student will be informed of the requirements for each option and the various
alternatives in post-school activities based on each exiting option. An IEP Committee will determine and document
the option appropriate for each student.
2.
Students pursuing a regular education high school
diploma must meet the requirements set forth by the State Board of Education
and the Long Beach School District.
Special education and related services will be provided to assist a
student to reach this goal based on the student’s IEP.
3.
Students pursuing an occupational diploma must
meet the requirements set forth by the State Board of Education and the Long
Beach School District. Special education
and related services will be provided to assist a student to reach this goal
based on the student’s IEP.
4.
For those students pursuing a certificate of life
skills completion, a comprehensive curriculum of basic life skills will be
utilized for instructional purposes.
Transition services, including a functional vocational evaluation (if
appropriate), will be provided based on each student’s preferences and
interests, his or her IEP and the planned outcomes for post-secondary
activities specific to the student. As
determined appropriate by the IEP Committee, transition services may include:
·
Instruction in functional academics;
·
Community experiences;
·
Adult living;
·
Employment skills;
·
Related services; and
·
Daily living skills.
5.
An IEP Committee will review the previous exiting
option decision for each student at least annually. The committee, along with the parent(s) and,
if appropriate, the student, may change the original or previous decision
regarding the student’s exiting option.
6.
Every student who completes an approved course of
study by or before age 21 will receive a regular education high school diploma,
an occupational diploma, or a certificate of life skills completion and will be
permitted to participate in graduation activities.
|
OBSERVATIONS/SCREENINGS/ASSESSMENTS |
IDDFE |
Long
Beach School District personnel may conduct the following
observations/screenings/assessments without obtaining written parental
permission when a student is not being successful in the regular education
program:
1.
Speech/language screening;
2.
Hearing and/or vision screening;
3.
ADD or ADHD checklists;
4.
Behavioral observations/checklists; and
5.
Functional behavioral assessments
The purpose of these observations/screenings/assessments is to determine a student’s strengths as well as possible reasons for the student’s lack of success in the regular education program.
Also
see JGCA.
|
TITLE I PROGRAM POLICY |
IDDG |
It shall
be the policy of this school district to provide Title I services to eligible
students in accordance with the provisions of the Improving America's Schools
Act of 1994 (P.L. 103-382).
The
school district shall meet the requirements and comply with all applicable
statutory and regulatory provisions under the law. Such assurances shall remain in effect for
the duration of participation under Title I of the No Child Left Behind Act of
2001.
|
PARENT INVOLVEMENT POLICY – TITLE I |
IDDGA |
It
shall be the policy of this school district to implement programs, activities,
and procedures for involvement of parents in programs assisted under Title I
consistent with the provisions of Sections 1118. Such activities shall be planned and
implemented with meaningful consultation with parents of participating
children.
The
school district shall develop jointly with, agree upon with, and distribute to,
parents of participating children a written parent involvement policy that is
incorporated into the school district's plan developed under Section 1112,
establishes the expectations for parent involvement and describes how the
school district will involve parents in the planning, review and improvement of
the Title I Program.
To
further meet the requirements of Section 1118 of Title I, the school district
shall provide parents of participating children:
A.
timely information about programs under Title I;
B.
school performance profiles as required under
Section 1116 (A) (3) and their child's individual student assessment results,
including an interpretation of such results.
C.
a description and explanation of the curriculum in
use at the school level, the forms of assessment used to measure student
progress, and the proficiency levels students are expected to meet;
D.
opportunities for regular meetings to formulate
suggestions, share experiences with other parents, and participate as
appropriate in decisions relating to the education of their children if such
parents so desire.
Each
school served under Title I may amend the district's Parent Involvement Policy,
if necessary, to meet the requirements of Section 1118(b).
As a
component of the school-level parental involvement policy, each school shall
jointly develop with parents for all children served under Title I a school-parent
compact that outlines how parents, the school staff, and students will share
the responsibility for improved student achievement and the means by which the
school and parents will build and develop a partnership to help children
achieve the State's standards. See BBF.
ASSESSMENT
OF PARENTAL INVOLVEMENT, TITLE I PROGRAM
It
shall be the policy of this school district to annually assess Title I Parent
Involvement as required by P.L. 103-382, Section 1118. The school district shall use the following
documents for assessment:
(A)
Attendance
sign-in sheets from Title I workshops and parent meetings;
(B)
Records
of materials and equipment checked out by parents at the Parent Center; and
(C)
Written
records of parent teacher conferences held during the school year.
|
SECTION 504 – AMERICANS WITH DISABILITIES ACT
PROCEDURES (EMPLOYEES AND SCHOOL VISITORS) |
IDDHA |
Any person who believes that
he/she or any class of individuals have been subjected to discrimination as
prohibited by Section 504 of the Rehabilitation Act of 1973 or the Americans
With Disabilities Act may file a complaint pursuant to the procedures set forth
below, on his/her own behalf, or on behalf of another person or on behalf of
handicapped persons as a class. All
persons are encouraged to file grievances to resolve any disputes arising under
these laws. Filing a complaint will not
subject one to any form of adverse action, reprimand, retaliation or otherwise
negative treatment by School District personnel.
1.
Within ten (10) days of when
a complainant knew or should have known of discriminatory conduct, a complaint
shall be given in writing to the Section 504 Coordinator. The complaint shall describe specifically the
time, place and nature of, and the participants in the alleged discriminatory
acts. The Section 504 Coordinator shall,
within ten (10) days of receipt of the complaint, conduct or cause to be
conducted a thorough investigation including questioning of all parties
involved in the complaint. A written
record shall be made of the statements by all parties involved. After the investigation is complete, the
Section 504 Coordinator shall meet with the complaining party and give a full
report of the findings.
2.
If the grievance or
complaint is not satisfactorily resolved at Step 1, the complainant shall have
ten (10) days to appeal the Step 1 findings to the superintendent. The complainant shall present his/her
complaint in writing, describing the reasons for his/her dissatisfaction with
the results of Step 1. The Superintendent or his/her designee shall review all
aspects of the complaint and complete an additional investigation if
necessary. The superintendent shall
respond to the complainant in writing within ten (10) days of receipt of the
written appeal.
3.
If the complainant is not
satisfied with the results of Step 2, the complaining party shall have fifteen
(15) days from receipt of the superintendent's decision to appeal the complaint
to the School Board. The appeal shall be
in writing, describing the reasons for complainant's dissatisfaction with the
results of Steps 1 and 2. The complainant shall have the opportunity to present
an oral statement to the Board before the Board makes its decision. The Board's decision shall be rendered within
fifteen (15) days after receipt of the appeal.
Also see GAEB.
|
SECTION 504 PROCEDURES -
STUDENTS |
Revised
4-9-07 IDDHB |
Section 504 of the Rehabilitation Act of 1973
prohibits discrimination against students with a disability in any program
receiving federal financial assistance. No discrimination against any student with
a disability will knowingly be permitted in any of the programs and activities of
the School District. To ensure the District's compliance with Section 504 as it
applies to students with disabilities, the following procedures have been
adopted.
1. If a student claims that he/she has
been subjected to discrimination on the basis of his/her disability, in
violation of Section 504 of the Rehabilitation Act of 1973, or if the District
has reason to believe that a student has a disability requiring special instruction
or related services and the student is ineligible for services under IDEA, a
team of people who are knowledgeable of the student's educational needs shall
be convened to review and consider all pertinent information related to the
suspected disability. This team should
be a multi-disciplinary team including, where possible, the student's teachers,
parents, principal or designee, and someone qualified to interpret test scores.
Information such as grades, classroom documentation, comprehensive assessment
data, and other relevant information should be examined. This meeting shall be
convened within fifteen (15) calendar days after the District receives a
written statement describing the specific discriminatory conduct or as soon
after the date as practical when the District becomes aware of the student's disability
requiring special instruction or related services.
2. The team described in paragraph #1
above shall determine (i) whether the student is disabled under Section 504 and
(ii) whether that student, because of
the disability, requires special instruction or related services. If the
student meets both criteria, the team must determine what accommodations are
required to allow the student an equal opportunity to participate and progress
in school and school-related activities.
3. If the student's parents disagree with
the District's conclusion and recommendations, the parents shall be informed of
their right to ask for an impartial hearing to decide the matter. Hearing requests shall be made in writing to
the Superintendent of Schools at the District Office located at 19148 Commission Road, Long Beach, MS 39560, within five (5)
calendar days of the District's conclusion and recommendations regarding
accommodations. The request shall give specific reasons describing the discriminatory
actions by the District and why the District's accommodations are not
appropriate. The hearing request shall include a list of accommodations
requested by the parents and an explanation of why such accommodations are appropriate,
along with copies of any documents upon which the parents rely for support.
4. An
impartial hearing shall be held within forty-five (45) calendar days of receipt
of the written request. The District
shall obtain as a hearing officer an individual who is not an employee of the District
and who is knowledgeable of Section 504. The parent and student may take part
in the hearing and have an attorney represent them at their own expense. The District also may be represented by
counsel.
5. The hearing officer shall conduct the
hearing so as to give the parents an opportunity to present evidence supporting
their claim that their child has been subjected to discriminatory treatment in
violation of Section 504. The District
shall be given the opportunity to present evidence supporting its position with
respect to the student. A tape recording
of the hearing will be made by the District and a copy of the tape recording will
be provided the parents.
6. The impartial hearing will be conducted
in an informal manner with the hearing officer directing the meeting and
presentation of evidence.
7. The hearing officer shall make a
decision within fifteen (15) calendar days after the conclusion of the hearing.
The decision shall be given in writing to the District's 504 Coordinator and
the parents.
8. The decision made by the hearing
officer shall be final, except that any party aggrieved by the findings and
decision shall have the right to bring civil action with respect to the issues
of the due process hearing. Such action may be brought in any State court of
competent jurisdiction or in a District Court of the United States.
|
ALTERNATIVE SCHOOL PROGRAM |
IDDI |
Standard
29 is as follows: The school district provides an alternative education and/or
GED program for the categories of students identified in MS Code 37-13-92, and
the program meets the guidelines established by the State Board of Education.
(See Guidelines for Alternative/GED
School Programs.)
1.
Beginning with the school year 1993-94, the School
Boards of all school districts shall establish, maintain and operate, in
connection with the regular programs of said school district, an alternative
school program for, but not limited to, the following categories of
compulsory-school-age students:
a.
Any compulsory-school-age child who has been suspended
for more than ten (10) days or expelled from school, except for any student
expelled for possession of a weapon or other felonious conduct;
b.
Any compulsory-school-age child referred to such
alternative school based upon a documented need for placement in the
alternative school program by the parent, legal guardian or custodian of such
child due to disciplinary problems;
c.
Any compulsory-school-age child referred to such
alternative school program by the dispositive order of a chancellor or youth court
judge, with the consent of the superintendent of the child's school district;
and
d.
Any compulsory-school-age child whose presence in
the classroom, in the determination of the school superintendent or principal,
is a disruption to the educational environment of the school or a detriment to
the best interest and welfare of the students and teacher of such class as a
whole.
2.
The principal or program administrator of any such
alternative school program shall require verification from the appropriate
guidance counselor of any such child referred to the alternative school program
regarding the suitability of such child for attendance at the alternative
school program. Before a student may be
removed to an alternative school education program, the superintendent of the
student's school district must determine that the written and distributed
disciplinary policy of the local district is being followed. The policy shall include standards for:
a.
The removal of a student to an alternative
education program that will include a process of educational review to develop
the student's individual instructional plan and the evaluation at regular
intervals of the student's educational progress; the process shall include
classroom teachers and/or other appropriate professional personnel, as defined
in the district policy, to ensure a continuing educational program for the
removed student.
b.
The duration of the alternative placement, and
c.
The notification of parents or guardians, and
their appropriate inclusion in the removal and evaluation process, as defined
in the district policy. Nothing in this
paragraph should be defined in a manner to circumvent the principal's or the
superintendent's authority to remove a student to alternative education.
3.
The local School Board or the superintendent shall
provide for the continuing education of a student who has been removed to an
alternative school program.
4.
A school district may, in its discretion, provide
a program of general educational development (GED) preparatory instruction in the
alternative school program.
5.
Any such alternative school program operated under
the authority of this section shall meet all appropriate accreditation
requirements of the State Department of Education.
SPECIAL
EDUCATION PROGRAM
The
State Department of Education shall establish goals for the performance of
children with disabilities that will promote the purpose of IDEA and are
consistent, to the maximum extent appropriate, with other goals and standards
for children established by the State Department of Education. Performance indicators used to assess
progress toward achieving those goals that, at a minimum, address the
performance of children with disabilities on assessments, drop-out rates, and
graduation rates shall be developed.
Every two (2) years, the progress toward meeting the established
performance goals shall be reported to the public. Senate Bill 2506 (1999
Legislative Session) and §37-23-1 (1999)
The
educational programs and services provided for exceptional children in Sections
37-23-1 through 37-23-15, 37-23-31 through 37-23-35, 37-23-61 through 37-23-77
shall be designed to provide individualized appropriate special education and
related services that enable a child to reach his or her appropriate and
uniquely designed goals for success. The
State Board of Education shall establish an accountability system for special
education programs and students with disabilities. The system shall establish accountability
standards for services provided to improve the educational skills designed to
prepare children for life after their years in school. Senate Bill 2506 (1999
Legislative Session) and §37-23-1 (1999)
Also
see JCD.
LEGAL
REF.: MS CODE as cited and Senate Bill 2506 (1999)
Mississippi
Public School Accountability Standards (2001)
CROSS
REF.: Policies GBRC – Professional Personnel Work Load
IB – Instructional Goals
IDDF – Special Education Program
JCD – Alternative School
II – Testing
IDDI – Alternative School Guidelines
IDDIA – GED Program
|
ALTERNATIVE EDUCATIONAL PROGRAMS – GED PROGRAM |
IDDIA |
The
Long Beach School District may provide a GED program for those students who are
over-age and at risk of dropping out of high school before completion, giving
them a second opportunity to complete high school. The program shall be established under the
guidelines meeting minimum requirements as specified in Mississippi Senate Bill
2855 and applicable policies of the State Board for Community and Junior
Colleges as stated in Mississippi Code 37-35-1.
Recommendation
for student participation in the GED Program will be made by the student's
school committee consisting of a school administrator, counselor, classroom
teacher and support staff who will plan his/her program of study. The criteria for student participation in the
GED Program will consist of the following: The student
a.
must be at least sixteen (16) years of age and
enrolled and attending a school in the Long Beach School District at the time of
referral;
b.
must be at least two (2) or more grade levels
behind or have acquired less than four (4) Carnegie units;
c.
must have taken every opportunity to continue to
participate in course work leading to a regular high school diploma;
d.
must not have been expelled from school for
felonious conduct;
e.
must not have been referred to the Alternative
Education Program for disciplinary reasons unless behavioral modifications have
been attained; and
f.
must have the written consent from the
parent/guardian for placement in the GED program.
Prior
to placement, the student must be assessed by a pre-test of the TABE (Test of
Adult Basic Education) to be eligible for the program and should be able to
complete the program within two (2) years from the date of entry.
Students
placed in the GED Program shall be considered to be enrolled in the Long Beach
School District, will be reported on the monthly attendance report of the
district, and will be counted in the average daily attendance record for
funding purposes.
Students
placed in the GED Program shall not be eligible to participate in any regular
academic course or other programmatic activities within the school district,
including graduation, athletics, choir, band, or any other extra curricular
activities, except that a GED student may participate in existing job and skill
development programs or in programs developed in conjunction with the GED
Program and the Vocational Education Director.
The GED
class(es) shall be taught by a certified instructor(s) and maintain a student/teacher
ratio of not more than 15:1 with an exception of 20:1 when an aid is employed
full time to assist the teacher. The
curriculum and instructional methodology must address the individual needs of
each student as specified in an Individual Education and Career Plan (IECP)
developed at the time of placement. The
IECP committee should include an academic teacher, academic counselor,
administrator and vocational personnel and will emphasize academic/instructional
needs of the student, job readiness skills, and work experience options. Students must have a minimum of twenty (20)
hours of instruction per week, combined with placement in one of the following
three areas:
1.
Job readiness skill instruction;
2.
Job placement; and/or
3.
Vocational skill instruction.
The
recommendation for placement in the GED Program must be forwarded to the
Director of Instruction who will review all documentation and make a
recommendation to the Superintendent for approval.
See MS
Code, §37-13-92 (4).
Also
see IFB, JCD.
|
Gifted Education Program |
IDDJ |
LONG BEACH SCHOOL DISTRICT GIFTED EDUCATION PROGRAM
The Long Beach School District provides a program of enrichment for intellectually gifted students in second through sixth grade. The classes at the elementary level are called “Discovery” and serve second through fifth grade students at each elementary school. The program at the middle school level is called “Excel” and serves students in sixth grade. Students at the elementary and middle school levels spend one day per week in the gifted “pull-out” program and the rest of the week in their general education classrooms.
Mississippi Department of Education gifted regulations and state mandate require that intellectually gifted students in grades two through six be provided services by a teacher with gifted endorsement for a minimum of five hours per week.
MISSION
The mission of the Long Beach School District gifted program is to insure that intellectually gifted children, as defined by the Mississippi Department of Education, are offered appropriate educational experiences that are qualitatively different from those available in the regular classroom in order to provide opportunities for them to realize their abilities and potential.
MDE DIFINITION
The State of Mississippi defines “Intellectually Gifted Children” and “Gifted Education Programs” as follows:
“Intellectually Gifted Children” shall mean those children and youth who are
found to have an exceptionally high degree of intelligence as documented through
the identification process.
“Gifted Education Programs” (GEP) shall mean special programs of instruction for
intellectually gifted children in grades 2-12, … in the public elementary and secondary
schools of this state. Such programs shall be designed to meet the individual needs of
gifted children and shall be in addition to and different from the regular program of
instruction provided by the district.
Although the State of Mississippi recognizes permissive programming for academically gifted students in grades 9-12; artistically gifted children in grades 2-12; and creatively gifted children in grades 2-12, only intellectually gifted programs in grades 2-6 are mandated by law. At this time, the Long Beach School District offers the program for intellectually gifted children in the mandated grades, 2-6.
The identification process consists of a combination of subjective and objective measures to determine eligibility for the gifted program and includes an equitable opportunity for the inclusion of students who are culturally diverse, underachieving, disabled under IDEA guidelines, physically handicapped, or ADD/ADHD.
All data collected as part of the identification process are protected by the Family Educational Rights and Privacy Act (FERPA). Access to this information is restricted to those personnel working directly with the identification process, working directly in the gifted education program, or that have a documented need to access. Parents have the right to view their children’s records at any time.
REQUIREMENTS AND PROCEDURES FOR REFERRAL
Referral for the gifted education program is based on consideration of performance in the regular classroom, potential ability, test performance, maturity, creativity, and leadership potential. While grades and/or achievement test scores might be an indicator of giftedness, by MDE Regulations, neither classroom behavior, grades, or achievement test scores may be used to eliminate a student from the identification process.
Referral must include documentation of two or more of the following:
A student may be referred for consideration, pending documentation of the above criteria, by a parent, teacher, counselor, administrator, peer, self, or anyone else having reason to believe that the student might be intellectually gifted. A referral must be initiated by written request to the teacher of the gifted. Once a referral process has been initiated with a dated and signed referral form, only the Gifted Local Survey Committee or parents can stop the identification process.
ASSESSMENT PROCEDURE AND ELIGIBILITY REQUIREMENTS
If a student meets the criteria for referral, the Gifted Local Survey Committee will recommend individual assessment to determine eligibility for an “Intellectually Gifted” ruling. Written parental permission for testing must be obtained before any individual testing is initiated.
PHASE I OF ASSESSMENT
If parent permission is granted for testing, a student must meet the stated criteria for at least three of the following measures prior to the administration of an individual intelligence test:
PHASE II OF ASSESSMENT
If the stated minimal acceptable criteria have been met on at least three of the above measures, an individual intelligence test will be administered by a licensed examiner. In no case will the examiner be related to the student being tested.
The student must score at or above the 90th percentile composite/full scale in order to satisfy eligibility criteria. If a student meets criteria, the Gifted Local Survey Committee will grant an “Intellectually Gifted” eligibility ruling.
POTENTIALLY TWICE-EXCEPTIONAL STUDENTS
In compliance with MDE gifted regulations, students who already have an eligibility ruling under IDEA and are being assessed for an intellectually gifted eligibility, and who did not satisfy the minimal acceptable criteria on the individual test of intelligence shall have their results reviewed by the LSC and a licensed examiner. If the student scores at or above the 90th percentile on the nonverbal scale, or who in the opinion of the reviewing committee would benefit from participation in the intellectually gifted program, the student may be granted a provisional eligibility for the intellectually gifted program for a period of one year. At the end of that year, the student’s teacher of the gifted shall meet with the review committee to discuss the student’s performance in the program. If the student has demonstrated success in the program, the LSC shall change the eligibility status from a provisional to regular eligibility. If the student has not been successful in the program, the provisional eligibility shall be revoked.
POTENTIALLY DISADVANTAGED GIFTED STUDENTS
Potentially disadvantaged students who did not satisfy minimal acceptable criteria on an individual test of intelligence, but did score at least the 85th percentile, may be administered additional measures to determine eligibility as established by MDE gifted regulations.
OUT-OF-STATE GIFTED ELIGIBILITIES
As each state has a unique set of eligibility criteria for placement in a gifted program, a student moving to Mississippi with a gifted eligibility from another state must satisfy Mississippi eligibility criteria before being considered for placement in the gifted program. The eligibility ruling from another state may be used to initiate the referral process in Mississippi.
There is no temporary placement in the gifted program while the student goes through the eligibility process within the district.
PLACEMENT IN THE GIFTED PROGRAM
Once a student is ruled eligible for placement in the gifted program, the parent has the right to agree to placement or withhold placement of the child in the program. Written parental permission must be obtained before the child can be placed in the program.
|
Participation in the Gifted Education Program is NOT a reward. It is an Entitlement under State Law (Mississippi Gifted Education Act of 1989, Mississippi Code Sections 37-23-171 through 37-23-181). |
Once a student is determined eligible for a gifted program in Mississippi, no reevaluation testing is required to remain in the program. Although criteria may vary from district to district, an eligible determination is accepted by all school districts within the State of Mississippi.
INSTRUCTIONAL MANAGEMENT PLAN
As Discovery and Excel student work under specific Instructional Management Plan objectives and time frames, withholding permission to attend gifted classes shall not be used as a disciplinary measure. Failure to complete enrichment class assignments can be used as grounds for dismissal from the program.
HOMEWORK/CLASSWORK
As outlined in MDE Gifted Regulations, gifted students may not be required to make up class work missed when they are scheduled to be in the gifted classroom. Gifted students shall be held accountable for demonstrating mastery of concepts and information on regularly scheduled tests. Homework assigned to the regular classroom students for the evening of the Discovery/Excel day must be completed.
ANNUAL REASSESSMENT FOR CONTINUED PLACEMENT
A committee shall meet at least annually to reassess each gifted student’s continuation in the gifted program. The committee must include at least the student’s teacher of the gifted and a designated administrative representative.
As stated in the MDE Gifted Education Regulations, “since participation in the gifted program is an entitlement under the law, the student should remain in the gifted program as long as they are being successful in the program. Grades and/or success in the regular education program are the responsibility of the regular classroom teachers and should not be considered as a reason for removal from the gifted program.”
In the event a student fails to make progress or exhibits unsatisfactory participation in the gifted program, a meeting of the reassessment committee will be held to consider the student’s performance. If the committee determines that the student is failing to make progress in the program, the student will be placed on probation in the gifted program for the next 9-weeks term. The parents will be notified and given an opportunity to meet with the committee to discuss the decision and develop a plan of action. During this time, the student will continue to participate in the gifted program. If at the end of the period of probation, the student’s performance improves to a satisfactory level, the student will be removed from probation and recommended for continued placement. If at the end of the 9-weeks term the student has failed to improve his/her performance to a satisfactory level, the reassessment committee can recommend the student be removed from the program. Documentation of all reassessment committee meetings must be maintained.
If the committee determines that the student should exit Discovery/Excel due to lack of progress and/or unsatisfactory participation in the program, the student’s parents will be notified and given the opportunity to discuss the decision with the committee before the student is removed. Should the parents not agree to the removal of the student from the program, the district shall grant the parents a hearing.
HEARING PROCESS
Parents who are not in agreement with the school based committee decision to remove a student from the gifted program will present their concerns, orally or in writing to the principal of the school. The principal and parent will attempt to resolve the matter informally.
If the parents are not satisfied with the action taken by the principal, the parents shall, within five (5) school days after the meeting with the principal, put their concerns in writing and present them to the Long Beach gifted contact person. The gifted contact person will schedule a meeting of the District Student Assistance Team (D-SAT) within five (5) school days or a timeframe agreed upon by the parents. Parents will be extended an invitation to attend the D-SAT meeting. The D-SAT will render a written decision based on information shared during the meeting.
REINSTATEMENT PROCEDURES
Students will be considered for reinstatement in the gifted program at the request of the parents and with the recommendation of classroom teachers. Consideration and arrangements for reinstatement in the program will be made through the Local Gifted Survey Committee and documented in the minutes. Written notification of the student’s eligibility for reinstatement will be forwarded to the parents and teachers of the students. Written parental permission must be obtained before the student can be placed in the program.
PERFORMANCE IN THE REGULAR CLASSROOM
In the event a student has difficulty keeping up with regular classroom work, a conference will be held with the parent, classroom teacher, teacher of the gifted, and the student, if appropriate, to discuss the problem and to determine an appropriate course of action. The conference and plan of action will be documented and follow-up conferences will be held as needed.
As the academic progress and welfare of the students are always of prime consideration, special situations will be handled on an individual basis.
VISITORS
Parents and interested parties are always welcome to visit the Discovery and Excel classes. Please contact the school office or teachers of the gifted to make arrangements.
For additional information or questions about the Long Beach School District Gifted Education Program please contact Carol Paola, Gifted Contact Person at 228-864-3946 or the Long Beach School District Department of Student Services at 864-8085.
LEGAL REFERENCES:
|
COCURRICULAR ACTIVITIES |
IDE |
The Board believes that student activities at school
are a vital part of the total educational program and should be used as a means
for developing wholesome attitudes and good human relations, as well as
knowledge and skills.
The following should serve as guides to the
development of student activities:
1.
The majority of activities
should be an outgrowth of curriculum activities;
2.
Groups may meet either
during or outside of regular school hours;
3.
All school-sponsored groups
shall have a faculty advisor;
4.
School administration shall
be responsible for the management of student funds.
5.
All by-laws of co-curricular
activities can be found in the co-curricular policies/procedures manual located
in the principal’s office. (See student
handbooks.)
LEGAL REF.:
Mississippi Code, 37-7-301
|
INTERSCHOLASTIC ATHLETICS |
IDFA |
This
School Board has the power, authority, and duty to provide athletic programs
and other school activities and to regulate the establishment and operation of
such programs and activities. §37-7-301(q) (1996)
This
district shall not permit any student in grades K-6 to participate in any
interschool competitive sports program of a varsity pattern with scheduled
games and a championship.
Furthermore,
said district or school shall not allow the school name to be used by others in
designating the identity of such a team.
Athletic
contests shall in all respects comply with the current rules and regulations of
the Mississippi High School Activities Association.
Standard
28 is as follows: The district follows an established board policy that defines
criteria for the academic promotion/progression/retention of students. *Such criteria prohibit the retention of
students for extracurricular purposes. (SB Policies CRB-2 and IHE)
*Note:
This portion of the standard will be jointly monitored and enforced by the
State Board of Education and the Mississippi High School Activities
Association.
LEGAL
REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS
REF.: Policies IB – Instructional Goals
JAA – Equal Educational Opportunities
ATHLETICS
Athletics
are an important part of school life in the district. The Board believes that students can grow
physically and mentally through competitive interscholastic, intramural, team
and individual sports activities.
Student athletes benefit through experiences in self-discipline and
contributions to team effort made possible by participation in sports
activities.
District
participation in interscholastic athletics shall be subject to approval by the
Board. This includes membership in any
leagues, associations, or conferences, including rules for students'
participation, and annual sports schedules.
Teachers/coaches
having direct responsibility for the conduct of any athletic activity are
required to conform in all ways to the general education program as established
by the board and administration, including such matters as schedules, financial
expenditures, relationships with other schools, and health and safety
regulations.
Students
who desire to participate on athletic teams will do so on a volunteer basis
with the understanding it is a privilege and not a right to be a member of a
school team. All students are invited to
participate. It will be the policy of
the district to compete in interscholastic athletics sanctioned by the
Mississippi High School Activities Association and to adopt that organization's
rules and regulations governing student interscholastic activities.
No
students may start practice for any athletic team until he/she has been
examined and pronounced physically fit by a licensed medical doctor. Participation is contingent upon
authorization from the examining physician.
Written consent from the parents or legal guardian is required prior to
practice or tryouts participation.
OVERALL
SUPERVISION AND DIRECTION
The
school district athletic program will be under direct authority of the
Superintendent and Director of Athletics.
The school principal is responsible for programs conducted by his/her
staff members. Coaches are responsible
for the safety and well-being of all players under his/her general supervision.
INJURIES
No
student should be allowed to practice or play in an athletic contest if he/she is
suffering from any debilitating injury.
The diagnosis of and prescription of treatment or injuries is strictly a
medical determination and should under no circumstances be considered a
province of the coach. A coach's
responsibility is to see that all details of a doctor's instructions concerning
the student's functioning as a team member are carried out. No student will be allowed to practice or
compete if he/he is not in adequate physical condition.
DRUG
TESTING
The
Long Beach School District in its discretion may implement a procedure to drug
test student athletes subject to state and federal law.
INTERSCHOLASTIC
ATHLETICS – ELIGIBILITY – REPORTING – RED-SHIRTING
Interscholastic
athletics shall be administered as a part of the regular school program and
shall be under the same administrative control as all other parts of the
educational program. Only students
enrolled in grades 7-12 shall engage in interscholastic athletic events.
§37-7-301 (q) (1996)
All
interscholastic athletic events in which the School District participates shall
be conducted under the rules and regulations of the Mississippi High School
Activities Association.
Eligibility
for competitive activities in grades 7-12 is determined according to the rules
of the Mississippi High School Activities Association. Students must meet all
requirements established by the MHSAA.
All
students participating in athletics will be required to have on file (1)
written parent consent; (2) proof of medical/health insurance; (3) liability
waiver signed by parent/legal guardian; (4) medical screening by a licensed
physician. It is the explicit
responsibility of the head coach of the athletic activity involved to ensure
that all these requirements are completed and documentation is properly on file
prior to any practice or event associated with the activity.
It is
the explicit responsibility of the school principal, athletic director, and the
head coach supervising the activity to determine eligibility of each
participant in that activity, as governed by the regulations set forth by the
MHSAA.
Eligibility of Athletes - Reporting by Staff
There
are multiple responsibilities connected with the eligibility of athletes. It is the responsibility of the principal,
athletic director, coaches, and teachers to report the ineligibility of any
student athlete, regardless of where he/she attends school within the District.
Extension of Eligibility - Red-shirting
It is
the policy of the District that no student shall be retained at any grade level
for the purpose of extending time for participation in athletics or other
co-curricular programs.
Interscholastic Athletics - K-12
The District will not permit any student in
grades K-6 to participate in any interschool competitive sports program of a
varsity pattern with scheduled games and a championship.
No
school in the district will allow the school name to be used by others in
designating the identity of such a team.
District
policies governing interscholastic athletics and eligibility of athletes are
adopted by the School Board and published annually in student handbooks as
official policy statements of District.
|
CLASS SIZE/ENROLLMENT REQUIREMENTS |
IEC |
Regarding class size, it shall be the policy of this
school district to comply with the standards found in current Mississippi
Public School Accountability Standards.
|
TEXTBOOKS – SELECTION/ADOPTION – FINES |
IFA |
The
Long Beach School District furnishes textbooks for all grades and
subjects. Students should be urged to
give their books the best possible care.
Fines will be assessed on the basis of damage to individual books. Lost books must be paid for according to the
price of the books and the number of years they have been used as established
by district policy.
At the
end of the session, upon transferring to another school, or at any other time
ordered by the principal, all books shall be returned by the student.
If, at
any time during the session, the student loses a book, he/she shall be charged
a replacement fee. This fee shall be
based upon an average life of six years for each book, and he/she shall be
given a discount of one-sixth off the contract price for each year the book has
been used. Nevertheless, a minimum
charge of $.50 shall be assessed for any lost book.
Teachers,
local custodians, and Superintendents distributing books to students are
authorized to collect for any damage to, or excessive wear of, textbooks. The amount collected should be determined by
the extent such damage has impaired the future use of the book and should be sufficient to impress
upon parents and children the necessity for the proper care in the use of
state-owned textbooks.
State
textbook laws states that “All textbooks must be covered by the students, under
direction of the teacher.”
REF.:
Mississippi Code of 1972, 37-43-37; 37-43-49; 37-43-57
The
Superintendent shall recommend to the Board textbooks to be used in the
schools, in accordance with the procedure adopted by the State Textbook Board.
|
MEDIA PROGRAM – CONTROVERSIAL ISSUES |
IFAA |
The
Long Beach School Board and Administration understand the importance of media
in the educational process. The
following rules are set forth to govern the showing of A/V related materials to
students:
1.
All films or controversial material must be
approved by the principal in advance.
2.
All films or controversial material must be
included in teachers’ weekly lesson plans.
3.
All films and controversial material must be of
educational value and related to the objectives of the course.
4.
Any film which has a “Motion Picture Association
of America” rating must include the “rating” assigned to that film.
5.
Any school employee who wishes to show any film
not housed in the school library collection must complete the film approval
form and turn it in to the principal.
The film must not be shown until the form has been approved and returned
to the staff member.
6.
The building level principal will make the
decision on whether a film or other material will be used.
|
RECONSIDERATION OF INSTRUCTIONAL MATERIALS |
IFAB |
The
following shall be the procedure when the inclusion or exclusion of any
material is questioned by an individual or group:
1.
A criticism shall be presented in writing to the
Board of Education and shall include the author’s name, the title, the
publisher, the page number of each item to which objection is made and the
reasons for the objection. The criticism
shall be signed and identified so that a proper reply may be made.
2.
The Board shall appoint a committee consisting of
the Superintendent of Schools, the school principal, the librarian and at least
two other persons specifically interested in school libraries, such as
residents of the community who are not employed by the school district; nor are
members of the Board of Education, to re-evaluate the materials questioned and
make recommendations to the Board.
3.
A review of the questioned materials shall be
treated objectively. The best interests
of the students, the school and the curriculum shall be given utmost
consideration.
|
MEDIA SERVICES/LIBRARIES |
IFBD |
The
district will provide an organized media program that meets State Department of
Education requirements and accreditation standards.
Standard
5 is as follows: The school district employs in each school a licensed librarian
or media specialist who devotes no more than one-fourth of the workday to
library/media administrative activities. {MS Code 37-17-6(3)(a-e)}
5.1
If the student enrollment is 499 or less, a
half-time licensed librarian or media specialist is required.
5.2
If the student enrollment is 500 or more, a
full-time licensed librarian or media specialist is required.
Standard
11 is as follows: The Board of Education budgets and expends from the District
Maintenance Fund (Fund #1120) a minimum of $20.00 per student for
instructional/library supplies, materials, and equipment.
Standard
24 is as follows: The school district meets the following requirements for
library/media services:
24.1
Each school has a library-media center with an
organized collection of materials and equipment that represents a broad range
of current learning media, including instructional technology.
24.2
The library staff offers a systematic program of
service to students and staff by providing access to the materials and
equipment, by providing instruction in the use of the materials and equipment,
and by working with teachers and other staff members to provide learning
activities for the students.
LEGAL
REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS
REF.: Policies IB – Instructional Goals
IFB – Instructional Services
|
INTERNET USE |
IFBDAA |
Long
Beach School District is pleased to offer to its students, faculty, and staff
access to the Internet in accordance with the terms and conditions of this
policy. The Internet is an electronic
highway connecting hundreds of thousands of computers and millions of
individual users globally. This computer
technology will help propel our schools through the communication age by
allowing students and staff to access and to use resources from distant
computers, communicate and collaborate with other individuals and groups, and
significantly expand their available information base.
Internet
access is coordinated through a complex association of government agencies and
regional state networks. In addition,
the smooth operation of the network relies upon the proper conduct of the users
who must adhere to strict guidelines. To
this end, Congress has passed and the President signed into law, the Children’s
Internet Protection Act (CIPA). Long
Beach School District is in compliance with CIPA. CIPA requires that schools receiving certain
federal funds, including E-Rate discounts and Title III of the Elementary and
Secondary Education Act, put into place Internet Safety policies. These Internet safety policies must include a
technology protection measure for blocking access to “visual depictions” of
obscene material, child pornography, and material that is “harmful to minors”
when minors are accessing the computer.
CIPA also requires that the Internet safety policy include monitoring of
all online activities of minors.
Additionally, the policy must address all of the following: (a) access by minors to inappropriate matter
on the Internet and World Wide Web, (b) the safety and security of minors when
using electronic mail, chat rooms, and other forms of direct electronic
communications, (c) unauthorized access, including so-called “hacking,” and
other unlawful activities by minors online, (d) unauthorized disclosure, use,
and dissemination of personal information regarding minors; and (e) measures
designed to restrict minors’ access to materials harmful to minors.
Recognizing
that no filtering solution can be 100% effective, it is understood that not all
technology protection measures will work perfectly. In complying with CIPA, schools are expected
to engage in a “good faith effort” to abide by the requirements of CIPA. CIPA does not create a private right to
action, meaning that the discovery of objectionable material on a computer
cannot result in a lawsuit complaining that a school violated CIPA.
These
guidelines are provided so that you, the user and/or parent of the user, are
aware of the responsibilities you are about to assume. In general, this requires efficient, ethical,
and legal utilization of the network resources. If a Long Beach School District
user violates any of these provisions, his or her account will be terminated
and future access could possibly be denied.
Internet
terms and conditions of use, along with “Use of Internet Contract,” can be
found in student handbooks. (See
handbooks.)
|
FIELD TRIPS AND EXCURSIONS |
IFCB |
Field
trips or excursions have for many years been a part of the educational program
of the Long Beach Schools. The Board
approves the continuation of such trips under regulations established by the
Superintendent and reported to the Board.
All field trips must be aligned to the Mississippi State Curriculum
Frameworks.
Overnight
field trips and/or out-of-state field trips must be approved by the Board in
advance.
Use of
Buses for School Activities
Buses
may be authorized for the following activities:
1.
All clubs within the school that are sponsored by
the school under the authority of the principal.
2.
Athletic contests or games, state band contests
and festivals, choral contests, and festivals.
3.
Any school-related activity not listed above.
The use
of buses shall be limited to participating students, teachers, and sponsors in
connection with activities outlined above and no trip shall be authorized for
more than 200 miles beyond the territorial limits of the State of Mississippi.
A
charge per mile, inclusive of gas and oil and district supplement, will be made
for use of buses.
No
student shall be transported as herein provided unless under the direction and
supervision of the principal of the school which the students attend and not
then unless during the entire trip such students be under the direct
supervision and control of a faculty member of the school, designated by the
principal. In order to schedule such
buses, the principal of the school shall submit written application to the
Transportation Supervisor stating the specific purpose for which bus is to be
used and giving the name of the faculty member who will be in charge of the
trip. The Transportation Supervisor,
upon arrival of the request, shall give the driver written instructions for
making the trip, specifying the date, hour, and place of departure, the
destination, and the name of the faculty member to be in charge.
|
STUDENT ACHIEVEMENT IMPROVEMENT ACT OF 1999 |
IH |
This
act shall be known and may be cited as the "Mississippi Student
Achievement Improvement Act of 1999." (Senate Bill 2156, 1999 Legislative
Session)
1.
Each district School Board shall establish
standards for graduation from its schools which shall include as a minimum:
(a)
Mastery of minimum academic skills as measured by
assessments developed and administered by the State Board of Education.
(b)
Completion of a minimum number of academic
credits, and all other applicable requirements prescribed by the district
School Board.
2.
A student who meets all requirements prescribed in
subsection (1) of this section shall be awarded a standard diploma in a form
prescribed by the state board.
3.
The State Board of Education may establish student
proficiency standards for promotion to grade levels leading to graduation.
§37-16-7 (1999)
4.
On or before December 21, 2002, the State Board of
Education shall implement the performance-based accreditation system for school
districts and for individual schools which shall include the following:
a.
High expectations for students and high standards
for all schools, with a focus on the basic curriculum;
b.
Strong accountability for results with appropriate
local flexibility for local implementation;
c.
A process to implement accountability at both the
school district level and the school level;
d.
Individual schools shall be held accountable for
student growth and performance.
e.
Set annual performance standards for each of the
schools of the state and measure the performance of each school against itself
through the standard that has been set for it;
f.
A determination of which schools exceed their
standards and a plan for providing recognition and rewards to such schools;
g.
A determination of which schools are failing to
meet their standards and a determination of the appropriate role of the State
Board of Education and the State Department of Education in providing
assistance and initiating possible intervention; and
h.
Development of a comprehensive student assessment
system to implement these requirements.
The
State Board of Education may continue to assign school district performance
levels by using a number classification and may assign individual school performance
levels by using a number classification consistent with school district
performance levels. §37-17-6 (4)
If the
State Board of Education and the Commission on School Accreditation determine
that an extreme emergency situation exists in a school district which
jeopardizes the safety, security or educational interests of the children
enrolled in the schools in that district and such emergency situation is
believed to be related to a serious violation or violations of accreditation
standards or state or federal law, the State Board of Education may request the
Governor to declare a state of emergency in that school district. For purposes of this paragraph, such
declarations of a state emergency shall not be limited to those instances when
a school district's impairments are related to a lack of financial resources,
but also shall include serious failure to meet minimum academic standards, as
evidenced by a continued pattern of poor academic performance. §37-17-6 (11)
(b) (1999)
NOTE:
Please refer to Senate Bill 2156 (1999 Legislative Session) for the complete
text of the "Mississippi Student Achievement Improvement Act of
1999."
LEGAL
REF.: MS CODE as cited and Senate Bill
2156 (1999 Legislative Session)
CROSS
REF.: Policies IB – Instructional Goals
IDDF – Special Education Programs
IHE – Promotion and Retention
II – Testing Program
|
GRADING SYSTEMS |
IHA |
The Long Beach School District has adopted the
following grade scale policy:
|
Letter Grade |
Numerical Grade |
Quality Points |
|
A |
93-100 |
4.0 |
|
B |
85-92 |
3.0 |
|
C |
75-84 |
2.0 |
|
D |
70-74 |
1.0 |
|
F |
0-69 |
0 |
This unweighted GPA is unaffected by weighted
quality points and will continue to be the report of academic achievement on
the high school transcripts. For class
rank, honor graduates, see Student Handbook for official statement of district
policy.
Elementary Grading
Kindergarten students are graded as follows:
Academic
Skills
I –
Introduced
M –
Mastered
Behavioral
– Social Skills
N –
Needs Improvement
S –
Satisfactory
E –
Excellent
Minor
Subject Areas
N –
Needs Improvement
S –
Satisfactory
E –
Excellent
Grade 1 is graded using E, S, N, or U.
Grades 2-5 are graded A, B, C, D, or F as well as
the numeric grades on academic areas.
Other areas are evaluated using E, S, N, or U.
|
EXAMINATIONS AND EXEMPTIONS |
IHAA |
District policies governing examinations and
exemptions are adopted by the Long Beach School Board and published annually in
student handbooks as official policy statements of the District.
|
REPORT CARDS |
IHAB |
The Board requires that all parents be informed at
regular intervals of the progress of their children.
Report cards will be issued four times a year. The school operates on four nine week terms.
Report cards will be sent to parents on the dates
indicated on the school calendar.
The Board will also encourage the administration and
staff to work together to improve methods for evaluating children's progress
and develop more meaningful ways to report achievement to parents.
Mid-term progress reports are to be sent to parents
on dates indicated on the school year calendar.
|
FAILURE REPORTS |
IHABB |
Failing reports to counselor are made for each
student having a 9-weeks' report card failure.
Due on or before the morning report cards are issued, the confidential
forms should include all information the teacher may feel to be of
significance.
Students should not be permitted to sign or initial
official notices, nor to inspect the teachers' bulletin board in the teachers'
lounge. Record cards, report cards,
grade sheets, or any information of a confidential nature should never be sent
to any office by a student, no matter how trustworthy he/she may be.
|
PARENT CONFERENCES |
IHAD |
Parents may call the office and arrange for
conferences with teachers. Each teacher
has a period each day whereby conferences may be scheduled.
|
HONOR ROLL (SECONDARY) |
IHCA |
Regular
and Principal's
Regular – A's
and B's
Principal's –
All A's
|
PROMOTION - RETENTION |
IHE |
Policies governing promotion and retention of
students are adopted by the School Board and published annually in student
handbooks as official statements of district policy.
|
GRADUATION REQUIREMENTS (BASIC INSTRUCTIONAL
PROGRAM, HIGH SCHOOL) |
IHF |
It shall be the policy of the Long Beach School
District to set minimum graduation requirements of twenty-eight (28) Carnegie
units, exceeding the minimum prescribed by State Department of Education
accreditation guidelines.
The secondary program shall offer annually a minimum
of thirty-two (32) units, structured in such a manner that each academic year a
graduate of the school desiring to enter a four-year state-supported
institution of higher learning as a freshman can meet the stated entry
requirements. See student handbook for
graduation requirements adopted by the school board as official statements of
district policy.
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GRADUATION REQUIREMENTS – TESTS |
IHFA |
Academic end-of-course tests will be phased in
during the 2001-2002 school year to replace the Functional Literacy Exam (FLE)
as a requirement for graduation.
·
Students who began 9th grade in school year 1999-2000
(anticipated graduation is 2003) must pass the Functional Literacy Examination
(FLE) plus the Subject Area Test in U.S. History from 1877.
·
Students who began 9th grade in school year 2000-2001
(anticipated graduation in 2004) must pass the mathematics section of the FLE
plus the Subject Area Tests in U.S. History from 1877 and English II (with a
writing component).
·
Students who begin 9th grade in 2001-2002 (anticipated
graduation in 2005) must pass the mathematics section of the FLE plus the
Subject Area Tests in U.S. History from 1877, English II (with a writing
component), and Biology I.
·
Students who begin 9th grade in 2002-2003 or later
(anticipated graduation in 2006 or later) must pass the Subject Area Tests in
U.S. History from 1877, English II (with a writing component), Biology I, and
Algebra I. This group of students must
pass all four Subject Area Tests even if they take the course(s) prior to their
9th grade year.
Also see II.
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SUBJECT AREA TESTING |
IHFB |
·
Students will not be required to pass any end-of-course Subject Area
Test in a course for which the Carnegie unit was earned by the student in a
Mississippi public school prior to the 2001-2002 school year.
·
Students entering a Mississippi public school will not be required to
pass any end-of-course Subject Area Test in a course for which the school
accepts Carnegie units earned by the student in a public school of another
state as fulfilling the requirements for a Mississippi high school diploma.
·
Students entering a Mississippi public school will not be required to
pass any end-of-course Subject Area Test in a course for which the school accepts
Carnegie units earned by the student in a private school as fulfilling the
requirements for a Mississippi high school diploma, provided the private school
is accredited regionally or by the State of Mississippi.
·
Students entering a Mississippi public school will be required to pass
any end-of-course Subject Area Test in a course for which the school accepts
Carnegie units earned by the student in a private school as fulfilling the
requirements for a Mississippi high school diploma if the private school is not
accredited regionally or by the State of Mississippi.
·
Students entering a Mississippi public school will be required to pass
an end-of-course Subject Area Test in a course for which the school accepts
Carnegie units earned by the student through home schooling as fulfilling the
requirements for a Mississippi high school diploma.
·
Any Mississippi public school student who fails to pass a required
Subject Area Test will be offered a chance to retake the test three times each
year until a passing score is achieved:
·
At or near the end of the fall semester,
·
At or near the end of the spring semester, and
·
At or near the end of summer school.
|
TESTING PROGRAMS |
II |
This School Board shall
periodically assess student performance and achievement in each school. Such assessment programs shall be based upon
local goals and objectives which are compatible with the state's plan for
education and which supplement the minimum performance standards approved by
the State Board of Education. Data from
district assessment programs shall be provided to the State Department of
Education when such data are required in order to evaluate specific
instructional programs or processes or when the data are needed for other
research or evaluation projects. This
district may provide acceptable, compatible district assessment data to
substitute for any assessment data needed at the state level when the State
Department of Education certifies that such data are acceptable for the
purposes of section 37-16-3. § 3 7-16-5
(1983)
The district adheres to all
requirements of the Mississippi Assessment System.
1.
It is unlawful for anyone
knowingly and willfully to do any of the following acts regarding mandatory
uniform tests administered to students as required by the State Department of
Education and the General Educational Development Test (GED):
a.
Give examinees access to
test questions prior to testing;
b.
Copy or reproduce all or any
portion of any secure test booklet;
c.
Coach examinees during
testing or alter or interfere with examinees' responses in any way;
d.
Make answer keys available
to examinees;
e.
Fail to account for all
secure test materials before, during and after testing;
f.
Participate in, direct, aid, counsel, assist in, encourage or fail to
report any of the acts prohibited in this section.
2.
Any person violating any
provisions of subsection (1) of this section is guilty of a misdemeanor and
upon conviction shall be fined not more than One Thousand Dollars ($1,000.00),
or be imprisoned for not more than ninety (90) days or both. Upon conviction, the State Board of Education
may suspend or revoke the administrative or teaching credentials, or both, of
the person convicted.
3.
The district attorney shall
investigate allegations of violations of this section, either on his/her own
initiative following a receipt of allegations, or at the request of a school
district or the State Department of Education.
4.
The district attorney shall
furnish to the State Superintendent of Schools a report of the findings of any
investigation conducted pursuant to this section.
5.
The State Board of Education
shall establish statistical guidelines to examine the results of state mandated
tests to determine where there is evidence of testing irregularities resulting
in false or misleading results in the aggregate or composite test scores of the
class, grade, age group or school district.
When said irregularities are identified, the State Superintendent of
Schools may order that any group of students identified as being required to
retake the test, do so at state expense under state supervision. The school district shall be given at least
thirty (30) days' notice before the next test administration and shall comply
with the order of the State Superintendent of Schools. The results from the second administration of
the test shall be final for all uses of that data.
6.
Nothing in this section may
be construed to prohibit or interfere with the responsibilities of the State
Board of Education or the State Department of Education in test development or
selection, test form construction, standard setting, test scoring, and
reporting, or any other related activities which in the judgment of the State
Superintendent of Schools are necessary and appropriate. §37-16-4 (1990)
All students seeking to
transfer from any school, public or private, within or outside of the
boundaries of the State of Mississippi, to this school district may be required
to take a test to determine the grade and class to which the student shall be
assigned at the time of student transfer.
The principal and/or his/her designee shall administer the test or tests to such student or students as shall apply for transfer to such public school. Such test or tests shall be administered within thirty (30) days after the filing of each such application for transfer. Notice of the giving of such test shall be given the applicant not less than five (5) days prior to the date of the administration of such test.
No transfer of a student
shall be effected until the test has been given and the student is assigned
according to the grade and class for which the test shows he/she is best
suited. No student shall be assigned to
a grade and class more than three (3) grades above or below the grade or class
that the student would have been assigned to had the student remained in the
school from which the transfer is being made.
Pending the administration of the test herein provided for and its
grading and an assignment based thereon the Superintendent of the school
district or the attendance center principal to which the student seeks
admission may assign the student temporarily to a grade and class comparable to
that in which the student would have been had the student continued in the
school from which the transfer was being made.
If any student is
transferred or reassigned within the school district by order of the Board of
Trustees of that school district as designated by law of the State of
Mississippi and not at his/her own request, the requirement of that student's
taking the standardized test shall be waived.
Likewise, if a student shall transfer from one school district to
another school district in the manner provided and required by the laws of the
State of Mississippi, the requirement of such student taking the standardized
test shall be waived. §37-15-33 (1988)
Standard 14 is as follows:
Any transfer student from a school or program (correspondence, tutorial, or
home study) not accredited regionally or by a state Board of Education [or its
designee(s)] is given either a standardized achievement test(s) or teacher-made
special subject test(s) to determine the appropriate classification of the
student within 30 days after filing for transfer. Notice of the administering of such test(s)
shall be given to the applicant not less than five days prior to the date of
the administration of such test. {MS Code 37-15-33}
STATE AND DISTRICT TESTS
The School District shall maintain the program of
standardized testing required by the State Board of Education, the Division of
Accreditation, and the Mississippi Department of Education Bureau of Assessment
and Compliance and shall administer other standardized tests to students in
grades K-12 as the Board of Trustees, Superintendent of Schools, and the staff
judge to be necessary and/or desirable.
Administration, interpretation,, and recording of standardized testing:
A permanent record of
performance on standardized testing conducted by the state and/or the district
will be maintained in the student's cumulative record to provide a profile of
the student for instructional purposes.
It is the purpose of the
testing program to analyze the effectiveness of the educational program in the
school district when an individual student's score is compared to previous
achievement, when all students in a grade are compared to comparable grades in
the school district, when the school district is compared to other school
districts, when the school district is compared to the state, and when the
school district is compared to the national school population.
Administrators, teachers,
parents, and students shall be informed of test results in accordance with
procedures developed by the Coordinator of Assessment and Evaluation and
approved by the Superintendent of Schools.
Principals must review their individual school's test results with their
staff to identify the strengths and weaknesses of their school and to plan
programs to ensure continued student improvement. The building principal is responsible for
ensuring that his/her school meets legal and accreditation requirements and
goals of the district's five-year plan in accordance with the school's test
results.
SPECIAL
EDUCATION STUDENTS
The
State Department of Education shall establish goals for the performance of
children with disabilities that will promote the purpose of IDEA and are
consistent, to the maximum extent appropriate, with other goals and standards
for children established by the State Department of Education. Performance indicators used to assess progress
toward achieving those goals that, at a minimum, address the performance of
children with disabilities on assessments, drop-out rates, and graduation
rates, and graduation rates shall be developed.
Every two (2) years, the progress toward meeting the established
performance goals shall be reported to the public. Senate Bill 2506 (1999 Legislative Session)
and §37-23-1 (1999)
See
also IFB, IHF.
Children
with disabilities shall be included in general statewide and district-wide
assessments programs, with appropriate accommodations, where necessary. As appropriate, the State Department of
Education and the local educational agency shall:
a.
Develop policies and procedures for the
participation of children with disabilities in alternate assessments for those
children who cannot participate in statewide and district-wide assessment
programs; and
b.
Develop and, beginning not later than July 1,
2000, conduct those alternate assessments. §37-16-9 (1999)
NOTES:
1.
According to a 1998 Attorney General Opinion,
automatic fail provision of an absences policy may not apply against legal,
excused absences. Such absences policies
may not be applied against absences resulting from disciplinary suspensions; if
absences policies are applied to truant children who are otherwise passing, the
district must afford the child procedural due process. (Attorney General
Opinion, Carter, 1-9-98) (#183)
(97-0817)
2.
Please refer to the current edition of the Mississippi Public School Accountability
(2001) for information on Performance Standards and Requirements of the
Mississippi Assessment System.
LEGAL
REF.: MS CODE as cited
Mississippi
Public School Accountability Standards (2001)
CROSS
REF.: Policies IB – Instructional Goals
IC – Curriculum Development
IH – Student Achievement Improvement
Act of 1999
|
STUDENT TEST ADMINISTRATION – STUDENT ASSESSMENT |
IIB |
Standardized achievement tests and
criterion-referenced tests will be administered to selected students. Dates and grades for testing will be in
compliance with the State Department of Education and the testing company
guidelines. It is the responsibility of
the student to acquaint himself/herself with deadlines and other requirements
of SAT and ACT.
RELIGION IN THE SCHOOLS
|
IKC |
Recognition
of Religious Beliefs and Customs
It is
accepted that no religious belief or non-belief should be promoted by the
school district or its employees and none should be disparaged. Instead, the district should encourage all
students and staff members to appreciate and be tolerant of each other's
religious views. The district should use
all opportunities to foster understanding and mutual respect among students and
parents, whether it involves race, culture, economic background, or religious
beliefs. In that spirit of tolerance,
students and staff members should be excused from participating in practices
that are contrary to their religious beliefs unless there are clear issues of
overriding concern that would prevent it.
The
district recognizes that one of its educational goals is to advance the
students' knowledge and appreciation of the role that our religious heritage
has played in the social, cultural, and historical development of civilization.
Observance
of Religious Holidays
The
practice of the district will be:
The
historical and contemporary values and the origin of religious holidays may be
explained in an unbiased and objective manner without sectarian indoctrination.
Music,
art, literature, and drama having religious themes or basis are permitted as
part of the curriculum for school-sponsored activities and programs if
presented in a prudent and objective manner, and as a traditional part of the
cultural and religious heritage of the particular holiday.
The use
of religious symbols such as a cross, menorah, Star of David, creche, symbols
of Native American religions or other symbols that are a part of a religious
holiday are permitted as teaching aids or resources, provided such symbols are
displayed as an example of the cultural and religious heritage of the holiday
and are temporary in nature. Among these
holidays are included Christmas, Easter, Passover, Hanukkah, St. Valentine's
Day, St. Patrick's Day, Thanksgiving, and Halloween.
When
feasible, the school district's calendar should be prepared so as to minimize
conflicts with religious holidays of all faiths.
Religion
in the Curriculum
Religious
institutions and orientations are central to human experience, past and
present. An education excluding such a
significant aspect would be incomplete.
It is essential that the teaching about – and not of – religion be
conducted in a factual, objective, and respectful manner.
The
practice of this school district will be:
The
district supports the inclusion of religious literature, music, drama, and the
arts in the curriculum and in school activities, provided that it is intrinsic
to the learning experience in the various fields of study and is presented
objectively.
The
emphasis on religious themes in the arts, literature, and history should be
only as extensive as necessary for a balanced and comprehensive study of these
areas. Such studies should never foster
any particular religious tenets or demean any religious beliefs.
Student-initiated
expressions to questions or assignments which reflect their beliefs or
non-beliefs about a religious theme will be accommodated. For example, students are free to express
religious belief or non-belief in compositions, art forms, music, speech, and
debate.
FLAG DISPLAYS
|
IKDA |
The
flag of the United States shall be displayed in close proximity to the school
building, on a proper staff, at all times during the hours of daylight when the
school is in session when the weather will permit without damage to the
flag. In addition, the flag of the United
States shall be displayed in each classroom and in each principal room of the
school building at all times while school is in session. It shall be the duty of the school boards of
each school district to provide for the flags, proper flag staffs and their
proper display. Each school district
shall provide student instruction in the proper etiquette toward, correct
display of, and respect for the flag, and in patriotic exercises. The instruction shall be a part of the
district's fifth grade social studies curriculum or history curriculum, with
the assistance of the State Department of Education.
From
and after July 1, 2002, the school boards of all public schools of this state
shall require the teachers under their control to have all students repeat the
oath of allegiance to the flag of the United States of America at the beginning
of the first hour of class each day school is in session, such oath of
allegiance being as follows:
"I pledge allegiance to the flag of
the United States of America, and to the Republic for which it stands, one
nation under God, indivisible, with liberty and justice for all." (MS Code
§37-13-6)
The
flag of the State of Mississippi and the flag of the United States shall be
displayed in close proximity to the school building at all times during the
hours of daylight when the school is in session when the weather will permit
without damage to the flag. It shall be
the duty of the board of trustees of the school district to provide for the
flags and their display.
Whenever
the flag of the United States is to be flown at half-staff by order or
instructions of the President or pursuant to federal law, all public schools
shall lower the Untied States flag in accordance with the executive order or
instructions or federal law. The school
shall announce the reason that the flag is being flown at half-staff to all
students in assembly or by teachers in the various classrooms or by prominently
displaying written notice throughout the school stating the reason that the
flag has been lowered.
In all
public schools there shall be given a course of study concerning the flag of
the United States and the flag of the State of Mississippi. The course of study shall include the history
of each flag and what they represent and the proper respect therefor. There also shall be taught in the public
schools the duties and obligations of citizenship, patriotism, Americanism and
respect for and obedience to law. (MS Code, §37-13-5) §3: This act shall take effect and be in
force from and after July 1, 2002.
DAILY REFLECTION PERIOD
|
IKK |
Teachers
may open each school day with sixty (60) seconds of quiet reflection.
MS Code
§37-13-163.
DISPLAY OF U.S. MOTTO
|
IKL |
Principals
and teachers in each public elementary and secondary school shall display on an
appropriately framed background with minimum dimensions of eleven (11) inches
by fourteen (14) inches, the following motto of the United States of America in
each classroom, school auditorium and school cafeteria under his or her
supervision: “IN GOD WE TRUST.”
Ref.:
§37-13-163, MS CODE of 1972, amended.
VETERANS DIPLOMA PROGRAM
|
IKM |
This
School Board may award an honorary high school diploma in a form prescribed and
supplied to the district by the State Board of Education to veterans of World
War II and the Korean Conflict who were unable to complete their education due
to their military service. The honorary
diploma is available to any honorably discharged veteran residing in
Mississippi who was scheduled to graduate between 1941 and 1955 but was
inducted into military service before completing the necessary graduation
requirements.
Family members of deceased veterans may apply for the diploma to be awarded posthumously. Copies of the uniform application for such diplomas developed by the State Board of Education will be available in the superintendent’s office.