SECTION A: FOUNDATIONS AND BASIC COMMITMENTS
_____________________________________________________________________________
AA
School District Legal Status
ABA
ABB
ABC
AC
ACA
ACAA
ACB
Community Involvement in Decision Making (Also KC)
Staff Involvement in Decision Making (Also GBB)
Student Involvement in Decision Making
Nondiscrimination
Nondiscrimination on the Basis of Sex
Sexual Harassment
Nondiscrimination on the Basis of Disability
AD
ADA
Development of Philosophy of Education
Educational Philosophy
AE
School District Goals and Objectives
AFB
AFBA
AFC
AFD
AFE
AFI
Evaluation of the Superintendent (Also CBG)
Evaluation of the Treasurer (Also BCCB)
Evaluation of Certified Staff (Also GCN)
Evaluation of Support/Classified Staff (Also GDN)
Evaluation of Instructional Programs (Also IM)
Evaluation of Educational Resources
File: AA
SCHOOL DISTRICT LEGAL STATUS
The United States Constitution leaves to the individual states responsibility for public education.
The Ohio General Assembly is under mandate by the Constitution of Ohio to provide for the
organization, administration and control of a public school system supported by public funds.
The Ohio State Constitution also calls for a State Board of Education and a Superintendent of
Public Instruction.
The General Assembly has outlined the duties of the State Board of Education and the Chief
State School Officer. It has also established a State Department of Education (through which
policies and directives of the State Board and Superintendent of Public Instruction are
administered) and has established specific types of school districts.
The Reynoldsburg City School District is classified as a city school district governed by a locally
elected Board of Education.
[Adoption date: March 20, 2012]
LEGAL REFS.: U.S. Const. Amend. X
Ohio Const. Art. VI, Sections 2; 3; 4
ORC 3301.011
File: ABA (Also KC)
COMMUNITY INVOLVEMENT IN DECISION MAKING
Community participation in the schools is essential to promote and maintain the quality of
education for all students.
In addition to electing fellow citizens to represent them on the Board, all citizens may express
ideas, concerns and judgments about the schools to the administration, to the staff, to any
appointed advisory bodies and ultimately to the Board. Ideas should be addressed to the
responsible individual in an appropriate fashion.
Residents may be invited by the Board to act as advisors, individually and in groups, in such
areas as:
1.
clarifying general ideas and attitudes held by residents in regard to the schools;
2.
assisting in developing Board policies under which the District is to be managed;
3.
assisting in establishing administrative arrangements and regulations designed to help
implement these policies;
4.
determining the purposes of curriculum and special services to be provided for students;
5.
evaluating the extent to which these purposes are being achieved by present policies
and/or
6.
studying a specific problem or set of closely related problems about which a decision
must be made.
The Board gives consideration to the advice it receives from individuals and community groups.
Final authority for all decisions rests with the Board.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC 121.22
OAC 3301-35-04
CROSS REF.: FL, Retirement of Facilities
File: ABB (Also GBB)
STAFF INVOLVEMENT IN DECISION MAKING
The District involves the efforts of many people and functions best when all personnel are
informed of the major activities and concerns.
There should be an exchange of ideas and pertinent information among all elements of a school
district. Problems and unfavorable attitudes develop when employees are denied information
essential for the performance of their respective assignments or when they feel that their ideas
and concerns are not heard. Morale is enhanced when employees are assured that their voices are
heard by those in positions of administrative authority.
A pattern of decision-making and problem solving close to the task also contributes to efficiency
and high morale.
When all employees have the opportunity to bring their ideas or grievances to the Board, it is
expected that they proceed through the recognized administrative channels. Final authority for
all decisions rests with the Board.
[Adoption date: March 20, 2012]
LEGAL REF.: OAC 3301-35-05
CROSS REFS.: DBD, Budget Planning (Five-Year Forecast)
GCD, Certified Staff Hiring
GDD, Support/Classified Staff Hiring
CONTRACT REFS.:
Teachers’ Negotiated Agreement
Support/Classified Staff Negotiated Agreement
File: ABC
STUDENT INVOLVEMENT IN DECISION MAKING
Students share responsibility for developing a climate in the school that is conducive to learning.
Through participation in the decision-making process, students can be an important resource for
the improvement of the school, the educational system and the community. Periodically,
students may be asked to review Board policies and school rules and regulations. Final authority
for all decisions rests with the Board.
[Adoption date: March 20, 2012]
LEGAL REF.:
OAC 3301-35-04
CROSS REFS.: AD, Development of Philosophy of Education
BCE, Board Committees
JF, Student Rights and Responsibilities
Student Handbooks
File: AC
NONDISCRIMINATION
The Board’s policy of nondiscrimination extends to students, staff, job applicants, the general
public and individuals with whom it does business and applies to race, color, national origin,
ancestry, citizenship status, religion, sex, age, disability or military status.
The Board does not discriminate on the basis of legally acquired genetic information.
The Board does not permit discriminatory practices and views harassment as a form of
discrimination. Harassment is defined as intimidation by threats of or actual physical violence;
the creation, by whatever means, of a climate of hostility or intimidation; or the use of language,
conduct or symbols in such a manner as to be commonly understood to convey hatred, contempt
or prejudice or to have the effect of insulting or stigmatizing an individual.
Employees or students who engage in discrimination of another employee or student shall be
subject to disciplinary action.
Permission, consent or assumption of risk by an individual subjected to discrimination does not
lessen the prohibition contained in this policy.
No one shall retaliate against an employee or student because he/she files a grievance; assists or
participates in an investigation, proceeding or hearing regarding the charge of discrimination of
an individual; or because he/she has opposed language or conduct that violates this policy.
[Adoption date: March 20, 2012]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, (Amended 1972), Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681 et seq.
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Genetic Information Nondiscrimination Act of 2008; 42 USC 2000ff et seq.
Rehabilitation Act; 29 USC 794
Individuals with Disabilities Education Act; 20 USC 1400 et seq.
Age Discrimination in Employment Act; 29 USC 623
Immigration Reform and Control Act; 8 USC 1324a et seq.
Americans with Disabilities Act Amendments Act of 2008; 42 USC 12101 et seq.
Ohio Const. Art. I, Section 2
ORC Chapter 3323
Chapter 4112
OAC 3301-35-02
1 of 2
File: AC
CROSS REFS.: ACA, Nondiscrimination on the Basis of Sex
ACAA, Sexual Harassment
ACB, Nondiscrimination on the Basis of Disability
EDE, Computer/Online Services (Acceptable Use and Internet Safety)
GBA, Equal Opportunity Employment
IGAB, Human Relations Education
IGBA, Programs for Students with Disabilities
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCEA, Gangs
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence)
Staff Handbooks
Student Handbooks
2 of 2
File: ACA
NONDISCRIMINATION ON THE BASIS OF SEX
The U.S. Department of Education has published regulations for implementing Title IX of the
Education Amendments of 1972, which prohibits sex discrimination in federally assisted
education programs.
Title IX states, in part: “No person in the United States shall, on the basis of sex, be excluded
from participation in, be denied the benefits of or be subjected to discrimination under any
education program or activity receiving Federal financial assistance.”
The Board ensures compliance with Title IX of the Education Amendments of 1972, Title VI of
the Civil Rights Act of 1964 and the regulations promulgated through the U.S. Department of
Education.
[Adoption date: March 20, 2012]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Ohio Const. Art. I, Section 2
ORC Chapter 4112
CROSS REFS.: AC, Nondiscrimination
ACAA, Sexual Harassment
ACB, Nondiscrimination of the Basis of Disability
GBA, Equal Opportunity Employment
IGDJ, Interscholastic Athletics
IIAA, Textbook Selection and Adoption
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence)
Staff Handbooks
Student Handbooks
File: ACAA
SEXUAL HARASSMENT
The Board recognizes that an employee's and student's right to freedom from discrimination
includes the opportunity to work and learn in an environment free from sexual harassment.
Sexually offensive speech and conduct are wholly inappropriate to the operation of the District
and will not be tolerated. Further, the United States Supreme Court and Ohio Supreme Court, as
well as Title VII of the Civil Rights Act of 1964, the Civil Rights Act of 1991, and Title IX of the
Education Amendments of 1972, recognize sexual harassment as a form of sex discrimination
and it is, therefore, illegal.
Employees
It shall be a violation of this policy for any member of the District staff, or an agent of the
District, to harass an employee through conduct or communications of a sexual nature as defined
below. This includes harassment by a supervisor or another co-employee.
1.
Definition
A.
Sexual harassment of employees includes but is not limited to all unwelcome
sexual advances, requests for sexual favors and verbal, non-verbal or physical
conduct of a sexual nature whenever submission to such conduct is made
explicitly or implicitly a condition of employment or a basis of an employment
decision. Sexual harassment will also be found to have occurred when the
above-mentioned conduct has the purpose or effect of unreasonably interfering
with work performance or creating an intimidating, hostile or offensive working
environment.
B.
Sexual harassment, as defined above, may include but is not
limited to the following:
1) basing an evaluation, recommendation, transfer, etc. on an employee's refusal
or submission to sexual advances;
2) jokes, stories, cartoons or pictures that convey a sexual message, and/or place
the opposite sex in demeaning roles, thereby creating a hostile working
environment for the sex which is the subject of the jokes, stories, cartoons or
pictures;
3) unwelcome touching;
4) all types of verbal harassment and abuse of a sexual nature;
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File: ACAA
5) pressure for sexual activity and
6) any other remarks or actions to a person, with sexual or demeaning
implications.
C.
2.
3.
When activities described above occur, the employee should indicate to the
individual initiating the activity that he/she is uncomfortable with the behavior
and ask that it cease. If the behavior does not cease, the employee can file a
complaint. (A request that the individual initiating the activity cease the behavior
is not a precondition to filing a complaint.)
Complaint Procedure
A.
An employee who files a sexual harassment complaint shall not be discriminated
against in any way.
B.
The intent of the following reporting procedure is to provide a quick and fair
resolution of complaints of discrimination based on sex.
C.
The staff member desiring to file a sexual harassment complaint must present the
complaint, in writing, to his/her immediate supervisor, or if the immediate
supervisor is the subject of the complaint, to the Superintendent. A copy of the
complaint shall be sent to the Superintendent.
D.
If the Superintendent is the employee alleged to have engaged in sexual
harassment, the complaint shall be sent directly to the Board of Education. The
Board will either conduct the investigation set out below, or appoint an
investigator in its place.
Investigation
A.
The investigator should remember that the investigation requires a balancing of
the accused's right to preserve his/her good name; the complainant's right to work
in an environment free of sexual harassment; and the Board's interest in a prompt
and fair investigation.
B.
The investigator shall meet with the complainant within a period not to exceed 15
school days after the complaint has been filed. The complainant may present
witnesses and other evidence.
C.
Following the meeting with the complainant, the investigator shall conduct an
investigation to determine if sexual harassment has occurred. The investigation
may include a conference with the accused, as well as any and all other methods
that are considered necessary to determine whether harassment has occurred.
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File: ACAA
4.
D.
Upon conclusion of the investigation, the investigator shall issue a report. The
report shall include a determination of whether the accused was found to have
engaged in harassment, not engaged in harassment, or whether the investigation
was inconclusive.
E.
A finding of no harassment or inconclusive shall end the investigation.
Discipline
If sexual harassment is found to have occurred, the person who engaged in such
harassment may be disciplined. The discipline must be reasonably calculated to end the
harassment. Said discipline may include, but not be limited to, one or a combination of
the following:
5.
A.
written reprimand of the employee to be included in said employee's personnel file
which orders the employee to cease and desist further sexual harassment;
B.
transfer of said employee away from the individual who filed the complaint and
away from any other individual who was found to have been harassed. Said
transfer shall include a written warning to cease and desist further sexual
harassment;
C.
suspension of the employee, with or without pay, as may be legally appropriate
and
D.
termination of the employee's employment.
Appeal
A.
If the complainant is not satisfied with the results of the investigation, he/she may
send written notice to the Board that he/she is not satisfied with the results of the
investigation. The written notice should include reasons why the complainant is
not satisfied with the results of the investigation. Said notice shall be in writing
and sent to the Board within 10 school days of the complainant being notified of
the results of the investigation.
The Board, upon receipt of the notice request, will review it and conduct further
investigations if deemed necessary.
B.
The Board shall issue its decision within 60 school days of receipt of the
complainant's notice of dissatisfaction.
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File: ACAA
Students
It shall be a violation of this policy for any member of the District staff or agent of the District to
harass a student through conduct or communications of a sexual nature as defined below or to
have romantic or sexual relations with a student. It shall also be a violation of this policy for any
student to harass other students through conduct or communications of a sexual nature as defined
below.
1.
Definition
A.
Unwelcome or welcome sexual advances, requests for sexual favors and other
inappropriate oral, written or physical conduct of a sexual nature when made by a
member of the school staff to a student or when made by any student to another
student constitute sexual harassment when:
1) Submission to such conduct is made, either explicitly or implicitly, a term or
condition of an individual's education.
2) Submission to or rejection of such conduct by an individual is used as the
basis for academic decisions affecting that individual.
3) Such conduct has the purpose or effect of substantially interfering with an
individual's academic or professional performance or creating an
intimidating, hostile or offensive academic environment.
4) Sexual harassment, as defined above, may include but is not limited to the
following:
a)
b)
c)
d)
e)
2.
verbal harassment or abuse of a sexual nature;
pressure for sexual activity;
repeated remarks to a person, with sexual or demeaning implications;
unwelcome or welcome touching or
suggesting or demanding sexual involvement accompanied by implied or
explicit threats concerning one's grades, etc.
Complaint Procedure
A.
Any student who alleges sexual harassment by any staff member or student in the
District may complain directly to any building principal, guidance counselor,
teacher, Superintendent, any other school employee who the student trusts, or any
other individual designated to receive such complaints. Filing of a complaint or
otherwise reporting sexual harassment will not reflect upon the individual's status
nor will it affect future employment, grades, or work assignments. The student's
identity will be kept confidential if possible.
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File: ACAA
3.
B.
The right to confidentiality, both of the complainant and of the accused, will be
respected consistent with the District's legal obligation, and with the necessity to
investigate allegations of misconduct and take corrective action when this conduct
has occurred.
C.
A substantiated charge against a staff member in the District shall subject such
staff member to disciplinary action, including termination of the employee's
employment.
D.
A substantiated charge against a student in the District shall subject that student to
disciplinary action including suspension or expulsion, consistent with the student
discipline code.
Notification of Law Enforcement Authorities
A.
The conduct underlying the complaint of sexual harassment shall be reported, if
required by ORC 2151.421, the child abuse reporting statute and Board policy, to
law enforcement authorities for investigation of possible child abuse.
Employees Subject to Discipline
Failure of a school district employee to process any information regarding sexual harassment as
required by law, and by this Board policy, will be considered grounds for employee discipline.
Notice of Policy
Copies of this policy shall be posted on faculty/staff bulletin boards and placed in the staff and
student handbooks.
[Adoption date: March 20, 2012]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681 et seq.
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Ohio Const. Art. I, Section 2
5 of 6
File: ACAA
CROSS REFS.: AC, Nondiscrimination
GBA, Equal Opportunity Employment
GBH, Staff-Student Relations (Also JM)
IGDJ, Interscholastic Athletics
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence)
JHG, Reporting Child Abuse
Staff Handbooks
Student Handbooks
6 of 6
File: ACB
NONDISCRIMINATION ON THE BASIS OF DISABILITY
The Board maintains that discrimination against a qualified disabled person solely on the basis of
disability is unfair. To the extent possible, qualified disabled persons should be in the
mainstream of life in a school community. In addition, the District is the recipient of Federal
funds and therefore must be in compliance with all laws and regulations that deal with disabled
individuals.
Accordingly, employees of the District comply with the law and Board policy to ensure
nondiscrimination on the basis of disability. The following is expected.
1.
No one discriminates against qualified disabled persons in any aspect of school
employment solely on the basis of disability.
2.
Facilities, programs and activities are made available to qualified disabled persons.
3.
Free appropriate public education at elementary and secondary levels, including
nonacademic and extracurricular services and activities, are provided to qualified
disabled persons.
4.
No one excludes any qualified disabled person, solely on the basis of disability, from
participation in any preschool education, day care, adult education or career-technical
education program.
5.
Each qualified disabled person is provided with the same health, welfare and other
social services that are provided to others.
The Board hereby designates the Superintendent or his/her designee as the District’s 504
Coordinator. The 504 Coordinator will coordinate efforts to comply with this policy and to
investigate complaints.
[Adoption date: March 20, 2012]
LEGAL REFS.: Individuals with Disabilities Education Act; 20 USC 1400 et seq.
Rehabilitation Act of 1973; 29 USC 794
Americans with Disabilities Act Amendments Act of 2008; 42 USC 12101 et seq.
ORC Chapter 3323
Chapter 4112
1 of 2
CROSS REFS.: AC, Nondiscrimination
GBA, Equal Opportunity Employment
IGBA, Programs for Students with Disabilities
IGDJ, Interscholastic Athletics
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing and Bullying (Harassment, Intimidation and Dating Violence)
Staff Handbooks
Student Handbooks
2 of 2
File: ACB-R
NONDISCRIMINATION ON THE BASIS OF DISABILITY
Grievance Procedure
This grievance procedure may be used for a complaint alleging a violation of Section 504 of the
Rehabilitation Act of 1973 or the Americans with Disabilities Act. A copy of the District’s
grievance procedure may be obtained from the District’s 504 Coordinator.
A person who believes he/she has a valid basis for a grievance shall discuss the grievance
informally and on a verbal basis with the District’s 504 Coordinator who shall in turn investigate
the complaint and reply with the answer to the complainant. He/She may initiate formal
procedures according to the following steps:
Step 1 – District’s 504 Coordinator Conference. A person who believes he/she has a valid basis
for a grievance may initiate a grievance by making a written request for a conference
with the District’s 504 Coordinator to discuss the complaint and seek resolution. The
request shall fully describe the grievance, citing the specific circumstances or areas of
dispute which have resulted in the complaint, and be filed as soon as possible, but not
longer than ten (10) calendar days after disclosure of the facts giving rise to the
grievance. The District’s 504 Coordinator shall conduct the conference within five (5)
school days following receipt of the request. The District’s 504 Coordinator will state
in writing his/her decision to the individual within five (5) school days following the
conference.
Step 2 – Appeal to the Superintendent. If the grievance is not resolved satisfactorily at Step 1,
the District’s 504 Coordinator’s decision may be appealed in writing to the
Superintendent. (If the Superintendent is the District’s 504 Coordinator, Step 2 will be
skipped. The Appeal is to Step 3.) The appeal must be made within five (5) school
days following the receipt of the District’s 504 Coordinator’s decision. The
Superintendent will review the case, may conduct an informal hearing, and will notify
all parties in writing of his/her decision within ten (10) school days of receiving the
appeal.
Step 3 – Appeal to the Board of Education. If the grievance is not satisfactorily resolved through
Step 2, a written appeal may be made to the Board of Education. The grievance must
be filed with the Superintendent’s Office within five (5) school days of the
Superintendent’s written decision at Step 2.
The Board or its designee will conduct a hearing regarding the alleged grievance within
thirty (30) school days of filing of the appeal. The parties can agree to extend the time
for the hearing.
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File: ACB-R
The Board or designee shall give the complainant a full and fair opportunity to present
evidence relevant to the issues raised by the grievance.
The complainant may, at his/her own expense, be assisted or represented by individuals
of their choice, including legal counsel. The Board or designee will make a written
decision to the District’s 504 Coordinator and complainant within ten (10) school days
of the hearing.
Due Process Hearing Procedure
1.
When a request for a due process hearing is received, the aggrieved party will have the
opportunity to receive a hearing conducted by an impartial hearing officer (“IHO”) (i.e.
by a person not employed by the Board, not involved in the education or care of the
child, and not having a personal or professional interest which would conflict with
his/her objectivity in the hearing).
2.
The parties can agree to refer the due process issue to mediation. The mediator may be
selected from the Office for Exceptional Children.
3.
The District may have a list of the IHOs, which may include IDEA hearing officers,
attorneys, and Directors of Special Education outside the District. The District’s 504
Coordinator may appoint an IHO from that list, and the costs of the hearing shall be
borne by the District. The appointment of an IHO will be made within fifteen (15)
school days after the request for a due process hearing is received.
4.
A party to a due process hearing shall have:
5.
a.
The right to be accompanied and advised by counsel and by individuals with
special knowledge or training with respect to the problems of children with
disabilities;
b.
The right to present evidence, confront and cross-examine witnesses;
c.
The right to a written or electronic verbatim record of such hearing; and
d.
The right to written findings of fact and decisions.
The IHO shall conduct the due process hearing within a reasonable period of time (i.e.
not to exceed ninety (90) calendar days of the request for such a hearing, unless this
time-frame is mutually waived by the parties or is determined by the IHO to be
impossible to comply with due to extenuating circumstances).
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File: ACB-R
6.
The IHO will give the parent and/or student written notice of the date, time and place of
the hearing. Notice will be given no less than twenty-one (21) calendar days prior to
the date of the hearing, unless otherwise agreed to by the parties.
7.
The person filing the grievance may be represented by another person of his/her choice,
including an attorney.
8.
The IHO shall make a full and complete record of the proceedings.
9.
The IHO shall render a decision in writing to the parties within thirty (30) calendar days
following the conclusion of the hearing. The decision will include the findings of fact.
10.
Either party shall have a right to appeal the decision of the IHO upon filing a written
request for an appeal within fifteen calendar days of the date of the IHO’s written
decision. The appeal request must be timely filed with the District’s 504 Coordinator.
11.
In the request for an appeal, the requesting party shall specifically set forth the reasons
the party feels the decision of the IHO is either contrary to and not supported by the
evidence, or is otherwise contrary to law.
12.
The appeal shall be heard by another IHO, who shall be appointed by the District’s 504
Coordinator.
[Adoption date: March 20, 2012]
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File: AD
DEVELOPMENT OF PHILOSOPHY OF EDUCATION
The Board’s philosophy of education gives direction to the educational program and daily
operations of the District.
Periodically, the policy committee of the Board and the Superintendent evaluate the philosophy
of education. Suggestions from both the staff and community are considered.
The committee revises or confirms the existing philosophy or writes a new statement of
philosophy. The committee presents its recommendation regarding a philosophy of education to
the Board for adoption or re-adoption.
All building and curriculum philosophies reflect and extend the Board’s philosophy. The
Superintendent disseminates the Board’s philosophy of education to all staff members and directs
that it be published in all handbooks.
[Adoption date: March 20, 2012]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03; 3301-35-04; 3301-35-05
CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC)
ABB, Staff Involvement in Decision Making (Also GBB)
ABC, Student Involvement in Decision Making
ADA, Educational Philosophy
File: ADA
EDUCATIONAL PHILOSOPHY
Because the youth of Reynoldsburg is the mainstay of the educational system in Reynoldsburg,
the Board believes that the student must be the focus of all school programs. Further, the Board
believes that the decisions that direct all educational programs must be established with student
needs in mind while providing a basis for the daily operation of the schools.
The Board believes that every youngster has the ability to learn and that it is the role of education
to provide the opportunity for each individual to develop his/her abilities to the maximum
potential, without discrimination.
The Board believes that the purpose of education is to help students develop those skills,
attitudes and concepts that will enrich his/her life, making it more meaningful and beneficial for
him/her. It is the intent of the schools to provide experiences that foster superior scholastic
achievement, vocational expertise and recreational versatility.
Our District stresses the meaningful involvement of parents and community people within the
District. To encourage citizens to become partners in learning, our staff works closely with
parents and non-parents to provide an open, friendly atmosphere in which community
involvement is nurtured. Such a setting also serves to create an enjoyable school environment
for students in which to maximize learning while enabling the school system to respond to the
educational needs and concerns of the community.
The Board believes that, considering the practical applications of this philosophy, opportunities
shall be provided each individual student, within the limits of his/her capacity, to develop:
1.
physical, mental, social and emotional health;
2.
moral and ethical values;
3.
an appreciation for the significance of his/her role in the family, community and the
world of work;
4.
an understanding and respect for the values, the ideals, the knowledge, and the
obligations of citizenship in a democratic society;
5.
skills for effective participation in the democratic processes;
6.
the ability to communicate with others;
7.
knowledge and understanding of how to live effectively with the forces of his/her
natural environment;
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File: ADA
8.
financial literacy;
9.
marketable skills and career awareness;
10.
appreciation of and joy in participating in art, drama, music, dance and literature;
11.
wise and creative use of leisure time;
12.
coordination skills;
13.
acceptable work habits, such as following directions, working independently, etc.;
14.
zeal for continuous learning, self-improvement and creativity;
15.
a recognition of self-worth;
16.
respect for others and
17.
a sense of humor, an attitude of sportsmanship and the ability to get along with others.
Such a program implies that each student is unique and that his/her achievements are dependent
upon the extent to which the school adapts and the student accepts methods and materials of
instruction for his/her use.
[Adoption date: March 20, 2012]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03
CROSS REFS.: AE, School District Goals and Objectives
IA, Instructional Goals
Continuous Improvement Plan
2 of 2
File: AE
SCHOOL DISTRICT GOALS AND OBJECTIVES
1.
Develop Mastery of Basic Skills. The District promotes the acquisition of basic
comprehension, communication and computation skills to the greatest extent possible
for each student. Efforts are made to offer each student opportunities to master the
basic skills needed to pursue his/her chosen goals.
2.
Gain Knowledge and Experience in Natural Sciences, Social Sciences, Humanities and
Fine Arts. The District provides opportunities and encouragement for students to gain
knowledge and experience in the sciences, humanities and arts.
3.
Develop a Positive Self-Image. The District attempts to respond to each student’s need
to develop a positive self-image and enhances his/her ability to determine, understand
and examine his/her own capabilities, interests and goals.
4.
Develop Skills of Constructive and Critical Thinking. The District fosters skills of
constructive and critical thinking in order to enable each student to deal effectively with
conditions and problems in an independent, self-fulfilling and responsible manner.
5.
Develop Skills Appropriate to a Technological Society. The District provides students
with information necessary to function in a rapidly changing workplace.
6.
Develop Respect for Others and the Law. The District promotes the development of
students to enable them to become mature, responsible citizens with respect for the
rights of others and the law.
7.
Gain Lifelong Learning Skills. The District promotes an eagerness for learning which
encourages each student to continue to benefit from educational opportunities beyond
formal schooling.
8.
Gain Understanding of Value Systems, Cultures and Heritage. The District provides an
opportunity for each student to gain knowledge and understanding of social skills, so
that he/she is prepared to participate responsibly and successfully in a pluralistic
society.
9.
Gain Understanding of Economic Roles in Society. The District encourages each
student to gain a critical understanding of his/her role as a producer and consumer of
goods and services and of the principles involved in the production of goods and
services.
10.
Gain Knowledge and Understanding of the Environment. The District encourages
student development of an appreciation for the maintenance, protection and
improvement of the physical environment.
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File: AE
11.
Develop Positive Health Habits and Physical Skills. The District helps students
develop good habits concerning care of the body and avoidance of harmful effects of
drugs, alcohol and tobacco. Lifelong physical fitness including lifetime recreational
skills are promoted.
12.
Develop Within the Community a Sense of Pride in the Schools. The Board highlights
the strengths of the education program and invites the community to participate in
school functions.
13.
Continual Evaluation and Revision of Curriculum. The Board provides, through the
evaluation process, a curriculum that is pertinent to student and community needs.
[Adoption date: March 20, 2012]
LEGAL REFS.: OAC 3301-35-02; 3301-35-04
CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC)
ADA, Educational Philosophy
DBD, Budget Planning (Five-Year Forecast)
IA, Instructional Goals
IAA, Instructional Objectives
KA, School-Community Relations Goals
Continuous Improvement Plan
2 of 2
File: AFB (Also CBG)
EVALUATION OF THE SUPERINTENDENT
The Board evaluates the performance of the Superintendent in order to assist both the Board and
the Superintendent in the proper discharge of their responsibilities and to enable the Board to
provide the District with the best possible leadership.
Through evaluation of the Superintendent, the Board strives to:
1.
clarify the role of the Superintendent as seen by the Board;
2.
clarify for all Board members the role of the Superintendent with respect to the job
description for the position and accomplishment of goals and objectives as agreed upon
by the Board and the Superintendent;
3.
develop harmonious working relationships between the Board and Superintendent;
4.
provide administrative leadership for the District and
5.
identify strengths and weaknesses of the Superintendent’s performance.
The Board evaluates the abilities and services of the Superintendent at least once a year.
Board consensus on the Superintendent’s accomplishments, services and abilities will be
provided to the Superintendent in writing and discussed with the Superintendent in conference.
The Board must consider the evaluation of the Superintendent in acting to renew or nonrenew
his/her contract.
This evaluation procedure does not create an expectancy of continued employment. Nothing
contained herein prevents the Board from making any final determination regarding the renewal
or nonrenewal of the Superintendent’s contract.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC 3319.01; 3319.16
CROSS REF.: CBA, Qualifications and Duties of the Superintendent
File: AFBA (Also BCCB)
EVALUATION OF THE TREASURER
The Board evaluates the performance of the Treasurer in order to assist both the Board and the
Treasurer in the proper discharge of their responsibilities and to enable the Board to provide the
District with the best possible leadership.
Through evaluation of the Treasurer, the Board strives to:
1.
clarify the role of the Treasurer as seen by the Board;
2.
clarify for all Board members the role of the Treasurer with respect to the job
description for the position and accomplishment of goals and objectives as agreed upon
by the Board and the Treasurer;
3.
develop harmonious working relationships between the Board and Treasurer;
4.
provide financial leadership for the District and
5.
identify strengths and weaknesses of the Treasurer’s performance.
The Board evaluates the abilities and services of the Treasurer at least once a year.
Board consensus on the Treasurer’s accomplishments, services and abilities will be provided to
the Treasurer in writing and discussed with the Treasurer in conference. The Board must
consider the evaluation of the Treasurer in acting to renew or nonrenew his/her contract.
This evaluation procedure does not create an expectancy of continued employment. Nothing
contained herein prevents the Board from making any final determination regarding the renewal
or nonrenewal of the Treasurer’s contract.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC 3313.22
3319.16
CROSS REFS.: BCC, Qualifications and Duties of the Treasurer
BCCA, Incapacity of the Treasurer
BCCC, Treasurer’s Contract
File: AFC (Also GCN)
EVALUATION OF CERTIFICATED STAFF
(Administrators Both Certificated and Support)
Each assistant superintendent, director, principal, assistant principal and other administrator shall
be evaluated through this written evaluation procedure and in compliance with the Ohio Revised
Code. In the event of any conflict between this procedure and the ORC, the provisions of ORC
shall apply as if incorporated into this procedure. As used in this procedure, the term
“administrator” applies to any person whose evaluations are subject to the requirements of ORC.
1.
The evaluation shall be conducted by the Superintendent or his/her designee.
2.
The evaluation shall measure each administrator’s effectiveness in performing the
duties included in the applicable job description. The Board delegates authority to the
Superintendent to develop evaluation instruments to implement this procedure. The
Board shall from time to time adopt and revise administrator job descriptions to
implement this procedure.
3.
In any school year that the administrator’s contract is not due to expire, at least one
evaluation shall be completed in that year. A written copy of the evaluation shall be
provided to the administrator no later than the end of the employee’s contract year as
defined by the administrator’s annual salary notice.
4.
In any school year that the administrator’s contract of employment is due to expire, at
least a preliminary evaluation and at least a final evaluation shall be completed in that
year. A written copy of the preliminary evaluation shall be provided to the
administrator at least 60 days prior to any action by the Board on the administrator’s
contract of employment. The final evaluation shall indicate the Superintendent’s
intended recommendation to the Board regarding a contract of employment for the
administrator. A written copy of the final evaluation shall be provided to the employee
at least five days prior to the Board’s acting to renew or not renew the contract.
5.
Before taking action to renew or nonrenew the contract of an administrator prior to the
last day of March in the year the administrator’s contract expires, the administrator shall
be given written notice of the date that the contract expires and that the administrator
may request a meeting with the Board.
6.
The evaluation shall be considered by the Board in deciding whether to renew the
administrator’s contract.
1 of 2
File: AFC (Also GCN)
7.
The establishment of this procedure shall not create an expectancy of continued
employment. Nothing contained herein shall prevent the Board from making the final
determination regarding the renewal or nonrenewal of the administrator’s contract,
provided the administrator has been given the evaluations required by this procedure
and the opportunity, upon request, to meet with the Board as required by this procedure.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC 3319.02; 3319.03; 3319.04; 3319.16; 3313.17; 3319.171; 3319.22
OAC 3301-35-05
CROSS REFS.: GBL, Personnel Records
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File: AFC-2 (Also GCN-2)
EVALUATION OF CERTIFICATED STAFF
(Administrators Both Certificated and Support)
Each assistant superintendent, director, principal, assistant principal and other administrator shall
be evaluated through this written evaluation procedure and in compliance with the Ohio Revised
Code. In the event of any conflict between this procedure and the ORC, the provisions of ORC
shall apply as if incorporated into this procedure. As used in this procedure, the term
“administrator” applies to any person whose evaluations are subject to the requirements of ORC.
1.
The evaluation shall be conducted by the Superintendent or his/her designee.
2.
The evaluation shall measure each administrator’s effectiveness in performing the
duties included in the applicable job description. The Board delegates authority to the
Superintendent to develop evaluation instruments to implement this procedure. The
Board shall from time to time adopt and revise administrator job descriptions to
implement this procedure.
3.
In any school year that the administrator’s contract is not due to expire, at least one
evaluation shall be completed in that year. A written copy of the evaluation shall be
provided to the administrator no later than the end of the employee’s contract year as
defined by the administrator’s annual salary notice.
4.
In any school year that the administrator’s contract of employment is due to expire, at
least a preliminary evaluation and at least a final evaluation shall be completed in that
year. A written copy of the preliminary evaluation shall be provided to the
administrator at least 60 days prior to any action by the Board on the administrator’s
contract of employment. The final evaluation shall indicate the Superintendent’s
intended recommendation to the Board regarding a contract of employment for the
administrator. A written copy of the final evaluation shall be provided to the employee
at least five days prior to the Board’s acting to renew or not renew the contract.
5.
Before taking action to renew or nonrenew the contract of an administrator prior to the
last day of March in the year the administrator’s contract expires, the administrator shall
be given written notice of the date that the contract expires and that the administrator
may request a meeting with the Board. Upon request by the administrator, the Board
shall grant the employee a meeting in executive session. In that meeting, the Board
shall discuss its reasons for considering the renewal or nonrenewal of the contract. The
administrator shall be permitted to have a representative of the administrator’s choice at
the meeting.
6.
The evaluation shall be considered by the Board in deciding whether to renew the
administrator’s contract.
1 of 2
File: AFC-2 (Also GCN-2)
7.
The establishment of this procedure shall not create an expectancy of continued
employment. Nothing contained herein shall prevent the Board from making the final
determination regarding the renewal or nonrenewal of the administrator’s contract,
provided the administrator has been given the evaluations required by this procedure
and the opportunity, upon request, to meet with the Board as required by this procedure.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC 3319.02; 3319.03; 3319.04; 3319.16; 3319.17; 3319.171; 3319.22
OAC 3301-35-05
CROSS REFS.: GBL, Personnel Records
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File: AFD (Also GDN)
EVALUATION OF SUPPORT/CLASSIFIED STAFF
Regular evaluation of all support/classified staff is intended to bring about improved services and
to provide a continuing record of the service of each employee and evidence on which to base
decisions relative to assignment and re-employment.
The Superintendent establishes a continuing program of performance evaluation for the
support/classified staff. The program includes written evaluations and a means of making the
results known to the evaluated employee.
The services of all support/classified staff employees are evaluated. Procedures used in the
evaluation process are subject to Board approval or in accordance with the negotiated agreement
and/or State law.
[Adoption date: March 20, 2012]
LEGAL REFS.: ORC Chapter 124
Chapter 4117
3319.081
OAC 3301-35-05
CROSS REFS.: GBL, Personnel Records
CONTRACT REF.: Support/Classified Staff Negotiated Agreement
File: AFE (Also IM)
EVALUATION OF INSTRUCTIONAL PROGRAMS
The Board believes that accountability for student performance and progress is a shared
responsibility of teachers, administrators, parents and the Board. Individual student progress and
the instructional efforts of the District are evaluated systematically. It is the responsibility of the
Superintendent and the instructional staff to report periodically to the Board on the progress the
District is making towards the attainment of it instructional goals.
The Board directs the Superintendent to develop and implement a systematic plan for the
continuous evaluation of the instructional program against the goals established by the Board.
The Superintendent/designee employs such tests and methods as may be deemed appropriate in
the Superintendent’s/designee’s sound professional judgment. The assessment program follows
the evaluation procedures set forth in the courses of study and curriculum guides.
The purposes of the evaluation process are to:
1.
monitor the progress of individual students;
2.
identify strengths and weakness of existing instructional programs;
3.
provide data for decision-making regarding additions to, modification of or deletions
from the existing instructional programs;
4.
report to the public the relationship between the stated instructional goals of the District
and student achievement and
5.
all other relevant data which the Superintendent deems necessary.
The Superintendent is instructed to remain informed relative to current research and successful
practices and to employ the best and most reliable methods and measures in the evaluative
process. The results of the testing programs are used as a part of the evaluation.
[Adoption date: March 20, 2012]
LEGAL REFS.: OAC 3301-35-03; 3301-35-04; 3301-35-06; 3301-35-07
CROSS REFS.: IA, Instructional Goals
IAA, Instructional Objectives
IL, Testing Programs
File: AFI
EVALUATION OF EDUCATIONAL RESOURCES
The Superintendent evaluates the effectiveness of the educational resources used by the District
to achieve the District’s educational goals and objectives.
The individual resource areas are assessed yearly while the overall program is assessed every
three years according to professionally recognized criteria and procedures.
Following are the educational resources listed in the State Board of Education standards.
1.
Professional and support/classified staff are recruited, employed, assigned, evaluated
and provided in-service education without unlawful discrimination.
2.
Instructional materials and equipment support attainment of objectives specified in
courses of study.
3.
Facilities accommodate the enrollment and the philosophy of education and educational
goals of the school.
4.
Student health and safety are safeguarded by an organized program of school health
services designed to identify student health problems and to coordinate school and
community health resources for students.
5.
Student cumulative records are maintained.
6.
Student admission, placement and withdrawal are processed according to established
procedures.
7.
Student attendance and conduct are administered according to established objectives
and procedures.
8.
School guidance services are provided for students in accordance with a written plan
adopted by the Board.
9.
Student activity programs are operated in accordance with the Board’s philosophy of
education and educational goals and safeguard the interest of the school, participants
and spectators. Schools will not sponsor interscholastic athletics for students in
kindergarten through sixth grade.
10.
A planned community relations program is implemented to encourage citizen
participation in, and for, the educational program.
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File: AFI
[Adoption date: March 20, 2012]
LEGAL REFS.: OAC 3301-35-03; 3301-35-04
CROSS REFS.: AC, Nondiscrimination
FA, Facilities Development Goals
IA, Instructional Goals
IF, Curriculum Development
IGD, Cocurricular and Extracurricular Activities
IKE, Promotion and Retention of Students
JEC, School Admission
JEDA, Truancy
JHF, Student Safety
JO, Student Records
KA, School-Community Relations Goals
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