I. Call to Order, I-1 II. Pledge of Allegiance, II-1 · 5/27/2010 · Bolin Linda G. Cleary Andrea...

Board of Education

Thursday, May 27, 2010, 5:00 PM Adams Leadership Center, Winborn Conference Room

Agenda Item Page #

I. Call to Order, Susan Heil, President I-1

II. Pledge of Allegiance, Fayetteville High School II-1

III. Roll Call of Members III-1

IV. Recognition of People, Events, & Programs IV-1

V. Citizen Participation V-1

VI. Consent Agenda A. Reading of the Minutes VI-A1 B. Certified Staff Changes VI-B1 C. Support Staff Changes VI-C1 D. Financial Report VI-D1 E. Student Transfers VI-E1 F. District Treasurer VI-F1 *Any item shall be removed from the consent items section at the request of one board

member.

VII. Action Items A. Curriculum Policy – Linda Auman VII-A1 B. Families in Transition Grant – Linda Auman VII-B1 C. Happy Hollow Construction Manager Contract – Vicki Thomas VII-C1

VIII. Information Items A. Happy Hollow Update – Vicki Thomas VIII-A1 B. Policy Revisions & Student Handbooks – Ginny Wiseman VIII-B1 C. Classified & Certified Policy Revisions – Greg Mones VIII-C1

IX. Adjournment IX-1 If you wish to speak during citizen participation or an action item report, please observe the following: 1. Avoid references, statements or conduct reasonably likely to result in disruption or undue delay in the orderly transaction of the business scheduled for consideration by the Board. 2. Avoid personal attacks of any identified individual or group. 3. Refrain from cumulative or repetitive remarks. 4. Refrain from obscenity, vulgarity or other breach of respect. 5. Refrain from words or statements which, from their usual construction and common acceptance, are construed as insults and tend to breach the peace. 6. Comply with the time limits for public comment (5 minutes for citizen participation; 3 minutes for action item.)

Fayetteville Board of Education Minutes of the April 22, 2010 Regular Meeting

The meeting convened at 5:00PM in the Adams Leadership Center with President Susan Heil presiding. The Pledge of Allegiance was led by students from Holt Middle School. Roll Call The roll was called and board members Jim Halsell, Steve Percival, Tim Hudson, Susan Heil, Howard Hamilton and Becky Purcell were present. Recognition Lindsey Asbury, Woodland Gifted & Talented teacher, received an Above & Beyond Award for her outstanding work in the district. Barry Gebhart, athletic director, received an Impact Award of Excellence for his work as head basketball coach at Fayetteville High School. Mr. Gebhart introduced Kyle Adams as the new head boys basketball coach. The Register, the Fayetteville High School student newspaper, received a Recognition of Outstanding Achievement Award for winning the 2010 All-Arkansas Award from the Arkansas Scholastic Press Association. FHS-TV received a Recognition of Outstanding Achievement Award for winning the 2010 All-Arkansas Award from the Arkansas Scholastic Press Association. FHS-TV advisor Peggy James received a Recognition of Outstanding Achievement Award for being named the 2010 advisor of the Year from the Arkansas Scholastic Press Association. Fayetteville High School students Jessie Hargis and Melissa Richardson, co-editors of The Register student newspaper, received a Recognition of Outstanding Achievement Award for being named the 2010 Editors of the Year by the Arkansas Scholastic Press Association. Fayetteville High School senior Mary Kate Harrison received a Recognition of Outstanding Achievement Award for being named the mistress of ceremonies for the closing ceremonies of the 2010 Student Television Network’s national convention. The Fayetteville High School Service Learning program was recognized for their work in promoting driver safety.

April 22, 2010 Board Minutes Page 2 Consent Agenda Becky Purcell made a motion to approve the consent agenda. Tim Hudson seconded the motion, which passed by a 6-0 vote. Textbook Adoption The Board voted 6-0 to adopt the recommended textbooks in the content areas of music, art, family and consumer science, drama and agriculture for the 2010-11 school year. Jim Halsell made the motion, which was seconded by Becky Purcell. Construction Manager Letter of Intent for Happy Hollow The Board voted 6-0 to approve the Letter of Intent with Nabholz Construction for the new Happy Hollow Elementary School. Rudy Moore, Jr., legal counsel for the district, reported that the Letter of Intent authorizes Nabholz Construction to proceed with the earthwork, site prep and site utilities and the procurement of items to include building permits, insurance and bonds. The agreement includes a dollar limit cap of $1,549,660 to cover the services listed. Tim Hudson made the motion, which was seconded by Becky Purcell. Construction Manager Agreement for Fayetteville High School The Board voted 6-0 to approve the AIA Document A133 contract for construction manager services with Nabholz Construction for the Fayetteville High School additions and renovations. Mr. Moore noted that this is the contract for construction and that the Board will approve the Guaranteed Maximum Price in October 2010. Howard Hamilton made the motion, which was seconded by Jim Halsell. Qualified School Construction Bonds Application The Board voted 6-0 to approve the resolution authorizing the superintendent to apply to the Arkansas Department of Education for $50,000,000 in qualified school construction bonds for the purpose of constructing and equipping new school facilities, renovation and equipping various existing facilities and land purchase. Dr. Lisa Morstad, chief financial officer, noted that this application does not obligate the district in any way. Steve Percival made the motion, which was seconded by Howard Hamilton. Happy Hollow Update Wes Burgess from Crafton, Tull & Sparks reported that the Happy Hollow Elementary construction project is close to the budgeted amount thanks to rebidding. Kent Doughty of Nabholz Construction was introduced. Mr. Doughty is the Senior Project Manager for the Happy Hollow project.

April 22, 2010 Board Minutes Page 3 Curriculum Board Policy Linda Auman, chief academic officer, presented the draft curriculum, instruction and assessment policy. Ms. Auman noted that the policy is the first step in addressing issues in the Phi Delta Kappa curriculum audit. The policy has two sections: curriculum management and roles and responsibilities. The Board will be asked to approve the policy at the May board meeting. Adjournment The meeting was adjourned at 6:50PM. ___________________________________ ____________________________________ Susan W. Heil, President Tim Kring, Secretary

May 27, 2010

Certified Staff Changes TO: Board of Education FROM: Vicki Thomas, Superintendent I recommend approval of the following personnel actions: Extended Leave of Absence7

Name Position & Assignment Period Jeannie Dykes- Teacher – Asbell Elementary 10-11 Resignations Name Position & Assignment Don Helms GT Teacher/Holcomb Elementary Darlene Graf Teacher/Owl Creek (on leave 09-10) Pamela Leigh Hudson Beyer Counselor/FHS Stephanie Sawyer Teacher/Leverett Sarah Lindsay Teacher/Vandergriff Wilma Berry Teacher/Butterfield Provisional Employment1

Name Position & Assignment Replacement/ Period New

Jeb Huckeba-1,4,8 Teacher/Coach / FHS Replacement 10-11 Catherine Paul-1,2,4,8 Teacher/ Ramay/Woodland Replacement 10-11 Contract Renewals Korri Bartholomew Lana Clark Victor Dreier Janette Harris Brooks Hunter Randa Keeley Erin Long Jennifer Ombres Norberg Richard Phelan Jeremy Pratchard Jody Robertson Jeffery Seiter Debbie Smith Kathleen Spigarelli Alexis Trolinger Rebecca Webb

1Pending completion of a criminal background check and receipt of eligibility information from the Department of Education 2One Year Only 3Year 1 of 1 year new hire probationary period 4Year 1 of 3 year new hire probationary period 5Year 2 of 3 year new hire probationary period 6Year 3 of 3-year new hire probationary period 7Per policy 4150 8Contingent upon receipt of Arkansas Teaching Licensure 9One year contract contingent on grant funding 10Contingent upon acceptance in ALP program 11Contract contingent upon waiver approval 12 Contingent upon receipt of ABESBA License 13 Contingent upon receipt of Medicaid Billing #

14 Contract for remainder of 09-10 school year only

May 27, 2010

Support Staff Changes TO: Board of Education FROM: Vicki Thomas, Superintendent I recommend approval of the following personnel actions: Provisional Employment1, 2 Name Position & Assignment Replacement/New Period Terri Ann Raskiewicz Budget Manager Replacement 09/10 Resignations Name Position & Assignment Alexa Sprick Custodian/Custodial Pamela Gayer Special Ed Aide/Vandergriff Victoria Long Payroll Manager/Central Office Charles Funderburgh Custodial Coordinator/Custodial Everett Coonfield Custodian/Central Office Curtis A Strange Special Ed Aide/Owl Creek Martha Sheridan Custodian/Custodial Employment – Transfers & Changes Name Position & Assignment Period Mitchell Kunz Grounds Supervisor/Maintenance Replacement 09/10 Sonya Warren Crossing Guard/Root Replacement 09/10 William Hellerich Bus Driver/Transportation Replacement 09/10 Jennifer Dunivan Crossing Guard/Root Replacement 09/10 Joshua Downing Grounds Keeper/Maintenance Replacement 09/10 Glenda Sullins Risk Mgmt & Compliance Coordinator New 09/10 1Pending completion of a criminal background check and receipt of eligibility information from the Department of Education 2One Year Probationary Period 3Based on Student Count 4Grant Funded 5One Year Only

6 Contract for the remainder of 09-10 7 Paid hourly as submitted on timesheet

Classified Contract Renewal 2010-2011

Ackerman Lara E Brisiel Susan M. Adams David L Britt Laurie J. Alderson Tilford V Brown Georgia Alderson Mary L. Brown Leslee C. Alford Diane L Brown Destiny Allen Anna L. Bryant Norman R. Amador Maria I Buff Stacey A Arambel Elizabeth Burkett Carol Arcana Shannon K. Burns Laura Y. Atchley Susie J Burns Willie J. Atterberry Larry D Burrell Beth A. Autry Kimberly C Buss-Rosso Sharon A. Ayala Maria K Butt Mary Anne Ayson-Plummer Patty Buysse Patricia A. Bakaric Inger L Cade William R Baker Brenda J. Carney Angela D. Baker Wilma J. Carr Mary S. Baker Susan C Carroll Zachary B. Barginear Catherine K. Carter Danny R. Bates Saundra S. Carter Melody M. Baxter Charles G. Carver Dyanna L. Baxter Marianne Cass Krista L. Beadles Harry B. Caudill Johnny R Beason Maggie A Caudle Cynthia A. Beavers Rebekah N. Caudle Steven H. Bell Robert L. Caudle Larry J. Belue Alice L. Center Shaaron L Belue Gregory A. Chamberlin Sara Bennoch Kevin P Charboneau Jamie E Berry Alison J Church Christie A Bishop Stephanie D. Cigainero Angela D Blood Patricia M. Clay Michael S Bolen Marian V.G. Clayton Jeffery S Bolin Linda G. Cleary Andrea D. Bolin Michael K. Cochran Lori Bonilla Diana Collins Jack W. Booth Beckie Collins Milo Bowlin Tina M. Comer Matthew C Bradford J.D. Commet C. Nadene Bradford Carolyn F. Cook Mary S. Bradley Karla J. Cook Ruby G. Bragg Cheryl D. Cook Lance X Bramlett Tamara L Cook Renee L. Branch Angelita R Cornwell Lillian S. Brannon Julie A Cothren Angela L Brignoni Richard B Couch Martha A.


Craig Larie B Faires Myrna B. Cramer Leah J Farmer Susan K. Crawford Joyce L. Feinberg Teresa L Crisp Connie S Figueroa Juan A Cross Vicki C. Fischer Kimberly M Cullens Vonda L Fisher Lance E Curtis Danny A Fitzgerald Loutricia G. Curtis Clinton C Flores Maria S. Czmyrid Mark A Foshe Bryan J. Dahler Jennifer M Foshe Tony A Dallas Michelle N Foster Mona A. Daly Tammy W Fowler Jason E Daniels Anthony D Fowler Ruth I Davis Arlene D. Frahm Kathy R Davis Patsy A Frazee Cherrie J. Davis Susie F. Fricke Todd C. Davis Lesa Fritz John J. Davis Daniel T Frost Lauren E Davis Michael K. Fultz Georgia D. Dickson Tammie R. Gage LaDonna R. Dillard Michael G. Gamache Louise A Dodson Pauletta Garner Virginia L. Dolan Christine S. Gates Carla D. Dombek Tjwana H Gegner Matthew E. Domer Julie A. Gibbs Jacob A Donnell David K. Gibbs Mary L. Downing Joshua Gibson Libby S Drain Dianna M. Girtman Linda C. Drake Mary J. Gish Mark L. Drake Jerry D. Glenn Susan E. Drake Susie Glidewell Brenda W. Drake Jacqueline K. Goad Judy L. Duffel Roger G Goff Rebecca A. Dugger Ryan D. Goodwin Laura N Dunlap Brana N. Gourley Kay C. Eagle Johny L Gramling Diana J. Early Harold M Gray Michelle L Edgington Cheryl A Griffith Preston A. Edwards Connie G. Grubb Jackie D. Elder Kimberly J Guile Celeste E. Ellison Jennifer L. Guthrie Jay England Vanessa J Guthrie Amy Enoch Ruby E. Hafen Freemon J Evans Angela D. Hale Mary A Fairchild Ann B. Hamilton Randall E


Hammons Gloria D. Kacmarcik Cheryl S Hardaway Sherri L Kamer Mark J. Harnish Deborah A. Kelly Rick D. Harris Wayland A Kelly Janie Harvey Jina S Keltner Tara E. Hausam Joanna Kephart Jennifer L Hayes Jr. John R. Kerr Jeffrey D. Hefner MIsty D Keys Billy G Heimsoth Rory D. Keys William Hellerich William D Khoury Raja Henderson Monte M Kidd Jackie D Henry Bobby R Kilgore Mark R. Herrin Donna M Kincaid Sara L. Hickey Lisa K King Tia F. Hicks Michal C. Kirkland Brenda Higgins James E. Kiser Pamela L. Higgs Brenda D. Knox Alison A Hill Sherry T. Koch Amanda L. Hill Patricia J. Koeppe Jessie Lee Smith Hill Lindsey N Kumpe Carmen I Hill Michael L. Kunz Mitchell A Hill Feleicia K. Kyzer James R Hitt Mark L. Labit Trisha L.

Hobgood Nancy G. Lachino-Hernandez Erika Y

Hogue Herman G. Lacy Janey E. Holt Shonda R. Lane Javonna K Hoops Stephanie T. Langston Annamaria R. Horton Stanley E Lawson Rebecca S Hossay Joanna L. Lawson Denise H Hudson Danielle L Leach Melody F. Jackson Carole S. Lewellen Gerald O Jamerson Susan M. Lewis Barbara S. Janes Kathy D. Lewis JoAnn Jefferson Cheryl J. Lewis Donna K. Jefferson Amy L Linares Rose M. Johnson Cherie A Lloyd Mollyanne Johnson Jason M. Lock Richard A Jones Paula S. Locke Merrin K. Jones John W Logan Sheila M. Jordan Lora D. Logue Mary F. Jordan Diana L. Long Melanie F. Jordon Lola J. Longdon Mary Justice Dorothea Loots Mary M. Justice David Gordon Lowery Bettye A.


Lumsargis Donald J. Moore Corrine Luper Judy D. Morgan Penny J. Luttrell Llona Morris Michael S Mabry Bo N Morse Debra L. Macaulay Michael J. Morse Kevin P Main Tricia Mouser Beverly J. Marchese Steven L Nanak Lora A Markum Jed C Nass Arnold M. Mars Kathy R. Neal Paula A. Martin Jillian A Nelson Natasha F Martindale Lisa A New Jacquelyn Martini Jyllian E Noland Barbara B. Mathews Linda D. Omohundro Patricia D. Mathias Thomas W Omohundro William L. Mathias Randy L. Oyler Carol C Matthews Tena L Palmer Tamara L Mayes Andrew P. Papazian Aimee J. McCabe Michael L. Parham Norma McCarty Jamie R. Park Kimberly A McCarty Eldora A Parker Randy L. McClendon Jerry O. Parker Alice M. McCool Pamela L Parker Belinda McCool Deborah Paige Parker Amy C McCoskey Jacqueline L. Parker Nathan T. McCoy Michael D Parker Tyler K. McCoy DeLane Parker Linda F McGehee Claude A. Parton John R McGhee Judith A. Partridge Paul T McKee Julia A Patrick Tracey J. McKnight Angela C. Paul Mark E. McLoud Valerie J Payton Rebecca J. McWhorter Gail W. Pearson Sheryl D. Meadows Lonnie D. Pennington Deborah D. Medlin Mary J. Perkins Maria D Mefford John C. Peterson Jeanne V. Mellon Linda Peterson Robbie E. Metcalf Elizabeth J. Phaneuf Wendy L. Meyer Thomas C Phillips Wendolyn S Miller Elizabeth A. Pierce Chloe Miller Cheryl F. Pirri Michael J Miravite Lorenzo V. Pitts Joyce E. Mirus Jay S. Poage Steven J. Mitchell Barbara Pollock Cary S Mixon Mary Alice Pontious Denise J Moncrief Christina M. Porter Jacob W.


Porter Steven D. Schuldt Angela S. Posinski Thomas D. Seawood Maranda D. Powell Julie A. Sellers Brenda L. Price Sondra L Sellers Donita J Propps Landon M Servant Santiago Quinn Ella J. Shankle Summer Ralston Stephanie A Sharp Malcolm P. Rankin Allen R. Shaw Darrell W Rash Lloyd D. Shedd Tammy R. Ratliff Ricky S. Ratliff Kathy L. Shirley Emily R Ray Jeany Siems John A Ray Marsha A. Simmons Debbie C. Reed Gary W. Skinkis Damariz J. Reith Amanda G. Smith Debbie G Renegar Jefferie L. Smith Cassie J. Reno Dorothy Smith Gordon W. Rexford Sharon K. Smith Lori A. Reynolds Kimberly G Sorensen Linda L. Rhodes Sara M Sosa Sylvia Richardson Pamela K. Sosa Corina Richardson Deborah J. South Barron T Richardson Susan L Sparks Sally J Riner Marian L Springer Linda Y. Ritch Bonnie G. Steichman Jimmy Ritch Ricky Stephenson Debra L. Roberts Dana L. Stephenson James D. Robinson Darryl L Stevens Thomas S. Romero Curtis W. Stevens Janet M. Rosa Ananda E Stewart Andrea Lynn Rosteck Kathleen W. Stewart James A. Routh Duva E. Stewart Teresa Rowell Crystal G. Stewart D. Grant Rozell Dana D. Stiles Elvia Ruddick Ruger O Story Cheryl A. Rush Deborah J. Stout Debra K. Sage Wesley D. Stout Bonnie Sanders Stephen B Strahan Charles A Sanders Joyce Strange Deborah A. Sanderson Dianna R. Stropes Shirley A. Scarbrough James C. Stufflebean Wilma S. Schell Jackie Sullins Glenda S. Schell Connie J. Sullins Tyler C Scheuerman Tammy D Sullins Matthew T. Schneringer Rebecca J


Surber Markus L Wilcox Sharon L. Tacker Rosemary A. Wilken Christine N. Tate Justin L Williams Kimberly R. Taylor Angela D Williams Mary N. Taylor Sandra D Wilson Jamie L. Teague Sharron K. Wilson Roy L. Terrill Michael D Wilson Marilyn K. Thill Kathryn L. Wilson Claire L. Thomas Melissa C Winchester Jerusha M. Thomas Linda S. Winterrowd Catherine G Thomas Shirley M. Wommack Michael L

Thomason Romey Wonsower-Potter Fawn S.

Thompson Jeffrey S Woodbury Derrick L Thornton Martha E. Wright Leslie Dale Tilghman Tara R Wright Donna M Tinsley Brandy N. Wyckoff Robin S. Tiritilli Stacey R Wynne Beth Torres Sherilynn S Yates Harold D Travis Shannan L Young Nicole S Treece Sharon K. Tuck Muriel R VanBrunt Roy D VanZandt William L Vazquez Brenda L Venable Wendi D Vire Jan S. Wages Cheryl J. Wahl Steven M Wainscott Laura L. Walch John C Walker Kirby C Wallace Kathy D. Wallis Sherry A. Ward Richard L. Warder Earl C. Wardlow Jacquetta K Warford Theresa D. Warren Donna L. Watson Suzannne C. West Carolyn A. Whitaker David L. Whittenburg Jeffery M. Widmer Sara A

Executive Summary Financial ReportFayetteville Public Schools

FY2009-10

5/16/2010 Revised Revised Year To Date Year To DateRevenues: FY09 Budget FY10 Budget 4/30/2010 % of 4/30/2009

10 months of 12 = 84% Note Budget 10 months of 12 = 83%

Property Tax Reserve 1,354,380$ 3,000,000$ 3,000,000.00$ 100% 1,354,380.00$ 21 C Fund 2,400,000$ 2,400,000.00$ Staff Bonus 2,500,000$ 2,500,000.00$ Uncommitted CfwdRestricted Carryforwards 3,243,052$ 4,281,046$ 4,281,046.39$ 100% 3,243,052.00$ State Funds 23,387,064$ 21,992,862$ 18,082,052.04$ 82% 19,024,167.54$ Local Funds 49,153,143$ 53,594,854$ 40,679,499.92$ a 76% 36,401,165.03$ Interest on checking account 500,000$ 120,000$ 60,825.43$ a 51% 312,529.26$ Fed Funds/Grants/Restricted 6,700,000$ 7,570,745$ 5,801,674.43$ a 70% 5,867,051.51$ Vocational Education 81,250$ 27,000$ 31,812.52$ a 118% 81,250.32$ Softdrink contract -$ 50,000$ 50,000.00$ 100% -$ Athletic Gate Receipts 118,000$ 125,000$ 153,397.08$ b 118% 122,237.97$ E-rate -$ 35,000$ 32,002.86$ c 91% 9,738.53$ Miscellaneous 200,000$ 130,000$ 159,222.82$ a 122% 104,356.97$ Food Service sales 1,332,150$ 1,330,000$ 1,323,969.78$ 88% 1,229,573.73$ Reserve 5,281,200$ 5,281,200$ 5,281,200.00$ 100% 5,281,200.00$

Total Revenues & Reserve: 88,790,341$ 97,537,706$ 78,282,662.75$ 77,930,702.86$

Expenditures:Salaries 56,039,297$ 55,600,000$ 39,681,593.32$ d 71% 40,566,941.32$ Fringe Benefits 13,800,000$ 13,609,437$ 9,864,701.10$ d 72% 9,859,579.22$ Debt Service Payments 5,855,000$ 6,080,000$ 1,891,192.35$ e 31% 2,323,828.61$ Maintenance & Operations: Maintenance 1,344,505$ 1,344,505$ 1,164,552.29$ 87% 1,079,462.84$ Utilities 1,720,174$ 1,720,174$ 1,251,547.61$ a 73% 1,336,342.87$ Transportation 871,873$ 871,873$ 778,438.50$ 89% 721,223.74$ Food Service 902,606$ 1,064,283$ 1,089,038.13$ a 102% 1,064,283.13$ Technology 500,864$ 500,864$ 206,186.52$ f 41% 416,522.91$ Curriculum & Instruction 1,831,685$ 1,900,000$ 1,905,076.43$ f 100% 1,770,413.15$ School Improv/Prog. Devlp. 251,922$ 251,922$ 212,803.83$ 84% 178,653.09$ Athletics/Physical Education 207,805$ 373,926$ 438,557.48$ g 117% 14,790.79$ Grant Expenditures (not personnel) 1,710,800$ 2,075,745$ 2,314,112.98$ a 111% 953,710.52$ Miscellaneous 406,520$ 406,520$ 348,780.86$ h 86% 392,883.16$ Tuition 50,000$ 13,000$ 14,325.74$ a 110% 24,103.60$ C21 Curriculum 2,400,000$ 1,945,372$ 1,109,387.56$ a 57% 262,951.92$ Capital Expense 391,000$ 296,596$ 296,596.00$ a 100% 94,638.48$ Reserve 5,281,200$ 5,281,200$ 5,281,200.00$ 5,281,200.00$ Unrestricted Carryforward 3,000,000$ 3,000,000.00$ Restricted Carryforward 1,202,290$ 3,243,052.00$ Total Expenditures & Reserve: 88,790,341$ 97,537,707$ 70,848,090.70$ 69,584,581.35$

Executive SummaryFayetteville Public Schools

FY2009-2010Notes to Financial Report

a. Funding/Expenditures not incurred equally throughout the year.

b. Higher due to pre-season ticket sales and state championship appearances.

c. Erate policies have changed and will now be sent as revenue and expenditure credits.

d. Lower because first teacher payroll did not occur until September 14th

e. Debt service payments primarily due on December 1st and June 1st.

f. Includes purchases of textbooks and supplies purchased before beginning of school year.

g. Increase in athletic expenditures is due to change in acccounting practices. Athletic expenditures were charged to both activity accounts and operating funds in prior years. Current year reflects all expenditures being charged to district operating fund. Expenditures are higher than projected because of participation in state championships.

h. Miscellaneous expenditures are higher than projected primarily because of higher legal expenditures.

FY09 Expenditures thru 4/30/10

65%

16%

3%2%

2%1%2%

3%0.72%4% 1%

SalariesFringe BenefitsDebt Service PaymentsMaintenanceUtilitiesTransportationFood ServiceTechnologyCurriculum & InstructionSchool Improv/Prog. Devlp.Athletics/Physical EducationGrant Expenditures (not personnel)Miscellaneous

May 27, 2010

Student Transfers

TO: Board of Education FROM: Vicki Thomas I recommend approval of the following student transfer requests:

Incoming: Rochelle Cantrell request that her child Kelcey Cantrell, grade 11, be transferred from

the Springdale School District to the Fayetteville School District

Lucy Kiogothi request that her child Collins Kiogothi, grade 11, be transferred from the Springdale School District to the Fayetteville School District

Ashley Metcalf request that her child Elysha Riggs, grade 4, be transferred from the Farmington School District to the Fayetteville School District

Amanda Tomlinson request that her child Anna E. Tomlinson, grade 1, be transferred from the Farmington School District to the Fayetteville School District

Brian Gordy request that his child Cameron Gordy, grade 7, be transferred from the Farmington School District to the Fayetteville School District

Donavan Smith request that his children Andrew Foster, grade 2, and Hannah Foster, grade 1, be transferred from the Farmington School District to the Fayetteville School District

Outgoing: Lawrence Jordan request that his child Brenden Jordan, grade 12, be transferred from

the Fayetteville School District to the Springdale School District

May 27, 2010

District Treasurer TO: Board of Education FROM: Vicki Thomas, Superintendent I recommend that the Board approve Terri Raskiewicz as district treasurer.

May 27, 2010

Curriculum Policy

TO: Board of Education FROM: Linda Auman I will ask the Board to approve the district curriculum policy.

DRAFT Board Policy: Curriculum, Instruction and Assessment

The vision of the Fayetteville Public Schools is to provide an educational system where

every student will leave with a full understanding of his or her potential and the skills

necessary to be successful in an ever-changing, global society.

We believe that curriculum is the systematic organization of what is to be learned,

supported by diverse resources and research-based instructional strategies that have a

profound effect on every child's learning. Curriculum development is an ongoing process

that addresses the changing needs of all students.

Curriculum Management

• A curriculum management plan will be established and will include procedures and

expectations for the design of the curriculum that adhere to research-based learning

practices in all content areas at all grades.

o A curriculum management plan will include procedures and expectations

for the delivery of the curriculum.

o A curriculum management plan will indicate a logical progression of

prerequisites, learning goals, and objectives within and between grade

levels/content areas to guide the delivery of instruction across the system.

o A curriculum management plan will provide seamless articulation of

learning goals from grade to grade and course to course

• Written curriculum guides will be developed for all courses will include designated

rigorous standards and clear linkages between lesson planning and student learning

expectations.

• Curriculum guides will be formatted in an approved structure and will include

strategies for:

o differentiating the written curriculum based on identified student needs and

o integrating technology into the design of the curriculum.

• A focused professional development plan will be established to prepare instructional

staff to teach the written curriculum and will include opportunities for learning

research-based instructional strategies to meet the needs of each student.

• Assessments that measure student progress and mastery of learning expectations will

be created or adopted.

• A curriculum management plan will include a complete and updated list of

assessments noting the use of each.

• Programs adopted by the district will be aligned with student learning expectations

and the written curriculum, and will be documented with credible research.

• Annual reviews of the curriculum and programs will be conducted as outlined in the

curriculum management plan.

Roles and Responsibilities

Teachers shall:

• Plan and teach to mastery with fidelity to the learner objectives included in the

written curriculum guides;

• Implement research-based instructional practices;

• Actively engage students in the learning process;

• Assess and document student mastery of curriculum objectives;

• Communicate to students and families regarding student progress toward mastery of

curriculum objectives;

• Differentiate instruction based on assessment data to ensure students’ success;

• Utilize school and district resources effectively to maximize student learning;

• Participate in curriculum development/revision activities; and

• Participate in district approved professional development.

Principals shall:

• Oversee the implementation of the written curriculum, and document congruity

between taught objectives and the board-adopted curriculum;

• Communicate to instructional staff and other stakeholders the importance of effective

curriculum, and instructional practices on a regular basis by providing rationale,

intent, evaluation procedures and effect on current practices;

• Develop a plan consistent with board policy for monitoring curriculum delivery;

• Recommend program modification or termination based on student achievement;

• Review student achievement data to identify professional learning needs of building

instructional staff and recommend professional development opportunities;

• Effectively utilize school resources related to curriculum and instruction; and

• Initiate reflective dialogue with instructional staff to improve instruction.

Supervisors of Principals shall:

• Ensure that schools conduct annual analysis of student achievement in each curricular

area as part of the school improvement planning process;

• Recommend program modification or termination based on student achievement; and

• Conduct semi-annual on-site review of implementation of the curriculum

management plan.

District Curriculum Supervisors shall:

• Ensure that a long-range plan is in place for aligned district curriculum development,

professional development, student assessment and program evaluation;

• Communicate the long-range plan through the FPS curriculum management plan;

• Implement the long-range plan, providing for technical and expert assistance as

needed;

• Monitor all courses to ensure that the written curriculum is the taught and assessed

curriculum;

• Oversee the instructional resource adoption process, identify alignment issues, and

provide supplemental resources where needed;

• Direct the evaluation of current programs, and ensure that plans for the evaluation of

new programs are identified prior to program implementation;

• Recommend program modification or termination based on student achievement;

• Assist principals in monitoring the implementation of the curriculum process;

• Ensure that professional development is coordinated across the district;

• Develop and implement a plan to provide professional development follow-up; and

• Direct the ongoing evaluation of the impact of professional development on student

achievement.

The Superintendent shall:

• Implement the policies and board-approved long-range plans that relate to

curriculum, instruction, assessment and budgeting;

• Ensure that a systematic decision-making structure and formalized processes are in

place to carry out the goals of the district;

• Annually report to the board concerning the effectiveness of curriculum and

instruction, program implementation, professional development, assessment results,

and budgeting in meeting district student achievement and equity priorities based on

established evaluation data;

• Direct the review of programs on a scheduled basis and recommend program

modification or termination based on student achievement and cost effectiveness;

• Oversee the decision-making structure related to curriculum design and delivery as

outlined in the curriculum management plan;

• Maintain an organizational structure that accurately reflects job descriptions, decision

making processes, and accountability;

• Review the instructional staff evaluation process annually to ensure that job

descriptions address specific functions related to student achievement, establish

accountability for results, and recommend changes to the policy as needed;

• Collaborate with district instructional staff regarding plans for curriculum and

instruction in the district;

• Establish a multi-year budgeting process that is based on identified student

achievement goals; and

• Oversee facility planning that incorporates future curricular and instructional trends

and student-centered instructional demands for the 21st Century.

The Board shall:

• Communicate to its constituents the board’s curricular expectations;

• Approve the curriculum for all courses as recommended by the Superintendent;

• Review data regarding the effectiveness of curriculum and instruction, program

implementation, professional development, assessment results, and budgeting in

meeting district student achievement and equity priorities as presented by the

Superintendent;

• Provide funding and support for professional development opportunities that focus on

district curriculum design and increased student achievement; and

• Provide funding and support for the curriculum management plan.

May 27, 2010

Families in Transition Grant

TO: Board of Education FROM: Linda Auman I will ask the Board to authorize the superintendent to sign the McKinney-Vento Summer Program grant application.

Fayetteville Public Schools-LEAP Ahead Summer Program 1

ARKANSAS DEPARTMENT OF EDUCATION Learning Services

MCKINNEY-VENTO EDUCATION FOR HOMELESS

CHILDREN AND YOUTH GRANT No Child Left Behind Act of 2001 – Title X, Part C

Application and Guidance Packet For

Summer Program Grant 2010 Projects

Deadline: Received by June 11, 2010

Cindy Hogue, State Homeless Coordinator

Arkansas Department of Education 4 Capitol Mall, 305-B

Little Rock, AR 72201 501-682-5615

[email protected]


PURPOSE: According to Public Law 103-382, Sections 721-726, Stewart B. McKinney Homeless Assistant Act: Education for Homeless Children and Youth (42 U.S.C. 11431 et seq.) of 1990, as amended in Title VII Subtitle B of Improving America’s Schools Act (IASA) of 1994, the purpose is to ensure that all homeless children and youth have equal access to the same free, appropriate public education, including public preschool education, provided to other children and youth. WHO ARE THE HOMELESS CHILDREN AND YOUTH? An individual who lacks a fixed, regular and adequate nighttime residence. Federal Descriptors for the Homeless Children and Youth Population:

1) Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement.

2) Children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings.

3) Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.

4) Migratory children (as defined in section 1309 of the Elementary and Secondary Education Act of 1965, as amended) who qualify as homeless because they are living in circumstances described in this definition.

ELIGIBLE APPLICANTS: The local education agencies that serve children and youth located within Arkansas will be eligible to apply on a competitive basis for grant funds to provide summer educational programs of identified homeless and other at risk students. Applicants will develop summer programs to meet the academic needs of identified students. McKinney – Vento funds can be used to include identified homeless students in existing summer programs. If the school district does not have a summer program these funds can be used to finance a program for identified homeless students and other high risk students.


APPLICATION AND DEADLINE: The original with signatures in blue ink and three copies of the application must be received in the Arkansas Department of Education (ADE), at the address below, by 4:30 p.m. on Friday, June 11, 2010. Applications that are incomplete, faxed, or received after June 11, 2010, will not be reviewed. The ADE is not responsible for late delivery from any delivery service. Staple the application rather than using other forms of binding. For further information, contact: Cindy Hogue, Homeless Coordinator Arkansas Department of Education 4 Capitol Mall, Room 305-B Little Rock, AR 72201 (501) 682-4847 or E-mail: [email protected] BUDGET: The Stewart B. McKinney Homeless funds will be awarded to local education agencies (LEAs) through competitive grants based on the demonstration of need. Each grant award is $10,000 to be used to implement a summer program for homeless and at risk students. PROJECT PERIOD: The funding cycle for this award is June 1, 2010 through August 31, 2010. APPLICATION CONTENT: • Cover Sheet and Project Information.

Forms provided in the RFP are required. • Project Design.

The proposal will demonstrate a clear relationship between the need identified, project objectives, and the overall project goal.

• Reasonableness of budget as listed on the budget form and in the budget justification. The proposal will present and justify the reasonableness of the budgeted items as they relate to the proposed activities. Use form provided in RFP.

TECHNICAL ASSISTANCE: The local homeless project will be monitored during the project period for compliance with the approved project application in the following areas: 1) Progress of meeting the goals and objectives of the approved application. 2) The quality and extent of services provided for the eligible participants. 3) Reviewing the documentation of activities: identification, recruitment, and enrollment of

students, educational and support services as defined in the action plan and fiscal management.


SELECTION PROCESS AND CRITERIA: The need will be based on the LEA’s percentage of free and reduced lunch students and the number of identified homeless students. The quality of the application will be based on the types, intensity, and coordination of summer educational activities planned. Applications will be reviewed by a review panel consisting of a variety of members representing programs and services such as the Arkansas Department of Education; Title 1; Special Education, Early Childhood; Health Department; Language for Minority Students; Homeless Providers; and Shelter Providers.


APPLICATION AND

ASSURANCE FORMS


Stewart B. McKinney Education for Homeless Children and Youth Program Application Contents and Checklist

Grant application must be submitted in the following order: 1. Application and Project Forms (use provided forms) 2. Assurances (use provided forms) 3. Project Narrative 4. Action Plans (use forms provided) 5. Program Staff Information (use form provided) 6. Budget Application (use form provided) & Budget Justification Grant Guidelines The following are required elements in order for the application to be eligible for the review process: • Original application with signatures in blue ink and three copies. • Use the provided forms – complete all information and supply proper signatures. • Incomplete, faxed, or late applications will not be reviewed. • Double-space using 12-point font. • Place the name of the program at the top or bottom of each page. • Number all pages. • Staple the application rather than using other forms of binding. • Complete and label each section as outlined in the RFP. • Any incomplete section will result in minimum point scoring as designated by the scoring

rubric. Proper grammar, spelling, and punctuation will impact a positive review. • Grant applications and attachments become property of the Arkansas Department of

Education (ADE) and will not be returned. • The ADE is not responsible for late delivery from any delivery service. • Proposals must be received by 4:30 p.m. on June 11, 2010.

Mail or deliver to:

Cindy Hogue, Homeless Coordinator Arkansas Department of Education

4 Capitol Mall, Room 305-B Little Rock, AR 72201


Arkansas Department of Education

Stewart B. McKinney Education for Homeless Professional Development Grant Funds 2009-2010

4 Capitol Mall, Room 305-B, Little Rock, AR 72023 (501) 682-5615

APPLICATION INFORMATION Grant Amount Requested: $10,000 (up to $10,000)

Present of LEA Free/Reduced Lunch 3,049 39%__# of LEA Identified Homeless for 2009-10__255___

School District / Fiscal Agent: Fayetteville Public Schools LEA #:72-03 Mailing Address:1000 West Stone City, State, Zip: Fayetteville, AR 72701 County: Washington Education Service Cooperative: Northwest Arkansas Education Service Cooperative Current State Senator: Sue Madison Current State Representative: Lindsley Smith City Mayor: Lioneld Jordan County Judge: Marilyn Edwards PROJECT INFORMATION Title of the Project: LEAP Ahead Literacy Intervention Name & Title of Contact for Grant: Marian Riner, LCSW Mailing Address: 1000 W. Stone City, State, Zip: Fayetteville, AR 72712 E-mail Address: [email protected] Phone: 479-973-8653 Fax:479-527-3645 Homeless Liaison: Marian Riner, LCSW Mailing Address: 1000 West Stone City, State, Zip: Fayetteville, AR 72701 E-mail Address: [email protected] Phone: 479-973-8653 Fax: 479-527-3645 Proposed Project Dates: (start date): July 12, 2019 (end date): July 29,2010

AUTHORIZED REPRESENTATIVE To the best of my knowledge and belief, all data in this application are true and correct. The document has been duly authorized by the governing body of the applicant and the applicant will comply with the attached assurances and certifications if the assistance is awarded. ___________________________________________________________________________________________ LEA Superintendent Date Homeless Contact Person Date


ARKANSAS DEPARTMENT OF EDUCATIONASSURANCES FOR PROGRAMS UNDER

THE ELEMENTARY AND SECOINDARY EDUCATION ACT OF 1965, AS AMENDED BY THE

NO CHILD LEFT BEHIND ACT OF 2001 PUBLIC LAW 107-110

The Arkansas Comprehensive School Improvement Plan (ACSIP) is for local education agency (LEA) use in requesting district funds for covered programs under the No Child Left Behind Act of 2001 (ACSIP also serves as the local schools schoolwide plan, targeted plan and/or school or LEA improvement plan). To assure the LEA’s eligibility for funds included in ACSIP, the Superintendent must provide an original signature attesting to compliance with all assurances applicable to each program for which the plan is submitted. The Neglected or Delinquent (Title I, Part D Subpart II), Technology (Title II, Part D) and McKinney-Vento Homeless Education Program applications are submitted separately. Please read and consider each item carefully as the LEA will be held accountable. All General Assurances must be checked. The certification line of each Title section must be checked. Please note that for each Title section not checked, funding will not be allocated. District Name _Fayetteville Public Schools_____________ LEA Code No. _72-03_______ CERTIFICATIONS I, the undersigned superintendent for the applicant school district, certify that:

1. The information provided in this application to support the following assurances Is correct, so far as I am able to determine.

2. The LEA will abide by the provisions of the approved plan/application for No Child Left Behind funds.

3. As the prospective lower tier participant neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency. Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this proposal. (Executive Order 12549, 34 CFR Part 85, Section 85,510)

4. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee on any agency, a member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement.

5. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a member of Congress, an officer or employee of Congress, or an employee of a member of Congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard form - LLL, “Disclosure Form to Report Lobbying,” in accordance with its instructions.

6. The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all sub-recipients shall certify and disclose accordingly.


GENERAL ASSURANCES I, the undersigned Superintendent for the above named LEA, hereby, assure the Arkansas Department of Education that: 1. ____Each such program will be administered in accordance with all applicable statutes,

regulations, program plans, and applications.

2. ____The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements. §9521 – IV.B.1

(a) The control of funds provided under each program and title to property acquired with program funds will be in a public agency, a non-profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non-profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

3. ____The LEA will adopt and use proper methods of administering each such program, Including (a) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

4. ____The LEA will cooperate in carrying out any evaluation of each such program conducted

by, or for, the State educational agency, the Secretary, or other Federal officials.

5. ____The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program.

6. ____The LEA will – (a) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary

to perform their duties under each such program; and (b) maintain such records, provide such information and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’s or the Secretary’s duties.

7. ____The LEA has consulted with teachers, school administrators, parents, and others in the

development of the local consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan.

8. ____Before the application was submitted; the LEA afforded a reasonable opportunity for public comment on the application and considered such comment.


McKinney-Vento Homeless Education Program(Applicable to those LEAs that have projects funded under this part)

1. The LEA will adopt policies and practices to ensure that homeless children and youth are not stigmatized or segregated on the basis of their status as homeless.

2. The LEA will designate an appropriate staff person as an LEA liaison for homeless children and youths, to carry out the duties described in Title X, Part C, section 722, paragraph (6)(A). 3. The LEA will adopt policies and practices to ensure that transportation is provided, at the

request of the parent or guardian (or in the case of an unaccompanied youth, the liaison), to and from the school of origin in accordance with the provisions of Title X, Part C, section 722, paragraph (6)(J)(ii).

4. The LEA will adopt policies and practices to ensue immediate enrollment of homeless children and youth in accordance with all applicable statutes, regulations, program plans and applications.

BOARD APPROVAL AND SUPERINTENDENTS SIGNATURE The School Board of Fayetteville Public Schools approved and recorded in its minutes the set of assurances stated above at a meeting held on May 27, 2010 and further authorized the Superintendent to sign such assurances as required by Section 9306 and to submit an Arkansas Comprehensive School Improvement Plan (application) to the Arkansas Department of Education as required by Section 9305. Vicky Thomas Superintendent (Typed Name) Superintendent Signature Date


Brief Program Narrative (one page) – Program Description: Leap Ahead Literacy Intervention Targeting Dropout Prevention

is a literacy intervention program for K-2 students that is being developed by

Fayetteville educators to increase the literacy levels of our students and to decrease the

growing number of dropouts. The program begins with three weeks of intensive literacy

intervention in the summer and continues with ongoing services throughout the school

year. Students will participate in intensive, research-based literacy interventions as well

community-based learning to build content and background knowledge. The Leap

Ahead Program meets all criteria as cited by Cooper, Charlton, Valentine, and

Muhlenbruck (2000), for summer school programs to a) contain substantial components

aimed at teaching reading and math, b) include rigorous evaluations, c) target

disadvantaged youth, d) use summer school as an extension of summer professional

development opportunities, and e) integrate summer experiences with those during the

school year.

Target Group: The Kindergarten, First and Second Grade students who are selected

to participate have received a 2009-10 End of Year DIBELS Support Recommendation

of Intensive or Strategic.

Goals: The goal is for the summer program to not only increase literacy levels of

students, but to develop the capacity of teachers to deliver intensive instruction to lower

performing students on a daily basis. Expected student outcomes include: improved

reading abilities, increased digital literacy, and greater self-confidence.


FORMS

Action Plan Budget Application

Program Staff Information


Stewart B. McKinney Education for Homeless Children and Youth

ACTION PLAN GOAL: Improved Reading Abilities Objective(s): Students will learn strategies that will assist them in demonstrating and building on skills that will improve their current reading level. Activity(s) (Activity or sequence of activities to achieve each objective)

Personnel Responsible (By title)

Timeline (Be specific – use month, date, year)

Projected Number of Participants

Impact What is the projected result?

Evaluation How will the results of the activity be measured?

Lexia computer based phonics program Barton Reading and Spelling Program Teacher interventions with Oral language, Phonics, Phonemic Awareness, Phonics, Vocabulary, and Comprehension.

Teacher/Interventionist Teacher/Interventionist Teacher/Interventionist

July 12-29 and ongoing July 12-29 and ongoing July 12-29 and ongoing

150-200 150-200 150-200

Improved beginning reading skills Improved beginning reading skills Improved beginning reading skills

DIBELS-beginning, middle, and end of year assessments DIBELS-beginning, middle, and end of year assessments DIBELS-beginning, middle, and end of year assessments

(Reproduce form as needed.)


McKinney-Vento Education for Homeless Children and Youth Itemized Budget Form

Grantee: Fayetteville Public Schools Project Name:LEAP Ahead Budget Category Expenditures

McKinney-Vento Funds

Expenditures ARRA Stimulus __ Funds

Expenditures Wal-Mart Grant_ Funds

Category Total

1. Personnel Program Manager:

Salary $6,000 $6,000 Employee Benefits $2,000 $2,000 Teachers $168,000 $168,000 Salary Employee Benefits Support Staff $15,315 $15,315 Salary Employee Benefits 2. Purchased Services

Student Support Services

Transportation for Students $21,600 $21,600 Food/Nutrition Services $2,000 $7,000 $9,000 Parent Involvement Activities $3,750 $3,750 Professional/Technical 3. Materials/Supplies

Instructional Materials $65,600 $65,600

Supplies $10,350 $10,350 4. Equipment Instructional

$41,450 $41,450

Regular 5. Operation and Maintenance Utilities

Maintenance services Lease/Rent 6. Travel

7. Other Explanation Explanation Explanation GRAND TOTAL

$10,000 $291,615 $41,450 $343,065


Stewart B. McKinney Education for Homeless Children and Youth

PROGRAM STAFF INFORMATION District Name_Fayetteville Public Schools_________ LEA # __72-03__________ PROGRAM STAFF

Full Name of Staff Members

Assignment

Highly

Qualified

(Y or N)

Education Background

(Degree, major, college hours, etc.)

(1) (2) (3) (4) Heather Bowen

Teacher Y Elementary Certified Teacher

Mindy Duell


Mary Crawford


Becky Payne

Speech/Language Path Y Speech Pathology

Karen Stowe-Rains


Laura Leto


Brooke Parker


Charla Myers

ESL Teacher Y Elementary Certified Teacher

Ellen Otis Teacher Y Elementary Certified Teacher


Jason Edwards


Cynthia Ratcliff

Special Ed Teacher Y Elementary Certified Teacher

Kelly Brown

Literacy Coach Y Elementary Certified Teacher

Sandra Taylor


Penny Ezell


Angelia Arguello


Kristen Scanlon Principal

Y

5 open positions for Teachers


May 27, 2010

Happy Hollow Construction Manager Contract

TO: Board of Education FROM: Vicki Thomas I will ask the Board to approve the construction manager contract with Nabholz Construction for the Happy Hollow project.

May 27, 2010

Happy Hollow Status Report

TO: Board of Education FROM: Vicki Thomas Architects from Crafton, Tull & Sparks will present information regarding the construction of Happy Hollow Elementary School.

May 27, 2010

Policy Revisions & Student Handbooks

TO: Board of Education FROM: Ginny Wiseman I will ask the board to approve revisions to Policies 5.2 (Entrance Requirements), 5.3 (Compulsory Attendance Requirements), 5.7 (Absences), 5.8 (Make-up Work), 5.12 (Student Organizations/Equal Access), 5.17 (Student Discipline), 5.26 (Gangs & Gang Activity), 5.41 (Smart Core Curriculum & Graduation Requirements), 5.64 (Graduation Requirements for 2011, 2012, 2013 and Graduation Requirements for 2014 and Beyond) and the 2010-2011 elementary and secondary student handbooks.

5.12—STUDENT ORGANIZATIONS/EQUAL ACCESS Non-curriculum related secondary school student organizations wishing to conduct meetings on school premises during non-instructional time shall not be denied equal access on the basis of the religious, political, philosophical, or other content of the speech at such meetings. Such meetings must meet the following criteria.

1. The meeting is to be voluntary and student initiated; 2. There is no sponsorship of the meeting by the school, the government, or its agents or employees; 3. The meeting must occur during non-instructional time; 4. Employees or agents of the school are present at religious meetings only in a non-participatory

capacity; 5. The meeting does not materially and substantially interfere with the orderly conduct of educational

activities within the school; and 6. Non-school persons may not direct, conduct, control, or regularly attend activities of student groups.

All meetings held on school premises must be scheduled and approved by the principal. The school, its agents, and employees retain the authority to maintain order and discipline, to protect the well being of students and faculty, and to assure that attendance of students at meetings is voluntary. Fraternities, sororities, and secret societies are forbidden in the District’s schools. Membership to student organizations shall not be by a vote of the organization’s members, nor be restricted by the student’s race, religion, sex, national origin, or other arbitrary criteria. Hazing, as defined by law, is forbidden in connection with initiation into, or affliation with, any student organization. Legal References: A.C.A. § 6-5-201 et seq A.C.A. § 6-21-204 20 U.S.C. 4071 Equal Access Act

Board of Education of the Westside Community Schools v. Mergens, 496 U.S. 226 (1990)

A.C.A. § 6-18-601 et seq. Date Adopted: 8-28-03

5.17—STUDENT DISCIPLINE The Fayetteville School District recognizes that effective student discipline can best be achieved and maintained through the cooperative efforts of parents, educators, students, and other community members. Each has the right to expect a wholesome atmosphere that is conducive to learning. Such a climate can best be created where efforts are made to move students toward responsible self-discipline. The school has a responsibility to inform students of their rights and responsibilities; students are responsible for knowing and abiding by the rules and regulations of the school. Parents are responsible for helping their children understand the policy and for supporting the school in its efforts to enforce the policy. All students and parents will be provided copies of this policy and will be required to indicate in writing their receipt of the policy. Students are expected to conduct themselves at all times (at school, at school activities and events, and traveling to and from school) in a manner that will promote the best interest of the school system and will not infringe on the rights of others. The following activities are considered improper and unacceptable and may subject the student to disciplinary action as described in the procedural section of this policy. 1. Disruption and interference with school. This will include interference with the proper conduct of a

school, a school activity, or an individual class; attempts to prohibit or discourage attendance by others at school or a school activity; attempts to encourage other students to violate school rules or policies; refusal to identify himself/herself on request of any authorized school personnel; and refusal to identify others engaged in unlawful or disruptive acts or to otherwise fail to divulge information regarding such acts.

2. Damage, destruction, or theft of private or public property. 3. Harassment of students or employees, which shall include but is not limited to:

(a) Speech, such as epithets, derogatory comments or slurs, and lewd propositioning on the basis of race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

(b) Physical acts, such as assault, impeding or blocking movement, offensive

touching, or any physical interference with normal school activities or learning environment when directed at an individual on the basis of race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

(c) Visual insults, such as derogatory posters, cartoons, or drawings related to

race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

4. Assault, bullying, fighting, physical abuse, threats, or verbal abuse by a student on a fellow student. 5. Assault, physical abuse, threats, or verbal abuse by a student on any school employee, even if such

actions occur off school premises. 6. Possession, offering for sale, sale, or use of narcotics, drugs, anabolic steroids, alcohol, inhalants,

analogues* or other controlled substances as defined by statute. Unless such possession and use has been authorized by a physician. School officials will be expected to cooperate fully with law enforcement agencies and judicial bodies in the investigation and resolution of drug-related or alcohol related cases involving students, even though the offenses may not have taken place on school property or at a school activity.

*An analogue is a substance which mimics the stimulant, depressant, or hallucinogenic effect on the central nervous system that is similar to the stimulant, depressant, or hallucinogenic effect of a controlled substance. 7. Possession of any weapon, knife, gun, instrument or article that might be injurious to a person or

property. 8. Disregard of reasonable directions or commands given by authorized school personnel. 9. Truancy or chronically poor attendance, as defined by school policy and Arkansas Statute (Act 60,

1983). 10. Extortion from other students. 11. Gambling on school property or at a school activity. 12. Attire that disrupts the educational process or otherwise interferes with the rights or opportunities of

others to learn or teach. 13. Distribution of petitions or other printed matter not approved in advance by the principal. (The

principal’s sole basis for denying such distribution will be substantial belief that possession or distribution of such materials will cause substantial disruption of school activities because of obscene or libelous language, personal attacks, or the method or time of distribution.)

14. Violation of statutory or constitutional regulations. (School penalties may be imposed in addition to

any penalties imposed by the courts.) 15. Violations of established classroom or school rules or regulations. 16. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle, on school property

or traveling to or from school. 17. Possession of a paging device or other electronic communication device on school property, unless

such possession is necessary for health reasons or other compelling reasons. Electronic communication devices are allowed at extra curricular activities unless they pose a significant disruption to the activity or performance. Act 447 amends A.C.A. § 6-18-502(b)

18. Violation of Sexual Harassment Policy No. 5.27, Computer/Network Use Policy No. 5.29, Gangs and

Gang Activity Policy No. 5.26, Bullying Policy No. 5.47, and Conduct To And From School Policy No. 5.19 together with any other district policies regarding student conduct.

19. Use, possession or distribution of tobacco products is prohibited in accordance with Arkansas statute, §

6-21-609. 20. Any behavior not covered above which could reasonably be interpreted as being subversive to good

order and discipline or which causes the learning atmosphere to deteriorate or be disrupted. The Board of Education endorses the enforcement of all applicable statutes relating to the abuse and harassment of school employees and students and/or their property.

PROCEDURES

In order to effectively implement the above policy, the following procedures are adopted:

School personnel are responsible for dealing with students fairly and honestly and for treating all students with courtesy and respect. The professional staff is encouraged to reward good behavior and to maintain a positive approach in helping students develop acceptable patterns of behavior. Corrective measures of a punitive nature are sometimes necessary; acceptable corrective measures include the following: 1. Conference between the teacher and the student 2. Deprivation of privileges This form of discipline is especially encouraged when the student has

developed a pattern of chronically repeating minor offenses. 3. Referral to a building administrator (principal or assistant principal) 4. Parent-school conferences This type of cooperative action is highly encouraged, especially when a

student appears to be developing a potentially serious behavioral problem. Parents should not expect a report on every problem that arises. When public or private property has been stolen or damaged, the school will work through parents to recover reasonable compensation for damages to that property.

5. Referral to other school personnel (counselor, social worker, nurse, etc.). 6. Referral to out-of-school personnel (physician, psychologist, drug or alcohol treatment centers, law

enforcement personnel, etc.). 7. In-School Suspension (ISS). A student may be placed in the school’s In-School Suspension

classroom when such suspension is necessary for the student to regain or maintain emotional control or when the student’s presence in the regular classroom represents a reasonable threat to others or when the student’s presence in the regular classroom prevents other students from pursuing desirable educational goals. Reasons for suspension may include refractory conduct; insubordination; habitual un-cleanliness; or other conduct that would tend to impair the discipline of school, or harm other pupils.

8. Saturday School. A student may be assigned to Saturday School for violation of school rules. 9. Out of School Suspension (OSS). A student may be suspended from school when such suspension is

necessary for the student to regain or maintain emotional control or when the student’s presence at school represents a reasonable threat to others or when the student’s presence at school prevents other students from pursuing desirable educational goals. Reasons for suspension may include immorality; refractory conduct, possession of any weapon; possession, use or sale of narcotics, drugs, anabolic steroids, or alcohol; insubordination; infectious disease, habitual un-cleanliness; or other conduct that would tend to impair the discipline of school, or harm other pupils. Any suspension must conform to the following guidelines:

A. Prior to any suspension, the student shall receive an explanation of the intended

suspension and shall be given reasonable opportunity to present evidence that might argue against suspension.

B. The student’s parents or legal guardians should be notified immediately of any

suspension, and should indicate how the student is to leave school.

C. Written notice of any suspension should be forwarded to the superintendent’s office and the parents or guardians as soon as possible. Such notice shall include a statement of the reasons for and conditions of the suspension and shall notify parents or guardians of the established appeal procedures. The notice will be mailed to the address listed on the student’s current enrollment form. A conference with parent or guardian should be scheduled as soon as possible, in an effort to return the student to school.

D. Building administrators (principals and assistant principals) can suspend students from school for a period not to exceed ten (10) days, subject to appeal to the assistant superintendent and the superintendent.

E. At each step in the appeal process, the suspension may be affirmed, revoked, or otherwise

modified by the person or group hearing the appeal. Such disposition of an appeal does not in any way prohibit a student or a student’s parent or guardian from pursuing the appeal to the next level.

F. Procedural due process, as defined by statutes and court decisions, will be followed at all

stages of the suspension process. If a student under suspension transfers to another school, information regarding the suspension will be sent to that school. 10. Alternative school program (secondary): When it appears that a student cannot conform to

acceptable behavioral standards in the regular school program, the principal may recommend placement in the District’s alternative school.

11. Extended suspension or suspension for a period greater than ten (10) days: The Board of

Education is the only authority that has the power to remove a student from school for a period greater than ten (10) days. The Board will exercise this authority on the recommendation of the superintendent of schools when a student(s) participates in any activity which tends to disrupt, obstruct, or interfere with orderly education processes; an extended suspension may be for the remainder of the semester, the remainder of the school year, or permanently.

12. Other forms of discipline determined to be appropriate by the Professional Staff: The following

general guidelines should be applied to any disciplinary methods adopted by the professional staff, as well as to those methods listed above.

A. All methods of discipline should refrain from being a serious inconvenience to students

other than the student(s) involved. Mass punishment is to be avoided. B. Within the limits of practicality, all methods of discipline should be directed toward the

student who has committed an offense.

C. All methods of discipline should refrain from promoting an attitude unfavorable to academic or other schoolwork.

D. Methods of discipline that would tend to publicly embarrass the student(s) are not

allowed. Disciplinary actions, as outlined above, will not be entered on a student’s permanent record, and will not be divulged to unauthorized personnel, except as provided under “Suspension” and “Extended Suspension,” above. Students with disabilities, as defined in state standards, who engage in inappropriate behavior are subject to normal school disciplinary rules and procedures provided the student’s right to a free appropriate public education is not abridged. The following provisions will apply. 1. For students whose disabilities have behavioral aspects, preventive measures such as behavioral

management plans, should be considered and can be facilitated through the individualized education program (IEP) or the individualized accommodation plan (IAP) and placement processes required by IDEA and Section 504. While there is no requirement that such measures be specified in a student’s IEP/IAP, the IEP or Section 504 Committee for a student with identified disabilities could determine

that it would be appropriate to address the use of specific behavioral management and/or discipline procedures in individual situations involving that student and include them in the IEP/IAP.

2. Where in-school discipline or short-term suspension (ten (10) schools days or less) is involved, a

school may remove a student with disabilities for a disciplinary infraction without it being considered a change of placement, and IDEA’S or Section 504 parent-notification provisions would not apply. Also, there is no requirement for a prior determination of whether the student’s misconduct was a manifestation of the student’s disability. During periods of short-term exclusion, schools are not required to provide any educational services to the student. A series of short-term suspensions in the same school year could constitute a change in placement. The IEP/Section 504 team must make the determination. It must also determine whether the misconduct was a manifestation of the student’s disability. Factors such as the length of each suspension, the total amount of time that the student is excluded from school, and the proximity of the suspensions to each other should be considered in determining whether the student has been excluded from school to such an extent that there has been a change in placement. This determination must be made on a case-by-case basis.

3. For a student with disabilities, a suspension or other disciplinary removal for more than ten (10)

consecutive school days may not be considered without the school district first determining whether the student’s misconduct was a manifestation of the student’s disability or due to an inappropriate placement. This determination must be made by a group of persons knowledgeable about the student (such as his/her IEP/IAP Committee), and may not be made unilaterally by one individual.

A. If the student’s misconduct was not a manifestation of his/her disability or an

inappropriate placement, the school district may expel or suspend the student from school for more than ten (10) school days, subject to conditions set forth in the procedural safeguards of IDEA and Section 504.

B. If the student’s misconduct was, a manifestation of his/her disability or an inappropriate

placement, the student may not be expelled or suspended from school for more than ten (10) school days for the misconduct. However, other procedures may be used to address the student’s misconduct. A change in placement, if determined appropriate, could be implemented subject to applicable procedural safeguards. The school district would also have the option of suspending the student from school for ten (10) days or less, or seeking a court order at any time to remove the student from school or to change the student’s placement if it believes that maintaining the student in the current placement is substantially likely to result in injury to the student or to others.

In addition to showing that the student is substantially likely to cause injury, the school district must show that it has made reasonable efforts to accommodate the student’s disabilities so as to minimize the likelihood that the student will injure him or herself or others.

4. The student who is suspended/excluded for more than ten (10) days should be offered a free appropriate public education for the duration of the exclusion.

5. A student with a disability who brings a weapon to school, possesses illegal drugs at school, or causes

serious bodily injury to another at school may be removed from school for ten (10) days or less, and placed in an interim alternative education setting for up to 45 school days.

STUDENT DISCIPLINE REGULATIONS

I. This regulation is intended to ensure a degree of uniformity in disciplinary actions under Policy No. 5.17.

II. Teachers and administrators shall respond to inappropriate behavior by students with disabilities according to Policy No. 5.17.

III. Teachers and administrators shall follow this regulation after determining that a student has committed

an infraction of Policy No. 5.17.

IV. Teachers and administrators shall determine how many infractions of the listed type of improper activity have been committed by a student before taking the appropriate disciplinary actions.

V. If a parent appeals any out-of-school suspension or expulsion pursuant to Policy No. 5.17, the student

shall be assigned to in-school suspension or an alternative learning environment; pending appeal, a student shall not be allowed to attend extracurricular activities.

VI. The improper student behavior shall be categorized as follows:

A. Category I

1. Disruption and interference with school, including clowning around, mock-fighting, mimicking, name calling, etc.

2. Gambling on school property or at a school activity. 3. Distribution of petitions or other printed matter not approved in advance by the

principal. (See Policy No. 5.17, section 13 for further criteria.) 4. Truancy, defined as unexcused absences, including but not limited to, the following:

a. Being on campus and not being in the assigned class b. Leaving school without following the sign-out procedure or returning to

school without following the check-in procedure c. Leaving class with permission but not reporting to the assigned destination d. Skipping an assigned class period including study hall or office aide

5. Violations of established classroom or school rules or regulations. 6. Littering on school campus or in the building, including the parking lot.

B. Category II

1. Disregard of reasonable directions or commands given by authorized school personnel, such as not giving their name when asked.

2. Damage, destruction, or theft of private or public property valued at less than $100. 3. Attire, which disrupts the educational process or otherwise interferes with the rights

or opportunities of others to learn or teach. 4. Violation of statutory or constitutional regulations. 5. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle on

school property or traveling to or from school. 6. Possession and/or use of a paging device, cell phone or other electronic

communication device on school property or at a school activity during normal school hours.

7. Use, possession, or distribution of tobacco products or smoking paraphernalia (including, but not limited to, lighters, matches, rolling papers, cigarette holders, and pipes) during the school day, whether on or off school property, or during a school-sponsored activity at any time of day, whether on or off school property.

8. Possession of hand-held laser pointers. 9. Possession, distribution, or posting of magazines, books, electronic data, or printed

material not appropriate for school.

C. Category III

1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, analogues, or other controlled substances as defined by statute. (See Policy No. 5.17, section 6 for further criteria and exceptions.)

2. Assault, bullying, fighting, physical abuse, extortion, persistent or severe harassment, and/or verbal abuse of another student.

3. Verbal abuse, extortion, or harassment of a school employee, whether on or off school premises.

4. Possession of a knife/replica of a knife or any instrument or article that might be/or appear to be injurious to a person or property.

5. Possession and/or use of fireworks, stink bombs, or any incendiary device. 6. Falsely reporting a fire or setting off a fire alarm. 7. Damage, destruction, or theft of private or public property valued at more than $100

but less than $1000. 8. Indecent exposure/act. 9. Unauthorized use of/or attempt to gain or assist in unauthorized access to

software/programs/data used by the School District. 10. Chronic persistent misbehavior. 11. Gang related activity.( see Policy 5.26)

D. Category IV

1. Assault or physical abuse of a school employee, whether on or off school premises. 2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic

steroids, alcohol, substances portrayed as drugs, or other controlled substances as defined by statute.

3. Possession and/or use of a knife/replica of a knife or any instrument or article that might be/or appear to be injurious to a person or property in an attempt to threaten or cause harm to another person.

4. Possession of any firearm/replica of a firearm or other weapon prohibited on the school campus by law.

5. Arson, bomb threat, or terroristic threat 6. Damage, destruction, or theft of private or public property valued at more than

$1000. 7. Breaking and entering of any school building or facility. 8. Computer trespass – Any person who intentionally and without authorization alters,

deletes, damages, destroys, or disrupts any computer, computer system, computer network, computer program, or data. (§ 5-41-104. Computer trespass)

VII. The appropriate disciplinary actions for each listed category of improper activity follow:

A. Category I⎯Principal’s discretion; B. Category II⎯Principal’s discretion; except for items 6 & 7 which for all secondary schools

will be as follows. 1st infraction—1 day of Saturday School 2nd infraction—2 days of Saturday School 3rd infraction— 3-5 days of ISS 4th infraction—5-10 days of ISS 5th infraction—Up to 10 days Out of School Suspension

C. Category III 1. 1st infraction--

a) Parent/guardian conference, and b) Up to 10 days suspension; with the possibility of c) referral to pre-expulsion hearing committee with the possibility of

expulsion for up to one calendar year.

d) 10 days out of school suspension for possession or use of narcotics, drugs, anabolic steroids, alcohol, or other controlled substances as defined by statute.

2. 2nd (and any subsequent) infraction--

a) Parent/guardian conference, and b) 10 days out of school suspension, with the possibility of c) referral to pre-expulsion hearing committee with the possibility of

expulsion for up to one calendar year;

D. Category IV 1st (and any subsequent) infraction

a) Parent/guardian conference, and b) 10 days out of school suspension, with the possibility of c) referral to pre-expulsion hearing committee with the possibility of

expulsion for up to one calendar year.

VIII. Whenever damage to property or person is involved, a teacher or administrator may add an order to repair, replace, or otherwise compensate for the damage to the disciplinary action prescribed above.

IX. Many of the listed infractions also have civil and criminal legal consequences for the student and the

parent⎯for example, verbal abuse of a school employee is a violation incurring a fine from $100 to $1500.

X. Saturday School – Students are assigned Saturday School by administrators for violation of school rules

and for failing to serve other disciplinary assignments.

XI. In-School Suspension (ISS) – Students are assigned ISS by administrators for violation of school rules and for failing to serve other disciplinary assignments. Students assigned to ISS are not permitted to attend or participate in any school activities during their suspension. Students are expected to keep up with all class assignments, tests, or work scheduled for those days spent in ISS.

XII. Out-of-School Suspension (OSS)—Students are assigned OSS by administrators for serious violations of

school rules and for failing to serve other disciplinary assignments. Students assigned to OSS are not permitted to attend or participate in any school activities or be on any school campus during their suspension, nor are they allowed to make up any assignments, tests, or work scheduled for those days spent in OSS. On the first OSS assigned for Categories I, II, & III, the student will be allowed to make up any assignments, tests, or work scheduled for those days suspended. For all subsequent Out of School Suspensions and all Category IV suspensions, the student will not be allowed to make up any assignments, tests, or work scheduled for those days suspended. Students who are suspended must be accompanied to school by a parent/guardian for a conference with an administrator before being readmitted to classes.

XIII. Bus Suspension – Students are suspended from the privilege of riding any school bus for a minimum of

one day, not to exceed one calendar year for violations of Policy 5.19. Adopted: 7-20-79 Revised: 6-26-97 Revised: 6-26-08 Revised: 2-26-80 Revised: 6-27-02 Revised: 9-25-84 Re-codified: 8-28-03 Revised: 4-22-86 Re-codified: 6-24-04 Revised: 9-25-90 Revised: 5-26-05 Revised: 7-27-93 Revised: 6-22-06 Revised: 12-19-95 Revised: 6-28-07

5.26—Gangs and Gang Activity The Board is committed to ensuring a safe school environment conducive to promoting a learning environment where students and staff can excel. An orderly environment cannot exist where unlawful acts occur causing fear, intimidation, or physical harm to students or school staff. Gangs and their activities create such an atmosphere and shall not be allowed on school grounds or at school functions.

The following actions are prohibited by students on school property or at school functions:

1. Wearing or possessing any clothing, bandanas, jewelry, symbol, or other sign associated with membership in, or representative of, any gang;

2. Engaging in any verbal or nonverbal act such as throwing signs, gestures, or handshakes representative of membership in any gang;

3. Recruiting, soliciting, or encouraging any person through duress or intimidation to become or remain a member of any gang; and/or

4. Extorting payment from any individual in return for protection from harm from any gang. 5. Gang Graffiti.

Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion.

Students arrested for gang related activities occurring off school grounds shall be subject to the same disciplinary actions as if they had occurred on school grounds.

Legal References: A.C.A. § 6-15-1005(b)(2) A.C.A. § 5-74-201 Date Adopted: 8-28-03 Date Revised: 6-26-08

5.3—COMPULSORY ATTENDANCE REQUIREMENTS Every parent, guardian, or other person having custody or charge of any child age five (5) through seventeen (17) years on or before September August 15 of that year who resides, as defined by policy 5.1---RESIDENCE REQUIREMENTS, within the District shall enroll and send the child to a District school with the following exceptions. The child is enrolled in private or parochial school. The child is being home-schooled and the conditions of policy 5.6---HOME SCHOOLING have been met. The child will not be age six (6) on or before September August 15 of that particular school year and the parent,

guardian, or other person having custody or charge of the child elects not to have him/her attend kindergarten. A kindergarten wavier form prescribed by regulation of the Department of Education must be signed and on file with the District administrative office.

The child has received a high school diploma or its equivalent as determined by the State Board of Education. The child is age sixteen (16) or above and is enrolled in a post-secondary vocational-technical institution, a community

college, or a two-year or four-year institution of higher education. The child is age sixteen (16) or seventeen (17) and has met the requirements to enroll in an adult education program as

defined by A.C.A. § 6-18-201 (b). Legal Reference: A.C.A. § 6-18-201 A.C.A § 6-18-207 Date Adopted: 8-28-03

5.41—SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS All students are required to participate in the Smart Core curriculum unless their parents or guardians, or the students if they are 18 years of age or older, sign an Informed Consent Form to not participate. Those students not participating in the Smart Core curriculum will be required to fulfill the Core curriculum or the requirements of their IEP (when applicable) to be eligible for graduation. The signed Informed Consent Form shall be attached to the student’s permanent transcript. Informed Consent Forms are required to be signed prior to registering for seventh grade classes, or if enrolling in the district for seventh through twelfth grade classes. Counseling by trained personnel shall be available to students and their parents or legal guardians prior to the time they are required to sign the consent forms. While there are similarities between the two curriculums, following the Core curriculum may not qualify students for some scholarships and admission to certain colleges could be jeopardized. Students initially choosing the Core curriculum may subsequently change to the Smart Core curriculum providing they would be able to complete the required course of study by the end of their senior year. Students wishing to change their choice of curriculums must consult with their counselor to determine the feasibility of changing. This policy, the Smart Core curriculum, and the courses necessary for graduation shall be reviewed by staff, students, and parents at least every other year to determine if changes need to be made to better serve the needs of the district’s students. The superintendent, or his/her designee, shall select the composition of the review panel. Sufficient information relating to Smart Core and the district’s graduation requirements shall be communicated to parents and students to ensure their informed understanding of each. This may be accomplished through any or all of the following means.

• Inclusion in the student handbook of the Smart Core curriculum and graduation requirements; • Discussion of the Smart Core curriculum and graduation requirements at the school’s annual public

meeting, PTA meetings, or a meeting held specifically for the purpose of informing the public on this matter;

• Discussions held by the school’s counselors with students and their parents; and/or • Distribution of a newsletter(s) to parents or guardians of the district’s students.

The first year of this policy’s implementation all employees required to be certified as a condition of their employment shall receive training regarding this policy so that they will be able to help successfully implement it. In subsequent years, administrators, or their designees, shall train newly hired employees, required to be certified as a condition of their employment, regarding this policy. The district’s annual professional development shall include the training required by this paragraph. GRADUATION REQUIREMENTS (Beginning with the graduating classes of 2010-11, 2011-12, 2012-13) The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school graduation are to be earned from the following categories. A minimum of 22 units is required for graduation for student participating in either the Smart Core or Core curriculum. There are some distinctions made between Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core requirements. Fayetteville School District requires 24 units for graduation. Unless exempted by a student’s IEP, all students must successfully pass all end-of-course (EOC) assessments they are required to take or meet the remediation required for the EOC assessment to receive academic credit for the applicable course and be eligible to graduate from high school. SMART CORE: Sixteen (16) units English: four (4) units (years) – one in grades 9, 10, 11, and 12 Oral Communications: one-half (1/2) unit (1/2 year) Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or 12 and complete Algebra II.)

• Algebra I or Algebra I-A & I-B* which may be taken in grades 7-8 or 8-9

• Geometry or Investigating Geometry or Geometry A & B* which may be taken in grades 8-9 or 9-10 *A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward fulfilling the Smart Core requirement.

• Algebra II • Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer

Math, Algebra III, or an Advanced Placement math (Comparable concurrent credit college courses may be substituted where applicable) Natural Science: three (3) units (years) with lab experience chosen from

• Physical Science • Biology or Applied Biology/Chemistry • Chemistry • Physics or Principles of Technology I & II or PIC Physics

Social Studies: three (3) units (years)

• Civics or Civics/American Government • World History • American History

Physical Education: one-half (1/2) unit (1/2 year) Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate. Health and Safety: one-half (1/2) unit (1/2 year) Fine Arts: one-half (1/2) unit (1/2 year) CAREER FOCUS: - Six (6) units – at least two of the Career Focus units must be of the same foreign language. All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate. The Smart Core and career focus units must total at least twenty-two (22) units to graduate. CORE: Sixteen (16) units English: four (4) units (years) – one in grades 9, 10, 11, and 12 Oral Communications: one-half (1/2) unit (1/2 year) Mathematics: four (4) units (years)

• Algebra or its equivalent* - 1 unit • Geometry or its equivalent* - 1 unit • All math units must build on the base of algebra and geometry knowledge and skills. • (Comparable concurrent credit college courses may be substituted where applicable)

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement. Science: three (3) units (years)

• at least one (1) unit of biology or its equivalent • one (1) unit of a physical science


• Civics or government, one-half (1/2) unit • World history, one (1) unit • U.S. history, one (1) unit

Physical Education: one-half (1/2) unit (1/2 year) Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate. Health and Safety: one-half (1/2) unit (1/2 year) Fine Arts: one-half (1/2) unit (1/2 year) CAREER FOCUS: - Six (6) units All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate. The Core and career focus units must total at least twenty-two (22) units to graduate. Legal References: Standards of Accreditation 9.03 – 9.03.1.9, 14.03.1 – 14.03.3 ADE Guidelines for the Development of Smart Core Curriculum Policy Smart Core Informed Consent Form Date Adopted: 11-18-04 Revised: 1-24-08

5.64-GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS FOR 2011, 2012, 2013 Any student enrolled in Fayetteville School District may receive a diploma after completing the following requirements:

CORE DIPLOMA SMART CORE DIPLOMA English – 4 units

English – 4 units

Math – 4 units Alg. I or its equivalent, Geometry or its equivalent, other math units must build on the base of alg. And geometry knowledge & skills

Math – 4 units – Alg. I or Alg A/B (Grades 7-8 or 8-9) Geometry or Investigating Geometry or Geometry AB (Grades 8-9 or 9-10), Alg II, 4th math beyond Alg. II

Science – 3 units – Biology, physical science, and science elective

Science – 3 units with lab experience chosen from- Physical Science, Biology, Applied Biology/Chemistry, Chemistry, Physics, or Principles of Technology I & II or PIC Physics

Social Studies – 3 units (American History 9 and 10, U.S. History, World History and ½ unit Civics and ½ unit social studies elective

Social Studies – 3 units (American History 9 and 10, U. S. History , World History and Civics or Civics/American Government-1 unit

Physical Education - ½ unit PE excluding athletics

Physical Education – ½ unit PE excluding athletics

Health – ½ unit Health – ½ unit Fine Arts – ½ unit (Art, Music) Fine Arts – ½ unit (Art, Music) Oral Communications – ½ unit Oral Communications – ½ unit Career Focus Area – 6 units Career Focus Area – 6 units Total – 22 Units

Total – 22 Units

FPS Additional Requirements for Graduation

1 unit American History-9 1 unit American History-9 Elective – 1 unit Elective – 1 unit Total – 24 Units Total – 24 Units

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirements under Core Diploma requirements. *All students under Smart Core must take a math course in grade 11 or 12 and complete Alg. II.

HONORS GRADUATE *SEE BELOW English – 4 units Math – 4 units – Alg. I or Alg A/B (Grades 7-8 or 8-9) Geometry or Investigating Geometry or Geometry AB (Grades 8-9 or 9-10), Alg. II, 4th math beyond Alg. II Science – – 3 units with lab experience chosen from- Physical Science, Biology, Applied Biology/Chemistry, Chemistry, Physics, or Principles of Technology I & II or PIC Physics Social Studies – 4 units American History 9 and 10, U. S. History , World History and Civics or Civics/American Government-1 unit Physical Education – ½ unit PE excluding athletics Health – ½ unit Fine Arts – ½ unit (Art, Music) Oral Communications – ½ unit Career Focus Area – 6 units (2 units must be in same foreign language) Elective – 1 unit Total – 24 Units * Honors Graduates and above- 2 units of Career Focus area must be in same foreign language *Honors Graduate - students must maintain a 3.0 GPA and meet the Honors Graduate Diploma requirements. *High Honors Graduate - students must maintain a 3.5 GPA, meet the Honors Graduate Diploma requirements, with 5 units completed from the qualifying courses listed below. *Distinguished Honors Graduate - students must maintain a 4.0 GPA, meet the Honors Graduate Diploma requirements, with 8 units completed from the qualifying courses listed below.

Qualifying Courses for High/Distinguished Honors Graduates

Math English Science History Other Honors Algebra I

Pre-AP English (9) Pre-AP Physical Science (9)

Pre-AP American History (9)

Spanish III, IV,V

Honors Algebra II

Pre-AP English (10)

Pre-AP Biology

AP Comparative Politics

AP Spanish Language

Honors Geometry

AP English Language/Composition

AP Biology AP European History U. S. History

French III, AP French Language

AP Calculus AB

AP English Literature

AP Physics B AP Macroeconomics

German III,AP German Language

AP Calculus BC

AP Physics C AP Psychology AP Studio Art

AP Statistics AP Environmental Sci.

AP U.S. Government

AP Music Theory, A Cappella

PreCal/Trig Honors

Honors Chemistry

AP U.S. History

Honors Trig/ Analysis College Algebra, Finite Math

AP Chemistry AP Computer Science

AP Human Geography

Revised 1/24/08 Revised Revised

5.7—ABSENCES Education is more than the grades students receive in their courses. Important as that is, students’ regular attendance at school is essential to their social and cultural development and helps prepare them to accept responsibilities they will face as an adult. Interactions with other students and participation in the instruction within the classroom enrich the learning environment and promote a continuity of instruction, which results in higher student achievement.

Excused Absences Absences are excused for one of the following reasons: 1. The student’s illness or when attendance could jeopardize the health of other students; 2. Death or serious illness in their immediate family (parent, legal guardian, grandparent, sibling, or any other relative

living in the same household); 3. Observance of recognized holidays observed by their faith; 4. Attendance at an appointment with a government agency; 5. Attendance at a medical appointment; 6. Exceptional circumstances with prior approval of the principal; or participation in a school sanctioned activity. 7. Participation in the election poll workers program for high school students. It is the Arkansas General Assembly’s intention that students having excessive excused absences be given assistance in obtaining credit for their courses. Students will receive an excused absence only after the parent or legal guardian has contacted the school by telephone explaining the reason for the absence. Some principals may accept a written explanation in lieu of the required phone call. Unexcused Absences Absences not defined above or not having a parent or legal guardian telephone contact or an accompanying note, if allowed by the principal, from the parent or legal guardian shall be considered as unexcused absences. Students with 4 unexcused absences in a course in a semester shall not receive credit for that course. At the discretion of the principal after consultation with persons having knowledge of the circumstances of the unexcused absences, the student may be denied promotion or graduation. Excessive absences shall not be a reason for expulsion or dismissal of a student. When a student has 2 unexcused absences, his/her parents, guardians, or persons in loco parentis shall be notified. Notification shall be by telephone by the end of the school day in which such absence occurred or by regular mail with a return address sent no later than the following school day. Whenever a student exceeds 4 unexcused absences in a semester, the District shall notify the prosecuting authority and the parent, guardian, or persons in loco parentis shall be subject to a civil penalty as prescribed by law. Students who attend in-school suspension shall not be counted absent for those days. Days missed due to expulsion or out-of-school suspension shall be unexcused absences. The District shall notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is required to suspend the former student’s operator’s license unless he/she meets certain requirements specified in the code. Applicants for an instruction permit or for a driver's license by persons less than eighteen (18) years old on October 1 of any year are required to provide proof of a high school diploma or enrollment and regular attendance in an adult education program or a public, private, or parochial school prior to receiving an instruction permit. To be issued a driver's license, a student enrolled in school shall present proof of a “C” average for the previous semester or similar equivalent grading period for which grades are reported as part of the student’s permanent record.

ABSENCE PROCEDURES

1. “Absence” means a student was not present at a roll call or during some portion of the school day. 2. Anything this regulation requires The Principal to do may be delegated; however, the Principal

shall maintain supervisory control and accountability for proper performance by the delegate. 3. The Principal may excuse absences due to religious holidays, illness, accident, unavoidable

circumstances, family emergencies, or educationally valuable activities away from school. Even excusable absences may have a negative impact upon academic performance; therefore, the Principal may decide not to excuse an absence in light of the District’s duty to enforce the compulsory education laws and encourage academic progress.

4. If a student is absent 8 times from any class during a semester, the Principal may decide to not excuse any more absences from that class.

5. Principals are authorized to deny academic credit on the basis of 4 unexcused absences or 12 absences, whether excused or unexcused.

6. Principals are authorized to convene a student attendance committee to assist in the implementation of this administrative regulation.

7. Principals shall provide parents a copy of the District policy on excessive unexcused absences. 8. When a student under age 18 has accumulated 2 unexcused absences in a semester, the Principal

shall notify his/her parents, guardians, or persons in loco parentis. Notification shall be by telephone by the end of the school day in which such absence occurred or by regular mail with a return address sent no later than the following school day.

9. When a student under age 18 has accumulated 4 unexcused absences in a semester, the Principal shall notify his/her parents, guardians, or persons in loco parentis by regular mail with a return address sent no later that the following school day. The Principal shall also prepare an affidavit using the approved affidavit format and forward the affidavit with attachments to the Director of Student Affairs.

10. The Director of Student Affairs shall review affidavits for accuracy and forward them to the Juvenile Prosecutor for Washington County.

11. The Principal shall make a thorough attempt to locate and improve the attendance rate of those students who have accumulated excessive unexcused absences.

12. Principals may not “drop” or terminate a student’s enrollment unless the Principal has verified that the student does not reside in our school district.

13. When a student has 10 unexcused absences in a semester, the Principal shall transfer that student’s name and a copy of the student’s file to the Director of Student Affairs.

14. The Director of Student Affairs shall notify the Department of Finance and Administration of students age 14-17 with excessive unexcused absences who are no longer in school, using the form required by the department.

Legal References: A.C.A. § 6-18-209 A.C.A. § 6-18-220 A.C.A. § 6-18-222 A.C.A. § 27-16-701 A.C.A. § 7-4-116 Date Adopted: 8-28-03 Last Revised: 4-27-05

5.8—MAKE-UP WORK Students who miss school due to an excused absence shall be allowed to make up the work they missed during their absence. It is the responsibility of the student to arrange for all make-up work with his/her teacher(s). Each school shall establish a uniform timetable in which students must make up their work to receive credit. Work may not be made up for credit for unexcused absences, except as discussed in Policy 5.17 concerning Out-of-school suspension. Out-of-school suspensions are unexcused absences. Date Adopted: 10-28-04

TABLE OF CONTENTS Page # District Calendar 1 Preface, ACTAAP 2 Civil Rights Notice, Deliveries to Students ,Gun-Free Schools Act, Visitation 3 Operation Stay in School, Family Education Rights & Privacy Act (F.E.R.P.A.) 4 Library Media Center 5 Use of Tobacco, Parent Involvement Commitment, Verbal Abuse of a Teacher 7 Policy # Mission Statement 8 5.1 Residence Requirement 8 5.2 Entrance Requirements 9 5.3 Compulsory Attendance 10 5.4 Student Transfers 10 5.5 Attendance Requirements for Students in Grades 9-12 11 5.6 Home Schooling 12 5.7 Absences & Absence Procedures 12 5.8 Make-up Work 14 5.10 Promotion/Retention/Acceleration of Pupils 14 5.11 Equal Educational Opportunity 18 5.12 Student Organizations/Equal Access 18 5.14 Student Publications and Distribution of Literature 19 5.15 Contact With Students While at School 20 5.16 Admitting Visitors to School Buildings 20 5.17 Student Discipline 21 5.19 School Bus Passenger Safety and Conduct to and from School 28 5.22 Tobacco and Tobacco Products 31 5.23 Drugs and Alcohol 31 5.24 Student Athlete Drug Testing 32 5.26 Gangs and Gang Activity 35 5.27 Sexual Harassment 35 5.29 Computer/Network Use 38 5.32 Search, Seizures, and Interrogations 43 5.33 Students’ Vehicles 44 5.34 School Health 44 5.35 Student Health 46 5.36 Student Illness/Accident 46 5.37 Emergency Drills 46 Immunization Table 47 5.38 Pupil Records 47 5.39 Parent-Teacher Conferences 49 5.40 Homeless Students 49 5.41 Smart Core Curriculum and Graduation Requirements 50 5.42 Student Handbook 53 5.47 Bullying 53 5.50 Alternative Learning Environments 54 5.51 ALE Program Evaluation 54 5.55 Grading 54 5.57 Homework Policy 56 5.58 Concurrent Credit 57 5.64 Policy on Requirements for Graduation 58 5.67 Extracurricular Activities 59 6.14 Religion in the Schools 60 6.4 Volunteers 62 6.5 Visitors to the Schools 62

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PREFACE

The following pages contain policies and procedures established for students in the Fayetteville School District. The Board of Education believes the responsibility for individual conduct belongs to the student and his/her parents/guardians. We hope this handbook will help students learn to make good decisions about how to be responsible for their own actions and how to respect the rights of others. Therefore it will be helpful to read and understand the information contained herein. Each middle, junior high, and senior high school also have a School Handbook/Planner, which contains information specific to their individual school. Questions concerning this handbook and its contents should be directed to Tom Triplett, Director of Student Affairs, 973-8652.

ARKANSAS COMPREHENSIVE TESTING, ASSESSMENT, AND ACCOUNTABILITY PROGRAM

(ACTAAP)

The Arkansas Department of Education has established Rules Governing the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). The purpose of this program is:

• To ensure that all students in the public schools of Arkansas have an equal opportunity to demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards and assessment.

• To improve student learning and classroom instruction and to support high academic standards for all students, including identifiable subgroups, by establishing the provisions, procedures and requirements for the student assessment program.

• To require point-in-time intervention when it is determined that a student(s) is not performing at grade level.

• To outline testing and assessment security and confidentiality requirements. • To establish a program to identify, evaluate, assist and advise public school districts in academic

distress. Beginning with the 2005-2006 school year, students in Grades three through eight, identified for an Academic Improvement Plan (AIP) who do not participate in the remediation program shall be retained. The local district shall determine the extent of the required participation in remediation as set forth in the student academic improvement plan. Remedial instruction provided during high school years Grades (7-12) may not be in lieu of English, mathematics, science, or social studies, or other core subject required for graduation. Any student who does not score at the Proficient level on the criterion-referenced assessments in reading, writing, and mathematics shall continue to be provided with remedial or supplemental instruction until the expectations are met or the student is not subject to compulsory school attendance (See Policy 5.5). Any student that has an Academic Improvement Plan (AIP) and fails to remediate, but scores at the Proficient level on the criterion-referenced assessments, shall not be retained.

• Beginning in the 2005-2006 school year, students not proficient on the End-of Course tests or on the high school Literacy test, shall participate in a remediation program to receive credit for the corresponding course.

• Beginning with the 2009-2010 school year, students who fail to meet the pass rate on the end-of-course assessments shall not receive credit for the course. Any student failing to pass the end of course assessment after the 3rd attempt shall not be entitled to graduate with a high school diploma from an Arkansas high school or charter school unless,

1. The student is identified as meeting a satisfactory pass level on a subsequent end-of- course assessment.

2. The student is identified as having, by the end of grade twelve (12), finished an Alternate exit course and is identified as having met a satisfactory pass level on an Alternate assessment directly related to the Alternate exit course.

For a complete copy of the rules go the Arkansas Department of Education website (http://arkansased.org/) and look under Rules.

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CIVIL RIGHTS NOTICE

In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, the Fayetteville School District assures that no person shall, on the basis of race, color, national origin, age, sex, or qualified handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination through any sponsored program or activity. Charges of sexual harassment will be promptly investigated regardless of the sex of the charging party. Anyone having questions about these guidelines, or anyone believing these guidelines have not been applied fairly, is urged to contact one or more of the following persons at the listed phone number or by mailing to Fayetteville School District; P. O. Box 849; Fayetteville, AR 72702:

Tom Triplett, Title IX Coordinator, 973-8652 Greg Mones, Equity/Title VI/ADA Coordinator, 973-8655 Tom Triplett, Sec. 504 Coordinator, 973-8652

DELIVERIES TO STUDENTS Disruption to the school day and additional work for school personnel mandate that deliveries to students during the school day be limited. Students may not receive flowers or gift-type deliveries at school. Such deliveries will be refused and returned. Parents/guardians wishing to bring lunches to their child must leave the lunch in the office for the student to pick up. They may only bring lunch for their own child, not their child’s friends. If the parent wishes to have lunch with their child, they are welcome to do so in the school cafeteria. Friends of students are not allowed to bring deliveries of any kind to a student at school. Classroom teachers may have special events, such as parties, where parents are asked to bring food. Because of health issues the refreshments brought for these events must be purchased from a store or bakery. Homemade goods, such as cookies and cake are not allowed.

GUN-FREE SCHOOLS ACT

In accordance with federal and state law, any student who brings or possesses a firearm, as defined in 18 U.S.C. 921, on school property or at any school activity will be expelled from school for a period of not less than one year and referred to the appropriate legal authorities. The expulsion may be modified on a case-by-case basis upon recommendation by the Superintendent to the Board of Education

OPERATION STAY IN SCHOOL

A. As authorized by state law, Act 867 of 1989, the Fayetteville School District has entered into a cooperative

agreement with the Fayetteville Police Department to implement within the district an "Operation Stay In School" program.

B. Act 867 states that any certified law enforcement officer may stop, question, and detain any unsupervised school-age student located off school premises during school hours and request the production of documentation excusing his presence from school.

C. Upon the student’s failure to produce sufficient documentation, the law enforcement officer may take the student into custody and return the student to his school or transport him to his parents.

VISITATION Under Arkansas Children and Family Laws annotated, 12-12-510 Investigative powers, the Department of Human Services may not be denied access to the school when conducting a child maltreatment investigation. For all other visitation concerns see Contact with Students While at School Policy 5.1; Admitting Visitors to School Buildings Policy 5.16; and Visitors to the School Policy 6.5.

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F.E.R.P.A.

The “Family Education Rights & Privacy Act of 1974”(FERPA) limits the information about a student’s academic record which may be disclosed without the student’s written permission to “directory information.” Directory information is defined as: • Student’s Name • Address • Telephone Number • Date and place of birth • Classification • Participation in officially recognized activities and sports • Weight and height of members of athletic teams • Dates of attendance • Honors and awards received • Most recent educational institutions attended by the student • E-mail address • Photographs Each parent, legal guardian, or eligible student has the right to refuse to permit the release of any or all of the above information. If the parent, legal guardian, or eligible student wishes to restrict the release of the directory information, he/she must inform the Principal’s Office in writing within thirty (30) calendar days of receipt of this notice. An eligible student is one who has reached the age of 18 or is attending any school beyond the high school level. Parents and legal guardians of students may have access to student records as provided by the Family Educational Rights and Privacy Act of 1974 (FERPA). This act allows for the inspection of the content of records and for the right of a parent or guardian to challenge anything contained within the records that they consider to be inaccurate or misleading. The person making the request is also entitled to the opportunity to receive an interpretation of the records. Requests to view such records must be made in writing to the principal responsible for the maintenance of the records. Requests shall be complied with as soon as administratively possible within forty-five (45) days of the request. The request should include a specification of the exact information sought. A small charge may be made to cover photo-copying costs. For additional information regarding FERPA, you may call Alan Wilbourn at 479-444-3000, ext 654 or contact:

Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue. S.W.

Washington, D.C. 20202-4605

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LIBRARY MEDIA CENTER

Our school library media center is well equipped and vital to the quality of our educational program. Students are encouraged to utilize and check-out all of the available materials, especially books. In order to maintain an adequate collection, students, teachers, and parents or guardians must cooperate to see that materials are returned in good condition. If they are not returned, a charge equal to the current replacement price will be made. Frequently Asked Questions

Q How many books can my child check out?

A It varies among schools. Generally, it is one to two books at a time. Librarians often make exceptions for

students who are working on academic projects. At the high school students may check out as many as seven books at one time. Contact your child’s school librarian for more specific information.

Q How long can my child keep a book? A In most schools books are checked out for a two week period. However, in some elementary schools,

books are checked out for only a week. Books maybe renewed for a second one or two week period.

Q How can my child renew a book? A The librarian can renew a book for your child. However, if you renew it before its due date, renewal can

be done online. From the online catalog, click on the Your Checkouts link. You will need to enter your child’s name and 9-digit student ID number. When you click on submit, it will take you to your child’s record where you can see what your child has checked out, what your child has requested and when books are due. That is also where a book can be renewed.

Q How can I find out what my child is reading? A The best way is to ask your child. This is a great opportunity for you to have a conversation about what

he or she is reading, and to answer any questions that may arise from that reading. You can also go to FALCON, our online catalog, www.fayar.net/library/index.htm , and click on the Your Checkouts link. You will need to enter your child’s name and 9-digit student ID number. When you click on submit, it will take you to your child’s record where you can see what your child has checked out, what your child has requested and when books are due.

Q What happens if my child loses or damages a book? A It is the responsibility of all library patrons to keep resources in good condition and available for use. If a

book is lost, replacement costs will be charged. Charges for damaged materials are determined based on certain guidelines. If the item is usable, there is no charge. If the item needs repair, repair costs will be charged. If the item must be replaced, then replacement costs will be charged. Your child’s librarian can give you exact cost information.

Q What happens when my child’s class goes to the library? A Scheduling classes into the library differs among schools. Some elementary schools schedule weekly

classes and other elementary schools have flexible access. The middle schools, junior highs and high school schedule classes into the library at the point of need. In all schools, librarians focus on teaching information literacy skills. These skills help students: 1) determine information needs 2) locate, evaluate and use information effectively 3) Share information in a variety of formats. In addition to classes scheduled for research, there are special programs, checkout times and free flow for students checking out or working on research.

Q What resources are available on line for my child? A Our students have access to a number of subscription databases which include encyclopedias, full text

periodical indexes, and subject area databases. These databases can be accessed by going to the District’s Library Website at http://www.fayar.net/library/index.htm and can be viewed from school or home. To use the databases from home, enter your name and library barcode (Student ID number) when asked. Databases with a "special home access help" link require additional special instructions which you receive after choosing the "special home access help" link. In addition, the district’s online catalog,

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individual school library websites, recommended reading lists, library-related district policies, and library curriculum can be accessed from the district Library Website.

Q How are materials selected for the libraries? A Librarians follow the selection policy and procedures of Fayetteville Public Schools. First a consideration

file (list of materials to be considered for purchase) is built based upon: · Positive reviews · Teacher and student request · Annual needs survey · Curriculum needs · Special projects · Annual replacement of lost or worn out materials still appropriate · Record of materials borrowed from other schools · Gifts must meet the same criteria as books purchased When it is time to place an order, using the consideration file, we take into account student and teacher needs, the existing collection, the quality of each book as indicated in reviews, and cost. For additional information, see http://www.fayar.net/library/materialspolicy.html

Q How do I access the district library website? A Fayetteville Public Schools’ website address is www.fayar.net. From the menu on the left-hand side of

the screen, choose Parents/Students and then click on Library/Research.

Q How can I find out what books are in my child’s school library? A Parents are welcome to browse the library collections when they visit the schools. The complete catalog

for all Fayetteville school libraries is online and may be accessed from www.fayar.net/library/index.htm.

Q How does interlibrary loan work? A If it is necessary to borrow from another library, a request is made. If the item is not available at another

school in the district, we look to the Fayetteville Public Library and the University of Arkansas Libraries. If we cannot meet the need at that level, we move out to the county, then state, and sometimes even to another state. In turn, we lend items out to other libraries around the United States. This cooperative effort among libraries provides our students and faculty with access to resources they might not otherwise have.

Q Would my 4th grader be able to check out a book from the junior high or high school? A Students and teachers may not request items directly from the lending library. The request must first go

through the librarian of their school. That librarian determines if the need can be met by another item from the home library. If it is necessary to borrow from another library, a request is made. The lending librarian then determines if the item can be loaned. There are a number of reasons why a librarian might not be able to loan the material: the need is too great at the loaning library, the item is irreplaceable or the item might not be age-appropriate. In those instances, the lending librarian emails or calls the requesting librarian, and at that point, a decision is made as to whether or not the item should be loaned. Once it has been determined that an item will be loaned, it is sent to the borrowing library. The item is checked to make sure it is appropriate for the person requesting the item, and the patron is notified that the item has arrived. If there is some question about the appropriateness of the item, one of several things will happen. The request for the book will be denied, a permission note may be requested from a parent, or it will be determined that for this particular child the request can be honored. If a parent is concerned about their elementary or middle school child checking books out from a junior high or high school library, the child’s librarian should be notified. A note can be attached to the child’s library records indicating that they are not allowed to check out materials from another school without parental permission. Any action that parents want a librarian to take on behalf of their children should be made in writing using the Library Action Request Form.

Q Are parents allowed to check out books from the library? A Yes. Arkansas Act 603 of 2003 requires all schools to provide books, materials and other informative

material regarding responsible parenting through the school library. Books in the general collection are also available to parents.

Q Is it possible to restrict what my child checks out from the school library?

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A Yes. Your building librarian will be glad to assist you with individual needs pertaining to your child. Q How can I find out what materials are being considered for purchase for my child’s school library?

A Every librarian maintains consideration files in either the district’s acquisition system or online “carts”

from book jobbers. Contact your individual librarian to discuss what method he or she uses.

Q How can I read reviews of books? A Amazon.com is a quick site to check for editorial reviews from several professional reviewing sources.

The online subscription databases NoveList and NoveList K-8 include summaries and reviews of fiction titles. These databases may be accessed from www.fayar.net/library/index.htm. You will need your child’s 9-digit student ID number to use the databases. Contact your individual school librarian if you need help finding book reviews.

Q How can I contact my child’s school librarian? A You may speak to the librarian by telephone, email or in person. Ask the receptionist to connect you to

the library when you phone the school or select the contact button on every librarian’s school website. Parents are welcome to visit the library anytime, but it is recommended that you schedule an appointment if you would like to speak with the librarian about your individual child.

Q Are students allowed to check out books from the Parent Library section? A Yes. The Parent Library is a result of Arkansas’ Parental Involvement Act 603 of 2003. One part of this

law mandates the “purchase of parenting books, magazines and other information material regarding responsible parenting through the school library, advertisement of the current selection, and to give parents an opportunity to borrow the materials”. This law does not limit this collection to only parents nor does it designate the Parent Library as a place to put restricted materials.

PROHIBITION AGAINST SMOKING OR USE OF TOBACCO In accordance with Arkansas State Law as described in Arkansas Code 6-21-609, smoking or use of tobacco or products containing tobacco in any form in or on any property owned or leased by a public school district, including school buses, is prohibited.

PARENT INVOLVEMENT COMMITMENT Fayetteville School District is committed to the implementation of a successful Parental Involvement Plan based on documented needs that will welcome parents and community members; result in higher parent participation and community involvement; and confirm that parents are a key resource in their children’s education. Fayetteville School District is dedicated to the development of a unified purpose with educators, families and community members that collaboratively can prepare and educate children to lead productive, healthy, and happy lives. For more information, contact your school and ask to see the Parent Involvement Plan.

VERBAL ABUSE OF A TEACHER In accordance with Arkansas State Law as described in Arkansas Code 6-17-106, insults or verbal abuse of a teacher, while in the course of his or her duties is prohibited. The offender will be prosecuted to the full extent of the law.

6-17-106. Insult or abuse of teacher.

(a)(1) It is unlawful during regular school hours and in a place where a public school employee is required to be in the course of his or her duties, for any person to address a public school employee using language which in its common acceptation is calculated to: (A) Cause a breach of the peace;

(B) Materially and substantially interfere with the operation of the school; or

(C) Arouse the person to whom it is addressed to anger to the extent likely to cause imminent retaliation.

(2) A person who violates this section shall be guilty of a violation and upon conviction be liable for a fine of not less than one hundred dollars ($100) nor more than one thousand five hundred dollars ($1,500). (b) Each school district shall report to the Department of Education any prosecutions within the school districts under this section.

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History. Acts 1979, No. 125, § 1; A.S.A. 1947, § 80-1905.1; Acts 1987, No. 741, § 1; 2001, No. 1565, § 1; 2005, No. 1994, § 63.

FAYETTEVILLE (AR) SCHOOL DISTRICT

Mission Statement

The mission of the Fayetteville School District, in partnership with family and community, is to ensure that all students attain competitive skills necessary for responsible citizenship and that all students experience success as goal-oriented, lifelong learners in an environment where talent and diversity are recognized and respected.

Vision The Fayetteville School District will demonstrate excellence in every area of schooling and be ever responsive to the changing demands of a democracy. The District will have a strong symbiotic relationship with our community and parents. This relationship will be the key to providing a wide variety of educational experiences and ensuring that all children have the opportunity and the tools to realize their full potential. We will be a school district which views the community as an educational resource - one that provides students an opportunity to link ideas with practice and increase both relevance and motivation by becoming involved with real work and real problems. Our graduates will then be positioned for active and productive participation in our democratic society. Each graduate will also have a conscious responsibility for the destiny of our community, state, and country.

Beliefs

We Believe The family is the foundation of society. A successful society capitalizes on the interdependence of its members. Students are more successful when there is a partnership between the schools and the family. Lifelong learning is the power by which people shape the future. Each person has value. Each person can learn. When people have hope, their lives have meaning. With rights come responsibilities. An effective public school system is essential to the future of our nation. Approved: 3-22-66 Revised: 9-24-02 5.1—RESIDENCE REQUIREMENTS Definitions: “Reside” means to be physically present and to maintain a permanent place of abode for an average of no fewer than four (4) calendar days and nights per week for a primary purpose other than school attendance. “Resident” means a student whose parents, legal guardians, persons having legal, lawful control of the student under order of a court, or persons standing in loco parentis reside in the school district. “Residential address” means the physical location where the student’s parents, legal guardians, persons having legal, lawful control of the student under order of a court, or persons standing in loco parentis reside. A student may use the residential address of a legal guardian, person having legal, lawful control of the student under order of a court, or person standing in loco parentis only if the student resides at the same residential address and if the guardianship or other legal authority is not granted solely for educational needs or school attendance purposes.

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The schools of the District shall be open and free through the completion of the secondary program to all persons between the ages of five (5) and twenty one (21) years whose parents, legal guardians, or other persons having lawful control of the person under an order of a court reside within the District and to all persons between those ages who have been legally transferred to the District for educational purposes. Any person eighteen (18) years of age or older may establish a residence separate and apart from his or her parents or guardians for school attendance purposes. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending the District’s schools separate and apart from his or her parents, guardians, or other persons having lawful control of him or her under an order of a court, the person must actually reside in the District for a primary purpose other than that of school attendance. The children or wards of any person who is at least a half-time employee of this district but reside in another district are eligible to enroll in District schools. The Fayetteville School Board, on March 16, 1965, agreed to approve as policy the assignment of all elementary pupils to attend the school in the attendance area in which they live. Legal References: A.C.A. § 6-18-202 A.C.A. § 6-18-203 Date Adopted: 8-28-03 5.2—ENTRANCE REQUIREMENTS To enroll in a school in the District, the child must be a resident of the District as defined in District policy 5.1—RESIDENCE REQUIREMENTS or meet the criteria outlined in policy 5.40—HOMELESS STUDENTS. Students may enter kindergarten if they will attain the age of five (5) on or before August 15 of the year in which they are seeking initial enrollment. Any student who has been enrolled in a state-accredited or state-approved kindergarten program in another state for at least sixty (60) days, who will become five (5) years old during the year in which he/she is enrolled in kindergarten, and who meets the basic residency requirement for school attendance may be enrolled in kindergarten upon written request to the District. Any child who will be six (6) years of age on or before October 1 of the school year of enrollment and who has not completed a state-accredited kindergarten program shall be evaluated by the district and may be placed in the first grade if the results of the evaluation justify placement in the first grade and the child’s parent or legal guardian agrees with placement in the first grade; otherwise the child shall be placed in kindergarten. Any child may enter first grade in a District school if the child will attain the age of six (6) years during the school year in which the child is seeking enrollment and the child has successfully completed a kindergarten program in a public school in Arkansas. Any child who has been enrolled in the first grade in a state-accredited or state-approved elementary school in another state for a period of at least sixty (60) days, who will become age six (6) years during the school year in which he/she is enrolled in grade one (1), and who meets the basic residency requirements for school attendance may be enrolled in the first grade. Students who move into the District from an accredited school shall be assigned to the same grade as they were attending in their previous school (mid-year transfers) or as they would have been assigned in their previous school. Home-schooled students shall be evaluated by the District to determine their appropriate grade placement. Prior to the child’s admission to a District school:

1. The parent, guardian, or other responsible person shall furnish the child’s social security number, or if they request, the district will assign the child a nine (9) digit number designated by the department of education.

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2. The parent, guardian, or other responsible person shall provide the district with one (1) of the following documents indicating the child’s age:

a. A birth certificate; b. A statement by the local registrar or a county recorder certifying the child’s date of birth; c. An attested baptismal certificate; d. A passport; e. An affidavit of the date and place of birth by the child’s parent or guardian; f. Previous school records; or g. Military Identification

3. The parent, guardian, or other responsible person shall indicate on school registration forms whether the child has been expelled from school in any other school district or is a party to an expulsion proceeding.

4. The child shall be age appropriately immunized from poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola) measles, rubella,

mumps, hepatitis B, varicella and other diseases as designated by the Arkansas State Department of Health, or have an exemption issued by the Arkansas State Department of Health. Proof of immunization shall be by a certificate of a licensed physician, public health department or the military service acknowledging the immunization.

Legal References: A.C.A. § 6-18-201 (c) A.C.A. § 6-18-207 A.C.A. § 6-18-208 A.C.A. § 6-18-702 A.C.A. § 6-15-504 (f) Date Adopted: 8-28-03 Revised: 5-26-05 5.3—COMPULSORY ATTENDANCE REQUIREMENTS Every parent, guardian, or other person having custody or charge of any child age five (5) through seventeen (17) years on or before August 15 of that year who resides, as defined by policy 5.1---RESIDENCE REQUIREMENTS, within the District shall enroll and send the child to a District school with the following exceptions. The child is enrolled in private or parochial school. The child is being home-schooled and the conditions of policy 5.6---HOME SCHOOLING have been met. The child will not be age six (6) on or before August 15 of that particular school year and the parent, guardian, or other person having

custody or charge of the child elects not to have him/her attend kindergarten. A kindergarten wavier form prescribed by regulation of the Department of Education must be signed and on file with the District administrative office.

The child has received a high school diploma or its equivalent as determined by the State Board of Education. The child is age sixteen (16) or above and is enrolled in a post-secondary vocational-technical institution, a community college, or a two-

year or four-year institution of higher education. The child is age sixteen (16) or seventeen (17) and has met the requirements to enroll in an adult education program as defined by A.C.A. §

6-18-201 (b). Legal Reference: A.C.A. § 6-18-201 A.C.A. § 6-18-207 Date Adopted: 8-28-03

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5.4—STUDENT TRANSFERS The Fayetteville District shall review and accept or reject requests for transfers, both into and out of the district, on a case by case basis. Any student transferring from a school accredited by the Department of Education to a school in this district shall be placed into the same grade the student would have been in had the student remained at the former school. Any student transferring from home school or a school that is not accredited by the Department of Education to a District school shall be evaluated by District staff to determine the student’s appropriate grade placement. The Board of Education reserves the right, after a hearing before the Board, not to allow any person who has been expelled from another district to enroll as a student until the time of the person’s expulsion has expired. The responsibility for transportation of any nonresident student admitted to a school in this District shall be borne by the student or the student’s parents. The District and the resident district may enter into a written agreement with the student or student’s parents to provide transportation to or from the District, or both. Legal References: A.C.A. § 6-18-316 A.C.A. § 6-18-510 A.C.A. § 6-15-504 (f) State Board of Education Standards of Accreditation VII (E) (1) Date Adopted: 8-28-03 5.5-ATTENDANCE REQUIREMENTS FOR STUDENTS IN GRADES 9-12 Students in grades nine through twelve (9-12) are required to schedule and attend at least 350 minutes of regularly scheduled class time daily. Part of this requirement may be met by students taking post-secondary courses. Eligible students’ enrollment and attendance at a post-secondary institution shall count toward the required time of school attendance. Study Halls Students may be assigned to no more than one (1) class period each day for a study hall that the student shall be required to attend and participate in for the full period. Such study halls are to be used for the purposes of self-study or for organized tutoring which is to take place in the school building. Extracurricular Classes Students may be assigned to no more than one (1) class period each day for organized and scheduled student extracurricular classes that the student shall be required to attend and participate in for the full class period. Extracurricular classes related to a seasonal activity shall meet for an entire semester whether or not the season ends prior to the end of the semester. Students must attend and participate in the class for the entire semester in order to receive credit for the course. For the purpose of this policy, extracurricular classes is defined as school sponsored activities which are not an Arkansas Department of Education approved course counting toward graduation requirements or classes that have not been approved by the Arkansas Department of Education for academic credit. Such classes may include special interest, fine arts, technical, scholastic, intramural, and interscholastic opportunities. Course Enrollment Outside of District Enrollment and attendance in vocational-educational training courses, college courses, school work programs, and other department-sanctioned educational programs may be used to satisfy the student attendance requirement even if the programs are not located at the public schools. Attendance in such alternative programs must be pre-approved by the school’s administration. The district shall strive to assign students who have been dropped from a course of study or removed from a school work program job during the semester into another placement or course of study. In the instances where a subsequent placement is unable to be made, the district may grant a wavier for the student for the duration of the semester in which the placement is unable to be made.

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In rare instances, students may be granted waivers from the mandatory attendance requirement if they would experience proven financial hardships if required to attend a full day of school. For the purpose of this policy, proven financial hardships is defined as harm or suffering caused by a student's inability to obtain or provide basic life necessities of food, clothing, and shelter for the student or the student's family. The superintendent shall have the authority to grant such a waiver, on a case-by-case basis, only when convinced the student meets the definition of proven financial hardships. In any instance where a provision of a student’s Individual Education Plan (IEP) conflicts with a portion(s) of this policy, the IEP shall prevail. Legal References: A.C.A. § 6-18-210, 211

Arkansas Department of Education Rules Governing the Mandatory Attendance Requirements for Students in Grades Nine through Twelve

Date Adopted: 11-18-04 5.6—HOMESCHOOLING Parents or legal guardians desiring to provide a home school for their children must give written notice to the Superintendent of their intent to do so and sign a waiver acknowledging that the State of Arkansas is not liable for the education of their children during the time the parents choose to home school. Notice shall be given:

1. At the beginning of each school year, but no later than August 15; 2. By December 15 for parents who decide to start home schooling at the beginning of the spring semester; or 3. Fourteen (14) calendar days prior to withdrawing the child (provided the student is not currently under disciplinary action for

violation of any written school policy, including, but not limited to, excessive unexcused absences) and at the beginning of each school year thereafter.

The parents or legal guardians shall deliver written notice in person to the Superintendent the first time such notice is given and the notice must include:

1. The name, date of birth, grade level, and the name and address of the school last attended, if any; 2. The location of the home school; 3. The basic core curriculum to be offered; 4. The proposed schedule of instruction; and 5. The qualifications of the parent-teacher.

To aid the District in providing a free and appropriate public education to students in need of special education services, the parents or legal guardians home-schooling their children shall provide information which might indicate the need for special education services. Legal References: A.C.A. § 6-15-503 A.C.A. § 6-41-206 Date Adopted: 8-28-03 5.7—ABSENCES Education is more than the grades students receive in their courses. Important as that is, students’ regular attendance at school is essential to their social and cultural development and helps prepare them to accept responsibilities they will face as an adult. Interactions with other students and participation in the instruction within the classroom enrich the learning environment and promote a continuity of instruction, which results in higher student achievement.

Excused Absences Absences are excused for one of the following reasons: 1. The student’s illness or when attendance could jeopardize the health of other students; 2. Death or serious illness in their immediate family (parent, legal guardian, grandparent, sibling, or any other relative living in the same

household);

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3. Observance of recognized holidays observed by their faith; 4. Attendance at an appointment with a government agency; 5. Attendance at a medical appointment; 6. Exceptional circumstances with prior approval of the principal; or participation in a school sanctioned activity. 7. Participation in the election poll workers program for high school students. It is the Arkansas General Assembly’s intention that students having excessive excused absences be given assistance in obtaining credit for their courses. Students will receive an excused absence only after the parent or legal guardian has contacted the school by telephone explaining the reason for the absence. Some principals may accept a written explanation in lieu of the required phone call. Unexcused Absences Absences not defined above or not having a parent or legal guardian telephone contact or an accompanying note, if allowed by the principal, from the parent or legal guardian shall be considered as unexcused absences. Students with 4 unexcused absences in a course in a semester shall not receive credit for that course. At the discretion of the principal after consultation with persons having knowledge of the circumstances of the unexcused absences, the student may be denied promotion or graduation. Excessive absences shall not be a reason for expulsion or dismissal of a student. When a student has 2 unexcused absences, his/her parents, guardians, or persons in loco parentis shall be notified. Notification shall be by telephone by the end of the school day in which such absence occurred or by regular mail with a return address sent no later than the following school day. Whenever a student exceeds 4 unexcused absences in a semester, the District shall notify the prosecuting authority and the parent, guardian, or persons in loco parentis shall be subject to a civil penalty as prescribed by law. Students who attend in-school suspension shall not be counted absent for those days. Days missed due to expulsion or out-of-school suspension shall be unexcused absences. The District shall notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is required to suspend the former student’s operator’s license unless he/she meets certain requirements specified in the code. Applicants for an instruction permit or for a driver's license by persons less than eighteen (18) years old on October 1 of any year are required to provide proof of a high school diploma or enrollment and regular attendance in an adult education program or a public, private, or parochial school prior to receiving an instruction permit. To be issued a driver's license, a student enrolled in school shall present proof of a “C” average for the previous semester or similar equivalent grading period for which grades are reported as part of the student’s permanent record.

ABSENCE PROCEDURES

1. “Absence” means a student was not present at a roll call or during some portion of the school day. 2. Anything this regulation requires The Principal to do may be delegated; however, the Principal shall maintain

supervisory control and accountability for proper performance by the delegate. 3. The Principal may excuse absences due to religious holidays, illness, accident, unavoidable circumstances, family

emergencies, or educationally valuable activities away from school. Even excusable absences may have a negative impact upon academic performance; therefore, the Principal may decide not to excuse an absence in light of the District’s duty to enforce the compulsory education laws and encourage academic progress.

4. If a student is absent 8 times from any class during a semester, the Principal may decide to not excuse any more absences from that class.

5. Principals are authorized to deny academic credit on the basis of 4 unexcused absences or 12 absences, whether excused or unexcused.

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6. Principals are authorized to convene a student attendance committee to assist in the implementation of this administrative regulation.

7. Principals shall provide parents a copy of the District policy on excessive unexcused absences. 8. When a student under age 18 has accumulated 2 unexcused absences in a semester, the Principal shall notify his/her

parents, guardians, or persons in loco parentis. Notification shall be by telephone by the end of the school day in which such absence occurred or by regular mail with a return address sent no later than the following school day.

9. When a student under age 18 has accumulated 4 unexcused absences in a semester, the Principal shall notify his/her parents, guardians, or persons in loco parentis by regular mail with a return address sent no later that the following school day. The Principal shall also prepare an affidavit using the approved affidavit format and forward the affidavit with attachments to the Director of Student Affairs.

10. The Director of Student Affairs shall review affidavits for accuracy and forward them to the Juvenile Prosecutor for Washington County.

11. The Principal shall make a thorough attempt to locate and improve the attendance rate of those students who have accumulated excessive unexcused absences.

12. Principals may not “drop” or terminate a student’s enrollment unless the Principal has verified that the student does not reside in our school district.

13. When a student has 10 unexcused absences in a semester, the Principal shall transfer that student’s name and a copy of the student’s file to the Director of Student Affairs.

14. The Director of Student Affairs shall notify the Department of Finance and Administration of students age 14-17 with excessive unexcused absences who are no longer in school, using the form required by the department.

Legal References: A.C.A. § 6-18-209 A.C.A. § 6-18-220 A.C.A. § 6-18-222 A.C.A. § 27-16-701 A.C.A. § 7-4-116 Date Adopted: 8-28-03 Last Revised: 4-27-05 5.8—MAKE-UP WORK Students who miss school due to an excused absence shall be allowed to make up the work they missed during their absence. It is the responsibility of the student to arrange for all make-up work with his/her teacher(s). Each school shall establish a uniform timetable in which students must make up their work to receive credit. Work may not be made up for credit for unexcused absences. Date Adopted: 10-28-04 5.10—PROMOTION/RETENTION/ACCELERATION OF PUPILS The staff of the Fayetteville Schools believes that each child is a distinct individual with special educational, social, and emotional strengths and weaknesses. They further believe that individual differences can best be addressed through a continuous progress curriculum and the continuous promotion of students. In the Fayetteville Public Schools the term “continuous progress” is used to describe the progression of students through a prescribed curriculum based on the following premises:

1. A specific plan is used to systematically assess each student’s attainment of the prescribed knowledge or skills;

2. When students demonstrate that they possess a particular knowledge or skill in sufficient depth, they are given the opportunity to move to another objective irrespective of their chronological age or number of years of school attendance;

3. Instruction will be provided students until they have attained the required knowledge or skills.

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PROCEDURES

Promotion: Regular Students

Kindergarten through Sixth Grade

Students enrolled in kindergarten through the sixth grade will be expected to make acceptable progress in reaching the course objectives as outlined by the Arkansas Department of Education in order to be promoted from grade to grade.

Seventh and Eighth Grade

To be promoted to the next grade, a student in grade seven or eight must satisfactorily complete the school’s regular program of studies by passing a minimum of five units of course work each year, at least three of which must be in English, science, mathematics, or social studies. Credit earned in summer school or through approved correspondence study may be counted toward these totals.

Ninth Grade

To be promoted to grade ten, a student in grade nine must earn a minimum of five units of credit to be counted toward graduation; three of the five units must be in the areas of English, mathematics, science, or social studies. The junior-high principal is authorized to waive either or both of the above requirements and to recommend the promotion of any ninth-grade student, who because of age, physical, or social maturity, or other reasons, is likely to be better served on a high-school campus. Promotion: Special Education Students Special education students will be expected to make satisfactory progress in reaching the goals and objectives stated in their individual education plans for the current year before progressing to the next grade. Retention If is becomes apparent a student may need considerably more than the usual amount of time to complete the objectives normally assigned to a grade level, retention in a grade may be considered. The decision will be based on a wide range of factors with the interests of the individual as the basic consideration. These factors should include the following:

1. Developmental maturity. 2. Parental support. 3. Chronological age. 4. Identified emotional or learning problems. 5. Serious illness or circumstances which prevent home tutoring. 6. The failure to attain a mastery criteria score on a set of grade level curricular objectives. 7. Attendance record. 8. Work habits, responsibility, and attitudes. 9. The advisability of utilizing other remediation methods such as tutoring or summer programs.

In no case should a single factor be the basis for a grade retention decision.

Kindergarten Through Sixth Grade

If a parent, teacher, or other staff member believes there is sufficient evidence to consider the retention of a pupil, that person will discuss the matter with the building principal. If the principal agrees that such action might be warranted, it will be the principal’s responsibility to involve the student’s parents and any other appropriate persons who can assist in making the final decision. Parent support will be weighed heavily in making decisions since the quality of parent concern

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appears to be a determining factor in the effectiveness of such a course of action. The likelihood of retaining a student should be discussed with the parent no later than six weeks before the end of the school year, or on receipt of state mandated test results. The final retention decision will rest with the building principal. Students shall be tested in content areas selected and approved by the Arkansas Department of Education. Any student who does not achieve a passing score in any of the competency areas shall be evaluated by the student’s school principal, teachers, and counselors, who will jointly prepare an academic skills development plan to assist the student to obtain mastery of the area(s) in which the student is deficient. The plan may include an extended school day or year, alternative curriculum, retention, or use of other resources. The plan shall be designed to assist the student in achieving grade level competence. A conference shall be held with each student’s parent(s) or guardian(s) to review and discuss that student’s plan.

Grades Seven Through Ninth

Students in grades seven - nine who do not meet the promotion standards outlined above will be retained at grade level for an additional year. Acceleration In a few cases, it may be appropriate to consider acceleration which would allow students to complete the standard K-12 program in fewer than thirteen years. If this course of action is considered, a thorough evaluation of the needs and abilities of the individual person must be completed before a final decision is made. If there appears to be sufficient evidence that a change should be made in the student’s grade placement, an individual educational program plan must be developed to assure that curriculum goals are not skipped but rather compacted into a reduced time period. When this course of action is being considered, the following guidelines for accelerated grade placement will be utilized.

I. A referral conference shall be held with the parents and the principal of the school that the student is presently attending. A referral conference may be initiated by either the parents or the school.

A. Parent-Initiated Referral

1. A written request shall be made to the principal of the school that the student is presently attending. Included in that request shall be:

a. The parent’s reason(s) for seeking the change. b. The parent’s commitment to support the change.

2. The principal shall notify the Coordinator of the Gifted and Talented Program of the

request. 3. Parents shall complete a copy of the Parent Inventory and return it to the principal or

Coordinator of the Gifted and Talented Program.

4. The Coordinator of the Gifted and Talented Program shall notify the appropriate assistant superintendent of the request.

B. School-Initiated Referral

1. The principal shall notify the Coordinator of the Gifted and Talented Program of the request.

2. The Coordinator of the Gifted and Talented Program shall notify the appropriate

assistant superintendent of the request.

3. The principal of the school that the student is presently attending hall present to the parents an explanation of why the school seeks such a change.

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4. Parents shall complete a copy of the Parent Inventory and return it to the principal or

the Coordinator of the Gifted and Talented Program.

II. The teacher(s) shall complete the following:

A. Scale for Rating Behavioral Characteristics of Superior Students B. Scale for Intellectual Functioning, Physical Development, Social

Development, Emotional Development These scales shall be completed by the student’s present teacher(s), as well as the previous teacher(s) within the school that the student is presently attending. Upon completion of these scales, they are to be returned to the Coordinator of the Gifted and Talented Program.

III. The Coordinator of the Gifted and Talented Program, principal, counselor, and/or other school personnel

(where appropriate) will determine specific tests to assess the following areas:

A. Learning Aptitude B. Educational Achievements C. Emotional Maturity D. Social Behavior E. Attitude of the Student

IV. All the data collected shall be compiled by the Coordinator of the Gifted and Talented Program on an

individual Student Data Sheet.

V. The Coordinator of the Gifted and Talented Program will present the data results to the principal, counselor, and/or other school personnel (where appropriate).

VI. An evaluation conference shall be held to present the results of the data to the parents and to make

recommendations. In addition to the parents, persons in attendance may include the following:

A. Principal or designee (chairman) B. Coordinator of the Gifted and Talented Program C. Psychological examiner D. Counselor E. Receiving principal F. Assistant superintendent G. Student Outcome of Special Services Conference form designating the outcome of the conference

shall be completed and signed by all parties involved.

VII. An I.E.P. for Acceleration will be developed by the principal and the Coordinator of the Gifted and Talented Program with input from the following when appropriate:

A. Classroom teacher(s) B. Counselor C. Receiving principal D. Parents E. Student

The Coordinator of the Gifted and Talented Program shall be responsible for the final written copy of the I.E.P. for Acceleration. This information will be approved by the Principal.

VIII. A conference shall be held to present the I.E.P. for Acceleration to the parents. In addition to the parents,

persons in attendance may be as follows:

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A. Principal or designee (chairman) B. Coordinator of the Gifted and Talented Program C. Counselor D. Receiving principal E. Classroom teacher(s) F. Assistant superintendent G. Student

IX. The I.E.P. for Acceleration shall be kept in the Gifted and Talented office acceleration file. A notice of its

existence shall be placed in the student’s cumulative record folder.

X. A reassessment of the student’s I.E.P. for Acceleration will be made at least annually; however, a review may be made at any time if requested by the parent, the teacher, the principal or the Coordinator of the Gifted and Talented Program. Reassessments will continue until it is agreed that an I.E.P. for Acceleration is no longer necessary.

If acceleration within a subject area (but not grade placement for all or most subjects) would cause the student to attend class(es) on a different campus, the outline provided in steps 1-10, above, will be followed. If such subject area acceleration will not immediately require assignment to a different campus but may lead to a campus assignment different from that of the student’s age/grade peers in future years, the student’s current principal, the assistant superintendent for instruction, and the Gifted and Talented Coordinator shall be notified. Generally, acceleration of less than one year in math and language arts need not be reported. Amended: November 1972 Last Revised: 6-22-06 5.11—EQUAL EDUCATIONAL OPPORTUNITY In recognition of the importance of assuring equality of opportunity through the elimination of discriminatory practices, it shall be the policy of the Fayetteville Public Schools to fully comply with Titles VI, VII, and IX of the Civil Rights Act of 1964, with the Age Discrimination Act (ADA), and with Title V of the Rehabilitation Act of 1973. Date Adopted: 8-28-03 5.12—STUDENT ORGANIZATIONS/EQUAL ACCESS Non-curriculum related secondary school student organizations wishing to conduct meetings on school premises during non-instructional time shall not be denied equal access on the basis of the religious, political, philosophical, or other content of the speech at such meetings. Such meetings must meet the following criteria.

1. The meeting is to be voluntary and student initiated; 2. There is no sponsorship of the meeting by the school, the government, or its agents or employees; 3. The meeting must occur during non-instructional time; 4. Employees or agents of the school are present at religious meetings only in a non-participatory capacity; 5. The meeting does not materially and substantially interfere with the orderly conduct of educational activities within

the school; and 6. Non-school persons may not direct, conduct, control, or regularly attend activities of student groups.

All meetings held on school premises must be scheduled and approved by the principal. The school, its agents, and employees retain the authority to maintain order and discipline, to protect the well being of students and faculty, and to assure that attendance of students at meetings is voluntary.

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Fraternities, sororities, and secret societies are forbidden in the District’s schools. Membership to student organizations shall not be by a vote of the organization’s members, nor be restricted by the student’s race, religion, sex, national origin, or other arbitrary criteria. Hazing, as defined by law, is forbidden in connection with initiation into, or affiliation with, any student organization. Legal References: A.C.A. § 6-5-201 et seq A.C.A. § 6-21-204 20 U.S.C. 4071 Equal Access Act

Board of Education of the Westside Community Schools v. Mergens, 496 U.S. 226 (1990) A.C.A. § 6-18-601 et seq. Date Adopted: 8-28-03 5.14—STUDENT PUBLICATIONS AND THE DISTRIBUTION OF LITERATURE Student Publications All publications that are supported financially by the school or by use of school facilities, or are produced in conjunction with a class shall be considered school-sponsored publications. School publications do not provide a forum for public expression. Such publications, as well as the content of student expression in school-sponsored activities, shall be subject to the editorial control of the District’s administration whose actions shall be reasonably related to legitimate pedagogical concerns and adhere to the following limitations. 1. Advertising may be accepted for publications that does not condone or promote products that are inappropriate for the age and

maturity of the audience or that endorse such things as tobacco, alcohol, or drugs. 2. Publications may be regulated to prohibit writings, which are, in the opinion of the appropriate teacher and/or administrator,

ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences.

3. Publications may be regulated to refuse to publish material which might reasonably be perceived to advocate drug or alcohol use,

irresponsible sex, or conduct otherwise inconsistent with the shared values of a civilized social order, or to associate the school with any position other than neutrality on matters of political controversy.

4. Prohibited publications include:

a. Those that are obscene as to minors; b. Those that are libelous or slanderous, including material containing defamatory falsehoods about public figures or

governmental officials, which are made with knowledge of their falsity or reckless disregard of the truth; c. Those that constitute an unwarranted invasion of privacy as defined by state law, d. Publications that suggest or urge the commission of unlawful acts on the school premises; e. Publications which suggest or urge the violation of lawful school regulations; f. Hate literature that scurrilously attacks ethnic, religious, or racial groups.

Student Publications on School Web Pages Student publications that are displayed on school web pages shall follow the same guidelines as listed above plus they shall: 1. Not contain any non-educational advertisements. Additionally, student web publications shall; 2. Not contain any personally identifying information, as defined by “Directory Information” in the student handbook, without the

written permission of the parent of the student or the student if over eighteen (18); 3. State that the views expressed are not necessarily those of the School Board or the employees of the district. Non-school Publications

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The Director of School and Community Relations shall review non-school publications prior to their distribution and will bar from distribution those materials that are obscene, libelous, pervasively indecent, or advertise unlawful products or services. Material may also be barred from distribution if there is evidence that reasonably supports a forecast that disruption will likely result from the distribution. Distribution of Literature The school principal or designee shall establish reasonable regulations governing the time, place, and manner of student distribution of literature. The regulations shall:

1. Be narrowly drawn to promote orderly administration of school activities by preventing disruption and may not be designed to stifle expression;

2. Be uniformly applied to all forms of literature; 3. Allow no interference with classes or school activities; 4. Specify times and places where distribution may and may not occur; and 5. Not inhibit a person’s right to accept or reject any literature distributed in accordance with the regulations. The Superintendent, along with the student publications advisors, shall develop administrative regulations for the implementation of this policy. The regulations shall include definitions of terms and timelines for the review of materials. Legal References: A.C.A. § 6-18-1202, 1203, & 1204 Tinker v. Des Moines ISD, 393 U.S. 503 (1969) Bethel School District No. 403 v. Fraser, 478 U.S. 675 (1986) Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988) Date Adopted: 8-28-03 5.15—CONTACT WITH STUDENTS WHILE AT SCHOOL Parents wishing to visit their children during the school day shall register first with the office. If there is any question concerning the legal custody of the student, the parent shall present documentation to the principal or his/her designee establishing the parent’s custody of the student or legal right of visitation. It shall be the responsibility of the custodial parent to make any visitation restrictions regarding the non-custodial parent known to the principal by presenting a copy of a file-marked court order. Estranged parents may visit their child during school hours with the consent of the custodial parent. Questioning of students by non-school personnel shall be granted only with a court order directing such questioning, with permission of the parents of a student (or the student if above eighteen [18] years of age), or in response to a subpoena or arrest warrant. If the District makes a report to any law enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due to a court order, the principal or the principal’s designee shall make a good faith effort to contact the student’s parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis on student enrollment forms. Principals must release a student to either a police officer who presents a subpoena for the student, or a warrant for arrest, or to an agent of the social services with a court order signed by a judge. Upon release of the student, the principal or designee shall give the student’s parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis notice that the student has been taken into custody by law enforcement personnel or a social services agency. If the principal or designee is unable to reach the parent, he or she shall make a reasonable, good faith effort to get a message to the parent to call the principal or designee, and leave both a day and an after hours telephone number. Legal Reference: A.C.A. § 6-18-513 Date Adopted: 8-28-03 5.16—ADMITTING VISITORS TO SCHOOL BUILDINGS

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In order to protect the safety of students and teachers and to prevent unnecessary disruption of school programs, it shall be the policy of Fayetteville Schools to require visitors to report to the principal’s office before going to other parts of the building or premises.

PROCEDURES 1. Principals or their designee will determine the visitor’s purpose in the building. Routine requests may be granted or denied verbally.

If principals feel more formal recognition should be given to the request, a visitor’s permit or denial may be issued. Sales persons or solicitors for special projects may be required to get approval from a central office administrator before their request is considered. Central office administrators introducing a person to make a request or making any commitment to a visitor should complete a Visitor’s Permit Card (1240-ES-f) to be presented to the principal.

2. Visitors who frequently or regularly come to the building or premises for an approved purpose may be issued a

standing permit. 3. Guests and/or personal friends invited by school personnel should follow the same procedures as other visitors. 4. All post-secondary students and staff wishing to visit in a Fayetteville school for any purpose related to a course,

special studies or research activities must get approval from the appropriate post-secondary administrator prior to the consideration of their request. The appropriate post-secondary administrator will forward approved requests to the appropriate assistant superintendent administrator for instruction for consideration of district approval. The assistant superintendent administrator will communicate with affected school principals in making decisions. (Further information on Field experience program is found in policy and procedures 4123.)

Adopted: 2-12-74 Last Revised: 5-26-05 5.17—STUDENT DISCIPLINE The Fayetteville School District recognizes that effective student discipline can best be achieved and maintained through the cooperative efforts of parents, educators, students, and other community members. Each has the right to expect a wholesome atmosphere that is conducive to learning. Such a climate can best be created where efforts are made to move students toward responsible self-discipline. The school has a responsibility to inform students of their rights and responsibilities; students are responsible for knowing and abiding by the rules and regulations of the school. Parents are responsible for helping their children understand the policy and for supporting the school in its efforts to enforce the policy. All students and parents will be provided copies of this policy and will be required to indicate in writing their receipt of the policy. Students are expected to conduct themselves at all times (at school, at school activities and events, and traveling to and from school) in a manner that will promote the best interest of the school system and will not infringe on the rights of others. The following activities are considered improper and unacceptable and may subject the student to disciplinary action as described in the procedural section of this policy. 1. Disruption and interference with school. This will include interference with the proper conduct of a school, a school

activity, or an individual class; attempts to prohibit or discourage attendance by others at school or a school activity; attempts to encourage other students to violate school rules or policies; refusal to identify himself/herself on request of any authorized school personnel; and refusal to identify others engaged in unlawful or disruptive acts or to otherwise fail to divulge information regarding such acts.

2. Damage, destruction, or theft of private or public property. 3. Harassment of students or employees, which shall include but is not limited to:

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(a) Speech, such as epithets, derogatory comments or slurs, and lewd propositioning on the basis

of race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

(b) Physical acts, such as assault, impeding or blocking movement, offensive touching, or any

physical interference with normal school activities or learning environment when directed at an individual on the basis of race, sex, religion, national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

(c) Visual insults, such as derogatory posters, cartoons, or drawings related to race, sex, religion,

national origin, ancestry, disability, medical condition, marital status, age, or sexual orientation.

4. Assault, bullying, fighting, physical abuse, threats, or verbal abuse by a student on a fellow student. 5. Assault, physical abuse, threats, or verbal abuse by a student on any school employee, even if such actions occur off

school premises. 6. Possession, offering for sale, sale, or use of narcotics, drugs, anabolic steroids, alcohol, inhalants, analogues* or other

controlled substances as defined by statute. Unless such possession and use has been authorized by a physician. School officials will be expected to cooperate fully with law enforcement agencies and judicial bodies in the investigation and resolution of drug-related or alcohol related cases involving students, even though the offenses may not have taken place on school property or at a school activity.

*An analogue is a substance which mimics the stimulant, depressant, or hallucinogenic effect on the central nervous system that is similar to the stimulant, depressant, or hallucinogenic effect of a controlled substance. 7. Possession of any weapon, knife, gun, instrument or article that might be injurious to a person or property. 8. Disregard of reasonable directions or commands given by authorized school personnel. 9. Truancy or chronically poor attendance, as defined by school policy and Arkansas Statute (Act 60, 1983). 10. Extortion from other students. 11. Gambling on school property or at a school activity. 12. Attire that disrupts the educational process or otherwise interferes with the rights or opportunities of others to learn or

teach. 13. Distribution of petitions or other printed matter not approved in advance by the principal. (The principal’s sole basis for

denying such distribution will be substantial belief that possession or distribution of such materials will cause substantial disruption of school activities because of obscene or libelous language, personal attacks, or the method or time of distribution.)

14. Violation of statutory or constitutional regulations. (School penalties may be imposed in addition to any penalties

imposed by the courts.) 15. Violations of established classroom or school rules or regulations. 16. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle, on school property or traveling to or

from school. 17. Possession of a paging device or other electronic communication device on school property, unless such possession is

necessary for health reasons or other compelling reasons. Electronic communication devices are allowed at extra

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curricular activities unless they pose a significant disruption to the activity or performance. Act 447 amends A.C.A. § 6-18-502(b)

18. Violation of Sexual Harassment Policy No. 5.27, Computer/Network Use Policy No. 5.29, Gangs and Gang Activity

Policy No. 5.26, Bullying Policy No. 5.47, and Conduct To And From School Policy No. 5.19 together with any other district policies regarding student conduct.

19. Use, possession or distribution of tobacco products is prohibited in accordance with Arkansas statute, § 6-21-609. 20. Any behavior not covered above which could reasonably be interpreted as being subversive to good order and discipline

or which causes the learning atmosphere to deteriorate or be disrupted. The Board of Education endorses the enforcement of all applicable statutes relating to the abuse and harassment of school employees and students and/or their property.

PROCEDURES

In order to effectively implement the above policy, the following procedures are adopted: School personnel are responsible for dealing with students fairly and honestly and for treating all students with courtesy and respect. The professional staff is encouraged to reward good behavior and to maintain a positive approach in helping students develop acceptable patterns of behavior. Corrective measures of a punitive nature are sometimes necessary; acceptable corrective measures include the following: 1. Conference between the teacher and the student 2. Deprivation of privileges This form of discipline is especially encouraged when the student has developed a pattern of

chronically repeating minor offenses. 3. Referral to a building administrator (principal or assistant principal) 4. Parent-school conferences This type of cooperative action is highly encouraged, especially when a student appears to

be developing a potentially serious behavioral problem. Parents should not expect a report on every problem that arises. When public or private property has been stolen or damaged, the school will work through parents to recover reasonable compensation for damages to that property.

5. Referral to other school personnel (counselor, social worker, nurse, etc.). 6. Referral to out-of-school personnel (physician, psychologist, drug or alcohol treatment centers, law enforcement

personnel, etc.). 7. In-School Suspension (ISS). A student may be placed in the school’s In-School Suspension classroom when such

suspension is necessary for the student to regain or maintain emotional control or when the student’s presence in the regular classroom represents a reasonable threat to others or when the student’s presence in the regular classroom prevents other students from pursuing desirable educational goals. Reasons for suspension may include refractory conduct; insubordination; or other conduct that would tend to impair the discipline of school, or harm other pupils.

8. Saturday School. A student may be assigned to Saturday School for violation of school rules. 9. Out of School Suspension (OSS). A student may be suspended from school when such suspension is necessary for the

student to regain or maintain emotional control or when the student’s presence at school represents a reasonable threat to others or when the student’s presence at school prevents other students from pursuing desirable educational goals. Reasons for suspension may include immorality; refractory conduct, possession of any weapon; possession, use or sale

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of narcotics, drugs, anabolic steroids, or alcohol; insubordination; or other conduct that would tend to impair the discipline of school, or harm other pupils. Any suspension must conform to the following guidelines:

A. Prior to any suspension, the student shall receive an explanation of the intended suspension and shall be

given reasonable opportunity to present evidence that might argue against suspension. B. The student’s parents or legal guardians should be notified immediately of any suspension, and should

indicate how the student is to leave school.

C. Written notice of any suspension should be forwarded to the superintendent’s office and the parents or guardians as soon as possible. Such notice shall include a statement of the reasons for and conditions of the suspension and shall notify parents or guardians of the established appeal procedures. The notice will be mailed to the address listed on the student’s current enrollment form. A conference with parent or guardian should be scheduled as soon as possible, in an effort to return the student to school.

D. Building administrators (principals and assistant principals) can suspend students from school for a period

not to exceed ten (10) days, subject to appeal to the assistant superintendent and the superintendent.

E. At each step in the appeal process, the suspension may be affirmed, revoked, or otherwise modified by the person or group hearing the appeal. Such disposition of an appeal does not in any way prohibit a student or a student’s parent or guardian from pursuing the appeal to the next level.

F. Procedural due process, as defined by statutes and court decisions, will be followed at all stages of the

suspension process. If a student under suspension transfers to another school, information regarding the suspension will be sent to that school. 10. Alternative school program (secondary): When it appears that a student cannot conform to acceptable behavioral

standards in the regular school program, the principal may recommend placement in the District’s alternative school. 11. Extended suspension or suspension for a period greater than ten (10) days: The Board of Education is the only

authority that has the power to remove a student from school for a period greater than ten (10) days. The Board will exercise this authority on the recommendation of the superintendent of schools when a student(s) participates in any activity which tends to disrupt, obstruct, or interfere with orderly education processes; an extended suspension may be for the remainder of the semester, the remainder of the school year, or permanently.

12. Other forms of discipline determined to be appropriate by the Professional Staff: The following general guidelines

should be applied to any disciplinary methods adopted by the professional staff, as well as to those methods listed above.

A. All methods of discipline should refrain from being a serious inconvenience to students other than the student(s) involved. Mass punishment is to be avoided.

B. Within the limits of practicality, all methods of discipline should be directed toward the student who has

committed an offense.

C. All methods of discipline should refrain from promoting an attitude unfavorable to academic or other schoolwork.

D. Methods of discipline that would tend to publicly embarrass the student(s) are not allowed.

Disciplinary actions, as outlined above, will not be entered on a student’s permanent record, and will not be divulged to unauthorized personnel, except as provided under “Suspension” and “Extended Suspension,” above. Students with disabilities, as defined in state standards, who engage in inappropriate behavior are subject to normal school disciplinary rules and procedures provided the student’s right to a free appropriate public education is not abridged. The following provisions will apply.

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1. For students whose disabilities have behavioral aspects, preventive measures such as behavioral management plans,

should be considered and can be facilitated through the individualized education program (IEP) or the individualized accommodation plan (IAP) and placement processes required by IDEA and Section 504. While there is no requirement that such measures be specified in a student’s IEP/IAP, the IEP or Section 504 Committee for a student with identified disabilities could determine that it would be appropriate to address the use of specific behavioral management and/or discipline procedures in individual situations involving that student and include them in the IEP/IAP.

2. Where in-school discipline or short-term suspension (ten (10) schools days or less) is involved, a school may remove a

student with disabilities for a disciplinary infraction without it being considered a change of placement, and IDEA’S or Section 504 parent-notification provisions would not apply. Also, there is no requirement for a prior determination of whether the student’s misconduct was a manifestation of the student’s disability. During periods of short-term exclusion, schools are not required to provide any educational services to the student. A series of short-term suspensions in the same school year could constitute a change in placement. The IEP/Section 504 team must make the determination. It must also determine whether the misconduct was a manifestation of the student’s disability. Factors such as the length of each suspension, the total amount of time that the student is excluded from school, and the proximity of the suspensions to each other should be considered in determining whether the student has been excluded from school to such an extent that there has been a change in placement. This determination must be made on a case-by-case basis.

3. For a student with disabilities, a suspension or other disciplinary removal for more than ten (10) consecutive school days

may not be considered without the school district first determining whether the student’s misconduct was a manifestation of the student’s disability or due to an inappropriate placement. This determination must be made by a group of persons knowledgeable about the student (such as his/her IEP/IAP Committee), and may not be made unilaterally by one individual.

A. If the student’s misconduct was not a manifestation of his/her disability or an inappropriate placement, the

school district may expel or suspend the student from school for more than ten (10) school days, subject to conditions set forth in the procedural safeguards of IDEA and Section 504.

B. If the student’s misconduct was, a manifestation of his/her disability or an inappropriate placement, the

student may not be expelled or suspended from school for more than ten (10) school days for the misconduct. However, other procedures may be used to address the student’s misconduct. A change in placement, if determined appropriate, could be implemented subject to applicable procedural safeguards. The school district would also have the option of suspending the student from school for ten (10) days or less, or seeking a court order at any time to remove the student from school or to change the student’s placement if it believes that maintaining the student in the current placement is substantially likely to result in injury to the student or to others.

In addition to showing that the student is substantially likely to cause injury, the school district must show that it has made reasonable efforts to accommodate the student’s disabilities so as to minimize the likelihood that the student will injure him or herself or others.

4. The student who is suspended/excluded for more than ten (10) days should be offered a free appropriate public education for the duration of the exclusion.

5. A student with a disability who brings a weapon to school, possesses illegal drugs at school, or causes serious bodily

injury to another at school may be removed from school for ten (10) days or less, and placed in an interim alternative education setting for up to 45 school days.

STUDENT DISCIPLINE REGULATIONS

I. This regulation is intended to ensure a degree of uniformity in disciplinary actions under Policy No. 5.17.

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II. Teachers and administrators shall respond to inappropriate behavior by students with disabilities according to Policy No. 5.17.

III. Teachers and administrators shall follow this regulation after determining that a student has committed an infraction of

Policy No. 5.17.

IV. Teachers and administrators shall determine how many infractions of the listed type of improper activity have been committed by a student before taking the appropriate disciplinary actions.

V. If a parent appeals any out-of-school suspension or expulsion pursuant to Policy No. 5.17, the student shall be assigned to

in-school suspension or an alternative learning environment; pending appeal, a student shall not be allowed to attend extracurricular activities.

VI. The improper student behavior shall be categorized as follows:

A. Category I

1. Disruption and interference with school, including clowning around, mock-fighting, mimicking, name calling, etc.

2. Gambling on school property or at a school activity. 3. Distribution of petitions or other printed matter not approved in advance by the principal. (See Policy

No. 5.17, section 13 for further criteria.) 4. Truancy, defined as unexcused absences, including but not limited to, the following:

a. Being on campus and not being in the assigned class b. Leaving school without following the sign-out procedure or returning to school without

following the check-in procedure c. Leaving class with permission but not reporting to the assigned destination d. Skipping an assigned class period including study hall or office aide

5. Violations of established classroom or school rules or regulations. 6. Littering on school campus or in the building, including the parking lot.

B. Category II

1. Disregard of reasonable directions or commands given by authorized school personnel, such as not giving their name when asked.

2. Damage, destruction, or theft of private or public property valued at less than $100. 3. Attire, which disrupts the educational process or otherwise interferes with the rights or opportunities of

others to learn or teach. 4. Violation of statutory or constitutional regulations. 5. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle on school property

or traveling to or from school. 6. Possession and/or use of a paging device, cell phone or other electronic communication device on

school property or at a school activity during normal school hours. 7. Use, possession, or distribution of tobacco products or smoking paraphernalia (including, but not

limited to, lighters, matches, rolling papers, cigarette holders, and pipes) during the school day, whether on or off school property, or during a school-sponsored activity at any time of day, whether on or off school property.

8. Possession of hand-held laser pointers. 9. Possession, distribution, or posting of magazines, books, electronic data, or printed material not

appropriate for school.

C. Category III

1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, or other controlled substances as defined by statute. (See Policy No. 5.17, section 6 for further criteria and exceptions.)

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3. Verbal abuse, extortion, or harassment of a school employee, whether on or off school premises. 4. Possession of a knife/replica of a knife or any instrument or article that might be/or appear to be

injurious to a person or property. 5. Possession and/or use of fireworks, stink bombs, or any incendiary device. 6. Falsely reporting a fire or setting off a fire alarm. 7. Damage, destruction, or theft of private or public property valued at more than $100 but less than

$1000. 8. Indecent exposure/act. 9. Unauthorized use of/or attempt to gain or assist in unauthorized access to software/programs/data used

by the School District. 10. Chronic persistent misbehavior. 11. Gang related activity.( see Policy 5.26)

D. Category IV

1. Assault or physical abuse of a school employee, whether on or off school premises. 2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic steroids, alcohol,

substances portrayed as drugs, or other controlled substances as defined by statute. 3. Possession and/or use of a knife/replica of a knife or any instrument or article that might be/or appear

to be injurious to a person or property in an attempt to threaten or cause harm to another person. 4. Possession of any firearm/replica of a firearm or other weapon prohibited on the school campus by

law. 5. Arson, bomb threat, or terroristic threat 6. Damage, destruction, or theft of private or public property valued at more than $1000. 7. Breaking and entering of any school building or facility. 8. Computer trespass – Any person who intentionally and without authorization alters, deletes, damages,

destroys, or disrupts any computer, computer system, computer network, computer program, or data. (§ 5-41-104. Computer trespass)

VII. The appropriate disciplinary actions for each listed category of improper activity follow:

A. Category I⎯Principal’s discretion; B. Category II⎯Principal’s discretion; except for items 6 & 7 which for all secondary schools will be as follows.

1st infraction—1 day of Saturday School 2nd infraction—2 days of Saturday School 3rd infraction— 3-5 days of ISS 4th infraction—5-10 days of ISS 5th infraction—Up to 10 days Out of School Suspension

C. Category III 1. 1st infraction--

a) Parent/guardian conference, and b) Up to 10 days suspension; with the possibility of c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one

calendar year. d) 10 days out of school suspension for possession or use of narcotics, drugs, anabolic

steroids, alcohol, or other controlled substances as defined by statute.

2. 2nd (and any subsequent) infraction-- a) Parent/guardian conference, and b) 10 days out of school suspension, with the possibility of c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one

calendar year;

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a) Parent/guardian conference, and b) 10 days out of school suspension, with the possibility of c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one

calendar year.

VIII. Whenever damage to property or person is involved, a teacher or administrator may add an order to repair, replace, or otherwise compensate for the damage to the disciplinary action prescribed above.

IX. Many of the listed infractions also have civil and criminal legal consequences for the student and the parent⎯for example,

verbal abuse of a school employee is a violation incurring a fine from $100 to $1500.

X. Saturday School – Students are assigned Saturday School by administrators for violation of school rules and for failing to serve other disciplinary assignments.

XI. In-School Suspension (ISS) – Students are assigned ISS by administrators for violation of school rules and for failing to

serve other disciplinary assignments. Students assigned to ISS are not permitted to attend or participate in any school activities during their suspension. Students are expected to keep up with all class assignments, tests, or work scheduled for those days spent in ISS.

XII. Out-of-School Suspension (OSS)—Students are assigned OSS by administrators for serious violations of school rules and

for failing to serve other disciplinary assignments. Students assigned to OSS are not permitted to attend or participate in any school activities or be on any school campus during their suspension, nor are they allowed to make up any assignments, tests, or work scheduled for those days spent in OSS. Students who are suspended must be accompanied to school by a parent/guardian for a conference with an administrator before being readmitted to classes.

XIII. Bus Suspension – Students are suspended from the privilege of riding any school bus for a minimum of one day, not to

exceed one calendar year for violations of Policy 5.19. Adopted: 7-20-79 Revised: 6-26-97 Revised: 6-26-08 Revised: 2-26-80 Revised: 6-27-02 Revised: 9-25-84 Re-codified: 8-28-03 Revised: 4-22-86 Re-codified: 6-24-04 Revised: 9-25-90 Revised: 5-26-05 Revised: 7-27-93 Revised: 6-22-06 Revised: 12-19-95 Revised: 6-28-07 5.19—CONDUCT TO AND FROM SCHOOL Students are subject to the same rules of conduct while traveling to and from school as they are while on school grounds. Appropriate disciplinary actions may be taken against commuting students who violate student code of conduct rules. The preceding paragraph also applies to student conduct while on school buses. The driver of a school bus shall not operate the school bus until every passenger is seated. Disciplinary measures for problems related to bus behavior shall include suspension or expulsion from school, or suspending or terminating the student’s transportation privileges. Transporting students to and from school who have lost their transportation privileges shall become the responsibility of the student’s parent or legal guardian. Legal Reference: A.C.A. § 6-19-119 (b) Date Adopted: 8-28-03

SCHOOL BUS PASSENGER SAFETY AND CONDUCT

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Please review these rules for conduct with your child and be sure he/she understands them. Buses are full, and the drivers have little time to watch children. They were hired to drive. The school bus is an extension of the school. It is a valuable and expensive item of equipment and proper attitudes must be developed for its use and care. Parents should impress on students the correct procedure in establishing a safe route to the bus stop. Develop proper attitudes and understanding of the right-of-way of motorists. Point out how unsafe acts can lead to accidents. Bus service is a privilege, not a right, which may be revoked. Students who are eligible to ride may ride as long as they control themselves and abide by the rules. Passengers on school buses must conduct themselves so that their actions do not place in jeopardy the safety and well-being of themselves or any other individual. Video cameras are used on the bus to assist in monitoring student behaviors. In the event that misconduct occurs, authorized personnel shall implement procedures as outlined by the superintendent. If misconduct is of serious enough nature to warrant withdrawing the privilege of riding the bus from the individual, Student Discipline Policy 5.17 shall be applied. The following “Rules for Bus Passenger's Conduct” shall be used in informing students of acceptable behavior.

RULES FOR BUS PASSENGER'S CONDUCT

• Students must ride their assigned bus and are responsible for their possessions.

• Be on time; arrive at the bus stop at least 5 minutes early.

• Do not stand or play in road while waiting for the bus. Stand back about 10 feet from the roadway while waiting for the bus.

• If students must cross the roadway to board the bus, look in both directions for traffic, wait until the bus driver signals

before crossing the road. Students should walk in front of the bus in single file, do not run. Enter the bus without crowding or disturbing others.

• The first duty of the passengers is to obey the driver's directions promptly. The driver has the same responsibility

and authority as a teacher in controlling discipline. There must be an attitude of respect and cooperation on the part of each student toward the bus driver. Conversation with the driver while the bus is in motion should be kept to a minimum.

• Do not extend head or arms out of windows. Keep your head, arms, and hands inside the bus at all times. Never

open the windows without the driver's permission.

• Be courteous to the driver and to fellow pupils, keeping hands off other people at all times.

• See that your conversation is clean and never loud or boisterous. Talk in normal tones. Use of profane language on a school bus is forbidden by law. Obscene gestures are prohibited.

• Do not consume any food or beverage on the bus.

• Do not call out to passers-by.

• Help keep the bus clean, sanitary, and orderly. Keep the aisle of the bus clear. Keep books, musical instruments, and all

other objects on lap or under the seat, not in the aisle.

• Large items such as tubas, science projects, skateboards, etc. cannot be transported on the bus.

• Animals and insects are not to be transported on the bus.

• Do not possess or use any form of tobacco on the bus.

• Do not damage or abuse bus equipment. Keep your feet off the seats.

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• Do not loiter in or around a bus while on school grounds.

• Do not leave bus without the driver's consent, except on arrival at home and at school. Make sure that the road is clear and get the driver's signal when you must cross the road, to and from the bus.

• Keep seated until the bus comes to a complete stop. Enter and leave bus by front door ONLY, except in emergency.

Stay in your seat at all times, except when entering and exiting the bus.

GUIDELINES FOR BUS DISCIPLINE (In accordance with Policy 5.17)

The improper student behavior shall be categorized as follows:

A. Category I

1. Attire, which would be inappropriate in the school. 2. Gambling on a school bus. 3. Distribution of petitions or other printed matter not approved in advance by the principal. (See Policy

No. 5.17, section 13, page 2 for further criteria.) 4. Violations of established bus rules or regulations. 5. Littering when on a school bus, including the parking lot.

B. Category II

1. Damage, destruction, or theft of private or public property valued at less than $100. 2. Disregard of reasonable directions or commands given by authorized school personnel, such as the bus

driver. 3. Violation of statutory or constitutional regulations. 4. Possession, or distribution of tobacco products or smoking paraphernalia (including, but not limited to,

lighters, matches, rolling papers, cigarette holders, and pipes) during the school day, whether on or off school property, or during a school-sponsored activity at any time of day, whether on or off school property.

5. Possession of hand-held laser pointers. 6. Disruption and interference with the operation of the bus, including horseplay, mimicking, name

calling, etc. 7. Possession of any type of pornographic material.

C. Category III

1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, or other controlled substances as defined by statute. (See Policy No. 5.17, section 6, page 2 for further criteria and exceptions.)


3. Verbal abuse, extortion, or harassment of a school employee, whether on or off school premises. 4. Possession of a knife/replica of a knife or any instrument or article that might be injurious to a person

or property. 5. Possession and/or use of fireworks, stink bombs, or any incendiary device. 6. Falsely reporting a fire or setting off a fire alarm. 7. Damage, destruction, or theft of private or public property valued at more than $100 but less than

$1000. 8. Use of tobacco, lighters, or matches on a school bus. 9. Indecent exposure/act on a school bus. 10. Distribution of any type of pornographic material.

D. Category IV

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1. Assault or physical abuse of a school employee, whether on or off school premises. 2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic steroids, alcohol,

substances portrayed as drugs, or other controlled substances as defined by statute. 3. Possession and/or use of a knife/replica of a knife or any instrument or article that might be injurious to

a person or property in an attempt to threaten or cause harm to another person. 4. Possession of any firearm/replica of a firearm or other weapon prohibited on the school campus by

law. 5. Arson, bomb threat, or terroristic threat 6. Damage, destruction, or theft of private or public property valued at more than $1000.

The appropriate disciplinary actions for each listed category of improper activity follow:

A. Category I⎯Principal or designee’s discretion; 1st infraction--warning and parent contact 2nd infraction--parent contact 3rd infraction-- suspension from bus, min.-1 day, max.-3 days 4th (and any subsequent) infraction--suspension from bus indefinitely B. Category II⎯Principal or designee’s discretion; 1st infraction--min. 3 day suspension from bus 2nd infraction--min. 10 day suspension from bus 3rd (and any subsequent) infraction--suspension from bus indefinitely

C. Category III

1st infraction-- a) Parent/guardian conference, and b) suspension from bus, min.-10 days, max.-indefinitely, and c) referral to Principal for further disciplinary action

2nd infraction-- a) Parent/guardian conference, and b) suspension from bus for the remainder of the year, and c) referral to Principal for further disciplinary action


a) Parent/guardian conference, and b) suspension from bus not to exceed one calendar year, and c) referral to Principal for further disciplinary action

Revised: 6/22/06 5.22—TOBACCO AND TOBACCO PRODUCTS Smoking or use of tobacco or products containing tobacco in any form (including, but not limited to, cigarettes, cigars, chewing tobacco, and snuff) in or on any property owned or leased by a District school, including school buses, is prohibited. Students who violate this policy may be subject to legal proceedings in addition to student disciplinary measures. Legal Reference: A.C.A. § 6-21-609 Date Adopted: 10-28-04 5.23—DRUGS AND ALCOHOL An orderly and safe school environment that is conducive to promoting student achievement requires a student population free from the deleterious effects of alcohol and drugs. Their use is illegal, disruptive to the educational environment, and diminishes the capacity of students to learn and function properly in our schools.

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Therefore, no student in the Fayetteville School District shall possess, attempt to possess, consume, use, distribute, sell, attempt to sell, give to any person, or be under the influence of any substance as defined in this policy, or what the student represents or believes to be any substance as defined in this policy. This policy applies to any student who; is on or about school property; is in attendance at school or any school sponsored activity; has left the school campus for any reason and returns to the campus; is en route to or from school or any school sponsored activity. Prohibited substances shall include, but are not limited to, alcohol, or any alcoholic beverage, inhalants that alter a student’s ability to act, think, or respond, LSD, or any other hallucinogen, marijuana, cocaine, heroin, or any other narcotic drug, PCP, amphetamines, steroids, “designer drugs,” look-alike drugs, or any controlled substance. Selling, distributing, or attempting to sell or distribute, or using over-the-counter or prescription drugs not in accordance with the recommended dosage is prohibited. Date Adopted: 10-28-04 5.24—STUDENT ATHLETE DRUG TESTING POLICY

STATEMENT OF PURPOSE: Because of the ever-increasing incidence of drug use and addiction among the youth of our society, the Fayetteville Board of Education has determined that it has a compelling interest in the protection and safety of its students who are involved in athletics. The Board of Education recognizes that adolescence is a time when the physical, psychological, and addictive effects of drugs are most severe and their use can lead to immediate physical harm or injury of a student or others engaged in athletic activities. The Board further acknowledges that interscholastic athletics play an important part in the lives of many students and are significant events in creating the culture and climate of the District. The positive lessons learned in athletics are beneficial to students, not only during their school years, but also long after they leave school. Athletics provide students with special opportunities to develop skills and attitudes and to be recognized for their accomplishments. Participants in athletics are considered to be role models by their peers and younger students in the community.

Because interscholastic athletics are elective opportunities, and because of the potential risk of physical harm to students engaged in drug use, and because those who choose to become involved in athletics are visible representatives of the District as well as role models, the Fayetteville Board of Education adopts this resolution as a statement of purpose concerning the drug testing of student athletes and as a statement in support of such testing.

Further, the Fayetteville Board of Education intends to evaluate the effectiveness of this policy and will consider expanding the drug testing program to other extracurricular activities should a need be demonstrated. Approved: 7/23/98 Re-codified 8-28-03 Revised: 5-29-08 AR 5.24-STUDENT ATHLETE DRUG TESTING PROCEDURES ADMINISTRATIVE REGULATION: Fayetteville School District (“District”) is conducting a mandatory drug testing program for student athletes. Its purposes are threefold: (1) to provide for the health, safety, and welfare of all student athletes: (2) to undermine the effects of peer pressure by providing a legitimate reason for student athletes to refuse to use illegal drugs; and (3) to encourage student athletes who use drugs to participate in drug treatment programs. DEFINITIONS: Drugs and Alcohol: Prohibited substances shall include, but are not limited to, alcohol, or any alcoholic beverage,

inhalants that alter a student’s ability to act, think, or respond, LSD, or any other hallucinogen, marijuana, cocaine, heroin, or any other narcotic drug, PCP, amphetamines, steroids, “designer drugs,” look-alike drugs, or any controlled substance.

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Student Athlete: Any student participating in interscholastic athletic programs sponsored by the District and

requiring registration with the Arkansas Activities Association. Sport Season: Fall, winter, and spring seasons begin on the first day of practice allowed by the Arkansas

Activities Association and end the day prior to the beginning date of practice of the next season. PROCEDURES FOR STUDENT ATHLETES: Consent: Each student wishing to participate in any interscholastic athletic program and the student’s custodial parent(s) or guardian(s) shall consent in writing to drug testing pursuant to the District’s drug testing program. Written consent shall be in the form attached to this policy as Exhibit “A”. No student shall be allowed to participate in any interscholastic athletic program absent such consent. Student Selection: At the option of the District, all student athletes may be drug tested at the beginning of any athletic season. In addition, random testing may be conducted during the school year. Selection for random testing will be by the use of a random number generating computer program. Each secondary school shall be denominated as a test group for all purposes herein. The District shall take all reasonable steps to assure the integrity, confidentiality and random nature of the selection process including, but not limited to, assuring that the names of all participating student athletes are in the appropriate test group, assuring that the person matching names to computer generated numbers has no way of knowingly choosing or failing to choose particular students for testing, assuring that the identity of students selected for testing is not known to those involved in the selection process and assuring direct observation of the selection process by at least two persons. SAMPLE SELECTION: Samples will be collected at a mutually convenient time on the same day the student is selected for testing If a student is selected and summoned to the testing area but fails to appear, or attempts to falsify a sample in any way, they will be treated the same as if they tested positive. If a student is unable to produce a sample at any particular time, the student will be required to remain in the testing area until the provided. All students providing samples will be given the option of doing so alone in an individual stall sample is with the door closed. If a sample is deemed “dilute”, a follow-up test will be performed. PRESCRIPTION MEDICATION: Students who are taking prescription medication which causes a positive test will have the opportunity to provide documentation from their medical doctor or pharmacist to a designated medical review officer within five (5) business days of notification of a positive result. Such information provided by the student will not be disclosed to any school official. Students who refuse to provide verification and test positive will be subject to the actions specified below for “positive tests.” SCOPE OF TESTS: The testing lab will be instructed to test for one or more illegal drugs. The District shall decide which illegal drugs shall be screened, but in no event shall that determination be made after selection of students for testing. Student athlete samples will not be screened for the presence of any substances other than an illegal drug or for the existence of any physical condition other than drug intoxication. LIMITED ACCESS TO RESULTS: The testing lab will be authorized to report results only to the Superintendent or to such person(s) as the Superintendent may designate in the event the Superintendent is absent. PROCEDURES IN THE EVENT OF A POSITIVE RESULT: Whenever a student athlete’s test result indicates the presence of illegal drugs (“positive test”), the following will occur:

1. If a split specimen collection is done, (That is, the urine is divided into two specimen bottles.) and the test result of the primary specimen is positive, you may request the Medical Review Officer

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(MRO) to send the second (or split) specimen to a different certified lab for testing. The testing of the split specimen will be for the presence of drugs with no-cutoff levels. If you want the split specimen tested, you must advise the MRO within 72 hours of being notified of the positive test result of the primary specimen. The charge for the split specimen will be at the student's expense.

2. If a point of collection test is used, A split sample of the original sample provided by the student will be forwarded to a Substance Abuse Mental Health Services Association laboratory other than the initial sample testing agent and the results of the split sample test will be forwarded to a designated Medical Review Officer (MRO) for confirmation.

3. If the split sample tests negative, the student will be notified and no further action will be taken. If the split sample tests positive, a custodial parent or legal guardian will be notified and a meeting will be scheduled with the Superintendent or his/her designee, the student, the custodial parent or legal guardian, and the student’s building principal if the principal is available.

FIRST POSITIVE RESULT: The student athlete will be suspended from participation in interscholastic athletics for a period of twenty (20) school days, will be required to successfully complete a re-entry drug test, and will be subject to random drug testing for the remainder of the academic year. In addition, the student athlete will be given the option of participation in a drug assistance program or suspension from participation in interscholastic athletics for one (1) calendar year. This section shall apply to student athletes who refuse to participate in the required random drug testing program. SECOND POSITIVE RESULT: For the second positive result in any two consecutive calendar years, the student athlete will be suspended from participating in interscholastic athletics for one (1) calendar year. The student athlete may be readmitted to participation in interscholastic athletics upon successful completion of a drug assistance program and a re-entry drug test. THIRD POSITIVE RESULT: For the third positive result in any two consecutive calendar years, the student athlete will be suspended from participating in interscholastic athletics for one (1) calendar year. The student athlete may be readmitted to participation in interscholastic athletics upon successful completion of a drug assistance program and a re-entry drug test. NON-PUNITIVE NATURE OF POLICY: No student athlete shall be penalized academically for testing positive for illegal drugs. The results of drug tests pursuant to this policy will not be documented in any student’s academic records. Information regarding the results of drug tests will not be disclosed to criminal or juvenile authorities absent legal compulsion by valid and binding subpoena or other legal process, which the District shall not solicit. In the event of service of any such subpoena or legal process, the student’s custodial parent or legal guardian will be notified at least 24 hours before response is made by the District.

EXHIBIT “A” STUDENT ATHLETE DRUG TESTING POLICY GENERAL AUTHORIZATION FORM

I understand that my performance as a participant and the reputation of my school are dependent, in part, on my conduct as an individual. I hereby agree to accept and abide by the standards, rules, and regulations set forth by Fayetteville School District and the sponsors for the activity in which I participate.

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I also authorize Fayetteville School District to conduct a test(s) on a urine specimen(s) which I provide to test for drug use. I understand that I may be randomly tested throughout the school year. I also authorize the release of information concerning the results of such a test(s) to the Superintendent or his/her designees and to the parent and/or guardian of the student. This shall be deemed a consent pursuant to the Family Education Right to Privacy Act for the release of above information to the parties named above. ________________________________ ____________________ Student Signature Date ________________________________ ____________________ Parent or Guardian Signature Date

5.26—GANGS AND GANG ACTIVITY The Board is committed to ensuring a safe school environment conducive to promoting a learning environment where students and staff can excel. An orderly environment cannot exist where unlawful acts occur causing fear, intimidation, or physical harm to students or school staff. Gangs and their activities create such an atmosphere and shall not be allowed on school grounds or at school functions. The following actions are prohibited by students on school property or at school functions: 1. Wearing or possessing any clothing, bandanas, jewelry, symbol, or other sign associated with membership in, or representative of, any

gang; 2. Engaging in any verbal or nonverbal act such as throwing signs, gestures, or handshakes representative of membership in any gang; 3. Recruiting, soliciting, or encouraging any person through duress or intimidation to become or remain a member of any gang; and/or 4. Extorting payment from any individual in return for protection from harm from any gang. 5. Gang Graffiti. Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion. Students arrested for gang related activities occurring off school grounds shall be subject to the same disciplinary actions as if they had occurred on school grounds. Legal References: A.C.A. § 6-15-1005(b)(2) A.C.A. § 5-74-201 Date Adopted: 8-28-03 Date Revised: 6-26-08 5.27—SEXUAL HARASSMENT

The school district recognizes that harassment on the basis of sex is a violation of law, school district policy, and common courtesy. The district is committed to providing a work and learning environment free from sexual harassment, and will not tolerate such conduct on the part of employees, students, non-employees, vendors, Board of Education, or any others having business or other contact with the school district. Sexual harassment when perpetrated on any employee or student by any employee or student will be treated as sexual harassment under this policy. The Board of Education expects every charge of sexual harassment to be thoroughly investigated.

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4. Definitions

Sexual harassment of employees consists of unwelcome sexual advances, requests, or demands for sexual favors, and other verbal or physical conduct of a sexual nature when

• Submission to such conduct is explicitly or implicitly made a term or condition of an

individual’s employment,

• Submission to or rejection of such conduct is used as the basis for employment decisions affecting an individual, or

• Such conduct has the purpose or effect of unreasonably interfering with an individual’s

work performance or creating an intimidating, hostile, or offensive work environment. • Sexual harassment of students consists of unwelcome sexual advances, requests or

demands for sexual favors, and other verbal or physical conduct of a sexual nature when

• Submission to such conduct is explicitly or implicitly made a term or condition of a student’s academic status or advancement,

• Submission to or rejection of such conduct is used as a basis for academic decisions affecting the student, or

• Such conduct has the purpose or effect of interfering with a student’s academic

performance or of creating an intimidating, hostile, or offensive learning environment.

5. Forms of Sexual Harassment Forms of sexual harassment shall include, but are not limited to, the following:

• Verbal harassment, including derogatory comments, jokes, requests, or other sexually oriented language.

• Uninvited letters, telephone calls, or materials of a sexual nature.

• Physical harassment, including unnecessary or offensive touching, repeatedly brushing against another person’s body, or impeding or blocking movement.

• Visual harassment, including offensive posters, cards, cartoons, graffiti, drawings, or

gestures. • Attempted or actual rape or sexual assault.

6. Confidentiality

The district will respect the confidentiality of the complainant and the individual(s) against whom the complaint has been filed consistent with the district’s legal obligations, this policy, the necessity to investigate allegations of harassment, and disciplinary actions when necessary. All complaints against an employee and all written information generated as a result of the complaint shall be considered personnel records and shall be maintained in the employee’s personnel file. The public disclosure of this information would constitute a clearly unwarranted invasion of personal privacy.

7. Retaliation

The district will discipline any individual who retaliates against any person who reports alleged sexual

harassment or who retaliates against any person who testifies, assists, or participates in an investigation, proceeding

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or hearing relating to a sexual harassment complainant. Retaliation includes, but is not limited to, any form of intimidation, reprisal, or harassment.

8. Complaint Procedure

All employees who believe they have been subjected to sexual harassment should follow the Reporting

Procedure set forth below.

All students who believe they have been, or the parent(s) of any student who believes a child has been, subjected to sexual harassment are encouraged to follow the Reporting Procedure set forth below.

Any person who believes sexual harassment is occurring is encouraged to immediately inform the person

engaging in the behavior that it is offensive and must stop.

9. Reporting Procedure

Any person who believes he or she has been the victim of sexual harassment by an employee or a student, or any third person with knowledge or belief of conduct which may constitute sexual harassment, should immediately reporting the offensive conduct or communication to the harassing person’s immediate supervisor or school principal. All initial complaints will be investigated and resolved at the lowest possible administrative level.

If the complaint involves the school principal or immediate supervisor, the complaint shall be filed with the

Equity Compliance Coordinator.

It is recommended, but not required, that all complaints under this policy be made in writing on report forms provided by the school district in which:

• The offensive conduct or communication is described in as much detail as possible; • Dates on which such conduct or communication was made are set forth; • The name of the person accused or engaging in the harassing behavior is stated; and

• The name of the complainant, and if the report is made by a parent, the name of the parent(s) is stated.

The school principal or immediate supervisor will:

• If a verbal complaint is made, reduce the complaint to writing and make a written record of related information.

• Immediately notify the person accused of engaging in the harassing behavior that a

complaint has been made and provide a copy of the complaint to them;

• Investigate the complaint or designate a person qualified to conduct the investigation. If the person making the complaint prefers that the report be made to a person of the same gender, the immediate supervisor or school principal will make the accommodations necessary.

• Reply to both parties in writing within seven (7) working days of the complaint, stating

the status or resolution of the complaint. Results of the initial complaint and investigation shall be forwarded to the Equity Compliance Coordinator.

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If the resolution of the initial complaint and subsequent action by either party does not remedy th environment, the initial investigator shall report the behavior and/or additional behavior to the Equity Compliance Coordinator. Submission of a complaint or report of sexual harassment will not affect the individual’s future employment, grade, or work assignments.

10. Investigative Procedure

The initial investigation and the complaint shall be handled as a personnel matter or student disciplinary matter in order to provide as much protection and privacy to the complainant and the accused as is permissible under state and federal law.

• Upon receipt of a complaint under this policy, the Equity Compliance Coordinator will

investigate or designate an administrator to conduct the investigation.

• The Equity Compliance Coordinator will give written notice to all necessary parties involved that the complaint is being investigated.

• Within ten (10) days of receipt of a complaint, the Equity Compliance Coordinator will

make a written report to all necessary parties of the investigator’s findings and recommendations.

• Action, if warranted, against any employee or student will be in compliance with all

policies and laws. The Equity Compliance Coordinator will make extra-ordinary efforts to protect the rights, privileges, and reputations of all employees and students concerned.

11. Violations and Discipline

Violations of this policy by employees could lead to such disciplinary action as the district deems necessary

and appropriate, including, but not limited to, warnings, reprimands, demotions, reassignments, transfers, probation, suspension, termination, and non-renewal.

Any discipline of an employee except suspension, termination, or non-renewal of the contract including, but not limited to, warnings, reprimands, reassignments, transfers, and probation shall be subject to appeal procedures under Policy No. 4102 (Grievance Policy) provided that decisions made concerning an open or closed hearing before the school board shall be made in accordance with Arkansas Code Annotated 6-17-208, as amended.

Violations of this policy by students could lead to such disciplinary action as the district deems necessary

and appropriate, including, but not limited to, warnings, reprimands, deprivation of privileges, probation, suspension, alternative school placement, and expulsion.

Adopted: 8-26-93 Re-codified 8-28-03 5.29—COMPUTER/NETWORK USE POLICY The Fayetteville Board of Education recognizes the need to effectively use computer technology to further enhance the educational goals of the school district. Security of the various information networks and computer systems must be in place in order to ensure availability and reliability of the computer and network resources. All computing resources should be used in a responsible, effective, ethical, and lawful manner. Users are expected to learn and follow normal standards of polite conduct and responsible behavior in their use of computer resources. The District shall provide Education to minors about appropriate online behavior, including: interacting with others on social networking sites and in chat rooms, and cyber bullying awareness and response. The Board further expects all faculty, students, and staff to use the district’s computers and

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networks for the intended purposes of education, research, and administration. Incidental personal use of school computers is permitted as long as such use does not interfere with the employee’s job duties and performance, with system operations, or other system users. “Incidental personal use” is defined as use by an individual employee for occasional personal communication. All users of district equipment must sign the district computer and network use agreement stating they understand this policy and the guidelines contained in the administrative rules and procedures regarding computer use. Network accounts will not be assigned to a user until the use agreement is signed. If there is any doubt about whether a contemplated activity is in accordance with the purpose for which the account was provided, students should consult with parents and teachers and employees should check with immediate supervisors. Violations of some guidelines set forth in the rules and procedures may constitute a criminal offense. Systems staff and district administrators will cooperate fully with law enforcement agencies in investigating any violations. The district cannot be held liable for any losses, including lost revenues, or for any claims or demands against system users by another party. The district cannot be held responsible for any damages due to the loss of output, loss of data, time delay, system performance, software performance, incorrect advice, or any other damages arising from the use of the district’s computer facilities or equipment. Faculty, staff, students and/or their parent or guardian will be held liable for any of the above that he/she causes. It is the responsibility of each user on the network to recognize his/her accountability in having access to vast services, sites, systems and people, and to act according to acceptable behavior standards when using the network. It is necessary that users observe the Acceptable Use Policy of other networks as well as this policy. Use of the district’s computers and access to the network is a privilege that will be revoked for violation of any of the administrative rules and procedures listed below. Users are subject to appropriate disciplinary measures, should these guidelines be violated. All computers remain under the control, custody, and supervision of the district through management and oversight by the district Technology Department. Under normal circumstances, the district will not monitor or inspect email or web transaction logs as standard operating procedure. However, if there are legal or disciplinary issues that require the district to monitor, inspect, copy, or review files maintained on district computers or networks, the district reserves the right to do so. All such information shall be and remain the property of the district and no user shall have any expectation of privacy regarding such materials. Email is subject to Freedom of Information (FOI) requests.

RULES AND REGULATIONS FOR USE OF COMPUTER/NETWORK RESOURCES

I. INTERNET SAFETY A) General Warning: Individual Responsibility of Parents and Users.

All users and their parents/guardians are advised that access to the electronic network may include the potential for access to materials inappropriate for children and minors. Even though filters are in place (see E, below), “Active Restriction Measures”), they are an imperfect means of blocking access to inappropriate material. If a user unintentionally visits an offensive or harmful site, he or she should bring this to the attention of the supervising teacher who should then report it to the district system administrator. Every user must take responsibility for his or her use of the computer network and Internet and stay away from inappropriate sites. Parents of minors are the best guide for materials to shun. If a user finds that other users are visiting offensive or harmful sites, he or she should bring this to the attention of their teacher or supervisor.

B) Personal Safety for students. In using the computer network and Internet, do not reveal personal information such as your home address or telephone number. Do not use your real last name or any other information that might allow a person to locate you without first obtaining the permission of a supervising teacher. Do not arrange a face-to-face meeting with someone you “meet” on the computer network or Internet without your parent’s permission (if you are under 18).

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C) Confidentiality of Student Information and Personal Information. Personally identifiable information concerning students may not be disclosed or used in any way on the Internet without the permission of a parent or guardian or, if the student is 18 or over, the permission of the student himself/herself. See the exception regarding “directory data” here: http://www.ed.gov/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html Users should never give out private or confidential information about themselves or others on the Internet, particularly credit card numbers and Social Security numbers.

D) “Hacking”, “Spamming”, and Other Illegal Activities It is a violation of Policy 4202 to use the districts computer network or the Internet to gain unauthorized access to other computers or computer systems, or to attempt to gain such unauthorized access. Any use which violates state or federal law relating to trespass, copyright, trade secrets, the distribution of obscene or pornographic materials, or which violates any other applicable law or municipal ordinance, is strictly prohibited.

E) Active Restriction Measures The School, either by itself or in combination with the State of Arkansas Department of Information Systems (DIS) providing Internet access, will utilize filtering software or other technologies to prevent students from accessing materials/sites that (1) are obscene, (2) contain child pornography, or (3) could be harmful to minors. The School will also monitor the online activities of students, through direct observation, to ensure that students are not accessing such depictions or any other material that is inappropriate for minors. Monitoring through technical means will only be used in special circumstances if it is necessary to track documented violations. Internet filtering software or other technology-based protection systems may be disabled by a supervising teacher or school administrator, as necessary, for purposes of bona fide research or other educational projects being conducted by students age 17 and older.

F) Failure to Follow Policy Use of the computer network and Internet for education, research, administration, and incidental personal use is a privilege, not a right. A user who violates Policy 4202, shall, at a minimum, have his or her access to the computer network and Internet terminated, which the district may refuse to reinstate for the remainder of the student’s enrollment or staff member’s employment. A user violates the Policy by his or her own action and should understand that it is a personal responsibility to report any violations by others that come to their attention. Further, a user violates the Policy if he or she permits another to use his or her account or password to access the computer network and Internet, including any user whose access has been denied or terminated. The district may also take other disciplinary action in such circumstances. II. BEHAVIOR STANDARDS A) Users are expected to behave in a moral, legal, and ethical fashion that supports district education goals. B) Abusive conduct when using the computer or network is prohibited.

Abusive conduct can be, but is not limited to: 1) Placing of unlawful information on the system 2) Using abusive, obscene, threatening or objectionable language. 3) Sending messages that are likely to result in the loss of recipient’s work or systems. 4) Sending of “chain letters,” or “broadcast” messages to lists or individuals. 5) Use of the system to intimidate or create an atmosphere of harassment.

C) Interference with or disruption of the network users, services, or equipment is prohibited. Disruptions could include, but are not limited to:

1) Distribution of unsolicited advertising. 2) Propagation of computer worms or viruses. 3) Unauthorized entry to any other machine accessible via the network. 4) Attempting to degrade or degrading system performance.

D) Transmission of any material in violation of any U.S. or state laws or regulations is prohibited and may constitute a criminal offense.

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E) Accessing another individual’s electronic mail is prohibited except when an investigation requires the monitoring of systems by authorized technology staff. F) Attempts to gain unauthorized access to systems is prohibited. G) The use of another individual’s access codes/passwords is prohibited. H) Copying of another individual’s work or copyrighted material is prohibited.

I) Use of the computer system or network for commercial or promotional purposes is prohibited, except as provided by the district Message Board.

III. THE COMPUTER NETWORK The district network and any access to the larger information networks exists for the primary purpose of transmitting and sharing information between academic and research organizations.

A) All computers from which electronic information resources can be accessed by students will be in supervised areas. District staff shall monitor student computer use, providing assistance or taking corrective action when necessary.

B) Designated district staff shall assist in providing:

⇒ Training for students and other staff in the appropriate and safe use of remote electronic information resources. ⇒ Instructions to students and staff on the responsible use of on-line resources.

⇒ Direction to on-line resources that relate to curriculum, teaching and learning, and related communications priority activities and applications.

C) Network use must be consistent with the goals and standards of the district, school, and specific curriculum.

D) Networked computers may be used as a laboratory for research and experimentation in computer communications and curriculum development where such use does not interfere with normal operations. E) Faculty, students, staff and associates are individually responsible for the proper use of their accounts, including proper password protection and appropriate use of network resources. Users are expected to protect their accounts from being used by anyone else.

F) An account assigned to an individual shall be used by that individual only. Teachers will not provide network access to a student through a teacher account.

G) To ensure security and prevent unauthorized access to account privileges, users must log off the network any time they cannot monitor the use of their machine.

IV. USE OF COMPUTER HARDWARE

A) Only individuals authorized by the district Technology Department will install, service, and/or maintain district-owned computer hardware.

B) No hardware, including cables or peripherals, may be moved without authorization from district Technology Staff. C) It is the responsibility of the faculty member to whom the computer is assigned to shut down their computer system at the end of each day. It is the responsibility of the faculty, students, staff, and associates to make reasonable efforts to keep the computer clean and away from smoke, dust, magnets, food, liquid, and any other foreign material known to be harmful to the hardware or functionality of the system.

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D) It is the responsibility of the faculty member to whom the computer is assigned to report malfunctions of the hardware to the site technology specialist using appropriate reporting method.

E) The district is not responsible for the loss of any data on the local drives. Data on the local drives is not secure and your local drives may be reformatted at any time. In order to secure data, all data must be saved to a location on the network home directory or shared directories.

V. USE OF COMPUTER SOFTWARE

A) Only software that is legally owned or authorized by the district may be installed on district computer hardware. B) The unlawful copying of any copyrighted software and/or its use on district hardware is prohibited. C) Modification or erasure of software without authorization is prohibited. D) The introduction of any viral agent is prohibited. All media should be checked for a virus each time it is put into the computer system. E) The technology staff has the right to remove any software from district owned equipment where the user cannot provide original copies of the software and/or appropriate license for the software.

F) The technology staff has the right to remove any software from district owned equipment that degrades the performance of the equipment, the operating system or the network.

VI. PROPER RESPECT FOR COPYRIGHT In an effort to encourage the proper respect for copyright on the Internet, the following guide for staff and student users is provided: • If the user did not create a non-public domain written work, piece of art, photograph or music, or obtain rights to it,

THE USER DOES NOT OWN IT. • If the user does not own the non-public domain material, the user may not copy it or distribute it to others. • The author or owner of a document or other type of information must explicitly relinquish rights in order to place a

work in the “Public Domain” and thereby make copying/distribution with specific authorization possible. • Fair use allows the user to copy small portions of a work the user does not own without permission, but only for

criticism, education, news reporting, and the like. • When in doubt, the user should ask the creator or owner of material for permission to use the work. VII. WEB PUBLISHING ON DISTRICT WEB SERVER(S)

District, school, and classroom webpages are public documents giving the outside world access to district, school, and classroom information. All district webpages should support the educational aims of The Fayetteville Public Schools. Subsequent in this document, “District web pages” refers not only to district-level, but also school and classroom-level web pages.

A) Purpose of District Web Pages

• Introducing outside visitors to the school and its programs. • Sharing the school's successes with the world.

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• Sharing pertinent up-to-date school information with district patrons. • Linking internal users to sound internal and external sources of information. • Facilitating the learning process

B) School Webmasters

All district school websites must have a school webmaster approved by the principal. The school webmaster will assist the principal of the school in reviewing staff web pages and ensuring that district webpage policies and guidelines are followed.

C) Content and Communication

The content of school web pages must be consistent with the educational aims of Fayetteville Public School District as contained in the Current Vision – Strategic Plan. (http://www.fayar.net/images/OneVisionUpdate.html). The school and classroom webpages shall be hosted on a district web server. Web page developers will keep pages up-to-date (e.g. revised every two weeks) and follow district policies and guidelines. The district webmaster will periodically review school websites and will work with the school webmaster to ensure district web page guidelines are met. Pages and/or content found to be out of compliance may be subject to removal at the discretion of the district webmaster. District web pages will not contain content that could allow people to contact students directly. In addition, district web pages will not contain content that could compromise building security.

D) Advertisements / Commercial Use

School web pages may contain acknowledgments of school partnerships or sponsorships. Web pages may provide links to partners' or sponsors' websites. However, commercial use of the FPS district Website is strictly prohibited.

E) Identification of Students

All district web authors are responsible for following policy (see section I, subsection C of this document) concerning the release of student images and information for publication.

F) Respecting Copyright

Web Authors will respect copyright law (see section VI of this document). Copyright may be claimed by the author for original work.

G) Accessibility All webpages will comply with Arkansas Act 1227 of 1999 and Section508 of the Rehabilitation Act Amendments of 1998. Minimum requirements can be found in the Webmaster Guidelines published on www.fayar.net.

Approved: 6/27/02 Revised: 3/13/09 Effective Date: 3/26/09 5.32—SEARCH, SEIZURE, AND INTERROGATIONS

The District respects the rights of its students against arbitrary intrusion of their person and property. At the same time, it is the responsibility of school officials to protect the health, safety, and welfare of all students enrolled in the District in order to promote an environment conducive to student learning. The Superintendent, principals, and their designees have the right to inspect and search school property and equipment. They may also search students and their personal property in which the student has a reasonable expectation of privacy, when there is reasonable suspicion to believe such student or property contains illegal items or other items in violation of Board policy or dangerous to the school community. School

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authorities may seize evidence found in the search and disciplinary action may be taken. Evidence found which appears to be in violation of the law shall be reported to the appropriate authority.

School property shall include, but not be limited to, lockers, desks, and parking lots, as well as personal effects left there by students. When possible, prior notice will be given and the student will be allowed to be present along with an adult witness, however, searches may be done at any time with or without notice or the student’s consent. A personal search must not be excessively intrusive in light of the age and sex of the student and the nature of the infraction.

The Superintendent, principals, and their designees may request the assistance of law enforcement officials to help conduct searches. Such searches may include the use of specially trained dogs. A school official of the same sex shall conduct personal searches with an adult witness of the same sex present. Questioning of students by non-school personnel shall be granted only with a court order directing such questioning, with permission of the parents of a student (or the student if above eighteen [18] years of age), or in response to a subpoena or arrest warrant. If the District makes a report to any law enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due to a court order, the principal or the principal’s designee shall make a good faith effort to contact the student’s parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis on student enrollment forms. Legal Reference: A.C.A. § 6-18-513 Date Adopted: 8/28/03 5.33—STUDENTS’ VEHICLES Students who have presented a valid driver’s license and proof of insurance to the appropriate office personnel, may drive their vehicle to school. Vehicles driven to school shall be parked in the area designated for student parking. Students are not permitted to loiter in parking areas and are not to return to their vehicles for any reason unless given permission to do so by school personnel. It is understood that there is no expectation of privacy in vehicles in parking areas. Drivers of vehicles parked on a school campus will be held accountable for illegal substances or any other item prohibited by District policy found in their vehicle. Date Adopted: 8/28/03 5.34—SCHOOL HEALTH POLICY The Fayetteville Schools will take appropriate actions to protect the health and safety of all students. The Superintendent of Schools is authorized to establish such procedures as may be necessary to comply with applicable laws and regulations or to otherwise insure the health and safety of students. Such procedures shall be considered a part of this policy. Students (or their representatives) who feel that this policy is administered in an arbitrary, capricious, discriminatory, or otherwise unfair manner may appeal through appropriate administrative channels, then to the Board of Education

I. Admission to School A. Kindergarten through Grade Twelve:

Except as otherwise provided in these regulations, no child shall be admitted to a public or private school of this state who has not been immunized against poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola) measles, rubella, mumps, hepatitis B, and varicella (See Table I, pg.46)., as evidenced by a certificate of a licensed physician or a public health department acknowledging the immunization. Parents may request waivers of these requirements for health, philosophical, or religious reasons. Such waivers must be properly documented and approved by the Arkansas Department of Health. If the child does not meet the immunization requirements for entering school, the school is requested to refer the child to a medical authority (private doctor or health department) for immunization or consultation for when the immunization is due.

B. A physical examination shall be provided by the parents of all enrolling kindergarten students. Forms for reporting the results of this examination shall be available in each school. In lieu of a physical examination parents may state, in writing, that they do not want their child to have a physical examination.

II. Control and Reporting of Infectious Diseases

A. In general, each school will follow the guidelines established in the Arkansas School Infectious Disease Guidelines as those guidelines apply to each identified disease.

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B. Acute infectious diseases will be managed by the school nurse and the building principal. Reporting of diseases and exclusion of students with those diseases will follow the

C. Chronic infectious diseases (such as AIDS, Hepatitis B) will be managed by an Infectious Disease

Review Team (IDRT) established for each student who is identified as having such a disease. The IDRT will consist of the following members:

1. A physician appointed by the superintendent 2. A school nurse appointed by the superintendent. 3. The building principal

The IDRT will work with the student, the student’s parents and physician, and appropriate public health officials to make a recommendation to the superintendent regarding the most appropriate educational program for the student. The IDRT will use criteria outlined in the Guidelines for determining when the student should be excluded from school. Although such exclusion should not be considered routinely, it may be necessary for the safety of the infected student or for the safety of others at the school. The IDRT recommendations will be forwarded to the superintendent. The Superintendents’ decision in such cases may be appealed to the Board of Education.

D. Appropriate in-service training in the control and treatment of infectious diseases will be provided annually to all school employees, under the direction of the school nurses. Such training shall be mandatory for all staff members and shall include those areas in the Guidelines under “Procedures for School Management of Infectious Diseases” (pp. 5-11). Staff members who have direct contact with a student who has a chronic infectious disease may be given additional training if such training is recommended by the IDRT and the superintendent. Such training would be provided by school nurses or appropriate public health officials or medical professionals. E. Custodial procedures for maintaining a clean and healthful school environment will be established by the Supervisor of School Plant Services. F. Procedures for handling and preparing food in school facilities will be established by the Director of Food Services. III. Health Screenings

The school district will conduct annual health screenings in the following areas as required by the Department of Education and the Department of Health:

A. Dental screening B. Vision screening C. Hearing screening D. Scoliosis screening E. Body Mass Index (BMI). School nurses are expected to cooperate in making the necessary arrangements for these screenings. IV. Administration of Medication School personnel will administer “prescription” medication to students under the following conditions: A. A parent has filled out and signed a Medication Administration Release Form for each medication to be given. B. The parent has furnished the medication in the original pharmacy labeled container which indicates: 1. The student’s name 2. The name of the medication. 3. Clear directions for administration of the medication. C. A written record will be kept by the school documenting the administration of any medication. The record will include: 1. Student’s name

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2. Name of the medication 3. Date and time administered 4. Dosage 5. Signature of person administering medication

12. In accordance with Act 1694 of 2005, students may be allowed to carry and use prescription asthma inhalers and auto-injectable epinephrine while in school, at on-site school-sponsored activities, and at off-site school-sponsored activities when the following guidelines are met:

• Parent/guardian shall provide the school with written authorization for the student to carry an inhaler and/or

auto-injectable epinephrine. • A medical doctor, nurse practitioner or physician’s assistant shall complete the written authorization form,

which may be obtained from the school nurse. • Form shall include student’s name, date of birth, age, ID number, Parent/guardian information, address,

emergency contact information, medication, specific information in how to give medication, possible side effects and their management, prescriber’s name, address, phone number, instructions to follow after administration of medication, parent/guardian signature, specific written authorization from prescriber to allow student to carry medication with him/her at all times.

• The authorization is valid for the duration of the school year at the school the student is currently attending. • The authorization must be renewed yearly. • If the student transfers to another school, a new authorization must be obtained.

School personnel will administer over the counter medications to students under the following conditions: A. A parent has filled out and signed a Medication Administration Release Form for each medication to be given with clear directions for the administration of the medication. B. The parent furnishes the medication in the original container. The container must be sealed when presented to the school. C. The container must have the students name written on the container. D. Over the counter medications can be given by school personnel only if the parent has furnished a note from a physician with clear directions for administration of the medication. The school nurse is responsible for establishing procedures to carry out the administration of medication. Adopted: 9-28-76 Revised: 6-28-07

5.35– STUDENT HEALTH The District promotes healthy schools by supporting wellness, good nutrition and physical activity as part of the total learning environment. The District follows state and federal guidelines while supporting a healthy environment where children learn and participate in positive dietary and lifestyle practices as this optimizes student performance potential. Legal References: A.C.A. §1220, § 730, U.S.C. § 204 (2004) Revised: 6/22/06 5.36—STUDENT ILLNESS/ACCIDENT If a student becomes too ill to remain in class and/or could be contagious to other students, the principal or designee will attempt to notify the student’s parent or legal guardian. The student will remain in the school’s health room or a place where he/she can be supervised until the end of the school day or until the parent/legal guardian can check the student out of school.

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If a student becomes seriously ill or is injured while at school and the parent/legal guardian cannot be contacted, the failure to make such contact shall not unreasonably delay the school’s expeditious transport of the student to an appropriate medical care facility. The school assumes no responsibility for treatment of the student. When available, current, and applicable, the student’s emergency contact numbers and medical information will be utilized. Parents are strongly encouraged to keep this information up to date. Date Adopted: 8/28/03 5.37—EMERGENCY DRILLS All schools in the District shall conduct fire drills at least monthly. Tornado and other drills will be conducted based on state guidelines . These may include, but are not limited to: 1. Earthquake; 2. Act of terrorism; 3. Chemical spill; 4. Airplane crash. Legal Reference: A.C.A. § 12-13-109 Date Adopted: 8/28/03 Date Revised: 6-26-08

Table I

Kindergarten through Grade Twelve Vaccine Minimum Number of

Doses Required Additional Requirements

Polio OPV – Oral IPV – Inactivated

3 At least one dose of polio vaccine must have been administered on or after the child’s 4th birthday. These 3 doses are required for all students, Kindergarten through 12th grade and Transfer.

DTaP – Diphtheria/ Tetanus/Acellular Pertussis DTP – Diphtheria/ Tetanus/Pertussis DT – Pediatric Td – Adult

3 or 4 At least one dose of DTaP, DTP, DT, or Td must have been administered on or after the child’s 4th birthday. 3 doses are required for all students, 1st through 12th grade and Transfer. Kindergarten students must receive 4 doses.

Measles (M, M/R, M/MR)

2 The first dose must have been administered on or after the child’s 1st birthday. One dose is required for all students, Kindergarten through 12th grade and Transfer. The second dose must have been administered at least 28 days after the first dose. The second dose is required for all students, Kindergarten through 12th grade and Transfer.

Rubella (R, M/R, M/M/R)

1 This dose must have been administered on or after the child’s 1st birthday. This dose is required for all students, Kindergarten through 12th grade and Transfer.

Mumps (M, M/MR)

1 The dose must have been administered on or after the child’s 1st birthday. This dose is required for all students, Kindergarten through 12th grade and Transfer.

Hepatitis B 3 These 3 doses are required for all Kindergarten, 7th grade and Transfer students. ** 7th graders and Transfer students 11-15 years of age may use an alternative two-dose

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schedule. Varicella (chickenpox)

1 or 2 One dose is required for all Kindergarten students. The dose must have been administered on or after the child’s 1st birthday. One or two doses are required for all 7th grade students depending on their age. Students less than 13 years of age must receive one dose of vaccine. Students 13 years of age or older must receive 2 doses of vaccine, separated by at least 28 days. A parent/guardian or physician history of disease may be accepted in lieu of vaccine.

* An alternative two-dose hepatitis B schedule for 11-15 year old children may be substituted for the three dose schedule. Only a FDA-approved alternative regimen vaccine for the two-dose series may be used to meet this requirement. If you are unsure if a particular child’s two-dose schedule is acceptable, please contact the Communicable Disease/Immunization Work Unit for assistance at 501-661-2169. 5.38—PUPIL RECORDS POLICY Official student records shall be kept for each pupil attending Fayetteville Schools in the school in which the pupil is currently enrolled. Such records may include, but are not necessarily limited to, identifying data; academic work completed; level of achievement (grades, standardized test scores); attendance data; scores on standardized intelligence, aptitude, and psychological tests; interest inventory results; health data; family background information; teacher or counselor ratings and observations; and verified reports of serious or recurrent behavior patterns. Access to and release of such records will be in compliance with appropriate state and federal statutes.

ADMINISTRATIVE PROCEDURES FOR PUPIL RECORDS

A. Access to Records

1. Employees of the Fayetteville Public Schools who have legitimate educational interests in a student may have access to the records of that student. Employees meeting this qualification include certified personnel who are directly involved in the education of the student and other personnel whose assigned duties are to maintain pupil records.

2. Parents or legal guardians of a student will have access to the student’s records except that if the student is 18 years of age or older, only that student has the right to determine who, outside the school system, has access to his/her records. It will be presumed that divorced or legally separated parents maintain these rights unless legal documents to the contrary are provided the school.

3. A parent, legal guardian, or eligible student will, upon written request to the principal maintaining the student’s records, have the opportunity to inspect and review the records. The request must include a specification of the exact information being sought. Compliance with the request shall be done as quickly as administratively feasible, but in no case should the time exceed forty-five calendar days after the request has been made. The person making the request is also entitled to the opportunity to receive an interpretation of the records, the right to question those data, and if a difference of opinion is noted, shall be permitted to file a letter in the records stating his/her opinion. If further challenge is made to the records, the normal appeal procedures established by the school policy will be followed.

4. A reasonable charge may be made for furnishing copies of records. B. Release of Records

1. When a request is received for the records of an elementary pupil who is transferring to another school system, a copy of the tri-fold, cumulative record card (No. 5125-ES-e) and the original of all other information shall be sent to the receiving school. The original cumulative record card shall be sent to the Administration Building for filing at the end of the school year. If an elementary pupil’s records have not been requested within a year after withdrawal, the cumulative record card shall be sent to the Administration Building for filing, and other records may be destroyed.

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2. When a request is received for the records of a junior-high student transferring to another school, a copy of the junior high student’s record (No. 5125-S-h) shall be sent to the receiving school. Permanent records for students who have transferred or dropped out shall be kept in the individual schools.

3. When a request is received for the records of a high school student who is transferring to another school, a copy of the student’s Fayetteville High School permanent record form (also called transcript) No. 5125-S-K will be sent to the receiving school. The original records remain in the senior high school. Permanent records for drop-out students shall be kept in individual schools.

4. Official student records may be released to State Education and other governmental agencies only if the names and all identifying markings are removed to prevent the identification of the individuals.

5. For release of student records to other persons or non-education agencies, written consent shall be given by the parent, legal guardian, or the student if he/she is 18 or over. This consent form will state which records shall be released and to whom they shall be released. A copy of the student record being sent will be made available to the person signing the release forms if he/she so desires.

6. Student records will be furnished in compliance with judicial orders, or pursuant to any lawfully issued subpoena.

Approved: 7-16-76 Revised: 6-27-80 Re-codified: 8/28/03 5.39—PARENT-TEACHER CONFERENCES Teachers shall communicate personally with the parents or guardians of each student at least twice during the school year to discuss the student’s academic progress. Teachers shall communicate more often with parents/guardians of students performing below the level expected for their grade. All elementary teachers shall communicate with the parents or guardians of each student at least once a semester through a parent-teacher conference, telephone conference, or a home visit. Parent-teacher conferences are encouraged and may be requested by parents or guardians when they feel they need to discuss their child’s progress with his/her teacher. Conferences shall be scheduled at a time and place to best accommodate those participating in the conference. Legal Reference: State Board of Education Standards of Accreditation 12.04.2, 12.04.3 Date Adopted: 11-18-04 5.40—HOMELESS STUDENTS The Fayetteville School District will afford the same services and educational opportunities to homeless children as are afforded to non-homeless children. The Superintendent or his/her designee shall appoint an appropriate staff person to be the local educational liaison for homeless children and youth whose responsibilities shall include coordinating with the state educational liaison for homeless children and youth to ensure that homeless children are not stigmatized or segregated on the basis of their status as homeless and such other duties as are prescribed by law and this policy. Notwithstanding Policy 5.1, homeless students living in the district are entitled to enroll in the district’s school that non-homeless students who live in the same attendance area are eligible to attend. If there is a question concerning the enrollment of a homeless child due to a conflict with Policy 5.1 or 5.2, the child shall be immediately admitted to the school in which enrollment is sought pending resolution of the dispute. It is the responsibility of the District’s local educational liaison for homeless children and youth to carry out the dispute resolution process. The District shall act, according to the best interests of a homeless child and to the extent feasible do one of the following. (For the purposes of this policy “school of origin” means the school the child attended when permanently housed or the school in which the child was last enrolled.) 1. continue educating the child who become homeless between academic years or during an academic year in their school of origin for

the duration of their homelessness;

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2. continue educating the child in his/her school of origin who become permanently housed during an academic year for the remainder of the academic year; or

3. enroll the homeless child in the school appropriate for the attendance zone where the child lives. If the District elects to enroll a homeless child in a school other than their school of origin and such action is against the wishes of the child’s parent or guardian, the District shall provide the parent or guardian with a written explanation of their reason for so doing which shall include a statement of the parent/guardian’s right to appeal. In any instance where the child is unaccompanied by a parent or guardian, the District’s local educational liaison for homeless children and youth shall assist the child in determining his/her place of enrollment. The Liaison shall provide the child with a notice of his/her right to appeal the enrollment decision. The District shall be responsible for providing transportation for a homeless child, at the request of the parent or guardian (or in the case of an unaccompanied youth, the Liaison), to and from the child’s school of origin. For the purposes of this policy, students shall be considered homeless if they lack a fixed, regular, and adequate nighttime residence and

(a) are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;

(b) have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;

(c) are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and includes

(d) are migratory children who are living in circumstances described in clauses (a) through (c). Each Homeless child or youth shall be provided services comparable to services offered to other students in the school who are not homeless. These services include:

a) Transportation; b) Educational services for which the child or youth meets the eligibility criteria, such as provided under Title I of the

Elementary and Secondary Education Act or 1965 or similar state or local programs, educational programs for children with disabilities, and educational programs for students with disabilities, and educational programs for student with limited proficiency in English;

c) Programs in vocational education; d) Programs for gifted and talented student; and e) School meals Program.

Legal References**: 42 U.S.C. § 11431 et seq. 42 U.S.C. § 11431 (2) 42 U.S.C. § 11432(g)(1)(H)(I) 42 U.S.C. § 11432 (g)(1)(J)(i), (ii), (iii), (iii)(I), (iii)(II) 42 U.S.C. § 11432 (g)(3)(A), (A)(i), (A)(i)(I), (A)(i)(II), (A)(ii) 42 U.S.C. § 11432 (g)(3)(B)(i), (ii), (iii) 42 U.S.C. § 11432 (g)(3)(C)(i), (ii), (iii) 42 U.S.C. § 11432 (g)(3)(E)(i), (ii), (iii) 42 U.S.C. § 11432 (g)(3)(G) 42 U.S.C. § 11432 (g)(4) (A), (B), (C), (D), (E) 42 U.S.C. § 11434a 5.41—SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS All students are required to participate in the Smart Core curriculum unless their parents or guardians, or the students if they are 18 years of age or older, sign an Informed Consent Form to not participate. Those students not participating in the Smart

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Core curriculum will be required to fulfill the Core curriculum or the requirements of their IEP (when applicable) to be eligible for graduation. The signed Informed Consent Form shall be attached to the student’s permanent transcript. Informed Consent Forms are required to be signed prior to registering for seventh grade classes, or if enrolling in the district for seventh through twelfth grade classes. Counseling by trained personnel shall be available to students and their parents or legal guardians prior to the time they are required to sign the consent forms. While there are similarities between the two curriculums, following the Core curriculum may not qualify students for some scholarships and admission to certain colleges could be jeopardized. Students initially choosing the Core curriculum may subsequently change to the Smart Core curriculum providing they would be able to complete the required course of study by the end of their senior year. Students wishing to change their choice of curriculums must consult with their counselor to determine the feasibility of changing. This policy, the Smart Core curriculum, and the courses necessary for graduation shall be reviewed by staff, students, and parents at least every other year to determine if changes need to be made to better serve the needs of the district’s students. The superintendent, or his/her designee, shall select the composition of the review panel. Sufficient information relating to Smart Core and the district’s graduation requirements shall be communicated to parents and students to ensure their informed understanding of each. This may be accomplished through any or all of the following means.

• Inclusion in the student handbook of the Smart Core curriculum and graduation requirements; • Discussion of the Smart Core curriculum and graduation requirements at the school’s annual public meeting, PTA

meetings, or a meeting held specifically for the purpose of informing the public on this matter; • Discussions held by the school’s counselors with students and their parents; and/or • Distribution of a newsletter(s) to parents or guardians of the district’s students.

The first year of this policy’s implementation all employees required to be certified as a condition of their employment shall receive training regarding this policy so that they will be able to help successfully implement it. In subsequent years, administrators, or their designees, shall train newly hired employees, required to be certified as a condition of their employment, regarding this policy. The district’s annual professional development shall include the training required by this paragraph. GRADUATION REQUIREMENTS (Beginning with the graduating class of 2010) The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school graduation are to be earned from the following categories. A minimum of 22 units is required for graduation for student participating in either the Smart Core or Core curriculum. There are some distinctions made between Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core requirements. SMART CORE: Sixteen (16) units English: four (4) units (years) – one in grades 9, 10, 11, and 12 Oral Communications: one-half (1/2) unit (1/2 year) Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or 12 and complete Algebra II.)

• Algebra I or Algebra I-A & I-B* which may be taken in grades 7-8 or 8-9 • Geometry or Investigating Geometry or Geometry A & B*

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward fulfilling the Smart Core requirement.

• Algebra II • Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer Math, Algebra

III, or an Advanced Placement math (Comparable concurrent credit college courses may be substituted where applicable)

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Natural Science: three (3) units (years) with lab experience chosen from

• Physical Science • Biology or Applied Biology/Chemistry • Chemistry • Physics or Principles of Technology I & II or PIC Physics


• Civics or Civics/American Government • World History • American History

Physical Education: one-half (1/2) unit (1/2 year) Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate. Health and Safety: one-half (1/2) unit (1/2 year) Fine Arts: one-half (1/2) unit (1/2 year) CAREER FOCUS: - Six (6) units – at least two of the Career Focus units must be of the same foreign language. All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate. The Smart Core and career focus units must total at least twenty-two (22) units to graduate. CORE: Sixteen (16) units English: four (4) units (years) – one in grades 9, 10, 11, and 12 Oral Communications: one-half (1/2) unit (1/2 year) Mathematics: four (4) units (years)

• Algebra or its equivalent* - 1 unit • Geometry or its equivalent* - 1 unit • All math units must build on the base of algebra and geometry knowledge and skills. • (Comparable concurrent credit college courses may be substituted where applicable)

*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement. Science: three (3) units (years)

• at least one (1) unit of biology or its equivalent • one (1) unit of a physical science


• Civics or government, one-half (1/2) unit • World history, one (1) unit • U.S. history, one (1) unit

Physical Education: one-half (1/2) unit (1/2 year) Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the necessary units to graduate.

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Health and Safety: one-half (1/2) unit (1/2 year) Fine Arts: one-half (1/2) unit (1/2 year) CAREER FOCUS: - Six (6) units All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum frameworks through course sequencing and career course concentrations where appropriate. The Core and career focus units must total at least twenty-two (22) units to graduate. Legal References: Standards of Accreditation 9.03 – 9.03.1.9, 14.03.1 – 14.03.3 ADE Guidelines for the Development of Smart Core Curriculum Policy Smart Core Informed Consent Form Date Adopted: 11-18-04 Revised: 1-24-08 5.42—STUDENT HANDBOOK It shall be the policy of the Fayetteville school district that the most recently adopted version of the Student Handbook be incorporated by reference into the policies of this district. In the event that there is a conflict between the student handbook and a general board policy or policies, and the student handbook is more recently adopted than the general board policy, the student handbook will be considered binding and controlling on the matter. 5.47—BULLYING Bullying creates an atmosphere of fear and intimidation, robs a person of his/her dignity, detracts from the safe environment necessary to promote student learning, and will not be tolerated by the Board of Directors. Definition: “Bullying” means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of violence by a student against another student or school employee by a written, verbal, electronic, or physical act that causes or creates a clear and present danger of:

• Physical harm to a school employee or student or damage to the school employee’s or student’s property. • Substantial interference with a student’s education or with a school employee’s role in education. • A hostile educational environment for one (1) or more students or school employees due to the severity,

persistence, or pervasiveness of the act. • Substantial disruption of the orderly operation of the school or educational environment.

Students who bully another person shall be held accountable for their actions. Bullying is prohibited:

• on the school grounds, • with school equipment, • off school grounds at a school sponsored or approved function, activity, or event; • going to or from school or a school activity; • while being transported in school vehicles , on a school bus, or at a school bus stop, • by an electronic act which results in the substantial disruption of the orderly operation of the school or educational

environment. This section shall apply to an electronic act whether or not the electronic act originated on school property or with school equipment, if the electronic act is directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose.

Students are encouraged to report behavior they consider to be bullying to their teacher, building principal or designee, including a single action that if allowed to continue would constitute bullying. The report may be made anonymously. Teachers and other school employees who have witnessed, or are reliably informed that, a student has been a victim of

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behavior they consider to be bullying shall report the incident(s) to the principal or designee, including a single action that if allowed to continue would constitute bullying. Any person or persons who file a complaint will not be subject to retaliation or reprisal in any form. Parents or legal guardians may submit written reports of incidents they feel constitute bullying to the principal or designee, or if allowed to continue would constitute bullying. The principal or designee shall be responsible for investigating the incident(s) to determine if disciplinary action is warranted. Bullying is a category III (Student Discipline Policy) infraction. Consequences include but are not limited to a) school requested parent/guardian conference, and b) 0-10 days suspension; and c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one calendar year. Copies of this policy shall be available upon request. Legal Reference: A.C.A. § 6-18-514 Date Adopted: 9-25-03 Date Revised: 6-28-07 5.50—ALTERNATIVE LEARNING ENVIRONMENTS The district shall have an alternative learning environment (ALE) which shall be part of an intervention program designed to provide guidance, counseling, and academic support to students who are experiencing emotional, social, or academic problems. The superintendent or his/her designee shall appoint an Alternative Education Placement Team, which shall have the responsibility of determining student placement in the ALE. The team should consist of at least a school counselor, the ALE director or principal, a parent or legal guardian, and a regular classroom teacher. Students who are placed in the ALE shall exhibit at least two of the following characteristics: • Disruptive behavior • Drop out from school • Personal or family problems or situations • Recurring absenteeism • Transition to or from residential programs For the purposes of the ALE, personal or family problems or situations are conditions that negatively affect the student’s academic and social progress. These may include, but are not limited to: • Abuse: physical, mental, or sexual • Frequent relocation of residency • Homelessness • Inadequate emotional support • Mental/physical health problem • Pregnancy • Single parenting The teachers and administrator of the ALE shall determine exit criteria for students assigned to the district’s ALE on which to base the student’s return to the regular school program of instruction. The district’s ALE program shall follow class size, staffing, and expenditure requirements identified in the ADE Rules Governing the Distribution of Student Special Needs Funding for the School Year beginning 2004-2005 and Additional Teacher Pay. The ALE program shall be evaluated at least annually to determine its overall effectiveness. Legal References: A.C.A. § 6-18-508, 509 A.C.A. § 6-20-2305(b)(2)

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ADE Rules Governing the Distribution of Student Special Needs Funding for School Year 2004-2005 and Additional Teacher Pay – 3.01, 3.05, 4.00, and 8.0 Date Adopted: 11-18-04 5.51—ALE PROGRAM EVALUATION The ALE program shall be evaluated at least annually to determine its’ overall effectiveness. 5.55—GRADING The Fayetteville School Board recognizes that a system for reporting pupil progress is a vital part of communication between the home and the school. An adequate progress reporting plan should assist students in recognizing their own potential and self worth, provide parents with information about their children’s growth and the school’s total program, provide an accurate permanent record of student achievement and growth, and stimulate the school to engage in productive curriculum planning and execution. Grades assigned to a student (letter-grades, percentages, symbols, etc.) shall reflect only the extent to which the student has achieved the expressed educational objectives of the course, grade-level, etc., as prescribed by Section V-B of the “Standards for Accreditation of Arkansas Public Schools” (1984). Nothing in this policy is intended to prohibit or discourage a teacher from assigning and reporting a separate grade for a student’s behavior, attendance, attitude, etc. However, such grades shall not become a part of the student’s permanent record and shall not be used as a part of the record of student achievement, except as indicated above. A public school student who has successfully completed the eighth grade shall be eligible to enroll in a publicly supported community college, four-year college or university for elective credit. With prior approval from the administration, high school students are allowed to enroll in college courses for replacement credit, credit recovery, or grade improvement, and shall be entitled to receive appropriate academic credit in both the institution of higher education and the public school in which they are enrolled. The following grade descriptors, letter grade, and percentage scale relationships will be applied in: Kindergarten: √ = Meeting Grade-Level Expectation

- = Below Grade-Level Expectation = Not Yet Assessed

Grade 1: + = Student Demonstrates Skill - = Below Grade-Level Expectation

= Not Yet Assessed Grade 2:

E = Excellent V = Very Good S = Satisfactory N = Needs to Improve U = Unsatisfactory Grades 3-6: 100%-90% A Excellent 89%-80% B Good 79%-70% C Marginally satisfactory 69%-60% D Unsatisfactory 59%- F Failing

Grades 7-12:

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Percent Letter Grade Descriptor Quality Points Regular, Honors & College Placement 100%-90% A Excellent 4 89%-80% B Good 3 79%-70% C Marginally Satisfactory 2 69%-60% D Unsatisfactory 1 59%- F Failing 0 Advanced Placement and International Baccalaureate Grading Although Fayetteville School District is not a member of the International Baccalaureate (IB) Program, students transferring into the District from another Advanced Placement (AP)or IB program will be awarded credit as outlined by the Arkansas Department of Education. Weighted Credit for designated AP and IB courses will be contingent upon the AP/IB teacher obtaining applicable training; the student taking the entire AP/IB course offered in a particular subject; the student completing the applicable test offered by the College Board for AP at the end of the AP course or the applicable test offered by IB at the time prescribed by IB. Weighted credit will not be awarded to any transfer courses beyond AP/IB. Quality Points Advanced Placement/

International Baccalaureate 100%-90% A Excellent 5 89%-80% B Good 4 79%-70% C Marginally Satisfactory 3 69%-60% D Unsatisfactory 2 59%- F Failing 0 Adopted: 6-19-89 Amended: 8-6-91 Amended: 6-29-93 Amended: 10-28-04 Amended: 2-24-05 Amended: 2-28-08 5.57-HOMEWORK POLICY Because education is a lifelong process, which extends beyond school, it is important for students to recognize that learning occurs in the home and community. Homework fosters the idea that learning is a continuous process, which is not confined to school hours or schoolrooms. Homework, as an extension of the classroom, is a method of communication among teachers, students, and parents. First, homework is one way that academic expectations are communicated to a student. Second, the successful completion of homework indicates to both teachers and parents the student’s willingness to learn. In addition, homework encourages parents, teachers, and students to work together to reinforce skills necessary for independent study and self-discipline. Since students learn and retain information best when they understand and value it, homework assignments should be meaningful. The Fayetteville Public Schools recognize the following as reasons for assigning homework: 1. To complete work started in class. 2. To expand and/or enrich regular classwork. 3. To build interest in reading and learning. 4. To complete work missed due to absence. 5. To pursue a special interest or ability.

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6. To practice a new skill; to review a previously learned skill. 7. To prepare for a new unit of study. 8. To increase learning time.

PROCEDURAL GUIDELINES FOR IMPLEMENTATION Guidelines for Teachers:

1. Teachers should assign homework as defined in the philosophy of the homework policy. 2. Teachers should inform parents and students of homework procedures and expectations. 3. Teachers should assign homework, which is appropriate and meaningful for the student’s grade level and

abilities. 4. Teachers should explain the purpose of assignments. 5. Teachers should give prompt feedback on the student’s homework. 6. Teachers should state when the homework assignment is due.

7. Teachers are encouraged to communicate with other teachers to utilize more effectively the student’s homework time and, when possible, to combine assignments.

Guidelines for Parents:

1. Parents should be familiar with the homework policies of the school district, the child’s school, and particularly the child’s teachers.

2. Parents should establish within the home an environment conducive to the child’s fulfillment of homework commitments.

3. Parents should encourage their child to accept responsibility for completing homework assignments independently.

4. Parents should show interest in the child’s schoolwork by discussing it with him/her and expressing appreciation for good work.

5. Parents should find ways to make use of school learning in everyday life. 6. Questions and comments about homework should be communicated to the child’s teachers.

Guidelines for Students:

1. Students should adhere to the policies of the school district and individual teachers. 2. Students should inform parents of their homework requirements.

3. Students should understand the importance of homework as a continuation of learning. 4. Students should assume responsibility for satisfactory completion of homework.

Guidelines for Administrators:

1. Administrators are charged with the responsibility of implementing the homework guidelines. 2. Building administrators should form a homework committee made up of representative teachers and principal

or vice-principal. The responsibilities of this committee should be: a. To develop a school policy in line with the district guidelines according to individual school needs. b. To make recommendations to the staff concerning implementation of this policy. c. To help individual staff members develop homework procedures. d. To coordinate the procedures of the individual staff members. e. To consider what is a reasonable amount of work/time that a student can be expected to spend on

homework considering the student’s age, level of achievement, and ability. 3. Administrators should help the teachers communicate their expectations to the students and parents. Adopted: 4-22-86

5.58-CONCURRENT CREDIT

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A ninth through twelfth grade student who successfully completes a college course(s) from an institution approved by the Arkansas Department of Education shall be given credit toward high school grades and graduation at the rate of one-half (1/2 high school credit for each three (3) semester hours of college credit. Unless approved by the school’s principal, prior to enrolling for the course, the concurrent credit shall be applied toward the student’s graduation requirements as an elective. Students will retain credit applied toward a course required for high school graduation from a previously attended, accredited, public school. Any and all costs of higher education courses taken for concurrent credit are the student’s responsibility. Legal Reference: A.C.A. § 6-18-902(c)(2)

Arkansas Department of Education Rules and Regulations: Concurrent College and High School Credit for Students Who Have Completed the Eighth Grade

Date Adopted: 2-24-2005 5.64-GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS FOR 2010 AND BEYOND Any student enrolled in Fayetteville School District may receive a diploma after completing the following requirements:

CORE DIPLOMA SMART CORE DIPLOMA HONORS GRADUATE *SEE BELOW

English – 4 units

English – 4 units English – 4 units

Math – 4 units (Alg. I*, Geometry*, other district course offerings such as Algebraic Connections, Algebra II, and/or higher math if necessary)

Math – 4 units (Alg. I, Geometry, Algebra II and 1 higher math)

Math – 4 units (Alg.I or Honors Alg.I, Geometry or Honors Geometry, Alg. II or Honors Alg. II and 1 higher math)

Science – 3 units (Physical Science, Biology, 1 elective Science

Science – 3 units (Physical Science, Biology and Chemistry or Physics)

Science – 3 units (Physical Science, Biology and Chemistry or Physics)

Social Studies – 3 ½ units (American History 9 and 10, World History and ½ unit Civics or ½ unit American Govt.

Social Studies – 4 units (American History 9 and 10, World History and Civics/American Government

Social Studies – 4 units (American History 9 and 10, World History and Civics/American Government

Physical Education - ½ unit (PE or Nutrition and Strength Training) excluding athletics

Physical Education – ½ unit (PE or Nutrition and Strength Training) excluding athletics

Physical Education – ½ unit (PE or Nutrition and Strength Training) excluding athletics

Health – ½ unit

Health – ½ unit Health – ½ unit

Fine Arts – ½ unit (Art, Music) Fine Arts – ½ unit (Art, Music) Fine Arts – ½ unit (Art, Music) Oral Communications – ½ unit

Oral Communications – ½ unit Oral Communications – ½ unit

Career Focus Area – 6 units Career Focus Area – 6 units Career Focus Area – 6 units (2 units must be in same foreign language)

Elective – 1.5 units

Elective – 1 unit Elective – 1 unit

Total – 24 Units

Total – 24 Units Total – 24 Units

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*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4) unit requirement. *All students under Smart Core must take a math course in grade 11 or 12 and complete Alg. II. *Honors Graduate - students must maintain a 3.0 GPA and meet the Honors Graduate Diploma requirements. *High Honors Graduate - students must maintain a 3.5 GPA, meet the Honors Graduate Diploma requirements, with 5 units completed from the qualifying courses listed below. *Distinguished Honors Graduate - students must maintain a 4.0 GPA, meet the Honors Graduate Diploma requirements, with 8 units completed from the qualifying courses listed below.

Qualifying Courses for High/Distinguished Honors Graduates

Math English Science History Other

Honors Algebra I Pre-AP English (9) Pre-AP Physical Science (9) Pre-AP American History (9) Spanish III, IV Honors Algebra II Pre-AP English (10) Pre-AP Biology AP Comparative Politics AP Spanish Language Honors Geometry AP English

Language/Composition AP Biology AP European History French III, AP French Language

AP Calculus AB AP English Literature AP Physics B AP Macroeconomics German III, German Language AP Calculus BC AP Physics C AP Psychology AP Studio Art AP Statistics AP Environmental Sci. AP U.S. Government AP Music Theory, A Cappella PreCal/Trig Honors Honors Chemistry AP U.S. History AP Chemistry AP Human Geography Revised 1/24/08 5.67-EXTRACURRICULAR ACTIVITIES The Fayetteville School District will offer curricular and extracurricular activities appropriate for a wide range of student interests and abilities. “Extracurricular activities” are defined as those activities, which take place • in competition with students from other schools, or • for an audience of non-school personnel, or • for a purpose clearly unrelated to regular classroom activities. Examples of extracurricular activities would include, but not be limited to, Odyssey of the Mind, math and foreign language competitions involving other schools, music performances and contests, interscholastic athletic contests, spirit squads, vocational contest involving other schools, Student Council, school clubs not related to classroom activities. Participation in such activities will be encouraged by the school district. However, the school district reserves the right to deny participation to any student under the guidelines established in the Procedures section, which follows.

PROCEDURES

Elementary Schools In general, all activities offered by the school will be open to all students. Eligibility to participate may be revoked, at the discretion of the principal, for any students whose general behavior does not meet acceptable standards. Secondary Schools

1. Those who do not meet the eligibility standards of the Arkansas Activities Association (in those activities governed by the AAA).

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2. Those who do not meet the eligibility standards of the recognized agency governing any particular activity.

3. Those in grades 7-9 who did not meet the district’s promotion standards, as described in Policy No. 5.10, during the previous school year.

4. Those whose general behavior does not meet acceptable standards as determined by the principal. 5. Those who do not meet approved guidelines established by the staff member in charge of a particular

activity. General Guidelines

• All extracurricular activities should be considered an integral part of the school’s total educational program and should be subject to the same evaluative procedures as those applied to curricular activities.

• Seventh graders will be eligible for participation in all junior-high athletic activities except football,

basketball, and track. A seventh grader may participate in any of those three sports only when special consideration is given to the physical and emotional maturity of the student and only after consultation among the athletic director, the student’s principal, and the student’s parents; the principal will have the final authority to declare the student eligible and will make “the good of the student” the chief criterion in making the decision.

• Ninth graders will be eligible to participate at the high-school level in any athletic activity not offered in the

junior high or at such time that their age makes them ineligible for junior-high athletics

• The maximum number of competitive activities or performances will be determined by the principal, in consultation with appropriate staff members.

• Extracurricular activities will be scheduled so that participant’s absence from class is minimized.

• In general, practice time should not exceed two hours per day.

• Practice sessions will not be scheduled on Thanksgiving Day, Christmas Day, New Year’s Day, or Sundays. Saturday practices are discouraged.

• Practices will not be held on days school is dismissed for bad weather unless the practice is specifically

approved by the principal.

• Interscholastic activities will not be held on days school is dismissed for bad weather unless the activity is specifically approved by the superintendent’s office on the recommendation of the principal.

• Activities should be scheduled to avoid the need for overnight trips. Any overnight stay of a non-

emergency nature must be approved in advance by the superintendent’s office. Overnight stays of emergency nature (due to bad weather, mechanical failure, etc.) may be scheduled at the discretion of the staff member in charge of the activity.

Non-instructional Activities Activities of a non-instructional nature (such as class parties, pep rallies, and assembly programs) will be held only after approval by the building principal. The frequency and duration of such activities will be limited so that interference with the regular instructional program is minimized. Adopted: 6-23-87 Last Revised: 5-26-05

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6.14--RELIGION IN THE SCHOOLS

I. Statement of Philosophy

The policy of the Fayetteville Board of Education shall be that no religious belief or non-belief should be promoted by the school district or its employees, and none shall be disparaged. Instead, the school district should encourage all students and staff members to appreciate individual religious freedoms and be tolerant of each other’s religious views. The school district should utilize its opportunity to foster understanding and mutual respect among students and parents, whether it involves race, culture, economic background, or religious beliefs.

The Fayetteville School 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.

II. Individual Religious Freedoms

The right of a student or staff member to engage in prayer and other religious activities that are personal and voluntary is recognized as long as the conduct is not disruptive nor interferes with the educational process or the rights of others. Staff members’ activities shall not be such as would indicate to students an endorsement of or support for religion by the school.

III. 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.

Therefore, the practice of the Fayetteville School District shall be as follows

A. The district supports the inclusion of religious literature, music, drama, and the arts in the curriculum and in

school activities provided the material has achieved a cultural significance. The inclusion of the material must be intrinsic to the learning experience in the various fields of study and be presented objectively with the secular purpose of advancing the students’ knowledge of society’s cultural and religious heritage.

B. 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 belief.

C. Student-initiated responses to questions or assignments which reflect their beliefs or non-beliefs about a

religious theme shall be accommodated as long as germane to the assignment. For example, students are free to express religious belief or non-belief in compositions, art forms, music, speech, and debate.

D. Religious speakers or groups using a religious text or promoting religion or disparaging religion will not be

permitted to address assemblies or classes. Outside speakers and performance groups are to be informed of these guidelines. In case groups or individuals violate the provision of the policy, they shall not be allowed to address the students again.

E. Religious practices such as prayer or proselytizing shall not be included in the curriculum.

IV. Observance of Religious Holidays

The practice of the Fayetteville School District shall be as follows:

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A. The several holidays throughout the year which have a religious and a secular basis may be observed and

taught in he public schools, but they may not be celebrated.

B. The historical and contemporary values and the origin of religious holidays may be explained in an unbiased and objective manner without sectarian indoctrination.

C. Music, art, literature, and drama having religious themes or bases 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. Any holiday programs should be devised to serve educational purposes. Special care should be taken to insure that programs make no students feel excluded or identified with a religion not their own. Student participation will be voluntary.

D. The use of religious symbols such as a cross, menorah, crescent, Star of David, crèche, symbols of Native American religions, or other symbols that are a part of a religious holiday is permitted as a teaching aid or resource provided such symbols are displayed as an example of the cultural and religious heritage of the holiday and are temporary in nature.

E. The school district’s calendar should be prepared so as to minimize conflicts with religious holidays. When

possible, examinations and other major events will not be scheduled on such holidays. Teachers will provide students who miss school because of religious reasons an opportunity to make up school work.

V. School Activities

In respect of the diverse religious beliefs in our community, school sponsored or endorsed invocations, benedictions, and other religious activities are specifically prohibited at school sponsored or endorsed activities such as athletic contests, dedications, and commencement ceremonies where students are present as observers or participants.

Approved: 11-16-81 Last Revised: 2-22-94 6.4—VOLUNTEERS Enlisting the support of volunteers is a way in which the District can expand the scope of resources and knowledge available to enrich the students’ educational experiences while strengthening the relationship between the school and the community. Volunteers can also perform non-instructional tasks that allow certified personnel more time to devote to instruction. The District shall establish guidelines to ensure volunteers are aware of pertinent District policies and rules. Volunteers, who violate school policies or rules, or knowingly allow students to violate school rules, may be asked to leave the school campus. Date Adopted: 12-18-03 6.5—VISITORS TO THE SCHOOLS Parents, grandparents, legal guardians, business, and community members are welcome and encouraged to visit District schools. To minimize the potential for disruption of the learning environment, those visitors who come to a school for a purpose other than to attend an activity open to the public are required to first report to the school’s main office. No one shall be exempt from this requirement. Parents and legal guardians are encouraged to participate in regularly scheduled visitation events such as school open houses and parent/teacher conferences. Additional conferences are best when scheduled in advance. Conferences shall be scheduled at a time and place to accommodate those participating in the conference. Visits to individual classrooms during class time are permitted on a limited basis with the principal’s prior approval and the teacher’s knowledge.

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The District has the right to ask disruptive visitors to leave its school campuses. Principals are authorized to seek the assistance of law enforcement officers in removing any disruptive visitors who refuse to leave voluntarily. Date Adopted: 12-18-03

May 27, 2010

Classified & Certified Policy Revisions

TO: Board of Education FROM: Greg Mones I will recommend changes to the following policies:

4150—Certified Staff Leave Policy 4243—Classified Staff Leave Policy 4141.8-Substitute Salary Schedule 4143—Certified Staff Vacation Policy 4245—Support Staff Vacation Policy

Fayetteville Public Schools Policy 4150

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FAYETTEVILLE (AR) PUBLIC SCHOOLS LEAVE POLICY

The Fayetteville Board of Education recognizes the need for employees to be protected from loss of salary during temporary absences from work caused by personal illness or disability, illness, or bereavement in the immediate family, and other reasons of an emergency or personal nature. The Board of Education also agrees to protect the security of the teacher who requests leave of absence for an extended period by guaranteeing the individual to return to a teaching position, provided conditions outlined in the procedures governing this policy are met. School Board Policy Revised: 5-10-78

TEACHER LEAVE PROCEDURES I. Sick Leave

Sick leave shall be defined as leave granted because of physical, mental, or emotional illness of the employee, or illness of or death in the immediate family, or because of need for additional emergency leave as provided in Section III of this policy. Immediate family shall include the teacher’s spouse, children, parents, grandparents, grandchildren, siblings and any other relatives living in the same household.

A. Teachers shall be granted a total of one day per contracted month of

sick leave per year for which there shall be no deduction from the teacher’s salary.

B. A teacher who does not use all days allotted for sick leave in any

school year shall accumulate all unused leave to a limit of 90 days. After 90 days are accrued, unused sick leave shall accrue at 3 days per year thereafter.

C. Sick leave may be used for any medical disability connected with or

resulting from pregnancy. A teacher who is pregnant may continue in active employment as late into her pregnancy as she desires provided such employment does not impair her health as determined by a qualified medical doctor of her choice. All or any portion of a leave taken by a teacher because of medical disability connected with or resulting from pregnancy shall, at the teacher’s option, be charged to available sick leave. (The teacher shall notify the principal as soon as


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possible of the time the teacher needs to be relieved of duty and also the time the teacher expects to return to duty.)

D. Any teacher whose need for sick leave extends beyond accumulated

sick leave shall be eligible for extended leave under provisions of Section VI.

E. Any teacher who is absent from his or her duties as a result of

personal injury caused by either an assault or other violent criminal act committed against the school employee in the course of her or her employment, shall be granted a leave of absence from school with full pay for up to one year from the date of the injury and such leave shall not be charged against the teacher’s accumulated sick leave.

F. Upon retirement, certified employees who qualify for benefits of the

state teacher retirement system will be reimbursed for unused sick leave in excess of 45 days at the then current beginning daily rate for substitute teachers.

II. Sick Leave Bank A. Participation

Participation in the Sick Leave Bank (SLB) is available to all certified employees who are eligible for sick leave, and is on a voluntary basis. An employee becomes a member of the SLB by contributing one (1) sick day to the bank. New staff members and others not contributing previously will be given an opportunity to join each September. Such declaration and contribution shall be made on a Sick Leave Bank Election Form distributed and collected by the District’s Business Human Resources Office. The SLB Form is due in the business office Human Resources Office no later than September 15. After a SLB member withdraws days from the bank, they must contribute one (1) day of their sick leave allowance at the beginning of the next school year to reestablish membership in the sick leave bank.

If, during the course of a school year, the Sick Leave Bank

balance of contributed days is reduced to fifty (50), the District’s Human Resources Office will notify teachers of this occurrence and will request the immediate completion of another Sick Leave Bank form. A teacher’s failure to contribute another one day of accumulated sick leave will terminate that teacher’s participation in the Sick Leave Bank until the next opportunity to contribute arises.


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B. Governance

A seven-member committee shall oversee the administration of the Sick Leave Bank. The committee shall be comprised of the Superintendent (or designee), the FEA President (or designee), three teachers elected by a majority of certified staff in an election directed and certified by the PPC, and two non-certified employees elected in an election directed and certified by the classified PPC. The committee shall decide on requests based on the committee’s rules of operation. Requests for leave from the Sick Leave Bank should be routed to the Human Resources Office.

C. Rules of Operation

1. Only those teachers who have made contributions to the Bank may

make requests for grants from the bank. 2. Sick Leave Bank days will be granted only in cases of serious

physical, mental, or emotional illness of the employee or serious illness or death in the immediate family, and with the written approval of the sick leave bank committee. Immediate family shall include the teacher’s spouse, children, parents, grandparents, siblings, grandchildren and any other relatives living in the same household.

The Sick Leave Bank days may be used only upon exhaustion of a member’s accumulated sick leave, and emergency leave, which can be used as sick leave, personal leave, non-contract leave (if applicable), and vacation (if applicable). Days used from the Sick Leave Bank are grants and do not require repayments. However, they must contribute one (1) day of their sick leave allowance at the beginning of the next school year to reestablish membership in the sick leave bank. 3. Therefore, the committee expects teachers to use discretion in

making requests for days from the Sick Leave Bank. Before approving a request for Sick Leave Bank days, the Sick Leave Bank Committee may will review sick leave records and/or require appropriate documentation. (May include Including doctor’s note verifying disability and/or expected duration.)

4. Request for Sick Leave Bank days will be made on a Sick Leave

Bank request form submitted to the chairperson of the Sick Leave Bank Committee. Request forms may be obtained from the Human Resources Office.


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5. Sick Leave Bank days will not be granted if an applicant is eligible

for or is receiving income from an income protection insurance policy or similar coverage (For example Short-Term Disability, Arkansas Teacher Retirement Disability, etc…..).

6. Sick leave grants made from the bank shall be for no more than

twenty fifteen days for an individual applicant per year. Teachers in need of more than twenty fifteen days may apply for an additional twenty fifteen days, which if approved, will result in the deduction from the teacher’s salary an amount equal to the standard daily cost of a substitute teacher for each additional day taken. This second application will run concurrently with FMLA and require completion of FMLA paperwork. Any unused sick leave bank days granted may not carry forward to any subsequent year and shall be returned to the Sick Leave Bank.

7. Unused days contributed to the Sick Leave Bank will accumulate

and carry forward (in total--not by individual).

8. When applicable, days granted from the Sick Leave Bank will run concurrent with FMLA.

III. Emergency Leave A. Emergency leave may be taken for: 1. Illness or death of a close friend or relative not

covered under sick leave. If additional time is required for this reason, the cost of a substitute will be deducted, for up to 15 days.

a. When an employee uses any or all of the additional 15 days, that employee must notify the payroll department within the leave month.

2. Legal business or family matters of an emergency nature which require absence during school hours. B. Emergency leave may not be taken for routine family or routine business trips.

C. If the applicant determines that the need for emergency leave meets the requirements as stated (in III. A and B) above, a statement of explanation for leave is not required on the request for leave form. The applicant will notify their building principal within five (5) business days of the reason for the leave.


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D. Emergency leave may not exceed three (3) days of absence per year with no deduction. E. Three (3) days additional emergency leave may be charged to sick leave if necessary. F. Three (3) days of emergency leave may be used as sick leave If all sick leave has been exhausted. Examples of Emergency Leave --Funerals not covered by sick leave --Court appearances --Legal consultations --Sick baby sitter --Broken water pipe --Stopped up sewer --Appliance repair requiring presence of owner --Recognized religious holidays --Property damage to public or private roadways which causes an employee to be unable to reach the work site.

--Attendance of employee’s child/grandchild’s school-related function(s) or volunteer activity. Only one (1) day per school year can be used for this occasion. Prior approval must be obtained by Principal/Supervisor.

IV.III. Personal Leave

A. A teacher may apply for personal leave when the reason for the

requested leave does not fall within any of the other leave categories. If possible, application Application for such leave should be made one week requested five working days in advance of the leave and will be approved by the principal and the superintendent, provided that a registered substitute can be obtained. For the first two days day of personal leave approved during an academic year, there will be no deduction of salary. Once these two days have been utilized, the employee may request up to four days of personal leave for which a substitute’s pay will be deducted. The Business Office will deduct from the teacher’s salary an amount equal to the standard daily cost of a substitute teacher for these four the next two days of personal leave that are approved. It is strongly recommended that personal leave not be requested during the first and last weeks of school or in conjunction with school holidays.


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B. If an employee does not use all of his/her personal days for which the

district pays the substitute teacher, those days may carry over to the following school year. The employee may not accrue more than four days

C. The amount of personal leave for which the employee must pay the

substitute teacher cannot be accrued.

B.D. Up to ten days of military leave may be granted per school year, for which an amount equal to the lesser of the teacher’s military pay or daily teaching pay will be deducted from the teacher’s salary provided the teacher submits evidence that the assignment is mandatory and the teacher has no option to the assignment other than on contracted school time.

C.E. If approved, additional leave days may be taken without pay. Each additional day taken will result in the deduction of a full day’s pay from the next salary check.

Examples of Personal Leave --Tax Consultations --Real Estate transactions, including moving --Family reunions --Vacations --Shopping trips --Bad weather/roads (unless out of normal commuting distance)* --Weddings (including own) --Transportation problems (unless out of normal commuting distance)* --Graduations and other ceremonies --Trips with spouse --Transporting/accompanying children to college * If out of normal commuting distance, would be classified as emergency leave.

V.IV. Professional Leave

A. Categories of Professional Leave

There will be three categories of Professional Leave:

1. Professional Development Leave 2. Professional Business Leave 3. Civic Leave


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B. Professional Development Leave related to an individual school’s ACSIP Plan will be granted when a teacher justifies, in writing, the direct subject matter or improvement needs to be met. Additionally, Professional Development Leave should only be granted when the District did not provide the development needed in the normal Professional Development offerings during the year. C. Professional Business leave may be granted on approval of the Principal and the superintendent (or his designee) following the guidelines in Section VI--E for participation in any of the following activities: 1. Education/Work-related meetings and conferences 2. School visitations 3. Field trips and other activities where students are being chaperoned/supervised 4. Participation in Professional Organizations

D. Civic Leave may be granted for the following the guidelines in Section VI--E of Professional Leave. Civic Leave falls under the following activities.

1. Jury Duty 2. Other civic responsibilities and activities 3. Political activity affecting education E. Approval/Disapproval of Professional Leave

In all categories above, the superintendent (or his designee) will have three options related to disposition of the leave request:

1. Disapprove the request. 2. Approve the request, and agree that the school will accept responsibility for some or all of the expenses related to the leave, including the cost of a substitute teacher. 3. Approve the request, and charge the teacher with accepting the responsibility for any expenses related to the leave, including the cost of the substitute teacher. (If this option is exercised by the superintendent, the affected teacher will have the cost of a substitute teacher deducted from the next salary check, unless the FEA or some other recognized agency has agreed to reimburse the District for the cost of a substitute.


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In deciding which option to exercise, the superintendent (or designee) will consider the benefit likely to accrue to the Fayetteville Schools; the availability of budgeted funds; whether the request for leave was initiated by the teacher, the school, or some other agency; recommendations of the FEA or its Executive Board; etc. Travel procedures outlined in Policy No. 4133 will be followed at all times.

F. Any teacher wishing to attend the instructional staff development

sessions of the annual AEA Convention will not be denied that leave and will be able to count the specific session as staff development credit if the proper SDI forms have been completed.

These days will not be counted against a building’s professional leave budget.

VI.V. Extended Leave

Extended leave is a leave of absence without pay and benefits, but with the privilege of returning to the same or as nearly comparable assignment as possible and may be granted upon approval by the Board of Education under the following conditions:

A. An extended leave may be granted for not less than one semester nor more than two semesters unless otherwise specified in this policy or the Communicable Disease Policy No. 4170. Extended leave less than one semester but a minimum of nine weeks may be approved if recommended by the Superintendent. B. The teacher on extended leave must notify the superintendent by April 1 of his intention to resume his work at the beginning of the next scholastic year or December 1, if he is to resume his work the second semester. C. Failure to notify the superintendent of intention to resume work as indicated, or failure to report for duty at the expiration of an extended leave shall be considered a resignation.

D. Application for extended leave, except in emergencies such as ill health, must be filed with the principal and the superintendent in writing at least one month before leave shall take effect. Written response to each application is required.


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In determining whether to approve or deny an application, the administrators and the Board of Education will consider the teacher’s request, the potential effect on the students involved, the teacher’s length of service in the District, and other appropriate factors.

E. All benefits to which a teacher was entitled at the time his extended

leave commenced will be restored to him upon his return. Unless otherwise specified, a returning teacher will be placed on the salary schedule at the level achieved prior to his leave.

F. All teachers are eligible to apply for extended leave in the following categories: 1. Physical, mental, or emotional illness of the employee which extends beyond accumulated sick leave.

2. Military induction or enlistment for active military service in time of war or other national emergency in accordance with the provisions of the Act of Congress requiring universal military service for meeting such emergency. Leave will be granted to any teacher who is a member of a Guard or Reserve Unit ordered to active duty by a proper authority in accordance with current law.

3. Illness or injury of a member of the teacher’s immediate family or any other family catastrophe requiring the teacher to be absent from work. 4. Advanced study in the teacher’s major field. 5. Educational travel, if it can be shown that such activity will contribute to the effectiveness of the teacher.

6. Child bearing. A teacher may apply for such leave to be effective beginning at any time between the commencement of pregnancy and the semester following the birth of the child. (Note--Sick leave may be used for child bearing, but should not exceed eight weeks unless a medical complication exists.)

7. Child rearing. A teacher may apply for such leave to be effective at any time during which the teacher has a child living at home. (A teacher adopting a child may apply for such leave to be effective prior to receiving custody, if necessary to fulfill the requirements for adoption.)


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8. Becoming a candidate for, or serving in, a public office, unless there is a specific legal prohibition.

9. Enlistment in the Peace Corps or other such federal program.

Such enlistment shall not exceed three years. If verifiable teaching experience is gained, the teacher will be awarded appropriate experience on the salary schedule, even if the allowable out-of-district credit limitation has been reached.

10. Absence from the area due to the temporary transfer or

sabbatical assignment of a spouse.

11. Consideration of teaching as a continued career. Such leave will be approved for one full year and will generally not be approved unless the teacher has a minimum of ten years’ experience in the District.

VII.VI. Sabbatical Leave A sabbatical is a leave of absence without pay which is taken by a faculty member who has been continuously employed by the District for 10 or more years and which is taken for educational purposes. A faculty member on sabbatical has the privilege of returning to the same building and the same general teaching assignment and to be considered equally with the rest of the staff for specific assignments. The Board of Education may grant approval of sabbatical leave using the applicable conditions and timelines of the extended leave section. VIII.VII. Limitations and Conditions If an administrator has reason to believe that the requirements for any type of leave as described in Sections I-V of this policy have not been correctly applied, verification may be required of the employee. The administrator will notify the employee in writing of why verification is required. Revised: 5-22-79 Revised: 3-25-82 Revised: 5-24-83 Revised: 4-24-84 Revised: 6-22-84 Revised: 8-22-85 Revised: 6-03-86 Revised: 6-23-87 Revised: 10-10-89


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Revised: 9-24-91 Revised: 5-12-94 Revised 6-22-00 Revised: 6-27-02 Revised: 6-24-04 Revised: 6-22-06 Revised: 6-28-07 Revised: 6-25-09 Effective: 7-1-09

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Fayetteville Public Schools Policy No. 4243

SCHOOL EMPLOYEES LEAVE POLICY

The Fayetteville Board of Education recognizes the need for employees to be protected from loss of salary during temporary absences from work caused by personal illness or disability, sickness in the immediate family, and other reasons of an emergency or personal nature.

DEFINITIONS

School employee shall include any employee of this school district who works not less than 20 hours per week, and who is not compelled by law to secure a teaching license from the State Board of Education as a condition precedent to employment.

PROCEDURES

I. Sick Leave

A. Sick leave shall mean absence with full pay from one’s duties for the

reason of personal illness or illness/death in the immediate family.

B. Immediate family shall include the employee’s spouse, children, parents, grandparents, grandchildren, siblings and any other relatives in the same household.

C. Accumulated sick leave shall mean the total number of days of unused

sick leave that a school employee has to his/her credit.

D. Each eligible employee shall have an accumulation rate of one (1) day per month or major portion thereof that the employee is employed at full pay. Such accumulation shall begin with the first month or major portion thereof beginning with the first day of the first school term for which the individual is employed. Provided, if an employee resigns or leaves his employment position for any reason before the end of the school term, the school district may deduct from his last pay check full compensation for any days of sick leave used in excess of the number of days earned. An employee shall be entitled to such leave only for reasons of personal illness or illness of his immediate family.

E. A record of sick leave used and accumulated shall be established and

maintained by the business office. Sick leave that is unused by an employee during any school year shall be accumulated in the employee’s sick leave account at the rate of one (1) day per month, or major portion

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thereof until ninety (90) days have been accumulated. An employee who qualifies for sick leave under section D may use any amount up to his total number of accumulated days. Accumulated days of sick leave that are used up may be restored up to ninety (90) days in the same manner that they were first accumulated.

1. After 90 days are accrued, unused sick leave shall accrue at 3 days per year thereafter.

F. Upon retirement, non-certified employees who qualify for benefits in the

retirement system will be reimbursed for unused sick leave in excess of forty-five (45) days at the then current daily rate for substitute teachers.

G. Sick leave may be used for any medical disability connected with or resulting from pregnancy. An eligible employee who is pregnant may continue in active employment as late into their pregnancy as desired provided such employment does not impair their health as determined by a qualified medical doctor of their choice. All or any portion of a leave taken by employee because of medical disability connected with or resulting from pregnancy shall, at the employee’s option, be charged to available sick leave. (The employee shall notify their supervisor as soon as possible of the time the employee needs to be relieved of duty and also the time the employee expects to return to duty.)

II. Sick Leave Bank for Non-Certified Classified Personnel:

Participation in the Sick Leave Bank (SLB) is available to all classified employees who are eligible for sick leave, and is on a voluntary basis. An employee becomes a member of the SLB by contributing one (1) sick day to the bank. New staff members and others not contributing previously will be given an opportunity to join. Such declaration and contribution shall be made on a Sick Leave Bank Election Form distributed and collected by the District’s Business Human Resources Office. The SLB Form is due in the business Human Resources office no later than September 15 or within 15 days of beginning employment. After a SLB member withdraws days from the bank, they must contribute one (1) day of their sick leave allowance at the beginning of the next school year to reestablish membership in the sick leave bank. If, during the course of a school year, the Classified Sick Leave Bank balance of contributed days is reduced to fifty (50), the District’s Human Resources Office will notify classified staff of this occurrence and will request the immediate

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completion of another Sick Leave Bank form. An employee’s failure to contribute another one day of accumulated sick leave will terminate that employee’s participation in the Sick Leave Bank until the next opportunity to contribute arises.

A. Governance

1. The Non-Certified Classified Sick Leave Bank shall be kept separate in the number of days recorded and accounted for, but shall be governed by the Sick Leave Bank Committee

2. The Sick Leave Committee shall oversee the administration of the Sick Leave Bank. The committee shall be comprised of the Superintendent (or designee), the FEA President (or designee), three teachers elected by a majority of certified staff in an election directed and certified by the PPC, and two non-certified classified employees elected in an election directed and certified by the classified PPC. The committee shall decide on requests based on the committee’s rules of operation. Requests for leave from the Sick Leave Bank should be routed to the Human Resources Office.

B. Rules of Operation 1. Only those employees who have made contributions may make

requests for days from the Bank. 2. Sick Leave Bank days will be granted only in cases of serious

physical, mental, or emotional illness of the employee or serious illness or death in the immediate family, and with the written approval of the sick leave bank committee. Immediate family shall include the employee’s spouse, children, parents, and any other relatives living in the same household.

3. The Sick Leave Bank days may be used only upon exhaustion of a member’s accumulated sick leave, personal leave,emergency leave, and non-contract days (if applicable), and vacation (if applicable). Days used from the Sick Leave Bank are grants and do not require repayment. However, the employee must contribute one (1) day of their sick leave allowance at the beginning of the next school year to reestablish membership in the sick leave bank.

4. Therefore, the committee expects employees to use discretion in making requests for days from the Sick Leave Bank. Before approving a request for days, the Sick Leave Bank Committee may will review sick leave record and/or require appropriate documentation. (This may include Including a doctor’s or psychologist’s statement note verifying disability and/or expected duration.)

5. Requests for Sick Leave Bank days should be made on a Sick Leave Bank request form and submitted to the Chairperson of the

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committee through the Human Resource Office. Forms may be obtained by contacting the Human Resource Office.

6. Sick Leave Bank days will not be granted if an applicant is eligible for or receiving income from an income protection insurance policy or similar coverage (For example Short-Term Disability, Arkansas Teacher Retirement Disability, etc…).

7. Sick Leave Grants made from the bank shall be for no more than twenty (20) fifteen (15) days for an individual applicant per year. Employees in need of more than twenty fifteen days may apply for an additional twenty fifteen days, which if approved, will result in the deduction from the employee’s salary an amount equal to twenty-two percent (22%) of the employees current daily pay rate (not to exceed $60 per day) for each additional day taken. This second application will run concurrently with FMLA and require completion of FMLA paperwork.

8. Unused days contributed to the Sick Leave Bank will accumulate and carry forward (in total – not by the individual).

9. When applicable, days granted from the Sick Leave Bank will run concurrent with FMLA.

III. Emergency Leave

A. Emergency leave may be taken for:

1. Illness or death of a close friend or relative not covered under sick leave. If additional time is required for this reason, leave will be granted for up to 15 days. This additional leave will result in the deduction from the employee’s salary an amount equal to twenty-two percent (22%) of the employees current daily pay rate (not to exceed $60 per day) for each additional day taken.

a. When an employee uses any or all of the additional 15 days, that employee must notify the payroll department within the leave month.

2. Legal business or family matters of an emergency nature which

requires absence during school hours.

B. Emergency leave may not be taken for routine family or routine business trips.

C. If the applicant determines that the need for emergency leave meets the

requirements as stated above, a statement of explanation for leave is not required on the request for leave form. The applicant will notify their supervisor within five (5) business days of the reason for the leave.

D. Emergency leave may not exceed three (3) days of absence per year with

no deduction.

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E. Three (3) days additional emergency leave may be charged to sick leave if

necessary.

F. Three (3) days of emergency leave may be used as sick leave if all sick leave has been exhausted.

Examples of Emergency Leave --Funerals not covered by sick leave --Court appearances --Legal consultations --Sick baby sitter --Broken water pipe --Stopped up sewer --Appliance repair requiring presence of owner --Recognized religious holidays

--Property damage to public or private roadways which causes an employee to be unable to reach the work site. --Attendance of employee’s child/grandchild’s school-related function(s) or volunteer activity. Only one (1) day per school year can be used for this occasion. Prior approval must be obtained by Principal/Supervisor.

IV.III. Personal Leave A. A non-certified classified employee may apply for personal leave when the reason

for the requested leave does not fall within any of the other leave categories. If possible, application Application for such leave should be made one week requested five working days in advance of the leave and will be approved by the Supervisor, provided that a registered substitute can be obtained (if applicable). For the first two days day of personal leave approved during an academic year, there will be no deduction of salary. Once these two days have been utilized, the employee may request up to four days of personal leave for which a substitute’s pay will be deducted. The Business Office will deduct from the employee’s salary an amount equal to twenty two percent (22%) of the employees daily salary (not to exceed $60) for these four the next two days of personal leave that are approved. It is strongly recommended that personal leave not be requested during the first and last weeks of school or in conjunction with school holidays.

B. If an employee does not use all of his/her personal days for which the district pays

the substitute teacher, those days may carry over to the following school year. The employee may not accrue more than four days.

C. The amount of personal leave for which the employee must pay the substitute

teacher cannot be accrued.

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B.D. Up to ten days of military leave may be granted per school year, for which an amount equal to the lesser of the employee’s military pay or daily pay will be deducted from the employee’s salary provided the employee submits evidence that the assignment is mandatory and the employee has no option to the assignment other than on contracted school time.

C.E If approved, additional leave days may be taken without pay. Each additional day taken will result in the deduction of a full day’s pay from the next salary check.

Examples of Personal Leave --Tax Consultations --Real Estate transactions, including moving --Family reunions --Vacations --Shopping trips --Bad weather/roads (unless out of normal commuting distance)* --Weddings (including own) --Transportation problems (unless out of normal commuting distance)* --Graduations and other ceremonies --Trips with spouse --Transporting/accompanying children to college * If out of normal commuting distance, would be classified as emergency leave.

V.IV. Professional Leave

A. Categories of Professional Leave

There will be two categories of Professional Leave:

1. Professional Development/Business Leave 2. Civic Leave

B. Professional Development/Business Leave may be granted on approval of the supervisor and the superintendent (or his designee). Request for Professional Development/Business Leave must be made and approved in advance. Approval may be granted for the following reasons

1. Education/Work-related meetings and conferences 2. School visitations 3. Field trips and other activities where students are being chaperoned/supervised 4. Participation in Professional Organizations 5. Approved Professional Development

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C. Civic Leave may be granted for the following:

1. Jury Duty

2. Other civic responsibilities and activities 3. Political activity affecting education V. Extended Leave Extended leave is a leave of absence without pay and benefits, but with the privilege of returning to the same or as nearly comparable assignment as possible and may be granted upon approval by the Board of Education under the following conditions.

A. An extended leave may be granted for not less than six months nor more than one year unless otherwise specified in this policy or the Communicable Disease Policy No. 4170. Extended leave less than six months but a minimum of three months may be approved if recommended by the Superintendent. Six month leaves must begin at the beginning of a school term (either July 1 or January 1).

B. The employee on extended leave must notify the superintendent not less than thirty days prior to the end of his approved leave term of his intention to resume work. C. Failure to notify the superintendent of intention to resume work as indicated, or failure to report for duty at the expiration of an extended leave shall be considered a resignation. D. Application for extended leave, except in emergencies such as ill health, must be filed with the employee’s supervisor and the superintendent in writing at least one month before leave shall take effect. Written response to each application is required. In determining whether to approve or deny an application, the administrators and the Board of Education will consider the employee’s request, the potential effect on the students involved, and the employee’s length of service in the district. E. All benefits to which an employee was entitled at the time his extended leave commenced will be restored to him upon his return. Unless otherwise specified, a returning employee will be placed on the salary schedule at the level achieved prior to his leave. F. All employees’ are eligible to apply for extended leave in the following categories:

1. Physical, mental, or emotional illness of the employee which extends beyond accumulated sick leave. 2. Military induction or enlistment for active military service in time of war or other national emergency in accordance with the provisions of the Act of Congress requiring universal military service for meeting such emergency. Leave

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will be granted to any teacher who is a member of a Guard or Reserve Unit ordered to active duty by a proper authority in accordance with current law. 3. Illness or injury of a member of the employee’s immediate family or any other family catastrophe requiring the employee to be absent from work. 4. Advanced study in the employee’s major field. 5. Child bearing. An employee may apply for such leave to be effective beginning at any time between the commencement of pregnancy and the semester following the birth of the child. (Note—Sick leave may be used for child bearing, but should not exceed six weeks unless a medical complication exists.) 6. Child rearing. An employee may apply for such leave to be effective at any time during which the employee has a child living at home. (An employee adopting a child may apply for such leave to be effective prior to receiving custody, if necessary to fulfill the requirements for adoption.) 7. Becoming a candidate for, or serving in, a public office, unless there is a specific legal prohibition. 8. Enlistment in the Peace Corps or other such federal program. Such enlistment shall not exceed three years. If verifiable and relevant experience is gained, the employee will be awarded appropriate experience on the salary schedule, even if the allowable out-of-district credit limitation has been reached.

9. Absence from the area due to temporary transfer or sabbatical assignment of a spouse. 10. Consideration of career change. Such leave will be approved for one full year and will generally not be approved unless the employee has a minimum of ten years’ experience in the district.

VI. VI. Limitations and Conditions If an administrator has reason to believe that the requirements for any type of leave as described in Sections I-V of this policy have not been correctly applied, verification may be required of the employee. The administrator will notify the employee in writing of why verification is required. Approved: 5-22-79 Revised: 6-22-84 Revised: 7-22-00 Revised: 7-1-05

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Revised: 6-28-07 Revised: 6-25-09

Policy # 4141.8

Effective Date: 7-1-98 Revised: 6-24-04

Substitute Salary Schedule Certified and Classified

Substitute Teachers:

High School Diploma $60 per day College Degree, Not Certified Teacher $70 per day Certified (in Arkansas) $80 per day

15 or more consecutive days in the same position with any Arkansas teaching certification (retroactive to the first day)

$105 per day

31 or more consecutive days in the same position (retroactive to the first day) and the substitute is fully certified to teach in the position

$130 per day

Half Day Substitute will be paid at half of the daily rate ½ Daily Rate

Substitute Support Staff: Pay rate is paid at an hourly rate (Aides/Paraprofessionals) $8.00 per hour

WHEN DO I GET PAID?

Employees with direct deposit will receive their pay on the day before regular checks are issued. If the paychecks are issued on a Monday that is the 15th, the direct deposits will go in the Friday

before. Payroll checks are issued on the last day of each month.

Substitutes with direct deposit* will receive their pay on the day before the

regular substitute paychecks are issued.

*After signing up for direct deposit, please allow two months for the chance to be in effect.

Substitutes are paid according to the time that is turned in. All time turned in at the 15th of the month is paid on the last work day of that

month. For example, if an employee works Sept. 16th through Oct. 15th, then they are paid on October 31st .


Certified Staff Vacation Policy #4153

Full time Certified Staff employed on a twelve (12) month contract, shall receive vacation days. A full time 12 month employee is defined as personnel that work 230 days or more with a FTE of 1.00. The number of vacation days to be received will be calculated as follows:

2– 5 years of completed full-time service 2 days per year

6 - 10 years of completed full-time service 5 days per year


16 or more years of completed full-time service 10 days per year Example: After completing two work years, an employee would earn two vacation days on July 1st (the start of the 3rd year of service). Example: Someone hired on July 1, 2007 would become eligible for two days of

vacation on July 1, 2009. Someone hired July 2, 2007, or after, would become eligible for two days of vacation on July 1, 2010.

Vacation leave must be approved 10 work days in advance by the immediate supervisor. Leave may be granted or denied consistent with the operational needs of the District, as determined by the immediate supervisor. Fayetteville School District urges all eligible employees to take their allotted vacation time during the year it is earned. However, the nature of some positions may make this difficult to accomplish. Unused vacation days may be carried over to the next year at a maximum of ten (10) days. All employees who terminate service from the district shall be compensated up to 10 days of unused vacation time at their daily rate of pay at the time of termination (the number of days to be compensated will be prorated if termination occurs prior to the end of the contract). This leave must be exhausted prior to being granted days from the sick leave bank. Adopted: 6.28.07 Effective: 7.1.07


Support Staff Vacation Policy #4245 Full time Support Staff employed on a twelve (12) month contract, shall receive vacation days. A full time 12 month employee is defined as personnel that work 230 days or more and at least 7 1/2 hours per day. The number of vacation days to be received will be calculated as follows:

2– 5 years of completed full-time service 2 days per year



16 or more years of completed full-time service 10 days per year Example: After completing two work years, an employee would earn two vacation days on July 1st (the start of the 3rd year of service). Example: Someone hired on July 1, 2007 would become eligible for two days of

vacation on July 1, 2009. Someone hired July 2, 2007, or after, would become eligible for two days of vacation on July 1, 2010.

Vacation leave must be approved 10 work days in advance by the immediate supervisor. Leave may be granted or denied consistent with the operational needs of the District, as determined by the immediate supervisor. Fayetteville School District urges all eligible employees to take their allotted vacation time during the year it is earned. However, the nature of some positions may make this difficult to accomplish. Unused vacation days may be carried over to the next year at a maximum of ten (10) days. All employees who terminate service from the district shall be compensated up to 10 days of unused vacation time at their daily rate of pay at the time of termination (the number of days to be compensated will be prorated if termination occurs prior to the end of the contract). This leave must be exhausted prior to being granted days from the sick leave bank. Adopted: 6.28.07 Effective: 7.1.07 Revised:

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