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Gardiner - Randolph - Pittston - West Gardiner

Maine School Administrative District No. 11 150 Highland Avenue Gardiner, ME 04345

Patricia Hopkins Phone: 207-582-5346 Katherine Joseph Superintendent of Schools Fax: 207-582-8305 Director of Curriculum & Instruction

www.msad11.org

MERLE E. PEACOCK, JR. BOARD ROOM

REGULAR MEETING December 7, 2017

7:00 p.m.

I. Introduction A. Board Members B. Administrative Staff C. The Pledge of Allegiance D. Public Comments for Items on the Agenda

II. Review and Approval of Agenda/Minutes

A. Prioritization of items and alteration of the established agenda format sequence as needed

B. Approval of Agenda C. Approval of Minutes of Previous Meetings: Regular Board Meeting – November 9,

2017, Special School Board Meeting (Expulsion Hearing) – November 14, 2017, and Special Board Meeting (Expulsion Hearing) – November 28, 2017

III. Recognition and Celebrations A. Evelyn Goulette, Senior at Gardiner Area High School, 2017 “Count Me In” Poster

Contest Winner B. Letter of Appreciation from MaineGeneral Health, Drive Out Cancer, Gardiner

Area High School

IV. Correspondence A. None

V. Committee Reports – Vote

A. Curriculum Committee – November 14, 2017 B. Dropout Prevention Committee - November 16, 2017 C. Educational Plan Committee - no meeting D. Finance Committee - no meeting E. Negotiations Committee - F. Policy Committee – November 9, 2017

1st Reading Policies:

EBCE School Closings and Cancellations EBCF Automated External Defibrillators ECB Pest Management in School Facilities and on School Grounds ECB-E1 Pest Management Notification

ECB-E3 Notice of Planned Pesticide Application EDC Authorized Use of School Equipment EEA Student Transportation EEAA Riders EEAC School Bus Scheduling and Routing EEAEA Student Transportation Employee Requirement, Training, And

Responsibilities EEAEAA Drug and Alcohol Testing of School Bus Drivers EEAEAA-R Drug and Alcohol Testing of School Bus Drivers Administrative

Procedure

EEAEF Video Cameras on Transportation Vehicles EGAD Copyright Compliance EGAD-R Copyright Compliance Procedure FA Facilities Development Goals / Priority Objectives FB Facilities Planning

Rescind:

ECA Energy Conservation / Management in the Schools ECB-E2 Pest Management Notification (Registry) FD Facilities Planning and Construction FE Educational Specifications for Construction

2nd Reading Policies:

IA Instructional Goals & Learning Objectives IGA Curriculum Development & Adoption IHA Basic Instructional Program IJJ Instructional & Library media Material Selection IK Student Achievement / Evaluation of Student Achievement

ILA Student Assessment/Local Assessment System BEDG Minutes GBEB Staff Conduct with Students / Staff-Student Relations GCOC Evaluation of Administrative Staff GCRD Tutoring for Pay

Rescind: HA Negotiations Goals / Priority Objectives JCAA School Attendance Boundaries

Rescind:

None Job Descriptions: None

G. Relations by Objective Committee - no meeting H. Student Representatives I. Student Wellness Committee – November 15, 2017

VI. Ad Hoc Committees

A. Late Start Committee - November 8, 2017 B. Teresa C. Hamlin Committee – November 27, 2017

VII. General Information A. Boston Museum of Science, Grade 5, Helen Thompson School – June 14, 2018 B. Matt Hanley, Wrestling Coach, Gardiner Regional Middle School C. Winter Coaches – Gardiner Area High School

Michael Gray, Varsity Girls Basketball Britney Thompson, Junior Varsity Girls Basketball Kristen Collins, Freshmen Girls Basketball Trisha Tzikas, Volunteer Girls Basketball Jason Cassidy, Varsity Boys Basketball Charlie Lawrence, Junior Varsity Boys Basketball Dennis Meehan, Freshmen Boys Basketball Rob Pekins, Swimming Sam Moore, Varsity Ice Hockey Tyler Wing, Junior Varsity Ice Hockey Matt Hanley, Wrestling

Tyler Salley, Volunteer Wrestling Jeanne Moody, Cheering Jennifer Basinger, Cheering Sandra Lawrence, Volunteer Cheering

VIII. Nominations

A. None

IX. Old Business A. None

X. New Business

A. Presentation on the State Assessment Data from 2016-2017 B. Discussion on Projected Enrollment and Demographics C. Presentation on existing Gardiner Area High School Food Pantry for Students D. Request to purchase additional Chromebooks for grades K-3

XI. Reports

A. Board Chair None

B. Superintendent

Out of Town - December 13 – 15, 2017 MSSA – New Superintendents Workshop

XII. Executive Session

A. Discuss Negotiations with the MSAD 11 Custodial Association – 1 MRSA 405 § (6)(D)

XIII. Adjournment

Regular Board Meeting November 9, 2017

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Maine School Administrative District 11 REGULAR MEETING

(Rescheduled)

DRAFT Merle E. Peacock, Jr. Board Room Thursday, November 9, 2017

7:00 p.m.

PRESENT: Becky Fles, Board Chair; Eric Jermyn, Board Vice Chair; Veronica Babcock, Michael Bechard, Marc

Cone, Debra Couture, Nancy Fortier-Brown, Michael Gammon, Earle McCormick, Tony Veit, Patricia

Hopkins, Superintendent; Andrea Disch, Business Manager

STUDENT Tim Doyle

MEMBERS:

ABSENT: Carrie Boudway, Penny Poolman, Brittany Chapman, Student Member

The Board Chair declared a quorum present and called the meeting to order at 7:02 PM.

I. INTRODUCTION

PUBLIC COMMENT FOR ITEMS ON THE AGENDA

District resident, Terri Lynn Pulley, read a prepared statement regarding food insecurity.

II. REVIEW AND APPROVAL OF AGENDA /MINUTES

VOTED: Motion by Director Jermyn to approve the agenda as amended, seconded by Director Veit.

11,131 – 0

1 – 0 Student

MOTION CARRIED

VOTED: Motion by Director Bechard to approve the minutes of the October 5, 2017 Regular Board Meeting,

11,131 – 0 seconded by Director Gammon.

1 – 0 Student

MOTION CARRIED.

III. RECOGNITION AND CELEBRATIONS

A. The Board recognized GAHS Science Teacher, Sharon Gallant, state-level 7th – 12th grade finalist for

Maine’s 2017 Presidential Awards for Excellence in Science Teaching.

IV. CORRESPONDENCE

A. Letter of retirement from Larry Labonte, Bus Driver (effective January 5, 2018)


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V. COMMITTEE REPORTS

A. CURRICULUM COMMITTEE

At its October 10th meeting, the Curriculum Committee discussed the need for the District to

streamline curriculum programs, resources and access to curriculum based computer applications.

The Director of Technology, Terry McGuire, participated in the Committee’s discussion.

B. DROPOUT PREVENTION COMMITTEE

No Meeting.

C. EDUCATIONAL PLAN COMMITTEE No Meeting.

D. FINANCE COMMITTEE

At its October 17th meeting, Tom Seekins, of Siemens Industries, reviewed with the Committee

MSAD 11’s Annual Performance Assurance Report.

The Committee also approved a request to purchase Special Training Accident Insurance for students

performing independent internships.

E. NEGOTIATIONS COMMITTEE

F. POLICY COMMITTEE

VOTED: Director Fles motioned to move the following policies as written, seconded by Director Jermyn

10,131 – 0

1 – 0 Student 1st Reading

IA Instructional Goals & Learning Objectives

IGA Curriculum Development & Adoption

IHA Basic Instructional Program

IJJ Instructional & Library Media Material Selection

IK Student Achievement /Evaluation of Student Achievement

ILA Student Assessment /Local Assessment System

BEDG Minutes

GBEB Staff Conduct of Students /Staff – Student Relations

GCOC Evaluation of Administrative Staff

GCRD Tutoring for Pay

Rescind

HA Negotiations Goals /Priority Objectives

JCAA School Attendance Boundaries

Motion carried.

G. RELATIONS BY OBJECTIVE COMMITTEE

No Meeting


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H. GARDINER AREA HIGH SCHOOL STUDENT REPRESENTATIVE REPORT

I. STUDENT WELLNESS COMMITTEE

No Meeting

VI. AD HOC COMMITTEES

A. LATE START COMMITTEE At its November 8th meeting, the Committee discussed the possibility of extending the length of the

Committee’s monthly meetings.

Director of Operations, Gabe Dostie, attended to ensure the viability of the conversations in regards to

student transportation and a possible change in school start time.

B. TERESA C. HAMLIN FUTURE COMMITTEE Rescheduled (Power Outage)

VII. GENERAL INFORMATION

The following have been approved by the Superintendent:

A. Staff Transfer – Sandra Bourget, Special Education Ed Tech I to Special Education Ed Tech II, Helen

Thompson School

B. Staff Transfer – Kristina Gibbs, Special Education Ed Tech III, Gardiner Regional Middle School to

Special Education Ed Tech II, Helen Thompson School

C. Hire – Jessica Giles, Special Education Ed Tech I, River View Community School

D. Resignation Rescinded – Julie Hallett, Nurse, Gardiner Regional Middle School

E. Hire – Jennifer Young, Special Education Ed Tech III, Gardiner Area High School

F. Hire – Ian Blanchard, Special Education Ed Tech III, Gardiner Regional Middle School

G. Co-Curricular Nominations – Gardiner Regional Middle School

Nick Wallace, 8th Grade Boys’ Basketball

Kelly Macomber, 8th Grade Girls’ Basketball

Roger Collins, 7th Grade Boys’ Basketball

Jason Coan, 7th Grade Girls’ Basketball

H. Field Trip – Gardiner Area High School Jazz Ensemble and Select Choir, Great East Festival,

Springfield Massachusetts, May 4 & 5, 2018

VIII. NOMINATIONS None


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VIII. OLD BUSINESS None

IX. NEW BUSINESS

A. ANNUAL FINANCIAL AUDIT

Members of the MSAD 11 School Board were provided a copy of the FY 17 Annual Financial Report and

a copy of The Standards and Uniform Guidance Report.

Hank Farrah, Principal, RKO, discussed the audit and process. A Financial Overview of fiscal year 2017,

as prepared by RKO, was presented to the Board.

B. CONSIDERATION TO APPROVE – DEBATE CLUB, GARDINER AREA HIGH SCHOOL

VOTED: Motion by Director Jermyn, to approve the creation of a Debate Club at Gardiner Area High

11,131 – 0 School with no consideration for funding, as requested by GAHS Principal, Chad Kempton, seconded by

1 – 0 Student Director Cone.

MOTION CARRIED.

C. CONSIDERATION TO APPROVE – BOWLING CLUB, GARDINER AREA HIGH SCHOOL

VOTED: Motion by Director Boudway, to approve the creation of a Bowling Club at Gardiner Area High

11,131 – 0 School with no consideration for funding, as requested by GAHS Principal, Chad Kempton, seconded by

1 – 0 Student Director Cone.

MOTION CARRIED.

D. FOOD SERVICE CONCERN RAISED BY A COMMUNITY MEMBER

The Board discussed food insecurity within the District.

E. ANNUAL APPROVAL OF THE DISTRICT COMPREHENSIVE PLAN

VOTED: Motion by Director Couture, to approve the District Comprehensive Plan, as recommended by the

11,131 – 0 Superintendent, seconded by Director Veit.

1 – 0 Student MOTION CARRIED.

X. REPORTS – EDUCATIONAL /ADMINISTRATIVE

A. BOARD CHAIR REPORT


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Report Out – October 23, 2017 Meeting with Elected Municipal Officials

The Board briefly discussed its meeting with the elected municipal officials.

Report Out – MSMA /MSBA Annual Conference

B. SUPERINTENDENT REPORT

Kennebec Valley Superintendent Association Showcase MSAD 11 was featured as part of the KVSA showcase on at Cony High School. Pittston 5th

Grade Teacher, Patsy Adams, and a group of fifth graders shared their collaboration with

the Rise Center at the University of Maine.

Regional Service Centers – Request from RSU 2 Superintendent Hopkins shared with the Board a request from RSU 2 to discuss entering into

a Regional Service Center agreement. RSU 2 stated their interest in sharing extra curricular

activities with MSAD 11. Because of the impending application deadline and the lack of

clarity regarding RSCs, the Board agreed that it would not entertain RSU 2’s request at this

time.

Department of Education – Special Education Audit

MSAD 11 received notification from the Maine Department of Education that it has met

special education requirements.

Update on Gymnasium Roof – Gardiner Area High School

Superintendent Hopkins provided the Board with an update regarding the damage sustained

to the GAHS gymnasium during the October storm.

ESSA - Board Members need to service on building based committees

XI. EXECUTIVE SESSION

VOTED: Motion by Director Fles to go into executive session at 9:10 p.m. to discuss negotiations

11,131 – 0 with the MSAD 11 Custodial Association pursuant to 1 M.R.S.A. § 405(6)(D), seconded by Director

Boudway. The Board reconvened at 9:20 p.m.

Motion carried.

The Meeting adjourned at 9:20 p.m.

Attest a true record,

Patricia Hopkins, Secretary

M.S.A.D. #11 DROP OUT PREVENTION COMMITTEE

November 16, 2017

Meeting Minutes

MEMBERS ATTENDING: MEMBERS ABSENT:

Sue Shepherd Diann Bailey

Joe Fitzsimmons RayeAnne DeSoto

Joan Tourtelotte Alan Yuodsnukis

David Tims Penny Poolman

Michelle Hunt Elizabeth Newman

Al Ghoreyeb

Tom Landberg

Todd Sanders

TOPICS OF DISCUSSION:

1. 2016-2017 survey data was not available to be reviewed – Review will occur at

the next meeting.

2. December meeting date was changed to Wednesday (12/20/17) in consideration

of the winter holiday break.

3. Diann Bailey provided the committee, electronically, the Maine Revised Statutes:

Title 20-A: Education – Chapter 211: Attendance (5103. Dropout Prevention

Committee Guidelines). Guidelines were reviewed by the committee and

discussed. RayeAnne DeSoto will be recruiting individuals to fill the missing,

required, committee membership positions currently vacant.

4. The M.S.A.D. 11 Dropout Prevention Plan was reviewed. Changes and

modifications will be made with the final version receiving committee approval at

the next D.O.P.C. meeting in December. Significant amount of discussion

focused on the positive/negative implications of retention.

5. Local school districts were identified for committee members to contact to gather

information about existing policies and practices being utilized/implemented in

other districts, with similar demographics.

6. Committee members will research possible professional development trainings for

district staff with a focus on attendance and absenteeism. Committee members

will also research available resources to support staff addressing these issues.

MSAD #11 POLICY COMMITTEE MEETING

MERLE E. PEACOCK JR. BOARD ROOM November 9, 2017

6:00 p.m.

MINUTES Present: Veronica Babcock, Michael Bechard, Michael Gammon, Nancy Fortier-Brown,

Tony Veit (stepped out at 6:45 pm) Others: Earle McCormick, Patricia Hopkins, Superintendent

1. The meeting was called to order by Pat Hopkins at 6:00 p.m.

2. Discussion/Vote Policies – Need Review:

EBCE School Closings and Cancellations EBCF Automated External Defibrillators ECB Pest Management in School Facilities & on School Grounds ECB-E1 Pest Management Notification ECB-E3 Notice of Planned Pesticide Application EDC Authorized Use of School Equipment EEA Student Transportation Services EEAA Riders EEAC School Bus Scheduling and Routing EEAEA Student Trans. Employee Requirement, Training, & Resp. EEAEAA Drug & Alcohol Testing of School Bus Drivers EEAEAA-R Drug & Alcohol Testing of School Bus Drivers Admin

Procedures EEAEF Video Cameras on Transportation Vehicles EGAD Copyright Compliance EGAD-R Copyright Compliance Procedure FA Facilities Development Goals/Priority Objectives FB Facilities Planning

Policies to Rescind

ECA Energy Conservation/Management in the Schools ECB-E2 Pest Management Notification (Registry) FD Facilities Planning and Construction FE Educational Specifications for Construction

Upon motion by Michael Bechard and second by Michael Gammon, the Policy Committee voted to recommend the above policies to the School Board for a 1st reading. Vote: 4 - 0

3. The meeting was adjourned at 6:50 p.m.

Respectfully Submitted, Patricia Hopkins Superintendent of Schools

File: EBCE

SCHOOL CLOSINGS AND CANCELLATIONS

The RSU MSAD #11 School Board authorizes the Superintendent to cancel or close

school(s) for the day, delay opening, or dismiss school(s) early in the event of severe

weather, hazardous travel conditions, or other emergencies which present threats to the

safety of students and staff. Decisions to close school for the day should be made no later

than 6:00 A.M.

When school is closed for the day or dismissed early, all after-school and evening school-

sponsored activities may be cancelled or postponed, while all community use of school

facilities will be cancelled or postponed.

Notice of closing or cancellation shall be given to students and parents by means of

media announcements or by other appropriate means. Such notice shall be given

sufficiently in advance of the school session in order to avoid confusion and

inconvenience.

When school is in session, it remains the responsibility of parents to decide whether or

not their children shall attend school under the existing conditions.

Storm days lost in excess of the number provided for in the school year calendar will be

made up as determined by the RSU MSAD #11 Board.

Adopted: December 7, 2006

Revised: June 3, 2010

File: EBCF

AUTOMATED EXTERNAL DEFIBRILLATORS (AED’S)

The RSU MSAD #11 School Board recognizes that from time to time medical

emergencies may arise that warrant the use of an automated external defibrillator

(AED). MSAD #11 may acquire one or more AED’s for use in its schools and at

school athletic events.

The Superintendent shall be responsible for developing, in consultation with the

school physician or other qualified experts, and in accordance with the

manufacturers’ instructions, protocols for the use, storage, location, testing and

maintenance of the school unit’s AED’s, and for the identification of school

personnel who should be trained in the use of an AED.

Although the RSU #11 School Board authorizes the acquisition of AEDs, it cannot

and does not guarantee that an AED or a person trained in its use will be available

at any particular school site or school-sponsored event.

(NOTE: The AED law, 22 MRSA § 2150-C, as amended, provides immunity from

civil liability for damages relating to the use, possession or purchase of an AED and

arising out of acts or omissions relating to preparing for and responding to

suspected sudden cardiac arrest emergencies absent gross negligence or willful or

wanton misconduct for any person or entity acquiring, maintaining, using,

prescribing, or providing instruction in the use of an AED.)

Legal Reference: 14 MRSA § 164

20-A MRSA § 4009

22 MRSA § 2150-C

Cross Reference: EBCA – Crisis Response Plan

Adopted: August 22, 2007

Revised: May 7, 2008; December 4, 2008; June 3, 2010

File: ECB

Page 1 of 2

PEST MANAGEMENT IN SCHOOL FACILITIES

AND ON SCHOOL GROUNDS

The MSAD 11 School Board recognizes that structural and landscape pests can pose

significant problems for people and school unit property, but that use of some pesticides

may raise concerns among parents, students, and staff. It is therefore the policy of the

MSAD 11 School Board to incorporate Integrated Pest Management (IPM) principles and

procedures for the control of structural and landscape pests. A copy of this policy shall

be kept in every school and made available upon request to staff, parents, students, and

the public.

IPM is a systematic approach to pest management that combines a variety of methods for

managing pests, including monitoring; improved horticultural, sanitation, and food

storage practices; pest exclusion and removal; biological control; and pesticides.

The objective of the school unit’s IPM program is to provide effective pest control while

minimizing pesticide use. The goals of the IPM program include managing pests to

reduce any potential hazards to human health; preventing loss or damage to school

structures or property; preventing pests from spreading beyond the site of infestation to

other school property; and enhancing the quality of life for students, staff and others.

Pesticides may periodically be applied in school buildings and on school grounds and

applications will be noticed in accordance with Maine Board of Pesticides Control Rule

Chapter 27, Standards for Pesticide Applications and Public Notification in Schools.

RESPONSIBILITIES OF THE IPM COORDINATOR

The Superintendent/designee will appoint an IPM Coordinator for each school. The IPM

Coordinator will act as the lead person in implementing the school district’s IPM policy.

He/she will be responsible for coordinating pest monitoring and pesticide applications;

and making sure that all notice requirements set forth in Maine Board of Pesticides

Control Rule Chapter 27, Standards for Pesticide Applications and Public Notification in

Schools, are met; keeping records of pesticide applications as required by rule; authorize

any pesticide applications that are not exempted by rule; and implementing the

notification provisions required by rule.

The IPM Coordinator will complete the training requirements established in Board of

Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public

Notification in Schools.

The school district will provide the Board of Pesticides Control with the identity and

contact information for any person appointed as IPM Coordinator in the schools.

File: ECB

Page 2 of 2

NOTIFICATION OF PESTICIDE APPLICATIONS

When school is in session the school shall provide notification of each application not

exempted by rule, whether inside a school building or on school grounds, to all school

staff and parents/guardians of students. Such notices shall state, at a minimum: a) the

trade name and EPA registration number of the pesticide to be applied; b) the

approximate date and time of the application; c) the location of the application; d) the

reasons for the application; and e) the name and phone number of person to whom further

inquiry regarding the application may be made. Notices must be provided at least five

days prior to the planned application. In addition, signage will be posted at each point of

access to the treated area and in a common area of the school at least two working days

prior to the application and for at least 48 hours following the application.

When school is not in session, signage will be posted at each point of access to the treated

area and in a common area of the school at least two working days prior to the

application and for at least 48 hours following the application.

In accordance with Maine Board of Pesticides Rule Chapter 27, school is considered to

be in session during the school year including weekends. School is not considered to be

in session during any vacation of at least one week.

The IPM Coordinator for MSAD 11 is Gabe Dostie, Director of Operations and

Maintenance, who may be contacted at 207-582-6663. This IPM policy and Board of

Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public

Notification in Public Schools is available for inspection and copying at every school.

Legal Reference: 7 MRSA §§ 601-625

22 MRSA §§ 1471-A-1471-X

Ch. 27 Me. Dept. of Agriculture Board of Pesticides Control Rules

(Standards for Pesticide Applications and Public Notification in

Schools)

Cross Reference: EBAA - Chemical Hazards

Adopted: ________

File: ECB-E1

PEST MANAGEMENT NOTIFICATION

RSU MSAD #11 uses an Integrated Pest Management (IPM) approach to the control of insects,

rodents, microorganisms, weeds and other pests in school buildings and on school grounds. IPM

combines a variety of methods for managing pests including monitoring, improved sanitation

and food storage practices, pest exclusion and removal, biological control, and pesticides. The

objective of the IPM program is to provide effective pest control while minimizing pesticide use.

Pesticides

Non-chemical pest management methods will be implemented whenever possible. However,

sometimes pesticide use may be necessary to control a pest problem. When that happens, the

school will use the least hazardous effective pesticide feasible.

Notification

When required by law, parents/guardians and school staff will be notified at least five days* in

advance of specific pesticide applications. When required by law, pesticide application notices

will be posted in school and on school grounds.

Notification need not be given for pesticide applications recognized by law or regulations to pose

little or no risk of exposure to students or staff.

A copy of the school system’s IPM/Pest Management policy is available for review in the school

office. The school also keeps records of prior pesticide applications and the pesticides used.

You may review these records, a copy of the policy and Maine’s “Pesticides in Schools”

regulation (Chapter 27 of the Department of Agriculture Board of Pesticides Control “Standards

for Pesticide Applications and Public Notification in Schools”) by contacting our IPM

Coordinator Jon Stonier Gabe Dostie at 207-582-5346.



File: ECB-E32

NOTICE OF PLANNED PESTICIDE APPLICATION

The following notice is provided in compliance with State regulations establishing

standards for pesticide applications and notification in schools.

[Product name], EPA registration number [000000], containing [chemical name] will be

applied by [name of pest control company or licensed applicator] to [area in building or

on school property where pesticide will be applied] during [approximate time of day and

date of application] for the purpose of controlling [type of pest].

For additional information regarding this application, you may contact the Director of

Plant Operations and Maintenance at 207-582-5346.

This application is consistent with RSU MSAD #11 Integrated Pest Management (IPM)

program. The objective of the IPM program is to provide effective pest control while

minimizing pesticide use. The goals of the IPM program include managing pests to

reduce any potential hazards to human health; preventing loss or damage to school

structures or property; preventing pests from spreading beyond the site of infestation to

other school property; and enhancing the quality of life for students, staff and others.

[NOTE: The regulation requires that the notice contain, at a minimum, the following

information:

a. Trade name and EPA registration number of the pesticide to be applied;

b. Approximate date and time of the application;

c. Location of the application;

d. Reasons for the application; and

e. Name and phone number of the person to whom further inquiry regarding

the application may be made.]

Legal Reference: Ch. 27 § 4, Department of Agriculture Board of Pesticides Control

Rule (Standards for Pesticide Applications and Public Notification in

Schools)



File: EDC

AUTHORIZED USE OF SCHOOL EQUIPMENT

The RSU MSAD #11 Board will permit school equipment, including computers, to be

loaned to staff when its use is related to their duties in RSU #11 the District. School

equipment, may be loaned to students when the equipment is necessary for instructional

purposes or for co-curricular or extracurricular activities.

School furniture and equipment with the exception of technology and science resources

may be loaned to community groups for educational, civic, or charitable purposes when

such groups are meeting in school buildings or on school grounds as permitted by policy

KF—Public Use of School Facilities under the following conditions:

A. The group borrowing the equipment agrees to accept responsibility for

repairing or replacing any equipment damaged or lost; and

B. Use of equipment will not interfere with the school program.

Use of school equipment by individuals or groups for any other purpose is prohibited.

The Superintendent/designee will be responsible for implementing procedures to ensure

borrowers’ responsibility for and return of all such equipment.

Adopted: May 4, 1989

Revised: August 6, 1992; December 7, 2006; June 3, 2010

File: EEA

Page 1 of 2

STUDENT TRANSPORTATION SERVICES

The RSU MSAD #11 Board will provide transportation for all students living beyond a

reasonable distance from their school or from a scheduled bus stop as the Board has

determined.

Distance shall be measured by the shortest public road from the residence to the bus stop

or school door. In cases questioned, distance will be measured and established by the

Superintendent.

Exceptions to the above distance shall be made for the following reasons only:

A. Health

Exceptions to established walking distances may be made for students with

disabilities as required by their IEP. Exceptions may also be made to

accommodate a student’s need for transportation with written

documentation from the student’s physician.

B. PK-Kindergarten Students

PK-Kindergarten bus service will include pick-up and delivery to the home,

providing a suitable bus turn is available.

C. Hazardous Walking Conditions

Hazardous walking conditions shall be defined as those which would place

a child of a given age in a situation of greater than normal or average

danger.

Authorized bus stops will be located so as to load and unload students with the most

safety allowed by road conditions. The distance between stops may vary according to

safety factors. If possible, students will be loaded and unloaded so that it is not necessary

for them to cross a main highway to reach their homes.

Requests for bus stops, inconsistent with this policy must be made in writing and

submitted to the Superintendent.

Legal Reference: 20-A MRSA § 5401

Cross Reference: EEAA - Riders

EEAC – School Bus Scheduling and Routing

JICC - Student Conduct on School Buses

File: EEA

Page 2 of 2

Adopted: Prior to 1985

Revised: June 5, 1986; August 6, 1992; June 3, 2004; December 7, 2006;

June 3, 2010

File: EEAA

RIDERS

RSU MSAD #11 students are expected to ride the bus to which they are assigned.

Each student may have no more than two (2) designated bus stops and must have a set schedule

approved by the building principal and the Director of Operations and Maintenance.

Parents/guardians may request temporary changes in transportation arrangements. Such

requests must be submitted in advance to the building principal. Approval is subject to

available bus seating.

RSU MSAD #11 bus drivers shall not permit any person other than a student, teacher,

school official, mechanic, police, or patrol officer to ride in his/her bus without written

consent from the Superintendent’s Office or the Transportation Director Director of

Operations and Maintenance/Designee.


Adopted: March 2, 1972

Revised: June 5, 1986; August 6, 1992; June 3, 2004; December 7, 2006;

June 3, 2010

MSAD #11

File: EEAC

RSU #11 SCHOOL BUS SCHEDULING AND ROUTING

Regular bus stops will be established and all pupils assigned to each stop are expected to

be at the bus stop at the designated time.

Requests to add service on RSU MSAD #11 Unit District roads should be made in

writing to the Superintendent of Schools who will make his/her decision following

consultation with the transportation director Director of Operations and Maintenance.

Each summer, the transportation director Director of Operations and Maintenance will

submit to the Superintendent the proposed bus routes for the upcoming school year.

Once these routes have been approved, they may not be changed by any driver without

consulting with the transportation director Director of Operations and Maintenance.

Each spring, drivers should be surveyed and routes checked by the transportation director

Director of Operations and Maintenance to determine whether service should be dropped

on any road in the Unit District.


Cross Reference: EEAA—Riders

Adopted: September 3, 1959

Revised: June 5, 1986; August 6, 1992; June 3, 2004; December 7, 2006

June 3, 2010

File: EEAEA

Page 1 of 2

RSU #11 STUDENT TRANSPORTATION EMPLOYEE REQUIREMENTS,

TRAINING, AND RESPONSIBILITIES

Part A—School Bus Drivers

The school bus driver is responsible for safeguarding the lives of children in performance

of his/her duty. The work requires physical strength, mental poise, ability to cope

effectively with emergencies, excellent driving skills and an ability to relate positively

with students.

All school bus drivers must hold a valid school bus operator license endorsement issued

by the Maine Secretary of State. All drivers are required to participate in any in-service

training provided by the RSU MSAD #11 school district.

A. Annual Medical Examination

All drivers operating a vehicle designed to carry 10 or more passengers

must undergo an annual physical examination as required by the Uniform

School Bus Standards by a licensed medical examiner registered with the

United States Department of Transportation Federal Motor Carrier Safety

Administration National Registry of Certified Examiners and submit the

completed School Bus Driver Physical Examination Form to the

Superintendent/designee. Physical examinations shall be conducted by a

physician selected by the school unit district and paid for by the school unit

district.

If a driver wishes to select a different physician, the physician selected by the

driver must be approved in advance and the examination shall be conducted at the

driver’s own expense.

Annual examinations must be completed during the month preceding the

start of the school year for regular drivers. New and substitute bus drivers

must complete the examination before beginning their driving duties.

B. Drug and Alcohol Testing

School bus drivers will participate in drug and alcohol testing as required

by applicable federal and state laws.

File: EEAEA

Page 2 of 2

C. Annual Motor Vehicle Records Check

Each school bus driver operating a vehicle carrying 10 or more passengers

shall undergo an annual state motor vehicle records check.

Part B - Other Employees with Student Driving Responsibilities

The Superintendent/designee is directed to obtain annual motor vehicle records checks

for any school employee who transports students as part of their regular duties.

Legal Reference: 49 CFR Parts 40 and 382

26 MRSA §§ 681(8)(B); 685(2); 689

Uniform School Bus Standards, 081(6)

[Legal references current as of date of adoption]

Cross Reference: EEAEAA - Drug and Alcohol Testing of Bus Drivers

EEAEAA-R - Drug and Alcohol Testing of Bus Drivers—

Administrative Procedure



File: EEAEAA

DRUG AND ALCOHOL TESTING OF RSU #11 SCHOOL BUS DRIVERS

In accordance with the federal Omnibus Transportation Employee Testing Act of 1991,

in addition to other pertinent state and federal laws promulgated to effectuate a drug and

alcohol free workplace, the RSU MSAD #11 School Board is committed to the

establishment of an alcohol and controlled substance testing program for RSU #11 school

district bus drivers, in addition to any other RSU #11 employee who drive vehicles to

transport 10 sixteen (16) or more passengers, including the driver.

The purpose of the testing program shall be to help prevent accidents, injuries and deaths

resulting from the misuse of alcohol and controlled substances by drivers performing

safety-sensitive functions. The Superintendent shall be responsible for the

implementation of an alcohol and drug-testing program consistent with federal

regulations and shall implement additional administrative procedures to assist and further

the implementation of the federal mandates regarding alcohol and controlled substances

testing as he/she deems necessary.

Legal References: 49 CFR Part 382

26 MRSA §§ 681(8)(B); 685(2); 689


Revised: December 7, 2006; June 3, 2010

File: EEAEAA-R

Page 1 of 7

DRUG AND ALCOHOL TESTING OF RSU #11 SCHOOL BUS DRIVERS

ADMINISTRATIVE PROCEDURE

The RSU MSAD #11 Board is committed to the establishment of an alcohol and controlled

substance testing program that meets all applicable requirements of the federal Omnibus

Transportation Employee Testing Act of 1991, in addition to pertinent state laws and regulations.

The purpose of the testing program shall be to help prevent accidents and injuries resulting from

the misuse of alcohol and controlled substances by RSU MSAD #11 drivers performing safety-

sensitive functions.

The following administrative procedure represents a summary of the main provisions found in

federal regulations promulgated to effectuate drug and alcohol testing of bus drivers. The

following procedure in no way attempts to modify said regulations, which should always be

referred to when questions as to implementation of this policy/procedure arise.

I. APPLICABILITY

All persons operating a commercial motor vehicle in commerce in any state and subject

to the commercial driver’s license requirements mandated under both federal and state

laws, including the Omnibus Transportation Employee Testing Act of 1991, shall be

subject to the drug and alcohol testing provisions herein contained.

II. IMPLEMENTATION

The Superintendent shall be responsible for implementing a drug and alcohol testing

program which complies with procedures set forth in Title 49 Parts 40, 382, 390 and 395

of the Federal Code of Regulations. Such testing program shall include pre-

employment/pre-duty drug testing, post-accident testing, random testing, reasonable

suspicion testing, return-to-duty and follow-up testing. This school unit shall provide

parties subject to testing with written notice of materials and information available to

them as required by Part 382.

III. CONTROLLED SUBSTANCES

Controlled substances in this policy/procedure refer to those covered by the Omnibus

Transportation Employee Testing Act of 1991, including marijuana, cocaine, opiates,

amphetamines, and phencyclidine (PCP), MDMA (Ecstasy) and 6-Acetylmorphone

(heroin).

IV. SAFETY-SENSITIVE FUNCTION

Safety-sensitive function(s) in this policy/procedure refer to functions defined in 49 CFR

§382.107 and §395.2 (On-Duty Time, paragraphs (1) through (6)).

V. PROHIBITIONS

File: EEAEAA-R

Page 2 of 7

All drivers subject to this policy shall be prohibited from:

A. Using any alcohol while on duty and four (4) hours prior to going on duty;

B. Possessing alcohol while on duty;

C. Reporting for duty or remaining on duty while having an alcohol concentration of

0.02 or greater;

D. Using any alcohol for eight (8) hours following an accident, or until he/she

undergoes a post-accident alcohol test, whichever occurs first;

E. Refusing to submit to a required alcohol or controlled substance test(s);

F. Reporting for duty or remaining on duty when using any controlled substance,

except when use is pursuant to the instructions of a physician who advised the

driver that the substance does not adversely affect the driver’s ability to safely

operate the vehicle; and

G. Reporting for duty, remaining on duty, or performing a safety-sensitive function,

if the driver tests positive for a controlled substance.

VI. REQUIRED TESTING

A. Pre-Employment Testing. Prior to the first time a driver performs a safety-

sensitive function for the school unit, the driver shall undergo testing

for controlled substances. However, no driver shall be subjected to pre-

employment controlled substance testing prior to having been offered a position.

Employment is conditioned upon a verified negative controlled substance test

result.

B. Post-Accident Testing. As soon as practicable following an accident, each

surviving driver will be subject to alcohol and controlled substance testing as

follows:

1. Any driver performing safety-sensitive functions with respect to the

vehicle if the accident involved loss of human life;

2. Any driver who receives a citation under State or local law for a moving

violation arising from the accident; and

a. Causes bodily injury to a person who, as a result of the injury,

immediately receives medical treatment away from the scene of

the accident; or

File: EEAEAA-R

Page 3 of 7

b. Should one or more motor vehicles incurring disabling damage as

a result of the accident, require a motor vehicle to be transported

away from the scene by a tow truck or other motor vehicle.

3. In addition, the following provisions will also apply.

a. Alcohol. If a test required under this section is not administered

within two (2) hours following the accident, the school unit shall

prepare and maintain on file a record stating the reasons the test

was not promptly administered. If a test is not administered within

eight (8) hours following the accident, the school unit shall cease

attempts to administer the test and shall prepare and maintain the

same record. Records shall be submitted to the Federal Highway

Motor Carrier Safety Administration (FHWMCSA) upon request

of the Associate Administrator.

b. Controlled Substances. If a test required by this section is not

administered within thirty-two (32) hours following the accident,

the school unit shall cease attempts to administer the test and shall

prepare and maintain on file a record stating the reasons the test

was not promptly administered. Records shall be submitted to the

FHWA upon request of the Associate Administrator.

C. Random Testing. All drivers subject to this policy/procedure will be subject to

random and unannounced alcohol and controlled substance testing throughout the

year. The minimum annual percentage rate for testing of bus drivers is as

follows:

1. Random alcohol testing shall be a minimum of 10 percent of the number

of driver positions each selection period; and

2. Random controlled substance testing shall be a minimum of 50 percent of

the number of driver positions each selection period.

D. Reasonable Suspicion Testing. All drivers subject to this policy/procedure shall

submit to alcohol and controlled substance testing when the employer has

reasonable suspicion to believe that the driver has violated the prohibitions found

in Part V. of this procedure, with the exception of Part V. B. regarding alcohol

possession. The school unit shall base its determination that reasonable suspicion

exists requiring the driver to undergo such testing on observations concerning

appearance, behavior, speech or body odors of the driver. When controlled

substances are at issue, observations may include indications of the chronic and

withdrawal effects of controlled substances.

In addition, the following provisions also apply.

File: EEAEAA-R

Page 4 of 7

1. Alcohol. Alcohol testing will be performed only if the aforementioned

observations are made during, just preceding, or just after the period of the

work day that the driver is required to be in compliance with this

policy/procedure. If a test required under this section is not administered

within two (2) hours following the reasonable suspicion determination, the

school unit shall prepare and maintain on file a record stating the reasons

the test was not promptly administered. If a test required under this section

is not administered within eight (8) hours following a determination that

reasonable suspicion exists, the school unit shall cease attempts to

administer an alcohol test and shall state in the record reasons for not

administering the test. The school unit shall submit to the FHWMCSA

records of tests required by this section that were not completed within

eight (8) hours according to the mandates of 49 CFR § 382.307 (3).

2. Controlled Substances. The school unit shall, within twenty-four (24)

hours or before the results of the controlled substances test are released,

whichever is earlier, create a written record of the observations leading to

a controlled substances test which shall be signed by the supervisor or

school district official making said observations.

E. Return-to-Duty Testing. Prior to returning to duty requiring the performance of

safety-sensitive functions when a driver has engaged in conduct prohibited under

this policy/procedure, the driver shall undergo a return-to-duty alcohol and/or

controlled substances test(s) as appropriate.

Drivers found to have engaged in prohibited conduct under the alcohol provisions

of this policy/procedure will not be permitted to return to duty unless the

subsequent alcohol test reveals a result less than or consistent with federal and

state standards. In cases involving controlled substances, a verified negative

result is necessary before a driver may return to duty.

F. Follow-up Testing. In the event that a driver has been found to have been in

violation of the prohibitions herein contained and is identified as requiring

assistance in resolving problems associated with alcohol and/or controlled

substances, the school unit shall require the driver to submit to at least six (6)

unannounced follow-up alcohol and/or controlled substances tests during the first

twelve (12) months after returning to duty. Follow-up tests will be unannounced

and may continue for up to sixty (60) months after returning to duty. Follow-up

alcohol testing shall be conducted only when the driver is performing, just before,

or just after ceasing to perform safety-sensitive functions.

VII. REFUSAL TO SUBMIT TO TESTING

All drivers who are required by federal regulations to submit to drug/alcohol testing must

do so immediately upon being directed to submit to the test(s). A driver’s refusal to

submit to testing will subject the driver to immediate removal from the performance of

File: EEAEAA-R

Page 5 of 7

safety-sensitive functions. In addition, failure to comply with Federal regulations or this

procedure is grounds for disciplinary action up to and including dismissal. Any of the

following actions on the part of a driver constitutes a refusal to submit to a test:

A. Failure to provide adequate specimens/samples of substance(s) undergoing

testing, including but not limited to breath and urine, without a valid medical

reason;

B. Engaging in conduct which obstructs the testing process; and

C. Refusal by an employee to complete and sign testing forms.

VIII. TRAINING FOR SUPERVISORS

This school unit will assign persons who will be designated to determine whether

reasonable suspicion exists to require a driver to undergo testing under Part 382, with at

least sixty (60) minutes of training on alcohol misuse and receive at least an additional

sixty (60) minutes of training on controlled substances. Training shall cover the physical,

behavioral, speech, and performance indicators of probable alcohol misuse and use of

controlled substances.

IX. ENFORCEMENT

This school unit, in its independent authority as an employer, shall subject any driver who

violates this policy/administrative procedure or Federal regulations to potential

disciplinary action up to and including dismissal, except to the extent that any state law or

collective bargaining agreement requires otherwise.

In addition, any driver who refuses to submit to a post-accident, random, reasonable

suspicion, return-to-duty or follow-up test(s) shall not perform or continue to perform

safety-sensitive functions.

Furthermore, no driver tested and found to have an alcohol concentration of 0.02 or

greater but less than 0.04 shall perform or continue to perform safety-sensitive functions

including driving a commercial motor vehicle until the start of the driver’s next regularly

scheduled duty period, but not less than twenty-four (24) hours after the test was

administered.

X. RECORDS

Employee drug and alcohol tests and results shall be maintained under strict

confidentiality in a secure location with controlled access and released only in accordance

with law. A driver, upon written request, shall receive copies of any records pertaining to

his/her use of drugs or alcohol, including any records pertaining to his/her drug tests.

Records shall be made available to subsequent employers or other identified persons only

when expressly requested in writing by the driver.

File: EEAEAA-R

Page 6 of 7

XI. NOTIFICATIONS

Each driver shall receive educational materials prior to the school unit’s commencement

of alcohol and controlled substances testing. Such material will explain the requirements

of the Code of Federal Regulations, Title 49 Part 382, and contain a copy of the Board’s

policy and administrative procedures for meeting these requirements. Representatives of

employee organizations shall be notified of the availability of this information. The

school unit shall also include in the package of informational material submitted to each

driver, a statement certifying that he/she has received the informational material. The

school unit shall maintain the original signed copy of the statement on file.

In addition to the aforementioned items, the school district shall also make available to

drivers and representatives of employee organizations information which shall identify:

A. The person designated by the school unit to answer questions about the materials;

B. The procedures that will be used to test for the presence of alcohol and controlled

substances; protect the driver and the integrity of the testing processes, safeguard

the validity of the test results, and ensure that those results are attributed to the

correct driver;

C. Information concerning the effects of alcohol and controlled substances on an

individual’s health, work, and personal life; signs and symptoms of an alcohol or

a controlled substance(s) problem (the driver’s or co-worker’s); and available

methods of intervening when an alcohol or controlled substances problem is

suspected, including confrontation, referral to any employee assistance program

and/or referral to management; and

D. Post-accident procedures that will make it possible for a driver to comply with

post-accident testing before any driver operates a commercial vehicle.

This school unit MSAD #11 shall also make available the following information:

A. The results of pre-employment controlled substance test(s) if the applicant

requests such results within sixty (60) calendar days of being notified of the

disposition of the employment application; and

B. The results of random, reasonable suspicion and post-accident drug tests if the

results are verified positive. The school unit shall also tell the driver which

controlled substance(s) was verified as positive.

XII. CONTROLLED SUBSTANCES

Drivers shall inform their supervisors if at any time they are using a controlled substance

which their physician has prescribed for therapeutic purposes. Such substance may be

File: EEAEF

VIDEO CAMERAS ON TRANSPORTATION VEHICLES

The RSU MSAD #11 Board recognizes the school unit’s continuing responsibility to

maintain order on school transportation vehicles to ensure the safety of staff and students.

After carefully balancing the need for discipline and safety with students’ interests in

privacy, the RSU MSAD #11 Board supports the use of video cameras on school

transportation vehicles. In an effort to reduce student behavior violations, the cameras

may be used to monitor student behavior during transport to and from school,

extracurricular activities and field trips.

When the resulting video tapes are used as a basis for discipline, parents/guardians will

be notified and given the opportunity to view the portion of the tape pertaining to the

alleged violation. Students in violation of school discipline/conduct codes shall be dealt

with in accordance with established RSU MSAD #11 Board policy, administrative

procedures, and school practices.

Notice of use of video cameras for disciplinary purposes in school transportation vehicles

will be provided all students, parents and staff in appropriate handbooks on an annual

basis. Moreover, notice that video observation may take place will be posted in each

transportation vehicle.

Any recording used in a disciplinary proceeding will be retained as part of a student’s

disciplinary record, being disposed of as other such documentation except when special

circumstances warrant longer retention. In regard to such video recordings, the school

unit will comply with all applicable provisions of state and federal law concerning

student records.

The Superintendent will be responsible for the development of administrative procedures

regarding review of video recordings made on school transportation vehicles. Such

procedures will provide a process for review when significant violations of the student

discipline/conduct code occur. Procedures will also address the retention of video tapes,

the security of video cameras and recordings, specifying the school official(s) to be

responsible for purchase, installation, maintenance, and replacement of equipment,

scheduling and placement of cameras on transportation vehicles, requests for viewing and

any necessary follow-up.

Cross Reference: JRA - Student Records


Revised: December 7, 2006; June 3, 2010

File: EGAD

COPYRIGHT COMPLIANCE

It is the intent of the RSU #11 School The Board that expects all employees and students

in RSU MSAD #11 adhere to the provisions of to comply with the federal copyright law.

Employees and students who willfully disregard the law and the school unit’s Board’s

copyright policy and administrative procedure(s) do so at their own risk. The school unit

MSAD #11 will not extend legal and/or insurance protection to employees or students for

willful violations of this policy. Such violations may also result in disciplinary action.

The Superintendent is responsible for implementing this policy and the accompanying

administrative procedure. The Superintendent may develop additional administrative

procedures and/or delegate specific responsibilities to building principals and others as

he/she deems appropriate.

At a minimum, the following steps shall be taken in an effort to discourage violation of

the copyright law in the school unit MSAD 11 will take the following steps to discourage

violations of the copyright law in the school system:

A. Employees shall be informed of this policy/administrative procedure. All

instructional staff and school administrators shall receive a copy of this

policy and the accompanying administrative procedure.

B. Notices shall be posted in reasonable proximity of equipment that may be

used for copying materials. Copyright notices shall be posted within view

of copying equipment.

C. Teachers and library media specialists shall be responsible for informing

students about the legal and ethical and practical problems caused issues

raised by copyright infringement and illegal use of materials.

Legal Reference: Public Law 94-553, The Copyright Act of 1976, 17 U.S.C.

§ 101 et seq.

17 U.S.C. § 101 et seq. (The Copyright Act of 1976)

P.L. 107-273 (The TEACH Act of 2002)

Cross Reference: EGAD-R – Copyright Compliance Administrative Procedure

GCSA – Employee Computer and Internet Use

IJNDB – Student Computer and Internet Use

IJNDC – School System Website and Web Pages


File: EGAD

Revised: June 3, 2004; December 7, 2006; June 3, 2010

File: EGAD-R

Page 1 of 10

COPYRIGHT COMPLIANCE ADMINISTRATIVE PROCEDURE

This administrative procedure summarizes the major provisions found in the federal

copyright law and guidelines concerning reproduction of copyrighted works by

educators. This summary is not intended to replace the law/guidelines, which should be

referred to when questions regarding implementation arise.

Instructional staff teaching distance learning or online courses must comply with

Section III in addition to all other parts of this procedure.

I. GENERAL RULE AND COPYRIGHT OWNERSHIP

A. Presumption of copyright. Works, in any medium (written, recorded,

digitally-stored, etc.) should generally be presumed to be protected by

copyright law, regardless of whether the work displays a copyright notice,

the symbol, “©,” or other express reservation of rights.

B. Rule against copyright violations. Except as otherwise permitted by this

policy and applicable law, school employees shall not reproduce, perform

or display copyrighted works without permission of the owner.

C. U.S. Government works. United States government works are not subject

to copyright protection, and may freely be copied.

D. Public domain. Works that are in the public domain due to expiration of

copyrights, as provided by law, may be freely reproduced, performed, or

displayed.

E. Student works. Students are the owners of exclusive rights in works that

they create.

F. Works made for hire. Works created by school employees in the course

and scope of their employment are “works made for hire,” and the school

unit retains exclusive rights in such works, unless otherwise agreed in

writing by the School Board.

G. Distance learning. All rights in works created by school employees in the

course of teaching distance learning courses are owned by the school unit

that employs the individual(s) who created the work, unless otherwise

agreed in writing by the employing school unit.

File: EGAD-R

Page 2 of 10

II. DEFINITIONS

A. “FAIR USE”

A copyright provides the owner with the exclusive rights of reproduction,

adaptation, publication, performance and display of the covered work. The

copyright law contains certain “fair use” provisions that permit limited

reproduction of materials based on four criteria:

1. The purpose and character of the use, including whether such is of a

commercial nature or is for nonprofit educational purposes;

2. The nature of the copyrighted work;

3. The amount and substantiality of the portion used in relation to the

copyrighted work as a whole; and

4. The effect of the use upon the potential market for or value of the

copyrighted work.

B. “FACE-TO-FACE INSTRUCTION”

Performance or display of any copyrighted work by teachers or students

without permission from the copyright holder is permissible under the

following circumstances:

1. The work must be performed or displayed in a face-to-face setting

by a teacher or by students; and

2. The performance or display must be in the course of teaching

activities, in a classroom or a similar educational setting.

Examples of performances or displays falling under this exception include

reading a play in the classroom, singing a song in a classroom or showing a

filmstrip or video (provided that it has been purchased or lawfully copied).

The following sections summarize the permissible or “fair use” of different

types of copyrighted works. Because the law and technological

applications continue to evolve, school unit employees are responsible for

ensuring that the intended use of materials does not conflict with copyright

law/guidelines and for informing students of such issues as appropriate.

File: EGAD-R

Page 3 of 10

III. DISTANCE EDUCATION: TRANSMISSION OF PERFORMANCES AND

DISPLAYS TO REMOTE SITES

The following may be transmitted by any device or process, including the DOE

Distance Learning Network, interactive television, or Internet courses:

Performance of nondramatic literary works (e.g., novels, short stories, poems);

or

Reasonable and limited portions of any other work; or

Display of a work in an amount comparable to that which is typically displayed

in the course of a live classroom only if:

A. The performance or display is made by, at the direction of, or under the

actual supervision of an instructor as an integral part of a class session

offered as a regular part of instructional activities;

B. The performance or display is directly related and of material assistance to

the teaching content of the transmission;

C. The transmission is made solely for, and, to the extent technologically

feasible, the reception of such transmission is limited to students officially

enrolled in the particular course and employees of the school unit as part of

their duties;

D. Technological measures are implemented that reasonably prevent retention

of the work in accessible form by recipients of the transmission for longer

than the class session and prevent unauthorized further dissemination of the

work in accessible form by such recipients to others;

E. There is no interference with technological measures used by copyright

owners to prevent such retention or unauthorized further dissemination of

materials; and

F. Students in such courses must be given notice that materials used in

connection with the course may be subject to copyright protection.

IV. PRINT MATERIALS

A. Permissible Uses

1. A single copy of the following made for use in teaching or in

preparation to teach a class:

a. A chapter from a book;

File: EGAD-R

Page 4 of 10

b. An article from a periodical or newspaper;

c. A short story, short essay or short poem, whether or not from

a collective work; and

d. A chart, graph, diagram, drawing, cartoon or picture from a

book, periodical or newspaper.

2. Multiple copies made for classroom use (not to exceed one copy per

student in a course) from the following:

a. A complete poem, if it has fewer than 250 words and does not

exceed two printed pages in length, or an excerpt of not more

than 250 words from a longer poem;

b. A complete article, story or essay of less than 2,500 words;

c. Prose excerpts not exceeding 10 percent of the whole or 1,000

words, whichever is less;

d. One chart, graph, diagram, cartoon or picture per book or per

issue of a periodical; and

e. An excerpt from a children’s book containing up to 10

percent of the words found in the text and not more than two

printed pages of the published work.

3. One transparency for classroom instruction may be made from

consumable materials such as workbooks, exercises, activity sheets,

etc.

4. All permitted copying must include appropriate credits, including the

author, title, date, copyright notice and any other pertinent

information.

B. Prohibited Uses

1. More than one word or two excerpts from a single author copied

during one class term;

2. More than three works from a collective work or periodical volume

copied during one class term;

File: EGAD-R

Page 5 of 10

3. More than nine sets of multiple copies made for distribution to

students in one class term;

4. Copies made to create, replace or substitute for purchasing

anthologies or collective works;

5. Copies made of “consumable” works, such as workbooks, exercises,

standardized tests and answer sheets (except as noted in A.3 above);

6. The same work copied from term to term;

7. The same material copied for more than one particular course, or

copied every time a particular course is offered, unless permission is

obtained from the copyright owner;

8. Copies made when there is sufficient time prior to the intended use

to obtain permission from the copyright owner; and

9. No charges may be made to students beyond the actual cost of

photocopying.

V. COMPUTER SOFTWARE

All software purchased for use in the school unit must be approved by [insert

appropriate person/entity]. Only the Superintendent [and/or other authorized

personnel] may obtain and sign software licensing agreements and duplication

rights agreements. All terms of such licensing/duplication agreements must be

observed by all school unit employees and students.

Software purchased by the school unit for classroom, lab, media center, and office

use remains the property of the school unit and may be used only in school-

sponsored programs and activities.

A. Permissible Uses

1. One archival (back-up) copy of copyrighted software may be made

by authorized employees (unless a licensing agreement prohibits

copying for any purpose);

2. Software may be used on a networked computer system if written

permission is obtained or a version intended for network is used;

3. Software may be loaded on multiple equipment if it is specifically

advertised as multi-load or written permission has been obtained;

and

File: EGAD-R

Page 6 of 10

4. Preview software may be evaluated for a reasonable evaluation

period before being purchased or returned.

B. Prohibited Uses

1. Illegal copies of copyrighted software programs made or used on

school equipment;

2. Copies made of preview software;

3. Use of software on a networked computer system not intended for

network use without written permission;

4. Multiple loading of software not specifically licensed for multi-

loading without written permission;

5. Multiple copies made of copyrighted software (beyond an

authorized archival copy);

6. Multiple copies made of printed documentation accompanying

copyrighted software;

7. Copies made of software for sale, loan, transmission, or gift to other

users; and

8. Copies made of locally produced adaptations or modifications of

copyrighted software for any purpose.

VI. INTERNET

The rights of the owner of copyrighted material on the Internet are the same as the

rights of the owner of traditional materials. Unless there is a clear statement that

art, photos, text, and sounds are “public domain” and available for free use, it

should be assumed that the material is copyrighted. All the criteria for “fair use”

apply to works on the Internet just as they apply to other materials. The ease of

copying materials from the Internet should not be used as an excuse for violating

copyrights.

VII. OFF-AIR TELEVISION RECORDING

A. Permissible Uses

1. Off-air recordings may be made only at the request of and used by

individual teachers;

File: EGAD-R

Page 7 of 10

2. Off-air recording of broadcast programs available to the general

public without charge may be made and retained for a period not to

exceed 45 calendar days after the date of recording. The following

additional requirements must also be met:

a. The recording may be used once by individual teachers in the

course of relevant teaching activities and repeated once

during the first 10 consecutive school days in the 45-day

retention period.

b. Following the first 10 consecutive school days, the recording

may only be used for teacher evaluation purposes (i.e., to

determine whether the broadcast program should be included

in the curriculum).

c. Following the 45-day retention period, the recording must be

erased or destroyed immediately unless written permission is

obtained from the copyright owner to keep and use the

program in teaching/learning activities.

3. A limited number of copies may be produced from each off-air

recording to meet the legitimate educational needs of teachers. Such

copies are subject to the same guidelines as the original copy.

4. An off-air recording need not be used in its entirety, but the

recording may not be altered, edited, combined, or merged. All

copies must include the copyright notice of the broadcast program.

B. Prohibited Uses

1. Recording broadcast programs in anticipation of requests;

2. Recording broadcast programs when there is sufficient time prior to

the scheduled program to obtain permission from the copyright

owner;

3. Recording programs from pay/satellite television channels (HBO,

Cinemax, Disney, etc.);

4. Using or retaining recordings beyond the 45-day retention period

without written permission;

5. Recording the same program more than once for the same teacher

(regardless of how many times the program may be broadcast); and

File: EGAD-R

Page 8 of 10

6. Altering the program from the original content in any way (although

the entire program need not be viewed).

VIII. USE OF PRE-RECORDED VIDEOS

Pre-recorded videos include commercially available videos marked “For Home

Use Only” (such as feature films), including VHS tapes, DVD disks, filmstrips,

etc.

A. Permissible Uses

Pre-recorded videos may be used in “face-to-face instruction” provided that

the viewing utilizes a lawfully-made copy rented or purchased by the school

unit.

B. Prohibited Uses

1. Videos may not be used for entertainment, filler, assemblies,

fundraising, public viewing, or any other purpose without written

permission of the copyright owner [and permission of the building

principal].

2. Videos may not be used when a written contract specifically

prohibits use in classroom or direct instruction situations.

3. Videos may not be borrowed from individuals or other schools.

4. Videos may not be copied.

IX. MUSIC AND THEATER PERFORMANCES

Prior written permission must be obtained whenever copyrighted plays and

musical numbers are to be performed or whenever copyrighted music is used as

part of a performance.

X. EDUCATIONAL USES OF MUSIC

A. Permissible Uses

1. Emergency copies to replace purchased copies that for any reason

are not available for an imminent performance provided that

purchased replacement copies shall be substituted in due course.

File: EGAD-R

Page 9 of 10

2. For academic purposes other than performance, multiple copies of

excerpts of works may be made provided that:

a. The excerpts do not constitute a performable unit (section,

movement, or aria) or more than 10 percent of the entire

work;

b. No more than one copy per student in the class is made; and

c. The copyright notice appears on the copies.

3. For academic purposes other than performance, a single copy of an

entire performable unit (section, movement, or aria) may be made by

the teacher for scholarly research or in preparation to teach a class

provided that:

a. The work is confirmed by the copyright owner to be out of

print;

b. The work is unavailable except in a larger work; and

c. The copyright notice appears on the copy.

4. Printed copies that have been purchased may be edited or simplified

provided that the fundamental character of the work is not distorted.

Lyrics may not be altered or added, if none exist.

5. A single copy of recordings of performances by students may be

made for evaluation or rehearsal purposes and may be retained by

the school unit or an individual teacher.

6. A single copy of a sound recording (album, tape, cassette, or CD) or

copyrighted music may be made from sound recordings owned by

the school unit or an individual teacher for the purpose of

constructing aural exercises or examinations. The copy may be

retained by the school unit or an individual teacher.

a. This pertains only to the copyright of the music itself and not

to any copyright which may exist in the sound recording.

B. Prohibited Uses

1. Copy to create, replace, or substitute for purchasing anthologies,

collective works, and compilations;

File: EGAD-R

Page 10 of 10

2. Copy “consumable” works, such as workbooks, exercises,

standardized tests, and answer sheets;

3. Copy for the purpose of performance (except as noted in A.(1)); and

4. Copy to substitute for the purchase of music (except as noted in A.

(1-2)).

Legal Reference: 17 U.S.C. § 101 et seq.

P.L. 107-273 (The TEACH Act of 2002)

Cross Reference: EGAD - Copyright Compliance

PLEASE NOTE MSMA sample policies and other resource materials do not necessarily reflect official Association policy. They are not intended for verbatim replication. Sample policies should be used as a starting point for a board’s policy development on specific topics. Rarely does one board’s policy serve exactly to address the concerns and needs of all other school units. MSMA recommends a careful analysis of the need and purpose of any policy and a thorough consideration of the application and suitability to the individual school system. MSMA sample policies and other resource materials may not be considered as legal advice and are not intended as a substitute for the advice of a board’s own legal counsel.

File: FA

FACILITIES DEVELOPMENT GOALS/PRIORITY OBJECTIVES

As the MSAD #11 Board seeks to overcome deficiencies in its physical plant, it will

strive to provide new and remodeled facilities that will offer the best possible physical

environment for learning and teaching.

The MSAD #11 Board aims specifically toward:

A. New buildings and renovations that will accommodate and facilitate those

new organizational and instructional patterns that support the school unit’s

educational philosophy and instructional goals;

B. Meeting all safety requirements through the remodeling of older structures;

C. Providing such building renovations as needed to meet requirements on the

availability of public school facilities to individuals with disabilities; and

D. Building design and construction that will lend to low maintenance costs

and the conservation of energy. These two factors will also be given

special consideration in the renovation of buildings.

Decisions pertaining to educational specifications of new buildings and those undergoing

extensive remodeling will be developed only after the viewpoints of teachers, students

and parents have been sought.


Revised: November 4, 2010

File: FB

FACILITIES PLANNING

The MSAD #11 Board recognizes that educational programs are substantially influenced

by the environment within which they function. The development of a quality

educational program and school facilities, which help to implement it, go hand in hand.

It is the MSAD #11 Board’s goal to provide the appropriate facilities needed for the

number of students in the unit and to provide the kind of facilities that will best support

and accommodate the educational program. To this end, there should always be a five-

year facilities plan on file with the MSAD #11 Board, which is updated every two years.

In planning facilities, the MSAD #11 Board recognizes that capital outlay funds are

limited and that it must establish priorities in order to make the best use of the school

building dollar.

Architects employed by the MSAD #11 Board are expected to plan for high educational

utility and flexibility; access to and use by the disabled; sound economics; low long-

range maintenance costs and energy efficiency; low insurance rates; and quality of

design.

New buildings and/or renovations to existing buildings shall be in accordance with the

organizational patterns established by the MSAD #11 Board and shall be designed to fit

current as well as anticipated instructional programs.

For each building project, a School Building Committee will be appointed and charged

with the responsibility of facilities planning. The authority and responsibilities of this

Committee shall be detailed by the MDSAD #11 Board at the time of appointment.

Decisions pertaining to the construction of educational facilities will be made after

consultation with professional staff, students, parents and citizens.

All plans and procedures shall be in compliance with federal and state law, and all

regulations of the Maine Department of Education shall be complied with in all stages of

facilities planning and construction.




File: ECA

Page 1 of 2

ENERGY CONSERVATION/MANAGEMENT IN THE SCHOOLS

The RSU MSAD #11 Board recognizes the importance of energy conservation in

effectively managing school district finances and in preserving the nation’s natural

resources. RSU MSAD #11 will strive to use energy as efficiently as practicable while

maintaining a safe and comfortable environment for students and staff.

The RSU #11 Board also believes that a conservation ethic and increased environmental

awareness are essential elements of responsible citizenship. The instructional program

should include age-appropriate activities designed to increase student understanding of

the costs and benefits of recycling, energy use, and the effects of energy production on

the supply of natural resources.

Energy Conservation/Management

The Superintendent or Director of Operations and Business Manager shall be

responsible for implementing procedures to encourage conservation and efficient

energy management.

Such procedures may include but are not limited to:

A. Review of past and present energy consumption in school district facilities;

B. Review of current operational and maintenance practices;

C. Development of district-wide conservation guidelines with identified goals

and objectives and recommendations for action;

D. Conducting “energy audits” of school district facilities;

E. Maintenance of equipment on a regular basis in order to secure maximum

energy savings over the life of the equipment;

F. Implementation of no-cost or low-cost building maintenance, equipment,

and appliance use procedures to reduce consumption of energy;

G. Implementation of “no idling” protocols for school buses;

H. Monitoring of conservation/energy management measures that are

implemented;

File: ECA

Page 2 of 2

I. Providing information related to energy consumption, the cost of energy,

and results of efforts to reduce energy use to school administrators, the

RSU #11 Board, and the community;

J. Taking into consideration budgetary restraints, making recommendations to

the RSU #11 Board concerning long-range strategies, including preventive

maintenance, equipment upgrades, and replacement and retrofitting

alternatives for school facilities; and

K. Providing rewards or recognition to school facilities that effectively reduce

energy consumption.

Energy Conservation in the Curriculum

An understanding of energy use and its relationship to economics and natural

resources and of the effects of energy production on the environment is essential

to the development of a conservation ethic. Students should also be aware of the

difference between sustainable and non-renewable resources.

The instructional program will include appropriate activities designed to foster

energy and environmental awareness and promote conservation. The

Superintendent [OR: Curriculum Director, OR: other designee] Director of

Curriculum and Instruction, in collaboration with Building Principals, shall be

responsible for leading the school district’s efforts in incorporating principles of

resource conservation into the curriculum.

All school district personnel will be expected to contribute to the school district’s

efforts to save energy. Success in achieving the goal of reduced energy

consumption depends upon the commitment and cooperation of administrators,

teachers, support staff, and students. Schools are encouraged to recognize

responsible energy conservation actions and behavior on the part of students and

staff.

Adopted: April 2, 2009


File: ECB-E2

PEST MANAGEMENT NOTIFICATION (REGISTRY)

RSU #11 uses an Integrated Pest Management (IPM) approach to the control of insects, rodents,

microorganisms, weeds and other pests in school buildings and on school grounds. IPM

combines a variety of methods for managing pests including monitoring, improved sanitation

and food storage practices, pest exclusion and removal, biological control, and pesticides. The

objective of the IPM program is to provide effective pest control while minimizing pesticide use.

Pesticides

Non-chemical pest management methods will be implemented whenever possible. However,

sometimes pesticide use may be necessary to control a pest problem. When that happens, the

school will use the least hazardous effective pesticide feasible.

Notification

When required by law, parents/guardians and school staff will be notified in advance of specific

pesticide applications. In order to receive notification, you must request to be placed on the

school’s notification registry. Notification will be given at least five days* before the planned

pesticide application. When required by law, pesticide application notices will be posted in

school and on school grounds.

Notification need not be given for pesticide applications recognized by law or regulations to pose

little or no risk of exposure to students or staff.

A copy of the school system’s IPM/Pest Management policy is available for review in the school

office. The school also keeps records of prior pesticide applications and the pesticides used.

You may review these records, a copy of the policy and Maine’s “Pesticides in Schools”

regulation (Chapter 27 of the Department of Agriculture Board of Pesticides Control “Standards

for Pesticide Applications and Public Notification in Schools”) by contacting our Director of

Plant Operations at 207-582-5346.



File: FD

FACILITIES FUNDING AND CONSTRUCTION

When there is a need for school construction, the MSAD #11 Board shall request the

necessary state approval to begin planning. Upon determination of the cost of the

construction, the MSAD #11 Board shall approve a bond issue for the amount needed and

shall take the necessary steps for presenting the issue for public approval.

If the voters approve the bond issue, construction planning shall proceed. Award of the

construction contract shall be made after advertisement for bids and shall be given to the

low bidder who meets all requirements, including the state’s code of fair practices (equal

opportunity employment).

During the construction period, the MSAD #11 Board shall determine who shall be its

agent for approving changes in specifications and/or cost changes (an administrator,

construction supervisor, Board committee, or other). The MSAD #11 Board shall itself

retain final approval over all but minor decisions concerning construction.




File: FE

EDUCATIONAL SPECIFICATIONS FOR CONSTRUCTION

To ensure that all new facilities and/or major renovations are designed and built to serve

the MSAD #11 school unit’s educational program, the Superintendent shall be charged

with detailing educational specifications for all new buildings. With MSAD #11 Board

approval, specifications for use by the architect will be presented to the School Building

Committee.

In developing specifications, the Superintendent shall draw on recommendations from

citizens, professional and non-professional staff, students and community groups.

Specifications shall include but not be limited to:

A. Organization and estimated enrollment in the proposed building;

B. Description of students to be served;

C. Description of proposed teaching methods and curriculum;

D. Space requirements; and

E. Architect's floor plans and layouts of special areas and specifications for

equipment needed in these areas.



FILE: IA

Page 1 of 4

INSTRUCTIONAL GOALS AND LEARNING OBJECTIVES

The MSAD #11 Board envisions MSAD #11 graduates as individuals who will take pride in

their work, adapt positively to change and demonstrate sound judgment. They take an interest in

civic affairs, respect the interdependence of humankind, and acknowledge the importance of a

healthy global environment.

MSAD #11 graduates demonstrate a proficiency in a common core of knowledge. As

comprehensive thinkers, they approach learning eagerly and solve problems using a variety of

acquired skills. They are able to communicate effectively as speakers and writers.

Our graduates also seek a balance in their personal, professional, and intellectual lives. They

are lifelong learners who can apply essential knowledge in an ever-changing world.

To achieve its vision of an educated person, the Board hereby adopts as its instructional goals

and objectives the Guiding Principles of Maine’s system of Learning Results.

A. A clear and effective communicator who: 1. Uses oral, written, visual, artistic, and technological modes

of expression; 2. Reads, listens to, and interprets information from multiple

sources; and 3. Uses English and at least is exposed to at least one other

language. B. A self-directed and lifelong learner who: 1. Creates career and education plans that reflect personal

goals, interests and skills, and available resources; 2. Demonstrates the capacity to undertake independent

study; and 3. Finds and uses information from libraries, electronic

databases, and other resources. C. A creative and practical problem solver who: 1. Observes situations objectively to clearly and accurately

define problems;

FILE: IA

Page 2 of 4

2. Frames questions and designs data collection and analysis strategies from all disciplines to answer those questions;

3. Identifies patterns, trends, and relationships that apply to

solutions to problems; and 4. Generates a variety of solutions, builds a case for the best

response, and critically and diplomatically evaluates the effectiveness of this response.

D. A responsible and involved citizen who: 1. Recognizes the power of personal participation to affect

the community and demonstrates participation skills; 2. Understands the importance of accepting responsibility

for personal decisions and actions; 3. Knows the means of achieving personal and community

health and well-being; and 4. Recognizes and understands the diverse nature of society. E. A collaborative and quality worker who: 1. Knows the structure and functions of the labor market; 2. Assesses individual interests, aptitudes, skills, attitudes,

and values in relation to demands of the workplace; 3. Demonstrates reliability, flexibility, and concern for

quality; and 4. Concentrates and perseveres on tasks until those tasks

are completed; F. An integrative and informed thinker who: 1. Applies knowledge and skills in and across English

language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science, social studies, and career preparation; and

FILE: IA

Page 3 of 4

2. Comprehends relationships among different modes of

thought and methods associated with the traditional disciplines.

A. A clear and effective communicator who:

1. Demonstrates organized and purposeful communication in English and at least

one other language;

2. Uses evidence and logic appropriately in communication;

3. Adjusts communication based on the audience; and

4. Uses a variety of modes of expression (spoken, written, and visual and

performing including the use of technology to create and share the expressions.

B. A self-directed and lifelong learner who:

1. Recognizes the need for information and locates and evaluates resources;

2. Applies knowledge to set goals and make informed decisions;

3. Applies knowledge in new contexts;

4. Demonstrates initiative and independence;

5. Demonstrates flexibility including the ability to learn, unlearn, and relearn;

6. Demonstrates reliability and concern for quality; and

7. Uses interpersonal skills to learn and work with individuals from diverse

backgrounds.

C. A creative and practical problem solver who:

1. Observes and evaluates situations to define problems;

2. Frames questions, makes predictions, and designs data/information collection

and analysis strategies;

3. Identifies patterns, trends, and relationships that apply to solutions;

4. Generates a variety of solutions, builds a case for a best response and critically

evaluates the effectiveness of the response;

5. Sees opportunities, finds resources, and seeks results;

6. Uses information and technology to solve problems; and

7. Perseveres in challenging situations.

D. A responsible and involved citizen who:

1. Participates positively in the community and designs creative solutions to meet

human needs and wants;

2. Accepts responsibility for personal decisions and actions;

3. Demonstrates ethical behavior and the moral courage to sustain it;

4. Understands and respects diversity;

5. Displays global awareness and economic and civic literacy; and

6. Demonstrates awareness of personal and community health and wellness.

E. An integrative and informed thinker who:

1. Gains and applies knowledge across disciplines and learning contexts and to

FILE: IA

Page 4 of 4

real life situations with and without technology;

2. Evaluates and synthesizes information from multiple sources;

3. Applies ideas across disciplines; and

4. Applies systems thinking to understand the interaction and influence of related

parts on each other and on outcomes.

Legal Reference: 20-A MRSA § 6208-6209

Cross Reference: AD - Educational Philosophy/Mission

ADAA - School System Commitment to Ethical and Responsible

Behavior

ADF - School District Commitment to Learning Results

Adopted: XXX

FILE: IGA

Page 1 of 2

CURRICULUM DEVELOPMENT AND ADOPTION

For the purpose of this policy “curriculum” means MSAD #11’s written document that

sets forth the learning expectations for all students for all content areas of Maine’s system

of Learning Results, as well as for other content areas as specified by the Board. The

curriculum shall reflect continuous, sequential and specific instruction aligned with the

content areas of the Learning Results and the “Guiding Principles” of the Learning

Results.

Through its curriculum, the schools will provide courses and/or learning experiences that

support multiple pathways for learning, accommodate variety of learning styles, provide

multiple options for students to demonstrate proficiency, and prepare students for

responsible citizenship and success in a global society.

The Board recognizes that curriculum development, review and evaluation is an ongoing

process and that programs and practices may need to be adjusted or revised to meet

educational standards and to serve the best interests of students and the community.

Therefore: In development, revision and evaluation of curriculum, the Board expects

that:

A. The Board expects the administration and staff to be sensitive to changing

conditions that may require modifications in curriculum. School

administrators and staff will be sensitive to initiatives such as the Common

Core and Next Generation Science Standards, and other changing

conditions that may require modifications in curriculum.

B. All programs to be subject to ongoing review and evaluation to ensure that

they meet the instructional needs of students.

C. The school system will undertake curriculum revision as needed.

D. The Superintendent/Director of Curriculum and Instruction to lead the

ongoing curriculum development and review process, and in aligning

curriculum with educational standards and with advances in knowledge,

educational research and “best practices.”

E. Curriculum development and revision will be achieved with appropriate

involvement of administrators, instructional and support staff, students,

parents, community and the Board.

F. The Board shall review and adopt all curriculum guides, course

descriptions and courses of study prior to their implementation.

FILE: IGA

Page 2 of 2

The Superintendent/Director of Curriculum and Instruction is expected to develop plans

and timelines as necessary for the development, implementation and evaluation of the

curriculum and to provide the Board with an annual report on the status of the

curriculum.

The Superintendent/Director of Curriculum and Instruction is expected to make

recommendations concerning professional development, instructional materials and

resources needed for curriculum implementation, consistent with Board policy.

Legal Reference: 20-A M.R.S.A. § 1001(6), 6209

Ch. 127 § 5-7 (Me. Dept. of Ed. Rules)

Cross Reference: IHA – Basic Instructional Program

IL – Evaluation of Instructional Programs

Adopted: XXX

FILE: IHA

BASIC INSTRUCTIONAL PROGRAM

** This is exactly the same as MSMA’s policy. Keep as is.”

MSAD #11 will offer a basic instructional program designed to support the Guiding Principles

of Maine’s system of Learning Results and provide all kindergarten through grade 12 students

with equitable opportunities to access and demonstrate achievement of the content standards of

Maine’s system of Learning Results.

The District will provide programs and instructional approaches that support the variety of

learning styles of its students. Through the basic instructional program, the schools will strive to

provide for a wide range of individual differences in student abilities and interests. Students who

have difficulty meeting the standards will be provided opportunities to obtain additional support

or instruction.

The MSAD #11 Board believes that through the basic instructional program, students should

develop a body of basic knowledge, skills, and attitudes that will lead to a successful adult life

and informed participation in our democratic society. The educational program should provide

students with the opportunity to develop the intellectual curiosity, critical thinking, problem-

solving abilities, and appreciation for the arts that are important to lifelong learning, and the

social and citizenship skills that are needed for work and community life.

The instructional program shall be developed with the objective of maintaining a balanced,

integrated, and sequentially articulated curriculum. Priority should be given to learning that

serves as a foundation for further educational development in language arts, mathematics,

science, social studies, the arts, foreign language, health and physical education and career

education.

The basic instructional program shall meet requirements established by Maine law and

Department of Education regulations. The instructional program shall be implemented through a

written curriculum aligned with the system of Learning Results and designed to provide

uniformity of content within and across grade levels.

Legal Reference: 20-A M.R.S.A. § 1001(6), 6209

Ch. 125 & 127 (Me. Dept. of Ed. Rule)

Cross Reference: AD - Educational Philosophy/Mission

ADF - School District Commitment to Learning Results

IGA - Curriculum Development and Adoption

IL - Evaluation of Instructional Programs

ILA – Student Assessment/Local Assessment System

Adopted: XXX

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File: IJJ

INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS SELECTION

The MSAD #11 Board is legally responsible for all matters relating to the operation of the

schools, including the provision of instructional materials and maintenance of library-media

resources that support the school system’s curriculum.

While the MSAD #11 Board retains its authority to approve the selection of instructional

materials, it recognizes the educational expertise of its professional staff and the need for such

staff to be involved in the recommendation of instructional materials. The MSAD #11 Board

delegates responsibility for the selection of instructional materials and library-media resources to

the professionally trained personnel employed by the school system, subject to the criteria and

procedures for selection and the MSAD #11 Board’s policy on challenged materials as described

below.

With the assistance of professional staff, the Superintendent/Director of Curriculum and

Instruction shall establish a system for the selection of instructional materials, including

procedures to establish an orderly process for the review and recommendation of

instructional materials to ensure they are current and accurate. The

Superintendent/Director of Curriculum and Instruction will be responsible for overseeing the

purchase of instructional materials within budgetary parameters set by the MSAD #11

Board. The MSAD #11 Board expects the Superintendent/Director of Curriculum and

Instruction to report on progress made in aligning instructional materials with curriculum

development and evaluation in support of the content standards contained in Maine’s

system of Learning Results.

Each school shall maintain a library-media program that includes books and other print

materials, multimedia materials, digital online textbooks and materials, online Internet

resources, and information technology that support the curriculum. A certified library-

media specialist will be responsible for overseeing the library-media program, under the

supervision of the Superintendent/Director of Curriculum and Instruction. As with

instructional materials, the MSAD #11 Board delegates responsibility for selection of

library-media materials and technology and Internet resources to the school system’s

professionally trained staff, subject to the criteria and procedures for selection and the

MSAD #11 Board’s policy on challenged materials described below.

Definitions

“Instructional materials” include textbooks and other print materials, software and

other electronic materials, digital online textbooks and materials, online/Internet

resources (including access), and supplies and other materials to support instruction in

subject areas and implementation of the system of Learning Results.

“Library-media resources” include books, print materials, digital online textbooks and

materials, online/Internet resources (including access), multimedia materials and

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information technology that, as part of the library-media program, support the school

system’s curriculum.

Objectives of Selection

The MSAD #11 Board recognizes that it is the primary objective of instructional

materials to implement and support the curriculum, and of library-media resources to

extend and enrich the educational programs of the schools. Quality instructional

materials and library-media resources are essential to student learning. In preparing

students to meet the content standards of the Learning Results, in supporting the

achievement of the school district’s educational goals and objectives, and in providing

enrichment opportunities that expand students’ interests and contribute to a desire for

lifelong learning, it is the responsibility of the instructional program and the library-

media centers of the schools to provide a wide range of materials on all levels of

difficulty, with diversity of appeal and the presentation of different points of view.

Criteria for Selection

Instructional and library-media materials selected should:

A. Support achievement of the content standards of the Learning Results;

B. Support the goals and objectives of the school system’s educational programs;

C. Enrich and support the curriculum;

D. Take into consideration the varied interests, abilities, and maturity levels of the

students served;

E. Foster respect and appreciation for cultural diversity and varied opinions;

F. Give comprehensive, accurate and balanced representation to minorities and

women in history, science, leadership and the arts and acknowledge the

contributions of ethnic, religious and cultural groups to our American heritage;

G. Present a balance of opposing sides of controversial issues to enable students to

develop a capability for critical analysis;

H. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and

ethical standards;

I. Provide a background of information that will enable students to make intelligent

decisions in their daily lives; and

J. Respect the constraints of the school unit’s budget.

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File: IJJ

Other factors that should be considered are accuracy and currency of material;

importance of the subject matter; scholarship; quality of writing and production; and

reputation and significance of the author, artist or composer.

In evaluating software, multimedia materials, and online/Internet resources, additional

factors that should be considered include purpose for use; content; format (degree of

interactivity or student involvement); appropriate use of graphics, sound and animation;

feedback provided; and ease of use.

Procedures for Selection

Meeting the needs of the individual schools, based on knowledge of the curriculum and

the existing collections of instructional and library-media materials, shall be the highest

priority. Basic learning materials, i.e., those that are the predominant instructional

materials used by most members of the class, are used for a significant portion of the

course or receive major emphasis during a course, or are essential to student achievement

of content standards of the Learning Results are to take priority in the selection process.

Before recommending materials for purchase, professional staff should evaluate the

existing collection, consulting reputable, unbiased, professionally prepared selection aids

and specialists from all departments and/or all grade levels.

Social studies and science textbooks should not be older than five years unless up-to-date

supplemental instructional materials are also available.

Whenever possible, purchase of non-print materials and multimedia, Internet and

technology resources shall be made only after personal evaluation by the librarian/media

specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu

of personal evaluation.

Multiple copies of outstanding and much-in-demand materials should be purchased as

needed. Worn or missing standard items should be replaced periodically. Out-of-date or

no-longer-useful materials should be withdrawn from the collection/circulation.

Donated Materials

Gift materials are to be evaluated by the same criteria as purchased materials and are to

be accepted or rejected by those criteria and in accordance with MSAD #11 Board policy

on gifts and donations.

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File: IJJ

Parental Authority

A student’s parent/guardian may inspect, upon request, any instructional material used as

part of the curriculum. The Superintendent/Director of Curriculum and Instruction will be

responsible for developing and implementing procedures for providing access to

instructional material within a reasonable time after such a request is made.

The MSAD #11 Board recognizes that the final authority as to what materials an

individual student will be exposed rests with that student’s parents or guardians.

However, at no time will the wishes of one child’s parents to restrict his/her reading or

viewing of a particular item infringe on other parents’ rights to permit their children to

read or view the same material.

Library-media center materials will not be removed from the collection because of

criticism except in accordance with MSAD #11 Board policy.

Challenged Materials

Despite the care taken to select materials for student and teacher use and the

qualifications of the persons who select the materials, the MSAD #11 Board recognized

that objections may be raised occasionally by students, parents, school staff or

community members.

In the event a complaint is made, the following procedures will apply:

A. The complaint shall be heard first by the person providing the materials in

question.

B. If the complaint is not resolved, the complainant shall be referred to the building

Principal and requested to fill out the “Instructional and Library-Media Materials

Challenge Form.” A copy of the form will be forwarded to the Superintendent.

C. The Superintendent/Director of Curriculum and Instruction shall appoint a “review”

committee composed of the following persons to review the complaint: one

Principal at the appropriate grade level; one librarian/media specialist; one

classroom teacher; the department head in the subject area of the challenged

materials; and one community member.

D. The review committee shall: read and examine the materials referred to them;

check general acceptance of materials by reading reviews; weigh values and faults

against each other and form opinions based on the material as a whole and not on

passages or portions pulled out of context; meet to discuss the material and to

prepare a written report on it.

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File: IJJ

E. The report of the committee shall be forwarded to the Superintendent/Director of

Curriculum and Instruction who will inform the complainant of the results.

F. No materials shall be removed from use until the review committee has made a

final decision.

G. The appointed review committee’s decision may be appealed to the MSAD #11

Board. The MSAD #11 Board may set aside a portion of a regular meeting or call

a special meeting for the purpose of receiving testimony from representatives of

the various points of view. The material in question shall be:

1. Reviewed objectively and in its full content;

2. Evaluated in terms of the needs and interest of students, school,

curriculum and community;

3. Considered in the light of differing opinions; and

4. Reviewed in light of the criteria for initial selection and purpose as

provided herein.

The MSAD #11 Board will announce its decision in writing not later than the conclusion of the

next regular meeting of the MSAD #11 Board following its receipt of said testimony.

Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002

Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule)

P.L. 107-110 § 1061 (No Child Left Behind Act)

Cross Reference: IJJ-E – Challenge of Instructional Materials Form


Revised: August 7, 1986; March 10, 1994; May 3, 2007; January 2012; XXX

FILE: IK

Page 1 of 3

STUDENT ACHIEVEMENT/EVALUATION OF STUDENT ACHIEVEMENT

MSMA TITLE: GRADUATION REQUIREMENTS (keep our title)

Effective evaluation of student achievement is essential to the instructional process, the

certification of student progress towards meeting the content standards of the system of Learning

Results, the tracking of progress toward individual and District learning goals, and

communication between schools and parents. The evaluation of student learning and

achievement is based on the recognition that students have different abilities, learning styles,

cultural backgrounds, and developmental rates and levels. Evaluation of student achievement

provides staff with information important to assessing students’ individual educational needs,

providing appropriate instruction, and identifying learning problems and areas in which

remediation is required. Sharing of information among parents, staff and students is an integral

part of the evaluation process.

Consistent with the Local Assessment System, MSAD #11 will use multiple assessments, both

informal and formal, at the classroom, school, and District levels to evaluate each student’s

performance and to monitor his/her progress toward meeting proficiency in the content standards

and the Guiding Principles of the Learning Results. Assessments over the course of each school

year shall include formats that allow students to demonstrate in different ways what they know

and are able to do. Students should have multiple opportunities to practice, apply, and

demonstrate their knowledge and skills.

Individual classroom assessments may include but are not limited to student tests, quizzes,

reports, presentations demonstrations, laboratory work, writing samples, teacher observations,

portfolio constructions, and student self-assessments. tests, quizzes, reports, demonstrations,

presentations, artifacts, laboratory work, writing samples, teacher observations, portfolio

constructions, and student self-assessments.

School and District assessments will include “common assessments” designed to provide

consistent evaluation and reporting of student knowledge and skills in the same content areas

across same-grade classrooms within the school and same-grade classrooms and grade spans

within the District.

Large-scale assessments will include the New England Common Assessment Program

(NECAP); assessments required for the purpose of determining Adequate Yearly Progress

(AYP) under the No Child Left Behind Act and may include other nationally normed

standardized achievement tests such as the Northwest Evaluation Association’s Measures of

academic Progress test. Large-scale assessments will include those required for the purpose

of determining whether the school has achieved “annual measurable objectives” for

federal reporting purposes, and may include other nationally normed standardized

achievement tests.

A. Replacement Assessments or Pathways to Proficiency

To ensure that each student has an ample opportunity to demonstrate achievement of the

content standards of the Learning Results, the MSAD #11 Board supports the concept of

“replacement” assessments in the form of providing multiple pathways for a student to

FILE: IK

Page 2 of 3

meet a standard. Replacement is the means by which a student is provided with another

opportunity to demonstrate an acceptable level of proficiency in a content area at a grade

span through another, additional assessment.

B. Remediation/Additional Instruction

Students should receive additional instruction or participate in remedial intervention

opportunities before taking a replacement assessment. The Superintendent/designee will

be responsible for establishing a system for remediation and/or additional instruction and

for administration of replacement assessments. As practicable, this system may include

in-class support, tutoring, before and/or after-school learning programs, summer school,

another course, computer-assisted learning, and other methods of instruction and review.

C. Communicating Information Concerning Student Achievement

Teachers should provide students and parents with timely information concerning student

performance and, if applicable, the need for the student to participate in remediation

and/or additional instruction and replacement assessments. Parents are encouraged to

confer with their child’s teacher when performance as measured by classroom

assessments, common assessment, or standardized tests indicates a need for remediation

or additional instruction. The conference should include discussion of the student’s level

of achievement, specific indications of the need for remediation, additional instruction

and replacement assessments, and the schedule for the next set of content standard

assessments. Parents shall be informed at regular intervals of their child’s academic

progress through report cards or other written means.

The principal will provide written notification to students and parents by no later than

March 15th if the student may not advance to the next grade because he/she has not met

the content standards of the Learning Results for the student’s grade span and/or other

reasons, or if the student may not qualify for a high school diploma because he/she has

not met the required standards.

D. Assessment Accommodations and Alternate Assessments

Assessment accommodations and alternate assessments will be provided for identified

students in accordance with their Individual Education Plan (IEP), 504 Plan, or Limited

English Proficiency Plan.

Legal Reference: 20-A M.R.S.A. § 6209

Ch. 127 (Me. Dept. of Ed. Rule)

Cross Reference: ADF – School System Commitment to Learning Results

IKAB – Report Cards/Progress Reports

IKE – Promotion and Retention of Students

IKF – Graduation Requirements

ILA – Student Assessment/Local Assessment System

Maine Department of Education LAS (Local Assessment System)

Guide, March 2004

FILE: IK

Page 3 of 3

Adopted: XXX

FILE: ILA

Page 1 of 3

STUDENT ASSESSMENT/LOCAL ASSESSMENT SYSTEM

An “assessment system” is a coordinated collection of assessments administered to students that, as a whole, provides information on individual students, the school, and the school administrative unit with respect to student achievement of the content standards of the system of Learning Results. The purpose of the assessment system is to provide information that will be used

to monitor student progress toward proficiency and meet the needs of individual

students; inform instruction and curriculum; enable school administrators to make

informed determinations regarding the quality and effectiveness of the educational

program and the need for professional development; provide the State with student

achievement data; inform parents of student progress; and enable to Board to make

informed decisions related to allocation of resources.

The Superintendent will be responsible for implementing MSAD 11’s assessment system. The Superintendent shall be responsible for ensuring that the assessment system is in compliance with applicable statutes and Maine Department of Education rules. The Board expects that there will be input from teachers and administrators in the development and refinement of the assessment system. Legal Reference: 20-A M.R.S.A. §§ 4722-A; 6201-6202-B Me. DOE Rule Ch. 127 Cross Reference: ADF – School System Commitment to Learning Results IK – Student Achievement IKE – Promotion and Retention of Students IKF – Graduation Requirements Adopted: ________

Maine law requires that every school board adopt and fully implement by the end of the

2003-2004 school year a local assessment system as the measure of student progress

toward achievement of the content standards of the system of Learning Results.

A “local assessment system” is defined as a coordinated collection of assessments

administered to students that, as a whole, provides information on individual students, the

school, and the school administrative unit with respect to achievement of the content

standards of the system of Learning Results.

FILE: ILA

Page 2 of 3

Through this policy, the Board adopts and directs the Superintendent to implement the

MSAD #11 Local Assessment System.

The purpose of the Local Assessment System is to provide information that will be used

to guide and enhance classroom instruction, monitor student progress, and certify student

achievement with respect to the school system curriculum and Maine's Learning Results.

In addition, the Local Assessment System is designed to provide valid and reliable

information on student achievement in order to evaluate educational programs and

practices and to make informed decisions related to curriculum and instruction,

professional development, and the allocation of resources to better meet student’s needs.

The Local Assessment System may also be used to identify specific learning problems,

individual learning styles, and for other purposes related to individual student learning

and achievement. The Local Assessment System may be expanded to incorporate other

relevant information that affects the success of students, including student attendance

data, dropout rates, student participation in co-curricular and extracurricular activities,

and post-secondary survey data.

The following general principles apply to the Local Assessment System.

A. Assessment will be aligned with the curriculum and with the performance

indicators of the content standards of the Learning Results.

B. The Local Assessment System will use multiple measures of student learning

for each grade span (K-4, 5-8, and 9-12). The assessment measures should be

developmentally appropriate for the age span.

C. The System is intended to provide for a fair and equitable opportunity for

students to demonstrate knowledge and understanding.

D. The System will include at a minimum classroom, school, school administrative

unit, and state levels of assessment.

E. Neither the New England Common Assessment Program (NECAP) nor a

commercially produced test may be the only measure of student achievement.

F. Effort shall be made to see that testing contributes to the learning process rather

than detracts from it.

G. Accommodations may be made in an assessment based on the needs of a student

as established in the student's Individualized Education Plan or Section 504

plan.

The Board recognizes that teachers and school administrators will be primarily

responsible for administering assessments and for collecting, organizing, and interpreting

FILE: ILA

Page 3 of 3

information. School personnel should be appropriately trained to develop, use, and adapt

assessment data.

The Superintendent will be responsible for implementing a record-keeping and reporting

system that will be used to provide understandable information to the Board and to

students, parents, teachers/professional staff, administrators, and the community. Data

will be presented in a way that conveys school and school unit performance on the

content areas of the system of Learning Results and allows for comparison to statewide

performance.

Legal Reference: 20-A M.R.S.A. § 6201-6205

Ch. 125 &127 (Me. Dept. of Ed. Rules)

Basic School Approval Rules

Cross Reference: ADF – School System Commitment to Learning Results

IK – Student Achievement/Evaluation of Student Achievement

IKAB – Report Cards/Progress Reports

IKE – Promotion, Retention, and Acceleration of Students

IKF – Graduation Requirements

Adopted: May 5, 1994

Revised: June 3, 2004, May 3, 2012

File: BEDG

MINUTES

The Superintendent, in his/her role as RSU MSAD #11 Board Secretary, shall prepare and

maintain accurate minutes of all meetings of the RSU #11 Board.

The minutes shall reflect the type of meeting (regular, special, or emergency), the date, time, and

place of the meeting, and the names of the members present, those absent with excuse (if any),

and those absent without excuse (if any).

The minutes shall include, at a minimum: the wording of motions and resolutions; the name of

the RSU #11 Board member making the motion; the name of the RSU #11 Board member

seconding the motion (if a second is required); the action taken; and the vote.

When a RSU #11 Board member abstains from voting because of a conflict of interest as defined

by law, his/her abstention and reason for doing so shall be recorded in the minutes.

Draft (unapproved) minutes of meetings will be distributed to all RSU MSAD #11 Board

members prior to the meeting at which they are to be presented for approval. Draft (unapproved)

minutes will be made available to the media upon request and may be inspected and copied by

members of the public at the Office of the Superintendent. Draft (unapproved) minutes shall be

stamped “draft” to indicate their status.

RSU MSAD #11 Board meeting minutes shall be acted upon by the RSU #11 Board at its next

regular meeting. The RSU #11 Board’s action on the minutes will be reflected in the minutes of

the meeting at which they are approved.

Approved minutes shall be permanently filed in the Office of the Superintendent, where they

shall be available to the public for inspection and copying during normal business hours. Copies

of the Board minutes will also be posted on the District’s website.

Legal Reference: 1 MRSA §§ 402(3), 408

20-A MRSA §§ 1004, 1055

30-A MRSA § 2605

Cross Reference: BBBDA - Board Declared Vacancy Caused by Absenteeism

BEDI - Board Relations with the Media


Revised: June 5, 1986; November 1, 1990; October 1, 1992; June 15, 2006

File: GBEB

Page 1 of 3

STAFF CONDUCT WITH STUDENTS/STAFF-STUDENT RELATIONS

The relationship between the MSAD #11 staff and students must be one of cooperation,

understanding and mutual respect. Staff members have a responsibility to provide an

atmosphere conducive to learning and to motivate each student to perform to his/her

capacity.

Staff members should strive to secure individual and group discipline, and should be

treated with respect by students at all times. By the same token, staff members should

extend to students the same respect and courtesy that they, as staff members, have a right

to demand.

Although it is desired that staff members have a sincere interest in students as

individuals, partiality and the appearance of impropriety must be avoided. Excessive

informal and/or social involvement with individual students is prohibited. Such conduct

is not compatible with professional ethics and, as such, will not be tolerated.

Staff members are expected to use good judgment in their relationships with students

both inside and outside the school context. Examples of unacceptable conduct by staff

members that are expressly prohibited include, but not limited to the following

guidelines:

A. Dating between staff members and students is prohibited. Any type of sexual

or inappropriate physical contact with students or any other conduct that might

be considered harassment under the Board’s policy on Harassment and Sexual

Harassment of Students.

B. Singling out a particular student or students for personal attention and

friendship beyond the normal teacher-student relationship;

C. Staff members shall not Making derogatory comments to students regarding

the school and/or its staff;

D. Exchanging purchased gifts between staff members and students is

discouraged;

E. Staff-sponsored parties at which students are in attendance are prohibited

unless they are a part of the school’s extracurricular program and are properly

supervised;

F. Staff members shall not Associating with students at any time in any situation

or activity which could be considered sexually suggestive or involve the

presence or use of tobacco, alcohol, or drugs;

G. Staff members shall not Using insults or sarcasm against students as a method

of forcing compliance with requirements or expectations;

H. Sexual banter, allusions, jokes, or innuendos with students;

I. Asking a student to keep a secret;

File: GBEB

Page 2 of 3

J. Disclosing personal, sexual, family, employment concerns, or other private

matters to one or more students;

K. Emailing or texting students using your personal email account or cell phone;

L. “Befriending” students on social networks (outside of any school-approved

activity);

M. Communicating with student on non-school matters via computer, text

message, phone calls, letters, notes or any other means;

N. Students shall be Leaving students unsupervised at all any time during the

school day;

O. Staff members shall not Sending students on personal errands;

P. Staff members shall, pursuant to law and MSAD #11 Board policy,

immediately report any suspected signs of child abuse or neglect;

Q. Staff members shall not Attempting to counsel, assess, diagnose, or treat a

student’s personal problem relating to sexual behavior, substance abuse,

mental or physical health, and/or family relationships. but, Instead, the student

should be referred to the appropriate individual or agency for assistance, e.g.,

guidance counselors, social workers, and/or nurses;

R. Staff members shall not Disclosing information concerning a student, other

than directory information, to any person not authorized to receive such

information. This includes but is not limited to information concerning

assessments, ability scores, grades, behavior, mental or physical health, and/or

family background; or

S. Transporting a student(s) for other than school related events requires the pre-

approval of the school principal or assistant principal.

Staff members are encouraged to discuss issues with their building principal or supervisor

when they are unsure whether particular conduct may constitute a violation of this policy.

Students and/or parents are encouraged and staff members are required to notify the

principal if they believe a staff member may be engaging in conduct that violates this

policy.

Staff violations of this policy may result in disciplinary action up to and including

dismissal. Violations including sexual or other abuse will be referred to the Department

of Human Services and/or law enforcement authorities in accordance with MSAD #11

Board policy JLF.

Cross Reference: ACAA – Harassment and Sexual Harassment of Students

JLF – Reporting Child Abuse and Neglect

JRA – Student Educational Records


File: GBEB

Page 3 of 3

Revised: February 1, 2007

FILE: GCOC

EVALUATION OF ADMINISTRATIVE STAFF

The Superintendent shall implement and supervise an evaluation system for all

administrative personnel. A report shall be made to the board annually as appropriate on

the performance of all administrators, with recommendations regarding their employment

and/or salary status.

Formal evaluations for Principals, Assistant Principals, the Director of Special Services,

and the Assistant Director of Special Services shall be made at least once a year, but

more often during the first two years in an administrative capacity. conducted in

accordance with the timeframe in the Leader Evaluation and Professional Growth

(LEPG) model. The other administrators will be evaluated using the 2 plus 2 model

utilizing the same timeframe established in the LEPG model. The evaluations shall be

conducted according to the following guidelines:

A. Evaluative criteria for each position shall be in written form and made

permanently available to the administrator;

B. Evaluations shall be made completed by the Superintendent or immediate

supervisor;

C. Results of the evaluations shall be put in writing and shall be discussed

with the administrator;

D. The administrator being evaluated will have the right to attach a

memorandum to the written evaluation; and

E. Results of all evaluations shall be kept in confidential personnel files

maintained at the Superintendent’s office.

Legal Reference: Ch. 125 §§ 4.02(E)(3), 8.08 (Me. Dept. of Ed. Rule)

Chapter 508 §§ Title 20-A


Revised: February 1, 2007

File: GCRD

TUTORING FOR PAY

To ensure that all students receive reasonable assistance without charge from their own

teachers and to avoid placing a teacher in a position of a conflict of interest, teachers shall

not tutor for pay any student they have in class or upon whose evaluation or assignment

they will be called upon to pass.

No tutoring for which a teacher receives a fee will be permitted in the school building or

on school time.


Revised: June 5, 1986; August 5, 1993; February 1, 2007

File: HA

NEGOTIATIONS GOALS/PRIORITY OBJECTIVES

The MSAD #11 Board shall negotiate with its employee bargaining units in accordance

with the Municipal Public Employees Labor Relations Law.

Legal Reference: 26 M.R.S.A. § 961 et. seq.

Adopted: February 1, 2007

File: JCAA

School Attendance Boundaries

The MSAD #11 School board shall annually review School Attendance Boundaries taking into

account school capacities, enrollment data, geographic features, student safety, special

educational programs, and student transportation times.

In order to make efficient use of facilities and to plan for equitable school organization,

operation, and administration, the MSAD #11 School Board shall establish attendance

boundaries for each elementary school, Gardiner Regional Middle School and Gardiner Area

High School.

Attendance boundaries are established to maximize efficient use of existing MSAD #11 school

facilities and avoid overcrowding conditions. Factors which may influence boundary decisions

include: growth or decline or school-aged population, density of population, capacities of

existing buildings, and projected future residential development.

When analyzing attendance boundary adjustments the following factors should be taken under

consideration to the extent possible and feasible.

1. Balance student populations among existing schools.

2. Optimize the use of existing facilities.

3. Consider the potential long-term impact of residential

developments either planned or under construction in a

given school attendance area.

4. Maintain the “Neighborhood School Concept”.

5. Avoid multiple school moves for students.

6. Avoid boundary adjustments resulting in schools

becoming socio-economically or special needs identifiable.

7. Consider options to house students, including but not limited to:

Reassignment of grade level or levels to another school site.

Reassignment of special education programs to other schools.

Reassignment of other programs (four year old program) to other schools.

8. Student Transportation Times

On or before the first MSAD #11 School Board meeting in May, the Superintendent will make a

recommendation to the MSAD #11 School Board for boundary changes for the following school

year. On or before the first MSAD #11 School Board meeting in June, the MSAD #11 School

Board shall adopt any boundary changes for the following school year.


Student Representatives School Board report - December 7, 2017:

❖ Athletics--

➢ Fall sports are now over. Great season for all teams.

■ The Football team received the Maine Class C runners up award.

■ The Varsity Volleyball team received a Sportsmanship award.

➢ Winter sports are up and running!

■ Both basketball teams are adjusting to the new schedule.

❖ Drama/Theatre--

➢ “Thrilling Tale of the Three Musketeers”

■ The Middle School Drama program has their show nights November 30,

December 1, and December 2.

■ The Middle Schoolers have worked so hard, the show has come a LONG

way.

➢ “The Pajama Game”

■ After Mr. Walker and Mr. Lerette announced to the school that the

musical this winter would be “Grease” everyone was super excited.

● Long story short, we were not granted the rights for that show,

therefore they had to scramble around and pick a new show before

auditions!

■ They ended up choosing “The Pajama Game” a very fun and exciting

musical!

● Auditions were held a few weeks into November, they casted the

show and rehearsals are off and running.

◆ Once the middle school production is over the musical cast

and crew will move into the theatre.

❖ NHS/Band Thanksgiving baskets--

➢ NHS

■ The National Honors Society works super hard to put together the

Thanksgiving basket food drive every year for families in need.

■ The band also loves to contribute since we are the biggest class in the

school.

● We have a competition throughout the sections of the band to see

what instrument groupings can bring in the most food. (This also

helps the NHS with the donations of food.)

■ This year the NHS fed 200+ families for the holidays! WOO!

MSAD 11 Wellness Committee Meeting

November 15, 2017

Present: Danielle Kilmcsak (Food Corps), Linda Sergent (Director Child Nutrition),

Aimee Ellis (LER Teacher), Jaycie Stevens (GAHS Student), Kady Gould (Helen

Thompson Principal), Kiersten Weed (GAHS Student), Kristy McNaughton (GAHS

Teacher), Pat Hopkins (Superintendent of Schools), Ari Bouse (GRMS Social Worker),

Becky Fles (School Board Chair), Amanda Bullock (Central Office)

Goals for the 2017-2018 School Year

● Staff Wellness Day– Afternoon of the Early Release Day on Thursday, March 15, 2018

● District-wide recycling program ● 5K Run/Walk Fundraiser ● Host a flu clinic for staff ● Zumbathon Fundraiser – February or March 2018 ● Appointment of Co-Chairs

Flu shot clinic feedback: The nurse did not arrive at Central Office for the flu shot clinic.

At the high school, people did not know about needing their insurance cards to have the

shot. The committee is seeking feedback (Heidi) about the flu shot clinic this year

across the district. How many people received the shot?

Tough Tiger Challenge update: Mr. O. is onboard and has communicated that the

subcommittee should plan activities and obstacles. Mr. O. recommended that the

committee consider using the soccer fields. The committee discussed a Friday night

under the lights. Use of the lights would require payment to cover the expense.

Gym Pass update: Danielle will ask Curves about interest in participating in the gym

pass. Natural Food store in Augusta, Gardiner Food Co-op will each donate $20 gift

cards. Participants would be entered into a drawing to win the gift cards. Juiced will

donate coupon for free small drink for all participants. Waiting to hear back from

Matthew’s Cycling. Will ask the participating gyms to offer discount for people who sign

up after participating in the program. Subcommittee will meet Monday, December 4th.

Gym commitments by Dec. 4th so cards can be ordered.

Questions:

● What should the pass be called? Commit to be Fit ● How should the punch card be designed? Vistaprint

● What should go in the packet - safety information, forms from the gyms, best practice for newcomers to fitness (warm-up, stretching)

● Could there be a link to PayPal for participating to use? How will people pay? (Andrea)

● What is the start/end date? Jan. - May ● What is a reasonable fee? Flat fee gives access to specific gyms during specific

months - $100 ● Should we limit the number of passes available? 50 passes

Staff Wellness Day: Pat reported that she has reached out to Karen Moody to contact

Mike Miclon from Johnson Hall (comedy show).

Jim Toman (self-defense class, RAD - 8 week course) is interested in presenting to staff

to generate interest in the course offered through adult education.

Ari has talked to staff members from the middle school interested in presenting to staff

about the benefits of using Essential Oils.

Committee discussed the topics generated last year - financial wellness (student loan

repayment), cooking, comedy act

Subcommittee will meet Wednesday, Nov. 29th @ 3:15 (GRMS)

Next Wellness Committee Meeting: Tuesday, December 19th @ 2:30

Agenda

● Flu shot clinic feedback (Heidi) ● Gym Pass subcommittee update ● District Wellness Day

NOVEMBER Enrollment -- 11/30/2017LER Principal - Karen Moody RVCS Principal - Al Ghoreyeb

PK Duquette AM 16 3 Duca 19

PK Duquette PM 15 3 Keene 21

PK Ellis AM 16 3 Storey 21

PK Ellis PM 16 4 Estabrook 12

K Grant 16 4 Lorbeski 13

K Lancaster 15 4 Patrick 12

K Luiz 16 5 Galibois-Barrs 21

K Viens 15 5 Henerlau 21

1 Clary 18 5 Sergent 21

1 Malcolm 17

1 Whitman 19

2 Canning 16 TOTAL STUDENTS 161

2 King 16 Bldg Capacity 230

2 Plummer 16

2 Smith 17 PITTSTON Principal - Sarah Duffy

Steps Palmer 5 K Alexander 13

K Keegan 11

TOTAL STUDENTS 249 1 Allen 15

Bldg Capacity 310 1 Weymouth 16

2 Damon 19

2 Rowe 19

HTS Principal - Kady Gould 3 Cloutier 18

PK Moore AM 15 3 Owen 17

PK Moore PM 13 4 Tarrio 19

K Lazaro 12 4 Webb 19

K Shagoury 12 5 Adams 18

K Stevens 12 5 Pare 17

1 Bannister 14

1 Brann 15 TOTAL STUDENTS 201

1 Jordan 16 Bldg Capacity 210

2 Lucas 15

2 Luken 15

2 McGrother 13

3 Duncklee 20

3 Marx 21 TCH Principal - Sara Hess

4 Hanley 25 K Smith 8

4 Nickerson 26 1 Snow 14

5 Hall 18 3 Dickson 3

5 Smith 19 4 Dickson 12

5 Dickson 4

TOTAL STUDENTS 281

TOTAL STUDENTS 41

Bldg Capacity 260 Bldg Capacity 155

GRMS Principal - Todd Sanders GAHS Principal - Chad Kempton

6th Grade 143 9 165

7th Grade 169 10 142

8th Grade 146 11 160

TOTAL STUDENTS 458 12 166

Bldg Capacity 657 TOTAL STUDENTS 633

Bldg Capacity 857

GRANDE TOTALS - NOVEMBER 2017

Steps 5

PK 91

K 130

1st Grade 144

2nd Grade 146

3rd Grade 140

4th Grade 138

5th Grade 139

6th Grade 143

7th Grade 169

8th Grade 146

9th Grade 165

10th Grade 142

11th Grade 160

12th Grade 166

TOTAL ENROLLMENT 2,024

NOVEMBER 30, 2017

30-Nov 31-Oct Change 30-Nov 31-Oct Change

2017 2017 2017 2016

Laura E. Richards School 249 254 -5 249 245 4

River View Community School 161 161 0 161 160 1

T.C. Hamlin School 41 43 -2 41 81 -40

Pittston Consolidated 201 199 2 201 193 8

Helen Thompson School 281 276 5 281 285 -4

Gardiner Regional Middle School 458 460 -2 458 465 -7

Gardiner Area High School 633 635 -2 633 617 16

2024 2028 -4 2024 2046 -22

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