2021-2022 Shaker Heights Schools Student Handbook

2021-2022 STUDENT HANDBOOK Shaker Heights City School District 15600 Parkland Drive Shaker Heights, OH 44120 Phone: 216.295-1400 www.shaker.org

Quick Reference Directory MAIN OFFICE

ATTENDANCE

NURSE

Boulevard

295-4020

295-4020

295-4023

Fernway

295-4040

295-4040

295-4042

Lomond

295-4050

295-4050

295-4060

Mercer

295-4070

295-4070

295-4073

Onaway

295-4080

295-4080

295-4083

Woodbury

295-4150

295-4158

295-4155

Middle School

295-4100

295-4106

295-4112

High School

295-4200

295-4203

295-4237

Superintendent

David Glasner

glasner_d@shaker.org

295-4322

Treasurer

Bryan C. Christman

christman_b@shaker.org

295-4315

Chief Academic Officer

Marla J. Robinson

robinson_m@shaker.org

295-4338

Chief Operations Officer

Jeffrey Grosse

grosse_j@shaker.org

295-4310

Executive Director of Scott Stephens Communications & Engagement

stephens_s@shaker.org

295-4309

Executive Director of Tech. & Media Services

John J. Rizzo

rizzo_j@shaker.org

295-4180

Director of Operations

David Boyer

boyer_d@shaker.org

295-4333

Director of School Leadership

Erin H. Herbruck

herbruck_e@shaker.org

295-4728

Director of Curriculum & Instruction

John Moore

moore_j@shaker.org

295-4327

Director of Exceptional Children

Elizabeth Kimmel

kimmel_e@shaker.org

295-4311

Director of Student Data & Accountability

Christopher Rateno

rateno_c@shaker.org

295-4295

Transportation Supervisor

Erin Spevak

spevak_e@shaker.org

295-4390

Registrar

Shannise Jackson-Ndiaye

jackson_sh@shaker.org

295-4321

ADMINISTRATION

Executive Director of Diversity, Equity & Inclusion

As of August 1, 2021 2

FOR ALL FAMILIES ACADEMICS THE INSTRUCTIONAL PROGRAM The District has adopted the International Baccalaureate Programme (IB) for all grade levels as a framework for curriculum development and instructional practice. International Baccalaureate provides rigor and enrichment for all students through hands-on learning, interdisciplinary study, a global outlook, and development of personal characteristics leading to success. Within this framework, the courses of study incorporate the Ohio academic content standards.

Shaker Heights is the first school district in Greater Cleveland, and one of only a handful of districts across the nation, to offer IB programming to students in all grade levels throughout the District.

The International Baccalaureate Programme creates a high level of student engagement as students are encouraged to ask questions of their own and to make connections between what they are learning in the classroom and the larger world around them.

The International Baccalaureate learner attributes are emphasized across all grade levels, encouraging students to be inquirers, knowledgeable, thinkers, communicators, open-minded, principled, caring, risk-takers, balanced and reflective.

Shaker Heights High School was named an International Baccalaureate World School in 2010 and graduated its first cohort of International Baccalaureate Diploma candidates in 2012. All five K-4 elementary schools in Shaker have fully implemented the IB Programme since 2013 and are designated as International Baccalaureate World Schools.

The District was authorized in June 2015 by the International Baccalaureate Organization (IBO) to implement the IB Middle Years Programme for all students in Grades 5-10. This brought to fruition the District’s initiative to provide International Baccalaureate programming to all Shaker students in Grades PreK through 12.

The High School also offers an extensive Advanced Placement program as well as college credit and online courses. The High School offers a total of 45 AP and IB courses.

To meet the needs of all students, instruction is differentiated to meet the academic needs of our diverse learners. More information about the curriculum is available on the District’s Learning & Teaching Department webpages at https://www.shaker.org/curriculum.aspx, and in the Shaker Heights Schools Academic Planning Guide for Woodbury, Middle School and High School.

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PROGRESSBOOK (ONLINE GRADE BOOK) Shaker teachers in Grades 5-12 use ProgressBook, a web-based program that gives parents and students online access to academic information. Teachers may post homework assignments, messages, grades on assignments and tests, and cumulative student progress.

ProgressBook is also where families Districtwide (Grades K-12) will access online report cards.

Each August, parents who have a student without a linked ParentAccess account will receive a “key code” and instructions on how to set up their child’s account.

REPORTING ON STUDENT PROGRESS The Shaker Heights Schools use a variety of assessment measures to get an accurate and complete profile of each student’s progress, strengths and weaknesses. These include report card forms, student-parent-teacher conferences, standardized tests, self-evaluation, portfolios and performance-based tasks.

In Grades K-4, report forms are issued three times per year. In Grades 5-12, report forms are issued four times per year. Special Education teachers provide regular progress updates on goals and Individual Education Plans (IEPs) on this same schedule, unless required because of individual needs.

Report forms will be issued as online report cards through ProgressBook for all students Grades K-12. For students in Grades 5-12, ProgressBook is the primary tool to provide updated information on student performance. All families need to have active ProgressBook accounts. If you have never set up your account or if you have an account but have forgotten your username or password, please see the ProgressBook Help page, https://www.shaker.org/parentaccess.aspx.

ProgressBook can be accessed through any computer, tablet or smartphone with an internet connection. Families who do not have online access may request a paper copy by notifying their students’ buildings.

The District’s goal is to go electronic when possible with grade reports, schedules and student placement notifications.

PARENT-TEACHER CONFERENCES Conferences are held by appointment in fall and spring. Conferences provide good opportunities to discuss a student’s progress and concerns with his or her teachers. At the High School level, students and teachers may conference as the teacher’s schedule allows. A few weeks before each conference day, a letter will be sent home with instructions for scheduling a conference time. Parents may request an alternate time or a virtual conference, if needed.

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TESTING PROGRAM A comprehensive testing calendar will be posted on the District website (https://www.shaker.org/testingmain.aspx) when the state finalizes its assessment schedule.

Parents and students will be notified through newsletters.

In addition to state tests, other assessments are administered in specific academic areas or to meet specific needs. These include: ● ● ● ● ● ●

readiness for reading at the beginning of kindergarten English Proficiency for students whose first language is not English giftedness as required by the Ohio Department of Education practice tests for college admissions tests such as the SAT and ACT initial and summative assessments in each content area; forms of assessment vary: tests, student projects, portfolios, etc. formative assessment of student progress over time

Testing dates will be provided to students and parents well in advance of the tests.

ACADEMIC SUPPORT The schools provide a variety of ways for students to get extra help. Teachers may suggest conferences, one-on-one or small-group tutoring, or other supports. If a student appears to need support, parents should feel free to ask the teacher for assistance and advice. Additional structured academic support may be offered before, during or after school. These supports include, but are not limited to, morning Raider Time for identified K-4 students, What I Need (WIN) time during the school day at Woodbury, academic advisory and after-school conferences at the Middle School and High School.

SPECIAL NEEDS A range of services is available for students ages 3-21 who have been identified with disabilities. These services are tailored to the student’s individual needs after a thorough assessment and collaborative planning with parent involvement. If you suspect that your child may have a disability that is affecting his or her learning, contact the teacher or school psychologist. More information is available at https://www.shaker.org. Select the Departments menu item, then Exceptional Children & Special Education.

FIELD TRIPS ●

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Parents may grant permission for all field trips during the school year when completing the annual update of their student's contact information online at https://gateway.shaker.org.

Teachers will keep parents informed about upcoming trips.

While most trips are free, some require a fee. If so, parents will be notified in advance.

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Field trips are extensions of classroom activities. All school rules and expectations apply.

Transportation is usually furnished on District buses.

The principal reserves the right to deny participation if a student’s behavior poses a threat to the safety of the student or others or to the integrity of the learning experience.

Parents are sometimes invited to accompany classes on selected field trips if space permits. The teacher or room parent will make it known if volunteers are needed.

Volunteers must be fingerprinted in advance through the District office.

On the rare occasion when parent drivers are utilized for transportation, drivers will be expected to provide proof of insurance.

ATTENDANCE, ABSENCES, EARLY DISMISSAL AND TARDINESS To ensure that every student in Shaker Heights Schools is provided with access to a rigorous curriculum, prepared with 21st century skills, and empowered to excel in their future endeavors; it is our responsibility to encourage and enforce school attendance. When students miss too much school it can have a negative effect on academic achievement as well as graduation rates. Ultimately, student attendance is the responsibility of the student and the parent/legal guardian. It is the district’s obligation to promote and provide the attendance procedures to both students and parents/legal guardians. Shaker Heights Schools will use a restorative approach to address student attendance.

Attendance will be recorded on a daily basis and at the High School, attendance is recorded every period. Student absences will be recorded as unexcused until an acceptable excuse has been provided by the parent/legal guardian in accordance with the school board policy (JED:Student Absences and Excuses).

The Superintendent has the ultimate authority to decide whether a nonmedical absence shall be excused.

If a student is repeatedly absent from school due to illness, the school may request the parent/legal guardian provide a written physician’s note to be put on file and used to indicate future absences due to illness as outlined in the physician's statement. This will enable those absences to be marked as a medical excuse.

SCHOOL ATTENDANCE CONTACT INFORMATION School

Phone Number

Email

Boulevard

216-295-4021

bo_attendance@shaker.org

Fernway

216-295-4040

fe_attendance@shaker.org

Lomond

216-295-4050

lo_attendance@shaker.org

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Mercer

216-295-4070

me_attendance@shaker.org

Onaway

216-295-4080

on_attendance@shaker.org

Woodbury

216-295-4158

wo_attendance@shaker.org

Shaker Middle School

216-295-4158

ms_attendance@shaker.org

Shaker High School

216-295-4203

hs_attendance@shaker.org

STUDENT ABSENCES AND EXCUSES: Excused Absences Even if an absence is excused, it still results in loss of educational opportunities that cannot be made up. Nonetheless, there are times when a student simply cannot be at school. Ohio Revised Code, Ohio Administrative Code, and Shaker Board Policy set forth the situations in which an absence can be excused.

Reasons listed below will count as excused absences for reporting purposes: ● ●

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Illness of the child. The approving authority may require the written statement of a physician/mental health professional if it is deemed appropriate; Illness in the family necessitating the presence of the child. The approving authority may require the written statement of a physician and an explanation as to why the child's absence was necessary, if it is deemed appropriate; Quarantine of the home. The absence of a child from school under this condition is limited to the length of quarantine as determined by the proper health officials; Death in the family. The absence arising from this condition is limited to a period of eighteen school hours unless a reasonable causes may be shown by the applicant child for a longer absence; Medical appointment, dental appointment, or other medically documented excuse.

The approving authority may require the written statement of a physician or dentist if it's deemed appropriate; Observance of religious holidays. Any child shall be excused if his/her absence was for the purpose of observing a religious holiday consistent with his/her truly held religious beliefs; Needed at home to perform necessary work directly and exclusively for parents or legal guardians for a limited period of time when approved by the Superintendent (applies to students over 14 years of age only) College visitation. The approving authority may require verification of the date and time of the visitation by the college, university, or technical college; Court Appearance: Appropriate documentation required

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Traveling out of state to attend a Board-approved enrichment activity or extracurricular activity: applies to absences up to 24 school hours Absences due to a student's placement in foster care or change in foster care placement or any court proceedings related to their foster care status; Absences due to a student being homeless; Other as determined by the superintendent in which the judgment of the superintendent of schools constitutes a good and sufficient cause for absence from school

Unexcused Absences Unexcused absences are those absences that do not meet the above listed criteria. Excessive hours of unexcused absences can lead to a student being habitually or chronically truant Reasons listed below will count as unexcused absences for reporting purposes: ● ● ● ●

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Overslept Missed bus/no transportation to school Weather if not determined by the judgement of the superintendent to be excused Family Vacation Family vacations are discouraged during times when school is in session. Absences will only be excused if the student has not reached an excessive absence threshold and one week prior notice is provided to appropriate school personnel.

Accumulated Hours Beyond 65 in a Year without Medical, Court, Administrative Approval, etc. Documentation Once a student reaches the excessive absence threshold for a year (greater than 65 hours) any additional absences will be counted as unexcused unless appropriate documentation is provided.

There is a strong link between attendance and achievement. Therefore, to ensure the best possible education, remember the following: ● ● ●

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It is the student’s responsibility to attend classes.

It is the parent’s responsibility to notify the school when the student will miss classes.

It is the parent’s responsibility to inform the Registration Office (295-4321) or complete the online portal https://gateway.shaker.org of changes in telephone numbers, addresses and names of legal guardians.

It is the school’s responsibility to excuse students who miss classes because of field trips and other special school-related activities.

It is the school’s responsibility to provide a high-quality education and the student’s responsibility to work to take advantage of that opportunity.

EARLY DISMISSAL If it is necessary for a student to leave school before the end of the school day (or before after-school obligations are completed), a written request must be supplied from parents or

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guardians. The written request should be brought to the school/attendance office before the start of school on the day the student is to be excused.

If a student becomes ill during school, he/she must report to the school nurse, to a counselor or to an administrator, who will help make the necessary arrangements to leave school.

A teacher may sometimes excuse a student from regular class attendance for a specified length of time to work on an independent study project. Such a project must be related to the particular course and include specific goals and objectives, as well as provisions for periodic and final evaluations.

TARDINESS PreK-Grade 8: Students who are tardy to school must report directly to the school office.

Students are either “tardy excused” or “tardy unexcused.” To be excused, a student must have a written note or phone call from a parent stating the reason for the tardiness. Legitimate excuses are consistent with other excused absences including (personal illness, quarantine for contagious disease, death of a relative, illness in family, religious holiday, or any other excused absence in "Reporting Absences"). Reasons such as oversleeping or missing the bus are not acceptable even if accompanied by a note from a parent.

Unexcused tardy students will be issued an admittance pass in the office. Habitual unexcused tardies may result in disciplinary action.

Grades 9-12: Students who are tardy to school should report directly to class. In class, their teacher will mark the student as “tardy” in ProgressBook. A student who has missed more than twenty minutes of class will be marked as “tardy bonus” in ProgressBook. Students should not report to the office upon arrival at school. Parents and guardians should still contact their grade level Administrative Assistant via email or phone call to excuse an absence. Habitual tardies may result in disciplinary action.

BEHAVIOR EXPECTATIONS Members of the school community are expected to contribute to a positive learning environment by treating all people and property with respect. This includes: ● ● ● ● ● ●

Using respectful language with children and adults Resolving differences in a peaceful manner Respecting the authority of staff members Cleaning up after oneself Taking care of school and personal property Treating visitors (including substitutes) considerately

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CONTACTING TEACHERS Teachers can be reached via email, a note or voicemail. The teacher may not be able to answer the classroom phone, so the call will be returned as soon as possible.

If your student is having difficulties or you have concerns, start by making an appointment to talk with the classroom teacher. Share specific information about the problem.

Most problems can be resolved through a candid discussion that results in a mutually agreed-upon plan of action between the parent and teacher. Occasionally this may include assistance from the school’s nurse and support team (e.g., nurses, psychologist, building administrator.)

Problems that cannot be resolved through discussion with the classroom teacher should be discussed with the building principal (PreK-Grade 4) or the grade-level assistant principal (Grades 5-12) prior to reaching out to the principal. Only after attempts to resolve the problem at the school level have been exhausted does the central administration become involved in a problem relating to an individual student.

DISCIPLINARY ACTION Disciplinary action may become necessary as a result of student misconduct, misbehavior or truancy. Initially an attempt will be made toward resolution between the appropriate parties.

However, the case may be referred to the assistant principal/principal, who may take disciplinary action. Disciplinary action may include: temporary or emergency exclusion pending investigation, in-school suspension, suspension, or expulsion from school. Students will be subject to these actions for any good and sufficient reason, which includes, but is not limited to, the following: ● ● ● ● ●

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Interfering with a teacher’s conducting of a class or intentionally defying the valid authority of supervisors, teachers or administrators.

Using vulgar language.

Causing or attempting to cause damage to school property, or stealing or attempting to steal school property.

Causing or attempting to cause damage to private property, or stealing or attempting to steal private property.

Possessing and/or using weapons. Under federal and state law, and Board of Education policy, students who bring guns or knives to school are subject to expulsion. This includes small pocket knives and look-alike weapons.

Possessing, using, distributing and/or selling tobacco, drugs, drug paraphernalia, or alcohol. This includes counterfeit or look-alike substances.

Misuse of electronic devices or violation of the digital citizenship guidelines may result in disciplinary action, including suspension or expulsion.

Intimidating or causing physical harm to others.

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Failing to adhere to the consequences of a wrongdoing.

Violating Board of Education policies or school rules and regulations.

Indecent action.

The complete Policies and Procedures of Behavior and Discipline Governing Students’ Rights and Responsibilities appears in the back of this handbook and is available on the website at https://www.shaker.org.

DRESS & GROOMING Appropriate dress and grooming enhance school safety, improve the academic environment, promote good behavior, and eliminate unnecessary distractions from learning. ● ●

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Students are expected to dress comfortably so that they feel free to enjoy physical education, recess and art classes without worrying about their clothing.

Students should come to school dressed for the weather, including boots, snow pants, gloves, hat and coat when appropriate. Except in very severe weather, primary students spend approximately 25 minutes each day in outside activities.

All students need a suitable pair of gym shoes for physical education classes and some kind of covering (e.g., an adult’s old T-shirt) for art classes.

Clothing must be appropriate to the activities for which it is to be worn.

Clothing, shoes and accessories may not create unusual safety or health hazards to the wearer or others.

Clothing and accessories may not distract from the educational process.

Clothing may not cause damage to school property or cause damage to personal property.

No clothing that exposes undergarments and/or private body parts is permitted.

Hats, scarves, bandanas, sweatbands or other headwear may not be worn in the building, except for approved religious reasons.

No clothing and/or accessories that promote drugs, alcohol, tobacco, sex, violence or that violate the schools’ harassment policy is permitted.

Footwear must be worn on school grounds.

Students may not wear hoods, sunglasses or other accessories that limit identification.

The school administration reserves the right to determine what is appropriate appearance and dress. Students whose dress or grooming is inappropriate will be asked to make the necessary adjustments to their dress and return immediately to class. If a student refuses to cooperate, a parent contact will be made and disciplinary action may be taken.

EMERGENCY PREPAREDNESS (CLOSINGS & DELAYED STARTS) The Shaker Heights City School District has safety and security procedures, which have been developed with the assistance of the Shaker Heights Fire and Police Departments, Department of Homeland Security and the Ohio Department of Education. Specific procedures are in place

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for evacuation, lockdown, stay-put and shelter-in-place (with food and water supplies) and early dismissal. The exact protocol used would depend on the nature of the threat or event, and would be determined in consultation with safety officials.

In the unlikely event of an emergency, the District will need help to keep phone lines open for communication with emergency personnel. Therefore, we recommend that parents/guardians log onto https://www.shaker.org, if possible, or tune in to local radio or television news for information and updates.

EMERGENCY CLOSINGS & SCHEDULE CHANGES In the event of a school closing, early dismissal, or delayed opening, parents will be notified through the following means if possible: ● ● ● ● ● ●

news media email automated calls text messaging to those who have opted in for the service the District website, https://www.shaker.org social media ○ Twitter: @ShakerSchools ○ Facebook: facebook.com/ForShakerSchools ○ Instagram: @shaker_schools

Power or internet outages could affect one or more of these systems, so it is best to monitor more than one.

During emergency situations, such as severe storms, the children may be kept at school until it is safe to dismiss them. Parents and media outlets will be notified.

If schools close during the school day: ● ●

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Shaker Heights High School students will be dismissed with the usual end-of-day procedures.

Shaker Heights Middle School students will be dismissed with the usual end-of-day procedures. District buses will transport the students using the regular bus routes, or students may choose to remain at the school for parental pickup.

Students in Grades K-6 will remain in the school building until picked up by an authorized adult.

All families should have a plan so that children know what to do if they should arrive home and parents/guardians are not there. Arrangements should be made with a trusted friend, neighbor or relative to look after any child who should not be at home alone. Children should know in advance what to do.

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DELAYED OPENING A delayed opening procedure may be used on days when weather or road conditions make it inadvisable to start school at the usual time, but it is possible to open in conditions improve.

Delayed opening means a two-hour delay in school starting times and morning bus runs. See the detailed schedule below. Delayed opening may be used when the forecast calls for severe conditions in the early morning, improving by mid-morning.

Parents and staff will be notified of a delayed opening the night before if possible, and by 5 a.m. at the latest. Notification will be made through the usual channels: automated phone calls, text messaging, email, website, Twitter, Facebook and TV stations.

Parents should become familiar with the delayed-opening protocol and develop a family plan so that children will be safe at home and en route to school on delayed-opening days. Your family’s plan will vary depending on your family circumstances and the maturity of your children.

DISTRICT DELAYED OPENING PROCEDURES All faculty and support staff

● Report at normal time, unless otherwise notified by your supervisor

Half-Day PreK

● Morning session canceled ● Afternoon session proceeds on normal schedule

K-4 and Full-Day PreK *Shaker’s First Class follows the K-4 schedule but Shaker transportation is not provided, per normal

Woodbury

Middle School

High School

● Morning bus pickup 2 hours late at the normal location ● Afternoon dismissal as usual ● Report to homeroom ● Morning bus pickup 2 hours late at the normal location ● Afternoon dismissal as usual ● Report to homeroom ● Morning bus pickup 2 hours late at the normal location ● Afternoon dismissal as usual ● Report to 1st period class ● School starts 2 hours later than usual ● Report to first class of the day ● Afternoon dismissal as usual

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Shaker students attending out-of-district schools

● Morning bus or van pickup will be 2 hours later than usual ● Afternoon schedule as usual

SHHS students attending out-of-district vocational education/career tech at CHUH

● Report to Shaker Heights High School at 10:05 a.m. ● Afternoon schedule as usual

High School students attending CEVEC

● Students will be picked up 2 hours later than usual and taken directly to the High School, where they will remain through the morning. ● Afternoon schedule as usual

Non-public school students

● Morning bus pickup 2 hours late at the normal location ● Afternoon schedule as usual

Field trips

● Canceled

Breakfast

● Not served

Lunch

● Served on normal schedule

After-school activities and conference periods

● Proceed as scheduled

Before & after school child care

● Operates on normal schedule ● Breakfast as usual

Child care centers transporting children to Shaker schools

Transport 2 hours late; see starting times above

Updated 8/21

FEES & MATERIALS FEES ● ●

Fees are collected at the start of each school year (or upon registration for new students).

K through Grade 6: $35. This fee covers school supplies, workbooks, consumable products and supplemental materials. Parents are not required to purchase school supplies. This fee may be waived for students who qualify for free/reduced meals. This fee is due annually.

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Grades 7-12: $25. This money is used to support student activities. By law, this fee may not be waived. This fee is due annually.

There may be additional fees associated with field trips, and for students in Grades 3-12, an optional One2One Chromebook Protection Plan of $25 which covers repairs and/or replacement of lost or stolen Chromebooks.

An additional fee may be assessed if a student damages or destroys personal or school property.

Fees may be paid online at PaySchools Central.

TEXTBOOKS Textbooks are provided by teachers to students to use during the year. If students lose a textbook, they must pay a replacement fee in order to get another book. The replacement fee is kept until the end of the year and if the lost textbook is found, then the fee is returned to the student. If the book is not found, the fee is used to purchase a new textbook. Textbook fees must be paid in full in order to receive a student’s diploma.

ONLINE PAYMENT OF FEES & MEAL ACCOUNTS The Shaker Heights City School District uses a secure, web-based payment processing system, PaySchools Central, which allows online payment of student fees, meal accounts and other purchases. Student identification numbers are needed for registration on PaySchools Central.

PaySchools Central provides these conveniences: ● ● ● ● ●

ability to make payments by credit card (VISA, MasterCard, or Discover) or debit card easy online access to pay fees 24 hours a day, 7 days a week ability to view account history of purchases assurance of private and secure transactions no need for students to carry cash

You can reach the PaySchools Central website through https://www.shaker.org under Parent & Student Resources.

UNPAID MEAL CHARGES Shaker Heights City School District’s Food Service Program recognizes that adequate nutrition is essential to students’ mental, physical and academic growth. All children (Grades K-12) participating in the School Breakfast Program (SBP) and the National School Lunch Program (NSLP), whether at a free, reduced or paid rate, will receive a breakfast and/or lunch meal that meets USDA requirements, regardless of whether the students have sufficient money in the meal-charge accounts or cash-in-hand to pay for the cost of the meal at the time of the service.

Purpose: This policy is established to provide consistent meal charge account procedures throughout the District.

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Policy Goals: ● ● ● ●

To treat all students and families with dignity and respect.

To establish a consistent District policy regarding charges and collection of charges.

To encourage parents and guardians to assume the responsibility of meal payments and to promote self-responsibility of the student.

To support positive interactions with District staff, District business policies, students and parents/guardians to the maximum extent possible.

Responsibilities: Parents/Guardians: Parents/Guardians are responsible for paying for all of their student’s meal charges. Uncollected meal charges shall be handled the same as any other school debt.

Repeated failure to address meal charges may result in referral to an agency for collection. All meals eaten before a free or reduced-price meal application is processed or approved are the responsibility of the parent and must be paid for in a timely manner. Parents are encouraged to use PaySchools Central to pay for meals and/or to track purchases made by their student(s).

Parents, who wish to prohibit their students from charging meals, can contact the Food Service Department and request the student account be closed.

Food Service Department: The Food Service Department is responsible for maintaining charge records and notifying the Treasurer’s Office of outstanding balances. The Food Service Department will issue a notice to parent(s) whose student(s) has a delinquent account. Twice a month, the Food Service Department will run a report showing all student accounts with a negative food account balance. The Food Service Department will provide this notification letter to the respective school office which will send the notice to the parent(s).

The Food Service Department is responsible for providing a meal which meets the School Breakfast Program (SBP) or National School Lunch Program (NSLP) requirements to all students. If a student has a negative balance of $20.00 in his/her student account and does not have adequate money in hand to cover the cost of the meal at the time of service, an alternative meal of the District’s choice will be provided at no cost to the student. After three no-cost alternative meals, all alternative meals will be charged against the student’s account.

School District: The School District is responsible for supporting the Food Service Department in debt collection activities. Unpaid meal charges will be carried over at the end of the school year as a delinquent debt and collection efforts may continue into next school year.

Federal guidelines prohibit the Food Service Department from writing off bad debts as a result of charged meals. Every effort will be made to collect for unpaid meals. While not all inclusive, these measures may include the following: ● ● ● ●

An automated telephone call to the parent.

An email sent to the parent.

School meal/lunch coordinator contacts parent(s) by phone School meal/lunch coordinator sends notices to place in teachers’ mailboxes for students.

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School meal/lunch coordinator sends letters home from the Food Service Department.

When a student repeatedly comes to school without a meal from home or money to participate in the school meal program, such requests may indicate the family’s need for free or reduced-price meals. School administrators should work with the family to apply for school meal benefits. School meal status is treated as a confidential matter and should not be a consideration for families considering applying for assistance. School administrators should consider if circumstances in the home warrant contacting social workers or Child Protective Services.

This policy for unpaid meal charges is designed to ensure that all students, who want to eat a school meal, receive a meal without impediment(s). This policy should be reviewed with all school-level staff, including school nurses, school counselors, principals, assistant principals and other administrators.

GETTING TO & FROM SCHOOL Students may walk to and from school, be driven, ride a bicycle, or, if eligible, ride a school bus.

Parents should make certain their students do not arrive at school too early, because there is no supervision in the schools or on the playgrounds prior to the start of the school day.

BUS TRANSPORTATION Students in Grades PreK-8 who live more than a mile from the school are assigned bus transportation. Students with special needs may also be assigned transportation regardless of distance from school.

Information regarding the time and location of the student’s bus stop will be shared through the Here Comes the Bus App/Website before the start of the new school year. To sign up for Here Comes the Bus, follow the instructions linked here.

All students riding the school bus are to adhere to the following general guidelines: ● ● ● ●

The bus driver is in complete charge of operating the bus, and will assign seats as needed.

Students are to line up on the sidewalk at the designated stops and board the bus in an orderly fashion.

All riders must be properly seated. No loud talking or disorderly conduct is permitted.

Regular bus riders who plan to walk home or visit a friend in the walking area must provide written parental permission to the school office.

To ensure the safety of all, students must: ● ●

Load and unload in an orderly manner.

Remain seated while the bus is in motion.

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● ● ● ● ● ●

Keep noise to a minimum.

Be silent when the dome lights are on.

Not open windows without the driver’s permission.

Not hang or throw anything out the windows.

Not eat, smoke, litter or throw items on the bus.

Respect the driver by following his/her directions.

At the bus stop and boarding area students must: ● ● ● ● ●

Not litter, damage or mark property or bus.

Wait for the bus on the sidewalk.

Be courteous to others both on and off the bus.

Cross the street only in front of the stopped bus when the driver gives the signal.

Not bring food or beverages to the bus loading area.

Students may not ride a different bus unless absolutely necessary. Any change must have pre-approval of their principal’s office.

If a child is going home with a friend after school, the teacher and building principal must be notified in writing. This note must include the date, the friend’s name and transportation details.

Arrangements should be completed in advance.

WALKING TO SCHOOL SAFELY ● ● ●

Walk on the sidewalk, rather than in the street.

Use crosswalks.

Obey the directions of crossing guards.

DRIVING A STUDENT TO SCHOOL ● ● ●

Students should be dropped off on the side of the street closest to the school. Students are not permitted to run across the street.

Students may not be dropped off or picked up in the bus area or school’s parking lot.

School driveways or parking lots may not be used to turn cars around.

BIKING TO SCHOOL Biking to school is a family decision and does not take the place of our bus transportation program. Bicycle racks are available at every school. Students should lock their bikes to the bicycle racks upon arrival at school.

When deciding if biking is appropriate for your student, please consider the following: ● ● ●

Distance from school Adult crossing guards at intersections on your student’s route Amount of books and other school materials being transported

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● ●

Weather conditions, especially those causing slippery sidewalks Maturity and judgment of your child

The law requires bike riders to wear helmets. Those under the age of 14 must ride on the sidewalk.

HIGH SCHOOL STUDENTS Bus transportation is not provided for students in Grades 9-12, with the exception of those with special needs. High School students may walk, bike, ride RTA, or drive to school. ● ● ● ● ● ●

Bike racks are provided. Be sure to lock your bike.

Reduced-fare RTA passes are available in the High School office.

Students who choose to drive should be aware that parking on and near the campus is limited. Allow plenty of time.

Students may not park in designated faculty parking areas or in lots at Onaway, Woodbury or the Administration Building.

Drivers must observe speed limits and all traffic/parking regulations on and around the campus.

Illegally parked cars may be ticketed or towed.

HARASSMENT, INTIMIDATION, & BULLYING POLICIES & PROCEDURES COMMITMENT The District and the Board are committed to providing a safe, positive, productive, and nurturing educational environment for all students. Harassment, intimidation or bullying on the basis of gender, disability, race, sexual orientation, ethnic/national origin, or religion in all school environments (academic, extracurricular, school sponsored activities and school buses) is strictly prohibited. The prohibition includes both student-on-student and staff-on-student.

Retaliation against a person reporting alleged harassment, persons participating in the investigation or in related proceedings is also prohibited.

The fact that the alleged harasser and the victim are members of the same protected class will not preclude the District from investigating an incident in order to determine whether harassment has occurred.

The District requires that all staff promptly report incidents of harassment using the established procedure. Staff is also required to intervene to stop the harassment unless circumstances are of a dangerous nature.

Students are encouraged to immediately report incidents of harassment/bullying. However, intentional false reports of harassment/bullying will result in disciplinary action. Inappropriate behavior can be verbal, physical, or written. Examples of inappropriate behaviors include aggressive behavior, racial slurs, offensive written communication or graffiti, electronic acts

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(cyberbullying), teasing based on religion, race or disability, violence in a dating relationship etc.

These prohibited behaviors extend to both peer-to-peer and staff-to-student conduct on school grounds (hallways, classrooms, common areas etc.), at school sponsored academic and extracurricular activities (sports events, clubs, field trips etc.) and on school buses.

DEFINITION OF HARASSMENT/BULLYING As defined in Ohio Revised Code, harassment, intimidation, or bullying means any intentional, written, verbal or physical act that is student-on student or staff-on-student (on school grounds, at school sponsored academic and extracurricular activities and on school buses) more than once, and the behavior causes mental or physical harm and is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for the other student. This includes cyberbullying (electronic acts) and violence in a dating relationship.

However, inappropriate behavior does not have to include intent to harm, be directed at a specific target or involve repeated incidents to be considered harassment and prohibited by District policy. The District will investigate formal and informal complaints.

COMPLAINT PROCEDURES 1. Forms Students, classified staff, parents/guardians or community members can make a formal complaint of alleged incidents using the Student Incident Form that is available in all building offices. Faculty who become aware of incidents need to complete the Student Referral Form, complete an initial investigation and return it to the assigned school administrator as soon as possible. Administrators will complete the Investigation Form if the situation warrants additional attention.

When the behavior involves allegations of sexual harassment, the Title IX sexual harassment grievance process will be followed, as applicable. When the behavior is sexual harassment, the Title IX sexual harassment grievance process will be followed, if applicable, prior to imposing any discipline that cannot be imposed without resolution of the Title IX process.

2. Administrators Assigned Listed below are the administrators assigned to receive and investigate reports of harassment/bullying.

Erin Herbruck Director of School Leadership herbruck_e@shaker.org 216-295-4728

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Barbara Maceyak Title IX Coordinator maceyak_b@shaker.org 216-295-4334 Boulevard Elementary Neal Robinson, Principal Robinson_n@shaker.org 216-295-4020 Fernway Elementary Christopher Hayward, Principal Hayward_c@shaker.org 216-295-4040 Lomond Elementary George Clark, Principal Clark_g@shaker.org 216-295-4050 Mercer Elementary Roneisha Campbell, Principal Campbell_r@shaker.org 216-295-4070 Onaway Elementary Eric Forman, Principal Forman_e@shaker.org 216-295-4080 Woodbury Elementary Tiffany Joseph, Principal Joseph_t@shaker.org 216-295-4150 Middle School Michelle Hughes, Principal hughes_m@shaker.org 216 295-4100 High School Eric Juli, Principal Juli_e@shaker.org 216 295-4200

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3) Procedure a) Each building will establish a designated location in the assigned administrator’s office for collections of reports of alleged harassment. All staff will be made aware of this location. b) All school personnel must report alleged student-on-student or staff-on-student harassment based on sex, gender, disability, race, ethnic/national origin and religion using this established procedure and specifying if the incidents are verbal, physical, cyber etc. c) School personnel must receive or witness reports or information about harassment incidents regardless of whether the incidence is verbal, physical or other. d) Students are encouraged to report alleged incidents immediately to a staff member. e) Faculty receiving a complaint will address the situation with the student(s) within 24 hours, investigate the situation, complete the Student Referral Form and promptly return it to the designated location for administrator review. f) Students, parents/guardians or community members may complete the Student Incident Form (available in all school offices) or speak directly to an administrator or teacher. g) Any forms received by the office will immediately be placed in the designated file located in the assigned administrator’s office h) Administrators will review all complaint forms within 24 hours of receipt and begin plans for investigation using the Investigation Form. i) Administrators will begin plans for investigation within 24 hours of receiving a verbal complaint and complete the investigation and reporting to the required parties within three weeks. j) Persons reporting an anonymous complaint or requesting confidentially or no action to be taken on the part of the District, will be informed that the ability of the District to respond may be limited. They will also be informed that Title IX and Section 504 prohibit retaliation and that the District takes steps to prevent such retaliation. k) Anonymous complaints will be reviewed and reasonable action taken to the extent that such action does not disclose the source and is consistent with due process rights. These complaints will be reviewed by the assigned administrator within 24 hours.

At any time a complainant may choose to file a complaint with OCR. Office of Civil Rights U.S. Department of Education 1350 Euclid Ave. Suite 325 Cleveland, Ohio 44115 Telephone: (216) 522-4970 Facsimile: (216) 522-2573 http://www.ed.gov/about/offices/list/ocr/complaintintro.html 22

INVESTIGATION PROCEDURE 1. When hazing and/or bullying is based on race, color, national origin, sex, (including sexual orientation and gender identity)or disability, and the behavior creates a hostile environment, the hazing and bullying investigation is suspended while the applicable nondiscrimination grievance procedures are implemented where applicable.

2. Faculty receiving a report of harassment/bullying will begin an investigation within 24 hours of receipt of a complaint.

A. The Student Referral Form will be used to document the investigation process.

B. At conclusion of investigation, a copy of the Student Referral Form will be placed within 24 hours in the designated area for administrative review.

3. The administrator assigned will review the form within 24 hours and make a determination whether additional action is needed.

A. If no additional action is needed, the form will be filed by the student’s last name in a confidential file.

B. If further action is needed, the investigation will begin within 24 hours.

4. In situations where the administrator receives the complaint, an investigation will begin within 24 hours.

5. The investigation will include: establishment of an investigations team; interview of alleged victim, alleged perpetrator and witnesses; summary of allegation; outcome of investigation; disciplinary action; plan to prevent reoccurrence or new harassment; referral to law enforcement (if applicable) and written notification to custodial parents of students involved.

6. Administrators assigned will use the Investigation Form to document the investigation process.

A. To ensure a reliable and impartial investigation, the investigation team will represent race and gender as appropriate and interviews will be conducted with victim(s), alleged perpetrator(s), and witnesses .

B. A preponderance of evidence will be used to substantiate harassment.

7. Disciplinary action will be taken as determined appropriate and consistent with due process rights.

A. A preponderance of evidence will be used to substantiate harassment.

B. Remedial action may also include nondisciplinary strategies that assist in redirecting the inappropriate behaviors.

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8. A plan will be developed to stop, remedy, and prevent recurrence or the occurrence of new harassment for the victim or other persons who participated in the incident or the investigation.

9. Discipline procedures will not infringe on any student's rights under the First Amendment to the Constitution of the United States.

NOTIFICATION PROCEDURE 1. Written notice will be given to: A. custodial parents/guardians of students involved in the incident B. students who are 18 years of age older or C. parties filing the complaint if different than listed above.

2. Appropriate staff will be apprised of the outcome of the investigation.

3. A copy of the Investigation Form and all attached documentation will be sent to the appropriate Director of Primary/Secondary Education of Director.

RECORD KEEPING PROCEDURE 1. Assigned administrator will establish a confidential file location for completed harassment reports in his/her office.

2. These records should be kept as follows for a minimum of three years from the date of the report of alleged harassment. Annually between the end of the school year and June 30 the records in confidential files will be reviewed to determine those that will be retained.

A. Records retained for fourth-grade students will be forwarded to the Grade 5-6 building by June 30.

B. Records retained for sixth-grade students will be forwarded to the middle school

by June 30.

C. Records retained for eighth-grade students will be forwarded to the high school

by June 30.

D. Records of graduates will be retained for the three-year period based on the date of the report of the incident even if the student has graduated.

3. Staff completing the Student Referral Form will attach all pertinent information after initial investigation.

A. Keep one copy in a confidential secure file.

B. Return one copy with attachments to the administrator assigned in the designated location.

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C. Administrator assigned will file these forms in a confidential secure file by student last name.

4. Administrator assigned will attach all pertinent information to the Investigation Form, such as witness statements, custodial parent/guardian notification letters, etc.

A. These forms will be filed in a confidential file in the administrator’s office by student last name for both the victims and the perpetrators.

B. One copy of the Investigation Form will be sent to the Director of School LeadershipPrimary/Secondary Education.

5. Director of School LeadershipPrimary/Secondary Education will keep copies of Investigation Reports in a confidential secure file in alphabetical order by student’s last name.

6. Each assigned administrator will keep track of the number of verified incidents of harassment.

STUDENT INSTRUCTION 1. At the beginning of each school year all faculty will discuss the District policy regarding anti-harassment/bullying in age appropriate language.

2. Individual buildings may choose to notify students at the beginning of the year in appropriate groups such as all third-graders, all high school freshmen etc.

3. Throughout the year policies will be reviewed with students by all staff members as needed.

PREVENTION PROGRAM 1. The Response to Intervention Program is adopted Districtwide in all buildings to provide behavior supports to all students.

2. International Baccalaureate Program Learner Attributes are adopted Districtwide that guide the interaction and overall climate in the buildings.

3. Annual student climate surveys in Grades 4-12 given in spring will include additional questions on bullying, and results incorporated in student activities the next school year.

STAFF TRAINING 1. In August of each year the administrative staff will review and update the Anti-harassment/Bullying Policies and Procedures.

2. New teachers will be in-serviced on the District Policies and Procedures during orientation.

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3. At the beginning of each school year, a faculty meeting in each building will be dedicated to the review of our District Policy and Procedures.

4. Annually a review session will be conducted for classified staff including secretaries, bus drivers and custodial workers at the November in-service day.

5. Substitute teachers will receive a written copy of Anti-Harassment/Bullying Policies and Procedures at orientation.

6. Annually all employees will take an on-line course on Bullying Prevention through Public School Works.

HEALTH & MEDICAL CONCERNS THE SCHOOL NURSE A nurse is always on call in the event of injuries or illnesses during school hours.

School Clinic Phone Numbers Boulevard 295-4023 Fernway 295-4042 Lomond 295-4060 Mercer 295-4073 Onaway 295-4083 Woodbury 295-4155 Middle School 295-4112 High School 295-4237

ILLNESS If a student becomes ill during school hours, parents are contacted at the emergency contact numbers provided to the District at the beginning of the school year. Therefore, it is extremely important that you notify the District of any changes in phone numbers during the course of the year. Please report any changes to registration@shaker.org. Include your name and address and the name(s) and school(s) of your child(ren).

A student should stay home until he/she is adequately treated or symptoms have subsided for: diarrhea, inflamed or discharging eyes, earache, constant cough, discharging ears, nausea or undiagnosed skin rash. A student must be free of fever for 24 hours before returning to school.

REQUIRED IMMUNIZATIONS The Ohio Department of Health has established minimum immunization requirements for school children. These immunizations may be obtained through the student’s pediatrician, health clinic

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or family doctor and must be completed before a child is enrolled in school. Clinic referrals are available from the Shaker Heights Health Department, 491-1480. For a complete list of current immunization requirements, parents/guardians may contact the school nurse or the Registration Office.

ALLERGIES In the interest of the student’s safety and health, the school expects parents to inform the school nurse of any allergies, especially those that may cause life-threatening reactions. Consultation with the parents and possibly the physician may be necessary to ensure that a plan is in place to properly care for the student in the event of a reaction. The parent is responsible for keeping the school nurse informed of any reactions or changes in the student’s medications or plan of care for a reaction.

MEDICATION AT SCHOOL A school nurse or principal or his/her designee may administer medication—prescription and/or over-the-counter medicine—during school hours to students in his/her school according to the following guidelines.

1. The Permission for Medication form must be completed by the child’s health care provider and child’s parent/guardian. If the medication is for asthma, an Asthma Action plan must also be completed. The forms are available from the school office, the school nurse, and on the District website, https://www.shaker.org. The completed forms are to be given to the school nurse before the medication can be given. A new form must be completed each school year and/or if a medication dosage is adjusted.

2. The medication must be brought to school by a parent/guardian in its pharmacy-labeled container. Ask the pharmacist for an extra labeled container for school if needed.

HOLIDAYS The Shaker Heights schools are closed on several widely observed religious and secular holidays. These dates are noted on the school calendar. Any student whose family observes additional religious holidays may be excused from school for the day.

Board of Education policy prohibits the celebration of religious holidays in school. Therefore, parties sponsored by the PTO are nonsectarian in nature. A student may be excused from any school activity or party if his or her parent/guardian wishes.

Children may bring treats to school to be shared by all classmates on their birthdays. Please limit the treat to one item per child. Communicate with the teacher beforehand to determine the type of treat (allergies may be a concern) and to arrange a time that will not disrupt the educational schedule. We encourage healthy snacks instead of cake or candy.

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NEWS AND INFORMATION ● ● ● ● ● ● ● ● ●

The District website, https://www.shaker.org, with news, calendar dates, staff directory and resource links The Shaker Heights Schools app, a one-stop shop for news, alerts, event reminders, contacts, menus and more. Download it from the App Store or Google Play.

The Shaker Schools Connection, the District's monthly e-newsletter The Shaker eNews, the District's weekly e-newsletter (including building newsletters) Shaker Life magazine, mailed to all households in the District The District Facebook page, facebook.com/ForShakerSchools On Twitter: @ShakerSchools On Instagram: @shaker_schools Direct communication with teachers and administrators via phone, email, note or in person by appointment. A staff directory is available in the Shaker Heights Schools app or on https://www.shaker.org. Select the Contact menu item.

To receive news from the schools and PTO, parents should provide current phone numbers and email addresses when updating your student's information online at the beginning of the year. If your contact information changes after you update your student’s information online at the start of the year, please report any changes to registration@shaker.org. Include your name and address and the name(s) and school(s) of your child(ren).

PARENT ENGAGEMENT PARENT’S CODE We understand that parents share in the responsibility to promote the academic achievement and social development of our students.

Therefore, we encourage parents to: ● ● ● ● ● ● ●

●

Share responsibility for the improved academic achievement of your child; Check and assist your child in completing homework tasks, when necessary; Encourage your child to read at home for a minimum of 30 minutes each day; Encourage your child to follow school rules and regulations; Promote positive use of extracurricular time such as, extended day learning opportunities, clubs, team sports and/or quality family time; Attend Curriculum Night/Open House and parent-teacher conferences; Communicate with your child’s teachers about educational needs and stay informed about their education by reading and responding to all notices received from the school or District; Be a positive role model so that your student can best understand the behaviors necessary to succeed academically;

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● ● ● ● ● ●

Monitor your child’s attendance and ensure that your child arrives to school on time as well as follow the appropriate procedures to inform the school when your child is absent; Ensure that your child comes to school well rested by setting a schedule for bedtime based on the needs of your child and his/her age; Participate, as appropriate, in the decisions relating to your child’s education; Set limits to the amount of time your child watches television or plays video games; Respond to surveys, feedback forms and notices when requested; Take part in the school’s Parent Teacher Organization and volunteer in school or assist from your home as time permits.

PARENT-TEACHER ORGANIZATIONS (PTO) Each Shaker school has a PTO, which is engaged in a wide variety of activities that are intended to complement and enhance the academic program and build community. PTO Council is the Districtwide umbrella organization. All Shaker parents and guardians are automatically enrolled as members of the PTO at no charge.

Parents are actively involved, serving as volunteers to help students, providing funds for special programming and equipment, publishing school newsletters, accompanying field trips and acting as room parents.

The PTO welcomes all parents, guardians, caregivers, grandparents and other family members who want to become involved. Although some PTO activities occur during the school day, there are many volunteer opportunities for parents who have other daytime obligations.

Parents/guardians should contact the school’s PTO officers for more information. PTO representative rosters are available on each building’s PTO web page. Further information is available at shakerpto.org.

SAFETY DRILLS Twelve Preparedness Drills will take place throughout the school year. These include six fire drills, three emergency response drills and three tornado drills. The procedures are posted in each classroom and reviewed regularly. Safety procedures must be followed without exception.

FIRE DRILLS ● ●

● ●

Six fire drills are held each school year.

Students must evacuate the building for drills in an orderly and quiet manner, and must follow all directions given by teachers or other school personnel. Students who are not in their classrooms during an alarm are to leave the building by the nearest exit and rejoin their class outdoors.

Ordinance Number 7041 of the City of Shaker Heights makes it a misdemeanor for anyone convicted of failure to evacuate a public building during a fire or emergency drill.

Any student activating a false alarm could be subject to expulsion proceedings.

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TORNADO DRILLS ● ●

Three tornado drills are held regularly in the spring.

Students must follow the instructions of staff members in moving to a safe place.

EMERGENCY RESPONSE DRILLS (Stay-Put, Shelter-in-Place and Lockdown) Stay-Put ● ● ●

Used in situations such as medical emergencies or minor utility situations, major disruption in hallways, etc.

Hallways are cleared, doors locked, teaching and learning continues.

Announcement made to allow students to move to the next class.

Shelter-in-Place/Reverse Evacuation ● ● ● ●

Response to external threat or condition. (Weather, crime in the community near school etc.)

Reverse evacuation: everyone brought inside Halls cleared, doors remain locked and teaching and learning continues Parents notified.

Lockdown ● ● ● ●

Lockdown is called in case of an active threat.

Any staff member can call a lockdown.

When evacuation is not an option, lock doors, out of sight, lights off.

Prepare to evacuate.

SAFETY TIPS FOR FAMILIES All parents/guardians should review basic safety and security guidelines with their child/children in order to ensure that the child knows: ● ● ●

● ●

His/her full name, telephone number, including the area code and complete address, including the city and state.

How to make both a local and long distance phone call and how to use the 911 emergency number.

That a stranger is someone a child doesn’t know well. Children should learn to tell parents/guardians about strangers they meet or anyone who asks them to keep a “secret.”

Never to go into anyone’s home without a parent’s/guardian’s permission. Children need to know whose homes they can enter.

That they should never get into anyone’s car, unless parental approval has been given.

Also, children should not go near a car if a stranger is calling them.

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● ● ● ●

●

●

●

That they should walk with and play with others. A child who is part of a group is less vulnerable.

That it is okay to say “no.” Every adult doesn’t have authority over children — especially if that person wants children to do something they have been taught is wrong.

That no one has the right to touch them or make them feel uncomfortable. If someone does attempt to touch them, they should tell their parent/guardian immediately.

What to do if someone is following them. They should go to a place where there are other people, to a neighbor’s home or into a store. They should ask for help and should not try to hide.

That if for any reason they are left at home unsupervised, children should never tell anyone over the telephone that they are alone. The same applies to answering the door when home alone. Children should know a family member or a neighbor to call if someone tries to get into the house or if there is an emergency.

To wear a properly fastened seat belt when riding in a car, in accordance with state law, and a properly fitted helmet when riding a bicycle. The City of Shaker Heights requires cyclists to wear helmets.

When to yell “HELP!”

STUDENT INFORMATION UPDATES, FORMS & PERMISSIONS ANNUAL STUDENT INFORMATION UPDATES At the beginning of the school year, parents or guardians will be asked to update their student's contact information online at https://gateway.shaker.org. The updates you share provide information that is important for school-family communication, student health and safety, and participation in field trips.

When updating information at the beginning of the school year, parents/guardians should: ● ● ● ● ● ●

verify and correct information in the system provide email addresses for use by the school and PTO provide key medical information and permission to administer treatment list emergency contacts indicate any desired restrictions on photos, video or release of student information to military recruiters grant permission for student participation in field trips

Important: All information must be completed by Labor Day weekend.

OTHER FORMS Additional forms are available at https://www.shaker.org/forms.aspx. These include: ● ●

athletic participation and physical forms free and reduced lunch applications 31

● ● ●

health and medication forms authorization for records release work permit application

RELEASE OF STUDENT INFORMATION, PHOTOS, & VIDEOS Photography/Videography: Reporters, photographers and videographers occasionally visit the schools to report on news and events, either for the District’s own publications and website, or for newspapers, magazines or television. The District may also provide these images to the International Baccalaureate Organization, City of Shaker Heights and other partner organizations for their use.

All media visits to classrooms must be approved by the Communications Office and school principal. A School District staff member is always present. Children with special needs are never identified without express permission from the parent or guardian.

If you do not want your student to appear in photos or videos, or if you do not want his/her information released to military recruiters, please notify the District Communications Department by calling 216-295-1400.

Release of Student Information to Military Recruiters: Under federal law, the District is required to provide military recruiters with contact information for secondary school students, unless the parent or student (if 18 or older) denies permission.

FAMILY DIRECTORY The Shaker Heights Schools PTO Family Directory can be found on the http://shakerpto.org website Membership Toolkit. Families who wish to be in the Directory can enter their information on the Toolkit. For more information, visit http://shakerpto.org .

TECHNOLOGY ACCEPTABLE USE POLICY (Policy EDE) AND DIGITAL CITIZENSHIP GUIDELINES Technology can greatly enhance the instructional program, as well as the efficiency of the District. The Board recognizes that careful planning is essential to ensure the successful, equitable and cost-effective implementation of technology-based materials, equipment, systems and networks.

Computers and use of the District network or online services support learning and enhance instruction, as well as assist in administration. For purposes of this policy computers include but are not limited to District-owned desktop computers, laptops, tablets and other mobile computing devices.

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All computers are to be used in a responsible, efficient, ethical and legal manner. Failure to adhere to this policy and the guidelines below will result in the revocation of the user’s access privilege. Unacceptable uses of the computer/network include but are not limited to: 1. infringing on the rights or liberties of others; 2. illegal or criminal use of any kind; 3. utilization involving communications, materials, information, data or images reasonably regarded as obscene, pornographic, threatening, abusive, harassing, discriminatory, or in violation or inconsistent with any other District policy; 4. accessing, viewing, printing, storing, transmitting, disseminating or selling any information in violation of law or subject to privilege or an expectation of privacy; 5. causing or permitting materials protected by copyright, trademark, service mark, trade name, trade secret, confidentiality or proprietary data, or communications of another, to be uploaded to a computer or information system, published, broadcast, or in any way disseminated without authorization from the owner; 6. damaging or altering the operation, function, content or design of the School Information Technology Facilities; 7. granting access to the School Information Technology Facilities to individuals not authorized by the District either by intentional conduct such as disclosing passwords, or by unintentional conduct such as failing to log off; 8. commercial, profit-motivated, or partisan political use not related to District programs; 9. accessing personal social networking websites for noneducational purposes; 10. “hacking” or gaining unauthorized access to other computers or computer systems, or attempting to gain such unauthorized access; 11. accessing and/or viewing inappropriate material and 12. downloading of unauthorized freeware or shareware programs.

The Superintendent/designee shall develop a plan to address the short- and long-term technology needs and provide for compatibility of resources among school sites, offices and other operations. As a basis for this plan, he/she shall examine and compare the costs and benefits of various resources and shall identify the blend of technologies and level of service necessary to support the instructional program.

Because access to online services provides connections to other computer systems located all over the world, users (and parents of users who are under 18 years old) must understand that neither the school nor the District can control the content of the information available on these systems. Some of the information available is controversial and sometimes offensive.

The Board does not condone the use of such materials. Employees, students and parents of students must be aware that the privileges to access online services are withdrawn from users who do not respect the rights of others or who do not follow the rules and regulations established. A user’s agreement is signed to indicate the user’s acknowledgment of the risks and regulations for computer/online services use. The District has implemented technology-blocking measures that protect against access by both adults and minors to visual depictions that are obscene, child pornography, or, with respect to the use of computers by

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minors, harmful to minors. The District has also purchased monitoring devices that maintain a running log of Internet activity; recording which sites a particular user has visited.

“Harmful to minors” is defined as any picture, image, graphic image file or other visual depiction that: 1. taken as a whole and with respect to minors appeals to a prurient interest in nudity, sex or excretion; 2. depicts, describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts or a lewd exhibition of genitals and 3. taken as a whole, lacks serious literary, artistic, political or scientific value as to minors.

The District will educate minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response. The Superintendent/designee will develop a program to educate students on these issues.

Annually, a student who wishes to have computer network and Internet access during the school year must read the acceptable use and Internet safety policy and submit a properly signed agreement form. Students, parent/legal guardian, and staff are asked to sign a new agreement each year after reviewing the policies and regulations of the District. The District reserves the right to amend policies and regulations as necessary throughout the school year. Users are notified of the updated policies and regulations and must comply with the updated requirements.

These policies and regulations also apply to use of District-owned devices, or accessing of District intranet and software programs off District property and accessing of District network with personal devices. All users using platforms established for e-learning regardless of whether the student or employee is using a personal or District provided device must be used in accordance with the standards for conduct outlined in this policy and the accompanying regulation. Users in violation of this policy or the accompanying regulation may be subject to discipline.

DIGITAL CITIZENSHIP When using technology devices, both at school and at home, students must: ● ● ● ●

Be responsible and safe users of any technology tool.

Support others by being respectful in talking to and working with them.

Not initiate or participate in online bullying, including forwarding messages and supporting others engaging in inappropriate actions.

Report to an adult if the student feels unsafe or uncomfortable online or sees a friend being unsafe or being made to feel uncomfortable by others.

When using any technology device at school, students must: ●

Be responsible in the use of all technology tools.

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● ● ●

● ● ●

●

● ● ●

Use technology as directed by teachers and for learning purposes.

Be responsible for the security of the device at all times.

Keep themselves and fellow students safe by: ○ Not giving out personal information online. ○ Protecting passwords and access information. ○ Guarding against cyberbullying.

Credit the intellectual property of others when used in school work.

Think critically about the information found online to determine the reliability of that information.

Talk to a teacher or another adult if: ○ Help is needed online. ○ The student comes across sites that are not suitable. ○ Someone writes something that causes discomfort or asks for private information. ○ The welfare of other students at the school is being threatened.

Only use technology during a testing situation that has been permitted by the teacher or proctor. Any unapproved device used during a test may be confiscated and the test score may be negatively affected.

Take photos and record sound or video only when it is part of a class or lesson.

Seek permission from individuals involved PRIOR to taking photos/videos or recording audio.

Seek written permission from individuals involved PRIOR to publishing or sending photos, audio or video to anyone else or to any online space.

Specific violations of these Guidelines include the following: ● ●

●

Using District technology including, but not limited to, school-issued email, for purposes other than those necessary to fulfill curriculum requirements Using account credentials (username/password) of another student or of a staff member to gain access to the District’s local area network, technology systems or any cloud-based service (e.g. Google Apps).

Circumventing District technology safeguards (e.g. internet content filter) via methods including, but not limited to, the use of Virtual Private Network (VPN) or Internet proxies.

VISITORS ●

● ●

All visitors, including parents and volunteers, must report to the school office or security desk immediately upon entering the school to sign in and obtain a visitor’s pass. This procedure is strictly enforced by the Shaker Heights City School District for the safety and security of our students.

Visitors may be required to provide a photo ID. Students from other schools are not permitted to visit classes during the school day.

Exceptions may be made, at the principal’s discretion, for families who are considering sending their child(ren) to the school or in other special situations.

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K-4 Elementary Schools Boulevard Elementary School Neal S. Robinson, Principal Beth Day, Administrative Assistant 14900 Drexmore Road Shaker Heights, OH 44120 (216) 295-4020 (main/attendance) (216) 295-4019 (fax) Fernway Elementary School Christopher C. Hayward, Principal Lorene Rider, Administrative Assistant 17420 Fernway Road Shaker Heights, OH 44120 (216) 295-4040 (main/attendance) (216) 295-4036 (fax) Lomond Elementary School George Clark, Principal Douglas Myles, Assistant Principal Nancy Jackson, Administrative Assistant 17917 Lomond Boulevard Shaker Heights, OH 44122 (216) 295-4050 (main/attendance) (216) 295-4016 (fax) Mercer Elementary School Roneisha Campbell, Principal Jane Ng, Administrative Assistant 23325 Wimbledon Road Shaker Heights, OH 44122 (216) 295-4070 (main/attendance) (216) 295-4017 (fax) Onaway Elementary School Eric B. Forman, Principal Elizabeth Duffett, Administrative Assistant 3115 Woodbury Road Shaker Heights, OH 44120 (216) 295-4080 (main/attendance) (216) 295-4018 (fax)

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GENERAL INFORMATION DAILY SCHEDULE The school day for students is 9:05 a.m. to 3:35 p.m.

There is no supervision of children outside on the playground before or after school. Therefore, children should plan to arrive at school on time and to leave school promptly after dismissal.

Children are not to remain at school for play after dismissal without first going home.

K-4 students are not permitted to roller skate, roller blade, or skateboard to school. This is to ensure the safety of children and the security of their property.

The school’s office hours are from 8:00 a.m. to 4:30 p.m.

ACADEMICS Information about the District’s curriculum is posted on https://www.shaker.org, and each K-4 school posts its International Baccalaureate Programme of Inquiry on its own web page.

Teachers also provide an overview of the curriculum at the fall curriculum nights.

HOMEWORK As long as it is properly designed, carefully planned and geared to the development of the individual student, homework meets a real need and has a definite place in the educational program. It is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.

Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills that have been developed and complete certain projects, such as the reading of worthwhile books and the preparation of research papers. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children’s educational progress.

The purpose of homework assignments is to: ● ● ● ● ●

Reinforce lessons by practicing skills and repeating facts.

Provide extensions of classroom assignments or work missed because of absence.

Increase study time for completing a subject requirement.

Enrich school units.

Improve the ability to make meaningful connections and extensions of information.

Assignments will often include: ●

Reading books, both silently and aloud. (Students should read for 20-30 minutes each night.)

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● ● ● ●

Practicing math skills, spelling or vocabulary.

Writing or journal activities.

Constructing projects (puppets, dioramas, models, posters).

Completing assignments started at school.

Parents can help students establish good study habits by: ● ● ● ● ●

Establishing a time and a quiet place in which to do homework.

Helping interpret directions.

Fostering a sense of responsibility for completeness.

Fostering pride in neatness, accuracy and a job well done.

Limit the amount of time spent watching TV or playing computer games.

REPORTING STUDENT PROGRESS The Shaker Heights Schools use a variety of assessment measures to get an accurate and complete picture of each student’s progress, strengths and weaknesses. These include report forms, student-parent-teacher conferences, standardized tests, self-evaluation, portfolios and performance-based tasks.

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME All students in the Grades PreK-4 benefit from the International Baccalaureate Primary Years Programme, which emphasizes student-led inquiry, hands-on learning, a global outlook and community service.

In Grade 4, students participate in the International Baccalaureate Student Exhibition, a student-led group project that involves researching and presenting on a topic within the International Baccalaureate Program of Inquiry.

REPORT FORMS In Grades K-4, students receive written evaluations three times during the year, usually in November, March and June. The report form details the critical learning objectives for the subject areas and includes a narrative of the student’s progress and goals for the grading period.

General Information MEALS **PLEASE NOTE: Meal fees (with the exception of a la carte items) have been waived for the 2021-2022 school year.)** Breakfast is available every school day for $1.75. A beverage is included.

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Students may bring lunch or purchase it at school for $3.00. Students should not bring beverages in glass containers. Available beverages include 2%, skim and chocolate milk. The cafeteria offers hot and cold selections that meet federal nutrition guidelines and have been approved by nutritionists at the Cleveland Clinic, with an emphasis on fresh ingredients. All selections are nut-free and no pork is served in the K-4, Woodbury and Middle schools. Menus are posted on the District’s website at https://www.shaker.org.

The Food Service program uses a computerized, point-of-sale register system. Prepaid funds may be placed on the student’s account by check, cash, money order or online. Online payments are made through PaySchools Central, a secure, web-based payment processing system, which allows online payment of student activity fees and meal accounts. (Please see the Online Payment of Student Fees and Meal Accounts section for more information.)

Free/reduced meal applications are available on the website https://www.shaker.org and in the school’s office.

To make the lunch period pleasant and orderly, the following rules apply: ● ● ● ● ●

Lunch boxes and bags should be clearly labeled with the student’s name.

No pop or glass containers are permitted.

All food is to be eaten in the lunchroom or other designated area and may not be taken outside.

Parents may contact AVI Manager Mark Jacobs at 295-4342 or jacobs_m@shaker.org to discuss any food allergies. Students with allergies should know what foods to avoid.

Students are expected to use appropriate table manners, to follow the school rules and directions of the lunch aides or other staff, and to clean up after themselves.

FEES & SUPPLIES An annual supply fee of $35 at the start of the year covers school supplies, workbooks, consumable products and supplemental materials. Parents are not required to purchase school supplies. This fee may be waived for students who qualify for free/reduced meals. For convenience, families can pay fees online through PaySchools Central.

RECESS Except in severe weather, lunch recess is held outside. Parents/guardians should be certain to dress children properly for the weather.

All playground equipment must be used properly as it is intended and under adult supervision.

Children are encouraged to play cooperatively and constructively, using equipment provided by the school. No hard baseballs, hockey sticks or wooden bats may be used, and children may not bring skateboards, roller skates or roller blades to school. Tackle football and snowball throwing are not permitted.

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Children are welcome to use the playground after school and on weekends. Note: Pupils are to report home after school dismissal and then return to the playground if their parents approve.

Parents should be aware that there is no adult supervision after school.

LIBRARY MEDIA CENTER All students visit the library for regularly scheduled classes. They may also use the research and media facilities at other times during the week. Most books are lent on a one- or two-week basis depending on the individual school.

LOST & FOUND All supplies and outer clothing should be labeled with the child’s name. Items found around school are placed in the lost and found location. Periodically, items not claimed are given to a charitable organization. Children and parents are encouraged to search regularly for missing items at their school’s lost and found location.

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WOODBURY ELEMENTARY SCHOOL CONTACT INFORMATION Tiffany Joseph, Principal Scott Bowling, Assistant Principal Patricia Rashid, Assistant Principal Patricia Buckner, School Counselor Mark Lenczewski, School Counselor Donna Segesdy, Administrative Assistant 15400 South Woodland Road Shaker Heights, OH 44120 (216) 295-4150 (216) 295-4158 (attendance line) (216) 295-4032 (fax) School Hours: 7:50 a.m. - 2:35 p.m.

School Office Hours: 7:30 a.m. - 4 p.m.

Teaching Staff Hours: 7:45 a.m. - 3:15 p.m.

DAILY BELL SCHEDULE GRADE 5

GRADE 6

Homeroom

7:50-8:00 a.m.

Homeroom

7:50-8:00 a.m.

Period 1

8:02-8:53 a.m.

Period 1

8:03-8:53 a.m.

Period 2

8:56-9:26 a.m.

Period 2

8:56-9:46 a.m.

Period 3

9:29-10:19 a.m.

Period 3

9:49-10:39 a.m.

Period 4

10:22-11:12 a.m.

Period 4

10:42-11:12 a.m.

Period 5

11:15-11:55 a.m.

Period 5

11:15 a.m.-12:05 p.m.

Period 6

11:58 a.m.-12:48 p.m.

Period 6

12:08-12:48 p.m.

Period 7

12:51-1:41 p.m.

Period 7

12:51-1:41 p.m.

Period 8

1:44-2:35 p.m.

Period 8

1:44-2:35 p.m.

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ACADEMICS INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME All Woodbury students benefit from the International Baccalaureate Middle Years Programme, which emphasizes student-led inquiry, hands-on learning, a global outlook, and community service.

Families may read descriptions of Woodbury’s academic offerings in the District’s Academic Planning Guide available at https://www.shaker.org/academicplanning.

LIBRARY MEDIA CENTER In addition to an extensive collection of print materials for students’ research and pleasure reading, the library offers a computer mini-lab and online research resources. An enclosed instructional area provides a place for classes to meet and learn sophisticated research skills.

The Library also includes a dedicated Makerspace, made possible through a grant from the Shaker Schools Foundation. The grant also supports mobile STEAM projects and an Innovation Lab.

HOMEWORK As long as it is properly designed, carefully planned and geared to the development of the individual student, homework meets a real need and has a definite place in the educational program. It is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.

Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills that have been developed and complete certain projects, such as the reading of worthwhile books and the preparation of research papers. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children’s educational progress.

Monday through Thursday, average homework time, including individual reading time, should range from one to two hours per day (5 to 10 hours per week). This time range reflects differences in individual student study habits and pace. If, after an initial adjustment to school, a student routinely spends more than two hours per day doing homework, parents/guardians should contact the student’s teacher(s). This time framework does not include the additional practice time that might be necessary due to the instrumental music program. Typically, no homework is assigned on weekends except for individual reading and longer-term assignments.

Each Woodbury student is provided with a planner. It is a useful tool for keeping track of schedules, activities, daily assignments and project deadlines. Parents/guardians find that, by looking at the planner periodically, they have a better sense of what students are doing in school. Students are expected to use the planner on a daily basis.

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CLUBS & ACTIVITIES Enrichment and social activities are offered during the lunch hour or after school. These activities enhance student learning during or at the end of the school day – and help every child find a niche at Woodbury. A schedule of activities is posted on the Woodbury web page under Student Clubs.

GENERAL INFORMATION ARRIVAL & DEPARTURE/LATE DISMISSAL Upon arrival at school in the morning, all students will report directly to their assigned doors.

At dismissal, students will exit from the same assigned doors and proceed to their assigned buses. If buses have not arrived, students will line up in their assigned areas. Students who walk are encouraged to go directly home from school because there is no outdoor supervision after the buses depart.

For safety reasons and to avoid congestion, parents who bring students in their vehicle are asked not to drive into the parking lot. Fifth-grade students should be let out of the car on Woodbury Road. Sixth-grade students should be let out of the car on Parkland Drive. Again for safety reasons, students should not cross the street but should exit the car on the school side of the street. At dismissal, students should be picked up along Woodbury Road or Parkland Drive, as the buses are in line on South Woodland to receive students.

Students who stay after school to participate in clubs or to complete assignments are dismissed at approximately 3:10 p.m. Beginning in September, late dismissal buses are available to take students home Monday through Thursday, if they normally ride a bus. Students are expected to notify their parents, in advance, if they are going to be staying late at school. In unexpected situations students may call from the phone in the main office.

MEALS **PLEASE NOTE: Meal fees (with the exception of a la carte items) have been waived for the 2021-2022 school year.)** ● ●

●

Breakfast is available every school day for $1.75. A beverage is included.

During the recess period, students can go outside or participate in one of the many activities and clubs offered during lunchtime. The choices are given to students at the beginning of the year and a “Lunch Bunch” schedule is posted each week.

Students may bring lunch or purchase it at school for $3.00. Available beverages include 2%, skim and chocolate milk. The cafeteria offers hot and cold selections that meet federal nutrition guidelines, with an emphasis on fresh ingredients. All selections are nutfree and no pork is served in the K-4, Woodbury and Middle schools. Menus are posted in the school cafeteria and on the District’s website at https://www.shaker.org.

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●

● ● ● ● ● ●

The Food Service program uses a computerized, point-of-sale register system. Prepaid funds may be placed on the student’s account by check, cash, money order or online.

Online payments are made through PaySchools Central, a secure, web-based payment processing system, which allows online payment of student activity fees and meal accounts. (Please see the Online Payment of Student Fees and Meal Accounts section for more information.)

Free/reduced meal applications are available on the District website and in the school’s main office.

Lunch boxes and bags should be clearly labeled with the student’s name.

No pop or glass containers are permitted.

All food is to be eaten in the lunchroom or other designated area and may not be taken outside.

Parents may contact AVI Manager Mark Jacobs at 295-4342 or jacobs_m@shaker.org to discuss any food allergies. Students with allergies should know what foods to avoid.

Students are expected to use appropriate table manners, to follow the school rules and directions of the adult lunch monitors or other staff, and to clean up after themselves.

FEES & SUPPLIES An annual supply fee of $35 at the start of the year covers school supplies, workbooks, consumable products and supplemental materials. Parents are not required to purchase school supplies. This fee may be waived for students who qualify for free/reduced meals. Additionally, there is an optional One2One Chromebook Protection Plan of $25 for students in Grades 5-12.

The Protection Plan covers repairs and/or replacement of lost or stolen Chromebooks. For convenience, families can pay fees online at PaySchools Central.

STUDENT IDENTIFICATION CARDS All students attending the Shaker Heights schools are issued a photo identification card. Should students need a replacement card, they should inform their teacher or the main office. Lost cards must be replaced at the student’s expense.

MESSAGES & DELIVERIES FROM HOME Students should bring with them to school all items that they will need each day. If students forget something, they may ask their teacher for permission to call home to ask a parent to leave the item at the security desk with the security guard. Staff will arrange to deliver the item to the student, and parents should not interrupt classes to deliver messages, articles, equipment or lunches.

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BOOKSTORE During the year, school supplies such as pencils, paper, spirals, tri-fold boards, locks and swim caps can be purchased from our bookstore, which is located in the main office. Instrumental music books can be purchased from the main office.

LOCKS Combination locks (not key locks) are required and may be purchased in the Woodbury office.

Students will need two locks, one for their classroom locker and one for their physical education locker during swimming.

PERSONAL BELONGINGS & BICYCLES Woodbury students who walk to school are permitted to use scooters to get to school as long as they get off the scooter once on school property. The scooter should then be carried in and placed inside the student’s locker. Students who live close to school may also ride bicycles.

Students must wear helmets under Shaker Heights City ordinance. Bikes must be walked on school property. All bicycles must be secured and locked in the school’s bike racks, which are located adjacent to Doors C and E. Electronic equipment, such as music players, electronic games, laser pointers, tablets, etc., is not permitted. These things can get broken or misplaced, or become distracting for other students. Note: If a parent deems it necessary, as part of a family’s safety plan, for a student to carry a cell phone, it must be turned off and put away during school hours unless otherwise directed by a faculty member. If a student uses a cell phone without authorization during school hours, it will be taken and returned to the parent.

Also, for safety reasons, students should not bring hard baseballs. Tennis balls are permitted.

Items that have been confiscated are held in the office until claimed by a parent/guardian. The school is not responsible for loss or theft of electronic equipment, sports equipment or bicycles.

LOST & FOUND Students who misplace personal belongings may check the Lost & Found items located in a large section of the music storage area outside of the cafeteria. Valuables, including watches, wallets, jewelry, keys and money, are held in the school office. Items that are found in the gyms or locker rooms are often placed in the large wooden box just outside the physical education office. The school assumes no responsibility for lost or stolen items.

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FORGOTTEN BELONGINGS Students who forget to take belongings home with them at the end of the day may return to school before 4 p.m. and retrieve the forgotten item after reporting to the main office. After 4 p.m., it will be necessary to wait until the next school day to retrieve forgotten items.

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SHAKER HEIGHTS MIDDLE SCHOOL CONTACT INFORMATION Michelle Hughes, Principal Thomas Flood, Assistant Principal Dexter Lindsey, Assistant Principal Janell Parsons, Administrative Assistant 20600 Shaker Boulevard Shaker Heights, Ohio 44122 (216) 295-4100 (216) 295-4106 (attendance line) (216) 295-4129 (fax) School Hours: 8 a.m. to 2:51 p.m.

Raider Time: 2:55 p.m. to 3:45 p.m.

SCHOOL DAY BELL SCHEDULE Period

Time

Warning Bell

8:15 a.m.

WIN/1

8:20-8:50 a.m.

8:52-9:37 a.m.

2

9:41-10:26 a.m.

3

10:30-11:15 a.m.

4 (Lunch and Class)

11:19 a.m.-12:38 p.m.

5

12:42-1:27 p.m.

6

1:31-2:16 p.m.

7

2:20-3:05 p.m.

Raider Time (Teacher Meetings)

3:10-3:55 p.m.

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PERIOD 4 LUNCHES Lunch Session

Lunch

Class Period

Lunch A

11:19-11:42 a.m.

11:46 a.m.-12:38 p.m.

Lunch B

11:46 a.m.-12:09 p.m.

11:19-11:46 a.m.

12:13-12:38 p.m.

Lunch C

12:15-12:38 p.m.

11:19 a.m.-12:13 p.m.

TWO-HOUR DELAYED START BELL SCHEDULE This schedule will be followed if directed by the District due to unforeseen circumstances.

Period

Time

1

10:20-10:50 a.m.

2

10:54-11:24 a.m.

3

11:28-11:58 a.m.

4 Lunch and Class

12:02-1:22 p.m.

5

1:26-1:56 p.m.

6

2:00-2:30 p.m.

7

2:34-3:05 p.m.

Raider Time (Teacher Meetings)

3:10-3:55 p.m.

PERIOD 4 LUNCHES Lunch Session

Lunch

Class Period

Lunch A

12:02-12:25 p.m.

12:29-1:22 p.m.

Lunch B

12:29-12:52 p.m.

12:02-12:25 p.m.

12:56-1:22 p.m.

Lunch C

1:00-1:23 p.m.

12:02-12:57 p.m.

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ACADEMICS COURSES Students and their parents are encouraged to review the Shaker Heights Schools Academic Planning Guide to learn about the scope and sequence of the Middle School courses. The guide is provided to all families through the District website, https://www.shaker.org/academicplanning.

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME All students at Shaker Heights Middle School benefit from the International Baccalaureate Middle Years Programme, which emphasizes student-led inquiry, hands-on learning, a global outlook and community service.

SCHOOL COUNSELING DEPARTMENT One of the services available to students is the School Counseling Department located in the main office area. Students are assigned to counselors by student last name. For the 2018-19 academic year, the student to counselor assignments are as follows: Last Name

Counselor

Phone

Email Address

A-G

Kristina Longino

295-4108

longino_k@shaker.org

H-P

Chamaine Abrams

295-4275

abrams_c@shaker.org

Q-Z

Kelly Anderson

295-4103

anderson_k@shaker.org

The school counselors can provide assistance in many ways, including: ● ● ● ● ● ●

Planning a student’s academic program and schedule Helping students take advantage of support services and other resources Helping resolve conflicts with fellow students and staff members Listening to problems and offering sound advice Working with students individually or in groups to better adjust to their school and home environments Acting as a liaison between the home and school

Students may make an appointment with their counselor or drop in. A teacher, administrator or parent may also refer students to their counselor. If assistance is needed and the assigned counselor is not available, students can feel free to ask another counselor for help.

Parents are also free to contact the guidance counselors with questions during regular school hours.

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HOMEWORK As long as it is properly designed, carefully planned and geared to the development of the individual student, homework meets a real need and has a definite place in the educational program. It is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.

Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills that have been developed and complete certain projects, such as the reading of worthwhile books and the preparation of research papers. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children’s educational progress.

Homework assignments may include problem-solving exercises, reading assignments, vocabulary work, phrase memorization in world language and writing assignments. Students are given longer lead time for reports, longer reading assignments and more extensive compositions.

Each Middle School student is provided with a planner. It is a useful tool for keeping track of schedules, activities, daily assignments, and project deadlines. Students should get into the habit of using the planner every day to keep organized and meet deadlines. Parents find that by looking at the planner periodically, they have a better sense of what students are doing in school.

RAIDER TIME Raider Time, from 3:10-3:55 p.m., includes time for targeted academic interventions, support, small group tutoring, enrichment and co-curricular activities. Teacher and parent meetings also take place during this time.

HOMEWORK TUTORING CENTER Students may complete assignments or receive help after school from teachers and qualified volunteers. A schedule is published in the fall. Students should bring assignments to work on and may also bring class notes or papers.

ACADEMIC AWARDS 8th Grade Scholarship Honor Key Awards are presented to all students who attain a 3.5 GPA or higher after completing three semesters. Principal’s Achievement Awards are presented to all students who attain a 3.0-3.49 GPA after completing three semesters.

For these awards, GPA is calculated using the semester grades only. Semester grades are calculated using 45% of the first quarter, 45% of the second quarter, and 10% of the final exam grade each semester for all year-long courses.

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GENERAL INFORMATION GETTING TO AND FROM SCHOOL Morning drop-off: Students who are transported by bus are dropped off near the auditorium. For parents who drive their children to school, the safest student drop-off locations are Fayette Road and the area west of the flagpole in the school parking lot. The curb area near the auditorium is for school buses only. Please refrain from driving in this area. The service road off Fayette is restricted to school deliveries and emergency vehicles.

Afternoon pick-up: After being dismissed, students board the bus from the auditorium, bus loading dock or near the main entrance. Drivers should leave these areas clear for buses. For parents who pick-up their children from school, please use the area west of the flagpole.

For the safety of students and staff, drivers should not cut across the parking area. The speed limit in all parking lot areas and driveways is 10 mph.

AFTER-SCHOOL ACTIVITY TRANSPORTATION Students are encouraged to attend Raider Time Conferences and to participate in co-curricular activities. After-school activities include the Homework Tutoring Center, athletics, drama, clubs and other activities.

STUDENT IDENTIFICATION CARDS All students attending the Shaker Heights City Schools are issued a photo identification card. In the Middle School, students should carry the card with them. This card will be used to purchase lunches, to check out library books and to gain entry to all athletic events. Lost cards must be replaced at the student’s expense.

MEALS **PLEASE NOTE: Meal fees (with the exception of a la carte items) have been waived for the 2021-2022 school year.)** ● ●

●

●

Breakfast is available every school day for $1.75. A beverage is included.

Students may bring lunch or purchase it at school for $3.25. Students should not bring beverages in glass containers. Available beverages include 2%, skim, and chocolate milk.

The cafeteria offers hot and cold selections that meet federal nutrition guidelines, with an emphasis on fresh ingredients. Additional items are available à la carte. All selections are nut-free and no pork is served in the K-4, Woodbury and Middle schools. Menus are posted in the school cafeteria and on the District’s website at https://www.shaker.org.

The Food Service program uses a computerized, point-of-sale register system. Prepaid funds may be placed on the student’s account by check, cash, money order or online.

51

● ● ● ● ● ●

Online payments are made through PaySchools Central, a secure, web-based payment processing system, which allows online payment of student activity fees and meal accounts. (Please see the Online Payment of Student Fees and Meal Accounts section for more information.)

Free/reduced meal applications are available on the website https://www.shaker.org and in the school’s main office.

Lunch boxes and bags should be clearly labeled with the student’s name.

No pop or glass containers are permitted.

All food is to be eaten in the lunchroom or other designated area and may not be taken outside.

Parents may contact AVI Manager Mark Jacobs at 295-4342 or jacobs_m@shaker.org to discuss any food allergies. Students with allergies should know what foods to avoid.

Students are expected to use appropriate table manners, to follow the school rules and directions of the lunch aides or other staff, and to clean up after themselves.

FEES & SUPPLIES Shaker Heights Middle School students pay an activity fee of $25 at the start of the year to help cover the cost of co-curricular activities. By law, this fee cannot be waived. Additionally, there is an optional One2One Chromebook Protection Plan of $25 for students in Grades 5-12. The Protection Plan covers repairs and/or replacement of lost or stolen Chromebooks. For convenience, families can pay fees online at PaySchools Central.

Students at the Middle School are responsible for providing their own school supplies. Teachers will provide supply lists at the start of the year.

LOST & FOUND The School assumes no responsibility for lost or stolen items. Lost possessions (other than textbooks and gym equipment) will be placed in the Lost & Found located in the cafeteria. Lost textbooks will be held in the main office, and gym equipment will be placed in the P.E. Lost & Found in the gym. Students who find things that don’t belong to them should take the items to the main office. Items not claimed from Lost & Found will be donated to charity.

ELIGIBILITY & PARTICIPATION Two of our most important goals in the Middle School are to help students understand the importance of maintaining positive behavior and to help students meet high academic standards.

The following are guidelines for students: ●

A student in the Middle School must be passing a minimum of 75% of all courses. To participate in co-curricular activities, a student must also maintain at least a 2.0 average or obtain the principal’s approval after developing an academic improvement plan. Such

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a plan may include conferences with teachers, tutoring and other resources provided by the school or in the community.

To be eligible for school activities, a student must maintain the minimum standards for behavior and academics. Students who fall below the standards will not be eligible for promotion exercises, class trips, athletics, student clubs and activities, attendance at athletic events and other programs as determined by the Middle School administration.

To be eligible for special end-of-the-year activities, such as, but not limited to, special trips and dances, all textbooks must be returned and fines for classroom books and library books must be paid in full. Students will not be allowed to participate until financial obligations have been addressed.

Specific rules and policies are provided in the Policies and Procedures of Behavior and Discipline Governing Students’ Rights and Responsibilities in the back of this book. It is a student’s responsibility to read and understand the material in this document, and it is the School’s responsibility to help the student work to his or her fullest potential.

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SHAKER HEIGHTS HIGH SCHOOL CONTACT INFORMATION Eric Juli, Principal Jacquelyn Baker, Assistant Principal Marinise Harris, Assistant Principal Rebekah Sharpe, Assistant Principal Kraig Thornhill, Assistant Principal Shaunna Bonner, School Counselor Renée Manuel, School Counselor David A. Peake, Jr., School Counselor David Peterjohn, School Counselor Cathy Szendrey, School Counselor Elizabeth Vokes, School Counselor H. Danny Young, Schools Counselor Greg Zannelli, Dean of Students Sara Chengelis, Student and Campus Activities Coordinator Laurie Brem, Senior Administrative Assistant

15911 Aldersyde Drive Shaker Heights, OH 44120 (216) 295-4200 (216) 295-4203 (attendance line) (216) 295-4277 (fax)

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SCHOOL DAY BELL SCHEDULES Regular Bell Schedule 8:00 a.m. - 8:25 a.m.

CPT/ Teacher Planning

8:30 a.m. - 10:00 a.m.

Block 1 ⸺ Period 1 or Period 2

10:05 a.m. - 11:35 a.m.

Block 2 ⸺ Period 3 or Period 4

11:40 a.m. - 1:40 p.m.

Block 3 / Lunch ⸺ Period 5 or Period 6

1:45 p.m. - 3:15 p.m.

Block 4 ⸺ Period 7 or Period 8

3:15 p.m. - 4:00 p.m.

Conferences / IEP/ 504 meetings Lunch Schedules

A Lunch

11:40 a.m. - 12:05 p.m.

B Lunch

12:10 p.m. - 12: 35 p.m.

C Lunch

12:40 p.m. - 1:05 p.m.

D Lunch

1:10 p.m. - 1:40 p.m.

CREW Bell Schedule 8:00 a.m. - 8:25 a.m.

CPT/ Teacher Planning

8:30 a.m. - 9:50 a.m.

Block 1 ⸺ Period 1 or Period 2

9:55 a.m. - 10:25 a.m.

CREW

10:30 a.m. - 11:50 a.m.

Block 2 ⸺ Period 3 or Period 4

11:55 a.m. - 1:50 p.m.

Block 3 / Lunch ⸺ Period 5 or Period 6

1:55 p.m. - 3:15 p.m.

Block 4 ⸺ Period 7 or Period 8

3:15 p.m. - 4:00 p.m.

Conferences / IEP / 504 meetings Lunch Schedules

A Lunch

11:55 a.m. - 12:20 p.m.

B Lunch

12:25 p.m. - 12:50 p.m.

C Lunch

12:55 p.m. - 1:20 p.m.

D Lunch

1:25 p.m. - 1:50 p.m.

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ACADEMICS The instructional program is divided into departments and led by department chairs. The principal has responsibility for the total operation of the school, including all instruction and activities. Assistant principals and counselors are teamed to work with groups of students. They are assisted by a school psychologist, a dean of students, an attendance team, and other members of the student support staff. There is an assistant principal assigned to each grade level, and is the primary point of contact for families.

Assistant Principals by Grade Level: Grade 9: Jacquelyn Baker, baker_j@shaker.org Grade 10: Rebekah Sharpe, sharpe_r@shaker.org Grade 11: Marinise Harris, harris_ma@shaker.org Grade 12: Kraig Thornhill, thornhill_k@shaker.org

COURSE SELECTION & PLACEMENT Shaker Heights High School offers a wide array of courses across many content areas. The school counselor is a key partner in helping students and their parents plan a program of study that meets graduation requirements, college entrance requirements, and the student’s interests.

All students in Grades 9 and 10 benefit from the International Baccalaureate Middle Years Programme, which emphasizes student-led inquiry, hands-on learning, a global outlook, and community service. The MYP culminates in the Middle Years Project at the end of Grade 10.

Students in Grades 11 and 12 can enroll in the International Baccalaureate Diploma Programme, an elective course of study with specific requirements. Students may also choose to take International Baccalaureate courses à la carte, as they can do with Advanced Placement courses.

Students and their parents are encouraged to consult the Shaker Heights Schools Academic Planning Guide to learn about the scope, sequence, and the wide variety of courses. This comprehensive guide is provided to all families and is also available on the District website at https://www.shaker.org/academicplanning.

HOMEWORK As long as it is properly designed, carefully planned and geared to the development of the individual student, homework meets a real need and has a definite place in the educational program. It is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.

Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills that have been developed and complete certain projects, such

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as the reading of worthwhile books and the preparation of research papers. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children’s educational progress.

LIBRARY MEDIA CENTER The Shaker Heights High School Library welcomes students from 8:15 a.m.-4 p.m. Students may use the Library before, during and after school, and during lunch or study center periods, depending upon availability. The Library staff is eager to assist students with assignments and suggestions for good books to read.

To assist with class studies, the library has an extensive collection including books, ebooks, audiobooks, biographies, memoirs, nonfiction, fiction, references, newspapers, magazines, and databases. All Library materials must be signed out at the circulation desk before leaving the Library. The library also has WiFi and a photocopier for school use.

STUDY CENTER All freshmen, sophomores, and juniors are assigned to study centers during unscheduled periods. As with class attendance, students are expected to be present and on time to their assigned study centers.

Students wishing to use the library must first report to study center. Attendance will be taken by the teacher. A library pass will then be issued according to Library availability. Upon entering the Library ALL students are to sign the appropriate sign-in sheet. If students need to leave the Library they are required to ask for a hall pass. Students are expected to remain in the library for the entire period.

STATE TEST PREP PROGRAM State law introduced new, permanent graduation requirements that are available for the classes of 2021 and beyond. Students entering Grade 9 between July 1, 2017, and June 30, 2019, have the option to meet the new requirements outlined for the class of 2023 and beyond or meet the requirements of the original three pathways to graduation.

State law introduced new, long-term graduation requirements for students in the class of 2023 and beyond. Students entering Grade 9 after July 1, 2019, must meet the new requirements outlined in state law.As always, students will complete their required courses and take the required state tests. Students will now demonstrate competency in the foundational areas of English language arts and mathematics or through alternative options, including College Credit Plus, career-focused activities or military enlistment. Students also will demonstrate readiness for their post-high school paths by earning two diploma seals that allow them to demonstrate important foundational and well-rounded academic and technical knowledge, professional skills, social and emotional competencies, and leadership and reasoning skills. These important sets of knowledge, skills and dispositions are necessary for high school graduates to be successful

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in the workplace, college, the military or other self-sustaining professions.To learn more about these requirements, contact your school counselor or access the Ohio Department of Education graduation requirements at Ohio's Graduation Requirements.

CAMPUS RULES & ROUTINES LEAVING CAMPUS Students are not permitted to leave the campus except for seniors who have a free seventh or eighth period. Seniors who have a free seventh or eighth period, may leave after fifth or sixth period. Seniors who do not have a first or second period may arrive to school at the start of third or fourth period or Crew time.

HALL PASSES Students must have a hall pass when leaving a regularly scheduled class, mandatory activity, library or office.

SENIOR LOUNGE The Senior Lounge is restricted to seniors only. Use of the Senior Lounge is a privilege, not a right. Although a supervisor will be present, seniors are expected to comply with the rules and to see that their peers do likewise. Failure to comply may result in loss of the privilege or other disciplinary action.

LOITERING IN THE BUILDING/OFF CAMPUS ●

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Students should not loiter in the halls, entrances to the building, or other teaching areas during any period in the day nor after school. This includes the campus areas and residential neighborhood adjacent to the school.

During periods 1 through 8, students must report to their assigned classrooms.

GETTING TO AND FROM SCHOOL Bus transportation is not provided for students in Grades 9-12, with the exception of those with special needs. High School students may walk, bike, ride RTA, or drive to school. ● ● ● ●

Bike racks are provided. Students should be sure to lock their bikes.

Reduced-fare RTA passes are available in the High School office.

Students who choose to drive should be aware that parking on and near the campus is limited. Allow plenty of time.

Students may not park in designated faculty parking areas or in lots at Onaway, Woodbury, or the Administration Building.

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Drivers must observe speed limits and all traffic/parking regulations on and around the campus.

Illegally parked cars may be ticketed or towed.

LOCKER ASSIGNMENTS All students have a lock and locker assigned to them. New students will receive locker assignments in August. Locker sharing is prohibited. If a student places a lock on a locker other than his or her own, the lock will be removed and the contents will be given to the assistant principal.

PHOTO IDENTIFICATION CARDS Photo identification cards are required for every student in the High School. All entering freshmen and newly registered upperclassmen are provided with an ID card at no cost.

Students will be required to pay a replacement charge for lost IDs. Photography and distribution sessions for IDs are held at the beginning of each semester. Because ID cards are required to check out library materials, to purchase lunch, and to gain admission to many school events, students must display their ID cards at all times and may not use another student’s card for any purpose.

SALES OF FOOD/PERSONAL ITEMS Sales of food, personal items or other goods for non-school related programs are not permitted on campus.

MEALS **PLEASE NOTE: Meal fees (with the exception of a la carte items) have been waived for the 2021-2022 school year.)** ● ●

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Breakfast is available every school day for $1.75. A beverage is included.

Students may bring lunch or purchase it at school for $3.25. Students should not bring beverages in glass containers. Available beverages include 2%, skim, and chocolate milk.

The cafeteria offers hot and cold selections that meet federal nutrition guidelines, with an emphasis on fresh ingredients. Additional items are available à la carte. All selections are nut-free. Menus are posted in the school cafeteria and on the District’s website at https://www.shaker.org.

The Food Service program uses a computerized, point-of-sale system. Prepaid funds may be placed on a student’s account by check, cash, money order or online. Online payments are made through PaySchools Central, a secure, web-based system that allows online payment of activity fees and meal accounts. (See the Online Payment of Student Fees and Meal Accounts section for more information.)

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Free/reduced meal applications are available on https://www.shaker.org and in the school’s office.

Lunch and snacks may be eaten in the cafeteria, patio, and main lawn areas. This applies to food purchased at school or brought from home.

Because of sanitary considerations and custodial priorities, students are not permitted to eat in other areas of the building or campus.

Students are expected to use appropriate table manners and clean up after themselves.

FEES & SUPPLIES Shaker Heights High School students pay an activity fee of $25 at the start of the year to help cover the cost of co-curricular activities. By law, this fee cannot be waived. Additionally, there is an optional One2One Chromebook Protection Plan of $25. The Protection Plan covers repairs and/or replacement of lost or stolen Chromebooks. For convenience, families can pay fees online at PaySchools Central.

Students at the High School are responsible for providing their own school supplies. Teachers will provide supply lists at the start of the year.

Diplomas cannot be given until all unpaid fees and unpaid balances for textbooks or other school items are paid.

LOST & FOUND The Lost & Found is located in room 106. Students who have lost or misplaced items should inquire about them during regular school hours. Students who have lost or misplaced textbooks should inquire at the Textbook Office in room 117.

ATTENDANCE/TARDY PROCEDURES The goal of these procedures is to have students in class on time, not to issue consequences.

Students must be in their classrooms at the time of the bell. Students remaining in the hall will be marked unexcused tardy. Consequences for habitual unexcused tardiness will be issued.

Tardiness will affect the student’s grade because tardy students miss critical assignments and learning. Students coming in from an appointment should place an excusal note in the box by the main entrance and proceed directly to class.

Absences must be cleared by a parent or guardian in a timely fashion by calling or sending a note to the attendance office. Excuses will be accepted ONLY during the three school days following the period of absence. After three school days, the absence will be permanently unexcused. Excessive unexcused absences will result in absence interventions and potential disciplinary action including extended study detentions and/or In-School Support.

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STATE & FEDERAL REGULATIONS POLICY ON 18-YEAR OLDS A student who reaches his/her 18th birthday becomes an adult under the law and may be recognized as an emancipated minor. As an emancipated minor, a student must live apart from his/her parent(s) and must support himself/herself by the minor’s own labor in order to attend school in the state of Ohio. The student must also be able to document that he/she is a resident of the Shaker Heights City School District and the student’s parents must confirm the student’s status. Students who need to change their enrollment status to “emancipated minor” must see the Registrar in the Administration Building.

SHAKER HEIGHTS HIGH SCHOOL ATHLETIC CODE PHILOSOPHY The Shaker Heights City School District believes that interscholastic athletics are a significant part of the educational process. The combination of academics and athletics enhances the quality of students’ lives and expands their options for learning and personal growth. Athletics provide an educational opportunity in which students can learn essential life lessons beyond those that can be learned in an academic classroom. Participation in interscholastic athletics reflects our beliefs that the essential requirement for teamwork, the mental and physical challenges of training and competition, and the experience of winning and losing graciously and respectfully are important life lessons in every student’s developmental experience. These lessons will serve students well in their future endeavors.

EXPECTATIONS Following are the positive expectations we hold for coaches, parents and athletes.

COACH’S CODE We understand that the athletic director and coaches are leaders and are dedicated to more than the X’s and O’s of competition. As professionals, leaders and role models for students, the athletic director and each coach will: ● ● ● ●

Exemplify the highest moral character as a role model for young people.

Recognize the individual worth and reinforce the self-image of each team member.

Establish a realistic team goal or vision for each season and communicate that to athletes and parents.

Create training rules for athletes that reflect the positive values of abstaining from the use of alcohol, tobacco and other drugs.

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● ● ● ● ● ● ● ● ●

Strive to develop the qualities of competence, character, civility and citizenship in each team member.

Provide a safe, challenging and encouraging environment for practice and competition.

Gain an awareness of the prevention, care and treatment of athletic injuries.

Respect the integrity and judgment of the game officials.

Teach and abide by the rules of the game in letter and in spirit.

Strive for excellence in coaching skills and techniques through professional improvement.

Build and maintain ethical and professional relationships with students, parents, coaches, teachers and administrators.

Promote personal fitness and nutrition.

Be modest in victory and gracious in defeat.

PARENT’S CODE We understand that parents play a vital role in the development of student-athletes and the success of our athletic program. Therefore we encourage parents to: ● ● ● ● ● ● ● ● ● ● ●

Be a positive role model through your actions to make sure your child has the best athletic experience.

Be a “team” fan, not a “my kid” fan.

Show respect for opposing players, coaches, spectators and support groups.

Be respectful of all officials’ decisions.

Refrain from instructing your children before, during or after the game as it may conflict with the coach’s plans and strategies.

Support and praise student-athletes’ efforts to improve themselves as students, as athletes and as people.

Gain an understanding of and appreciation for the rules of the contest.

Recognize and show appreciation for an outstanding play by either team.

Help your child learn that success is experienced in the development of their skills and they can feel good about themselves win or lose.

Take time to talk to coaches in an appropriate manner, in the proper time and place, if you have a concern. Be sure to follow the designated chain of command.

Remember that a ticket to a school athletic event is a privilege.

ATHLETE’S CODE High school athletics provide a unique opportunity for the development of not only physical conditioning and skill but also character traits essential for success in life. We challenge every athlete to strive for the following: Competence – the necessary level of knowledge and skill to sufficiently train and compete ● ●

Develop the skills necessary to participate competently in the game.

Demonstrate knowledge of the rules and conventions of the game.

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● ● ● ●

Demonstrate knowledge of the strategies of the game.

Demonstrate a level of physical conditioning and fitness sufficient to participate competently in the game.

Demonstrate knowledge of healthy behaviors, including nutrition.

Understand the necessity of abstaining from the use of alcohol, tobacco and other drugs in order to benefit from participation in interscholastic athletics.

Character – the pattern of beliefs, attitudes and therefore behavior that relates to moral strength, constitution and essential qualities that characterize the Shaker Heights City Schools community ● ● ● ● ● ● ● ● ●

Be dependable in fulfilling obligations and commitments.

Accept responsibility for consequences of actions; don’t make excuses or blame others.

Strive to excel.

Be committed.

Persevere (give 100% effort; don’t give up when faced with setbacks).

Demonstrate truthfulness.

Play by the rules of the game.

Control anger and frustration; refrain from displays of temper and bad language.

Accept winning/losing gracefully, congratulate opponents, don’t sulk or display other negative behaviors.

Civility – to demonstrate behavior that exemplifies appropriate respect and concern for others ● ● ● ● ● ● ● ●

Practice good manners on and off the field Refrain from trash talk and other put-downs of opponents or teammates.

Treat all persons respectfully, regardless of individual differences.

Show respect for legitimate authority (e.g., officials, coaches, captains).

Be fair and treat others as you wish to be treated.

Listen to and try to understand others.

Be sensitive and compassionate to others.

Actively support teammates and others.

Citizenship – social responsibility as part of a “community” ● ● ● ●

Be faithful to the ideals of the game, including sportsmanship.

Keep your commitments to the team (e.g., be diligent about practice and following training rules).

Show team spirit, encourage others and contribute to good morale.

Accept responsibility to set a good example for teammates, younger players, fans and school community.

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PERSONAL CONDUCT Participation on an athletic team in the Shaker Heights City Schools is a privilege. Athletes are expected to represent Shaker Heights City Schools by conducting themselves with dignity, respect and sportsmanship.

An Athlete: ●

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Must be scholastically eligible. A student must pass at least 2.5 credits of academic classes each quarter to be considered for eligibility. Beyond this minimum, a student may obtain or maintain eligibility by: Earning a 2.0 grade point average or higher each quarter.

OR

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Receiving approval from the principal or his/her designee.

Students seeking such permission must develop a personal academic improvement plan that may include, but is not limited to, tutoring, teacher conferences, study groups, counseling sessions, and any other available resources within the school. ***Credits cannot be made up in summer school to overcome deficiencies at the end of the last nine-week grading period.

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Must not accumulate excessive unexcused absences in a subject. To do so may result in the athlete being declared ineligible to participate in athletics for a portion of or the entire remainder of the season.

Must, at all times, exhibit the highest standards of personal behavior while in or outside of school.

Must not possess or use alcoholic beverages, smoking materials or illegal drugs.

Must not be found guilty of violating city, state and federal codes/laws.

Must be in attendance and on time for all practices and contests unless there is a valid reason and excuse.

Is responsible for all equipment/uniforms issued to him/her. Equipment or uniforms are not to be worn at any social event, for general school use or throughout the community other than athletic events. Any equipment not returned must be paid for by the athlete.

Must travel to and from all contests by means of designated school transportation, unless otherwise authorized by the coach and/or athletic director.

May not drop a sport of a particular season and try out for an overlapping sport of the next season without the mutual consent of the coaches involved.

Must dress and participate in their regularly scheduled physical education classes.

Failure to dress and/or participate will result in the athlete being denied participation in practice on that day. Repeated failure to dress or participate in P.E. may result in game suspensions.

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VIOLATIONS AND PENALTIES A violation of any part of the Athletic Code may result in denying a student the right to participate for part or all of the sport season.

Each coach is responsible for administration of this code for his/her sport. Additional rules may be established for each sport. Any participant whose conduct is judged to discredit himself/herself, the team, or the Shaker Heights City Schools, whether or not such activity takes place during or outside school hours and sessions of the sport season, will be subject to disciplinary action as determined by the coach, athletic director, and/or principal.

Alcohol, Tobacco and Drug Abuse Penalties ●

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First Offense: The athlete will be suspended from 50% of regularly scheduled contests for that season. **Penalty will be reduced to 20% of regularly scheduled contests subsequent to the completion of a drug and alcohol assessment approved by the school’s administration.

The parent/guardian must confer with the principal and certify that his or her son/daughter is receiving professional counseling before an athlete may be reinstated.

Second Offense: The athlete will be denied the right to participate in all sports for the remainder of the school year.

Hazing Policy No member of the school community may participate or be involved in hazing activities.

Violation of the hazing policy is a serious offense. Any student who participates in hazing (whether voluntarily or involuntarily) will be subject to disciplinary action including any of the following consequences: ● ● ●

Suspension or removal from athletic participation Suspension and/or expulsion from school Contact with the Shaker Heights Police Department

Social Media For Athletes Participation in any extracurricular activity, including interscholastic athletics, is a privilege and not a right. As ambassadors of Shaker Heights City School District, student-athletes and coaches are expected to uphold, at all times, high standards of integrity and behavior, reflecting well upon themselves, their families, teammates, the Department of Athletics and the Shaker Heights City School District.

"Student-athletes are responsible for their online profile. Derogatory remarks, comments, videos, or pictures posted on any social media site or sent via email, text, or phone will not be tolerated, including any posts, photos, videos or other recordings posted by others in which the student-athlete appears.

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Any student found in violation of this policy may face disciplinary action. The coach, Athletic Director, and/or administration may determine appropriate consequences, which may include denial of participation or dismissal from the team.

Detention/Extended Study Detention Any athlete who receives a teacher detention or extended study detention (ESD) may be subject to an athletic consequence as determined by the coach, athletic director and principal.

Possible consequences may include but are not limited to: ● ● ●

Warning/parent notification Denial of participation in practice Game suspension

In-School Support Any athlete who is issued an In-School Support (ISS) by the school administration may be subject to the following range of athletic-related penalties: ● ● ● ●

Warning/parent notification Denial of participation in practice Single game suspension Multiple game suspension

Suspension/Emergency Removal Any athlete who is issued a suspension or an emergency removal by the school administration may be subject to the following range of athletic-related penalties: ● ● ● ●

Denial of participation in practice Single game suspension Multiple game suspension Removal from team

RULES AND REGULATIONS OF THE OHIO HIGH SCHOOL ATHLETIC ASSOCIATION Constitution and Rules: An athlete must abide by all of the rules and regulations of the OHSAA. Copies of the OHSAA brochure are available in the athletic office. Each athlete and parent is advised to familiarize myself/herself with these rules and regulations.

Semesters of Eligibility: When a student first enrolls in Grade 9, the student will have eight (8) semesters of athletic eligibility taken in order of attendance whether the student participates or not.

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Non-Interscholastic Competition: A student’s interscholastic athletic eligibility may be affected by his/her participation in AAU, Sunday school, church, intramurals, YMCA, YWCA, recreation teams, all-star games, etc. A student is advised to consult with the athletic director.

Pre-Participation Physical Evaluation: Before a student may participate in any interscholastic practice or contest, the following documents MUST be on file in the athletic office: ● ● ●

OHSAA Pre-Participation Physical Evaluation Form OHSAA Parent Authorization Form Shaker Heights High School Insurance Waiver/Emergency Contact Form

Ohio High School Athletic Association (OHSAA) - Athletic Eligibility: The OHSAA guidelines for determining athletic eligibility require the school to calculate a separate grade for each quarter marking period. This is a departure from past practice at Shaker. An athlete must now earn passing marks in each separate quarter to remain eligible.

In past years, the second- and fourth-quarter grade was the end-of-semester grade, combining all work for the entire semester and the final examination. This is no longer compliant. Moving forward, the grade used to determine eligibility in quarters 2 and 4 will only reflect progress in that specific quarter. Therefore, the final semester grade may no longer be used to determine athletic eligibility.

More information about eligibility requirements is available in the Athletics section of https://www.shaker.org as well as the OHSAA eligibility resource center at https://www.ohsaa.org/Eligibility.

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POLICIES AND PROCEDURES OF BEHAVIOR AND DISCIPLINE GOVERNING STUDENTS’ RIGHTS AND RESPONSIBILITIES Revised August 2019 The intent of this handbook is to assist students, parents, teachers, and school administrators in the maintenance of an environment that will enhance the achievement of positive behavior and discipline.

STUDENTS’ RIGHTS AND RESPONSIBILITIES (Policy JF) The primary objective of the District is to develop each student’s potential for learning and to foster positive interpersonal relationships. If this is to be accomplished, it is necessary that the school environment be free of disruptions that interfere with teaching and learning activities. The student’s conduct determines to a great extent the full development of his/her potential for learning and the development of positive relationships.

Good discipline is best thought of as being positive, not negative; of helping a student to adjust, rather than as punishment; of turning unacceptable conduct into acceptable conduct. Discipline is largely a matter of morale, classroom atmosphere, and positive interpersonal relationships.

Good conduct is a prerequisite of the educational process. Academic success is largely dependent upon the maintenance of effective learning conditions within the classroom.

In order to maintain and enhance a positive school environment, the Students Rights and Responsibilities handbook will be available to all students and be displayed in all schools and at the administration building. Moreover, there is the expectation by the Board that all students will adhere to the rules and regulations affirmed in the handbook.

The District will comply with all aspects of the Individuals With Disabilities Education in Act (IDEA) to ensure that disciplinary procedures are appropriately followed with respect to disciplining students with disabilities in the District.

The rights of students and the responsibilities include the right to: 1. equal educational opportunity and freedom from discrimination and the responsibility not to discriminate against others; 2. attend free public schools, the responsibility to attend school regularly and to observe school rules essential for permitting others to learn at school; 3. due process of law with respect to suspension and expulsion;

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4. free inquiry and expression and the responsibility to observe rules regarding these rights and 5. privacy, which includes privacy with respect to the student’s school records.

A copy of the school discipline code is posted in each of the schools and given to each student.

This code describes in detail the offenses for which disciplinary action may be taken. Copies of the code are available to any parent in the principal’s office.

STUDENT CONDUCT (ZERO TOLERANCE) (Policy JFC) Students are expected to conduct themselves in a way that exhibits respect and consideration for the rights of others. Students of the District must conform with school regulations and accept directions from authorized school personnel. The Board has “zero tolerance” of violent, disruptive, harassing, intimidating, bullying or any other inappropriate behavior by its students.

A student who fails to comply with established school rules or with any reasonable request made by school personnel on school property and/or at school-related events is subject to approved student discipline regulations. Students are also subject to discipline, as outlined in the Student Code of Conduct for misbehavior that occurs off school property when the misbehavior endangers the health and safety of students within the District or adversely affects the education process. The Superintendent/designee develops regulations that establish strategies ranging from prevention to intervention to address student misbehavior, and provides continuing instruction in dating violence prevention in health education courses in Grades 7 through 12.

Students and parents receive, at the beginning of each school year or upon enrolling in the District schools during the year, written information on the rules and regulations to which they are subject while in school or participating in any school-related activity or event. The information includes the types of conduct that are subject to suspension or expulsion from school or other forms of disciplinary action. The Board directs the administration to make all students aware of the Student Code of Conduct and the fact that any violations of the Student Code of Conduct are punishable. The rules also apply to any form of student misconduct directed at a District official or employee or the property of a District official or employee, regardless of where the misconduct occurs.

If a student violates this policy or the Student Code of Conduct, school personnel, students or parents should report the student to the appropriate principal. The administration cooperates in any prosecution pursuant to the criminal laws of the state of Ohio and local ordinances.

A student may be expelled for up to one year if he/she commits an act that inflicts serious physical harm to persons or property if it was committed at school, on other school property or at a school activity, event or program.

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The Superintendent is authorized to expel a student from school for a period not to exceed one year for making a bomb threat to a school building, or to any premises at which a school activity is occurring at the time of the threat. Any expulsion under this provision extends, as necessary, into the school year following the school year in which the incident that gives rise to the expulsion takes place.

Matters that might lead to a reduction of the expulsion period include the student’s mental and/or physical characteristics or conditions, the age of the student and its relevance to the punishment, the prior disciplinary history of the student and/or the intent of the perpetrator.

The Student Code of Conduct is made available to students and parents and is posted in a central location within each building.

PROCEDURE SUSPENSION (Policy JGD) The Superintendent, principals, assistant principals and other designated administrators may suspend a student from school for disciplinary reasons outlined in the student code of conduct.

A student cannot be suspended from school solely because of unexcused absences. When an employee has actual knowledge that the behavior is sexual harassment, the Title IX Coordinator must be contacted. The Title IX sexual harassment grievance process will be followed, if applicable, prior to imposing any discipline that cannot be imposed without resolution of the Title IX process.

No period of suspension is for more than 10 school days. If, at the time a suspension is imposed, fewer than 10 days remain in the school year, the Superintendent cannot apply any or all of the period of suspension to the following year.

The Superintendent may instead require a student to perform community service or another alternative consequence for the number of hours remaining in the student’s suspension. The Board directs the Superintendent to develop a list of alternative consequences that may be used. If the student is required to perform community service or another alternative consequence during the summer, he/she will be required to begin serving the consequence during the first full weekday of summer break. If a student fails to complete the community service or assigned alternative consequence, the Superintendent may determine the next course of action but still cannot require the student to serve the remaining time of the out-of-school suspension at the beginning of the following school year.

Beginning with the 2019-2020 academic year, the District will reduce the number of out-of-school suspensions for non-serious offenses, as defined by State law, for students in Grades PreK-3 in accordance with State law. Such out-of-school suspensions will be eliminated by the 2021-2022 school year.

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Whenever possible, principals will consult with a mental health professional under contract with the District or school prior to suspending a student in Grades PreK-3. If needed, the principal or mental health professional will assist the student's parent in locating additional mental health services.

The District permits students to complete any classroom assignments missed due to suspension. Students will receive at least partial credit upon completion of any assignment missed due to suspension. The Board directs the Superintendent to develop written procedures for completing and grading these assignments. grade reductions are permitted, but students will not receive a failing grade on a completed assignment solely due to the student's suspension.

The guidelines listed below are followed for all out-of-school suspensions.

1. The student is informed in writing of the potential suspension and the reasons for the proposed action.

2. The student is provided an opportunity for an informal hearing to challenge the reason for the intended suspension and explain his/her actions.

3. An attempt is made to notify the parent(s) by telephone if a suspension is issued.

4. Within one school-day, a letter is sent to the parent(s) stating the specific reasons for the suspension and including notice of the right to appeal such action.

5. Notice of this suspension is also sent to the: a. Superintendent and b. student’s school record (not for inclusion in the permanent record).

Permanent Exclusion — If the offense is one for which the District may seek permanent exclusion, the notice contains that information.

APPEAL PROCEDURE Should a student or a student’s parent(s) choose to appeal the principal’s suspension, he/she must do so within 10 calendar days of the notice of suspension. The appeal shall be in writing and made to the Superintendent. If dissatisfied with the Superintendent’s decision, an appeal may be made to the Board. At the request of the student or of the student’s parent(s) or attorney, the meeting may be held in executive session. All witnesses are sworn and a verbatim record is kept of the hearing. The decision of the Board shall be acted upon at a public meeting.

The student may be excluded from school during the appeal process.

APPEAL TO THE COURT Under State law, appeal of the Board’s or its designee’s decision may be made to the Court of Common Pleas.

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EXPULSION (Policy JGE) At times, the behavior of a student can be considered so serious as to justify total removal from the educational program for a prolonged period of time. Actions meriting expulsion are outlined in the student code of conduct. A student cannot be expelled from school solely because of unexcused absences. When an employee has actual knowledge that the behavior is sexual harassment, the Title IX Coordinator must be contacted. The Title IX sexual harassment grievance process will be followed, if applicable, prior to imposing any discipline that cannot be imposed without resolution of the Title IX process.

Only the Superintendent may expel a student. Expulsion is the removal of a student for more than 10 days, but not more than one year. An expulsion can extend beyond the end of the school year if there are fewer school days than expulsion days remaining. The Superintendent may apply any remaining part or all of the period of the expulsion to the following school year.

The Superintendent may require a student to perform community service in conjunction with or in place of an expulsion. The Board may adopt guidelines to permit the Superintendent to impose a community service requirement beyond the end of the school year in lieu of applying the expulsion into the following school year.

Whenever possible, principals will consult with a mental health professional under contract with the District or school prior to expelling a student in Grades PreK-3. If needed, the principal or mental health professional will assist the student’s parent in locating additional mental health services.

Beginning with the 2019-2020 academic year, the District will reduce the number of expulsions for non-serious offenses, as defined by State law, for students in Grades PreK-3 in accordance with State law. Such expulsions will be eliminated by the 2021-2022 school year.

The Superintendent shall give the student and parent(s) written notice of the intended expulsion, including reasons for the intended expulsion. The student and parent(s) or representative have the opportunity to appear on request before the Superintendent/designee to challenge the action or to otherwise explain the student’s actions. This notice shall state the time and place to appear, which must not be fewer than three days nor more than five days after the notice is given.

Within 24 hours of the expulsion, the Superintendent shall notify the parent(s) of the student and the Treasurer.

The notice shall include the reasons for the expulsion, the right of the student or parent(s) to appeal to the Board or its designee, the right to be represented at the appeal and the right to request that the hearing be held in executive session.

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The Superintendent will initiate expulsion proceedings against a student who has committed an act that warrants expulsion even if the student withdraws from school before the Superintendent has held the hearings or made the decision to expel the student.

PERMANENT EXCLUSION If the offense is one for which the District may seek permanent exclusion, the notice shall contain that information.

APPEAL TO THE BOARD A student or a student’s parent(s) may appeal the expulsion by the Superintendent to the Board or its designee. The expulsion appeal must be within 14 calendar days after the notice of intent to expel was provided to the student, parent, guardian or custodian. The appeal request shall be in writing to the Treasurer and at the request of the student or of the student’s parent(s) or attorney, the meeting may be held in executive session. The student may be represented in all such appeal proceedings and is granted a hearing before the Board or its designee. All witnesses are sworn and a verbatim record is kept of the hearing. The decision of the Board shall be acted upon at a public meeting. The student may be excluded from school during the appeal process.

APPEAL TO THE COURT Under State law, the decision of the Board may be further appealed to the Court of Common Pleas.

Any student who is expelled from school for more than 20 days or into the following semester or school year is referred to an agency that works towards improving the student’s attitudes and behavior. The Superintendent provides the student and his/her parent(s) with the names, addresses and telephone numbers of the public and private agencies providing such services.

EMERGENCY REMOVAL (Policy JGDA) If a student’s presence poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process, the Superintendent, principal, assistant principal or personnel employed to direct, supervise or coach a student activity program may remove the student from the premises. When the behavior is sexual harassment as defined by Title IX regulations, the student may be removed on an emergency basis, provided that the District undertakes an individualized safety and risk analysis, determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal, and provides the student with notice and an opportunity to challenge the decision immediately following the removal.

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If either suspension or expulsion is contemplated, a due process hearing is held on the next school day after the removal is ordered. Written notice of the hearing and the reason for removal and any intended disciplinary action is given to the student as soon as practicable prior to the hearing. The student has the opportunity to appear at an informal hearing before the principal, assistant principal and the Superintendent/designee and has the right to challenge the reasons for the removal or otherwise explain his/her actions. The person who ordered or requested the removal is present at the hearing. Within one school day of the decision to suspend, written notification is given to the parent(s) of the student. This notice includes the reasons for the suspension and the right of the student or parent(s) to appeal to the Superintendent/designee.

If the Superintendent or principal reinstates a student prior to the hearing for emergency removal, the teacher may request, and is given, written reasons for the reinstatement. The teacher cannot refuse to reinstate the student.

In an emergency removal, a student can be kept from class until the matter of the alleged misconduct is disposed of either by reinstatement, suspension or expulsion.

Students in Grades PreK-3 may only be removed for the remainder of the school day and must be permitted to return the following school day. The District may only proceed with a related suspension or expulsion in compliance with State law.

In all cases of normal disciplinary procedures in which a student is removed from a curricular or extracurricular activity for less than 24 hours and is not subject to further suspension or expulsion, due process requirements do not apply.

DISCIPLINE OF STUDENTS WITH DISABILITIES (Policy JGF) The Board recognizes that effective and appropriate discipline for students with disabilities may, at times, differ from effective and appropriate discipline for students without disabilities. The Board does not, however, believe in a double standard for misbehavior and holds the welfare and safety of all persons in the District in highest regard. Disciplinary action of students with disabilities proceeds in a manner that protects the welfare and order of the community as well as recognizes the special needs of the student.

The Board delegates to school officials the authority to enforce District policies, regulations and rules governing the conduct of all students. The District will comply with all State and Federal laws and regulations governing the discipline of students with disabilities. All students, including those with disabilities, will be referred to law enforcement officials when required by law and may be referred to law enforcement officials when their conduct constitutes a crime.

The special needs of the student with a disability are taken into account when setting behavioral expectations. Each case of unsatisfactory behavior by a student with a disability is handled individually in accordance with the student’s behavior management plan and interventions

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articulated in the student’s Individualized Education Program (IEP). A student’s failure to comply with conduct requirements in student handbooks may result in the student being disciplined.

If the student does not respond to the measures taken by District staff or to the measures articulated in the student’s IEP, the staff member refers the student to the principal or other designated individual. The student may lose rights to participate in school-related social events or extracurricular activities for a period of time determined by the principal, unless such programs are included as part of the student’s free appropriate public educational program.

Depending on the seriousness of the offense committed by the student, suspension or expulsion may also result, but any change in placement will follow mandated procedures in applicable law.

(Policy JGF-R) Federal and State laws require that a “free appropriate public education” be provided for students with disabilities, including students with disabilities who have been suspended or expelled from school. The following procedures are implemented when a student with a disability is removed from his/her current placement because of a student conduct violation.

REMOVAL FOR 10 SCHOOL DAYS OR LESS The District provides to students with disabilities who have been suspended for 10 school days or less in one school year the same services that it provides to students without disabilities who are similarly removed.

REMOVAL FOR MORE THAN 10 SCHOOL DAYS The District provides to students with disabilities who have been suspended for more than 10 school days in one school year educational services that enable the student to continue to participate in the general education curriculum and to progress towards meeting the goals set out in the student’s Individualized Educational Program (IEP). Such services may be provided in an interim alternative educational setting and may not be the exact same services provided to the child in other settings.

When a student with a disability is suspended for more than 10 school days in one school year, the District holds a manifestation determination review. When appropriate, the District also performs a functional behavioral assessment and designs behavioral intervention and modification services to address the conduct violation.

MANIFESTATION DETERMINATION REVIEW Within 10 school days of any decision to change the placement of a student with a disability who has been suspended for more than 10 school days in one school year, the District holds a manifestation determination review. At the meeting, the school administrator responsible for disciplinary actions, the student’s parent(s) and relevant members of the student’s IEP team

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review all relevant information in the student’s file, including teacher observations and any pertinent information provided by the parents.

The manifestation determination review team determines whether the conduct was caused by, or had a direct and substantial relationship to, the student’s disability, or whether the conduct was a direct result of the school’s failure to implement the student’s IEP. If the team determines that the conduct was the direct result of the school’s failure to implement the student’s IEP, the school takes immediate steps to remedy those deficiencies and the student is returned to the agreed-upon placement in the student’s IEP.

STUDENT CONDUCT WAS NOT A MANIFESTATION OF THE DISABILITY When the conduct in question is determined not to be a manifestation of the student’s disability, the District applies relevant disciplinary procedures in the same manner and for the same duration as applied to students without disabilities. The District continues to provide educational services that enable the student to participate in the general educational curriculum and progress toward meeting the goals set out in the student’s IEP. The IEP team determines the appropriate services for the student and the setting in which such services will be provided. The District conducts a functional behavioral assessment and implements behavioral intervention services and modifications designed to address the behavior violation at its own discretion.

STUDENT CONDUCT WAS A MANIFESTATION OF THE DISABILITY When the conduct in question is determined to be a manifestation of the student’s disability, the District conducts a functional behavioral assessment and implements a behavior intervention plan for the student. If a behavior implementation plan has already been developed, the school reviews the plan and modifies it, as necessary, to address the behavior.

The student is returned to the placement, if he/she was removed, unless the student’s parent(s)/guardian(s) and the school mutually agree on a change of placement as part of the modifications of the behavior intervention plan or unless special circumstances exist.

SPECIAL CIRCUMSTANCES FOR REMOVAL The District removes a student with a disability to an interim alternative educational setting for up to 45 school days without regard to whether the behavior violation is determined to be a manifestation of the student’s disability if the student partakes in any of the following three violations of the Student Code of Conduct at school, on school premises or at a school function: 1. carrying or possessing a dangerous weapon; 2. knowingly possessing or using illegal drugs, or selling or soliciting the sale of a controlled substance or 3. inflicting serious bodily injury upon another person.

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MISCONDUCT FOR WHICH SUSPENSION, EXPULSION AND/OR LOSS OF BUS RIDING PRIVILEGES MAY BE IMPOSED: 1. TRUANCY (Policy JEDA) The Board endeavors to reduce truancy through cooperation with parents, diligence in investigating the causes of absence and use of strict guidelines in regard to tardiness and unexcused absence.

When the Board determines that a student has been truant and that the parent, guardian or other person having care of a child has failed to ensure the child’s attendance at school, State law authorizes the Board to require the parent to attend a specified educational program.

This program has been established according to the rules adopted by the State Board of Education for the purpose of encouraging parental involvement in compelling the child’s attendance at school.

On the request of the Superintendent, or when it comes to the attention of the school attendance officer or other appropriate officer of the District, the designated officer must investigate any case of supposed truancy within the District and must warn the child, if found truant, and the child’s parent in writing of the legal consequences of being a “habitual” truant.

A “habitual truant” is any child of compulsory school age who is absent without a legitimate excuse for 30 or more consecutive hours, 42 or more hours in one month or 72 or more hours in a school year.

The parent is required to have the child attend school immediately after notification. If the parent fails to get the child to attend school, the attendance officer or other appropriate officer, if directed by the Superintendent or the Board, must send notice requiring the child’s parent to attend a parental education program.

Regarding “habitual truants,” the Board must take as an intervention strategy any appropriate action contained in Board policy.

The Board directs the administration to develop intervention strategies that include all of the following actions applicable: 1. providing a truancy intervention plan meeting State law requirements for any student who is excessively absent from school; 2. providing counseling for a habitual truant; 3. requesting or requiring a parent having control of a habitual truant to attend parental involvement programs; 4. requesting or requiring a parent of a habitual truant to attend truancy prevention mediation programs; 5. notification to the registrar of motor vehicles or 6. taking appropriate legal action.

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The attendance officer provides notice to the parent of a student who is absent without excuse for 38 or more hours in one school month or 65 or more hours in a school year within seven days after the date of the absence triggering the notice. At the time of notice, the District may take any appropriate action as outlined in this policy as an intervention strategy.

Absence Intervention Plan Beginning with the 2017-2018 school year, when a student’s absences surpass the threshold for a habitual truant, the principal or the Superintendent assigns the student to an absence intervention team within 10 days of the triggering event. The absence intervention team must be developed within seven school days of the triggering event and is based on the needs of the individual student. The team must include a representative from the student’s school or District, a representative from the student’s school or District who knows the student and the student’s parent or their designee, and also may include a school psychologist, counselor, social worker or representative of an agency designed to assist students and their families in reducing absences. During the seven days while developing the team, the Superintendent or principal makes at least three meaningful, good faith attempts to secure participation of the student’s parent. If the student’s parent is unresponsive the District investigates whether the failure to respond triggers mandatory reporting to the appropriate children’s services agency and instructs the absence team to develop the intervention plan without the parent.

Within 14 school days after a student is assigned to a team, the team develops a student specific intervention plan to work to reduce or eliminate further absences. The plan includes, at minimum, a statement the District will file a complaint in juvenile court not later than 61 days after the date the plan is implemented if the student refuses to participate or fails to make satisfactory progress. The District makes reasonable efforts to provide the student’s parent with written notice of the plan within seven days of development.

The absence intervention plan for a student may include contacting the juvenile court to have a student informally enrolled in an alternative to adjudication. The Board directs the Superintendent to develop written procedures regarding the use of and selection process for offering these alternatives to ensure fairness.

If the student becomes habitually truant within 21 school days prior to the last day of instruction of a school year, the District may either assign a school official to work with the student’s parent to develop an intervention plan during the summer and implement the plan no later than seven days prior to the first day of instruction of the next school year, or reconvene the absence intervention process on the first day of instruction of the next school year.

Filing A Complaint With Juvenile Court Beginning with the 2017-2018 school year, the attendance officer must file a complaint against the student in juvenile court on the 61st day after implementation of the absence intervention plan when: 1. the student’s absences have surpassed the threshold for a habitual truant

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2. the District has made meaningful attempts to re-engage the student through the absence intervention plan, other intervention strategies and any offered alternatives to adjudication and 3. the student has refused to participate in or failed to make satisfactory progress on the plan or any offered intervention strategies or alternatives to adjudication as determined by the absence intervention team.

If the 61st day after intervention falls on a day during the summer months, the District may extend the implementation of the plan and delay the filing of the complaint for an additional 30 days after the first day of instruction of the next school year.

Unless the absence intervention team determines the student has made substantial progress on their absence intervention plan, the attendance officer must file a complaint against the student in juvenile court if the student is absent without legitimate excuse for 30 or more consecutive hours or 42 or more hours during a school month at any time during the implementation phase of the intervention plan or other intervention strategy.

2. RESERVED FOR STATE CODE PURPOSES. 3. FIGHTING / VIOLENCE A student shall not engage in improper physical contact, fight, instigate a fight, or behave in such a way as to threaten or cause physical harm to a school employee, school visitor, or another student: A. B. C. D. E.

on school grounds, during and immediately before or immediately after school hours; on school grounds at any other time when the school is being used by a group; on school grounds at a school-sponsored or related activity function, or event; on a school bus; or at any other time the student is subject to the authority of the school.

4. VANDALISM / DAMAGE OR DESTRUCTION OF SCHOOL OR PERSONAL PROPERTY Vandalism is the willful destruction or defacement of school or personal property. A student shall not cause or attempt to cause damage to school property or cause or attempt to cause damage to private property of students, teachers, school personnel or other persons.

5. THEFT OR UNAUTHORIZED REMOVAL OF SCHOOL OR PERSONAL PROPERTY Theft is the unlawful taking of property belonging to another person. A student shall not steal or attempt to steal school or private property, attempt to participate in the unauthorized removal of such property, or possess such property without authorization.

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6. USE, POSSESSION, SALE OR DISTRIBUTION OF A FIREARM The Shaker Heights Board of Education is committed to providing the students of the District with an educational environment free of dangerous weapons.

A firearm is any weapon which will, is designed to, or may readily be converted to expel a projectile by the action of an explosive; the frame or receiver of any such weapon; any firearm muffler or firearm silencer; or any machine gun. This includes zip guns, starter guns, and flare guns.

Students are prohibited from using, handling, possessing, selling, distributing or bringing a firearm as defined above on school property, in a school vehicle or to any school-sponsored activity. If a student brings a firearm on school property, in a school vehicle or to any school-sponsored activity, the Superintendent shall expel this student for a period of one calendar year. Any such expulsion shall extend, as necessary, into the school year following the school year in which the incident occurred. The Superintendent may reduce this requirement on a case-by-case basis in accordance with State law.

7. USE, POSSESSION, SALE OR DISTRIBUTION OF A DANGEROUS WEAPON OTHER THAN A FIREARM OR EXPLOSIVE, INCENDIARY OR POISON GAS Under this provision, a weapon is defined as a device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury. Such weapons may include, but are not limited to, knives, razors, clubs, chains, chemical mace, pepper spray, or any instrument or item used to inflict harm on a person or to intimidate a person. The definition of a knife includes, but is not limited to, a cutting instrument consisting of a sharp blade fastened to a handle.

Students are prohibited from using, handling, possessing, selling, distributing or bringing weapons as defined above on school property, in a school vehicle or to any school-sponsored activity. If a student brings a weapon on school property, in a school vehicle or to any school-sponsored activity, the Superintendent shall expel this student for a period of one calendar year. Any such expulsion shall extend, as necessary, into the school year following the school year in which the incident occurred. The Superintendent may reduce this requirement on a case-by-case basis in accordance with State law.

8. USE, POSSESSION, SALE OR DISTRIBUTION OF ANY EXPLOSIVE, INCENDIARY OR POISON GAS A student shall not use, possess, sell, distribute or conceal any object that can be classified as explosives, fireworks, munitions, incendiaries, accelerants, lighters, matches, or poison gas while on school grounds, at school-sponsored or related activities, functions or events off school grounds, or a school bus or conveyance, or at any other time that the student is subject to the authority of the school.

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The definition of a destructive device includes, but is not limited to, a bomb, a grenade, a rocket having a propellant charge of more than four ounces, a missile having an explosive or incendiary charge of more than one-quarter ounce and a mine or similar device. This definition would also include any weapon that will, or that may be readily converted to, expel a projectile by the action of an explosive or other propellant, and that has any barrel with a bore of more than one-half inch in diameter.

9. USE, POSSESSION, SALE OR DISTRIBUTION OF TOBACCO PRODUCTS A student shall not use, possess, sell, distribute or conceal tobacco or tobacco products, including but not limited to cigarettes, cigars, chewing tobacco, e-cigarettes, and snuff: A. B. C. D. E.

on school grounds, during and immediately before or after school hours; on school grounds at any other time when the school is being used by a group; off school grounds at a school activity, function, or event; on a school bus, or in any area within the immediate view of school grounds.

10. USE, POSSESSION, SALE OR DISTRIBUTION OF ALCOHOLIC BEVERAGES A student shall not use, possess, sell, distribute, conceal or consume any intoxicating alcoholic beverage on school grounds, at school-sponsored or related functions or activities off school grounds, on a school bus or conveyance, or any other time the student is subject to the authority of the school. Likewise, a student shall not consume any alcoholic beverage at a time before the commencement of school or at a school-sponsored or related event or activity where such consumption might affect or impair the student’s behavior, while traveling to or from school, to or from any school building or facility, to or from any school activity, function or event, during and immediately before or after school, or during or immediately before or after any school activity, function or event, or in any area within the immediate view of school grounds.

11. USE, POSSESSION, SALE OR DISTRIBUTION OF DRUGS OTHER THAN TOBACCO OR ALCOHOL A. A student shall not use, possess, sell, distribute, conceal or consume any controlled drug, or counterfeit drugs commonly called “look-alikes,” on school grounds, at school-sponsored or related functions or activities off school grounds, on a school bus or conveyance, or any other time the student is subject to the authority of the school.

Likewise, a student shall not consume any of the drugs of abuse or counterfeit drugs commonly called “look-alikes” at a time before the commencement of school or at a school-sponsored or related event or activity where such consumption might affect or impair the student’s behavior, while traveling to or from school, to or from any school building or facility, to or from any school activity, function or event, during and immediately before or after school, or during or immediately before or after any school activity, function or event, or in any area within the immediate view of school grounds.

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Examples of drugs of abuse include, but are not limited to, narcotic drugs, hallucinogenic drugs, amphetamines, barbiturates, marijuana, glue, cocaine, or other substances that could modify behavior. A counterfeit controlled substance includes, but is not limited to, any substance which is possessed, used, transmitted, sold, concealed or consumed that is represented to be a controlled substance or drug of abuse. The use of counterfeit drugs is illegal (H.B. 535) and subject to penalty.

Use of medications as prescribed by a licensed physician and administered in accordance with District procedures shall not be considered a violation of this rule.

B. A student shall not handle, possess, use, distribute or conceal any drug of abuse or counterfeit drug instrument or paraphernalia (for example, a hypodermic needle, a syringe, a water pipe, a roach clip, etc.) on school grounds, at a school-sponsored or related function or activity off school grounds, on a school bus or conveyance or at any other time the student is subject to the authority of the school.

12. RESERVED FOR STATE CODE PURPOSES. 13. RESERVED FOR STATE CODE PURPOSES. 14. FALSE ALARM / BOMB THREAT A student shall not sound a fire alarm in the absence of an actual fire or other emergency. A student shall not make any threat (verbal, written or electronic) to bomb or use other substances or devices for the purpose of exploding, burning, causing damage to a school building or school property, or to harm students, staff or visitors.

15. RESERVED FOR STATE CODE PURPOSES. 16. RESERVED FOR STATE CODE PURPOSES. 17. RESERVED FOR STATE CODE PURPOSES. 18. DISRUPTIVE BEHAVIOR / FAILURE TO COMPLY WITH DIRECTIVES A. Students will comply with directives and orders of teachers, student teachers, educational aides, substitute teachers, principals, or other authorized school personnel during any period of time when they are properly subject to the authority of the school.

B. A student shall not give false identification or refuse to provide accurate identification to school personnel.

C. Students shall comply with all school rules and regulations. Such rules and regulations will be provided to the student. Students are responsible for becoming familiar with those items.

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D. No student shall refuse to accept discipline or punishment from teachers, school officials, teacher’s aides, or other authorized school personnel.

Students may be disciplined for any other misconduct which is deemed by school authorities to be disruptive or to interfere with the educational process.

19. HAZING AND BULLYING (Harassment, Intimidation and Dating Violence) (Policy JFCF & JFCF-R) Hazing means doing any act or coercing another, including the victim, to do any act of initiation into any student or other organization that causes or creates a substantial risk of causing mental or physical harm to any person. Throughout this policy the term bullying is used in place of harassment, intimidation and bullying.

Bullying, harassment, or intimidation means any intentional, written, verbal, or physical act that is student-on-student or staff-on-student (on school grounds, at school sponsored academic and extracurricular activities and on school buses) more than once, and the behavior causes mental or physical harm and is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other student. This includes cyberbullying (electronic acts) and violence in a dating relationship.

However, inappropriate behavior does not have to include intent to harm, be directed at a specific target, or involve repeated incidents to be considered harassment and prohibited by District policy. The District will investigate formal and informal complaints.

Permission, consent or assumption of risk by an individual subjected to hazing, bullying and/or dating violence does not lessen the prohibition contained in this policy.

The District includes, within the health curriculum, age-appropriate instruction in dating violence prevention education in Grades 7 to 12. This instruction includes recognizing warning signs of dating violence and the characteristics of healthy relationships.

Prohibited activities of any type, including those activities engaged in via computer and/or electronic communications devices or electronic means, are inconsistent with the educational process and are prohibited at all times. The District educates minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.

No administrator, teacher or other employee of the District shall encourage, permit, condone or tolerate any hazing and/or bullying activities. No students, including leaders of student organizations, are permitted to plan, encourage or engage in any hazing and/or bullying.

Administrators, teachers and all other District employees are particularly alert to possible conditions, circumstances or events that might include hazing, bullying and/or dating violence. If any of the prohibited behaviors are planned or discovered, involved students are informed by the discovering District employee of the prohibition contained in this policy and are required to

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end all such activities immediately. All hazing, bullying and/or dating violence incidents are reported immediately to the principal/designee and appropriate discipline is administered. When employees have actual knowledge that the behavior is sexual harassment, they must contact the Title IX Coordinator.

The Superintendent/designee must provide the Board President with a semiannual written summary of all reported incidents and post the summary on the District’s website, to the extent permitted by law.

The administration provides training on the District’s hazing and bullying policy to District employees and volunteers who have direct contact with students and by November 30 annually reports to the Ohio Department of Education compliance with this requirement through the consolidated school mandate report. If the District reports noncompliance the Superintendent/designee must provide a written explanation to the Board within 30 days explaining this noncompliance and a written plan of action for accurately and efficiently addressing the problem. Additional training is provided to elementary employees in violence and substance abuse prevention and positive youth development.

District employees, students and volunteers have qualified civil immunity for damages arising from reporting an incident of hazing and/or bullying. Administrators, teachers, other employees and students who fail to abide by this policy may be subject to disciplinary action and may be liable for civil and criminal penalties in compliance with State and Federal law.

No one is permitted to retaliate against an employee or student because he/she files a grievance or assists or participates in an investigation, proceeding or hearing regarding the charge of hazing and/or bullying of an individual.

Commitment The District and the Board are committed to providing a safe, positive, productive, and nurturing educational environment for all students. Harassment, intimidation or bullying on the basis of gender, disability, race, sexual orientation, ethnic/national origin, or religion in all school environments (academic, extracurricular, school sponsored activities and school buses) is strictly prohibited. The prohibition includes both student-on-student and staff-on-student.

Retaliation against a person reporting alleged harassment, persons participating in the investigation or in related proceedings is also prohibited.

The fact that the alleged harasser and the victim are members of the same protected class will not preclude the District from investigating an incident in order to determine whether harassment has occurred.

The District requires that all staff promptly report incidents of harassment using the established procedure. Staff is also required to intervene to stop the harassment unless circumstances are of a dangerous nature.

Students are encouraged to immediately report incidents of harassment/bullying. However, intentional false reports of harassment/bullying will result in disciplinary action. Inappropriate

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behavior can be verbal, physical, or written. Examples of inappropriate behaviors include aggressive behavior, racial slurs, offensive written communication or graffiti, electronic acts (cyberbullying), teasing based on religion, race or disability, violence in a dating relationship etc.

These prohibited behaviors extend to both peer-to-peer and staff-to-student conduct on school grounds (hallways, classrooms, common areas etc.), at school sponsored academic and extracurricular activities (sports events, clubs, field trips etc.) and on school buses.

Definition of Harassment/Bullying As defined in Ohio Revised Code, harassment, intimidation, or bullying means any intentional, written, verbal or physical act that is student-on student or staff-on-student (on school grounds, at school sponsored academic and extracurricular activities and on school buses) more than once, and the behavior causes mental or physical harm and is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for the other student. This includes cyberbullying (electronic acts) and violence in a dating relationship.

However, inappropriate behavior does not have to include intent to harm, be directed at a specific target or involve repeated incidents to be considered harassment and prohibited by District policy. The District will investigate formal and informal complaints.

Complaint Procedures 1. Forms Students, classified staff, parents/guardians or community members can make a formal complaint of alleged incidents using the Student Incident Form that is available in all building offices. Faculty who become aware of incidents need to complete the Student Referral Form, complete an initial investigation and return it to the assigned school administrator as soon as possible. Administrators will complete the Investigation Form if the situation warrants additional attention.

When the behavior involves allegations of sexual harassment, the Title IX sexual harassment grievance process will be followed, as applicable. When the behavior is sexual harassment, the Title IX sexual harassment grievance process will be followed, if applicable, prior to imposing any discipline that cannot be imposed without resolution of the Title IX process.

2. Administrators Assigned Listed below are the administrators assigned to receive and investigate reports of harassment/bullying.

Erin Herbruck Director of School Leadership herbruck_e@shaker.org 216-295-4728

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Barbara Maceyak Title IX Coordinator maceyak_b@shaker.org 216-295-4334 Boulevard Elementary Neal Robinson, Principal Robinson_n@shaker.org 216-295-4020 Fernway Elementary Christopher Hayward, Principal Hayward_c@shaker.org 216-295-4040 Lomond Elementary George Clark, Principal Clark_g@shaker.org 216-295-4050 Mercer Elementary Roneisha Campbell, Principal Campbell_r@shaker.org 216-295-4070 Onaway Elementary Eric Forman, Principal Forman_e@shaker.org 216-295-4080 Woodbury Elementary Tiffany Joseph, Principal Joseph_t@shaker.org 216-295-4150 Middle School Michelle Hughes, Principal hughes_m@shaker.org 216 295-4100 High School Eric Juli, Principal Juli_e@shaker.org 216 295-4200 3. Procedure

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a. Each building will establish a designated location in the assigned administrator’s office for collections of reports of alleged harassment. All staff will be made aware of this location. b. All school personnel must report alleged student-on-student or staff-on-student harassment based on sex, gender, disability, race, ethnic/national origin and religion using this established procedure and specifying if the incidents are verbal, physical, cyber etc. c. School personnel must receive or witness reports or information about harassment incidents regardless of whether the incidence is verbal, physical or other. d. Students are encouraged to report alleged incidents immediately to a staff member. e. Faculty receiving a complaint will address the situation with the student(s) within 24 hours, investigate the situation, complete the Student Referral Form and promptly return it to the designated location for administrator review. f. Students, parents/guardians or community members may complete the Student Incident Form (available in all school offices) or speak directly to an administrator or teacher. g. Any forms received by the office will immediately be placed in the designated file located in the assigned administrator’s office h. Administrators will review all complaint forms within 24 hours of receipt and begin plans for investigation using the Investigation Form. i. Administrators will begin plans for investigation within 24 hours of receiving a verbal complaint and complete the investigation and reporting to the required parties within three weeks. j. Persons reporting an anonymous complaint or requesting confidentially or no action to be taken on the part of the District, will be informed that the ability of the District to respond may be limited. They will also be informed that Title IX and Section 504 prohibit retaliation and that the District takes steps to prevent such retaliation. k. Anonymous complaints will be reviewed and reasonable action taken to the extent that such action does not disclose the source and is consistent with due process rights. These complaints will be reviewed by the assigned administrator within 24 hours.

At any time a complainant may choose to file a complaint with OCR. Office of Civil Rights U.S. Department of Education 1350 Euclid Ave. Suite 325 Cleveland, Ohio 44115 Telephone: (216) 522-4970 Facsimile: (216) 522-2573 http://www.ed.gov/about/offices/list/ocr/complaintintro.html

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Investigation Procedure 1. When hazing and/or bullying is based on race, color, national origin, sex, (including sexual orientation and gender identity)or disability, and the behavior creates a hostile environment, the hazing and bullying investigation is suspended while the applicable nondiscrimination grievance procedures are implemented where applicable.

2. Faculty receiving a report of harassment/bullying will begin an investigation within 24 hours of receipt of a complaint.

A. The Student Referral Form will be used to document the investigation process.

B. At conclusion of investigation, a copy of the Student Referral Form will be placed within 24 hours in the designated area for administrative review.

3. The administrator assigned will review the form within 24 hours and make a determination whether additional action is needed.

A. If no additional action is needed, the form will be filed by the student’s last name in a confidential file.

B. If further action is needed, the investigation will begin within 24 hours.

4. In situations where the administrator receives the complaint, an investigation will begin within 24 hours.

5. The investigation will include: establishment of an investigations team; interview of alleged victim, alleged perpetrator and witnesses; summary of allegation; outcome of investigation; disciplinary action; plan to prevent reoccurrence or new harassment; referral to law enforcement (if applicable) and written notification to custodial parents of students involved.

6. Administrators assigned will use the Investigation Form to document the investigation process.

A. To ensure a reliable and impartial investigation, the investigation team will represent race and gender as appropriate and interviews will be conducted with victim(s), alleged perpetrator(s), and witnesses .

B. A preponderance of evidence will be used to substantiate harassment.

7. Disciplinary action will be taken as determined appropriate and consistent with due process rights.

A. A preponderance of evidence will be used to substantiate harassment.

B. Remedial action may also include nondisciplinary strategies that assist in redirecting the inappropriate behaviors.

8. A plan will be developed to stop, remedy, and prevent recurrence or the occurrence of new harassment for the victim or other persons who participated in the incident or the investigation.

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9. Discipline procedures will not infringe on any student's rights under the First Amendment to the Constitution of the United States.

Notification Procedure 1. Written notice will be given to: A. custodial parents/guardians of students involved in the incident B. students who are 18 years of age older or C. parties filing the complaint if different than listed above.

2. Appropriate staff will be apprised of the outcome of the investigation.

3. A copy of the Investigation Form and all attached documentation will be sent to the appropriate Director of Primary/Secondary Education of Director.

Record Keeping Procedure 1. Assigned administrator will establish a confidential file location for completed harassment reports in his/her office.

2. These records should be kept as follows for a minimum of three years from the date of the report of alleged harassment. Annually between the end of the school year and June 30 the records in confidential files will be reviewed to determine those that will be retained.

A. Records retained for fourth-grade students will be forwarded to the Grade 5-6 building by June 30.

B. Records retained for sixth-grade students will be forwarded to the middle school

by June 30.

C. Records retained for eighth-grade students will be forwarded to the high school

by June 30.

D. Records of graduates will be retained for the three-year period based on the date of the report of the incident even if the student has graduated.

3. Staff completing the Student Referral Form will attach all pertinent information after initial investigation.

A. Keep one copy in a confidential secure file.

B. Return one copy with attachments to the administrator assigned in the designated location.

C. Administrator assigned will file these forms in a confidential secure file by student last name.

4. Administrator assigned will attach all pertinent information to the Investigation Form, such as witness statements, custodial parent/guardian notification letters, etc.

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A. These forms will be filed in a confidential file in the administrator’s office by student last name for both the victims and the perpetrators.

B. One copy of the Investigation Form will be sent to the Director of School LeadershipPrimary/Secondary Education.

5. Director of School LeadershipPrimary/Secondary Education will keep copies of Investigation Reports in a confidential secure file in alphabetical order by student’s last name.

6. Each assigned administrator will keep track of the number of verified incidents of harassment.

Student Instruction 1. At the beginning of each school year all faculty will discuss the District policy regarding anti-harassment/bullying in age appropriate language.

2. Individual buildings may choose to notify students at the beginning of the year in appropriate groups such as all third-graders, all high school freshmen etc.

3. Throughout the year policies will be reviewed with students by all staff members as needed.

Prevention Program 1. The Response to Intervention Program is adopted Districtwide in all buildings to provide behavior supports to all students.

2. International Baccalaureate Program Learner Attributes are adopted Districtwide that guide the interaction and overall climate in the buildings.

3. Annual student climate surveys in Grades 4-12 given in spring will include additional questions on bullying, and results incorporated in student activities the next school year.

Staff Training 1. In August of each year the administrative staff will review and update the Anti-harassment/Bullying Policies and Procedures.

2. New teachers will be in-serviced on the District Policies and Procedures during orientation.

3. At the beginning of each school year, a faculty meeting in each building will be dedicated to the review of our District Policy and Procedures.

4. Annually a review session will be conducted for classified staff including secretaries, bus drivers and custodial workers at the November in-service day.

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5. Substitute teachers will receive a written copy of Anti-Harassment/Bullying Policies and Procedures at orientation.

6. Annually all employees will take an on-line course on Bullying Prevention through Public School Works.

20. FIREARM LOOK-ALIKES A student shall not use, possess, sell, distribute or conceal any item that resembles a firearm but does not have the explosive characteristics of a firearm. This includes, but is not limited to, look-alikes that use a spring-loaded device or air pressure to propel an object or substance, such as cap guns, BB guns, pellet guns or toy guns.

21. UNWELCOME SEXUAL CONDUCT A student shall not make unwelcome sexual advances, requests for sexual favors, other physical or verbal conduct or communication of a sexual nature, toward another student, a staff member, or a visitor. This definition includes gender-based harassment that creates an intimidating, hostile or offensive educational or work environment. Prohibited behaviors include, but are not limited to, pinching, grabbing, suggestive comments, gestures or jokes, or pressure to engage in sexual activity.

22. SERIOUS BODILY INJURY A student shall not instigate or participate in an incident that results in serious bodily injury to oneself or to others. Serious bodily injury is defined as “a bodily injury that involves substantial risk of death; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ or faculty.” (18 USC § 1365(3)(h))

23. LIKELY INJURY — REMOVAL BY HEARING OFFICER (Special Education Provision) A student with a disability may be removed from school for up to 45 days by the hearing officer if the student is charged with a weapons or drug violation and the hearing officer believes there is a possibility that the student may injure himself/herself or others. Such a removal must take place in accordance with the provisions of the Individuals With Disabilities Education Act.

24. RESERVED FOR STATE CODE PURPOSES. 25. APPEARANCE AND DRESS Students shall not violate school rules pertaining to appearance and dress. Students shall attend school and school-related activities dressed in a manner which is clean, not hazardous to

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their safety or the safety of others, and which does not detract from the educational environment.

26. TARDINESS AND CLASS-CUTTING No student shall be absent from any portion of the school day, class, or other mandatory activity without a legitimate excuse and timely notification of the school by the parent or legal guardian.

Attendance procedures will be established to ensure a uniform system throughout the school district.

27. VULGAR, IMPROPER OR THREATENING LANGUAGE, IMPROPER GESTURES OR SEXUAL MISCONDUCT No student shall speak or write vulgar, racially derogatory, threatening, or other improper language in any area of school buildings during school hours or at school-sponsored or related activities or events on or off school property; nor shall a student use vulgar, racially derogatory, threatening, or other improper language in any area of school buildings during school hours or at school-sponsored or related activities or events on or off school property; nor shall a student engage in sexual misconduct.

28. MISCONDUCT ON BUS No student shall threaten, act, participate in any act or acts, or attempt to threaten, act or participate in any act or acts which pose or attempt to pose a danger to the safe operation of a school bus, including, but not limited to, failing to remain seated, throwing objects at the passengers or the driver, extending arms or objects out of the windows, and shouting and other disorderly conduct which could cause physical harm, emotional stress, or diversion of the driver’s attention. Such misconduct may result in the loss of bus riding privileges and/or other disciplinary action.

29. MISCONDUCT DURING CO-CURRICULAR AND EXTRACURRICULAR ACTIVITIES A student who has been accepted or qualifies for membership in a co-curricular or school-sponsored or related extracurricular activity shall not behave in any way which disrupts or tends to interfere with the conduct of that activity and shall not violate the rules, regulations, or policies which govern participation in a co-curricular or extracurricular activity, whose rules regulations, or policies are provided to participants and made a part of this code. Likewise, students attending any co-curricular or school-sponsored extracurricular or related activity shall not behave in any way which disrupts or tends to interfere with the conduct of that activity.

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30. DISRUPTION OF SCHOOL A student shall not, by use of violence, force, noise, coercion, threat, harassment, intimidation, fear, passive resistance, or any other conduct, cause, attempt, or threaten to cause the disruption or obstruction of any lawful mission, process, activity, or function of that school.

A student shall not urge other students to engage in such conduct for the purpose of causing, attempting, or threatening to cause the disruption or obstruction of any lawful mission, process, activity, or function of the school.

While this list is not intended to be all-inclusive, the following acts illustrate the kinds of misconduct prohibited by this rule: A. Occupying any school building, school grounds, or part thereof; B. Blocking the entrance or exit of any school building or corridor or room therein; C. Setting fire or attempting to set fire to or damaging or attempting to damage any school building or property; D. Preventing or attempting to prevent by physical act or verbal utterance, the convening or continued functioning of any school class, or activity or any lawful school meeting or assembly on or off school property; E. Preventing or attempting to prevent students from attending a class or any school-sponsored or related activity or event; F. Except under the direct instruction of a principal or other authorized school personnel, blocking pedestrian or vehicular traffic on school property or at the site of any school-sponsored or related activity or event; G. Continuously and intentionally making noise or acting in a manner so as to interfere with a teacher’s ability to conduct a class or extracurricular activity; H. Making, by telephone call, letter, or other means, a threat to damage or destroy any school property or to disrupt any school-sponsored or related activity, function or event on or off school grounds; and I. Participating in gang-related activities such as attire, clothing, colors, initiation, or recruitment.

Parking in designated staff lots is prohibited.

31. CHEATING, PLAGIARISM, AND FORGERY A student shall not plagiarize, cheat, forge, falsify, distort or misrepresent in verbal, written, or electronic form any dates, times, addresses, grades or other data in any communication directed to or from school.

32. GAMBLING OR POSSESSION OF GAMBLING PARAPHERNALIA A student shall not engage in, possess, or promote games of chance, place a bet, or risk anything of value on school grounds, on school-provided transportation, at school-sponsored or

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related school functions off school grounds, or any other time the student is subject to school authority. Examples: cards, dice, coins, etc.

33. EXTORTION No student shall use an expressed or implied threat, violence, harassment, coercion, or intimidation to obtain money or anything of value from another on school grounds, at school-sponsored or related school functions off school grounds, or any other time the student is subject to school authority.

34. TRESPASSING A. A student shall not enter upon school grounds or premises of a school building to which the student is not assigned during or after school hours except with express permission of the school principal of that building or to attend or participate in a school-sponsored event in which his/her regularly assigned school is involved or where students from his/her regularly assigned school have been invited to attend or participate (e.g., a performance).

B. A student already under suspension, expulsion or removal (emergency or disciplinary) shall not enter upon the grounds or premises of the student’s regularly assigned or other school building, or attend any school-sponsored activities, without the express permission of the principal or designee. Violation may result in arrest and prosecution for trespassing as well as further school disciplinary action.

C. Anyone who is not a currently enrolled student or staff member must check in at the office or security desk and receive a visitor’s pass upon arrival at a Shaker Heights school. Unauthorized visitors may be prosecuted for trespassing. Any student who brings an unauthorized visitor into the school is subject to disciplinary action.

35. TECHNOLOGY ACCEPTABLE USE AND INTERNET SAFETY (Policy EDE-R) The following guidelines and procedures shall be complied with by staff, students or community members who are specifically authorized to use the District’s computers or online services.

1. Use appropriate language. Do not use profanity, obscenity or other language that may be offensive to other users. Illegal activities are strictly forbidden.

2. Do not reveal your personal home address or phone number or those of other students or colleagues.

3. Note that electronic mail (email) is not guaranteed to be private. Technology coordinators have access to all messages relating to or in support of illegal activities and such activities may be reported to the authorities.

4. Use of the computer and/or network is not for financial gain or for any commercial or illegal activity.

5. The network should not be used in such a way that it disrupts the use of the network by others.

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6. All communications and information accessible via the network should be assumed to be property of the District.

7. Rules and regulations of online etiquette are subject to change by the administration.

8. The user in whose name an online service account is issued is responsible for its proper use at all times. Users shall keep personal account numbers and passwords private.

They shall use this system only under the account numbers issued by the District.

9. The system shall be used only for purposes related to education or administration.

Commercial, political and/or personal use of the system is strictly prohibited.

10. The administration reserves the right to monitor any computer activity and online communications for improper use.

11. Users shall not use the system to encourage the use of drugs, alcohol or tobacco nor shall they promote unethical practices or any activity prohibited by law or Board policy.

12. Users shall not view, download or transmit material that is threatening, obscene, disruptive or sexually explicit or that could be construed as harassment, intimidation, bullying or disparagement of others based on their race, color, national origin, ancestry, citizenship status, sex, sexual orientation, age, disability, religion, economic status, military status, political beliefs or any other personal or physical characteristics.

13. Copyrighted material may not be placed on the system without the author’s permission.

14. Vandalism results in the cancellation of user privileges. Vandalism includes uploading/downloading any inappropriate material, creating computer viruses and/or any malicious attempt to harm or destroy equipment or materials or the data of any other user.

15. Users shall not read other users’ mail or files; they shall not attempt to interfere with other users’ ability to send or receive electronic mail, nor shall they attempt to read, delete, copy, modify or forge other users’ mail.

16. Users are expected to keep messages brief and use appropriate language.

17. Users shall report any security problem or misuse of the network to the teacher, his/her immediate supervisor or building administrator.

36. ONE-TO-ONE TECHNOLOGY RESPONSIBLE USE For students in Grades 5 through 12, the use of a Shaker Heights City Schools’ one-to-one Chromebook resource is a privilege, not a right.

In addition, the following responsibilities and Shaker Digital Citizenship Guidelines (see page 25 of the Handbook) must be followed. ● ●

●

Students must use Chromebooks in a responsible and appropriate manner, adhering to the Shaker Digital Citizenship Guidelines.

Students must obey general school rules and adhere to the Responsible Use of Technology section of the Student Handbook and the Shaker Heights City School District’s Acceptable Use and Internet Safety Policy.

Students must follow all faculty and staff directives and instructions regarding Chromebook use.

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●

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● ● ● ● ●

● ● ●

●

● ●

Chromebooks must remain free of inappropriate writing, drawing, stickers, or labels related to gangs, tobacco, drugs, alcohol, violence, discrimination, profanity, or any other school prohibited forms of expression, including sexually explicit content. Photos that include, but are not limited to, inappropriate language, alcohol, drug, gang related symbols or pictures will result in disciplinary actions.

Students must understand that the use of any information obtained via the Internet is at the student’s own risk. Shaker Heights City School District specifically denies any responsibility for the accuracy or quality of information obtained through its services.

Students must help the Shaker Heights City School District protect its users by contacting any staff member about any security problems encountered.

Students must take responsibility for any activity on their computer by monitoring their Chromebook/account(s).

Students should always secure their Chromebook after they are done working to protect their work and their Chromebook.

Students must notify an adult if he or she receives and/or encounters inappropriate digital content.

Students who withdraw, transfer, are expelled, or terminate enrollment from school for any other reason must return their Chromebook prior to the date of termination. Any Chromebook not returned will be disabled and reported as stolen to the police department.

Students must protect their passwords and personal information.

Students are responsible for bringing their charged Chromebook to class every day.

Students are responsible for completing all digital coursework assigned.

Students must immediately report a missing or stolen Chromebook to the Library Media Center or Office. Refer to specific school policies in the “Reporting a Chromebook Issue” section.

Students must give credit to all sources used, whether quoted or summarized, including all forms of media on the Internet, such as graphics, movies, music, and text. Students must demonstrate academic honesty and integrity by not cheating, plagiarizing or using information unethically in any way. Plagiarism is a violation of student handbook and classroom policies.

Students must comply with trademark and copyright laws and all license agreements.

Ignorance of the law does not allow immunity. If you are unsure, ask a teacher or parent.

Students will only take video or record sound with their Chromebook when it is part of a class or lesson. Chromebooks are not to be used at any time in the following building locations: bathrooms, locker rooms, nurse’s office.

37. MISCONDUCT AWAY FROM SCHOOL A student who sells or transmits any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, cocaine, marijuana, or any other controlled substance of abuse off school property or at a non-school-sponsored or related activity, function or event may, in accordance with the procedures set forth in Ohio Revised Code Section 3313.66, be subject to suspension or expulsion from school if the superintendent determines that the student’s continued presence in

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the school is reasonably certain to significantly disrupt or interfere with the educational process or significantly endanger the health or safety of the students or others.

A student who engages in an assault upon a school employee or another student off school property, at a non-school-sponsored or related activity, function or event may, in accordance with the procedures set forth in Ohio Revised Code Section 3313.66, be subject to suspension or expulsion from school if the superintendent determines that the student’s continued presence in the school is reasonably certain to significantly disrupt or interfere with the educational process or significantly endanger the health or safety of the students or others.

STUDENTS’ RIGHTS AND RESPONSIBILITIES RIGHTS are explicit “things” that a person may take for himself as an individual, often afforded by stated rules.

RESPONSIBILITIES are implicit, a person’s obligation to others within one’s society, so as to preserve the rights of those others.

1. ASSEMBLY AND/OR MEETINGS A student’s right to free speech and assembly as guaranteed by the First Amendment will be honored provided that such activity does not substantially disrupt the educational process.

A. Students may be permitted to hold student meetings on school property within the limitations applicable to all groups under Ohio Law, Shaker Heights Ordinances, or Shaker Heights Board of Education policy, and with the approval of the administration.

B. Students shall have the right to gather informally providing that such activity does not substantially disrupt the educational process, cause disorder, or invade the rights of others.

C. Students shall have the right to formal assembly for the purposes of discussing any topic if the following conditions are met: ● Students have administrative approval; ● There is no violation of ordinance or law; ● Students’ conduct at the meeting is orderly and peaceful; ● Students will assume full responsibility for their actions as individuals or group members; ● All school regulations and policies are met.

D. All organized group meetings shall be scheduled with the school office.

2. FREEDOM OF EXPRESSION One of the basic purposes of education, as stated in the Board of Education Philosophy, is to prepare students for responsible self-expression. The First and Fourteenth Amendments of the United States Constitution guarantee citizens free expression. Students have the right to free expression as long as they do not substantially interrupt the educational process.

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A. Students have the right to free expression of ideas and to participate in the publication of such ideas.

B. Students may wear buttons, armbands, or the like, as long as they do not substantially interfere with the educational process.

C. The publishing and editorial policies and procedures governing student publications should be in written form.

D. Effective supervision of school-sponsored newspapers should prohibit obscene or libelous material and insure the editing of material that would cause a substantial disruption of the educational process.

E. Procedures for distribution of publications should include the manner, time, and place of distribution.

F. A policy statement should be developed regarding the method of solicitation, type, and amount of advertising in official school publications.

3. SAFETY AND SEARCHES (Policy JFG) The District has responsibility for the safety and security of students during the school day and hours of approved cocurricular activities. While discharging this responsibility, the administration shall make reasonable efforts to maintain a positive and affirming educational environment in the schools, and to the extent practical, will schedule non-emergency searches or drills in a manner which minimizes their impact on educational programming. The administration shall also make an effort to protect each student’s rights with respect to interrogations by law enforcement officials. The administration has developed regulations to be followed in the case of searches and interrogations.

The right to inspect students’ school lockers or articles carried upon their persons and to interrogate an individual student is inherent in the authority granted school boards. All searches are conducted sparingly and only when such search is reasonably likely to produce tangible results to preserve discipline and good order and the safety and security of persons and their property. The Board permits building administrators to search any unattended bag for safety and identification purposes.

Student lockers are the property of the District. The Board permits building administrators to search any locker and its contents as the administrator believes necessary. Such notice will be posted at or near the entrance to the school grounds and at the main entrance to each school building, and in the student handbook.

The Board permits the Superintendent to authorize the use of dogs trained in detecting the presence of drugs and explosive devices. The dogs may be used to search school facilities and grounds, including lockers and parking areas. Use of dogs may be unannounced. If a trained canine alerts to a particular vehicle, locker or other container, it shall create reasonable suspicion to search that vehicle, locker or container in accordance with this policy.

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4. INTERROGATIONS AND SEARCHES (Policy JFG-R) Searches of School Property Assigned to a Student The following rules apply to the search of school property assigned to a student (locker, desk, etc.) and the seizure of items in his/her possession.

1. General housekeeping inspection of school property may be conducted with reasonable notice. Random searches of lockers may be conducted.

2. A search of a desk or other storage space may be conducted when there exists reasonable suspicion for school authorities to believe that the area being searched contains evidence of a crime or violation of school rules.

3. Search of an area assigned to a student should be for a specifically identified item and should be conducted in his/her presence and with his/her knowledge.

4. Items, the possession of which constitutes a crime or violation of school rules, or any other possessions reasonably determined to be a threat to the safety or security of others may be seized by school authorities at any time.

Searches of a Student’s Person or Personal Property by School Personnel Building administrators are permitted to search the person and personal property (purse, backpack, gym bag, etc.) of a student where there is reason to believe that evidence will be obtained indicating the student’s violation of either the law or school rules. The following rules apply in such cases.

1. There should be reasonable suspicion to believe that the search will result in obtaining evidence that indicates the student’s violation of the law or school rules.

2. Searches of a student’s person are conducted by a member of the same sex as the student.

3. Searches are conducted in the presence of another administrator or staff member.

4. Parents of a minor student who is the subject of a search are notified of the search and are given the reason(s) for the search as soon as feasible after completion of the search.

5. When evidence is uncovered indicating that a student may have violated the law, law enforcement officials shall be notified.

6. Strip searches should be discouraged. A substantially higher degree of certainty (more than a reasonable belief) is required prior to conducting such a search. In cases in which school officials believe a strip search is necessary, law enforcement officials should be called to conduct the search.

Searches of Unattended Bags by School Personnel Building administrators are permitted to search any unattended bag found on District property for safety and identification purposes. Once the administrator has determined the identity of the owner and that no safety or security issue exists, any subsequent searches of the item are based upon reasonable suspicion.

Searches of Student Property by Law Enforcement Officials

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A law enforcement agency must have probable cause or produce a warrant prior to conducting any search of a student’s personal property kept on school premises. When the law enforcement officials have reason to believe that any item which might pose an immediate threat to the safety or security of others is kept in a student locker, desk or other storage space, searches may be conducted without a previously issued warrant.

Interrogations by Law Enforcement Officials The schools have legal custody of students during the school day and during hours of approved extracurricular activities. It is the responsibility of the school administration to try to protect each student under its control; therefore, the following steps shall be taken.

1. The questioning of students by law enforcement agencies is limited to situations where parental consent has been obtained or the school official has made an independent determination that reasonable grounds exist for conducting an interrogation during school hours.

2. Whenever possible, law enforcement officials should contact and/or question students out of school. When it is absolutely necessary for an officer to make a school contact with a student, the school authorities will bring the student to a private room and the contact is made out of the sight of others as much as possible.

3. The school principal must be notified before a student may be questioned in school or taken from a classroom.

4. The administration shall make every reasonable attempt to notify the parent(s) of the student to be interviewed by the law enforcement officials before questioning begins, unless extenuating circumstances dictate that this not be done.

5. A school official requests to be present when an interrogation takes place within the school.

6. When law enforcement officials remove a student from school, the administration will make an attempt to notify the parent(s).

7. Law enforcement officials should always be notified by the school principal whenever a student is involved in any type of criminal activity. When the principal learns of this involvement, he/she should notify the juvenile officer or detective bureau of the law enforcement agency. The school should not attempt to handle matters that are properly in the realm of a law enforcement agency.

5. CORPORAL PUNISHMENT / FORCE AND RESTRAINT (Policy JGA) The Board does not condone or permit the use of corporal punishment. The Board expects all members of the school community to treat each other with dignity and respect. Humiliation, personal affront or other indignities are inconsistent with the Board’s human relations philosophy and practice.

Teachers, administrators, and classified employees are authorized by State law to use, within the scope of their employment “such amount of force and restraint as is reasonable and necessary to quell a disturbance threatening physical injury to others, to obtain possession of 100

weapons or other dangerous objects, for the purpose of self-defense, or for the protection of persons or property.” The Board wishes to emphasize the concept of reasonableness in the use of force or restraint.

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LEGAL NOTIFICATIONS NOTICE OF NON-DISCRIMINATION The Shaker Heights City School District does not discriminate on the basis of race, color, national origin, ancestry, religion, gender, sexual orientation, disability, age, or veteran status in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Marla Robinson, Title IX Lead Coordinator, 15600 Parkland Drive, Shaker Heights, OH 44120, (216) 295-1400.

TRUANCY (Policy JEDA) The Board endeavors to reduce truancy through cooperation with parents, diligence in investigating the causes of absence and use of strict guidelines in regard to tardiness and unexcused absence.

When the Board determines that a student has been truant and that the parent, guardian or other person having care of a child has failed to ensure the child’s attendance at school, State law authorizes the Board to require the parent to attend a specified educational program.

This program has been established according to the rules adopted by the State Board of Education for the purpose of encouraging parental involvement in compelling the child’s attendance at school.

On the request of the Superintendent, or when it comes to the attention of the school attendance officer or other appropriate officer of the District, the designated officer must investigate any case of supposed truancy within the District and must warn the child, if found truant, and the child’s parent in writing of the legal consequences of being a “habitual” truant.

A “habitual truant” is any child of compulsory school age who is absent without a legitimate excuse for 30 or more consecutive hours, 42 or more hours in one month or 72 or more hours in a school year.

The parent is required to have the child attend school immediately after notification. If the parent fails to get the child to attend school, the attendance officer or other appropriate officer, if directed by the Superintendent or the Board, must send notice requiring the child’s parent to attend a parental education program.

Regarding “habitual truants,” the Board must take as an intervention strategy any appropriate action contained in Board policy.

The Board directs the administration to develop intervention strategies that include all of the following actions applicable:

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1. providing a truancy intervention plan meeting State law requirements for any student who is excessively absent from school; 2. providing counseling for a habitual truant; 3. requesting or requiring a parent having control of a habitual truant to attend parental involvement programs; 4. requesting or requiring a parent of a habitual truant to attend truancy prevention mediation programs; 5. notification to the registrar of motor vehicles or 6. taking appropriate legal action.

The attendance officer provides notice to the parent of a student who is absent without excuse for 38 or more hours in one school month or 65 or more hours in a school year within seven days after the date of the absence triggering the notice. At the time of notice, the District may take any appropriate action as outlined in this policy as an intervention strategy.

Absence Intervention Plan Beginning with the 2017-2018 school year, when a student’s absences surpass the threshold for a habitual truant, the principal or the Superintendent assigns the student to an absence intervention team within 10 days of the triggering event. The absence intervention team must be developed within seven school days of the triggering event and is based on the needs of the individual student. The team must include a representative from the student’s school or District, a representative from the student’s school or District who knows the student and the student’s parent or their designee, and also may include a school psychologist, counselor, social worker or representative of an agency designed to assist students and their families in reducing absences. During the seven days while developing the team, the Superintendent or principal makes at least three meaningful, good faith attempts to secure participation of the student’s parent. If the student’s parent is unresponsive the District investigates whether the failure to respond triggers mandatory reporting to the appropriate children’s services agency and instructs the absence team to develop the intervention plan without the parent.

Within 14 school days after a student is assigned to a team, the team develops a student specific intervention plan to work to reduce or eliminate further absences. The plan includes, at minimum, a statement the District will file a complaint in juvenile court not later than 61 days after the date the plan is implemented if the student refuses to participate or fails to make satisfactory progress. The District makes reasonable efforts to provide the student’s parent with written notice of the plan within seven days of development.

The absence intervention plan for a student may include contacting the juvenile court to have a student informally enrolled in an alternative to adjudication. The Board directs the Superintendent to develop written procedures regarding the use of and selection process for offering these alternatives to ensure fairness.

If the student becomes habitually truant within 21 school days prior to the last day of instruction of a school year, the District may either assign a school official to work with the student’s parent to develop an intervention plan during the summer and implement the plan no later than seven

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days prior to the first day of instruction of the next school year, or reconvene the absence intervention process on the first day of instruction of the next school year.

Filing A Complaint With Juvenile Court Beginning with the 2017-2018 school year, the attendance officer must file a complaint against the student in juvenile court on the 61st day after implementation of the absence intervention plan when: 1. the student’s absences have surpassed the threshold for a habitual truant; 2. the District has made meaningful attempts to re-engage the student through the absence intervention plan, other intervention strategies and any offered alternatives to adjudication and 3. the student has refused to participate in or failed to make satisfactory progress on the plan or any offered intervention strategies or alternatives to adjudication as determined by the absence intervention team.

If the 61st day after intervention falls on a day during the summer months, the District may extend the implementation of the plan and delay the filing of the complaint for an additional 30 days after the first day of instruction of the next school year.

Unless the absence intervention team determines the student has made substantial progress on their absence intervention plan, the attendance officer must file a complaint against the student in juvenile court if the student is absent without legitimate excuse for 30 or more consecutive hours or 42 or more hours during a school month at any time during the implementation phase of the intervention plan or other intervention strategy.

STUDENT RECORDS (Policy JO & JO-R) In order to provide students with appropriate instruction and educational services, it is necessary for the District to maintain extensive educational and personal information. It is essential that pertinent information in these records be readily available to appropriate school personnel, be accessible to the student’s parent(s) or the student in compliance with law, and yet be guarded as confidential information.

The Superintendent is responsible for the proper administration of student records in keeping with State law and federal requirements and the procedures for the collection of necessary information about individual students throughout the District.

Upon request, all records and files included in the student’s cumulative file are available to parent(s) or the student (if he/she is over 18 years of age). This request must be in writing and is granted within seven calendar days. No records are to be removed from the school. A principal, teacher or other qualified school personnel must be present to explain any of the tests or other material.

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All rights and protections given to parents under law and this policy transfer to the student when he/she reaches age 18 or enrolls in a postsecondary school. The student then becomes an “eligible student.”

The District uses reasonable methods to identify and authenticate the identity of parents, students, school officials and any other parties to whom the agency or institution discloses personally identifiable information from education records.

The District provides notice to parents and eligible students annually, in accordance with the procedures set forth under administrative regulations, of the rights held by parents and eligible students under law and this policy. It is the intent of the District to limit the disclosure of information contained in the student’s education records except: 1. by prior written consent; 2. as directory information and 3. under other limited circumstances, as enumerated under administrative regulations.

The following rights exist: 1. the right to inspect and review the student’s education records; 2. the right, in accordance with administrative regulations, to seek to correct parts of the student’s education records, including the right to a hearing if the school authority decides not to alter the records according to the parent(s)’ or eligible student’s request; 3. the right of any person to file a complaint with the U.S. Department of Education if the District violates relevant Federal law, specifically the Family Educational Rights and Privacy Act and 4. the right to acquire information concerning the procedure which the parent(s) or eligible student should follow to obtain copies of this policy, the locations from which these copies may be obtained, as well as any fees to be charged for such copies. *(See administrative regulations.)

The District proposes to designate the following personally identifiable information contained in a student’s education records as “directory information.”

1.

2.

3.

4.

5.

6.

7.

student’s name student’s address telephone number(s) student’s achievement awards or honors dates of attendance (“from and to” dates of enrollment) grade level the most recent educational agency or institution attended

The above information is disclosed without prior written consent, except when the request is for a profit-making plan or activity or when the parent/eligible student has informed the Board that any or all such information should not be released without their prior written consent or when disclosure is otherwise prohibited by law.

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Administrative regulations set forth a procedure for annual notification to parents and eligible students of the District’s definition of directory information. Parents or eligible students then have two weeks in which to advise the District in writing, in accordance with such regulations, of any or all items which they refuse to permit as directory information about that student.

To carry out their responsibilities, school officials have access to student education records for legitimate educational purposes. The District uses the criteria set forth under administrative regulations to determine who are “school officials” and what constitutes “legitimate educational interests.”

Other than requests as described above, school officials release information from, or permit access to, a student’s education records only with the prior written consent of a parent or eligible student, except that the Superintendent or a person designated in writing by the Superintendent may permit disclosure in certain limited circumstances outlined under administrative regulations.

The District maintains, in accordance with administrative regulations, an accurate record of all requests to disclose information from, or to permit access to, a student’s education records and of information disclosed and access permitted.

1. Each student’s official school records include the following.

A. Records to be retained permanently ● name and address of parent(s) ● verification of date and place of birth ● dates and record of attendance ● course enrollment and grades ● test data ● date of graduation or withdrawal B. Records of verifiable information to be retained during the student’s school career ● medical/health data ● individual psychological evaluation (gathered with written consent of parent(s)) ● individual intelligence tests, tests for learning disabilities, etc., (counselor-administered) ● other verifiable information to be used in educational decision making 2. Maintaining student records A. Transcripts of the scholastic record contain only factual information. The District confines its record keeping to tasks with clearly defined educational ends.

B. Items listed under 1-A are retained for 100 years. Those listed under 1-B are retained during the student’s enrollment and destroyed after graduation unless the school code imposes other restrictions.

C. Teacher and staff comments on student records are confined to matters related to student performance. Value judgments are excluded from the record.

D. Student records are considered as current educational and/or therapeutic tools and are available for use as such.

The following definitions of terms pertain to this statement of policy.

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Student — any person who attends or has attended a program of instruction sponsored by the Board.

Eligible student — a student or former student who has reached age 18 or is attending a postsecondary school.

Parent — either natural parent of a student, unless his/her rights under the Family Educational Rights and Privacy Act (FERPA) have been removed by a court order, a guardian or an individual acting as a parent or guardian in the absence of the student’s parent(s).

Dates of attendance — means the period of time during which a student attends or attended an educational agency or institution. Examples of dates of attendance include an academic year, a spring semester or a first quarter. The term does not include specific daily records of a student’s attendance at an educational agency or institution.

Education records — any records (in handwriting, print, tapes, film or other medium) maintained by the District, an employee of the District or an agent of the District that are related to a student, except: 1. a personal record kept by a school staff member that meets the following tests: A. it is in the sole possession of the individual who made it; B. it is used only as a personal memory aid and C. information contained in it has never been revealed or made available to any other person, except the maker’s temporary substitute; 2. an employment record which is used only in relation to a student’s employment by the District (employment for this purpose does not include activities for which a student receives a grade or credit in a course); 3. alumni records which relate to the student after he/she no longer attends classes provided by the District and the records do not relate to the person as a student and 4. peer-graded papers before they are collected and recorded by a teacher.

Personally Identifiable Information — any data or information which makes the subject of a record known, including the student’s name, the student’s or student’s family’s address, the name of the student’s parent or other family members, a personal identifier such as a student’s Social Security number or a biometric record, other indirect identifiers, such as the student’s date of birth, place of birth or mother’s maiden name, other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty or information requested by a person who the District reasonably believes knows the identity of the student to whom the education record relates.

ANNUAL NOTIFICATION Within the first three weeks of each school year, the District publishes in a notice to parents and eligible students their rights under State and Federal law and under this policy. The District also

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sends home with each student a bulletin listing these rights; the bulletin is included with a packet of material provided to parents or eligible students when the students enroll during the school year.

The notice includes: 1. the right of a parent(s) or eligible student to inspect and review the student’s education records; 2. the intent of the District to limit the disclosure of information contained in a student’s education records, except: (1) by the prior written consent of the student’s parent(s) or the eligible student, (2) as directory information or (3) under certain limited circumstances, as permitted by law; 3. the right of a student’s parent(s) or an eligible student to seek to correct parts of the student’s education records which he/she believes to be inaccurate, misleading or in violation of student rights; this right includes a hearing to present evidence that the records should be changed if the District decides not to alter them according to the parent(s)’ or eligible student’s request; 4. the right of any person to file a complaint with the Department of Education if the District violates FERPA and 5. the procedure that a student’s parent(s) or an eligible student should follow to obtain copies of this policy and the locations where copies may be obtained.

An administrator arranges to provide translations of this notice to non-English-speaking parents in their native language.

LOCATIONS OF EDUCATION RECORDS Types

Location

Custodian

Cumulative School Records

Principals’ Offices

Principals

Cumulative School Records (former students)

High School Archives

Director of Student Affairs

Health Records

Principals’ Offices

Principals

Speech Therapy Records

Pupil Services Offices

Director of Pupil Services

Psychological Records

Pupil Services Offices

Director of Pupil Services

School Transportation Records

Transportation Department

Transportation Supervisor

Special Test Records

Pupil Services Offices

Director of Pupil Services

Occasional Records (Student education records not identified above, such as

Principals’ Offices

Principals

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those in the Superintendent’s office, in the school attorney’s office, or in the personal possession of teachers)

PROCEDURE TO INSPECT EDUCATION RECORDS Parents or eligible students may inspect and review education records to which they are entitled to have access upon request. In some circumstances, it may be mutually more convenient for the record custodian to provide copies of records. (See the schedule of fees for copies.)

Since a student’s records may be maintained in several locations, the school principal may offer to collect copies of records or the records themselves from locations other than a student’s school, so that they may be inspected at one site. If parents and eligible students wish to inspect records where they are maintained, school principals accommodate their wishes.

Parents or eligible students should submit to the student’s school principal a written request, which identifies as precisely as possible the record or records that he/she wishes to inspect.

The principal (or other custodian) contacts the parent(s) of the student or the eligible student to discuss how access is best arranged (copies at the exact location or records brought to a single site).

The principal (or other custodian) makes the needed arrangements as promptly as possible and notifies the parent(s) or eligible student of the time and place where the records may be inspected. This procedure must be completed within 45 days or earlier after the receipt of the request for access.

If for any valid reason, such as working hours, distance between record location sites or health, a parent(s) or eligible student cannot personally inspect and review a student’s education records, the District arranges for the parent(s) or eligible student to obtain copies of the records.

(See information below regarding fees for copies of records.)

When records contain information about students other than a parent(s)’ child or the eligible student, the parent(s) or eligible student may not inspect and review the records of the other students.

FEES FOR COPIES OF RECORDS The District does not deny parents or eligible students any rights to copies of records because of the following published fees. When the fee represents an unusual hardship, it may be waived, in part or entirely, by the records custodian. The District reserves the right to make a charge for copies, such as transcripts, which it forwards to potential employers or to colleges and universities for employment or admissions purposes. The District may deny copies of records (except for those required by law) if the student has an unpaid financial obligation to the District.

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Federal law requires the District to provide copies of records for the following reasons: 1. when the refusal to provide copies effectively denies access to a parent(s) or eligible student; 2. at the request of the parent(s) or eligible student when the District has provided the records to third parties by the prior consent of the parent(s) or eligible student or 3. at the request of the parent(s) or eligible student when the District has forwarded the records to another district in which the student seeks or intends to enroll.

The fee for copies provided under Federal law may not include the costs for search and retrieval.

The fee for all other copies such as copies of records forwarded to third parties with prior consent or those provided to parents as a convenience is $3 Per request (actual search, retrieval copying cost and postage, if any).

DIRECTORY INFORMATION (Policy JO & JO-R) The District proposes to designate the following personally identifiable information contained in a student’s education record as “directory information”; it discloses that information without prior written consent, except that directory information is not released for a profit-making plan or activity or when disclosure is otherwise prohibited by law. Such information includes: 1.

2.

3.

4.

5.

6.

7.

student’s name student’s address telephone number(s) student’s achievement awards or honors dates of attendance (“from and to” dates of enrollment) grade level the most recent educational agency or institution attended

Within the first three weeks of each school year, the District publishes the above list, or a revised list, of the items of directory information that it proposes to designate as directory information. For students enrolling after the notice is published, the list is given to the student’s parent(s) or to the eligible student at the time and place of enrollment.

After the parents or eligible students have been notified, they have two weeks in which to advise the District in writing (a letter to the Superintendent’s office) of any or all of the items which they refuse to permit the District to designate as directory information about that student.

At the end of the two-week period, each student’s records are appropriately marked by the record custodians to indicate the items that the District designates as directory information about that student. This designation remains in effect until it is modified by the written direction of the student’s parent(s) or the eligible student.

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USE OF STUDENT EDUCATION RECORDS To carry out their responsibilities, school officials have access to student education records for legitimate educational purposes. The District uses the following criteria to determine who are school officials. An official is a person: 1. duly elected to the Board; 2. certificated by the state and appointed by the Board to an administrative or supervisory position; 3. certificated by the state and under contract to the Board as an instructor; 4. employed by the Board as a temporary substitute for administrative, supervisory or teaching personnel for the period of his/her performance as a substitute; 5. employed by, or under contract to, the Board to perform a special task such as a secretary, a treasurer, Board attorney or auditor for the period of his/her performance as an employee or contractor or 6. a contractor, consultant, volunteer or other party to whom an agency or institution has outsourced institutional services or functions may be considered a school official provided that the outside party: a. performs an institutional service or function for which the District would otherwise use employees; b. is under the direct control of the District with respect to the use and maintenance of education records and c. abides by the legal requirements governing the use and redisclosure of personally identifiable information from education records.

School officials who meet the criteria listed above have access to a student’s records if they have a legitimate educational interest in those records. A “legitimate educational interest” is the person’s need to know in order to perform: 1. an administrative task required in the school employee’s position description approved by the Board; 2. a supervisory or instructional task directly related to the student’s education or 3. a service or benefit for the student or the student’s family such as health care, counseling, student job placement or student financial aid.

NOTE: The District must use reasonable methods to ensure that school officials obtain access to only those education records in which they have legitimate educational interests. A district that does not use physical or technological access controls to records must ensure that its administrative policy for controlling access to education records is effective and that it remains in compliance with the legitimate educational interest requirement.

The District releases information from or permits access to a student’s education records only with a parent’s or an eligible student’s prior written consent, except that the Superintendent or a person designated in writing by the Superintendent may permit disclosure under the following conditions:

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1. when students seek or intend to enroll in another school district or a postsecondary school. The District makes reasonable attempts to notify the parent or eligible student at their last known address unless the disclosure is initiated by the parent or eligible student or unless the District’s annual notification includes notice that the District forwards education records to other education entities that request records in connection with a student’s transfer or enrollment. Upon request, the District provides copies of the records and an opportunity for a hearing (upon the condition that the student’s parents be notified of the transfer, receive a copy of the record and have an opportunity for a hearing to challenge the content of the record); 2. when certain federal and state officials need information in order to audit or enforce legal conditions related to federally supported education programs in the District; 3. when parties who provide, or may provide, financial aid for which a student has applied or received, need the information to: a. establish the student’s eligibility for the aid; b. determine the amount of financial aid; c. establish the conditions for the receipt of the financial aid or d. enforce the agreement between the provider and the receiver of financial aid; 4. if a State law adopted before November 19, 1974, required certain specific items of information to be disclosed in personally identifiable form from student records to state or local officials; 5. when the District has entered into a written agreement or contract for an organization to conduct studies on the District’s behalf to develop tests, administer student aid or improve instruction; 6. when accrediting organizations need those records to carry out their accrediting functions; 7. when parents of eligible students claim the student as a dependent; 8. when it is necessary to comply with a judicial order or lawfully issued subpoena; the District makes a reasonable effort to notify the student’s parent(s) or the eligible student before making a disclosure under this provision, except when a parent is party to a court proceeding involving child abuse or neglect or dependency, and the order is issued in the context of that proceeding; 9. if the disclosure is an item of directory information and the student’s parent(s) or the eligible student has not refused to allow the District to designate that item as directory information for that student; 10. the disclosure is in connection with a health and safety emergency; 11. the disclosure concerns sex offenders and other individuals required to register under section 170101 of the Violent Crime Control and Law Enforcement Act of 1994, 42 U.S.C. 14071, and the information was provided to the educational agency or institution under 42 U.S.C. 14071 and applicable federal guidelines and 12. to an agency caseworker or other representative of a state or local child welfare agency when the agency is legally responsible for the care and protection of the child.

Information obtained will not be disclosed by the agency to any other agency or individual, unless they are engaged in addressing the education needs of the child and

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authorized by the agency to have access and the disclosure is consistent with the State laws applicable to protecting the confidentiality of the student’s education records.

The District discloses personally identifiable information from an education record to appropriate parties, including parents, in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.

When deciding whether to release personally identifiable information in a health or safety emergency, the District may take into account the totality of the circumstances pertaining to a threat to the health or safety of a student or other individuals. If the District determines that there is an articulable and significant threat to the health or safety of a student or other individuals, it may disclose information from education records to any person whose knowledge of the information is necessary to protect the health or safety of the student or other individuals.

The District records the following information when it discloses personally identifiable information from education records under the health or safety emergency exception: 1. the articulable and significant threat to the health or safety of a student or other individuals that formed the basis for the disclosure and 2. parties to whom the District disclosed the information.

The District is required to permit the Ohio Department of Education (ODE) to have access to personally identifiable information about a student if ODE needs the information to: 1. notify the District or school attended in the District of threats or descriptions of harm included in the student’s response to an achievement test question; 2. verify the accuracy of the student’s achievement test score or 3. determine whether the student satisfies the alternative conditions for a high school diploma.

District officials may release information from a student’s education records if the student’s parent(s) or the eligible student gives his/her prior written consent for the disclosure. The written consent must include at least: 1. a specification of the records to be released; 2. the reasons for the disclosure; 3. the person or the organization or the class of persons or organizations to whom the disclosure is to be made; 4. the parent(s) or student’s signature and 5. the date of the consent and, if appropriate, a date when the consent is to be terminated.

The District uses reasonable methods to identify and authenticate the identity of parents, students, school officials and any other parties to whom the agency or institution discloses personally identifiable information from education records. The student’s parent(s) or the eligible student may obtain a copy of any records disclosed under this provision.

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The District does not release information contained in a student’s education records, except directory information, to any third parties, except its own officials, unless those parties agree that the information is not redisclosed, without the parent(s)’ or eligible student’s prior written consent.

RECORDS OF REQUESTS FOR ACCESS AND DISCLOSURES MADE FROM EDUCATION RECORDS The District maintains an accurate record of all requests for it to disclose information from, or to permit access to, a student’s education records and of information it discloses and access it permits, with some exceptions listed below. This record is kept with, but is not a part of, each student’s cumulative school records. It is available only to the record custodian, the eligible student, the parent(s) of the student or to federal, state or local officials for the purpose of auditing or enforcing federally supported educational programs.

The record includes: 1.

2.

3.

4.

the name of the person who or agency which made the request; the interest which the person or agency has in the information; the date on which the person or agency made the request; whether the request was granted and, if it was, the date access was permitted or the disclosure was made and 5. in the event of a health and safety emergency, the articulable and significant threat to the health or safety of a student or other individuals that formed the basis for the disclosure and the parties to whom the agency or institution disclosed the information.

The District maintains this record as long as it maintains the student’s education record.

The records do not include requests for access or information relative to access which has been granted to parent(s) of the student or to an eligible student; requests for access or access granted to officials of the District who have a legitimate educational interest in the student; requests for, or disclosures of, information contained in the student’s education records if the request is accompanied by the prior written consent of a parent(s) or eligible student or if the disclosure is authorized by such prior consent or for requests for, or disclosures of, directory information designated for that student.

PROCEDURES TO SEEK TO CORRECT EDUCATION RECORDS Parents of students or eligible students have a right to seek to change any part of the student’s records which they believe is inaccurate, misleading or in violation of student rights.

For the purpose of outlining the procedure to seek to correct education records, the term “incorrect” is used to describe a record that is inaccurate, misleading or in violation of student rights. The term “correct” is used to describe a record that is accurate, not misleading and not in violation of student rights. Also, in this section, the term “requester” is used to describe the parent(s) of a student or the eligible student who is asking the District to correct a record.

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To establish an orderly process to review and correct the education records for a requester, the District may make a decision to comply with the request for change at several levels in the procedure.

First-level decision. When a parent of a student or an eligible student finds an item in the student’s education records that he/she believes is inaccurate, misleading or in violation of student rights, he/she should immediately ask the record custodian to correct it. If the records are incorrect because of an obvious error and it is a simple matter to make the record change at this level, the records custodian makes the correction. If the records are changed at this level, the method and result must satisfy the requester.

If the custodian cannot change the records to the requester’s satisfaction, or the records do not appear to be obviously incorrect, he/she: 1. provides the requester a copy of the questioned records at no cost; 2. asks the requester to initiate a written request for the change and 3. follows the procedure for a second-level decision.

Second-level decision. The written requests to correct a student’s education records through the procedure at this level should specify the correction that the requester wishes the District to make. It should at least identify the item the requester believes is incorrect and state whether he/she believes the item: 1. is inaccurate and why; 2. is misleading and why and/or 3. violates student rights and why.

The request is dated and signed by the requester.

Within two weeks after the records custodian receives a written request, he/she: 1. studies the request; 2. discusses it with other school officials (the person who made the record or those who may have a professional concern about the District’s response to the request); 3. makes a decision to comply or decline to comply with the request and 4. completes the appropriate steps to notify the requester or moves the request to the next level for a decision.

If, as a result of this review and discussion, the records custodian decides the records should be corrected, he/she affects the change and notifies the requester in writing that he/she has made the change. Each such notice includes an invitation for the requester to inspect and review the student’s education records to make certain that the records are in order and the correction is satisfactory.

If the custodian decides the records are correct, he/she makes a written summary of any discussions with other officials and of his/her findings in the matter. He/She transmits this summary and a copy of the written request to the Superintendent.

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Third-level decision. The Superintendent reviews the material provided by the records custodian and, if necessary, discusses the matter with other officials such as the school attorney or the Board (in executive session). He/She then makes a decision concerning the request and completes the steps at this decision level. Ordinarily, this level of the procedure should be completed within two weeks. If it takes longer, the Superintendent notifies the requester in writing of the reasons for the delay and indicates a date on which the decision will be made.

If the Superintendent decides the records are incorrect and should be changed, he/she advises the record custodian to make the changes. The record custodian advises the requester of the change as he/she would if the change had been made at the second level.

If the Superintendent decides the records are correct, he/she prepares a letter to the requester, which includes: 1. the District’s decision that the records are correct and the basis for the decision; 2. a notice to the requester that he/she has a right to ask for a hearing to present evidence that the records are incorrect and that the District grants such a hearing; 3. advice that the requester may be represented or assisted in the hearing by other parties, including an attorney at the requester’s expense and 4. instructions for the requester to contact the Superintendent or his/her designee to discuss acceptable hearing officers, convenient times and a satisfactory site for the hearing. (The District is not bound by the requester’s positions on these items but may, as far as feasible, arrange the hearing as the requester wishes.)

Fourth-level decision. After the requester has submitted (orally or in writing) his/her wishes concerning the hearing officer, the time and place for the hearing, the Superintendent, within a week, notifies the requester when and where the District will hold the hearing and whom it has designated as the hearing officer.

At the hearing, the hearing officer provides the requester a full and reasonable opportunity to present material evidence and testimony to demonstrate that the questioned part of the student’s education records are incorrect as shown in the requester’s written request for a change in the records (second level).

Within one week after the hearing, the hearing officer submits to the Superintendent a written summary of the evidence submitted at the hearing. Together with the summary, the hearing officer submits his/her recommendation, based solely on the evidence presented at the hearing, that the records should be changed or remain unchanged.

The Superintendent prepares the District’s decision within two weeks of the hearing. That decision is based on the summary of the evidence presented at the hearing and the hearing officer’s recommendation. The District’s decision is based solely on the evidence presented at the hearing. The Superintendent may overrule the hearing officer if he/she believes the hearing officer’s recommendation is not consistent with the evidence presented. As a result of the District’s decision, the Superintendent takes one of the following actions.

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1. If the decision is that the District changes the records, the Superintendent instructs the records custodian to correct the records. The records custodian corrects the records and notifies the requester as in the context of the second-level decision.

2. If the decision is that the District does not change the records, the Superintendent prepares a written notice to the requester, which includes: a. the District’s decision that the records are correct and will not be changed; b. a copy of a summary of the evidence presented at the hearing and a written statement of the reasons for the District’s decision and c. advice to the requester that he/she may place in the student’s education records an explanatory statement that states the reasons why he/she disagrees with the District’s decision and/or the reasons he/she believes the records are incorrect.

Final administrative step in the procedure. When the District receives an explanatory statement from a requester after a hearing, it maintains that statement as part of the student’s education records as long as it maintains the questioned part of the records. The statement is attached to the questioned part of the records and whenever the questioned part of the records is disclosed, the explanatory statement is also disclosed.

Federal Programs AND Resources EVERY STUDENT SUCCEEDS ACT (ESSA) In December 2015, President Barack Obama signed into law a bipartisan bill to reauthorize the Elementary and Secondary Education Act (ESEA) of 1965. The new reauthorization legislation is known as the Every Student Succeeds Act (ESSA) and it replaced the No Child Left Behind Act (NCLB).

The new law represents a significant and positive shift in allowing states and their districts more autonomy and flexibility in school improvement, assessments, teacher evaluation, student services and early childhood education.

There are four guiding principles: 1. Schools are expected to teach students using standards-based curriculum and scientifically based methods proven to be successful.

2. Schools and districts are accountable for demonstrating that all students are meeting academic goals each year. Schools not making adequate progress for two or more consecutive years in reading or math are in “school improvement” status.

3. Teachers and instructional paraprofessionals must be highly qualified. School districts must develop plans to ensure highly qualified teachers and instructional paraprofessionals in Title I funded programs.

4. Parents must be given information, rights and choices concerning their child’s education.

NCLB states parents have a right: ● to have access to their child’s individual performance levels on the statewide assessments; 117

● ● ● ●

to know if their child’s school is making adequate yearly progress (links to Ohio Department of Education Local Report Cards) ilrc.ode.state.oh.us; to know the qualifications of their child’s teachers; to be informed if their child is being taught by a substitute or a non-highly qualified teacher for longer than four consecutive weeks; and to know about school choice and supplemental educational services.

TITLE I The Title I program is based on an annual assessment of educational needs. This assessment includes identification of educationally deprived children in the public and private schools in this District. Title I services are provided to all eligible, educationally deprived students.

The Board believes parental involvement is a vital part of the Title I program. The Superintendent/designee jointly develops with and distributes to parents of children participating in Title I programs within the District a written parental involvement policy and guidelines. The written parental involvement policy includes a School-Parent Compact jointly developed by the school and the parents. The requirements of the policy, compact and guidelines are consistent with Federal and State law.

Parental involvement includes, but is not limited to, parental contribution to the design and implementation of programs under this title, participation by parents in school activities and programs, and training and materials that build parents’ capacity to improve their children’s learning in both the home and the school. To build a partnership between home and school, the District: 1. informs the parents of the program, the reasons for their children’s participation and the specific instructional objectives; 2. trains parents to work with their children to attain instructional objectives; 3. trains teachers and other staff involved in programs under this title to work effectively with the parents of participating students; 4. develops partnerships by consulting with parents regularly; 5. provides opportunities for parents to be involved in the design, operation and evaluation of the program and 6. provides opportunities for the full participation of parents who lack literacy skills or whose native language is not English.

Title I funds are used only to augment, not to replace, state and local funds. The Board uses these funds to provide equivalent or comparable educational services in all schools receiving Title I assistance.

Part of the Elementary and Secondary Act, currently known as No Child Left Behind (NCLB), Title I is a federal entitlement program that provides the district and schools serving low-income families with funds to improve student achievement. District and school allocations are based on the number and percentage of students who are eligible for free or reduced-price lunches. The numbers vary each year.

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PARENTS’ RIGHT TO KNOW All school districts are required to notify parents with children in Title I schools so that they may request information regarding the professional qualifications of each student’s classroom teachers. This information may include the following qualifications. ● ● ●

If the teacher has met state qualification and licensing criteria for the grade level and subject areas taught.

If the teacher is teaching under emergency or temporary status in which state qualifications or licensing criteria are waived.

The teacher’s baccalaureate degree major, graduate certification, and field of discipline.

If you have questions or would like additional information, please contact your building principal.

HIGHLY QUALIFIED TEACHERS All of Shaker’s core subject teachers and instructional paraprofessionals in Title I buildings have earned the designation of Highly Qualified and hold certification in their assigned areas of instruction. Any questions concerning their qualifications may be addressed to the District Director of Human Resources at 216-295-1400, or to the Ohio Department of Education website, education.ohio.gov.

MCKINNEY-VENTO HOMELESS ASSISTANCE ACT (Policy JECAA) McKinney-Vento is the federal legislation dealing with the education of children and youth experiencing homelessness in U.S. public schools. It was reauthorized as Title X, Part C, of the No Child Left Behind Act. The McKinney-Vento program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, state educational agencies (SEAs) must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth. Homeless children and youth should have access to the educational and other services that they need to enable them to meet the same challenging state student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment. States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.

Under the McKinney-Vento Act, children in homeless situations have the right to: ●

Attend school, no matter where they live or how long they have lived there.

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Enroll either the local school or the school of origin (the school of origin is the school the child attended when he/she was permanently housed or the school in which the child was last enrolled), if this is in their best interest.

Enroll, attend classes and participate fully in all school activities while the school arranges for the transfer of records.

Have the same rights and access to programs/ services that are available to all other students including supplemental services.

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (RESTRAINT AND SECLUSION) (Policy JP and JP-R) Positive Behavioral Interventions and Supports (PBIS) The District implements PBIS on a systemwide basis for the purpose of improving academic and social outcomes and increasing learning for all students. The Board directs the Superintendent/designee to develop a PBIS system that is consistent with the components set forth in the State Board of Education’s (SBOE) policy on positive behavior interventions and supports. The District encourages family involvement as an integral part of its PBIS system.

Every effort should be made to prevent the use of restraint and the use of seclusion. A non-aversive effective behavioral system such as Positive Behavioral Intervention and Supports (PBIS) shall be used to create a learning environment that promotes the use of evidence- based behavioral interventions, thus enhancing academic and social behavioral outcomes for all students.

Shaker Heights Schools believe that the school environment should be one that ensures the care, safety, and welfare of all students and staff members. Efforts to promote positive interactions and solutions to potential conflict should be exhaustive. In the event that an individual’s behavior presents a threat of imminent harm to self or others the use of approved physical intervention or seclusion strategies to maintain a safe environment may be used as a last resort.

Prohibited Practices The District does not engage in practices prohibited by State law, including: 1. prone restraint; 2. any form of physical restraint that involves the intentional, knowing or reckless use of any technique that: a. involves the use of pinning down a student by placing knees to the torso, head or neck of the student; b. uses pressure point, pain compliance or joint manipulation techniques or c. otherwise involves techniques that are used to unnecessarily cause pain.

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3.

4.

5.

6.

corporal punishment; child endangerment, as defined by Ohio Revised Code Section (RC) 2919.22; deprivation of basic needs; seclusion and restraint of preschool children in violation of Ohio Administrative Code Section (OAC) 3301-37-10; 7. chemical restraint; 8. mechanical restraint (that does not include devices used by trained school personnel, or by a student, for the specific and approved therapeutic or safety purposes for which such devices were designed and, if applicable, prescribed); 9. aversive behavioral interventions or 10. seclusion in a locked room or area.

Restraint Physical restraint may not be used as a form of punishment or discipline, or as a substitute for other less restrictive means of assisting a student in regaining control. The use of prone restraint is prohibited. This policy does not prohibit the use of reasonable force and restraint as provided by RC 3319.41.

Restraint may be used only: 1. if a student’s behavior poses an immediate risk of physical harm to the student or others and no other safe or effective intervention is available; 2. if the physical restraint does not interfere with the student’s ability to breathe; 3. if the physical restraint does not interfere with the student’s ability to communicate in the student’s primary language or mode of communication and 4. by school personnel trained in safe restraint techniques, except in the case of rare and unavoidable emergency situations when trained personnel are not immediately available.

Seclusion Seclusion may not be used as a form of punishment or discipline, for staff convenience or as a substitute for other less restrictive means of assisting a student in regaining control.

Seclusion may be used only: 1. if a student’s behavior poses an immediate risk of physical harm to the student or others and no other safe or effective intervention is available; 2. for the minimum amount of time necessary to protect the student and others from physical harm; 3. in a room or area that is not locked, does not preclude the student from exiting the area should the staff member become incapacitated or leave, and that provides adequate space, lighting, ventilation and the ability to observe the student and 4. under the constant supervision of trained staff able to detect indications of physical or mental distress that require removal and/or immediate medical assistance, and who document their observations of the student.

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Repeated Dangerous Behaviors The District conducts functional behavioral assessments for students who repeatedly engage in dangerous behavior that leads to instances of restraint and/or seclusion to identify students’ needs and more effective ways of addressing those needs. Behavioral intervention plans that incorporate appropriate positive behavioral interventions are created when necessary.

Training and Professional Development The District provides professional development or continuing education in PBIS, as part of the implementation of the PBIS framework in accordance with State law. The District’s professional development committee monitors this training and establishes model professional development courses.

The District trains an appropriate number of personnel in each building in crisis management and de-escalation techniques. The District maintains written or electronic documentation of provided training and lists of participants in each training session.

All student personnel, as defined by OAC 3301-35-15, are trained annually on the SBOE’s and the District’s policies and procedures regarding restraint and seclusion.

The Board directs the Superintendent/designee to develop a plan for any necessary training of student personnel to implement PBIS on a systemwide basis.

Compliance with training requirements is reported to the Ohio Department of Education (ODE)

by November 30 annually through the consolidated school mandate report.

If the District reports noncompliance the Superintendent/designee must provide a written explanation to the Board within 30 days explaining this noncompliance and a written plan of action for accurately and efficiently addressing the problem.

Data and Reporting Each incident of seclusion or restraint is immediately reported to the building administrator and the student’s parent. Each incident of seclusion or restraint is documented in a written report, which is made available to the student’s parent within 24 hours. The District maintains written reports of seclusion or restraint. These reports are educational records under the Family Education Rights and Privacy Act. The District annually reports information concerning the use of restraint and seclusion to the Ohio Department of Education (ODE), as requested by ODE. Monitoring and Complaint Processes The Board directs the Superintendent/designee to establish a procedure to monitor the implementation of State law and the District’s policy on restraint and seclusion.

The Board directs the Superintendent/designee to establish District complaint procedures, which include a: 122

1. procedure for parents to present complaints to the Superintendent to initiate a complaint investigation by the District regarding incidents of restraint or seclusion and 2. requirement that the District respond to parents in writing within 30 days of the filing of a complaint regarding restraint and seclusion.

Parents are notified annually of the District’s seclusion and restraint policies and procedures, which are also posted on the District’s website.

Definitions: 1. Positive Behavior Interventions and Support: a. A school-wide systematic approach to embed evidence-based practices and data driven decision making to improve school climate and culture in order to achieve improved academic and social outcomes, and increase learning for all students, and b. Encompasses a wide range of systemic and individualized positive strategies to reinforce desired behaviors, diminish reoccurrences of challenging behaviors and teach appropriate behavior to students.

2. Physical Restraint: a. The use of physical contact that immobilizes or reduces the ability of a student to move their arms, legs, body, or head freely. Such term does not include a physical escort, mechanical restraint, or chemical restraint. b. Physical restraint may be used only when there is an immediate risk of physical harm to the student or others and no other safe and effective intervention is possible, and only in a manner that is age and developmentally appropriate. c. Physical restraint does not include brief, but necessary physical contact for the following or similar purposes: i.

To break up a fight; ii.

To knock a weapon away from a student’s possession; iii.

To calm or comfort; iv.

To assist a student in completing a task/response if the student does not resist the contact; v.

To prevent an impulsive behavior that threatens the student’s immediate safety (i.e. running in front of a car).

3. Seclusion: The involuntary isolation of a student in a room, enclosure or space from which the student is prevented from leaving by physical restraint or by a closed door or other physical barrier. It does not include a timeout.

4. Time out: A behavioral intervention in which a student, for a limited and specified time, is separated from the class within the classroom or in a non-locked setting for the purpose of self-regulating and controlling his or her own behavior. In a timeout, the student is not physically restrained or prevented from leaving the area by physical barriers.

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5. Requirements for the use of Restraint: Given an immediate risk of physical harm to the student or others and no other safe and effective intervention is possible, if physical restraint is applied the staff must; a. Implement in a manner that is age and developmentally appropriate; b. Ensure safety of other students and protect the dignity and respect of the student involved. Combine use with other approaches (non-physical interventions are always preferred) that will diminish the need for physical intervention in the future; c. Use the least amount of force necessary, for the least amount of time necessary; d. be appropriately-trained; e. continually observe the student in restraint for indications of physical or mental distress; f. Contact appropriate emergency entities according to district crisis policy if at any point the staff assesses that the intervention is insufficient to maintain safety of all involved; g. Remove the student from physical restraint immediately when the immediate risk of physical harm to self or others has dissipated; i.

Following the use of physical restraint, the individual should be assessed for injury or psychological distress and monitored as needed following the incident. h. Complete all district required reports and document staff’s observations of the student. i.

The district Incident Report shall be completed upon occurrences of physical restraint or seclusion. ii.

Completion of the form must occur within (district input time frame). iii.

A copy must be made available to parent/guardian within 24 hours. iv.

Additionally, staff should attempt to contact parent/guardian during the same day of incident. i. De-brief, include all involved staff, student and parents; evaluate the trigger for the incident, staff response, and methods to address the student’s behavioral needs; i.

Debrief utilizing the district’s Incident Report ii.

A copy of the form must be sent to building administration. iii.

During the debrief, if this behavior is noted as a pattern of dangerous behavior that leads to the use of restraint and/or seclusion, a Functional Behavior Assessment, and/or a Behavior Intervention Plan must be completed.

6. Prohibited Practices for Use of Restraints: Staff members are not to use any physical restraints for which they have not been trained by the district. This includes but is not limited to: a. Prone restraint;

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b. Any form of physical restraint that involves the intentional, knowing, or reckless use of any technique that involves the use of pinning down a student by placing knees to the torso, head, and or neck of the student; c. Using any method that is capable of causing loss of consciousness or harm to the neck or restricting respiration in any way; d. Uses pressure point, pain compliance, or joint manipulation techniques; e. Corporal punishment; f. Dragging or lifting of the student by the hair or ear or by any type of mechanical restraint; g. Child endangerment, as defined in section 2919.22 of the Revised Code; h. Deprivation of basic needs; i. Seclusion or restraint of preschool children in violation of paragraph (D) of Rule 3301- 37-10 of the Revised Code; j. Chemical restraint; k. Mechanical restraint (that does not include devices used by trained school personnel, or by a student, for the specific and approved therapeutic or safety purposes for which such devices were designed and, if applicable, prescribed); l. Using other students or untrained staff to assist with the hold or restraint; m. Securing a student to another student or fixed object; n. Aversive behavioral interventions; or o. Seclusion in a locked room or area.

7. Requirements for Use of Seclusion: Given a threat of immediate risk of physical harm to the student or others, as outlined in Board Policy, the following principles must always be applied: a. A room or area used for seclusion must: i.

Provide for adequate space, lighting, ventilation, clear visibility and the safety of the student; and ii.

Not be locked. b. Staff must: i.

Implement in a manner that is age and developmentally appropriate; ii.

Ensure safety of other students and protect the dignity and respect of the student involved; iii.

The least amount of time necessary; iv.

Be appropriately-trained; c. Staff must continually observe the student for the duration of the seclusion; d. If at any point the staff assesses that the intervention is insufficient to maintain safety of all involved, emergency personnel will be contacted. e. Seclusion ceases when the immediate risk of physical harm to self or others has dissipated; i.

Upon each use of seclusion, the student shall be assessed for injury or psychological distress and monitored as needed following the incident. f. Complete all required reports and document staff’s observations of the student;

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g. Conduct a de-briefing, utilizing the district’s Incident Report, include all involved staff, to evaluate the trigger for the incident, staff response, and methods to address the student’s behavioral needs. (This may also include a debriefing with the student and parent.) i.

During the debrief, if this behavior is noted as a pattern of dangerous behavior that leads to the use of restraint and/or seclusion, a Functional Behavior Assessment, and Behavior Intervention Plan must be completed. ii.

The Incident Report is to be completed upon occurrences of physical restraint or seclusion.

1. Completion of the form must occur within (district input time frame).

2. A copy must be made available to parent/guardian within 24 hours.

3. Additionally, staff should attempt to contact parent/guardian during the same day of incident.

8. Prohibited Practices for Use of Seclusion: a. Use of seclusion in any environment that does not meet the above criteria. b. Child endangerment, as defined in section 2919.22 of the Revised Code; c. Deprivation of basic needs; d. Seclusion or restraint of preschool children in violation of paragraph (D) of Rule 3301- 37-10 of the Revised Code; e. Seclusion shall not be used; i.

As a form of discipline/punishment; ii.

As a means to coerce, retaliate or in a manner that endangers a student; iii.

For the convenience of staff; iv.

As a substitute for an educational program; v.

As a substitute for less restrictive alternatives; vi.

As a substitute for inadequate staff; and/or vii.

As a substitute for positive behavior supports or other crisis prevention.

9. Reporting and notification a. Any incident of seclusion or restraint shall be immediately reported to building administration and the parent. b. Any incident of seclusion or restraint shall be documented in a written report that is made available to the parent within twenty-four hours and that is maintained by the school district, in the student file. c. The district shall annually report information regarding its use of restraint and seclusion to the Ohio Department of Education in the form and manner as prescribed by the department.

10. Training and professional development a. The district will ensure that an appropriate number of personnel in each building are trained in crisis management and de-escalation techniques.

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b. The school district will maintain written or electronic documentation on training provided and lists of participants in each training. c. All student personnel shall be trained annually on the requirements of this policy, Ohio Adm. Code 3301-35-15, and the district’s policies and procedures regarding restraint and seclusion. d. The district will have a plan regarding training student personnel as necessary to implement positive behavior intervention and supports on a system-wide basis.

11. District Monitoring a. The district shall monitor the implementation of this policy and the district procedures. b. These policies and subsequent procedures shall be accessible on the district’s website. c. The district shall be responsible for notifying all parents annually of its policies and procedures concerning seclusion and restraint.

12. Complaint a. Students, classified staff, parents/guardians or community members can make a formal complaint of alleged incidents using the Restraint/Seclusion Complaint Form orThe district will create a complaint procedure. b. Parents will present written complaints to the Superintendent of the school district to initiate a complaint investigation by the school district regarding an incident of restraint or seclusion; and c. The district will respond to the parent’s complaint in writing within thirty (30) days of the filing of a complaint regarding an incident of restraint or seclusion. d. The parent of a student with a disability may choose to file a complaint with the Ohio Department of Education, Office for Exceptional Children, in accordance with the complaint procedures available concerning students with disabilities. e. In accordance with the consent order entered in Doe v. State of Ohio, complaints alleging the improper use of restraint or seclusion on a student with a disability will be investigated by the Ohio Department of Education, Office for Exceptional Children, if the complaint otherwise falls within the procedures concerning state complaints under IDEA as set forth in Ohio Adm. Code Rule 3301-51-05(K) (4)-(6). f. Complaints alleging injuries to a student with a disability or the use of restraints or seclusion shall not be deemed insufficient on the face of the complaint if they are framed within the context of IDEA, including: i.

A pattern of challenging behaviors that are related to the student’s disability; ii.

Whether the student has had or should have had a functional behavioral assessment (FBA) and a positive behavior support plan (PBSP); iii.

Whether the FBA and PBSP are appropriate; iv.

Whether the student’s behavior and interventions are addressed or should have been addressed in the IEP; and

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v.

Whether staff has been sufficiently trained in de-escalation and restraint techniques.

vi.

SEXUAL HARASSMENT (Policy ACAA and ACAA-R) The District does not discriminate on the basis of sex in any education program or activity that it operates, including admission and employment. The District is required by Title IX of the Education Amendments of 1972 and the regulations promulgated through the U.S. Department of Education not to discriminate in such a manner. Inquiries about the application of Title IX to the District may be referred to the District’s Title IX Coordinator, to the Assistant Secretary for Civil Rights of the Department of Education, or both.

The Board designates the following individual to serve as the District’s Title IX Coordinator: Title: Barbara Maceyak, Director of Human Resources Office address: 15600 Parkland Drive, Shaker Hts., OH 44120 Email: maceyak_b@shaker.org Phone number: 216-295-4334 Any person may report sex discrimination, including sexual harassment, at any time, including during non-business hours. Such a report may be made in person, by mail, by telephone or by electronic mail, using the contact information listed for the Title IX Coordinator, or by any other means that results in the Title IX Coordinator receiving the person’s verbal or written report.

For purposes of this policy and the grievance process, “sexual harassment” means conduct on the basis of sex that satisfies one or more of the following: 1. A District employee conditioning the provision of an aid, benefit, or service of the District on an individual’s participation in unwelcome sexual conduct; 2. Unwelcome conduct determined by a reasonable person to be so severe, pervasive and objectively offensive that it effectively denies a person equal access to the District’s education program or activity or 3. “Sexual assault” as defined in 20 USC 1092(f)(6)(A)(v), “dating violence” as defined in 34 USC 12291(a)(10), “domestic violence” as defined in 34 USC 12291(a)(8) or “stalking” as defined in 34 USC 12291(a)(30).

When the harassment or discrimination on the basis of sex does not meet the definition of sexual harassment, the Title IX Coordinator directs the individual to the applicable sex discrimination process for investigation.

Retaliation Prohibited The District prohibits intimidation, threats, coercion or discrimination against any individual for the purpose of interfering with any right or privilege secured by Title IX or this policy, or because

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the individual has made a report or complaint, testified, assisted, or participated or refused to participate in any manner in an investigation proceeding or hearing, if applicable. Intimidation, threats, coercion, or discrimination, including charges against an individual for code of conduct violations that do not involve sex discrimination or sexual harassment, but arise out of the same facts or circumstances as a report or complaint of sex discrimination, or a report or formal complaint of sexual harassment, for the purpose of interfering with any right or privilege secured

by Title IX or this part, constitutes retaliation.

Confidentiality The District must keep confidential the identity of any individual who has made a report or complaint of sex discrimination, including any individual who has made a report or filed a formal complaint of sexual harassment, any individual who has been alleged to be the victim or perpetrator of conduct that could constitute sexual harassment, and any witness, except as may be permitted by Family Educational Rights and Privacy Act (FERPA) or as required by law, or to carry out the purposes of the Title IX regulations, including the conduct of any investigation, hearing or judicial proceeding arising thereunder.

Notice Requirements The District provides notice to applicants for admission and employment, students, parents or legal guardians of elementary and secondary school students, employees and the union(s) with the name or title, office address, email address and telephone number of the Title IX Coordinator and notice of the District grievance procedures and process, including how to report or file a complaint of sex discrimination, how to file a formal complaint of sexual harassment and how the District will respond. The District also posts the Title IX Coordinator’s contact information and Title IX policies and procedures in a prominent location on the District website and in all handbooks made available by the District.

Training Requirements The District ensures that Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process, receives training on the definition of sexual harassment, the scope of the District’s education program or activity, how to conduct an investigation and grievance process including hearings, appeals and informal resolution processes, when applicable, and how to serve impartially including by avoiding prejudgment of the facts at issue, conflicts of interest and bias. The District also ensures that decision-makers and investigators receive training on issues of relevance of questions and evidence, including when questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant as set forth in the formal procedures that follow, and training on any technology to be used at a live hearing, if applicable. Investigators also receive training on issues of relevance to create an investigative report that fairly summarizes relevant evidence. All materials used to train individuals who receive training under this section must not rely on sex stereotypes and must promote impartial investigations and adjudications of formal complaints of sexual harassment and are made publicly available on the District’s website.

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Conflict of Interest and Bias The District ensures that Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process do not have a conflict of interest or bias for or against complainants or respondents generally or an individual complainant or respondent.

Determination of Responsibility The individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment is presumed not responsible for alleged conduct. A determination regarding responsibility will be made by the decision-maker at the conclusion of the investigation in accordance with the process outlined in the accompanying regulation. No disciplinary sanctions will be imposed unless and until a final determination of responsibility is reached.

Sexual Harassment Grievance Process The Board requires the following grievance process to be followed for the prompt and equitable resolution of student and employee complaints alleging any action that would be prohibited as sexual harassment by Title IX. The Board directs the process to be published in accordance with all statutory and regulatory requirements.

Definitions The following definitions apply for Title IX policies and procedures: “Actual knowledge:” notice of sexual harassment or allegations of sexual harassment to the District’s Title IX Coordinator or any official of the District who has authority to institute corrective measures on behalf of the District, or to any employee of an elementary or secondary school.

“Education program or activity:” includes locations, events or circumstances over which the District exercised substantial control over both the individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment, and the context in which the sexual harassment occurs.

“Complainant:” an individual who is alleged to be the victim of conduct that could constitute sexual harassment.

“Respondent:” an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment.

“Formal complaint:” a document filed by a Complainant or signed by the Title IX Coordinator alleging sexual harassment against a Respondent and requesting that the District investigate the allegation of sexual harassment.

“Supportive measures:” non-disciplinary, non-punitive individualized services offered as appropriate, as reasonably available and without fee or charge to the Complainant or Respondent before or after the filing of a formal complaint or where no formal complaint has been filed.

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District Requirements When the District has actual knowledge of sexual harassment in an education program or activity of the District, the District will respond promptly in a manner that is not deliberately indifferent. When the harassment or discrimination on the basis of sex does not meet the definition of sexual harassment, the Title IX Coordinator will direct the individual to the applicable sex discrimination process for investigation.

The District treats individuals who are alleged to be the victim (Complainant) and perpetrator (Respondent) of conduct that could constitute sexual harassment equitably by offering supportive measures. Supportive measures are designed to restore or preserve equal access to the District’s education program or activity without unreasonably burdening the other party, including measures designed to protect the safety of all parties or the District’s educational environment, or deter sexual harassment. Supportive measures may include counseling, extensions of deadlines or other course-related adjustments, modifications of work or class schedules, mutual restrictions on contact between the parties, leaves of absence, increased security and monitoring of certain areas of the District’s property, campus escort services, changes in work locations and other similar measures.

The Title IX Coordinator is responsible for coordinating the effective implementation of supportive measures. Upon the receipt of a complaint, the Title IX Coordinator must promptly contact the Complainant to discuss the availability of supportive measures, consider the Complainant’s wishes with respect to supportive measures, inform the Complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the Complainant the process for filing a formal complaint. If the District does not provide the Complainant with supportive measures, then the District must document the reasons why such a response was not clearly unreasonable in light of the known circumstances.

Timelines The District has established reasonably prompt time frames for the conclusion of the grievance process, including time frames for filing and resolving appeals and informal resolution processes. The grievance process may be temporarily delayed or extended for good cause.

Good cause may include considerations such as the absence of a party, a party’s advisor, or a witness; concurrent law enforcement activity; or the need for language assistance or accommodation of disabilities. In the event the grievance process is temporarily delayed for good cause, the District will provide written notice to the Complainant and the Respondent of the delay or extension and the reasons for the action.

Response to a Formal Complaint At the time of filing a formal complaint, a Complainant must be participating in or attempting to participate in the education program or activity of the District with which the formal complaint is filed. A formal complaint may be filed with the Title IX Coordinator in person, by mail, by electronic mail, or other means designated by the District.

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The District must follow the formal complaint process before the imposition of any disciplinary sanctions or other actions that are not supportive measures. However, nothing in this policy precludes the District from removing a Respondent from the District’s education program or activity on an emergency basis, provided that the District undertakes an individualized safety and risk analysis, determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal, and provides the Respondent with notice and an opportunity to challenge the decision immediately following the removal. Nor does it preclude the District from placing a non-student employee Respondent on administrative leave during the pendency of the grievance process.

This provision may not be construed to modify any rights under the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, or the Americans with Disabilities Act. Upon receipt of a formal complaint, the District must provide written notice to the known parties including: 1. Notice of the allegations of sexual harassment, including information about the identities of the parties involved in the incident, the conduct allegedly constituting sexual harassment, the date and location of the alleged incident, and any sufficient details known at the time. Such notice must be provided with sufficient time to prepare a response before any initial interview; 2. An explanation of the District’s investigation procedures, including any informal resolution process; 3. A statement that the Respondent is presumed not responsible for the alleged conduct and that a determination regarding responsibility will be made by the decision-maker at the conclusion of the investigation; 4. Notice to the parties that they may have an advisor of their choice who may be, but is not required to be, an attorney, and may inspect and review any evidence and 5. Notice to the parties of any provision in the District’s code of conduct or policy that prohibits knowingly making false statements or knowingly submitting false information.

If, in the course of an investigation, the District decides to investigate allegations about the Complainant or Respondent that are not included in the notice initially provided, notice of the additional allegations must be provided to known parties.

The District may consolidate formal complaints as to allegations of sexual harassment against more than one Respondent, or by more than one Complainant against one or more Respondents, or by one party against the other party, where the allegations of sexual harassment arise out of the same facts or circumstances.

Investigation of a Formal Complaint When investigating a formal complaint and throughout the grievance process, the District must: 1. Ensure that the burden of proof and the burden of gathering evidence sufficient to reach a determination regarding responsibility rests on the District and not the parties’;

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2. Provide an equal opportunity for the parties to present witnesses and evidence; 3. Not restrict either party’s ability to discuss the allegations under investigation or to gather and present relevant evidence; 4. Allow the parties to be accompanied with an advisor of the party’s choice who may be, but is not required to be, an attorney. The District may establish restrictions regarding the extent to which the advisor may participate in the proceedings, as long as the restrictions apply equally to both parties; 5. Provide written notice of the date, time, location, participants, and purpose of any interview or meeting at which a party is expected to participate, with sufficient time for the party to prepare to participate; 6. Provide the parties equal access to review all the evidence collected which is directly related to the allegations raised in a formal complaint and comply with the review periods outlined in this process; 7. Objectively evaluate all relevant evidence without relying on sex stereotypes; 8. Ensure that Title IX Coordinators, investigators, decision-makers and individuals who facilitate an informal resolution process, do not have a conflict of interest or bias for or against Complainants or Respondents generally or an individual Complainant or Respondent; 9. Not make creditability determinations based on the individual’s status as Complainant, Respondent or witness; 10. Not use questions or evidence that constitute or seek disclosure of privileged information unless waived.

Dismissal of Formal Complaints If the conduct alleged in the formal complaint would not constitute sexual harassment even if proved, did not occur in the District’s education program or activity, or did not occur against a person in the United States, then the District must dismiss the formal complaint with regard to that conduct for purposes of sexual harassment under this policy.

The Title IX Coordinator also may dismiss the formal complaint or any allegations therein at any time during the investigation or hearing, if applicable, when any of the following apply: 1. a Complainant provides written notification to the Title IX Coordinator that the Complainant would like to withdraw the formal complaint or any allegations therein; 2. the Respondent is no longer enrolled or employed by the District or 3. specific circumstances prevent the District from gathering evidence sufficient to reach a determination as to the formal complaint or allegations therein.

Upon dismissal, the Title IX Coordinator promptly sends written notice of the dismissal and the reasons for dismissal simultaneously to both parties.

Evidence Review The District provides both parties an equal opportunity to inspect and review any evidence obtained as part of the investigation so that each party can meaningfully respond to the

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evidence prior to the conclusion of the investigation. The evidence provided by the District must include evidence that is directly related to the allegations in the formal complaint, evidence upon which the District does not intend to rely in reaching a determination regarding responsibility, and any inculpatory or exculpatory evidence whether obtained from a party or other source.

Prior to completion of the investigative report, the Title IX Coordinator must send to each party and the party’s advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy. The parties have 10 calendar days to submit a written response to the Title IX Coordinator, which the investigator will consider prior to completion of the investigative report.

Investigative Report The investigator must prepare an investigative report that fairly summarizes relevant evidence and send the report to the Title IX Coordinator. The Title IX Coordinator must send to each party and the party’s advisor, if any, the investigative report in an electronic format or a hard copy, for their review and written response. The parties have 10 calendar days to submit a written response to the Title IX Coordinator.

Decision-Maker’s Determination The investigative report is submitted to the decision-maker. The decision-maker cannot be the same person(s) as the Title IX Coordinator or the investigator. The decision-maker cannot hold a hearing or make a determination regarding responsibility until 10 calendar days from the date the Complainant and Respondent receive the investigator’s report.

Prior to reaching a determination regarding responsibility, the decision-maker must afford each party the opportunity to submit written, relevant questions that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-up questions from each party. Questions and evidence about the Complainant’s sexual predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the Complainant’s prior sexual behavior are offered to prove that someone other than the Respondent committed the conduct alleged by the Complainant, or if the questions and evidence concern specific incidents of the Complainant’s prior sexual behavior with respect to the Respondent and are offered to prove consent. Questions must be submitted to the Title IX Coordinator within three calendar days from the date the Complainant and Respondent receive the investigator’s report.

The decision-maker must issue a written determination regarding responsibility based on a preponderance of the evidence standard. The decision-maker’s written determination must: 1. Identify the allegations potentially constituting sexual harassment; 2. Describe the procedural steps taken, including any notifications to the parties, interviews with parties and witnesses, site visits, methods used to gather evidence, and hearings held; 3. Include the findings of fact supporting the determination;

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4. Draw conclusions regarding the application of any District policies and/or code of conduct rules to the facts; 5. Address each allegation and a resolution of the complaint including a determination regarding responsibility, the rationale therefor, any recommended disciplinary sanction(s) imposed on the Respondent, and whether remedies designed to restore or preserve access to the educational program or activity will be provided by the District to the Complainant and 6. The procedures and permissible bases for the Complainant and/or Respondent to appeal the determination.

A copy of the written determination must be provided to both parties simultaneously, and generally will be provided within 60 calendar days from the District’s receipt of a formal complaint.

The determination regarding responsibility becomes final either on the date that the District provides the parties with the written determination of the result of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which an appeal would no longer be considered timely.

Where a determination of responsibility for sexual harassment has been made against the Respondent, the District will provide remedies to the Complainant that are designed to restore or preserve equal access to the District’s education program or activity. Such remedies may include supportive measures; however, remedies need not be non-disciplinary or non-punitive and need not avoid burdening the Respondent. The Title IX Coordinator is responsible for effective implementation of any remedies. Following any determination of responsibility, the District may implement disciplinary sanctions in accordance with State or Federal law and or/the negotiated agreement. For students, the sanctions may include disciplinary action, up to and including permanent exclusion. For employees, the sanctions may include any form of responsive discipline, up to and including termination.

Appeals Either the Complainant or Respondent may appeal the decision-maker’s determination regarding responsibility or a dismissal of a formal complaint, on the following bases: 1. Procedural irregularity that affected the outcome of the matter; 2. New evidence that was not reasonably available at the time that could affect the outcome and 3. The Title IX Coordinator, investigator, or decision-maker had a conflict of interest or bias for or against Complainants or Respondents generally or an individual Complainant or Respondent that affected the outcome.

The request to appeal must be made in writing to the Title IX Coordinator within seven calendar days after the date of the written determination. The appeal decision-maker must not have a conflict of interest or bias for or against Complainants or Respondents generally or an individual

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Complainant or Respondent and cannot be the Title IX Coordinator, the investigator, or the decision-maker from the original determination.

The appeal decision-maker must notify the other party in writing when an appeal is filed and give both parties a reasonable equal opportunity to submit a written statement in support of, or challenging, the outcome. After reviewing the evidence, the appeal decision-maker must issue a written decision describing the result of the appeal and the rationale for the result. The decision must be provided to both parties simultaneously, and generally will be provided within 10 calendar days from the date the appeal is filed.

Informal resolution process Except when concerning allegations that an employee sexually harassed a student, at any time during the formal complaint process and prior to reaching a determination regarding responsibility, the District may facilitate an informal resolution process, such as mediation, that does not involve a full investigation and determination of responsibility, provided that the District: 1. Provides to the parties a written notice disclosing: a. The allegations; b. The requirements of the informal resolution process including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to withdraw from the informal resolution process and resume the Title IX formal complaint process with respect to the formal complaint and c. Any consequences resulting from participating in the informal resolution process, including the records that will be maintained or could be shared.

2. Obtains the parties’ voluntary, written consent to the informal resolution process.

The informal resolution process generally will be completed within 30 calendar days, unless the parties and the Title IX Coordinator mutually agree to temporarily delay or extend the process.

The formal grievance process timelines are stayed during the parties’ participation in the informal resolution process. If the parties do not reach resolution through the informal resolution process, the parties will resume the formal complaint grievance process, including timelines for resolution, at the point they left off.

Recordkeeping The District must maintain for a period of seven years records of: 1. Each sexual harassment investigation, including any determination regarding responsibility, any disciplinary sanctions imposed on the Respondent, and any remedies provided to the Complainant designed to restore or preserve equal access to the District’s education program or activity; 2. Any appeal and the result therefrom; 3. Any informal resolution and the result therefrom and

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4. All materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process. The District must make these training materials publicly available on its website.

The District must create, and maintain for a period of seven years, records of any actions, including any supportive measures, taken in response to a report or formal complaint of sexual harassment. In each instance, the District must document the basis for its conclusion that its response was not deliberately indifferent, and document that it has taken measures designed to restore or preserve equal access to the District’s education program or activity.

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