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Field Trips

Student trips of significant educational value shall be encouraged under rules established by the Superintendent. Student safety and proper care of school vehicles and equipment shall be of primary consideration.

Suitable planning must be taken to insure that the fullest possible educational value is received from such trips.

Approval of field trips, of whatever nature, shall be the responsibility of the Superintendent. It shall be the responsibility of the teacher and Building Principal to make certain that no child is deprived of a trip due to financial hardship. In such cases, at the discretion of the Principal, the expenses will be borne from the student activities account. Proper supervision shall be provided on all field trips.

The Board does not endorse, support or assume liability in any way for any staff member of this district who takes pupils on trips not approved by the Board or Superintendent in accordance with this policy, and shall not be liable for the welfare of pupils who travel on such trips. No staff member may solicit pupils of this district for such trips within the facilities or on the school grounds of the district.

School-sponsored field trips can be important and valuable extensions of the classroom and shall be permitted providing the Principal and Superintendent approve the field trip. Students on a school-sponsored field trip have the privilege and responsibility of representing our school and because of that, are expected to dress and behave in a manner that reflects positively on the school. All school rules and regulations are in effect and every student going on a school-sponsored field trip must present a permission form signed by a parent or legal guardian.

Prior to being excused for a school-sponsored field trip, students should see the teachers of the classes that will be missed to determine the homework or class assignments that need to be done and the date that work is due. Students with chronic attendance and discipline records may not be permitted on any field trips.

Adopted: 21 April 2005

Revised: November 2010

Use of Technology

The Board of Education recognizes the use of technology in the educational process as an essential part of the schooling experience. Technology is to be viewed as a resource to enhance the learning process among other resources available to teachers and pupils. In addition, technology can be used to enhance the administration of the schools and the district. In order to provide direction and meaning to the use of technology as an instructional resource, the Board encourages and supports staff use of technology as a component of the learning process in every area of the curricular area.

For purposes of this policy “technology” includes, but is not limited to, the use of computers and computer peripherals, communications networks, access to data bases and libraries of information and the integration of audio, video, multimedia devices and media for purposes of teaching and learning.

The Superintendent, in consultation with teaching and support staff, shall recommend to the Board the acquisition of appropriate technology to best implement the curricular, instructional, and administrative program of the school district. The Superintendent shall prepare a technology plan for the school district to encompass the following:

Curricular, Instructional and Administrative Need

The technology plan shall define the curricular, instructional and administrative need for technological equipment and media for the district.

In-service Education

The Board shall provide opportunities for school staff to participate in in-service programs on hardware or software programs to be used in the execution of educational and administrative tasks. In-service programs may be provided in or out of the district.

Standards, Codes and References

All technology installations shall conform to the industry standards and applicable federal, State, and local statutes and codes.

Facilities Planning

In all facilities projects involving new constructions, additions, and renovations the Superintendent or designee shall ensure the plans include provisions for current and future technology needs in terms of the structural, electric/electronic, mechanical, acoustical and visual systems and the building(s). All educational specifications shall include features required for the use of instructional technology.

Computers

The school district will provide support or maintenance agreements for specified brands of computers. All other computers purchased or donated will be subject to repair only when non-allocated funding is available and therefore may remain unrepaired until funding is available.

Computer Software Acquisition and Upgrading

The school district will only support the specified upgrades and training. Staff members shall not purchase software that has not been included on a list of specified software or has been approved by the Director of Special Projects.

The Superintendent will recommend the purchase of upgrades to software as needed. An evaluation of upgrades shall be made by appropriate personnel and no upgrade shall be purchased without the express approval of the Director of Special Projects.

Site Licenses

In the case where more than one copy of a software program is required, the Director of special Projects shall attempt to acquire or negotiate a site license with the software developers. In the event a site license is not possible, vendors shall be sought who will provide multiple copies at a discounted cost.

Software Copyright

All employees shall strictly adhere to the copyright laws of the United States. No software shall be copied and/or distributed except in accordance with these laws. All software placed on media workstations or any network with public access shall be copy protected by the Director of Special Projects, who shall assure that individuals who have access to such programs shall not copy them without authorization.

Internal Communication (District)

The school district shall provide communication between schools by a variety of means.

External Communications

The Board encourages the use of external communications so schools may utilize the vast resources of external databases and communicate with other schools, external agencies, and businesses throughout the world. Gateways to such communications will be supported by the school district. The use of particular gateways shall be approved by the Director of Special Projects. The Director of Special Projects shall be responsible for the installation of software in district owned computers and/or computer systems that prevents access to gateways and Internet sites that have material considered by the Director of Special Projects to be inappropriate for use by pupils.

Computer Laboratories and Distributed Computing

In order to provide teacher, staff, and pupil access to computers, the Board directs that provisions be made to provide computer access in computer laboratories, classrooms, and school libraries/media centers.

Audio/Video

All audio and/or video materials shall be used in accordance with the copyright laws of the United States. Teachers, pupils, or staff who create audio or video materials containing the voices or images of the individuals involved shall obtain proper releases from those individuals, their parent(s) or legal guardian(s) for instructional use within the school.

Informing Parents, Legal Guardians and Interested Parties

Upon request, the Building Principal shall make available to parent/legal guardians the computer hardware and software used in the district in order that a computer purchased privately for home use may be compatible with the computer and software the pupil uses in the school setting.

Technology Coordination

The Board shall appoint the Director of Special Projects to assure the technology needs of the district are met in the most efficient manner possible at the lowest costs available to meet specified needs.

Broadcast Rights and Copyrights

The Board specifically retains the Broadcast rights and copyrights to all materials created by employees of the Board as part of their responsibilities to the Board. Any financial remuneration for the use of such materials shall be retained by the Board.

Computer Security

The Director of Special Projects shall develop security procedures to include, but not be limited to, the following areas:

1. Physical Security of Equipment

All computer equipment shall be maintained in a secure manner appropriate to its location.

2. Data Security

a. Back-up procedures for system files, libraries, and data shall be practiced in a timely fashion.

b. Disaster recovery plans shall be kept up-do-date at all times.

c. Password protection shall be in place and updated periodically.

d. Resource security shall be in place to prevent unauthorized access to system files, libraries, and data.

3. Employee Training

All new employees having, as part of their job responsibilities, access to computers and information systems will be trained in the proper security procedures outlined above.

All employees having, as part of their job responsibilities, access to computers and information systems will be kept up-to-date on current security procedures for equipment and data.

4. Transaction Audit Train

Appropriate procedures will be maintained in order to monitor system activity and users, as necessary.

5. Security Officer

The Superintendent shall designate the Director of Special Projects as the district’s Computer Security Officer to monitor system security procedures.

Use of Facsimile (FAX) Machines

Fax machines provide a useful means of communicating and shall be subject to the same rules that apply to the use of telephones. All incoming faxes shall be considered confidential mail. No disclosure of the contents of any fax shall be made except to the individual for whom the fax is intended. Any individual violating this confidentiality shall be subject to discipline as provided by the policies and regulations of the Board.

N.J.A.C. 6A:26-1 et seq.
17 U.S.C. 101 et seq.

Adopted: March 1987

Revised: September 2005

Acceptable Use of Computer

The Board of Education recognizes new technologies shift the manner in which information is accessed, communicated and transferred these changes will alter the nature of teaching and learning. Access to technology will allow pupils to explore databases, libraries, Internet sites, and bulletin boards while exchanging information with individuals throughout the world. The Board supports access by pupils to information sources but reserves the right to limit in school use to materials appropriate for educational purposes. The Board directs the Superintendent to effect training of teaching staff members in skills appropriate to analyzing and evaluating such resources as to appropriateness for educational purposes.

The Board also recognizes technology allows pupils access to information sources that have not been pre-screened by educators using Board approved standards. The Board therefore adopts the following standards of conduct for the use of computer networks and declares unethical, unacceptable or illegal behavior as just cause for taking disciplinary action, limiting or revoking network access privileges and/or instituting legal action.

The Board provides access to computer network/computers for educational purposes only. The Board retains the right to restrict or terminate pupil access to the computer network/computers at any time, for any reason. School district personnel will monitor networks and on-line activity, to maintain the integrity of the networks and ensure their proper use, and ensure compliance with Federal and State laws that regulate Internet safety. Standards for Use of Computer Networks

Any individual engaging in the following actions when using computer networks/computers shall be subject to discipline or legal action:

A. Using the computer network(s)/computers for illegal, inappropriate or obscene purposes, or in support of such activities. Illegal activities are defined as activities that violate federal, state, local laws and regulations. Inappropriate activities are defined as those that violate the intended use of the network. Obscene activities shall be defined as a violation of generally accepted social standards for use of publicly owned and operated communication vehicles.

B. Using the computer network(s)/computers to violate copyrights, institutional or third party copyrights, license agreements or other contracts.

C. Using the computer network(s) in a manner that:

1. Intentionally disrupts network traffic or crashes the network;

2. Degrades or disrupts equipment or system performance;

3. Uses the computing resources of the school district for commercial purposes, financial gain or fraud;

4. Steals data or other intellectual property;

5. Gains or seeks unauthorized access to the files of others or vandalizes the data of another user;

6. Gains or seeks unauthorized access to resources or entities;

7. Forges electronic mail messages or uses an account owned by others;

8. Invades privacy of others;

9. Posts anonymous messages;

10. Possesses any data which is a violation of this policy; and/or

11. Engages in other activities that do not advance the educational purposes for which computer networks/computers are provided.

Internet Safety/Protection

As a condition for receipt of certain Federal funding, the school district shall be in compliance with the Children’s Internet Protection Act, the Neighborhood Children’s Internet Protection Act, and has installed technology protection measures for all computers in the school district, including computers in media centers/libraries. The technology protection must block and/or filter material and visual depictions that are obscene as defined in Section 1460 of Title 18, United States Code; child pornography, as defined in Section 2256 of title 18, United States Code; are harmful to minors including any pictures, images, graphic image file or other material or visual depiction that taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; or depicts, describes, or represents in a patently offensive way, with respect to what is suitable for minors, sexual acts or conduct; or taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

This Policy also establishes Internet safety policy and procedures in the district as required in the Neighborhood Children’s internet Protection Act. Policy 2361 addresses access by minors to inappropriate matter on the Internet and World Wide Web; the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications; unauthorized access, including “hacking” and other unlawful activities by minors online; unauthorized disclosures, use, and dissemination of personal identification information regarding minors; and measures designed to restrict minors’ access to materials harmful to minors.

Notwithstanding blocking and/or filtering the material and visual depictions prohibited in the Children’s internet Protection Act, and the Neighborhood Children’s Internet Protection Act, the Board shall determine other Internet material that is inappropriate for minors. The Board will provide reasonable public notice and will hold one annual public hearing during a regular monthly board meeting or during a designated special board meeting to address and receive public community input on the internet safety policy – Policy and Regulation 2361. In accordance with the provisions of the Children’s Internet Protection Act, the Superintendent of Schools or designee will develop and ensure education is provided to every pupil regarding appropriate online behavior, including pupils interacting with other individuals on social networking sites and/or chat rooms, and cyberbullying awareness and response.

The school district will certify on an annual basis, that the schools, including media centers/libraries in the district, are in compliance with the Children’s Internet Protection Act and the Neighborhood Children’s Internet Protection Act and the school district enforces the requirements of these Acts and this Policy.

Consent Requirement

Parents have the right to prohibit the participation of their children in the use of computer networks and/or the Internet. A copy of this policy will be sent to all parents as information on the use of the Internet in school. In the event a non-consent statement is on file from a student’s parent or legal guardian, the student will not be permitted to participate on computer networks and/or the Internet if he/she has a non-consent statement on file from their parent or legal guardian.

Violations

Individuals violating this policy shall be subject to the consequences as indicated in Regulation No. 2361 and other appropriate discipline, which includes but are not limited to:

1. Use of the network only under direct supervision;

2. Suspension of network privileges;

3. Revocation of network privileges;

4. Suspension of computer privileges;

5. Revocation of computer privileges;

6. Suspension from school;

7. Expulsion from school; and/or

8. Legal action and prosecution by the authorities.

Websites

Photographs of students may be used on the school, teacher, and/or school district web pages as long as there is parental consent to do so. The use of faculty/staff photographs is also prohibited without the written permission of the faculty/staff member. Only the first name and last initial of a student may be used on a web page.

Student Files

Student files and other electronic storage areas will be treated like school lockers. Therefore, these areas shall be considered district property for purposes of inspection and communications. Users should not expect that the information stored will be private.

Intellectual Property Clause

Vernon Township Public Schools shall retain ownership of all software and computer files created with school equipment and/or school networks. All information held in the district networks will become the intellectual property of Vernon Township Public Schools. The system administrator(s) have full rights to these accounts and may review, modify, and/or delete these at any time.

N.J.S.A. 2A:38A-3
Federal Communications Commission: Children’s Internet Protection Act
Federal Communications Commission: Neighborhood Children’s Internet Protection Act

Adopted: 21 April 2005

Revised: September 2012

Guidance Counseling

The Board of Education requires that a planned program of guidance and counseling be an integral part of the educational program of the schools to assist students in making and implementing informed educational and occupational choices including academic, career and personal/social development.

 

A program of guidance and counseling, including developmental career guidance and exploration, shall be offered to all students in this school district and shall involve the coordinated efforts of all teaching staff members under the leadership of certified guidance and counseling personnel.

 

The Superintendent is directed to implement a guidance program that carries out the purposes of this policy and:

 

  1. Involves teaching staff members at all appropriate levels;

 

  1. Honors the individuality of each student;

 

  1. Is integrated with the total educational program;

 

  1. Is coordinated with available resources of the community;

 

  1. Provides for cooperation of school staff with parent and shares parents’ concern for the development of their children;

 

  1. Provides for the means of sharing information among appropriate staff members in the student’s interest;

7. Is available equitably to all students and prohibits biased counseling and the use of materials that discriminate among students on the basis of their race, color, creed, religion, national origin, ancestry, age, marital status, affectational or sexual orientation, gender, gender identity or expression, socioeconomic status, or disability; and

  1. Establishes a referral system that utilizes all the aid the schools and community offer, guards the privacy of the student, and monitors the efficacy of such referrals.

 

N.J.A.C. 6A:19-1.2; 6A:8-2.2

N.J.A.C. 6A:7-1.7; 6A:8-3.2

 

Adopted:  December 2016

Home Instruction Due to Health Condition

The Board of Education shall provide instructional services to an enrolled student whether a general education student in Kindergarten through grade twelve or a special education student age three to twenty-one, when the student is confined to the home or another out-of-school setting due to a temporary or chronic health condition or a need for treatment that precludes participation in their usual education setting, whether general or special education.

A parent’s requests for home instruction shall include a written determination from the student’s physician documenting the projected need for confinement at the student’s residence or other treatment setting for more than ten consecutive school days or twenty cumulative school days during the school year. The written determination from the student’s physician shall be forwarded to the school physician, who shall either verify the need for home instruction or provide reasons for denial. The parent shall be notified concerning the school physician’s verification or reasons for denial within five school days after receipt of the written determination by the student’s physician.

The school district shall be responsible for the costs of providing instruction in the home or out-of-school setting either directly, or through online services, including any needed equipment, or through contract with another district Board of Education, Educational Services Commission, Jointure Commission, or approved clinic or agency. The school district shall provide instructional services within five school days after receipt of the school physician’s verification or, if verification is made prior to the student’s confinement, during the first week of the student’s confinement to the home or out-of-school setting.

The home or out-of-school instruction shall meet the minimum standards as required in N.J.A.C. 6A:16-10.1(c). The school district shall establish a written plan for delivery of instruction and maintain a record of delivery of instructional services and student progress. The teacher providing instruction shall be a certified teacher. The teacher shall provide instruction for the number of days and length of time sufficient to continue the student’s academic progress and dependent upon the student’s ability to participate.

For a student with disabilities, the home instruction shall be consistent with the student’s Individualized Education Plan (IEP) to the extent appropriate, and shall meet the Core Curriculum Content Standards. When the provision for home instruction for a student with disabilities will exceed thirty consecutive school days in a school year, the IEP team shall convene a meeting to review and, if appropriate, revise the student’s IEP.

For a student without disability, the home instruction shall meet the Core Curriculum Content Standards and the requirements of the Board for promotion to the next grade level. When the provision for home instruction for a student without disability will exceed sixty calendar days, the school physician shall refer to the student to the Child Study Team for evaluation, pursuant N.J.A.C. 6A:14.

The Board reserves the right to withhold home instruction when the reason for the student’s confinement is such as to expose a teacher to a health hazard or dangerous home situation,; when a parent or other adult twenty-one years of age or older, who has been designated by the parent, is not present during the hours of instruction; or when the condition of the student is such as to preclude benefit from such instruction.

Students on home instruction will be accounted for on the attendance register as required by the Department of Education. The name of a student on home instruction will not be released at a public Board meeting or placed in a public record.

N.J.S.A. 18A:38-1 through 18A:38-25

N.J.A.C. 6A:14-4.8; 6A:14-4.9; 6A:16-10.1

Adopted: October 2014

Programs and Pupils at Risk

The Board of Education recognizes that certain conditions place children at risk of not acquiring the knowledge, skills s, behaviors, and attitudes necessary for school success, school completion, and successful functioning as an adult in society.

A “pupil at risk” means a pupil who is in danger of failure to achieve the New Jersey Core Curriculum Content Standards and the high school graduation requirements or dropping out of school because of specific cognitive, affective, economic, social, and/or health needs. The conditions that may place a pupil at risk include the pupil’s failure to acquire the essential skills needed to stay on grade level or the pupil’s performance below minimum levels of proficiency; history of adjustment or behavioral problems; placement on long-term suspension for violation of school rules; history of poor school attendance; being limited in English language proficiency; being disruptive or disaffected; pregnancy or parenthood; failure to qualify for promotion or graduation; condition of poverty as defined by his/her eligibility for free meals or free milk and/or exhibiting other characteristics identified by the Board.

Programs and services for pupils at risk shall meet the goals of:

1. Enhancing the health, self-esteem, and acquisition of the life skills necessary for age-appropriate development and productive functioning in the school setting and society;

2. Identifying and assisting pupils who are not meeting standards for behavior and achievement in areas such as attendance, conduct, and mastery of the curriculum, as well as performing below state minimum levels of proficiency; and

3. Improving the school climate so that pupils experience school as a safe, supportive, and disciplined place where academic and interpersonal growth and learning can take place.

Programs and services for pupils at risk may be offered during the regular school day, beyond the regular school day, or during the summer. Any such programs and services that do not require the services of a teaching staff member or cannot be reasonably accommodated in the school setting may be delivered by qualified persons who are not necessarily certified but are supervised by appropriately certified teaching staff members.

The Board shall provide staff training necessary to implement the programs and services for pupils at risk.

N.J.A.C. 6:8-1.1 et seq.

Adopted: 21 April 2005

No Child Left Behind Programs

Introduction

 

The No Child Left Behind Act (NCLB) of 2001 is a reauthorization of the Elementary and Secondary Education Act (ESEA)/Improving America’s Schools Act (IASA) 1994, providing funds to help all New Jersey’s school children achieve, at a minimum, proficiency in the State standards.  NCLB embodies four key principles or pillars of education reform:  accountability, flexibility, choice, and methodology.  The Board of Education elects to augment the instructional program of pupils by projects supported by federal funds allocated under NCLB and the district will comply with the requirements of all the programs authorized by NCLB.

 

The district may be eligible for several grant programs funded through NCLB, including, but not limited to, Title I through Title VI.  Many of the Titles of NCLB have several parts and subparts that provide a funding source for specific purposes.

 

Application Procedure

 

The district will submit an annual No Child Left Behind Consolidated Formula Subgrant Application to the New Jersey Department of Education (NJDOE).  The school district’s application shall include all information required by the NJDOE and NCLB for the district to be considered for funding under NCLB.

 

Covered Programs

 

The intent of NCLB is that all children will meet State academic achievement standards to reach their potential through improved programs.  The NCLB Consolidated Formula Subgrant includes the following programs:

 

  1. Title I, Part A provides the programs and resources for disadvantaged students to meet this intent. It requires the State and the district to close the achievement gap by placing a highly qualified teacher in every classroom, improving the qualifications of paraprofessionals who work with disadvantaged students, and using instructional practices that have proven to be effective.

 

  1. Title I, Part D serves neglected and delinquent youth in institutions, community day programs, and correctional facilities to assure they also attain high academic levels of performance.

 

PROGRAM

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  1. Title II, Part A provides the resources for improving teacher and Principal quality and increasing the number of highly qualified teachers and Principals in classrooms and schools, thereby raising student achievement in the academic subjects. It focuses on preparing, training, and recruiting high-quality teachers and Principals and requires the State to develop plans with annual measurable objectives that will ensure all teachers teaching in core academic subjects are highly qualified by the end of the 2005-2006 school year.

 

  1. Title II, Part D facilitates comprehensive and integrated educational technology strategies that target the specific needs of individual schools. It improves student academic achievement through the use of technology in elementary and secondary schools, while addressing the digital divide such that every student is technologically literate by the end of eighth grade.  Effective integration of technology resources and systems with teacher training and curriculum development are encouraged in order to identify and showcase best practices in educational technology.

 

  1. Title III, Part A focuses on the teaching of English to limited English proficient (LEP) children, including immigrant children and youth.

 

  1. Title IV, Part A provides resources for fostering a safe and drug-free learning environment that supports academic achievement.

 

  1. Title V, Part A provides a flexible source of funding to help districts in the development and implementation of various innovative reform initiatives.

 

  1. Title VI, Part B addresses the unique needs of rural school districts.

 

  1. Title IX covers the general provisions applicable to some/all of the programs.

 

Throughout NCLB, the use of solid research to improve teaching and learning as well as student behavior is required and promoted, and parent(s)/legal guardian(s) are provided with information and options to improve the educational opportunities provided for their children.  The emphasis on scientifically based methodology encourages the use of teaching techniques and practices that are founded on research and proven to produce positive results.

 

Title I

 

The largest federal program supporting elementary and secondary education is Title I.  NCLB strengthens Title I requirements for State’s assessments, accountability system, and support for school improvement.  The law also establishes minimum qualifications for teachers and paraprofessionals in Title I programs.

 

 

 

 

PROGRAM

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The school district must use the best available measure for identifying children from low-income families to identify eligible school attendance areas, determine the ranking of each area and to determine allocations as identified in the Title I guidelines and regulations.

 

The school district will offer Title I services to eligible children enrolled in private elementary and secondary schools.  The services and benefits will be equitable in comparison to services and benefits for participating public school children.

 

The school district will provide the New Jersey Department of Education assurances it will provide the maximum coordination between the Title I program, the regular school program, and services provided by other programs for specialized populations.  The Title I program will consider the special needs of homeless children, migrant children, children with disabilities and limited English proficient (LEP) children.  Title I funds will be reserved so that migrant children who are otherwise eligible to receive Title I services, even if they arrive during the school year, are served.

 

Type of Title I Program

 

The school district will offer a Target Assistance Title I program.

 

Target Assistance Program

 

Schools that are not eligible for (or do not choose to operate) school-wide Title I programs must use Title I funds to provide targeted services to low-achieving students.  A Target Assistance program must be established in accordance with the Title I guidelines and regulations and the New Jersey Department of Education.

 

Academic Standards, Academic Assessments and Accountability

 

The district will comply with the requirements as outlined in Policy 2415.01 – Academic Standards, Academic Assessments and Accountability in accordance with the NJDOE and NCLB.

 

Fiscal Responsibility

 

The district will comply with the requirements as outlined in Policy 2415.02 title I – Fiscal Responsibilities in accordance with the NJDOE and NCLB.

 

Staff

 

The district will comply with the requirements as outlined in Policy 2415.03 – highly qualified Teachers in accordance with the NJDOE and NCLB.  In addition, the district will ensure all paraprofessionals meet the requirements as required by NCLB and as outlined in Policy 4125 – Employment of Support Staff Members.

 

 

 

 

 

PROGRAM

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Parental Involvement

 

The district will comply with the requirements as outlined in Policy 2415.04 – Parental Involvement in accordance with the NJDOE and NCLB.

 

Pupil Surveys, Analysis and/or Evaluations

 

The Protection of Pupil Rights Amendment (PPRA) applies to school districts that receive federal funding from the United States Department of Education.  The district will comply with the requirements as outlined in Policy 2415.05 – Pupil Surveys, Analysis and/or Evaluations in accordance with PPRA.

 

Unsafe School Choice Option

 

In the event there is a school in the district designated as Persistently Dangerous or in accordance with the Victims of Violent Criminal Offenses as outlined in NCLB, the district will comply with the requirements of Policy 2415.06 – Unsafe School Choice Option in accordance with the NJDOE and NCLB.

 

Property

 

Property acquired through Title I funds for us in public or private schools will be acquired in accordance with the Public School Contracts Law, will be held in title by the Board of Education, and will not be used for other purposes so long as it is required in the Title I program.  Property no longer required for Title I purposes will be used for other, similarly funded projects or disposed of in accordance with State and federal guidelines.

 

Capital Expenses

 

The Superintendent will assure the district abides by New Jersey’s Public Contracts Law; consults appropriate private school officials prior to making any decisions regarding capital expenses; ensure funds that are received to cover capital expenses provide equitable Title I services to private school pupils; ensure accounts for any capital funding is separately maintained; assure lease purchase agreements are consistent with applicable statute and administrative code.

 

Post-Award Requirements

 

The school district will maintain all project records for five years following the completion of the activity for which the funds were used.  The school district will prepare and submit all reports as required by the State Department of Education in a timely manner.

 

Supplement, Not Supplant

 

Grant funds provide under federal programs, including No Child Left Behind funding, shall supplement, not supplant other non-federal funds that are available to provide programs and services to eligible students, unless otherwise provided in the grant program.

 

 

PROGRAM

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State Waiver from Certain Provisions of No Child Left Behind (NCLB)

 

The State of New Jersey may receive a waiver(s) from certain provisions of NCLB from the United States Department of Education.  A waiver(s) may affect the applicability of the school district’s NCLB policies and/or regulations.  In the event a waiver(s) affects the applicability of Board of Education NCLB policies and/or regulations, the waiver provisions shall supersede current Board policies and/or regulations and the school district shall comply with the requirements as outlined by the New Jersey Department of Education in accordance with the waiver(s) application and approval(s) from the United States Department of Education.

 

Evaluation

 

The Superintendent will evaluate the NCLB programs as required by the United States and the new Jersey Departments of Education.

 

No Child Left Behind Act of 2001

Adopted:  30 March 2004

Revised:  August 2014

Academic Standards, Academic Assessment and Accountability

 

 

2415.05 ACADEMIC STANDARDS, ACADEMIC ASSESSMENTS,

AND ACCOUNTABILITY

 

The No Child Left Behind Act of 2001 (NCLB), a reauthorization of the Elementary and Secondary Education Act (ESEA), requires New Jersey to implement a single accountability system to include challenging academic content and academic achievement standards.  The accountability requirements under NCLB were built on the foundation of the former Improving America’s Schools Act (IASA).

 

To meet the Federal requirements, New Jersey has adopted the New Jersey Single Accountability System.  State assessments in language arts literacy and mathematics are based on the New Jersey Core Curriculum Content Standards.  All pupils enrolled in New Jersey public schools, plus all pupil subgroups, must meet the proficiency benchmarks to ensure the goals of 100% proficiency.  Pupils must score either “proficient” or “advanced proficient” on the assessments to be counted toward meeting the benchmarks.

 

Schools are evaluated using adequate yearly progress (AYP) indicators.  Pupil achievement is determined by grade span (Elementary School – grades three through five, Middle School – grades six through eight, and High School – grades nine through twelve) and in each content area.  There are indicators that must be met (including participation and proficiency rates) plus a secondary indicator.  A safe harbor calculation is applied to measure significant AYP for two consecutive years in the same content area, it is designated as a “school in need of improvement.”

 

AYP shall be calculated for all New Jersey schools under the provisions of NCLB.  Schools that do not meet AYP as defined under NCLB are placed into one of the following categories.  Title I schools in need of improvement must implement the sanctions for each category.

 

Year 1 – Early Warning:  A school that does not make AYP for one year is placed into “early warning” status.

 

Year 2 – In Need of Improvement/School Choice:  A school that does not make AYP for two consecutive years in the same content area is designated as a “school in need of improvement.”  Parents/legal guardians shall be promptly notified if their child’s school has been designated as in need of improvement.  For Title I schools certain interventions apply, including intradistrict school choice (or supplemental educational services if choice is not available) and development of a school

 

PROGRAM

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and Accountability

 

improvement plan (Title I Unified Plan).  The district must offer the school technical assistance to address the areas that caused the school to be in need of improvement.  Parents/legal guardians shall be notified of their right to request intradistrict public school choice and parents/legal guardians of eligible pupils shall be notified of the availability of supplemental educational services, if choice is not available, including the provider list Web address.

 

Year 3 – In Need of Improvement/Supplemental Educational Services (SES):  A school that does not make AYP for three consecutive years in the same content area shall continue to be identified as a “school in need of improvement.”  The Title 1 school must also offer SES to eligible pupils.  Technical assistance must continue to be offered by the district, parents must receive notification of the school’s status, and the school improvement plan (Title I Unified Plan) is updated annually.  Parents/legal guardians of eligible pupils shall be notified of the availability of supplemental educational services, if choice is not available, including the provider list Web address.

 

The New Jersey Department of Education (NJDOE) offers school support by engaging a team of experienced professionals to conduct an extensive school review called Collaborative Assessment and Planning for Achievement (CAPA).  The CAPA team interviews stakeholders and staff, reviews school and district documents, and conducts on-site observations to develop a report that contains recommendations for school improvement, which then becomes part of the Title I Unified Plan.

 

Year 4 – Corrective Action:  A school that does not make AYP for four consecutive years in the same content area is identified as a school in corrective action.  The Title I school must continue to offer intradistrict school choice and SES, notify parents of the school’s status, revise its school improvement plan (Title I Unified Plan), and receive technical assistance from the district and the NJDOE.

 

The district must take at least one of the following corrective actions:

 

  1. Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-performing pupils.

 

  1. Institute a new curriculum grounded in scientifically-based research and provide appropriate professional development to support its implementation.

 

  1. Extend the length of the school year or school day.

 

  1. Replace the school staff who are deemed relevant to the school not making adequate progress.

 

  1. Significantly decrease management authority at the school.

 

 

PROGRAM

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and Accountability

 

  1. Restructure the internal organization of the school.

 

  1. Appoint one or more outside experts to advise the school how to revise and strengthen the improvement plan it created while in school improvement status and how to address the specific issues underlying the school’s continued inability to make AYP.

 

Year 5 – Planning for Restructuring:  A Title I school that does not make AYP for five consecutive years in the same content area must plan to restructure.  The restructuring plan is implemented at the beginning of the following school year if the school continues to miss AYP benchmarks and moves to Year 6.  During the planning year, the Title I school must continue to offer intradistrict school choice and SES, notify parents of the school’s status and invite parent input during the restructuring process, and receive technical assistance from the district and the NJDOE.  The technical assistance design for a school being restructured emphasizes the following:

 

  1. The importance of improving instruction by using strategies grounded in scientifically-based research so that all children in the school achieve proficiency in the core academic subjects of language arts and mathematics.

 

  1. The importance of analyzing and applying data in decision-making.

 

The restructuring plan must include one of the following alternative governance systems for the school as outlined by NCLB regulations and consistent with New Jersey practice and statutes:

 

  1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act.

 

  1. Re-open the school as a public charter school as defined by State statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).

 

  1. Replace all or most of the school staff, which may include the Principal, who are relevant to the school’s inability to make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

 

Year 6 – Restructuring-1:  A Title I school that does not make AYP for six consecutive years in the same content area must implement the approved restructuring plan.  The Title I school must continue to offer intradistrict school choice and SES, notify parents of the school’s status and invite parent input and support during the implementation process, and receive technical assistance from the district and the NJDOE.  Technical assistance is critical to help school staff remain focused on increasing pupil achievement while the school is adjusting to potentially radical changes in its administration and governance structures.  A CAPA visit will occur at the school to determine the fidelity of implementation of the restructuring plans and to review the governance structure of the schools.

 

 

PROGRAM

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Academic Standards, Academic Assessments,

and Accountability

 

Year 7 (and over) – Restructuring-2 (and over):  If the school has not made AYP for seven or more consecutive years, the NJDOE will meet with school and district administrators to continually  review implementation of the restructuring plan/Title I Unified Plan.  Benchmark meetings with NJDOE staff, the school, and the district will occur twice a year to assess and support implementation of the school improvement plan.

 

Removal from Early Warning/Improvement Status:  To be removed from early warning or improvement status, the school msut make AYP for two consecutive years in the content area that caused the school to go into status, providing the school makes AYP in the other content areas.  The first year of making AYP is a “hold year” and the school does not progress to the next sanction level, but must continue to implement current interventions.  If the school does not make AYP the year following “hold,” the school goes back into improvement status at the level prior to the hold year.

 

No Child Left Behind Act of 2001, §1111

 

Adopted:  July 2014

Title I – Fiscal Responsibilities

The Vernon Township Board of Education will comply with the requirements of the Elementary and Secondary Education Act of 1965 {20 u.s.c. 2701 et seq.) as amended by the No Child Left Behind Act of 2001.

Maintenance of Effort

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 {20 u.s.c. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A{a), the Vernon Township Board of Education will maintain a combined fiscal effort per student, or aggregate expenditures, of State and local funds with respect to the provision of the free public education in the Local Education Agency {LEA) for the preceding fiscal year that is not less than ninety percent of the combined fiscal effort per student, or the aggregate expenditures, for the second preceding fiscal year.

Comparability with Multiple Schools

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 {20 u.s.c. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A{c), the Vernon Township Board of Education directs the Superintendent to assign teachers, administrators, and auxiliary personnel to the schools in such a way that the equivalence of personnel is ensured among schools.

Comparability of Materials and Supplies

To be in compliance with the requirements of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) as amended by the No Child Left Behind Act of 2001, §1120A(c), the Vernon Township Board of Education directs the Superintendent to distribute curriculum materials and instructional supplies to.the schools in such a way that the equivalence of such material is ensured among schools.

No Child Left Behind Act of 2001, §1120A

Adopted: 30 March 2004

Highly Qualified Teachers

Introduction

The No Child Left Behind Act (NCLB) of 2001 requires all teachers be or become highly qualified in the core academic content area(s) they teach in accordance with the United States Department of Education and the New Jersey Department of Education highly qualified teacher requirements.

Teachers who have achieved highly qualified status retain highly qualified status permanently for the teaching assignment designated on the approved highly qualified teacher forms. No teacher providing direct instruction in core content areas is grandfathered or exempt from this process.

The district shall maintain the appropriate highly qualified documentation for all teachers who provide direct instruction in core content areas. When a teacher changes teaching assignments, which requires different content expertise, additional highly qualified teacher forms must be completed and kept on file within the district. Highly qualified teacher documentation should be completed for all new teachers and for those with new teaching assignments at the beginning of each school year.

When a teacher obtains employment in a new school district, the new district must contact the previous place of employment to have the teacher’s official highly qualified teacher forms sent to the new district. A teacher hired from another State must hold New Jersey certification and must meet New Jersey’s highly qualified teacher requirements. Out-of-State teachers may provide documentation to support their highly qualified teacher status from the previous State in which they taught.

All Title I schools must send out a Right-to-Know letter in the beginning of every school year informing parent(s) or legal guardian(s) that they have the right to know the qualifications of their child’s teacher. The letter should be sent by all Title I and non-Title I districts. In addition, in all Title I schools, the parent(s) or legal guardian(s) of pupils whose teacher is not yet highly qualified must be notified. Copies of these letters must be kept on file in the school.

No Child Left Behind Act of 2001, §1119

Adopted: 30 March 2004
Revised: September 2010

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