5000 - Student
5000 - Rights and Responsibilities (6/30/11) BACK TO TOP
The Superintendent shall produce a handbook of Rights and Responsibilities for students, staff and parents/guardians. The handbook shall include, but not be limited to:
1. Expectations and responsibilities for students, staff, and parents/guardians;
2. Guidelines for addressing parent/guardian concerns;
3. Process and procedure for maintaining appropriate access to and confidentiality of student records;
4. Student rights regarding freedom of expression
5. Discipline policies and procedures that provide fair and equitable treatment for all students.
6. Attendance guidelines/policies
The Rights and Responsibilities handbook shall be reviewed and approved as district policy by the Board of Education.
5000.R.01 - Rights and Responsibilities BACK TO TOP
1 Purpose
1.1 To support the implementation of the Rights and Responsibilities Handbook
2 Organizational Units Affected
2.1 All staff
2.2 All students
2.3 Board Of Education
3 Definitions
3.1 Achievement Team: comprised of building administration, special education support staff, teachers and parent/guardian(s) of the student about whom there is discussion.
3.2 Rights & Responsibilities Handbook: A document is intended to provide current information about the rights and responsibilities of all members of the school community and procedures to follow when questions, concerns, or problems arise.
4 Background Information
5 Procedures
5.1 At the beginning of the school year, Rights and Responsibilities Handbooks shall be sent to all families with students enrolled in the district.
5.1.1 Buildings will distribute copies to parents/guardians who enroll their children after the school year begins.
5.2 All staff members are expected to understand the contents of the Handbook, and if they have questions, to seek clarification from their supervisors.
5.2.1 Building principals, teachers, and other school staff will take time at the beginning of each school year to review the purpose and relevant sections of the Handbook with their students.
5.2.2 In addition, considering the age and grade level of students, the following may be appropriate: sharing in school assemblies, class meetings, problem solving conferences, P.A. announcements, conflict management and peer counseling training, newsletters, etc.
6 Work Instructions, Templates, & Samples
6.1 Reporting forms and electronic templates
6.1.2 Student Discipline Report
6.2 Rights and Responsibilities Handbook
6.3 Achievement Team meeting notes and strategies samples
7 Training & Feedback
7.1 Responsibility for ongoing professional development opportunities will be shared by HR/Legal Services and building principals and shall include:
7.1.1 how to create and maintain a safe, supportive learning environment
7.1.2 effective strategies to use with students
7.1.3 relevant state and federal law regarding rights and responsibilities
7.1.4 effective communication and problem solving skills
7.1.5 processes for record keeping and submitting incident reports
7.2 Ongoing communication with parents/guardians should be conducted by district and building administration.
7.2.1 Opportunities for group presentations, dialogue, and feedback
7.2.2 District, school, and teacher newsletter articles
7.2.3 Informal and formal feedback on each stakeholder group's understanding and use of the Handbook
8 Implementation, Compliance & Assessment
8.1 Building and district leadership shall continue using the district system for data collection to analyze student discipline/serious incident reports and address both positive and negative trends.
8.2 Supervisors shall monitor the implementation of the Handbook and provide support, guidance, and clarification as needed.
8.3 An annual review of the Handbook shall be performed by a team appointed by the Deputy Superintendent of Instruction and comprised of district staff, parent(s) and community member(s) to ensure compliance with all state and federal requirements in a user-friendly format.
8.4 Additional copies shall be available in school and district office for new families.
5050 - Graduation Requirements (6/30/11) BACK TO TOP
Beginning with the Class of 2011, in order to graduate, students must complete as part of their total credits the state high school graduation requirements as defined by the Michigan Merit Curriculum. Modifications to the Michigan Merit Curriculum requirements may be considered through an approved personal curriculum option, in conjunction with Section 380.1278B of the Revised School Code.
The total credits required for graduation shall be as follows:
Class of 2010 and earlier - 21
Class of 2011 and beyond - 22
Beginning with the Class of 2011, high school credit may be awarded for courses taken prior to the 9th grade if the course meets the high school content expectations for a required credit and the student attains a qualifying score on the district-identified end of course examination. Grades earned in courses taken prior to high school for which high school credit is earned will not be factored into a student’s high school Grade Point Average (GPA).
Beginning with the Class of 2009, all students must take all parts of the state-mandated 11th grade test in order to be eligible for graduation, unless excluded under the guidelines established by the Michigan State Department of Education. However, a student will not be denied graduation on this basis if the student was not enrolled in the Ann Arbor Public Schools when the test was offered. Further, special exceptions may be granted by the superintendent upon a showing of extraordinary circumstances.
The District Administration shall establish procedure that ensure the timely notification of parents if a student is not successfully completing a required credit or is identified as at risk of not graduating. This notification will include information about the availibility of tutoring or other support.
5050.R.01 - Graduation Requirements
1Purpose
1.1To provide requirements for graduation from the Ann Arbor Public Schools
2Organizational Units Affected
2.1 Students
2.2 Teaching and Counseling staff
2.3 School Administrators
2.4Superintendent
3Definitions
3.1AAPS: Ann Arbor Public Schools
3.2Board: Board of Education
3.3 Online Classes: The class is delivered 100% online. A face-to-face orientation and face-to-face proctored tests are required.
3.4 Blended Classes: A combination of face-to-face classroom instruction and online instruction. Students attend the face-to-face section during scheduled class time and work both with the instructor in person and in the virtual environment.
3.5 MMC: Michigan Merit Curriculum - Michigan Department of Education high school graduation requirements.
3.6 PC: Personal Curriculum - approved modifications for earning credits in the required areas of study for eligible students.
3.7 EDP: Education Development Plan - Beginning in middle school, students complete a process identifying career goals and a plan to achievement them. Updated annually to guide in course selection.
3.8 IEP: Individualized Education Program - specific strategies designed for the learning needs of individual students.
4Background Information
4.1 Students must earn at least 22 credits (Class of 2011 and beyond) in order to receive a high school diploma from the Ann Arbor Public Schools.
4.2 Michigan Merit Curriculum requires 16 credits must be earned in specific areas of study. AAPS requires an additional .5 credit must be earned as a physical education elective.
4.3 Specific grade-level requirements are outlined in the “Student Services Guide” published each year.
4.4 Modifications to graduation requirements may be considered through the “Personal Curriculum” option (see 5.2).
4.4.1 Modifications to the MMC may limit post-secondary and/or scholarship options, as well as NCAA eligibility.
4.4.2 Students, with parent/guardian oversight, should seek guidance to determine post-secondary/NCAA eligibility requirements are being met prior to graduation.
5 Procedures
5.1 Required Areas of Study
Each student must earn 16.5 credits distributed among the required areas of study as specified below.
5.1.1 Arts - 1.0 credit: visual, performing and applied arts
5.1.2 English Language Arts - 4.0 credits:
5.1.2.1 English 9 (Gr. 9) - 1.0 credit
5.1.2.2 English 10 (Gr.10) - 1.0 credit
5.1.2.3 English Electives (Gr. 11 and 12) - 2.0 credits
5.1.3 Health - .5 credit: Health & Wellness (Gr. 10-12)
5.1.4 Mathematics - 4.0 credits:
5.1.4.1 Algebra 1 - 1.0 credit
5.1.4.2 Geometry - 1.0 credit
5.1.4.3 Algebra II - 1.0 credit
5.1.4.4 Mathematics Elective (Gr. 12) - 1.0 credit
5.1.5 Physical Education - 1.0 credit
5.1.5.1 Personal Fitness (Gr. 9-12) - .5 credit
5.1.5.2 Physical Education Elective (Gr. 9-12) - .5 credit*
(*AAPS Requirement)
5.1.6 Science - 3.0 credits
5.1.6.1 Biology - 1.0 credit
5.1.6.2 Chemistry or Physics - 1.0 credit
5.1.6.3 Science elective - 1.0 credit
5.1.7 Social Studies - 3.0 credits
5.1.7.1 World History & Geography - 1.0 credit
5.1.7.2 United States History & Geography - 1.0 credit
5.1.7.3 United States Government - .5 credit
5.1.7.4 Economics - .5 credit
5.3 An additional 5.5 credits must be earned as elective courses.
5.4 Requests for modifications to the MMC requirements may be considered through the Personal Curriculum option:
5.4.1 to modify the Algebra II mathematics requirements
5.4.2 to “Modify Up” by adding more math, science, English language arts or world languages, but space is not available in the student’s schedule.
5.4.3 based on the student’s documented disability (through an IEP).
5.4.4 due to transfer from out-of-state or non-public school after student’s sophomore year.
5.5 Credit modification allowance:
5.5.1 Four (4) English Language Credits
5.5.1.1 Modifications allowed for students with IEPs and for transfer students who have completed two years of high school.
5.5.2 Four (4) Mathematics Credits
5.5.2.1 Completion of at least 1.5 credits aligned to content expectations prior to any other modification
5.5.2.2 1 credit of Algebra II may be modified for students with IEP
5.5.2.3 Additional modifications allowed for students with IEPs and for transfer students who have completed two years of high school.
5.5.3 Three (3) Science Credits
5.5.3.1 Additional modifications allowed for students with IEPs and for transfer students who have completed two years of high school
5.5.4 Three (3) Social Studies Credits
5.5.4.1 No modifications of Civics
5.5.4.2 Minimum of 2 social studies credits must be earned prior to modifications
5.5.4.3 Credits can be exchanged for an additional English language, arts, math, science, or world languages credit.
5.5.4.4 Additional modifications allowed for students with IEPs and for transfer students who have completed two years of high school
5.5.5 One (1) Physical Education & Health Credit
5.5.5.1 Credit can be exchanged for an additional English language, arts, math, science, or world languages credit.
5.5.5.2 Additional modifications allowed for students with IEPs and for transfer students who have completed two years of high school
5.5.6 One (1) Visual, Performance and Applied Arts credit
5.5.6.1 Credit can be exchanged for an additional English language, arts, math, science, or world languages credit.
5.5.6.2 Additional modifications allowed for students with IEPs and for transfer students who have completed two years of high school
5.6 Alternative credit delivery methods and credit waivers.
A student and parent/guardian must obtain prior approval before engaging in any of the following alternative credit delivery methods. (Note: courses required by the State Board of Education may not be waived. These courses will be outlined in the Student Services Guide.)
5.6.1 Online courses
Students must document their online experience of at least 20 hours in core academics courses or in online courses.
5.6.2 Community Resource Program
A student and parent/guardian may develop and submit a plan to the Principal or designee for review and approval to waive a graduation requirement by engaging in activities that meet the educational intent of the required course.
5.6.3 Mastery of Course Outcomes
5.6.3.1 Students may request a waiver of a course requirement if they are able to demonstrate mastery of the outcomes of the course.
5.6.3.2 Students must prepare and submit a plan to the Principal or designee of the home school for review and approval prior to proceeding with the activity.
5.6.3.3 Student must demonstrate course mastery and may include any one or combination of:
a. successful completion of the course final exam,
b. successful completion of an oral exam,
c. submission of a written project,
d. testing out,
e. portfolio demonstrating mastery.
5.6.4 Physical Education Credits
5.6.4.1 Students may waive the physical education elective requirement of one-half unit of credit with one of the following options and shall not be construed as reducing the total number of credits needed for graduation as specified in policy:
a. successful participation in one interscholastic sport
b. successful participation in two seasons as a member of the Symphony Band marching program,
c. successful participation in one season of the Symphony Band marching program and two seasons of the Concert Band marching program.
d. Permanent Medical Waivers.
i. If a student is granted a permanent medical waiver, he/she must earn .5 credits in Sports Medicine.
e. Health and Wellness waiver
i. Consistent with the guidelines from the State Board of Education Public Act 226 (1977), parents have the right to excuse their child, without penalty, from participating in the reproductive health portion of the Health & Wellness course.
ii. Parents who wish to exercise this option need only must submit a written request to the appropriate school administrator.
6 Work Instructions, Templates, & Samples
6.1 Strategic Plan
6.2 Student Services Guide
6.3 Michigan Department of Education website: www.michigan.gov/mde
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 The following methods of notification are utilized to inform students, parents/guardians of credits needed for graduation:
8.1.1 Report cards indicating credits earned are mailed to parent/guardian on a regular basis.
8.1.2 Electronic student database is available to student, parent/guardian to monitor assignments and check grades/credits earned.
8.1.3 Principal sends letters to parent/guardian if it is determined additional credits will be needed for graduation: end of junior year, end of first semester senior year, end of third quarter senior year, and of 4th quarter senior year.
8.1.4 Counselor provides information to student, parent/guardian to assist in selection of courses and credit recovery options that may be needed to successfully obtain a diploma.
8.2 Review of this policy will be needed to accommodate the World Language requirements and modification allowances beginning with the class of 2016.
8.3 Counselor shall determine PC eligibility and shall initiate review process.
8.4 Requests for PC modifications shall be reviewed by a team comprised of:
8.4.1 Student and parent/guardian
8.4.2 Counselor/designee
8.4.3 School Psychologist/designee (if special education student)
8.4.4 Other members may include:
8.3.4.1 Building principal, general education teacher, special education teacher, superintendent/designee.
5100 - School Assignments and Shifting Populations (6/30/11) BACK TO TOP
The Superintendent shall ensure that every student within the Ann Arbor School District is assigned to, and guaranteed a space at, an elementary, middle, and high school, based on the location of their place of residence.
The Superintendent shall recognize that the total number and the geographic distribution of public school students within the district do not remain constant from year to year. Population shifts may require the construction of new school buildings in areas of emerging growth, closing the doors of underutilized buildings, or changing the attendance boundaries of choice zones or permeable boundaries between adjacent schools.
In addressing the challenge of shifting populations, the Board of Education expects the Superintendent shall:
1. Facilitate open, inclusive, and meaningful public dialogue before, during and after the making of any plans;
2. Make use of complete and accurate demographic information in decision-making;
3. Create a consistent timetable for district planning and decision-making;
4. Consider geographic proximity between students' places of residence and their assigned schools;
5. Consider ethnic and economic diversity within and among our schools;
6. Provide continuity for students, families, and neighborhoods:
• Recognize the right of families to choose, on a space-available basis, a different school from the one to which they are assigned;
• Promote increased community awareness of programs in under-utilized schools, to attract students; and
• Realize closing an existing school is an option of last resort.
It is recognized that some of these values will occasionally conflict with one another. As decisions are made, the Superintendent and Board of Education will consider the values and weigh them along with the prevailing community needs, attitudes, desires, and the district's budget.
The Board of Education shall review and approve all proposed attendance boundary changes.
5100.R.01 - School Assignments and Shifting Populations BACK TO TOP
1 Purpose
1.1 To provide processes and procedures to guarantee school assignments and space for all students in the district
1.2 To guide decision making as the number and geographic distribution of public school students shift over time
2 Organizational Units Affected
2.1 Board Of Education
2.2 Building principals
2.3 Central administrative staff
2.4 Office of Research Services
3 Definitions
3.1 District Boundary Review Committee: comprised of Central administrative staff, building principals
4 Background Information
5 Procedures
5.1 Recommendations for long term boundary changes will be developed through the Office of Research Services, with input from a District Boundary Review committee
5.1.1 Recommended annual timeline:
5.1.1.1 August - October: Awareness of problems
5.1.1.2 November: Formation of a District Boundary Review committee with appropriate representation
5.1.1.3 December - February: Demographic research and data gathering
5.1.1.4 March: Identification of alternatives, community dialogue
5.1.1.5 April: Recommendations for Board of Education action
5.2 Short Term/Space-Available Transfers: All schools with available space are open for transfers in accordance with this policy.
5.2.1 The district will compute each building's capacity by the end of February each year, taking into consideration the number of classrooms, targeted class sizes, and program needs.
5.2.1.1 For elementary schools, the district will consider the number of kindergarten classrooms and both half-day and full-day attendance for kindergarten students in making this determination.
5.2.2 Before being considered as having space available, the following conditions must be met in a school:
5.2.2.1 For elementary schools, space must be kept available for additional students within the school's boundaries, taking into account enrollment trends, new construction, and population shifts.
5.2.2.2 For middle and high schools, sufficient spaces must be kept available in core classes for possible additional students within the school's boundaries, taking into account enrollment trends, new construction, and population shifts.
5.3 Space Available Application Process: To be eligible to apply, the student and family must reside within the district boundaries in accordance with Michigan Department of Education residency requirements.
5.3.1 During January-February each year, the district will identify buildings with available space and make the information available to parents/families. The district will consider anticipated future growth and enrollment projections in determining buildings with available space.
5.3.2 Parents/guardians must apply in writing to the Ann Arbor Public Schools Office of Research Services using the Request for Space-Available Transfer form.
5.3.3 The district will accept applications for the following school year by April
5.3.3.1 each year. The actual window for applications will be announced each year. The district will consider all applications at the same time for possible selection.
5.3.4 If a requested school has available space to accommodate all requests, a student/family who has completed a transfer application will be granted the transfer. By the end of the first week in June, the district will notify students/families of the approval of their transfer requests.
5.3.5 If a requested school has more applications than available spaces, students will be selected by lottery. By the end of the first week in June, the district will notify students/families of the status of their transfer requests.
5.3.6 No more than one space-available transfer per student will be granted in a school year.
5.3.7 Space-available transfers continue from year to year. Families of students who receive these transfers are officially assigned to the requested school of attendance instead of their original school and family members may attend the requested school for the remainder of their elementary school years.
5.3.7.1 Families may elect to return to the previous school of attendance for the following school year by notifying the schools and the Office of Research Services by the end of February.
5.3.8 Transportation: The district does not provide transportation for space available transfers. Families are responsible for providing their own transportation to the requested school.
5.4 Boundary Deviations: To be eligible to apply, the student/family must reside within the district boundaries in accordance with the Michigan Department of Education residency requirements.
5.4.1 Boundary deviations are effective for one year only and must be renewed annually. Parents/guardians may request a one-year placement at a school outside the family's attendance area by applying in writing to the Office of Research Services using the Request for Boundary Deviation forms. Boundary Deviation requests will only be considered for the following reasons:
5.4.1.1 kindergarten child care needs
5.4.1.2 fifth grade continuity (Siblings will be grandfathered during the fifth grade year of the oldest child.)
5.4.1.3 change of residence: change of residence after the winter break will be approved; change of residence prior to the winter break will not be approved
5.4.2 At the time the request is considered, space must be available at the grade level within the requested school.
5.4.3 Within one week of receiving a parent/guardian request, central administrators and building principals will review the information. If additional information is needed to clarify the request, parents/guardians will be contacted.
5.4.3.1 If additional information is not needed, the district will make a determination and notify parents/guardians and students of the status of their boundary deviation request within two weeks of the initial request.
5.4.4 Transportation: The district does not provide transportation for boundary deviations. Families are responsible for providing their own transportation to the requested school.
5.5 Non-Resident Enrollment for Children of Employees: On a space-available basis, a limited number of children of any full-time employee may enroll in the Ann Arbor Public Schools. The process for enrolling these students shall be performed after the in-district space available transfers have been fulfilled.
5.5.1 Employees shall fill out and submit a Child of Employee Admission Request Form
5.5.1.1 Siblings of enrolled non-resident children will be given the first opportunity for admission on a space-available basis. Thereafter, requests will be granted on a first-come, first-served basis based on the space available criteria (see 5.2 above).
5.5.1.2 When more than one child from the same family is requesting a transfer, the non-resident criteria is applied separately for each child. Therefore, it is possible that there could be space for one child but not for another child from the same family. In that case, parents will be given the option to enroll their children in two different districts.
5.5.1.3 Transportation: The district does not provide transportation for non-resident transfers. Families are responsible for providing their own transportation to the requested school.
6 Work Instructions, Templates, & Samples
6.1 Current and projected demographic/enrollment data
6.2 Current and projected program needs
6.3 Current and projected transportation routes and costs
6.4 Current building capacity information
6.5 District and building communication to families: letters, announcements, meeting agendas, etc.
6.6 Map of current district boundaries
6.7 Request for Boundary Deviation form (Available from Student Accounting Department - 734-994-2249)
6.8 Request for Space-Available Transfer form (Available from Student Accounting Department - 734-994-2249)
7 Training & Feedback
7.1 The Office of Research Services will work with Central Administration, building principals, and a District Boundary Review committee to develop recommendations for long term district boundary changes.
7.2 Structures will be developed by the central administration and a District Boundary Review committee to seek input and feedback from all constituent groups as long-term boundary changes are considered.
7.3 The Office of Research Services will work with building principals to determine available space and projected enrollment in their schools, and new construction and population shifts within their school's existing boundary.
8 Implementation, Compliance & Assessment
8.1 An annual administrative review will be conducted the District Review Boundary Committee of procedures used for space available and boundary deviations to guide decisions and to make necessary adjustments. This review should include consideration of principal and parent input regarding the impact of space available and boundary deviation decisions on students, programs, and buildings.
8.2 Review of Process: Before the end of February each year, district administrators will review these rules and procedures, identify areas of concern, and make adjustments as needed to facilitate implementation.
5100.R.02 - Elementary Reclassification BACK TO TOP
1 Purpose
1.1 To provide guidelines for elementary grade level reclassification
2 Organizational Units Affected
2.1 Administrator for Elementary Education
2.2 Elementary principals, staff, parents/guardians
3 Definitions
3.1 Entrance to Kindergarten: State of Michigan School Code Sec. 380.1147
3.1.1 “In districts where provision is made for kindergarten work, all children, residents of the district, shall be entitled to enroll in kindergarten if they are
3.1.2 at least five years of age on December 1 of the school year of enrollment.”
3.1.3 No child may enroll prior to turning 5 by December 1.
3.1.4 No exemptions allowing entry to kindergarten before the age of 5 are permitted.
3.1.5 Attendance in kindergarten is not compulsory.
3.1.5.1 Kindergarten is not mandated by State of Michigan code, but all districts must offer programs.
4 Background Information
4.1 On occasion, parents/guardians request that a kindergarten-aged child be enrolled in first grade.
4.2 On occasion, parents/guardians and school staff consider reclassification of students in grade levels lower or higher than their current placement.
5 Procedures
5.1 Request for reclassification follows the acceleration guidelines (Policy 5170).
5.1.2 For Kindergarten students only, the student has a sixth birthday between December 2 and February 15, and the above is documented to be true.
5.2 Reclassifying students in grades other than kindergarten must follow the acceration guidelines (Policy 5170).
5.2.1 Such decisions should be made to best meet the achievement and social/emotional needs of the student.
5.2.2 Such decisions should be timely and not inordinately deferred to cause the student undue difficulty entering or leaving her/his present assignment.
5.3 Reasons for reclassifying to a younger group should be well documented.
5.3.1 Understanding and review of the large body of research on “self esteem, and high school completion” should be considered during the process.
6 Work Instructions, Templates, & Samples
6.1 Legal birth certificate or other accepted proof of student's date of birth
6.2 District grade level skill expectations, as provided by Instructional Services
6.3 District grade level progress assessments, as provided by Instructional Services
6.4 Policies 5160 (Elementary Reclass.-Retention) and 5170 (Elementary Reclass.-Acceleration)
7 Training & Feedback
7.1 Ongoing staff discussion, professional development, and review of research and best practice
7.2 District and building data collection to review achievement and school success compliant with the acceleration and retention guidelines (Policies 5160 & 5170)
7.3 Staff, student and parent/guardian feedback regarding procedures used to make reclassification decisions
7.4 Articles and research data focusing on effects of grade level reclassification
8 Implementation, Compliance & Assessment
8.1 As part of the reclassification process, opportunities such as parent/teacher conferences and/or other meetings as determined necessary by the building administration will be provided for staff and parents/guardians to share feedback regarding achievement and the social/emotional impact of such reclassification decisions on students.
8.2 The Administrator for Elementary Education will monitor the procedures used and decisions made regarding elementary student grade level reclassification.
5110 - Homeless Students (6/30/11) BACK TO TOP
Children who meet the Federal definition of “homeless” will be provided a free and appropriate public education in the same manner as all other students of the District and will not be stigmatized or segregated on the basis of their status as homeless. No homeless student will be denied enrollment based on a lack of proof of residency. No Board policy, administrative guideline, or practice will be interpreted or applied in such a way as to inhibit the enrollment, attendance, or school success of homeless children.
Homeless students will be provided services comparable to other students in the district in compliance with federal and state law.
The Superintendent will appoint a Liaison for Homeless Children who will perform the duties as assigned by the Superintendent. Additionally, the Liaison will coordinate and collaborate with the State Coordinator for the Education of Homeless Children and Youth as well as with community and school personnel responsible for the provision of education and related services to homeless children and youths.
5110.R.01 - Homeless Students BACK TO TOP
1 Purpose
1.1 To provide free and appropriate public education to homeless students in accordance with the McKinney-Vento Homeless Education Assistance Improvements Act (2001)
2 Organizational Units Affected
2.1 All staff, students
2.2 Board of Education
3 Definitions
3.1 District Homeless Liaison: staff member appointed by the Superintendent to coordinate and collaborate with the State Coordinator for the education of homeless children and youth, as well as with community, county, and school personnel responsible for the provision of education and related services to homeless children and youths
4 Background Information
4.1 The McKinney-Vento Homeless Education Assistance Improvements Act (2001) defines the procedures that individual districts are required to follow. These include the following practices:
4.1.1 ensuring that homeless children and youths are not stigmatized or segregated on the basis of their homeless status
4.1.2 ensuring that transportation and other permissible supports as outlined in the McKinney Vento Act are provided.
5 Procedures
5.1 The Superintendent shall appoint an appropriate staff member as the local educational agency liaison for homeless children and youths to implement the practices described in the Act.
6 Work Instructions, Templates, & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 The local educational liaison for homeless children and youths shall prepare a report annually during the school year for the State of Michigan containing information about homeless students.
5130 - Middle School Retention (6/30/11) BACK TO TOP
The Superintendent shall, in cooperation with the Board, provide a protocol for administration, faculty and families when grade retention is under consideration in grades 6-8. This protocol will provide a timeline for decision-making and clearly outline all steps and evidence required to thoughtfully proceed with such consideration. Parent/guardian will be actively engaged in and informed throughout the process. The protocol will result in Personal Learning Plans for all students for whom retention may be considered. Students will have progressive opportunities to meet grade level requirements with retention being the last option.
5130.R.01 - Middle School Retention BACK TO TOP
1 Purpose
1.1 To provide guidelines for retention process at the middle school level.
2 Organizational Units Affected
2.1 Administrator for Secondary Education
2.2 Middle School Principals
2.3 Teaching Staff
2.4 Counselors
2.5 Parents/Guardians
2.6 Students
3 Definitions
3.1 PLP - Personal Learning Plan
4 Background Information
4.1 The parents are to be notified at the beginning of the school year about the retention criteria through announcements, mailings, and parent-teacher meetings.
4.2 At the parent meetings, the Parent Guide to Grade Retention is shared with the parents.
4.3 A decision to use time differently that results in grade retention should be taken seriously.
4.3.1 Research regarding the long-term impact of retention and its correlation to increased drop-out rates, should be well understood by staff and parent/guardian.
4.4 A student's progress regarding expected achievement “targets” should be reported to parent/guardian at each report card period.
4.4.1 Parent/guardian should be well informed and progress or lack thereof should be well documented with benchmark assessments.
4.5 When retention is a consideration, parent/guardian should be informed throughout the entire process and function as a partner in the decision-making process.
4.6 Evidence that a PLP was developed, implemented, and monitored prior to a decision to retain must be evident
4.6.1 Evidence that Tier 2 support services were employed and well monitored along with efforts to differentiate instruction is expected prior to decision-making.
4.7 Student's social/emotional well being must be considered when making a decision to retain.
4.7.1 Student's birth date relative to typical peer group may be one factor for consideration, although it should never be the single factor.
4.8 Student's attendance pattern and access to the comprehensive curriculum/instruction expected in all AAPS classrooms must be documented as part of the decision-making process.
4.9 All requests for retention must be initiated with great discretion and must be reviewed and supported by the level administrator.
5 Procedures
5.1 School provides ongoing communication with the parent throughout the school year.
5.2 Teacher notices academic and/or behavioral problems with student.
5.3 Teacher will make classroom interventions based on classroom knowledge and utilization of the Checklist for Interventions.
5.4 If in-class interventions are unsuccessful, an Achievement Team is formed to develop a PLP.
5.5 Teacher implements the PLP.
5.6 The Achievement Team is reconvened and interventions are evaluated.
5.6.1 No additional action is needed if the intervention works.
5.6.2 If interventions are not working, the Light's Retention Survey is completed by all the student's teachers, and other data is compiled.
5.6.3 Student’s attendance and enrollment dates must be documented and reviewed.
5.7 The Principal or Assistant Principal completes the Student Retention Worksheet.
5.8 Teacher, Parent, and Principals (or representative) meet to discuss retention after parent has had sufficient time to review and analyze information pertaining to retention, and if everyone is in agreement, parent/guardian completes the Parent Consent Form.
5.9 All evidence and PLP’s are submitted to level administrator for review by May 24th.
5.10 A final decision to retain/use time differently will be made no later than June 1st by level administrator.
5.11 Student's achievement progress is monitored throughout the subsequent school year by school staff.
5.12 Parents/guardians have the right to appeal the final decision for retention by submitting a request, in writing, to the level administrator within 5 school days following receipt of the decision.
5.13 Appeal of the level administrator's decision may be submitted, in writing, no later than June 30th to the Superintendent for consideration by the Board of Education.
6 Work Instructions, Templates, & Samples
6.1 Personalized Learning Plan/Record of Interventions
6.2 Light's Retention Survey
6.3 Student Retention Worksheet
6.4 Parent Consent Form
6.5 Retention Appeal Report
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Achievement Team members will include all or some of the following as determined by the building principal:
8.1.1 Principal
8.1.2 Curriculum Cooridinator and/or assessment specialist
8.1.3 Current Teacher
8.1.4 Support Teacher, e.g. Counselor, Title I, ESL teacher, SISS staff person, Reading Intervention teacher, school social worker and/or psychologist.
5150 - Student Attendance (10/26/11) BACK TO TOP
The Superintendent shall, in cooperation with the Board, articulate attendance guidelines pertaining to daily student attendance. The policy guidelines shall distinguish between truancy and educational neglect. The attendance guidelines shall establish a clear expectation that students must attend school regularly and arrive on time to achieve academically and benefit fully from classroom instruction. The attendance guidelines will provide for problem solving when attendance is inconsistent and/or detracting from school success.
5150.R.01 Elementary Attendance (10/26/11) BACK TO TOP
1 Purpose
1.1 To provide guidelines for attendance at the elementary level.
2 Organizational Units Affected
2.1 Principals
2.2 Teaching Staff
2.3 Parents/guardians
3 Definitions
3.1 Excused absences - parent/guardian has notified the school as to the reason and length of time the student will not be attending.
3.2 Unexcused absences - student is absent without approval provided by parent/guardian.
3.3 Tardies (excused/unexcused) - student arrives in class after the specified start time.
3.5 Truancy - Absence from school or a class for an extended period of time without permission.
3.6 Educational Neglect - parent/guardian does not ensure the legal requirement of regular school attendance until the student reaches 18 years of age.
4 Background Information
4.1 Student attendance is essential to educational progress and achievement; a lack of attention to this issue is inconsistent with the district's focus on increasing student achievement.
4.2 Data indicates increasing attendance and tardiness patterns at the elementary level may be the result of economic/community issues.
4.3 When a student is late it can be disruptive to the entire class
4.5 All elementary schools must consistently implement a check-in/out procedure to monitor attendance and tardiness.
4.6 Chronically late arrival of the school bus impacts the breakfast program and significantly impacts a school's ability to monitor tardy behavior.
4.7 A morning school bell system is the preferred method to indicates when students are to enter the school and be ready for classroom instruction, more accurately reflects school hours as reported to the State of Michigan, and signals to students/families the importance of a timely start to the school day.
5 Procedures
5.1 Absences
5.1.1 If a child is absent, parent/guardian should contact the school excusing/explaining the absence by 9:00 a.m.
5.1.2 Office staff will contact the parent/guardian of all unexcused, absent students.
5.1.3 If the office staff is unable to reach the parent/guardian, the building principal will make a determination to follow up (which might include contacting a neighbor and/or driving to the student's home.)
5.1.4 A doctor's excuse for absences longer than 5 consecutive days is required at which time the district is legally bound to provide homebound services.
5.1.5 On the 7th day of unexcused absence within a single semester the Truant Liaison Officer sends a letter to the parent/guardian to initiate inquiry and begin problem solving.
5.1.5.1 Copies of all letters will be kept in the student's Cum File.
5.1.6 On the 10th day of unexcused absence within a single semester the Truant Liaison Officer makes a home contact sharing the compulsory school attendance section of the Revised School Code pursuant to MCL280.1571-380.1599 and initiates a plan with the family to remedy the attendance concerns.
5.1.7 On the 15th day of unexcused absence, theTruant Liaison Officer makes a determination to proceed with proper notification to the juvenile court.
5.2 Tardiness
5.2.1 Students are expected to be in class, ready for instruction, by the second bell of the morning.
5.2.2 Students who arrive after the second bell must first check in at the office for a tardy slip.
5.2.2.1 office staff will maintain records of these patterns.
5.2.3 Principal will send a letter to parent/guardian if a student is tardy 5 times in a semester.
5.2.3.1 Copies of all letters are kept in the student's Cum File.
6 Work Instructions, Templates & Samples
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Ensure AAPS legal review occurs as necessary.
8.1.1 Ensure that homeless families are receiving all necessary services in accordance with McKinney Vento Act.
8.2 Continue to work closely with Food Services to ensure the breakfast program is not contributing to a late start for struggling learners.
8.3 School social workers will assist the Truant Liaison Officer as needed when problem-solving with parents/guardians (family's context should be taken into consideration).
8.4 Publish new guidelines in family-friendly language (translated for non-English speaking families) throughout the school year.
8.5 Generate an annual district report with respect to chronic attendance patterns.
5150.R.02 - Middle/High School Attendance (10/26/11)
1 Purpose
1.1 To provide guidelines for attendance at the Middle & High School Level.
2 Organizational Units Affected
2.1 Principals
2.2 Teaching Staff
2.3 Counselors
2.4 Parents/Guardians
3 Definitions
3.1 Excused absences - parent/guardian has notified the school within the required timeframe as to the reason and length of time the student will not be attending.
3.2 Unexcused absences - student is absent without approval provided by parent/guardian.
3.3 Incentives - positive ways to encourage good student attendance and punctuality.
3.4 Tardies (excused/unexcused) - student arrives in class after the specified start time.
3.5 Excessive Absences - Seven or more absences accumulated in any marking period.
3.6 Truancy - Excessive absence from school or a class for an extended period of time without permission.
3.7 Educational Neglect - parent/guardian does not ensure the legal requirement of regular school attendance until the student reaches 18 years of age.
4 Background Information
4.1 Student attendance is essential to educational progress and achievement; a lack of attention to this issue is inconsistent with the district’s focus on increasing student achievement.
4.2 Students are expected to attend all classes unless excused by their parent/guardian or the schools.
4.3 Regular attendance and punctuality are essential if students are to make use of educational opportunities.
4.4 Disciplinary action for continued truant behavior is outlined in Rights & Responsibilities Handbook - Code of Conduct and Consequences
5 Procedures
5.1 Parent(s)/guardian must call the student(s) grade level office or specific attendance office within 48 hours to excuse all absences and tardies, and provide the following information:
* Student's name
* I.D. Number
* Grade Level
* Date(s) and time(s) of absence
* Reason for absence
* Caller’s relationship to student
5.2 Parents/Guardians may excuse absences or tardies the following reasons:
5.2.1 Personal Illness
5.2.2 Illness of an immediate family member
5.2.3 Death of a family member or close friend
5.2.4 Verified medical or dental appointments
5.2.5 Verified legal proceedings
5.2.6 Emergency childcare
5.2.7 Exceptional or unexpected transportation difficulties
5.2.8 Observance of a religious holiday
5.2.13 Pre-arranged family travel/college visits
5.2.13.1 Parent/guardian must notify building administrator prior to absence.
5.2.13.2 Student must notify teachers of extended absence to arrange for make-up work.
5.3 Parents/guardians may not excuse students from class in order to remain in school to study for a test, go to the media center, complete make-up work, or attend some other in-school activity.
5.4 Parents/guardians may not excuse students from class in order to participate in an athletic event. (See 6420.R.01 - Early Dismissals).
5.5 Student has the responsibility to notify and make the appropriate arrangements with his/her teachers due to any absences.
5.4 When leaving during regular scheduled school hours or when arriving late to school, the student(s) must check out/in at the grade level office.
5.5 Students have the right to receive make-up work and credit for work that is missed due to excused absences.
5.5.1 Students shall be granted two (2) days to complete and turn in make-up work for every one (1) day of excused absence.
5.6 Attendance shall be monitored as follows:
5.6.1 Parent/guardian shall be notified of unexcused student absences/tardies through the district’s electronic messaging system on a daily basis.
5.6.2 Office Professional shall reviews of attendance and submit to counselor names of students with 7 absences or excessive tardies.
5.6.3 Counselor shall contact parent/guardian upon evaluation of attendance pattern after assessing documented medical conditions or other circumstances that may cause absence from school.
5.6.4 Counselor shall contact the Truant Liaison Officer, if necessary.
5.6.5 Building administrator shall generate an attendance letter to parent/guardian contingent upon Counselor assessment.
5.6.5.1 A meeting may be scheduled with parent/guardian to address excessive unexcused absences/tardies.
5.6.6 Office Professional shall continue monitoring attendance weekly and shall notify counselor as necessary.
5.6.7 Upon 10th unexcused absence, Truant Liaison Officer is directed to contact parent/guardian.
5.6.8 Building administration shall monitor and collaborate with the Truant Liaison Officer to provide support necessary for students with excessive unexcused absences.
5.6.9 On the 15th day of unexcused absence, the Truant Liaison Officer makes a home contact and determination to proceed with proper notification to juvenile court.
5.6.10 Consequences for excessive absences will be in accordance with the provisions of the Rights and Responsibilities Handbook “Code of Conduct and Consequences” and local school rules.
5.7 Incentives for good attendance may be provided appropriate to the grade level of the student. These positive behavior incentives may include:
5.7.1 Positive comment to student from teacher about their good attendance.
5.7.2 A note home to parents in Student Planner.
5.7.3 Extra time at the computer or PE.
5.7.4 “Free” homework pass.
5.7.5 Lines up first for lunch or at class dismissal.
5.7.6 Submit student's name to school morning show for special recognition throughout school.
5.7.7 Pencils, pens, stickers, posters, book covers, book marks, etc.
5.7.8 Certificates or awards.
5.7.9 Name on the “Attendance Wall” in the classroom.
5.8 Tardies (Excused and Unexcused)
5.8.1 Students have a responsibility to arrive on time.
5.8.2 An unexcused tardy occurs when a student arrives after the bell rings without an acceptable excuse.
5.8.3 Consequences for unexcused tardiness will be in accordance with the provisions of the Rights and Responsibilities Handbook “Code of Conduct and Consequences” and local school rules.
6 Work Instructions, Templates, & Samples
6.1 Rights and Responsibilities Handbook
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Ensure AAPS legal review occurs as necessary.
8.1.1 Ensure that homeless families are receiving all necessary services in accordance with McKinney Vento Act.
8.2 School social workers will assist the Truant Liaison Officer as needed when problem-solving with parents/guardians (family’s context should be taken into consideration).
8.3 Publish new guidelines in family-friendly language (translated for non-English speaking families) throughout the school year.
8.4 Generate an annual district report with respect to chronic attendance patterns.
5160 - Elementary Reclassification - Retention (6/30/11) BACK TO TOP
The Superintendent shall, in cooperation with the Board, provide a protocol for administration, faculty and families when grade retention is under consideration in grades k-5. This protocol will provide a timeline for decision-making and clearly outline all steps and evidence required to thoughtfully proceed with such a consideration. Parents must be actively engaged and feel informed throughout the process. The protocol will result in personalized learning plans for all students for whom "retention" may be considered to address social, emotional, and/or academic needs. Every effort to differentiate classroom instruction prior to official reclassification should be documented.
5160.R.01 Elementary Reclassification - Retention BACK TO TOP
1 Purpose
1.1 To provide guidelines for retention process at the elementary level.
2 Organizational Units Affected
2.1 Administrator for Elementary Education
2.2 Elementary principals
2.3 Elementary staff
2.4 Parents/Guardians
2.5 Students
3 Definitions
3.1 PLP - Personal Learning Plan
3.2 Tier 2 support services
4 Background Information
4.1 Some students demonstrate academic proficiency at rates/increments different from their age-peers.
4.1.1 Using time differently should be considered in a thoughtful manner and should not be considered “failure”.
4.2 Using time differently may result in repeating a grade to allow for maturation and/or time to explore alternative instructional strategies.
4.3 A decision to use time differently that results in grade retention should be taken seriously.
4.3.1 research regarding the long-term impact of retention and its correlation to increased drop-out rates, should be well understood by staff and parent/guardian.
4.4 A student's progress regarding expected achievement “targets” should be reported to parent/guardian at each report card period.
4.4.1 Parent/guardian should be well informed and progress or lack thereof should be well documented with benchmark assessments.
4.5 When retention is a consideration, parent/guardian should be informed throughout the entire process and treated as a partner in the decision-making process.
4.6 Evidence that a PLP was developed, implemented, and monitored prior to a decision to retain must be evident
4.6.1 Evidence that Tier 2 support services were employed and well monitored along with efforts to differentiate instruction is expected prior to decision-making.
4.7 Student's social/emotional well being must be considered when making a decision to retain.
4.7.1 Student's birth date relative to typical peer group may be one factor for consideration, although it should never be the single factor.
4.8 The AAPS curriculum was carefully chosen so our students are consistently taught at the “just right” level to ensure continuous progress and possibility for success and should be well considered by staff and parent/guardian.
4.9 Student's attendance pattern and access to the comprehensive curriculum/instruction expected in all AAPS classrooms must be documented as part of the decision-making process.
4.10 All requests for retention must be initiated with great discretion and must be rewviewed and supported by the level administrator.
5 Procedures
5.1 Teacher and/or Administrator begins regular problem-solving with parent/guardian early in the school year.
5.2 Principal/teacher(s) collect longitudinal evidence that differentiation of instruction, Tier 2 support services, and a PLP has consistently occurred and that these support efforts were well monitored by all involved staff.
5.2.1 Evidence that this information has been consistently shared with all parties as part of the group decision-making process should be documented.
5.3 Principal/teacher(s) continue the Achievement Team process to rule out evidence of neurological issues, significant health and/or assessed learning disability and that parents/guardians are involved in this process.
5.4 Student's attendance and enrollment dates must be documented and reviewed.
5.5 Evidence that ongoing benchmark assessments are occurring, documented and shared with parents.
5.5.1 These assessments may be completed by more than one staff person to ensure accuracy and reliability.
5.6 By the end of March, teacher(s)/administrator convenes a meeting with the parent/guardian to consider retention/use of time as an option for the following school year.
5.6.1 A PLP for the subsequent year is developed documenting how instruction/learning will look different and more successful if retention occurs.
5.6.1.1 A timeline for monitoring growth throughout the next school year should be included with the PLP.
5.7 All evidence and PLP’s are submitted to level administrator for review by the third Monday in May.
5.8 Parent/guardian participation in the decision-making process is documented to include meeting dates and agreement to retain.
5.9 A final decision to retain/use time differently will be made no later than the first Monday in June by level administrator.
5.6 Student's achievement progress is monitored throughout the subsequent school year by school staff.
Appeal Process
5.11 Parents/guardians have the right to appeal the final decision for retention by submitting a request, in writing, to the level administrator within 5 school days following receipt of the decision.
5.11.1 The recommendation will be reviewed by the building’s Achievement Team. Parents must be invited to attend the Achievement Team meeting. This should occur according to the timeline outlined above and before the end of the immediate school year.
5.11.2 If no consensus agreement remains, a 5-member appeal panel will be convened comprised of 2 Board Trustees, 3 teachers (from buildings other than that in which the student is enrolled), and a central administration staff person who will chair the process.
5.11.2.1 The 5-member panel will consider all information presented and make a decision regarding the student’s retention and/or acceleration.
5.11.2.2 The appeal panel will be convened no later than 2 weeks following the end of the current school year. In the event this does not occur, the appeal process will convene within the first full week of the following school year.
5.11.3 The home school prinicipal and/or one member of the home school’s Achievement Team committee member along with one member of the student’s guardian/family will have 10 minutes each to present their cases.
5.11.5 The level administrative chair will communicate the panel’s decision in writing within one week. This decision is final.
6 Work Instructions, Templates & Samples
6.1 Parent/Guardian Request for Retention
6.1 Reclassification Determination for Retention
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 Assessment Team members will include all or some of the following as determined by the building principal:
8.1.1 Principal
8.1.2 Curriculum Coordinator and/or assessment specialist
8.1.3 Current Teacher
8.1.4 Support Teacher, e.g. Title I, ESL teacher, SISS staff person, Reading Intervention teacher, school social worker and/or psychologist.
5170 - Elementary Reclassification - Acceleration (6/30/11) BACK TO TOP
The Superintendent shall in cooperation with the Board provide a protocol for administration, faculty and families when reclassification to promote is under consideration in grades k-5. This protocol will provide a timeline for decision-making and clearly outline all steps and evidence required to thoughtfully proceed with such a consideration. Parents must be actively engaged and be informed throughout the process. The protocol will result in personalized learning plans for all students for whom "promotion or reclassification" may be considered to address accelerated academic needs. Every effort to differentiate classroom instruction prior to official reclassification should be documented.
5170.R.01 - Elementary Reclassification-Acceleration BACK TO TOP
1 Purpose
1.1 To provide guidelines for elementary grade level reclassification.
2 Organizational Units Affected
2.1 Administrator for Elementary Education
2.2 Elementary principals
2.3 Elementary staff
2.4 Parents/Guardians
2.5 Students
3 Definitions
3.1 PLP - Personal Learning Plan
4 Background Information
4.1 All administrators/staff should communicate clearly and consistently to parents/guardians the following aspects regarding the AAPS/elementary curriculum:
4.1.1 Units in social studies and science are grade-level specific and aligned with State standards.
4.1.1.1 Students are assessed on this information during MEAP testing.
4.1.1.2 The curriculum is designed to be inquiry based and very interactive.
4.1.1.3 If a student misses the content area instruction they will not be taught these units in subsequent grades.
4.1.2 Competency in mathematics is not solely based on computational skills.
4.1.3 Competency in literacy is not solely based on fluency/decoding skills.
4.1.4 The AAPS curriculum was carefully chosen so our students are achieving at their “challenge level.”
4.1.4.1 It is not necessary for students to be at the next grade level in order to be “challenged.”
4.1.5 Students who are achieving above grade level in one content area may not necessarily benefit from acceleration in another.
4.1.6 AAPS staff will develop a PLP to address all parent/guardian inquiries having to do with reclassification regardless of the official determination to reclassify.
4.1.7 Student's social/emotional well-being will be factored into consideration regarding reclassification, as well as the student's ability to interact appropriately/comfortably with grade-level peer group.
4.1.8 There will be a timely response to all parent/guardian inquiries.
4.1.8.1 Process completion within 3 weeks, 4 weeks if at the beginning of the school year.
4.1.9 Administrator(s)/teacher(s) should engage in problem solving with parent/guardian prior to and throughout the process of reclassification.
4.2. Is there a reasonable expectation that the student, if/when accelerated, will perform at the top 10% of his/her class throughout his/her K-12 career?
4.2.1 The 10% threshold should be seen as a guide should strong compelling evidence require some small degree of appropriate flexibility.
5 Procedures
5.1 Parent/guardian completes the Grade Acceleration Request Form and submits to Principal. Translated materials will be available, if needed.
5.2 Principal meets with parent/guardian to explain the process.
5.3 Develop and implement a student differentiation plan.
5.4 Principal/teacher(s) collect longitudinal evidence that differentiation for the student has consistently occurred and that differentiation was well monitored by classroom teacher/administrator.
5.4.1 Evidence should be documented that the differentiation strategies have been consistently shared with parents.
5.5 Assessment Team begins prescreening collection of existing data and/or new student assessment data.
5.6 Assessment Team administers all or one of the following within a 3-week period (4 weeks if the request for reclassification occurs at the beginning of the school year and/or if the student is newly enrolled in the school/district.)
5.6.1 Grade level reading outcomes 1-year advanced from the present grade (e.g. for a request made in November, the November targeted outcomes for the next grade level would be used).
5.6.2 Current running record determining reading fluency/comprehension.
5.6.3. Language assessment if student speaks a language other than English.
5.6.4 Writing sample (use released MEAP items) and/or a prompt from K-1 writing curriculum.
5.6.5 Math assessment for mid- and/or end-of-year request.
5.6.6 Classroom observation on more than one occasion and in more than one setting.
5.7 Assessment Team reviews results of assessment data with parent/guardian and completes a plan for the student.
5.8 Assessment Team may recommend any of the following:
5.8.1 Remain in current class with a differentiation plan - acceleration denied.
5.8.1.1 A plan to provide differentiated learning must be developed with a monitoring timeline.
5.8.2 Remain in current level class with appropriate modifications in some areas:
5.8.2.1 Math with another class
5.8.2.2 Reading with another class
5.8.2.3 Additional support for expanded writing opportunities.
5.8.3 Acceleration approved - student moves to new class.
5.8.3.1 An agreed-upon plan/timeline for transition is developed.
5.8.3.1.1 If the approved plan recommends reclassification to middle or high school for some instruction, then transition plans will be developed involving appropriate staff at both levels.
5.9 All acceleration plans should be reviewed by the level administrator prior to reconvening the meeting with parent/guardian.
5.10 Administrator and classroom teacher will monitor move to new class for 30 days to determine appropriateness, conferring with parents.
5.10.1 This should occur as part of the Achievement Team process.
Appeal Process
5.11 Parents/guardians have the right to appeal the final decision for acceleration by submitting a request, in writing, to the level administrator within 5 school days following receipt of the decision.
5.11.1 The recommendation will be reviewed by the building’s Achievement Team. Parents must be invited to attend the Achievement Team meeting. This should occur according to the timeline outlined above and before the end of the immediate school year.
5.11.2 If no consensus agreement remains, a 5-member appeal panel will be convened comprised of 2 Board Trustees, 3 teachers (from buildings other than that in which the student is enrolled), and a central administration staff person who will chair the process.
5.11.2.1 The 5-member panel will consider all information presented and make a decision regarding the student’s retention and/or acceleration.
5.11.2.2 The appeal panel will be convened no later than 2 weeks following the end of the current school year. In the event this does not occur, the appeal process will convene within the first full week of the following school year.
5.11.3 The home school principal and/or one member of the home school’s Achievement Team committee member along with one member of the student’s guardian/family will have 10 minutes each to present their cases.
5.11.5 The level administrative chair will communicate the panel’s decision in writing within one week. This decision is final.
6 Work Instructions, Templates & Samples
6.1 Parent/Guardian Grade Acceleration Request Form (5170.R.01A)
6.2 Reclassification Determination & Student Achievement Plan (5170.R.01B)
7 Training & Feedback
7.1 Implementation training for teacher will occur through the new hire mentorship program and Instruction Council updates for district administrators.
8 Implementation, Compliance & Assessment
8.1 Assessment Team Members will include all or some of the following, as determined by building principal:
8.1.1 Principal
8.1.2 Curriculum Coordinator(s) and/or assessment specialist
8.1.3 Current Teacher
8.1.4 Receiving Teacher
8.1.5 Reading Intervention Teacher
8.1.6 School Social worker and/or Psychologist
FORM: Parent Request for Grade Acceleration (5170.R.01A)
FORM: Reclassification Determination & Student Achievement Plan (5170.R.01B)
5200 - Progress Reporting (6/30/11) BACK TO TOP
The Superintendent shall ensure that the progress of each pupil in the Ann Arbor schools is measured periodically, and reports of such progress are communicated to parents/guardians at regular intervals, as required by law.
The Superintendent shall ensure that reporting procedures are periodically evaluated and have the support of the teaching staff and parent community.
5200.R.01 - Progress Reporting BACK TO TOP
1 Purpose
1.1 To provide standardized processes, procedures and forms to report the progress of each pupil in the Ann Arbor Public Schools
1.2 To ensure such information is communicated to families by all staff in a uniform fashion using current district forms
2 Organizational Units Affected
2.1 All elementary and secondary school staff
2.2 All students
2.3 Central administrative staff
2.4 Instructional Services
2.5 Office of Research Services
3 Definitions
3.1 State Standards: Michigan Department of Education Curriculum and Benchmark Standards
4 Background Information
4.1 Ongoing formative and summative assessment is a critical component of an effective instructional program.
4.2 State and federal law requires school districts to report and analyze student progress toward grade level and curriculum standards.
4.3 Analysis of individual and group progress guides improvement efforts in curriculum, instruction, and assessment.
5 Procedures
5.1 Standard reporting forms and procedures for use at all levels will be developed by Instructional Services, with input from representative staff and parents.
5.1.1 A district committee will be formed to expedite the process.
5.1.2 District and contractual expectations for reporting to parents shall be communicated to all staff.
5.1.3 Every staff member is responsible for sharing with parents the forms, processes, and procedures used throughout the district for reporting student progress.
5.1.4 Staff members must maintain accurate, verifiable evidence of student progress to support information as reported on district forms.
5.1.5 All assessments must be reported in a manner as determined by Instructional Services to ensure a consistent timeline, consistent form and consistent grade level/course outcomes.
5.2 Instructional Services will provide training and support to staff affected by any changes, including modification of report forms and changes in data collection and technology.
6 Work Instructions, Templates, & Samples
6.1 Building Level Curriculum Night/Capsule Night guidelines
6.2 Central Office Guidelines and Reporting Form templates
6.3 Curriculum Standards and Grade Level Benchmarks
6.4 Electronic data entry instructions
6.5 Parent Conference guidelines
6.6 Reporting to Parents Calendar
7 Training & Feedback
7.1 Following all changes, support will be provided Instructional Services for all staff to effectively assess and evaluate student progress.
7.2 Research Services data collection of student progress will provide feedback to buildings to support ongoing school improvement efforts.
8 Implementation, Compliance & Assessment
8.1 Building principals and central office staff will monitor the reporting of individual pupil progress by all staff in subject areas.
8.2 Building principals and central office staff will monitor consistent reporting to parents; reports shall include references to process, procedures and forms.
8.3 Review and modification of reporting forms and procedures will be done on a regular basis by Instructional Services when changes to district outcomes, curriculum, grade level standards, State Standards and/or local and State assessment practices occur.
5300 - Field Trips (6/30/11) BACK TO TOP
The Superintendent shall ensure that:
• Every field trip is properly supervised;
• No child will be prohibited from participating in a required field trip due to cost;
• Conditions of transportation are disseminated to parents/guardians; and
• Appropriate school officials are made aware of all field trips.
• Overnight field trips are approved in writing by level administration.
• Out of Country field trips are approved in writing by Superintendent.
Extracurricular groups and sports teams shall consider their travel a field trip and abide by field trip policy and regulations.
5300.R.01 - Field Trips BACK TO TOP
1 Purpose
1.1 To standardize guidelines for field trip communication, participation, supervision, and transportation.
2 Organizational Units Affected
2.1 All staff
2.2 Board of Education
2.3 Office of Transportation
3 Definitions
3.1 Field trips: school-sponsored activities conducted before, during, or outside of regular classroom hours; includes trips associated with academic schoolwork, extracurricular groups, and sports teams.
3.2 IEP: Individualized Education Program
4 Background Information
4.1 The Ann Arbor Public Schools endorses the inclusion of all students on overnight field trips.
4.2 There may be occasions when unique and/or special planning relating to student need must be considered.
4.3 The events of September 11, 2001 have made it mandatory that all procedures relating to field trips must be followed consistently and completely, without exception.
5 Procedures
5.1 Every field trip must be properly supervised by at least one faculty member or school administrator. Additional adult supervision may be necessary to ensure safe conduct and that appropriate learning occurs.
5.1.1 The adult/student ratio will be determined by the principal in collaboration with the staff member responsible for the field trip.
5.2 No charges are to be levied on students participating in any field trip.
5.3 Plans for all field trips must be submitted to appropriate school officials for review and approval before permission forms are sent home with the student.
5.4 Permission slips must be signed prior to student participation in any field trip.
5.5 Parents/guardians are to sign permission slips prior to student participation in any field trip, including walking field trips.
5.5.1 Original permission slips should be left in the office with the teacher and/or coach's immediate supervisor. In most cases, this will be the building principal, grade principal or Athletic Director.
5.5.2 Copies of signed permission slips containing emergency contact information must be made and must stay with the staff member in charge during the field trip.
5.5.3 Preplanning must include adequate consideration for all special needs students and/or students with health-related issues, e.g. food allergies, religious laws and other dietary requirements and/or limitations.
5.5.4 Permission slips do not necessarily release the schools or school personnel from liability.
5.5.5 Permission slips provide an opportunity for parents/guardians to be informed of the destination and the conditions of transportation, and permit parents/guardians to withhold the student from participation.
5.6 The person making field trip arrangements shall procure a “right-to-24-hour 'hold harmless' cancellation” clause from the field trip provider.
5.7 The following procedures shall be followed when planning any overnight field trips that involve students with special needs:
5.7.1 The primary consideration is the safety and well-being of the student.
5.7.2 The next consideration must be the ability of the student to benefit from the experience, as determined by the IEP, principal, teacher, and parent.
5.7.3 During the planning, consideration must be given to students who currently require adult assistance to access their educational program.
5.7.3.1 A determination shall be made of whether adult assistance is required to ensure the success of the student's experience on the field trip.
5.7.3.2 When adult assistance is deemed appropriate and necessary by school staff, a process shall be instituted to identify the amount of assistance necessary and service provider.
5.8 When transportation is required, a school bus is preferred.
5.8.1 Students, faculty members, and chaperones are covered by school district liability insurance while using school buses. There is no school district insurance covering transportation by private vehicles.
5.8.1.1 The faculty member responsible for the field trip must submit the appropriate Field Trip Transportation Request form to the Office of Transportation
5.8.1.2 If it is determined that a charter bus is an appropriate alternative to a school bus, the faculty member responsible for the trip must work with the Office of Transportation to review and select from the list of approved charter bus companies.
5.8.1.3 Private vehicles may not be used for field trip transportation without prior approval by Central Office administrators. Following such approval, the owners and drivers of private vehicles used for school purposes are personally liable.
5.9 In the unique situation where it is necessary for a staff member or parent to transport students, the Legal Licensing procedure must be followed using the Legal Licensing form from the Office of Transportation.
5.9.1 Following a request for private transportation as outlined in 5.7, a copy of a valid private driver's license shall be sent to the Office of Transportation.
5.9.2 The Office of Transportation shall apply to the Michigan Department of Transport for a record check of the driver.
5.9.3 Following the receipt of the results of the check, the Office of Transportation shall either approve or disqualify the driver.
5.9.4 A completed Driver's Eligibility Notification form shall be sent to the requester, Financial Services, and Human Resource Services.
5.10 Sponsors of overnight field trips must work with their building administrators to plan and implement all aspects of the trips.
5.11 All proposed foreign trips, excluding trips to Canada, that involve the travel of students and staff are to be submitted to the Superintendent for approval at least four months prior to the trip.
5.11.1 Proposed trips to Canada must be submitted to the Superintendent for approval at least six weeks prior to the trip.
5.11.2 All trips are to be considered tentative until approved by the Superintendent. This is true regardless of the source of the funding or the involvement of other sponsors or travel companies.
5.11.3 The Superintendent will provide the Board of Education with written information about each approved foreign trip prior to the commencement of the trip.
6 Work Instructions, Templates, & Samples
6.1 Field Trip Transportation Request form
6.2 Driver Eligibility form
6.3 List of approved charter bus companies
6.4 Parent Notification and Consent form
6.5 Elementary Overnight Field Trip Request form
7 Training & Feedback
7.1 Building principals will share field trip procedures with staff at the beginning of the school year.
7.2 Field trip sponsors will share all plans with appropriate supervisors and will seek timely approval as required.
8 Implementation, Compliance & Assessment
8.1 Instructional Services shall maintain an ongoing review of all field trip procedures and processes.
8.2 Principals shall review field trips for curriculum alignment.
8.3 Budget managers shall monitor costs of transportation and fees through annual budget process.
5400 - Safety, Injuries & Emergencies (6/30/10) BACK TO TOP
The Superintendent shall establish and maintain procedures to ensure the continued safety of students and the proper handling of emergency situations
The Superintendent shall ensure that appropriate security, safety, and health measures are in place to protect staff, students, guests, and district property from damage or injury. In addition, the Superintendent shall make every effort to provide a safe and productive environment for all employees and students: free of violence, bullying, personal threats, harassment, intimidation, physical and verbal abuse, and coercion.
During an emergency event, the Superintendent shall make the final decision to close schools, which may include the cancelation of buses and/or student/staff events and activities occurring before, during or after school, and including Rec/Ed classes.
These procedures, as appropriate, shall be made known to all permanent, temporary and seasonal employees; long-term volunteers; and those supplying contracted services for the district. Procedures shall be posted prominently in buildings for use by staff, students, visitors, and community members making use of AAPS facilities.
5400.R.01 - Safety, Injuries & Emergencies BACK TO TOP
1 Purpose
1.1 To provide guidelines for school activities in emergency/weather emergency conditions
2 Organizational Units Affected
2.1 All staff
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
4 Background Information
4.1 School officials are informed of weather-related emergencies via Severe Weather Statements issued by local offices of the National Weather Service. These statements are issued at least once per hour and at more frequent intervals when severe weather develops or changes rapidly.
5 Procedures
5.1 The closing of buildings, and/or cancellation of activities and/or transportation, shall be determined by the Superintendent.
5.2 Declared State of Emergency: All governmental “State of Emergency” proclamations take precedence over any AAPS activities, including classes, sports events and practices. This shall include proclamations from the City of Ann Arbor, the State of Michigan and/or the federal government.
5.3 Weather Emergencies: School officials shall ensure that a system is in place to alert all AAPS staff of the emergency weather information and that individuals responsible for disseminating this information have done so.
5.3.1 All AAPS staff shall follow established safety procedures to provide as safe as an environment as possible for students, staff, volunteers, and members of the public on school grounds at the time of the emergency.
5.4 Weather Conditions and Appropriate Action: Certain weather conditions may dictate the canceling of school activities, both academic and non-academic.
5.4.1 Tornado Watch: A Tornado Watch designates an area in which tornadoes are most likely to occur within a designated time frame due to existing weather conditions. Areas adjacent to Tornado Watch areas should closely monitor weather developments.
5.4.2 Tornado Warning: A Tornado Warning is issued when a tornado or funnel cloud has been sighted in the area. Everyone near, especially those in the direction of travel of the severe weather, should take cover immediately.
5.4.3 Tornado Alert Status/School Activities: Tornado Warnings and Tornado watches affect AAPS activities:
5.4.3.1 Tornado/Thunderstorm Watch and Thunderstorm Warning:
* after-school activities are not canceled
∗ students do not have to remain in school building
∗ AAPS buses will operate
5.4.3.2 Tornado Warning
∗ after-school activities are canceled
∗ students must remain in school building unless picked up by parent/guardian
∗ AAPS buses will not operate
5.4.4 Lightning: If lightning is seen and/or thunder is heard, lightning is in striking range. Everyone, especially those in the direction of travel of the severe weather, should take cover immediately.
5.4.4.1 If outdoors:
∗ seek shelter from lightning in a building, if possible; large, enclosed structures are generally safer than smaller ones
* enter or stay in fully-enclosed meta vehicles (not convertibles) with the windows rolled up
∗ if no shelter is available, stay away from the tallest object in the area and stay as low to the ground as possible to avoid being the tallest object; if isolated tress are nearby, stay away from them at a distance equal to at least the height of the tallest tree
∗ avoid being in or leave high places and open fields, isolated trees, unprotected structures like picnic shelters, and stay away from flagpoles, light poles, communications towers, golf carts, metal fences, any water, and places like baseball dugouts and stands
∗ remove all metal objects, including athletic spiked shoes, portable radios and cell phones
5.4.4.2 If indoors:
* stay inside and do not go outside until the weather clears
∗ stay away from open doors, windows, fireplaces, radiators, stoves, metal pipes, sinks and plug-in electrical appliances like computers, radios, television sets, hairdryers, electric shavers, and refrigerators
∗ avoid using both cell phones and landline telephones
∗ stay away from water: if in or near a pool, leave the area immediately; avoid taking showers and washing hands
5.5 Emergency Procedures in the Event of a Lightning Strike: If an individual feels his or her hair standing on end, feels tingling skin, and/or hears “crackling noises,” lightning is likely in the immediate area and a strike may be imminent; the following precautions and actions should be taken:
5.5.1 place feet together, duck the head, place hands on knees and crouch as low as possible to present the smallest and lowest possible profile
5.5.2 if an individual is struck by lightning, call 911 immediately or as soon as possible, administer first aid immediately or as soon as possible, and keep the individual as calm as possible. Individuals struck by lightning may be touched safely; they do not carry any electrical charge.
5.6 Snow Days: The determination of a “Snow Day,” when severe weather conditions dictate the closing of schools, will be made by the Superintendent.
5.6.1 The declaration of a Snow day shall be made known to all staff and publicized in mass media as soon as possible.
6 Work Instructions, Templates, & Samples
6.1 Comprehensive information is available at the National Lightning Safety Institute web site: www.lightningsafety.com.
7 Training & Feedback
8 Implementation, Compliance & Assessment
5400.R.02 - Drug/Alcohol Free Workplace BACK TO TOP
1 Purpose
1.1 To establish guidelines for the continued safety of students and the proper handling of emergency situations
2 Organizational Units Affected
2.1 All staff
3 Definitions
3.1 Building Crisis Team: comprised of principal and staff trained to respond in times of crisis
3.2 Crisis Plan: planned, specific intervention by district in response to a traumatic event or crisis
3.3 Incident Reports: mandatory documentation of accidents that occur on school property
3.4 Instructional Council: comprised of all district administrators
4 Background Information
4.1 Standard routines and practices shall be in place for inspecting and maintaining our buildings and grounds to ensure the physical safety and security of staff, students, and guests.
4.1.1 Inspections/audits shall be coordinated with appropriate outside agencies, as needed.
4.2 There shall be an ongoing relationship with city and county police, safety, security and emergency agencies to develop and maintain appropriate safety and crisis plans for all buildings.
4.3 All employees and students are expected to learn and work in an environment that is free of violence and harassment in compliance with district policy, and State and federal law.
4.4 Cross-reference: OSHA Guidelines; Transportation Rules; Rights and Responsibilities Handbook; Crisis Response Handbook. Conflict Management materials; Employee Contracts; Fair Treatment Policy; Departmental Safety guidelines; Before/After School Supervision Plans; Fire, Severe Weather, and Evacuation Drill Procedures
5 Procedures
5.1 All staff will be responsible for knowing the expectations of a safe and productive work environment as defined by legislation, district policy, and contractual language.
5.2 All building supervisors will communicate to students, staff, and parents/guardians the expectations for building/grounds safety and how to report safety and security concerns.
5.2.1 All staff will be responsible for sharing safety and behavior expectations with their students throughout the year, with an emphasis on preventing problems and injuries.
5.3 All staff will be responsible for following up on student, parent, or visitor safety concerns reported to them by sharing these verbally or in written form with the building supervisor.
5.3.1 An “Incident Report” must be completed following any accident.
5.4 The building supervisor will follow district procedures for generating work orders and/or other requisitions to address safety and security concerns in a timely manner.
5.5 District supervisors will work with the building custodial staff and the building supervisor to address concerns reported to them and/or discovered through regularly scheduled inspections.
5.6 The building supervisor will be responsible for maintaining the crisis plan and working with the district and building crisis teams to implement it.
5.7 The building supervisor and school nurse will share with all staff procedures for handling medical and other emergencies.
5.7.1 Student medical emergency information will be shared with staff.
5.7.1.1 Appropriate staff will be trained to administer first aid to children with serious allergies.
5.7.1.2 Any life-threatening allergic reaction and any serious injury will be treated as a medical emergency and 911 shall be called immediately.
5.7.1.3 All head injuries should be reported to the parent/guardian.
5.7.2 All staff shall have crisis flip chart information in their work areas.
6 Work Instructions, Templates, & Samples
6.1 Crisis plan including process for building/district crisis team coordination
6.2 Curriculum/instructional materials that focus on safety, problem solving, etc.
6.3 Display materials defining safe environment and building/district expectations
6.3.1 Display of medical and emergency procedures and crisis flip chart
6.3.2 Display of food and other allergens in classrooms and lunchrooms
6.4 Employee Contract information pertaining to safety, security, code of conduct, etc.
6.5 Serious Incident Report (Form 5000.R.01A)
6.6 Posted signs and procedures for fire, severe weather, & emergency evacuation
6.7 Rights and Responsibilities Handbook
6.8 Sample communication with parents to follow up emergency situations
6.9 Work Order template
7 Training & Feedback
7.1 Instructional Council, staff meeting, departmental discussions, and professional development opportunities for all staff should be used to prepare staff for overall safety procedures, injuries and emergencies.
7.1.1 First aid and crisis response training opportunities for all staff will be coordinated through Student Intervention and Support Services.
8 Implementation, Compliance & Assessment
8.1 Ongoing review of building and site safety, work order completion rates, and compliance with required drills shall be coordinated by Facilities and Systems.
8.2 Review of student incident and behavior reports shall be coordinated by Operations.
8.3 Informal and formal surveys of students, staff, and parents shall be coordinated by Human Resource Services.
8.4 Review of crisis plans and the debriefing process following emergency situations shall be coordinated by the Office of Communications.
8.5 Ongoing communication throughout district and community with focus on maintaining a safe and productive environment for all employees and students shall be coordinated by the Office of Communications and Human Resource Services.
5400.R.03 - Emergency Situations BACK TO TOP
1 Purpose
1.1 To support AAPS Board policy as it relates to the safety and security of students and staff
2 Organizational Units Affected
2.1 All Ann Arbor Public Schools employees
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 HR/Legal Services: Human Resource/Legal Services
4 Background Information
4.1 AAPS is committed to providing a safe, healthy and efficient working environment for all employees and students. AAPS also has a responsibility to provide the public with quality service through a productive and safety-conscious work force. In order to achieve these goals, AAPS will not tolerate employee use of or abuse of illicit drugs or alcohol on school property at any time. At the same time, AAPS recognizes that some of these issues may be the result of complex personal and family problems. In conjunction with AAPS drug/alcohol workplace policy, an Employee Assistance Program is offered to assist with these concerns.
5 Procedures
5.1 AAPS may require limited drug and alcohol testing in specific situations permitted by law. Limited circumstances under which testing will be required can be summarized as follows:
5.1.1 pre-employment testing
5.1.2 school-related vehicular collision
5.1.3 vehicular accident on school property
5.1.4 non-vehicular accident during company time which may lead to loss of work time
5.1.5 reasonable suspicion of alcohol/drug use
5.1.6 as required by Department of Transportation guidelines
5.2 If an employee is sent for drug/alcohol testing, the employee must be accompanied by a supervisor.
5.3 If an employee tests positive, the employee will be escorted home. A representative of HR/Legal Services and the employee's supervisor will determine the necessary disciplinary action to be followed, based on the provision in the collective bargaining agreement, employee handbook or individual contract.
6 Work Instructions, Templates & Samples
7 Training and Feedback
7.1 Employee Assistance Program information is available through HR/Legal Services.
8 Implementation, Compliance & Assessment
5500 - Smoke Free Environment (6/30/11) BACK TO TOP
No person, at any time, shall smoke, chew or otherwise use tobacco products of any kind on school district property, on property under the control of the school district, in school buildings, indoor facilities or in school district vehicles.
5500.R.01 - Smoke Free Environment BACK TO TOP
1 Purpose
1.1 To fulfill requirements of the Michigan Clean Indoor Air Act (Public Act 198 of 1986, as amended, and Tobacco Free Schools (Public Act 140 of 1993, effective September 1, 1993)
2 Organizational Units Affected
2.1 All staff
2.2 Facilities and Systems
2.3 Human Resource Services
2.4 Students, contractors, visitors
3 Definitions
3.1 Instructional Council: comprised of all district administrators
3.2 PTO: Parent-Teacher Organization
3.3 Tobacco Free Schools: The use of tobacco products on public school property is prohibited at all times.
3.3.1 Tobacco product: any preparation of tobacco which can be inhaled, chewed, or placed in the mouth
3.3.2 School property: any building, facility, structure, and/or other real estate owned, leased or otherwise controlled by the district.
4 Background Information
4.1 The school district is dedicated to providing a healthy, comfortable and productive environment for staff, students, and other members of the school community.
4.1.1 Smoking and other use of tobacco products has been proven dangerous to both users and persons exposed to “second hand smoke” environmental tobacco smoke (ETS).
4.2 Effective January 1, 1992, smoking is prohibited in all school buildings, indoor facilities, and vehicles of the Ann Arbor Public Schools, pursuant to the Michigan Clean Indoor Air Act.
4.2.1 Smoking, chewing, or other use of tobacco products of any kind is prohibited at all times.
4.2.2 All employees, students, parents/guardians, contractors, and visitors share responsibility for adhering to and enforcing the policy.
4.2.3 The success of this policy will depend upon the thoughtfulness, consideration, and cooperation of smokers and nonsmokers.
5 Procedures
5.1 Copies of this policy will be distributed to all employees, students, parents/guardians, and contractors by appropriate district personnel.
5.2 Prominent signs displaying the following statement will be posted by the Facilities and Systems Department at all entrances, throughout buildings and indoor facilities, and in vehicles:
5.2.1 SMOKING IS PROHIBITED IN THIS BUILDING/INDOOR FACILITY/ VEHICLE PURSUANT TO THE MICHIGAN CLEAN INDOOR AIR ACT
5.3 Persons observing a violation of this policy are encouraged to discuss the violation one-on-one with the violator or, if necessary, to report it to their supervisor, the building supervisor, or Human Resource Services.
5.4 Supervisors, building supervisors, or the Administrator for Human Resource Services, upon receipt of a complaint, will investigate and take action to resolve the issue within seven working days.
5.4.1 Persons found to have violated this policy will be subject to disciplinary action(s) in the same manner and magnitude as violations of other school policies. Any discipline shall be progressive. All violators shall have the right to due process as outlined in their Master Agreement or employment contract.
6 Work Instructions, Templates, & Samples
6.1 Copy of the policy
6.2 Signs for display in all buildings, facilities, and vehicles
7 Training & Feedback
7.1 Instructional Council, staff meeting, departmental and PTO discussions
7.2 School assemblies, P.A. announcements, and classroom
8 Implementation, Compliance & Assessment
8.1 Annual distribution of policy to all groups by Human Resource Services
8.2 Annual check of posted signs by Facilities and Systems Department
8.3 Ongoing monitoring of reported incidents and follow-up unit supervisors
5550 - Chronic Health Conditions (6/30/11) BACK TO TOP
The Superintendent shall insure that every school has a plan in place to address chronic health conditions based on best practices, research and current law.
5550.R.01 - Chronic Health Conditions BACK TO TOP
1 Purpose
1.1 To provide guidelines for addressing chronic health conditions
2 Organizational Units Affected
2.1 Athletic directors
2.2 Building nurses
2.3 Building principals
2.4 Coaches
2.5 Human Resource/Legal Services
2.6 Instructional staff
2.7 Student Intervention and Support Services
2.8 Superintendent
3 Definitions
3.1 AAPS: Ann Arbor Public Schools
3.2 Board: Board of Education
3.3 Chronic health condition: any debilitative condition that is permanent and affects the ability of an individual to perform his or her work
4 Background Information
4.1 All staff are urged to recognize that students under Individuals with Disabilities Educational Improvement Act (IDEIA 2004) and Section 504 of the Rehabilitation Act of 1973, faculty and staff under the Americans with Disabilities Act (ADA) may have chronic health conditions that may require some adaptation of the usual protocols and procedures in order to accommodate these conditions.
5 Procedures
5.1 The Superintendent or his or her designee shall work with Human Resource/Legal Services, Instructional Services, Student Intervention and Support Services, and school nurses to educate all AAPS employees about chronic health conditions that may affect the ability of a student, faculty member or staff employee to perform his or her work and what, if any, accommodations may be required.
5.2 The Superintendent shall work with AAPS health care professionals, building principals, athletic directors, instructional staff, interested members of the community, and others to determine procedures to assess and accommodate chronic health conditions of AAPS students and employees.
5.3 The Superintendent shall prepare or cause to be prepared a report outlining procedures relating to chronic health conditions to the Board.
5.3.1 Any change(s) in the procedures shall be reported to the Board on an annual basis, or more frequently as deemed necessary by the Superintendent and/or the Board.
6 Work Instructions, Templates, & Samples
6.1 Procedures for accommodating chronic health conditions
6.2 Adult’s ADA acommodation plans
6.3 Student’s 504 plans and individualized education plans (IDEIA)
7 Training & Feedback
8 Implementation, Compliance & Assessment
5600 - Medication (6/30/11) BACK TO TOP
The Superintendent shall ensure that if any pupil must receive medicine during school hours, adequate control and supervision in the administration of the medicine will be provided.
In developing regulations for the administration of medicine to students by district staff, the Superintendent shall ensure that:
• Student safety is paramount;
• Medicine will be given in the schools only as ordered by a physician;
• Medicines kept in the schools for administration to students will be kept locked except for emergency medications;
• The circumstances under which a nurse or other employee may/must administer medicine are clear and unambiguous;
• The circumstances under which a student may self-administer medication are clear and unambiguous;
• Parent/guardian obligations regarding student medications are clear and unambiguous;
• The circumstances under which emergency medical services (e.g., 911) are to be called immediately are clear and unambiguous; and
• Disposal procedures for any and all “biohazards” generated are clear and unambiguous.
5600.R.01 - Medication BACK TO TOP
1 Purpose
1.1 To provide procedures for adequate control and supervision in the administration of medication to a student.
2 Organizational Units Affected
2.1 Pre-school, elementary, middle and high school
3 Definitions
3.1 Medication: includes prescription, non-prescription, and herbal medication, and includes those taken by mouth, by inhaler, emergency medication given rectally, those that are injected, and those applied as drops to eyes, nose, or medications applied to the skin
3.2 Student: all students in attendance in the Ann Arbor Public Schools, including all students with disabilities who have Individualized Educational Plans (IEP) or Section 504 Plans.
3.3 Parent: any parent or legal guardian of a student, if the student is a minor. If the student is the legal age of majority (18), then “parent” shall refer to the student.
3.4 Nurse: a licensed registered nurse (RN)
4 Background Information
4.1 This policy pertains to all medications, and shall be interpreted to regard its primary objectives as preservation of student health and safety, and compliance with state law.
4.2 Cross-reference:
4.2.1 State of Michigan PA 51 of 2002
4.2.2 Michigan Revised School Code, MCL 380.1179
4.2.3 Michigan Medical Waste Regulatory Act, 1978 PA368, R 325.1545 (1)
5 Procedures
5.1 Any medication should be taken at home if at all possible.
5.2 Medication will be administered in the schools only as ordered by a physician and only if accompanied by written parent permission.
5.2.1 The medication must be brought to the school in its original container and must be accompanied by written signed instructions of the physician who ordered the specific medication; instructions on the label of the prescription or non-prescription drugs are not adequate.
5.2.1.1 The physician's written authorization must be renewed at the beginning of each school year.
5.2.1.2 Instructions must include the name of the medication, method of administration, time of administration, and dosage.
5.2.1.3 Tablets that must be sized for proper dosage must be done prior to sending medication to school.
5.2.1.4 Refill of the prescription is the responsibility of the parent.
5.2.1.5 Medication will be discarded if not picked up on or before the last day of school.
5.2.2 Medications kept in the schools for administration to students will be kept in a locked place not accessible to students, unless otherwise authorized by the physician, parent, principal, and school nurse.
5.2.2.1 Emergency medications i.e.: inhalers, epi-pen, Diastat, and glucagons may be kept in a secure area, to be used in case of an emergency.
5.3 The school nurse should administer medication to a student whenever possible. Otherwise the services of a building administrator or designee may be used. Medications that may be administered to a student by employees, under directions of the child's physician, and with written parent permission, include: tablets, capsules, inhalers, eye drops, ear drops, insulin, glucagons, emergency rectal gel, nebulizers, liquids with a calibrated dispensing device, oxygen, topical creams and ointments, and auto-injectable medication such as epi-pen. No other kinds of medication may be administered except by nurses or other licensed medical personnel.
5.3.1 Students may wear insulin pumps with proper documentation as previously stated.
5.3.2 Students are responsible for reporting to the office to receive medication, unless prevented by a disability or other reason.
5.3.3 Unless a nurse administers medication, medication must be administered in the presence of another adult, except in an emergency that threatens the life or health of the student.
5.3.3.1 Witnesses may include all trained employees. The primary person who administers the medication, and the witness, must be noted in the medication distribution log.
5.4 Employees who are not nurses may be requested to administer medication, witness the administration of medication, or participate in required training.
5.4.1 Employees may decline such requests provided that the following requirements, procedures, and safeguards are strictly followed:
5.4.1.1 Religious objections
5.4.1.2 Having a disability which prevents such action
5.4.1.3 Where there are significant complex medication procedures
5.4.1.4 Not having the required training
5.4.1.5 Not having the supports (physician authorization, original container, witness, log-in sheet) required for such action
5.4.1.6 Other good faith objection articulated by the employee
5.4.2 Employees declining a request shall provide their reasons to their supervising administrator, who may approve it.
5.4.2.1 To the extent possible, employees with objections shall communicate their objections in writing to the principal at the beginning of the school year, or otherwise in advance of requests to administer or witness the administration of medication.
5.4.2.2 If the reason for the employee declining is 5.4.1.4 or 5.4.1.5 above, that decision is not subject to further review.
5.4.2.3 If the reason for the employee declining is not 5.4.1.4 or 5.4.1.5 above, the administrator or employee may request a review of the decision by a committee composed of:
5.4.2.3.1 A representative designated by the employee's union
5.4.2.3.2 If the employee is not in a position in a bargaining unit, the employee may select a personal representative to serve.
5.4.2.3.3 A representative of central administration.
5.4.2.3.4 A third party chosen by mutual agreement of the employee's union, or employee, and Human Resource Services Office. Any cost to the individual is to be paid by the Ann Arbor Public Schools
5.4.2.4 The decision of the committee to approve or disapprove the employee's appeal to not administer medications will be final and not subject to other procedures by the union, the employee, or the administration.
5.5 The administration by school staff of an auto-injectable medication, such as injection of epinephrine for severe allergic reaction, including anaphylactic response to food allergies and/or reaction of the venom of a stinging insect, will be given whenever there is a good-faith belief that it is medically necessary.
5.5.1 Emergency medical services (911) will be called immediately.
5.5.2 As soon as possible, the staff member shall notify the school administration and complete a district incident/accident report form following the incident.
5.5.2.1 Any student may be allowed to carry emergency medication, i.e.: epi-pen, Benadryl, with proper documentation.
5.6 All students are permitted to carry their own asthma inhalers when the following have been provided to the principal:
5.6.1 Written permission and instruction from the physician
5.6.2 Written permission from the parent; and
5.6.2.1 Notification is given to the principal, school nurse, and classroom teacher(s)
5.6.2.2 These documents will be kept in a place designated by the principal in consultation with the school nurse.
5.7 For all other medications, except controlled substances, (i.e.: Ritalin, Codeine) students in middle school and above are permitted to carry and administer their own, when the following have been provided to the principal:
5.7.1 Written permission and instructions from the physician
5.7.2 Written permission from the parent
5.7.2.1 These documents will be kept in a place designated by the principal in consultation with the school nurse.
5.7.3 Permission for a student to carry her/his own medication is contingent upon the permission of the principal and nurse, and responsible management of the medicine by the student.
5.7.3.1 Any violation or misuse of self-administered medication that could be construed as “distribution” or in any way harmful to another student will result in withdrawing the permission to self-administer medication and be subject to disciplinary measures as indicated in the Ann Arbor Public Schools Rights and Responsibilities Handbook.
5.8 Administration of over-the-counter (non-prescription) drugs must comply with the medication policy's procedures.
5.8.1 Any non-prescription, non-FDA approved medication, or any medications with directions not written in English used to treat a condition, will be administered at the discretion of the building administrator and/or nurse.
5.9 Any and all “biohazards” generated, such as, but not limited to: sharps, bandages, gauze, novelettes, and discarded live or attenuated vaccines, due to the administration of medications by school personnel, shall be disposed of in accordance with the Michigan Medical Waste Regulatory Act, 1978 PA 368 R325.1545 (1)
5.9.1 Students who self-administer medications shall be responsible for returning any such wastes to their homes for proper disposal.
6 Work Instructions, Templates, & Samples
6.1 Student Emergency Card
6.2 Locked and Secure Medication Storage Areas
6.3 Authorization for Administration of Medication Form
6.3.1 Requires Physician and Parent Signature
6.4 Medication Log
6.4.1 Date and time, dosage, name of medication, administering adult, witness, and signatures of each; any noted effects of or reaction to the medication
6.5 Building Plans:
6.5.1 Handling medical emergencies
6.5.2 Disposal of biohazards
6.5.3 Individual student medical plans to be shared with appropriate staff
6.5.4 Required permission for students to carry, self-administer, and auto-inject medication
6.5.5 Signed parent authorization and release of district liability for administration of auto-injectable medication and student self administration of auto-injectable medication
6.6 Posters, charts, and other visuals describing basic first aid techniques and procedures to follow in medical emergencies
6.7 Posters, charts, and other visual aids to be posted to alert staff about potential medical conditions of their students: food and bee sting allergies, use of
6.7.1 epi-pen, diabetic emergencies, asthma, etc.
6.8 Training protocol for all individuals designated or authorized to administer medication
7 Training & Feedback
7.1 Training by a licensed registered nurse, physician, or physician assistant for all staff who are designated or authorized to administer medications to students must include all of the following content and skill practice:
7.1.1 A review and discussion of all Michigan and federal laws pertaining to the administration of medications to students in schools, including discussion of confidentiality issues
7.1.2 A review and discussion of all policies and procedures relating to medications in schools including areas of responsibility of school administrators, employees designated to administer medications, and medical professionals
7.1.3 Identification of the forms related to the administration of medications in schools
7.1.4 Safe storage and handling of medications in school including procedures for receiving and disposing of medications
7.1.5 The use, effect, and route of administration of the most commonly prescribed medications in schools, including adverse effects
7.1.6 Procedures for safely dispensing medications to students in schools, on field trips, and other off-site school activities
7.1.7 Practice in identifying and administering medications to students
7.1.8 Policies and procedures related to student self-administration and self-possession of medication in schools
7.1.9 Review and practice recording administration of medications
7.1.10 Review and discussion of procedures for dealing with medication administration errors.
7.1.10.1 It is the responsibility of the student to report to the appropriate school official at the time that any prescription is to be taken.
7.2 Training opportunities will be announced at the beginning of the school year.
7.2.1 Administration will also announce the opportunity for employees to decline participation in training and opportunities to administer medication or witness the administration of medication.
7.2.2 Training for employees shall be scheduled during their contractual year, or otherwise in accordance with their collective bargaining agreements.
7.2.2.1 Verification of training of individual staff members will be housed in each building and at SISS.
8 Implementation, Compliance & Assessment
8.1 Ongoing review of procedures followed in each building
8.1.1 Accuracy of record keeping: medication log, storage of required parent permission forms, etc.
8.1.2 Posted visual aids as needed throughout building
8.1.3 Dissemination of all medical plans and emergency procedures to staff
8.2 Survey of staff regarding training needs and effectiveness of training received
8.3 Annual review of policy to ensure compliance with Michigan and federal laws.
5700 - Local Wellness (6/30/11) BACK TO TOP
The Ann Arbor Public Schools is committed to creating a healthy school environment that enhances the development of lifelong wellness practices to promote healthy eating and physical activities that support student achievement.
Nutrition Education
Nutrition education shall be integrated into Health and other subject areas of the curriculum, when appropriate, to complement, but not replace, the Michigan Health Education Content Standards and Benchmarks. Nutrition education shall extend beyond the classroom by engaging and involving the school's food service staff. School cafeterias shall serve as learning labs by allowing students to apply the knowledge, attitudes, and skills taught in the classroom when making choices at mealtimes. Nutrition education posters, such as the Food Pyramid Guide, will be displayed in the cafeterias. Furthermore, the District shall provide information to parents that is designed to encourage them to reinforce at home the standards and benchmarks being taught at school. Instruction related to the standards and benchmarks for nutrition education shall be provided by highly qualified teachers.
Nutrition Standards for All Foods Available on School Campus during the School Day
The district shall ensure that reimbursable school meals meet the program requirements and nutrition standards found in federal regulations. The district shall encourage students to make nutritious food choices.
The district shall monitor all food and beverages sold or served to students on campus, including those available outside the federally regulated child nutrition programs. The district shall consider nutrient density and portion size according to established guidelines before permitting food and beverages to be sold or served to students.
The district superintendent shall continually evaluate vending policies and contracts. All food and beverage policies and contracts that do not meet the intent and purpose of this policy shall be modified accordingly or not renewed.
Physical Education & Physical Activity Opportunities
The physical education curriculum shall provide sequential instruction related to the knowledge, attitudes, and skills necessary to participate in lifelong, health-enhancing physical activity. Physical education classes shall provide students with opportunities to learn, practice, and be assessed on developmentally appropriate motor skills and social skills, as well as knowledge. The sequential, comprehensive physical education curriculum shall stress the importance of remaining physically active for life. Every year all students, Pre-K-12, shall have the opportunity to participate regularly in supervised physical activities, either organized or unstructured, intended to maintain physical fitness and to understand the short - and long-term benefits of a physically active and health lifestyle.
Other School-Based Activities Designed to Promote Student Wellness
The district may implement other appropriate programs that help create a school environment that conveys consistent wellness messages and is conducive to healthy eating and physical activity.
Measurement and Evaluation
The superintendent shall implement this policy and measure how well it is being managed, and enforced. The superintendent shall develop and implement administrative rules consistent with this policy. Input from the Wellness Policy Committee with representatives to include teachers, school nurses, parents/guardians, students, representatives of the school food service program, the school board, school administrators, and the public shall be considered before implementing such rules. A sustained effort is necessary to implement and enforce this policy. The superintendent shall report to the school board, as requested, on the district's programs and efforts to meet the purpose and intent of this policy.
5700.R.01 Local Wellness BACK TO TOP
1 Purpose
1.1 To enact and enforce Ann Arbor Public School's Local Wellness Policy
2 Organizational Units Affected
2.1 All staff, students and parents
3 Definitions
4 Background Information
4.1 To assist in the creation of a healthy school environment, the district's Wellness Policy Committee will provide an ongoing review and evaluation of the Ann Arbor Public School's Local Wellness Policy and these regulations.
4.2 The Superintendent shall appoint a member of the administrative staff of the District to organize the Wellness Policy Committee (also known as the Coordinated School Health Team) and invite appropriate District stakeholders to become members of the Committee. Representatives may include members of:
* Administration.
∗ Counseling/psychological/and social services.
∗ Food services.
∗ Health education.
∗ Health services.
∗ Parent/guardian, student and community (including health care providers, hospital and public health department staff, non-profit health organizations, physical activity groups, community youth organizations, and university or other governmental agencies).
∗ Athletics and Physical education.
4.3 Staff shall be reminded that healthy students come in all shapes and sizes. Students should receive consistent messages and support for:
∗ Self respect.
* Respect for others.
* Healthy eating.
* Physical activity
4.4 These regulations are subject to ongoing administrative review and modification as necessary to help assure compliance with the purpose and intent of Ann Arbor Public School's Local Wellness Policy. Any District stakeholder wishing to express a viewpoint, opinion, or complaint regarding these rules should contact:
4.4.1 Sara Aeschbach, Director of Community Education & Recreation
515 South Seventh Street, Ann Arbor, MI 48103
Email: aeschbac@aaps.k12.mi.us
Phone: 994-2234
4.5 Students, staff, and community will be informed about the Local Wellness Policy annually.
5 Procedures
5.1 Nutrition Education
5.1.1 Nutrition education, a component of comprehensive health education, shall be offered to all students of the District.
5.1.2 The District may offer nutrition education in health and physical education classes, through the Project Healthy Schools programs, and as a unit in other classes. In addition, nutrition education topics shall be integrated into the entire curriculum and extra-curricular activities when appropriate.
5.1.3 Nutrition education should also be made available to parents/guardians and the community.
5.1.3.1 This nutrition education may be provided in the form of handouts, wall or bulletin board posters or banners, postings on the District website, Rec&Ed classes, community and student oriented presentations or other communications focused on promoting proper nutrition and healthy lifestyles.
5.2 Nutrition Standards
5.2.1 The District shall offer school meal programs with menus meeting the meal patterns and nutrition standards established by the United States Department of Agriculture (USDA).
5.2.2 The District shall encourage students to make food choices based on the most current Dietary Guidelines for Americans.
5.2.3 Food and beverages that compete with the District's policy of promoting a healthy school environment shall be discouraged.
5.2.4 After complying with accommodations addressing the needs of those with food allergies, each school building in the District shall offer and promote the following food and beverages in all venues outside federally regulated child nutrition programs:
5.2.2.1 Whole and enriched grain products that are high in fiber, low in added fats and sugars, and served in appropriate portion sizes consistent with the current USDA standards.
5.2.2.2 Fresh, frozen, canned or dried fruits and vegetables using healthy food preparation techniques, and 100 percent fruit or vegetable juice in 12-ounce servings or less.
5.2.2.3 Nonfat, low-fat, plain and/or flavored milk and yogurt, nonfat and/or low-fat real cheese, rather than imitation cheese. Offer the following serving sizes: yogurt in eight-ounce servings or less, milk in 16-ounce servings or less, cheese in 1.5-ounce (two-ounce, if processed cheese) servings or less.
5.2.2.4 Nuts, nut butters, seeds, trail mix, and/or soybean snacks in one-ounce portions or less; portions of three ounces or less of cooked lean meat, poultry, or fish using healthy food preparation techniques.
5.2.2.5 Accompaniments (sauces, dressings, and dips), if offered, in one-ounce servings or less.
5.2.3 The District shall monitor food service distributors and snack vendors including school stores to ensure that they provide predominantly healthy food and beverage choices that comply with this policy's purpose in all venues.
5.2.3.1 Healthy snacks are defined as a single serving size snack that has no more than 6 grams of fat and meet at least two of the following three criteria:
* Contain 300 or fewer calories
* Contain at least one gram of fiber or
* Contain at least 10% of Calcium, Iron, Vitamin A or Vitamin C
5.2.3.2 Healthy beverages are defined as
* a serving of 12 ounces or fewer of 100% fruit and/or vegetable juice
* a serving of 8-16 ounces of non-fat, 2% and 1% milk
* water
* carbonated and flavored water without sugar
* carbonated water
* 12 ounces or fewer of carbonated 100% fruit juice
5.2.4. The District shall discourage using food as a reward.
5.2.5 The District shall encourage serving healthy food at school parties.
5.2.6 Notices shall be sent to parents/guardians either separately or as part of a school newsletter, reminding them of the necessity of providing healthy treats for students and/or encouraging the use of non-food treats for classroom birthday or award celebrations.
5.2.7 The District shall encourage healthy fundraisers as alternatives to fundraising that involve selling food items of limited nutritional value, such as candy, cupcakes, or sugary beverages. Example: Sales of candy items (candy bars, sugar coated chocolate snacks, or the like) fundraising project should be replaced with healthy foods or non-food items such as candles, wrapping paper, greeting cards, etc.
5.2.8 Vending sales will not be permitted at Elementary Schools (with the exception of staff-only areas).
5.2.9 At the middle schools, vending sales aside from fresh food vending, will be limited to 100% juice, calorie-free non-carbonated beverages, and low fat milk.
5.2.10 At the high schools, vending sales will contain healthy food and beverage choices. Foods of minimal nutritional value (as defined in the Nutrition Standards section) will not be served during an instructional day, including the meal service period.
5.3 Physical Education and Physical Activity Opportunities
5.3.1 Developmentally appropriate physical education shall be offered every year in the Pre-K-12 program.
5.3.2 Physical education topics shall be integrated into the entire curriculum when appropriate.
5.4 The District shall implement a quality physical education program that addresses the following:
5.4.1 Curriculum:
5.4.1.2 Equips students with the knowledge, skills, and attitudes necessary for lifelong physical activity.
5.4.1.3 Has a curriculum aligned with the Michigan Physical Education Content
5.4.2 Standards and Benchmarks.
5.4.2.1 Influences personal and social skill development.
5.4.3 Instruction and Assessment:
5.4.3.1 Aligns curriculum, instruction, and assessment.
5.4.3.2 Builds students' confidence and competence in physical abilities
5.4.3.3 Engages students in curriculum choices that prepare them for a wide variety of lifetime activities.
5.4.3.4 Includes students of all abilities.
5.4.3.5 Is taught by a certified physical education teacher trained in best practice physical education methods.
5.4.3.6 Keeps all students involved in purposeful activity for a majority of the class period.
5.4.4 Opportunity to Learn:
5.4.4.1 Builds students' confidence and competence in physical abilities.
5.4.4.2 Has a teacher-to-student ratio consistent with those of other subject areas and/or classrooms.
5.4.4.3 Has enough functional equipment for each student to actively participate.
5.4.4.4 Includes students of all abilities
5.4.4.5 Provides facilities to implement the curriculum for the number of students served.
5.4.5 The District should offer daily opportunities for unstructured physical activity, commonly referred to as recess, for all students Pre-K through grade five.
5.4.6 Recess should be in addition to physical education class time and not be a substitute for physical education.
5.4.7 Each school shall provide proper equipment and a safe area designated for supervised recess in the elementary setting.
5.4.8 Schools should provide opportunities for some type of physical activity for students in grades seven through twelve apart from physical education class and organized sports.
5.4.8.1 Physical activity opportunities might include: before- and after-school extracurricular physical activity programs, Safe Routes to School Programs, and use of school facilities outside of school hours.
5.4 Other School-Based Activities Designed to Promote Student-Wellness
5.4.1 The District shall strive to create a healthy school environment that promotes healthy eating and physical activity. In order to create this environment, the following activities shall be implemented:
5.4.1.1 Dining Environment
* a clean, safe, enjoyable meal environment for students,
* enough space and serving areas to ensure all students have access to school meals with minimum wait time,
* drinking fountains in all schools, so that students can get water at meals and throughout the day,
* encouragement to maximize student participation in school meal programs, and
* identity protection of students who eat free and reduced-price meals.
5.4.1.2 Time to Eat
* adequate time for students to enjoy eating healthy foods with friends in schools,
* that lunch time is scheduled as near to the middle of the school day as possible, and
* that recess for elementary schools is scheduled before lunch so that children will come to lunch less distracted and ready to eat .
5.4.1.3 Food or Physical Activity as a Reward or Punishment
* discourage the use of food as a reward or punishment in schools,
* not use physical activity as a punishment, and
* encourage using physical activity as a reward, such as teacher or principal walking or playing with students at recess.
5.4.1.4 Consistent School Activities and Environment
* encourage all school buildings to complete the Michigan Healthy School Action Tool to ensure that school activities and the environment support health behaviors
* encourage all school fundraising efforts to support healthy eating and physical activity.
* provide opportunities for on-going professional training and development for foodservice staff and teachers in the areas of nutrition and physical education,
* make efforts to keep school or district-owned physical activity facilities open for use by students outside school hours,
* encourage parents/guardians, teachers, school administrators, students, foodservice professionals, and community members to serve as role models in practicing healthy eating and being physically active, both in school and at home,
* encourage and provide opportunities for students, teachers, and community volunteers to practice healthy eating and serve as role models in school dining areas,
* provide information and outreach materials about other Food and Nutrition Service programs such as Food Stamps, and Women, Infants, and Children (WIC) to students and parents/guardians,
* encourage all students to participate in school meal programs, (i.e., the National School Lunch and School Breakfast programs), and
* implement physical activity across the curriculum throughout the school day or in all subject areas, for example, Brain Break.
6 Work Instructions, Templates, & Samples
6.1 Tips and Tools to Help Implement Michigan's Healthy Food and Beverage Policy, 2004 (pdf).
6.2 A Recess Before Lunch Policy Implementation Guide, Montana Team Nutrition Program, Office of Public Instruction school Nutrition Programs, September 2003.
6.3 Safe Routes to School Program Information: www.saferoutesmichigan.org
6.4 Exemplary Physical Education Curriculum (EPEC) http://www.michiganfitness.org/EPEC
6.5 Michigan State Board 0f Education Policy On Offering Healthy Food And Beverages In Venues Outside Of The Federally Regulated Child Nutrition Programs, December 2003.
6.6 The Role of Michigan Schools in Promoting Healthy Weight. September 2001.
7 Training & Feedback
8 Implementation, Compliance & Assessment
8.1 All employees of the District are encouraged to be a positive healthy lifestyle role model for students by following, at a minimum, these administrative rules. Students can learn healthy lifestyle habits by observing the food and physical activity patterns of school personnel and other adults who serve as role models in their lives. In order to send consistent messages to students, all adults in the school environment are encouraged to make healthy food choices and engage in physical activity.
8.2 The District shall work through the Wellness Policy Committee and building level staff to find cost effective ways to encourage staff wellness.
