Board Policies

RSU 1 does not discriminate on the basis of sex or other protected categories in its education programs and activities, as required by federal and state laws/regulations.

Discrimination against and harassment of school employees because of race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, age, familial status, disability or genetic information are prohibited.

Discrimination against and harassment of students because of race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, or disability are prohibited.

For the purpose of this policy, “race” includes traits associated with race, including hair texture, Afro hairstyles, and protective hairstyles, including braids, twists, and locs.

The Board directs the school administration to implement a continuing program designed to prevent discrimination against all applicants, employees, students and other individuals having access rights to school premises and activities.

RSU 1 has designated and authorized an Affirmative Action Officer/Title IX Coordinator who is responsible for ensuring compliance with all federal and state requirements relating to nondiscrimination, including sexual harassment. The Affirmative Action Officer/Title IX Coordinator is a person with direct access to the Superintendent.

RSU 1 has implemented complaint procedures for resolving complaints of discrimination/harassment and sexual harassment under this policy. The school unit provides required notices of these complaint procedures and how they can be accessed, as well as the school unit’s compliance with federal and state civil rights laws and regulations to all applicants for employment, employees, students, parents and other interested parties.

Legal Reference: Equal Employment Opportunities Act of 1972 (P.L. 92-261) amending Title VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000(e) et seq.) Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681 et seq.)’34 C.F.R. Part 106 (Title IX regulations) Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d) Age Discrimination in Employment Act of 1967 (29 U.S.C. § 621 et seq.) Equal Pay Act of 1963 (29 U.S.C. § 206) Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. § 794 et seq.), as amended Americans with Disabilities Act (42 U.S.C. § 12101 et seq.), as amended Genetic Information Nondiscrimination Act of 2008 (42 U.S.C. § 2000ff et seq.) Maine Human Rights Act (5 MRSA § 4551 et seq.), as amended

Cross Reference: RSU 1 Affirmative Action Plan ACAA - Harassment and Sexual Harassment of Students ACAA-R – Student Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures ACAB - Harassment and Sexual Harassment of School Employees ACAB-R – Employee Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures JICK - Bullying

Adopted: December 16, 2013 Revised: November 16, 2020; October 24, 2022

This is a required policy

Policy Section A

AC-R Grievance Procedure for Persons with Disabilities

GRIEVANCE PROCEDURE FOR PERSONS WITH DISABILITIES

The School Board has adopted this grievance procedure to provide a local avenue for persons with disabilities to raise concerns about whether the school unit is fully meeting its obligations under state and federal laws to protect persons with disabilities. This procedure is intended to meet the requirements of the federal Rehabilitation Act (34 CFR § 104.7(b)) and the federal Americans with Disabilities Act (28 CFR § 35.107(b)).

Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator.

Step One

The building principal, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance, which will be jointly determined by the ADA/504 compliance coordinator and building principal. The principal's written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

Step Two

If dissatisfied with the response, the grievant may obtain a review by the Superintendent of the principal's decision.

The grievant must request that review within 15 working days of the decision by the principal. The Superintendent, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days. Extensions of 15 working days may be allowed when necessary to address fully the issues in the grievance. The Superintendent's written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

Except for grievances regarding physical alterations to school buildings or grounds, the decision of the Superintendent shall be final. In the case of grievances regarding physical alterations to school buildings or grounds, a dissatisfied grievant may obtain a review by the School Board of the Superintendent's decision.

The grievant must request that review within 15 working days of the decision by the Superintendent. The School Board shall have a reasonable time to schedule a meeting on the grievance and to issue its decision.

Nothing in this grievance procedure in any way forecloses a person with a disability from seeking redress for their concerns at any time through other legal avenues, such as through the Office for Civil Rights, the Department of Justice, the Maine Human Rights Commission or the Maine Department of Education.

Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator.

This notice is available in large print and on audio tape from the ADA/504 compliance coordinator.

Adopted: September 26, 2011

Reviewed: January 14, 2020

Policy Section A

ACAA Harassment and Sexual Harassment of Students

HARASSMENT AND SEXUAL HARASSMENT OF STUDENTS

Harassment of students because of race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, or disability is prohibited. Such conduct is a violation of Board policy and may constitute illegal discrimination under state and federal laws.

For the purpose of this policy, “race” includes traits associated with race, including hair texture, Afro hairstyles, and protective hairstyles, including braids, twists, and locs.

School employees, fellow students, volunteers, visitors to the schools, and other persons with whom students may interact in order to pursue or engage in education programs and activities, are required to refrain from such conduct.

Harassment and sexual harassment of students by school employees is considered grounds for disciplinary action, up to and including discharge. Harassment and sexual harassment of students by other students is considered grounds for disciplinary action, up to and including expulsion. The Superintendent will determine appropriate sanctions for harassment of students by persons other than school employees and students.

A. Harassment Harassment includes, but is not limited to, verbal abuse and other offensive conduct based on race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, or disability. Harassment that rises to the level of physical assault, battery and/or abuse, and/or bullying behavior are also addressed in the RSU 1 Board Policy JICIA – Weapons, Violence and School Safety and Policy JICK - Bullying.

B. Sexual Harassment Sexual harassment is addressed under federal and state laws/regulations. The scope and definitions of sexual harassment under these laws differ, as described below.

TITLE IX SEXUAL HARASSMENT

Under the federal Title IX regulations, sexual harassment includes the following conduct on the basis of sex which takes place within the context of the school unit’s education programs and activities:

a. “Quid pro quo” sexual harassment by a school employee: Conditioning a school aid, benefit or service (such as a better grade or a college recommendation) on an individual’s participation in unwelcome sexual conduct;

b. “Hostile environment” sexual harassment: Unwelcome conduct based on sex that a reasonable person would determine is so severe, pervasive and objectively offensive that it effectively denies an individual’s equal access to the school unit’s education programs and activities; or

c. Sexual assault, dating violence, domestic violence and stalking as these terms are defined in federal laws.

Sexual Harassment Under Maine Law

Under Maine law, sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in the following situations:

a. Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s educational benefits;

b. Submission to or rejection of such conduct by a student is used as the basis for decisions on educational benefits; or

c. Such conduct has the purpose and effect of substantially interfering with a student’s academic performance or creates an intimidating, hostile or offensive environment.

C. Reports and Complaints of Harassment or Sexual Harassment

All school employees are required to report possible incidents of harassment or sexual harassment involving students to the Affirmative Action Officer/Title IX Coordinator. Failure to report such incidents may result in disciplinary action.

Students, parents/legal guardians and other individuals are strongly encouraged to report possible incidents of harassment or sexual harassment involving students to the Affirmative Action Officer/Title IX Coordinator. The Affirmative Action Officer/Title IX Coordinator is also available to answer questions and provide assistance to any individual who is unsure whether harassment or sexual harassment has occurred.

All reports and complaints of harassment or sexual harassment against students shall be addressed through the Student Discrimination/Harassment and Title IX Sexual Harassment Procedures (ACAA-R).

Legal Reference: Americans with Disabilities Act (42 U.S.C. §12101 et seq., as amended; 28 C.F.R. § 35.107) Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. § 794 et seq., as amended; 34 C.F.R. § 104.7) Title IX of the Education Amendments of 1972 (20 USC § 1681, et seq.); 34 C.F.R. Part 106 Clery Act (20 U.S.C. §1092(f)(6)(A)(v) - definition of sexual assault) Violence Against Women Act (34 U.S.C. § 1092(f)(6)(A)(v) – definition of sexual assault; 34 U.S.C. § 12291(a)(10) – dating violence; 34 U.S.C. §12291(a)(3) – definition of stalking; 34 U.S.C. §12291(a)(8) – definition of domestic violence) Title VI of the Civil Rights Act of 1964 (42 USC § 2000d) Maine Human Rights Act, 5 MRSA § 4551 et seq. 20-A MRSA § 6553 MHRC/MDOE Joint Rule Chapter 94-348 and 05-071, ch. 4

Cross Reference: AC – Nondiscrimination/Equal Opportunity and Affirmative Action ACAA-R – Student Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures ACAD - Hazing GBEB – Staff Conduct with Students JFCK – Student Use of Cellular Telephones and Other Electronic Devices JICIA – Weapons, Violence and School Safety JICK - Bullying

Adopted: November 14, 2005

Revised: November 14, 2007; December 16, 2013; October 26, 2020; October 24, 2022

Policy Section A

ACAA-R Student Discrimination and Harassment Complaint Procedure

STUDENT DISCRIMINATION/HARASSMENT AND TITLE IX SEXUAL HARASSMENT COMPLAINT PROCEDURES

The Board has adopted these student procedures in order to provide prompt and equitable resolution of reports and complaints of unlawful discrimination and harassment of students, including sexual harassment, as described in policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAA – Harassment and Sexual Harassment of Students.

Complaints alleging unlawful harassment or discrimination against employees based on a protected category should be addressed through the Board’s Employee Discrimination/ Harassment and Title IX Sexual Harassment Complaint Procedures (ACAB-R).

Any individual who is unsure about whether unlawful discrimination or harassment has occurred and/or or which complaint procedure applies is encouraged to contact the Affirmative Action Officer/Title IX Coordinator.

I. DEFINITIONS

For purposes of these complaint procedures, the following definitions will be used. The Affirmative Action Officer/Title IX Coordinator shall assess all reports and complaints to ensure that they are addressed under the appropriate policy and complaint procedure.

A. Discrimination/Harassment Complaint Procedure Definitions

“Discrimination or harassment”: Discrimination or harassment on the basis of an individual’s membership in a protected category, which, for students, includes race (including traits associated with race involving hair texture, Afro hairstyles and protective hairstyles such as braids, twists and locs), color, sex, sexual orientation, gender identity, religion, ancestry, national origin, or disability.
“Discrimination”: Treating individuals differently, or interfering with or preventing them from enjoying the advantages or privileges afforded to others because of their membership in a protected category.
“Harassment”: Oral, written, graphic, electronic or physical conduct relating to an individual’s actual or perceived membership in a protected category that is sufficiently severe, pervasive or persistent so as to interfere with or limit that individual’s ability to participate in the school unit’s programs or activities by creating a hostile, intimidating or offensive environment.
“Sexual harassment”: Under Maine law, this means unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in the following situations:

a. Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s educational benefits; b. Submission to or rejection of such conduct by a student is used as the basis for decisions on educational benefits; or c. Such conduct has the purpose and effect of substantially interfering with a student’s academic performance or creates an intimidating, hostile or offensive environment.

“Sexual orientation”: Under Maine law, this means a person’s “actual or perceived heterosexuality, bisexuality, homosexuality or gender identity or expression.”
“Gender identity”: Under Maine law, this means “the gender-related identity, appearance, mannerisms or other gender-related characteristics of an individual, regardless of the individual’s assigned sex at birth.”
“Complaint” is defined as an allegation that a student has been discriminated against or harassed on the basis of race, color, sex, sexual orientation, gender identity, religion, ancestry, national origin or disability (and not otherwise addressed in the Title IX regulations and Section 3 of ACAA-R).
Complaints of bullying not involving the protected categories or definitions described above may be addressed under Board Policy JICK – Bullying and Cyberbullying of Students.

B. Title IX Sexual Harassment Complaint Procedure Definitions

“Sexual Harassment”: Under the federal Title IX regulations, sexual harassment includes the following conduct on the basis of sex which takes place within the context of the school unit’s education programs and activities: For the purpose of this policy, “race” includes traits associated with race, including hair texture, Afro hairstyles, and protective hairstyles, including braids, twists, and locs.

c. Sexual assault, dating violence, domestic violence and stalking as these terms are defined in federal laws. 2. “Report”: Under the Title IX regulations, any individual may make a report of sexual harassment involving a student, whether the individual is the alleged victim or not. School employees are required to report possible incidents of sexual harassment involving a student. A report must be made to the Affirmative Action Officer/Title IX Coordinator. A report triggers certain actions by the AAO/Title IX Coordinator for the alleged victim of sexual harassment, but an investigation is not conducted unless a “Formal Complaint” is filed.

“Formal Complaint”: Under the Title IX regulations, the alleged victim of sexual harassment can file a written complaint that triggers the complaint procedure in Section 3 of ACAA-R. Only a student and/or their parent/legal guardian (and in certain circumstances, the AAO/Title IX Coordinator) may file a formal complaint.
“Student”: For the purposes of this procedure, a student is an individual who is enrolled or participating in the school unit’s education programs and activities, or is attempting to enroll or participate.

II. DISCRIMINATION/HARASSMENT COMPLAINT PROCEDURE

This procedure should be used for any complaint of unlawful harassment or discrimination complaint based on a protected category which does not involve Title IX sexual harassment (which is addressed in Section 3).

A. How to Make a Complaint

School employees are required to promptly make a report to the AAO/Title IX Coordinator if they have reason to believe that a student has been discriminated against or harassed.
Students (and others) who believe that they, or another student has been harassed or discriminated against should report their concern promptly to the AAO/Title IX Coordinator.
The individual making the report must provide basic information in writing concerning the allegation of harassment or discrimination (i.e., date, time, location, individual(s) who allegedly engaged in harassment or discrimination, description of allegation) to the AAO/Title IX Coordinator.
If an individual is unsure as to whether unlawful discrimination or harassment has occurred, or who need assistance in preparing a written complaint, they are encouraged to discuss the matter with the AAO/Title IX Coordinator.
Individuals will not be retaliated against for reporting suspected discrimination or harassment, or for participating in an investigation. Retaliation is illegal under federal and state nondiscrimination laws, and any retaliation will result in disciplinary action, up to and including discharge for employees, and expulsion for students.
Individuals are encouraged to utilize the school unit’s complaint procedure. However, individuals are hereby notified that they also have the right to report incidents of discrimination or harassment to the Maine Human Rights Commission, 51 State House Station, Augusta, ME 04333 (telephone: 207-624-6290) and/or to the Federal Office for Civil Rights U.S. Department of Education, 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 (telephone: 617-289-0111).

B. Complaint Handling and Investigation

The AAO/Title IX Coordinator will promptly inform the Superintendent and the person(s) who is the subject of the complaint (respondent) that a complaint has been received.
The AAO/Title IX Coordinator may pursue an informal resolution of the complaint with the agreement of the parties involved. Any party to the complaint may decide to end the informal resolution process and pursue the formal process at any point. Any informal resolution is subject to the approval of the parties and the Superintendent, who shall consider whether the resolution is in the best interest of the school unit and the parties in light of the particular circumstances and applicable policies and laws.
The AAO/Title IX Coordinator may implement supportive measures to a student to reduce the risk of further discrimination or harassment to a student while an investigation is pending. Examples of supportive measures include, but are not limited to, ordering no contact between the individuals involved or changing classes.
The complaint will be investigated by a trained internal or external individual designated by the Superintendent and the AAO/Title IX Coordinator. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Superintendent should be submitted to the Chair of the School Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
The investigator shall consult with the AAO/Title IX Coordinator as agreed during the investigation process.
The respondent will be provided with an opportunity to be heard as part of the investigation. The complainant shall not be required to attend meetings with the respondent, but may choose to do so in accordance with procedures outlined in the informal resolution process.
The complainant and the respondent may suggest witnesses to be interviewed and/or submit materials they believe are relevant to the complaint.
If the complaint is against an employee of the school unit, any rights conferred under an applicable collective bargaining agreement shall be applied.
Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.
The investigation shall be completed within 40 business days of receiving the complaint, if practicable. Reasonable extensions of time for good reason shall be allowed.
The investigator shall provide a written report and findings to the AAO/Title IX Coordinator.

C. Findings and Subsequent Actions

The AAO/Title IX Coordinator shall consult with the Superintendent concerning the investigation and findings.
If there is a finding that discrimination or harassment occurred, the AAO/Title IX Coordinator, in consultation with the Superintendent shall:

a. Determine what remedial action, if any, is required; to end the discrimination or harassment, remedy its effect and prevent recurrence; and b. Determine what disciplinary action should be taken against the individual(s) who engaged in discrimination or harassment, if any.

Inform the complainant and the respondent in writing of the results of the investigation and its resolution (in accordance with applicable state and federal privacy laws).

D. Appeals

After the conclusion of the investigation, the complainant or respondent may seek an appeal of the findings solely on the basis of either: (a) prejudicial procedural error or (b) the discovery of previously unavailable relevant evidence that could significantly impact the outcome.
Appeals must be submitted in writing to the Superintendent within five business days after receiving notice of the resolution.
Upon receipt of a valid appeal, the Superintendent shall provide notice to the other party, along with an opportunity to provide a written statement within five business days.
The Superintendent shall review the available documentation and may conduct further investigation if deemed appropriate.
The Superintendent’s decision on the appeal shall be provided to the parties within 10 business days, if practicable. The Superintendent’s decision shall be final.

E. Records

The AAO/Title IX Coordinator shall keep a written record of the complaint process.

III. TITLE IX SEXUAL HARASSMENT COMPLAINT PROCEDURE

This section should be used only for complaints of Title IX sexual harassment as defined in Section 1.B.1.

A. How to Make A Report

School employees who have reason to believe that a student has been subjected to sexual harassment are required to promptly make a report to the AAO/Title IX Coordinator.
Students, parents/legal guardians or other individuals who believe a student has been sexually harassed are encouraged to make a report to the AAO/Title IX Coordinator.
If the individual making the report is the alleged victim, or if the alleged victim is identified by the individual making the report, the AAO/Title IX Coordinator will meet with the alleged victim to discuss supportive measures that may be appropriate in the particular circumstances and explain the process for filing a formal complaint.

a. Supportive measures are individualized measures designed to ensure the student can continue to access educational programs and activities (such as requiring no contact between individuals or changing classes).

b. Supportive measures may be continued even if the alleged victim chooses not to file a formal complaint, if appropriate under the particular circumstances.

The school unit cannot provide an informal resolution process for resolving a report unless a formal complaint is filed.
Individuals will not be retaliated against for reporting sexual harassment, or for participating in an investigation. Retaliation is illegal under federal and state nondiscrimination laws, and any retaliation will result in disciplinary actions, up to and including discharge for employees, or expulsion for students.
Any student (or their parent/legal guardian) who believes they have been the victim of sexual harassment is encouraged to utilize the school unit’s complaint procedure. However, students (and their parents/legal guardians) are hereby notified that they also have the right to report sexual harassment to the Maine Human Rights Commission, 51 State House Station, Augusta, Maine 04333 (telephone: 207-624-6290) and/or to the federal Office for Civil Rights, U.S. Department of Education, 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 (telephone: 617-289-0111).
The Superintendent shall be informed of all reports and formal complaints of sexual harassment.

B. How to Make A Formal Complaint

An alleged student victim and/or their parent/legal guardian may file a formal written complaint requesting investigation of alleged Title IX sexual harassment. The written complaint must include basic information concerning the allegation of sexual harassment (i.e., date, time, location, individual(s) who allegedly engaged in sexual harassment, description of allegation).

Students who need assistance in preparing a formal written complaint, are encouraged to consult with the AAO/Title IX Coordinator.

In certain circumstances, the AAO/Title IX Coordinator may file a formal complaint even when the alleged victim chooses not to. Examples include if the respondent (person alleged to have engaged in sexual harassment) has been found responsible for previous sexual harassment or there is a safety threat within the school unit). In such cases, the alleged victim is not a party to the case, but will receive notices as required by the Title IX regulations at specific points in the complaint process.
In accordance with the Title IX regulations, the AAO/Title IX Coordinator must dismiss a formal complaint under this Title IX procedure if: a) the conduct alleged in the formal complaint does not constitute sexual harassment under the Title IX regulations and this policy; or b) if the conduct alleged did not occur within the scope of the school unit’s education programs and activities, or c) did not occur in the United States.
In accordance with the Title IX regulations, the AAO/Title IX Coordinator may dismiss a formal complaint under this Title IX procedure if: a) a complainant withdraws the formal complaint, or withdraws particular allegations within the complaint; b) the respondent is no longer employed by or enrolled in the school unit; or c) there are specific circumstances that prevent the school unit from gathering evidence sufficient to reach a determination regarding the formal complaint. However, if the conduct potentially violates other policies or laws, it may be addressed through the applicable Board policy/procedure.
If a formal complaint is dismissed under this Title IX procedure, the AAO/Title IX Coordinator will promptly and simultaneously send written notices to the parties explaining the reasons. Parties have the opportunity to appeal dismissals in accordance with subsection I below.
If the conduct alleged in a formal complaint potentially violates other laws, Board policies and/or professional expectations, the school unit may address the conduct under Section 2 or another applicable Board policy/procedure.

C. Student Emergency Removal or Employee Administrative Leave

The Superintendent may remove a student respondent from education programs and activities on an emergency basis during the complaint procedure:

a. If there is a determination (following an individualized safety and risk analysis) that there is an immediate threat to the physical health or safety of an individual arising from the allegations of sexual harassment. Examples of such circumstances might include, but are not limited to, a continued threat of violence against a complainant by a respondent, or a respondent’s threat of self-harm due to the allegations.

b. The respondent (and their parent/legal guardian) will be provided notice of the emergency removal, and will be provided an opportunity to challenge the decision following the removal (this is an opportunity to be heard, not a hearing). The respondent has the burden to demonstrate why the emergency removal or administrative leave was unreasonable.

The Superintendent may place an employee respondent on administrative leave during the complaint procedure in accordance with any applicable State laws, school policies and collective bargaining agreement provisions.
Any decision to remove a respondent from education programs and activities on an emergency basis or place an employee on administrative leave shall be made in compliance with any applicable disability laws, including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.

D. Notice to Parties of Formal Complaint

The Title IX Coordinator will provide to the parties written notice of the formal complaint and allegations of sexual harassment potentially constituting prohibited conduct under the Title IX regulations and this procedure. The notice shall include:

• Notice regarding the complaint procedure and the availability of an informal resolution process; • Sufficient details known at the time (including identities of parties, if known; the conduct alleged that potentially violates Title IX; and the date and location of the alleged incident, if known), with sufficient time to prepare before any initial interview (not less than five business days); • As required by the Title IX regulations, a statement that the respondent is presumed not responsible for the alleged conduct and that a determination of responsibility will be made at the conclusion of the complaint; and that the parties may inspect and review evidence; • Notice that the parties may each have an advisor of their choice (who may be an attorney); • Notice that knowingly making false statements or submitting false information during the complaint process is prohibited and may result in disciplinary action; • Notice of the name of the investigator, with sufficient time (no less than three business days) to raise concerns of conflict of interest or bias.

If additional allegations become known at a later time, notice of the additional allegations will be provided to the parties.
The AAO/Title IX Coordinator will discuss supportive measures with each party and implement such measures as appropriate.

E. Informal Resolution Process

After a formal complaint has been filed, and if the AAO/Title IX Coordinator believes the circumstances are appropriate, the AAO/Title IX Coordinator may offer the parties the opportunity to participate in an informal resolution process to resolve the complaint without completing the investigation and determination process. Informal resolutions cannot be used to resolve a formal complaint where a student is the complainant and the respondent is an employee.

Informal resolutions can take many forms, depending on the particular case. Examples include, but are not limited to, facilitated discussions between the parties; restorative justice; acknowledgment of responsibility by a respondent; apologies; disciplinary actions against a respondent or a requirement to engage in specific services; or supportive measures. Both parties must voluntarily agree in writing to participate in an informal resolution process, and either party can withdraw from the process at any time. The Superintendent must agree to the terms of any informal resolution reached between the parties. If an informal resolution agreement is reached, it must be signed by both parties and the school unit. Any such signed agreement is final and binding according to its terms.

If an informal resolution process does not resolve the formal complaint, nothing from the informal resolution process may be considered as evidence in the subsequent investigation or determination.

F. Investigation

The complaint will be investigated by a trained internal or external individual designated by the Superintendent and AAO/Title IX Coordinator. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Superintendent should be submitted to the Chair of the Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
The investigator shall consult with the AAO/Title IX Coordinator as agreed during the investigation process.
If the complaint is against an employee of the school unit, rights conferred under an applicable collective bargaining agreement shall be applied, to the extent they do not conflict with the Title IX regulatory requirements.
Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.
The investigator will:

a. Meet with each party after they have received appropriate notice of any meeting and its purpose, with sufficient time to prepare.

b. Allow parties to have their advisor at all meetings related to the complaint, although advisors may not speak on behalf of a party or interfere with the process.

c. Allow parties a reasonable opportunity to identify witnesses and submit favorable and unfavorable evidence.

d. Interview witnesses and conduct such other activities that will assist in ascertaining facts (site visits, review of documents, etc.).

e. Consider evidence that is relevant and directly related to the allegations in the formal complaint.

f. During the course of the investigation, provide both parties with an equal opportunity to inspect and review any evidence that is obtained in the investigation that is directly related to the allegations in the formal complaint (including evidence which the school unit does not intend to rely upon in reaching a determination of responsibility), and favorable and unfavorable evidence.

g. Prior to completion of the investigation report, provide each party and advisor (if any) the evidence subject to inspection and review, and provide the parties with ten business days to submit a written response.

h. Consider the parties’ written responses to the evidence prior to completing the investigation report.

i. Create an investigative report that fairly summarizes relevant evidence and send the report to the parties and advisors (if any), for their review and written responses within ten business days of receipt.

j. After receipt of the parties’ written responses (if any), forward the investigation report and party responses to the assigned building administrator.

The investigation shall be concluded within 40 business days if practicable. Reasonable extension of time for good reason shall be allowed.

G. Determination of Responsibility

The building administrator shall provide the parties with the opportunity to submit written, relevant questions that the party wants asked of another party or witness within five business days of when the building administrator received the investigation report and party responses.

a. The building administrator shall explain to a party proposing questions if the building administrator excludes a question as not relevant.

Each party shall be provided the opportunity to review the responses of another party and/or witness, and to ask limited written follow-up questions within five business days of receiving the answers.
Each party will receive a copy of the responses to any follow-up questions.
The building administrator shall review the investigation report, the parties’ responses and other relevant materials, applying the preponderance of the evidence standard (“more likely than not”).
The building administrator shall issue a written determination, which shall include the following:

a. Identification of all the allegations potentially constituting sexual harassment as defined in the Title IX regulations and this policy;

b. A description of the procedural steps taken from receipt of the formal complaint through the determination, including notifications to the parties, interviews with parties and witnesses, site visits, methods used to gather other evidence, and meetings held;

c. A determination regarding responsibility as to each allegation and findings of fact supporting the determinations;

d. A statement of, and rationale for, the result as to each allegation, including a determination regarding responsibility, any disciplinary sanctions the school unit imposes on the respondent, and whether remedies designed to restore or preserve equal access to the school unit’s programs and activities will be provided to the complainant;

e. The school unit’s appeal procedure and permissible bases for the parties to appeal the determination.

The written determination shall be provided to the parties simultaneously. The determination concerning responsibility becomes final either on the date that the school unit provides the parties with the written determination of the results of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which the appeal would no longer be considered timely.

H. Remedies, Discipline and Other Actions

Remedies

Remedies are measures used to ensure that the complainant has equal access to the school unit’s education programs and activities following the building administrator’s determination. Such remedies may include supportive measures, and may include other appropriate measures, depending upon the determination and the needs of the complainant. The Title IX Coordinator is responsible for implementing remedies and providing any needed assistance to the Complainant.

Discipline and Other Actions - Students

The following are of the types of discipline and other actions that may be imposed on a student when there is a determination that they are responsible for one or more violations involving sexual harassment:

• In or out of school suspension. • Expulsion. • Restorative justice. • Requirement to engage in education or counseling program.

Discipline and Other Actions – Employees

The following are examples of the types of disciplinary actions that may be imposed on an employee when there is a determination that they are responsible for one or more violations involving sexual harassment:

• Written warning. • Probation. • Demotion. • Suspension without pay. • Discharge.

The following are examples of other types of actions that may be imposed on an employee when there is a determination of responsibility:

• Performance improvement plan. • Counseling. • Training. • Loss of leadership/stipend position.

I. Appeals

The parties have the opportunity to appeal a determination regarding responsibility, and from dismissals of formal complaints. Under the Title IX regulations, appeals are allowed on the following grounds:

A procedural irregularity that affected the outcome of the matter;
New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal of the formal complaint was made, that could affect the outcome of the matter; or
The Title IX Coordinator, investigator, or building administrator had a conflict of interest or bias for or against complainants or respondents generally, or the individual complainant or respondent that affected the outcome of the matter.

An appeal must be filed in writing within five business days of receiving the determination, stating the grounds for the appeal and including any relevant documentation in support of the appeal. Appeals submitted after this deadline are not timely and shall not be considered.

Appeals must be filed with the Superintendent, who will consider the appeal.
The Superintendent shall notify the other party in writing of the appeal and will allow both parties to submit a written statement in support of, or challenging, the determination of the building administrator.
The Superintendent shall conduct an impartial review of the appeal, including consideration of the written record of the matter, and may consult with legal counsel or other school unit officials in making their decision.
The Superintendent shall issue a written decision describing the result of the appeal and rationale for the result, and provide the written decision simultaneously to the parties. The decision will deny the appeal; grant the appeal and remand to the building administrator for further consideration; or grant the appeal by revising the disciplinary or other action(s).

J. Records

Records in connection with sexual harassment reports and the complaint process shall be maintained for a minimum of seven years.

Cross Reference: AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAA - Harassment and Sexual Harassment of Students ACAD – Hazing GBEB – Staff Conduct with Students JFCK – Student Use of Cellular Telephones and Other Electronic Devices JICIA – Weapons, Violence and School Safety JICK - Bullying

Adopted: November 14, 2005 Revised: December 16, 2013; October 26, 2020; November 28, 2022

Policy Section A

ACAB Harassment and Sexual Harassment of School Employees

HARASSMENT AND SEXUAL HARASSMENT OF SCHOOL EMPLOYEES

Harassment of school employees because of race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, age, familial status, genetic information or disability is prohibited. Such conduct is a violation of Board policy and may constitute illegal discrimination under state and federal laws.

For the purpose of this policy, “race” includes traits associated with race, including hair texture, Afro hairstyles, and protective hairstyles, including braids, twists, and locs.

Any employee who engages in harassment or sexual harassment shall be subject to disciplinary action, up to and including discharge.

A. Harassment

Harassment includes, but is not limited to, verbal abuse, threats, physical assault and/or battery based on race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, age, genetic information or disability. Under the Maine Civil Rights Act, violence or threats of violence against a person or their property based on their sexual orientation are also illegal.

B. Sexual Harassment

Sexual harassment is addressed under federal and state laws and regulations. The scope and definitions of sexual harassment under these laws differ, as described below.

Title IX Sexual Harassment

a. “Quid pro quo” sexual harassment by a school employee: Conditioning a school aid, benefit or service (such as a promotion or favorable evaluation) on an individual’s participation in unwelcome sexual conduct; b. “Hostile environment” sexual harassment: Unwelcome conduct based on sex that a reasonable person would determine is so severe, pervasive and objectively offensive that it effectively denies an individual’s equal access to the school unit’s education programs and activities; or c. Sexual assault, dating violence, domestic violence and stalking as these terms are defined in federal laws.

Sexual Harassment Under Title VII and Maine Law

Under another federal law, Title VII, and under Maine law/regulations, sexual harassment is defined differently. Maine Human Rights Commission regulations define sexual harassment as conduct on the basis of sex which satisfies one or more of the following:

a. Submission to such conduct is made either explicitly or implicitly a term or condition of an employee’s employment; b. Submission to or rejection of such conduct by an employee is used as the basis for employment decisions affecting the employee; or c. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile or offensive work environment.

C. Reports and Complaints of Harassment or Sexual Harassment

Any employee who believes they have been harassed or sexually harassed is encouraged to make a report to the Affirmative Action Officer/Title IX Coordinator. The Affirmative Action Officer/Title IX Coordinator is also available to answer questions and provide assistance to any individual who is unsure whether harassment or sexual harassment has occurred.

All reports and complaints regarding harassment or sexual harassment of employees shall be addressed through the Employee & Third-Party Unlawful Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures (ACAB-R).

Legal References Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681 et seq.); 34 C.F.R. Part 106 Clery Act (20 U.S.C. §1092(f)(6)(A)(v) - definition of sexual assault) Violence Against Women Act (34 U.S.C. § 1092(f)(6)(A)(v) – definition of sexual assault; 34 U.S.C. § 12291(a)(10) – dating violence; 34 U.S.C. §12291(a)(3) – definition of stalking; 34 U.S.C. §12291(a)(8) – definition of domestic violence) Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d) Americans with Disabilities Act (42 U.S.C § 12101 et seq.), as amended Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. § 794 et seq.), as amended Title VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000e, et. seq.; 29 C.F.R. § 1604.11) Age Discrimination in Employment Act (29 U.S.C. § 623 et seq.) Genetic Information Nondiscrimination Act of 2008 (42 U.S.C. § 2000ff et seq.) 5 MRSA § 4551 et seq. MHRC Rule Chapter 94-348, ch. 3 26 MRSA §§ 806-807

Cross Reference: ACAB-R – Employee Discrimination/Harassment Title IX Sexual Harassment Complaint Procedure AC - Nondiscrimination/Equal Opportunity and Affirmative Action ACAD - Hazing

Adopted: January 27, 2014 Revised: October 26, 2020; October 24, 2022

This is a required policy.

Policy Section A

ACAB-R Employee Discrimination and Harassment Complaint Procedure

EMPLOYEE DISCRIMINATION/HARASSMENT AND TITLE IX SEXUAL HARASSMENT COMPLAINT PROCEDURES

The Board has adopted these employee procedures in order to provide prompt and equitable resolution of employee complaints of discrimination and harassment, including sexual harassment, as described in Policies AC – Nondiscrimination/Equal Opportunity and Affirmative Action and ACAB – Harassment and Sexual Harassment of School Employees.

The complaint procedure in Section 2 may also be used, to the extent applicable, by visitors, including parents, volunteers and others having lawful access to the schools who wish to make a complaint of discrimination or harassment.

Complaints alleging harassment or discrimination against students based on a protected category should be addressed through the Board’s Student Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedures (ACAA-R).

Any individual who is unsure about whether discrimination or harassment has occurred and/or or which complaint procedure applies is encouraged to contact the Affirmative Action Officer/Title IX Coordinator.

I. DEFINITIONS

A. Discrimination/Harassment Complaint Procedure Definitions

“Discrimination or harassment”: Discrimination or harassment on the basis of an individual’s membership in a protected category, which, for employees, includes race (including traits associated with race involving hair texture, Afro hairstyles and protective hairstyles such as braids, twists and locs), color, sex, sexual orientation, gender identity, age, familial status, religion, ancestry, national origin, genetic information or disability.
“Discrimination”: Treating individuals differently, or interfering with or preventing them from enjoying the advantages or privileges afforded to others because of their membership in a protected category.
“Harassment”: Oral, written, graphic, electronic or physical conduct relating to an individual’s actual or perceived membership in a protected category that is sufficiently severe, pervasive or persistent so as to interfere with or limit that individual’s ability to participate in the school unit’s programs or activities by creating a hostile, intimidating or offensive environment.
Under Title VII and under Maine law/regulations, sexual harassment is defined differently than under Title IX. Maine Human Rights Commission regulations define sexual harassment as conduct on the basis of sex which satisfies one or more of the following:

a. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment;

b. Submission to or rejection of such conduct by an employee is used as the basis for employment decisions affecting the employee; or

c. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile or offensive working environment.

“Sexual orientation”: Under Maine law, this means a person’s “actual or perceived heterosexuality, bisexuality, homosexuality or gender identity or expression.”
“Gender identity”: Under Maine law, this means “the gender-related identity, appearance, mannerisms or other gender-related characteristics of an individual, regardless of the individual’s assigned sex at birth.”
“Complaint” is defined as an allegation that an employee or other third party has been discriminated against or harassed on the basis of race, color, sex, sexual orientation, gender identity, age, familial status, religion, ancestry, national origin, genetic information or disability (and in regard to sex, conduct not otherwise addressed in the Title IX regulations and Section 3 of ACAB-R).
“Employee”: Whenever the term “employee” is used in Section 2, it includes visitors or others who have a lawful basis to make a complaint of discrimination or harassment.
“Familial status”: Under Maine law, this means a family unit that contains:

a. One or more individuals who have not attained 18 years of age and are living with a parent or another person having legal custody of the individual or individual or the designee of the parent or other person having custody with the written permission of the parent or other person; or

b. One or more individuals 18 years of age or older who lack the ability to meet essential requirements for physical health, safety, or self-care because the individual or individuals are unable to receive and evaluate information or make or communicate decisions.

B. Title IX Sexual Harassment Complaint Procedure Definitions

“Title IX sexual harassment”: Under the federal Title IX regulations, sexual harassment includes the following conduct on the basis of sex which takes place within the context of the school unit’s education programs and activities:

c. Sexual assault, dating violence, domestic violence and stalking as these terms are defined in federal laws.

“Report”: Under the Title IX regulations, any individual may make a report of sexual harassment involving an employee, whether the individual is the alleged victim or not. A report must be made to the Affirmative Action Officer/Title IX Coordinator. A report triggers certain actions by the AAO/Title IX Coordinator for the alleged victim of sexual harassment, but an investigation is not conducted unless a “Formal Complaint” is filed.
“Formal Complaint”: Under Title IX, the alleged victim of sexual harassment can file a written complaint that triggers the complaint procedure in Section 3 of ACAB-R. Only a school employee (and in certain circumstances, the AAO/Title IX Coordinator) may file a formal complaint.
“Employee”: For the purpose of this procedure, “employee” means an applicant for employment or a current employee of the school unit.

II. DISCRIMINATION/HARASSMENT COMPLAINT PROCEDURE

This procedure should be used for any complaint of unlawful harassment or discrimination based on a protected category which does not involve Title IX sexual harassment.

A. How to Make A Complaint

An employee who believes they have been unlawfully harassed or discriminated against (as such terms are defined in Section 1.A.1-3) is encouraged to try to resolve the problem by informing the individual(s) that the behavior is unwelcome or offensive, and requesting that the behavior stop. This shall not prevent the employee from making an immediate complaint to the AAO/Title IX Coordinator.
Any employee who believes they have been harassed or discriminated against should report their concern promptly to the AAO/Title IX Coordinator. A written complaint must include basic information concerning the allegation of harassment or discrimination (i.e., date, time, location, individual(s) who alleged engaged in harassment or discrimination, description of allegation).
Employees who are unsure as to whether unlawful discrimination or harassment has occurred, or who need assistance in preparing a written complaint, are encouraged to discuss the matter with the AAO/Title IX Coordinator.
Employees will not be retaliated against for reporting suspected discrimination or harassment, or for participating in an investigation. Retaliation is illegal under federal and state nondiscrimination laws, and any retaliation will result in disciplinary measures, up to and including discharge.
Any employee who believes they have been discriminated against or harassed is encouraged to utilize the school unit’s complaint procedure. However, employees are hereby notified that they also have the right to report incidents of discrimination or harassment to the Maine Human Rights Commission, 51 State House Station, Augusta, Maine 04333 (telephone: 207-624-6290) and/or to the federal Office for Civil Rights, U.S. Department of Education, 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 (telephone: 617-289-0111).

B. Complaint Handling and Investigation

The AAO/Title IX Coordinator will promptly inform the Superintendent and the person who is the subject of the complaint (respondent) that a complaint has been received.
The AAO/Title IX Coordinator may pursue an informal resolution of the complaint with the agreement of the parties involved. Any party to the complaint may decide to end the informal resolution process and pursue the formal process at any point. Any informal resolution is subject to the approval of the parties and the Superintendent, who shall consider whether the resolution is in the best interest of the school unit and the parties in light of the particular circumstances and applicable policies and laws.
The AAO/Title IX Coordinator may implement supportive measures (consistent with any applicable collective bargaining agreement provisions) to reduce the risk of further discrimination or harassment while an investigation is pending. Examples of supportive measures include, but are not limited to, ordering no contact between the individuals involved; changing a work location or changing a work schedule.
The complaint will be investigated by a trained internal or external individual designated by the Superintendent and the AAO/Title IX Coordinator. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Superintendent should be submitted to the Chair of the Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
The investigator shall consult with the AAO/Title IX Coordinator as agreed during the investigation process.
The respondent will be provided with an opportunity to be heard as part of the investigation. The complainant shall not be required to attend meetings with the respondent, but may choose to do so as part of an informal resolution process.
The complainant and the respondent may suggest witnesses and/or submit materials they believe are relevant to the complaint.
If the complaint is against an employee of the school unit, any rights conferred under an applicable collective bargaining agreement shall be applied.
Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.
The investigation shall be completed within 40 business days of receiving the complaint, if practicable. Reasonable extensions of time for good reason shall be allowed.
The investigator shall provide a written report and findings to the AAO/Title IX Coordinator.

C. Findings and Subsequent Actions

The AAO/Title IX Coordinator shall consult with the Superintendent concerning the investigation and findings.
If there is a finding that discrimination or harassment occurred, the AAO/Title IX Coordinator, in consultation with the Superintendent:

a. Shall determine what remedial action, if any, is required to end the discrimination or harassment, remedy its effect and prevent recurrence; and b. Determine what disciplinary action should be taken against the individual(s) who engaged in discrimination or harassment, if any.

Inform the complainant and the respondent in writing of the results of the investigation and its resolution (in accordance with applicable state and federal privacy laws).

D. Appeals

After the conclusion of the investigation, the complainant or respondent may seek an appeal of the findings solely on the basis of either: (a) prejudicial procedural error or (b) the discovery of previously unavailable relevant evidence that could significantly impact the outcome.
Appeals must be submitted in writing to the Superintendent within five business days after receiving notice of the resolution.
Upon receipt of a valid appeal, the Superintendent shall provide notice to the other party, along with an opportunity to provide a written statement within five business days.
The Superintendent shall review the available documentation and may conduct further investigation if deemed appropriate.
The Superintendent’s decision on the appeal shall be provided to the parties within 10 business days, if practicable. The Superintendent’s decision shall be final.

E. Records

The AAO/Title IX Coordinator shall keep a written record of the complaint process.

III. TITLE IX SEXUAL HARASSMENT COMPLAINT PROCEDURE

This section should be used only for complaints of Title IX sexual harassment as defined in Section 1.B.1.

A. How to Make A Report

Any individual who believes an employee has been sexually harassed (as this term is defined in Section 1.B.1) may make a report to the AAO/Title IX Coordinator.
If the individual making the report is the alleged victim, or if the alleged victim is identified by the individual making the report, the AAO/Title IX Coordinator will meet with the alleged victim to discuss supportive measures that may be appropriate in the particular circumstances and explain the process for filing a formal complaint.

a. Supportive measures are individualized measures designed to ensure the employee can continue to access and perform their work (such as requiring no contact between individuals, temporarily moving work locations or changing schedules, etc.).

b. Supportive measures may be continued even if the alleged victim chooses not to file a formal complaint, if appropriate under the particular circumstances.

The school unit cannot provide an informal resolution process for resolving a report until a formal complaint is filed.
Employees will not be retaliated against for reporting sexual harassment, or for participating in an investigation. Retaliation is illegal under federal and state nondiscrimination laws, and any retaliation will result in disciplinary actions, up to and including discharge.
Any employee who believes they have been the victim of sexual harassment is encouraged to utilize the school unit’s complaint procedures. However, employees are hereby notified that they also have the right to report sexual harassment to the Maine Human Rights Commission, 51 State House Station, Augusta, ME 04333 (telephone: 207-624-6290) and/or to the Federal Office for Civil Rights, US Department of Education, 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 (telephone: 617-289-0111).
The Superintendent shall be informed of all reports and formal complaints of sexual harassment.

B. How to Make A Formal Complaint

An alleged victim may file a formal written complaint requesting investigation of alleged Title IX sexual harassment. The written complaint must include basic information concerning the allegation of sexual harassment (i.e., date, time, location, individual(s) who alleged engaged in sexual harassment, description of allegation).

Employees who need assistance in preparing a formal written complaint are encouraged to consult with the AAO/Title IX Coordinator.

In certain circumstances, the AAO/Title IX Coordinator may file a formal complaint even when the alleged victim chooses not to. Examples include if the respondent (person alleged to have engaged in sexual harassment) has been found responsible for previous sexual harassment or there is a safety threat within the school unit). In such cases, the alleged victim is not a party to the case, but will receive notices as required by the Title IX regulations at specific points in the complaint process.
In accordance with the Title IX regulations, the AAO/Title IX Coordinator must dismiss a formal complaint under this Title IX procedure if: a) the conduct alleged in the formal complaint does not constitute sexual harassment under the Title IX regulations and this policy; b) if the conduct alleged did not occur within the scope of the school unit’s education programs and activities, or c) did not occur in the United States.
In accordance with the Title IX regulations, the AAO/Title IX Coordinator may dismiss a formal complaint under this Title IX procedure if: a) a complainant withdraws the formal complaint, or withdraws particular allegations within the complaint; b) the respondent is no longer employed by the school unit; or c) there are specific circumstances that prevent the school unit from gathering evidence sufficient to reach a determination regarding the formal complaint.
If a formal complaint is dismissed under this Title IX procedure, the AAO/Title IX Coordinator will promptly and simultaneously send written notices to the parties explaining the reasons. Parties have the opportunity to appeal dismissals in accordance with subsection I below.
If the conduct alleged potentially violates other laws, Board policies and/or professional expectations, the school unit may address the conduct under Section 2 or another applicable policy/procedure.

C. Administrative Leave

The Superintendent may place an employee respondent on administrative leave during the complaint procedure in accordance with any applicable State laws, school policies and collective bargaining agreement provisions.
Any decision to place an employee respondent on administrative leave shall be made in compliance with any applicable disability laws, including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.

D. Notice to Parties of Formal Complaint

The Title IX Coordinator will provide to the parties written notice of the formal complaint and allegations of sexual harassment potentially constituting prohibited conduct under the Title IX regulations and this procedure. The notice will include:

• Notice regarding the complaint procedure and the availability of an informal resolution process; • Sufficient details known at the time (including identities of parties, if known; the conduct alleged; and the date and location of the alleged incident, if known), with sufficient time to prepare before any initial interview (not less than five business days); • As required by the Title IX regulations, a statement that the respondent is presumed not responsible for the alleged conduct and that a determination of responsibility will be made at the conclusion of the complaint); and that the parties may inspect and review evidence; • Notice that the parties may each have an advisor of their choice (who may be an attorney); • Notice that knowingly making false statements or submitting false information during the complaint procedure is prohibited and may result in disciplinary action; and • Notice of the name of the investigator, with sufficient time (no less than three business days) to raise concerns of conflict of interest or bias.

If additional allegations become known at a later time, notice of the additional allegations will be provided to the parties.
The AAO/Title IX Coordinator will discuss supportive measures with each party and implement such measures as appropriate.

E. Informal Resolution Process

If an informal resolution process does not resolve the formal complaint, nothing from the informal resolution process may be considered as evidence in the subsequent investigation or determination.

F. Investigation

The complaint will be investigated by a trained internal or external individual designated by the Superintendent and AAO/Title IX Coordinator. Any complaint about an employee who holds a supervisory position shall be investigated by a person who is not subject to that supervisor’s authority. Any complaint about the Superintendent should be submitted to the Chair of the Board, who should consult with legal counsel concerning the handling and investigation of the complaint.
The investigator shall consult with the AAO/Title IX Coordinator as agreed during the investigation process.
If the complaint is against an employee of the school unit, rights conferred under an applicable collective bargaining agreement shall be applied, to the extent they do not conflict with the Title IX regulatory requirements.
Privacy rights of all parties to the complaint shall be maintained in accordance with applicable state and federal laws.
The investigator will:

a. Meet with each party after they have received appropriate notice of any meeting and its purpose, with sufficient time to prepare.

b. Allow parties to have their advisor at all meetings related to the complaint, although advisors may not speak on behalf of a party or interfere with the process.

c. Allow parties a reasonable opportunity to identify witnesses and submit favorable and unfavorable evidence.

d. Interview witnesses and conduct such other activities that will assist in ascertaining facts (site visits, review of documents, etc.).

e. Consider evidence that is relevant and directly related to the allegations in the formal complaint.

h. Consider the parties’ written responses to the evidence prior to completing the investigation report.

j. After receipt of the parties’ written responses (if any), forward the investigation report and party responses to the assigned building administrator.

The investigation shall be concluded within 40 business days if practicable. Reasonable extension of time for good reason shall be allowed.

G. Determination of Responsibility

The building administrator shall provide the parties with the opportunity to submit written, relevant questions that the party wants asked of another party or witness within five business days of when the building administrator received the investigation report and party responses.

a. The building administrator shall explain to a party proposing questions if the building administrator excludes a question as not relevant.

Each party shall be provided the opportunity to review the responses of another party and/or witness, and to ask limited written follow-up questions within five business days of receiving the answers.
Each party will receive a copy of the responses to any follow-up questions.
The building administrator shall review the investigation report, the parties’ responses and other relevant materials, applying the preponderance of the evidence standard (“more likely than not”).
The building administrator shall issue a written determination, which shall include the following:

a. Identification of all the allegations potentially constituting sexual harassment as defined in the Title IX regulations and this policy;

c. A determination regarding responsibility as to each allegation and findings of fact supporting the determinations;

e. The school unit’s appeal procedure and permissible bases for the parties to appeal the determination.

The written determination shall be provided to the parties simultaneously. The determination concerning responsibility becomes final either on the date that the school unit provides the parties with the written determination of the results of the appeal, if an appeal is filed, or if an appeal is not filed, the date on which the appeal would no longer be considered timely.

H. Remedies, Discipline and Other Actions

Remedies

Discipline and Other Actions

• Written warning. • Probation. • Demotion. • Suspension without pay. • Discharge.

The following are examples of other types of actions that may be imposed on an employee when there is a determination of responsibility:

• Performance improvement plan. • Counseling. • Training. • Loss of leadership/stipend position.

I. Appeals

A procedural irregularity that affected the outcome of the matter;
New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal of the formal complaint was made, that could affect the outcome of the matter; or
The Title IX Coordinator, investigator, or building administrator had a conflict of interest or bias for or against complainants or respondents generally, or the individual complainant or respondent that affected the outcome of the matter.

Appeals must be filed with the Superintendent, who will consider the appeal.
The Superintendent shall conduct an impartial review of the appeal, including consideration of the written record of the matter, and may consult with legal counsel or other school unit officials in making their decision.
The Superintendent shall issue a written decision describing the result of the appeal and rationale for the result, and provide the written decision simultaneously to the parties. The decision will either deny the appeal; grant the appeal and remand to the building administrator for further consideration; or grant the appeal by revising the disciplinary action(s).

J. Records

Records in connection with sexual harassment reports and the complaint process shall be maintained for a minimum of seven years.

Legal References: Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681 et seq.); 34 C.F.R. Part 106 Clery Act (20 U.S.C. §1092(f)(6)(A)(v) - definition of sexual assault) Violence Against Women Act (34 U.S.C. § 1092(f)(6)(A)(v) – definition of sexual assault; 34 U.S.C. § 12291(a)(10) – dating violence; 34 U.S.C. §12291(a)(3) – definition of stalking; 34 U.S.C. §12291(a)(8) – definition of domestic violence) Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d) Americans with Disabilities Act (42 U.S.C § 12101 et seq.), as amended Section 504 of the Rehabilitation Act of 1973 (Section 504) (29 U.S.C. § 794 et seq.), as amended Title VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000e, et. seq.; 29 C.F.R. § 1604.11) Age Discrimination in Employment Act (29 U.S.C. § 623 et seq.) Genetic Information Nondiscrimination Act of 2008 (42 U.S.C. § 2000ff et seq.)

Cross Reference: AC – Nondiscrimination/Equal Opportunity and Affirmative Action ACAB – Harassment and Sexual Harassment of School Employees GBGB – Workplace Bullying

Adopted: November 14, 2005 Revised: December 16, 2013; October 26, 2020; November 28, 2022

Policy Section A

ACAD Hazing

Maine law defines injurious hazing as "any action or situation, including harassing behavior that recklessly or intentionally endangers the mental or physical health of any school personnel or a student enrolled in a public school."

Injurious hazing activities of any type, either on or off school property during a school activity, by any student, staff member, group or organization affiliated with this school unit, are inconsistent with the educational process will be prohibited at all times.

"Harassing behavior" includes acts of intimidation and any other conduct that recklessly or intentionally endangers the mental or physical health of a student or staff member.

"Acts of intimidation" include extortion, menacing, direct or indirect threats of violence, incidents of violence, bullying, statements or taunting of a malicious and/or derogatory nature that recklessly or intentionally endanger the mental or physical health of another person, or property damage or theft.

No administrator, faculty member, or other employee of the school unit shall encourage, permit, condone, or tolerate injurious hazing activities. No student, including leaders of student organizations, shall plan, encourage, or engage in injurious hazing activities.

Students who violate this policy may be subject to disciplinary action which may include suspension, expulsion, or other appropriate measures. Administrators, professional staff, and all other employees who violate this policy may be subject to disciplinary action up to and including dismissal.

Should an organization affiliated with this school unit participate in hazing, penalties may include rescission of permission for that organization to operate on school property or to receive any other benefit of affiliation with the school unit.

Persons not associated with this school unit who fail to abide by this policy may be subject to ejection from school property and/or other measures as may be available under the law.

These penalties shall be in addition to any civil or criminal penalties to which the violator or organization may be subject.

The Superintendent/designee shall be responsible for administering this policy. In the event that an individual or organization disagrees with an action---or lack of action---on the part of the Superintendent/designee as he/she carries out the provisions of this policy, that individual or organization may appeal to the Board. The ruling of the Board with respect to the provisions of this policy shall be final.

This right to appeal does not apply to student suspensions of 10 days or less or to matters submitted to grievance procedures under applicable collective bargaining agreements.

A copy of this policy shall be included in all school, parent, and employee handbooks or otherwise distributed to all school employees and students.

Legal Reference: 20-A MRSA § 6553

Cross Reference: ACAA - Harassment and Sexual Harassment of Students

ACAB - Harassment and Sexual Harassment of Employees

JICIA - Weapons, Violence and School Safety

Adopted: November 14, 2005

Revised: August 27, 2012

This is a required policy.

Policy Section A

AD Educational Philosophy-Mission

Regional School Unit 1 believes in working with the community to meet the individual educational needs of all students through trust, teamwork and communication. We will strive to provide safe schools where learning is desirable, authentic, challenging and reflective of students' diverse needs, interests and ideas. We believe that all students must be provided equal but not identical opportunities to allow them to achieve at levels commensurate with their abilities. Together, we will prepare students for their future by providing a challenging core of curricular expectations that integrates technology. We believe that progress is only possible with change and we will improve performance through on-going evaluations making RSU 1 a model of educational excellence.

RSU 1 is committed to foster in students a lifelong commitment to intellectual exploration, individual growth, and social responsibility by inspiring and supporting them to strive for academic and personal excellence within an ethical framework that places the highest value on honor and respect for others.

OBJECTIVES

In the practical application of this philosophy, opportunities shall be provided which challenge each student to the maximum of his/her capacity. The staff will encourage students:

A. To learn, insofar as his/her ability permits, to think critically and act effectively through the mastery of the basic skills, such as reading, writing, mathematics and the use of written and spoken language, science, history, the arts, as well as current technology;

B. To develop and appreciate our national, state and local heritage, and gain knowledge of the culture and history of other peoples;

C. To develop intellectually, emotionally, morally and socially so that problems of everyday living can be dealt with successfully;

D. To develop a healthy body;

E. To develop intellectual curiosity and creativity;

F. To acquire the basic preparation for various vocations and professions in society; and

G. To develop as life-long learners.

THE STUDENT AND METHOD

Desirable learning is based on worthwhile effort and active participation on the part of the student - his/her experiences in facing problems, seeking solutions, planning, sharing in work to be done, recognizing mistakes and evaluating what has been done.

A curriculum calling for constructive activity on the part of the individual suggests that the method of education is increasingly that of guided self-education. A rigorous core curriculum designed to achieve specific learning outcomes will be provided. It will be planned with the goal of creating and maintaining standards which will furnish students with the skills necessary for success in a global society while giving them a broad educational foundation compatible with their interests, aptitudes and aims. The curriculum and graduation requirements will be regularly evaluated to ensure their continued appropriateness. The school directs learning opportunities; these opportunities encourage responsibilities to be taken by the students.

We believe that students learn best when they are interested and when they have a sense of need and purpose.

The teacher's task is to inspire, challenge, direct, discover, strengthen interests, help the student to set objectives that are worthwhile, attainable and dynamic, and to guide the student's efforts of self-education.

Teachers and the system as a whole should strive to instill a continuing desire to learn.

The basic worth and dignity of the human being should at all times be defended and upheld.

Adopted: January 9, 2006

Revised: February 24, 2014

This is a required policy.

Policy Section A

ADA School System Goals and Objectives

File: ADA

SCHOOL SYSTEM GOALS AND OBJECTIVES

The RSU #1 Board recognizes its responsibility to set goals for the effective, successful, yet efficient operation of the school unit. In discharging this responsibility, the Board will strive to ensure that the resources of the school system are directed toward meeting the educational needs of each eligible student.

The Board will develop annual goals based on input solicited from a variety of sources. These goals will be shared with the community, the staff, and the students. The administration shall develop appropriate objectives designed to achieve the stated priorities.

The Board will regularly evaluate progress toward meeting the goals and will adopt appropriate policies designed to facilitate their accomplishment.

Legal Reference: Title 20-A, MRSA, Sec. 4511

Adopted: July 21, 2008

Policy Section A

ADAA-School System Commitment to Standards for Ethical and Responsible Behavior

The School Board believes that promoting ethical and responsible behavior is an essential part of the school unit's educational mission. The Board recognizes that ethics, constructive attitudes, responsible behavior, and "character" are important if a student is to leave school as a "responsible and involved citizen," as described in the Guiding Principles of the Maine Learning Results. The Board also recognizes that Maine law requires the adoption of a district-wide student code of conduct consistent with statewide standards for student behavior developed by the Commissioner of the Department of Education in compliance with 20-A MRSA § 254(11).

The Board seeks to create and maintain a school climate in which ethical and responsible behavior can flourish. The Board believes that instilling a sense of ethics and responsibility in students requires setting positive expectations for student behavior as well as establishing disciplinary consequences for behavior that violates Board policy or school rules. Further, the Board believes that in order to teach ethical and responsible behavior, adults who interact with students must strive to model and reinforce ethical and responsible behavior. To that end, the Board supports an active partnership between schools and parents.

Recognizing that collaboratively identified core values are the foundation for a school culture that encourages and reinforces ethical and responsible student behavior, the Board is committed to the establishment and implementation of a process for identifying shared values and setting and enforcing standards for behavior, including prescription of consequences for unacceptable behavior. The process for identifying such shared values will invite and include the participation of Board members, school administrators, staff, parents, students, and the community. Core values will be reviewed periodically, with opportunity for public participation.

Following the identification of core values, the Board, with input from administrators, staff, parents, students, and members of the community, will adopt a Student Code of Conduct consistent with statewide standards for student behavior^1^ that shall, as required by law:

A. Define unacceptable student behavior;

B. Establish standards of student responsibility for behavior;

C. Prescribe consequences for violation of the Student Code of Conduct, including first-time violations, when appropriate;

D. Describe appropriate procedures for referring students in need of special services to those services;

^1^The statewide standards are the "core values" identified in the report of the Commission for Ethical and Responsible Student Behavior, [Taking Responsibility: Standards for Ethical and Responsible Behavior in Maine Schools and Communities]. The core values are: Respect, Honesty, Compassion, Fairness, Responsibility and Courage. The Code of Conduct must be "consistent with," not identical to, the statewide standards developed under 20 M.R.S.A. § 254(11). This provides an opportunity for communities to identify their own core values and articulate what they "look like" when applied to behavior. The core values serve as a basis for school system expectations for student conduct.

E. Establish criteria to determine when further assessment of a current Individual Education Plan (IEP) is necessary, based on removal of the student from class;

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F. Establish policies and procedures concerning the removal of disruptive or violent students from a classroom or a school bus, as well as student disciplinary and placement decisions, when appropriate; and

G. Establish guidelines and criteria concerning the appropriate circumstances when the Superintendent/designee may provide information to the local police or other appropriate law enforcement authorities regarding an offense that involves violence committed by any person on school grounds or other school property.

H. Establish policies and procedures to address bullying, harassment and sexual harassment.

The Board will review the Student Code of Conduct periodically, inviting input from administrators, staff, parents, students and members of the community.

When revising the prescribed consequences for violation of the Student Code of Conduct, the Board shall consider relevant existing district-wide school disciplinary policies and/or consider adoption of new policies that:

A. Focus on positive interventions and expectations and avoid focusing exclusively on unacceptable student behavior;

B. Focus on positive and restorative interventions that are consistent with evidence-based practices rather than set punishments for specific behaviors, and avoid "zero tolerance" practices unless specifically required by federal or state laws, rules or regulations;

C. Allow administrators to use their discretion to fashion appropriate discipline that examines the circumstances pertinent to the case at hand; and

D. An attempt will be made to contact parents/guardians by phone, as soon as practicable, after the decision to suspend has been made in addition to providing written notice.

"Positive interventions" and "restorative interventions" shall have the same meaning as provided in 20-A MRSA § 1001(15).

Students, parents, staff, and the community will be informed of the Student Code of Conduct and relevant district-wide school disciplinary policies through handbooks, the school unit's website, and/or other means selected by the Superintendent/designee.

Ethics and Curriculum

The Board encourages integration of ethics into content areas of the curriculum, as appropriate. The Board also encourages schools to provide students with meaningful opportunities to apply values and ethical and responsible behavior through activities such as problem solving peer mediation and student government/leadership development.

Legal Reference: 20-A MRSA §§ 254, 1001(15), 1001(15-A)

Cross reference: JKD -- Suspension of Students

JIC -- Student Code of Conduct

Adopted: November 14, 2005

Revised: March 25, 2013

Policy Section A

ADC Tobacco-Free Schools - Use and Possession of Tobacco and Electronic Smoking Devices

In order to promote the health and safety of students, staff, and other adults, including visitors/parents/guardians, the Board prohibits smoking and all other use of tobacco products, including electronic smoking devices, in school buildings on school property (including during public events and when school is not in session), on school buses or in any other school department vehicle, at any time by all persons.

"Electronic smoking device" means a device used to deliver nicotine or any other substance intended for human consumption that may be used by a person to simulate smoking through inhalation of vapor or aerosol from the device, including, without limitation, a device manufactured, distributed, marketed or sold as an electronic cigarette, electronic cigar, electronic pipe, electronic hookah or so-called vape pen.

Students are further prohibited from possessing, selling, distributing or dispensing tobacco products or electronic smoking devices at any time on school property, in school buses or other vehicles used to transport students, and during school-sponsored events and activities, wherever they take place.

Employees and all other persons are strictly prohibited, under law and Board policy, from selling, distributing or in any way dispensing tobacco products or electronic smoking devices to students. Employees may not use tobacco products or electronic smoking devices at any time while supervising students, whether on or off school property.

In enacting P.L. Ch. 308 (2017), "An Act to Reduce Youth Access to Tobacco Products," the Maine Legislature raised the age for sales of tobacco products (including electronic smoking devices) from 18 to 21 (with the exception of persons who had reached 18 years of age as of July 1, 2018).

[Policy Communication:]

This policy will be communicated through a variety of efforts to educate students, school staff, parents, and visitors. Tobacco-free signs posted in highly visible areas at facility entrances and throughout the school property, including athletic facilities. The policy will be listed on the school website and printed in employee, student and adult education booklets on an annual basis.

[Policy Enforcement]:

Everyone is required to comply with the RSU 1 tobacco-free policy. Enforcement of this policy will follow the standard procedures of the school for each audience. All school staff are expected to enforce the policy under the direction of the Principal. The Principal shall report any violations of this policy/procedure, as promptly as practicable, to the Superintendent.

Legal Reference: 22 MRSA §§ 1541, 1551, 1578-B

Me. PL Ch. 61 (2019) (An Act to Prohibit the Possession and Use of Electronic Smoking Devices on School Grounds)

20 USC 6081-6084 (Pro-Children Act of 1994)

Cross Reference: JICA -- Student Dress

JL -- Student Wellness

KF -- Community Use of School Facilities

KHB -- Advertising in the Schools

Adopted: April 28, 2014

Revised: March 26, 2018; January 25, 2020

Information regarding tobacco treatment resources, such as onsite counseling and the Maine Tobacco HelpLine (1-800-207-1230) will be available for tobacco users who are interested in quitting.

This is a required policy.

Policy Section A

ADC-R Tobacco Use and Possession Administrative Procedure

The purpose of the following administrative procedure is to implement the mandates imposed by the various federal and state laws in addition to this Board's "Tobacco Use and Possession" policy.

It also applies to electronic cigarettes and other devices designed to deliver nicotine through inhalation or "vaping," or used to simulate smoking.

I. PROHIBITED CONDUCT

A. Students The use, possession, sale, dispensing or distribution of tobacco products by any students is prohibited in school buildings and facilities, during school-sponsored events, on school grounds and buses, and at any time.

B. Employees and All Other Persons The use of tobacco products by employees and all other persons is prohibited in school buildings, facilities and on school buses during school-sponsored events and at any time on school grounds.

ENFORCEMENT

In order to enforce the tobacco products policy, the following guidelines shall be utilized by the Principal of a school in which prohibited conduct occurs. The Principal shall report any violations of this policy/procedure, as promptly as practicable, to the Superintendent.

A. Student Violations The Superintendent and administrators shall develop age-appropriate disciplinary guidelines for students violating this policy/administrative procedure, which can be found in the appropriate school handbook.

B. Student Referral to Law Enforcement Agency The Superintendent or his/her designee reserves the right to refer students to a law enforcement agency, on a case-by-case basis, as he/she may deem necessary. However, the Superintendent/designee shall refer to a law enforcement agency any student reasonably suspected of selling, dispensing or distributing tobacco products and/or electronic smoking devices.

C. Other Persons in Violation All other persons violating this policy, e.g. employees, visitors, shall be immediately directed to cease the behavior. Visitors who violate this policy will be asked to cease the behavior and may be asked to leave the activity or premises. Violations may also be referred to law enforcement, depending on the facts of the particular case. Employees who violate this policy may be disciplined in accordance with any applicable collective bargaining contract and/or policy, and violations may be referred to law enforcement if they involve students.

NOTICES

The Board's policy and corresponding disciplinary actions for infractions of this policy shall be included in employee, and student handbooks. Legal References: 20 USC § 6081-6084 (Pro-Children Act of 1994) 22 MRSA § 1578-B Me. PL 470 (An Act to Reduce Tobacco Use by Minors) Adopted: April 9, 2001 Reviewed by Board: October 10, 2005 Revised: April 28, 2014; March 26, 2018

Policy Section A

ADF School District Commitment to Learning Results

The RSU #1 Board hereby adopts the system of Learning Results and the Maine Department of Education's applicable rules. The Learning Results is intended to serve as a foundation for education reform and to promote and provide assessment of student learning, accountability and equitable opportunities for all students to access the content standards. The Board recognizes that the legislative intent of the Learning Results system is to provide children with schools that reflect high expectations and create conditions where these expectations can be met.

The Board understands that implementation of the Learning Results has broad implications for the school unit, including curriculum, budget, professional development, student assessment, professional evaluation, and graduation requirements. Therefore, the Board is committed to examining its policies to ensure that they are consistent with the intent and goals of the Learning Results system. This will require a concerted and coordinated effort involving the Board, the Superintendent, administrators, teachers, parents, students and the community.

The Board directs the Superintendent to develop a plan and timeline for implementing the Learning Results system and any appropriate administrative procedures. The Board further directs the Superintendent to report to the Board on a regular basis progress toward implementing the Learning Results system.

Legal References: 20-A MRSA 6208-6209

L.D. 1536, Chapter 51 Resolves

Chapter 125,127,131 (Maine Dept. of Ed. Rules)

Adopted: July 21, 2008

Policy Section A

AEC Accountability - Reporting to the Public

The RSU 1 Board is conscious of its responsibility for making informed decisions that will impact student learning and school system operations. As an elected body, the Board recognizes that it is accountable to the citizens of the school unit for its decisions and the educational achievement of its students. Basic to accountability is the reporting of data concerning student achievement and, in general, the operations of the schools.

The Board directs the Superintendent to prepare appropriate reports that will provide the Board with the information it needs to make appropriate policy and planning decisions and to keep the public informed regarding the academic progress of its students, the effectiveness of school programs, and the needs of the school system. As practicable, the Superintendent may combine such reports into a single document and/or presentation or use multiple reporting processes, depending upon the nature of the information. Such reports shall be made available to the public.

The Superintendent shall also be responsible for gathering and submitting data to the Maine Department of Education (DOE) and other agencies as required by law and/or regulations and for preparing and disseminating reports to the Board and the public in compliance with applicable laws and/or regulations. Data collated by the State shall be incorporated into reports to the Board and/or public as mandated by law and/or regulations.

A. State of the District Report

Each year the Superintendent shall prepare and present to the Board an annual report addressing the activities of the school unit and his/her recommendation(s) for improving student learning and school system operations. The report shall be made available to the public as a means of informing parents and citizens of the school system's goals, plans, programs, and operations.

B. Comprehensive Plan Report

Each school unit must develop and implement a Comprehensive Education Plan that is aligned with Maine's system of Learning Results, focused on the learning of all students, and oriented to continuous improvement and includes the elements listed in Chapter 125, Section 4.02, of the Department of Education Rules. The Superintendent shall make an annual report to the Board and public on the school system's Comprehensive Education Plan and school improvement progress. The Board shall annually review and approve the Comprehensive Education Plan.

C. Local Assessment System

The Superintendent/designee, with the assistance of appropriate staff, will prepare for the Board's review and for dissemination to the public on an annual basis the results of the Local Assessment System. The purpose is to enable the Board and public to monitor student progress in achieving the content standards of the system of Common Core/Learning Results and to make informed decisions concerning the instructional program and allocation of resources.

D. District Report Cards

In compliance with federal law and regulations and to provide relevant information concerning the academic performance of the school system and of its individual schools, the Superintendent shall be responsible for annually collecting and submitting required data and for preparing and making available to schools, the parents of children in those schools, and the public a "district report card" containing the information required by law.

E. Financial Reports

The Superintendent/designee shall provide to the Board and public monthly reports concerning the financial condition of the school system.

F. Other Reports

The Board may request and the Superintendent/designee shall provide to the Board and/or public other reports related to school system goals and objectives, the instructional program, and operations of the schools.

Legal Reference: 20 U.S.C. § 6311 (No Child Left Behind Act)

20-A M.R.S.A. §§ 4502(1), (6)

Ch. 125, 127 (Me. Dept. of Ed. Rules)

Cross Reference: ADF -- School District Commitment to Learning Results ILA -- Student Assessment KD - Public Information and Communications

Adopted: February 24, 2014

Policy Section B

Created at: Thu Apr 7 11:32:49 2022

Policy Section B

BBA School Board Powers and Responsibilities

The Board of Directors shall have general charge of all the public schools of this unit and shall exercise such other responsibilities as specifically provided by law.

The Board of Directors shall concern itself primarily with broad questions of policy rather than with administrative details. The application of policies is an administrative task to be performed by the superintendent and his/her staff, who shall be held responsible for the effective administration and supervision of the entire school system.

The Board of Directors, functioning within the framework of laws, court decisions, attorney generals' opinions, and similar mandates from the state and national levels of government, and recognizing the authority of the state, fulfills its mission as the governing body of a political subdivision by acting as follows in the execution of its duties:

A. Enacts policy;

B. Selects, employs and evaluates the superintendent;

C. Provides for the planning, expansion, improvement, financing, construction and maintenance of the physical plant of the school system;

D. Prescribes the minimum standards needed for the efficient operation and improvement of the school system;

E. Requires the establishment and maintenance of records, accounts, archives, management methods and procedures incidental to the conduct of school business;

F. Approves the budget, financial reports, audits, major expenditures, payment of obligations, and policies whereby the administration may formulate procedures, regulations, and other guides for the orderly accomplishment of business;

G. Estimates the funds necessary from taxes for the operation, support, maintenance and improvement of the school system;

H. Adopts courses of study;

I. Provides staff and instructional aids;

J. Evaluates the educational program to determine the effectiveness with which the schools are achieving the educational purposes of the school system;

K. Provides for the dissemination of information relating to the schools necessary for creating a well-informed public; and

L. Approves/disapproves personnel nominations from the Superintendent and determines (where appropriate via collective bargaining) compensation and working conditions of all staff.

Legal Reference: 20-A MRSA § 1001

20-A MRSA § 1476 (RSU)

Adopted: March 13, 2006

Revised: February 24, 2014

Policy Section B

BBAA Board Member Authority and Responsibilities

File: BBAA

BOARD MEMBER AUTHORITY AND RESPONSIBILITIES

Members of the Board have authority only when acting as a board legally in session. The Board shall not be bound in any way by any action or statement on the part of any individual Board member except when such statement or action is in pursuance of specific instructions from the Board.

Legal Reference: Title 20A, MRSA, Sec. 1001-1003

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005

Revised: February 24, 2014

Policy Section B

BBAB - Student Representative on RSU 1 Board

RSU 1 will have two student representatives on the Board.

Student members will have non voting status. They will fully participate in general discussions, and will be allowed to attend executive sessions at the discretion of the chair. Student board members are encouraged to register non-binding votes on all board matters.

The Superintendent will provide an orientation for new student members and provide a mentor for the first year of membership to the Board.

PROCEDURES FOR ELECTION TO THE SCHOOL BOARD

For the first year two students (one junior and one senior) will be selected as student representatives to the RSU 1 Board. The senior will have a one year term and the junior will have a two year term. In the second year, a junior will be selected to serve a two year term.

All juniors and seniors are eligible to apply for the position of student school board representative. Students will fill out an application (This application will be developed by the Superintendent.) Students interested will be interviewed by the SCLC Representative Committee. This committee will make a recommendation to the SCLC at their next regular meeting and the SCLC will vote on the final nomination.

The SCLC Representative Committee will include but not be limited to: the SCLC advisor(s), one school board member, one community member, one faculty member, one representative from each class.

Any student representative to the School Board who is not an SCLC member will become non voting members of SCLC for the purpose of reporting and gathering information.

REQUIREMENTS OF STUDENT REPRESENTATIVES

Regular attendance at Board meetings and workshops
Prepare for all meetings by reviewing materials beforehand and conducting necessary research to understand the issues.
Review Policy BCA-School Board Member Ethics
Review RSU 1 Policy Manual
Understand Roberts Rules of Order
Violations of confidentiality can result in dismissal from serving on the board.

Adopted: August 25, 2008

Policy Section B

BBB Board Membership-Elections-Appointment

File: BBB

BOARD MEMBERSHIP -- ELECTIONS/APPOINTMENT

The Board shall consist of seven (7) members, representing each of the seven districts in accordance with the provisions of Title 20-A, Maine Revised Statutes, section 1252 and other applicable laws and regulations. The Board utilizes Policy BBAB Student Representation on RSU 1 Board of Directors for adding student representation as non-voting members.

P & S Law 2007, Chapter 25 (hereinafter referred to as "the law") provides a mechanism for other municipalities to join RSU #1. Should the Board vote to engage in the planning process with a municipality that is interested in joining RSU #1, the Board will develop a plan for negotiation. Upon Board approval of the RSU #1/new municipality plan, a referendum would be scheduled as required by the law. In the event that a municipality joins the district, that municipality becomes a participating member with all privileges and benefits. The Board, in accordance with the law, will define a new map and election process. All costs associated with the planning and acceptance process shall be borne by the applying municipality.

Term of office begins on January 1.

Legal Reference: Title 20-A, MRSA, Sec. 2302

RSU 1 Bylaws

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Revised: January 10, 2005

Reviewed and Adopted: November 14, 2005, February 27, 2012

Policy Section B

BBBA Board Member Qualifications

A person is legally qualified to become a member of the RSU 1 Board of Directors if he/she is a United States citizen, a resident of the State of Maine, a qualified voter in the sub district of RSU 1 by and from which he/she is elected and at least 18 years of age.

No member of the Board of Directors or spouse shall be an employee in any public school within RSU 1.

Legal Reference: TITLE 30A MRSA, SEC. 2526

TITLE 20A MRSA, SEC. 1002.2

P & SL (2007), Ch. 25

Adopted: March 13, 2006

Revised: March 26, 2012

Policy Section B

BBBE Unexpired Term Fulfullment-Vacancies

UNEXPIRED TERM FULFILLMENT/VACANCIES

A vacancy on the Board shall occur when (1) a member resigns their position; (2) a member dies or; (3) a candidate moves outside the district for which he/she was elected; or (4) if no candidate is elected.

After public notice of at least 14 days of the vacancy, the candidate, appointed by the Board's majority vote of voting members present, must reside within the district of the vacancy. Their term shall be consistent with the terms of that district's vacancy.

In the event of a tie vote in a regular election, the board will interview eligible candidates and proceed to select one by voting

Legal Reference: TITLE 20A MRSA, SEC. 1254 RSU 1 Bylaws

Adopted: March 13, 2006; February 27, 2012

Policy Section B

BCA Board Code of Ethics

The Board will adopt a code of ethics.

Upon taking the oath of office to serve as a member of the Board each member agrees to follow the code of ethics.

Having accepted the challenge of service on this Board, I accept the principles set forth in the following code of ethics to guide me in helping to provide free public education to all the children of Regional School Unit #1.

A. I will view service on the Board as an opportunity to serve my community, district, region, state, and nation because I believe public education is the best means to promote the welfare of our people and to preserve our democratic way of life;

B. I will at all times, think of children first and base my decisions on how they will affect children, their education, and their training;

C. I will make no disparaging remarks, in or out of the Board meetings, about other Board members or their opinions;

D. I will remember at all times, that as an individual, I have no legal authority outside the meetings of the Board, and that I will conduct my relationship with the school staff, the local citizenry, and all media of communications on the basis of this fact;

E. I will recognize that my responsibility is not to operate the schools but to see that they are well operated;

F. I will seek to provide quality education for all children in the region commensurate with their needs and abilities;

G. I will listen to all citizens but will refer all complaints to the proper authorities, and will discuss such complaints only at a regular Board meeting after failure of an administrative solution;

H. I will support a decision made by the majority of the Board;

I. I will not criticize employees publicly, but will make such criticism to the Superintendent for investigation and action, if necessary;

J. I will make decisions openly after all facts bearing on a question have been presented and discussed;

K. I will refuse to make promises as to how I will vote on a matter that should come before the Board as a whole;

L. I will not discuss the confidential business of the Board in my home, on the street, or in my office, the place for such discussion being the School Board meeting;

M. I will confine my Board action to policy making, planning, and appraisal, leaving the administration of the schools to the Superintendent;

N. I will welcome and encourage cooperation and participation by teachers, administrators, and other personnel in developing policies that affect their welfare and that of the children they serve;

O. I will endeavor at all times to see that schools have adequate financial support within the capabilities of the region and state, in order that every child may receive the best possible education;

P. I will resist every temptation and outside pressure to use my position as a Board member to benefit myself or any individual or agency apart from the total interest of the school unit;

Q. I will endeavor to attend every regular and special Board meeting recognizing that my presence means representation for my district and region. If I find that this is not possible for an extended length of time, I will give consideration to resigning from my position on the Board; and

R. I will recognize at all times that the School Board of which I am a member is an agent of the state, and as such, I will abide by the laws of the state and the regulations formulated by the Maine Department of Education and by the State Board of Education.

Adopted: May 18, 2009

Revised: April 27, 2020

Policy Section B

BCB Conflict of Interest

Board service is a matter of public trust. In making decisions that affect the RSU 1 schools, Board members have the duty to act in the interest of the common good and for the benefit of the people they represent.

A conflict of interest may arise when there is an incompatibility between a Board member's personal interest and his/her responsibilities as an elected official in a matter proposed or pending before the Board. Board members have a legal and ethical responsibility to avoid not only conflict of interest, but the appearance of conflict of interest as well.

Financial Interest

A Board member has a financial interest in a question or contract under consideration when he/she or a member of his/her immediate family may derive some financial or other material benefit or loss as a result of the Board action. The vote of the Board is voidable if a Board member has a financial interest and votes on that question or is involved in the discussion, negotiation, or award of a contract or other action in which he/she has a financial interest. In order to prevent the vote on a question or contract from being voidable, a Board member who has a financial interest must:

A. Make full disclosure of his/her interest before any action is taken; and

B. Abstain from voting, from the negotiation or award of the contract and from otherwise attempting to influence the decision. The Secretary of the Board shall record in the minutes of the meeting the member's disclosure and abstention from taking part in the decision in which he/she has an interest. It is not the intent of this policy to prevent a Board member from voting or the school unit from contracting with a business because a Board member is an employee of that business or has another, indirect interest but is designed to prevent the placing of Board members in a position where their interest in the schools and their interest in their places of employment may conflict and to avoid appearances of conflict of interest.

Appearance of Conflict of Interest

A Board member should do nothing to give the impression that his/her position or vote on an issue is influenced by anything other than a fair consideration of all sides of a question. Board members shall attempt to avoid the appearance of conflict of interest by disclosure and/or by abstention.

Appointment to Office and Other Employment

A Board member may not, during the time the member serves on the Board and for one year after the member ceases to serve on the Board, be appointed to any civil office of profit or employment position which has been created or the compensation of which has been increased by action of the Board during the time the member served on the Board.

Employment

A member of the Board or spouse of a member may not be an employee in a public school within the jurisdiction of the Board to which the member is elected.

Board Members as Volunteers

A member of the Board, or spouse of a member, may not serve as a volunteer when that volunteer has primary responsibility for a curricular, co-curricular or extracurricular program or activity and reports directly to the Superintendent, principal, athletic director or other school administrator in a public school within the jurisdiction of the Board to which the member is elected. Volunteer activities of a member of the Board or member's spouse other than in roles that are prohibited by this section may be prescribed by policies developed and approved by the Board.

Definitions

For the purposes of this policy, the following statutory definitions apply:

A. "Employee" means a person who receives monetary payment or benefits, no matter the amount paid or hours worked, for personal services performed for a school administrative unit.

B. "Volunteer" means a person who performs personal services for a school administrative unit without monetary payments or benefits of any kind or amount.

Legal Reference: 20-A M.R.S.A. § 1002-1004

30-A M.R.S.A. § 2604-2606

Cross Reference: Policy BCA-Board Member Code of Ethics

Adopted: March 26, 2012

Policy Section B

BCC - Nepotism

Employment

It shall be the policy of the RSU 1 Board not to employ as school unit staff any person who is a member of the immediate family of a Board member or of the Superintendent. Immediate family of Board members or the Superintendent who are employed by the school unit on the date of adoption of this policy are not affected by this paragraph.

By Maine law (20-A M.R.S.A. § 1002(2)), a Board member's spouse is precluded from employment under any circumstances in any public school within the jurisdiction of the Board to which the member is elected.

Supervision and Evaluation

No person shall be employed in or assigned to a position that is within the administrative supervision of a member of his/her immediate family, nor in a position in which he/she is supervised or evaluated, in whole or in part, by a member of his/her immediate family.

Exceptions

In extraordinary circumstances, the Board may approve an exception to the prohibitions on the employment of immediate family so long as the candidate is qualified for the position to which he/she has applied, the hiring is in the best interest of the school system and its students, and the candidate is not the spouse of a Board member.

Volunteers

Under Maine law (20-A M.R.S.A. § 1002(2-A)), a board member's spouse may not serve as a volunteer when that volunteer has primary responsibility for a curricular, co-curricular, or extracurricular program or activity and reports directly to the superintendent, principal, athletic director, or other school administrator within the jurisdiction of the Board.

Definitions

For the purpose of this policy:

A. "Immediate family" means spouse, brother, sister, parent, son, or daughter.

B. "Administrative supervision" refers to the authority of a person in the position of principal or higher.

Legal Reference: 20-A M.R.S.A. § 1002

Cross Reference: Policy BCB - Board Member Conflict of Interest

Adopted: March 26, 2012

Policy Section B

BDA Board Organizational Meeting, Board Officers

File: BDA

BOARD ORGANIZATIONAL MEETING, BOARD OFFICERS

A chair shall be elected annually at the organizational meeting which shall be the second Monday in December. The vice chair shall be elected at the discretion of the Board.

If any vacancies occur in the offices of chair or vice chair, the vacancy shall be filled by an election within forty (40) days.

The chair shall preside over all regular, special and executive meetings and shall appoint all special committees. The chair shall be an ex officio member of each committee.

Adopted: April 1, 1980

Revised: June 8, 1987 September 13, 1993 December 13, 1993

Reviewed and Adopted: November 14, 2005 Regional School Unit 1 Policy BDA -- Board Organizational Meeting, Board Officers

Policy Section B

BDB Board Officers

The RSU 1 Board of Directors shall consist of 7 members.

Section 1. Election.

a. At its annual meeting in January, the Board shall elect from its members a Chairperson and Vice Chairperson from its membership. The Board can vote to have a member removed from one of these leadership positions upon majority vote.

Section 2. Duties of Officers.

a. The duties of the Chairperson shall include:

Call meetings of the Board of Directors;
Preside at all meetings of the Board of Directors;
Sign the instruments, acts, and orders necessary to carry out state requirements and the will of the Board;
Confer with the superintendent on crucial matters which may occur between Board meetings;
Consult with the superintendent on the agenda and adjustments to the agenda;
Appoint committees and/ or subcommittees subject to Board approval;
Serve as ex-officio member of all committees;
Make or cause to be made requests for legal opinions/advice;
Be public spokesperson for the Board at all times except as this responsibility is specifically delegated to others;
Be responsible for the orderly conduct of all Board meetings;
Prepare an annual report as needed;
Perform all other duties imposed by these bylaws: and
The chair shall have the right, as other Board members have, to offer resolutions, discuss questions and vote. b. The duties of the Vice Chairperson shall include:
In the absence of the chairperson the vice-chairperson shall act as the chairperson. In the absence of the chairperson and vice chairperson, the Board members present, provided a quorum is present, shall elect one of its members present to preside over the meeting.
May consult with the Superintendent and Chairperson on the agenda and amendments to the agenda. c. The duties of the Secretary. 1. As stipulated in Title 20-A, the superintendent shall serve as secretary of the Board with the right to speak on all questions and offer recommendations. The secretary shall takes minutes of the board meetings and distribute minutes to all board members. The secretary shall be responsible for ensuring that records are kept of all business transacted by the Board at both regular and appropriately called special meetings, and shall perform such other functions, as are ordinarily functions of this office.

Section 3. Duties of presiding officer:

a. Call the meeting to order at the appointed time;

b. Announce the business to come before the Board in its proper order;

c. Enforce the Board's policies relating to the order of the business and the conduct of the meeting;

d. Recognize persons who desire to speak, and protect the speaker who has the floor from disturbance or interference;

e. Explain as appropriate, what the effect of a motion would be;

f. Restrict discussion to the question when a motion is before the Board;

g. Answer parliamentary inquiries; referring questions of legality to the Board's attorney; and

h. Put motions to a vote, restating definitively and clearly the motion, stating the vote and result thereof.

Legal Reference: RSU 1 Bylaws

Adopted: February 27, 2012

Policy Section B

BDD Board-Superintendent Relationship

The Board believes that exercising its legislative function through policymaking is its most important responsibility. The Board is also responsible for setting the direction for the District and evaluating progress toward goals.

The management of the schools is the function of the Superintendent. The Board holds the Superintendent responsible for complying with all applicable laws, rules and regulations; for administering Board policies and decisions; for the operation of the schools and educational program; for the system of supervision and evaluation of staff; and for keeping the Board informed about school operations, problems and opportunities. The Board recognizes that the Superintendent may delegate certain responsibilities to other personnel. Such delegation does not relieve the Superintendent of the final responsibility for actions taken.

The Board, collectively and as individual members, shall:

A. Recognize the Superintendent as the educational leader of the District;

B. Provide direction for the Superintendent through written policies, objectives and goals for the District;

C. Give the Superintendent full administrative authority and support for properly discharging his/her professional duties, while holding him/her responsible for acceptable results;

D. Hold all Board meetings in the presence of the Superintendent, except as otherwise permitted by law or when the Superintendent voluntarily excuses him/herself at the request of the Board.

E. Refer complaints, criticisms, and requests to the Superintendent or other appropriate personnel and discuss them at Board meetings only after administrative solutions have been exhausted; and

F. Evaluate the Superintendent and provide appropriate opportunities for the Superintendent to share his/her perceptions regarding the working relationship between the Board and Superintendent.

*** ***

Legal Reference: 1 MRSA § 401 et seq.

20-A MRSA §§ 1001 et seq.; 1051 et seq.; 13201; 13301

Cross Reference: BBA - School Board Powers and Responsibilities

BCA - Board Member Code of Ethics

CB - School Superintendent

CB-R - Superintendent Job Description

CBI - Evaluation of the Superintendent

Adopted: March 13, 2006

Policy Section B

BDE Board Standing Committees

The Board believes that standing committees can be useful to its decision-making process and in the transaction of Board business. The Board may establish such standing committees as it deems necessary to facilitate school unit governance and address ongoing school unit needs. A standing committee has only such authority as specified by the Board.

All standing committees shall be comprised of less than a majority of the Board.

All standing committee meetings are open to the public except as provided by the Freedom of Access Law and the Municipal Public Employees Labor Relations Law.

Establishment and Functions of Standing Committees

The following provisions apply to the establishment and functions of standing committees:

A. All standing committees shall be established by vote of the Board. A motion to establish a standing committee shall state the purpose and responsibilities of the committee (the "charge") and set the number of members comprising the committee.

B. The Board Chair will appoint members to a standing committee from among the membership of the Board. For existing standing committees, appointments will be made at or as soon as practicable after the School Board's annual organizational meeting.

C. The Board Chair may also make appointments to standing committee vacancies on standing committees that occur prior to the Board's next organizational meeting.

D. The term of appointment to a standing committee shall be until the next organizational meeting.

E. Each standing committee will elect its own chair.

F. The Board Chair and Superintendent shall be ex officio (non-voting) members of all standing committees.

G. Any Board member may attend standing committee meetings, but only appointed members of the committee may vote.

H. Except for authorized by law or Board action, a standing committee may research issues and make recommendations for Board action, but may not act for the Board.

I. A standing committee may be abolished at any time by a vote of the Board.

J. The number of members on a standing committee and/or the responsibilities of a standing committee may be modified at any time by a vote of the Board.

K. Community members may be appointed to standing committees by the respective committee chair.

Authorization/Appointment of Standing Committees

The Board shall have the following standing committees:

Policy
Finance
Facility

The Board may establish other standing committees if deemed necessary in accordance with this policy.

Legal Reference: 1 M.R.S.A. § 401 et seq.

Reviewed: December 12, 2005; February 24, 2014

Policy Section B

BDE-R Standing Committee Operating Procedures

A. Each standing committee shall meet at the call of its chair at a time and place to be designated in the call of the meeting. Standing committees shall be held on a regular basis. Additional meetings may be scheduled as needed.

B. The chair of a standing committee, in collaboration with the Superintendent/designee, will establish the agenda for each meeting to promote flow of information and the effective operations of the Board and its standing committees.

C. Notice to the public of the date, time and place of a standing committee meeting and the agenda for the meeting shall be provided at least three days in advance and in a manner consistent with the Board's policy and practice concerning notification of Board meetings.

D. The Superintendent may designate administrators or staff to serve in a liaison or advisory capacity and/or to provide information and/or resources.

E. Any member of the Board, staff or public may attend a standing committee meeting, but may speak only at the discretion of the chair.

F. The presence of a majority of the members of a standing committee shall constitute a quorum for voting purposes. Only the members of the standing committee may vote on agenda items.

G. In the event that the chair of a standing committee is unavailable for a scheduled committee meeting, the members of the standing committee will elect one of the members in attendance to act as chair for the duration of the meeting.

H. For any matter on its agenda, a standing committee may by majority vote of members present, or by consensus, agree to make recommendations to the full Board. Recommendations may be in the form of a proposed motion and/or a report. A standing committee may also forward a matter under discussion to the full Board with no recommendation.

I. Standing committee reports will be included as an agenda item for all regular Board meetings.

J. Any item referred to a standing committee by the Board shall be reported on the next regular Board meeting. The standing committee's report should indicate work completed or progress made to date. The report may include the recommendation for continued standing committee study.

K. Standing committee minutes, if prepared, are public information, subject to the Freedom of Access Law.

Legal Reference: 1 M.R.S.A. § 401 et seq.

Reviewed: December 12, 2005

Revised: February 24, 2014

Policy Section B

BDF - Board Advisory Committes

The Board may establish advisory committees to perform specific functions. Advisory committees shall study particular problems or issues and make reports and/or recommendations to the Board, but may not act for the Board.

Advisory committees may include individuals who are not elected members of the Board but each advisory committee shall have at least one Board representative.

The Board will consult with the Superintendent before establishing or dissolving any advisory committee. The number of members, the composition of each advisory committee, and the selection of members will be determined by the Board, in consultation with the Superintendent based upon the purpose of the committee.

The scope and authority of any advisory committee shall be limited to that assigned to it by the Board. The Board is in no way obligated to follow advisory committee recommendations.

Unless given a new assignment by the Board, an advisory committee shall be dissolved promptly upon completion of its task. An advisory committee may be dissolved at any time by Board action. No advisory committee shall continue for a prolonged period without a specific assignment.

Instructions to Board Advisory Committees

So that the Board's intent and expectations are clear, each advisory committee shall be instructed in writing concerning:

A. The purpose of the committee, the specific issue(s) for study, and/or the scope of the committee's activity;

B. The composition of the committee, including designation of voting and non-voting members, if applicable;

C. The length of time each member is expected to serve;

D. The role of the committee as being advisory only;

E. The resources the Board will provide to assist the committee in completing its task;

F. The expectations regarding the committee's relationship with the Board, the Superintendent and school system personnel;

G. The designation of the individual who will be responsible for providing information to the public concerning the committee and its work;

H. The time and place of the first meeting;

I. The timeline for progress reports to the Board and/or other activities;

J. The date on which the Board expects to receive a final report or recommendations and dissolve the committee. All advisory committee meetings are open to the public except as may otherwise be provided by law. Committee reports and minutes of advisory committee meetings, if prepared, are public information subject to the Freedom of Access Law.

Notice of advisory committee meetings shall be provided in a manner consistent with the Board's policy and practice concerning notification of Board meetings.

The Board recognizes that any advisory committee mandated by state law or Department of Education regulations may require deviation from any or all of the provisions of this policy. Any such deviations shall be identified when the Board establishes such a committee and reflected in the Board's instructions to the committee.

Legal Reference: 1 M.R.S.A. § 401 et seq.

Adopted: February 24, 2014

Policy Section B

BDG School Attorney-Legal Services

The Board of Directors recognizes that the increasing complexity of school operations frequently requires procurement of professional legal services. Consequently, it shall retain an attorney or law firm for purposes of systematically securing such services. The school attorney shall be an individual who has been admitted to practice law in Maine.

A decision to seek legal advice or assistance in behalf of the school unit shall normally be made by the Superintendent or by the Board Chair unless otherwise authorized by the Superintendent or the Board. Such action shall occur as is consistent with approved Board policy or standard practice and meets an obvious need of the unit. It may also take place as a consequence of formal Board direction.

The school attorney shall render administrative advice, conduct or assist with the conduct of school district litigation, and provide specialized legal services. The legal advisor may be requested to attend Board meetings or other activities when his/her services are needed.

Many types of instances of legal assistance to the unit may be considered routine and not necessitating specific Board approval or prior notice. However, when the administration concludes that unusual types or amounts of professional legal service may be required, the Board directs the administration to so advise it and to expeditiously seek either initial or continuing authorization for such service.

Adopted: March 13, 2006

Policy Section B

BE Regular Board meetings

File: BE

REGULAR BOARD MEETINGS

Regular meetings of the board shall be held at 6:00 PM on the fourth Monday of each month, except that any meeting may be omitted, postponed and adjourned to another day by action of the superintendent with the approval of the chair. Special meetings may be called at the chair's discretion or when suggested by the superintendent or a written request of three members of the Board of Directors.

The board shall receive notice of all meetings at least five days prior to a meeting except in cases of emergency when board members will then be given 48 hours prior notice, whenever possible.

All regular meetings of the board shall be limited to a duration of two hours. If the limit is reached, the meeting duration may be extended by a majority vote.

Agendas, location and date will be posted on the RSU 1 website, in the schools and local newspapers the week prior to the meeting, and will be sent to all town offices.

All regular meetings shall be open to the public.

Legal Reference: Title 1, MRSA, Sec. 406

Adopted: April 27, 2011

Policy Section B

BEA School Board Use of Electronic Mail

FILE: BEA

RSU 1 BOARD OF DIRECTORS USE OF ELECTRONIC MAIL Use of electronic mail (email) by school board members should conform to the same standards of judgment, propriety and ethics as other forms of school board-related communication. Board members shall comply with the following guidelines when using email in the conduct of board responsibilities:

A. The Board shall not use email as a substitute for deliberations at Board meetings or for other communications or business properly confined to Board meetings.

B. Board members should be aware that email and email attachments received or prepared for use in board business or containing information relating to board business are likely to be regarded as public records which may be inspected by any person upon request, unless otherwise made confidential by law.

C. Board members shall avoid reference to confidential information about employees, students or other matters in email communications because of the risk of improper disclosure. Board members should comply with the same standards as school employees with regard to confidential information. Legal Reference: 1 MRSA § 401 et seq. 20-A MRSA § 6001-6002 20 USC § 1232g Cross Reference: GBJ - Personnel Records and Files [JRA - Student Educational] [ Records] Adopted: June 14, 2010 Revised: April 27, 2020

RSU 1 Policy BEA -- School Board Use of Electronic Mail

Policy Section B

BEB Board Member Use of Social Media

The Board recognizes that many, if not most, of its members are active users of social media, including but not limited to, online platforms such as Facebook and Twitter, and other digital media such as blogs and personal websites. The Board understands that while social media can be a positive tool for supporting schools and encouraging community engagement, Board members need to be aware of the legal and ethical considerations that arise when they post, "message," or otherwise interact with others on social media platforms.

Board members shall comply with the following provisions:

Board members shall not post on social media or engage in online discussions as a substitute for deliberations at Board meetings. Board members should be aware that social media activity can be perceived as a meeting if a sufficient number (a quorum) of Board members are involved on the site to influence or determine the course of action that will be taken by the Board, even if other people are posting to the site as well.
Board members should be aware that any posting that pertains to school unit matters may create a "record" that is subject to laws and regulations pertaining to the retention and disposition of local government records, and to discovery in legal proceedings involving the Board or the school unit.
Board members shall avoid disclosing confidential or personally identifiable information about students (including images), school unit employees, or Board matters or discussions that have taken place in executive sessions. Board members shall comply with the same standards as school employees with regard to confidential information.

Board members should adhere to the following ethical guidelines when using social media in their role as public officials:

A Board member should:

Recognize that he/she has no authority to speak on behalf of the Board unless specifically designated to do so, and make it clear that he/she is speaking in his/her individual capacity;
Feel free to invite the public to upcoming school district events, share information about public hearings on bills that affect the schools, and share links to public information about the district (e.g. the proposed budget), and the like, but be clear that he/she is doing so as an individual and not in any official capacity;
Conduct himself/herself on social media in a manner that reflects well on the Board and on the school unit, and with the decorum expected of an elected official;
Avoid posting in anger, even when provoked;
Refrain from harassing, defaming, or disparaging fellow Board members or others based on racial, religious, or other personal characteristics;
Keep deliberations within meetings of the Board;
Take care to avoid disclosing confidential or personally identifiable information about students (including images), school unit employees, or Board discussions that have taken place in executive sessions;
Avoid posting information that is misleading or inaccurate or which is has not been released to the public;
Not make any promise that he/she will vote in a particular way;
Avoid posting content that indicates he/she has reached an opinion on a pending matter;
Direct persons presenting concerns or complaints through social media to follow the Board's policy pertaining to public concerns and complaints;
When summarizing discussion or action that took place at Board meetings, share only information from open meetings and make it clear that the posting is not an official record of the meeting. A Board member should never disclose discussions that have occurred in executive session.
Retain electronic records, including the Board member's own posts and content others post to the Board member's account when required to do so by law, regulations, or legal process.
Comply with the school unit's acceptable use rules, as applicable to school unit employees, when using school-unit owned devices or technology resources, or when accessing the Internet through school unit's network using a personal device.

Legal reference: 1 MRSA § 401 et seq.

20-A MRSA § 6001-6002

20 USC § 1232g

Cross Reference: BBAA‒Board Member Authority and Responsibilities

BCA‒Board Member Code of Ethics

BEC‒Executive Sessions

GBJ‒Personnel Records and Files

JRA‒Student Education Records and Information

KE‒Public Concerns and Complaints

Adopted: April 27, 2020

Policy Section B

BEBA Special Board Meetings

File: BEBA

SPECIAL BOARD MEETINGS

Notice of special meetings shall state the objective of the meeting, and no other matter shall be determined except by unanimous vote of those present.

Legal Reference: Title 1, MRSA, Sec. 406

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BEC Executive Sessions

File: BEC

EXECUTIVE SESSIONS

Except as provided by law, all meetings of the board shall be open to the public and all persons shall be permitted to attend the meetings. The board may hold executive sessions upon the vote of 3/5 of the members present and voting, and the motions to go into executive session shall indicate the nature of the business of the executive session. Deliberations may be conducted in executive sessions only on those matters defined in the law. No final action shall be taken in executive sessions.

Legal Reference: Title 1, MRSA, Sec. 401 et. Seq.

Cross Reference: BEC-E -- Executive Session Law

Adopted: April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BEC-E Executive Session Law

To go into executive session to consider the ___________________________________

[Reason for Executive Session]

pursuant to __________________________.

[Citation]

Reason for Executive Session / Statutory Citation / Explanation (Applies To)

** **

Acquisition of property [1 M.R.S.A.§ 405 (6)(C)]:

Real or personal property attached to real property or interests therein if premature disclosure would prejudice competitive or bargaining position of the school unit

Appointment of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Assignment of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Compensation of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Condition of property [1 M.R.S.A. § 405 (6)(C)]:

Real or personal property attached to real property or interests therein if premature disclosure would prejudice competitive or bargaining position of school unit

Demotion of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Disciplining of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Dismissal of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Disposition of Property [1 M.R.S.A. § 405 (6)(C)]:

Publicly held property only if premature disclosure would prejudice competitive or bargaining position of school unit

Duties of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Economic Development [1 M.R.S.A. § 405 (6)(C)]:

Discussion generally only if premature disclosure would prejudice competitive or bargaining position of school unit

Employment of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Evaluation of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Expulsion of students [1 M.R.S.A. § 405 (6)(B)]:

Public school students or students at private schools where tuition is paid with public funds

Hearing of charges against a person or persons [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees, employees or other persons if public discussion could damage reputation or violate right to privacy

Hearing of complaints against a person or persons [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees, employees, or other persons if public discussion could damage reputation or violate right to privacy

Information in confidential records; discussion or review of [1 M.R.S.A. § 405 (6)(F)]:

Records made, maintained or received by school unit to which public access is prohibited by statute or regulation

Investigation of charges against a person or persons [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees employees or other persons if public discussion could damage reputation or violate right of privacy

Investigation of complaints against a person or persons [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees, employees or other persons if public discussion could damage reputation or violate right to privacy

** **

Labor contract discussions [parties must be named] [1 M.R.S.A. § 405 (6)(D)]:

Public employer and its negotiators

Labor contract meetings [parties must be named] [1 M.R.S.A. § 405 (6)(D)]:

Public employer and its negotiators

Labor contract negotiations [1 M.R.S.A. § 405 (6)(D)]:

Negotiations if parties have not agreed to open sessions

Labor contract proposal discussions [parties must be named] [1 M.R.S.A. § 405 (6)(D)]:

Public employer and its negotiations

Legal rights and duties of school unit; discussion of [1 M.R.S.A. § 405 (6)(E)]:

Consultations between school unit and its attorney

Litigation, pending or contemplated; discussion of [1 M.R.S.A. § 405 (6)(E)]:

Consultations between school unit and its attorney

Matters where duties of legal counsel to client under code of professional responsibility conflict with statute or where premature disclosure would disadvantage school unit; discussion of [1 M.R.S.A. § 405 (6)(E)]:

Consultations between school unit and its attorney

Negotiations between Public Employer and Public Employees [1 M.R.S.A. § 405 (6)(D)]:

Labor negotiations if parties have not agreed to open sessions

Nonrenewal of teachers [20-A M.R.S.A. § 13201]

Public school teachers

Promotion of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Resignation of officials / appointees / employees [1 M.R.S.A. § 405 (6)(A)]:

Public officials, appointees or employees if public discussion could damage reputation or violate right to privacy

Settlement offers [1 M.R.S.A. § 405 (6)(E)]:

Consultations between school unit and its attorney

Suspension of students [1 M.R.S.A. § 405 (6)(B)]:

Public school students or students at private schools where tuition is paid with public funds

** **

Use of Property [1 M.R.S.A. § 405 (6)(C)]:

Real or personal property attached to real property or interests therein if premature disclosure would prejudice competitive or bargaining position of school unit

Adopted: November 14, 2005

Policy Section B

BED Remote Participation in School Board Mtgs

REMOTE PARTICIPATION IN SCHOOL BOARD MEETINGS

RSU 1 allows members of the Board to participate in a public meeting of the Board by remote methods in limited circumstances as provided in 1 MRSA §403-B.

For the purpose of this policy, "remote methods" means telephonic or video technology allowing simultaneous reception of information and may also include other means necessary to provide reasonable accommodations to individuals with disabilities. Remote participation by board members cannot be by text-only means such as email, text messages, or chat functions.

Members of the Board are expected to be physically present for board meetings except when being physically present is not practicable.

Circumstances in which physical presence for public meetings is not practicable include:

The existence of an emergency or other issue that requires the Board itself to meet by remote methods. An emergency may be a State-declared emergency, where there has been a declaration of a state of emergency by the Governor that applies to the school unit, or a local emergency (e.g., adverse weather conditions) or urgent issue requiring Board action. The Board Chair, in consultation with the Superintendent, will determine whether there is a local emergency or urgent issue that requires a remote meeting of the Board. 2. Illness, or other physical condition, or temporary absence from the area governed by the Board that causes a Board member to face significant difficulties traveling to and attending in person at the designated physical location of the Board meeting. Prior notice of the Board member's absence and the reason for it, with indication that the Board member plans to participate remotely, should be communicated to the Board Chair as far in advance of the meeting as practicable. 3. The area of the Board's jurisdiction includes geographic characteristics that impede or slow travel, including but not limited to islands not connected by bridges.

The opportunity for the public to comment at Board meetings (20-A MRSA §1002(20)) applies to remote public meetings. If the Board allows or is required to provide an opportunity for public participation/public input during the meeting, an effective means of communication between the members of the Board and the public must be provided (e.g., submitting comments or questions by chat, raising hand on Zoom, submitting written comments to the Superintendent's office at least 24 hours in advance). Individuals with disabilities seeking a reasonable accommodation should contact the Board Chair or Superintendent as far in advance of the Board meeting as practicable.

Members of the public participating in public meetings of the board are expected to comply with the guidelines for public participation provided in the Board's policy BEDH, or in such rules as the Board may develop specifically for remote meetings.

Notice of all Board meetings is required (1 MRSA § 406). When the public may attend by remote methods, notice must include the means by which members of the public may access the meeting using remote methods. The notice must also identify a location for members of the public to attend in person. The Board may not determine that public attendance at a meeting will be limited solely to remote methods except under the conditions in subparagraph 1 above (emergency or urgent issue meetings).

A member of the Board who participates remotely in a public meeting of the Board is considered present for purposes of a quorum and voting.

All votes taken during a public meeting of the Board using remote methods must be taken by roll call vote that can been seen and heard if using video technology, and heard if using only audio technology, by the other members of the board and the public.

The Board will make all documents and other materials to be considered by the Board available, electronically or otherwise, to members of the public who attend remotely to the same extent customarily available to members of the public who attend public meetings of the Board in person, as long as additional costs are not incurred by the Board.

Appropriate measures will be taken to secure the confidentiality of executive sessions when the board is meeting remotely as a whole or when one or more members of the board are participating remotely.

Remote participation is not permitted for meetings where voters of the School Administrative Unit meet to vote as a legislative body, such as budget meetings.

Legal Reference: 1 MRSA § 403-B, 406

20 MRSA §1001(20)

Cross Reference: BEC -- Executive Session

BE -- Board Meetings

BEDA -- Notification of Board Meetings

BEDB -- Agenda

BEDD -- Rules of Order

BEDH -- Public Participation at Board Meetings

BID -- Board Member Compensation

KE -- Public Concerns and Complaints

Adopted: October 25, 2021

Policy Section B

BEDA Notification of Board Meetings

File: BEDA

NOTIFICATION OF BOARD MEETINGS

Public notice shall be given for all public proceedings, as provided in law, if these proceedings are a meeting of a body or agency consisting of three or more persons and the body or agency will deal with the expenditure of public funds or taxation, or will adopt policy at the meeting. This notice shall be given in ample time to allow public attendance. In the event of an emergency meeting, local representatives of the media shall be notified of the meeting, whenever practical, the notification to include time and location, by the same or faster means used to notify the members of the agency conducting the public proceedings.

Legal Reference: Title 1, MRSA, Sec. 403

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BEDB Agenda Format

File: BEDB

AGENDA FORMAT

The order of business at a regular meeting shall be as follows:

I. Call to Order

II. Pledge of Allegiance

III. Recognition and Comments from Chair

IV. Approve/Amend Minutes of Previous Meeting

V. Adjustments to Agenda

VI. Public Session

VII. Staff Report

VIII. Committee Report

IX. Superintendent's Report

X. Old Business

XI. New Business

XII. Public Comments

XIII. Set next meeting dates and locations

XIV. Executive Session (when needed)

XV. Adjournment

Adopted: January 23, 2012

Policy Section B

BEDBA Agenda Preparation and Dissemination

File: BEDBA

AGENDA PREPARATION AND DISSEMINATION

Items not on the agenda may be considered at a regular meeting upon a three-fifths vote of the members present.

Adopted: April 1, 1980

Revised: June 8, 1987; September 13, 1993

Reviewed and Adopted: November 14, 2005

Policy Section B

BEDC Quorum

File: BEDC

QUORUM

A majority of seated board members shall constitute a quorum.

Legal Reference: RSU 1 Bylaws

Adopted: February 27, 2012

Policy Section B

BEDD Rules of Order

File: BEDD

RULES OF ORDER

[Roberts Rules of Order, Revised] shall govern the proceedings of the Board except when in conflict with these procedures and policies.

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BEDF Voting Method

VOTING METHOD

Voting shall be by show of hands ordinarily. Voting shall be done by roll call at the direction of the School Board Chair, or at the request of any Board member. When voting by roll call, the names of the members shall be called alphabetically, and each member shall respond "Yes" or "No" or "Abstain." The roll call vote shall be recorded in the minutes.

Maine public officials are obliged to vote openly; thus, secret ballots are not to be used by the School Board.

A motion shall be declared "Carried" upon the affirmative vote of the majority of the members present.

Cross Reference: BEDFA - Abstentions

Adopted: March 13, 2006

Policy Section B

BEDG Minutes

File: BEDG

MINUTES

Minutes will be included in the Board packet that will be mailed to Board members the week prior to the regular Board meeting.

Once the minutes have been approved by the Board, they will be posted on the district website.

Adopted: February 27, 2012

Policy Section B

BEDH - Public Participation at Board Meetings

Regular, special and emergency meetings of the school board are open to the public. This board, as an elected representative body of the school unit, wishes to provide opportunity for citizens to express interests and concerns related to the matters under consideration by the board. The public is cordially invited to attend and participate as set forth in this policy.

Board meetings are conducted for the purpose of carrying on the official business of the school system. The meetings are not public forum meetings (as are town meetings), but are meetings which are held for the board to do its business in public. The minutes of each public meeting will record the action taken and will show how the board voted on each item presented for action. The journal of minutes is open and available to the public during normal business hours in the Office of the Superintendent of Schools and on the RSU 1 website.

Orderly conduct of a meeting does not permit spontaneous discussion between the audience and board members. Individuals or organizations desiring to make requests, or proposals on matters before the board will be provided that opportunity during the public session.

At the discretion of the Chair, public participation shall be allowed just prior to board discussion of the agenda items upon which citizens wish to comment. The chair may also allow at his/her discretion public input during the discussion of agenda items.

The intent of this policy is to allow a fair and adequate opportunity for the public to be heard, to provide adequate time for the board to obtain necessary information on a subject before it, and to see that time allowed for open discussion does not interfere with the fulfillment of the scheduled agenda of the board.

An agenda shall be published in advance of each meeting in accordance with board policy. Copies are to be posted or available at the superintendent's office and in each school, town hall, the public library or other appropriate public facilities and on the RSU 1 website. Anyone desiring additional information about any item on the agenda should direct such inquiries to the Office of the Superintendent.

The following ground rules are to further guide public participation at meetings:

A. The chair may limit the time given to comments on a particular topic as well as the amount of time any individual may speak.

B. In the event of many persons wishing to speak, the chair may require persons interested in speaking to so indicate by signing up to speak, so they may be called on in the most expedient order.

C. Citizens, employees, and others with a legitimate interest in the board's business are welcome to participate as provided in this policy. Others may be recognized to speak at the board's discretion. Employees or employee groups will not be permitted to discuss matters for which other, more appropriate forums are provided.

D. All speakers are to identify themselves as they begin talking. Speakers will not be permitted to participate in gossip, make defamatory comments, or use abusive or vulgar language.

E. The board chair will maintain the prerogative to discontinue any presentation which violates any of the public participation guidelines.

F. All speakers are to address the board chair and may direct questions or comments to board members or other officers of the school system only upon approval of the chair. Members of the board and the superintendent have the privilege of asking questions of any person who addresses the board. Such questions must be addressed through the chair.

G. Comments and suggestions will be welcomed and given consideration by the board, including written comments. Speakers may offer objective comments on school operations and programs that concern them. Generally, the board may hear but not discuss or act on an item not on the agenda. Personnel matters or complaints will not be entertained in a public meeting but will be deferred to established resolution procedures.

H. No complaints or allegations will be allowed concerning any personnel or any person connected to the school system. If appropriate, concerns about an individual will be handled in a conference where the rights and interests of all parties will be appropriately regarded.

I. Generally, duplication or repetition of comments to the board should be avoided in order to make the most efficient use of the time in meetings. Groups or organizations are requested to be represented by designated spokespersons.

J. If a member of the public or group desires to make a public presentation on business germane to the Board, that request should be made through the superintendent's office as a future agenda item.

K. Special procedures shall be in place in case of disturbance or disorder. Such procedure shall be prepared and reviewed annually by the superintendent, board chair, board attorney, and others, as appropriate, and attached to this policy as board regulations BEDH-R. Legal Reference: TITLE 1 MRSA SEC. 401, ET SEQ. -- FREEDOM OF ACCESS Cross Reference: BEC - EXECUTIVE SESSION BEDA - NOTIFICATION OF BOARD MEETINGS BEDBA - AGENDA PREPARATION AND DISSEMINATION

BEDC - QUORUM

BEDD - RULES OF ORDER

BEDG - MINUTES

Adopted: November 16, 2009

Policy Section B

BEDJ Broadcasting-Taping of Board Meetings

The following guidelines will govern the public use of recording devices at the public meetings of the Board of Directors and subcommittees of the school unit.

Any recording device may be used by members of the public so long as it does not:

Require the use of power cords and microphone cords that would interfere with the free movement of traffic into, out of, and within the meeting room;

A. Produce sufficient continuous or periodic sounds that interfere with speakers or with the ability of all persons present to hear the proceedings;

B. Require the occasional or frequent relocation of a microphone or microphones in such a manner as to be disruptive to speakers or other persons present; and/or;

C. Require excessive space in the meeting room so that any participants or observers at the meeting are displaced or excluded or cannot see because of the device.

When, at the request of any Board member and/or when, in the judgment of the Chair, any of the above guidelines have been violated in such a way as to interfere with the conduct of the meeting or with the ability of the public to observe the proceedings of the meeting, the Chair shall request the operator of the recording device to comply with the guidelines. If said interference continues, the Chair shall direct that the recording be discontinued and, if necessary, that the recording device be removed from the meeting room.

Adopted: March 13, 2006

Policy Section B

BEDL Adjournment of Board Meetings

All regular meetings of the board shall be limited to a duration of two hours. If the limit is reached, the meeting duration may be extended by a majority vote.

Adopted: March 13, 2006

Revised: February 27, 2012

Policy Section B

BFE Administration in Policy Absence

In cases when emergency action must be taken within Regional School Unit 1 and the Board has provided no guidelines for administrative action, the Superintendent shall have the power to act.

His/her decisions, however, shall be subject to review by the Board at its regular meeting. It shall be the duty of the Superintendent to inform the Board promptly of such action and the need for policy.

Cross Reference: Policy CBC -- Duties of the Superintendent

Adopted: April 13, 1992

Reviewed and Adopted: April 10, 2006

Policy Section B

BGA Policy Development

File: BGA

POLICY DEVELOPMENT

It is the intent of the board to develop written policies to serve as guidelines and goals for the successful and efficient functioning of Regional School Unit 1.

The board considers policy development its chief function, along with providing the wherewithal -- such as personnel, buildings, materials, and equipment -- for the successful administration, application and execution of its policies.

The board accepts the definition of policy set forth by the National School Boards Association:

"Policies are principles adopted by the school board to chart a course of action. They

tell what is wanted; they may include why and how much. Policies should be broad enough to indicate a line of action to be followed by the administration in meeting a number of problems, yet narrow enough to give clear guidance. Policies are guides for action by the administration, which then sets the rules and regulations to provide specific directions to school district personnel."

It is the board's intention that its policies serve as sources of information and guidance for people who are interested in or connected with RSU 1.

The policies are framed, and are meant to be interpreted, in terms of state statute, rules of the State Board of Education, and all other regulatory agencies within our local, county, state, and federal levels of government. The policies are also framed, and are meant to be interpreted, in terms of those educational objectives, procedures, and practices which are broadly accepted by leaders and authorities in the public education field.

Changes in needs, conditions, purposes, and objectives will require revisions, deletions, and additions to the policies of the current board and those of the future. The board will welcome suggestions for ongoing policy development.

Cross Reference: Policy BGB -- Policy Adoption and Amendment

Adopted: April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BGB Policy Adoption and Amendment

File: BGB

POLICY ADOPTION AND AMENDMENT

By-law and policy proposals and suggested amendments to or revisions of existing policies or by-laws shall be submitted to all members of the board and to the superintendent in writing prior to a regularly scheduled board meeting in which such proposed policies, amendments, or revisions shall be reviewed and/or discussed. (first reading) A vote for adoption shall take place at the next succeeding regular meeting of the board. Action shall be by majority vote of the total board. Minutes of each meeting shall reflect any readings and action taken.

Development of all such proposals for new or amended policies prior to their submission to the board for action shall include, to the fullest extent possible, deliberative discussions with all persons to be affected or their representatives.

Cross Reference: Policy BGA -- Policy Development

Adopted: April 13, 1992

Revised: January 9, 2006

Policy Section B

BGC Policy Review and Evaluation

File: BGC POLICY REVIEW AND EVALUATION

These procedures and policies shall be reviewed each year.

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005 Regional School Unit 1 Policy BGC -- Policy Review and Evaluation

Policy Section B

BGF Suspension of Policies

File: BGF

SUSPENSION OF POLICIES

Any procedure or policy may be suspended or amended at any meeting with a three-fifths vote of the board.

Adopted: April 1, 1980

Revised: June 8, 1987; April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BHC Board Communication with Staff

A clear understanding of responsibilities and relationships between and among the Board and school personnel is essential for a smoothly running and efficient school system. It should be remembered that the Board, school administrators, teachers, and all others responsible for any phase of the work of the school district have a common and basic responsibility--the welfare of the children in the schools. This responsibility must guide all of our considerations and decisions.

[Board and Superintendent]:

The relationship of the Board and the Superintendent of Schools can best be described as one of team-work. They must pull together and some of their functions are not readily separable. However, the primary functions are separable and should be clearly understood by each. The Board is the legislative body of the school unit. It exercises its control over the schools through the formation of policies and the adoption of rules and regulations.

The Superintendent of Schools is the executive officer of the Board and the chief administrative officer. The Board of Directors recognizes that the Superintendent is the chief executive officer in the school system and wishes to make this clear to all staff members and to all citizens.

All communications or reports to the Board, or to any committee of the Board, from principals, supervisors, teachers, or other employees shall be submitted through the Superintendent. Nothing in this paragraph, however, shall be construed as denying the right of any employee to appeal to the Board from the decision of the Superintendent on any important matter provided the Superintendent shall have been served with notice of appeal and that it is handled through him/her to the Board.

Board and Principal:

The school principal has no direct administrative relations with the Board. His/her relations to the Board are through the Superintendent. The principal is directly responsible to the Superintendent; for the Board recognizes that the Superintendent is the person to whom it must look for professional leadership within the school system. He/she is the person who must take the leadership in putting into practice the policies of the Board. The principal is likewise held responsible before bringing them to his attention. A spirit of cooperation and mutual helpfulness must prevail between the Superintendent and the principal if the best results are to be realized. For instance, the principal and the Superintendent must cooperate in the selection of the school staff for the principal is in the best position to know the kind of person needed for a particular type of service in his school. However, the principal must make his/her recommendations to the Superintendent and not to the Board. At all times the principal must remember that all matters which require Board action must be presented to the Board by the Superintendent.

Board and Teachers:

The relationship of the teacher to the Board is indirect. The teacher is directly responsible to the principal and through him/her to the superintendent, and then to the Board. However, this does not mean that the teacher does not have access to the Superintendent or to the Board. Conditions may arise when direct access may be obtained through channels established for grievances.

In efficient school systems policies are developed out of the needs of the schools; therefore, we as a Board recognize the value of teachers in formulating effective policies.

Current Practice Codified 1976

Adopted: March 13, 2006

Policy Section B

BHE School Board Use of Electronic Mail

Use of electronic mail (email) or other electronic messaging by school board members should conform to the same standards of judgment, propriety and ethics as other forms of school board-related communication. Board members shall comply with the following guidelines when using email in the conduct of board responsibilities:

A. The Board shall not use email or other electronic messaging as a substitute for deliberations at Board meetings or for other communications or business properly confined to Board meetings.

Legal Reference: 1 MRSA § 401 et seq.

20-A MRSA § 6001-6002

20 USC § 1232g

Cross Reference: GBJ - Personnel Records

JRA - Student Educational Records

Adopted: June 14, 2010

Policy Section B

BIA New Board Member Orientation

File: BIA

NEW BOARD MEMBER ORIENTATION

A new board member or a member-elect of the school system shall be afforded the fullest measures of courtesy and cooperation by the board and staff. They shall make every feasible effort to assist the new member to become fully informed about the board's functions, policies, procedures, and current issues.

A. In the interim between appointment/election and actually assuming office, the new member will be invited to attend all meetings and functions of the board, including executive sessions, and is to receive all reports and communications normally sent to board members. It is anticipated that the board member-elect will agree to fully assume the responsibility of maintaining confidentiality to the same degree as when officially sworn in.

B. New members will be encouraged to attend appropriate orientation workshops. Activities involving the possible reimbursement of expenses should be cleared first with the board chair.

C. The new member is to be provided with copies of all appropriate publications and aids, the board policy manual, and publications of the national and state school boards associations including the MSBA Board Member Handbook.

D. The board chair and members of the administrative staff will also confer with the new member as necessary on special problems or concerns.

Adopted: April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BIB Board Member Development Opportunities

File: BIB

BOARD MEMBER DEVELOPMENT OPPORTUNITIES

On-going development and in-service education are critical aspects of the overall operation of a school system. It is recognized that the board members of this school system, like administrators, teachers and other school personnel, need to be well informed and to stay current on education issues. Continually enhancing boardsmanship skills is necessary to make each member the best that he/she can be.

Participation is encouraged in appropriate local, regional, state and national programs sponsored by the Maine School Boards Association, the Maine School Management Association, The National School Boards Association and other recognized leaders in education. This board is committed to the further development of its members so that the greatest good can be rendered by them on behalf of the children in our schools. Adequate funds are to be budgeted annually to fulfill that important responsibility of school governance.

Reasonable expenses incurred by board members when giving of their time to obtain in-service education shall be reimbursed in accordance with existing policy and budget allocations.

Members shall briefly report to the board and the public at a meeting subsequent to a formal in-service experience. This is to share knowledge gained and to inform the community of the benefits from school expenditures to enhance the ability to oversee the school system effectively. Written reports, by board members or about in-service education events attended, shall appear in school and community publications when appropriate as part of the school system's public information program.

The board is committed to the individual and collective seeking of good advice, reliable information and feasible solutions to problems. The board's needs are included with those of the staff for a well-developed, comprehensive in-service education program to assist all who are responsible for effective and enlightened school leadership.

Adopted: April 13, 1992

Reviewed and Adopted: November 14, 2005

Policy Section B

BIC - Freedom of Access Training

In accordance with Maine law, beginning July 1, 2008, every Board member must complete a course of training on the requirements of Maine's Freedom of Access law as it relates to public records and proceedings not later than the 120^th^ day after the date he/she takes the oath of office to assume his/her duties as an elected official. Board members serving in office on July 1, 2008, must complete the training by November 1, 2008. Freedom of Access training must be repeated within 120 days of taking the oath of office each time a Board member is elected to serve a new term.

At a minimum, the training course must include instruction in:

A. The general legal requirements of the Freedom of Access law regarding public records and public proceedings;

B. Procedures and requirements regarding complying with a request for a public record under the Freedom of Access law; and

C. Penalties and other consequences for failure to comply with the Freedom of Access law.

A Board member may meet the training requirement by conducting a thorough review of all the information made available by the State of Maine on the Frequently Asked Questions portion of its Freedom of Access website, www.maine.gov/foaa/faq/, or by completing any other training course that includes all of this information.

Each Board member shall attest by means of a written or electronic record that he/she has completed the training and provide a copy of such record to the Superintendent's Office.

To facilitate documentation of training, the Superintendent will make available to Board members copies of the State's sample Certificate of Completion of Freedom of Access Training form.

Legal Reference: 1 M.R.S.A. §§ 411, 412

Cross Reference: BIA -- New Board Member Orientation

KDB -- Public's Right to Know/Freedom of Access

Adopted: April 23, 2012

Policy Section B

BIC-E Freedom of Access Training Certification

NEPN/NSBA Code: BIC-E

CERTIFICATION OF COMPLETION OF
FREEDOM OF ACCESS TRAINING REQUIRED BY 1 M.R.S.A. § 412

I, ______________________________________, hereby certify that I have met the

(Name of elected official)

training requirements set forth in M.R.S.A. § 412 on ________________________ by

(Date of training)

completing the following training.

A thorough review of all of the information made available on the Frequently Asked Questions portion of the State Freedom of Access website, [www.maine.gov/foaa/faq].
Another training course that includes this information, identified as follows: __________________________________________________________________ (Title of course) __________________________________________________________________ (Name of course provider)

Dated this _____ day of ___________________, 2008.

____________________________________________

(Signature)

____________________________________________

(Printed name)

____________________________________________

(Elected office)

[NOTE: Training must be completed within 120 days after an elected official takes the oath of office or, for elected officials serving in office on July 1, 2008, by November 1, 2008.]

Policy Section B

BID Board Member Compensation

Compensation for attendance at regional school board meetings shall be set by the Board, after following Title 20-A, section 1471, but cannot exceed $25.00 per board meeting per member. Board members will not be compensated for committee meetings.

Legal Reference: RSU 1 Bylaws

Adopted: March 13, 2006

Revised: February 27, 2012

Policy Section B

BL Annual Review of Rotary Trust

File: BL

ANNUAL REVIEW OF ROTARY TRUST

The Board of Directors and the Bath Rotary Club have a long-standing trust agreement for the building of houses and other buildings. This agreement requires an annual review by the Board and Bath Rotary Trust. This agreement will be reviewed by the Board of Directors at their August meeting.

Adopted: February 14, 1994

Reviewed and Adopted: November 14, 2005

Policy Section B

BL-E Annual Agreement with Rotary Trust

File: BL-E

Memorandum of Agreement
Between the Bath Rotary Trust and Regional School Unit 1

This memorandum expresses understandings on the part of the Bath Rotary Trust and those members of Regional School Unit 1 supervising the construction of houses or other buildings under the auspices of the Bath Rotary Trust. The Trust Agreement itself is made a part of this understanding and a copy of the same is attached hereto.

For purposes of administering this understanding, a Building Committee consisting of 3 representatives from RSU 1 appointed by the Superintendent of Schools, and 3 representatives from the Bath Rotary Trust and such others as may from time to time deemed appropriate, shall be formed. The Director of the Vocational School shall be responsible for all academic aspects of the building program under this agreement, including liaison with the Bath Rotary Trust and shall be a member of the Building Committee. This Committee, under the Chairmanship of the President of the Bath Rotary Trust, shall have the full responsibility for the recommendation of construction plans and budget for projects under this memorandum, with the final approval given by the Bath Rotary Trust. 2. Prior to beginning construction the Building Committee and appropriate school authorities will approve the building plans and a mandatory budget. Changes shall be allowed only under the following conditions.

a. Changes which in the opinion of the school authorities would provide valuable training experiences, but would not add unduly to the cost of the building.

b. Changes which are necessary because of defects in original planning.

c. Changes which do not fall in the above categories and/or which substantially increase the cost must be approved in advance by the Building Committee. No specific extras will be added for a prospective buyer until a firm buy and sell agreement has been properly executed.

The Building Committee shall give careful consideration to the type of house to be built, the possible price range and the degree of completion of the building. These houses will be sold off the Congress Avenue building site as a modular unit to be moved to the buyer's own lot at the buyer's expense.
Nothing in the above shall be construed to limit the right of the school authorities to recommend plans to make all necessary purchases approved by the Building Committee and to control all aspects of the program relating to the instructional aspects of the vocational building trades curriculum.
All bills will be submitted to the Director of the Vocational School for his/her written approval before payments are made by the Rotary Trust Treasurer.
Regional School Unit 1 shall be primarily responsible for insuring adherence to all safety regulations and for maintaining a safe work site.
The Bath Rotary Trust shall be responsible for all matters pertaining to the sale of buildings constructed under this agreement.
As far as practical, all notices and agreements between the President of the Bath Rotary Trust and RSU 1 shall be in writing.
This memorandum shall be subject to annual review by representatives of the Bath Rotary Trust and RSU 1 and may be changed by mutual agreement. In order to insure complete understanding by all concerned, these documents shall be reviewed annually as soon after July 1 as practicable so that the new officers of the Bath Rotary Trust and the representatives of RSU 1, if any, may be familiar with the rules of operation for the ensuring year.

Reviewed and Adopted: November 14, 2005

Revised: October 30, 2006

Policy Section C

Created at: Thu Apr 7 11:32:49 2022

Policy Section C

CB School Superintendent

A primary function of the School Board is to select a Superintendent of Schools. To select a Superintendent, a majority vote of all members of the Board shall be required. He/she may be appointed to a contract of up to five years in accordance with the laws of the state of Maine.

The Superintendent shall be executive officer of the Board. In addition, under Maine law, he/she shall serve as secretary ex officio to the Board. He/she shall attend all meetings and have the right to speak on all subjects, but shall have no vote.

The Superintendent shall administer and supervise the public educational system of the district. He/she shall have discretionary authority, subject to later approval by the Board, to act upon all emergency matters and those as to which his/her power and duties are not specifically set forth or limited.

The Superintendent shall devote his/her entire working time to the duties of the position. He/she may, without violation of the provisions of this section, perform educational functions outside of the district with the approval of the Commissioner of Education and the board.

Legal Reference: Title 20-A, MRSA, Sec. 1001

Title 20-A, MRSA, Sec. 1051

Adopted: April 27, 2011

Reviewed: January 15, 2020

Policy Section C

CB-R Superintendents Job Description

JOB TITLE: Superintendent of Schools

[QUALIFICATIONS:]

Certificate, license or other legal credentials required by the State of Maine.
Degree(s) required in a related area of study.
Classroom teaching experience and educational/administrative superintendent experience preferred.
Such alternatives to the above qualifications as the RSU 1 Board may find appropriate and acceptable.

[REPORTS TO]: RSU #1 Board of Directors

[SUPERVISES:] All Administrative and supervisory personnel of RSU 1.

[JOB GOAL:] To provide leadership in developing and maintaining the best possible educational programs and services for RSU

To oversee and administer the use of all facilities, property, and funds in the best interest of students and the school system.

[PERFORMANCE RESPONSIBILITIES:]

Educational Leadership

a. Monitors the effectiveness of the school programs and makes recommendations to the Board for improvement.

b. Encourages innovations in programming to meet educational needs.

c. Recommends to the Board, through the use of appropriate personnel, adoption of courses of study, curriculum, teaching materials, etc.

d. Provides visible leadership in all schools and is fully aware of instructional practices in each school.

e. Researches and implements best educational practices to insure that all students have a quality educational program.

f. Ensures that policies, procedures, and school rules promote a safe, respectful, and healthy school environment.

Goals and Objectives

a. Enforces all constitutional or statutory laws, State Board regulations, and School Board policies in RSU 1.

b. Establishes realistic goals and objectives with the RSU 1 Board.

c. Adheres to goals, mission, and objectives set by the RSU 1 Board.

Organizational Management

a. Develops and implements short and long-range planning.

b. Develops management systems to administer the rules, regulations and the needs of RSU 1.

c. Administers the development, maintenance, and improvement of the educational program.

d. Develops, implements, and monitors the change process to improve the educational program.

Personnel

a. Consistently secures and assigns the best available personnel.

b. Develops and executes sound personnel policies and practices.

c. Participates, as deemed appropriate by the Board, in negotiations with recognized employee bargaining units.

d. Develops and implements an effective system of supervision and evaluation for all staff, based on Board policies and with appropriate input from administrators and staff.

e. Recognizes the value in leading by example. Provides a model for character and professional standards.

Business/Finance

a. Demonstrates the ability to perform effective financial forecasting and long and short-term financial planning.

b. Supervises the preparation and presentation of the annual budget and recommends it to the Board for approval.

c. Establishes and maintains efficient procedures and effective controls for all expenditures of school funds in accordance with the adopted budget.

d. Clearly explains proposed budgets, needs and priorities to the Board, community and local municipal officials.

e. Conducts all financial operations and purchasing within Board policies and applicable state/federal laws/regulations.

f. Maintains appropriate financial accounts and ensures that audits are performed on an annual basis.

Facilities Management/Transportation

a. Directs appropriate management of all buildings within RSU 1.

b. Promotes the proper use and care of all school facilities and equipment.

c. Recommends new facilities or renovations to existing facilities as needed.

d. Oversees and monitors the transportation system.

e. Develops and maintains an ongoing facility maintenance program that accurately represents future building code requirements and short and long-range capital improvements. Actively pursues funding for support of this plan.

Community Relations/Communications

a. Conducts meetings of administrators, teachers, and other staff members as needed for the discussion of matters concerning the improvement and welfare of the schools.

b. Develops a positive working relationship with the general public and the community agencies.

c. Keeps the community informed about educational issues and policies.

d. Communicates the educational concerns of RSU 1 to appropriate legislators.

e. Ensures the Board can concisely explain the budgets and provides clear input during Town Meetings as requested.

f. Establishes and maintains a system of public relations to keep the public well informed of the activities and needs of the school system.

g. Confers as appropriate with professional and key groups concerning the school program and transmits suggestions to the Board and others, as appropriate.

h. Communicates with and understands the needs and perspectives of various community groups.

Board Relations

a. Serves as Secretary to the Board as required by law.

b. Prepares reports and material to the Board and makes recommendations for action.

c. Keeps the Board informed about operations and key issues in RSU 1.

d. Informs the Board of pending legislation.

e. Prepares monthly report to inform the Board of ongoing activities.

Professional Development

a. Continues professional development by: course work, conference attendance, work on professional committees, and visits to other districts.

b. Fosters an environment that encourages continuous learning and improvement on the part of school staff.

c. Develops and implements an effective system of staff development focused on improving the educational and operational programs of the schools, with appropriate input from the Board, administration and staff.

d. Provides reasonable opportunities for staff to participate in conferences, visitations and coursework within the framework of the school system's budget.

TERMS OF EMPLOYMENT: 260 days

EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy.

BOARD APPROVED: March 28, 2011

BOARD REVISED: October 25, 2021

Policy Section C

CBC Duties of Superintendent

File: CBC

DUTIES OF SUPERINTENDENT

The Superintendent of Schools shall act as the Executive Officer of the RSU 1 Board of Directors, and under its direction and control, shall have the care and supervision of the schools. The superintendent may delegate to other employees authority to carry out board policies but shall not be relieved from responsibility for any action taken under such delegation.

He/she shall:

A. Provide leadership;

B. Make him/herself available to teachers for conferences in planning and developing curriculum;

C. Strive for the improvement of educational opportunity;

D. Formulate plans and policies for consideration by the board;

E. Keep the board informed as to the condition and progress of the schools;

F. Enforce the board's rules and regulations;

G. Take appropriate action in any case or event not covered by policy and report such action to the board at the next regular meeting;

H. Nominate all certified personnel (teachers, counselors, administrators);

I. Direct and supervise the work of all teachers and make such rules and give instruction to school employees as may be necessary to carry out board policies;

J. Prepare an annual budget for board consideration;

K. Within the limits of the detailed budget, have the power to direct expenditures and purchases;

L. Maintain adequate records for school finance, business and property, school population, and student records; and

M. Exercise general supervision of school property and apparatus.

Legal Reference: Title 20-A, MRSA, Sec. 1001

Title 20-A, MRSA, Sec. 1055

Title 20-A, MRSA, Sec. 1251

Title 20-A, MRSA, Sec. 13201

Title 20-A, MRSA, Sec. 13302

Cross Reference: CHA -- Administrative Procedures

BFE -- Administration in Policy Absence

Adopted: April 1, 1980

Revised: April 13, 1992

Reviewed and Adopted: April 10, 2006

Policy Section C

CBD Superintendent_s Contract

The employment of the superintendent shall be made formal by means of a contract entered into by the School Board and the Superintendent. As provided by law, the term of the contract shall not exceed five years and shall end always on the 30^th^ day of June, whatever the year of expiration. The contract will state the term of employment, compensation, benefits and other conditions of employment.

A School Board may discharge a Superintendent before the expiration of the contract term in accordance with Title 20-A, Section 1052.

Annually, beginning with the hiring of a superintendent and in each December thereafter, the board shall review its contract with its executive officer. Such a review is required under state law and shall be accomplished in compliance with procedures established by the Department of Education.

At the time of the annual review, the board shall determine and report to the Department the period of time for which the contract will be renewed; the terms of the contract; how long the board intends to await the superintendent's response to its proffered contract; and a certification of the board's actions in this matter. The law requires that the chair and the secretary of the board certify to the Commissioner of Education, under oath, all facts relative to the superintendent's employment.

Legal Reference: 20-A MRSA §§ 1051, 1052

Adopted: April 27, 2011

Policy Section C

CBI Evaluation of the Superintendent

The Board will evaluate the performance of the Superintendent as a regular and scheduled activity. The primary purposes of the evaluation will be to continually improve administrative leadership, to strengthen the working relationship of the Board and Superintendent governance team, and to assist the Board in reviewing issues associated with the Superintendent's employment.

Guidelines:

A. The Superintendent should be involved in developing the evaluation form and standards or reviewing the existing evaluation form and standards.

B. The evaluation(s) should be at a regularly scheduled time and place, with no other items on the agenda, in an executive session in which all Board members are present.

C. The Superintendent should prepare for the evaluation by conducting a self-evaluation.

D. The Board should prepare for the evaluation as follows:

Board members will submit individual written assessments to the Chair, using the evaluation form and standards, with supporting comments giving specific examples related to conduct and/or performance.
The Chair will develop a composite evaluation from members' written opinions.
The Board will meet in executive session to review the composite evaluation and materials related to the Superintendent's performance. The Superintendent may be invited to, or excluded from, this session at the Board's discretion. E. The Board will meet with the Superintendent in executive session to review the evaluation:
The Board as a whole will meet with the Superintendent to discuss the evaluation, which should include the composite of individual Board members' written assessments as agreed upon by the Board.
The evaluation should include a discussion of strengths as well as areas identified for improvement.
As no form or set of guidelines can encompass the totality of the Superintendent's responsibilities, the evaluation discussion may include items not described in the evaluation form.
The Board's evaluation should be supported by specific examples of the Superintendent's conduct or performance, and should represent the perspective of the majority of the Board.
The Superintendent shall be given the opportunity to provide feedback to the Board regarding his or her perceptions of the working relationship between the Superintendent and the Board and other issues the Superintendent identifies as relevant to his/her job responsibilities and performance. F. The Board will meet in executive session to discuss issues such as compensation, benefits, and extension of contract directly related to the Superintendent's evaluation and employment. The Superintendent may be invited to, or excluded from, this session at the Board's discretion. G. The Board will meet with the Superintendent in executive session to discuss compensation, benefits, extension of contract and other matters relevant to the Superintendent's employment. H. Following the completed evaluation process, the Board Chair shall provide the Superintendent with a written summary of the key elements of the evaluation review.

Performance Objectives

Using the Superintendent's evaluation(s) for the year and the priorities established by the Board, the Board and the Superintendent will establish mutually agreed upon and clearly understood performance goals for the ensuing year prior to October 15th. Progress toward these goals will be included as part of the next Board evaluation of the Superintendent.

Cross Reference: BDD - Board-Superintendent Relationship

CB - School Superintendent

CB-R - Superintendent Job Description

Adopted: April 13, 1992

Reviewed and Adopted: April 10, 2006

Revised: February 24, 2014; January 24, 2022

Policy Section C

CFB Evaluation of Administrators

File: CFB

EVALUATION OF ADMINISTRATORS The superintendent shall implement and supervise an evaluation system for all administrative personnel. A report shall be made to the board annually on the performance of all administrators, with recommendations regarding their employment and/or salary status. Formal evaluations shall be made at least once a year, but more often during the first two years in an administrative capacity. They shall be conducted according to the following guidelines:

A. Evaluative criteria for each position shall be in written form and made permanently available to the administrator;

B. Evaluations shall be made by the superintendent or immediate supervisor;

C. Results of the evaluations shall be put in writing and shall be discussed with the administrator;

D. The administrator being evaluated will have the right to attach a memorandum to the written evaluation; and

E. Results of all evaluations shall be kept in confidential personnel files maintained at the superintendent's office. Adopted: April 13, 1992 Reviewed and Adopted: April 10, 2006 Regional School Unit 1 Policy CFB -- Evaluation of Administrators

Policy Section C

CHA - Development of Administrative Procedures

The Board delegates to the Superintendent the responsibility for developing and disseminating such administrative procedures as may be necessary to carry out the policies adopted by the Board.

"Administrative procedures" include procedures, directives, specifications of actions to be taken, rules, regulations, protocols, and other detailed arrangements for the operation of the school unit and the schools.

The Superintendent may issue such administrative procedures without prior Board approval unless Board action is required by state or federal law or regulations. The Board may request that certain individual procedures or types of procedures be presented for its approval.

The Superintendent may recommend a proposed administrative procedure for Board approval if he/she believes Board consideration is necessary or desirable.

Cross Reference: CB -- School Superintendent

CB-R Superintendent Job Description

BFE -- Administration in Absence of Policy

Adopted: April 13, 1992

Reviewed and Adopted: April 10, 2006; April 28, 2014

Policy Section C

CHCAA Student and District Handbooks

[Student Handbooks]

In order to inform students, parents and staff members of pertinent Board policies, regulations, and District rules and procedures, the administration shall publish and annually revise student handbooks containing information about the District as a whole and the individual schools. The Superintendent shall provide the Board with a list of changes made to each school handbook on an annual basis. Prior to the issuance, the principal shall insure that the contents of student handbooks conform to School Board policies, administrative procedures, and state and federal laws and regulations.

Handbooks shall be distributed to all students no later than the first week of each school year and to new students when they enroll. Students and parents are expected to familiarize themselves with the handbook.

[District Handbooks]

The following items should be contained in the District Handbook:

Mission statement;
Admission policies including required immunization, age, transfer requirements;
The school's attendance policy and absence makeup work procedures;
The school district's graduation requirements (high school handbook);
Student responsibility for behavior and penalties for failing to conduct oneself in accordance with school district policies including the possibility of suspension and/or expulsion;
A statement concerning due process and student appeal procedures;
The district's policies on alcohol and other drugs, tobacco, weapons, violence and threats of violence;
Academic and conduct-related rules regarding eligibility for extracurricular activities;
Emergency procedures, including drills, illness and injury;
Computer and internet use rules;
Options available to parents for alternative instruction and/or review of instructional materials;
Statement of nondiscrimination/equal opportunity in education and employment;
The name, address and telephone number of the person designated to receive complaints concerning discrimination or harassment;
Policies concerning access to student records; and
The district's policy and practice concerning school closings or cancellations, including how notices of school delay or closing will be broadcast or how students will be otherwise notified.

The Student and District Handbooks will be made available electronically. Notification of the location of the handbook will be provided to each family, and hard copies will be available upon request.

Adopted: May 8, 2006

Revised: March 25, 2013

Policy Section C

CHD Administration in Policy Absence

File: CHD ADMINISTRATION IN POLICY ABSENCE

In cases when action must be taken within Regional School Unit 1 and the board has provided no guidelines for administrative action, the superintendent shall have the power to act.

His/her decisions, however, shall be subject to review by the board at its regular meeting. It shall be the duty of the superintendent to inform the board promptly of such action and the need for policy.

Cross Reference: Policy CBC -- Duties of the Superintendent

Adopted: April 13, 1992

Reviewed and Adopted: April 10, 2006 Regional School Unit 1 Policy CHD -- Administration in Policy Absence

Policy Section D

Created at: Thu Apr 7 11:32:49 2022

Policy Section D

DA Fiscal Management Goals

File: DA

FISCAL MANAGEMENT GOALS

The board recognizes that money and money management comprise the foundational support of the whole school program. To make that support as effective as possible the board intends:

A. To encourage advance planning through the best possible budget procedures;

B. To explore all practical and legal sources of dollar income;

C. To guide the expenditure of funds so as to achieve the greatest educational returns;

D. To require maximum efficiency in accounting and reporting procedures; and

E. To maintain a level of per pupil expenditure needed to provide high quality education.

As trustee of local, state, and federal funds allocated for use in education, the board has the responsibility to protect the funds and use them wisely.

Adopted: April 13, 1992

Reviewed and Adopted: May 8, 2006

Policy Section D

DB Annual Budget

ANNUAL BUDGET

The Board recognizes that financial resources and the proper management of same are fundamental to the support of school programs and operations. With this in mind, the Board will develop and present an annual operating budget as directed by applicable laws.

The annual budget will be for a 12 month period covering the fiscal year July 1 through June 30.

The Board shall designate the superintendent as its budget officer, but he/she may delegate portions of such responsibility as appropriate.

Responsibilities of the budget officer are budget preparation, budget presentation and budget administration.

Legal Reference: 20-A, MRSA § 1482 20-A, MRSA § Sec. 15617 et. seq.

Adopted: April 13, 1992 Reviewed and Adopted: May 8, 2006 Revised: December 12, 2022

Policy Section D

DBG Budget Adoption Procedures

BUDGET ADOPTION PROCEDURES

Adoption of the annual budget is to be accomplished prior to June 30 for the fiscal year beginning July 1.

The proposed budget shall include, in addition to operating expenses and expected income for the ensuing year, the sums required for meeting bonds falling due, interest on the bonds and on other obligations, rentals and other fixed charges. The proposed budget shall be thoroughly explained and the public shall be given an opportunity to be heard. Only those amounts pertaining to operating expenses, reserve or contingency funds, or capital outlay expenditures shall be subject to change by the voters.

Legal Reference: 20-A, MRSA §§ 1304 et. seq., 15617 et seq.

Adopted: April 13, 1992 Revised: December 13, 1993, October 12, 1994 Reviewed and Adopted: May 8, 2006 Revised: January 23, 2012; December 12, 2022

Policy Section D

DD Grants

The Board encourages the Superintendent/designees to pursue federal, state, foundation, corporate and other grants for the support of the schools and the enhancement of educational opportunities. The Superintendent is expected to be alert to potential sources of grant funding and to make recommendations for Board action. All grant applications or proposals must be approved by the Board prior to submission to the funding agency.

It is the policy of the Board to comply with all Federal and State requirements that may be a condition of receipt of grant funds.

When a grant application or proposal is presented to the Board for its approval, the Superintendent/designee will advise the Board as to whether additional staff will be needed to support the implementation of the grant and to maintain records that may be required by the granting entity; the availability of resources if matching funds are required; whether additional resources will be needed for continuation of the program when the grant expires; and measures that will be used to evaluate whether the objectives of the grant are being achieved.

Grant applications and proposals that apply to individual schools must be submitted to the building principal, who will make a recommendation to the Superintendent. The Superintendent shall present the grant application or proposal to the Board for its approval.

All grant funds received will be deposited into District accounts. Applicable Federal and State regulations, Board policies and school unit administrative procedures regarding purchasing, contracting, expenditures, and accounting will be followed in the administration and monitoring of grant funds. Staff positions created through grant funding will be filled pursuant to Board policy.

The Superintendent/designee may establish additional procedures for grant applicants, coordination of grant proposals, and for oversight and administration of grants received.

The Superintendent/designee will keep accurate records of all grant expenditures and will report annually on all grants received.

Teacher Classroom Grants ("mini-grants")

Individual teachers may investigate eligibility requirements for foundation, corporate, and other grants that will benefit a single classroom. The building principal is authorized to approve applications/proposals for such "mini-grants" as long as they do not exceed $3,000, require matching or non-budgeted funds, or impose a continuing obligation. All mini-grants/classroom grant funds will be deposited into District accounts. Awards of mini-grants/classroom grants will be reported to the building principal, who will inform the Superintendent. The Superintendent will report such awards to the Board.

Cross Reference: KCDA - Public Gifts to the Schools

Adopted: May 19, 2014

Policy Section D

DFA Revenues from Investments

REVENUES FROM INVESTMENTS

The school unit considers an investment program a critical ingredient of sound fiscal management. The Board authorizes an investment program for the purpose of securing a maximum yield of interest revenues to supplement other revenues for the support of the unit's educational program.

The investment program will be administered in a way that will ensure:

A. The continuous process of temporary investing of all fund balances and moneys available for investment purposes;

B. The maintenance (revised following each cash transaction) of a yearly cash flow chart that will provide data to assist proper planning and decision making regarding amount, duration and type of investments;

C. The use of an open competition system of bids and/or quotes to obtain the maximum yield possible on all investments from both local community and beyond-community financial institutions;

D. That all vendors using school unit funds provide statements to the unit of their collateral in the form of a list of the securities pledged at market value; and

E. That all unit investments will be in compliance with the law.

Delegation of Authority

The school unit authorizes the business manager and Superintendent to manage all activities associated with the investment program in such manner as to accomplish the objectives of this policy. Their responsibilities will also include annual review and assessment of the unit’s investment program and filing a report and recommendations annually with the Board. The business manager is further authorized to execute in the Board’s name any and all documents relating to the investment program in a timely manner and to confer with reputable consultants regarding investment decisions when necessary.

A quarterly progress report of investments will be made to the Board.

Legal Reference: 20-A MRSA § 1491

Adopted: September 21, 2009

Reviewed: January 17, 2020

Revised: March 27, 2023

Policy Section D

DFF-Student-Act-Funds-Mgmt

STUDENT ACTIVITIES FUNDS

Student activity funds support activities that are based in student organizations.

Revenues collected from gate receipts from athletic competitions, admissions to school entertainment events, profits from school stores, club and class dues, and student organization fundraising activities shall be deposited and accounted for in a student activities fund maintained for each school. Within this fund, separate accounts will be maintained for accounting purposes. These revenues will be considered school unit funds under the direct control of the Superintendent, who may develop and implement procedures relative to these funds, and delegate specific responsibility for deposits, expenditures, and record keeping to the building principals and/or appropriate staff. Procedures for management of student activities funds shall be consistent with other Regional School Unit 1 financial practices/procedures.

Student activity funds are to be used only for student activities that augment the school unit’s programs; they are not intended to replace school unit funding for school unit programs and activities. Funds raised by approved student clubs or organizations or from classes shall be expended to benefit the specific club or organization or class. All expenditures from student activities funds must be approved in advance by the building principal.

The senior class may decide how to disburse the funds remaining in its class account after graduation. Such disbursements may include gifts to the school, to a scholarship fund, or used for an activity approved in advance by the principal. All of the class’s outstanding obligations must be paid before the class may expend its remaining funds. Unexpended funds remaining after the class has graduated and any interest earned on these funds will be maintained in the student activity fund.

Student activity funds are part of the total fiscal operation of the District and shall be audited as part of the District’s annual audit.

Cross Reference: DI – Fiscal Accounting and Reporting JJE – Student Fundraising Activities

First Reading: February 11, 2008

Adopted: March 10, 2008

Revised: March 27, 2023

Policy Section D

DFI Tuition Receivables

File: DFI

TUITION RECEIVABLES

The purpose of this policy is to establish what actions will be taken in the event that a private tuition bill has not been paid.

The previous year's tuition bill must be paid in full before a student is allowed to return to RSU 1 schools.

One-half of the tuition charged must be paid prior to September 1 of that school year before the student can enter a RSU 1 school. The second half must be paid at the start of the second semester and no later than January 23.

Adopted: December 12, 1988

Revised: April 13, 1992

Reviewed and Adopted: May 8, 2006

Reviewed: March 15, 2023

Policy Section D

DI Fiscal Accounting and Reporting

File: DI

FISCAL ACCOUNTING AND REPORTING

The Superintendent shall be ultimately responsible for properly accounting for all funds of the school system.

The accounting used shall be in accordance with requirements of the Maine Department of Education and with sound accounting practices, providing for the appropriate separation of accounts, funds and special monies.

The Board shall receive monthly financial statements from the Superintendent showing the financial condition of the school system.

It shall be the duty of the Business Manager to direct and supervise the preparation of monthly and annual reports to the Superintendent and the Board; to advise principals and other administrators periodically of expenditures related to budget appropriations; and to prepare financial reports required by the Maine Department of Education or other agencies with jurisdiction.

Legal Reference: 20-A MRSA § 1055

Adopted: April 13, 1992

Reviewed and Adopted: May 8, 2006

Reviewed: January 17, 2020

Policy Section D

DID Inventories

File: DID

INVENTORIES

Inventory of property and equipment shall be taken on an annual basis. The inventory system shall serve both the functions of control and conservation.

Responsibility for this shall lie with the Superintendent/designee, to whom principals and supervisors shall be accountable for the maintenance of proper inventories in their schools.

Adopted: April 13, 1992

Reviewed and Adopted: May 8, 2006

Reviewed: January 17, 2020

Policy Section D

DIDA Fixed Assets

FIXED ASSETS

This policy establishes the minimum cost value (capitalization amount) that shall be used to determine the capital assets, including infrastructure assets, that are to be recorded in Regional School Unit 1’s annual financial statements in order to comply with the requirements of GASB Statement No. 34.

The policy also addresses other considerations for recording and depreciating fixed assets in order to comply with the provisions of GASB Statement No. 34.

A. Capital Asset Definition

Capital assets will be defined as tangible and intangible assets that have initial useful lives that extend beyond a single reporting period.

B. Capitalization Method

All capital assets will be recorded at historical costs as of the date acquired or constructed. If historical cost information is not available, assets will be recorded at estimated historical cost by calculating current replacement cost and deflating the cost using the appropriate price-level index.

C. Capitalization Thresholds

Regional School Unit 1 establishes the following minimum capitalization thresholds for capitalizing fixed assets:

Land and Improvements $ 50,000
Buildings and Improvements $ 50,000
Machinery/Equipment/Vehicles $ 5,000
Infrastructure $ 50,000

Detailed records shall be maintained for all fixed assets above the established thresholds.

D. Infrastructure Assets

In accordance with GASB Statement 34, Regional School Unit 1 will record, at a minimum, “major” infrastructure assets as defined in Statement 34 that were acquired, constructed, or significantly reconstructed, or that received significant improvements after June 30, 1980. Other infrastructure asset may be capitalized as deemed appropriate

E. Other Assets

Detailed records shall be maintained at the discretion of the Superintendent of Schools for all items below the capitalization thresholds that should be safeguarded from loss. These items will be part of the annual physical inventory discussed below. These items include computer equipment that falls below the established thresholds and any other assets specified by the Superintendent.

E. Depreciation and Useful Life

The business manager will assign an estimated useful life to all assets for the purposes of recording depreciation using the Association of School Business Officials’ “Useful Lives” schedule. Asset lives will be adjusted as necessary depending on the present condition and use of the asset and based on how long the asset is expected to meet current service demands. Adjustments should be properly documented. Depreciation will be recorded based on the straight line method using actual month convention and depreciated down to the assets salvage value.

F. Safeguarding and Controlling Fixed Assets

All machinery and equipment, vehicles, and furniture will be assigned an asset number. As fixed assets are purchased or disposed of, the administrator in custody of that asset will be responsible for preparing a fixed asset data sheet, which will then be forwarded to the business manager to ensure proper recording. A physical inventory will be taken annually on or about June 30 and compared to the physical inventory records. The results will be forwarded to the business manager where appropriate adjustments will be made to the fixed asset records.

Adopted: September 21, 2009

Revised: March 27, 2023

Policy Section D

DIE Audits

AUDITS/FINANCIAL MONITORING

The school system's financial records shall be audited annually by the Maine Department of Auditors or by an outside auditor approved by the Board, based on the July 1 to June 30 fiscal year, the Superintendent/designee shall be responsible for working with auditors in their conduct of annual or other audits as required.

Legal Reference: 20-A MRSA § 6051 et seq.

Adopted: April 13, 1992

Revised: December 13, 1993, March 27, 2023

Reviewed and Adopted: May 8, 2006, February 27, 2012

Policy Section D

DJ Bidding - Purchasing Requirements

The School Board expects all purchases made by the school unit to be consistent with applicable laws and sound business practices. The Superintendent shall be responsible for developing and implementing administrative procedures for bidding and purchasing consistent with this policy.

This policy is intended solely as an internal guide to purchasing by the school unit. It does not afford any vendor any property or contractual rights against the school unit. No vendor shall have any enforceable rights against the school unit based upon this policy or alleged violations of this policy. No vendor shall have any rights against the school unit until such time as a written contract between the vendor and the school unit is executed by the vendor and an authorized representative of the school unit.

A. Bidding Required by Law

Maine law requires the Board to competitively bid property and casualty insurance; school bus and transportation contracts in excess of $4,000; school building construction, alterations and repairs over $25,000 (except contracts for professional architectural and engineering services); and bond anticipation notes for state-subsidized school construction projects.

B. Competitive Bidding of Other Purchases

Where bidding is not required by law, it shall be the policy of the school unit to competitively bid purchases of equipment, supplies, materials or services over $10,000 provided that it is practical and cost-effective to specify the materials or services with sufficient particularity to allow meaningful comparison of bids.

If competitive bidding is not utilized, the Superintendent may seek Requests for Proposals (RFP) for purchases over $10,000. An RFP identifies the need the school unit intends to meet, but permits the vendor to propose the manner in which the work is to be performed and the materials to be used.

The Superintendent may forego the competitive bid or RFP process only when he/she determines that quality, expertise, time factors, or other important considerations outweigh the possible benefits of bidding or requesting proposals. In each such case, the Board shall be informed of the Superintendent's decision and the reasons for it in advance of entering into a contract.

C. Procedures for Bidding and Requesting Proposals

The method of notification that the school unit uses to solicit bids and proposals shall be reasonably designed to attract qualified vendors. Depending upon the circumstances, such notification may include public advertising and/or mailing of notices to potential vendors.

Bid Procedures

A. The notification shall specify the deadline for submitting bids and the time and place of bid opening. Bid alternates shall be permitted at the discretion of the Superintendent. The notice shall reserve the right of the school unit to reject any or all bids, and to waive technical or immaterial non-conformities in bids if in the best interest of the school unit, and to exercise judgment in evaluating bids.

B. Written bids. Bids shall be in writing, sealed with outside envelope or wrapper plainly marked "Bid, not to be opened until (insert appropriate date)," and mailed or filed with the Superintendent of the unit.

C. Time of opening. No bid may be opened until the appointed time.

D. Public opening. At the time and place stated in the public notice, and open to the public, all bids shall be opened by the Superintendent or, in the Superintendent's absence or disability, by any School Board member designated for the purpose by the Chair of the School Board.

E. Reading. If any citizens who are not School Board members or employees of the school unit or if any representatives of the press are present, bids shall, at that time, either be made available for examination by them or shall be read aloud in a manner to be heard plainly by those in attendance.

F. In general, the Superintendent and/or School Board will award contracts to the vendor whom they deem will best be able to meet the requirements of the school district.

RFP Procedures

A. Proposals should be submitted in plain envelopes clearly marked "Proposal, not to be opened until (state time and date)." The RFP shall state the time and date that proposals shall be opened, and no proposals shall be opened before that time. Public opening is not required.

B. Proposals are to be evaluated based on criteria appropriate for the project in question, and the contract will be awarded to the vendor whom the Superintendent and School Board deem best able to meet the requirements of the school unit.

Legal Reference: 5 MRSA § 1743-A (ALL) 20-A MRSA §§ 1001(14), 5401(13)(D); 5402 (ALL) 20-A MRSA § 1314 (MSAD) Me. DOE Rules, Ch. 61 (Rules for School Construction Projects) (ALL)

Adopted: June 25, 2012

Policy Section D

DJ-R Federal Procurement Manual for Maine School Units

This Federal Procurement Manual governs the procurement and purchase of property, goods, and services using any federal award,[^1] in whole or in part, that is subject to the Uniform Grant Guidance, codified at 2 CFR Part 200.

To the extent necessary or convenient, the Superintendent or his or her designee, shall implement further written measures to ensure compliance with these procedures and any applicable federal laws and rules, including any applicable provisions of the Uniform Grant Guidance and the federal award terms and conditions. Any such written measures shall be made part of this manual.

A. OVERVIEW

The School Board expects all procurements of property, goods, or services made by the school unit using federal awards to be consistent with sound business practices and applicable federal laws and rules, including the Uniform Grant Guidance.

These administrative procedures, in combination with the school unit's written policies---including but not limited to Policy DJ (Bidding/Purchasing) and Policy DJH (Purchasing and Contracting: Procurement Staff Code of Conduct)---are intended to comply with the federal requirement that the school unit must (1) use its own documented procurement procedures which reflect applicable federal, state, and local laws and regulations and (2) maintain written standards of conduct covering conflicts of interest---real and perceived---for staff engaged in the selection, awarding, or administration of a contract. (2 CFR § 200.318(a), (c).)

The Superintendent or his or her designee, acting singly, (the "Purchasing Agent") shall be responsible for implementing these administrative procedures and shall have direction and control over the purchasing of property, goods, and services for the school unit using federal funds.

Wherever these administrative procedures are inconsistent with applicable federal laws and rules, or the terms and conditions of a federal award, the provisions of the applicable federal laws, rules, or award terms and conditions shall control.

B. GENERAL PROCUREMENT PROCEDURES

Full and Open Competition. All procurements must be conducted in a manner that provides full and open competition. Real or perceived unfair advantages will be avoided. Accordingly, the school unit will not (i) place unreasonable requirements on firms or vendors to qualify for a procurement, (ii) require unnecessary experience or use excessive bonding, (iii) use noncompetitive pricing practices between firms or affiliated companies, (iv) allow organizational conflicts of interest, (v) specify a "brand name" product without allowing firms or vendors to offer an equal alternate product, or (vi) allow any arbitrary action in the procurement process. To ensure objective contractor performance and eliminate unfair competitive advantage, firms or vendors that develop or draft specifications, requirements, statements of work, invitations for bids, or requests for proposals must be excluded from competing for such procurements. (2 CFR § 200.319(a).)
Responsible Contractors. The school unit must award contracts only to responsible contractors who are able to perform successfully under the terms and conditions of a proposed procurement. Consideration will be given to such matters as contractor integrity, compliance with public policy, record of past performance, and financial and technical resources. (2 CFR § 200.318(h).)
Oversight of Contractors. The school unit must maintain a contract administration and oversight system to ensure that contractors perform in accordance with the terms, conditions, and specifications of their contracts or purchase orders. (2 CFR § 200.318(b).)
Fostering Economy and Efficiency. The school unit must avoid purchasing unnecessary or duplicative items. Consideration should be given to consolidating or breaking out procurements to obtain a more economical purchase, and to using federal surplus equipment and property. Where appropriate, an analysis will be made of lease versus purchase alternatives, and any other appropriate analysis to determine the most economical approach. To foster greater economy and efficiency, consideration should also be given to: (i) entering into state and local intergovernmental agreements or inter-entity agreements where appropriate for procurement or use of common or shared goods and services, (ii) using federal excess and surplus property in lieu of purchasing new equipment and property whenever such use is feasible and reduces project costs, and (iii) using value engineering clauses in contracts for construction projects of sufficient size to offer reasonable opportunities for cost reductions. (2 CFR § 200.318(d)-(g).)
Geographical Preferences Prohibited. The school unit must conduct procurements so as to prohibit the use of statutorily or administratively imposed state or local geographical preferences in the evaluation of bids or proposals, except (i) where applicable federal statutes expressly mandate or encourage geographic preference or (ii) when contracting for architectural and engineering (A/E) services, so long as its application leaves an appropriate number of qualified firms to compete for the contract given the nature and size of the project. (2 CFR § 200.319(b).)
Clear and Accurate Technical Requirements. The school unit must have written selection procedures for procurements that incorporate a clear and accurate description of the technical requirements for the goods or services to be procured, identify all requirements which offerors must fulfill, and identify all other factors to be used in evaluating solicitations. Technical descriptions (i) must not, in competitive procurements, contain features which unduly restrict competition; (ii) may include a statement of the qualitative nature of the goods or services to be procured; (iii) when necessary, must set forth those minimum essential characteristics and standards to which goods or services must conform if they are to satisfy their intended use; (iv) should avoid detailed product specifications if possible; and (v) may use a brand name or equivalent description as a means to define performance or other salient requirements of procurement when it is impractical or uneconomical to make a clear and accurate description of the technical requirements (the specific features of the named brand which must be met by offerors must be clearly stated). (2 CFR § 200.319(c).)

C. PROCUREMENT METHODS AND THRESHOLDS

Methods of Procurement. The school unit must use one of the following five methods of procuring goods or services: micropurchases, small purchases, sealed bids, competitive proposals (a.k.a. requests for proposals), and non-competitive proposals (a.k.a. sole source procurement). (2 CFR § 200.320.)

a. Micropurchases (less than $3,500 as of October 1, 2015). Micropurchases up to the federal micropurchase threshold ($3,500 as of October 1, 2015)[^2] may be made without soliciting competitive quotations if the Purchasing Agent considers the price to be reasonable. To the extent practicable, the Purchasing Agent must distribute repurchases equitably among qualified suppliers, vendors, or firms. (2 CFR §§ 200.67, 200.320(a).)

b. Small Purchases ($150,000 or less as of October 1, 2015). Small purchases up to the federal simplified acquisition threshold ($150,000 as of October 1, 2015)[^3] may be made using simple, informal procurement methods and without requiring sealed bids. For any such purchases, the Purchasing Agent must obtain price or rate quotes from an adequate number of qualified vendors or firms (preferably, from at least three qualified vendors or firms). The Purchasing Agent shall document any price or rate quotes received, whether written or oral. (2 CFR §§ 200.88, 200.320(b).)

c. Sealed Bids (over $150,000 as of October 1, 2015). For purchases in excess of the federal simplified acquisition threshold ($150,000 as of October 1, 2015) where a complete, adequate, and realistic specification or purchase description is available, the Purchasing Agent shall issue a notice of written invitation for sealed bids in a manner reasonably calculated to attract qualified bidders and provide the bidders with sufficient response time. The invitation for bids shall provide a complete specification of the goods or services to be purchased. Bids shall be opened at the time and place prescribed in the invitation for bids. A firm fixed price (lump sum or unit price) contract award shall be made in writing to the lowest responsive and responsible bidder whose bid conforms to all material terms and conditions of the invitation to bid. Any or all bids may be rejected if there is a sound documented reason. (2 CFR §§ 200.88, 200.320(c).)

d. Requests for Proposals (over $150,000 as of October 15, 2015). For purchases in excess of the simplified acquisition threshold ($150,000 as of October 1, 2015), when conditions are not appropriate for the use of sealed bids because the goods or services sought cannot be defined or specified such that bids will not be comparable, the Purchasing Agent shall issue a request for proposals ("RFP") to solicit the goods or services. Typically, the RFP seeks proposals that are evaluated qualitatively such that price is not the primary evaluation criterion. Contracts may be awarded on either a fixed price or cost-reimbursement basis. If this procurement method is used, the following requirements apply:

RFPs must be publicized in a manner reasonably calculated to attract qualified vendors or firms, and RFPs must identify all evaluation factors and their relative importance. Proposals shall be reviewed by the Purchasing Agent or a selection committee identified in the RFP. Any response to an RFP must be considered to the maximum extent practical;
Proposals must be solicited from at least two qualified sources; and
The Purchasing Agent shall award a contract to the responsible vendor or firm whose proposal is most advantageous to the school unit, with price and other factors considered; however, any and all proposals may be rejected if there is a sound documented reason. The Purchasing Agent may use competitive proposal procedures for qualifications-based procurement of architectural/engineering (A/E) professional services whereby competitors' qualifications are evaluated and the most qualified competitor is selected, subject to negotiation of fair and reasonable compensation. The method, where price is not used as a selection factor, may only be used in procurement of A/E professional services. It cannot be used to purchase other types of services even if A/E firms are a potential source to perform the proposed effort. (2 CFR § 200.320(d).)

e. Non-Competitive Proposals (Sole Source); Emergencies. Procurements may be made through a non-competitive process (i.e., through the solicitation of a proposal from only one source) only when one or more of the following circumstances apply:

The item is available only from a single source;

An exigency or emergency for the requirement will not permit a delay resulting from competitive solicitation;
The federal awarding agency or pass-through entity expressly authorizes noncompetitive proposals in response to a written request; or
After solicitation of a number of vendors or firms, competition is determined inadequate. The Purchasing Agent must document the basis for the sole source procurement by documenting the basis for any exigency or emergency, obtaining express authorization from the federal awarding agency or pass-through entity, or demonstrating a good faith effort on the part of the school unit to solicit proposals from a number of sources. (2 CFR §§ 200.320(e), 200.324(b)(2).)

Purchases Over $25,000. For purchases exceeding $25,000, prior to contracting with a vendor, the Purchasing Agent shall use the System for Award Management (SAM) to search for the vendor by name, tax identification number, or another characteristic to make sure that the vendor has not been suspended or debarred from performing federally funded work. (2 CFR § 200.205.)
Purchases Over the Simplified Acquisition Threshold ($150,000 as of October 1, 2015). The following additional procedures apply to purchases exceeding the simplified acquisition threshold:

a. Cost/Price Analysis. (i) The Purchasing Agent must perform a cost or price analysis in connection with every procurement in excess of the simplified acquisition threshold, including contract modifications. The method and degree of analysis depends on the facts surrounding the particular situation, but as a starting point, the Purchasing Agent must make independent estimates before receiving bids or proposals. (ii) The Purchasing Agent must negotiate profit as a separate element of the price for each contract in which there is no price competition and in all cases where cost analysis is performed. To establish a fair and reasonable profit, consideration must be given to the complexity of the work to be performed, the risk borne by the contractor, the contractor's investment, the amount of subcontracting, the quality of its record of past performance, and industry profit rates in the surrounding geographical area for similar work. (iii) Costs or prices based on estimated costs for contracts under a federal award are allowable only to the extent that costs incurred or cost estimates included in negotiated prices would be allowable under Subpart E (Cost Principles) of 2 CFR Part 200. The school unit may reference its own cost principles that comply with the federal cost principles. (iv) The cost plus a percentage of cost and percentage of construction cost methods of contracting shall not be used. (2 CFR § 200.323.)

b. Bonding Requirements. For construction or facility improvement contracts or subcontracts in excess of the simplified acquisition threshold, the following bonds, or equivalent, are required: (i) A bid guarantee from each bidder equivalent to 5% of the bid price. The "bid guarantee" must consist of a firm commitment such as a bid bond, certified check, or other negotiable instrument accompanying a bid as assurance that the bidder will, upon acceptance of the bid, execute such contractual documents as may be required within the time specified; (ii) A performance bond on the part of the contractor for 100% of the contract price. A "performance bond" is one executed in connection with a contract to secure fulfillment of all the contractor's obligations under such contract; and (iii) A payment bond on the part of the contractor for 100% of the contract price. A "payment bond" is one executed in connection with a contract to assure payment as required by law of all persons supplying labor and material in the execution of the work provided for in the contract. (2 CFR § 200.325.)

D. CONTRACTING WITH SMALL & MINORITY BUSINESSES, WOMEN'S BUSINESS ENTERPRISES, AND LABOR SURPLUS AREA FIRMS

The Purchasing Agent must take all necessary affirmative steps to assure that small & minority businesses, women's business enterprises, and labor surplus area firms are used when possible. Affirmative steps must include:

Placing qualified small & minority businesses and women's business enterprises on solicitation lists;
Assuring that small & minority businesses and women's business enterprises are solicited whenever they are potential sources;
Dividing total requirements, when economically feasible, into smaller tasks or quantities to permit maximum participation by small & minority businesses and women's business enterprises;
Establishing delivery schedules, where the requirement permits, which encourage participation by small & minority businesses and women's business enterprises;
Using the services and assistance, as appropriate, of such organizations as the Small Business Administration and the Minority Business Development Agency of the Department of Commerce; and
Requiring the prime contractor, if subcontracts are to be allowed, to take the affirmative steps listed in paragraphs (1) through (5) of this section.

(2 CFR § 200.321.)

E. CONTRACTS ARISING FROM PROCUREMENTS

Contract Administrator. Prior to the execution of a contract funded by a federal award, the school unit should name a Contract Administrator. The Contract Administrator shall be responsible for the tasks, technical requirements, service performance, and verification that payments are in compliance with the contract. (2 CFR § 200.319.)
Contract Provisions. Any contract entered into between the school unit and a firm or vendor who is to be compensated using a federal award or a portion thereof must contain the applicable contract provisions described in Appendix I. (2 CFR § 200.326.)
Subrecipient and Contractor Determinations. The school unit must make case-by-case determinations whether each agreement it makes for the disbursement of federal funds casts the party receiving the funds in the role of a subrecipient or a contractor. The school unit shall make this classification using its judgment based on the following factors, as well as any additional guidance supplied by the federal awarding agency:

a. Contractors. A contract is for the purpose of obtaining goods and services for the party's own use and creates a procurement relationship with the contractor. (See 2 CFR § 200.22.) Characteristics indicative of a procurement relationship between the school unit and a contractor are when the contractor (i) provides the goods and services within normal business operations; (ii) provides similar goods or services to many different purchasers; (iii) normally operates in a competitive environment; (iv) provides goods or services that are ancillary to the operation of the federal program; and (v) is not subject to compliance requirements of the federal program as a result of the agreement, though similar requirements may apply for other reasons.

b. Subrecipients. A subaward is for the purpose of carrying out a portion of a federal award and creates a federal assistance relationship with the subrecipient. (See 2 CFR § 200.92.) Characteristics which support the classification of a party receiving federal funds as a subrecipient include when the party (i) determines who is eligible to receive what federal assistance; (ii) has its performance measured in relation to whether objectives of a federal program were met; (iii) has responsibility for programmatic decision making; (iv) is responsible for adherence to applicable federal program requirements specified in the federal award; and (v) in accordance with its agreement, uses the federal funds to carry out a program for a public purpose specified in authorizing statute, as opposed to providing goods or services for the benefit of the pass-through entity. If the party receiving the funds is classified by the school unit as a subrecipient, the school unit must:

(i) Ensure that every subaward is clearly identified to the subrecipient as a subaward and includes the following information:

Federal Award Identification: (a) Subrecipient name (which must match the name associated with its unique entity identifier); (b) subrecipient's unique entity identifier; (c) Federal Award Identification Number (FAIN); (d) federal award date (see 2 USC § 200.39) of award to the recipient by the federal agency; (e) subaward period of performance start and end date; (f) amount of federal funds obligated by this action by the school unit to the subrecipient; (g) total amount of federal funds obligated to the subrecipient by the school unit including the current obligation; (h) total amount of the federal award committed to the subrecipient by the school unit; (i) federal award project description, as required to be responsive to the Federal Funding Accountability and Transparency Act (FFATA); (j) name of federal awarding agency, school unit, and contact information for awarding official of the school unit; (k) CFDA number and name (the school unit must identify the dollar amount made available under each federal award and the CFDA number at time of disbursement); (k) identification of whether the award is R&D; and (l) indirect cost rate for the federal award (including if the de minimis rate is charged per 2 USC § 200.414).
All requirements imposed by the school unit on the subrecipient so that the federal award is used in accordance with federal statutes, regulations, and the terms and conditions of the federal award.
Any additional requirements that the school unit imposes on the subrecipient so as to meet its own responsibility to the federal awarding agency, including identification of any required financial and performance reports.
An approved federally recognized indirect cost rate negotiated between the subrecipient and the federal government or, if no such rate exists, either a rate negotiated between the school unit and the subrecipient or a de minimis indirect cost rate as defined in 2 USC § 200.414(f).
A requirement that the subrecipient permit the school unit and auditors to have access to the subrecipient's records and financial statements as necessary for the school unit to meet the requirements of 2 USC § 331.
Appropriate terms and conditions concerning closeout of the subaward.

(ii) Evaluate each subrecipient's risk of noncompliance with federal statutes, regulations, and the terms and conditions of the subaward for purposes of determining the appropriate subrecipient monitoring described below, which may include consideration of such factors as: (a) the subrecipient's prior experience with the same or similar subawards; (b) the result of previous audits including whether or not the subrecipient receives a Single Audit in accordance with Subpart F---Audit Requirements---of 2 USC Part 200, and the extent to which the same or similar subaward has been audited as a major program; (c) whether the subrecipient has new personnel or new or substantially changed systems; and (d) the extent and results of federal awarding agency monitoring.

(iii) Consider imposing specific subaward conditions upon a subrecipient as described in 2 USC § 200.207.

(iv) Monitor the activities of the subrecipient as necessary to ensure that the subaward is used for authorized purposes, in compliance with federal statutes, regulations, and the terms and conditions of the subaward; and that subaward performance goals are achieved. School unit monitoring of the subrecipient must include: (a) reviewing financial and performance reports required by the school unit; (b) following up and ensuring that the subrecipient takes timely and appropriate action on all deficiencies pertaining to the federal award provided to the subrecipient from the school unit detected through audits, on-site reviews, and other means; and (c) issuing a management decision for audit findings as required by 2 USC § 200.521. Depending on the school unit's assessment of risk posed by the subrecipient, the following monitoring tools may be useful to ensure proper accountability and compliance with program requirements and performance goals: (a) providing subrecipients with training and technical assistance; (b) performing on-site reviews of the subrecipient's program operations; and (c) arranging for agreed-upon-procedures engagements as described in 2 USC § 200.425 (audit services).

(v) Verify that each subrecipient is audited as required by Part F (Audit Requirements) of 2 USC Part 200 when it is expected that the subrecipient's federal awards expanded during the respective fiscal year equaled or exceeded the threshold set forth in 2 USC § 200.501.

(vi) Consider whether the results of the subrecipient's audits, on-site reviews, or other monitoring indicate conditions that necessitate adjustments to the school unit's own records.

(vii) Consider taking enforcement action against noncompliant subrecipients as described in 2 USC § 200.338. (2 CFR §§ 200.330, 200.331.)

F. RECORDS

a. Recordkeeping. The school unit must maintain records sufficient to detail the history of procurement. Records must include the following: (i) rationale for the method of procurement, (ii) selection of contract type, (iii) contract selection or rejection, and (iv) the basis for the contract price.

b. Record Retention Requirements. The school unit must maintain records related to each federal procurement for a period of three years from the date of submission of the final expenditure report or, for federal awards that are renewed quarterly or annually, from the date of the submission of the quarterly or annual financial report, respectively, as reported to the federal awarding agency or school unit in the case of a subrecipient. The following exceptions apply:

i. If any litigation, claim, or audit is started before the expiration of the 3-year period, the records must be retained until all litigation, claims, or audit findings involving the records have been resolved and final action taken.

ii. When the school unit is notified in writing by the federal awarding agency, cognizant agency for audit, oversight agency for audit, cognizant agency for indirect costs, or pass-through entity to extend the retention period.

iii. Records for real property and equipment acquired with federal funds must be retained for 3 years after final disposition.

iv. When records are transferred to or maintained by the federal awarding agency or pass-through entity, the 3-year retention requirement is not applicable to the school unit.

v. Records for program income transactions after the period of performance. In some cases, federal fund recipients must report program income after the period of performance. Where there is such a requirement, the retention period for the records pertaining to the earning of the program income starts from the end of the school unit's fiscal year in which the program income is earned.

vi. Indirect cost rate proposals and cost allocations plans. This paragraph applies to the following types of documents and their supporting records: indirect cost rate computations or proposals, cost allocation plans, and any similar accounting computations of the rate at which a particular group of costs is chargeable (such as computer usage chargeback rates or composite fringe benefit rates). If the proposal, plan, or other computation is required to be submitted to the federal government (or to the pass-through entity) to form the basis for negotiation of the rate, then the 3-year retention period for its supporting records starts from the date of such submission. If the proposal, plan, or other computation is not required to be submitted to the federal government (or to the pass-through entity) for negotiation purposes, then the 3-year retention period for the proposal, plan, or computation and its supporting records starts from the end of the fiscal year (or other accounting period) covered by the proposal, plan, or other computation. (2 CFR §§ 200.318(i), 200.333.)

G. PROTESTS AND CLAIMS

The school unit is solely responsible, in accordance with good administrative practice and sound business judgment, for the settlement of all contractual and administrative issues arising out of procurements of goods or services under federal awards. Except as may be otherwise provided in a written request for proposals or other solicitation of the school unit, these procedures are available to proposers for the purpose of handling and resolving disputes relating to such procurements, including evaluation and selection, protests of awards, disputes, and claims relating to the selection process and contract award.[^4] A protestor must exhaust all of these administrative remedies before pursuing a protest with the federal grant agency or in any court of law. For purposes of this section, the term "proposer" means any person or entity that has submitted a bid or a proposal in response to an RFP or other solicitation to the school unit, or a person or entity that is a prospective bidder or offeror and who has a demonstrated direct economic interest in the results of the procurement.

Protest Submission Requirements. To be considered by the school unit, a protest must be made in writing, supported by sufficient information to enable the protest to be fairly evaluated, and submitted within the time periods set forth herein. At minimum, protests must include (i) the name, phone number, and address of the protester; (ii) identification of the detailed and specific provision(s) of applicable federal or state law which would be allegedly violated by the procurement; (iii) copies of all exhibits, evidence, or documents supporting the protest; and (iv) a concise description of all remedies or relief requested.
Pre-Award Protests. Pre-award protests are protests based upon the content of the solicitation documents. Any protest to the terms, conditions, or specifications set forth in a solicitation must be submitted to the Purchasing Agent or the contract administrator, if a contract administrator is identified in the solicitation, within 5 calendar days after the issuance of the solicitation. All such protests will be considered by the Purchasing Agent, or the contract administrator as appropriate, prior to the solicitation due date, and a written decision will be provided to the protestor. A decision of the Purchasing Agent or contract administrator is final, and no further protest or appeal of the terms, conditions, or specifications of any solicitation will be considered by the School Board.
Protests of Proposal Evaluations and Award Decision. Proposers shall be notified of any award decision by a written or oral notice of the award. This notice shall be transmitted to each proposer at the address, email address, or telephone number contained in its proposal. Any proposer whose proposal has not lapsed may protest an award decision on any ground arising from the evaluation of proposals or the award decision, but not on any ground specified in the "Pre-Award Protests" category, above. Any such protest must be submitted to the Purchasing Agent or the contract administrator, if a contract administrator is identified in the solicitation, within 3 calendar days after notice of the award. All such protests will be considered by a Protest Review Subcommittee, composed of members selected by the School Board in its sole discretion. A written decision from the Protest Review Subcommittee stating the grounds for allowing or denying the protest shall be transmitted to the protestor before a final contract award is made. A decision of the Protest Review Subcommittee is final, and no further protest or appeal will be considered by the School Board.

(2 CFR § 200.318(k).)

H. FEDERAL AWARDING AGENCY OR PASS-THROUGH ENTITY REVIEW

The school unit must make available, upon request of the federal awarding agency or pass-through entity, technical specifications on proposed procurements where the federal awarding agency or pass-through entity believes such review is needed to ensure that the item or service specified is the one being proposed for acquisition. This review generally will take place prior to the time the specification is incorporated into a solicitation document. However, if the school unit desires to have the review accomplished after a solicitation has been developed, the federal awarding agency or pass-through entity may still review the specifications, with such review usually limited to the technical aspects of the proposed purchase.
The school unit must make available upon request, for the federal awarding agency or pass-through entity pre-procurement review, procurement documents, such as requests for proposals or invitations for bids, or independent cost estimates, when:

a. The school unit's procurement procedures or operation fails to comply with the procurement standards in 2 CFR Part 200;

b. The procurement is expected to exceed the simplified acquisition threshold and is to be awarded without competition or only one bid or offer is received in response to a solicitation;

c. The procurement, which is expected to exceed the simplified acquisition threshold, specifies a "brand name" product;

d. The proposed contract is more than the simplified acquisition threshold and is to be awarded to other than the apparent low bidder under a sealed bid procurement; or

e. A proposed contract modification changes the scope of a contract or increases the contract amount by more than the simplified acquisition threshold. The school unit is exempt from the pre-procurement review in this paragraph if the federal awarding agency or pass-through entity determines that its procurement systems comply with the standards of 2 CFR Part 200.

The school unit may request that its procurement system be reviewed by the federal awarding agency or pass-through entity to determine whether its system meets these standards in order for its system to be certified. Generally, these reviews must occur where there is continuous highdollar funding, and third party contracts are awarded on a regular basis.
The school unit may self-certify its procurement system. Such self-certification must not limit the federal awarding agency's right to survey the system. Under a self-certification procedure, the federal awarding agency may rely on written assurances from the school unit that it is complying with these standards. The school unit must cite specific policies, procedures, regulations, or standards as being in compliance with these requirements and have its system available for review.

(2 CFR § 200.324.)

I. EXCEPTIONS TO THESE ADMINISTRATIVE PROCEDURES

The requirements set forth in these administrative procedures do not apply to:

Block grants awards authorized by the Omnibus Budget Reconciliation Act of 1981 (including Community Services);
Federal awards to local education agencies under 20 U.S.C. 7702-7703b (portions of the Impact Aid program, including federal payments relating to federal acquisition of school property and federal payments for students residing on military installations or Indian lands);
Federal awards authorized under the Child Care and Development Block Grant Act of 1990, as amended;
Entitlement awards under the National School Lunch Program, Commodity Assistance, Special Meal Assistance, Summer Food Service Program for Children, and Child and Adult Care Food Program of The National School Lunch Act;
Entitlement awards under the Special Milk Program, School Breakfast Program, and State Administrative Expenses of The Child Nutrition Act of 1966;
Classes of federal awards identified as exceptions by the Office of Management and Budget; or
Any circumstance where the provisions of federal statutes or regulations differ from the provisions of Part 200 of Title 2 of the Code of Federal Register.

(2 C.F.R. §§ 200.101-200.102.)

Legal Reference: 34 CFR Parts 74 and 80 (Education Department General Administrative Regulations ("EDGAR")) (for federal awards made prior to 12/26/2014)

2 CFR Part 200 (Uniform Administrative Requirements) (for federal awards made on or after 12/26/2014)

Cross Reference: DJ -- Bidding/Purchasing DJH -- Purchasing and Contracting: Procurement Staff Code of Conduct

Adopted: June 25, 2012

APPENDIX I. REQUIRED CONTRACT PROVISIONS

All contracts made by the school unit for the procurement of property, goods, or services using a federal award must contain provisions covering the following, as applicable:

A. **Remedies (over $150,000). **Contracts for more than the simplified acquisition threshold (currently $150,000) must address administrative, contractual, or legal remedies in instances where contractors violate or breach contract terms, and must provide for such sanctions and penalties as appropriate.

B. Termination for Cause and Convenience (over $10,000). All contracts in excess of $10,000 must address termination for cause and for convenience by the school unit, including the manner by which it will be effected and the basis for settlement.

C. Equal Employment Opportunity. Except as otherwise provided under 41 CFR Part 60, all contracts that meet the definition of "federally assisted construction contract" in 41 CFR Part 60-1.360-1.3 must include the equal opportunity clause provided under 41 CFR 601.4(b), in accordance with Executive Order 11246, "Equal Employment Opportunity" (30 FR 12319, 12935, 3 CFR Part, 1964-1965 Comp., p. 339), as amended by Executive Order 11375, "Amending Executive Order 11246 Relating to Equal Employment Opportunity," and implementing regulations at 41 CFR Part 60, "Office of Federal Contract Compliance Programs, Equal Employment Opportunity, Department of Labor."

D. Davis-Bacon Act, Copeland "Anti-Kickback" Act (construction contracts over $2,000). When required by federal program legislation, all prime construction contracts in excess of $2,000 awarded by the school unit must include a provision for compliance with the Davis-Bacon Act (40 U.S.C. 3141-3144 and 3146-3148) as supplemented by Department of Labor regulations (29 CFR Part 5, "Labor Standards Provisions Applicable to Contracts Covering Federally Financed and Assisted Construction"). In accordance with the statute, contractors must be required to pay wages to laborers and mechanics at a rate not less than the prevailing wages specified in a wage determination made by the Secretary of Labor. In addition, contractors must be required to pay wages not less than once a week. The school unit must place a copy of the current prevailing wage determination issued by the Department of Labor in each solicitation. The decision to award a contract or subcontract must be conditioned upon the acceptance of the wage determination. The school unit must report all suspected or reported violations to the Federal awarding agency. The contracts must also include a provision for compliance with the Copeland "Anti-Kickback" Act (40 U.S.C. 3145), as supplemented by Department of Labor regulations (29 CFR Part 3, "Contractors and Subcontractors on Public Building or Public Work Financed in Whole or in Part by Loans or Grants from the United States"). The Act provides that each contractor or subrecipient must be prohibited from inducing, by any means, any person employed in the construction, completion, or repair of public work, to give up any part of the compensation to which he or she is otherwise entitled. The school unit must report all suspected or reported violations to the Federal awarding agency.

E. Contract Work Hours and Safety Standards Act (over $100,000). Where applicable, all contracts awarded by the school unit in excess of $100,000 that involve the employment of mechanics or laborers must include a provision for compliance with 40 U.S.C. 3702 and 3704, as supplemented by Department of Labor regulations (29 CFR Part 5). Under 40 U.S.C. 3702 of the Act, each contractor must be required to compute the wages of every mechanic and laborer on the basis of a standard work week of 40 hours. Work in excess of the standard work week is permissible provided that the worker is compensated at a rate of not less than one and a half times the basic rate of pay for all hours worked in excess of 40 hours in the work week. The requirements of 40 U.S.C. 3704 are applicable to construction work and provide that no laborer or mechanic must be required to work in surroundings or under working conditions which are unsanitary, hazardous or dangerous. These requirements do not apply to the purchases of supplies or materials or articles ordinarily available on the open market, or contracts for transportation or transmission of intelligence.

F. Rights to Inventions Made Under a Contract or Agreement. If the federal award meets the definition of "funding agreement" under 37 CFR § 401.2(a) and the recipient or subrecipient wishes to enter into a contract with a small business firm or nonprofit organization regarding the substitution of parties, assignment, or performance of experimental, developmental, or research work under that "funding agreement," the recipient or subrecipient must comply with the requirements of 37 CFR Part 401, "Rights to Inventions Made by Nonprofit Organizations and Small Business Firms Under Government Grants, Contracts and Cooperative Agreements," and any implementing regulations issued by the awarding agency.

G. Clean Air Act; Federal Water Pollution Control Act (over $150,000). Contracts and subgrants of amounts in excess of $150,000 must contain a provision that requires compliance with all applicable standards, orders, or regulations issued pursuant to the Clean Air Act (42 U.S.C. 7401-7671q) and the Federal Water Pollution Control Act, as amended (33 U.S.C. 1251-1387). Violations must be reported to the federal awarding agency and the Regional Office of the Environmental Protection Agency (EPA).

H. Debarment and Suspension. A contract award (see 2 CFR 180.220) must not be made to parties listed on the government-wide exclusions in the System for Award Management (SAM), in accordance with the OMB guidelines at 2 CFR 180 that implement Executive Orders 12549 (3 CFR Part 1986 Comp., p. 189) and 12689 (3 CFR Part 1989 Comp., p. 235), "Debarment and Suspension." SAM Exclusions contains the names of parties debarred, suspended, or otherwise excluded by agencies, as well as parties declared ineligible under statutory or regulatory authority other than Executive Order 12549.

I. Byrd Anti-Lobbying Amendment (over $100,000). Contractors that apply or bid for an award exceeding $100,000 must file the required certification. Each tier certifies to the tier above that it will not and has not used federal appropriated funds to pay any person or organization for influencing or attempting to influence an officer or employee of any agency, a member of Congress, officer or employee of Congress, or an employee of a member of Congress in connection with obtaining any federal contract, grant or any other award covered by 31 U.S.C. 1352. Each tier must also disclose any lobbying with non-federal funds that takes place in connection with obtaining any federal award. Such disclosures are forwarded from tier to tier up to the non-federal award.

[^1]: A "federal award" is any federal financial assistance (including cost-reimbursement contracts) that a school unit receives either directly from a federal agency or indirectly from a pass-through entity such as the State education department. See 2 CFR § 200.38. Most, but not all, federal awards received by the school unit are subject to the Uniform Grant Guidance. To confirm whether a federal award is subject to the Uniform Grant Guidance, review the terms and conditions of the applicable grant agreement or cooperative agreement and the applicability provisions of the Uniform Grant Guidance, codified at 2 CFR § 200.101.

[^2]: For procurements utilizing federal funds obtained prior to October 1, 2015, the micropurchase threshold is $3,000. The threshold is subject to adjustment every five years in the Federal Acquisition Regulations.

[^3]: For procurements utilizing federal funds obtained prior to October 1, 2015, the simplified acquisition threshold is $100,000. The threshold is subject to adjustment every five years in the Federal Acquisition Regulations.

[^4]: These protest procedures are not available to contractors or third parties for the purpose of handling and resolving disputes, claims or litigation arising in the course of contract formation or contract administration. Any such disputes, claims or litigation will be handled and resolved in accordance with applicable contract terms, if any, and applicable law.

Policy Section D

DJA Purchasing Authority

File: DJA

PURCHASING AUTHORITY

The Superintendent and/or his/her authorized delegate shall have the power within the limits of the approved budget to approve and direct all purchases and expenditures in conformance with appropriate administrative procedures.

Adopted: April 1, 1980

Revised: April 13, 1992

Reviewed and Adopted: May 8, 2006

Revised: May 19, 2014

Reviewed: March 15, 2023

Policy Section D

DJC Petty Cash Accounts

PETTY CASH ACCOUNTS

In order to facilitate refunds and minor purchases, the Board authorizes a petty cash fund in each school and in the Central Office.

A school’s petty cash fund shall not exceed $ 150.00. The Central Office petty cash fund shall not exceed $ 150.00.

The custodian for such accounts at the schools will be the building administrator. The account custodian at the Central Office will be the Superintendent/designee. Each transaction must be supported with proper receipts.

Justifiable expenditures from the petty cash accounts include but not be limited to: miscellaneous materials and supplies ($ 150.00 maximum) for office supplies, postage and shipping. Purchasing with petty cash funds should not be used to circumvent Board policies establishing purchasing authority or administrative purchasing procedures.

The petty cash funds will be replenished through Regional School Unit 1 Business Office procedures after approval by the Superintendent/designee.

Adopted: April 13, 1992 Reviewed and Adopted: May 8, 2006 Revised: April 28, 2014, March 27, 2023

Policy Section D

DJH Procurement of Staff Code of Conduct

PURCHASING AND CONTRACTING: PROCUREMENT STAFF CODE OF CONDUCT

Conflict of Interest

All employees of Regional School Unit 1 shall perform their duties in a manner free from conflict of interest to ensure that the school unit’s business transactions are made in compliance with applicable laws and regulations and in a manner that maintains public confidence in the schools. No employee, officer, or agent of the school unit shall participate in the selection, award, or administration of a contract supported by a federal award if they have a real or apparent conflict of interest.

A conflict of interest would arise when the employee or any member of their immediate family, their partner, or an organization that employs or is about to employ any of the parties has a financial or other interest in the firm selected for the award. For the purpose of this policy, “immediate family” is defined as spouse, sibling, parent, or child.

Conflict of Interest Disclosure

All employees with real or apparent conflicts of interest as defined above must disclose the conflict of interest to the Superintendent who will investigate the circumstances of the proposed transaction. The Superintendent will exercise due diligence in investigating the circumstances of the transaction and, if necessary, will make reasonable efforts to find alternatives to the proposed transaction or arrangement that would not give rise to a conflict of interest. If the Superintendent determines that the proposed transaction is in the best interest of Regional School Unit 1 and is fair and reasonable, they may proceed with the transaction. In the event that the Superintendent may have a conflict of interest, an ad hoc subcommittee of the Board will investigate and make a determination regarding the transaction.

Staff Gifts and Solicitations

Employees, officers, and agents of the school unit may neither solicit nor accept gratuities, favors or anything of monetary value from contractors or parties to subcontracts. Employees, officers, and agents of the school unit may accept unsolicited items of nominal value such as those that are generally distributed by a company or organization through its public relations program.

Violations

Employees of Regional School Unit 1 who violate this code of conduct may be subject to discipline, up to and including termination of employment, and, if appropriate, referral to law enforcement.

Legal Reference: 34 CFR Parts 74 and 80 (Education Department General Administrative Regulations (“EDGAR”)) (for federal awards made prior to 12/26/2014) 2 CFR § 200.318 (Uniform Administrative Requirements - General Procurement Standards) (for federal awards made on or after 12/26/14)

Cross Reference: BCB - Board Member Conflict of Interest DJ - Bidding/Purchasing Requirements DJ-R – Federal Procurement Manual KCD - Public Gifts to the Schools

Adopted: February 22, 2010 Revised: November 25, 2019; June 28, 2021; April 24, 2023

This is a required policy.

Policy Section D

DKC Expense Authorization and Reimbursement

The Board recognizes that some School Department business expenses involve initial payment by a school system employee or a Board member and that such expense may qualify for reimbursement. The purpose of this policy is to promote financial accountability by requiring prior authorization of expenditures and the establishment of procedures for the reimbursement of expenses.

Authorization

All employee expenses to be reimbursed must be pre-approved by the employee's supervising administrator. All Board member expenses to be reimbursed must be approved by the Board prior to the member's incurring the expense. Expenses to be reimbursed may include transportation, lodging, registration fees, required materials, parking fees and other reasonable and necessary district business-related expenses.

Reimbursement

All requests for reimbursement must be itemized on an official RSU 1 form. Itemized receipts for reimbursable expenses must be attached to the reimbursement form. Automobile travel will be reimbursed at the current IRS mileage rate. Travel shall be by the most practical direct route and documentation shall include starting point, destination and miles travelled. When circumstances dictate that a rental car is necessary and/or the most practical approach to travel, the least expensive car that will meet the purpose should be rented. Reimbursement for commercial transportation will be based on coach/economy fares. Receipts are necessary for reimbursement for airfare.

Unapproved Expenses

District employees and Board members who incur expenses that have not been approved in advance as required by this policy will be personally accountable for such expenses.

Establishment of Reimbursement Procedures

The Superintendent/designee will be responsible for developing a schedule of reimbursement rates for district business expenses including those expenses requiring advance approval and specific rates of reimbursement. The Superintendent/designee shall also develop procedures to address methods and times for submission of requests for reimbursement.

Adopted: November 19, 2018 Reviewed: March 15, 2023

Policy Section D

DKC-R Expense Reimbursement Procedure

EXPENSE REIMBURSEMENT PROCEDURE

The following procedure shall be used for reimbursement of travel expenses incurred by School Committee members and School Department employees.

1. Mileage: Staff members who use their vehicle in the performance of their duties will be reimbursed for mileage at the IRS allowable rate.

Travel from home to place of work and return may not be included for reimbursement. Travel for authorized activities should be calculated from the place of work to the activity and the return to the place of work. Regional School Unit 1 employees are all encouraged to minimize mileage whenever possible.

2. Meal Allowance/Miscellaneous: Reimbursement for the daily meal allowance will be in accordance with the negotiated contract agreement. Itemized receipts are necessary for all reimbursements.

3. Lodging: Lodging allowance will be in accordance with the negotiated contract agreement.

4. Other Authorized Expenses: The following actual expenses, in addition to lodging and meals are authorized:

a. Registration fees

b. Air travel must be at coach or the lowest available published fare. All air travel expenses must be documented with a receipt.

c. Whenever practicable, travelers should use free shuttle service if provided during conferences to and from the hotel and conference center. The most economical means of traveling to and from the airport should also be utilized. Travelers will be reimbursed the cost of shuttle or taxi by presenting a receipt to the district at the completion of the trip.

5. Entertainment: Entertainment expenses will not be reimbursed.

6. Other Expenses: The following actual expenses incurred as a necessary part of approved travel may be claimed if substantiated by documentation:

a. parking fees

b. road toll charges

c. airline baggage fees

7. Non Allowable Expenses: The following expenses are not authorized for reimbursements:

a. Personal expenses such as laundry, valet services, clothing, toiletries, flowers, gifts, etc.

b. Cost of traveler’s checks

c. Alcoholic beverages

d. Expenses for an employee’s spouse or family

e. Side trips for personnel reasons

8. Submission of Information: Travel expense information is to be submitted to the Superintendent’s office within the (14) days of the staff member’s return to the school unit with all necessary supporting documentation as required.

9. Unapproved Expenses: Staff members who incur expenses which have not been approved by their immediate supervisor/administrator will be personally accountable for all expenses incurred.

10. Conference Registrations: Regional School Unit 1 will pay for conference registrations as approved through the budget process. Regional School Unit 1 will pay late fees only if approved by the immediate supervisor/administrator. Requests for processing must be submitted to the Superintendent’s office prior to the pre-registration deadline. Pre-registrations for conferences should be sent to the Superintendent’s office as soon as possible to allow adequate time for processing, in order to avoid late fees.

11. Cancellation Fees: Cancellation of airline reservations by traveler which result in a penalty must be approved by an immediate supervisor/administrator. Fees for cancellation of reservations without immediate supervisor/administrator approval will be the responsibility of the individual making the cancellation.

Cross Reference: DKC

Adopted: May 22, 2023

Policy Section D

DLB Tax Sheltered Annuities

TAX SHELTERED ANNUITIES

So that employees may obtain the benefit of tax sheltered annuities, the Board hereby authorizes the adoption of a Tax Sheltered Annuity Plan. The Superintendent or designee is authorized to sign a written Tax Sheltered Annuity Plan (the “Plan”) on behalf of the Board. The Plan shall provide that:

A. Any employee may participate in the Tax Sheltered Annuity Plan, subject to the limitations of the Plan and the Internal Revenue Code.

B. Any agents or agency wishing to sell tax sheltered annuities to employees of Regional School Unit 1 must file with the Superintendent or designee evidence of its license to sell such annuities in the State of Maine.

C. Only those providers of annuities who agree to comply with the terms of the Plan shall be permitted to participate as an annuity provider under the Tax Sheltered Annuity Plan. In accordance with the Plan, the Board retains the right to limit the number of annuity providers authorized to sell annuities to employees.

D. At no time will solicitation by providers of tax sheltered annuities be permitted in school buildings or on school properties during regular school hours.

Adopted: April, 1, 1980

Revised: April 13, 1992, March 27, 2023

Reviewed and Adopted: May 8, 2006, January 23, 2012

Policy Section D

DM Cash Management in Schools

File: DM

CASH MANAGEMENT IN SCHOOLS

As a prudent policy to discourage theft and to have funds safely deposited at a bank, no money shall be kept overnight in schools except in a locked depository that the building administrator has made available for the purpose. All money collected by a teacher or other adult during school hours shall be promptly transmitted to the office for safekeeping. Athletic game funds shall be placed in a secure depository and deposited at the bank as soon as possible.

All other school sponsored or other groups raising money shall have arrangements for the security and deposit of funds.

In the event that money is stolen from desks or cabinets or elsewhere in the school buildings, RSU 1 and/or its Board cannot be held liable for the loss.

Adopted: April 13, 1992

Reviewed and Adopted: May 8, 2006

Revised: April 28, 2014

Policy Section D

DMA - CASH MANAGEMENT FOR FEDERAL FUNDS

The Board will minimize the time between the receipt of federal funds from the United States Treasury, the Maine Department of Education, or other pass-through entity, and the disbursement of the federal funds. Federal funds will only be requested to meet immediate cash needs as follows:

Reimbursement not covered by prior receipts and;
Anticipated disbursements that are generally fixed, such as monthly program salaries and benefits.
The Business Manager will maintain financial records that account for the receipt, obligation, and expenditure of each federal program fund.
Cash balances for each federal program fund and for the aggregate of all federal program funds will be monitored by the Business Manager or designee.

Board procedures to minimize the cash balances in federal program funds are expected to prevent aggregate cash balances of federal program funds from earning $500 or more for the fiscal year if maintained in interest-bearing accounts. The federal program funds, with the exception of Child Nutrition Program funds, will not be maintained in an interest-bearing bank account if the Business Manager determines that banking requirements for minimum or average balances are so high that an interest-bearing account would not be feasible. Federal program funds will be maintained in insured checking accounts.

[Determination of Allowable Costs]

Before instituting a financial transaction that will require the expenditure of federal funds the federal program director and the business manager or designee will determine that the proposed transaction meets the requirements for allowable costs for the federal program. Actions to determine allowable costs will assure that:

The proposed expenditure is included in the federal program budget;
The proposed expenditure is reasonable and necessary for the federal program;
The proposed expenditure is consistent with procedures for financial transactions of the Board including:
Purchase order approval procedures;
Contract review and approval procedures;
Applicable competitive purchasing procedures, and;
Documentation supports allowability of transaction.

Before payments are made from federal funds the federal program director and the business manager or designee will determine that the federal program expenditure complies with generally accepted accounting principles and complies with state, local, and federal laws, rules, and regulations. Any cost reduction or cash refund (rebates, discounts, etc.) related to the transaction will be credited to the federal program.

Adopted: November 19, 2018

Policy Section D

DN School Properties Disposition

The Superintendent is authorized to determine, through procedures he/she develops, when personal property (supplies, materials, equipment), as distinguished from real property, is obsolete or no longer of use to the school unit and to declare it surplus.

The Board shall be informed of any property declared as surplus by the Superintendent prior to its disposal. Procedures for disposal of all surplus personal property shall be in accordance with the following:

A. Any personal identification content shall be removed from the item before it is to be declared as surplus.

B. All member municipalities are to be informed in writing of property declared surplus and are to have first option to purchase. The charges for municipal purchases shall be determined by the Superintendent after consultation with the Board (or "Board's Finance Committee").

C. Surplus property, including books, to be offered for sale shall be disposed of by sealed bid, public auction, or public sale. Public notice of any sale of surplus property shall be given at least one week in advance of the date of an auction, sale, or opening of sealed bids.

D. Library books, textbooks and instructional materials are to be disposed of by a means most likely to offer promise of continuing educational benefit, first to citizens of the school unit, then to others.

E. Any surplus property which is offered for public sale and is not sold may be disposed of in a manner the Superintendent deems appropriate after so informing the Board, with recycling as a priority where feasible.

F. Any property determined to be worthless, or for any reason is considered to be inappropriate for sale, shall be disposed of in a manner the Superintendent deems appropriate after so informing the Board, with recycling as a priority where feasible.

G. Any school unit identification that has been applied to the surplus property shall be removed or, if not possible to remove, be further identified to indicate the intended disposition and surplus nature (i.e., "SOLD BY", "SURPLUS").

All revenues which result from the sale of surplus property shall be credited as miscellaneous income except in those instances where law requires that it be credited to a specific account.

Legal Reference: Title 20-A, MRSA, Sec. 7

Adopted: November 17, 1986

Revised: April 13, 1992

Reviewed and Adopted: May 10, 2006

Revised: April 28, 2014

Policy Section E

Created at: Thu Apr 7 11:32:49 2022

Policy Section E

EB Environmental and Safety Program

File: EB

ENVIRONMENTAL AND SAFETY PROGRAM

Accidents are undesirable, unplanned occurrences that may result in tragic consequences—bodily harm, loss of work or school time, property damage, legal action, and even fatality. It shall be the policy of the Board to guard against such occurrences by taking reasonable precautions to protect the safety of all students, employees, visitors and others present on school property or at school-sponsored events.

School unit personnel shall participate in safety-related in-service trainings as required by federal or state laws and/or regulations or by Board policy, and shall follow recommended safety practices and procedures in carrying out their job responsibilities.

The practice of safety is also a part of the instructional plan of the district through its educational programs. The educational programs will include instruction in traffic and pedestrian safety, bicycle safety, fire prevention, emergency procedures, appropriately geared to students at different grade levels.

Each building administrator shall be responsible for the supervision of a safety program for their school, and the Superintendent shall have overall responsibility for the safety program. General areas of emphasis shall include, but not be limited to in-service training, accident record-keeping, plant inspection, driver and vehicle safety programs, fire prevention, school site selection, and emergency procedures and traffic safety problems relevant to students, employees and the community.

Cross Reference: Policy EBCA – Comprehensive Emergency Management Plan

Adopted: May 11, 1992

Revised: August 14, 2006; May 19, 2014; October 23, 2023

Policy Section E

EBAA Chemical Hazards

The Board is committed to providing a safe environment for students and employees. It is the policy of RSU 1 to follow safe practices in regard to the storage and handling of hazardous chemicals in its schools. The school unit will comply with all applicable Maine and federal laws and regulations concerning hazardous chemicals.

The Superintendent has responsibility for the safe handling and storage of hazardous chemicals in schools, the development of required written plans, the designation of a Chemical Hygiene Officer, and ensuring that staff is trained with respect to chemical hazards found in the workplace. Written plans shall include information regarding proper purchasing, labeling, storage, training, handling, and disposal of hazardous chemicals.

HAZCOM (HAZARD COMMUNICATION) STANDARDS

The school unit will comply with OSHA's Hazard Communication standard 29 CFR 1910.1200, as adopted and enforced by the Maine Department of Labor, which requires a written hazard communication (HazCom) plan, including a listing of chemicals being used in the schools; training of employees that handle these chemicals; and, for all employees, where safety data sheets (SDS) are located, and how to read them. This standard applies to hazard communications for hazardous chemicals such as those used in cleaning and disinfection, which may be found in custodial and food service areas, among other locations.

LABORATORY SCIENCE CHEMICALS

The school unit will comply with OSHA standard 29 CFR 1910.1450, as adopted and enforced by the Maine Department of Labor, which addresses science laboratory chemicals. This standard applies to science laboratory chemicals commonly found in chemistry and biology laboratories in schools.

The Superintendent will appoint an employee of the school unit as Chemical Hygiene Officer for RSU 1. The Chemical Hygiene Officer will be responsible for developing and implementing a Chemical Hygiene Plan, to be reviewed annually, that includes procedures relevant to the identification, purchase, storage, inventory, handling, and disposal of hazardous chemicals used in science laboratories; maintenance of safety data sheets (SDS) for laboratory chemicals; and ensuring that employees with science/laboratory responsibilities are provided appropriate training on the specific hazards associated with the chemicals being used in school laboratories and how to read the SDS for these chemicals

The person appointed Chemical Hygiene Officer must be an employee of RSU 1, preferably a science teacher or another staff member who is knowledgeable about the chemicals being used in school laboratories and stored in the schools.

Legal Reference: 29 C.F.R. § 1910.1200, 1910.1450

26 M.R.S.A. § 565

Ch. 2 § 179 (Dept. of Prof. Regulation Rule)

Ch. 161 (Dept. of Educ. Rule)

Commissioner's Administrative Letter No. 33, June 9, 2005 (Chemicals in

(Schools)

Cross Reference: EBCA -- Comprehensive Emergency Management Plan

Adopted: August 14, 2006

Revised: May 23, 2016

Reviewed: January 27, 2020; September 18, 2023

Policy Section E

EBBB Accident Reports

ACCIDENT REPORTS

Accurate and prompt accident reporting is essential for the filing of insurance claims and to promote the safety of the District’s students and employees and others present on school property or at school-sponsored events.

The Board requires that reports be filed for all accidents involving personal injury and/or property damage that occur on school property (including school buses), at school-sponsored activities or on school-sponsored trips, or when a staff member is using his/her private vehicle for authorized school business.

Accidents involving injury to students must be reported to the building principal who shall be responsible for contacting the student’s parents/guardians.
When the accident involves a District employee, the employee must file an accident report (a first report of injury) with the building principal or department supervisor the same day.

Persons, such as a parent or community member, should file an accident report with the building principal the day of the incident. Persons can obtain an accident report from the school office.

When the incident involves serious personal injury to a student, employee or other person on school property attending a school-sponsored activity, the building principal or supervisor must notify the Central Office immediately and follow with a written report.

The Superintendent/designee will be responsible for making accident report forms available in each school and in the central office.

Each building principal and department supervisor will maintain a log of reported accidents occurring within his/her area of responsibility.

Cross Reference: Policy EBBB-E (1) School Accident Report Policy EBBB-E (2) Employee Accident Report

Adopted: June 23, 2014 Revised: February 24, 2025

Policy Section E

EBBB-E School Accident Report Form

FILE: EBBB-E (1)

SCHOOL ACCIDENT REPORT FORM

Whenever an injury occurs in school, on school grounds, or during any school sponsored activity, this Accident Report Form should be filled out. Once the form has been completed, please bring it to the main office for processing. The original will be kept with the student health records in the school nurse’s office. This document is confidential.

TIME AND PLACE OF ACCIDENT

Date: ________________________________ Time: ____________________________________

School: ________________________________Location: _______________________________

INJURED PERSON

Name: ____________________________ Age: _____Grade/Teacher: _______________________

Parent/Guardian’sName:______________________________________________________

Address: __________________________________________________________________________

What was the injured doing when hurt? __________________________________________________

WITNESSES TO THE ACCIDENT AND ANY ADDITIONAL PERSONNEL BROUGHT TO SCENE:

DESCRIPTION OF INJURY & CARE GIVEN: _____________________________________________

Name Parent/Emergency Contact Notified:________________________________________________

Contacted by: __________________________________________ at ____________________(time)

How was the contact made: ________________________________(phone, email, voicemail, etc.)

ADDITIONAL FOLLOW-UP INFORMATION: ______________________________________________

Reported by: _____________________________Date of Report: _____________________________

Principal: _______________________________

Revised: 5/2022

Policy Section E

EBBB-E(2) EMPLOYEE ACCIDENT REPORT

FILE: EBBB-E (2)

EMPLOYEE ACCIDENT REPORT

Anyone that is hurt on the job must file this report within 24 hours. If medical attention is needed, you must go to our preferred physician unless it is an emergency. Your doctor bill may be denied by Workers’ Comp if you do not go to our providers first. The provider will refer you to another doctor if necessary.

Occupational Health Associates 270 State Road West Bath, ME 04530 Phone: 442-8625

LAST NAME:___________________________________ FIRST NAME:______________________________________________

ADDRESS: _________________________________________________________________________________________________

CITY: __________________________ STATE: ____________ ZIP:_______________

HOME PHONE:___________________ DATE OF BIRTH:__________________

OCCUPATION:_________________________________________

DO YOU WORK FOR ANOTHER EMPLOYER? _____YES _____NO

IF YES, NAME OF EMPLOYER: _____________________________________________________________________________

DATE AND TIME OF INJURY: _________________DATE _______:_____TIME ___A.M. ___P.M.

WHAT TIME DID YOU BEGIN WORK? _____________

SPECIFIC INJURY OR ILLNESS: _____________________________________________________________________________

BODY PART(S) AFFECTED: __________________________________________________________________________________

SPECIFIC ACTIVITY ENGAGED IN: __________________________________________________________________________

(e.g. working with student, supervising playground duty, etc.)

WAS THIS PART OF NORMAL JOB DUTIES: _____YES _____NO

DID YOU SEEK MEDICAL ATTENTION? _____YES _____NO

HAVE YOU LOST TIME FROM WORK? _____YES _____NO

CONTACT DEBRA CLARK IMMEDIATELY AT 443-6601, ext. 122 IF YOU LOSE TIME OR SEEK MEDICAL ATTENTION.

SIGNATURE__________________________________________________ DATE __________________

Please FAX to Debra Clark at the Superintendent’s Office 443-8295. Original report must follow along with any paperwork from your provider. Updated 10/01/21

Policy Section E

EBCA Comprehensive Emergency Management Plan

The Board hereby adopts the RSU 1 Comprehensive Emergency Management Plan. The Superintendent and building administrators shall be responsible for developing, in consultation with staff and persons or agencies with expertise in planning for and responding to emergencies, a comprehensive emergency management plan that identifies and addresses all hazards and potential hazards that could reasonably be expected to affect the school unit and school facilities.

The Superintendent and building administrators shall be responsible for ensuring that the plan is implemented in each school and evaluated on an annual basis. It is understood that specific procedures may vary from school to school due to differences in school facilities and the ages of students.

As required by law, the Board will approve the plan annually. Any substantive changes in the plan shall be subject to the approval of the Board.

The following information pertaining to the RSU 1 Comprehensive Emergency Management Plan is considered public information:

A. A description of the scope and purpose of the Plan and the process used for developing and updating it;

B. General information on auditing for safety and preparedness;

C. Roles and responsibilities of school administrators, teachers and staff and the designated chain of command during an emergency; and

D. Strategies for conveying information to parents and the general public during an emergency.

Except as specified in paragraphs A through D above, those portions of the Comprehensive Emergency Management Plan and any other records describing security plans, security procedures or risk assessments prepared specifically for the purpose of preventing or preparing for acts of terrorism shall not be considered public information under the Freedom of Access Act but only to the extent that the release of such information could reasonably be expected to jeopardize the physical safety of school unit personnel or the public. For the purpose of this policy, "terrorism" is defined as in 1 M.R.S.A. § 402(3)(L) as "conduct that is designed to cause serious bodily injury or substantial risk of bodily injury to multiple persons, substantial damage to multiple structures whether occupied or unoccupied or substantial physical damage sufficient to disrupt the normal functioning of a critical infrastructure."

Legal Reference: 20-A MRSA § 1001(16)

Adopted: June 25, 2012

Reviewed: November 17, 2015; January 27, 2020

Policy Section E

EBCB Emergency Evacuation Drills

EMERGENCY EVACUATION DRILLS

In order to protect the safety of students and school personnel and in compliance with the Maine Department of Education regulations, schools at all levels Prek-12 are required to hold two emergency evacuation drills during the first two weeks of school. Schools enrolling grades Prek-4 will hold an additional eight emergency evacuation drills during the year; schools enrolling grades 5-8, an additional six emergency evacuation drills; schools enrolling grades 9-12, an additional four emergency evacuation drills. Schools enrolling any combinations of these grade levels will hold the additional number of emergency evacuation drills required of the lowest grade level within the span, except that the local fire chief may increase the number of drills required. Results shall be recorded and deficiencies noted and corrected.

Emergency evacuation procedures will be incorporated into the school unit’s emergency management plan. Building principals may seek the advice of local fire, emergency management and law enforcement officials to identify routes that will accomplish the evacuation of their individual school buildings as quickly and efficiently as possible.

Principals shall keep a record of all emergency evacuation drills held in their schools, stating the date and time the drill was held and the time required for evacuation of the building. This information will be reported to the Superintendent or designee after each drill. Fire officials will be notified before each drill.

Written procedures for emergency evacuation drills shall be posted in all buildings.

The Superintendent/designee will be responsible for ensuring that school personnel receive an annual orientation concerning emergency evacuation procedures. The building principal will be responsible for ensuring that teachers familiarize students with designated evacuation routes prior to the first emergency evacuation drill of the school year.

BUS EVACUATION DRILLS

Maine Department of Education regulations require that, at least twice a year, students who are transported in school buses be instructed in safe riding practices and participate in emergency evacuation drills. The building principal will be responsible for arranging times and locations of such drills. Bus evacuation drills must be conducted in the school parking lot or other safe location. The principal, in consultation with the Special Services Director and/or Section 504 Coordinator, will determine appropriate evacuation procedures for students with disabilities. The first bus evacuation drill will occur within the first three weeks.

LOCK DOWN DRILLS

Some high-risk situations (e.g. intruder with weapon) may result in a lockdown of a school rather than an evacuation. Each school will hold at least one lockdown drill during the school year. A lockdown drill should be held during the first 30 days to familiarize students with the procedure.

Written procedures for emergency evacuation drills shall be posted in each building.

Legal Reference: Ch. 125 § 10.2 (Me. Dept. of Ed. Rule) Ch. 81 § 2(B) (Me. Dept. of Ed. Rule) Resolve Ch. 2, 127th Leg., 1st Session (Me 2015)

Cross Reference: EBCA – Comprehensive Emergency Management Plan (Crisis Response Plan)

Adopted: October 18, 2010

Revised: October 23, 2023

Policy Section E

EBCC Bomb Threats

BOMB THREATS

The Board recognizes that bomb threats are a significant concern to the school unit. Whether real and carried out or intended as a prank or for some other purpose, a bomb threat represents a potential danger to the safety and welfare of students and staff and to the integrity of school property. Bomb threats disrupt the instructional program and learning environment and also place significant demands on school financial resources and public safety services. These effects occur even when such threats prove to be false.

Any bomb threat will be regarded as an extremely serious matter and treated accordingly. The Board directs the Superintendent to react promptly and appropriately to information concerning bomb threats and to initiate or recommend suitable disciplinary action.

A. Conduct Prohibited No person shall make, or communicate by any means, whether verbal or non-verbal, a threat that a bomb has been, or will be, placed on school premises. Because of potential for evacuation of the schools and other disruption of school operations, placement of a bomb or of a “look-alike” bomb on school premises will be considered a threat for the purpose of this policy.

It is also a violation of Board policy to communicate by any means that any toxic or hazardous substance or material has been placed, or will be placed, on school premises with the intent to endanger the safety and welfare of students or staff and/or to disrupt the operations of the schools. For the purpose of this policy, “toxic or hazardous substance or material” means any material or substance, including biomedical materials or organisms, that, when placed as threatened, could be harmful to humans.

B. Definitions

A “bomb” means an explosive, incendiary or poison gas bomb, grenade, rocket, missile, mine, “Molotov cocktail” or other destructive device.
A “look-alike bomb” means any apparatus or object that conveys the appearance of a bomb or other destructive device.
A “bomb threat” is the communication, by any means, whether verbal or non-verbal, that a bomb has been, or will be, placed on school premises, including possession or placement of a bomb or look-alike bomb on school premises.
“School premises” means any school property and any location where any school activities may take place.

C. Development of Bomb Threat Procedures The Superintendent/designee shall be responsible for developing and implementing procedures specific to bomb threats as part of the school unit’s Comprehensive Emergency Management Plan. These procedures are intended to inform administrators and staff of appropriate protocols to follow in the event that a bomb threat is received and should include provisions to address:

Threat assessment (for the purpose of identifying a response that is in proportion to the threat, in light of what is necessary to ensure safety);
Building evacuation and re-entry (including selection of potential alternative sites for those who are evacuated);
Incident “command and control” (who is in charge, and when);
Communications contacts and mandatory bomb threat reporting;
Parent notification process;
Training for staff members; and
Support services for students and staff.

The initial bomb threat procedure will be subject to approval by the Board. The Superintendent/designee will be responsible for overseeing a review or evaluation of bomb threat procedures prior to the Board’s required annual approval of the school unit’s Comprehensive Emergency Management Plan, or following implementation of the procedure in response to a specific threat.

D. Reporting of Bomb Threats A student who learns of a bomb threat or the existence of a bomb on school premises must immediately report such information to the building principal, teacher, the School Resource Officer or other employee in a position of authority.

An employee of the school unit who learns of a bomb threat shall immediately inform the building administrator/designee. The building administrator/designee shall immediately take appropriate steps to protect the safety of students and staff in accordance with the school unit’s bomb threat procedure, as developed under Section C, and inform the Superintendent of the threat.

All bomb threats shall be reported immediately to the local law enforcement authority by an administrator, as provided in the bomb threat procedures.

The Superintendent shall be responsible for reporting any bomb threats to the Department of Education within two business days of the incident. Reports will include the name of the school, the date and time of the threat, the medium used to communicate the threat, and whether or not the perpetrators have been apprehended.

E. Student Disciplinary Consequences Making a bomb threat is a crime under Maine law. Any student suspected of making a bomb threat shall be reported to law enforcement authorities for investigation and possible prosecution. Apart from any penalty imposed by law, and without regard to the existence or status of criminal charges, a student who makes a bomb threat shall be subject to disciplinary action by the school.

The administration may suspend and/or recommend for expulsion any student who makes a bomb threat. The making of a bomb threat will be considered deliberately disobedient and deliberately disorderly within the meaning of 20-A M.R.S.A. § 1001(9) and will be grounds for expulsion if found necessary for the peace and usefulness of the school.

In addition, a student who is found after hearing by the Board to have brought a bomb to school shall be expelled from school for at least one year in accordance with 20-A M.R.S.A. § 1001(9-A) and Policy JICIA, except that the Superintendent may modify the requirement for expulsion based on individual circumstances.

A student who has been identified through the IEP process as having a disability and whose conduct in violation of this policy is related to the disability shall be disciplined as provided in Policy JKF.

F. Aiding Other Students in Making Bomb Threats A student who knowingly encourages, causes, aids or assists another student in making or communicating a bomb threat shall be subject to the disciplinary consequences described in Section E of this policy.

G. Failure to Report a Bomb Threat A student who fails to report information or knowledge of a bomb threat or the existence of a bomb or other destructive device in a school building or on school property may be subject to disciplinary consequences, which may include suspension and/or expulsion.

H. Staff Disciplinary Consequences A school system employee who makes or communicates a bomb threat will be reported to appropriate law enforcement authorities and will be subject to disciplinary action up to and including termination of employment. Disciplinary action taken shall be consistent with collective bargaining agreements, other employment agreements and Board policies.

A school system employee who fails to report information or knowledge of a bomb threat or the existence of a bomb on school premises will be subject to discipline up to and including termination of employment.

I. Civil Liability The school unit reserves the right to bring suit against any individual responsible for a violation of this policy and to seek restitution and other damages as permitted by law.

J. Lost Instructional Time Instructional time lost as a result of a bomb threat will be rescheduled at the earliest appropriate opportunity, as determined by the Superintendent in consultation with the Board.

Time lost may be rescheduled on a weekend or vacation day, or after what would normally be the last day of the school year, except on days when schools must be closed as required by law.

K. Notification Through Student Handbook All student handbooks shall address the school unit’s bomb threat policy and procedures and explain the educational consequences of bomb threats. In addition, students and parents shall be notified in writing that bomb threats violate Board policy and civil and criminal law.

Legal References: 18 U.S.C. §§ 921; 8921 17-A M.R.S.A. § 210 20-A M.R.S.A. §§ 263; 1001(9); 1001(9-A); 1001(17); 1001(18) Ch. 125 § 10.06 (Me. Dept. of Ed. Rules)

Cross References: EBCA – Comprehensive Emergency Management Plan JKD – Suspension of Students JKE – Expulsion of Students JKF – Disciplinary Removal of Students with Disabilities JICIA – Weapons, Violence and School Safety JIC- Student Code of Conduct

Adopted: November 18, 2002

Revised: August 14, 2006; June 23, 2014; October 23, 2023

Policy Section E

EBCE School Closings and Cancellations

SCHOOL CLOSINGS AND CANCELLATIONS

The Board authorizes the Superintendent to cancel or close school(s) for the day, delay opening, or dismiss school(s) early in the event of severe weather, hazardous travel conditions, or other emergencies which present threats to the safety of students and staff. Decisions to close school for the day should be made no later than 6:00 A.M. When school is closed for the day and the weather were to clear and road conditions improved, afternoon/evening events may proceed at the discretion of the Principal or designee. Notice of closing or cancellation shall be given to students and parents by means of media announcements or by other appropriate means. Such notice shall be given sufficiently in advance of the school session in order to avoid confusion and inconvenience. When school is in session, it remains the responsibility of parents to decide whether or not their children shall attend school under the existing conditions. Storm days lost in excess of the number provided for in the school year calendar will be made up by conducting classes on the weekend, rescheduling or shortening scheduled vacation periods, remote days, and/or postponing the close of the school year, as determined by the Board.

Legal Reference: 20-A MRSA §4801(F)

Adopted: November 27, 2023

Policy Section E

EBCF - Automated External Defibrillator (AED)

AUTOMATED EXTERNAL DEFIBRILLATOR (AED)

The Board recognizes that from time to time medical emergencies may arise that warrant the use of an automated external defibrillator (AED). Regional School Unit 1 may acquire one or more AED’s for use in its schools and at school athletic events.

Regional School Unit 1 will offer training to students on performing cardiopulmonary resuscitation (CPR) and use of an AED in accordance with such rules as may be adopted by the Maine Department of Education, and may require training for those school unit personnel who have been identified by the Superintendent, in consultation with the school physician, as needing such training to effectively carry out their job responsibilities.

The Superintendent shall be responsible for developing, in consultation with the school physician or other qualified expert and in accordance with the manufacturers’ instructions, protocols for the use, storage, location, testing and maintenance of the school unit’s AEDs, and for identification of school personnel who should be trained in the use of an AED.

Although the Board authorizes the acquisition of AEDs, it cannot and does not guarantee that an AED or a person trained in its use will be available at any particular school site or school-sponsored event.

Legal Reference: 14 MRSA § 164 20-A MRSA § 4009; 6304 22 MRSA § 2150-C Maine Dept. of Educ. Rule Ch. 41

Cross Reference: EBCA – Comprehensive Emergency Management Plan
JLCE – First Aid and Emergency Medical Care

Adopted: June 11, 2007 Revised: April 25, 2016; January 27, 2025

Policy Section E

ECA Energy Consevation/Management in Schools

Energy Conservation/Management in the Schools

The Board recognizes the importance of energy conservation in effectively managing school unit finances and in preserving the nation’s natural resources. Regional School Unit 1 will strive to use energy as efficiently as practicable while maintaining a safe and comfortable environment for students and staff.

The Board believes that an increased environmental awareness is an essential element of responsible citizenship. An understanding of energy use and its relationship to economics and natural resources and of the effects of energy production on the environment is essential. The instructional program should include age-appropriate activities designed to increase student understanding of the costs and benefits of energy use, aware of the difference between sustainable and non-renewable resources, and the effects of energy production on the supply of natural resources.

Energy Conservation/Management

The Superintendent or designee shall be responsible for implementing procedures to encourage conservation and efficient energy management.

Such procedures may include but are not limited to:

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

B. Review of current operational and maintenance practices;

C. Development of district-wide conservation guidelines with identified goals and objectives and recommendations for action;

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

E. Maintenance of equipment on a regular basis in order to secure maximum energy savings over the life of the equipment;

F. Implementation of no-cost or low-cost building maintenance, equipment, and appliance use procedures to reduce consumption of energy;

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

H. Monitoring of conservation/energy management measures that are implemented;

I. Providing information related to energy consumption, the cost of energy, and results of efforts to reduce energy use to school administrators, the Board, and the community;

J. Taking into consideration budgetary restraints, making recommendations to the Board concerning long-range strategies, including preventive maintenance, equipment upgrades, and replacement and retrofitting alternatives for school facilities.

Adopted: February 24, 2025

Policy Section E

ECAF Video Surveillance on School Property

VIDEO SURVEILLANCE ON SCHOOL PROPERTY

The Board authorizes the use of video surveillance cameras for the purpose of enhancing school safety and security. The Board’s goals are to foster a safe and secure teaching and learning environment for students and staff; to promote public safety for members of the community who visit the schools or use school facilities; and to protect facilities and property. Video surveillance cameras may be placed at the entrances to school buildings and other school facilities, in parking lots, and in other areas on school grounds. Video surveillance cameras may also be placed in areas of common use within buildings, including but not necessarily limited to, school foyers, hallways, corridors, libraries, gymnasiums, and the school office. Video surveillance cameras will not be placed in bathrooms, locker rooms, private offices, or other locations where the Superintendent determines that users have a reasonable expectation of privacy, except as permitted by law.

Video surveillance cameras may be used for the following purposes: A. To investigate suspected violations of Board policies, school rules, or other inappropriate conduct; B. To monitor activities on school property to protect safety and to enforce Board policies, school rules, and the law; and C. By law enforcement to address school safety issues or to investigate possible criminal behavior.

The installation and placement of video cameras must be approved by the Superintendent.

Notices will be posted at public entrances to school buildings and in other conspicuous locations on school property informing persons that the buildings and grounds are monitored by security cameras. A notice that video recording may take place will be posted on each school bus.

The Superintendent, building principal and others designated by the Superintendent may review video surveillance camera recordings for school-related purposes. The Superintendent or building principal may authorize other school employees to view recordings if there is a legitimate educational or operational reason to do so.

Video surveillance recording used for student disciplinary reasons will only be disclosed as authorized by the Family Educational Privacy Act (FERPA) and in accordance with Board policy. Parents/guardians of a student (or a student 18 years of age or older) may, upon request, view the portions of a recording used as a basis for disciplinary action against that student. Such viewing will be conducted in the presence of the building principal and in a manner that does not violate the confidentiality rights of other students.

Law enforcement personnel may review video surveillance camera recordings, when available, to investigate criminal conduct.

All video surveillance camera recordings will be stored in a security location to ensure confidentiality. Recordings will be retained for no more than 30 days, except in cases where there is a request from law enforcement or a court, or when recordings are needed for investigation or resolution of a disciplinary matter; in such cases the recording will be maintained until it is no longer required to resolve the matter.

Adopted: April 29, 2024

Policy Section E

ECB Pest Management in School Facilities and on School Grounds

PEST MANAGEMENT IN SCHOOL FACILITIES AND ON SCHOOL GROUNDS

The Board recognizes that structural and landscape pests can pose significant problems for people and school unit property, but that use of some pesticides may raise concerns among parents, students and staff. It is therefore the policy of Regional School Unit 1 to incorporate Integrated Pest Management (IPM) principles and procedures for the control of structural and landscape pests. A copy of this policy shall be kept in every school and made available upon request to staff, parents, students and the public.

IPM is a systematic approach to pest management that combines a variety of methods for managing pests including monitoring; improved horticultural, sanitation and food storage practices; pest exclusion and removal; biological control; and pesticides.

The objective of the school unit’s IPM program is to provide effective pest control while minimizing pesticide use. The goals of the IPM program include managing pests to reduce any potential hazards to human health; preventing loss or damage to school structures or property; preventing pests from spreading beyond the site of infestation to other school property; and enhancing the quality of life for students, staff and others.

Pesticides may periodically be applied in school buildings and on school grounds and applications will be noticed in accordance with Maine Board of Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public Notification in Schools.

RESPONSIBILITIES OF THE IPM COORDINATOR

The IPM Coordinator will be the RSU 1 Facilities Director and may be reached at the Superintendent’s office at 443-6601. The IPM Coordinator will act as the lead person in implementing the school unit’s IPM policy. They will be responsible for coordinating pest monitoring and pesticide applications; and making sure that all notice requirements set forth in Maine Board of Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public Notification in Schools, are met; keeping records of pesticide applications as required by rule; authorize any pesticide applications that are not exempted by rule; and implementing the notification provisions required by rule.

The IPM Coordinator will complete the training requirements established in Maine Board or of Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public Notification in Schools.

The school unit will provide the Maine Board of Pesticides Control with the identity and contact information for any person appointed as IPM Coordinator in the schools.

NOTIFICATION OF PESTICIDE APPLICATIONS

When school is in session the school shall provide notification of each application not exempted by rule, whether inside a school building or on school grounds, to all school staff and parents/guardians of students. Such notices shall state, at a minimum: a) the trade name and EPA registration number of the pesticide to be applied; b) the approximate date and time of the application; c) the location of the application; d) the reasons for the application; and e) the name and phone number of person to whom further inquiry regarding the application may be made. Notices must be provided at least five days prior to the planned application. In addition, signage will be posted at each point of access to the treated area and in a common area of the school at least two working days prior to the application and for at least 48 hours following the application.

When school is not in session, signage will be posted at each point of access to the treated area and in a common area of the school at least two working days prior to the application and for at least 48 hours following the application.

In accordance with the Maine Board of Pesticides Control Rule Chapter 27, school is considered to be in session during the school year including weekends. School is not considered to be in session during any vacation of at least one week.

The IPM Coordinator may be reached at the Superintendent’s office at 443-6601. This IPM policy and Maine Board of Pesticides Control Rule Chapter 27, Standards for Pesticide Applications and Public Notification in Public Schools is available for inspection and copying at every school.

Legal Reference: 7 MRSA §§ 601-625 22 MRSA §§ 1471-A-1471-X Ch. 27 Maine Dept. of Agriculture Board of Pesticides Control Rules (Standards for Pesticide Applications and Public Notification In Schools)

Cross Reference: EBAA – Chemical Hazards ECB-E – Notice of Planned Pesticide Application

Adopted: November 10, 2003

Reviewed: July 10, 2006

Revised: May 19, 2014; February 24, 2025

Policy Section E

ECB-E Notice of Planned Specific Pesticide Application

File: ECB-E

NOTICE OF PLANNED SPECIFIC PESTICIDE APPLICATION

The following notice is provided in compliance with State regulations establishing standards for pesticide applications and notification in schools.

[Product name], EPA registration number [000000], containing [chemical name] will be applied by [name of pest company or licensed applicator] to [area in building or on school property where pesticide will be applied] during [approximate time of day and date of application] for the purpose of controlling [type of pest].

For additional information regarding this application, you may contact the Director of Maintenance at 443-6601.

This application is consistent with the RSU 1's Integrated Pest Management (IPM) program. The objective of the IPM program is to provide effective pest control while minimizing pesticide use. The goals of the IPM program include managing pests to reduce any potential hazards to human health; preventing loss or damage to school structures or property; preventing pests from spreading beyond the site of infestation to other school property; and enhancing the quality of life for students, staff and others.

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

Control Rule (Standards for Pesticide Applications and

Public Notification in Schools)

Adopted: November 10, 2003

Revised: August 14, 2006

Reviewed: January 27, 2020; January 10, 2025

Policy Section E

ECG - Use of Personal Appliances

USE OF PERSONAL APPLIANCES IN SCHOOLS

It is the responsibility of Regional School Unit 1 to provide a safe and healthy learning and working environment for all staff. It is also the responsibility of Regional School Unit 1 to comply with all recommendations for maintaining safe and healthy facilities as outlined in our annual safety audit conducted by our insurance carriers. The conservation of energy is a high priority in Regional School Unit 1’s long-range facilities plan and the elimination of unnecessary appliances assists in the effective management of fiscal resources.

Regional School Unit 1 underscores the importance of maintaining attractive, clean, energy efficient, safe and healthy facilities. In the interest and in compliance with best practices in pest management, fire and personal safety, school appearance and cleanliness, personal appliances will not be allowed to be used in any school classrooms. Personal appliances include toaster ovens, microwave ovens, personal televisions, coffee pots, air conditioners, refrigerators, heaters and similar appliances. Fans are permitted with prior approval of the Facilities Director who will insure that the fan meets appropriate codes. The fan must be able to plug directly into the wall without an extension cord. Home extension cords are prohibited. A classroom needing an extension cord for temporary reasons will contact the Facilities Director. If a staff member has any question about the propriety of a particular appliance, the Facilities Director should be consulted who will make a recommendation to the school principal. Should an appliance be necessary as part of a specialized educational program, approval for this will be given by the school principal, after it has been inspected by the Facilities Director to insure that it meets all current codes. Should teachers have a special event that requires the short term use of an appliance, special permission can be granted by the building principal.

The staff is expected to keep all appliances clean and orderly. As a courtesy to all staff, the custodial staff will empty and clean the refrigerators in staff lounges during the Thanksgiving, Christmas, February, April, and summer vacations.

First reading: August 13, 2007

Adopted: November 14, 2007

Revised: January 27, 2025

Policy Section E

EE Transportation Services Management

The Superintendent with the approval of the School Board and in accordance with the State Law will provide the following transportation services:

Regional School Unit 1 will provide transportation for K-12 school students to and from the school that (a) is within Regional School Unit 1 and (b) is the school that is nearest to the residence of the student.
Special Education/504 students – All students, regardless of distance, if specified in an IEP or 504 Plan will be transported to and from school; door-to-door.
In order to protect the safety of students, any student receiving transportation services will be picked-up and dropped-off only at the designated stop closest to the student’s residence.

Bus routes will be reviewed annually and may be revised as needed.

Transportation shall be accomplished in the most economical manner that is consistent with the welfare and safety of the students.

Legal Reference: 20-A M.R.S.A. § 5401

Cross Reference: EEAA – Student Transportation Policy

Adopted: July 23, 2012

Revised: January 22, 2024

Policy Section E

EEAA Student Transportation Policy

STUDENT TRANSPORTATION POLICY

The Regional School Unit 1 Board of Directors will assume the responsibility of transporting resident pupils. Safety will be the first consideration in assigning bus routes. Encouraging students to walk to school to promote physical health will also be a consideration in determining which students are walkers.

Bus stops will be published on the district website.

The following are the assignments of which students will be riders:

DIKE-NEWELL GRADES K-2

All Dike-Newell students are eligible to be transported. Bus stops will be determined by the bus service with no student being required to walk more than 2/10 of a mile.

FISHER-MITCHELL GRADES 3-5

All Fisher-Mitchell students who live over a half a mile from the school are eligible for transportation. Students may be required to walk up to half a mile to a bus stop.

BATH MIDDLE SCHOOL

All students who live over 1 mile from Bath Middle School are eligible for transportation. Students may be required to walk up to 1 mile to a bus stop.

ARROWSIC, PHIPPSBURG, WOOLWICH

Students from Arrowsic, Phippsburg, and Woolwich are all eligible to be transported. In cases of remote locations, the bus service is given authority to identify a reasonable point of pick up.

MORSE HIGH SCHOOL

All students who live over 1 mile from Morse High School are eligible for transportation. Students may be required to walk up to 1 mile to a bus stop.

Kindergarten Students

Regional School Unit 1 will not drop off a Kindergarten child unless a parent or designee is present. Regional School Unit 1 authorizes the bus service to make on the spot decisions that support the safety of all children. The bus service will return a Kindergarten child who does not have a parent/designee at the drop off back to the child’s school and the parent/designee will be notified to pick up their child.

Drop Off Locations

The bus service will drop off children at approved locations with prior notice including day care, if it does not add additional mileage.

Rules for Riding the Bus

The superintendent in consultation with building administrators and the bus service will develop reasonable rules and consequences for bus riding. The superintendent allocates responsibility for suspending bus privileges for rule violations to the building principal. The superintendent will be the final arbiter.

Legal Reference: Title 20-A, MRSA, Sec. 5401

Adopted: April 1, 1980

Revised: October 18, 2010; February 26, 2024

Policy Section E

EEAEE - School Transportation Accident Policy

If a vehicle authorized to transport students is involved in a traffic accident, the following steps shall be followed:

The driver will immediately notify 9-1-1. Whenever possible, the driver should immediately notify the school who will inform the Superintendent's office.
At the scene of an accident, the responding law enforcement agency is in charge.
To every extent possible, the driver will provide emergency first aid (airway, breathing, circulation, shock, minor injuries). If the driver is incapacitated, other adult (teacher/chaperone/coach) will assume responsibilities if present. If the accident is within the RSU, the school nurse may be available to provide immediate medical care.
The parents/guardian will be notified by a school representative.
A complete report of injury will be made for students with details of the injury. The school nurse will be available to assist in completing this report with input from the bus driver.
If the accident involves an employee owned vehicle used for school purposes, the employee must contact the Superintendent's office as soon as possible. The employee's insurance is in force as the primary coverage and the RSU will refer additional claims, if necessary, to the RSU insurance vendor.
The RSU 1 nurses will provide first response training as requested by bus drivers to every extent possible.

Adopted: June 14, 2010

Policy Section E

EEBB USE OF PRIVATE VEHICLES FOR SCHOOL BUSINESS

USE OF PRIVATE VEHICLES FOR SCHOOL BUSINESS

The Board recognizes the need for some school employees to use their privately owned motor vehicles for school purposes either regularly or occasionally.

Privately owned vehicles may be used for student transportation when, in the opinion of the building administrator, and with the written approval of the Superintendent, this is the most practical or only possible method of transportation.

To safeguard Regional School Unit 1, employees and students in matters of liability, the following policy will be observed:

Prior to use of the private vehicle for school purposes, the employee must have the written permission of the Superintendent or designee.

This permission may be in the form of a standing permit for employees who use their own vehicles regularly for school purposes. The permit will state the particular purpose and indicate whether it includes transportation of students.

For all special trips involving students, including field trips, a special permit must be obtained in advance for the specific trip.

No student may be sent on school errands with their own vehicle, an employee’s own vehicle, or a school-owned vehicle.

Field trip and other off-campus school-sponsored activity transportation will be by school bus whenever practicable.

The Superintendent may approve the use of private vehicles in situations in which the small number of students or budget or schedule restrictions make bus use prohibitive or impractical.

For student trips made in private vehicles, owners must be properly licensed and carry a minimum liability insurance of $100,000/$300,000; minimum property damage insurance of $50,000; and a minimum medical coverage of $5,000. Proof of current license and insurance will be required.

A Maine driving record check will be conducted on all prospective drivers. In the interest of safety, a prospective driver may be disqualified based on review of information contained in the record.

The vehicle must have a current registration and display a current inspection sticker.

The vehicle must have sufficient seatbelts for the driver and each of the other persons being transported.

No employee may transport students for school purposes without prior authorization from the Superintendent or designee.

No student will be allowed to transport other students on field trips or for other school sponsored activities.

Parents will be informed whenever private vehicles will be used to transport their child(ren) for a field trip or other school purpose and will be required to sign a permission form in advance.

PARENT AND VOLUNTEER-OWNED VEHICLES

The above provisions apply to the use of private vehicles when the driver is a parent or other approved volunteer transporting students to or from school-sponsored events or activities or using a private vehicle for other school purposes.

The school will inform parent drivers and other approved volunteers that in the event of an accident, the parent or approved volunteer’s liability insurance will be the primary coverage.

The school will not be responsible for any accident or injury arising from a parent’s transportation of their own child(ren) to or from a school sponsored event or activity. Students are expected to travel by school-provided transportation when available.

DELEGATION OF RESPONSIBILITY

The Superintendent or designee will be responsible for developing administrative procedures, including those for accident reporting, and application, permit, permission and/or other forms, to implement this policy.

Cross Reference: IJOC – School Volunteers

Adopted: August 16, 2010

Revised: May 20, 2013; March 25, 2024

Policy Section E

EEBB-R(2) Use of Private Vehicles for School Business: Staff Permission Form

Use of Private Vehicles for School Business: Staff Permission Form

The Board allows staff to use private vehicles for school purposes to conduct school business and to transport students to school sponsored activities. This form must be completed and on file in the Superintendent's office prior to employees transporting students under this policy.

Please complete the following form:

Name of Employee: _________________________________________________________________

Driver's license number: ___________________________________, valid until: _________________

Do you affirm that you carry a minimum liability insurance of $100,000/$300,000; minimum property damage insurance of $50,000; and a minimum medical coverage of $5,000? Yes____ No____

Do you have insurance against unlicensed motorists?:______________________________________

Do you affirm that your vehicle has a current legal inspection sticker and is currently registered in the state of Maine?

Do you affirm that you have seat belts for all occupants that will be riding in your car and affirm that you will insist that seat belts are worn at all times the vehicle is moving?

Signature of staff member Date

Approval is given for this staff member to use private vehicle after meeting the above requirements for student/staff transport for sanctioned school events or activities.

Superintendent Date

Revised: March 25, 2024

Policy Section E

EF Nutrition Services: Unpaid Meal Charges and Prohibition Against Food Shaming

File: EF

NUTRITION SERVICES: UNPAID MEAL CHARGES AND PROHIBITION AGAINST FOOD SHAMING

The Board recognizes that some students may have outstanding balances for meal charges from past school years.

The purpose of this policy is to provide oversight in the collection of outstanding student meal balances, while ensuring that students are not shamed or stigmatized for having unpaid meal charges.

PROHIBITION ON PUNISHMENT RELATED TO UNPAID MEAL CHARGES

In accordance with 20-A MRSA §6681 the school will not openly identify or otherwise stigmatize a student who has payments due for previous meals:

Students with unpaid meal charges will not be required to do chores or work as a means of paying for one or more meals or as punishment for not paying for one or more meals.
Staff will not require a student to throw away a meal after it has been served to the student.
Staff will not refuse a meal to a student as a form of disciplinary action.

PROHIBITION ON FOOD SHAMING AND STIGMATIZATION

The school will not openly identify, differentiate, or otherwise stigmatize a student who has payments due for previous meals.

Staff will not openly identify or stigmatize any student in line for a meal or discuss any outstanding meal debt in the presence of other students.
Staff communication about a student’s meal debts must be made to the parent/ guardian of the student rather than directly to the student, except that if a student asks about his/her meal debt, staff may answer the student’s inquiry. Staff may ask a student to carry to his/her parent/guardian a letter regarding the student’s meal debt.

Legal Reference: 20-A MRSA § 6681

Adopted: November 25, 2024

Policy Section E

EFBA - Menu Development/Options - Offer vs. Serve Lunch Concept

File: EFBA

The “Offer vs. Serve Option” is designed to be more economical for the school unit and result in less waste. All lunches offered must contain five food items, but students have the freedom of choice in selecting the three, four or five items they intend to consume. They may refuse up to two items. All breakfasts offered must contain four food items, but students have the freedom to refuse one food item. Students must select either a ½ cup of fruit or vegetable with each meal.

The Offer vs. Serve concept shall be implemented in the Regional School Unit 1 schools. The Superintendent/designee shall be responsible for implementing appropriate administrative procedures and communications to carry out this policy in conformance with state and federal regulations and applicable Board policies.

Adopted: November 25, 2024

Policy Section E

EFC Free and Reduced Price Food Programs

File: EFC

SCHOOL NUTRITION SERVICES: FREE MEALS FOR ALL STUDENTS

The Board recognizes that sound nutrition is essential to students’ physical and social-emotional well-being and their readiness to learn.

Regional School Unit 1 will participate, as feasible, in the National School Lunch Program and School Breakfast Program and other food programs reimbursable through federal funds.

Beginning with the 2022-2023 school year, Regional School Unit 1 will provide free school meals to all students regardless of family income. Such meals will meet the nutritional requirements established in federal regulations.

In order to maximize funding for schools and to be able to identify additional benefits for which families may be eligible, parents will be asked to complete an alternate economic status form.

Students are still free to bring their own breakfast or lunch to school and/or to purchase a la carte items. All a la carte items must be paid for in advance or at the time of purchase.

Legal Reference: 20-A MRSA § 6601 et seq.

Cross-Reference: EFBA – Menu Options/Offer vs. Serve EF – Nutrition Services: Unpaid Meal Charges and Prohibition on Food Shaming

Adopted: May 11, 1992

Reviewed: July 10, 2006

Revised: May 19, 2014; November 25, 2024

Policy Section E

EFDA - Restrictions on Sale of Foods

File: EFDA

RESTRICTIONS ON SALE OF FOODS

Any food or beverage sold during the normal day on school property of a school participating in the National School Lunch and Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of students and the development of desirable food habits. Funds from all food and beverage sales during the normal school day on school property shall accrue to the benefit of the school’s non-profit school food service program, except that the Board may approve a process whereby a school or approved student organization is allowed to benefit from the sale of such foods and beverages.

Legal Reference: Ch. 51 § 2 (Me. Dept. of Ed. Rules)

Adopted: November 25, 2024

Policy Section E

EFE Competitive Food Sales

File: EFE

COMPETITIVE FOOD SALES -- SALES OF FOOD IN COMPETITION WITH THE SCHOOL FOOD SERVICE PROGRAM

The Board recognizes that proceeds from the sale of foods and beverages outside of the School Lunch Program (“competitive foods”) are a significant source of funds for student activities that Regional School Unit 1 might not otherwise be able to provide.

“Competitive food” means all food and beverages other than those reimbursed under programs authorized by the National School Lunch Act and the Child Nutrition Act that are available for sale to students on the school campus during the school day.

At a minimum, all competitive food sold to students on the school campus during the school day must meet the nutrition standards specified in 7 CFR § 210.11.

A special exemption may be allowed for the sale of food and/or beverages that do not meet these standards for the purpose of conducting an infrequent school-sponsored fundraiser. No specially exempted fundraiser foods or beverages may be sold in competition with school meals during the meal service.

When foods and beverages are sold to attendees at community events sponsored by the school or held on school property, students, staff, parents, or school-sponsored organizations involved in such sales are encouraged to include at least some healthy food choices.

Funds from all food and beverage sales made at any time on school property shall accrue to the benefit of the school’s non-profit school food service program, except that funds raised through authorized sales outside the total food service program shall accrue to the sponsoring school or approved student organization in accordance with applicable policies, cash-management procedures and administrative directives, or to the sponsor of a community event that is held on school property in accordance with the Board’s facilities use policy.

Legal Reference: 20-A MRSA §§, 7 CFR § 210.11

Cross Reference: DFF – Student Activities Funds JJE – Student Fundraising Activities JJF – Student Activities Funds Procedure KF – Community Use of School Facilities KJA – Relations with Boosters Organization

Adopted: June 12, 2006

Revised: March 10, 2008; November 25, 2024

Policy Section E

EGAD Copyright Compliance

File: EGAD

The Board expects all employees and students in RSU 1 to comply with the federal copyright law and guidelines. Employees and students who willfully disregard the law/guidelines and the Board's copyright policy and procedure do so at their own risk. RSU 1 will not extend legal and/or insurance protection to employees or students for willful violations of this policy. Such violations may also result in disciplinary action.

The Superintendent is responsible for implementing this policy and the accompanying administrative procedure. The Superintendent may delegate specific responsibilities to building principals and others as he/she deems appropriate.

RSU 1 will take the following steps to discourage violations of the copyright law in the school system:

A. All instructional staff and school administrators shall receive a copy of this policy and the accompanying administrative procedure.

B. Copyright notices shall be posted within view of copying equipment.

C. Teachers and library media specialists shall be responsible for informing students about the legal and ethical issues raised by copyright infringement and illegal use of copyrighted materials.

Legal Reference: 17 U.S.C. § 101 et seq. (The Copyright Act of 1976) P.L. 107-273 (The TEACH Act of 2002)

Cross Reference: EGAD-R -- Copyright Compliance Administrative Procedure GSCA -- Employee and Volunteer Use of Computers, Electronic Devices, School Network and the Internet

IJNDB -- Student Computer and Internet Use

IJNDC --School System Web Site/Web Pages

Adopted: April 28, 1986

Revised: May 11, 1992

Reviewed: July 10, 2006

Revised: May 19, 2014

Reviewed: January 29, 2020; April 12, 2024

Policy Section E

EGAD-R Copyright Compliance Administrative Procedure

This administrative procedure summarizes the major provisions found in the federal copyright law and guidelines concerning reproduction of copyrighted works by educators. This summary is not intended to replace the law/guidelines, which should be referred to when questions regarding implementation arise.

Instructional staff teaching distance learning or online courses must comply with Section III in addition to all other parts of this procedure.

I. GENERAL RULE AND COPYRIGHT OWNERSHIP

A.	Presumption of copyright.  Works, in any medium (written, recorded, digitally-stored, etc.) should generally be presumed to be protected by copyright law, regardless of whether the work displays a copyright notice, the symbol, “©,” or other express reservation of rights.

B.	Rule against copyright violations.  Except as otherwise permitted by this policy and applicable law, school employees shall not reproduce, perform or display copyrighted works without permission of the owner.

C.	U.S. Government works.  United States government works are not subject to copyright protection, and may freely be copied.

D.	Public domain.  Works that are in the public domain due to expiration of copyrights, as provided by law, may be freely reproduced, performed, or displayed. 

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

F.	Works made for hire.  Works created by school employees in the course and scope of their employment are “works made for hire,” and the school unit retains exclusive rights in such works, unless otherwise agreed in writing by the School Board.

G.	Distance learning.  All rights in works created by school employees in the course of teaching distance learning courses are owned by the school unit that employs the individual(s) who created the work, unless otherwise agreed in writing by the employing school unit.

II. DEFINITIONS

A. “FAIR USE”

	A copyright provides the owner with the exclusive rights of reproduction, adaptation, publication, performance and display of the covered work.  The copyright law contains certain “fair use” provisions that permit limited reproduction of materials based on four criteria:

	1.	The purpose and character of the use, including whether such is of a commercial nature or is for nonprofit educational purposes;

	2.	The nature of the copyrighted work;

	3.	The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

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

B.	“FACE-TO-FACE INSTRUCTION”

	Performance or display of any copyrighted work by teachers or students without permission from the copyright holder is permissible under the following circumstances:

	1.	The work must be performed or displayed in a face-to-face setting by a teacher or by students; and

	2.	The performance or display must be in the course of teaching activities, in a classroom or a similar educational setting.

	Examples of performances or displays falling under this exception include reading a play in the classroom, singing a song in a classroom or showing a filmstrip or video (provided that it has been purchased or lawfully copied).

	The following sections summarize the permissible or “fair use” of different types of copyrighted works.  Because the law and technological applications continue to evolve, school unit employees are responsible for ensuring that the intended use of materials does not conflict with copyright law/guidelines and for informing students of such issues as appropriate.

III. DISTANCE EDUCATION: TRANSMISSION OF PERFORMANCES AND DISPLAYS TO REMOTE SITES

The following may be transmitted by any device or process, including the DOE Distance Learning Network, or Internet courses:

• Performance of nondramatic literary works (e.g., novels, short stories, poems); or • Reasonable and limited portions of any other work; or • Display of a work in an amount comparable to that which is typically displayed in the course of a live classroom only if:

A. The performance or display is made by, at the direction of, or under the actual supervision of an instructor as an integral part of a class session offered as a regular part of instructional activities;

B. The performance or display is directly related and of material assistance to the teaching content of the transmission;

C. The transmission is made solely for, and, to the extent technologically feasible, the reception of such transmission is limited to students officially enrolled in the particular course and employees of the school unit as part of their duties;

D. Technological measures are implemented that reasonably prevent retention of the work in accessible form by recipients of the transmission for longer than the class session and prevent unauthorized further dissemination of the work in accessible form by such recipients to others;

E. There is no interference with technological measures used by copyright owners to prevent such retention or unauthorized further dissemination of materials; and

F. Students in such courses must be given notice that materials used in connection with the course may be subject to copyright protection.

IV. PRINT MATERIALS

A. Permissible Uses

	1.	A single copy of the following made for use in teaching or in preparation to teach a class:		

		a.	A chapter from a book;

		b.	An article from a periodical or newspaper;

		c.	A short story, short essay or short poem, whether or not from a collective work; and

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

	2.	Multiple copies made for classroom use (not to exceed one copy per student in a course) from the following:

		a.	A complete poem, if it has fewer than 250 words and does not exceed two printed pages in length, or an excerpt of not more than 250 words from a longer poem;

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

		c.	Prose excerpts not exceeding 10 percent of the whole or 1,000 words, whichever is less;

		d.	One chart, graph, diagram, cartoon or picture per book or per issue of a periodical; and

		e.	An excerpt from a children’s book containing up to 10 percent of the words found in the text and not more than two printed pages of the published work.

	3.	One transparency for classroom instruction may be made from consumable materials such as workbooks, exercises, activity sheets, etc.

	4.	All permitted copying must include appropriate credits, including the author, title, date, copyright notice and any other pertinent information.

B. Prohibited Uses

	1.	More than one word or two excerpts from a single author copied during one class term;				

	2.	More than three works from a collective work or periodical volume copied during one class term;

	3.	More than nine sets of multiple copies made for distribution to students in one class term;

	4.	Copies made to create, replace or substitute for purchasing anthologies or collective works;

	5.	Copies made of “consumable” works, such as workbooks, exercises, standardized tests and answer sheets (except as noted in A.3 above);

	6.	The same work copied from term to term;

	7.	The same material copied for more than one particular course, or copied every time a particular course is offered, unless permission is obtained from the copyright owner;

	8.	Copies made when there is sufficient time prior to the intended use to obtain permission from the copyright owner; and

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

V. COMPUTER SOFTWARE

All software purchased for use in the school unit must be approved by the Technology Director. Only the Superintendent and/or other authorized personnel may obtain and sign software licensing agreements and duplication rights agreements. All terms of such licensing/duplication agreements must be observed by all school unit employees and students.

Software purchased by the school unit for classroom, lab, media center, and office use remains the property of the school unit and may be used only in school-sponsored programs and activities.

A. Permissible Uses

One archival (back-up) copy of copyrighted software may be made by authorized employees (unless a licensing agreement prohibits copying for any purpose).
Software may be used on a networked computer system if written permission is obtained or a version intended for network is used;
Software may be loaded on multiple equipment if it is specifically advertised as multi-load or written permission has been obtained; and
Preview software may be evaluated for a reasonable evaluation period before being purchased or returned.

B. Prohibited Uses

Illegal copies of copyrighted software programs made or used on school equipment;
Copies made of preview software;
Use of software on a networked computer system not intended for network use without written permission;
Multiple loading of software not specifically licensed for multi-loading without written permission;
Multiple copies made of copyrighted software (beyond an authorized archival copy);
Multiple copies made of printed documentation accompanying copyrighted software;
Copies made of software for sale, loan, transmission, or gift to other users; and
Copies made of locally produced adaptations or modifications of copyrighted software for any purpose.

VI. INTERNET

The rights of the owner of copyrighted material on the Internet are the same as the rights of the owner of traditional materials. Unless there is a clear statement that art, photos, text, and sounds are “public domain” and available for free use, it should be assumed that the material is copyrighted. All the criteria for “fair use” apply to works on the Internet just as they apply to other materials. The ease of copying materials from the Internet should not be used as an excuse for violating copyrights.

VII. OFF-AIR TELEVISION RECORDING

A. Permissible Uses

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

	2.	Off-air recording of broadcast programs available to the general public without charge may be made and retained for a period not to exceed 45 calendar days after the date of recording.  The following additional requirements must also be met:

		a.	The recording may be used once by individual teachers in the course of relevant teaching activities and repeated once during the first 10 consecutive school days in the 45-day retention period.

		b.	Following the first 10 consecutive school days, the recording may only be used for teacher evaluation purposes (i.e., to determine whether the broadcast program should be included in the curriculum).

		c.	Following the 45-day retention period, the recording must be erased or destroyed immediately unless written permission is obtained from the copyright owner to keep and use the program in teaching/learning activities.

	3.	A limited number of copies may be produced from each off-air recording to meet the legitimate educational needs of teachers.  Such copies are subject to the same guidelines as the original copy.

	4.	An off-air recording need not be used in its entirety, but the recording may not be altered, edited, combined, or merged.  All copies must include the copyright notice of the broadcast program.

B. Prohibited Uses

	1.	Recording broadcast programs in anticipation of requests;

	2.	Recording broadcast programs when there is sufficient time prior to the scheduled program to obtain permission from the copyright owner;

	3.	Recording programs from pay/satellite television channels (HBO, Cinemax, Disney, etc.);

	4.	Using or retaining recordings beyond the 45-day retention period without written permission;

	5.	Recording the same program more than once for the same teacher (regardless of how many times the program may be broadcast); and

	6.	Altering the program from the original content in any way (although the entire program need not be viewed).

VIII. USE OF PRE-RECORDED VIDEOS

Pre-recorded videos include commercially available videos marked “For Home Use Only” (such as feature films), including VHS tapes, DVD disks, filmstrips, etc.

A.	Permissible Uses

	Pre-recorded videos may be used in “face-to-face instruction” provided that the viewing utilizes a lawfully-made copy rented or purchased by the school unit.

B.	Prohibited Uses

	1.	Videos may not be used for entertainment, filler, assemblies, fundraising, public viewing, or any other purpose without written permission of the copyright owner and permission of the building principal.

	2.	Videos may not be used when a written contract specifically prohibits use in classroom or direct instruction situations.

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

	4.	Videos may not be copied.

IX. MUSIC AND THEATER PERFORMANCES

Prior written permission must be obtained whenever copyrighted plays and musical numbers are to be performed or whenever copyrighted music is used as part of a performance.

X. EDUCATIONAL USES OF MUSIC

A. Permissible Uses

	1.	Emergency copies to replace purchased copies that for any reason are not available for an imminent performance provided that purchased replacement copies shall be substituted in due course. 

	2.	For academic purposes other than performance, multiple copies of excerpts of works may be made provided that:

		a.	The excerpts do not constitute a performable unit (section, movement, or aria) or more than 10 percent of the entire work;

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

		c.	The copyright notice appears on the copies.

For academic purposes other than performance, a single copy of an entire performable unit (section, movement, or aria) may be made by the teacher for scholarly research or in preparation to teach a class provided that:

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

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

	c.	The copyright notice appears on the copy.

4.	Printed copies that have been purchased may be edited or simplified provided that the fundamental character of the work is not distorted.  Lyrics may not be altered or added, if none exist.

5.	A single copy of recordings of performances by students may be made for evaluation or rehearsal purposes and may be retained by the school unit or an individual teacher.

6.	A single copy of a sound recording (album, tape, cassette, or CD) or copyrighted music may be made from sound recordings owned by the school unit or an individual teacher for the purpose of constructing aural exercises or examinations.  The copy may be retained by the school unit or an individual teacher.

a. This pertains only to the copyright of the music itself and not to any copyright which may exist in the sound recording.

B. Prohibited Uses

	1.	Copy to create, replace, or substitute for purchasing anthologies, collective works, and compilations;

	2.	Copy “consumable” works, such as workbooks, exercises, standardized tests, and answer sheets; 

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

	4.	Copy to substitute for the purchase of music (except as noted in A. (1-2)).

Legal Reference: 17 U.S.C. § 101 et seq. P.L. 107-273 (The TEACH Act of 2002)

Cross Reference: EGAD - Copyright Compliance

Adopted: January 26, 2015

Revised: June 24, 2024

Policy Section E

EHA - Student Enrollment Information and Reports

STUDENT ENROLLMENT INFORMATION AND REPORTS

Accurate student enrollment information is critical in Regional School Unit 1 because it is used as a basis for State subsidy as reported on form ED 279, and because it is an important factor in the cost-sharing formula for the RSU’s member municipalities.

Student enrollment counts are based on data entered into the Infinite Campus system at the school and district level, and reported to the Maine Department of Education in the April 1st and October 1st enrollment reports. For subsidy purposes, the Maine Department of Education averages the April 1st and October 1st reported enrollments of the calendar year just prior to the school year being calculated on the state subsidy report. The same enrollment numbers are used to determine cost-sharing apportionment among the Regional School Unit 1’s member municipalities.

In order to ensure that Regional School Unit 1’s student enrollment information is as accurate as possible, the following procedure shall be followed.

New and Transferring Students

A. A designated secretary in each school is responsible for obtaining all needed enrollment information for new and transferring students, and for entering this information in the Infinite Campus System. B. Residency information provided by enrolling families must be verified in writing by the appropriate town or city official.

Current Students

A. A designated secretary in each school is responsible for monitoring and verifying residency information for enrolled students (using information submitted annually by families and other means as necessary), and for ensuring that all Infinite Campus fields for students are correct. B. When a student moves from one municipality in Regional School Unit 1 to another, residency information must be verified in writing by the appropriate town or city official.

    Preparation of Student Reports for the Maine Department of Education

        A.	No later than October 1st and April 1st, the principal and designated secretary in each school will notify the Superintendent’s Administrative Assistant that they have reviewed the student enrollment data and that it is accurate to the best of their knowledge.
         B.	The Administrative Assistant will review the student information and work with the principals and designated secretaries to correct any errors.
         C.	No later than October 10th and April 10th, the Administrative Assistant will forward lists of student names to the appropriate municipality officials for verification.
       D.	The town and city officials will certify the accuracy of the student names in their town or city, in writing to the Administrative Assistant no later than October 20th and April 20th.
       E.	The Administrative Assistant will finalize the student reports in the form required by the Maine Department of Education and the Superintendent will certify the reports.
          F.	The student reports will be submitted to the Maine Department of Education, in accordance with their requirements, no later than the deadlines set by the Department (generally October 31st and April 30th).

Adopted: November 25, 2013 Revised: January 27, 2025

Policy Section E

EHB Records Management

RECORDS MANAGEMENT

The Board is aware that records of various kinds are created and received as the school unit educates its students and manages the operations of its schools.

For the purpose of this policy, “records” are all documentary materials made or received and maintained by the school unit in accordance with law or rule or in the transaction of its business. Records may be created and received in multiple formats including but not limited to print and in various digital forms. Records specifically include electronic communications that are created, sent, and received.

Attention to the proper retention and disposal of the school unit’s records is essential not only for compliance with laws and regulations, but to protect the legal interests of the school, staff, and students and to ensure that the school unit is managed effectively.

The school unit will comply with all applicable laws, rules, and schedules pertaining to the routine retention, storage, and disposal of records and with its obligation to preserve records when litigation is reasonably anticipated or has commenced.

The Superintendent or designee shall be responsible for developing a records management program for the assignment of responsibility for various kinds of records, and the management, storage, and disposal of the school unit’s records that are consistent with applicable laws and rules and which allows for retrieval of records when necessary. The Superintendent or designee will also be responsible, by methods deemed appropriate, for informing school unit employees of this policy, making them aware of the kinds of documents, data, and materials that must be saved and those which may be disposed of or deleted, and of any specific procedures employees need to follow. The Superintendent may delegate records management responsibilities to the Technology Coordinator, school administrators, or other school unit personnel as deemed appropriate in order to facilitate the implementation of this policy.

Board Records

The Board shall keep such records as are necessary for the transaction of its business. The Superintendent shall act as custodian of Board records in their role as Secretary of the Board and will be responsible for storing Board and subcommittee minutes, reports, and studies commissioned by the Board, and other Board documents, data, and materials in a manner consistent with this policy and with applicable laws and rules.

Legal Reference: 5 M.R.S.A. § 91 et seq. (Archives and Records Management Law) Maine Secretary of State, Maine State Archives
(Local Government Records Retention Schedule) Maine Department of Education Rule Chapter 125 (Basic School Approval)

Cross Reference: BHE - Board Use of Electronic Mail GBJ - Personnel Records GBJC - Retention of Application Materials GCSA – Employee and Volunteer Use of Computers, Electronic Devices, School Network and the Internet JRA - Student Education Records and Information

Adopted: March 16, 2009 Reviewed: May 5, 2014 Revised: February 26, 2024

Policy Section F

Created at: Thu Apr 7 11:32:49 2022

Policy Section F

FA Facilities Development Priority Objectives

File: FA

FACILITIES DEVELOPMENT GOALS/PRIORITY OBJECTIVES

As the Board seeks to overcome deficiencies in its physical plant, it will strive to provide new and remodeled facilities that will offer the best possible physical environment for learning and teaching.

The Board aims specifically toward:

A. New buildings and renovations that will accommodate and facilitate those new organizational and instructional patterns that support the school system's educational philosophy and instructional goals;

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

C. Providing such building renovations as needed to meet requirements on the availability of public school facilities to individuals with disabilities; and

D. Building design and construction that will lend to reduced maintenance costs and the conservation of energy. These two factors will also be given special consideration in the renovation of buildings.

Decisions pertaining to educational specifications of new buildings and those undergoing extensive remodeling will be developed only after the viewpoints of teachers, students, and parents have been sought.

Adopted: February 14, 1994

Reviewed: November 20, 2006; May 8, 2014; January 29, 2020; January 31, 2025

Policy Section F

FB Facilities Planning

File: FB

FACILITIES PLANNING The Board recognizes that the school unit’s educational programs are substantially influenced by the physical environment within which they function.

It is the Board’s goal to provide appropriate facilities needed for the number of students in the unit and to provide the kind of facilities that will best support and accommodate our educational program. To this end, there should always be a five-year facilities plan shared with the Board, which shall be updated every two years.

In planning facilities, the Board recognizes that capital outlay funds are limited. The Board shall establish priorities in order to make the best use of school facilities funding.

New buildings and/or renovations to existing buildings shall be in accordance with the organizational patterns established by the Board and shall be designed to fit current as well as anticipated instructional programs.

For each building project, a School Building Committee will be appointed and charged with the responsibility of facilities planning. The authority and responsibilities of this Committee shall be detailed by the Board at the time of appointment.

Architects employed by the Board are expected to plan for high educational utility and flexibility; access to and use by the disabled; sound economics; low long-range maintenance costs and energy efficiency; low insurance rates; and quality of design.

Decisions pertaining to the construction of educational facilities will be made after consultation with professional staff, students, parents and citizens.

All plans and procedures shall be in compliance with federal and state law. All stages of facility planning and construction shall comply with the Maine Department of Education regulations.

Legal Reference: 20-A, MRSA § 15902

Adopted: May 11, 1992

Reviewed: November 20, 2006; May 8, 2014

Revised: March 24, 2025

Policy Section F

FD Facilities Funding and Construction

When there is a need for school construction, the Board shall request the necessary state approval to begin planning. Upon determination of the cost of the construction, the Board shall approve a bond issue for the amount needed and shall take the necessary steps for presenting the issue for public approval.

If the voters approve the bond issue, construction planning shall proceed. Award of the construction contract shall be made after advertisement for bids and shall be given to the low bidder who meets all requirements, including the state's code of fair practices (equal opportunity employment).

During the construction period, the Board shall determine who shall be its agent for approving changes in specifications and/or cost changes (an administrator, construction supervisor, Board committee, or other). The Board shall itself retain final approval over all but minor decisions concerning construction.

Legal Reference: Title 20-A, MRSA, Sec. 15909

Adopted: May 11, 1992

Reviewed: November 20, 2006

Revised: August 25, 2014

Reviewed: January 29, 2020; January 31, 2025

Policy Section F

FEA Educational Specifications

File: FEA

EDUCATIONAL SPECIFICATIONS FOR CONSTRUCTION

To ensure that all new facilities and/or major renovations are designed and built to serve the school system's educational program, the Superintendent shall be charged with detailing educational specifications for all new buildings. Board approved specificiations will be presented to the School Building Committee for use by the architect.

In developing specifications, the Superintendent shall draw on recommendations from citizens, professional and non-professional staff, students and community groups.

Specifications shall include but not be limited to:

A. Organization and estimated enrollment in the proposed building;

B. Description of students to be served;

C. Description of proposed teaching methods and curriculum;

D. Space requirements; and

E. Architect's floor plans and layouts of special areas and specifications for equipment needed in these areas.

Adopted: May 11, 1992

Reviewed: November 20, 2006; May 8, 2014; January 29, 2020; January 30, 2025

Policy Section F

FF Naming of Facilities

NAMING OF FACILITIES

The Board believes that the naming of a school facility is a matter of importance that deserves thoughtful attention. The Board considers facilities to include buildings, specific rooms to building additions, designated areas or specific rooms within buildings (e.g. gymnasiums and libraries), and athletic fields and stadiums. While the Board is responsible for the naming and renaming of all school facilities, the Board will appoint a committee, if the need arises, to seek input from students, parents, district staff and the community. The committee shall be comprised of a school administrator, a student, a teacher, the Facilities Committee Chair, and a citizen of Regional School Unit 1. The committee will have 120 days to make a recommendation to the Board.

The following guidelines apply to the naming of school facilities: A. Names should have special meaning to citizens and be supportive of education and community values,

B. In selecting a name, the Board may consider geographical locations and landmarks, the history of the area, and parties who have made a significant contribution to education in the district and to the community, region, state, or nation.

C. The traditions of the facility and its intended use should be considered.

D. When naming discrete areas within a facility, similar considerations apply, keeping in mind the relative significance of the area to the entire facility.

Adopted: December 20, 2011 Reviewed: May 8, 2014 Revised: November 26, 2017; March 24, 2025

Policy Section F

FFA Memorials

MEMORIALS

The Board recognizes that when a school community experiences the sudden death of a student or staff member, it is important to the school community and to those who are personally affected by the death to acknowledge the event. Additionally, certain traumatic events occurring on a local, state or national level may also give rise to the need for school unit acknowledgment through appropriate activities. Requests from students, staff, parents or others for remembering or memorializing a person or event may be approved by the Board, superintendent or designee, subject to the provisions of this policy.

The Board recognizes that remembrances of flowers, personal messages and mementos are often created at lockers, parking spaces and other areas on district property upon such losses or events.

Schools may observe a moment of silence in memory of the individual or in recognition of certain traumatic events as deemed appropriate by the superintendent or designee. Additional district counseling services may be made available to provide support. Deaths will not be announced or memorialized on reader boards.

School will not be dismissed early or cancelled on the day of a memorial or funeral service unless approved by the Superintendent.

Memorials may be permitted at the discretion of the building principal. The building principal will consult with the family of the deceased, as appropriate. The display of all remembrances will be temporary in nature, removed in a timely manner and offered to the family.

Contributions may be made to a general scholarship fund established by the school unit memorializing a member or members of the school community or in memory or recognition of certain events.

Requests may be made to memorialize an individual or event in school yearbooks, at graduation ceremonies and other district activities. Activities that will not detract from scheduled classroom or school activities, or the celebration of student accomplishments may be permitted, with prior building principal approval. Activities or events may be rescheduled or cancelled with prior superintendent approval only.

In considering memorial activity requests, school administrators will balance memorializing or commemorating the individual or event on the one hand with avoiding creating an atmosphere that glamorizes a traumatic event or self-destructive behavior on the other.

Items may be accepted by the district in memory of an individual or event with Board approval only. The Board will consider any maintenance costs to the district of such gifts. Items received become the property of the district and will be used for the purpose for which they were donated.

Flags may be lowered only in accordance with state and federal law. District property (e.g., buildings, rooms, fields, gymnasiums, etc.) may be named or renamed to memorialize an individual with Board approval only.

The Board will be considered the use of district property for memorial services in accordance with Board policy KF – Community Use of School Facilities and applicable administrative procedures.

Cross Reference: EBCA – Emergency Management Plan

FF – Naming of Facilities

KCD – Public Gifts/Donations to the Schools

KF – Community Use of School Facilities

Adopted: March 24, 2025

Policy Section G

Created at: Thu Apr 7 11:32:49 2022

Policy Section G

GAB Job Descriptions

FILE: GAB

The purpose of this policy is to ensure that all positions have clear, detailed, and up-to-date job descriptions. Job descriptions define roles, responsibilities, qualifications, and expectations to maintain transparency and organizational efficiency.

All job positions will have a written job description, which will be created at the time a position is established. Job descriptions will be reviewed every five years or as necessary to ensure they remain accurate, relevant, and aligned with the needs of the district.

Any new job description or revisions must be made through the appropriate channels, which includes a first and second reading by the Regional School Unit 1 Board of Directors. Employees will be notified in writing of any significant changes to their job description.

Legal Reference: 20-A MRSA § 1001(13)

Adopted: April 28, 2014

Revised: April 28, 2025

Policy Section G

GBB Staff Involvement in Decision Making

FILE: GBB

STAFF INVOLVEMENT IN DECISION MAKING

The formulation of policy involving the curriculum, instruction and the overall school program is one of the primary responsibilities of the Regional School Unit 1 Board of Directors, and the Board reserves the right to make the final decision regarding such policies. The Board believes that the best interests of the district's students should be the principle guiding the adoption of all educational policy. The Board further believes that appropriate input from the professional staff is important to the decision-making process.

The Superintendent shall ensure that there is a process in place to encourage meaningful professional staff input prior to making recommendations regarding curriculum, instruction and the school program to the Board. The process should be conducted in a spirit of cooperation, with a clear focus on student learning as the most important function of the schools, and with the understanding that the staff is collectively responsible for student performance.

Participation in the decision-making process is accompanied with an expectation of accountability by the professional staff. All proposals for changes to the curriculum, instruction or the district's educational goals should incorporate evaluation procedures linked to student outcomes. The Board encourages the use of professional development activities specifically directed to improving staff research, analytical and decision-making abilities.

The Superintendent shall ensure that the administrative team has the appropriate support to lead an effective instructional program with a consistent focus on student learning and outcomes.

Legal Reference: 26 MRSA § 965

Cross Reference: BHC -- Board Communications with Staff

GCI - Professional Staff Development Opportunities GCOA - Supervision and Evaluation of Professional Staff

Adopted: June 23, 2014

Reviewed: January 29, 2020; March 24, 2025

This is a recommended policy.

Policy Section G

GBEA Staff Conflict of Interest

[Relationship to Supervisors]

No person shall be employed in a position which is within the jurisdiction of an administrative officer who is a member of the immediate family of such person, nor shall any person be employed in a position where a member of the immediate family is responsible, in whole or in part, for the supervision and/or evaluation of the employee.

[Notification]

Whenever a member of the immediate family of any employee is hired, the Board shall be notified of the relationship.

[Definitions]

For the purpose of this section, the following definitions shall apply:

A. "Administrative Officer" shall mean any person who holds any supervisory position of assistant principal or similar or higher rank; and

B. "Member of the immediate family" shall mean spouse, brother, sister, parent, son or daughter (including in-laws).

Legal Reference: Title 17, MRSA, Sec. 3104

Adopted: May 11, 1992

Reviewed: February 12, 2007

Policy Section G

GBEBB Staff conduct with students

STAFF CONDUCT WITH STUDENTS

The Regional School Unit 1 Board expects all staff members, including teachers, substitute teachers, coaches, counselors, administrators, and others to maintain the highest professional, moral, and ethical standards in their conduct with students. For the purposes of this policy, staff members also include school volunteers while engaged in school-related functions.

The purpose of this policy is to ensure that the interactions and relationships between staff members and students are based on mutual respect and trust; an understanding of the appropriate boundaries between adults and students in and outside of the educational setting; and consistency with the educational mission of the schools.

The Board understands that staff members may interact with and have friendships with families of students outside of school. This policy is not intended to prohibit such interactions provided that professional boundaries are maintained at all times.

Staff members are expected to be sensitive to the appearance of impropriety in their conduct with students and are encouraged to discuss issues with the building principal or their supervisor whenever they are unsure whether particular conduct may constitute a violation of this policy.

Unacceptable Conduct

Examples of unacceptable conduct by staff members that are expressly prohibited include but are not limited to the following:

Any type of sexual or inappropriate physical contact with students or any other conduct that might be considered harassment under the Board’s policy on Harassment and Sexual Harassment of Students;
Singling out a particular student or students for personal attention and friendship beyond the normal teacher-student relationship;
Engaging in sexual banter, allusions, jokes or innuendos with students;
Asking a student to keep a secret
Disclosing personal, family, sexual, employment concerns, or other private matters to one or more students.
Addressing students with terms of endearment, pet names, or otherwise in an overly familiar manner; and
Permitting students to address the staff member by first name, nickname or otherwise in an overly familiar manner.
“Friending” students or engaging in any other interactions on social media or through digital applications (outside of any school-approved activity);
Communicating with students on non-school matters through text messages, phone calls, emails, Messenger or any other digital methods, or by letters, notes or any other means (unless the student’s parent approves of the activity, e. g, in the context of employment or participation in community activities);

Before engaging in the following activities, staff members should consult with their building principal or supervisor, as appropriate:

• Being alone with individual students out of the view of others; • Driving students home; • Inviting or allowing students to visit the staff member’s home • Visiting a student’s home, unless on official school business that is known and agreed to by the parent; • Exchanging personal gifts (beyond the customary student-teacher gifts); and/or • Socializing or spending time with students (including but not limited to activities such as going out for meals or movies, shopping, traveling, and recreational activities) outside of school-sponsored events or except as participants in organized community activities.

It is understood that students may share their personal or family problems and/or relationships with staff members. Staff members are expected to be helpful to support the needs of the student. If necessary, staff members will refer a student to appropriate guidance/counseling staff.

Reporting Violations

Students and/or their parents/guardians are strongly encouraged to notify the Superintendent or building administrator if they believe a teacher or other staff member may be engaging in conduct that violates this policy.

Staff members must promptly notify the Superintendent or building administrator if they become aware of a situation that may constitute a violation of this policy.

Disciplinary Action

Staff violations of this policy shall result in disciplinary action up to and including dismissal.

Violations involving sexual or other abuse will also result in referral to the Department of Human Services and/or law enforcement in accordance with the Board’s policy on Reporting Child Abuse and Neglect.

School Unit Obligation to Report to Maine Department of Education (MDOE)

Any staff member holding a credential should be aware that violation of this policy may result in revocation or suspension of a certificate if it endangers the health, safety or welfare of a student. 

The Superintendent/designee will notify the MDOE immediately if a credential holder is disciplined, suspended or terminated as a result of a “covered investigation” (as defined in 20-A MRSA § 13025) in which the school unit determined that a student’s health, safety or welfare was endangered.

As soon as practicable, the school unit will provide to the MDOE any final report produced in support of the school unit’s decision to discipline, suspend or terminate the credential holder.  The credential holder may submit a written rebuttal to the report to the MDOE.

The Superintendent/designee will notify the MDOE immediately if a credential holder who is the subject of a covered investigation leaves the school unit’s employment for any reason prior to the conclusion of the covered investigation.

Dissemination of Policy

This policy shall also be included in all employee, student and volunteer handbooks.

Cross Reference: ACAA – Harassment and Sexual Harassment of Students GCSA – Employee and Volunteer Use of Computers, Electronic Devices, School Network and the Internet GCSA-R – Employee and Volunteer Computer/Device and Internet Use Rules JLF - Reporting Child Abuse and Neglect

Adopted: December 20, 2010

Approved: January 24, 2011

Revised: April 25, 2016; June 16, 2025

Policy Section G

GBEC Drug-Free Workplace

DRUG-FREE WORKPLACE

The Regional School Unit 1 Board of Directors recognizes that alcoholism and drug dependency are treatable diseases. Left untreated, they may result in serious personal and family problems. At the same time, the Board is seriously concerned about the effects of alcohol and drug dependency upon an employee’s job performance and ability to serve as a role model for our students.

The Board believes strongly that all employees and students should be able to work and learn in an environment free from alcohol and drug abuse. Accordingly, the Board expects all employees to report for work and to perform their duties in a manner that does not jeopardize the health, safety and well-being of co-workers and students.

No employee shall distribute, dispense, possess, use or be under the influence of any alcoholic beverage, malt beverage or fortified wine or other intoxicating liquor. Nor shall an employee unlawfully manufacture, distribute, dispense, possess, use or be under the influence of “bath salts” or other synthetic hallucinogen or of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, anabolic steroid or any other controlled substance (as defined in scheduled I through V of section 202 of the federal Controlled Substance Act [21 U.S.C., § 812]; by regulation at 21 C.F.R., § 1300.11 through 1300.15; and in 17-A MRSA, § 1101). This applies before, during and after school/hours, at school, or in any other school system location, defined as follows:

“School system location” means in any school building or on any school premises; in any 
school-owned vehicle or in any other school-approved vehicle used to transport

students to and from school or school activities; off school property at any school-sponsored or school-approved activity, event or function, such as a field trip or athletic event, where students are under the jurisdiction of the school unit; or during any period of time such employee is supervising students on behalf of the school system or otherwise engaged in school unit business.”

Any employee who suspects that he or she may have an alcohol or drug dependency problem is strongly encouraged to contact his/her supervisor to seek voluntary diagnosis and treatment. The employee will be provided confidential referral services to an outside agency upon request and assisted in determining the extent to which insurance coverage to help pay for such services is available. All voluntary referrals shall be kept confidential.

All illegal use, possession, furnishing, selling or provision of assistance in obtaining “bath salts,” alcoholic beverages or scheduled drugs not covered by the preceding paragraph may, depending upon the circumstances, constitute sufficient grounds for discipline, up to and including dismissal. Referrals under foregoing paragraphs of this policy will not preclude disciplinary action under this paragraph, depending on the circumstances.

As provided in the Drug-Free Workplace Act of 1988, any employee is required to notify the school system of a criminal or civil conviction for a drug violation occurring in the workplace no later than five calendar days after such conviction. In turn, the Superintendent, within 10 calendar days of learning of such a conviction, is to give written notification to the U.S. Department of Education and to any other federal agency from which the unit receives grant funds.

Appropriate disciplinary sanctions shall be taken against any employee who violates the terms of this school system’s drug and alcohol policy, up to and including dismissal.

Implementation

The Superintendent shall be responsible for the development and administration of appropriate procedures to implement this policy.

Communication

A copy of this policy will be given or emailed to all current employees and to new employees at the time of their employment and is to be posted in appropriate locations throughout the school system.

Legal References: 20 USC § 7101 et seq (Safe and Drug-Free Schools and Communities Act) 21 USC § 812 (Controlled Substances Act) 21 CFR § 1300.11 – 1300.15 Fed. P.L. 101-226 17-A MRSA § 1101 22 MRSA § 2390-2394

Cross Reference: JICH – Drug and Alcohol Use by Students

Adopted: May 11, 1992

Reviewed: February 12, 2007

Revised: August 25, 2014; April 28, 2025

Policy Section G

GBED Smoking on School Premises

There will be no smoking or use of tobacco products in the buildings or on school grounds by students, staff members and members of the public.

Legal Reference: TITLE 22 MRSA SEC. 1580-A

Cross Reference: ADC -- Tobacco and Related Products Use and Possession

Adopted: January 9, 1989

Revised: May 11, 1992; February 14, 1994; April 9, 2007

Policy Section G

GBEF Personal and District Issued Personal Electronic Devices

The Board recognizes that the use of personal electronic devices may be appropriate to provide for the effective and efficient operation of the District and to help ensure safety and security of District property, staff and others while on District property or engaged in District-sponsored activities. To this end, the Board authorizes the purchase and employee use of personal electronic devices, as deemed appropriate by the Superintendent. Personal electronic devices issued by the District may include, but are not limited to, cellular telephones, walkie-talkies, tablets, and computers.

District-owned personal electronic devices shall be used for authorized District business purposes, consistent with the District's mission and goals. Personal use of such equipment is prohibited except in emergency situations involving personal health and safety.

Employees in receipt of District-issued equipment shall be held responsible for the safekeeping of the equipment and exercise reasonable efforts to see that the equipment is not lost, stolen, or damaged. Reckless or irresponsible use of District equipment, resulting in loss or damage may result in the employee having to reimburse the District for any associated costs of replacement or repair.

Use of personal electronic devices in violation of Board policies, administrative regulations, and/or state/federal laws will result in discipline up to and including dismissal and referral to law enforcement officials, as appropriate.

The Superintendent is directed to develop administrative regulations for the implementation of this policy, including a uniform and controlled system for identifying employee personal electronic device needs, monitoring use and reimbursement. Provisions may also be included for staff use of privately owned personal electronic devices for authorized District business.

Students and staff are encouraged to use any available personal electronic /communication device in the event of an emergency that threatens the safety of students, staff or other individuals. A school bus driver is prohibited from operating a school bus while using a cellular telephone except: (1) during an emergency situation, (2) to call for assistance if there is a mechanical breakdown or other mechanical problem, and (3) when the school bus is parked.

Employee Use of Electronic Communication Devices

The Board recognizes that employees may carry personal electronic devices either district-owned or personally owned and hereby adopts this policy.

It is important for school employees to model the behavior we expect from our students pertaining to the use of cell phones and other personal electronic devices during the school day and school activities. In order to avoid disruptions to the educational process and school programs, employees are expected to turn off their electronic devices and refrain from personal calls, emails, texts and/or other personal business while supervising students and/or performing assigned duties during work time.

It is understood that employees may in extreme circumstances, have an emergency or urgent business that cannot wait for a schedule break, but employees are expected to exercise good judgment in this regard and keep personal business to an absolute minimum during work time.

Legal Reference: MCL 380.1303 (PA 132 of 2003)

Adopted: February 22, 2010

Revised: June 24, 2013

Policy Section G

GBEF-R Cellular Telephones

Employee Use of Electronic Communications Devices

While employees are allowed to possess and carry electronic communications devices on school property, such possession and use are subject to the following administrative rules:

District-Issued Communications Devices

Communication devices issued by the District may include, for example, cellular telephones, walkie-talkies, personal digital assistants (PDA's) or laptop computers with "beaming capabilities," citizens band radios, either installed in vehicles or hand-held, and pagers/beepers.

Any such devices issued shall be with the expectation that they are to be used, almost exclusively, for District-related business purposes and are not intended for personal use except in emergencies involving employee health or safety.

District-issued equipment shall be used in a manner that does not disrupt instruction and should not be used during school-sponsored programs, meetings, in-services, or other events where there exists a reasonable expectation of quiet attentiveness unless there is a reason of personal health or safety involved.

Any District-issued equipment is to be surrendered back to the District immediately upon request.

Personally Owned Electronic Communications Devices

Employees may possess and carry cellular telephones, pagers/beepers, and PDA's or laptops with "beaming capabilities" during the school day on school property.

Adopted: February 22, 2010

Policy Section G

GBGAA Bloodborne Pathogens Exposure Control Policy (1)

The Board of Directors acknowledges the risk of infection from bloodborne pathogens that employees may incur when they handle or participate in procedures that involve blood, other body fluids or other potentially infectious materials.

The Board directs the Superintendent to implement the mandated Occupational Safety and Health Administration (OSHA) standard to eliminate or minimize occupational exposure to potentially infectious material for employees who have a reasonable anticipation of exposure to blood and other body fluids.

The Superintendent shall prepare for Board consideration and approval an initial Occupational Exposure Control Plan with updates on at least an annual basis. The adopted plan shall be made available to all employees. The following issues shall be addressed in the plan:

A. Exposure determination;

B. Preventive measures including training, universal precautions, Hepatitis B vaccination, engineering controls, work practice controls, and personal protective equipment;

C. Post-exposure evaluation and follow-up; and

D. Recordkeeping.

Cross References: Bloodborne Pathogens Exposure Control Plan

Adopted: May 29, 2012

Reviewed: January 31, 2020; March 24, 2025

Policy Section G

GBGB Workplace Bullying

WORKPLACE BULLYING

The Board is committed to providing a respectful, safe, and inclusive workplace for employees, one that is free from bullying conduct. All employees and students in the school unit, as well as parents, community members, and others involved with the schools are prohibited from engaging in workplace bullying as defined in this policy.

DEFINITION

For the purposes of this policy, “workplace bullying” means behavior that a reasonable person would expect to interfere with an employee’s work performance or ability to work. Generally, workplace bullying will involve repeated conduct. However, a single incident of egregious conduct could constitute workplace bullying.

Examples of workplace bullying include, but may not be limited to:

· Humiliating, mocking, name-calling, insulting, maligning, or spreading rumors about an employee;

· Shunning or isolating and employee or encouraging others to do so;

· Screaming or swearing at an employee, slamming doors or tables, aggressively invading an employee’s personal space; placing an employee in reasonable fear of physical harm; or other types of aggressive or intimidating behavior;

· Targeted practical jokes;

· Damaging or stealing an employee’s property;

· Sabotaging an employee’s work or purposely misleading an employee about work duties (e.g., giving incorrect deadlines or intentionally destroying an employee’s work;

· Harassing and/or retaliating against an employee for reporting workplace bullying;

· Cyberbullying, which is defined in Maine law as bullying occurring through the use of technology or any electronic communication, including but not limited to, a transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted by the use of any electronic device, including, but not limited to, a computer, telephone, cellular telephone, text messaging device, or personal digital assistant.

EXCLUSIONS

Workplace bullying does not include the following:

· When supervisors set reasonable performance goals or provide verbal or written

counseling, direction, feedback, or discipline to employees in the workplace when the intent is to address unsatisfactory work performance or violations of law or school policy;

· When supervisors make personnel decisions designed to meet the operational or financial needs of the school unit or the needs of students. Examples include, but are not limited to changing shifts, reassigning work responsibilities, taking steps to reduce overtime costs, transferring or reassigning employees to another building or position.

· Discrimination or harassment based on protected characteristics (race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, age, familial status, disability, or genetic information). Such conduct is prohibited under separate policies and complaints shall be addressed under ACAB-R – Employee Discrimination/Harassment and Title IX Sexual Harassment Complaint Procedure.

· Disrespectful conduct by students directed at school employees that can be addressed through enforcement of classroom rules, school rules, and applicable Board policies.

REPORTS AND INVESTIGATIONS

Employees who believe they have been bullied in the workplace, and other persons who believe they have witnessed an incident of an employee being bullied in the workplace, are expected to report the issue to the building administrator.

All reports of workplace bullying shall be investigated promptly and documented in writing. The person who was the subject of the alleged workplace bullying and the person alleged to have engaged in workplace bullying will be notified of the outcome of the investigation, consistent with confidentiality and privacy laws.

If the report is about the building administrator, the report should be made to the Superintendent of Schools. The building administrator shall promptly notify the superintendent of all workplace bullying reports. Any workplace bullying report about the Superintendent should be made to the Board Chair.

DISCIPLINARY ACTION

Any employee who is found to have engaged in workplace bullying will be subject to disciplinary action up to and including termination of employment.

Students who are found to have engaged in bullying of an employee will be subject to disciplinary action in accordance with applicable student discipline procedures.

Parents and others who are found to have engaged in bullying of an employee will be dealt with in a manner appropriate to the particular circumstances.

APPEALS

If dissatisfied with the resolution of the matter, the subject of the alleged workplace bullying or the person alleged to have engaged in workplace bullying may file a written appeal within five (5) business days with the superintendent stating the reason for the appeal. The superintendent will review the matter and issue a written decision within ten (10) business days. The Superintendent’s decision shall be final.

If the matter involves employees covered by a collective bargaining agreement, any disagreement with the results of the investigation may be resolved through the agreement’s dispute resolution process.

RETALIATION PROHIBITED

Retaliation for reporting workplace bullying is prohibited. Employees and students found to have engaged in retaliation shall be subject to disciplinary action.

SUPERINTENDENT’S RESPONSIBILITY

The Superintendent shall be responsible for implementing this policy and for the development of any necessary procedures to enforce it.

Legal References: 20-A MRSA §1001(21); 6544(2)(C)

Cross References: AC – Nondiscrimination, Equal Opportunity and Affirmative Action

ACAB – Harassment/Sexual Harassment of School Employees

ACAB-R – Discrimination/Harassment and title IX /Sexual Harassment of School Employees

Adopted: November 28, 2022

Reviewed: November 1, 2024; March 24, 2025

Policy Section G

GBIA Staff Participation in Political Activities

STAFF PARTICIPATION IN POLITICAL ACTIVITIES

The Board believes in the principles of democracy and respects the rights of its employees to participate in the democratic process. These rights include discussing the social, political and economic issues of the day in public venues; participating actively in the political party of their choice; becoming a candidate for public office; and campaigning in the community for candidates and in support of political issues.

While the Board respects these rights and encourages its employees to engage in political activities as private citizens, the Board believes that campaigning and other political activities of individual staff members should not compromise the instructional program or disrupt the operations of the schools.

In adopting this policy, it is the intent of the Board to provide guidance for staff participation in political activities and communicate these expectations to parents, students and the community.

School employees shall not engage in political activities while carrying out their work responsibilities during the school day, while performing work for the school unit outside of the school day on school premises, or while performing work for the school unit at any other location.

“Political activities” include:

Campaigning for or against any candidate, political party or issue;

An employee’s using his/her position to attempt to influence students, parents or others to vote for or against any candidate or issue;

Contacting students, parents or others for such purposes;

Wearing apparel with political messages or displaying campaign paraphernalia while performing work; or

Soliciting for or collecting funds or distributing material in connection with campaigning or support of political issues.

When engaging in conversations with students outside of classes or school activities, employees should be mindful of the potential effect of their position, authority and influence when stating personal opinions in regard to candidates and political issues.

No school employee shall use the school unit’s resources (e.g., including but not limited to school unit-owned laptops and other electronic devices, school unit networks, copiers, scanners, or mail service) to promote political candidates or parties or to encourage a vote for or against an issue.

No school unit employee shall use the school unit’s name or logo to promote his/her candidacy for political office, or to promote other candidates or political positions, or represent his/her view as those of the school unit or this Board.

Nothing in this policy shall prevent an employee from engaging in political activities on school premises when such activities are conducted in accordance with the school unit’s facilities use policy.

Nothing in this policy shall preclude the discussion of political or controversial issues or current events, or exposure of mature students to candidates as guest speakers provided that such is done in compliance with the Board’s policy on the teaching of controversial issues (IMB).

Nothing in this policy should be construed as precluding mock elections, debates, conventions or other simulated political activities, where the activity is intended as an educational experience.

Nothing in this policy shall prevent the Board from providing information or expressing its position or views on any political issue affecting the schools or from directing or authorizing the Superintendent to use school unit resources to accomplish this purpose. The Board will not use its influence or school unit resources to promote any particular political party or to promote or discourage the election of any particular candidate.

Cross Reference: GCSA – Staff Computer and Internet Use

IMB – Teaching About Controversial/Sensitive Issues

KF – Community Use of School Facilities

KHC – Distribution of Non-school/Community Materials

Adopted: November 22, 2021

Reviewed: March 24, 2025

Policy Section G

GBJ Personnel Records

Regional School Unit 1 shall maintain records of current and former employees in the Office of the Superintendent in accordance with state and federal laws and regulations.

Directory Information

As required by law, a record of directory information for each employee shall be open to inspection and copying by any person. Directory information shall contain:

A. Name of employee;

B. Date(s) of employment by the school unit;

C. Regular and extra-curricular duties, courses, subjects taught, and any other responsibilities since the start of employment by the school unit;

D. Post-secondary educational institution(s) attended;

E. Major and minor field(s) of study as recognized by those institutions; and

F. Degrees received and dates degrees were awarded**.**

Confidential Information

As required by law, all information (except Directory Information) about an employee, applicant for employment, or an employee/applicant's immediate family shall be kept confidential if it relates to the following:

A. All information, working papers, and examinations used in the evaluation or selection of applicants for employment;

B. Medical information of any kind, including information pertaining to diagnosis or treatment of mental or emotional disorders;

C. Performance evaluations, personal references, and other reports and evaluations reflecting on the quality or adequacy of the employee's work or general character compiled and maintained for employment purposes;

D. Credit information;

E. The personal history, general character or conduct of the employee or any member of the employee's immediate family;

F. Complaints, charges of misconduct, replies thereto, and memoranda and other materials pertaining to disciplinary action;

H. Any teacher action plan and support system documents and reports maintained for certification purposes; and

I. Criminal history record information.

Personnel Files

Personnel files will contain a cumulative history of the staff member's employment, including formal or informal employee work evaluations and reports relating to the employee's character, credit, work habits, compensation and benefits.

Other Confidential Personnel Records

The school unit must maintain the following confidential employee records separate from the personnel files:

A. Medical information of any kind; and

B. Teacher action plans and support system documents and reports maintained for certification purposes.

Disciplinary Action Information

Any written record of a decision involving an employee disciplinary action by the Board shall not be included within any category of confidential information.

Procedures for Review of Personnel Files

For the purpose of this section, a personnel file shall include, but not be limited to, any formal or informal employee evaluations and reports relating to the employee's character, credit, work habits, compensation and benefits that are maintained by the school unit for employment purposes.

A. The Superintendent shall, upon written request and within two (2) business days, provide the employee, former employee**,** or his/her duly authorized representative(s) with an opportunity to review and copy his/her personnel file, if the Superintendent has a personnel file for that employee.

B. Reviews of personnel files shall take place at the location where the personnel files are maintained and during normal office hours.

C. The cost of any copying is to be paid by the person requesting the copy.

D. Access to confidential college placement records and letters of reference will be granted only to the Superintendent/designee.

Access to Personnel Files

Access to personnel files may be given to the following persons without the consent of the employee:

A. The Superintendent and his/her designee(s), the employee's building administrator or other supervisor(s). Personnel files are not accessible to individual Board members. Relevant portions of a personnel file may be summarized and/or shared with the Board by the Superintendent when consideration is being given to performance evaluation and continuation of employment or disciplinary action.

B. The general public shall have access only to the Directory Information as outlined above.

Access to personnel files will not be granted to any other persons except under the following circumstances:

A. When the employee gives written consent for the release of his/her records. The written consent must specify the record(s) to be released and to whom they are to be released. Each request for consent must be handled separately; blanket permission for release of information will not be accepted; and

B. Upon advice of counsel, when subpoenaed or under court order.

Records Management

The Superintendent has overall responsibility for maintaining and preserving the confidentiality of all employee/applicant records. The Superintendent may designate (a) staff member(s) who shall be responsible for granting or denying access to records according to the guidelines in this policy.

Written reports shall be maintained in personnel files to document compliance with federal and state laws and regulations and Board policies regarding employee evaluations. Once a document is properly placed in a personnel file, it shall remain in the file permanently.

Records Retention

The school unit will retain all personnel records and files in accordance with applicable laws and regulations.

Legal Reference: 20-A MRSA § 6101

20-A MRSA § 13015

26 MRSA § 631

Chapter 10, Rules for Disposition of Local Government Records

(Maine State Archives)

Americans with Disabilities Act of 1990, 42 U.S.C. 2611 et. seq.

Family and Medical Leave Act of 1993, 29 U.S.C. 2611 et seq.

Cross Reference: GBJC -- Retention of Application Materials

KDB -- Public's Right to Know/Freedom of Information

Adopted: May 11, 1992

Revised: January 12, 2004

Reviewed: February 12, 2007; May 5, 2014; January 31, 2020; March 24, 2025

Policy Section G

GBJAA Confidentiality in the Hiring Process

FILE: GBJAA

CONFIDENTIALITY IN THE HIRING PROCESS

Maine state law strictly requires that all information relating to applicants for employment remain confidential. This applies to school board members, administrators, and secretarial staff by virtue of their positions. It also applies to other staff and members of the public whenever they are involved in a screening and/or interviewing committee assisting in the selection process.

Therefore, the following three components shall be included in procedures used to fill all positions:

Potential candidates shall be notified on the application form that the materials submitted may be disclosed to a screening and/or interviewing committee which may include board members, administrators, staff, and members of the community. An individual must sign the consent form in order to be considered an applicant.
Any screening and/or interviewing committee is to receive a thorough orientation on the strict responsibility to maintain confidentiality pursuant to state law.
Each individual, prior to serving as a screening and/or interviewing committee member, shall sign a standard form acknowledging that he/she understands and intends to honor the strict requirement to maintain confidentiality regarding applicant information. Such forms shall be retained on file in the Superintendent's Office.
The candidate application files cannot leave the Superintendent's office.
Applications can be reviewed only by the selection committee.

Legal Reference: Title 20A MRSA, Section 6101.2.B.

Adopted: November 14, 1994

Reviewed: February 12, 2007

Revised: May 14, 2007

Policy Section G

GBJAA-E Confidentiality Form

PFile: GBJAA-E

Regional School Unit 1 Confidentiality Form

The RSU 1 Board of Directors appreciates your willingness to assist in the process of screening applicants for the position of [____________________]. We are confident that your participation will contribute to our selection of the best possible candidate.

Understanding the intent and seriousness of the legal requirement to maintain strict confidentiality is most important. In this regard, Title 20A, Section 6101.2-B of the Maine Statutes reads in part:

...information in any form relating to an employee or applicant for employment, or

to the employee's immediate family, shall be kept confidential if it relates to the

following:

All information, working papers and examinations used in the examination or evaluation of all applicants for employment;

At least one test case has substantiated that even the name of an applicant is protected (including the fact that a person has applied). Moreover, the prohibition from discussing these confidential matters does not end with the selection and appointment of the successful candidate. It is permanent and applies to all unsuccessful candidates as well.

Therefore, in agreeing to participate in this important undertaking, we expect you to acknowledge having been provided with an orientation on the requirement for confidentiality, and that you are accepting this responsibility.

Again, thank you very much for your assistance. * * * * * * * * * * * * * * * * * * * *

I understand and pledge to honor the strict requirement to maintain confidentiality regarding applicant information.

Signature ________________________________ Date _________________________

(Board/Search Committee Chair)

Policy Section G

GBN Family and Medical Leave

Regional School Unit 1 shall comply with all applicable provisions of the federal Family and Medical Leave Act of 1993 (FMLA), the Maine Family Medical Leave Law, and any other Board policies and collective bargaining agreements regarding family and medical leave.

The Superintendent is responsible for implementing administrative procedures to comply with this policy.

Legal Reference: 26 USC § 2601 et seq.

29 CFR Part 825

26 MRSA § 843 et seq.

Cross-Reference: GBN-R1 - Family and Medical Leave Act Administrative Procedure

GBN-R2 - Maine Family Medical Leave Administrative Procedure

Adopted: August 22, 2011

Reviewed: January 31, 2020

Policy Section G

GBO Family Care Leave

This policy governs employee leave under 26 M.R.S.A. § 636, "An Act to Care for Families," referred to in this policy as the "Family Care Act." Leave under this policy is referred to as "Family Care Leave" or "Family Sick Leave."

The Board recognizes that under Maine's "Family Care Act," if an employer provides paid leave under the terms of a collective bargaining agreement or employment policy, the employer must allow an employee to use the paid leave for the care of an immediate family member who is ill.

In law and for the purpose of this policy, the following definitions apply:

A. "Employer" means a public or private employer with 25 or more employees.

B. "Immediate family member" means an employee's child, spouse or parent.

C. "Paid leave" means time away from work by an employee for which the employee receives compensation. Paid leave is limited to sick time, vacation time, compensatory time, and leave that is provided as an aggregate amount for use at the discretion of the employee for any of these purposes. Paid leave does not include paid short-term or long-term disability, catastrophic leave, or similar types of benefits.

Employees may take up to 40 hours of paid leave as Family Care Leave per 12-month period or the amount provided by an applicable collective bargaining agreement, whichever is greater.

The 12-month period shall be the same for all employees and shall be the contract year.

An employee is not entitled to use paid leave until that leave has been earned.

Any employee electing to take Family Care Leave must apply such leave against available paid sick leave until all paid sick leave available has been exhausted, except as otherwise provided in applicable collective bargaining agreements.

Notice/verification of illness for Family Care Leave shall be the same as that required for the employee's own illness. The employee must specify that leave is being taken pursuant to the Family Care Act.

Application of Family Medical Leave Requirements

For purposes of applying family medical leave requirements (i.e., FMLA), the school unit shall treat leave under the Family Care Act in the same manner as the employer treats leave for an employee illness. Therefore, Family Care leave and FMLA leave shall run concurrently.

Legal Reference: 26 M.R.S.A. § 636

Cross Reference: GBN - Family and Medical Leave

Adopted: December 21, 2015

Reviewed: January 31, 2020; March 24, 2025

This is a required policy.

Policy Section G

GBP Earned Paid Leave

Regional School Unit 1 will comply with all applicable provisions of Maine's Earned Paid Leave (EPL) law, which takes effect January 1, 2021, and with Maine Department of Labor rules governing EPL.

The Superintendent/designee shall be responsible for developing and implementing administrative procedures to implement use of EPL under this policy.

Notice of the EPL law will be posted in a visible location in each workplace.

Administrative procedures, including employee eligibility, use of leave, and employee notice requirements will be provided to employees in writing and/or through electronic communications, the school unit's employee handbook, or other suitable means.

Legal Reference: 26 MRSA § 637

Maine Dep't of Labor Bureau of Labor Standards Rule Ch. X

Cross-Reference: GBN--Family and Medical Leave

GBO--Family Sick Leave

Adopted: June 28, 2021

Reviewed: March 24, 2025

Policy Section G

GCE Recruitment, Nomination and Appointment of Staff

File: GCE

RECRUITMENT, NOMINATION AND APPOINTMENT OF STAFF A. The board shall attempt to attract, secure and hold the highest qualified personnel for all positions. The selection program shall be based upon an alertness to candidates who will devote themselves to the education and welfare of the children attending the public schools. B. It is the responsibility of the Superintendent and his/her designees to determine the personnel needs of the school system and to locate candidates to nominate for employment by the board. Through effective administrative procedures the superintendent shall attract and nominate personnel who are motivated to do their best work and to be creative from their own inner resources. C. It shall be the duty of the superintendent to see that persons nominated for employment in the schools shall meet all certification requirements, health requirements, and requirements of the board for the type of position for which the nomination is made. D. The following guidelines shall be used in the selection of personnel:

The schools shall ensure equal employment opportunity/educational opportunities, affirmative action, regardless of race, sex, color, national origin, religion, marital status, age or disability.
The quality of instruction is enhanced by a staff with a wide variation in background, educational preparation, and previous experience. Concerted efforts shall be exerted to maintain a variation in the staff.
The administrator(s) who is/are directly responsible for the work of a staff member(s) will participate at all levels of the screening, interviewing, selection process; however, the final selection shall be made or approved by the superintendent.
No candidates shall be hired without a personal interview, and wherever practical, the candidate shall be observed in his/her own school prior to selection. References shall be checked.
All candidates shall be considered on the basis of their merits, qualifications, and the needs of the school system. In each instance, the superintendent and others playing a role in the selection shall seek to hire the best qualified person for the job.
While the board may accept or reject a nomination, an appointment shall be valid only when nominated by the superintendent. E. The Superintendent of Schools has the right to consider related outside experience of new employees for initial placement on the salary scale. Legal Reference: TITLE S0A MRSA SEC. 13201 ET SEQ. Adopted: March 16, 1981 Revised: May 11, 1992; June 12, 1995; February 12, 2007

Policy Section G

GCE-R1 Staff Recruitment Procedures

File: GCE-R1

STAFF RECRUITMENT PROCEDURES

A. When job openings develop, the building level administrators and appropriate staff will develop, in writing, a job description which includes goals and job expectations. Notice of vacancy, containing the name of the position, the general duties and the clearly stated pre-requisites concerning training and experience will be posted.

Notice of a vacancy will be forwarded to the Sagadahoc Education Association (SEA) per the negotiated agreement.
Notice of a vacancy will be posted on the school bulletin board so that "local" persons, meeting the pre-requisites, will be able to submit applications.
Notice of vacancy will be forwarded to newspapers, placement bureaus and the Maine Department of Education whenever appropriate.

B. It is expected that all applicants will be certified or eligible for certification prior to the effective date of employment; if the position is one for which certification requirements have been established.

C. Applicants will complete the prescribed application form and will forward all credentials and references requested to the office of the Superintendent of Schools.

D. Personnel files for district-wide positions are not to be taken from the Central Office. Personnel files for building level positions are to be signed out and returned by the building principal. Appropriate forms are available from the superintendent's secretary.

E. Application forms which are reviewed as part of the screening and/or interview process must be dated, initialed and rated by all who participate in the screening and interviewing process. A copy of any job notification sent to an applicant is to be placed in the applicant's file. Please record date of entry and initial on page four of the application form.

F. Initial screening of applicant files will be performed by the superintendent and/or his/her designees, as determined by the superintendent, and the candidates not to be given further consideration will be so notified.

*These guidelines shall apply to the recruitment, nomination and appointment of all certified staff and shall apply to the appointment of all non-certified staff, when appropriate.

Adopted: March 16, 1981

Revised: May 11, 1992

Policy Section G

GCE-R2 Staff Nomination Procedures

File: GCE-R2

STAFF NOMINATION PROCEDURES

A. The superintendent and/or his/her designees, as determined by the superintendent, will establish a job-related screening committee.* The screening committee may take several forms: (for example)

Teachers, principals, superintendent, assistant superintendent, directors; or
Principals, superintendent, assistant superintendent, directors.

B. The applicants who have been selected for additional consideration will be requested to present themselves for an interview by the screening committee and, when appropriate, to visit the school system.

C. The interview will be structured to include a variety of previously written job-related questions with some expected responses that are consistent with the philosophy and goals of the school district and are applied in all interviews for a particular job. (A rating form has been developed to assist in this process.) The structured interview is a selection procedure that may include both oral and written questions. Following are some characteristics of the process: 1. Inquiries will be based exclusively on job duties and requirements critical to job performance; and

Inquiries will rely on four basic types of questions: hypothetical; job knowledge; job

sample or job simulation; and worker requirements.

D. Following the interview(s) with the screening committee, the building principal(s) shall recommend a candidate to the superintendent or his/her designee.

E. The written recommendation will include a copy of the job description, goals, expectations, candidate's qualifications and a statement supporting the selection. Should the superintendent fail to nominate the candidate recommended, additional recommendations will be made until a successful candidate is selected.

F. The superintendent or his/her designee will interview the candidate(s) recommended.

*Criteria for screening are as follows:

Use of English, written and oral;
Previous evaluations;
Grade point averages;
Courses taken (professional preparation);
Health;
How well does the applicant match the position;
How well does the applicant match the community;
Experience
Competency;
Commitment to total school program.

Adopted: March 16, 1981

Revised: May 11, 1992

Reviewed: February, 12, 2007

Policy Section G

GCE-R3 Staff Appointment Procedures

File: GCE-R3

STAFF APPOINTMENT PROCEDURES

A. In all instances, the superintendent shall inform the board of his/her nomination for any professional staff position at least 72 hours prior to the meeting at which board action is requested.

B. Following the interview(s), the superintendent shall nominate a candidate to the board. Included with the written nomination will be a summary of the candidate's qualifications, experience, training, and a statement supporting the selection.

C. Should the board fail to appoint the candidate nominated by the superintendent, nominations will be submitted by the superintendent until a successful candidate is appointed.

D. Once the board or the superintendent has formally appointed the person, the superintendent or his/her designee will prepare a contract and submit to the successful candidate.

E. A written notice of the appointment will be forwarded to all unsuccessful candidates who were interviewed. Letters for district-wide and building level positions will be sent by the Office of the Superintendent of Schools.

Adopted: March 16, 1981

Revised: May 11, 1992

Reviewed: February 12, 2007

Policy Section G

GCF Recruit and Hire Professional Staff

RECRUIT AND HIRE PROFESSIONAL STAFF

Through its employment policies, the Regional School Unit 1 Board is committed to attracting, securing and holding the highest qualified personnel for all professional positions. The selection process shall be vested with seeking candidates with the highest level of devotion to the education and welfare of the children attending our public schools.

It is the responsibility of the Superintendent, and/or persons to whom they may delegate the responsibility to determine the personnel needs of the school system. The Superintendent shall locate, recruit and recommend suitable candidates for employment and retention to the Board, with attention to personnel who are motived to use best practices and creativity and have the capacity to utilize their own inner strengths and resources in their work.

The Superintendent shall confirm that persons nominated for employment in the RSU 1 school system meet all required certifications and the requirements of the Board for the position for which the nomination is made.

The following guidelines shall be used in the selection of personnel:

A. The hiring process shall be carried out in compliance with Maine Anti-Discrimination Laws.

B. Interviewing and selection procedures shall assure that an administrator has the opportunity to participate or assist in the selection of any staff member who will work under their supervision.

C. No candidate shall be hired without reference checks and a personal interview.

D. All candidates shall be considered on the basis of their merits, qualifications, and the needs of the school system. In each instance, the Superintendent and others playing a role in the selection shall seek to hire the best qualified person for the job.

E. While the Board may accept or reject a nomination, an approval shall be valid only if made with the recommendation of the Superintendent. In the case of rejection, it is the duty of the Superintendent to make another nomination.

Legal Reference: 20-A MRSA § 13201 et seq.

Cross Reference:
AC – Nondiscrimination/Equal Opportunity and Affirmative Action GDFA – Authorization to Hire

Adopted: March 16, 1981

Revised: May 11, 1992; June 12, 1995; February 12, 2007; August 25, 2014; June 16, 2025

Policy Section G

GCFB Recruiting and Hiring of Administrative Staff

RECRUITING AND HIRING OF ADMINISTRATIVE STAFF

This policy expresses the School Committees intent to establish a thorough, efficient, and nondiscriminatory practice for recruiting and hiring of the most qualified candidates for Administrative positions.

Regional School Unit 1 Board of Directors affirms its commitment to the strict prohibition of discrimination in employment on the basis of race, color, national origin or ancestry, religion, sex, sexual orientation, gender identity or expression, age, familial status, genetic information or disability, and to the principle of affirmative action to obtain wide and representative candidate pools.

For the purpose of this policy, “race” includes traits associated with race, including hair texture, Afro hairstyles, and protective hairstyles, including braids, twists, and locs.

In accordance with 20-A MRSA Sec. 1001 (13), the Superintendent shall prepare a procedure designed to ensure nondiscriminatory practice in recruitment and hiring for all positions requiring administrator certification, as well as to result in selection of the most qualified candidates. This procedure shall be attached hereto as GCFB-R, and shall be reviewed periodically.

Moreover, upon each occasion of administrative vacancy, the Superintendent shall review the procedure and make appropriate adaptations as may be warranted by special circumstances. In the case of a vacancy in the Superintendency, the Board shall review the procedure, adapting as appropriate.

In accordance with 20-A MRSA Sec. 4502 (4-A), the system’s Affirmative Action Plan shall include a description of the status of the unit’s nondiscriminatory administrator hiring practice; and plans for in-service training programs on gender equity for teachers, administrators and the Board of Directors.

Legal Reference: 5 MRSA § 4576 (Maine Human Rights Act) 20-A MRSA §§ 1001(13), 4502(4-A), 13011

Cross Reference:
AC – Nondiscrimination/Equal Opportunity and Affirmative Action GCFB-R - Recruiting and Hiring of Administrative Staff Administrative Procedure

Adopted: May 11, 1992

Reviewed: February 12, 2007

Revised: June 25, 2012; June 16, 2025

Policy Section G

GCFB-R Recruiting and Hiring of Administrative Staff - Admin Procedure

These procedures implement board policy GCFB and are designed to establish a thorough, efficient and nondiscriminatory practice for the recruiting and hiring of the most qualified candidates for administrative positions.

Job Description Development/Review

To ensure that a written role description of the vacant position accurately represents the current functions and needs, the Superintendent/designee (the Board in a Superintendent search) is to:

Conduct a review of (if none exists, develop) the job description, with input from persons affected by the position;
Include the criteria (skills, knowledge, abilities) required to perform the duties/responsibilities of the position; and
List the minimum qualifications (training, education, and experience) for the position.

Recruitment

To attract a strong pool of qualified candidates, the Superintendent/designee is to advertise (except in the circumstances described in K below) by:

Posting notice internally of the vacancy within RSU 1;
Placing a display advertisement in appropriate print and electronic media, considering at least one appearance in a major Maine weekend or Sunday newspaper; and
Identifying and notifying other possible sources of potential candidates, such as professional associations, educational administration programs and placement offices at colleges and universities in Maine and other states, and the Maine Department of Education.

Screening

To ensure that a fair and efficient screening process will occur, the Superintendent/ designee is to:

Ensure that all applications are reviewed by more than one individual, with attention given to an unbiased regard for the criteria and qualifications in the job description;
Appoint a screening panel with representation as deemed appropriate to the particular vacancy;
Provide orientation on confidentiality and equity issues to screeners;
Eliminate all candidates who do not meet the minimum qualifications;
Conduct preliminary reference checks, as appropriate;
Select candidates for interview based on the degree to which they meet the criteria and demonstrate the skills, knowledge and abilities outlined in the job description; and
Notify applicants not selected for interview.

Interviewing

To ensure that the interview process will be conducted in a legal and proper manner, the Superintendent/designee is to:

Appoint an interview panel (may be the same persons who serve the screening function) with representation as deemed appropriate to the particular vacancy;
Provide orientation on the process including the function and extent of responsibility of the panel, the weighting of criteria and the nomination/hiring procedure; and
Conduct training to ensure that panel members are aware of the legal aspects of interviewing, including confidentiality and equity issues. The interview panel is to:
Design interview questions which match the criteria and the duties/responsibilities outlined in the job description; and
Provide equal opportunity for the candidates to respond to the same questions/questioners.

Selection

The interview panel is to:

Individually assess the candidates according to their answers to the job description-related questions, rating and commenting on each using a specially prepared form corresponding to the questions/criteria; and
Submit a report to the superintendent, including the individual rating forms as well as a list (usually 2 to 4) of candidates to be considered as finalists for the positions. The superintendent/designee is to:
Have reference contacts made, as appropriate, to check perceived strengths and weaknesses of the candidates;
Review the material on the finalist candidates to determine whether additional information is needed;
Conduct final interviews of any or all finalists, as deemed necessary;
Select the most qualified candidate who fits the criteria and the duties and responsibilities outlined in the job description, based on his/her own professional judgment along with those of the interview panel (or, reject all finalists, re-open the position and begin the process anew); and
Have any further reference checks made, as appropriate.

Nomination/Employment

The Superintendent is to:

Notify and obtain agreement of the successful candidate, pending Board approval;
Inform the interview panel; and
Nominate and employ the successful candidate in accordance with state law and local policies.

Notification

The Superintendent/designee is to:

Notify the nominee of the Board approval and execute the appropriate contract; and
Notify the other candidates interviewed.

Orientation and Support

To ensure that the new administrator is provided with the proper information about the system and job expectations, the Superintendent/designee is to provide an orientation that includes expectations of the duties/responsibilities of the position along with the policies and procedures of the local school unit.

Record Keeping

To ensure that the confidentiality of employee and applicant records are properly maintained, the Superintendent is to provide for the maintenance in secure files of all applications and documentation of the hiring, screening and interviewing process for a period of three (3) years.

Confidentiality

To ensure that confidentiality is maintained throughout and permanently following the hiring process, the Board, all employees involved, and any other participants are to maintain absolute confidentiality about candidates, including names, in accordance with Maine state law (20-A MRSA § 6101). The Board is to assume responsibility through the Superintendent for providing adequate orientation at appropriate stages for the process, including at the completion.

K. Hiring of Current Employees

The school unit may forego one or more of the steps set forth in sections B-E of this procedure and appoint a person who is currently employed by the unit to fill an administrative position only if the Superintendent, after consultation with the Board of Directors, or the Board in a Superintendent search, determines that the following circumstances exist:

1. The currently employed candidate is exceptionally well qualified for the position; and

2. The decision to forego all or part of the recruitment and screening process will not detract from the goals of this policy.

Adopted: May 11, 1992

Revised: June 25, 2012; January 31, 2020

Reviewed: March 24, 2025

Policy Section G

GCG Substitute Teacher - Procedures

Application

A minimum of two (2) years of college is required to serve as a substitute teacher.
Each substitute must apply by completing the application for substitute teaching available in the Office of the Superintendent of Schools.
All information requested on the application must be provided.

Approved Substitute List

A list of all approved substitutes will be maintained by the Superintendent's office and will be issued to all Principals prior to the opening of school each school year.

Orientation

It is the responsibility of each Principal to see that substitutes are oriented to their buildings.

Monitoring of Substitute Performance

Each Principal shall establish a method for obtaining information/feedback on the effectiveness of substitutes employed in that building.
Should the Principal conclude that a substitute is unsuitable for use in his/her building; the information will be sent to the attention of the Superintendent of Schools as soon as possible.

Compensation Guidelines

Day-to-day non-consecutive substitutes: $75.00

Long-Term Substitutes

Long-term substitutes should be four-year college graduates, preferably certified in the subject area covered
After five (5) consecutive days in the same teaching position: per diem rate of BS Level 0 of the Sagadahoc Education Association teachers' salary scale
When a teacher is going to be absent for an extended period of time, a long-term substitute should be employed to provide consistency.
Certified teachers may substitute outside the scope of their certificates for no more than 90 teaching days in any one teaching assignment during a school year. Individuals with two or more years of college may serve as substitute teachers for no more than 60 teaching days in any one teaching assignment during the school year, regardless of whether the teaching days are consecutive or non-consecutive.

Adopted: November 25, 2013

Policy Section G

GCG-E Professional Ethics

A substitute teacher is in a unique position to interpret the educational program of the RSU 1 schools to the community, either favorably or unfavorably. Although there may not be complete agreement on the value of various techniques and procedures, the substitute must be discreet in their discussion about the schools and their staffs. Discretion must always be used in expressing personal reactions and opinions. The administrators are available to discuss any concerns with you at any time.

EMPLOYMENT PROCEDURES

1) To qualify as a substitute teacher, a person must have at least two years of college preferably a bachelor's degree. Successful classroom experience, student teaching, or equivalent experience is desirable, but is not a requirement.

2) Any person interested in becoming a substitute teacher must complete a regular substitute teacher's application form at the Superintendent's office. The substitute should visit the Principal of the school(s) at which he/she is interested in working. An appropriate background check must be completed prior to employment as a substitute at the expense of the applicant.

3) A substitute teacher must fill out a tax withholding, Maine State Retirement, and an I9 form as required by law. These forms are available in the Superintendent's office.

4) Substitute teachers will be called at the earliest possible time so that they will have as much time as possible to prepare. Usually, the call will be made between 6:00 and 7:00 AM on the day when their services are needed. If the substitute is to return the next day to the same class in the same school, an effort will be made to notify the substitute prior to the end of the present school day.

COMPENSATION

1) Daily rate to be determined annually by the Superintendent of Schools and the Board of

Directors.

2) In the event that a substitute serves for a period beyond 2 weeks (10 consecutive teaching days) in the same assignment, the substitute must be certified for the position in which he/she is substituting and will be paid from that point on at the per diem rate of the current bachelor's degree base. Non-certified long-term substitutes with bachelor's degrees are paid at 85% of per diem rate.

RESPONSIBILITIES OF THE SUBSTITUTE TEACHER

When a person agrees to be a substitute teacher, the substitute is on call and is depended upon for service. Unless there is some valid reason that a substitute cannot accept an assignment, he/she will be expected to do so. If possible, the substitute should accept the position for the full term of the teacher's absence. It enhances the continuity and quality of the academic program if staff changes can be kept to a minimum. If there will be a period of time when a substitute will not be able to accept an assignment, it is his/her responsibility to notify the appropriate school office(s).

SUBSTITUTE PROCEDURES

1) Report to the appropriate school office upon arrival and departure.

Morse High School 7:30 AM 2:00 PM

Bath Regional Vocational Center 7:30 AM 2:00 PM

Bath Middle School 7:30 AM 2:00 PM

All Elementary Schools 8:00 AM 3:00 PM

2) The substitutes will be expected to perform the duties of the regular teacher including,

but not limited to: a. Assuming the teacher's schedule of classes.

b. Assuming the teacher's schedule of duties and areas of responsibility

such as:

1. Homeroom

2. Study hall

3. Lunch duty/recess duty

4. Any other regular classroom or school duties

3) a. Written assignments should be collected, if specified by the teacher, corrected (if

an extended period of time and appropriate procedures have been discussed with

the regular teacher) and returned.

b. Objectives of each lesson should be checked.

c. The instruction should be adapted to meet the group's needs.

d. A record of complete and incomplete work shall be left for the regular teacher.

4) The substitute is expected to be firm and fair in his/her approach to the students. Follow

the lesson plan and schedule of the regular teacher. If any situation arises which the

substitute feels he/she cannot handle, the substitute should confer with an

administrator. Corporal punishment shall never be used.

REPORT OF SUBSTITUTE TEACHER TO THE REGULAR TEACHER

1) Work completed by the class in all subject areas.

2) Assignments given for the following day (according to teacher's lesson plan).

3) General discipline report. Teachers and administrators appreciate having reports on those pupils who are most helpful; also, any pupils whose lack of cooperation should be called to the attention of the regular teacher.

4) The reports shall be left in the teacher's substitute folder at the end of the school day.

5) The reports will be shared with the principal by the classroom teacher when deemed necessary by the classroom teacher.

RESPONSIBILITY OF THE REGULAR TEACHER TO THE SUBSTITUTE

The regular teacher shall be expected to maintain a folder of pertinent information labeled "Plans for a Substitute". This folder is to be kept readily available for the substitute. The following information must be included in the folder:

1) Lesson plans that are clearly defined and easy to follow.

2) The teacher's class schedule and additional assignment and duties.

3) Appropriate manuals and desk copies of books available, plans should note pages in books and manuals.

4) Class roster, homeroom roster, seating plans, fire drill procedures.

5) Attendance slips, student passes and other necessary forms and procedures.

A comprehensive, yet clearly defined, set of instructions will aid the substitute while serving in the teacher's position either for a day or for an extended period of time.

REGIONAL SCHOOL UNIT 1

SUBSTITUTE TEACHER APPRAISAL

(to be completed by the School Principal or designee)

School and

Name of Substitute_____________________________________ Grade __________________

Subject or Grade in Dates of

which substituted _____________________________________ Substitution _____________

In order to appraise the effectiveness of substitutes employed in the RSU 1 schools, please complete this form on all substitutes new to your building. This form may also be used if you wish to change comments previously made on this substitute.

-------------------------------------------------------------------------------------------------------------------------------

Place a 1, 2, or 3 after each quality. 1 = Excellent 2 = Satisfactory 3 = Unsatisfactory

The substitute:

1. Establishes effective rapport with children _________________

2. Is attentive to individual child's needs _________________

3. Understands and implements lesson plans _________________

4. Establishes and maintains a good learning environment _________________

5. Establishes effective relationship with professional staff _________________

6. Implements lessons as directed by the teacher and/or supervisor _________________

7. General appearance _________________

8. Would you want to employ this substitute again? Circle one: YES NO

Any additional comments:

Evaluated by: ________________________________________ Date: ___________________

Policy Section G

GCG-R Sub calling

RSU 1 is committed to insuring that every classroom is covered when a teacher is absent. The superintendent will take every viable step to establish an active and sufficient corps of substitute teachers to meet the needs of the school district. The RSU 1 Board recognizes the negative impact the loss of teacher planning time has on student instruction and the administration shall make every effort to minimize the loss of planning time.

RSU 1 expects that teachers will make every effort to call before 6:00 AM the day the substitute is needed or required in order for the district to have adequate time to obtain appropriate substitutes. When teachers call in after 6:00 AM every effort will be made to obtain a substitute for that day; however, in some instances it is understood that a substitute may not be available for a particular teacher and another staff member may be assigned to cover the absence.

The superintendent will make every effort to recruit and maintain the highest qualified and college educated pool of substitutes possible and update the substitute list on a regular basis. When all other factors are equal, the superintendent will request that substitutes be called based on their educational background and qualifications. The superintendent will match the substitutes with content and grade level experiences.

An updated listing of all substitutes will be maintained by the Office of the Superintendent of Schools and forwarded to all school principals and substitute callers. All substitutes are interviewed, fingerprinted, and put through a criminal history records check prior to being hired by RSU 1. Personnel files containing resumes, college education levels, and transcripts are also maintained by the central office.

The superintendent, after consulting with administrators, is authorized to remove a substitute for cause at his best professional judgment.

The Board will review the substitute compensation on an annual basis.

Adopted: March 23, 2010

Revised: July 20, 2010

Policy Section G

GCI Professional Staff Development Opportunities

PROFESSIONAL STAFF DEVELOPMENT OPPORTUNITIES

The Regional School Unit 1 Board recognizes the importance of developing, maintaining, and extending the skills of staff members, and encourages employees to engage in programs and activities that will lead to their professional growth and increased competence.

The Superintendent is authorized to initiate programs and activities which are designed to serve the following purposes:

A. To provide a structure through which staff members can experience or become familiar with new developments in their areas of specialty;

B. To familiarize staff members with new research and innovative teaching methods;

C. To assist staff members in the process of change and school improvement; and

D. To facilitate the development, implementation, and evaluation of new programs.

Within budgetary limitations, visitations and attendance at conferences may be approved by the Superintendent in accordance with Board policy.

Legal Reference: Ch. 125 8.08 (Maine Dept. of Ed. Rule)

Adopted: May 11, 1992 Reviewed: April 9, 2007 Revised: August 25, 2014; June 16, 2025

Policy Section G

GCK Professional Staff Assignments

The primary consideration in the assignment of professional personnel will be the needs of students and the instructional program.

Personnel shall be assigned on the basis of the [needs of the school system], [personnel qualifications] and their [expressed desires] if they can be accommodated.

The building administrator will have the right to assign classes and courses within an individual school. This assignment shall be made with full regard to the teacher's area of certification and Board policies.

Adopted: May 11, 1992

Reviewed: April 9, 2007

Revised: August 25, 2014

Policy Section G

GCKA Professional Staff Hiring

FILE: GCKA

PROFESSIONAL STAFF HIRING

Through its employment policies, the Board is committed to attracting, securing and holding the highest qualified personnel for all professional positions.

It is the responsibility of the Superintendent, and persons to whom he/she delegates this responsibility, to determine the personnel needs of the school system and to recommend suitable candidates to the Board for employment.

It is the responsibility of the Superintendent to determine that persons nominated for employment in the schools meet all certification and Board requirements for the type of position for which the nomination is made.

The following guidelines shall be used in the selection of personnel:

A. There shall be no illegal discrimination in the hiring process.

B. Interview and selection procedures shall assure that an administrator shall participate in the selection of any staff member who will work under his/her supervision.

C. No candidate shall be hired without reference checks and a personal interview.

E. While the Board may accept or reject a nomination, an approval shall be valid only if made with the recommendation of the Superintendent. In the case of a rejection, it is the duty of the Superintendent to make another nomination.

Legal Reference: TITLE 20-A MRSA SEC. 13201 ET SEQ.

Cross Reference: [Policy AC -- Nondiscrimination/Equal Opportunity and Affirmative Action] [ ]

Adopted: March 16, 1981

Revised: May 11, 1992; June 12, 1995; February 12, 2007; August 25, 2014 Regional School Unit 1 Policy GCK -- Professional Staff Hiring

Policy Section G

GCOA Supervision and Evaluation of Professional Staff

SUPERVISION AND EVALUATION OF PROFESSIONAL STAFF

A well-planned and systematic program of supervision and evaluation of performance tied to educational outcomes is vital to the ongoing improvement of the instructional program. It is the Regional School Unit 1 Board’s responsibility to ensure that sufficient administrative time and energy are expended to supervise (observe and assist) and evaluate (measure and assess) professional staff. The evaluation program shall address all aspects of teaching performance and recognize that the fulfillment of student needs is of primary importance.

The Superintendent shall be responsible for the development, implementation and periodic review of a comprehensive program of supervision and evaluation, which shall be adopted by the Board. The program shall provide minimum standards for the number and frequency of formal performance reviews, with the understanding that probationary professional staff require closer support and more frequent performance reviews.

A. Criteria used for evaluation shall be in written form and made permanently available to the staff member; B. Evaluations shall be made by an immediate supervisor/administrator, or by other person(s) designated by the Superintendent; C. Results of the evaluations shall be put in writing and shall be discussed with the staff member; D. The staff member being evaluated shall have the right to attach a memorandum to the written evaluation; and E. Results of all evaluations shall be kept in confidential personnel files maintained at the Superintendent’s office.

In accordance with Maine’s Educator Effectiveness law (20-A MRSA § 13701-13706), by the end of the 2016-2017 school year, the school unit will have developed and piloted a performance evaluation and growth system, consistent with the requirements of the law and applicable Department of Education rules, for full implementation in the 2017-2018 school year. The district Steering Committee must approve/adopt the system and inform the Board when revised.

In keeping with the Board’s goal of employing the best qualified staff to provide quality education for all students. All professional staff are expected to participate fully in the evaluation process, self-appraisal and continuous improvement of professional skills.

While supervision and evaluation policies and procedures are not negotiable in collective bargaining, the Superintendent is to seek appropriate involvement of staff in development and periodic review of the supervision and evaluation program.

Legal Reference: 20-A MRSA §§ 1055, 13201; 13701-13706, 13802
Me. Dept. of Ed. Rule Ch. 125 §§ 4.02(E) (3), 8.08

Adopted: February 27, 2012 Revised: June 16, 2025

Policy Section G

GCOC Evaluation of Administrative Staff

The Superintendent shall implement and supervise an evaluation system for all administrative personnel. A report shall be made to the Board annually on the effectiveness of the evaluation tool/process used.

Formal evaluations shall be made at least once a year, but more often during the first two years in an administrative capacity. They shall be conducted according to the following guidelines:

A. Evaluative criteria for each position shall be in written form and made permanently available to the administrator;

B. Evaluations shall be made by the Superintendent or immediate supervisor;

C. Results of the evaluations shall be put in writing and shall be discussed with the administrator;

D. The administrator being evaluated will have the right to attach a memorandum to the written evaluation; and

E. Results of all evaluations shall be kept in confidential personnel files maintained at the Superintendent's office.

Legal Reference: Ch. 125 §§ 4.02(E)(3), 8.08 (Me. Dept. of Ed. Rule)

Adopted: December 17, 2012

Policy Section G

GCQC Resignation of School Unit Employees

RESIGNATION OF SCHOOL UNIT EMPLOYEES

The Regional School Unit 1 Board authorizes the Superintendent to accept all employee resignations. Such acceptance shall be effective when first communicated to the employee orally or in writing. Acceptance shall be confirmed in writing to the employee. The resignation and its acceptance shall be reported as information to the Board at the next regular or special meeting of the Board.

Cross Reference: GCQCA – School Unit Employee References

Adopted: April 27, 1987

Reviewed: February 12, 2007

Revised: April 13, 1992; December 15, 2014; June 16, 2025

Policy Section G

GCSA - Employee Computer and Internet Use

Regional School Unit 1's computers, network and Internet access are provided to support the educational mission of the schools. This policy and the accompanying rules apply to all school devices used by staff and volunteers (such as laptops and iPads), whether in use at school or off school premises.

Employees and volunteers are allowed to use privately-owned computers/devices at school with prior authorization, provided that they comply with this policy and the accompanying rules.

Personal Use of School Computers

Employees and volunteers may only utilize school unit computers/devices, network and Internet services for purposes related to school programs and operations, and performance of their job responsibilities. Incidental personal use of school computers is permitted as long as such use does not interfere with the employee's and volunteer's job duties and performance, with system operations or other system users.

Policy and Rules are Mandatory

Compliance with this policy and the accompanying rules concerning computer/device use is mandatory. Any employee/volunteer who violates this policy and/or any rules governing use of the school unit's computers/devices will be subject to disciplinary action, up to and including termination. Illegal uses of the school unit's computers/devices will also result in referral to law enforcement.

Filtering Technology

RSU 1 utilizes filtering technology designed to block materials that are obscene, harmful to minors, or includes child pornography.

No Right to Privacy

RSU 1's computers/devices remain under the control, custody and supervision of the school unit at all times. The school unit reserves the right to monitor all school devices and Internet activity by employees and volunteers, whether on or off school premises. Employees and volunteers have no expectation of privacy in their use of school computers/devices, network and Internet services. These same provisions extend to personal devices connected to the RSU 1 network and Internet.

Notification of Policy and Rules

Employees and volunteers shall be informed of this policy and the accompanying rules through handbooks, computer start-up page and/or other means selected by the Superintendent. Each employee/volunteer authorized to access the school unit's computers, networks and Internet services is required to sign an acknowledgment form (GCSA-E) stating that they have read this policy and the accompanying rules. The acknowledgment form will be retained in the employee's and volunteer's personnel file.

Implementation and Rules

The Superintendent or his/her designee is responsible for implementing this policy and the accompanying rules. Additional administrative procedures or school rules governing the day-to-day management and operations of the school unit's computers/devices and network may be implemented, consistent with Board policies and rules. The Superintendent may delegate specific responsibilities to the Technology Director and others as he/she deems appropriate.

Cross Reference: GCSA-R - Employee and Volunteer Computer/Device and Internet Use Rules.pdf?id=546045)

GCSA-E -- Employee and Volunteer Computer/Device and Internet Use [Acknowledgement Form]

IJNDB -- Student Computer and Internet Use IJNDB-R - Student Computer and Internet Use Rules

EGAD -- Copyright Compliance EGAD-R -- Copyright Compliance -- Administrative Procedure

Adopted: March 16, 2009

Revised: February 26, 2015

Policy Section G

GCSA-E Computer Use-Internet Use Acknowledgement Form

No employee and volunteer shall be allowed to use school computers, the Internet, or personal laptops on the school unit's network until he/she has signed and returned this acknowledgment.

I have read policy GCSA - Employee and Volunteer Computer and Internet Use and GCSA-R - Employee and Volunteer Computer and Internet Use Rules and understand their terms and conditions.

___________________________________ ____________________________________

Printed Name Signature

____________________________________

Date

Adopted: March 16, 2009

Reviewed: September 18, 2014

Policy Section G

GCSA-R - Employee and Volunteer Computer-Device and Internet Use Rules, 2015

These rules provide general guidance concerning the use of the school unit's computers/devices and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by employees and volunteers. Each employee and volunteer is responsible for his/her actions and activities involving school unit computers/devices, network and Internet services, and for his/her computer files, passwords, and accounts. Employees and volunteers who have questions about whether a particular activity or use is prohibited are encouraged to contact a building administrator or the Technology Director.

Access to School Computers/Devices and Acceptable Use

The level of employee and volunteer access to school unit computers/devices, networks and Internet services is based upon specific job requirements and needs. Unauthorized access to secure areas of the school unit's computers/devices and networks is strictly prohibited.

Prohibited Uses

Examples of unacceptable uses that are expressly prohibited include, but are not limited to, the following:

Any use that is illegal or which violates Policy GCSA or other Board policies, procedures, or school rules, including harassing, discriminatory, threatening or bullying/cyberbullying communications and behavior; violations of copyright laws or software licenses, etc. The school unit assumes no responsibility for illegal activities of employees while using school computers/devices.
Any attempt to access unauthorized websites or any attempt to disable or circumvent the school unit's filtering/blocking technology. Employees who believe filtering should be disabled or made less restrictive for their own temporary, bona fide research or other lawful purposes should discuss the matter with their building administrator.
Any use involving materials that are obscene, pornographic, sexually explicit or sexually suggestive, harmful to minors, or intended to appeal to prurient interests.
Any communications with students or minors for non-school-related purposes;
Downloading "apps" without prior authorization from the Technology Director or building administrator.
Any use for private financial gain, commercial, advertising or solicitation purposes.
Any sending of email or other messages to groups of school employees (except in the performance of their duties as school employees) without permission of the Technology Director or Superintendent. Prohibited uses of the school's message systems also include but are not necessarily limited to:

a. Solicitation of membership in any non-school-sponsored organization;

b. Advocacy or expression by or on behalf of individuals or non-school-sponsored organizations or associations;

c. Political or religious purposes;

d. Raising funds for non-school-sponsored purposes, whether profit-making or non-for-profit;

e. Selling articles or services of any kind, advertising or promoting any kind of business; or

f. Any communications that represent an employee's views as those of the school unit or that could be misinterpreted as such.

Sending mass e-mails or messages to school users or outside parties for any purpose without the permission of the Technology Director or building administrator.
Any malicious use, damage or disruption of the school unit's computers/devices, network and Internet services; any breach of security features; any failure to report a security breach; or misuse of computer passwords or accounts (the employee's or those of other users).
Any attempt to delete, erase or otherwise conceal any information stored on a school computer/device that violates these rules or other Board policies or school rules, or refusing to return computers/devices or related equipment issued to the employee upon request.

Disclosure of Confidential Information

Employees/volunteers are expected to use appropriate judgment and caution in communications concerning students and staff to ensure that personally identifiable information remains confidential, and is not disclosed, used or disseminated without proper authorization.

Employee/Volunteer Responsibility to Supervise Student Computer/Device Use

Employees and volunteers who use school computers/devices with students for instructional purposes have a duty of care to supervise such use and to enforce the school unit's policies and rules concerning student computer/device and Internet use. When, in the course of their duties, employees or volunteers become aware of a student violation or have a concern about student safety on the Internet, they are expected to stop the activity and inform the building administrator.
Any allowed student use of direct electronic communications must be closely monitored.

Compensation for Losses, Costs and/or Damages

An employee is responsible for compensating the school unit for any losses, costs, or damages incurred by the school unit for violations of Board policies and school rules while the employee is using school unit computers/devices, including the cost of investigating such violations. The school unit assumes no responsibility for any unauthorized charges or costs incurred by an employee while using school unit computers/devices.

F. Employee Acknowledgment Required

Each employee authorized to access the school unit's computers, networks and Internet services is required to sign an acknowledgment form (GCSA-E) stating that they have read policy GCSA and these rules. The acknowledgment form will be retained in the employee's personnel file.

Additional Rules for Use of Privately-Owned Computers/Devices by Employees

The Technology Director will determine whether an employee's privately-owned computer/device meets the school unit's network requirements.
Requests may be denied if it is determined that there is not a suitable work-related reason for the request and/or if the demands on the school unit's network or staff would be unreasonable.
The employee is responsible for proper care of his/her privately-owned computer/device, including any costs of repair, replacement or any modifications needed to use the computer/device at school.
The school unit is not responsible for damage, loss or theft of any privately-owned computer/device.
Employees are required to comply with all Board policies/procedures (including Sections A-C of these rules) and school rules while using privately-owned computers/devices at school.
Employees have no expectation of privacy in their use of a privately-owned computer/device while it is being used at school. The contents of the computer/device may be searched in accordance with applicable laws and policies.
The school unit may temporarily confiscate any privately-owned computer/device brought to school and used by an employee in school without authorization as required by these rules.

Cross Reference: GCSA -- Employee and Volunteer Use of School-Issued Computers, Devices and the Internet

Adopted: March 16, 2009

Revised: February 26, 2015

Policy Section G

GCSB-EmployeeUseOfSocialMedia

For the purpose of this policy, "social media" is defined as any form of online publication or presence that allows interactive communication. Social media includes, but is not limited to, social networks, blogs, Internet websites, Internet forums and wikis.

The Board recognizes that school employees may be interested in developing a social media presence for instructional, curriculum development, communications (including those associated with extracurricular activities) and/or staff development purposes.

School employees who use social media for professional purposes, are expected to comply with all applicable federal and state laws and regulations, Board policies and the school system's "responsible use" ("acceptable use") rules for technology and procedures and/or guidelines for social media use.

A school employee's professional social media presence should be separate from his/her personal social media presence. School employees who maintain personal social media accounts are expected to comply with applicable laws, regulations and Board policies, maintain appropriate boundaries between students and staff, exhibit professional decorum, and not engage in conduct that distracts from or disrupts the educational process or the operations of the schools.

The Superintendent/designee(s) shall be responsible for developing rules and/or guidelines for employee use of social media. Such rules and/or guidelines will apply to school volunteers as well as school employees.

Cross References:

GBEB- Staff Conduct with Students

GBEF- Personal and District Issued Personal Electronic Devices

GCSA- Employee and Volunteer Computer and Internet Use

IJNDB- Student Computer and Internet Use

IJNDC-E(2) -- Agreement to Publish Student Information on School Department Websites

JRA- Student Education Records and Information

Adopted: July 22, 2013

Policy Section G

GDA- Support Staff Positions

File: GDA

SUPPORT STAFF POSITIONS

The school system shall employee support personnel in positions that function to aid in the educational programming of the schools. All such support staff positions in the school system shall be established initially by the Board. Upon creation of a new position, the Superintendent will prepare a job description, which will be reviewed by the Board before approval.

Support staff employees shall be those who work in the following general areas:

A. Secretarial staff;

B. Educational Technicians (teacher aides/teacher assistants -- full-time or part-time);

C. Maintenance staff;

D. Food services staff.

E. Coaches; and

F. Other extra/co-curricular, part-time, extra-duty positions.

Although positions may remain temporarily unfilled, or the number of persons holding the same type of position reduced in event of de-staffing requirements, only the Board may abolish a position once it has been created.

Adopted: May 11, 1992

Revised: October 27, 2014

Policy Section G

GDF - Support Staff Employment

File: GDF

SUPPORT STAFF EMPLOYMENT

When any non-instructional position is created or becomes vacant, an effort will be made to fill that position with the best qualified candidate.

The Superintendent is hereby designated as the agent of the Board to develop such procedures as are necessary under the law to carry out this policy, and to employ, appoint, assign, promote, transfer, accept resignations and terminate non-instructional staff in accordance with this and other applicable policies of the Board. The Board shall receive information about non-instructional positions periodically throughout the school year.

This policy applies to all full and part-time support staff positions.

Cross Reference: AC- Nondiscrimination/Equal Opportunity and Affirmative Action

CBC -- Duties of the Superintendent

GDA -- Support Staff Positions

Adopted: May 11, 1992

Revised: October 27, 2014

Policy Section G

GDFA Authorization to Hire

File: GDFA

AUTHORIZATION TO HIRE

The Superintendent shall offer contracts to outstanding candidates as a matter of expediency whenever normal procedures would tend not to be in the best interest of the school district.

The appointments will be confirmed by the Board at its next regular or special meeting.

Adopted: April 21, 1965

Revised: April 2, 1968; April 1, 1980; April 13, 1992

Reviewed: August 14, 2014

Policy Section G

GE Filling of Co-Curricular Positions

File: GE

FILLING OF CO-CURRICULAR POSITIONS

The RSU 1 Board of Directors will approve all personnel, both stipend and volunteer, recommended by the Superintendent for co-curricular positions using the following schedule:

June meeting -- Fall co-curricular positions

September meeting -- Winter co-curricular positions

January meeting -- Spring co-curricular positions

Vacancies in co-curricular positions will be approved by the Board as candidates become available.

Legal Reference: Title 20A MRSA, Sec. 13201, Teacher Employment

Adopted: June 24, 1980

Revised: May 11, 1992, February 14, 1994, June 10, 1996

Policy Section H

Created at: Thu Apr 7 11:32:49 2022

Policy Section H

HA - Negotiations Goals

File: HA

NEGOTIATIONS GOALS

The Board believes that the best interests of public education will be served by establishing procedures to provide an orderly method for the board and representatives of the staff to discuss matters of common concern. It is further recognized that nothing in negotiations shall compromise the Board's legal responsibilities nor will any employee's rights and privileges under state statutes be impaired.

Adopted: December 15, 2008

Policy Section H

HB - Negotiations Legal Status

File: HB

NEGOTIATIONS LEGAL STATUS

The board negotiates salary and other conditions of employment with its employees under requirements and subject to limitations set forth in the Municipal Public Employees Labor Relations Law (Title 26). This legislation requires school boards to:

A. Recognize and meet with duly chosen labor organizations;

B. Confer and negotiate in good faith with respect to wages, hours, working conditions, and contract grievance arbitration. However, the board shall meet and consult with teachers, but shall not negotiate, with respect to educational policies; and educational policies shall not include wages, working conditions, or contract grievance arbitration;

C. Enter into written agreements with employee organizations, the terms of which shall not exceed three years; and

D. Participate in good faith in fact-finding and arbitration procedures as prescribed by law.

Basic to all employer-employee negotiations is the concept of "bargaining in good faith." Both the board and the employee organizations have the legal responsibility to adhere to this concept as they conduct negotiations. The board has the legal rights to have professional assistance to assist in the negotiations.

Legal Reference: Title 26, MRSA, Sec. 965

Adopted: December 15, 2008

Policy Section H

HF - Board Negotiating Agents

File: HF

BOARD NEGOTIATING AGENTS

The RSU 1 Board of Directors shall appoint a committee composed of less than a majority of the members of the board to carry out negotiations with employee units. The Superintendent or his/her designee shall advise the committee in all matters relating to collective bargaining. The Board may wish to use outside professional services for the negotiations.

Negotiations shall be conducted only as directed by the Board, and no contract shall be signed until the Board has accepted it and officially designated its representatives to sign it. The full Board shall establish the financial limits under which the agents shall negotiate.

Legal Reference: Title 26 MRSA Sec. 967

Adopted: December 15, 2008

Policy Section I

Created at: Thu Apr 7 11:32:49 2022

Policy Section I

IA Instructional Goals and Objectives

The RSU 1 Board envisions graduates as individuals who apply the skills, knowledge, and character to be responsible and productive learners, citizens, and leaders in a global society.

Our graduates also seek a balance in their personal, professional, and intellectual lives. They are lifelong learners who can apply essential knowledge in an ever-changing world.

To achieve its vision of an educated person, the Board hereby adopts as its instructional goals and objectives the Guiding Principles of Maine's system of Learning Results.

Each graduate of RSU 1 schools should be:

A. A clear and effective communicator who:

1. Uses oral, written, visual, artistic, and technological modes of expression; and

2. Reads, listens to, and interprets information from multiple sources.

B. A self-directed and lifelong learner who:

1. Creates career and education plans that reflect personal goals, interests and skills, and available resources;

2. Demonstrates the capacity to undertake independent study; and

3. Finds and uses information from libraries, electronic databases, and other resources.

C. A creative and practical problem solver who:

1. Observes situations objectively to clearly and accurately define problems;

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

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

4. Creates a variety of solutions, builds a case for the best response, and is able to provide the rational basis for their decision making.

D. A responsible and involved citizen who:

1. Recognizes the power of personal participation to affect the community and demonstrates participation skills;

2. Understands the importance of accepting responsibility for personal decisions and actions;

3. Knows the means of achieving personal and community health; appreciates, seeks and derives the benefits of a healthy lifestyle;

4. Recognizes and understands human similarities and differences and is able to reflect mutual respect and tolerance for humanity and for the dignity of the individual; and

5. Expresses a knowledge and understanding of their society and appreciates the balance between human beings and their environment, both locally and globally.

E. A collaborative and quality worker who:

1. Assesses individual interests, aptitudes, skills, attitudes, and values in relation to demands of the workplace;

2. Demonstrates reliability, flexibility, and concern for quality; and

3. Concentrates and perseveres on tasks until those tasks are completed;

F. An integrative and informed thinker who:

1. Applies knowledge and skills in and across English language arts, visual and performing arts, foreign languages, health and physical education, mathematics, science, social studies, and career preparation; and

2. Comprehends relationships among different modes of thought, theory and methods associated with the traditional disciplines.

Legal Reference: 20-A MRSA § 6208-6209

Cross Reference: AD - Educational Philosophy/Mission

ADAA - School System Commitment to Ethical and [Responsible Behavior]

ADF - School District Commitment to Learning Results

Adopted: January 26, 2015

Policy Section I

ID School Day

FILE: ID

SCHOOL DAY

RSU 1 exists to provide education to the children and young people who reside within the unit. The essence of this education is primarily the teaching-learning setting with direct contact between teachers and students. It is the intent of the board that optimal instructional time for each age level within the student body is provided during the typical school day.

The "instructional day" is not considered to include co-curricular or extracurricular activities. Exceptions shall only be made with the approval of the Superintendent. The number of school days shall meet or exceed the state requirement and be set annually by this Board and be included in the school calendar.

Legal Reference: 20-A MRSA § 4801

Ch. 125 § 6.02-6.04 (Me. Dept. of Ed. Rule)

Adopted: February 26, 2015

This is a recommended policy.

Policy Section I

IDB Cancellation of After-School Student Activities Due to Inclement Weather

The Board of Directors stresses that student safety is paramount and that parental judgment prevails in cases of attendance at after-school activities during inclement weather.

In the event that inclement weather causes the cancellation of school, the following procedures will be followed:

(a) If school is cancelled prior to noon at Morse High School and Bath Middle School and prior to 1:00 PM at the elementary schools, and the weather improves after that time, students may be requested to participate in organized after-school activities. No penalty will be assessed for student absence in the extra-curricular activity under this circumstance. The principal will make the decision regarding holding after-school activities on inclement weather days after consultation with the superintendent of schools. The principal will also consult the bus supervisor and other weather agencies as needed.

(b) If school is cancelled after noon or 1:00 PM at secondary and elementary schools respectively, no after-school student activities will be held.

(c) If weather conditions are problematic on weekends when an extra-curricular activity has a scheduled practice, the coach/advisor must consult with building administrator/designee prior to convening the practice. Should inclement weather threaten a scheduled inter-school competition on the weekend the coach/advisor must confer with principal/designee to determine whether or not the event should be cancelled.

First Reading: February 11, 2008

Adopted: March 10, 2008

Policy Section I

IHAI Applied Learning Projects Policy

File: IHAI

Bath Regional Career and Technical Center
APPLIED LEARNING PROJECTS POLICY

Bath Regional Career and Technical Center supports the instructional use of Applied Learning Projects to assist in providing our students with the BEST educational program. Applied Learning Projects performed by the school are for the sole purpose of instruction and must meet the educational objectives of the program's curriculum.

Students perform applied learning projects for educational purposes and the school does not charge for the services and time of the students and instructors. Accordingly, BRCTC, or any of its agents, assumes no liability for applied learning projects undertaken. BRCTC is not in the business of automotive repair, construction, culinary arts, and/or technical services and is not a merchant with respect thereto within the meaning of Maine Law. Accordingly, no implied warranties of merchantability or fitness exist with respect to the products and services provided. The products and services are expressly provided AS IS, WHERE IS.

Projects are selected based solely upon their educational value as determined by the Instructor and the Director. Order of submission is not a factor in selection of projects. As applied learning projects requested forms are received, they are given to the instructor for review, filed, and drawn upon to best fulfill the educational requirements of the program's curriculum.

A person seeking projects to be performed as part of the BRCTC's instructional program shall first complete an Applied Learning Project Request Form, available at the office. The form must be completed in full and signed by the owner to indicate acceptance of the conditions set by the Bath Regional Career and Technical Center. BRCTC reserves the right to accept or reject any request for Applied Learning Projects. All Applied Learning Projects accepted will become a learning situation with no implied warranty or date of completion.

GUIDELINES FOR ACCEPTING APPLIED LEARNING PROJECTS:

All Applied Learning Projects shall meet the educational requirements of the Approved Program Curriculum. Program instructors will document the duty areas and tasks supported by each Applied Learning Project.
All operations performed on Applied Learning Projects shall be conducted by students as an applied learning experience.
Applied Learning Projects requests shall only be accepted from: Nonsectarian, nonpolitical nonprofit organizations which are exempt under Section 501 C (3) of the Internal Revenue Code

Students enrolled in school within BRCTC region

Staff members employed by schools within BRCTC region All other requests, not fulfilling the above criteria, need the specific approval from the Director.

All Applied Learning Projects shall have a written estimate of expenses, signed by the owner, prior to the start of a project. Applied Learning Projects shall not exceed $500.00 in total cost without the specific approval from the Director.
Students shall not be compensated for operations conducted as part of an Applied Learning Project. However, BRCTC does accept donations to the school's scholarship/activity fund.
Individuals shall not use the BRCTC's lab facilities for commercial ventures.

PROJECT COSTS:

The owner of the Applied Learning Project is required to provide all necessary materials. Any materials provided by BRCTC will be charged to the owner. Operational fees are charged to assist in covering equipment maintenance and waste disposal fees. All revenue derived from Applied Learning Projects shall assist with the financial support of the educational program.

[All projects must be paid in full to the office before the project can be removed from BRCTC.] The office may provide a receipt to validate proof of payment.

GRIEVANCE PROCEDURE:

The purpose of this procedure is to secure, at the lowest possible level, a resolution to problems/concerns regarding the selection or scope of Applied Learning Projects.

Step 1: Any grievance must be filed in writing to the Director within five (5) school days after the aggrieved person knew of the event or condition giving rise to the grievance. The Director shall review the materials submitted, discuss the issue with the parties involved, and shall render a written decision with the reasons therefore.

Step 2: The aggrieved person may appeal the decision of the Director to the RSU 1 Superintendent of Schools, by submitting the reasons of the appeal in writing within five (5) school days of the previous decision. The Superintendent of Schools shall review the materials submitted, discuss the issue with the parties involved, and shall render a written decision with the reasons therefore.

Step 3: To carry a grievance to the RSU 1 Board of Directors, the aggrieved person shall submit the written reason for the appeal of the Superintendent's decision, within five (5) school days of the previous decision. The Chairperson of the RSU 1 Board of Directors shall schedule an appeal hearing with the Board. The RSU 1 Board of Directors shall render its final decision and the reasons therefore in writing to the aggrieved person.

BATH REGIONAL CAREER AND TECHNICAL CENTER
CULINARY ARTS FUNCTION AGREEMENT

All operations performed on instructional projects are conducted by the students as an applied learning experience. All instructional projects shall meet the educational requirements of the approved Program Curriculum.

THE FACULTY OF THE CENTER RESERVES THE RIGHT TO ACCEPT OR REJECT ANY PROJECT REQUEST.

CLIENT: _________________________________________ TELEPHONE: _______________

MAILING ADDRESS: __________________________________________________________

DATE OF REQUEST:__________DATE OF FUNCTION:________TIME OF FUNCTION:_____

NUMBER OF PEOPLE: _______ FUNCTION COST NOT TO EXCEED $_________________

FUNCTION -- Circle Appropriate

Breakfast, Lunch, Dinner, Reception, Coffee, Tea, Other

COST

Food Requested Cost Materials (completed by student)

__________________________ _____________ __________________________ ___________________

TOTAL $_____________ TOTAL $__________________

Total cost of food & material $ ___________________________

This form needs to be submitted two weeks prior to the date of function to allow ample time for the students to prepare for the function.

AGREEMENT: I, the undersigned, hereby agree to indemnify and save harmless RSU 1, the Board of Directors and any agents, officers or employees thereof, against any courses of action, claims of damages, theft, or injuries arising out of, or in any way connected with the learning experience involved; and to accept full responsibility for the cost which will be incurred in the preparation and service of the above described instructional project. I also realize that this educational program is under no obligation to complete the project or to meet the requested completion date indicated above. As an educational project, there is NO implied guarantee on the instructional projects. Payment in full is required before the instructional project is released.

CLIENT'S SIGNATURE: ________________________________________________________

*************************************************************************************************************

For Office Use Only

Competency Duties and Tasks met by completing project ______________________________________

Estimated Cost $ __________Project Start Date: _____________Projected Completion Date__________

Instructor Approval ____________________________ Director Approval _________________________

DEPARTMENT OF EDUCATION

Chapter 237: "LIVE OR OUTSIDE WORK"

Summary: In order to provide practical experiences to vocational students, it is sometimes necessary to obtain work from outside the school community. The primary goal of the live work process is to enhance the educational offerings of vocational/technical programs so that students can reach and master the competencies in a specific vocational area. However, schools must not compete unfairly with the private sector.

Definition Live or Outside Work An actual work situation as opposed to a practice piece. Practice pieces are normally torn down after construction or service. (Example: the building of a structure for use by a person or agency or the repair of an automobile or electrical appliance for use by a consumer is a live work project.)
Local Requirements for "Live or Outside Work" When conducting live work or bringing school-based enterprise projects into the curriculum, schools must work with the local program advisory committees. Schools must obtain support and leadership from the business community to avoid any unreasonable negative impact on private business. Together they should establish a formal process for problem solving and dispute resolution, and develop accountability systems that can measure and evaluate the operation, effectiveness, and business and community roles of these enterprises and activities.

A. All vocational education programs, school-to-work programs and school-based enterprises that are at least in part funded by Federal or State funds must have a program advisory committee with broad representation of business and industry, to include the full range of sizes of the businesses in the area. The majority of members of the program advisory committee must come from the private sector.

B. All vocational education programs, school-to-work programs and school-based enterprises that are at least in part funded by Federal or State funds must have a live work policy in place. An established live work policy will:

insure that all expenditures and receipts are thoroughly accounted for;
include a local grievance procedure;
state that work will be accepted in a manner that will best enhance the present learning objectives of the students; and
identify in writing who may qualify to request/receive live work products or services.

C. The appropriate program advisory committee and the governing board of the schools must approve each live work policy.

D. Policies and procedures for administering "live work" must be filed with the Maine Department of Education for its review to assure compliance with this rule. Any amendments to such policies and procedures are also subject to Department of Education review.

E. Annually the program advisory committees and the governing boards must review the live work policies and send evidence of this review to the Maine Department of Education.

STATUTORY AUTHORITY: 20-A MRSA Section 8306-A

EFFECTIVE DATE:

June 21, 1979 (EMERGENCY)

EFFECTIVE DATE OF PERMANENT RULE:

August 30, 1979

EFFECTIVE DATE (ELECTRONIC CONVERSION):

May 19, 1996

AMENDED:

July 18, 1999

ADOPTED BY BATH BOARD OF EDUCATION: November 8, 2004

AMENDED: November 14, 2007

Policy Section I

IHAN Driver Education

File: IHAN

DRIVER EDUCATION

The Driver Education Program will be supervised by the RSU 1 Superintendent of Schools.

The RSU 1 Board of Education has established the following priorities for students applying for driver education, listed from first to last priority:

A. Students who are attending the public schools in RSU 1;

B. Students attending private schools or are home schooled whose parents reside in RSU 1 or in towns sending students to Morse High School; and

C. Students attending other Maine high schools or out-of-state high schools.

Driver Education will be offered at the expense of the students.

Legal Reference: Title 20-A, MRSA, Sec. 4604

Adopted: December 9, 1964

Revised: April 1, 1980; January 1990; June 8, 1992; June 25, 2012

Policy Section I

IHBA Individualized Education Programs

It shall be the policy of the school unit to maintain a complete individualized education program (IEP) for each student who has been identified with a disability; in need of special education services under state and federal special education laws, and who is in attendance at RSU 1 schools. RSU 1 shall develop these IEPs in a manner consistent with the procedural requirements of state and federal special education laws.

Student IEPs shall be reasonably calculated to provide the identified student with educational benefits in the least restrictive educational environment. RSU 1 shall ensure that the student's IEP is implemented no later than 30 days after the IEP Team's initial identification of the student as a child with a disability in need of education and supportive services. All identified children with disabilities shall have a current IEP in effect at the start of each school year.

If the school unit is unable to hire or contract with the professional staff necessary to implement a child's IEP, it will reconvene an IEP Team to identify alternative service options. This IEP meeting shall occur no later than 30 days after the start of the school year or the date of the IEP Team's development of the IEP. The IEP Team, typically comprised of parents, an administrator, special education teacher, classroom teacher, and any others as appropriate, shall determine any amendments to the IEP necessary to reflect the inability to commence services as originally anticipated by the IEP Team.

All IEP's must be reviewed by the IEP Team at least annually, as prescribed by state and federal special education laws.

Legal Reference: 20 USC §§ 1414(d)

34 CFR § 300.320-.328 (2006)

Maine DOE Rule Ch. 101 § IX (3) (July 2011)

Adopted: June 8, 1992

Revised: August 27, 2012

Policy Section I

IHBAA - Referral and General Education Interventions

REFERRAL AND GENERAL EDUCATION INTERVENTIONS

It shall be the policy of Regional School Unit 1 to refer all school age students suspected of having a disability that requires special education to the Individualized Education Program (IEP) Team for an evaluation in all suspected areas of disability.

Referrals of students to the IEP Team may be made by parents at any time regardless of the results of the initial child find activities (kindergarten screening, Benchmark Assessment, Speech/Language screening). Professional school staff may also refer students to the IEP Team at the completion of the general education intervention process. Other individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may also make referrals. Any such referral should be made in accordance with procedures that may be approved by the Superintendent of Schools.

Regardless of the source of the referral, a referral will be considered received by the school unit on the date that the written referral is received by the office of the Director of Special Education. It shall be signed and dated by the Director of Special Education or designee, thereby indicating the date of the receipt of that referral.

The Superintendent of Schools, in consultation with the Director of Special Education, may develop procedures for referral and the use of general education interventions within the local school unit, and may from time to time amend those procedures as necessary.

References: Me. Dep't of Educ. Reg. Ch. 101, §§ II(16), III, IV (2)(D), (E), V(4)(A) (July 2015)

Revised: February, 2001

Revised: June 14, 2004; November 23, 2015; May 22, 2023

Policy Section I

IHBAA-R - Referral and General Education Interventions Procedures

Referral and General Education Interventions Procedures

Regional School Unit 1 shall refer to the Individual Education Plan (IEP) Team all school-age students suspected of having a disability that requires special education and related services. Referrals to the IEP Team may be made by a child’s parent or guardian (hereinafter “the parent”), by professional school staff, or by others with knowledge of the child. Referrals should be made and processed consistent with these procedures.

Referrals by parents A parent may refer their child to the IEP Team at any time. That referral shall be made in writing directly to the office of the Director of Special Education. Should the parent seek to make a referral through other professional staff (such as teachers, guidance counselors, or administrators), that professional staff member shall directly assist the parent in making the referral in writing to the office of the Director of Special Education. Should a parent attempt to make a referral orally, professional staff shall assist the parent in submitting the referral in writing and submitting it to the office of the Director of Special Education.

A parent referral shall be processed consistent with these procedures and governing timelines even if the child is receiving interventions pursuant to the school unit’s general education interventions. Those general education interventions shall continue during the referral process, however.

Referrals by staff Any professional employee of the school unit may refer a child to the IEP Team, regardless of the results of initial child find activities, but only after completion of any general education intervention process used by the school unit. The school unit may move directly forward with the referral process in those circumstances where the school unit and parent agree to do so. Even in that situation, however, general education interventions will continue during the referral process.

Professional school staff shall prepare a referral in writing and shall submit that referral directly to the office of the Director of Special Education.

Referrals by others Individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may refer that child to the IEP Team regardless of the results of initial child find activities, but only after completion of any general education intervention process used by the school unit. The school unit may move directly forward with the referral process in those circumstances when the school unit and parent agree to do so. Even in that situation, however, general education interventions will continue during the referral process.

Should such a person attempt to make a referral orally, professional staff may assist that person in preparing the referral in writing and submitting it to the office of the Director of Special Education.

Receipt of Referral Regardless of the source of the referral, a referral is received by the school unit on the date that the written referral is received by the office of the Director of Special Education. It shall be signed and dated by Special Education Director or designee, thereby indicating the date of the receipt of that referral.

Time Line for Processing Referral Once a referral has been received in the office of the Director of Special Education, the IEP Team shall review existing evaluation data and determine the need for additional evaluations. The IEP Team may conduct its review without a meeting. If additional evaluations are needed, the local unit must send a consent to evaluate form to the parent within 15 school days of receipt of the referral. Also upon receipt of the referral (from any source), the local unit shall send the parent its Written Notice form documenting that referral.

Once the office of the Director of Special Education receives the signed consent for evaluation back from the parent, the local unit shall have 45 school days to complete the evaluation and to hold an IEP Team meeting to determine whether the student qualifies for special education services. If the student is identified as a child with a disability in need of special education, the team should develop an IEP for that child either at the same meeting, or within 30 calendar days of determining that the student is eligible.

The local unit shall implement the IEP as soon as possible following the IEP Team meeting at which the child was determined to be eligible, but no later than 30 calendar days after that meeting.

Transfer Students Students who have already been identified as in need of special education services and who transfer into the school unit from another school unit within Maine (and who had an IEP that was in effect in a previous school unit in Maine) shall on enrollment and in consultation with the parent be provided with Free Appropriate Public Education (FAPE) (including services comparable to those described in the child’s IEP from the previous school unit) until the local unit either adopts the child’s IEP from the previous unit or develops, adopts and implements a new IEP.

Students who have already been identified as in need of special services and who transfer into the school unit from another school unit from outside of Maine (and who had an IEP that was in effect in a previous school unit in another state) shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child’s IEP from the previous school unit) until the local unit conducts an evaluation (if determined to be necessary by this school unit) to determine whether the student is eligible for special education, and if so, develops, adopts and implements a new IEP.

If the transfer student's current IEP from their prior school unit is not available, or is believed to be inappropriate by either the parent or the school, the local unit should develop a new IEP through appropriate procedures within a short time after the student enrolls at the school.

If a child transfers into the school unit after the referral time line has begun in the previous school unit but before an eligibility determination has been made, the time line referenced above for completing that process shall not apply if the local unit is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and school unit agree to a specific time when the evaluation will be completed and the eligibility decision made.

General Education Interventions General education interventions are general education procedures involving regular benchmark assessment of all children, using curriculum based measurements, to monitor child progress and identify those children who are at risk of failing. Children who are at risk receive responsive interventions in the general education program that attempt to resolve the presenting problems of concern. General educators are encouraged to confer with specialists and teaching professionals, but general education personnel are responsible for the implementation of the intervention.

Regional School Unit 1 shall implement general education interventions. These interventions shall include:

a. Documentation that every child, prior to entering the general education intervention process, was provided with appropriate instruction in all core subjects (such as math, science, history, and ELA), including the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act of 1965 (ESEA), appropriate mastery based instruction in math, reading, appropriate instruction in the writing process, and social emotional skills;

b. A team-based decision-making process;

c. Screening at reasonable intervals to determine whether all children are progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements;

d. Data Analysis of screening results focusing on determining to what extent all children are progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements and identifying which children are not making adequate progress towards these goals and are in need of targeted general education interventions;

e. A determination as to whether a child’s assessed difficulties are likely the result of linguistic or cultural differences;

f. Provision of research-based general education interventions targeted at the child’s presenting academic and/or behavioral concerns as determined by screening results;

g. Repeated formative assessments of student response to targeted interventions, conducted at reasonable intervals, that generate rate based measurable data for both specifying academic and behavioral concerns and monitoring child progress during general education interventions;

h. Documentation that parents were notified about the process, given the opportunity to participate in instructional decision-making, and kept informed of their child’s progress during targeted general education interventions;

i. A team shall review the child’s progress no later than 60 school days after the start of formal general education interventions and approximately every 30 school days thereafter. At each meeting the team shall review data on the child’s progress to determine if modifications to the general education interventions are needed and/or if a referral to special education is indicated; and

j. Provisions for targeted general education interventions to continue during any subsequent special education referral.

The parent of a child receiving general education interventions may request that the agency conduct a full and individual evaluation for possible special education eligibility determination at any time during Regional School Unit 1’s established general education intervention process.

The general education interventions developed through this pre-referral process shall continue in the event of a referral while the referral is being handled by the IEP Team, and the resulting data shall become part of the child’s special education file.

References: Me. Dep't of Educ. Reg. ch. 101, §§ II(16), III, IV(2)(D), (E), V(4)(A) (July 2015).

Adopted: November 23, 2015 Revised: May 23, 2023

Policy Section I

IHBAB Free Appropriate Public Education

File: IHBAB

FREE APPROPRIATE PUBLIC EDUCATION

The school system shall provide a free appropriate public education to all students with disabilities of eligible school age for whom the school system has legal responsibility. The procedure implemented by the school system to ensure that each disabled student receives a free appropriate public education shall be consistent with those set forth in the Maine Special Education Regulations, and shall include the establishment of Pupil Evaluation Teams and appropriate evaluation procedures.

Legal Reference: Me. Dept. of Education Regulations Chapter 101 -- 8.1

Adopted: June 8, 1992

Policy Section I

IHBAC Child Find

Regional School Unit 1 seeks to ensure that all children within its jurisdiction are identified, located and evaluated who are school-age 5 and under the age of 22 and who are in need of special education and support assistance. This includes homeless children, state wards, state agency clients, students who have been suspended or expelled, children attending private schools and receiving home instruction, children incarcerated in county jails, children who have the equivalent of 10 full days of unexcused absences or 7 consecutive school days of unexcused absences during a school year, highly mobile children (including migrant or homeless), and children who are suspected of being disabled and in need of special education and supportive assistance even though they are advancing from grade to grade.

RSU 1 is responsible for Child Find for resident students attending private or public schools through public tuition payments or public contract and shall meet this duty either through appropriate arrangements with the receiving unit or school or through direct child find services by unit personnel or contracted personnel.

The school unit's Child Find responsibility shall be accomplished through a district-wide process which, while not a definitive or final judgment of a student's capabilities or disability, is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the Individual Education Plan (IEP) team.

This Child Find process shall include obtaining data on each child through multiple measures, direct assessment, and parent information regarding the child's academic and functional performance, gross and fine motor skills, receptive and expressive language skills, vision, hearing, and cognitive skills. RSU 1 may schedule Child Find activities during its annual kindergarten enrollment to assist in planning for necessary special education and related service at the start of the school year. If screening occurs in the spring prior to school entry, RSU 1 will refer the child to the regional Child Development Services (CDS) site within 10 school days.

RSU 1 shall provide Child Find during the first 30 days of the school year or during the first 30 days of enrollment for transfer children, in addition to other Child Find activities provided by the school unit.

If the Child Find process indicates that a student may require special education and supportive services in order to benefit from regular education, the student shall be referred to the IEP Team to determine the student's eligibility for special education services.

School staff, parents, or agency representatives or other individuals with knowledge of the child may refer children to the IEP team if they believe that the student, because of a disability, may be in need of special education and support services in order to benefit from regular education. Such a referral should follow the school unit's pre-referral and referral policy.

References: 34 C.F.R. § 300.111 (2006)

Me. Dept. of Educ. Rule Ch. 101, IV 2(A), (C) (2015)
Me Dept. of Educ. Administrative Letter 1 (January 21, 2021)

Adopted: June 14, 2004

Revised: January 28, 2013; April 27, 2020; January 24, 2022

Policy Section I

IHBAG Programming in the Least Restrictive Environment

FILE: IHBAG

PROGRAMMING IN THE LEAST RESTRICTIVE
ENVIRONMENT POLICY

Regional School Unit 1 shall program for all students with disabilities in the least restrictive educational environment that can appropriately address the student's needs. Toward that end, RSU 1 shall ensure that, to the maximum extent appropriate, students with disabilities are educated with children who are not disabled, and that special education, separate schooling or other removal of students with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Determinations regarding programming in the least restrictive environment shall be made by the student's pupil evaluation team (PET) and shall draw upon a multidisciplinary assessment of the student's needs. RSU 1 shall make available as appropriate the full continuum of educational placements when making placement determinations.

The Superintendent of Schools, in consultation with the Director of Special Education, may develop and promulgate procedures for implementing this policy, and may from time to time amend those procedures as necessary.

References: 20 U.S.C. § 1412(a)(5); 34 C.F.R. § 300.550 to .552; Me. Dep't of Educ. Reg. ch. 101, § 11.1 to 11.3 (Nov. 1999)

Adopted: June 14, 2004

Policy Section I

IHBAI Independent Educational Evaluations Policy

FILE: IHBAI

INDEPENDENT EDUCATIONAL EVALUATIONS POLICY

A parent of a special education student has the right to obtain an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by Regional School Unit 1. An "independent educational evaluation" means an evaluation conducted by a qualified examiner, as defined in Maine Special Education Regulations, who is not employed by Regional School Unit 1.

If a parent requests an independent educational evaluation at public expense, the public school may ask for the parent's reason why he or she disagrees with RSU 1's evaluation. However, the explanation by the parent may not be required and RSU 1 may not unreasonably delay either providing one independent educational evaluation at public expense or initiating a due process hearing to defend RSU 1's evaluation. The rate charged for the independent educational evaluation shall be comparable to the cost of such evaluations within the RSU 1 regional area.

Authority: 34 C.F.R. § 300.502 (March 1999); Me. Dep't of Educ. Reg. Ch. 101 §§ 9.19, 12.5 (Nov. 1999)

Adopted: May 13, 1997

Revised: October 12, 2004

Policy Section I

IHBAJ Provision of Supportive Services to Students with Disabilities

File: IHBAJ

PROVISION OF SUPPORTIVE SERVICES TO STUDENTS
WITH DISABILITIES

The school system recognizes that support services may be necessary to enable the student with disabilities to benefit from special education services. Supportive services shall be an integral part of the educational objective(s) and shall be necessary in order for the student to benefit from public education.

The school system believes families bear primary responsibilities for those services which are of a medical nature, including therapeutic counseling.

[Support services will be provided only when required to assist an identified student with disabilities to benefit from special education.]

A. Support services are identified to include, but not be limited to: Speech Pathology, Audiology, Counseling services, Psychological services, Physical Therapy, Social Work services in schools, Occupational Therapy and Transportation.

B. Services must directly affect the student's learning and the achievement of the IEP's objectives.

C. The services must be necessary not just beneficial.

D. The student can not benefit from special education without this service.

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 6.1; 6.2

Adopted: February 13, 1989

Revised: June 8, 1992

Policy Section I

IHBAK Life-Sustaining Emergency Care Policy

FILE: IHBAK

LIFE-SUSTAINING EMERGENCY CARE POLICY

A primary concern of Regional School Unit 1 shall be the health and safety of its students. In emergency situations involving accident or illness, school employees should undertake reasonable efforts to provide first aid or life-sustaining emergency care to the extent of their knowledge and training, and/or to seek the assistance of school medical personnel or other staff members to obtain emergency assistance for the student.

For those students who may present an on-going need for medical intervention at school, including a need for life-sustaining emergency care, school personnel shall convene a team meeting for the purpose of developing an individualized plan to address the child's specialized health needs. The team should include persons at the school who are knowledgeable about the child, as well as the child's parents and a school administrator. The team may consider requests from parents that alternative forms of life-sustaining emergency care be used as part of that plan, but those requests must be substantiated by specific medical documentation from the child's physician. The team shall not approve a parental request to deny all life-sustaining emergency care for a student, but may specify that only certain types of intervention are appropriate in a particular situation.

For purpose of this policy, "life-sustaining emergency care" means any procedure or intervention applied by appropriately trained school staff that may prevent a student from dying who, without such a procedure or intervention, faces risk of imminent death. Examples of life-sustaining emergency care include: efforts to stop bleeding, unblocking airways, mouth-to-mouth resuscitation, and cardiopulmonary resuscitation ("CPR").

Reference: 29 U.S.C. § 794(a)

Adopted: October 12, 1994

Revised: June 14, 2004

Policy Section I

IHBAL Free and Appropriate Public Education

It is the policy of the RSU 1 Board of Directors to provide a free and appropriate public education to each disabled student regardless of the nature or severity of the disability.

It is the intent of RSU 1 to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services. Students may be identified as disabled under this policy even though they do not require services pursuant to the Individuals with Disabilities Education Act (IDEA). Due process rights of disabled students and their parents under Section 504 will be enforced.

Legal References: Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. 794.

Cross Reference: IHBA Individualized Education Program IHBAA Referral Policy IHBAB Free Appropriate Public Education

Adopted: March 26, 2012

Policy Section I

IHBAL-R Grievance Procedure for Persons with Disabilities

Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator.

Step One

A person with an identifiable disability, or someone acting on that person's behalf, may file a written grievance regarding compliance with state or federal disabilities laws with the building principal where the grievance arose, or with the ADA/504 compliance coordinator. If filed with the ADA/504 compliance coordinator, that person shall forward it to the appropriate building principal. No grievance will be heard if it involves actions that occurred more than 60 days prior to the filing of the grievance. The building principal, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days of its receipt. Extensions of 15 working days may be allowed if necessary to address fully the issues in the grievance, which will be jointly determined by the ADA/504 compliance coordinator and building principal. The principal's written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

Step Two

If dissatisfied with the response, the grievant may obtain a review by the Superintendent of the principal's decision. The grievant must request that review within 15 working days of the decision by the principal. The Superintendent, after consultation with the ADA/504 compliance coordinator, shall respond in writing to the grievance within 15 working days. Extensions of 15 working days may be allowed when necessary to address fully the issues in the grievance. The Superintendent's written response shall be forwarded to the grievant and to the ADA/504 compliance coordinator.

[NOTE: Except for grievances regarding physical alterations to school buildings or grounds, the decision of the Superintendent shall be final. In the case of grievances regarding physical alterations to school buildings or grounds, a dissatisfied grievant may obtain a review by the School Board of the Superintendent's decision.

Questions about other legal avenues available for persons with disabilities to pursue compliance concerns under various disabilities laws should be directed to the ADA/504 compliance coordinator [name, address, phone number].

This notice is available in large print and on audio tape from the ADA/504 compliance coordinator.]

Adopted: September 26, 2011

Policy Section I

IHBAM Third Party Funding for Services to Students with Disabilties

File: IHBAM

THIRD PARTY FUNDING FOR SERVICES
TO STUDENTS WITHDISABILITIES

The school system shall expect insurers, Medicaid, or other third party sources to meet valid obligations in the provision of or payment for special education services to a student with disabilities. When third party payees are utilized, the school system will pay any deductibles or related fees which may be incurred in order that these services are at no cost to the parent. Use of third party funding will be voluntary on the part of the parents.

Legal Reference: Me. Dept. of Education Regulations Chap. 101- 16.8

Adopted: June 8, 1992

Policy Section I

IHBAQ Transition Services for Students with Disabilities Leaving School

File: IHBAQ

TRANSITION SERVICES FOR STUDENTS WITH
DISABILITIES LEAVING SCHOOL

The school system recognizes the need to assist students with disabilities who are aging-out of the public schools. Transition planning will begin with the annual Pupil Evaluation Team review when the student has reached age 15 or grade 9. The school system will refer the disabled student to the identified adult agency(ies), in accordance with board policy JRA. The educational planning team will take responsibility for the development of an individualized transition plan and will include outside agencies in that planning as needed.

Adopted: June 8, 1992

Policy Section I

IHBB Programs for Gifted Students

File: IHBB

PROGRAMS FOR GIFTED STUDENTS

The Board is committed to meeting the needs of all learners, including those who have been identified as gifted and talented. Gifted and talented students are those who excel or demonstrate the potential to excel beyond their peers in terms of general intellectual ability, a specific academic aptitude or artistic ability.

The school unit will facilitate opportunities for gifted and talented students that encourage and support them in realizing their full academic potential, allow them to learn and demonstrate proficiency at an accelerated pace, and offers an opportunity for such students to challenge themselves.

Legal Reference: Title 20-A, MRSA, Sec. 8101

Adopted: June 8, 1992

Revised: January 26, 2015

Policy Section I

IHBEA Program for English Language Learners

The Board recognizes the need to provide a program for students who are English language learners in order to assure these students an equal educational opportunity.

To that end, the Superintendent/designee shall be responsible for developing and implementing a "LAU Plan" to meet the needs of students who are English language learners, including procedures for identification, assessment, programming, monitoring or progress, exit/reclassification, follow-up, and parent notification. A LAU Plan, named after the landmark Lau vs. Nichols U.S. Supreme Court Decision of 1974, is one equal access plan that protects English Language Learners (ELLs). A Language Assessment Committee shall be appointed to assist in the coordination, oversight and periodic review of the program and the LAU Plan.

The LAU Plan shall be approved by the Board before it is submitted to the Maine Department of Education.

At the beginning of each school year, RSU 1 will notify parents of students identified for or participating in programs for English language learners about the instructional program and parent rights, as required by law. Parents will be regularly informed of their child's progress. Whenever practicable, communications with parents will be in the language understood by the parents.

Legal References: 42 U.S.C. § 2000d (Title VI of the Civil Rights Act of 1964)

Ch. 127 § 3.02 (Me. Dept. of Ed. Rule)

20 U.S.C. § 6801 et seq.

Adopted: January 26, 2015

Revised: May 24, 2021

Policy Section I

IHBF Homebound Instruction

File: IHBF

HOMEBOUND INSTRUCTION

Home or hospital instruction will be provided to:

A. Any child with a health or physical impairment which, in the opinion of a physician, will cause him/her to be absent from school for more than two consecutive weeks and whom school personnel determine can benefit educationally from such a program.

B. Special Education Students: Refer to Maine State Education Regulations Chapter 101 5.10 Hospital/Homebound Instruction, pg. 20.

C. The amount of instructional or supportive service provided through the home and hospital program will be determined in relation to each child's educational needs and his/her physical and mental health.

D. Suggested hours:

Secondary (7-12) -- 2 hours of direct instruction per day, i.e., minimum of 10 hours direct instruction per week.
Elementary (K-6) -- 5 to 8 hours of direct instruction per week.

Adopted: July 10, 1989

Revised: June 8, 1992

Policy Section I

IHBG - Home Schooling

Parents/guardians who wish to have their children fulfill the compulsory school attendance law through equivalent education by home schooling must comply with the provisions of 20-A MRSA § 5001-A(3)(A)(4).

A. The student's parent/guardian must provide a written notice of intent to provide home instruction simultaneously to the Superintendent of Schools in RSU1 and to the Commissioner of the Department of Education within ten calendar days of the beginning of home instruction. The notice must contain the following information:

1. The name, signature and address of the student's parent/guardian;

2. The name and age of the student;

3. The date the home instruction program will begin;

4. A statement of assurance that indicates the home instruction program will provide at least 175 days annually of instruction and will provide instruction in: English and language arts, math, science, social studies, physical education, health education, library skills, fine arts, and, in at least one grade from grade 6 to 12, Maine studies. At one grade level from grade 7 to 12, the student will demonstrate proficiency in the use of computers; and

5. A statement of assurance that indicates that the home instruction program will include an annual assessment of the student's academic progress that includes at least one of the forms of assessment described in 20-A MRSA § 5001-(A)(4)(b) and paragraph B below.

B. On or before September 1 of each subsequent year of home instruction, the student's parent/guardian must file a letter with the Superintendent of the administrative unit in which the student resides and to the Commissioner stating the intention to continue providing home instruction and enclose a copy of one of the following forms of annual assessment of the student's academic progress:

1. A standardized achievement test administered by RSU1 or through other arrangements approved by the Commissioner. If the test is administered through the administrative unit in which the student resides, that administration must be agreed to by the Superintendent of the administrative unit prior to submission of the written notice of intent to provide home instruction;

2. A test developed by the Superintendent or designee of the administrative unit in which the student resides appropriate to the student's home instruction program, which must be agreed to by the Superintendent of RSU1 prior to submission of the written notice of intent to provide home instruction;

3. A review and acceptance of the student's progress by an identified individual who holds a current Maine teacher's certificate;

4. A review and acceptance of the student's progress based on, but not limited to, a presentation of an educational portfolio of the student's academic work to a local area home schooling support group whose membership for this purpose includes a currently certified Maine teacher or administrator; or

5. A review and acceptance of the student's progress by a local advisory board selected by the Superintendent of Schools for RSU1 that includes one administrative unit employee and two home instruction tutors. A "home instruction tutor" means the parent/guardian or other person who acts or will act as a primary teacher of the student in the home instruction program. This provision must be agreed to by the Superintendent of the administrative unit in which the student resides prior to submission of the written notice of intent to provide home instruction.

C. Dissemination of any information filed under 20-A MRSA § 5001-A(3)(A) (which applies to alternatives to attendance at public day school, including home schooling) is governed by the provisions of 20-A MRSA § 6001 (dissemination of information); the federal Family Educational Rights and Privacy Act of 1974, 20 USC § 1232g (2002); and the federal Education for All Handicapped Children Act of 1975, 20 USC § 1401-1487 (2002), except that "directory information" as defined by the federal Family Educational Rights and Privacy Act (FERPA) is confidential and is not subject to public disclosure unless the parent/guardian specifically permits disclosure in writing or a judge orders otherwise. Copies of any information filed under 20-A MRSA § 5001-A(3)(A) must be maintained by the student's parent/guardian until the home instruction program concludes. The records must be made available to the Commissioner upon request.

D. If the home instruction program is discontinued, students of compulsory school age must be enrolled in a public school or an equivalent instruction alternative as provided for by law. The receiving school shall determine the placement of the student which may entail formal assessment and/or portfolio review. At the secondary level, the principal of the receiving school shall determine the value of the prior educational experience toward meeting the standards of Maine's system of Learning Results and award appropriate high school credit.

The Board accepts no responsibility for RSU1 in the application, review, approval, or oversight of home instruction programs except as provided for by law or this policy.

Participation by home-schooled students in RSU1 schools and programs is permitted as described elsewhere in Board policy (IHBGA). A student, once approved for an equivalent instruction program, can participate in regular instructional or extra-curricular programs with the approval of the Superintendent of Schools. Public school resources, such as, library books, textbooks, academic courses, vocational training programs, special education services, and extracurricular activities will be made available to students in equivalent instruction programs on a mutually agreeable basis consistent with Board policy and the law.

It is the intent of RSU1 to inform every parent who elects to educate their child/children in a home schooled program that the school system is willing and able to provide additional educational support for them through direct participation in instructional, co-curricular, and extra-curricular programs offered in the RSU1 schools. The Board wants to cooperate in the home instruction of any child who resides in RSU1 to the degree that the level of cooperation does not interfere with it's responsibilities to students enrolled full-time in regular school programs.

The Superintendent shall maintain a roster of all students eligible to attend school within the school unit who are receiving equivalent instruction, as provided in Department of Education rules.

Legal Reference: 20-A MRSA§ 5001-A

Cross Reference: JEA -- Compulsory Attendance

IHBGA -- Home Schooling---Participation in School Programs

Adopted: November 16, 2009

Policy Section I

IHBGA Participation in School Programs Policy

The School Board acknowledges the provisions for equivalent instruction under Maine law. The Board further recognizes the Legislature's statement "that the term 'equivalent' is intended to mean meeting state standards for alternate or other instruction and is not intended to mean the same as the education delivered in the public school system."

In addition, it is the intention of the Board to, "cooperate in the home instruction of any child who resides in the school administrative unit to the degree that the level of cooperation does not interfere with the responsibilities to the students enrolled in RSU 1 regular programs." Furthermore, participation of students in such school programs shall be limited to home-schooled students whose home instruction programs are in compliance with applicable Maine law and Department of Education regulations.

In order to maintain an efficient and orderly school program, the Board directs the Superintendent/designee to develop procedures, as appropriate, regarding the availability of school system resources and services to home-schooled students who would otherwise be eligible to attend school in RSU 1. The procedures shall be in accordance with the following provisions.

I. PROVISION OF INFORMATION

At the request of the student or the student's parent/guardian, RSU1 shall make available to home-schooled students, in a form determined by the school unit, information regarding access to public school activities and attendance at the school unit's schools. This information must include:

A. Requirements regarding initial health and developmental screening for motor skills, vision, hearing, and immunization; and

B. Criteria for participation of home-schooled students in curricular, co-curricular, and extracurricular activities.

II. PERMITTED PARTICIPATION

A. Participation in Regular Classes. Home-schooled students may enroll in specific, day-school classes provided that the student's attendance is regular, the class is deemed to be age and grade appropriate, and all prerequisite course requirements are met. In addition, the following shall also apply.

1. The student or the student's parent/guardian, on the student's behalf, shall apply in writing to and receive written approval from the Superintendent/designee. Approval may not be unreasonably withheld.

2. The student shall demonstrate prior satisfactory academic achievement consistent with school unit policy and procedures applicable to all students.

3. The student shall comply with behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may withhold credit or terminate the student's participation.

4. The student may use the same transportation as all other students in the school unit as long as additional expenses are not incurred and vehicle capacity is not exceeded. Otherwise, transportation must be provided by the parent/guardian or student.

5. The student shall complete all assignments and tests as required of all students in the same class.

B. Course Auditing. Home-schooled students may audit a course(s) provided the following conditions have been met.

1. The student or the student's parent/guardian, on behalf of the student, shall apply in writing to and receive written approval from the Superintendent/designee to audit a specific course or courses. Participation may not be unreasonably withheld.

2. The student agrees to meet established behavioral, disciplinary, attendance and other classroom rules applicable to all students. If a student fails to comply, the school may terminate participation.

III. SPECIAL EDUCATION SERVICES

Special Education Services will be available to eligible special education students in accordance with applicable federal and state laws and regulations.

IV. ADMISSION TO REGULAR PROGRAM/PLACEMENT

A student who has been receiving home-school instruction and who seeks admission to the regular school program will be placed in a grade commensurate with the level of the student's academic achievement. Placement must be guided by the following.

A. For students who transfer into school from an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value of the student's prior educational experience toward meeting these standards.

B. Appropriate school staff may make recommendations concerning placement based on, but not limited to, factors such as the student's completed curricula and record of achievement, conferences with the student's parent/guardian, and administration of tests.

C. The final grade placement decision shall be made by the principal. The principal's decision may be appealed to the Superintendent, whose decision shall be final.

V. RE-ADMISSION TO THE SCHOOL PROGRAM

Placement of home-schooled students who wish to be readmitted to the school program will be determined by the principal who shall consult with members of the professional staff to the extent appropriate and, as deemed necessary, to make a reasonable determination that the requisite academic standards have been met, and collect from parents actual samples of coursework (e.g., homework, papers, examinations). The principal may also direct that a test or tests be administered to help determine the student's progress toward meeting the content standards of the Learning Results for the purpose of determining an appropriate grade level. The decision of the principal may be appealed to the Superintendent.

VI. USE OF SCHOOL TEXTBOOKS AND LIBRARY BOOKS

Subject to availability, a student receiving home-school instruction may use school textbooks, if the number of particular copies is sufficient, and library books owned by the school unit, subject to the following conditions.

A. The use does not disrupt regular student, staff or special program functions.

B. The student's sign-out period for a library book is the same as that applicable to regularly enrolled students.

C. The student may sign out a textbook for a period not to exceed one school year.

D. The parent/guardian and student agree to reimburse the school unit for lost, unreturned or damaged library books and textbooks and for consumable supplies used.

VII. USE OF SCHOOL FACILITIES AND EQUIPMENT

A student receiving home-school instruction may use public school facilities and equipment on the same basis as regularly enrolled students if the following conditions are met.

A. The use does not disrupt regular school activities.

B. The use is approved by the school principal in accordance with established school policy.

C. The use does not create additional expense to the school unit.

D. The use is directly related to the student's academic program.

E. The use of potentially hazardous areas, such as shops, laboratories, and gymnasiums, is supervised by a qualified employee of the school unit, approved and assigned by the Superintendent.

VIII. MAINE EDUCATIONAL ASSESSMENTS

If a parent of a student in an equivalent instruction program requests to have the student participate in the Maine Educational Assessment (MEA) or any other State-mandated test, such requests must be granted. Participation in such examinations must be in compliance with all rules and procedures governing testing conditions in the school unit.

IX. ACADEMIC CREDIT

A student receiving home-school instruction must receive academic credit subject to the following requirements.

A. Academic credit for individual courses must be awarded if the student meets required academic standards applicable to all students enrolled in the same course.

B. Academic credit must be awarded for successful completion of alternative instruction opportunities sponsored by the school and available to all students.

X. HIGH SCHOOL COURSE CREDITS AND DIPLOMA ELIGIBILITY

The following standards govern the awarding of course credits and a graduation diploma to a student receiving home-school instruction who seeks admission or readmission to the high school.

A. A student shall earn high school credits for satisfactory completion of courses in the high school pursuant to 20-A MRSA § 5021(2)(A).

B. A student may earn credit for course work completed through home-school instruction if the principal determines, both in advance and upon completion of the course, that the course satisfies the requirements for awarding the credit. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.

C. Requests for transfer credit for equivalent instruction completed at non-approved private schools, at private schools that elect not to meet requirements under 20-A MRSA § 2901, or through other equivalent instruction programs must be evaluated on the merits of the documentation provided. The principal and guidance staff shall conduct these evaluations on request made by the student or the student's parent/guardian. The principal may direct that the student undergo a test or tests to assist in making a determination relative to the awarding of credit.

D. For students who transfer into a RSU 1 secondary school from another state or an educational program that is not required to meet the standards of the system of Learning Results, the principal of the receiving school shall determine the value of the prior educational experience toward meeting the standards [ ] through the local assessment system.

E Awarding of a high school diploma by the local school is conditioned upon the student's demonstration of having satisfied all requirements set by the State and all specific course credit and other requirements established by the Board. The Board may establish resident credit requirements as a precondition for the awarding of a local school unit diploma. 1. Students receiving credit for home instruction programs will not be included in class ranking; however, an estimated class rank may be provided upon request.

XI. PARTICIPATION IN CO-CURRICULAR ACTIVITIES

Students receiving home-school instruction may participate in co-curricular activities such as field trips, assemblies, and academically related fairs provided:

A. Prior written permission is obtained from both the parent/guardian and the principal; and

B. The student has agreed to meet established behavioral, disciplinary, attendance, and other rules applicable to all students.

XII. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES

Students receiving home-school instruction are eligible to try out for extracurricular activities sponsored by RSU 1 provided the student applies in writing and the following requirements are satisfied.

A. The student agrees to abide by equivalent rules of participation as are applicable to regularly enrolled students participating in the activity and provides evidence that the rules of participation are being met.

B. The student complies with the same physical examination, immunization, insurance, age, and semester eligibility requirements as regularly enrolled students participating in the activity. All required documentation must be made available upon request by the school unit. The school principal is authorized to collect from the student's parent/guardian actual samples of coursework (e.g., homework, examinations, etc.) as he/she deems necessary in order to make the determination that the necessary academic standards have been met.

C. The student meets equivalent academic standards as those established for regularly enrolled students participating in the activity and provides evidence that the academic standards are being met.

D. The student abides by the same transportation policy as regularly enrolled students participating in the activity.

STANDARDS FOR PARTICIPATION WHEN TUITION PAYMENT TO ANOTHER UNIT IS REQUIRED

If and when RSU1 does not provide academic instruction for specific grade levels, the following applies for students enrolled in an approved program of equivalent instruction.

A. Class participation. The home-schooled student or the student's parent/guardian shall request authorization from the RSU1 Superintendent of Schools to apply to another school unit for permission to participate in classes or activities in that other school unit.

B. Tuition payment. Tuition payments for home-schooled student participation in a local school unit, including attendance at an applied technology center or an applied technology region other than the applicant's resident district is the responsibility of the home-schooled student, the student's parent/guardian, or RSU1 in accordance with local school unit policy. Participation may not be unreasonably withheld.

C. Participation eligibility. A tuitioned, home-schooled student is subject to the rules relating to eligibility for participation in co-curricular or extracurricular activities as may apply at the receiving school unit.

D. Interscholastic activities. A tuitioned, home-schooled student attending classes in more than one receiving school unit is not eligible for participation in interscholastic activities at any local school unit.

XIV. APPEALS

Appeals from administration and application of the Board policy are heard by the Board, whose decision is final and binding. Appeals that question the Board policy compliance with legal requirements must be made to the Commissioner, whose decision is final and binding.

Legal Reference: 20-A MRSA §§ 5001-A(3), 5021-5025

Ch. 127, 130 (me. Dept. of Ed. Rules)

Cross Reference: IHBG -- Home Schooling

Adopted: November 16, 2009

Revised: October 26, 2015

Policy Section I

IHBGAA Home-Schooled and Privately Educated Students with Disabilities

File: IHBGAA

HOME-SCHOOLED AND PRIVATELY EDUCATED
STUDENTS WITH DISABILITIES

The school system shall accept referrals for special education students who are participating in an approved home schooling or private educational program. If services are necessary they will be delivered in the school setting, during regular school hours, by school system staff.

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 4.7

Adopted: June 8, 1992

Policy Section I

IHBGB Resident Credit Requirements for Home-Schooled Students

File: IHBGB

RESIDENT CREDIT REQUIREMENTS
FOR HOME SCHOOLED STUDENTS

Students must earn a minimum of eleven (11) credits in courses taken at Morse High School.

Students must be in residence for the equivalent of two full years to be eligible for a Morse High School diploma.

Students receiving credit for Home Instruction Programs will not be included in class ranking. Adopted: May 13, 1997

Policy Section I

IHBGC Equivalent Instruction (Home Schooling)

File: IHBGC

EQUIVALENT INSTRUCTION (HOME SCHOOLING)

Requests to fulfill the compulsory school attendance law through equivalent instruction by home schooling shall be made by the parent to the Department of Education with a copy submitted to the superintendent.

The superintendent shall maintain a roster of all students eligible to attend school within the school system who have been excused for equivalent instruction.

A student, once approved for an equivalent instruction program, cannot participate in any regular school program (instructional or extra-curricular) without explicit approval of the board.

Our public school resources, such as library books and other educational materials, will be made available to students in equivalent instruction programs on a mutually agreeable basis consistent with board policy and law.

Legal Reference: TITLE 20A MRSA SEC. 5001-A.3

BASIC SCHOOL APPROVAL REGULATIONS, CHAPTER 125.1

Cross Reference: Policy IHBG - Home Schooling

Adopted: June 8, 1992

Revised: December 12, 1994

Policy Section I

IHBH Alternative Education Programs-Options

The Board recognizes that some students are at increased risk of school failure due to personal, social, emotional, behavioral or economic issues that impact learning and achievement. Other students may have experienced academic distress because they have learning styles that are difficult to accommodate or require more support, supervision or structure than is readily available in the conventional school program.

Maine law (20-A M.R.S.A. § 1 (2-A)) defines an "at-risk" student as one who:

A. Is not meeting the requirements for promotion to the next grade level or graduation from high school;

B. Is at risk for dropping out of school;

C. Is habitually truant; or

D. Is economically disadvantaged as signified by qualification for the National School Lunch Program under Federal regulations.

Factors associated with risk of school failure include but are not limited to failing grades; absenteeism and truancy; student or parent alcohol or drug abuse or dependency; pregnancy or parental responsibilities; self destructive behaviors; depression and other mental health problems; abuse or neglect; homelessness; deficient social skills; disruptive behavior or multiple disciplinary incidents; family problems; and poverty.

When there is an identified need and it is feasible to do so, the school unit may establish one or more alternative education programs that are aligned with Maine's system of Learning Results. The purpose of alternative education programs is to provide at-risk students with curricula and assessment in a setting designed to effectively meet the student's academic, social and relational needs.

Alternative education programs may allow students to attend school part time or be scheduled apart from the regular school day and may include vocational components.

In combination with the alternative education program or in combination with each other, the school unit may offer other alternative learning options such as small class size; flexible scheduling, and relevant alternative curricula and assessment. The alternative learning options may include components such as utilization of mentors, teachers with specific skill sets, or focus on social, emotional and relationship skills. Collaboration among home, school and social service agencies may be utilized to accommodate the needs of at-risk students.

The objective of alternative learning, including the school unit's alternative education program, is to assist students in completing their high school education, move into another educational setting, prepare for successful employment, and/or acquire life skills.

The alternative education program is not a substitute for or an alternative to special education services. A student who is identified by the IEP team as having a disability and being in need of special education services will be provided services within the alternative education program as specified in his/her IEP.

If the superintendent approves, a RSU 1 student may be enrolled in an alternative education program in another school unit.

Legal Reference: 20-A M.R.S.A. §§ 1; 4729; 5001-A; 5051-A; 5104-A

Cross Reference: JEA -- Compulsory Attendance

JFC -- Dropout Prevention/Student Withdrawal from School

Adopted: April 27, 2015

Policy Section I

IHCA Extended School Year Services for Sudents with Disabilities

File: IHCA

EXTENDED SCHOOL YEAR SERVICES FOR
STUDENTS WITH DISABILITIES

IEP determinations to provide extended school year services shall be made based on the likelihood that during school vacation periods a student is at risk of losing skills previously mastered and of being unable to recoup those skills within a reasonable time. In providing extended-year services, the school system shall provide special education and related services to address only those areas of a disabled student's IEP in which that risk exists.

NOTE: Parents and teachers may observe a student's skills and adjustments prior to and upon

return from school vacations to develop data to assist in their determination. The Pupil

Evaluation Team determinations to provide special education beyond the normal school

year will be made on an individual basis and shall be part of the student's Individualized

Education Program.

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 5.11

Adopted: June 8, 1992

Policy Section I

IHCD Advanced College Placement

File: IHCD

ADVANCED COLLEGE PLACEMENT

It is the belief of the board that any student who is capable of, and wishes to do, college-level work while in high school should be permitted to do so and given assistance in enrolling in advanced courses.

Advanced placement courses offered by the school system shall depend upon a sufficient number of students desiring the particular course and qualifying for it, and upon the availability of a staff member qualified to teach it.

Any high school student whose admission to a college-level course or courses is recommended by his/her counselor may enroll in a nearly college and be released from high school attendance for such hours as are required for the college course(s). If the student wishes to receive high school credit for the course, he/she may request permission from his/her building administrator, through the counselor, to apply the course toward high school graduation requirements.

A student accepted for full-time early admission to college (that is before graduating from high school) shall be granted a high school diploma upon evidence that he/she has completed the academic work required, and said diploma will be presented at the regular commencement of his/her class.

Cross Reference: IHCDA -- Post-Secondary Enrollment Options

Adopted: July 13, 1992

Policy Section I

IHCDA Post-Secondary Enrollment Options

File: IHCDA

POST-SECONDARY ENROLLMENT OPTIONS

The intent of this policy is to set the requirements for student participation and the allowable costs for post-secondary level courses taken before high school graduation. Upon the recommendation of the high school building administrator and the school counselor, any junior or senior student may enroll in certain courses at post-secondary institutions. In addition, any other student may enroll if permitted by the school. High School credit will be given to any student who satisfactorily completes a course with a passing grade. Prior approval for credit must have been arranged with the high school building administrator and the school counselor. In addition to and/or in lieu of high school credit, such students could acquire college credit, if this is agreeable with the college officials and payment of fee is made. In exceptional cases, 9^th^ and 10^th^ graders may be approved for college courses.

Students may earn credits towards graduation by taking courses from two-year and four-year post-secondary institutions.

To be eligible for this option, students must meet the following criteria:

A. Meet the admissions standards for the post-secondary school;

B. Maintain at least a B average in his/her courses overall;

C. Meet with a guidance counselor and draw up a plan to show how the course will meet graduation requirements; and

D. Provide evidence of parent/guardian approval.

Graduation credits for courses taken under this option will be determined as follows:

A. The course must meet for one semester or its equivalent;

B. The student must earn a passing grade; and

C. Graduation credits awarded will equal one credit and grades will be recorded on the student's transcript as either pass or fail.

The following attendance policy will govern student participation in any post-secondary course work:

A. Attendance must satisfy the instructor's requirements to participate in any post-secondary course work.

Questions regarding financial assistance will be referred to the student's guidance counselor.

A. The school administrative unit will pay tuition costs for all students participating in this program if the eligible institution requires tuition payment.

B. If the parents/guardians income level qualifies the student for free or reduced lunch, the administrative unit will pay for the cost of tuition, textbooks, course fees, and transportation.

The superintendent will ensure that all parents are notified of this policy as stipulated in MRSA 4771.

Legal Reference: Title 20-A, MRSA, Sec. 4771 et seq.

Cross Reference: IHCD -- Advanced College Placement

Adopted: June 20, 2011

Policy Section I

IIB Class Size

The RSU 1 Board of Directors recognizes that there is a relationship between class size and pupil achievement and that this relationship varies greatly across grade levels, among subjects and by methods of instruction. The recommended class size in the elementary and secondary schools shall be determined by several variables including grade level, subject area, nature of the pupils in the classroom, nature of the learning objectives, availability of classroom space, instructional methods and procedures used, skills, and classroom space, strengths of the teachers and support staff and budgetary constraints.

Keeping all of these variables in mind, the following average class size targets shall serve as a general guide for the organization of classes in the elementary and secondary schools.

Grade Level Class Size Range Recommended Class Size Recommended Minimum Class Size

Pre K 12-16 15 14 K-1 16-20 18 16 2-3 18-22 20 18 4-5 18-24 22 19 6-8 18-25 23 20 9-12 18-25 23 **

Higher class sizes will be allowed for the scheduling of large group instruction for special classes including: fine arts, physical education, instrumental and/or choral music and other special instructional arrangements (e.g. lectures). Special Education teacher-student ratios are to be in compliance with Special Education caseload rules and State standards. Smaller class size may be revisited based on the evaluation of needs in a class. The superintendent, in consultation with the principal, shall consider options.

**Class sizes below 10 are sometimes unavoidable at the secondary level due to either a schedule accommodation issue or a curriculum sequence need. If due to scheduling courses to accommodate the educational needs of individual students, a course section may have to be scheduled at two different times, smaller class sizes may result. Other courses may be offered despite a small class size because the course is part of a sequence of requirements. For example, a sudden drop in interest for French 3 may result in fewer students taking this course, yet these students, having committed to French for 2 years, should be assured access to the next level of instruction.

When any high school course falls below a 10:1 ratio or any elementary or middle school class size clearly exceeds (by 2 or more students) the maximum range, the principal shall notify the superintendent. The superintendent, in consultation with the principal, shall consider options to resolve the issue. Options may include, but are not limited to:

Maintaining current class size;
Assigning additional staff;
Transferring some students to a different class; or
Canceling the course.

The superintendent's decision will be communicated to the RSU 1 Board of Directors with the understanding that Board approval will be required to hire any additional staff.

Approved: December 20, 2011
Revised: November 25, 2019

Policy Section I

IJJ Instructional and Library Media Materials selection

INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS SELECTION

The Board is legally responsible for all matters relating to the operation of the schools, including the provision of instructional materials and maintenance of library-media resources that support the school system’s curriculum.

While the Board retains its authority to approve the selection of instructional materials, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of instructional materials. The Board delegates responsibility for the selection of instructional materials and library-media resources to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the Board’s policy on challenged materials as described below.

With the assistance of professional staff, the Superintendent shall establish a system for the selection of instructional materials, including procedures to establish an orderly process for the review and recommendation of instructional materials. The Superintendent will be responsible for overseeing the purchase of instructional materials within budgetary parameters set by the Board. The Board expects the Superintendent to report on progress made in aligning instructional materials with curriculum development and evaluation in support of the content standards contained in Maine’s system of Learning Results.

Each school shall maintain a library-media program that includes books and other print materials, multimedia materials, online Internet resources and information technology that support the curriculum. A certified library-media specialist will be responsible for overseeing the library-media program, under the supervision of the Superintendent. As with instructional materials, the Board delegates responsibility for selection of library-media materials and technology and Internet resources to the school system’s professionally trained staff, subject to the criteria and procedures for selection and the Board’s policy on challenged materials described below.

Definitions

“Instructional materials” include textbooks and other print materials, software and other electronic materials, online/Internet resources (including access), and supplies and other materials to support instruction in subject areas and implementation of the system of Learning Results.

“Library-media resources” include books, print materials, online/Internet resources (including access), multimedia materials and information technology that, as part of the library-media program, support the school system’s curriculum.

Objectives of Selection

The Board recognizes that it is the primary objective of instructional materials to implement and support the curriculum, and of library-media resources to extend and enrich the educational programs of the schools. Quality instructional materials and library-media resources are essential to student learning. In preparing students to meet the content standards of the Learning Results, in supporting the achievement of the school unit’s educational goals and objectives, and in providing enrichment opportunities that expand students’ interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the library-media centers of the schools to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.

Criteria for Selection

Instructional and library-media materials selected should:

A. Support achievement of the content standards of the Learning Results;

B. Support the goals and objectives of the school system’s educational programs;

C. Enrich and support the curriculum;

D. Take into consideration the varied interests, abilities, and maturity levels of the students served;

E. Foster respect and appreciation for cultural diversity and varied opinions;

F. Give comprehensive, accurate and balanced representation to minorities and women in history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups to our American heritage;

G. Present a balance of opposing sides of controversial issues to enable students to develop a capability for critical analysis;

H. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;

I. Provide a background of information that will enable students to make intelligent decisions in their daily lives; and

J. Respect the constraints of the school unit’s budget.

Other factors that should be considered are accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer.

In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.

Procedures for Selection

Before recommending materials for purchase, professional staff should evaluate the existing collection, consulting reputable, unbiased, professionally prepared selection aids and specialists from all departments and/or all grade levels.

Whenever possible, purchase of non-print materials and multimedia, Internet and technology resources shall be made only after personal evaluation by the librarian/media specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu of personal evaluation.

Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.

Donated Materials

Gift materials are to be evaluated by the same criteria as purchased materials, and are accepted or rejected by those criteria and in accordance with Board policy on gifts and donations.

Parental Authority

A student’s parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Superintendent will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.

The Board recognizes that the final authority as to what materials an individual student will be exposed to rests with that student’s parents or guardians. However, at no time will the wishes of one child’s parents to restrict his/her/their reading or viewing of a particular item infringe on other parents’ rights to permit their children to read or view the same material.

Library-media center materials will not be removed from the collection because of criticism except in accordance with Board policy.

Challenged Materials

Despite the care taken to select materials for student and teacher use and the qualifications of the persons who select the materials, the Board recognized that objections may be raised occasionally by students, parents, school staff or community members.

In the event a complaint is made, the following procedures will apply:

A. The complaint shall be heard first by the person providing the materials in question.

B. If the complaint is not resolved, the complainant shall be referred to the building Principal and requested to fill out the “Instructional and Library-Media Materials Challenge Form.” A copy of the form will be forwarded to the Superintendent.

C. The Superintendent shall appoint a committee composed of the following persons to review the complaint: one Principal at the appropriate grade level; one librarian/media specialist; one classroom teacher; the department head in the subject area of the challenged materials; one community member.

D. The review committee shall: read and examine the materials referred to them; check general acceptance of materials by reading reviews; weigh values and faults against each other and form opinions based on the material as a whole and not on passages or portions pulled out of context; meet to discuss the material and to prepare a written report on it.

E. The report of the committee shall be forwarded to the Superintendent who will inform the complainant of the results.

F. No materials shall be removed from use until the review committee has made a final decision.

G. The review committee’s decision may be appealed to the Board. The Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:

Reviewed objectively and in its full content;
Evaluated in terms of the needs and interest of students, school, curriculum and community;
Considered in the light of differing opinions; and
Reviewed in light of the criteria for initial selection and purpose as provided herein.

The Board will announce its decision in writing not later than the conclusion of the next regular meeting of the Board following its receipt of said testimony.

Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002 Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule) P.L. 107-110 § 1061 (No Child Left Behind Act)

Cross Reference: IJJ-E – Instructional and Library-Media Materials Challenge Form

Adopted: February 22, 2010 Revised: December 12, 2022

Policy Section I

IJJ-E challenge of instruction materials form

INSTRUCTIONAL AND LIBRARY-MEDIA MATERIALS CHALLENGE FORM

Type of Material: ____ Book ____ Magazine/Periodical ____ Film ____Recording ____ Software ____ Other (Please specify) _______________

Author (if known) _____________________________________________________________

Title ________________________________________________________________________

Publisher (if known) ___________________________________________________________

Person making complaint: _________________________________________________________

Telephone ____________ Street Address _____________________________ Town ____________

Complainant represents: ___ Himself/herself/themself ___ Organization ________________________ ___ Other group ________________________

To what portion of the material do you object? (Please be specific, cite pages, scenes, etc.) __________________________________________________________________
What do you feel might be the negative result of reading/viewing/hearing this material? ______________________________________________________________________
For what age group would you recommend this material? ________________________
Is there anything good about this material? ___________________________________
Did you read/view/hear all of the material? __________________ If not, what parts did you read/view/ hear? ____________________________________________________
Are you aware of the professional reviews/judgment of this material? _______________
What do you believe is the theme and/or intention of this material? _________________
What would you like the school to do about this material? ___ Do not assign it to my child. ___ Do not assign it to any students. ___ Withdraw it from the library and/or instructional program. ___ Refer it to the Educational Media Review Committee for evaluation.
In its place, what material would you recommend? _____________________________

Signature of Complainant Date

Checklist for Reconsideration of Materials

Purpose:

What is the overall purpose of the material?

Is this purpose accomplished?

Does the material promote the educational goals and mission of RSU 1?

Authenticity:

Is the author competent and qualified in the field?

What is the reputation and significance of the author and publisher?

Are information sources well documented?

Are translations and retellings faithful to the original?

Content:

Is the content of this material well presented by providing adequate scope, range, depth and continuity?

Does this material present information not otherwise available?

Are the illustrations appropriate to the subject and age levels?

Reviews:

Reputable review sources include: School Library Journal, Hornbook, Kirkus Reviews, VOYA, Booklist and Library Media Connection.

Source of Review:

Favorably reviewed? Unfavorably reviewed?
Does this title appear in one or more reputable selection aids?

If the answer is yes, please list titles of selection aids.

Source of Second Review: Favorably reviewed? Unfavorably reviewed?
Does this title appear in one or more reputable selection aids?

If the answer is yes, please list titles of selection aids.

Policy Section I

IJNDB Student Computer and Internet Use

STUDENT COMPUTER AND INTERNET USE AND INTERNET SAFETY

Regional School Unit 1 computers, network, and Internet access are provided to support the educational mission of the schools and to enhance the curriculum and learning opportunities for students and school staff. This policy and the accompanying rules also apply to laptops, I-pads, tablets, and other school devices issued directly to students, whether they are used at school or off school premises.

Compliance with the school unit’s policies and rules concerning computer and Internet use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended, or revoked. The building administrator is authorized to determine, after considering the circumstances involved, whether and for how long a student’s computer privileges will be altered. The building administrator’s decision shall be final.

Violations of this policy and Regional School Unit 1’s computer and Internet rules may also result in disciplinary action, referral to law enforcement, and/or legal action.

Regional School Unit 1 computers remain under the control, custody, and supervision of the school unit at all times. The school unit monitors all computer and Internet activity by students. Students should have no expectation of privacy in their use of school computers, and the use of personal computing devices on school networks whether they are used on or off school property or elsewhere.

INTERNET SAFETY

Regional School Unit 1 uses filtering technology designed to block materials that are obscene or harmful to minors, and child pornography. Although Regional School Unit 1 takes precautions to supervise and monitor student use of the Internet, parents should be aware that Regional School Unit 1 cannot reasonably prevent all instances of inappropriate computer and Internet use by students in violation of Board policies and rules, including access to objectionable materials and communication with persons outside of the school. The school unit is not responsible for the accuracy or quality of information that students obtain through the Internet.

In the interest of student Internet safety, Regional School Unit 1 also educates students about online behavior, including interacting with other people on social networking sites and in chat rooms, the dangers of engaging in “hacking” and other unlawful online activities, and issues surrounding “sexting” and cyberbullying awareness and response.

The Superintendent/designee shall be responsible for integrating age-appropriate Internet safety training and “digital citizenship” into the curriculum and for documentation of Internet safety training.

IMPLEMENTATION OF POLICY AND “ACCEPTABLE USE” RULES

The Superintendent/designee shall be responsible for implementation of this policy and the accompanying “acceptable use” rules. Superintendent/designee may implement additional administrative procedures or school rules consistent with Board policy to govern Internet access and the day-to-day management, security, and operations of the school unit’s computer and network system and to prevent the unauthorized disclosure, use, and dissemination of personal information regarding minors.

Students and parents shall be informed of this policy and the accompanying rules through student handbooks, the school website, and/or other means selected by the Superintendent.

Legal Reference: 20 USC § 677 (Enhancing Education through Technology Act) 47 USC § 254(h)(5) (Children’s Internet Protection Act) 47 CFR § 54.52 (Children’s Internet Protection Act Certifications) Federal Communications Commission Order and Report 11-125, (August 10, 2011)

Cross Reference: EGAD/EGAD-R - Copyright Compliance GCSA/GCSA-R - Employee Computer and Internet Use IJNDB-R - Student Computer and Internet Use Rules JFCK – Student Use of Personal Electronic Devices at School JICIA – Weapons, Violence and School Safety JICK – Bullying GBEB – Staff Conduct with Students

Adopted: March 16, 2009 Revised: November 26, 2012; March 25, 2024

Policy Section I

IJNDB-R Student Computer and Internet Use Rules

STUDENT COMPUTER AND INTERNET USE RULES

These rules accompany Board policy IJNDB (Student Computer and Internet Use and Internet Safety). Each student is responsible for their actions and activities involving school unit computers (including I-Pads, tablets, laptops and other devices issued to students), networks and Internet services, and for their computer files, passwords, accounts.

These rules provide general guidance concerning the use of the school unit’s computers and networks and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by students. Students, parents, and school staff who have questions about whether a particular activity is prohibited are encouraged to contact a building administrator or the Technology Director.

Acceptable Use

The school unit’s computers, network and Internet services are provided for educational purposes and research consistent with the school unit’s educational mission, curriculum, and instructional goals.

All Board policies, school rules, and expectations concerning student conduct and communications apply when students are using school resources, whether use is on or off school property.

Students are also expected to comply with all specific instructions from school administrators, school staff or volunteers when using the school unit’s computers and networks.

Consequences for Violation of Computer and Internet Use Policy and Rules

Compliance with the school unit’s policies and rules concerning computer use is mandatory. Students who violate these policies and rules may, after having been given the opportunity to respond to an alleged violation, have their privileges limited, suspended, or revoked. Such violations may also result in disciplinary action, referral to law enforcement, and or legal action.

The building principal shall have final authority to decide whether a student’s privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student’s prior disciplinary record, and any other relevant factors.

Prohibited Uses

Examples of unacceptable uses of school unit computers and networks that are expressly prohibited include, but are not limited to, the following:

Accessing or Posting Inappropriate Materials – Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing, and/or illegal materials or messages. engaging in “cyber bullying”; Illegal Activities – Using the school unit’s computers, networks, and Internet services for any illegal activity or in violation of any Board policy or school rules. The school unit assumes no responsibility for illegal activities of students while using school computers and networks; Violating Copyrights – Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner’s permission (see Board policy/procedure EGAD – Copyright Compliance). The school unit assumes no responsibility for copyright violations by students;

Copying Software – Copying or downloading software without the express authorization of the Technology Director. Unauthorized copying of software is illegal and may subject the copier to substantial civil and criminal penalties. The school unit assumes no responsibility for illegal software copying by students; Downloading “Apps” – Students may not download any “apps” without prior approval from an authorized school employee. Plagiarism – Representing as one’s own work any materials obtained on the Internet (such as term papers, articles, music, etc.). When Internet sources are used in student work, the author, publisher, and website must be identified. Non-School-Related Uses – Using the school unit’s computers, networks and Internet services for any personal use reasons not connected with the educational program or assignments. Misuse of Passwords/Unauthorized Access – Sharing passwords, using other users’ passwords, and accessing or other users’ accounts; Malicious Use/Vandalism – Any malicious use, disruption or harm to the school unit’s computers, network and Internet services, including but not limited to hacking activities and creation/uploading of computer viruses: and Unauthorized Access to Blogs/Chat Rooms/Social Networking Sites – Accessing blogs, chat rooms or social networking sites to which student access is prohibited.

No Expectation of Privacy

Regional School Unit 1 computers and networks remain under the control, custody, and supervision of the school unit at all times. Students have no expectation of privacy in their use of school computers and networks, including email, stored files, and Internet access logs. Students should have no expectations of privacy while accessing the school network from school or personal computers and devices.

Compensation for Losses, Costs, and/or Damages

The student and their parents are responsible for compensating the school unit for any losses, costs, or damages incurred by the school unit for violations of Board policies and rules while the student is using school unit computers and networks, including the cost of investigating such violations. The school unit assumes no responsibility for any unauthorized charges or costs incurred by a student while using school unit computers and networks.

Student Security

A student is not allowed to reveal their full name, address or telephone number, social security number, or other personal information on the Internet without prior permission from a staff member. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their teacher if they access information or messages that are dangerous, inappropriate, or make them uncomfortable in any way.

System Security

The security of the school unit’s computers, networks and Internet services is a high priority. Any student who identifies a security problem must notify their teacher immediately. The student shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security, or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having their computer privileges limited, suspended, or revoked.

Additional Rules for Devices Issued to Students

Devices are loaned to students as an educational tool and are only authorized for use in completing school assignments

Before a device is issued to a student, the student must sign the school’s “acceptable use” agreement.

Students and their parents are responsible for the proper care of devices at all times, whether on or off school property, including costs associated with repairing or replacing the device.

Loss or theft of a device must be reported immediately to the building principal, and if stolen, to the local law enforcement authority as well.

The Board’s policy and rules concerning computer and Internet use apply to use of devices at any time or place, on or off school property. Students are responsible for obeying any additional rules concerning care of devices issued by school staff.

Violation of policies or rules governing the use of computers, or any careless use of a device may result in a student’s device being confiscated and/or a student only being allowed to use the device under the direct supervision of school staff. The student will also be subject to disciplinary action for any violations of Board policies or school rules.

Parents are responsible for supervising their child’s use of the device and Internet access when in use at home.

The device may only be used by the student to whom it is assigned.

Devices must be returned in acceptable working order at the end of the school year or whenever requested by school staff.

Cross Reference: EGAD – Copyright Compliance IJNDB – Student Computer and Internet Use GCSA – Employee Computer and Internet Use

Adopted: March 16, 2009

Revised: October 22, 2012; March 25, 2024

Policy Section I

IJNDC School System Website - Webpages

SCHOOL SYSTEM WEBSITE/WEB PAGES

Regional School Unit 1 maintains an official website to provide general information about our school system, as well as information about educational programs, extracurricular activities, school events, and student and staff achievements. This website is intended to support the educational mission of the schools, to enhance the curriculum and learning opportunities for students and staff, and to provide valuable information to the larger community about our schools. The website does not create, nor is it intended to create, a public or limited public forum.

The Board recognizes that the schools must establish reasonable controls to protect the privacy of students and staff, to ensure that the website is in compliance with applicable laws, and to ensure that it meets the highest educational and quality standards. The Superintendent shall be responsible for overseeing the implementation of this policy and the accompanying guidelines, and for advising the Board of the need for any future amendments or revisions to the policy or guidelines. The Superintendent may develop additional administrative procedures and/or rules governing the day-to-day management and operations of Regional School Unit 1’s website, consistent with the Board’s policy and guidelines. The Superintendent may delegate specific responsibilities to the Technology Coordinator as he/she deems appropriate.

Legal Reference: 20 USC § 1232g; 34 CFR Part 99 20-A MRSA § 6001 17 USC § 101 et seq. PL 106-554

Cross Reference: GCSA - Employee and Volunteer Use of Computers, Electronic Devices, School Network and the Internet IJNDB - Student Computer and Internet Use IJNDC-R - School System Website/Web Pages Administrative Procedure JRA - Student Education Records

Adopted: March 16, 2009 Reviewed: March 29, 2022; February 14, 2024

Policy Section I

IJNDC-E AGREEMENT TO PUBLISH STUDENT INFORMATION ON SCHOOL DISTRICT WEBSITES

AGREEMENT TO PUBLISH STUDENT INFORMATION ON
SCHOOL DISTRICT WEBSITES

Regional School Unit 1 maintains official websites to provide general information about the school district as well as information about educational programs, extracurricular activities, school events and student and staff achievements.

Maine law requires public schools to obtain written approval from parents/guardians prior to publishing personal information about students on the Internet.

This form will authorize Regional School Unit 1 to publish the following:

A. Full names of students in connection with class rosters, honor rolls, awards received, and team/extracurricular activity participant lists;

B. Group and/or individual photographs of students; and

C. Individual student or class work may be published on the school system’s websites from time to time in accordance with established guidelines. Such work may include creative writing, research projects, artwork, music, performances, and audiovisual presentations. All student work will include a copyright notice prohibiting the copying of such work without express written permission. Copies of the Board’s Website Policy and Guidelines are available at the Superintendent’s office, every school office, or on the school system’s website at www.rsu1.org.

When providing student names, the following guidelines are to be followed: For students in grades Pre-K through grade 5, names will not be included with photos of students. For students in grades 6 -8, names will only be included with photos in group settings. Student names with photos may be provided in grades 9-12.

D. Students and Guardians will be asked to confirm that they have reviewed this policy and agree to it by completing the relevant Acknowledgement Section in Infinite Campus, which is shared with families annually.

Adopted: March 25, 2024

Policy Section I

IJOA Trips

FIELD TRIPS AND OTHER STUDENT TRAVEL

The Regional School Unit 1 Board of Directors recognizes the educational value of school-sponsored trips as a means of extending the curriculum and as a vehicle for encouraging and supporting student participation in academic, artistic and athletic activities, performances and competitions. In addition, some school-sponsored trips may provide social experiences and contribute to the development of a positive school culture. This policy provides guidance for the various kinds of trips that may be sponsored by Regional School Unit 1. Field Trips

“Field trip” means a trip that takes place during the school day and is organized and conducted by one or more Regional School Unit 1 employees as a means of accomplishing particular curriculum objectives.  All students within the class or grade, or curriculum related subgroup within a class, will be expected to participate.

Field trips must be approved in advance by the building principal and the Superintendent.  

Teachers and principals will be expected to consider the following factors in planning and approval of field trips:

A.	Objectives of the proposed trip and the anticipated learning outcomes;
B.	Specific learning activities to be experienced during the trip;
C.	Suitability of the activity and distance traveled to the age of students;
D.	Mode and availability of transportation, with school bus transportation arranged so as not to disrupt school bus schedules; 
E.	Arrangements for meals (if applicable);
F.	Availability of funding for all necessary expenses through the school budget or other appropriate sources.

In addition the Board requires that:

A.	Parents/guardians give written permission for field trip participation;
B.	Adequate supervision be provided to maintain discipline and safety and to respond to emergencies; and
C.	Students participating in field trips conduct themselves in a manner consistent with Board policies and school rules.
D.	Any overnight curriculum-related trip must be approved by the Board.

Competition Trips

“Competition trip” means any trip related to an academic, artistic, athletic, or other student competition or performance that involves individual students or teams. Any competition trip that is outside of those scheduled for the year must be approved in advance by the Superintendent. Approval may be contingent upon availability of funding through the school budget or other sources.

Participation in such trips is entirely voluntary. There shall be no extra credit awarded for participation and no loss of credit for not taking a trip.

Participation may be limited to students taking courses related to the purpose of the trip or to students who are affiliated with the student club or organization planning the trip.

The Superintendent and Board must approve, in advance, any trips involving out-of state travel and all overnight and foreign trips. Approval may be contingent upon availability of funding from the school budget and other sources, including student fundraising.

Staff or administrators seeking approval for school-sponsored trips must furnish the following information:

A.	Objectives of the trip and anticipated outcomes;
B.	Specific experiences to be provided; 
C.	Number and grade(s) of students;	
D.	Cost per student, including funds requested from Regional School Unit and from individual students; 
E.	Fundraising plans (if applicable);
F.	Transportation arrangements;
G.	Itinerary;
H.	Arrangements for meals and lodging;
I.	Arrangements for adequate adult supervision/chaperons;
J.	Plans for safety and emergencies;
K.	Plans for communicating information to parents and obtaining parental permission

Adequate supervision must be provided to maintain discipline and safety and to respond to emergencies.

Students participating in field trips and other school-sponsored trips must conduct themselves in a manner consistent with Board policies and school rules. Students who violate Board policy or school rules will be subject to disciplinary consequences.

Non-School-Sponsored Travel

Travel organized by Regional School Unit 1 employees, parents or others that is not an extension of the instructional program or school-sponsored activities and has not been approved as a school-sponsored trip in compliance with this policy will be considered a non-school-sponsored trip.

All responsibility for non-school-sponsored trips lies with the individual(s) or group(s) organizing them. The Board accepts no responsibility for non-school-sponsored trips, and organizers should be aware that such trips or excursions are not covered by the school unit’s liability insurance.

To minimize the impact of these trips on the instructional program and operation of the schools, the Board strongly encourages organizers/sponsors to schedule non-school-sponsored trips during weekends and/or vacation periods. Staff members planning or participating in non-school-sponsored travel must notify the building principal of such plans. Student absences due to participation in non-school sponsored travel will be considered unexcused absences.

Instructional time may not be used to promote the trip or distribute materials. Individuals or groups who wish to use the schools for the purpose of publicizing trips or recruiting participants and parents/chaperones may do so in accordance with the Board’s facilities use policy. Individuals or groups wishing to distribute promotional materials may do so only in accordance with Board policy. Non-school-sponsored trips must not be represented as school functions or as related to, or an extension of, the District’s school unit’s instructional, co-curricular or extracurricular programs.

It is the responsibility of any staff engaging in such trips or activities to notify the parents of prospective and participating students that this is not a school activity, but an independent voluntary trip organized or lead by that teacher or staff member. To minimize any risk of misunderstanding, the following statement must be made in any informational meetings or materials promoting the trip:

“This trip is not approved or sponsored by Regional School Unit 1. It has not been reviewed, approved or endorsed by authorized Regional School Unit administrators and it is not covered by any of Regional School Unit’s insurance policies.”

Adopted: March 25, 2013 Revised: February 24, 2025

Policy Section I

IJOAA Overnight Class Trips

File: IJOAA

OVERNIGHT CLASS TRIPS

Any overnight or out-of-state trip sponsored by RSU 1 shall require prior board approval.

In the event that a previously unscheduled school activity requiring an overnight or out-of-state trip arises between school board meetings, the superintendent and the board chair, acting jointly, are authorized to approve the trip.

A report shall be made of the activity at the next board meeting.

Adopted: April 1, 1980

Revised: March 1990; June 8, 1992

Policy Section I

IJOC School Volunteers

The RSU 1 Board of Directors welcomes and encourages the use of school volunteers in our schools. School volunteer programs must provide adequate screening and reasonable supervision of volunteers based upon the amount of student contact and adequate training of volunteers.

Before a person can volunteer, he or she will be screened through a background check. The objective of screening is to ensure, so far as is reasonably possible, that students are safe in school environments. Volunteers are bound by the standards of conduct applicable to school employees. The principal/designee may terminate the services of a volunteer if he/she deems it to be appropriate. RSU 1 reserves the right to decline the services of a volunteer at any time, for any reason. Volunteers whose history demonstrates a risk to the safety or well-being of students and staff will be denied participation. Among the factors taken into consideration is the nature of the offense, the age of the person at the time of the offense, and the amount of time between the date of the offense and the date of the application. The Superintendent or his/her designee shall be satisfied that volunteers be of sufficient moral character so as not to represent a danger to students and staff.

Guidelines for disqualification:

Registered sex offenders;
Currently on probation;
Conviction of or Plea of No Contest to any felony;
Conviction of or Plea of No Contest to any misdemeanor that indicates the volunteer may pose a threat to the integrity or safety of the school environment;
More than one OUI;
A pattern of criminal charges, even if the charges were dismissed, which causes concerns that the volunteer may pose a threat to the integrity or safety of the school environment.

Adopted: February 27, 2012

Policy Section I

IK Academic Achievement - Evaluation of Student Achievement_Proficiency

The evaluation of the academic achievement of students in RSU 1 is based on the premise that students have diverse capabilities, interests and individual patterns of growth and learning. It is essential that the professional staff have adequate information to assess a student's educational needs, growth patterns, and other factors necessary to design instructional plans for the student. Sharing of information among parents/guardians, teachers and students is an integral part of the evaluative process, as is self-assessment and goal setting by students.

The focus of the evaluation system is to report on each student's progress in demonstrating the learning standards required for graduation. The system's primary function should be to enhance communication and encourage students to achieve, rather than to serve as a punitive measure. Through RSU 1's methods of student evaluation and parent/guardian/student/teacher communications, RSU 1 will strive to meet the following objectives.

A. Progress will be reported separately for a student's demonstration of content knowledge and work habits/behavior for elementary students.

B. Students will be encouraged to self-assess the quality of their work and their growth towards goals regularly throughout their school years. Teachers are encouraged to model student-led conferences in support of student self-assessment.

C. Students/parents/guardians are to be informed regularly, at least four times a year, as to the progress their children are making in school. Each level has the option to report progress to parents more frequently. Infinite Campus is a recognized tool for effectively communicating student achievement for middle and high school students.

D. Parents/guardians will be alerted and conferred with when the student's performance or attitude becomes unsatisfactory or shows marked or sudden change. The student's classroom teacher, guidance counselor, or building administrator will be responsible for notifying parents if their child shows marked decline in school performance.

E. RSU 1 staff will strive for consistency in grading and reporting.

F. When grades are given, the school staff will take particular care to explain the meaning of the marks and symbols to students and parents/guardians.

Assessments over the course of each school year shall include formats that allow students to demonstrate in different ways what they know and are able to do. Students should have multiple and varied opportunities to practice, apply, and demonstrate their knowledge and skills.

Legal Reference: Title 20-A, MRSA, Section 4502

Adopted: May 23, 2011

Revised: April 27, 2015

Policy Section I

IKA Grading System

File: IKA

[GRADING SYSTEM]

The grading system of Regional School Unit 1 is designed to grade student progress in the most objective, meaningful manner possible.

The grading of each student shall be based on his/her school performance as measured by tests and by teacher observation of daily work in class and any outside projects and assignments.

Students at the various instructional levels shall be graded according to the following scales:

[GRADES K-8]:

All subject areas, which include literacy, mathematics, science, social studies, visual arts, music, and physical education, will be scored on a four level scale. The scale represents performance levels of Exceeding, Attaining, Developing, and Beginning, and Refusing.

Additionally, student study habits, social development and learning efforts will be ranked on the same scale for a Habits of Work grade.

[HIGH SCHOOL]:

Letter grades with the following numerical values will be used:

A+ 97 -- 100

A 93 -- 96

A- 90 -- 92

B+ 87 -- 89

B 83 -- 86

B- 80 -- 82

C+ 77 -- 79

C 73 -- 76

C- 70 -- 72

D+ 67 -- 69

D 63 -- 66

D- 60 -- 62

F 0 -- 59

Legal Reference: Me. Dept. of Ed Rule Chap. 125.23, 1, 5, 1

Cross Reference: IK -- Student Achievement -- Evaluation of Student Achievement/Proficiency

Adopted: June 17, 2019

Policy Section I

IKAB Student Progress Reports to Parents

File: IKAB

STUDENT PROGRESS REPORTS TO PARENTS

All report card revisions will be approved by the board prior to distribution. Report cards will be issued as follows: A. K-5, quarterly, to include a written report each quarter and a parent conference during the first and third quarters; B. 6-8, quarterly and at parent conferences at the end of the first and third quarters; and C. 9-12, quarterly.

Parents can make a request to meet with any teacher or teachers at the end of any quarter to review the report card.

Cross Reference: IK -- Student Achievement -- Evaluation of Achievement/Proficiency

Adopted: April 1, 1980

Revised: June 8, 1992, October 12, 1994

Policy Section I

IKB Homework

The board believes that the purpose of homework is to support classroom learning through pre-learning, checking for understanding, practice, and processing. Homework is to be used as an on-going assessment of learning. Homework is the practice needed to perfect a skill and to judge the student's depth of understanding and ability to apply learning. Homework also provides feedback to the teacher on how well the student understands and has mastered the content.

Homework helps young people develop good study habits, promote positive attitudes towards school and towards themselves, and communicate to students that learning takes place outside as well as inside the school building. Given these parameters, listed below are guidelines to be followed when designing homework assignments:

[Guidelines:]

A. Homework should have a clear academic purpose and this purpose should be clearly communicated to the students prior to the end of each class. B. Homework should have a positive effect on a student's sense of competence and accomplishment. Homework that requires assistance is not effective homework. C. Homework should be made relevant to students so they can take ownership of it. To promote ownership, homework tasks should allow for choice, offer students opportunities to personalize their work, allow students to share information about themselves, tap into feelings or opinions, and allow students to create products and presentations. D. Homework should be differentiated to ensure that all students can be successful. Homework can be differentiated in numerous ways, including: 1) by difficulty or the amount of work, 2) by the amount of structure or scaffolding provided (i.e. giving a student a skeleton of a graphic organizer as opposed to creating one on their own), and 3) learning style or interest (students choose which method they will use to demonstrate their knowledge) E. Homework should be assigned for academic purposes only, NEVER for punishment. F. Availability of resources in the schools, homes or community of the students should be considered when making homework assignments. G. Homework should be checked in a timely manner. Feedback on homework can be provided through comments and acknowledgement, but grades are not necessary for learning to take place. Homework completion can be part of overall Habits of Work grade. H. Assigning homework during holidays or school vacations should be avoided, except for encouraging students to work on long-term projects. The recommended amount of time for total daily homework completion should be age appropriate. When factoring the amount of homework, other demands placed on students' time should be considered, i.e. extra-curricular activities, outside employment, number of classes, level of class rigor. I. Strategies for homework completion are as follows:

1. Provide timely feedback.

2. Make sure every student has a copy (or copies down) the homework assignment.

3. Limiting homework in elementary grades to one assignment or one subject per night can aid in the completion of that assignment.

4. Give homework assignments prior to the end of the class and when possible given students time to begin the homework within class.

5. Set a maximum amount of time that the student should work on an assignment.

6. Provide peer tutors for some students or assign students homework buddies to work with or call for help.

7. Provide students with homework packets or lists of weekly or monthly assignments.

8. Give all the assignments for the next week on Friday, due the next Friday.

9. Establish intermittent due dates for parts of a long-term project.

10. Provide a course syllabus at the beginning of the year with all homework listed.

11. Allow time to check for understanding before giving practice assignments.

12. Make sure all students have the necessary materials at home to complete specific assignments.

13. Post homework expectations on each teacher's web site.

Adopted: August 14, 1989

Revised: June 8, 1992

Second Revision: September 1, 2009

Adopted: November 16, 2009

Policy Section I

IKD Honor Roll

The Board of Directors is committed to recognizing outstanding academic achievement of the students in the school system.

The following criteria will be followed in recognizing Honor Roll students in grades 6-12: High Honors All A's Honors A's and B's Honorable Mention A's, B's and 1 C in a single credit subject with an off-setting A in a single credit subject.

A student must be enrolled in six subjects or the credit equivalent as determined by the principal to be eligible for the Honor Roll.

At the middle school level, all course grades will be considered in determining honor roll recognition.

Adopted: August 10, 1992

Revised: October 12, 1994; February 24, 2016

Policy Section I

IKE - Promotion, Retention and Acceleration of Students

It is the Board's intent to provide sequential instructional programming that provides equitable opportunity for students to acquire the knowledge and skills that will enable them to meet the content standards of the system of Learning Results at each grade level. The Board recognizes that at every grade level, there are differences among students in their intellectual, physical, social, and emotional development, and that individual students may be more proficient in some content areas of the Learning Results than in others. Students may also differ in their progress toward achieving the cross-curricular skills identified in the Guiding Principles of the Learning Results.

While most students will advance from one grade to another at the end of the academic year, some students may benefit from retention or acceleration. Assignment of a student to a grade level should be consistent with the best educational interest of that student.

A. Criteria

The following criteria will be used in making decisions concerning promotion, retention and acceleration. Although all listed criteria may be considered in the decision-making process, because of the relationship between a student's achievement of the content standards of the system of Learning Results and his/her future success in school, more consideration shall be given to the criterion articulated in paragraph "A" than to any other factors.

Achievement of the content standards of the Learning Results as demonstrated through classroom assessments, common assessments, standardized tests, portfolios, performances, exhibitions, projects and other elements of the school unit's local assessment system;
Achievement of cross-curricular skills associated with the Guiding Principles of the Learning Results.
Participation and success in remedial programs, tutoring, summer school, and/or other opportunities for success;
Potential benefit from repetition of a grade or learning experiences;
Potential for success if accelerated;
Attendance;
Social and emotional maturity;
Health;
Age in relation to grade placement;
Program options;
Student attitude; and
Parental concerns.

B. Retention

Parents/guardians shall be notified as early as possible in the event that retention is being considered. Parents/guardians will be informed of the remediation options available to students such as tutoring, online/Internet-based resources, after-school programs, and summer school. Whenever possible, decisions concerning retention should be made through a conference involving parents/guardians, the student's teacher, the building principal, and, as appropriate, the guidance counselor, other professional staff, and/or consultants. Advancement to the next grade may be made conditional on successful remediation or demonstrated proficiency within a specified period of time.

The principal shall be responsible for making the final decision regarding retention. A parent/guardian who is dissatisfied with the principal's decision may appeal to the Superintendent. The Superintendent's decision shall be final.

C. Acceleration

Decisions regarding acceleration shall be made by the principal in consultation with the student's teacher(s), the Gifted and Talented Education Coordinator, and other professional staff or consultants, as appropriate. A parent/guardian who is dissatisfied with the principal's decision may appeal to the Superintendent. The Superintendent's decision shall be final.

D. Transfer Students

For students who transfer into the school system from another state or educational program not required to meet the content standards of the system of Learning Results, the principal will determine the value of the student's prior educational experience for the purpose of grade placement or the fulfillment of credits.

Legal Reference: Ch. 127 (Me. Dept. of Ed. Rule)

Cross Reference: IK -- Student Achievement

IKA -- Grading/Academic Assessment

IKAB -- Report Cards/Progress Reports

IKF -- Graduation Requirements

ILA -- Student Assessment/Local Assessment System

JHB - Truancy

Adopted: November 25, 2019

Policy Section I

IKE Retention of Students

File: IKE

RETENTION OF STUDENTS

RSU 1 acknowledges the large body of research that discourages school retention except in very unusual, well documented circumstances. When considering retention, it should be abundantly clear that such action will significantly position the child for academic or social growth.

[Grades 6 - 7 - 8 Bath/WW Middle Schools ]

Any student with two or more failures as a yearly average or who fails reading, writing, or mathematics for the year shall be considered as a candidate for retention.

Each student's performance shall be reviewed by the concerned teachers, guidance counselor, and principal following parent notification. Items of concern will be attendance, ability, previous retention, effort, programs for the future and other pertinent factors.

The final decision shall be made by the principal in consultation with the parent(s).

[Guidelines for Retention]

A. Students who are considered for retention and their parents shall be notified by April 1.

B. Each student retained will be reviewed by the team staff by October 1 of the following year to review placement and recommendations for continued support for that student.

Grades K - 5, Elementary School

Elementary school retention is based on a variety of factors which may include academic, social and maturational development. Following a systematic review, according to the approved regulations and procedures including parent notification, retention should be considered where it is felt that it will benefit the child in his/her elementary experience.

The final decision shall be made by the principal in consultation with the parent(s).

Guidelines for Retention

A. Initial referrals shall be submitted by February 15.

B. Decision for retention shall be made by June 1.

C. See Regulations and Referral Form for elementary school retention (IKE-R, IKE-E).

Cross Reference: IK -- Student Achievement -- Evaluation of Student Achievement/Proficiency

Adopted: August 16, 2010

Policy Section I

IKE-E Initial Referral Form

File: IKE-E

INITIAL REFERRAL FORM

Date: ______________________________

Name: _____________________________ Previous Retentions (grade): _________________

Date of Birth: ________________________ Previous Referrals (i.e., speech, medical, PET)

________________________________________

Grade: _____________________________

Teacher's Name: ______________________________________________________________

School: ______________________________________________________________________

Attendance Record: ____________________________________________________________

Referrals to be submitted by February 15

Decision for retention made by June 1

Name of Bath School Attended: __________________________________________________

Reason for concern: ________________________________________________________________________________________________________________________________________________________

Physical Development: ________________________________________________________________________________________________________________________________________________________

Academic Development: Reading ________________________________________________

Math ___________________________________________________

Speech and verbal expression _______________________________

Particular strengths: ________________________________________________________________________________________________________________________________________________________

Particular weaknesses: ________________________________________________________________________________________________________________________________________________________

Parent communications (dates and topics discussed): ________________________________________________________________________________________________________________________________________________________

Teacher's Signature: ___________________________________________________________

Principal's Signature: ___________________________________________________________

Recommendations: ________________________________________________________________________________________________________________________________________________________

Policy Section I

IKE-R Retention of Students - Proceedings

File: IKE-R

RETENTION OF STUDENTS -- PROCEEDINGS

[Guidelines for Elementary Retention]

When a teacher considers the retention of a student, the following procedures shall be observed.

A. The teacher brings his/her concerns to the principal about the possible need for retention with a full written report including the rationale for this recommendation. The teacher is expected to engage in an on-going dialogue with the principal as early as possible in order to garner needed support services during the school year.

B. Following the review of the retention referral form by the principal, if there is still a concern for possible retention, the parents shall be informed that the student is being referred to a review panel of appropriate staff.

C. The final decision for retention or promotion will be made by the building principal.

D. If a decision is made to retain a student, recommendations for the next school year program and the follow up procedures to review the program shall be stated and filed in the student's record.

E. If the student is not retained, a written plan to support the child going forward will be filed and monitored on a regular basis by the building principal.

Adopted: August 16, 2010

Policy Section I

IKF Graduation Requirements

GRADUATION REQUIREMENTS As a minimum for graduation from Morse High School, the prospective graduate must have completed successfully a total of 23 credits at the secondary level (grades 9 through 12). Required credits include the following:

• English – 4 credits,

• Mathematics– 3 credits,

• Science – 3 credits, including at least one year of laboratory study,

• Fine Arts – 1 credit, which may include art, music, or drama,

• Health – ½ credit,

• Physical Education – 1 credit, and

• Elective Courses – 7 ½ credits

Elective credits may be selected by the student based upon the student’s interests, abilities, and the requirements of the field that the student plans to enter upon graduation.

While most students will satisfy graduation requirements over the course of a four-year academic program, students may also satisfy Morse High School’s graduation requirements during a period of time that is either accelerated or lengthened, based on the student’s distinct learning needs.

A student who has not met the above-listed requirements may meet those requirements through a post-graduate course, an approved Adult Education course(s), an approved summer school program, an approved correspondence course, approved tutoring, and/or enrichment opportunities approved by the principal in advance of registration. If a student is seeking Morse High School credit, prior approval is required.

The required credits for students participating in the CTE program are slightly adjusted to allow for access to appropriate programming and accrual of credits.

All students who complete two years of CTE programming will have the below core requirements rather than those listed above.

• English – 4 credits,

o Up to two of the above four English credits may be earned by successfully completing CTE English if students are unable to fit a required MHS English class into a schedule.

• Mathematics – 3 credits,

o One of the above math credits may be earned by successfully completing two consecutive years in Carpentry, Automotive, Electricity or Engineering which is equivalent to one Vocational Integrated Math class,

• Science – 3 credits, including at least on year of laboratory study,

o Once a student has completed a lab science requirement, the third science credit may be earned by successfully completing two consecutive years in Automotive, Culinary, Cosmetology, Engineering, Health Science, Electricity, or Welding which is equivalent to one Vocational Integrated Science class. Successful completion of two consecutive years in Criminal Justice is equivalent to .5 Vocational Integrated Science credit.

• Fine Arts – 1 credit, which may include art, music, or drama,

o This credit may be earned by successfully completing two consecutive years of Early Childhood, Graphic Design, Engineering, or Culinary Arts (if culinary arts is used for art credit, the possible science credit earned would be 0.5).

• Health – ½ credit

• Physical Education – 1 credit, and

• Elective Courses – 7 ½ credits

o If a student has earned all required math, science, and fine arts credits, each successfully completed year of any CTE course will earn the student 4 elective credits.

When earning CTE science, math, fine art, or English credits, a student will also earn up to three elective credits, thus accumulating a total of four credits per half-day in CTE coursework. Students who elect to earn a Vocational Integrated Math or Science credit for two consecutive years in a single CTE program must choose either a math or science credit. They cannot earn both types of credit from two years in one program. If a student elects to use two consecutive years of culinary arts to earn 0.5 Fine Arts Credit, then the maximum amount of vocational integrated science credit they can earn is 0.5.

Also students who are unable to meet those requirements may be eligible to earn a Morse High School Pathways Diploma for an alternative route to graduation. The student must demonstrate a desire to finishing high school. Additionally, two or more of the following criteria statements may apply:

• Repeated a grade at some point during grades 1-8

• Has previously unenrolled from school or has a pattern of being absent

• Has not yet been able to find success in mainstream courses, that would likely prevent the student from graduating with their cohort

• Has experienced a documented adversity which has created barriers to graduation such as:

o McKinney Vento Status

o A medical or mental health condition and/or diagnosis

o Placement in foster care

o Treatment for substance abuse

o Attended more than three high schools

o Or another extreme hardship

Students who are enrolled in the Morse High School alternative education program and meet the requirements for a Pathways Diploma must apply for this exception and include an individualized graduation plan with the application, with the support of their school counselor. Applicants will be reviewed by a panel made up of school counselors, administrators, teachers, and parents. Approved applicants will be assigned a mentor to develop and carry out a support plan and monitor progress toward graduation. The Morse Pathways Diploma cannot be used to graduate early from high school. The pathways diploma application process must be completed prior to the student’s final semester at Morse.

In order to earn a MHS Pathways Diploma, a student must earn at least 17 credits and meet the following minimum graduation requirements:

• English – 4 credits,

• Mathematics– 2 credits,

• Science – 2 credits, including at least one year of laboratory study,

• Fine Arts – 1 credit, which may include art, music, or drama,

• Health – ½ credit,

• Physical Education – attempted 1 credit, and

• Elective Courses – 5 ½ credits (if a student earned their PE credit, only 4 ½ elective credits are needed)

Students seeking outside credits must complete the following steps:

• The student must be accepted into the outside program.

• The student must meet with his/her/their School Counselor, who will consult with the Department Head, to write a proposal to be approved by the building principal.

• After completing coursework, the student must submit proof of completion to his/her/their School Counselor. The student may participate in the next regular graduation ceremony following the successful completion of the requirements. Students who have accepted an early admission at the collegiate level may graduate with their class if they so inform the high school principal at the time of their acceptance into the early admissions program.

Morse High School offers all students multiple learning options that allow students to demonstrate proficiency on expected learning standards, earn academic credit, and satisfy graduation requirements. Morse High School also encourages its students to explore a broad range of learning experiences, including outside-of-school options.

Learning options may include, but are not limited to, the following:

• Academic courses offered by the school

• Dual enrollment or early college courses

• Career and technical education programming

• Online or blended learning options

• Alternative or at-risk programming

• Independent studies including apprenticeships, internships, fieldwork, long-term projects or exchange experiences

• Adult education

In order for a student to participate in graduation, the student must have successfully completed all of the above-listed requirements.

Students are eligible for the following endorsements on their diploma upon the completion of the required district, state, or national requirements for:

• RSU1’s STEAM Academy Seal

• MDOE’s Biliteracy Seal

• College Board’s Advanced Placement Capstone Diploma Seal

Adopted: June 17, 2019

Revised: November 28, 2022, March 27, 2023; January 22, 2024

Policy Section I

IKFA Graduation of Students with Disabilities

File: IKFA

GRADUATION OF STUDENTS WITH DISABILITIES

For students with disabilities between ages 15 and 20, a student's PET may make appropriate adaptations of the specific state and local graduation requirements to meet those unique skills and abilities that result from the student's disability.

The PET shall specify those adaptations in the student's Individualized Education Program along with the projected date of graduation.

The school system shall grant a regular high school diploma to students with disabilities who have completed the graduation requirements in their IEPs when the adaptations that were made to the student's academic program provide reasonable modifications of the specific statutory requirements to reflect limitations resulting from the child's disability.

Students who are unable to meet the statutory requirements and who have completed their years of school eligibility shall be granted a diploma indicating the completion of their special education program.

The school system shall accept the PET determination of a disabled student's graduation requirements as written in the student's IEP for students with disabilities between the ages of 15 and 20 inclusive. The school administrative unit shall inform in writing, and in accordance with Maine Special Education Regulations, both the parent and, when appropriate, the student, that completion of the student's IEP and consequent graduation constitutes a termination of eligibility for special education services as outlined in Maine Special Education Regulations.

Legal Reference: Title 20-A, MRSA, Sec. 4722

Me. Dept. of Education Regulations Chap. 101 -- 5.13; 9.5; 10

Adopted: June 8, 1992

Policy Section I

IKFB Graduation Exercises

GRADUATION EXERCISES

Because the Regional School Unit 1 Board of Directors believes that completion of the requirements for a diploma from the public schools is an achievement that improves the community as well as the individual, the Board wishes to recognize that achievement in publicly celebrated graduation exercises.

No student is to participate in the graduation ceremony that has not successfully completed the graduation requirements of Morse High School.

The graduation status of all students shall be reviewed by school counselors after completion of their third year. While students and their parents/guardians are responsible for tracking their progress and achievement, they will be supported in doing so by the student services and administrative teams following the process outlined below:

Summer Preceding Fourth Year At the end of the students third year of attending high school, letters will be sent to parents/guardians of those students who have failed needed courses for graduation or have completed 17 or fewer credits, explaining the consequences in regards to their child’s graduation status. Individual Responsible: Student Services Office

End of First Semester of Senior Year Letters are sent home to all seniors and parents of seniors who have failed a course(s) necessary for graduation, as well as inviting seniors and their parents to meet with school staff to develop a plan for earning a diploma. Individual Responsible: Student Services Office
At the End of the Third Quarter of Senior Year Teachers are responsible for notifying the Student Services Office and the administration at this point of students who are in danger of failing. If possible, parents of seniors failing a course needed for graduation will be notified by their school counselor and a meeting with school counselor, parents, students and appropriate teachers will be held, the purpose of which is to explore strategies to support the student’s success. Individual Responsible: Student Services Office, Building Principal, Teachers
The Friday before Graduation Parents of seniors who have failed to meet all graduation requirements and are unable to participate in the graduation ceremony will be notified. Individual Responsible: Building Principal and/or special education case manager

This notification is intended for students who are in jeopardy at the end of the first semester. It should be understood that, for courses during the second semester, students’ status often cannot be determined until the end of the final exam/final project period. These students will be informed as soon as possible after their graduation status has been determined. Final graduation status will be determined by the Friday before graduation.

Special Education students shall meet their IEP goals in order to participate in graduation ceremonies.

Senior students with insufficient credits for graduation shall be granted all privileges and opportunities afforded other seniors with the exception of participation in the graduation ceremony.

Adopted: March, 1982

Revised: December 11, 1989; June 8, 1992; February 10, 1997; April 23, 2012; March 25, 2025

Policy Section I

IKFC High School Credits for Pre-High School

FILE: IKFC

HIGH SCHOOL CREDITS FOR PRE-HIGH SCHOOL

Students of Regional School Unit 1 are to be offered a varied academic program, which attempts to meet their intellectual and developmental needs. Students should have the opportunity to pursue the most challenging and rigorous courses for which their interests and capabilities qualify them. In order to encourage such study, when appropriate, students below grade nine may take high school level courses in pre-high school for credit toward graduation. This is not intended to foster early graduation for students for whom it is not appropriate, nor is it to encourage pupils to take less meaningful coursework later in their high school careers.

Students who have not yet reached grade nine may be considered for enrollment in high-school level courses for credit provided the following criteria for the course are met:

A. The program is developed jointly by pre-high school and high school personnel;

B. The course content, resources, expectations, standards, and assessments used in the pre-high school meet requirements of the Maine Department of Education;

C. The course is taught by properly certified teacher;

D. Each student's academic ability, maturity, and level of responsibility will be evaluated in order to recommend and/or grant permission for the student to take the high-school level course(s);

E. Any permission is consistent with the philosophy and intent of this policy.

Students who take advantage of this credit will be encouraged to pursue equally challenging course work throughout their high school careers.

Legal References: Dept. of Ed. Reg. Chap. 127.11, A; 127.18

Cross-Reference: IKF - Graduation Requirements

IKFA - Early Graduation

Adopted: October 16, 1995

Policy Section I

ILA Student Assessment

The Board recognizes that Maine law requires each school administrative unit to use multiple assessment methods to measure student proficiency in the content areas of the Learning Results and the cross-curricular Guiding Principles. The Board also recognizes the value of assessment in informing and improving instruction.

Through this policy, the Board adopts and directs the Superintendent/ designee to implement and oversee an assessment system for the RSU 1 schools that will accomplish these objectives. The Superintendent shall be responsible for reviewing the assessment system for compliance with applicable statutes and Department of Education standards.

Legal Reference: 20-A MRSA §§ 6202-B, 6209

Cross Reference: IK -- Student Achievement -- Evaluation of Student Achievement/Proficiency

Adopted: April 27, 2015

Policy Section I

ILB Student Testing

RSU 1 will employ standardized testing as one of multiple methods for measuring student achievement and for gathering information to use in improving the instructional program for the District and individual students.

Large-scale assessments will include the NECAP (New England Common Assessment Program) and the MHSA (Maine High School Assessment, including the Maine SAT initiative) and /or such other tests as may be mandated by the State, and such assessments as may be required for the purpose of determining Adequate Yearly Progress (AYP) under the No Child Left Behind Act.

The schools may also administer other nationally normed standardized achievement tests (e.g., Northwest Educational Assessment (NWEA), aptitude/vocational aptitude tests, Advance Placement AP) tests, and such other tests that will benefit students or inform teaching and learning in the District. Schools will inform parents and students of the standardized tests they plan to administer during the school year and the approximate schedule. Parents will be notified in a timely manner the results of all standardized testing.

Although all assessments of student achievement may be considered in determining student progress toward achievement of the learning targets as defined by state law and for making decisions concerning assignment to grade levels. No single test may be the only measure of student achievement.

Parents and students will be notified in advance of any personality tests, personal inventories, or surveys that the schools plan to administer, and parents and eligible students (students 18 years of age or older) must be provided the opportunity to elect to not participate in such test, inventory or survey.

Legal Reference: Title 20-A Section 6201

Cross Reference: IK -- Student Achievement -- Evaluation of Student Achievement/Proficiency ILD -- Educational Research: Student Submission to Surveys, [Analyses or Evaluations]

Adopted: August 22, 2011

Policy Section I

ILD Educational Research

In this policy, "surveys, analyses, or evaluations" refer to methods of gathering data for research purposes.

No student shall be required as part of any program wholly or partially funded by the U.S. Department of Education to submit to any survey, analyses, or evaluation that reveals information concerning:

A. Political affiliations or beliefs of the student or the student's parent;

B. Mental or psychological problems of the student or the student's family;

C. Sex behavior or attitudes;

D. Illegal, anti-social, self-incriminating, or demeaning behavior;

E. Critical appraisals of other individuals with whom respondents have close family relationships;

F. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;

G. Religious practices, affiliations, or beliefs of the student or student's parents; or

H. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program without the prior written consent of the student's parent/guardian, or of the student, if he/she is 18 years or older).

Parents have the right to opt out as outlined in the last 2 paragraphs of this policy.

All instructional materials, including teachers' manuals, films, tapes or other supplementary material which will be used in connection with any such survey, analysis, or evaluation shall be available upon request for inspection by the student's parent/guardian. For the purpose of this survey, "instructional material" does not include academic tests or assessments.

A parent may inspect, upon request, a survey created by a third party before the survey is administered or distributed to a student.

The Superintendent/designee will be responsible for implementing any procedures necessary to protect the privacy of participating students and to provide parents with access to surveys within a reasonable time before administration or distribution.

The school unit will notify parents of this policy at least annually at the beginning of the school year and within a reasonable time of any substantive change in policy. Insofar as practicable,* RSU 1 will also directly notify parents annually at the beginning of the school year when surveys, analyses, or evaluations are scheduled or anticipated. Parents shall have the opportunity to opt their child out of participation in any survey, analysis, or evaluation. Students who are 18 years of age or older may opt out of such surveys, analyses, or evaluations.

"Insofar as practicable" acknowledges that there may be circumstances in which a research request is made or is approved only after the school year has begun. When this occurs, the school unit should notify parents far enough in advance for them to access surveys and related instructional materials and to opt their children out, if desired.

Legal reference: 20 U.S.C. §1232(h)

Cross reference: JRA -- Student Educational Records and Information

Adopted: April 27, 2011

Policy Section I

IMBA Outside Credit Policy

No more than six (6) credits earned outside the regular Morse High School program may be applied to graduation requirements. This six-credit rule does not apply to transfer or home-schooled students. The principal reserves the right to authorize exceptions on a case-by-case basis. All outside programs for credit must be scheduled through guidance and have prior principal approval. Please note that RSU 1 Adult Education classes are considered to be outside the regular Morse program.

Alternative credit may be earned in the following ways:

Adult Education
Accredited online courses
Post-secondary institutions
Enrichment opportunities such as Upward Bound and Outward Bound, or through an approved internship program
Approved tutoring
Independent Study

No more than two outside credits may be earned in one subject area.

If a student fails a class in the regular Morse High School program, he/she should first attempt to make up the failed course during summer school at Morse High School. Summer school courses are considered to be part of the regular Morse High School program and not an alternate credit through an outside program.

Adult Education:

The following persons may attend adult education: a. a person who is not yet 17 years of age who has withdrawn from school; b. a person who is 17 years of age or older and who is not attending a public school; c. a secondary school student enrolled in a public day school program, if that student's attendance at an adult education course is designed to supplement the student's regular day school program. In order to receive a full high school credit equivalent students must complete ONE semester of adult education in that subject. Seniors who need required courses for graduation may seek prior permission from the principal to take those classes through adult education in conjunction with their day school courses. Students who are either juniors or seniors, and have permission from parent(s) and the high school principal may be able to make up a failed class through adult education if they have not retaken the class through summer school.

Post-Secondary Institutions:

Upon the following conditions, alternate credit may also be earned through a post-secondary institution such as Southern Maine Community College (SMCC), University College at Bath/Brunswick (UCBB), or any other accredited post-secondary institution. a. Students cannot enroll in a course which is also offered at Morse without prior approval of the principal. b. Students are responsible for the cost of the class. c. Students may be eligible for tuition reduction or waiver at some institutions. A Guidance counselor may provide information on early college awareness programs

Independent Study:

All Independent Study credits will be approved in advance by the school principal. Whenever possible, Independent Study credits should be completed under the supervision of a teacher with appropriate certification. In every case, an Independent Study supervisor should be designated by the principal, and the supervisor should understand and agree to assume the responsibilities involved in monitoring and evaluating student progress.

Any Independent Studies conducted outside of the school must be in collaboration with an approved Morse faculty member.

All learning takes both time and effort. No Independent Study program will be planned or completed in less than a school quarter, 45 student days of learning. Whenever possible, a full semester/year should be devoted to study. A student cannot earn more than two independent study credits within high school.

Independent Studies are graded as P (pass) or F (Fail) and count as elective credits ONLY. Independent Studies cannot be used to maintain athletic eligibility. Students cannot use employment hours solely as part of their independent study (they must go through the Co-Op program for that purpose.

Tutoring for Alternate Credits:

Participating in tutoring is one viable alternative to making up credits failed during the regular school year. To receive academic credit, tutoring must meet the following criteria:

All tutors must be certified or licensed and previously approved by the principal.
Tutoring for alternate credits must adhere to the following time allotment: 20 Hours -- one on one..................................................... 1/2 credit 40 Hours -- one on one....................................................... 1 credit 30 Hours -- more than 1 student...........................................1/2 credit 60 Hours -- more than 1 student.............................................1 credit

These hours must be spent in direct instructional time with the student. There will be 1½ to 2 hours of study by the student for each hour of direct instruction and a minimum of four weeks is required to complete any tutorial program. Seniors must complete all tutoring at least three weeks prior to graduation.

The curriculum content must be approved by the principal prior to starting the course.
A final written report by the tutor must be turned in to the principal before final credit is granted.
Responsibility for locating tutors rest with the student and the cost of the tutoring is to be determined by the tutor, except when approved by a 504 or IEP Committee.

Under certain conditions related to health and special education considerations, a 504 or IEP committee can approve tutoring for alternative credits.

Cross Reference: Morse High School Forms

Independent Study Program
Early College Form
Adult Education Form for Morse students

Adopted: May 29, 2012

Policy Section I

IMBB Exemption from Required Instruction

The curriculum of the school unit is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results/Common Core, as well as other statutory and regulatory requirements and content areas specified by the Board.

The Board acknowledges that from time to time individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum. Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum.

The Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian.

Requests for exemption from instruction must be made in writing to the building Principal and are subject to the approval of the Principal. The Principal shall notify the Superintendent as soon as practicable of any request for exemption from instruction and of his/her decision. If the Principal denies an exemption request, the parent(s)/legal guardian may appeal to the Superintendent.

In considering requests for exemption, factors that the Principal should consider may include:

A. The alignment of the curriculum with the system of Learning Results/Common Core;

B. Whether the course or content area is required by state law or Board policy;

C. The educational importance of the material or instruction from which exemption is requested;

D. Evidence regarding the sincerity of the belief on which the request is based;

E. Whether the school has a legal obligation to accommodate the exemption request;

F. The effect of exemption or accommodation on the validity of the local assessment system; and [ ]

G. Other factors that bear upon the particular request.

Exemption from required instruction does not excuse the student from meeting the requirements of the Learning Results/Common Core or from total credit hours or other requirements for graduation, or from performing alternative work.

When the Principal determines that the curriculum that has been aligned with the system of Learning Results/Common Core conflicts with sincerely held religious beliefs of a student or

his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal's decision may appeal to the Superintendent. If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Superintendent will determine how to address the situation, subject to the approval of the Commissioner.

When a student is exempted from any portion of the regular curriculum for religious reasons, or for sincere philosophical or moral beliefs, the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Principal's decision may appeal to the Superintendent, whose decision shall be final.

Legal Reference: 20-A MRSA § 6209

LD 1536, Chap. 51 Resolves

Ch. 127 § 3.07 (Me. Dept. of Ed. Rules)

Ch. 131 (Me. Dept. of Ed. Rules)

Cross Reference: ADF -- School District Commitment to Learning Results IJJ -- Instructional and Library Material Selection IMB -- Teaching About Controversial/Sensitive Issues

IMBAA -- Alternatives to Biological Dissection

Adopted: December 17, 2012

Policy Section I

IMDA Patriotic Exercises

File: IMDA

PATRIOTIC EXERCISES

Maine state law requires display of and instruction about the American flag in the classroom of our schools.

In order to foster appreciation and respect for the flag as a symbol of our nation, the Pledge of Allegiance will be recited each morning and at assemblies and other appropriate occasions in every school. It is the responsibility of the Superintendent, through the building administrator, to ensure that this policy is implemented. The building administrator may determine how the Pledge will be initiated, such as by individual teachers or by intercom.

Individual students may decline to participate in the Pledge of Allegiance. Students who do not participate must remain quiet and refrain from disruptive or distracting behavior while the Pledge is being recited.

Teachers may not be compelled to recite the Pledge of Allegiance, but they are not excused from the duties to initiate and supervise students recitation of the Pledge as assigned by the principal nor from the implementation of curriculum that promotes honor and respect for the flag and our country.

Legal Reference: Title 20-A, MRSA, 1005, 4805

Cross Reference: IMDB -- Flag Displays

Adopted: June 8, 1992

Revised: February 24, 2016

Policy Section I

IMDB Flag Displays

File: IMDB

FLAG DISPLAYS

In accordance with Maine state law, the United States and Maine flags are to be displayed from the public school buildings of this school system every school day and on appropriate occasions. Further, the American flag is to be displayed in every classroom in each public school in the system.

The superintendent is responsible to furnish each school and facility accordingly and to recommend to the board annually the amount of expenditure necessary to provide sufficient flags and flagstaffs. This board shall appropriate the necessary funds.

It shall be the duty of instructors to impress upon the youth by suitable references and observances the significance of the flag, to teach them the cost, the object and principles of our government, the inestimable sacrifices made by the founders of our nation, the important contribution made by all who have served in the armed services of our country since its inception, and to teach them to love, honor, and respect the flag of our country.

Legal Reference: Title 20-A, MRSA, 1055, 4805

Cross Reference: IMDA -- Patriotic Exercises

Adopted: June 8, 1992

Revised: February 24, 2016

Policy Section I

IMDC - Performing Arts Programs

Our nation's history is rich with embracing religious holidays as part of our cultural heritage. In a nation as diverse as America, we have the unusual opportunity to integrate appropriate levels of study and celebration of holiday celebrations that are rooted in our tradition. We acknowledge the strict provision for separation of church and school in regards to the school's responsibility to refrain from support of any particular doctrine and celebratory events will never be used to inculcate religious beliefs.

Therefore, it is the policy of Regional School Unit 1 (RSU 1) to support a balanced approach to all holiday celebrations, musical events, plays and other related school activities and classroom activities. The school principal, in concert with the school staff, will make appropriate decisions about holiday celebrations that best relate to the provisions of this policy. Parental concerns are to be addressed to the school principal and then to the school superintendent.

Legal References: Title 1 MRSA Section 111-A-118 Florey v. Sioux Falls School District 619 F.2d 1311, 1319, (8th Cir. 1980). Clever v. Cherry Hill Township Board of Education, 838 F. Supp. 929 (D.N.J. 1993).

Adopted: January 20, 2009

Policy Section I

IMG Animals in Schools

The Board recognizes that having animals in the classroom can offer valuable student learning experiences but is also concerned with the health and safety of students, staff and visitors and the humane treatment of animals when they are brought to school.

For the purpose of this policy "animals" includes mammals, reptiles, amphibians, birds, insects, and fish.

The presence of live animals in the classroom must be related to the objectives of the instructional program. Permission must be obtained from the building principal before any animal is brought into the school by a teacher, student or any other person.

The following guidelines shall apply to the presence of animals in the RSU 1's schools:

A. Staff who wish to have animals visit the classroom must submit a written request to the principal. The request should include the instructional purpose and activity, the type of animal, the length of time the animal is expected to be present, and a plan for the care of the animal. The principal, at his/her discretion, may approve or deny the request.

B. Students or parents who wish to bring animals to school for educational purposes must consult with the teacher who, in turn, will request permission from the building principal. All other persons who wish to bring animals to school must obtain written permission, in advance, from the building principal.

C. The Superintendent will be responsible for developing procedures to alert parents that animals may be visiting or residing in classrooms during the school year. Parents are expected to notify the school if their child has an allergy or other health condition that will be affected by the presence of animals in the classroom. The building principal and staff will respond appropriately when health considerations are brought to their attention. An animal will not be housed in a classroom if a student in that classroom has a documented allergy to the animal.

D. Animals may not be transported in school vehicles.

E. No domestic mammals/pets (including dogs, cats, ferrets, and primates) or livestock will be allowed in school unless current proof of rabies and/or other vaccination is provided. Smaller mammals such as mice, hamsters, gerbils, guinea pigs, and rabbits do not need to be vaccinated against rabies. Bats, as they may be carriers of rabies, are not allowed in the schools. Parrots, parakeets and other psittacine birds (birds that may carry psittacosis, a severe infectious human respiratory disease) shall not be brought to school unless they have been tested and certified as psittacosis-free. Red-eared turtles (also known as painted turtles) are carriers of salmonella and shall not be kept in the classroom without written documentation from the supplier that they are salmonella-free.

F. No wild, exotic, aggressive or poisonous animals will be allowed in school unless under the control of an individual trained in the care and management of the animal and properly licensed by state or federal agencies as appropriate (e.g., zookeepers, veterinarians, biologists, Maine Fish and Wildlife personnel). Students will not be permitted to handle such animals.

G. No animals will be allowed free range of the classroom or the school. All animals brought to school must be restrained by the owner/handler. The teacher is responsible for the proper supervision and control of students whenever there is an exhibit or activity involving animals in school.

H. Animals kept in classrooms must be housed in suitable cages or containers and fed and otherwise cared for appropriately. Only the teacher or students designated or supervised by the teacher may be allowed to handle these animals. Animal waste must be removed on an as-needed basis and in a sanitary manner. Only staff members or adult volunteers will be allowed to clean cages or containers or remove animal waste.

I. If a student is bitten/injured by an animal on school premises, the building principal, school nurse and parent/guardian must be notified as soon as possible. If a staff member or visitor is bitten/injured, the building principal must be notified. The building principal must notify appropriate public health authorities and the Maine Department of Health and Human Services Center for Disease Control of each incident. An accident/injury report must also be completed and forwarded to the Superintendent.

J. If a stray or wild animal appears on school grounds, students shall not be allowed in the area until the animal has left the premises or is removed by the local animal control officer, game warden or other appropriate official.

K. No animal may be used as part of a scientific experiment or for any other purpose in which the normal health of the animal is interfered with or which causes pain or distress. No person may practice vivisection or exhibit a vivisected animal in the schools. Dissection of dead animals shall be confined to the classroom and to the presence of students engaged in the study of dissection and shall not be for the purpose of exhibition.

L. The Board recognizes that service animals may be used to assist persons with disabilities. This policy does not apply to the presence of service animals that have been or are being specifically trained for the purpose of assisting a person with a disability.

Legal Reference: Americans with Disabilities Act (42 U.S.C. § 12101 et seq.) 7 MRSA § 3971 22 MRSA §§ 801-825

Cross Reference: JLCE - First Aid

Adopted: January 28, 2013

Policy Section I

IE Organization of Instructional Program

File: IE

ORGANIZATION OF INSTRUCTIONAL PROGRAM

Students will be primarily responsible to classroom teachers. The instructional and non-instructional services which are provided by special personnel in each school will be brought into the educational program in a manner determined by the Pupil Evaluation Team (PET) process.

All classroom teachers, all special instructional personnel, and all special non-instructional personnel in each school will be primarily responsible to the principal of that school. Special personnel who work in more than one school will be responsible to the principal of the school in which they are working at the particular time.

Building administrators will be responsible to the superintendent for instructional and non-instructional services and will have authority for all activities in a given school.

Other supervisory staff are responsible to the superintendent for special programs within the school system.

Adopted: June 8, 1992

Policy Section I

IGA-Curriculum and Adoption

For the purpose of this policy "curriculum" means RSU 1's written document that sets forth the learning expectations for all students for all content areas of Maine's system of Learning Results and the Guiding Principles of the Learning Results, as well as for other content areas as specified by the Board. The curriculum shall reflect continuous, sequential and specific instruction aligned with the content areas of the Learning Results. It is the intent that curriculum be aligned with clear articulated standards vertically aligned with well developed formative and summative assessments.

The Board recognizes that curriculum development, review and evaluation is an ongoing process and that programs and practices may need to be adjusted or revised to meet educational standards and to serve the best interests of students and the community.

Therefore:

A. The Board expects the administration and staff to be sensitive to changing conditions that may require modifications in curriculum.

B. The Board expects all programs to be subject to ongoing review and evaluation to ensure that they meet the instructional needs of students.

C. The Board expects the school system to undertake intensive curriculum revision as needed.

D. The Superintendent is expected to lead the ongoing curriculum development and review process, and in aligning curriculum with educational standards and with advances in knowledge, educational research and "best practices."

E. The Board expects that curriculum development and revision will be achieved with appropriate involvement of administrators, instructional and support staff, students, parents, community and the Board.

F. The Board shall review and adopt all curriculum guides, course descriptions and courses of study prior to their implementation.

G. All curricula will be standards based.

The Superintendent is expected to develop plans and timelines as necessary for the development, implementation and evaluation of the curriculum and to provide the Board with an annual report on the status of the curriculum.

The Superintendent is expected to make recommendations concerning professional development, instructional materials and resources needed for curriculum implementation, consistent with Board policy.

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

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

Cross Reference: IHA--Basic Instructional Program

IL--Evaluation of Instructional Programs

Adopted: June 14, 2010

Revised: December 15, 2014

Policy Section I

IA Instructional Goals and Objectives

The RSU 1 Board envisions graduates as individuals who apply the skills, knowledge, and character to be responsible and productive learners, citizens, and leaders in a global society.

Our graduates also seek a balance in their personal, professional, and intellectual lives. They are lifelong learners who can apply essential knowledge in an ever-changing world.

To achieve its vision of an educated person, the Board hereby adopts as its instructional goals and objectives the Guiding Principles of Maine's system of Learning Results.

Each graduate of RSU 1 schools should be:

A. A clear and effective communicator who:

1. Uses oral, written, visual, artistic, and technological modes of expression; and

2. Reads, listens to, and interprets information from multiple sources.

B. A self-directed and lifelong learner who:

1. Creates career and education plans that reflect personal goals, interests and skills, and available resources;

2. Demonstrates the capacity to undertake independent study; and

3. Finds and uses information from libraries, electronic databases, and other resources.

C. A creative and practical problem solver who:

1. Observes situations objectively to clearly and accurately define problems;

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

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

4. Creates a variety of solutions, builds a case for the best response, and is able to provide the rational basis for their decision making.

D. A responsible and involved citizen who:

1. Recognizes the power of personal participation to affect the community and demonstrates participation skills;

2. Understands the importance of accepting responsibility for personal decisions and actions;

3. Knows the means of achieving personal and community health; appreciates, seeks and derives the benefits of a healthy lifestyle;

4. Recognizes and understands human similarities and differences and is able to reflect mutual respect and tolerance for humanity and for the dignity of the individual; and

5. Expresses a knowledge and understanding of their society and appreciates the balance between human beings and their environment, both locally and globally.

E. A collaborative and quality worker who:

1. Assesses individual interests, aptitudes, skills, attitudes, and values in relation to demands of the workplace;

2. Demonstrates reliability, flexibility, and concern for quality; and

3. Concentrates and perseveres on tasks until those tasks are completed;

F. An integrative and informed thinker who:

2. Comprehends relationships among different modes of thought, theory and methods associated with the traditional disciplines.

Legal Reference: 20-A MRSA § 6208-6209

Cross Reference: AD - Educational Philosophy/Mission

ADAA - School System Commitment to Ethical and [Responsible Behavior]

ADF - School District Commitment to Learning Results

Adopted: January 26, 2015

Policy Section I

ID School Day

FILE: ID

SCHOOL DAY

Legal Reference: 20-A MRSA § 4801

Ch. 125 § 6.02-6.04 (Me. Dept. of Ed. Rule)

Adopted: February 26, 2015

This is a recommended policy.

Policy Section I

IDB Cancellation of After-School Student Activities Due to Inclement Weather

The Board of Directors stresses that student safety is paramount and that parental judgment prevails in cases of attendance at after-school activities during inclement weather.

In the event that inclement weather causes the cancellation of school, the following procedures will be followed:

(b) If school is cancelled after noon or 1:00 PM at secondary and elementary schools respectively, no after-school student activities will be held.

First Reading: February 11, 2008

Adopted: March 10, 2008

Policy Section I

IHAI Applied Learning Projects Policy

File: IHAI

Bath Regional Career and Technical Center
APPLIED LEARNING PROJECTS POLICY

GUIDELINES FOR ACCEPTING APPLIED LEARNING PROJECTS:

All Applied Learning Projects shall meet the educational requirements of the Approved Program Curriculum. Program instructors will document the duty areas and tasks supported by each Applied Learning Project.
All operations performed on Applied Learning Projects shall be conducted by students as an applied learning experience.
Applied Learning Projects requests shall only be accepted from: Nonsectarian, nonpolitical nonprofit organizations which are exempt under Section 501 C (3) of the Internal Revenue Code

Students enrolled in school within BRCTC region

Staff members employed by schools within BRCTC region All other requests, not fulfilling the above criteria, need the specific approval from the Director.

All Applied Learning Projects shall have a written estimate of expenses, signed by the owner, prior to the start of a project. Applied Learning Projects shall not exceed $500.00 in total cost without the specific approval from the Director.
Students shall not be compensated for operations conducted as part of an Applied Learning Project. However, BRCTC does accept donations to the school's scholarship/activity fund.
Individuals shall not use the BRCTC's lab facilities for commercial ventures.

PROJECT COSTS:

[All projects must be paid in full to the office before the project can be removed from BRCTC.] The office may provide a receipt to validate proof of payment.

GRIEVANCE PROCEDURE:

The purpose of this procedure is to secure, at the lowest possible level, a resolution to problems/concerns regarding the selection or scope of Applied Learning Projects.

BATH REGIONAL CAREER AND TECHNICAL CENTER
CULINARY ARTS FUNCTION AGREEMENT

THE FACULTY OF THE CENTER RESERVES THE RIGHT TO ACCEPT OR REJECT ANY PROJECT REQUEST.

CLIENT: _________________________________________ TELEPHONE: _______________

MAILING ADDRESS: __________________________________________________________

DATE OF REQUEST:__________DATE OF FUNCTION:________TIME OF FUNCTION:_____

NUMBER OF PEOPLE: _______ FUNCTION COST NOT TO EXCEED $_________________

FUNCTION -- Circle Appropriate

Breakfast, Lunch, Dinner, Reception, Coffee, Tea, Other

COST

Food Requested Cost Materials (completed by student)

__________________________ _____________ __________________________ ___________________

TOTAL $_____________ TOTAL $__________________

Total cost of food & material $ ___________________________

This form needs to be submitted two weeks prior to the date of function to allow ample time for the students to prepare for the function.

CLIENT'S SIGNATURE: ________________________________________________________

*************************************************************************************************************

For Office Use Only

Competency Duties and Tasks met by completing project ______________________________________

Estimated Cost $ __________Project Start Date: _____________Projected Completion Date__________

Instructor Approval ____________________________ Director Approval _________________________

DEPARTMENT OF EDUCATION

Chapter 237: "LIVE OR OUTSIDE WORK"

Definition Live or Outside Work An actual work situation as opposed to a practice piece. Practice pieces are normally torn down after construction or service. (Example: the building of a structure for use by a person or agency or the repair of an automobile or electrical appliance for use by a consumer is a live work project.)
Local Requirements for "Live or Outside Work" When conducting live work or bringing school-based enterprise projects into the curriculum, schools must work with the local program advisory committees. Schools must obtain support and leadership from the business community to avoid any unreasonable negative impact on private business. Together they should establish a formal process for problem solving and dispute resolution, and develop accountability systems that can measure and evaluate the operation, effectiveness, and business and community roles of these enterprises and activities.

insure that all expenditures and receipts are thoroughly accounted for;
include a local grievance procedure;
state that work will be accepted in a manner that will best enhance the present learning objectives of the students; and
identify in writing who may qualify to request/receive live work products or services.

C. The appropriate program advisory committee and the governing board of the schools must approve each live work policy.

E. Annually the program advisory committees and the governing boards must review the live work policies and send evidence of this review to the Maine Department of Education.

STATUTORY AUTHORITY: 20-A MRSA Section 8306-A

EFFECTIVE DATE:

June 21, 1979 (EMERGENCY)

EFFECTIVE DATE OF PERMANENT RULE:

August 30, 1979

EFFECTIVE DATE (ELECTRONIC CONVERSION):

May 19, 1996

AMENDED:

July 18, 1999

ADOPTED BY BATH BOARD OF EDUCATION: November 8, 2004

AMENDED: November 14, 2007

Policy Section I

IHAN Driver Education

File: IHAN

DRIVER EDUCATION

The Driver Education Program will be supervised by the RSU 1 Superintendent of Schools.

The RSU 1 Board of Education has established the following priorities for students applying for driver education, listed from first to last priority:

A. Students who are attending the public schools in RSU 1;

B. Students attending private schools or are home schooled whose parents reside in RSU 1 or in towns sending students to Morse High School; and

C. Students attending other Maine high schools or out-of-state high schools.

Driver Education will be offered at the expense of the students.

Legal Reference: Title 20-A, MRSA, Sec. 4604

Adopted: December 9, 1964

Revised: April 1, 1980; January 1990; June 8, 1992; June 25, 2012

Policy Section I

IHBA Individualized Education Programs

All IEP's must be reviewed by the IEP Team at least annually, as prescribed by state and federal special education laws.

Legal Reference: 20 USC §§ 1414(d)

34 CFR § 300.320-.328 (2006)

Maine DOE Rule Ch. 101 § IX (3) (July 2011)

Adopted: June 8, 1992

Revised: August 27, 2012

Policy Section I

IHBAA - Referral Policy

File: IHBAA

Referral Policy

It shall be the policy of RSU 1 to refer all schoolage students suspected of having a disability that requires special education to the Individualized Education Program (IEP) Team for an evaluation in all suspected areas of disability. Regardless of the results of the initial child find activities, referrals of the students to the IEP Team may be made by parents or professional school staff at any time subsequent to the completion of the general education intervention process. Other individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may also make referrals. Any such referral should be made in accordance with procedures that may be approved by the Superintendent of Schools.

Regardless of the source of the referral, a referral will be considered received by the school unit on the date that the written referral is received by the office of the Director of Special Education. It shall be signed and dated by the Director of Special Education or his/her designee, thereby indicating the date of the receipt of that referral.

References: Me. Dep't of Educ. Reg. Ch. 101, §§ II(17), III IV (2)(D), (E), V(4)(A)

Revised: February, 2001

Revised: June 14, 2004; November 23, 2015

Policy Section I

IHBAA-R - Referral General Education Interventions Policy and Procedures

Regional School Unit 1 shall refer to the Individual Education Plan (IEP) Team all school-age students suspected of having a disability that requires special education and related services. Referrals to the IEP Team may be made by a child's parent, by professional school staff, or by others with knowledge of the child. Referrals should be made and processed consistent with these procedures.

Referrals by parents.

A parent may refer his or her child to the IEP Team at any time. That referral shall be made in writing directly to the office of the Director of Special Education. Should the parent seek to make a referral through other professional staff (such as teachers, guidance counselors, or administrators), that professional staff member shall directly assist the parent in making the referral in writing to the office of the Director of Special Education. Should a parent attempt to make a referral orally, professional staff shall assist that person in transcribing that referral to a written referral and submitting it to the office of the Director of Special Education.

A parent referral shall be processed consistent with these procedures and governing timelines even if the child is receiving interventions pursuant to the school unit's general education interventions. Those general education interventions shall continue during the referral process, however.

Referrals by staff.

Regardless of the results of the initial child find activities, any professional employee of the school unit may refer a child to the IEP Team, but only after completion of any general education intervention process used by the school unit. The school unit may move forward with the referral process in those circumstances where the school unit and parent consent. Even in that situation, however, general education interventions will continue during the referral process.

Professional school staff shall prepare a written referral and submit that referral directly to the office of the Director of Special Education.

Referrals by others.

Regardless of the results of the initial child find activities, individuals or agency representatives (including representatives of the Department of Health and Human Services) with knowledge of the child may refer that child to the IEP Team, but only after completion of any general education intervention process used by the school unit. The school unit may move forward with the referral process in those circumstances when the school unit and parent consent. Even in that situation, however, general education interventions will continue during the referral process.

Should such a person attempt to make a referral orally, professional staff shall assist that person in transcribing that referral to a written referral and submitting it to the office of the Director of Special Education.

Receipt of Referral.

Regardless of the source of the referral, a referral is received by the school unit on the date that the written referral is received by the office of the Director of Special Education. It shall be signed and dated by Special Education Director or his/her designee, thereby indicating the date of the receipt of that referral.

Time Line for Processing Referral.

Once the referral has been received in the office of the Director of Special Education, the IEP Team shall review existing evaluation data and determine the need for additional evaluations. The IEP Team may conduct its review without a meeting. If additional evaluations are needed, the local unit must send a consent to evaluate form to the parent within 15 school days of receipt of the referral. Also upon receipt of the referral (from any source), the local unit shall send the parent its Written Notice form documenting that referral.

Upon receipt of the signed consent for evaluation from the parent to the office of the Director of Special Education, the local unit shall have 45 school days to complete the evaluation and hold an IEP Team meeting to determine whether the student qualifies for special education services. If a disability is identified and the child qualifies as needing special education services, the IEP Team should develop an IEP for that child either at the same meeting or within 30 calendar days of the determination that the student is eligible.

Transfer Students.

Students who have already been identified as in need of special education services and who transfer into the school unit from another school unit within Maine (and who had an IEP that was in effect in a previous school unit in Maine) shall on enrollment and in consultation with the parent be provided with Free Appropriate Public Education (FAPE) (including services comparable to those described in the child's IEP from the previous school unit) until the local unit either adopts the child's IEP from the previous unit or develops, adopts and implements a new IEP.

Students who have already been identified as in need of special services and who transfer into the school unit from another school unit from outside of Maine (and who had an IEP that was in effect in a previous school unit in another state) shall on enrollment and in consultation with the parent be provided with FAPE (including services comparable to those described in the child's IEP from the previous school unit) until the local unit conducts an evaluation (if determined to be necessary by this school unit) to determine whether the student is eligible for special education, and if so, develops, adopts and implements a new IEP.

If the transfer student's current IEP from his or her prior school unit is not available, or is believed to be inappropriate by either the parent or the school, the local unit should develop a new IEP through appropriate procedures within a short time after the student enrolls at the school.

General Education Interventions

General education interventions are general education procedures involving regular benchmark assessment of all children, using curriculum based measurements, to monitor child progress and identify those children who are at risk of failing. Children who are at risk receive responsive interventions in the general education program that attempt to resolve the presenting problems of concern. General educators are encouraged to confer with specialists and teaching professionals, but general education personnel are responsible for the implementation of the intervention.

RSU 1 shall implement general education interventions. These interventions shall include:

a. Documentation that every child, prior to entering the general education intervention process, was provided with appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act of 1965 (ESEA), appropriate mastery based instruction in math, appropriate instruction in the writing process, and positive behavioral supports;

b. A team-based decision-making process;

c. Screening at reasonable intervals to determine whether all children are progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements;

e. A determination as to whether a child's assessed difficulties are likely the result of linguistic or cultural differences;

f. Provision of research-based general education interventions targeted at the child's presenting academic and/or behavioral concerns as determined by screening results;

h. Documentation that parents were notified about the process, given the opportunity to participate in instructional decision-making, and kept informed of their child's progress during targeted general education interventions;

i. A team shall review the child's progress no later than 60 school days after the start of formal general education interventions and approximately every 30 school days thereafter. At each meeting the team shall review data on the child's progress to determine if modifications to the general education interventions are needed and/or if a referral to special education is indicated; and

j. Provisions for targeted general education interventions to continue during any subsequent special education referral.

The parent of a child receiving general education interventions may request that the agency conduct a full and individual evaluation for possible special education eligibility determination at any time during RSU 1's established general education intervention process.

References: Me. Dep't of Educ. Reg. ch. 101, §§ II(17), III, IV(2)(D), (E), V(4)(A)

(2013).

Adopted: November 23, 2015

Policy Section I

IHBAB Free Appropriate Public Education

File: IHBAB

FREE APPROPRIATE PUBLIC EDUCATION

Legal Reference: Me. Dept. of Education Regulations Chapter 101 -- 8.1

Adopted: June 8, 1992

Policy Section I

IHBAC Child Find

References: 34 C.F.R. § 300.111 (2006)

Me. Dept. of Educ. Rule Ch. 101, IV 2(A), (C) (2015)
Me Dept. of Educ. Administrative Letter 1 (January 21, 2021)

Adopted: June 14, 2004

Revised: January 28, 2013; April 27, 2020; January 24, 2022

Policy Section I

IHBACA Screening Childfind and Referral of Children

File: IHBACA

SCREENING CHILDFIND AND REFERRAL OF CHILDREN

The school system has the responsibility of identifying all children between the ages of 3 and 20 within its jurisdiction who may be students with disabilities. This identification shall be accomplished through a unit-wide screening process which is a possible indicator of special education needs. Final identification of students with disabilities and programming for such students occurs only after an appropriate evaluation and a determination by the Pupil Evaluation Team. The superintendent or his/her designee shall develop procedures in an effort to ensure that:

A. All children between the ages of 3 and 20 who reside within the school system and may be in need of special educational services are identified, located, and evaluated, whether those children live with their parents and attend any of the system's public schools, are tuitioned out to schools in other units, or are state wards, state agency clients, or institutional residents as defined by the Maine Special Education Regulations;

B. Screening and identification procedures are offered at public expense to children between the ages of 3 and 20 who reside within the school system's geographic jurisdiction and attend private school at private expense;

C. The screening and identification procedures employed comply with Maine and federal special education regulations;

D. If the screening and identification process indicated that an eligible student of school age may require special education and support services, the school system shall refer that student to the Pupil Evaluation Team to determine the student's eligibility for special education services;

E. A practical method is maintained for documenting which students are receiving needed special education and supportive services, and identifying any unmet needs;

F. The public is informed of the school system's responsibility to locate, evaluate, and identify all children with disabilities, of what services are available in the school system's special education program, and of who the contact person for the school system is;

G. Attempts are made to involve available local and regional agencies in the identification of children with unmet needs; and

H. The building administrator shall ensure that student records are screened for special education needs.

Legal Reference: Me. Dept. of Education Regulations Chapter 101 -- 7.1 - .5; 7.9; 7.10

Adopted: June 8, 1992

Policy Section I

IHBAG Programming in the Least Restrictive Environment

FILE: IHBAG

PROGRAMMING IN THE LEAST RESTRICTIVE
ENVIRONMENT POLICY

References: 20 U.S.C. § 1412(a)(5); 34 C.F.R. § 300.550 to .552; Me. Dep't of Educ. Reg. ch. 101, § 11.1 to 11.3 (Nov. 1999)

Adopted: June 14, 2004

Policy Section I

IHBAI Independent Educational Evaluations Policy

FILE: IHBAI

INDEPENDENT EDUCATIONAL EVALUATIONS POLICY

Authority: 34 C.F.R. § 300.502 (March 1999); Me. Dep't of Educ. Reg. Ch. 101 §§ 9.19, 12.5 (Nov. 1999)

Adopted: May 13, 1997

Revised: October 12, 2004

Policy Section I

IHBAJ Provision of Supportive Services to Students with Disabilities

File: IHBAJ

PROVISION OF SUPPORTIVE SERVICES TO STUDENTS
WITH DISABILITIES

The school system believes families bear primary responsibilities for those services which are of a medical nature, including therapeutic counseling.

[Support services will be provided only when required to assist an identified student with disabilities to benefit from special education.]

B. Services must directly affect the student's learning and the achievement of the IEP's objectives.

C. The services must be necessary not just beneficial.

D. The student can not benefit from special education without this service.

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 6.1; 6.2

Adopted: February 13, 1989

Revised: June 8, 1992

Policy Section I

IHBAK Life-Sustaining Emergency Care Policy

FILE: IHBAK

LIFE-SUSTAINING EMERGENCY CARE POLICY

Reference: 29 U.S.C. § 794(a)

Adopted: October 12, 1994

Revised: June 14, 2004

Policy Section I

IHBAL Free and Appropriate Public Education

It is the policy of the RSU 1 Board of Directors to provide a free and appropriate public education to each disabled student regardless of the nature or severity of the disability.

Legal References: Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. 794.

Cross Reference: IHBA Individualized Education Program IHBAA Referral Policy IHBAB Free Appropriate Public Education

Adopted: March 26, 2012

Policy Section I

IHBAL-R Grievance Procedure for Persons with Disabilities

Questions about this grievance procedure should be directed to the ADA/504 compliance coordinator.

Step One

Step Two

This notice is available in large print and on audio tape from the ADA/504 compliance coordinator.]

Adopted: September 26, 2011

Policy Section I

IHBAM Third Party Funding for Services to Students with Disabilties

File: IHBAM

THIRD PARTY FUNDING FOR SERVICES
TO STUDENTS WITHDISABILITIES

Legal Reference: Me. Dept. of Education Regulations Chap. 101- 16.8

Adopted: June 8, 1992

Policy Section I

IHBAQ Transition Services for Students with Disabilities Leaving School

File: IHBAQ

TRANSITION SERVICES FOR STUDENTS WITH
DISABILITIES LEAVING SCHOOL

Adopted: June 8, 1992

Policy Section I

IHBB Programs for Gifted Students

File: IHBB

PROGRAMS FOR GIFTED STUDENTS

Legal Reference: Title 20-A, MRSA, Sec. 8101

Adopted: June 8, 1992

Revised: January 26, 2015

Policy Section I

IHBEA Program for English Language Learners

The Board recognizes the need to provide a program for students who are English language learners in order to assure these students an equal educational opportunity.

The LAU Plan shall be approved by the Board before it is submitted to the Maine Department of Education.

Legal References: 42 U.S.C. § 2000d (Title VI of the Civil Rights Act of 1964)

Ch. 127 § 3.02 (Me. Dept. of Ed. Rule)

20 U.S.C. § 6801 et seq.

Adopted: January 26, 2015

Revised: May 24, 2021

Policy Section I

IHBF Homebound Instruction

File: IHBF

HOMEBOUND INSTRUCTION

Home or hospital instruction will be provided to:

B. Special Education Students: Refer to Maine State Education Regulations Chapter 101 5.10 Hospital/Homebound Instruction, pg. 20.

D. Suggested hours:

Secondary (7-12) -- 2 hours of direct instruction per day, i.e., minimum of 10 hours direct instruction per week.
Elementary (K-6) -- 5 to 8 hours of direct instruction per week.

Adopted: July 10, 1989

Revised: June 8, 1992

Policy Section I

IHBG - Home Schooling

1. The name, signature and address of the student's parent/guardian;

2. The name and age of the student;

3. The date the home instruction program will begin;

3. A review and acceptance of the student's progress by an identified individual who holds a current Maine teacher's certificate;

The Board accepts no responsibility for RSU1 in the application, review, approval, or oversight of home instruction programs except as provided for by law or this policy.

The Superintendent shall maintain a roster of all students eligible to attend school within the school unit who are receiving equivalent instruction, as provided in Department of Education rules.

Legal Reference: 20-A MRSA§ 5001-A

Cross Reference: JEA -- Compulsory Attendance

IHBGA -- Home Schooling---Participation in School Programs

Adopted: November 16, 2009

Policy Section I

IHBGA Participation in School Programs Policy

I. PROVISION OF INFORMATION

A. Requirements regarding initial health and developmental screening for motor skills, vision, hearing, and immunization; and

B. Criteria for participation of home-schooled students in curricular, co-curricular, and extracurricular activities.

II. PERMITTED PARTICIPATION

2. The student shall demonstrate prior satisfactory academic achievement consistent with school unit policy and procedures applicable to all students.

5. The student shall complete all assignments and tests as required of all students in the same class.

B. Course Auditing. Home-schooled students may audit a course(s) provided the following conditions have been met.

III. SPECIAL EDUCATION SERVICES

Special Education Services will be available to eligible special education students in accordance with applicable federal and state laws and regulations.

IV. ADMISSION TO REGULAR PROGRAM/PLACEMENT

C. The final grade placement decision shall be made by the principal. The principal's decision may be appealed to the Superintendent, whose decision shall be final.

V. RE-ADMISSION TO THE SCHOOL PROGRAM

VI. USE OF SCHOOL TEXTBOOKS AND LIBRARY BOOKS

A. The use does not disrupt regular student, staff or special program functions.

B. The student's sign-out period for a library book is the same as that applicable to regularly enrolled students.

C. The student may sign out a textbook for a period not to exceed one school year.

D. The parent/guardian and student agree to reimburse the school unit for lost, unreturned or damaged library books and textbooks and for consumable supplies used.

VII. USE OF SCHOOL FACILITIES AND EQUIPMENT

A student receiving home-school instruction may use public school facilities and equipment on the same basis as regularly enrolled students if the following conditions are met.

A. The use does not disrupt regular school activities.

B. The use is approved by the school principal in accordance with established school policy.

C. The use does not create additional expense to the school unit.

D. The use is directly related to the student's academic program.

E. The use of potentially hazardous areas, such as shops, laboratories, and gymnasiums, is supervised by a qualified employee of the school unit, approved and assigned by the Superintendent.

VIII. MAINE EDUCATIONAL ASSESSMENTS

IX. ACADEMIC CREDIT

A student receiving home-school instruction must receive academic credit subject to the following requirements.

A. Academic credit for individual courses must be awarded if the student meets required academic standards applicable to all students enrolled in the same course.

B. Academic credit must be awarded for successful completion of alternative instruction opportunities sponsored by the school and available to all students.

X. HIGH SCHOOL COURSE CREDITS AND DIPLOMA ELIGIBILITY

The following standards govern the awarding of course credits and a graduation diploma to a student receiving home-school instruction who seeks admission or readmission to the high school.

A. A student shall earn high school credits for satisfactory completion of courses in the high school pursuant to 20-A MRSA § 5021(2)(A).

XI. PARTICIPATION IN CO-CURRICULAR ACTIVITIES

Students receiving home-school instruction may participate in co-curricular activities such as field trips, assemblies, and academically related fairs provided:

A. Prior written permission is obtained from both the parent/guardian and the principal; and

B. The student has agreed to meet established behavioral, disciplinary, attendance, and other rules applicable to all students.

XII. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES

C. The student meets equivalent academic standards as those established for regularly enrolled students participating in the activity and provides evidence that the academic standards are being met.

D. The student abides by the same transportation policy as regularly enrolled students participating in the activity.

STANDARDS FOR PARTICIPATION WHEN TUITION PAYMENT TO ANOTHER UNIT IS REQUIRED

If and when RSU1 does not provide academic instruction for specific grade levels, the following applies for students enrolled in an approved program of equivalent instruction.

XIV. APPEALS

Legal Reference: 20-A MRSA §§ 5001-A(3), 5021-5025

Ch. 127, 130 (me. Dept. of Ed. Rules)

Cross Reference: IHBG -- Home Schooling

Adopted: November 16, 2009

Revised: October 26, 2015

Policy Section I

IHBGAA Home-Schooled and Privately Educated Students with Disabilities

File: IHBGAA

HOME-SCHOOLED AND PRIVATELY EDUCATED
STUDENTS WITH DISABILITIES

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 4.7

Adopted: June 8, 1992

Policy Section I

IHBGB Resident Credit Requirements for Home-Schooled Students

File: IHBGB

RESIDENT CREDIT REQUIREMENTS
FOR HOME SCHOOLED STUDENTS

Students must earn a minimum of eleven (11) credits in courses taken at Morse High School.

Students must be in residence for the equivalent of two full years to be eligible for a Morse High School diploma.

Students receiving credit for Home Instruction Programs will not be included in class ranking. Adopted: May 13, 1997

Policy Section I

IHBGC Equivalent Instruction (Home Schooling)

File: IHBGC

EQUIVALENT INSTRUCTION (HOME SCHOOLING)

The superintendent shall maintain a roster of all students eligible to attend school within the school system who have been excused for equivalent instruction.

A student, once approved for an equivalent instruction program, cannot participate in any regular school program (instructional or extra-curricular) without explicit approval of the board.

Legal Reference: TITLE 20A MRSA SEC. 5001-A.3

BASIC SCHOOL APPROVAL REGULATIONS, CHAPTER 125.1

Cross Reference: Policy IHBG - Home Schooling

Adopted: June 8, 1992

Revised: December 12, 1994

Policy Section I

IHBH Alternative Education Programs-Options

Maine law (20-A M.R.S.A. § 1 (2-A)) defines an "at-risk" student as one who:

A. Is not meeting the requirements for promotion to the next grade level or graduation from high school;

B. Is at risk for dropping out of school;

C. Is habitually truant; or

D. Is economically disadvantaged as signified by qualification for the National School Lunch Program under Federal regulations.

Alternative education programs may allow students to attend school part time or be scheduled apart from the regular school day and may include vocational components.

If the superintendent approves, a RSU 1 student may be enrolled in an alternative education program in another school unit.

Legal Reference: 20-A M.R.S.A. §§ 1; 4729; 5001-A; 5051-A; 5104-A

Cross Reference: JEA -- Compulsory Attendance

JFC -- Dropout Prevention/Student Withdrawal from School

Adopted: April 27, 2015

Policy Section I

IHCA Extended School Year Services for Sudents with Disabilities

File: IHCA

EXTENDED SCHOOL YEAR SERVICES FOR
STUDENTS WITH DISABILITIES

NOTE: Parents and teachers may observe a student's skills and adjustments prior to and upon

return from school vacations to develop data to assist in their determination. The Pupil

Evaluation Team determinations to provide special education beyond the normal school

year will be made on an individual basis and shall be part of the student's Individualized

Education Program.

Legal Reference: Me. Dept. of Education Regulations Chap. 101 -- 5.11

Adopted: June 8, 1992

Policy Section I

IHCD Advanced College Placement

File: IHCD

ADVANCED COLLEGE PLACEMENT

Cross Reference: IHCDA -- Post-Secondary Enrollment Options

Adopted: July 13, 1992

Policy Section I

IHCDA Post-Secondary Enrollment Options

File: IHCDA

POST-SECONDARY ENROLLMENT OPTIONS

Students may earn credits towards graduation by taking courses from two-year and four-year post-secondary institutions.

To be eligible for this option, students must meet the following criteria:

A. Meet the admissions standards for the post-secondary school;

B. Maintain at least a B average in his/her courses overall;

C. Meet with a guidance counselor and draw up a plan to show how the course will meet graduation requirements; and

D. Provide evidence of parent/guardian approval.

Graduation credits for courses taken under this option will be determined as follows:

A. The course must meet for one semester or its equivalent;

B. The student must earn a passing grade; and

C. Graduation credits awarded will equal one credit and grades will be recorded on the student's transcript as either pass or fail.

The following attendance policy will govern student participation in any post-secondary course work:

A. Attendance must satisfy the instructor's requirements to participate in any post-secondary course work.

Questions regarding financial assistance will be referred to the student's guidance counselor.

A. The school administrative unit will pay tuition costs for all students participating in this program if the eligible institution requires tuition payment.

B. If the parents/guardians income level qualifies the student for free or reduced lunch, the administrative unit will pay for the cost of tuition, textbooks, course fees, and transportation.

The superintendent will ensure that all parents are notified of this policy as stipulated in MRSA 4771.

Legal Reference: Title 20-A, MRSA, Sec. 4771 et seq.

Cross Reference: IHCD -- Advanced College Placement

Adopted: June 20, 2011

Policy Section I

IIB Class Size

Keeping all of these variables in mind, the following average class size targets shall serve as a general guide for the organization of classes in the elementary and secondary schools.

Grade Level Class Size Range Recommended Class Size Recommended Minimum Class Size

Pre K 12-16 15 14 K-1 16-20 18 16 2-3 18-22 20 18 4-5 18-24 22 19 6-8 18-25 23 20 9-12 18-25 23 **

Maintaining current class size;
Assigning additional staff;
Transferring some students to a different class; or
Canceling the course.

The superintendent's decision will be communicated to the RSU 1 Board of Directors with the understanding that Board approval will be required to hire any additional staff.

Approved: December 20, 2011
Revised: November 25, 2019

Policy Section I

IJJ Instructional and Library Media Materials selection

While the Board retains its authority to approve the selection of instructional materials, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of instructional materials. The Board delegates responsibility for the selection of instructional materials and library-media resources to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the Board's policy on challenged materials as described below.

Each school shall maintain a library-media program that includes books and other print materials, multimedia materials, online Internet resources and information technology that support the curriculum. A certified library-media specialist will be responsible for overseeing the library-media program, under the supervision of the Superintendent. As with instructional materials, the Board delegates responsibility for selection of library-media materials and technology and Internet resources to the school system's professionally trained staff, subject to the criteria and procedures for selection and the Board's policy on challenged materials described below.

Definitions

"Instructional materials" include textbooks and other print materials, software and other electronic materials, online/Internet resources (including access), and supplies and other materials to support instruction in subject areas and implementation of the system of Learning Results. "Library-media resources" include books, print materials, online/Internet resources (including access), multimedia materials and information technology that, as part of the library-media program, support the school system's curriculum.

Objectives of Selection

The Board recognizes that it is the primary objective of instructional materials to implement and support the curriculum, and of library-media resources to extend and enrich the educational programs of the schools. Quality instructional materials and library-media resources are essential to student learning. In preparing students to meet the content standards of the Learning Results, in supporting the achievement of the school unit's educational goals and objectives, and in providing enrichment opportunities that expand students' interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the library-media centers of the schools to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.

Criteria for Selection

Instructional and library-media materials selected should:

A. Support achievement of the content standards of the Learning Results;

B. Support the goals and objectives of the school system's educational programs;

C. Enrich and support the curriculum;

D. Take into consideration the varied interests, abilities, and maturity levels of the students served; E. Foster respect and appreciation for cultural diversity and varied opinions;

G. Present a balance of opposing sides of controversial issues to enable students to develop a capability for critical analysis;

H. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;

I. Provide a background of information that will enable students to make intelligent decisions in their daily lives; and

J. Respect the constraints of the school unit's budget. Other factors that should be considered are accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer. In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; and ease of use.

Procedures for Selection

Meeting the needs of the individual schools, based on knowledge of the curriculum and the existing collections of instructional and library-media materials, shall be the highest priority. Basic learning materials, i.e., those that are the predominant instructional materials used by most members of the class, are used for a significant portion of the course or receive major emphasis during a course, or are essential to student achievement of content standards of the Learning Results are to take priority in the selection process. Before recommending materials for purchase, professional staff should evaluate the existing collection, consulting reputable, unbiased, professionally prepared selection aids and specialists from all departments and/or all grade levels. Social studies and science textbooks should not be older than five years unless up-to-date supplemental instructional materials are also available. Whenever possible, purchase of non-print materials and multimedia, Internet and technology resources shall be made only after personal evaluation by the librarian/media specialist and/or other appropriate professional staff. Reviewing aids may be used in lieu of personal evaluation. Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.

Donated Materials

Gift materials are to be evaluated by the same criteria as purchased materials, and are accepted or rejected by those criteria and in accordance with Board policy on gifts and donations.

Parental Authority

A student's parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Superintendent will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.

The Board recognizes that the final authority as to what materials an individual student will be exposed to rests with that student's parents or guardians. However, at no time will the wishes of one child's parents to restrict his/her reading or viewing of a particular item infringe on other parents' rights to permit their children to read or view the same material.

Library-media center materials will not be removed from the collection because of criticism except in accordance with Board policy.

Challenged Materials

In the event a complaint is made, the following procedures will apply:

A. The complaint shall be heard first by the person providing the materials in question.

B. If the complaint is not resolved, the complainant shall be referred to the building Principal and requested to fill out the "Instructional and Library-Media Materials Challenge Form." A copy of the form will be forwarded to the Superintendent.

E. The report of the committee shall be forwarded to the Superintendent who will inform the complainant of the results.

F. No materials shall be removed from use until the review committee has made a final decision.

G. The review committee's decision may be appealed to the Board. The Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:

1. Reviewed objectively and in its full content;

2. Evaluated in terms of the needs and interest of students, school, curriculum and community;

3. Considered in the light of differing opinions; and

4. Reviewed in light of the criteria for initial selection and purpose as provided herein.

The Board will announce its decision in writing not later than the conclusion of the next regular meeting of the Board following its receipt of said testimony.

Legal Reference: 20-A MRSA §§ 1001 (10-A); 1055 (4); 4002

Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule)

P.L. 107-110 § 1061 (No Child Left Behind Act)

Cross Reference: IJJ-E -- Challenge of Instructional Materials Form

Adopted: February 22, 2010

Policy Section I

IJJ-E challenge of instruction materials form

Type of Material: ____ Book ____ Magazine/Periodical ____ Film ____Recording

____ Software ____ Other (Please specify) _______________________

Author (if known) _____________________________________________________________

Title ________________________________________________________________________

Publisher (if known) ___________________________________________________________

Person making complaint: ______________________________________________________

Street

Telephone ____________ Address _____________________________ Town ____________

Complainant represents: ___ Him/herself

___ Organization ________________________

___ Other group ________________________

1. To what portion of the material do you object? (Please be specific, cite pages, scenes, etc.) __________________________________________________________________

2. What do you feel might be the negative result of reading/viewing/hearing this material? ______________________________________________________________________

3. For what age group would you recommend this material? ________________________

4. Is there anything good about this material? ___________________________________

5. Did you read/view/hear all of the material? __________________ If not, what parts did you read/view/ hear? ____________________________________________________

6. Are you aware of the professional reviews/judgment of this material? _______________

7. What do you believe is the theme and/or intention of this material? _________________

8. What would you like the school to do about this material?

___ Do not assign it to my child.

___ Do not assign it to any students.

___ Withdraw it from the library and/or instructional program.

___ Refer it to the Educational Media Review Committee for evaluation.

9. In its place, what material would you recommend? _____________________________

______________________________________________________________________

__________________________________ _____________________

Signature of Complainant Date

Checklist for Reconsideration of Materials

Purpose:

What is the overall purpose of the material?

Is this purpose accomplished?

Does the material promote the educational goals and mission of RSU 1?

Authenticity:

Is the author competent and qualified in the field?

What is the reputation and significance of the author and publisher?

Are information sources well documented?

Are translations and retellings faithful to the original?

Content:

Is the content of this material well presented by providing adequate scope, range, depth and continuity?

Does this material present information not otherwise available?

Are the illustrations appropriate to the subject and age levels?

Reviews:

Reputable review sources include: School Library Journal, Hornbook, Kirkus Reviews, VOYA, Booklist and Library Media Connection.

1. Source of Review:

Favorably reviewed? Unfavorably reviewed?

2. Does this title appear in one or more reputable selection aids?

If the answer is yes, please list titles of selection aids.

3. Source of Second Review:

Favorably reviewed? Unfavorably reviewed?

4. Does this title appear in one or more reputable selection aids?

If the answer is yes, please list titles of selection aids.

Policy Section I

IJNDA Web Use Policy

FILE: IJNDA

WEB USE POLICY

The guidelines below are RSU 1's policy in deciding acceptability of content on school web pages.

Reflects excellence at appropriate grade level.
Serves RSU 1's purpose as an institution; i.e., curriculum and student activities.
Does not violate copyright laws.
Adheres to School Publication Guidelines.
Does not violate student or staff confidentiality.

The following is allowed on web pages using RSU 1 hosts:

Pictures of students work with or without the student's first name.
Examples of students writing with or without student's first name.
Group pictures of students engaged in educational and school related activities without any student names.

The following is not allowed on web pages using RSU 1 hosts:

Individual pictures of students.
First and last names of any student.

Appropriate permission forms will be developed to secure parent's permission to display their child's work, writing or to have their children appear in group pictures or to use their child's first name on displayed work.

Adopted: June 8, 1998

Policy Section I

IJNDB Student Computer and Internet Use

Regional School Unit #1 computers, network, and Internet access are provided to support the educational mission of the schools and to enhance the curriculum and learning opportunities for students and school staff.

Student use of school computers, networks and Internet services is a privilege, not a right. Compliance with the school unit's policies and rules concerning computer use is mandatory. Students who violate these policies and rules may have their computer privileges limited, suspended, or revoked. Such violations may also result in disciplinary action, referral to law enforcement, and/or legal action.

Regional School Unit #1 computers remain under the control, custody, and supervision of the school unit at all times. Technology protection measures are in place and are used for all Internet access. It is RSU 1 policy to periodically monitor Internet usage by students, parents and staff. RSU 1 reserves the right to further investigate questionable behavior related to technology use. Students should have no expectation of privacy in their use of school computers and the use of personal computing devices on school networks.

Regional School Unit #1 utilizes filtering technology designed to block materials that are obscene, harmful to minors, or child pornography. Regional School Unit #1 utilizes precautions to supervise student use of the Internet; however parents should be aware that Regional School Unit #1 cannot reasonably prevent all instances of inappropriate computer use by students in violation of Board policies and rules, including access to objectionable materials and communication with persons outside of the school. The school unit is not responsible for the accuracy or quality of information that students obtain through the Internet.

The district will educate minors about "appropriate online behavior", including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.

Students and parents shall be informed of this policy and the accompanying rules through handbooks, the school website, and/or other means selected by the Superintendent.

The Superintendent is responsible for implementing this policy and the accompanying rules. Additional administrative procedures or school rules governing the day-to-day management and operations of the school unit's computer system may be implemented, consistent with Board policies and rules. The Superintendent may delegate specific responsibilities to the Technology Coordinator and others as deemed appropriate.

Legal Reference: 47 USC § 254(h)(5) (Children's Internet Protection Act)

Cross Reference: EGAD - Copyright Compliance

IJNDB - Student Computer and Internet Use IJNDB-R - Student Computer and Internet Use Rules

IJND -- Distance learning Program

Adopted: March 16, 2009

Revised: November 26, 2012

Policy Section I

IJNDB-E1

Name:_____________________________________School:____________________________

Home Address__________________________________________________________________

I accept responsibility to abide by RSU 1's Internet Network Access policy and procedures as stated in this agreement. I understand the use of the Internet and access to RSU 1's network is a privilege not a right, and I agree:

To use the Internet network for appropriate educational purposes and research;
To use the Internet Network only with the permission of designated school staff;
To be considerate of other users on the network and use appropriate language for school situations;
Not to intentionally degrade or disrupt Internet network services or equipment. This includes but is not limited to tampering with computer hardware or software, vandalizing data, invoking computer viruses, attempting to gain access to restricted or unauthorized network services, or violating copyright laws;
To immediately report any security problems or breeches of these responsibilities to the responsible computer teacher;
To comply with all of the rules with expectations included in the student Internet Appropriate Use Administrative Procedure and Network Etiquette; and
Not to divulge personal information such as addresses and telephone numbers over the Internet.

I understand that any conduct that is in conflict with these responsibilities is inappropriate and may result in termination of network access and possible disciplinary action.

Student Name: (please print)______________________________________

Student Signature___________________________________________________Date_____________

RSU 1 makes no assurances of any kind, whether expressed or implied, regarding any Internet services provided. RSU 1 will not be responsible for any damages the student/user suffers. Use of any information obtained via the Internet is at the student's own risk. RSU 1 specifically denies any responsibility for the accuracy of quality of information or software obtained through its serves.

IMPORTANT NOTICE TO PARENTS

Due to the nature of the Internet, it is neither practical nor possible for the Bath School Department to enforce compliance with user rules at all times. Accordingly, parents and students must recognize that student will not be required to make independent decisions and use good judgment in their use of the Internet. Therefore, parents must participate in the decision whether to allow their children access to the Internet and must communicate their own expectations to their children regarding its use.

As a parent/guardian of this student, I have read the Student Internet and Appropriate Use policy and administrative procedure and this Internet Network Access agreement.

I understand that Internet access is designed for educational purposes and that the Bath School Department will attempt to discourage access to objectionable material and communications that are intended to exploit, harass or abuse students. However, I recognize it is impossible for the Bath School Department to restrict access to all objectionable material, and I will not hold the Bath School Department responsible for materials acquired or contacts made on the network.
I understand that a variety of inappropriate and offensive materials are available over the Internet and that it may be possible for my child to access these materials is he/she chooses to behave irresponsibly. I also understand that it is possible for undesirable or ill-intended individuals to communicate with my child over the Internet, that there is not practical means for the school to prevent this from happening, and that my child must take responsibility to avoid such communications if they are initiated. While I authorize the staff to monitor any communications to or from my child on the Internet, I recognize that it is not possible for the school to monitor all such communications. I have determined that the benefits of my child having access to the Internet outweigh potential risks.
I understand that any conduct by the above-named student that is in conflict with these responsibilities is inappropriate, and such behavior may result in the termination of access and possible disciplinary action.
I have reviewed these responsibilities with my child, and I hereby grant permission to the Bath School Department to provide Internet network access.
I agree to compensate the Bath School Department for any expenses or costs it incurs as a result of my child's violation of the Internet policy or administrative procedure.

Parent/Guardian Name(s): (please print)___________________________________________

Parent/Guardian Signature(s)___________________________________Date: ____________ ___________________________________Date: ____________

ADOPTED: December 9, 1996

Policy Section I

IJNDB-R Student Computer and Internet Use Rules

These rules accompany Board policy IJNDB (Student Computer and Internet Use). Each student is responsible for his/her actions and activities involving school unit computers (including computing devices issued to students), networks, and Internet services, and for his/her computer files, passwords, accounts and personal computing devices accessing the RSU 1 network.

These rules provide general guidance concerning the use of the school unit's computing devices and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by students. Students, parents, and school staff who have questions about whether a particular activity is prohibited are encouraged to contact a building administrator or the Technology Coordinator.

A. Acceptable Use

The school unit's computing devices, networks, and Internet services are provided for educational purposes and research consistent with the school unit's educational mission, curriculum, and instructional goals. All Board policies, school rules, and expectations concerning student conduct and communications apply when students are using the school unit's computing devices, whether it is on or off school property. Students are also expected to comply with all specific instructions from school administrators, school staff or volunteers when using the school unit's computing devices.

B. Consequences for Violation of Computer Use Policy and Rules

Student use of the school unit computing devices, networks, and Internet services is a privilege, not a right. Compliance with the school unit's policies and rules concerning computer use is mandatory. Students who violate these policies and rules may, after having been given the opportunity to respond to an alleged violation, have their computer privileges limited, suspended, or revoked. Such violations may also result in disciplinary action, referral to law enforcement, and or legal action. The building principal shall have final authority to decide whether a student's privileges will be limited, suspended or revoked based upon the circumstances of the particular case, the student's prior disciplinary record, and any other relevant factors.

C. Prohibited Uses

Examples of unacceptable uses of school unit computing devices that are expressly prohibited include, but are not limited to, the following:

1. Accessing or Posting Inappropriate Materials

Accessing, submitting, posting, publishing, forwarding, downloading, scanning or displaying defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing and/or illegal materials or engaging in "cyber bullying"; 2. Illegal Activities Using the school unit's computing devices, networks, and Internet services for any illegal activity or in violation of any Board policy or school rules. The school unit assumes no responsibility for illegal activities of students while using school computing devices;

3. Violating Copyrights

Copying, downloading or sharing any type of copyrighted materials (including music or films) without the owner's permission (see Board policy/procedure EGAD -- Copyright Compliance). The school unit assumes no responsibility for copyright violations by students;

4. Copying Software

Illegal unauthorized copying of software may subject the copier to substantial civil and criminal penalties. The school unit assumes no responsibility for illegal software copying by students;

5. Plagiarism

Representing as one's own work any materials obtained on the Internet (such as term papers, articles, music, etc.). When Internet sources are used in student work, the author, publisher, and website must be identified;

6. Non-School-Related Uses

Using the school unit's computing devices, networks, and Internet services for non-school-related purposes such as private financial gain, commercial, advertising or solicitation purposes, or for any other personal use not connected with the educational program or assignments;

7. Misuse of Passwords/Unauthorized Access

8. Malicious Use/Vandalism

Any malicious use, disruption or harm to the school unit's computing devices, networks, and Internet services, including but not limited to hacking activities and creation/uploading of computer viruses; and

9. Access to Blogs/Chat Rooms/Social Networking Sites

Accessing blogs, chat rooms or social networking sites to which student access is prohibited.

D. No Expectation of Privacy

Regional School Unit #1 computing devices remain under the control, custody, and supervision of the school unit at all times. Students should have no expectation of privacy in their use of school computing devices, including email, stored files, and Internet access logs.

E. Compensation for Losses, Costs, and/or Damages

The student and his/her parents are responsible for compensating the school unit for any losses, costs, or damages incurred by the school unit for violations of Board policies and rules while the student is using school unit computing devices and network, including the cost of investigating such violations. The school unit assumes no responsibility for any unauthorized charges or costs incurred by a student while using school unit computing devices.

F. Student Security

A student is not allowed to reveal his/her full name, address or telephone number, social security number, or other personal information on the Internet without prior permission from a school official. Students should never agree to meet people they have contacted through the Internet without parental permission. Students should inform their teacher if they access information or messages that are dangerous, inappropriate, or make them uncomfortable in any way.

G. System Security

The security of the school unit's computing devices, networks, and Internet services is a high priority. Any student who identifies a security problem must notify his/her teacher immediately. The student shall not demonstrate the problem to others or access unauthorized material. Any user who attempts to breach system security, causes a breach of system security, or fails to report a system security problem shall be subject to disciplinary and/or legal action in addition to having his/her computer privileges limited, suspended, or revoked.

H. Additional Rules for Computing Devices Issued to Students

1. Computing devices are loaned to students as an educational tool and are only authorized for use in completing school assignments. 2. Before a computing device is issued to a student, the student must sign the school's "acceptable use" agreement as well as other required documentation. Parents are required to attend an information meeting before a computing device will be issued to their child. The meeting will orient parents to the goals and workings of the program, expectations for care of school-issued computing devices, Internet safety, and the school unit's rules in regard to use of this technology. 3. Students and their parents are responsible for the proper care of computing devices at all times, whether on or off school property, including costs associated with repairing or replacing the computing device. RSU 1 offers a coverage program for parents to cover replacement costs and/or repair costs for damages not covered by the warranty. Parents who choose not to purchase coverage should be aware that they are responsible for any costs associated with loss, theft, or damage to a laptop issued to their child. 4. Loss or theft of a computing device must be reported immediately to the building principal, and if stolen, to the local law enforcement authority as well. 5. The Board's policy and rules concerning computer and Internet use apply to use of computing devices at any time or place, on or off school property. Students are responsible for obeying any additional rules concerning care of computing devices issued by school staff. 6. Violation of policies or rules governing the use of computers, or any careless use of a computing device may result in a student's computing device being confiscated and/or a student only being allowed to use the computing device under the direct supervision of school staff. The student will also be subject to disciplinary action for any violations of Board policies or school rules. 7. Parents are responsible for supervising their child's use of the computing device and Internet access when not at school. 8. The computing device may only be used by the student to whom it is assigned. Incidental use by family members is currently permitted. 9. Computing devices must be returned in acceptable working order at the end of the school year or whenever requested by school staff. Cross Reference: EGAD -- Copyright Compliance IJNDB -- Student Computer and Internet Use GCSA -- Employee and Volunteer Use of Computers, Electronic Devices, School Network and the Internet Adopted: March 16, 2009 Revised: October 22, 2012

Policy Section I

IJNDC School System Website - Webpages

The School Department maintains an official website to provide general information about our school system, as well as information about educational programs, extracurricular activities, school events, and student and staff achievements. This website is intended to support the educational mission of the schools, to enhance the curriculum and learning opportunities for students and staff, and to provide valuable information to the larger community about our schools. The website does not create, nor is it intended to create, a public or limited public forum.

The Board recognizes that the schools must establish reasonable controls to protect the privacy of students and staff, to ensure that the website is in compliance with applicable laws, and to ensure that it meets the highest educational and quality standards. The Superintendent shall be responsible for overseeing the implementation of this policy and the accompanying guidelines, and for advising the Board of the need for any future amendments or revisions to the policy or guidelines. The Superintendent may develop additional administrative procedures and/or rules governing the day-to-day management and operations of the School Department's website, consistent with the Board's policy and guidelines. The Superintendent may delegate specific responsibilities to the Technology Coordinator as he/she deems appropriate.

Legal Reference: 20 USC § 1232g; 34 CFR Part 99

20-A MRSA § 6001

17 USC § 101 et seq.

PL 106-554

Cross Reference: GCSA - Employee and Volunteer Use of Computers, Electronic Devices,

School Network and the Internet IJNDB - Student Computer and Internet Use

IJNDC-R - School System Website/Web Pages Administrative Procedure

JRA - Student Education Records

Adopted: March 16, 2009

Policy Section I

IJNDC-E(2)

Regional School Unit #1 maintains official websites to provide general information about the school system as well as information about educational programs, extracurricular activities, school events and student and staff achievements.

Maine law requires public schools to obtain written approval from parents/guardians prior to publishing personal information about students on the Internet.

This form will authorize Regional School Unit #1 to publish the following:

A. Full names of students in connection with class rosters, honor rolls, awards received, and team/extracurricular activity participant lists;

B. Group and/or individual photographs of students; and

C. Individual student or class work may be published on the school system's websites from time to time in accordance with established guidelines. Such work may include creative writing, research projects, artwork, music, performances, and audiovisual presentations. All student work will include a copyright notice prohibiting the copying of such work without express written permission. Copies of the Board's Website Policy and Guidelines are available at the Superintendent's office, every school office, or on the school system's website at www.rsu1.org.

Please complete and return the agreement form on page 2 to the school office within the first week of school. This agreement will remain in effect for the entire school year unless it is rescinded in writing. If the form is not returned, no information about your child will be published on Regional School Unit #1 websites. If you have any questions, please contact the Superintendent of Schools or the Building Principal.

Adopted: August 17, 2009

Revised: August 11, 2010

Policy Section I

IJOA Trips

The Board of Directors recognizes the importance of school-sponsored trips as a means of reinforcing and enhancing the curriculum and as a vehicle for encouraging and supporting student participation in academic and athletic competitions. Trips in and beyond the community give a direct learning experience and may provide practical application to the student.

[Types of Trips]

A field trip is a planned educational activity in which a class or group of students leaves the school grounds for the purpose of continuing, extending or enriching the instructional program as an integral part of the curriculum. The trip should be designed to stimulate student interest and inquiry and provide opportunities for social growth and development. To be educationally beneficial, a field trip requires thoughtful selection, careful advance preparation of the students, and opportunities for the students to assimilate the experience during and at the conclusion of the trip.

Any athletic or competition activity that involves an overnight stay and/or out-of-state travel must have Board approval.

Extracurricular or co-curricular trips are trips that do not replace regular classroom instruction, are taken by a district recognized group or organization, and may not include all students (i.e. community volunteer activities).

An international trip is an organized activity that is directly related to the curriculum (i.e., language and culture studies, exchange programs, etc.).

International trips may be special in nature and may include group language study in a recognized foreign institution.

[Overnight/Out-of-State/International Travel]

All overnight trips and out of state or international trips must have the approval of the Principal, the Superintendent, and the Board of Directors. All students who participate in an out-of-state and/or overnight trip must provide proof of health insurance. In addition, students who participate in international trips must provide proof of international health coverage and emergency evacuation insurance.

Trips not specifically approved as an RSU 1 field trip, competition trip, co-curricular or extra-curricular trip and/or international trip will not be covered by the District's liability insurance or District Legal Counsel.

Non-sanctioned Trips

Non-sanctioned trips are trips that are not an integral part of the instructional program and have not been authorized by the Board. Non-sanctioned trips are any trips or excursions organized by District employees, parents, non-school groups, community members or others, acting independently of the schools. These trips involve students on a voluntary and self-supporting basis, are not approved by the Board, and are not part of or associated with the curriculum, co-curricular or extracurricular activities. All responsibility for non-sanctioned trips and excursions lies with the individual(s) or group(s) sponsoring and organizing them. Non-sanctioned trips may not represent the school and/or RSU 1 in any manner.

Recruitment and planning of non-sanctioned trips is prohibited during instructional time and during the employee's regularly scheduled workday.

Non-sanctioned trips must not represent themselves as school functions or as related to or an extension of instructional, co-curricular or extracurricular programs including, but not limited to, any use of school logo. While private activities of staff cannot be regulated by the school, it is the responsibility of any staff engaging in such trips or activities to notify the parents of the participating students that this outside event is not a school activity and that it is a private volunteer excursion undertaken by that teacher or staff member. Trips not specifically approved as an RSU 1 field trip, athletic trip, co-curricular or extra-curricular trip, or international trip will not be covered by the District's liability insurance and the District Legal Counsel.

Individuals or groups who wish to use the schools for the purpose of publicizing trips or recruiting participants must submit a request following the same procedures required of other individuals or non-school groups requesting use of school facilities (Article IX, Section 1).

Trip Chaperones

The requirement for chaperone ratios as defined in the Administrative Guidelines may be adjusted according to the type of trip and/or the destination. Application for the trip may request a lower or higher ratio of chaperones. Rationale for change in ratio must accompany the application.

Application for Authorization for Sanctioned Trips

All trips will have specific information forms filled out and returned to the appropriate administrators within the deadlines required. Online submission is preferable as the district's efforts to conserve paper are important. Only RSU 1 forms may be used for trip purposes.

A specific budget will be developed for such trips; funds needed beyond those budgeted may be raised through approved fundraising activities. In addition, a reasonable fee may be collected from each student. Provisions for covering such fees shall be made for those students unable to pay for an RSU 1 sanctioned trip. All money must be collected prior to departure

Parental Permission

Any trip requires parental/guardian-signed permission form with emergency contact, and medical information forms that will be confidential.

Parents/guardians and students will also receive written expectations that the Code of Conduct and all disciplinary action available to school officials will be in force during the trip. In the case of major infractions of school rules, parents may be notified during the trip and, depending on the seriousness of the infraction, may be required to pick students up at the trip location.

Principals: Responsibilities for Academic Activities and Field Trips

Principals shall make every effort to assure that pupils are not removed from academic subjects for non-academic activities unless in the judgment of the Principal the activity is in the best interest of the students.

Adopted: March 25, 2013

Policy Section I

IJOAA Overnight Class Trips

File: IJOAA

OVERNIGHT CLASS TRIPS

Any overnight or out-of-state trip sponsored by RSU 1 shall require prior board approval.

A report shall be made of the activity at the next board meeting.

Adopted: April 1, 1980

Revised: March 1990; June 8, 1992

Policy Section I

IJOC School Volunteers

Guidelines for disqualification:

Registered sex offenders;
Currently on probation;
Conviction of or Plea of No Contest to any felony;
Conviction of or Plea of No Contest to any misdemeanor that indicates the volunteer may pose a threat to the integrity or safety of the school environment;
More than one OUI;
A pattern of criminal charges, even if the charges were dismissed, which causes concerns that the volunteer may pose a threat to the integrity or safety of the school environment.