Thursday, May 27, 2010, 5:00 PM Adams - Fayetteville Public Schools
Thursday, May 27, 2010, 5:00 PM Adams - Fayetteville Public Schools
Thursday, May 27, 2010, 5:00 PM Adams - Fayetteville Public Schools
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Board of Education<br />
<strong>Thursday</strong>, <strong>May</strong> <strong>27</strong>, <strong>2010</strong>, 5:<strong>00</strong> <strong>PM</strong><br />
<strong>Adams</strong> Leadership Center, Winborn Conference Room<br />
Agenda Item Page #<br />
I. Call to Order, Susan Heil, President I-1<br />
II. Pledge of Allegiance, <strong>Fayetteville</strong> High School II-1<br />
III. Roll Call of Members III-1<br />
IV. Recognition of People, Events, & Programs IV-1<br />
V. Citizen Participation V-1<br />
VI.<br />
VII.<br />
VIII.<br />
Consent Agenda<br />
A. Reading of the Minutes VI-A1<br />
B. Certified Staff Changes VI-B1<br />
C. Support Staff Changes VI-C1<br />
D. Financial Report VI-D1<br />
E. Student Transfers VI-E1<br />
F. District Treasurer VI-F1<br />
*Any item shall be removed from the consent items section at the request of one board<br />
member.<br />
Action Items<br />
A. Curriculum Policy – Linda Auman VII-A1<br />
B. Families in Transition Grant – Linda Auman VII-B1<br />
C. Happy Hollow Construction Manager Contract – Vicki Thomas VII-C1<br />
Information Items<br />
A. Happy Hollow Update – Vicki Thomas VIII-A1<br />
B. Policy Revisions & Student Handbooks – Ginny Wiseman VIII-B1<br />
C. Classified & Certified Policy Revisions – Greg Mones VIII-C1<br />
IX. Adjournment IX-1<br />
If you wish to speak during citizen participation or an action item report, please observe the following:<br />
1. Avoid references, statements or conduct reasonably likely to result in disruption or undue delay in the orderly transaction<br />
of the business scheduled for consideration by the Board.<br />
2. Avoid personal attacks of any identified individual or group.<br />
3. Refrain from cumulative or repetitive remarks.<br />
4. Refrain from obscenity, vulgarity or other breach of respect.<br />
5. Refrain from words or statements which, from their usual construction and common acceptance, are construed as insults<br />
and tend to breach the peace.<br />
6. Comply with the time limits for public comment (5 minutes for citizen participation; 3 minutes for action item.)
<strong>Fayetteville</strong> Board of Education<br />
Minutes of the April 22, <strong>2010</strong> Regular Meeting<br />
The meeting convened at 5:<strong>00</strong><strong>PM</strong> in the <strong>Adams</strong> Leadership Center with President Susan Heil<br />
presiding. The Pledge of Allegiance was led by students from Holt Middle School.<br />
Roll Call<br />
The roll was called and board members Jim Halsell, Steve Percival, Tim Hudson, Susan Heil, Howard<br />
Hamilton and Becky Purcell were present.<br />
Recognition<br />
Lindsey Asbury, Woodland Gifted & Talented teacher, received an Above & Beyond Award for her<br />
outstanding work in the district.<br />
Barry Gebhart, athletic director, received an Impact Award of Excellence for his work as head<br />
basketball coach at <strong>Fayetteville</strong> High School. Mr. Gebhart introduced Kyle <strong>Adams</strong> as the new head<br />
boys basketball coach.<br />
The Register, the <strong>Fayetteville</strong> High School student newspaper, received a Recognition of Outstanding<br />
Achievement Award for winning the <strong>2010</strong> All-Arkansas Award from the Arkansas Scholastic Press<br />
Association.<br />
FHS-TV received a Recognition of Outstanding Achievement Award for winning the <strong>2010</strong> All-<br />
Arkansas Award from the Arkansas Scholastic Press Association.<br />
FHS-TV advisor Peggy James received a Recognition of Outstanding Achievement Award for being<br />
named the <strong>2010</strong> advisor of the Year from the Arkansas Scholastic Press Association.<br />
<strong>Fayetteville</strong> High School students Jessie Hargis and Melissa Richardson, co-editors of The Register<br />
student newspaper, received a Recognition of Outstanding Achievement Award for being named the<br />
<strong>2010</strong> Editors of the Year by the Arkansas Scholastic Press Association.<br />
<strong>Fayetteville</strong> High School senior Mary Kate Harrison received a Recognition of Outstanding<br />
Achievement Award for being named the mistress of ceremonies for the closing ceremonies of the<br />
<strong>2010</strong> Student Television Network’s national convention.<br />
The <strong>Fayetteville</strong> High School Service Learning program was recognized for their work in promoting<br />
driver safety.
April 22, <strong>2010</strong> Board Minutes<br />
Page 2<br />
Consent Agenda<br />
Becky Purcell made a motion to approve the consent agenda. Tim Hudson seconded the motion,<br />
which passed by a 6-0 vote.<br />
Textbook Adoption<br />
The Board voted 6-0 to adopt the recommended textbooks in the content areas of music, art, family<br />
and consumer science, drama and agriculture for the <strong>2010</strong>-11 school year. Jim Halsell made the<br />
motion, which was seconded by Becky Purcell.<br />
Construction Manager Letter of Intent for Happy Hollow<br />
The Board voted 6-0 to approve the Letter of Intent with Nabholz Construction for the new Happy<br />
Hollow Elementary School. Rudy Moore, Jr., legal counsel for the district, reported that the Letter of<br />
Intent authorizes Nabholz Construction to proceed with the earthwork, site prep and site utilities and<br />
the procurement of items to include building permits, insurance and bonds. The agreement includes a<br />
dollar limit cap of $1,549,660 to cover the services listed. Tim Hudson made the motion, which was<br />
seconded by Becky Purcell.<br />
Construction Manager Agreement for <strong>Fayetteville</strong> High School<br />
The Board voted 6-0 to approve the AIA Document A133 contract for construction manager services<br />
with Nabholz Construction for the <strong>Fayetteville</strong> High School additions and renovations. Mr. Moore<br />
noted that this is the contract for construction and that the Board will approve the Guaranteed<br />
Maximum Price in October <strong>2010</strong>. Howard Hamilton made the motion, which was seconded by Jim<br />
Halsell.<br />
Qualified School Construction Bonds Application<br />
The Board voted 6-0 to approve the resolution authorizing the superintendent to apply to the Arkansas<br />
Department of Education for $50,<strong>00</strong>0,<strong>00</strong>0 in qualified school construction bonds for the purpose of<br />
constructing and equipping new school facilities, renovation and equipping various existing facilities<br />
and land purchase. Dr. Lisa Morstad, chief financial officer, noted that this application does not<br />
obligate the district in any way. Steve Percival made the motion, which was seconded by Howard<br />
Hamilton.<br />
Happy Hollow Update<br />
Wes Burgess from Crafton, Tull & Sparks reported that the Happy Hollow Elementary construction<br />
project is close to the budgeted amount thanks to rebidding. Kent Doughty of Nabholz Construction<br />
was introduced. Mr. Doughty is the Senior Project Manager for the Happy Hollow project.
April 22, <strong>2010</strong> Board Minutes<br />
Page 3<br />
Curriculum Board Policy<br />
Linda Auman, chief academic officer, presented the draft curriculum, instruction and assessment policy.<br />
Ms. Auman noted that the policy is the first step in addressing issues in the Phi Delta Kappa<br />
curriculum audit. The policy has two sections: curriculum management and roles and responsibilities.<br />
The Board will be asked to approve the policy at the <strong>May</strong> board meeting.<br />
Adjournment<br />
The meeting was adjourned at 6:50<strong>PM</strong>.<br />
___________________________________<br />
Susan W. Heil, President<br />
____________________________________<br />
Tim Kring, Secretary
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Certified Staff Changes<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas, Superintendent<br />
I recommend approval of the following personnel actions:<br />
Extended Leave of Absence 7<br />
Name Position & Assignment Period<br />
Jeannie Dykes- Teacher – Asbell Elementary 10-11<br />
Resignations<br />
Name<br />
Position & Assignment<br />
Don Helms<br />
GT Teacher/Holcomb Elementary<br />
Darlene Graf Teacher/Owl Creek (on leave 09-10)<br />
Pamela Leigh Hudson Beyer Counselor/FHS<br />
Stephanie Sawyer<br />
Teacher/Leverett<br />
Sarah Lindsay<br />
Teacher/Vandergriff<br />
Wilma Berry<br />
Teacher/Butterfield<br />
Provisional Employment 1<br />
Name Position & Assignment Replacement/ Period<br />
New<br />
Jeb Huckeba-1,4,8 Teacher/Coach / FHS Replacement 10-11<br />
Catherine Paul-1,2,4,8 Teacher/ Ramay/Woodland Replacement 10-11<br />
Contract Renewals<br />
Korri Bartholomew<br />
Victor Dreier<br />
Brooks Hunter<br />
Erin Long<br />
Richard Phelan<br />
Jody Robertson<br />
Debbie Smith<br />
Alexis Trolinger<br />
Lana Clark<br />
Janette Harris<br />
Randa Keeley<br />
Jennifer Ombres Norberg<br />
Jeremy Pratchard<br />
Jeffery Seiter<br />
Kathleen Spigarelli<br />
Rebecca Webb
1 Pending completion of a criminal background check and receipt of eligibility information from the Department of Education<br />
2<br />
One Year Only<br />
3 Year 1 of 1 year new hire probationary period<br />
4 Year 1 of 3 year new hire probationary period<br />
5 Year 2 of 3 year new hire probationary period<br />
6 Year 3 of 3-year new hire probationary period<br />
7 Per policy 4150<br />
8 Contingent upon receipt of Arkansas Teaching Licensure<br />
9 One year contract contingent on grant funding<br />
10 Contingent upon acceptance in ALP program<br />
11 Contract contingent upon waiver approval<br />
12<br />
Contingent upon receipt of ABESBA License<br />
13<br />
Contingent upon receipt of Medicaid Billing #<br />
14<br />
Contract for remainder of 09-10 school year only
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Support Staff Changes<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas, Superintendent<br />
I recommend approval of the following personnel actions:<br />
Provisional Employment 1, 2<br />
Name Position & Assignment Replacement/New Period<br />
Terri Ann Raskiewicz Budget Manager Replacement 09/10<br />
Resignations<br />
Name<br />
Alexa Sprick<br />
Pamela Gayer<br />
Victoria Long<br />
Charles Funderburgh<br />
Everett Coonfield<br />
Curtis A Strange<br />
Martha Sheridan<br />
Position & Assignment<br />
Custodian/Custodial<br />
Special Ed Aide/Vandergriff<br />
Payroll Manager/Central Office<br />
Custodial Coordinator/Custodial<br />
Custodian/Central Office<br />
Special Ed Aide/Owl Creek<br />
Custodian/Custodial<br />
Employment – Transfers & Changes<br />
Name Position & Assignment Period<br />
Mitchell Kunz Grounds Supervisor/Maintenance Replacement 09/10<br />
Sonya Warren Crossing Guard/Root Replacement 09/10<br />
William Hellerich Bus Driver/Transportation Replacement 09/10<br />
Jennifer Dunivan Crossing Guard/Root Replacement 09/10<br />
Joshua Downing Grounds Keeper/Maintenance Replacement 09/10<br />
Glenda Sullins Risk Mgmt & Compliance Coordinator New 09/10<br />
1 Pending completion of a criminal background check and receipt of eligibility information from the Department of Education<br />
2 One Year Probationary Period<br />
3 Based on Student Count<br />
4 Grant Funded<br />
5 One Year Only
6 Contract for the remainder of 09-10<br />
7 Paid hourly as submitted on timesheet
Classified Contract Renewal <strong>2010</strong>-2011<br />
Ackerman Lara E Brisiel Susan M.<br />
<strong>Adams</strong> David L Britt Laurie J.<br />
Alderson Tilford V Brown Georgia<br />
Alderson Mary L. Brown Leslee C.<br />
Alford Diane L Brown Destiny<br />
Allen Anna L. Bryant Norman R.<br />
Amador Maria I Buff Stacey A<br />
Arambel Elizabeth Burkett Carol<br />
Arcana Shannon K. Burns Laura Y.<br />
Atchley Susie J Burns Willie J.<br />
Atterberry Larry D Burrell Beth A.<br />
Autry Kimberly C Buss-Rosso Sharon A.<br />
Ayala Maria K Butt Mary Anne<br />
Ayson-<br />
Plummer Patty Buysse Patricia A.<br />
Bakaric Inger L Cade William R<br />
Baker Brenda J. Carney Angela D.<br />
Baker Wilma J. Carr Mary S.<br />
Baker Susan C Carroll Zachary B.<br />
Barginear Catherine K. Carter Danny R.<br />
Bates Saundra S. Carter Melody M.<br />
Baxter Charles G. Carver Dyanna L.<br />
Baxter Marianne Cass Krista L.<br />
Beadles Harry B. Caudill Johnny R<br />
Beason Maggie A Caudle Cynthia A.<br />
Beavers Rebekah N. Caudle Steven H.<br />
Bell Robert L. Caudle Larry J.<br />
Belue Alice L. Center Shaaron L<br />
Belue Gregory A. Chamberlin Sara<br />
Bennoch Kevin P Charboneau Jamie E<br />
Berry Alison J Church Christie A<br />
Bishop Stephanie D. Cigainero Angela D<br />
Blood Patricia M. Clay Michael S<br />
Bolen Marian V.G. Clayton Jeffery S<br />
Bolin Linda G. Cleary Andrea D.<br />
Bolin Michael K. Cochran Lori<br />
Bonilla Diana Collins Jack W.<br />
Booth Beckie Collins Milo<br />
Bowlin Tina M. Comer Matthew C<br />
Bradford J.D. Commet C. Nadene<br />
Bradford Carolyn F. Cook Mary S.<br />
Bradley Karla J. Cook Ruby G.<br />
Bragg Cheryl D. Cook Lance X<br />
Bramlett Tamara L Cook Renee L.<br />
Branch Angelita R Cornwell Lillian S.<br />
Brannon Julie A Cothren Angela L<br />
Brignoni Richard B Couch Martha A.
Classified Contract Renewal <strong>2010</strong>-2011<br />
Craig Larie B Faires Myrna B.<br />
Cramer Leah J Farmer Susan K.<br />
Crawford Joyce L. Feinberg Teresa L<br />
Crisp Connie S Figueroa Juan A<br />
Cross Vicki C. Fischer Kimberly M<br />
Cullens Vonda L Fisher Lance E<br />
Curtis Danny A Fitzgerald Loutricia G.<br />
Curtis Clinton C Flores Maria S.<br />
Czmyrid Mark A Foshe Bryan J.<br />
Dahler Jennifer M Foshe Tony A<br />
Dallas Michelle N Foster Mona A.<br />
Daly Tammy W Fowler Jason E<br />
Daniels Anthony D Fowler Ruth I<br />
Davis Arlene D. Frahm Kathy R<br />
Davis Patsy A Frazee Cherrie J.<br />
Davis Susie F. Fricke Todd C.<br />
Davis Lesa Fritz John J.<br />
Davis Daniel T Frost Lauren E<br />
Davis Michael K. Fultz Georgia D.<br />
Dickson Tammie R. Gage LaDonna R.<br />
Dillard Michael G. Gamache Louise A<br />
Dodson Pauletta Garner Virginia L.<br />
Dolan Christine S. Gates Carla D.<br />
Dombek Tjwana H Gegner Matthew E.<br />
Domer Julie A. Gibbs Jacob A<br />
Donnell David K. Gibbs Mary L.<br />
Downing Joshua Gibson Libby S<br />
Drain Dianna M. Girtman Linda C.<br />
Drake Mary J. Gish Mark L.<br />
Drake Jerry D. Glenn Susan E.<br />
Drake Susie Glidewell Brenda W.<br />
Drake Jacqueline K. Goad Judy L.<br />
Duffel Roger G Goff Rebecca A.<br />
Dugger Ryan D. Goodwin Laura N<br />
Dunlap Brana N. Gourley Kay C.<br />
Eagle Johny L Gramling Diana J.<br />
Early Harold M Gray Michelle L<br />
Edgington Cheryl A Griffith Preston A.<br />
Edwards Connie G. Grubb Jackie D.<br />
Elder Kimberly J Guile Celeste E.<br />
Ellison Jennifer L. Guthrie Jay<br />
England Vanessa J Guthrie Amy<br />
Enoch Ruby E. Hafen Freemon J<br />
Evans Angela D. Hale Mary A<br />
Fairchild Ann B. Hamilton Randall E
Classified Contract Renewal <strong>2010</strong>-2011<br />
Hammons Gloria D. Kacmarcik Cheryl S<br />
Hardaway Sherri L Kamer Mark J.<br />
Harnish Deborah A. Kelly Rick D.<br />
Harris Wayland A Kelly Janie<br />
Harvey Jina S Keltner Tara E.<br />
Hausam Joanna Kephart Jennifer L<br />
Hayes Jr. John R. Kerr Jeffrey D.<br />
Hefner MIsty D Keys Billy G<br />
Heimsoth Rory D. Keys William<br />
Hellerich William D Khoury Raja<br />
Henderson Monte M Kidd Jackie D<br />
Henry Bobby R Kilgore Mark R.<br />
Herrin Donna M Kincaid Sara L.<br />
Hickey Lisa K King Tia F.<br />
Hicks Michal C. Kirkland Brenda<br />
Higgins James E. Kiser Pamela L.<br />
Higgs Brenda D. Knox Alison A<br />
Hill Sherry T. Koch Amanda L.<br />
Hill Patricia J. Koeppe Jessie Lee Smith<br />
Hill Lindsey N Kumpe Carmen I<br />
Hill Michael L. Kunz Mitchell A<br />
Hill Feleicia K. Kyzer James R<br />
Hitt Mark L. Labit Trisha L.<br />
Lachino-<br />
Hernandez Erika Y<br />
Hobgood Nancy G.<br />
Hogue Herman G. Lacy Janey E.<br />
Holt Shonda R. Lane Javonna K<br />
Hoops Stephanie T. Langston Annamaria R.<br />
Horton Stanley E Lawson Rebecca S<br />
Hossay Joanna L. Lawson Denise H<br />
Hudson Danielle L Leach Melody F.<br />
Jackson Carole S. Lewellen Gerald O<br />
Jamerson Susan M. Lewis Barbara S.<br />
Janes Kathy D. Lewis JoAnn<br />
Jefferson Cheryl J. Lewis Donna K.<br />
Jefferson Amy L Linares Rose M.<br />
Johnson Cherie A Lloyd Mollyanne<br />
Johnson Jason M. Lock Richard A<br />
Jones Paula S. Locke Merrin K.<br />
Jones John W Logan Sheila M.<br />
Jordan Lora D. Logue Mary F.<br />
Jordan Diana L. Long Melanie F.<br />
Jordon Lola J. Longdon Mary<br />
Justice Dorothea Loots Mary M.<br />
Justice David Gordon Lowery Bettye A.
Classified Contract Renewal <strong>2010</strong>-2011<br />
Lumsargis Donald J. Moore Corrine<br />
Luper Judy D. Morgan Penny J.<br />
Luttrell Llona Morris Michael S<br />
Mabry Bo N Morse Debra L.<br />
Macaulay Michael J. Morse Kevin P<br />
Main Tricia Mouser Beverly J.<br />
Marchese Steven L Nanak Lora A<br />
Markum Jed C Nass Arnold M.<br />
Mars Kathy R. Neal Paula A.<br />
Martin Jillian A Nelson Natasha F<br />
Martindale Lisa A New Jacquelyn<br />
Martini Jyllian E Noland Barbara B.<br />
Mathews Linda D. Omohundro Patricia D.<br />
Mathias Thomas W Omohundro William L.<br />
Mathias Randy L. Oyler Carol C<br />
Matthews Tena L Palmer Tamara L<br />
<strong>May</strong>es Andrew P. Papazian Aimee J.<br />
McCabe Michael L. Parham Norma<br />
McCarty Jamie R. Park Kimberly A<br />
McCarty Eldora A Parker Randy L.<br />
McClendon Jerry O. Parker Alice M.<br />
McCool Pamela L Parker Belinda<br />
McCool Deborah Paige Parker Amy C<br />
McCoskey Jacqueline L. Parker Nathan T.<br />
McCoy Michael D Parker Tyler K.<br />
McCoy DeLane Parker Linda F<br />
McGehee Claude A. Parton John R<br />
McGhee Judith A. Partridge Paul T<br />
McKee Julia A Patrick Tracey J.<br />
McKnight Angela C. Paul Mark E.<br />
McLoud Valerie J Payton Rebecca J.<br />
McWhorter Gail W. Pearson Sheryl D.<br />
Meadows Lonnie D. Pennington Deborah D.<br />
Medlin Mary J. Perkins Maria D<br />
Mefford John C. Peterson Jeanne V.<br />
Mellon Linda Peterson Robbie E.<br />
Metcalf Elizabeth J. Phaneuf Wendy L.<br />
Meyer Thomas C Phillips Wendolyn S<br />
Miller Elizabeth A. Pierce Chloe<br />
Miller Cheryl F. Pirri Michael J<br />
Miravite Lorenzo V. Pitts Joyce E.<br />
Mirus Jay S. Poage Steven J.<br />
Mitchell Barbara Pollock Cary S<br />
Mixon Mary Alice Pontious Denise J<br />
Moncrief Christina M. Porter Jacob W.
Classified Contract Renewal <strong>2010</strong>-2011<br />
Porter Steven D. Schuldt Angela S.<br />
Posinski Thomas D. Seawood Maranda D.<br />
Powell Julie A. Sellers Brenda L.<br />
Price Sondra L Sellers Donita J<br />
Propps Landon M Servant Santiago<br />
Quinn Ella J. Shankle Summer<br />
Ralston Stephanie A Sharp Malcolm P.<br />
Rankin Allen R. Shaw Darrell W<br />
Rash Lloyd D. Shedd Tammy R.<br />
Ratliff Ricky S.<br />
Ratliff Kathy L.<br />
Shirley Emily R<br />
Ray Jeany Siems John A<br />
Ray Marsha A. Simmons Debbie C.<br />
Reed Gary W. Skinkis Damariz J.<br />
Reith Amanda G. Smith Debbie G<br />
Renegar Jefferie L. Smith Cassie J.<br />
Reno Dorothy Smith Gordon W.<br />
Rexford Sharon K. Smith Lori A.<br />
Reynolds Kimberly G Sorensen Linda L.<br />
Rhodes Sara M Sosa Sylvia<br />
Richardson Pamela K. Sosa Corina<br />
Richardson Deborah J. South Barron T<br />
Richardson Susan L Sparks Sally J<br />
Riner Marian L Springer Linda Y.<br />
Ritch Bonnie G. Steichman Jimmy<br />
Ritch Ricky Stephenson Debra L.<br />
Roberts Dana L. Stephenson James D.<br />
Robinson Darryl L Stevens Thomas S.<br />
Romero Curtis W. Stevens Janet M.<br />
Rosa Ananda E Stewart Andrea Lynn<br />
Rosteck Kathleen W. Stewart James A.<br />
Routh Duva E. Stewart Teresa<br />
Rowell Crystal G. Stewart D. Grant<br />
Rozell Dana D. Stiles Elvia<br />
Ruddick Ruger O Story Cheryl A.<br />
Rush Deborah J. Stout Debra K.<br />
Sage Wesley D. Stout Bonnie<br />
Sanders Stephen B Strahan Charles A<br />
Sanders Joyce Strange Deborah A.<br />
Sanderson Dianna R. Stropes Shirley A.<br />
Scarbrough James C. Stufflebean Wilma S.<br />
Schell Jackie Sullins Glenda S.<br />
Schell Connie J. Sullins Tyler C<br />
Scheuerman Tammy D Sullins Matthew T.<br />
Schneringer Rebecca J
Classified Contract Renewal <strong>2010</strong>-2011<br />
Surber Markus L Wilcox Sharon L.<br />
Tacker Rosemary A. Wilken Christine N.<br />
Tate Justin L Williams Kimberly R.<br />
Taylor Angela D Williams Mary N.<br />
Taylor Sandra D Wilson Jamie L.<br />
Teague Sharron K. Wilson Roy L.<br />
Terrill Michael D Wilson Marilyn K.<br />
Thill Kathryn L. Wilson Claire L.<br />
Thomas Melissa C Winchester Jerusha M.<br />
Thomas Linda S. Winterrowd Catherine G<br />
Thomas Shirley M. Wommack Michael L<br />
Wonsower-<br />
Potter Fawn S.<br />
Thomason Romey<br />
Thompson Jeffrey S Woodbury Derrick L<br />
Thornton Martha E. Wright Leslie Dale<br />
Tilghman Tara R Wright Donna M<br />
Tinsley Brandy N. Wyckoff Robin S.<br />
Tiritilli Stacey R Wynne Beth<br />
Torres Sherilynn S Yates Harold D<br />
Travis Shannan L Young Nicole S<br />
Treece Sharon K.<br />
Tuck Muriel R<br />
VanBrunt Roy D<br />
VanZandt William L<br />
Vazquez Brenda L<br />
Venable Wendi D<br />
Vire Jan S.<br />
Wages Cheryl J.<br />
Wahl Steven M<br />
Wainscott Laura L.<br />
Walch John C<br />
Walker Kirby C<br />
Wallace Kathy D.<br />
Wallis Sherry A.<br />
Ward Richard L.<br />
Warder Earl C.<br />
Wardlow Jacquetta K<br />
Warford Theresa D.<br />
Warren Donna L.<br />
Watson Suzannne C.<br />
West Carolyn A.<br />
Whitaker David L.<br />
Whittenburg Jeffery M.<br />
Widmer Sara A
Executive Summary Financial Report<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong><br />
FY2<strong>00</strong>9-10<br />
5/16/<strong>2010</strong> Revised Revised Year To Date Year To Date<br />
Revenues: FY09 Budget FY10 Budget 4/30/<strong>2010</strong> % of 4/30/2<strong>00</strong>9<br />
10 months of 12 = 84% Note Budget 10 months of 12 = 83%<br />
Property Tax Reserve $ 1,354,380 $ 3,<strong>00</strong>0,<strong>00</strong>0 $ 3,<strong>00</strong>0,<strong>00</strong>0.<strong>00</strong><br />
1<strong>00</strong>% $ 1,354,380.<strong>00</strong><br />
21 C Fund $ 2,4<strong>00</strong>,<strong>00</strong>0<br />
$ 2,4<strong>00</strong>,<strong>00</strong>0.<strong>00</strong><br />
Staff Bonus $ 2,5<strong>00</strong>,<strong>00</strong>0<br />
$ 2,5<strong>00</strong>,<strong>00</strong>0.<strong>00</strong><br />
Uncommitted Cfwd<br />
Restricted Carryforwards $ 3,243,052 $ 4,281,046 $ 4,281,046.39<br />
1<strong>00</strong>% $ 3,243,052.<strong>00</strong><br />
State Funds $ 23,387,064 $ 21,992,862 $ 18,082,052.04<br />
82% $ 19,024,167.54<br />
Local Funds $ 49,153,143 $ 53,594,854 $ 40,679,499.92 a 76% $ 36,401,165.03<br />
Interest on checking account $ 5<strong>00</strong>,<strong>00</strong>0 $ 120,<strong>00</strong>0 $ 60,825.43 a 51% $ 312,529.26<br />
Fed Funds/Grants/Restricted $ 6,7<strong>00</strong>,<strong>00</strong>0 $ 7,570,745 $ 5,801,674.43 a 70% $ 5,867,051.51<br />
Vocational Education $ 81,250 $ <strong>27</strong>,<strong>00</strong>0 $ 31,812.52 a 118% $ 81,250.32<br />
Softdrink contract $ - $ 50,<strong>00</strong>0 $ 50,<strong>00</strong>0.<strong>00</strong><br />
1<strong>00</strong>% $<br />
-<br />
Athletic Gate Receipts $ 118,<strong>00</strong>0 $ 125,<strong>00</strong>0 $ 153,397.08 b 118% $ 122,237.97<br />
E-rate $ - $ 35,<strong>00</strong>0 $ 32,<strong>00</strong>2.86 c 91% $ 9,738.53<br />
Miscellaneous $ 2<strong>00</strong>,<strong>00</strong>0 $ 130,<strong>00</strong>0 $ 159,222.82 a 122% $ 104,356.97<br />
Food Service sales $ 1,332,150 $ 1,330,<strong>00</strong>0 $ 1,323,969.78<br />
88% $ 1,229,573.73<br />
Reserve $ 5,281,2<strong>00</strong> $ 5,281,2<strong>00</strong> $ 5,281,2<strong>00</strong>.<strong>00</strong><br />
1<strong>00</strong>% $ 5,281,2<strong>00</strong>.<strong>00</strong><br />
Total Revenues & Reserve: $ 88,790,341 $ 97,537,706 $ 78,282,662.75<br />
$ 77,930,702.86<br />
Expenditures:<br />
Salaries $ 56,039,297 $ 55,6<strong>00</strong>,<strong>00</strong>0 $ 39,681,593.32 d 71% $ 40,566,941.32<br />
Fringe Benefits $ 13,8<strong>00</strong>,<strong>00</strong>0 $ 13,609,437 $ 9,864,701.10 d 72% $ 9,859,579.22<br />
Debt Service Payments $ 5,855,<strong>00</strong>0 $ 6,080,<strong>00</strong>0 $ 1,891,192.35 e 31% $ 2,323,828.61<br />
Maintenance & Operations:<br />
Maintenance $ 1,344,505 $ 1,344,505 $ 1,164,552.29<br />
87% $ 1,079,462.84<br />
Utilities $ 1,720,174 $ 1,720,174 $ 1,251,547.61 a 73% $ 1,336,342.87<br />
Transportation $ 871,873 $ 871,873 $ 778,438.50<br />
89% $ 721,223.74<br />
Food Service $ 902,606 $ 1,064,283 $ 1,089,038.13 a 102% $ 1,064,283.13<br />
Technology $ 5<strong>00</strong>,864 $ 5<strong>00</strong>,864 $ 206,186.52 f 41% $ 416,522.91<br />
Curriculum & Instruction $ 1,831,685 $ 1,9<strong>00</strong>,<strong>00</strong>0 $ 1,905,076.43 f 1<strong>00</strong>% $ 1,770,413.15<br />
School Improv/Prog. Devlp. $ 251,922 $ 251,922 $ 212,803.83<br />
84% $ 178,653.09<br />
Athletics/Physical Education $ 207,805 $ 373,926 $ 438,557.48 g 117% $ 14,790.79<br />
Grant Expenditures (not personnel) $ 1,710,8<strong>00</strong> $ 2,075,745 $ 2,314,112.98 a 111% $ 953,710.52<br />
Miscellaneous $ 406,520 $ 406,520 $ 348,780.86 h 86% $ 392,883.16<br />
Tuition $ 50,<strong>00</strong>0 $ 13,<strong>00</strong>0 $ 14,325.74 a 110% $ 24,103.60<br />
C21 Curriculum $ 2,4<strong>00</strong>,<strong>00</strong>0 $ 1,945,372 $ 1,109,387.56 a 57% $ 262,951.92<br />
Capital Expense $ 391,<strong>00</strong>0 $ 296,596 $ 296,596.<strong>00</strong> a 1<strong>00</strong>% $ 94,638.48<br />
Reserve $ 5,281,2<strong>00</strong> $ 5,281,2<strong>00</strong> $ 5,281,2<strong>00</strong>.<strong>00</strong><br />
$ 5,281,2<strong>00</strong>.<strong>00</strong><br />
Unrestricted Carryforward $ 3,<strong>00</strong>0,<strong>00</strong>0 $ 3,<strong>00</strong>0,<strong>00</strong>0.<strong>00</strong><br />
Restricted Carryforward $ 1,202,290<br />
$ 3,243,052.<strong>00</strong><br />
Total Expenditures & Reserve: $ 88,790,341 $ 97,537,707 $ 70,848,090.70<br />
$ 69,584,581.35
Executive Summary<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong><br />
FY2<strong>00</strong>9-<strong>2010</strong><br />
Notes to Financial Report<br />
a. Funding/Expenditures not incurred equally throughout the year.<br />
b. Higher due to pre-season ticket sales and state championship appearances.<br />
c. Erate policies have changed and will now be sent as revenue and expenditure credits.<br />
d. Lower because first teacher payroll did not occur until September 14th<br />
e. Debt service payments primarily due on December 1st and June 1st.<br />
f. Includes purchases of textbooks and supplies purchased before beginning of school year.<br />
g. Increase in athletic expenditures is due to change in acccounting practices.<br />
Athletic expenditures were charged to both activity accounts and operating funds in prior years.<br />
Current year reflects all expenditures being charged to district operating fund. Expenditures<br />
are higher than projected because of participation in state championships.<br />
h. Miscellaneous expenditures are higher than projected primarily because of higher legal<br />
expenditures.
FY09 Expenditures thru 4/30/10<br />
16%<br />
4% 1%<br />
2% 1%2%3%0.72%<br />
2%<br />
3%<br />
65%<br />
Salaries<br />
Fringe Benefits<br />
Debt Service Payments<br />
Maintenance<br />
Utilities<br />
Transportation<br />
Food Service<br />
Technology<br />
Curriculum & Instruction<br />
School Improv/Prog. Devlp.<br />
Athletics/Physical Education<br />
Grant Expenditures (not personnel)<br />
Miscellaneous
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Student Transfers<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas<br />
I recommend approval of the following student transfer requests:<br />
Incoming:<br />
Rochelle Cantrell request that her child Kelcey Cantrell, grade 11, be transferred from<br />
the Springdale School District to the <strong>Fayetteville</strong> School District<br />
Lucy Kiogothi request that her child Collins Kiogothi, grade 11, be transferred from<br />
the Springdale School District to the <strong>Fayetteville</strong> School District<br />
Ashley Metcalf request that her child Elysha Riggs, grade 4, be transferred from the<br />
Farmington School District to the <strong>Fayetteville</strong> School District<br />
Amanda Tomlinson request that her child Anna E. Tomlinson, grade 1, be transferred<br />
from the Farmington School District to the <strong>Fayetteville</strong> School District<br />
Brian Gordy request that his child Cameron Gordy, grade 7, be transferred from the<br />
Farmington School District to the <strong>Fayetteville</strong> School District<br />
Donavan Smith request that his children Andrew Foster, grade 2, and Hannah Foster,<br />
grade 1, be transferred from the Farmington School District to the <strong>Fayetteville</strong> School District<br />
Outgoing:<br />
Lawrence Jordan request that his child Brenden Jordan, grade 12, be transferred from<br />
the <strong>Fayetteville</strong> School District to the Springdale School District
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
District Treasurer<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas, Superintendent<br />
I recommend that the Board approve Terri Raskiewicz as district treasurer.
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Curriculum Policy<br />
TO:<br />
FROM:<br />
Board of Education<br />
Linda Auman<br />
I will ask the Board to approve the district curriculum policy.
DRAFT Board Policy: Curriculum, Instruction and Assessment<br />
The vision of the <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> is to provide an educational system where<br />
every student will leave with a full understanding of his or her potential and the skills<br />
necessary to be successful in an ever-changing, global society.<br />
We believe that curriculum is the systematic organization of what is to be learned,<br />
supported by diverse resources and research-based instructional strategies that have a<br />
profound effect on every child's learning. Curriculum development is an ongoing process<br />
that addresses the changing needs of all students.<br />
Curriculum Management<br />
• A curriculum management plan will be established and will include procedures and<br />
expectations for the design of the curriculum that adhere to research-based learning<br />
practices in all content areas at all grades.<br />
o A curriculum management plan will include procedures and expectations<br />
for the delivery of the curriculum.<br />
o A curriculum management plan will indicate a logical progression of<br />
prerequisites, learning goals, and objectives within and between grade<br />
levels/content areas to guide the delivery of instruction across the system.<br />
o A curriculum management plan will provide seamless articulation of<br />
learning goals from grade to grade and course to course<br />
• Written curriculum guides will be developed for all courses will include designated<br />
rigorous standards and clear linkages between lesson planning and student learning<br />
expectations.<br />
• Curriculum guides will be formatted in an approved structure and will include<br />
strategies for:<br />
o differentiating the written curriculum based on identified student needs and<br />
o integrating technology into the design of the curriculum.
• A focused professional development plan will be established to prepare instructional<br />
staff to teach the written curriculum and will include opportunities for learning<br />
research-based instructional strategies to meet the needs of each student.<br />
• Assessments that measure student progress and mastery of learning expectations will<br />
be created or adopted.<br />
• A curriculum management plan will include a complete and updated list of<br />
assessments noting the use of each.<br />
• Programs adopted by the district will be aligned with student learning expectations<br />
and the written curriculum, and will be documented with credible research.<br />
• Annual reviews of the curriculum and programs will be conducted as outlined in the<br />
curriculum management plan.<br />
Roles and Responsibilities<br />
Teachers shall:<br />
• Plan and teach to mastery with fidelity to the learner objectives included in the<br />
written curriculum guides;<br />
• Implement research-based instructional practices;<br />
• Actively engage students in the learning process;<br />
• Assess and document student mastery of curriculum objectives;<br />
• Communicate to students and families regarding student progress toward mastery of<br />
curriculum objectives;<br />
• Differentiate instruction based on assessment data to ensure students’ success;<br />
• Utilize school and district resources effectively to maximize student learning;<br />
• Participate in curriculum development/revision activities; and<br />
• Participate in district approved professional development.<br />
Principals shall:<br />
• Oversee the implementation of the written curriculum, and document congruity<br />
between taught objectives and the board-adopted curriculum;
• Communicate to instructional staff and other stakeholders the importance of effective<br />
curriculum, and instructional practices on a regular basis by providing rationale,<br />
intent, evaluation procedures and effect on current practices;<br />
• Develop a plan consistent with board policy for monitoring curriculum delivery;<br />
• Recommend program modification or termination based on student achievement;<br />
• Review student achievement data to identify professional learning needs of building<br />
instructional staff and recommend professional development opportunities;<br />
• Effectively utilize school resources related to curriculum and instruction; and<br />
• Initiate reflective dialogue with instructional staff to improve instruction.<br />
Supervisors of Principals shall:<br />
• Ensure that schools conduct annual analysis of student achievement in each curricular<br />
area as part of the school improvement planning process;<br />
• Recommend program modification or termination based on student achievement; and<br />
• Conduct semi-annual on-site review of implementation of the curriculum<br />
management plan.<br />
District Curriculum Supervisors shall:<br />
• Ensure that a long-range plan is in place for aligned district curriculum development,<br />
professional development, student assessment and program evaluation;<br />
• Communicate the long-range plan through the FPS curriculum management plan;<br />
• Implement the long-range plan, providing for technical and expert assistance as<br />
needed;<br />
• Monitor all courses to ensure that the written curriculum is the taught and assessed<br />
curriculum;<br />
• Oversee the instructional resource adoption process, identify alignment issues, and<br />
provide supplemental resources where needed;<br />
• Direct the evaluation of current programs, and ensure that plans for the evaluation of<br />
new programs are identified prior to program implementation;<br />
• Recommend program modification or termination based on student achievement;
• Assist principals in monitoring the implementation of the curriculum process;<br />
• Ensure that professional development is coordinated across the district;<br />
• Develop and implement a plan to provide professional development follow-up; and<br />
• Direct the ongoing evaluation of the impact of professional development on student<br />
achievement.<br />
The Superintendent shall:<br />
• Implement the policies and board-approved long-range plans that relate to<br />
curriculum, instruction, assessment and budgeting;<br />
• Ensure that a systematic decision-making structure and formalized processes are in<br />
place to carry out the goals of the district;<br />
• Annually report to the board concerning the effectiveness of curriculum and<br />
instruction, program implementation, professional development, assessment results,<br />
and budgeting in meeting district student achievement and equity priorities based on<br />
established evaluation data;<br />
• Direct the review of programs on a scheduled basis and recommend program<br />
modification or termination based on student achievement and cost effectiveness;<br />
• Oversee the decision-making structure related to curriculum design and delivery as<br />
outlined in the curriculum management plan;<br />
• Maintain an organizational structure that accurately reflects job descriptions, decision<br />
making processes, and accountability;<br />
• Review the instructional staff evaluation process annually to ensure that job<br />
descriptions address specific functions related to student achievement, establish<br />
accountability for results, and recommend changes to the policy as needed;<br />
• Collaborate with district instructional staff regarding plans for curriculum and<br />
instruction in the district;<br />
• Establish a multi-year budgeting process that is based on identified student<br />
achievement goals; and<br />
• Oversee facility planning that incorporates future curricular and instructional trends<br />
and student-centered instructional demands for the 21 st Century.
The Board shall:<br />
• Communicate to its constituents the board’s curricular expectations;<br />
• Approve the curriculum for all courses as recommended by the Superintendent;<br />
• Review data regarding the effectiveness of curriculum and instruction, program<br />
implementation, professional development, assessment results, and budgeting in<br />
meeting district student achievement and equity priorities as presented by the<br />
Superintendent;<br />
• Provide funding and support for professional development opportunities that focus on<br />
district curriculum design and increased student achievement; and<br />
• Provide funding and support for the curriculum management plan.
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Families in Transition Grant<br />
TO:<br />
FROM:<br />
Board of Education<br />
Linda Auman<br />
I will ask the Board to authorize the superintendent to sign the McKinney-Vento<br />
Summer Program grant application.
ARKANSAS DEPARTMENT OF EDUCATION<br />
Learning Services<br />
MCKINNEY-VENTO EDUCATION FOR HOMELESS<br />
CHILDREN AND YOUTH GRANT<br />
No Child Left Behind Act of 2<strong>00</strong>1 – Title X, Part C<br />
Application and Guidance Packet<br />
For<br />
Summer Program Grant<br />
<strong>2010</strong> Projects<br />
Deadline: Received by June 11, <strong>2010</strong><br />
Cindy Hogue, State Homeless Coordinator<br />
Arkansas Department of Education<br />
4 Capitol Mall, 305-B<br />
Little Rock, AR 72201<br />
501-682-5615<br />
Cindy.Hogue@Arkansas.gov<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 1
PURPOSE:<br />
According to <strong>Public</strong> Law 103-382, Sections 721-726, Stewart B. McKinney Homeless Assistant<br />
Act: Education for Homeless Children and Youth (42 U.S.C. 11431 et seq.) of 1990, as amended<br />
in Title VII Subtitle B of Improving America’s <strong>Schools</strong> Act (IASA) of 1994, the purpose is to<br />
ensure that all homeless children and youth have equal access to the same free, appropriate<br />
public education, including public preschool education, provided to other children and youth.<br />
WHO ARE THE HOMELESS CHILDREN AND YOUTH?<br />
An individual who lacks a fixed, regular and adequate nighttime residence.<br />
Federal Descriptors for the Homeless Children and Youth Population:<br />
1) Children and youth who are sharing the housing of other persons due to loss of housing,<br />
economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or<br />
camping grounds due to the lack of alternative adequate accommodations; are living in<br />
emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care<br />
placement.<br />
2) Children and youth who have a primary nighttime residence that is a public or private<br />
place not designed for or ordinarily used as a regular sleeping accommodation for human<br />
beings.<br />
3) Children and youth who are living in cars, parks, public spaces, abandoned buildings,<br />
substandard housing, bus or train stations, or similar settings.<br />
4) Migratory children (as defined in section 1309 of the Elementary and Secondary<br />
Education Act of 1965, as amended) who qualify as homeless because they are living in<br />
circumstances described in this definition.<br />
ELIGIBLE APPLICANTS:<br />
The local education agencies that serve children and youth located within Arkansas will be<br />
eligible to apply on a competitive basis for grant funds to provide summer educational programs<br />
of identified homeless and other at risk students. Applicants will develop summer programs to<br />
meet the academic needs of identified students.<br />
McKinney – Vento funds can be used to include identified homeless students in existing summer<br />
programs. If the school district does not have a summer program these funds can be used to<br />
finance a program for identified homeless students and other high risk students.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 2
APPLICATION AND DEADLINE:<br />
The original with signatures in blue ink and three copies of the application must be received in<br />
the Arkansas Department of Education (ADE), at the address below, by 4:30 p.m. on Friday,<br />
June 11, <strong>2010</strong>. Applications that are incomplete, faxed, or received after June 11, <strong>2010</strong>, will not<br />
be reviewed. The ADE is not responsible for late delivery from any delivery service. Staple the<br />
application rather than using other forms of binding.<br />
For further information, contact:<br />
Cindy Hogue, Homeless Coordinator<br />
Arkansas Department of Education<br />
4 Capitol Mall, Room 305-B<br />
Little Rock, AR 72201<br />
(501) 682-4847 or E-mail: cindy.hogue@arkansas.gov<br />
BUDGET:<br />
The Stewart B. McKinney Homeless funds will be awarded to local education agencies (LEAs)<br />
through competitive grants based on the demonstration of need. Each grant award is $10,<strong>00</strong>0 to<br />
be used to implement a summer program for homeless and at risk students.<br />
PROJECT PERIOD:<br />
The funding cycle for this award is June 1, <strong>2010</strong> through August 31, <strong>2010</strong>.<br />
APPLICATION CONTENT:<br />
• Cover Sheet and Project Information.<br />
Forms provided in the RFP are required.<br />
• Project Design.<br />
The proposal will demonstrate a clear relationship between the need identified, project<br />
objectives, and the overall project goal.<br />
• Reasonableness of budget as listed on the budget form and in the budget justification.<br />
The proposal will present and justify the reasonableness of the budgeted items as they relate<br />
to the proposed activities. Use form provided in RFP.<br />
TECHNICAL ASSISTANCE:<br />
The local homeless project will be monitored during the project period for compliance with the<br />
approved project application in the following areas:<br />
1) Progress of meeting the goals and objectives of the approved application.<br />
2) The quality and extent of services provided for the eligible participants.<br />
3) Reviewing the documentation of activities: identification, recruitment, and enrollment of<br />
students, educational and support services as defined in the action plan and fiscal<br />
management.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 3
SELECTION PROCESS AND CRITERIA:<br />
The need will be based on the LEA’s percentage of free and reduced lunch students and the<br />
number of identified homeless students.<br />
The quality of the application will be based on the types, intensity, and coordination of summer<br />
educational activities planned.<br />
Applications will be reviewed by a review panel consisting of a variety of members representing<br />
programs and services such as the Arkansas Department of Education; Title 1; Special<br />
Education, Early Childhood; Health Department; Language for Minority Students; Homeless<br />
Providers; and Shelter Providers.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 4
APPLICATION<br />
AND<br />
ASSURANCE<br />
FORMS<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 5
Stewart B. McKinney Education for Homeless Children and Youth Program<br />
Application Contents and Checklist<br />
Grant application must be submitted in the following order:<br />
1. Application and Project Forms (use provided forms)<br />
2. Assurances (use provided forms)<br />
3. Project Narrative<br />
4. Action Plans (use forms provided)<br />
5. Program Staff Information (use form provided)<br />
6. Budget Application (use form provided) & Budget Justification<br />
Grant Guidelines<br />
The following are required elements in order for the application to be eligible for the review<br />
process:<br />
• Original application with signatures in blue ink and three copies.<br />
• Use the provided forms – complete all information and supply proper signatures.<br />
• Incomplete, faxed, or late applications will not be reviewed.<br />
• Double-space using 12-point font.<br />
• Place the name of the program at the top or bottom of each page.<br />
• Number all pages.<br />
• Staple the application rather than using other forms of binding.<br />
• Complete and label each section as outlined in the RFP.<br />
• Any incomplete section will result in minimum point scoring as designated by the scoring<br />
rubric. Proper grammar, spelling, and punctuation will impact a positive review.<br />
• Grant applications and attachments become property of the Arkansas Department of<br />
Education (ADE) and will not be returned.<br />
• The ADE is not responsible for late delivery from any delivery service.<br />
• Proposals must be received by 4:30 p.m. on June 11, <strong>2010</strong>.<br />
Mail or deliver to:<br />
Cindy Hogue, Homeless Coordinator<br />
Arkansas Department of Education<br />
4 Capitol Mall, Room 305-B<br />
Little Rock, AR 72201<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 6
Arkansas Department of Education<br />
Stewart B. McKinney Education for Homeless<br />
Professional Development Grant Funds 2<strong>00</strong>9-<strong>2010</strong><br />
4 Capitol Mall, Room 305-B, Little Rock, AR 72023<br />
(501) 682-5615<br />
APPLICATION INFORMATION<br />
Grant Amount Requested: $10,<strong>00</strong>0<br />
(up to $10,<strong>00</strong>0)<br />
School District / Fiscal Agent: <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong><br />
LEA #:72-03<br />
Mailing Address:1<strong>00</strong>0 West Stone<br />
City, State, Zip: <strong>Fayetteville</strong>, AR 7<strong>27</strong>01<br />
Present of LEA Free/Reduced Lunch 3,049 39%__<br />
# of LEA Identified Homeless for 2<strong>00</strong>9-10__255___<br />
County: Washington<br />
Education Service Cooperative: Northwest Arkansas Education Service Cooperative<br />
Current State Senator: Sue Madison<br />
Current State Representative: Lindsley Smith<br />
City <strong>May</strong>or: Lioneld Jordan<br />
PROJECT INFORMATION<br />
Title of the Project: LEAP Ahead Literacy Intervention<br />
Name & Title of Contact for Grant: Marian Riner, LCSW<br />
Mailing Address: 1<strong>00</strong>0 W. Stone<br />
City, State, Zip: <strong>Fayetteville</strong>, AR 7<strong>27</strong>12<br />
E-mail Address: marian.riner@fayar.net<br />
Phone: 479-973-8653<br />
County Judge: Marilyn Edwards<br />
Fax:479-5<strong>27</strong>-3645<br />
Homeless Liaison: Marian Riner, LCSW<br />
Mailing Address: 1<strong>00</strong>0 West Stone<br />
City, State, Zip: <strong>Fayetteville</strong>, AR 7<strong>27</strong>01<br />
E-mail Address: marian.riner@fayar.net<br />
Phone: 479-973-8653 Fax: 479-5<strong>27</strong>-3645<br />
Proposed Project Dates: (start date): July 12, 2019 (end date): July 29,<strong>2010</strong><br />
AUTHORIZED REPRESENTATIVE<br />
To the best of my knowledge and belief, all data in this application are true and correct. The document has been duly<br />
authorized by the governing body of the applicant and the applicant will comply with the attached assurances and<br />
certifications if the assistance is awarded.<br />
___________________________________________________________________________________________<br />
LEA Superintendent Date Homeless Contact Person Date<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 7
ARKANSAS DEPARTMENT OF EDUCATION<br />
ASSURANCES FOR PROGRAMS UNDER<br />
THE ELEMENTARY AND SECOINDARY EDUCATION ACT OF 1965,<br />
AS AMENDED BY THE<br />
NO CHILD LEFT BEHIND ACT OF 2<strong>00</strong>1<br />
PUBLIC LAW 107-110<br />
The Arkansas Comprehensive School Improvement Plan (ACSIP) is for local education agency (LEA)<br />
use in requesting district funds for covered programs under the No Child Left Behind Act of 2<strong>00</strong>1<br />
(ACSIP also serves as the local schools schoolwide plan, targeted plan and/or school or LEA<br />
improvement plan). To assure the LEA’s eligibility for funds included in ACSIP, the Superintendent<br />
must provide an original signature attesting to compliance with all assurances applicable to each<br />
program for which the plan is submitted. The Neglected or Delinquent (Title I, Part D Subpart II),<br />
Technology (Title II, Part D) and McKinney-Vento Homeless Education Program applications are<br />
submitted separately. Please read and consider each item carefully as the LEA will be held<br />
accountable.<br />
All General Assurances must be checked. The certification line of each Title section must be<br />
checked. Please note that for each Title section not checked, funding will not be allocated.<br />
District Name _<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>_____________ LEA Code No. _72-03_______<br />
CERTIFICATIONS<br />
I, the undersigned superintendent for the applicant school district, certify that:<br />
1. The information provided in this application to support the following assurances<br />
Is correct, so far as I am able to determine.<br />
2. The LEA will abide by the provisions of the approved plan/application for No Child<br />
Left Behind funds.<br />
3. As the prospective lower tier participant neither it nor its principals are presently<br />
debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded<br />
from participation in this transaction by any Federal department or agency. Where the<br />
prospective lower tier participant is unable to certify to any of the statements in this<br />
certification, such prospective participant shall attach an explanation to this proposal.<br />
(Executive Order 12549, 34 CFR Part 85, Section 85,510)<br />
4. No Federal appropriated funds have been paid or will be paid, by or on behalf of the<br />
undersigned, to any person for influencing or attempting to influence an officer or<br />
employee on any agency, a member of Congress in connection with the making of any<br />
Federal grant, the entering into of any cooperative agreement, and the extension,<br />
continuation, renewal, amendment, or modification of any Federal grant or cooperative<br />
agreement.<br />
5. If any funds other than Federal appropriated funds have been paid or will be paid to any<br />
person for influencing or attempting to influence an officer or employee of any agency, a<br />
member of Congress, an officer or employee of Congress, or an employee of a member of<br />
Congress in connection with this Federal grant or cooperative agreement, the undersigned<br />
shall complete and submit Standard form - LLL, “Disclosure Form to Report Lobbying,” in<br />
accordance with its instructions.<br />
6. The undersigned shall require that the language of this certification be included in the<br />
award documents for all subawards at all tiers (including subgrants, contracts under<br />
grants and cooperative agreements, and subcontracts) and that all sub-recipients shall<br />
certify and disclose accordingly.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 8
GENERAL ASSURANCES<br />
I, the undersigned Superintendent for the above named LEA, hereby, assure the Arkansas<br />
Department of Education that:<br />
1. ____Each such program will be administered in accordance with all applicable statutes,<br />
regulations, program plans, and applications.<br />
2. ____The LEA will comply with all applicable supplement not supplant and maintenance of<br />
effort requirements. §9521 – IV.B.1<br />
(a) The control of funds provided under each program and title to property acquired with<br />
program funds will be in a public agency, a non-profit private agency, institution,<br />
organization, or Indian tribe, if the law authorizing the program provides for assistance to<br />
those entities;<br />
(b) the public agency, non-profit private agency, institution or organization, or<br />
Indian tribe will administer the funds and property to the extent required by the<br />
authorizing law.<br />
3. ____The LEA will adopt and use proper methods of administering each such program,<br />
Including (a) the enforcement of any obligations imposed by law on agencies, institutions,<br />
organizations, and other recipients responsible for carrying out each program;<br />
and (b) the correction of deficiencies in program operations that are identified through<br />
audits, monitoring, or evaluation.<br />
4. ____The LEA will cooperate in carrying out any evaluation of each such program conducted<br />
by, or for, the State educational agency, the Secretary, or other Federal officials.<br />
5. ____The LEA will use such fiscal control and fund accounting procedures as will ensure<br />
proper disbursement of, and accounting for, Federal funds paid to the applicant under<br />
each such program.<br />
6. ____The LEA will – (a) submit such reports to the State educational agency (which shall<br />
make the reports available to the Governor) and the Secretary as the State educational<br />
agency and Secretary may require to enable the State educational agency and Secretary<br />
to perform their duties under each such program; and (b) maintain such records, provide<br />
such information and afford such access to the records as the State educational agency<br />
(after consultation with the Governor) or the Secretary may reasonably require to carry<br />
out the State educational agency’s or the Secretary’s duties.<br />
7. ____The LEA has consulted with teachers, school administrators, parents, and others in the<br />
development of the local consolidated application/LEA Plan to the extent required under<br />
Federal law governing each program included in the consolidated application/LEA Plan.<br />
8. ____Before the application was submitted; the LEA afforded a reasonable opportunity for<br />
public comment on the application and considered such comment.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 9
McKinney-Vento Homeless Education Program<br />
(Applicable to those LEAs that have projects funded under this part)<br />
1. The LEA will adopt policies and practices to ensure that homeless children and youth are<br />
not stigmatized or segregated on the basis of their status as homeless.<br />
2. The LEA will designate an appropriate staff person as an LEA liaison for homeless children<br />
and youths, to carry out the duties described in Title X, Part C, section 722, paragraph (6)(A).<br />
3. The LEA will adopt policies and practices to ensure that transportation is provided, at the<br />
request of the parent or guardian (or in the case of an unaccompanied youth, the liaison), to<br />
and from the school of origin in accordance with the provisions of Title X, Part C, section<br />
722, paragraph (6)(J)(ii).<br />
4. The LEA will adopt policies and practices to ensue immediate enrollment of homeless<br />
children and youth in accordance with all applicable statutes, regulations, program plans and<br />
applications.<br />
BOARD APPROVAL AND SUPERINTENDENTS SIGNATURE<br />
The School Board of <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> approved and recorded in its minutes the set of<br />
assurances stated above at a meeting held on <strong>May</strong> <strong>27</strong>, <strong>2010</strong> and further authorized the Superintendent to<br />
sign such assurances as required by Section 9306 and to submit an Arkansas Comprehensive School<br />
Improvement Plan (application) to the Arkansas Department of Education as required by Section 9305.<br />
Vicky Thomas<br />
Superintendent (Typed Name)<br />
Superintendent Signature<br />
Date<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 10
Brief Program Narrative (one page) –<br />
Program Description: Leap Ahead Literacy Intervention Targeting Dropout Prevention<br />
is a literacy intervention program for K-2 students that is being developed by<br />
<strong>Fayetteville</strong> educators to increase the literacy levels of our students and to decrease the<br />
growing number of dropouts. The program begins with three weeks of intensive literacy<br />
intervention in the summer and continues with ongoing services throughout the school<br />
year. Students will participate in intensive, research-based literacy interventions as well<br />
community-based learning to build content and background knowledge. The Leap<br />
Ahead Program meets all criteria as cited by Cooper, Charlton, Valentine, and<br />
Muhlenbruck (2<strong>00</strong>0), for summer school programs to a) contain substantial components<br />
aimed at teaching reading and math, b) include rigorous evaluations, c) target<br />
disadvantaged youth, d) use summer school as an extension of summer professional<br />
development opportunities, and e) integrate summer experiences with those during the<br />
school year.<br />
Target Group: The Kindergarten, First and Second Grade students who are selected<br />
to participate have received a 2<strong>00</strong>9-10 End of Year DIBELS Support Recommendation<br />
of Intensive or Strategic.<br />
Goals: The goal is for the summer program to not only increase literacy levels of<br />
students, but to develop the capacity of teachers to deliver intensive instruction to lower<br />
performing students on a daily basis. Expected student outcomes include: improved<br />
reading abilities, increased digital literacy, and greater self-confidence.<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 11
FORMS<br />
Action Plan<br />
Budget Application<br />
Program Staff Information<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 12
Stewart B. McKinney Education for Homeless Children and Youth<br />
ACTION PLAN<br />
GOAL: Improved Reading Abilities<br />
Objective(s): Students will learn strategies that will assist them in demonstrating and building on skills that will improve their<br />
current reading level.<br />
Activity(s)<br />
(Activity or sequence of activities to<br />
achieve each objective)<br />
Lexia computer based phonics<br />
program<br />
Personnel<br />
Responsible<br />
(By title)<br />
Teacher/Interv<br />
entionist<br />
Timeline<br />
(Be specific – use<br />
month, date, year)<br />
July 12-29 and<br />
ongoing<br />
Projected<br />
Number of<br />
Participants<br />
150-2<strong>00</strong><br />
Impact<br />
What is the projected result?<br />
Improved beginning<br />
reading skills<br />
Evaluation<br />
How will the results of<br />
the activity be measured?<br />
DIBELS-beginning, middle,<br />
and end of year assessments<br />
Barton Reading and Spelling<br />
Program<br />
Teacher/Interv<br />
entionist<br />
July 12-29 and<br />
ongoing<br />
150-2<strong>00</strong><br />
Improved beginning<br />
reading skills<br />
DIBELS-beginning, middle,<br />
and end of year assessments<br />
Teacher interventions with<br />
Oral language, Phonics,<br />
Phonemic Awareness,<br />
Phonics, Vocabulary, and<br />
Comprehension.<br />
Teacher/Interv<br />
entionist<br />
July 12-29 and<br />
ongoing<br />
150-2<strong>00</strong><br />
Improved beginning<br />
reading skills<br />
DIBELS-beginning, middle,<br />
and end of year assessments<br />
(Reproduce form as needed.)<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 13
McKinney-Vento Education for Homeless Children and Youth<br />
Itemized Budget Form<br />
Grantee: <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong><br />
Project Name:LEAP Ahead<br />
Budget Category<br />
Expenditures Expenditures Expenditures Category Total<br />
McKinney-<br />
Vento Funds<br />
ARRA Stimulus<br />
__ Funds<br />
Wal-Mart Grant_<br />
Funds<br />
1. Personnel<br />
Program Manager:<br />
Salary $6,<strong>00</strong>0 $6,<strong>00</strong>0<br />
Employee Benefits $2,<strong>00</strong>0 $2,<strong>00</strong>0<br />
Teachers $168,<strong>00</strong>0 $168,<strong>00</strong>0<br />
Salary<br />
Employee Benefits<br />
Support Staff $15,315 $15,315<br />
Salary<br />
Employee Benefits<br />
2. Purchased Services<br />
Student Support Services<br />
Transportation for Students $21,6<strong>00</strong> $21,6<strong>00</strong><br />
Food/Nutrition Services $2,<strong>00</strong>0 $7,<strong>00</strong>0 $9,<strong>00</strong>0<br />
Parent Involvement Activities $3,750 $3,750<br />
Professional/Technical<br />
3. Materials/Supplies<br />
$65,6<strong>00</strong> $65,6<strong>00</strong><br />
Instructional Materials<br />
Supplies $10,350 $10,350<br />
4. Equipment<br />
$41,450 $41,450<br />
Instructional<br />
Regular<br />
5. Operation and Maintenance<br />
Utilities<br />
Maintenance services<br />
Lease/Rent<br />
6. Travel<br />
7. Other<br />
Explanation<br />
Explanation<br />
Explanation<br />
GRAND TOTAL $10,<strong>00</strong>0 $291,615 $41,450 $343,065<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 14
Stewart B. McKinney Education for Homeless Children and Youth<br />
PROGRAM STAFF INFORMATION<br />
District Name_<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>_________ LEA # __72-03__________<br />
PROGRAM STAFF<br />
Full Name of Staff Members Assignment Highly<br />
Qualified<br />
Education Background<br />
(Degree, major, college hours, etc.)<br />
(Y or N)<br />
(1) (2) (3) (4)<br />
Teacher Y Elementary Certified Teacher<br />
Heather Bowen<br />
Mindy Duell Teacher Y Elementary Certified Teacher<br />
Mary Crawford Teacher Y Elementary Certified Teacher<br />
Becky Payne Speech/Language Path Y Speech Pathology<br />
Karen Stowe-Rains Teacher Y Elementary Certified Teacher<br />
Laura Leto Teacher Y Elementary Certified Teacher<br />
Brooke Parker Teacher Y Elementary Certified Teacher<br />
Charla Myers ESL Teacher Y Elementary Certified Teacher<br />
Ellen Otis Teacher Y Elementary Certified Teacher<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 15
Jason Edwards Teacher Y Elementary Certified Teacher<br />
Cynthia Ratcliff Special Ed Teacher Y Elementary Certified Teacher<br />
Kelly Brown Literacy Coach Y Elementary Certified Teacher<br />
Sandra Taylor Literacy Coach Y Elementary Certified Teacher<br />
Penny Ezell Literacy Coach Y Elementary Certified Teacher<br />
Angelia Arguello Literacy Coach Y Elementary Certified Teacher<br />
Kristen Scanlon Principal Y<br />
5 open positions for Teachers Teacher Y Elementary Certified Teacher<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 16
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>-LEAP Ahead Summer Program 17
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Happy Hollow Construction Manager Contract<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas<br />
I will ask the Board to approve the construction manager contract with Nabholz<br />
Construction for the Happy Hollow project.
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Happy Hollow Status Report<br />
TO:<br />
FROM:<br />
Board of Education<br />
Vicki Thomas<br />
Architects from Crafton, Tull & Sparks will present information regarding the<br />
construction of Happy Hollow Elementary School.
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Policy Revisions & Student Handbooks<br />
TO:<br />
FROM:<br />
Board of Education<br />
Ginny Wiseman<br />
I will ask the board to approve revisions to Policies 5.2 (Entrance Requirements), 5.3<br />
(Compulsory Attendance Requirements), 5.7 (Absences), 5.8 (Make-up Work), 5.12<br />
(Student Organizations/Equal Access), 5.17 (Student Discipline), 5.26 (Gangs & Gang<br />
Activity), 5.41 (Smart Core Curriculum & Graduation Requirements), 5.64<br />
(Graduation Requirements for 2011, 2012, 2013 and Graduation Requirements for<br />
2014 and Beyond) and the <strong>2010</strong>-2011 elementary and secondary student handbooks.
5.12—STUDENT ORGANIZATIONS/EQUAL ACCESS<br />
Non-curriculum related secondary school student organizations wishing to conduct meetings on school<br />
premises during non-instructional time shall not be denied equal access on the basis of the religious,<br />
political, philosophical, or other content of the speech at such meetings. Such meetings must meet the<br />
following criteria.<br />
1. The meeting is to be voluntary and student initiated;<br />
2. There is no sponsorship of the meeting by the school, the government, or its agents or employees;<br />
3. The meeting must occur during non-instructional time;<br />
4. Employees or agents of the school are present at religious meetings only in a non-participatory<br />
capacity;<br />
5. The meeting does not materially and substantially interfere with the orderly conduct of educational<br />
activities within the school; and<br />
6. Non-school persons may not direct, conduct, control, or regularly attend activities of student groups.<br />
All meetings held on school premises must be scheduled and approved by the principal. The school, its agents, and<br />
employees retain the authority to maintain order and discipline, to protect the well being of students and faculty, and to<br />
assure that attendance of students at meetings is voluntary.<br />
Fraternities, sororities, and secret societies are forbidden in the District’s schools. Membership to student organizations<br />
shall not be by a vote of the organization’s members, nor be restricted by the student’s race, religion, sex, national<br />
origin, or other arbitrary criteria. Hazing, as defined by law, is forbidden in connection with initiation into, or affliation<br />
with, any student organization.<br />
Legal References:<br />
A.C.A. § 6-5-201 et seq<br />
A.C.A. § 6-21-204<br />
20 U.S.C. 4071 Equal Access Act<br />
Board of Education of the Westside Community <strong>Schools</strong> v. Mergens, 496 U.S. 226<br />
(1990)<br />
A.C.A. § 6-18-601 et seq.<br />
Date Adopted: 8-28-03
5.17—STUDENT DISCIPLINE<br />
The <strong>Fayetteville</strong> School District recognizes that effective student discipline can best be achieved<br />
and maintained through the cooperative efforts of parents, educators, students, and other community<br />
members. Each has the right to expect a wholesome atmosphere that is conducive to learning. Such a<br />
climate can best be created where efforts are made to move students toward responsible self-discipline.<br />
The school has a responsibility to inform students of their rights and responsibilities; students are<br />
responsible for knowing and abiding by the rules and regulations of the school. Parents are responsible for<br />
helping their children understand the policy and for supporting the school in its efforts to enforce the<br />
policy. All students and parents will be provided copies of this policy and will be required to indicate in<br />
writing their receipt of the policy.<br />
Students are expected to conduct themselves at all times (at school, at school activities and events,<br />
and traveling to and from school) in a manner that will promote the best interest of the school system and<br />
will not infringe on the rights of others. The following activities are considered improper and unacceptable<br />
and may subject the student to disciplinary action as described in the procedural section of this policy.<br />
1. Disruption and interference with school. This will include interference with the proper conduct of a<br />
school, a school activity, or an individual class; attempts to prohibit or discourage attendance by others<br />
at school or a school activity; attempts to encourage other students to violate school rules or policies;<br />
refusal to identify himself/herself on request of any authorized school personnel; and refusal to identify<br />
others engaged in unlawful or disruptive acts or to otherwise fail to divulge information regarding such<br />
acts.<br />
2. Damage, destruction, or theft of private or public property.<br />
3. Harassment of students or employees, which shall include but is not limited to:<br />
(a) Speech, such as epithets, derogatory comments or slurs, and lewd<br />
propositioning on the basis of race, sex, religion, national origin, ancestry,<br />
disability, medical condition, marital status, age, or sexual orientation.<br />
(b) Physical acts, such as assault, impeding or blocking movement, offensive<br />
touching, or any physical interference with normal school activities or<br />
learning environment when directed at an individual on the basis of race,<br />
sex, religion, national origin, ancestry, disability, medical condition, marital<br />
status, age, or sexual orientation.<br />
(c) Visual insults, such as derogatory posters, cartoons, or drawings related to<br />
race, sex, religion, national origin, ancestry, disability, medical condition,<br />
marital status, age, or sexual orientation.<br />
4. Assault, bullying, fighting, physical abuse, threats, or verbal abuse by a student on a fellow student.<br />
5. Assault, physical abuse, threats, or verbal abuse by a student on any school employee, even if such<br />
actions occur off school premises.<br />
6. Possession, offering for sale, sale, or use of narcotics, drugs, anabolic steroids, alcohol, inhalants,<br />
analogues* or other controlled substances as defined by statute. Unless such possession and use has<br />
been authorized by a physician. School officials will be expected to cooperate fully with law<br />
enforcement agencies and judicial bodies in the investigation and resolution of drug-related or alcohol<br />
related cases involving students, even though the offenses may not have taken place on school property<br />
or at a school activity.
*An analogue is a substance which mimics the stimulant, depressant, or hallucinogenic effect on the central<br />
nervous system that is similar to the stimulant, depressant, or hallucinogenic effect of a controlled<br />
substance.<br />
7. Possession of any weapon, knife, gun, instrument or article that might be injurious to a person or<br />
property.<br />
8. Disregard of reasonable directions or commands given by authorized school personnel.<br />
9. Truancy or chronically poor attendance, as defined by school policy and Arkansas Statute (Act 60,<br />
1983).<br />
10. Extortion from other students.<br />
11. Gambling on school property or at a school activity.<br />
12. Attire that disrupts the educational process or otherwise interferes with the rights or opportunities of<br />
others to learn or teach.<br />
13. Distribution of petitions or other printed matter not approved in advance by the principal. (The<br />
principal’s sole basis for denying such distribution will be substantial belief that possession or<br />
distribution of such materials will cause substantial disruption of school activities because of obscene<br />
or libelous language, personal attacks, or the method or time of distribution.)<br />
14. Violation of statutory or constitutional regulations. (School penalties may be imposed in addition to<br />
any penalties imposed by the courts.)<br />
15. Violations of established classroom or school rules or regulations.<br />
16. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle, on school property<br />
or traveling to or from school.<br />
17. Possession of a paging device or other electronic communication device on school property, unless<br />
such possession is necessary for health reasons or other compelling reasons. Electronic<br />
communication devices are allowed at extra curricular activities unless they pose a significant<br />
disruption to the activity or performance. Act 447 amends A.C.A. § 6-18-502(b)<br />
18. Violation of Sexual Harassment Policy No. 5.<strong>27</strong>, Computer/Network Use Policy No. 5.29, Gangs and<br />
Gang Activity Policy No. 5.26, Bullying Policy No. 5.47, and Conduct To And From School Policy<br />
No. 5.19 together with any other district policies regarding student conduct.<br />
19. Use, possession or distribution of tobacco products is prohibited in accordance with Arkansas statute, §<br />
6-21-609.<br />
20. Any behavior not covered above which could reasonably be interpreted as being subversive to good<br />
order and discipline or which causes the learning atmosphere to deteriorate or be disrupted.<br />
The Board of Education endorses the enforcement of all applicable statutes relating to the abuse<br />
and harassment of school employees and students and/or their property.<br />
PROCEDURES<br />
In order to effectively implement the above policy, the following procedures are adopted:
School personnel are responsible for dealing with students fairly and honestly and for treating all<br />
students with courtesy and respect. The professional staff is encouraged to reward good behavior and to<br />
maintain a positive approach in helping students develop acceptable patterns of behavior. Corrective<br />
measures of a punitive nature are sometimes necessary; acceptable corrective measures include the<br />
following:<br />
1. Conference between the teacher and the student<br />
2. Deprivation of privileges This form of discipline is especially encouraged when the student has<br />
developed a pattern of chronically repeating minor offenses.<br />
3. Referral to a building administrator (principal or assistant principal)<br />
4. Parent-school conferences This type of cooperative action is highly encouraged, especially when a<br />
student appears to be developing a potentially serious behavioral problem. Parents should not expect a<br />
report on every problem that arises. When public or private property has been stolen or damaged, the<br />
school will work through parents to recover reasonable compensation for damages to that property.<br />
5. Referral to other school personnel (counselor, social worker, nurse, etc.).<br />
6. Referral to out-of-school personnel (physician, psychologist, drug or alcohol treatment centers, law<br />
enforcement personnel, etc.).<br />
7. In-School Suspension (ISS). A student may be placed in the school’s In-School Suspension<br />
classroom when such suspension is necessary for the student to regain or maintain emotional control or<br />
when the student’s presence in the regular classroom represents a reasonable threat to others or when<br />
the student’s presence in the regular classroom prevents other students from pursuing desirable<br />
educational goals. Reasons for suspension may include refractory conduct; insubordination; habitual<br />
un-cleanliness; or other conduct that would tend to impair the discipline of school, or harm other<br />
pupils.<br />
8. Saturday School. A student may be assigned to Saturday School for violation of school rules.<br />
9. Out of School Suspension (OSS). A student may be suspended from school when such suspension is<br />
necessary for the student to regain or maintain emotional control or when the student’s presence at<br />
school represents a reasonable threat to others or when the student’s presence at school prevents other<br />
students from pursuing desirable educational goals. Reasons for suspension may include immorality;<br />
refractory conduct, possession of any weapon; possession, use or sale of narcotics, drugs, anabolic<br />
steroids, or alcohol; insubordination; infectious disease, habitual un-cleanliness; or other conduct that<br />
would tend to impair the discipline of school, or harm other pupils. Any suspension must conform to<br />
the following guidelines:<br />
A. Prior to any suspension, the student shall receive an explanation of the intended<br />
suspension and shall be given reasonable opportunity to present evidence that might<br />
argue against suspension.<br />
B. The student’s parents or legal guardians should be notified immediately of any<br />
suspension, and should indicate how the student is to leave school.<br />
C. Written notice of any suspension should be forwarded to the superintendent’s office and<br />
the parents or guardians as soon as possible. Such notice shall include a statement of the<br />
reasons for and conditions of the suspension and shall notify parents or guardians of the<br />
established appeal procedures. The notice will be mailed to the address listed on the<br />
student’s current enrollment form. A conference with parent or guardian should be<br />
scheduled as soon as possible, in an effort to return the student to school.
D. Building administrators (principals and assistant principals) can suspend students from<br />
school for a period not to exceed ten (10) days, subject to appeal to the assistant<br />
superintendent and the superintendent.<br />
E. At each step in the appeal process, the suspension may be affirmed, revoked, or otherwise<br />
modified by the person or group hearing the appeal. Such disposition of an appeal does<br />
not in any way prohibit a student or a student’s parent or guardian from pursuing the<br />
appeal to the next level.<br />
F. Procedural due process, as defined by statutes and court decisions, will be followed at all<br />
stages of the suspension process.<br />
If a student under suspension transfers to another school, information regarding the suspension will be sent<br />
to that school.<br />
10. Alternative school program (secondary): When it appears that a student cannot conform to<br />
acceptable behavioral standards in the regular school program, the principal may recommend<br />
placement in the District’s alternative school.<br />
11. Extended suspension or suspension for a period greater than ten (10) days: The Board of<br />
Education is the only authority that has the power to remove a student from school for a period greater<br />
than ten (10) days. The Board will exercise this authority on the recommendation of the<br />
superintendent of schools when a student(s) participates in any activity which tends to disrupt,<br />
obstruct, or interfere with orderly education processes; an extended suspension may be for the<br />
remainder of the semester, the remainder of the school year, or permanently.<br />
12. Other forms of discipline determined to be appropriate by the Professional Staff: The following<br />
general guidelines should be applied to any disciplinary methods adopted by the professional staff, as<br />
well as to those methods listed above.<br />
A. All methods of discipline should refrain from being a serious inconvenience to students<br />
other than the student(s) involved. Mass punishment is to be avoided.<br />
B. Within the limits of practicality, all methods of discipline should be directed toward the<br />
student who has committed an offense.<br />
C. All methods of discipline should refrain from promoting an attitude unfavorable to<br />
academic or other schoolwork.<br />
D. Methods of discipline that would tend to publicly embarrass the student(s) are not<br />
allowed.<br />
Disciplinary actions, as outlined above, will not be entered on a student’s permanent record, and<br />
will not be divulged to unauthorized personnel, except as provided under “Suspension” and “Extended<br />
Suspension,” above.<br />
Students with disabilities, as defined in state standards, who engage in inappropriate behavior are<br />
subject to normal school disciplinary rules and procedures provided the student’s right to a free appropriate<br />
public education is not abridged. The following provisions will apply.<br />
1. For students whose disabilities have behavioral aspects, preventive measures such as behavioral<br />
management plans, should be considered and can be facilitated through the individualized education<br />
program (IEP) or the individualized accommodation plan (IAP) and placement processes required by<br />
IDEA and Section 504. While there is no requirement that such measures be specified in a student’s<br />
IEP/IAP, the IEP or Section 504 Committee for a student with identified disabilities could determine
that it would be appropriate to address the use of specific behavioral management and/or discipline<br />
procedures in individual situations involving that student and include them in the IEP/IAP.<br />
2. Where in-school discipline or short-term suspension (ten (10) schools days or less) is involved, a<br />
school may remove a student with disabilities for a disciplinary infraction without it being considered a<br />
change of placement, and IDEA’S or Section 504 parent-notification provisions would not apply.<br />
Also, there is no requirement for a prior determination of whether the student’s misconduct was a<br />
manifestation of the student’s disability. During periods of short-term exclusion, schools are not<br />
required to provide any educational services to the student. A series of short-term suspensions in the<br />
same school year could constitute a change in placement. The IEP/Section 504 team must make the<br />
determination. It must also determine whether the misconduct was a manifestation of the student’s<br />
disability. Factors such as the length of each suspension, the total amount of time that the student is<br />
excluded from school, and the proximity of the suspensions to each other should be considered in<br />
determining whether the student has been excluded from school to such an extent that there has been a<br />
change in placement. This determination must be made on a case-by-case basis.<br />
3. For a student with disabilities, a suspension or other disciplinary removal for more than ten (10)<br />
consecutive school days may not be considered without the school district first determining whether<br />
the student’s misconduct was a manifestation of the student’s disability or due to an inappropriate<br />
placement. This determination must be made by a group of persons knowledgeable about the student<br />
(such as his/her IEP/IAP Committee), and may not be made unilaterally by one individual.<br />
A. If the student’s misconduct was not a manifestation of his/her disability or an<br />
inappropriate placement, the school district may expel or suspend the student from school<br />
for more than ten (10) school days, subject to conditions set forth in the procedural<br />
safeguards of IDEA and Section 504.<br />
B. If the student’s misconduct was, a manifestation of his/her disability or an inappropriate<br />
placement, the student may not be expelled or suspended from school for more than ten<br />
(10) school days for the misconduct. However, other procedures may be used to address<br />
the student’s misconduct. A change in placement, if determined appropriate, could be<br />
implemented subject to applicable procedural safeguards. The school district would also<br />
have the option of suspending the student from school for ten (10) days or less, or<br />
seeking a court order at any time to remove the student from school or to change the<br />
student’s placement if it believes that maintaining the student in the current placement is<br />
substantially likely to result in injury to the student or to others.<br />
In addition to showing that the student is substantially likely to cause injury, the school<br />
district must show that it has made reasonable efforts to accommodate the student’s<br />
disabilities so as to minimize the likelihood that the student will injure him or herself or<br />
others.<br />
4. The student who is suspended/excluded for more than ten (10) days should be offered a free<br />
appropriate public education for the duration of the exclusion.<br />
5. A student with a disability who brings a weapon to school, possesses illegal drugs at school, or causes<br />
serious bodily injury to another at school may be removed from school for ten (10) days or less, and<br />
placed in an interim alternative education setting for up to 45 school days.<br />
STUDENT DISCIPLINE REGULATIONS<br />
I. This regulation is intended to ensure a degree of uniformity in disciplinary actions under Policy No. 5.17.
II. Teachers and administrators shall respond to inappropriate behavior by students with disabilities<br />
according to Policy No. 5.17.<br />
III. Teachers and administrators shall follow this regulation after determining that a student has committed<br />
an infraction of Policy No. 5.17.<br />
IV. Teachers and administrators shall determine how many infractions of the listed type of improper activity<br />
have been committed by a student before taking the appropriate disciplinary actions.<br />
V. If a parent appeals any out-of-school suspension or expulsion pursuant to Policy No. 5.17, the student<br />
shall be assigned to in-school suspension or an alternative learning environment; pending appeal, a<br />
student shall not be allowed to attend extracurricular activities.<br />
VI. The improper student behavior shall be categorized as follows:<br />
A. Category I<br />
1. Disruption and interference with school, including clowning around, mock-fighting,<br />
mimicking, name calling, etc.<br />
2. Gambling on school property or at a school activity.<br />
3. Distribution of petitions or other printed matter not approved in advance by the<br />
principal. (See Policy No. 5.17, section 13 for further criteria.)<br />
4. Truancy, defined as unexcused absences, including but not limited to, the following:<br />
a. Being on campus and not being in the assigned class<br />
b. Leaving school without following the sign-out procedure or returning to<br />
school without following the check-in procedure<br />
c. Leaving class with permission but not reporting to the assigned destination<br />
d. Skipping an assigned class period including study hall or office aide<br />
5. Violations of established classroom or school rules or regulations.<br />
6. Littering on school campus or in the building, including the parking lot.<br />
B. Category II<br />
C. Category III<br />
1. Disregard of reasonable directions or commands given by authorized school<br />
personnel, such as not giving their name when asked.<br />
2. Damage, destruction, or theft of private or public property valued at less than $1<strong>00</strong>.<br />
3. Attire, which disrupts the educational process or otherwise interferes with the rights<br />
or opportunities of others to learn or teach.<br />
4. Violation of statutory or constitutional regulations.<br />
5. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle on<br />
school property or traveling to or from school.<br />
6. Possession and/or use of a paging device, cell phone or other electronic<br />
communication device on school property or at a school activity during normal<br />
school hours.<br />
7. Use, possession, or distribution of tobacco products or smoking paraphernalia<br />
(including, but not limited to, lighters, matches, rolling papers, cigarette holders, and<br />
pipes) during the school day, whether on or off school property, or during a schoolsponsored<br />
activity at any time of day, whether on or off school property.<br />
8. Possession of hand-held laser pointers.<br />
9. Possession, distribution, or posting of magazines, books, electronic data, or printed<br />
material not appropriate for school.
D. Category IV<br />
1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, analogues, or other<br />
controlled substances as defined by statute. (See Policy No. 5.17, section 6 for<br />
further criteria and exceptions.)<br />
2. Assault, bullying, fighting, physical abuse, extortion, persistent or severe harassment,<br />
and/or verbal abuse of another student.<br />
3. Verbal abuse, extortion, or harassment of a school employee, whether on or off<br />
school premises.<br />
4. Possession of a knife/replica of a knife or any instrument or article that might be/or<br />
appear to be injurious to a person or property.<br />
5. Possession and/or use of fireworks, stink bombs, or any incendiary device.<br />
6. Falsely reporting a fire or setting off a fire alarm.<br />
7. Damage, destruction, or theft of private or public property valued at more than $1<strong>00</strong><br />
but less than $1<strong>00</strong>0.<br />
8. Indecent exposure/act.<br />
9. Unauthorized use of/or attempt to gain or assist in unauthorized access to<br />
software/programs/data used by the School District.<br />
10. Chronic persistent misbehavior.<br />
11. Gang related activity.( see Policy 5.26)<br />
1. Assault or physical abuse of a school employee, whether on or off school premises.<br />
2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic<br />
steroids, alcohol, substances portrayed as drugs, or other controlled substances as<br />
defined by statute.<br />
3. Possession and/or use of a knife/replica of a knife or any instrument or article that<br />
might be/or appear to be injurious to a person or property in an attempt to threaten or<br />
cause harm to another person.<br />
4. Possession of any firearm/replica of a firearm or other weapon prohibited on the<br />
school campus by law.<br />
5. Arson, bomb threat, or terroristic threat<br />
6. Damage, destruction, or theft of private or public property valued at more than<br />
$1<strong>00</strong>0.<br />
7. Breaking and entering of any school building or facility.<br />
8. Computer trespass – Any person who intentionally and without authorization alters,<br />
deletes, damages, destroys, or disrupts any computer, computer system, computer<br />
network, computer program, or data. (§ 5-41-104. Computer trespass)<br />
VII. The appropriate disciplinary actions for each listed category of improper activity follow:<br />
A. Category I⎯Principal’s discretion;<br />
B. Category II⎯Principal’s discretion; except for items 6 & 7 which for all secondary schools<br />
will be as follows.<br />
1st infraction—1 day of Saturday School<br />
2nd infraction—2 days of Saturday School<br />
3rd infraction— 3-5 days of ISS<br />
4th infraction—5-10 days of ISS<br />
5th infraction—Up to 10 days Out of School Suspension<br />
C. Category III<br />
1. 1 st infraction--<br />
a) Parent/guardian conference, and<br />
b) Up to 10 days suspension; with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of<br />
expulsion for up to one calendar year.
d) 10 days out of school suspension for possession or use of narcotics,<br />
drugs, anabolic steroids, alcohol, or other controlled substances as<br />
defined by statute.<br />
2. 2 nd (and any subsequent) infraction--<br />
a) Parent/guardian conference, and<br />
b) 10 days out of school suspension, with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of<br />
expulsion for up to one calendar year;<br />
D. Category IV<br />
1 st (and any subsequent) infraction<br />
a) Parent/guardian conference, and<br />
b) 10 days out of school suspension, with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of<br />
expulsion for up to one calendar year.<br />
VIII. Whenever damage to property or person is involved, a teacher or administrator may add an order to<br />
repair, replace, or otherwise compensate for the damage to the disciplinary action prescribed above.<br />
IX. Many of the listed infractions also have civil and criminal legal consequences for the student and the<br />
parent⎯for example, verbal abuse of a school employee is a violation incurring a fine from $1<strong>00</strong> to<br />
$15<strong>00</strong>.<br />
X. Saturday School – Students are assigned Saturday School by administrators for violation of school rules<br />
and for failing to serve other disciplinary assignments.<br />
XI. In-School Suspension (ISS) – Students are assigned ISS by administrators for violation of school rules<br />
and for failing to serve other disciplinary assignments. Students assigned to ISS are not permitted to<br />
attend or participate in any school activities during their suspension. Students are expected to keep up<br />
with all class assignments, tests, or work scheduled for those days spent in ISS.<br />
XII. Out-of-School Suspension (OSS)—Students are assigned OSS by administrators for serious violations of<br />
school rules and for failing to serve other disciplinary assignments. Students assigned to OSS are not<br />
permitted to attend or participate in any school activities or be on any school campus during their<br />
suspension, nor are they allowed to make up any assignments, tests, or work scheduled for those days<br />
spent in OSS. On the first OSS assigned for Categories I, II, & III, the student will be allowed to make<br />
up any assignments, tests, or work scheduled for those days suspended. For all subsequent Out of School<br />
Suspensions and all Category IV suspensions, the student will not be allowed to make up any<br />
assignments, tests, or work scheduled for those days suspended. Students who are suspended must be<br />
accompanied to school by a parent/guardian for a conference with an administrator before being<br />
readmitted to classes.<br />
XIII. Bus Suspension – Students are suspended from the privilege of riding any school bus for a minimum of<br />
one day, not to exceed one calendar year for violations of Policy 5.19.<br />
Adopted: 7-20-79 Revised: 6-26-97 Revised: 6-26-08<br />
Revised: 2-26-80 Revised: 6-<strong>27</strong>-02<br />
Revised: 9-25-84 Re-codified: 8-28-03<br />
Revised: 4-22-86 Re-codified: 6-24-04<br />
Revised: 9-25-90 Revised: 5-26-05<br />
Revised: 7-<strong>27</strong>-93 Revised: 6-22-06<br />
Revised: 12-19-95 Revised: 6-28-07
5.26—Gangs and Gang Activity<br />
The Board is committed to ensuring a safe school environment conducive to promoting a learning environment where<br />
students and staff can excel. An orderly environment cannot exist where unlawful acts occur causing fear, intimidation,<br />
or physical harm to students or school staff. Gangs and their activities create such an atmosphere and shall not be<br />
allowed on school grounds or at school functions.<br />
The following actions are prohibited by students on school property or at school functions:<br />
1. Wearing or possessing any clothing, bandanas, jewelry, symbol, or other sign associated with membership in, or<br />
representative of, any gang;<br />
2. Engaging in any verbal or nonverbal act such as throwing signs, gestures, or handshakes representative of<br />
membership in any gang;<br />
3. Recruiting, soliciting, or encouraging any person through duress or intimidation to become or remain a member of<br />
any gang; and/or<br />
4. Extorting payment from any individual in return for protection from harm from any gang.<br />
5. Gang Graffiti.<br />
Students found to be in violation of this policy shall be subject to disciplinary action up to and including<br />
expulsion.<br />
Students arrested for gang related activities occurring off school grounds shall be subject to the same<br />
disciplinary actions as if they had occurred on school grounds.<br />
Legal References: A.C.A. § 6-15-1<strong>00</strong>5(b)(2)<br />
A.C.A. § 5-74-201<br />
Date Adopted: 8-28-03<br />
Date Revised: 6-26-08
5.3—COMPULSORY ATTENDANCE REQUIREMENTS<br />
Every parent, guardian, or other person having custody or charge of any child age five (5) through seventeen (17) years<br />
on or before September August 15 of that year who resides, as defined by policy 5.1---RESIDENCE<br />
REQUIREMENTS, within the District shall enroll and send the child to a District school with the following<br />
exceptions.<br />
The child is enrolled in private or parochial school.<br />
The child is being home-schooled and the conditions of policy 5.6---HOME SCHOOLING have been met.<br />
The child will not be age six (6) on or before September August 15 of that particular school year and the parent,<br />
guardian, or other person having custody or charge of the child elects not to have him/her attend kindergarten. A<br />
kindergarten wavier form prescribed by regulation of the Department of Education must be signed and on file<br />
with the District administrative office.<br />
The child has received a high school diploma or its equivalent as determined by the State Board of Education.<br />
The child is age sixteen (16) or above and is enrolled in a post-secondary vocational-technical institution, a community<br />
college, or a two-year or four-year institution of higher education.<br />
The child is age sixteen (16) or seventeen (17) and has met the requirements to enroll in an adult education program as<br />
defined by A.C.A. § 6-18-201 (b).<br />
Legal Reference: A.C.A. § 6-18-201<br />
A.C.A § 6-18-207<br />
Date Adopted: 8-28-03
5.41—SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS<br />
All students are required to participate in the Smart Core curriculum unless their parents or guardians, or the<br />
students if they are 18 years of age or older, sign an Informed Consent Form to not participate. Those students not<br />
participating in the Smart Core curriculum will be required to fulfill the Core curriculum or the requirements of<br />
their IEP (when applicable) to be eligible for graduation. The signed Informed Consent Form shall be attached to<br />
the student’s permanent transcript. Informed Consent Forms are required to be signed prior to registering for<br />
seventh grade classes, or if enrolling in the district for seventh through twelfth grade classes. Counseling by<br />
trained personnel shall be available to students and their parents or legal guardians prior to the time they are<br />
required to sign the consent forms.<br />
While there are similarities between the two curriculums, following the Core curriculum may not qualify students<br />
for some scholarships and admission to certain colleges could be jeopardized. Students initially choosing the Core<br />
curriculum may subsequently change to the Smart Core curriculum providing they would be able to complete the<br />
required course of study by the end of their senior year. Students wishing to change their choice of curriculums<br />
must consult with their counselor to determine the feasibility of changing.<br />
This policy, the Smart Core curriculum, and the courses necessary for graduation shall be reviewed by staff,<br />
students, and parents at least every other year to determine if changes need to be made to better serve the needs of<br />
the district’s students. The superintendent, or his/her designee, shall select the composition of the review panel.<br />
Sufficient information relating to Smart Core and the district’s graduation requirements shall be communicated to<br />
parents and students to ensure their informed understanding of each. This may be accomplished through any or all<br />
of the following means.<br />
• Inclusion in the student handbook of the Smart Core curriculum and graduation requirements;<br />
• Discussion of the Smart Core curriculum and graduation requirements at the school’s annual public<br />
meeting, PTA meetings, or a meeting held specifically for the purpose of informing the public on this<br />
matter;<br />
• Discussions held by the school’s counselors with students and their parents; and/or<br />
• Distribution of a newsletter(s) to parents or guardians of the district’s students.<br />
The first year of this policy’s implementation all employees required to be certified as a condition of their<br />
employment shall receive training regarding this policy so that they will be able to help successfully implement it.<br />
In subsequent years, administrators, or their designees, shall train newly hired employees, required to be certified<br />
as a condition of their employment, regarding this policy. The district’s annual professional development shall<br />
include the training required by this paragraph.<br />
GRADUATION REQUIREMENTS (Beginning with the graduating classes of <strong>2010</strong>-11, 2011-12, 2012-13)<br />
The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school<br />
graduation are to be earned from the following categories. A minimum of 22 units is required for graduation for<br />
student participating in either the Smart Core or Core curriculum. There are some distinctions made between<br />
Smart Core units and Graduation units. Not all units earned toward graduation necessarily apply to Smart Core<br />
requirements. <strong>Fayetteville</strong> School District requires 24 units for graduation.<br />
Unless exempted by a student’s IEP, all students must successfully pass all end-of-course (EOC) assessments<br />
they are required to take or meet the remediation required for the EOC assessment to receive academic credit for<br />
the applicable course and be eligible to graduate from high school.<br />
SMART CORE: Sixteen (16) units<br />
English: four (4) units (years) – one in grades 9, 10, 11, and 12<br />
Oral Communications: one-half (1/2) unit (1/2 year)<br />
Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or<br />
12 and complete Algebra II.)<br />
• Algebra I or Algebra I-A & I-B* which may be taken in grades 7-8 or 8-9
• Geometry or Investigating Geometry or Geometry A & B* which may be taken in grades 8-9 or 9-10<br />
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of<br />
the four-unit requirement for the purpose of meeting the graduation requirement, but only serve as one<br />
unit each toward fulfilling the Smart Core requirement.<br />
• Algebra II<br />
• Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer<br />
Math, Algebra III, or an Advanced Placement math<br />
(Comparable concurrent credit college courses may be substituted where applicable)<br />
Natural Science: three (3) units (years) with lab experience chosen from<br />
• Physical Science<br />
• Biology or Applied Biology/Chemistry<br />
• Chemistry<br />
• Physics or Principles of Technology I & II or PIC Physics<br />
Social Studies: three (3) units (years)<br />
• Civics or Civics/American Government<br />
• World History<br />
• American History<br />
Physical Education: one-half (1/2) unit (1/2 year)<br />
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward<br />
fulfilling the necessary units to graduate.<br />
Health and Safety: one-half (1/2) unit (1/2 year)<br />
Fine Arts: one-half (1/2) unit (1/2 year)<br />
CAREER FOCUS: - Six (6) units – at least two of the Career Focus units must be of the same foreign language.<br />
All career focus unit requirements shall be established through guidance and counseling based on the student’s<br />
contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and<br />
reflect state curriculum frameworks through course sequencing and career course concentrations where<br />
appropriate.<br />
The Smart Core and career focus units must total at least twenty-two (22) units to graduate.<br />
CORE: Sixteen (16) units<br />
English: four (4) units (years) – one in grades 9, 10, 11, and 12<br />
Oral Communications: one-half (1/2) unit (1/2 year)<br />
Mathematics: four (4) units (years)<br />
• Algebra or its equivalent* - 1 unit<br />
• Geometry or its equivalent* - 1 unit<br />
• All math units must build on the base of algebra and geometry knowledge and skills.<br />
• (Comparable concurrent credit college courses may be substituted where applicable)<br />
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of<br />
the four (4) unit requirement.<br />
Science: three (3) units (years)<br />
• at least one (1) unit of biology or its equivalent<br />
• one (1) unit of a physical science<br />
Social Studies: three (3) units (years)<br />
• Civics or government, one-half (1/2) unit<br />
• World history, one (1) unit<br />
• U.S. history, one (1) unit
Physical Education: one-half (1/2) unit (1/2 year)<br />
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward<br />
fulfilling the necessary units to graduate.<br />
Health and Safety: one-half (1/2) unit (1/2 year)<br />
Fine Arts: one-half (1/2) unit (1/2 year)<br />
CAREER FOCUS: - Six (6) units<br />
All career focus unit requirements shall be established through guidance and counseling based on the student’s<br />
contemplated work aspirations. Career focus courses shall conform to the curriculum policy of the district and<br />
reflect state curriculum frameworks through course sequencing and career course concentrations where<br />
appropriate.<br />
The Core and career focus units must total at least twenty-two (22) units to graduate.<br />
Legal References: Standards of Accreditation 9.03 – 9.03.1.9, 14.03.1 – 14.03.3<br />
ADE Guidelines for the Development of Smart Core Curriculum Policy<br />
Smart Core Informed Consent Form<br />
Date Adopted: 11-18-04<br />
Revised: 1-24-08
5.64-GRADUATION REQUIREMENTS<br />
GRADUATION REQUIREMENTS FOR 2011, 2012, 2013<br />
Any student enrolled in <strong>Fayetteville</strong> School District may receive a diploma after completing the following<br />
requirements:<br />
CORE DIPLOMA SMART CORE DIPLOMA<br />
English – 4 units<br />
English – 4 units<br />
Math – 4 units Alg. I or its<br />
equivalent, Geometry or its<br />
equivalent, other math units must<br />
build on the base of alg. And<br />
geometry knowledge & skills<br />
Science – 3 units – Biology,<br />
physical science, and science<br />
elective<br />
Social Studies – 3 units<br />
(American History 9 and 10,<br />
U.S. History, World History and<br />
½ unit Civics and ½ unit social<br />
studies elective<br />
Physical Education - ½ unit PE<br />
excluding athletics<br />
Health – ½ unit<br />
Fine Arts – ½ unit (Art, Music)<br />
Oral Communications – ½ unit<br />
Career Focus Area – 6 units<br />
Total – 22 Units<br />
Math – 4 units – Alg. I or Alg<br />
A/B (Grades 7-8 or 8-9)<br />
Geometry or Investigating<br />
Geometry or Geometry AB<br />
(Grades 8-9 or 9-10), Alg II, 4 th<br />
math beyond Alg. II<br />
Science – 3 units with lab<br />
experience chosen from-<br />
Physical Science, Biology,<br />
Applied Biology/Chemistry,<br />
Chemistry, Physics, or Principles<br />
of Technology I & II or PIC<br />
Physics<br />
Social Studies – 3 units<br />
(American History 9 and 10,<br />
U. S. History , World History<br />
and Civics or Civics/American<br />
Government-1 unit<br />
Physical Education – ½ unit PE<br />
excluding athletics<br />
Health – ½ unit<br />
Fine Arts – ½ unit (Art, Music)<br />
Oral Communications – ½ unit<br />
Career Focus Area – 6 units<br />
Total – 22 Units<br />
FPS Additional Requirements for Graduation<br />
1 unit American History-9 1 unit American History-9<br />
Elective – 1 unit<br />
Elective – 1 unit<br />
Total – 24 Units<br />
Total – 24 Units<br />
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the<br />
four (4) unit requirements under Core Diploma requirements.<br />
*All students under Smart Core must take a math course in grade 11 or 12 and complete Alg. II.
HONORS GRADUATE *SEE BELOW<br />
English – 4 units<br />
Math – 4 units – Alg. I or Alg A/B (Grades 7-8 or 8-9) Geometry or Investigating Geometry or<br />
Geometry AB (Grades 8-9 or 9-10), Alg. II, 4 th math beyond Alg. II<br />
Science – – 3 units with lab experience chosen from- Physical Science, Biology, Applied<br />
Biology/Chemistry, Chemistry, Physics, or Principles of Technology I & II or PIC Physics<br />
Social Studies – 4 units American History 9 and 10,<br />
U. S. History , World History and Civics or Civics/American Government-1 unit<br />
Physical Education – ½ unit PE excluding athletics<br />
Health – ½ unit<br />
Fine Arts – ½ unit (Art, Music)<br />
Oral Communications – ½ unit<br />
Career Focus Area – 6 units (2 units must be in same foreign language)<br />
Elective – 1 unit<br />
Total – 24 Units<br />
* Honors Graduates and above- 2 units of Career Focus area must be in same foreign language<br />
*Honors Graduate - students must maintain a 3.0 GPA and meet the Honors Graduate Diploma requirements.<br />
*High Honors Graduate - students must maintain a 3.5 GPA, meet the Honors Graduate Diploma requirements,<br />
with 5 units completed from the qualifying courses listed below.<br />
*Distinguished Honors Graduate - students must maintain a 4.0 GPA, meet the Honors Graduate Diploma<br />
requirements, with 8 units completed from the qualifying courses listed below.<br />
Qualifying Courses for High/Distinguished Honors Graduates<br />
Math English Science History Other<br />
Honors Pre-AP English (9) Pre-AP Pre-AP American Spanish III, IV,V<br />
Algebra I<br />
Physical<br />
Science (9)<br />
History (9)<br />
Honors Pre-AP English Pre-AP AP Comparative AP Spanish Language<br />
Algebra II<br />
Honors<br />
Geometry<br />
AP Calculus<br />
AB<br />
AP Calculus<br />
BC<br />
AP Statistics<br />
(10)<br />
AP English<br />
Language/Composit<br />
ion<br />
AP English<br />
Literature<br />
PreCal/Trig<br />
Honors<br />
Honors Trig/<br />
Analysis<br />
College<br />
Algebra,<br />
Finite Math<br />
Revised 1/24/08 Revised<br />
Revised<br />
Biology<br />
AP Biology<br />
Politics<br />
AP European<br />
History<br />
U. S. History<br />
French III, AP French<br />
Language<br />
AP Physics B AP<br />
German III,AP German<br />
Macroeconomics Language<br />
AP Physics C AP Psychology AP Studio Art<br />
AP<br />
Environmental<br />
Sci.<br />
Honors<br />
Chemistry<br />
AP Chemistry<br />
AP Computer<br />
Science<br />
AP U.S.<br />
Government<br />
AP U.S. History<br />
AP Human<br />
Geography<br />
AP Music Theory, A<br />
Cappella
5.7—ABSENCES<br />
Education is more than the grades students receive in their courses. Important as that is, students’ regular attendance at<br />
school is essential to their social and cultural development and helps prepare them to accept responsibilities they will<br />
face as an adult. Interactions with other students and participation in the instruction within the classroom enrich the<br />
learning environment and promote a continuity of instruction, which results in higher student achievement.<br />
Excused Absences<br />
Absences are excused for one of the following reasons:<br />
1. The student’s illness or when attendance could jeopardize the health of other students;<br />
2. Death or serious illness in their immediate family (parent, legal guardian, grandparent, sibling, or any other relative<br />
living in the same household);<br />
3. Observance of recognized holidays observed by their faith;<br />
4. Attendance at an appointment with a government agency;<br />
5. Attendance at a medical appointment;<br />
6. Exceptional circumstances with prior approval of the principal; or participation in a school sanctioned activity.<br />
7. Participation in the election poll workers program for high school students.<br />
It is the Arkansas General Assembly’s intention that students having excessive excused absences be given assistance in<br />
obtaining credit for their courses.<br />
Students will receive an excused absence only after the parent or legal guardian has contacted the school by telephone<br />
explaining the reason for the absence. Some principals may accept a written explanation in lieu of the required phone<br />
call.<br />
Unexcused Absences<br />
Absences not defined above or not having a parent or legal guardian telephone contact or an accompanying note, if<br />
allowed by the principal, from the parent or legal guardian shall be considered as unexcused absences. Students with 4<br />
unexcused absences in a course in a semester shall not receive credit for that course. At the discretion of the principal<br />
after consultation with persons having knowledge of the circumstances of the unexcused absences, the student may be<br />
denied promotion or graduation. Excessive absences shall not be a reason for expulsion or dismissal of a student.<br />
When a student has 2 unexcused absences, his/her parents, guardians, or persons in loco parentis shall be notified.<br />
Notification shall be by telephone by the end of the school day in which such absence occurred or by regular mail with<br />
a return address sent no later than the following school day.<br />
Whenever a student exceeds 4 unexcused absences in a semester, the District shall notify the prosecuting authority and<br />
the parent, guardian, or persons in loco parentis shall be subject to a civil penalty as prescribed by law.<br />
Students who attend in-school suspension shall not be counted absent for those days.<br />
Days missed due to expulsion or out-of-school suspension shall be unexcused absences.<br />
The District shall notify the Department of Finance and Administration whenever a student fourteen (14) years of age<br />
or older is no longer in school. The Department of Finance and Administration is required to suspend the former<br />
student’s operator’s license unless he/she meets certain requirements specified in the code.<br />
Applicants for an instruction permit or for a driver's license by persons less than eighteen (18) years old on October 1 of<br />
any year are required to provide proof of a high school diploma or enrollment and regular attendance in an adult<br />
education program or a public, private, or parochial school prior to receiving an instruction permit. To be issued a<br />
driver's license, a student enrolled in school shall present proof of a “C” average for the previous semester or similar<br />
equivalent grading period for which grades are reported as part of the student’s permanent record.
ABSENCE PROCEDURES<br />
1. “Absence” means a student was not present at a roll call or during some portion of the school day.<br />
2. Anything this regulation requires The Principal to do may be delegated; however, the Principal<br />
shall maintain supervisory control and accountability for proper performance by the delegate.<br />
3. The Principal may excuse absences due to religious holidays, illness, accident, unavoidable<br />
circumstances, family emergencies, or educationally valuable activities away from school. Even<br />
excusable absences may have a negative impact upon academic performance; therefore, the<br />
Principal may decide not to excuse an absence in light of the District’s duty to enforce the<br />
compulsory education laws and encourage academic progress.<br />
4. If a student is absent 8 times from any class during a semester, the Principal may decide to not<br />
excuse any more absences from that class.<br />
5. Principals are authorized to deny academic credit on the basis of 4 unexcused absences or 12<br />
absences, whether excused or unexcused.<br />
6. Principals are authorized to convene a student attendance committee to assist in the<br />
implementation of this administrative regulation.<br />
7. Principals shall provide parents a copy of the District policy on excessive unexcused absences.<br />
8. When a student under age 18 has accumulated 2 unexcused absences in a semester, the Principal<br />
shall notify his/her parents, guardians, or persons in loco parentis. Notification shall be by telephone by the<br />
end of the school day in which such absence occurred or by regular mail with a return address sent no later<br />
than the following school day.<br />
9. When a student under age 18 has accumulated 4 unexcused absences in a semester, the Principal<br />
shall notify his/her parents, guardians, or persons in loco parentis by regular mail with a return address sent<br />
no later that the following school day. The Principal shall also prepare an affidavit using the approved<br />
affidavit format and forward the affidavit with attachments to the Director of Student Affairs.<br />
10. The Director of Student Affairs shall review affidavits for accuracy and forward them to the<br />
Juvenile Prosecutor for Washington County.<br />
11. The Principal shall make a thorough attempt to locate and improve the attendance rate of those<br />
students who have accumulated excessive unexcused absences.<br />
12. Principals may not “drop” or terminate a student’s enrollment unless the Principal has verified that<br />
the student does not reside in our school district.<br />
13. When a student has 10 unexcused absences in a semester, the Principal shall transfer that student’s<br />
name and a copy of the student’s file to the Director of Student Affairs.<br />
14. The Director of Student Affairs shall notify the Department of Finance and Administration of<br />
students age 14-17 with excessive unexcused absences who are no longer in school, using the<br />
form required by the department.<br />
Legal References: A.C.A. § 6-18-209<br />
A.C.A. § 6-18-220<br />
A.C.A. § 6-18-222<br />
A.C.A. § <strong>27</strong>-16-701<br />
A.C.A. § 7-4-116<br />
Date Adopted: 8-28-03<br />
Last Revised: 4-<strong>27</strong>-05
5.8—MAKE-UP WORK<br />
Students who miss school due to an excused absence shall be allowed to make up the work they missed<br />
during their absence. It is the responsibility of the student to arrange for all make-up work with his/her<br />
teacher(s). Each school shall establish a uniform timetable in which students must make up their work to<br />
receive credit.<br />
Work may not be made up for credit for unexcused absences, except as discussed in Policy 5.17 concerning<br />
Out-of-school suspension. Out-of-school suspensions are unexcused absences.<br />
Date Adopted: 10-28-04
TABLE OF CONTENTS<br />
Page #<br />
District Calendar 1<br />
Preface, ACTAAP 2<br />
Civil Rights Notice, Deliveries to Students ,Gun-Free <strong>Schools</strong> Act, Visitation 3<br />
Operation Stay in School,<br />
Family Education Rights & Privacy Act (F.E.R.P.A.) 4<br />
Library Media Center 5<br />
Use of Tobacco, Parent Involvement Commitment, Verbal Abuse of a Teacher 7<br />
Policy # Mission Statement 8<br />
5.1 Residence Requirement 8<br />
5.2 Entrance Requirements 9<br />
5.3 Compulsory Attendance 10<br />
5.4 Student Transfers 10<br />
5.5 Attendance Requirements for Students in Grades 9-12 11<br />
5.6 Home Schooling 12<br />
5.7 Absences & Absence Procedures 12<br />
5.8 Make-up Work 14<br />
5.10 Promotion/Retention/Acceleration of Pupils 14<br />
5.11 Equal Educational Opportunity 18<br />
5.12 Student Organizations/Equal Access 18<br />
5.14 Student <strong>Public</strong>ations and Distribution of Literature 19<br />
5.15 Contact With Students While at School 20<br />
5.16 Admitting Visitors to School Buildings 20<br />
5.17 Student Discipline 21<br />
5.19 School Bus Passenger Safety and Conduct to and from School 28<br />
5.22 Tobacco and Tobacco Products 31<br />
5.23 Drugs and Alcohol 31<br />
5.24 Student Athlete Drug Testing 32<br />
5.26 Gangs and Gang Activity 35<br />
5.<strong>27</strong> Sexual Harassment 35<br />
5.29 Computer/Network Use 38<br />
5.32 Search, Seizures, and Interrogations 43<br />
5.33 Students’ Vehicles 44<br />
5.34 School Health 44<br />
5.35 Student Health 46<br />
5.36 Student Illness/Accident 46<br />
5.37 Emergency Drills 46<br />
Immunization Table 47<br />
5.38 Pupil Records 47<br />
5.39 Parent-Teacher Conferences 49<br />
5.40 Homeless Students 49<br />
5.41 Smart Core Curriculum and Graduation Requirements 50<br />
5.42 Student Handbook 53<br />
5.47 Bullying 53<br />
5.50 Alternative Learning Environments 54<br />
5.51 ALE Program Evaluation 54<br />
5.55 Grading 54<br />
5.57 Homework Policy 56<br />
5.58 Concurrent Credit 57<br />
5.64 Policy on Requirements for Graduation 58<br />
5.67 Extracurricular Activities 59<br />
6.14 Religion in the <strong>Schools</strong> 60<br />
6.4 Volunteers 62<br />
6.5 Visitors to the <strong>Schools</strong> 62
PREFACE<br />
The following pages contain policies and procedures established for students in the <strong>Fayetteville</strong> School District. The<br />
Board of Education believes the responsibility for individual conduct belongs to the student and his/her<br />
parents/guardians. We hope this handbook will help students learn to make good decisions about how to be<br />
responsible for their own actions and how to respect the rights of others. Therefore it will be helpful to read and<br />
understand the information contained herein. Each middle, junior high, and senior high school also have a School<br />
Handbook/Planner, which contains information specific to their individual school. Questions concerning this<br />
handbook and its contents should be directed to Tom Triplett, Director of Student Affairs, 973-8652.<br />
ARKANSAS COMPREHENSIVE TESTING, ASSESSMENT, AND ACCOUNTABILITY PROGRAM<br />
(ACTAAP)<br />
The Arkansas Department of Education has established Rules Governing the Arkansas Comprehensive<br />
Testing, Assessment and Accountability Program (ACTAAP). The purpose of this program is:<br />
• To ensure that all students in the public schools of Arkansas have an equal opportunity to<br />
demonstrate grade-level academic proficiency through the application of knowledge and skills in<br />
the core academic subjects consistent with state curriculum frameworks, performance standards and<br />
assessment.<br />
• To improve student learning and classroom instruction and to support high academic standards for<br />
all students, including identifiable subgroups, by establishing the provisions, procedures and<br />
requirements for the student assessment program.<br />
• To require point-in-time intervention when it is determined that a student(s) is not performing at<br />
grade level.<br />
• To outline testing and assessment security and confidentiality requirements.<br />
• To establish a program to identify, evaluate, assist and advise public school districts in academic<br />
distress.<br />
Beginning with the 2<strong>00</strong>5-2<strong>00</strong>6 school year, students in Grades three through eight, identified for an<br />
Academic Improvement Plan (AIP) who do not participate in the remediation program shall be retained.<br />
The local district shall determine the extent of the required participation in remediation as set forth in<br />
the student academic improvement plan.<br />
Remedial instruction provided during high school years Grades (7-12) may not be in lieu of English,<br />
mathematics, science, or social studies, or other core subject required for graduation. Any student who<br />
does not score at the Proficient level on the criterion-referenced assessments in reading, writing, and<br />
mathematics shall continue to be provided with remedial or supplemental instruction until the<br />
expectations are met or the student is not subject to compulsory school attendance (See Policy 5.5).<br />
Any student that has an Academic Improvement Plan (AIP) and fails to remediate, but scores at the<br />
Proficient level on the criterion-referenced assessments, shall not be retained.<br />
• Beginning in the 2<strong>00</strong>5-2<strong>00</strong>6 school year, students not proficient on the End-of Course tests or<br />
on the high school Literacy test, shall participate in a remediation program to receive credit for<br />
the corresponding course.<br />
• Beginning with the 2<strong>00</strong>9-<strong>2010</strong> school year, students who fail to meet the pass rate on the endof-course<br />
assessments shall not receive credit for the course. Any student failing to pass the<br />
end of course assessment after the 3 rd attempt shall not be entitled to graduate with a high<br />
school diploma from an Arkansas high school or charter school unless,<br />
1. The student is identified as meeting a satisfactory pass level on a subsequent end-ofcourse<br />
assessment.<br />
2. The student is identified as having, by the end of grade twelve (12), finished an<br />
Alternate exit course and is identified as having met a satisfactory pass level on an<br />
Alternate assessment directly related to the Alternate exit course.<br />
For a complete copy of the rules go the Arkansas Department of Education website<br />
(http://arkansased.org/) and look under Rules.<br />
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CIVIL RIGHTS NOTICE<br />
In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section<br />
504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, the <strong>Fayetteville</strong> School District<br />
assures that no person shall, on the basis of race, color, national origin, age, sex, or qualified handicap, be excluded<br />
from participation in, be denied the benefits of, or be subjected to discrimination through any sponsored program or<br />
activity. Charges of sexual harassment will be promptly investigated regardless of the sex of the charging party.<br />
Anyone having questions about these guidelines, or anyone believing these guidelines have not been applied fairly, is<br />
urged to contact one or more of the following persons at the listed phone number or by mailing to <strong>Fayetteville</strong> School<br />
District; P. O. Box 849; <strong>Fayetteville</strong>, AR 7<strong>27</strong>02:<br />
Tom Triplett, Title IX Coordinator, 973-8652<br />
Greg Mones, Equity/Title VI/ADA Coordinator, 973-8655<br />
Tom Triplett, Sec. 504 Coordinator, 973-8652<br />
DELIVERIES TO STUDENTS<br />
Disruption to the school day and additional work for school personnel mandate that deliveries to students during the<br />
school day be limited. Students may not receive flowers or gift-type deliveries at school. Such deliveries will be<br />
refused and returned. Parents/guardians wishing to bring lunches to their child must leave the lunch in the office for<br />
the student to pick up. They may only bring lunch for their own child, not their child’s friends. If the parent wishes to<br />
have lunch with their child, they are welcome to do so in the school cafeteria. Friends of students are not allowed to<br />
bring deliveries of any kind to a student at school. Classroom teachers may have special events, such as parties, where<br />
parents are asked to bring food. Because of health issues the refreshments brought for these events must be purchased<br />
from a store or bakery. Homemade goods, such as cookies and cake are not allowed.<br />
GUN-FREE SCHOOLS ACT<br />
In accordance with federal and state law, any student who brings or possesses a firearm, as defined in 18 U.S.C. 921,<br />
on school property or at any school activity will be expelled from school for a period of not less than one year and<br />
referred to the appropriate legal authorities. The expulsion may be modified on a case-by-case basis upon<br />
recommendation by the Superintendent to the Board of Education<br />
OPERATION STAY IN SCHOOL<br />
A. As authorized by state law, Act 867 of 1989, the <strong>Fayetteville</strong> School District has entered into a cooperative<br />
agreement with the <strong>Fayetteville</strong> Police Department to implement within the district an "Operation Stay In<br />
School" program.<br />
B. Act 867 states that any certified law enforcement officer may stop, question, and detain any unsupervised schoolage<br />
student located off school premises during school hours and request the production of documentation<br />
excusing his presence from school.<br />
C. Upon the student’s failure to produce sufficient documentation, the law enforcement officer may take the student<br />
into custody and return the student to his school or transport him to his parents.<br />
VISITATION<br />
Under Arkansas Children and Family Laws annotated, 12-12-510 Investigative powers, the Department of Human<br />
Services may not be denied access to the school when conducting a child maltreatment investigation. For all other<br />
visitation concerns see Contact with Students While at School Policy 5.1; Admitting Visitors to School Buildings<br />
Policy 5.16; and Visitors to the School Policy 6.5.<br />
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F.E.R.P.A.<br />
The “Family Education Rights & Privacy Act of 1974”(FERPA) limits the information about a student’s<br />
academic record which may be disclosed without the student’s written permission to “directory information.”<br />
Directory information is defined as:<br />
• Student’s Name<br />
• Address<br />
• Telephone Number<br />
• Date and place of birth<br />
• Classification<br />
• Participation in officially recognized activities and sports<br />
• Weight and height of members of athletic teams<br />
• Dates of attendance<br />
• Honors and awards received<br />
• Most recent educational institutions attended by the student<br />
• E-mail address<br />
• Photographs<br />
Each parent, legal guardian, or eligible student has the right to refuse to permit the release of any or all of the above<br />
information. If the parent, legal guardian, or eligible student wishes to restrict the release of the directory<br />
information, he/she must inform the Principal’s Office in writing within thirty (30) calendar days of receipt of this<br />
notice. An eligible student is one who has reached the age of 18 or is attending any school beyond the high school<br />
level.<br />
Parents and legal guardians of students may have access to student records as provided by the Family Educational<br />
Rights and Privacy Act of 1974 (FERPA). This act allows for the inspection of the content of records and for the<br />
right of a parent or guardian to challenge anything contained within the records that they consider to be inaccurate or<br />
misleading. The person making the request is also entitled to the opportunity to receive an interpretation of the<br />
records. Requests to view such records must be made in writing to the principal responsible for the maintenance of<br />
the records. Requests shall be complied with as soon as administratively possible within forty-five (45) days of the<br />
request. The request should include a specification of the exact information sought. A small charge may be made to<br />
cover photo-copying costs.<br />
For additional information regarding FERPA, you may call Alan Wilbourn at 479-444-3<strong>00</strong>0, ext 654 or contact:<br />
Family Policy Compliance Office<br />
U.S. Department of Education<br />
4<strong>00</strong> Maryland Avenue. S.W.<br />
Washington, D.C. 20202-4605<br />
4
LIBRARY MEDIA CENTER<br />
Our school library media center is well equipped and vital to the quality of our educational<br />
program. Students are encouraged to utilize and check-out all of the available materials, especially books.<br />
In order to maintain an adequate collection, students, teachers, and parents or guardians must<br />
cooperate to see that materials are returned in good condition. If they are not returned, a charge equal to the<br />
current replacement price will be made.<br />
Frequently Asked Questions<br />
Q How many books can my child check out?<br />
A It varies among schools. Generally, it is one to two books at a time. Librarians often make exceptions for<br />
students who are working on academic projects. At the high school students may check out as many as<br />
seven books at one time. Contact your child’s school librarian for more specific information.<br />
Q How long can my child keep a book?<br />
A In most schools books are checked out for a two week period. However, in some elementary schools,<br />
books are checked out for only a week. Books maybe renewed for a second one or two week period.<br />
Q How can my child renew a book?<br />
A The librarian can renew a book for your child. However, if you renew it before its due date, renewal can<br />
be done online. From the online catalog, click on the Your Checkouts link. You will need to enter your<br />
child’s name and 9-digit student ID number. When you click on submit, it will take you to your child’s<br />
record where you can see what your child has checked out, what your child has requested and when<br />
books are due. That is also where a book can be renewed.<br />
Q How can I find out what my child is reading?<br />
A The best way is to ask your child. This is a great opportunity for you to have a conversation about what<br />
he or she is reading, and to answer any questions that may arise from that reading. You can also go to<br />
FALCON, our online catalog, www.fayar.net/library/index.htm , and click on the Your Checkouts link.<br />
You will need to enter your child’s name and 9-digit student ID number. When you click on submit, it<br />
will take you to your child’s record where you can see what your child has checked out, what your child<br />
has requested and when books are due.<br />
Q What happens if my child loses or damages a book?<br />
A It is the responsibility of all library patrons to keep resources in good condition and available for use. If a<br />
book is lost, replacement costs will be charged. Charges for damaged materials are determined based on<br />
certain guidelines. If the item is usable, there is no charge. If the item needs repair, repair costs will be<br />
charged. If the item must be replaced, then replacement costs will be charged. Your child’s librarian can<br />
give you exact cost information.<br />
Q What happens when my child’s class goes to the library?<br />
A Scheduling classes into the library differs among schools. Some elementary schools schedule weekly<br />
classes and other elementary schools have flexible access. The middle schools, junior highs and high<br />
school schedule classes into the library at the point of need. In all schools, librarians focus on teaching<br />
information literacy skills. These skills help students:<br />
1) determine information needs<br />
2) locate, evaluate and use information effectively<br />
3) Share information in a variety of formats.<br />
In addition to classes scheduled for research, there are special programs, checkout times and free flow for<br />
students checking out or working on research.<br />
Q What resources are available on line for my child?<br />
A Our students have access to a number of subscription databases which include encyclopedias, full text<br />
periodical indexes, and subject area databases. These databases can be accessed by going to the District’s<br />
Library Website at http://www.fayar.net/library/index.htm and can be viewed from school or home.<br />
To use the databases from home, enter your name and library barcode (Student ID number) when asked.<br />
Databases with a "special home access help" link require additional special instructions which you<br />
receive after choosing the "special home access help" link. In addition, the district’s online catalog,<br />
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individual school library websites, recommended reading lists, library-related<br />
district policies, and library curriculum can be accessed from the district Library Website.<br />
How are materials selected for the libraries?<br />
Librarians follow the selection policy and procedures of <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>. First a consideration<br />
file (list of materials to be considered for purchase) is built based upon:<br />
· Positive reviews<br />
· Teacher and student request<br />
· Annual needs survey<br />
· Curriculum needs<br />
· Special projects<br />
· Annual replacement of lost or worn out materials still appropriate<br />
· Record of materials borrowed from other schools<br />
· Gifts must meet the same criteria as books purchased<br />
When it is time to place an order, using the consideration file, we take into account student and teacher<br />
needs, the existing collection, the quality of each book as indicated in reviews, and cost. For additional<br />
information, see http://www.fayar.net/library/materialspolicy.html<br />
How do I access the district library website?<br />
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong>’ website address is www.fayar.net. From the menu on the left-hand side of<br />
the screen, choose Parents/Students and then click on Library/Research.<br />
How can I find out what books are in my child’s school library?<br />
Parents are welcome to browse the library collections when they visit the schools. The complete catalog<br />
for all <strong>Fayetteville</strong> school libraries is online and may be accessed from<br />
www.fayar.net/library/index.htm.<br />
How does interlibrary loan work?<br />
If it is necessary to borrow from another library, a request is made. If the item is not available at another<br />
school in the district, we look to the <strong>Fayetteville</strong> <strong>Public</strong> Library and the University of Arkansas Libraries.<br />
If we cannot meet the need at that level, we move out to the county, then state, and sometimes even to<br />
another state. In turn, we lend items out to other libraries around the United States. This cooperative<br />
effort among libraries provides our students and<br />
faculty with access to resources they might not otherwise have.<br />
Would my 4th grader be able to check out a book from the junior high or high school?<br />
Students and teachers may not request items directly from the lending library. The request must first go<br />
through the librarian of their school. That librarian determines if the need can be met by another item<br />
from the home library. If it is necessary to borrow from another library, a request is made. The lending<br />
librarian then determines if the item can be loaned. There are a number of reasons why a librarian might<br />
not be able to loan the material: the need is too great at the loaning library, the item is irreplaceable or the<br />
item might not be age-appropriate. In those instances, the lending librarian emails or calls the requesting<br />
librarian, and at that point, a decision is made as to whether or not the item should be loaned. Once it has<br />
been determined that an item will be loaned, it is sent to the borrowing library. The item is checked to<br />
make sure it is appropriate for the person requesting the item, and the patron is notified that the item has<br />
arrived. If there is some question about the appropriateness of the item, one of several things will happen.<br />
The request for the book will be denied, a permission note may be requested from a parent, or it will be<br />
determined that for this particular child the request can be honored. If a parent is concerned about their<br />
elementary or middle school child checking books out from a junior high or high school library, the<br />
child’s librarian should be notified. A note can be attached to the child’s library records indicating that<br />
they are not allowed to check out materials from another school without parental permission. Any action<br />
that parents want a librarian to take on behalf of their children should be made in writing using the<br />
Library Action Request Form.<br />
Are parents allowed to check out books from the library?<br />
Yes. Arkansas Act 603 of 2<strong>00</strong>3 requires all schools to provide books, materials and other informative<br />
material regarding responsible parenting through the school library. Books in the general collection are<br />
also available to parents.<br />
Is it possible to restrict what my child checks out from the school library?<br />
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Yes. Your building librarian will be glad to assist you with individual needs pertaining to your child.<br />
How can I find out what materials are being considered for purchase for my child’s school library?<br />
Every librarian maintains consideration files in either the district’s acquisition system or online “carts”<br />
from book jobbers. Contact your individual librarian to discuss what method he or she uses.<br />
How can I read reviews of books?<br />
Amazon.com is a quick site to check for editorial reviews from several professional reviewing sources.<br />
The online subscription databases NoveList and NoveList K-8 include summaries and reviews of fiction<br />
titles. These databases may be accessed from www.fayar.net/library/index.htm. You will need your<br />
child’s 9-digit student ID number to use the databases. Contact your individual school librarian if you<br />
need help finding book reviews.<br />
How can I contact my child’s school librarian?<br />
You may speak to the librarian by telephone, email or in person. Ask the receptionist to connect you to<br />
the library when you phone the school or select the contact button on every librarian’s school website.<br />
Parents are welcome to visit the library anytime, but it is recommended that you schedule an appointment<br />
if you would like to speak with the librarian about your individual child.<br />
Are students allowed to check out books from the Parent Library section?<br />
Yes. The Parent Library is a result of Arkansas’ Parental Involvement Act 603 of 2<strong>00</strong>3. One part of this<br />
law mandates the “purchase of parenting books, magazines and other information material regarding<br />
responsible parenting through the school library, advertisement of the current selection, and to give<br />
parents an opportunity to borrow the materials”. This law does not limit this collection to only parents nor<br />
does it designate the Parent Library as a place to put restricted materials.<br />
PROHIBITION AGAINST SMOKING OR USE OF TOBACCO<br />
In accordance with Arkansas State Law as described in Arkansas Code 6-21-609, smoking or use of tobacco or<br />
products containing tobacco in any form in or on any property owned or leased by a public school district, including<br />
school buses, is prohibited.<br />
PARENT INVOLVEMENT COMMITMENT<br />
<strong>Fayetteville</strong> School District is committed to the implementation of a successful Parental Involvement Plan based on<br />
documented needs that will welcome parents and community members; result in higher parent participation and<br />
community involvement; and confirm that parents are a key resource in their children’s education. <strong>Fayetteville</strong><br />
School District is dedicated to the development of a unified purpose with educators, families and community<br />
members that collaboratively can prepare and educate children to lead productive, healthy, and happy lives. For<br />
more information, contact your school and ask to see the Parent Involvement Plan.<br />
VERBAL ABUSE OF A TEACHER<br />
In accordance with Arkansas State Law as described in Arkansas Code 6-17-106, insults or verbal abuse of a teacher,<br />
while in the course of his or her duties is prohibited. The offender will be prosecuted to the full extent of the law.<br />
6-17-106. Insult or abuse of teacher.<br />
(a)(1) It is unlawful during regular school hours and in a place where a public school employee is required to be<br />
in the course of his or her duties, for any person to address a public school employee using language which in its<br />
common acceptation is calculated to:<br />
(A) Cause a breach of the peace;<br />
(B) Materially and substantially interfere with the operation of the school; or<br />
(C) Arouse the person to whom it is addressed to anger to the extent likely to cause imminent retaliation.<br />
(2) A person who violates this section shall be guilty of a violation and upon conviction be liable for a fine of<br />
not less than one hundred dollars ($1<strong>00</strong>) nor more than one thousand five hundred dollars ($1,5<strong>00</strong>). (b) Each school<br />
district shall report to the Department of Education any prosecutions within the school districts under this section.<br />
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History. Acts 1979, No. 125, § 1; A.S.A. 1947, § 80-1905.1; Acts 1987, No. 741, § 1; 2<strong>00</strong>1, No. 1565, § 1; 2<strong>00</strong>5, No.<br />
1994, § 63.<br />
FAYETTEVILLE (AR) SCHOOL DISTRICT<br />
Mission Statement<br />
The mission of the <strong>Fayetteville</strong> School District, in partnership with family and community, is to ensure that all<br />
students attain competitive skills necessary for responsible citizenship and that all students experience success as goaloriented,<br />
lifelong learners in an environment where talent and diversity are recognized and respected.<br />
Vision<br />
The <strong>Fayetteville</strong> School District will demonstrate excellence in every area of schooling and be ever responsive to the<br />
changing demands of a democracy. The District will have a strong symbiotic relationship with our community and parents.<br />
This relationship will be the key to providing a wide variety of educational experiences and ensuring that all children have<br />
the opportunity and the tools to realize their full potential. We will be a school district which views the community as an<br />
educational resource - one that provides students an opportunity to link ideas with practice and increase both relevance and<br />
motivation by becoming involved with real work and real problems. Our graduates will then be positioned for active and<br />
productive participation in our democratic society. Each graduate will also have a conscious responsibility for the destiny of<br />
our community, state, and country.<br />
We Believe<br />
Beliefs<br />
The family is the foundation of society.<br />
A successful society capitalizes on the interdependence of its members.<br />
Students are more successful when there is a partnership between the schools and the family.<br />
Lifelong learning is the power by which people shape the future.<br />
Each person has value.<br />
Each person can learn.<br />
When people have hope, their lives have meaning.<br />
With rights come responsibilities.<br />
An effective public school system is essential to the future of our nation.<br />
Approved: 3-22-66<br />
Revised: 9-24-02<br />
5.1—RESIDENCE REQUIREMENTS<br />
Definitions:<br />
“Reside” means to be physically present and to maintain a permanent place of abode for an average of no fewer than four (4) calendar days<br />
and nights per week for a primary purpose other than school attendance.<br />
“Resident” means a student whose parents, legal guardians, persons having legal, lawful control of the student under order of a court, or<br />
persons standing in loco parentis reside in the school district.<br />
“Residential address” means the physical location where the student’s parents, legal guardians, persons having legal, lawful control of the<br />
student under order of a court, or persons standing in loco parentis reside. A student may use the residential address of a legal guardian,<br />
person having legal, lawful control of the student under order of a court, or person standing in loco parentis only if the student resides at the<br />
same residential address and if the guardianship or other legal authority is not granted solely for educational needs or school attendance<br />
purposes.<br />
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The schools of the District shall be open and free through the completion of the secondary program to all persons between the ages of five<br />
(5) and twenty one (21) years whose parents, legal guardians, or other persons having lawful control of the person under an order of a court<br />
reside within the District and to all persons between those ages who have been legally transferred to the District for educational purposes.<br />
Any person eighteen (18) years of age or older may establish a residence separate and apart from his or her parents or guardians for school<br />
attendance purposes.<br />
In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending the District’s schools separate<br />
and apart from his or her parents, guardians, or other persons having lawful control of him or her under an order of a court, the person must<br />
actually reside in the District for a primary purpose other than that of school attendance.<br />
The children or wards of any person who is at least a half-time employee of this district but reside in another district are eligible to enroll in<br />
District schools.<br />
The <strong>Fayetteville</strong> School Board, on March 16, 1965, agreed to approve as policy the assignment of all elementary pupils to attend the school<br />
in the attendance area in which they live.<br />
Legal References: A.C.A. § 6-18-202<br />
A.C.A. § 6-18-203<br />
Date Adopted: 8-28-03<br />
5.2—ENTRANCE REQUIREMENTS<br />
To enroll in a school in the District, the child must be a resident of the District as defined in District policy 5.1—RESIDENCE<br />
REQUIREMENTS or meet the criteria outlined in policy 5.40—HOMELESS STUDENTS.<br />
Students may enter kindergarten if they will attain the age of five (5) on or before August 15 of the year in which they are seeking initial<br />
enrollment. Any student who has been enrolled in a state-accredited or state-approved kindergarten program in another state for at least<br />
sixty (60) days, who will become five (5) years old during the year in which he/she is enrolled in kindergarten, and who meets the basic<br />
residency requirement for school attendance may be enrolled in kindergarten upon written request to the District.<br />
Any child who will be six (6) years of age on or before October 1 of the school year of enrollment and who has not completed a stateaccredited<br />
kindergarten program shall be evaluated by the district and may be placed in the first grade if the results of the evaluation justify<br />
placement in the first grade and the child’s parent or legal guardian agrees with placement in the first grade; otherwise the child shall be<br />
placed in kindergarten.<br />
Any child may enter first grade in a District school if the child will attain the age of six (6) years during the school year in which the child is<br />
seeking enrollment and the child has successfully completed a kindergarten program in a public school in Arkansas.<br />
Any child who has been enrolled in the first grade in a state-accredited or state-approved elementary school in another state for a period of<br />
at least sixty (60) days, who will become age six (6) years during the school year in which he/she is enrolled in grade one (1), and who<br />
meets the basic residency requirements for school attendance may be enrolled in the first grade.<br />
Students who move into the District from an accredited school shall be assigned to the same grade as they were attending in their previous<br />
school (mid-year transfers) or as they would have been assigned in their previous school. Home-schooled students shall be evaluated by the<br />
District to determine their appropriate grade placement.<br />
Prior to the child’s admission to a District school:<br />
1. The parent, guardian, or other responsible person shall furnish the child’s social security number, or if they request, the district<br />
will assign the child a nine (9) digit number designated by the department of education.<br />
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2. The parent, guardian, or other responsible person shall provide the district with one (1) of the following documents indicating the<br />
child’s age:<br />
a. A birth certificate;<br />
b. A statement by the local registrar or a county recorder certifying the child’s date of birth;<br />
c. An attested baptismal certificate;<br />
d. A passport;<br />
e. An affidavit of the date and place of birth by the child’s parent or guardian;<br />
f. Previous school records; or<br />
g. Military Identification<br />
3. The parent, guardian, or other responsible person shall indicate on school registration forms whether the child has been expelled<br />
from school in any other school district or is a party to an expulsion proceeding.<br />
4. The child shall be age appropriately immunized from poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola) measles, rubella,<br />
mumps, hepatitis B, varicella and other diseases as designated by the Arkansas State Department of Health, or have an<br />
exemption issued by the Arkansas State Department of Health. Proof of immunization shall be by a certificate of a licensed<br />
physician, public health department or the military service acknowledging the immunization.<br />
Legal References: A.C.A. § 6-18-201 (c)<br />
A.C.A. § 6-18-207<br />
A.C.A. § 6-18-208<br />
A.C.A. § 6-18-702<br />
A.C.A. § 6-15-504 (f)<br />
Date Adopted: 8-28-03<br />
Revised: 5-26-05<br />
5.3—COMPULSORY ATTENDANCE REQUIREMENTS<br />
Every parent, guardian, or other person having custody or charge of any child age five (5) through seventeen (17) years on or before<br />
August 15 of that year who resides, as defined by policy 5.1---RESIDENCE REQUIREMENTS, within the District shall enroll and send<br />
the child to a District school with the following exceptions.<br />
The child is enrolled in private or parochial school.<br />
The child is being home-schooled and the conditions of policy 5.6---HOME SCHOOLING have been met.<br />
The child will not be age six (6) on or before August 15 of that particular school year and the parent, guardian, or other person having<br />
custody or charge of the child elects not to have him/her attend kindergarten. A kindergarten wavier form prescribed by regulation of<br />
the Department of Education must be signed and on file with the District administrative office.<br />
The child has received a high school diploma or its equivalent as determined by the State Board of Education.<br />
The child is age sixteen (16) or above and is enrolled in a post-secondary vocational-technical institution, a community college, or a twoyear<br />
or four-year institution of higher education.<br />
The child is age sixteen (16) or seventeen (17) and has met the requirements to enroll in an adult education program as defined by A.C.A. §<br />
6-18-201 (b).<br />
Legal Reference: A.C.A. § 6-18-201<br />
A.C.A. § 6-18-207<br />
Date Adopted: 8-28-03<br />
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5.4—STUDENT TRANSFERS<br />
The <strong>Fayetteville</strong> District shall review and accept or reject requests for transfers, both into and out of the district, on a case by case basis.<br />
Any student transferring from a school accredited by the Department of Education to a school in this district shall be placed into the same<br />
grade the student would have been in had the student remained at the former school.<br />
Any student transferring from home school or a school that is not accredited by the Department of Education to a District school shall be<br />
evaluated by District staff to determine the student’s appropriate grade placement.<br />
The Board of Education reserves the right, after a hearing before the Board, not to allow any person who has been expelled from another<br />
district to enroll as a student until the time of the person’s expulsion has expired.<br />
The responsibility for transportation of any nonresident student admitted to a school in this District shall be borne by the student or the<br />
student’s parents. The District and the resident district may enter into a written agreement with the student or student’s parents to provide<br />
transportation to or from the District, or both.<br />
Legal References: A.C.A. § 6-18-316<br />
A.C.A. § 6-18-510<br />
A.C.A. § 6-15-504 (f)<br />
State Board of Education Standards of Accreditation VII (E) (1)<br />
Date Adopted: 8-28-03<br />
5.5-ATTENDANCE REQUIREMENTS FOR STUDENTS IN GRADES 9-12<br />
Students in grades nine through twelve (9-12) are required to schedule and attend at least 350 minutes of regularly scheduled<br />
class time daily. Part of this requirement may be met by students taking post-secondary courses. Eligible students’ enrollment<br />
and attendance at a post-secondary institution shall count toward the required time of school attendance.<br />
Study Halls<br />
Students may be assigned to no more than one (1) class period each day for a study hall that the student shall be required to<br />
attend and participate in for the full period. Such study halls are to be used for the purposes of self-study or for organized<br />
tutoring which is to take place in the school building.<br />
Extracurricular Classes<br />
Students may be assigned to no more than one (1) class period each day for organized and scheduled student extracurricular<br />
classes that the student shall be required to attend and participate in for the full class period. Extracurricular classes related to<br />
a seasonal activity shall meet for an entire semester whether or not the season ends prior to the end of the semester. Students<br />
must attend and participate in the class for the entire semester in order to receive credit for the course. For the purpose of this<br />
policy, extracurricular classes is defined as school sponsored activities which are not an Arkansas Department of Education<br />
approved course counting toward graduation requirements or classes that have not been approved by the Arkansas<br />
Department of Education for academic credit. Such classes may include special interest, fine arts, technical, scholastic,<br />
intramural, and interscholastic opportunities.<br />
Course Enrollment Outside of District<br />
Enrollment and attendance in vocational-educational training courses, college courses, school work programs, and other<br />
department-sanctioned educational programs may be used to satisfy the student attendance requirement even if the programs<br />
are not located at the public schools. Attendance in such alternative programs must be pre-approved by the school’s<br />
administration. The district shall strive to assign students who have been dropped from a course of study or removed from a<br />
school work program job during the semester into another placement or course of study. In the instances where a subsequent<br />
placement is unable to be made, the district may grant a wavier for the student for the duration of the semester in which the<br />
placement is unable to be made.<br />
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In rare instances, students may be granted waivers from the mandatory attendance requirement if they would experience<br />
proven financial hardships if required to attend a full day of school. For the purpose of this policy, proven financial hardships<br />
is defined as harm or suffering caused by a student's inability to obtain or provide basic life necessities of food, clothing, and<br />
shelter for the student or the student's family. The superintendent shall have the authority to grant such a waiver, on a caseby-case<br />
basis, only when convinced the student meets the definition of proven financial hardships.<br />
In any instance where a provision of a student’s Individual Education Plan (IEP) conflicts with a portion(s) of this policy, the<br />
IEP shall prevail.<br />
Legal References: A.C.A. § 6-18-210, 211<br />
Arkansas Department of Education Rules Governing the Mandatory<br />
Attendance Requirements for Students in Grades Nine through Twelve<br />
Date Adopted: 11-18-04<br />
5.6—HOMESCHOOLING<br />
Parents or legal guardians desiring to provide a home school for their children must give written notice to the Superintendent of their intent<br />
to do so and sign a waiver acknowledging that the State of Arkansas is not liable for the education of their children during the time the<br />
parents choose to home school. Notice shall be given:<br />
1. At the beginning of each school year, but no later than August 15;<br />
2. By December 15 for parents who decide to start home schooling at the beginning of the spring semester; or<br />
3. Fourteen (14) calendar days prior to withdrawing the child (provided the student is not currently under disciplinary action for<br />
violation of any written school policy, including, but not limited to, excessive unexcused absences) and at the beginning of each<br />
school year thereafter.<br />
The parents or legal guardians shall deliver written notice in person to the Superintendent the first time such notice is given and the notice<br />
must include:<br />
1. The name, date of birth, grade level, and the name and address of the school last attended, if any;<br />
2. The location of the home school;<br />
3. The basic core curriculum to be offered;<br />
4. The proposed schedule of instruction; and<br />
5. The qualifications of the parent-teacher.<br />
To aid the District in providing a free and appropriate public education to students in need of special education services, the parents or legal<br />
guardians home-schooling their children shall provide information which might indicate the need for special education services.<br />
Legal References: A.C.A. § 6-15-503<br />
A.C.A. § 6-41-206<br />
Date Adopted: 8-28-03<br />
5.7—ABSENCES<br />
Education is more than the grades students receive in their courses. Important as that is, students’ regular attendance at school is essential to<br />
their social and cultural development and helps prepare them to accept responsibilities they will face as an adult. Interactions with other<br />
students and participation in the instruction within the classroom enrich the learning environment and promote a continuity of instruction,<br />
which results in higher student achievement.<br />
Excused Absences<br />
Absences are excused for one of the following reasons:<br />
1. The student’s illness or when attendance could jeopardize the health of other students;<br />
2. Death or serious illness in their immediate family (parent, legal guardian, grandparent, sibling, or any other relative living in the same<br />
household);<br />
12
3. Observance of recognized holidays observed by their faith;<br />
4. Attendance at an appointment with a government agency;<br />
5. Attendance at a medical appointment;<br />
6. Exceptional circumstances with prior approval of the principal; or participation in a school sanctioned activity.<br />
7. Participation in the election poll workers program for high school students.<br />
It is the Arkansas General Assembly’s intention that students having excessive excused absences be given assistance in obtaining credit for<br />
their courses.<br />
Students will receive an excused absence only after the parent or legal guardian has contacted the school by telephone explaining the<br />
reason for the absence. Some principals may accept a written explanation in lieu of the required phone call.<br />
Unexcused Absences<br />
Absences not defined above or not having a parent or legal guardian telephone contact or an accompanying note, if allowed by the<br />
principal, from the parent or legal guardian shall be considered as unexcused absences. Students with 4 unexcused absences in a course in a<br />
semester shall not receive credit for that course. At the discretion of the principal after consultation with persons having knowledge of the<br />
circumstances of the unexcused absences, the student may be denied promotion or graduation. Excessive absences shall not be a reason for<br />
expulsion or dismissal of a student.<br />
When a student has 2 unexcused absences, his/her parents, guardians, or persons in loco parentis shall be notified. Notification shall be by<br />
telephone by the end of the school day in which such absence occurred or by regular mail with a return address sent no later than the<br />
following school day.<br />
Whenever a student exceeds 4 unexcused absences in a semester, the District shall notify the prosecuting authority and the parent,<br />
guardian, or persons in loco parentis shall be subject to a civil penalty as prescribed by law.<br />
Students who attend in-school suspension shall not be counted absent for those days.<br />
Days missed due to expulsion or out-of-school suspension shall be unexcused absences.<br />
The District shall notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer<br />
in school. The Department of Finance and Administration is required to suspend the former student’s operator’s license unless he/she<br />
meets certain requirements specified in the code.<br />
Applicants for an instruction permit or for a driver's license by persons less than eighteen (18) years old on October 1 of any year are<br />
required to provide proof of a high school diploma or enrollment and regular attendance in an adult education program or a public, private,<br />
or parochial school prior to receiving an instruction permit. To be issued a driver's license, a student enrolled in school shall present proof of<br />
a “C” average for the previous semester or similar equivalent grading period for which grades are reported as part of the student’s<br />
permanent record.<br />
ABSENCE PROCEDURES<br />
1. “Absence” means a student was not present at a roll call or during some portion of the school day.<br />
2. Anything this regulation requires The Principal to do may be delegated; however, the Principal shall maintain<br />
supervisory control and accountability for proper performance by the delegate.<br />
3. The Principal may excuse absences due to religious holidays, illness, accident, unavoidable circumstances, family<br />
emergencies, or educationally valuable activities away from school. Even excusable absences may have a negative<br />
impact upon academic performance; therefore, the Principal may decide not to excuse an absence in light of the<br />
District’s duty to enforce the compulsory education laws and encourage academic progress.<br />
4. If a student is absent 8 times from any class during a semester, the Principal may decide to not excuse any more<br />
absences from that class.<br />
5. Principals are authorized to deny academic credit on the basis of 4 unexcused absences or 12 absences, whether<br />
excused or unexcused.<br />
13
6. Principals are authorized to convene a student attendance committee to assist in the implementation of this<br />
administrative regulation.<br />
7. Principals shall provide parents a copy of the District policy on excessive unexcused absences.<br />
8. When a student under age 18 has accumulated 2 unexcused absences in a semester, the Principal shall notify his/her<br />
parents, guardians, or persons in loco parentis. Notification shall be by telephone by the end of the school day in which such<br />
absence occurred or by regular mail with a return address sent no later than the following school day.<br />
9. When a student under age 18 has accumulated 4 unexcused absences in a semester, the Principal shall notify his/her<br />
parents, guardians, or persons in loco parentis by regular mail with a return address sent no later that the following school day.<br />
The Principal shall also prepare an affidavit using the approved affidavit format and forward the affidavit with<br />
attachments to the Director of Student Affairs.<br />
10. The Director of Student Affairs shall review affidavits for accuracy and forward them to the Juvenile Prosecutor for<br />
Washington County.<br />
11. The Principal shall make a thorough attempt to locate and improve the attendance rate of those students who have<br />
accumulated excessive unexcused absences.<br />
12. Principals may not “drop” or terminate a student’s enrollment unless the Principal has verified that the student does<br />
not reside in our school district.<br />
13. When a student has 10 unexcused absences in a semester, the Principal shall transfer that student’s name and a copy<br />
of the student’s file to the Director of Student Affairs.<br />
14. The Director of Student Affairs shall notify the Department of Finance and Administration of students age 14-17<br />
with excessive unexcused absences who are no longer in school, using the form required by the department.<br />
Legal References: A.C.A. § 6-18-209<br />
A.C.A. § 6-18-220<br />
A.C.A. § 6-18-222<br />
A.C.A. § <strong>27</strong>-16-701<br />
A.C.A. § 7-4-116<br />
Date Adopted: 8-28-03<br />
Last Revised: 4-<strong>27</strong>-05<br />
5.8—MAKE-UP WORK<br />
Students who miss school due to an excused absence shall be allowed to make up the work they missed during their absence.<br />
It is the responsibility of the student to arrange for all make-up work with his/her teacher(s). Each school shall establish a<br />
uniform timetable in which students must make up their work to receive credit.<br />
Work may not be made up for credit for unexcused absences.<br />
Date Adopted: 10-28-04<br />
5.10—PROMOTION/RETENTION/ACCELERATION OF PUPILS<br />
The staff of the <strong>Fayetteville</strong> <strong>Schools</strong> believes that each child is a distinct individual with special educational, social,<br />
and emotional strengths and weaknesses. They further believe that individual differences can best be addressed through a<br />
continuous progress curriculum and the continuous promotion of students.<br />
In the <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> the term “continuous progress” is used to describe the progression of students<br />
through a prescribed curriculum based on the following premises:<br />
1. A specific plan is used to systematically assess each student’s attainment of the prescribed knowledge or<br />
skills;<br />
2. When students demonstrate that they possess a particular knowledge or skill in sufficient depth, they are<br />
given the opportunity to move to another objective irrespective of their chronological age or number of<br />
years of school attendance;<br />
3. Instruction will be provided students until they have attained the required knowledge or skills.<br />
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Promotion: Regular Students<br />
PROCEDURES<br />
Kindergarten through Sixth Grade<br />
Students enrolled in kindergarten through the sixth grade will be expected to make acceptable progress in reaching<br />
the course objectives as outlined by the Arkansas Department of Education in order to be promoted from grade to grade.<br />
Seventh and Eighth Grade<br />
To be promoted to the next grade, a student in grade seven or eight must satisfactorily complete the school’s regular<br />
program of studies by passing a minimum of five units of course work each year, at least three of which must be in English,<br />
science, mathematics, or social studies. Credit earned in summer school or through approved correspondence study may be<br />
counted toward these totals.<br />
Ninth Grade<br />
To be promoted to grade ten, a student in grade nine must earn a minimum of five units of credit to be counted<br />
toward graduation; three of the five units must be in the areas of English, mathematics, science, or social studies.<br />
The junior-high principal is authorized to waive either or both of the above requirements and to recommend the<br />
promotion of any ninth-grade student, who because of age, physical, or social maturity, or other reasons, is likely to be better<br />
served on a high-school campus.<br />
Promotion: Special Education Students<br />
Special education students will be expected to make satisfactory progress in reaching the goals and objectives stated<br />
in their individual education plans for the current year before progressing to the next grade.<br />
Retention<br />
If is becomes apparent a student may need considerably more than the usual amount of time to complete the<br />
objectives normally assigned to a grade level, retention in a grade may be considered. The decision will be based on a wide<br />
range of factors with the interests of the individual as the basic consideration. These factors should include the following:<br />
1. Developmental maturity.<br />
2. Parental support.<br />
3. Chronological age.<br />
4. Identified emotional or learning problems.<br />
5. Serious illness or circumstances which prevent home tutoring.<br />
6. The failure to attain a mastery criteria score on a set of grade level curricular objectives.<br />
7. Attendance record.<br />
8. Work habits, responsibility, and attitudes.<br />
9. The advisability of utilizing other remediation methods such as tutoring or summer programs.<br />
In no case should a single factor be the basis for a grade retention decision.<br />
Kindergarten Through Sixth Grade<br />
If a parent, teacher, or other staff member believes there is sufficient evidence to consider the retention of a pupil,<br />
that person will discuss the matter with the building principal. If the principal agrees that such action might be warranted, it<br />
will be the principal’s responsibility to involve the student’s parents and any other appropriate persons who can assist in<br />
making the final decision. Parent support will be weighed heavily in making decisions since the quality of parent concern<br />
15
appears to be a determining factor in the effectiveness of such a course of action. The likelihood of retaining a student should<br />
be discussed with the parent no later than six weeks before the end of the school year, or on receipt of state mandated test<br />
results. The final retention decision will rest with the building principal.<br />
Students shall be tested in content areas selected and approved by the Arkansas Department of Education. Any<br />
student who does not achieve a passing score in any of the competency areas shall be evaluated by the student’s school<br />
principal, teachers, and counselors, who will jointly prepare an academic skills development plan to assist the student to<br />
obtain mastery of the area(s) in which the student is deficient. The plan may include an extended school day or year,<br />
alternative curriculum, retention, or use of other resources. The plan shall be designed to assist the student in achieving grade<br />
level competence. A conference shall be held with each student’s parent(s) or guardian(s) to review and discuss that student’s<br />
plan.<br />
Grades Seven Through Ninth<br />
Students in grades seven - nine who do not meet the promotion standards outlined above will be retained at grade<br />
level for an additional year.<br />
Acceleration<br />
In a few cases, it may be appropriate to consider acceleration which would allow students to complete the standard<br />
K-12 program in fewer than thirteen years. If this course of action is considered, a thorough evaluation of the needs and<br />
abilities of the individual person must be completed before a final decision is made. If there appears to be sufficient evidence<br />
that a change should be made in the student’s grade placement, an individual educational program plan must be developed to<br />
assure that curriculum goals are not skipped but rather compacted into a reduced time period. When this course of action is<br />
being considered, the following guidelines for accelerated grade placement will be utilized.<br />
I. A referral conference shall be held with the parents and the principal of the school that the student is<br />
presently attending. A referral conference may be initiated by either the parents or the school.<br />
A. Parent-Initiated Referral<br />
1. A written request shall be made to the principal of the school that the student is<br />
presently attending. Included in that request shall be:<br />
a. The parent’s reason(s) for seeking the change.<br />
b. The parent’s commitment to support the change.<br />
2. The principal shall notify the Coordinator of the Gifted and Talented Program of the<br />
request.<br />
3. Parents shall complete a copy of the Parent Inventory and return it to the principal or<br />
Coordinator of the Gifted and Talented Program.<br />
4. The Coordinator of the Gifted and Talented Program shall notify the appropriate<br />
assistant superintendent of the request.<br />
B. School-Initiated Referral<br />
1. The principal shall notify the Coordinator of the Gifted and Talented Program of the<br />
request.<br />
2. The Coordinator of the Gifted and Talented Program shall notify the appropriate<br />
assistant superintendent of the request.<br />
3. The principal of the school that the student is presently attending hall present to the<br />
parents an explanation of why the school seeks such a change.<br />
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4. Parents shall complete a copy of the Parent Inventory and return it to the principal or<br />
the Coordinator of the Gifted and Talented Program.<br />
II. The teacher(s) shall complete the following:<br />
A. Scale for Rating Behavioral Characteristics of Superior Students<br />
B. Scale for Intellectual Functioning, Physical Development, Social<br />
Development, Emotional Development<br />
These scales shall be completed by the student’s present teacher(s), as well as the previous teacher(s) within the<br />
school that the student is presently attending. Upon completion of these scales, they are to be returned to the Coordinator of<br />
the Gifted and Talented Program.<br />
III. The Coordinator of the Gifted and Talented Program, principal, counselor, and/or other school personnel<br />
(where appropriate) will determine specific tests to assess the following areas:<br />
A. Learning Aptitude<br />
B. Educational Achievements<br />
C. Emotional Maturity<br />
D. Social Behavior<br />
E. Attitude of the Student<br />
IV. All the data collected shall be compiled by the Coordinator of the Gifted and Talented Program on an<br />
individual Student Data Sheet.<br />
V. The Coordinator of the Gifted and Talented Program will present the data results to the principal,<br />
counselor, and/or other school personnel (where appropriate).<br />
VI. An evaluation conference shall be held to present the results of the data to the parents and to make<br />
recommendations. In addition to the parents, persons in attendance may include the following:<br />
A. Principal or designee (chairman)<br />
B. Coordinator of the Gifted and Talented Program<br />
C. Psychological examiner<br />
D. Counselor<br />
E. Receiving principal<br />
F. Assistant superintendent<br />
G. Student Outcome of Special Services Conference form designating the outcome of the conference<br />
shall be completed and signed by all parties involved.<br />
VII. An I.E.P. for Acceleration will be developed by the principal and the Coordinator of the Gifted and<br />
Talented Program with input from the following when appropriate:<br />
A. Classroom teacher(s)<br />
B. Counselor<br />
C. Receiving principal<br />
D. Parents<br />
E. Student<br />
The Coordinator of the Gifted and Talented Program shall be responsible for the final written copy of the I.E.P. for<br />
Acceleration. This information will be approved by the Principal.<br />
VIII. A conference shall be held to present the I.E.P. for Acceleration to the parents. In addition to the parents,<br />
persons in attendance may be as follows:<br />
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A. Principal or designee (chairman)<br />
B. Coordinator of the Gifted and Talented Program<br />
C. Counselor<br />
D. Receiving principal<br />
E. Classroom teacher(s)<br />
F. Assistant superintendent<br />
G. Student<br />
IX. The I.E.P. for Acceleration shall be kept in the Gifted and Talented office acceleration file. A notice of its<br />
existence shall be placed in the student’s cumulative record folder.<br />
X. A reassessment of the student’s I.E.P. for Acceleration will be made at least annually; however, a review<br />
may be made at any time if requested by the parent, the teacher, the principal or the Coordinator of the<br />
Gifted and Talented Program. Reassessments will continue until it is agreed that an I.E.P. for Acceleration<br />
is no longer necessary.<br />
If acceleration within a subject area (but not grade placement for all or most subjects) would cause the student to<br />
attend class(es) on a different campus, the outline provided in steps 1-10, above, will be followed. If such subject area<br />
acceleration will not immediately require assignment to a different campus but may lead to a campus assignment different<br />
from that of the student’s age/grade peers in future years, the student’s current principal, the assistant superintendent for<br />
instruction, and the Gifted and Talented Coordinator shall be notified. Generally, acceleration of less than one year in math<br />
and language arts need not be reported.<br />
Amended: November 1972<br />
Last Revised: 6-22-06<br />
5.11—EQUAL EDUCATIONAL OPPORTUNITY<br />
In recognition of the importance of assuring equality of opportunity through the elimination of discriminatory practices, it<br />
shall be the policy of the <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> to fully comply with Titles VI, VII, and IX of the Civil Rights Act of<br />
1964, with the Age Discrimination Act (ADA), and with Title V of the Rehabilitation Act of 1973.<br />
Date Adopted: 8-28-03<br />
5.12—STUDENT ORGANIZATIONS/EQUAL ACCESS<br />
Non-curriculum related secondary school student organizations wishing to conduct meetings on school premises during noninstructional<br />
time shall not be denied equal access on the basis of the religious, political, philosophical, or other content of the<br />
speech at such meetings. Such meetings must meet the following criteria.<br />
1. The meeting is to be voluntary and student initiated;<br />
2. There is no sponsorship of the meeting by the school, the government, or its agents or employees;<br />
3. The meeting must occur during non-instructional time;<br />
4. Employees or agents of the school are present at religious meetings only in a non-participatory capacity;<br />
5. The meeting does not materially and substantially interfere with the orderly conduct of educational activities within<br />
the school; and<br />
6. Non-school persons may not direct, conduct, control, or regularly attend activities of student groups.<br />
All meetings held on school premises must be scheduled and approved by the principal. The school, its agents, and employees retain the<br />
authority to maintain order and discipline, to protect the well being of students and faculty, and to assure that attendance of students at<br />
meetings is voluntary.<br />
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Fraternities, sororities, and secret societies are forbidden in the District’s schools. Membership to student organizations shall not be by a<br />
vote of the organization’s members, nor be restricted by the student’s race, religion, sex, national origin, or other arbitrary criteria. Hazing,<br />
as defined by law, is forbidden in connection with initiation into, or affiliation with, any student organization.<br />
Legal References:<br />
A.C.A. § 6-5-201 et seq<br />
A.C.A. § 6-21-204<br />
20 U.S.C. 4071 Equal Access Act<br />
Board of Education of the Westside Community <strong>Schools</strong> v. Mergens, 496 U.S. 226 (1990)<br />
A.C.A. § 6-18-601 et seq.<br />
Date Adopted: 8-28-03<br />
5.14—STUDENT PUBLICATIONS AND THE DISTRIBUTION OF LITERATURE<br />
Student <strong>Public</strong>ations<br />
All publications that are supported financially by the school or by use of school facilities, or are produced in conjunction with a class shall<br />
be considered school-sponsored publications. School publications do not provide a forum for public expression. Such publications, as well<br />
as the content of student expression in school-sponsored activities, shall be subject to the editorial control of the District’s administration<br />
whose actions shall be reasonably related to legitimate pedagogical concerns and adhere to the following limitations.<br />
1. Advertising may be accepted for publications that does not condone or promote products that are inappropriate for the age and<br />
maturity of the audience or that endorse such things as tobacco, alcohol, or drugs.<br />
2. <strong>Public</strong>ations may be regulated to prohibit writings, which are, in the opinion of the appropriate teacher and/or administrator,<br />
ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature<br />
audiences.<br />
3. <strong>Public</strong>ations may be regulated to refuse to publish material which might reasonably be perceived to advocate drug or alcohol use,<br />
irresponsible sex, or conduct otherwise inconsistent with the shared values of a civilized social order, or to associate the school with<br />
any position other than neutrality on matters of political controversy.<br />
4. Prohibited publications include:<br />
a. Those that are obscene as to minors;<br />
b. Those that are libelous or slanderous, including material containing defamatory falsehoods about public figures or<br />
governmental officials, which are made with knowledge of their falsity or reckless disregard of the truth;<br />
c. Those that constitute an unwarranted invasion of privacy as defined by state law,<br />
d. <strong>Public</strong>ations that suggest or urge the commission of unlawful acts on the school premises;<br />
e. <strong>Public</strong>ations which suggest or urge the violation of lawful school regulations;<br />
f. Hate literature that scurrilously attacks ethnic, religious, or racial groups.<br />
Student <strong>Public</strong>ations on School Web Pages<br />
Student publications that are displayed on school web pages shall follow the same guidelines as listed above plus they shall:<br />
1. Not contain any non-educational advertisements. Additionally, student web publications shall;<br />
2. Not contain any personally identifying information, as defined by “Directory Information” in the student handbook, without the<br />
written permission of the parent of the student or the student if over eighteen (18);<br />
3. State that the views expressed are not necessarily those of the School Board or the employees of the district.<br />
Non-school <strong>Public</strong>ations<br />
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The Director of School and Community Relations shall review non-school publications prior to their distribution and will bar from<br />
distribution those materials that are obscene, libelous, pervasively indecent, or advertise unlawful products or services. Material may also<br />
be barred from distribution if there is evidence that reasonably supports a forecast that disruption will likely result from the distribution.<br />
Distribution of Literature<br />
The school principal or designee shall establish reasonable regulations governing the time, place, and manner of student distribution of<br />
literature.<br />
The regulations shall:<br />
1. Be narrowly drawn to promote orderly administration of school activities by preventing disruption and may not be designed to stifle<br />
expression;<br />
2. Be uniformly applied to all forms of literature;<br />
3. Allow no interference with classes or school activities;<br />
4. Specify times and places where distribution may and may not occur; and<br />
5. Not inhibit a person’s right to accept or reject any literature distributed in accordance with the regulations.<br />
The Superintendent, along with the student publications advisors, shall develop administrative regulations for the implementation of this<br />
policy. The regulations shall include definitions of terms and timelines for the review of materials.<br />
Legal References: A.C.A. § 6-18-1202, 1203, & 1204<br />
Tinker v. Des Moines ISD, 393 U.S. 503 (1969)<br />
Bethel School District No. 403 v. Fraser, 478 U.S. 675 (1986)<br />
Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988)<br />
Date Adopted: 8-28-03<br />
5.15—CONTACT WITH STUDENTS WHILE AT SCHOOL<br />
Parents wishing to visit their children during the school day shall register first with the office. If there is any question concerning the legal<br />
custody of the student, the parent shall present documentation to the principal or his/her designee establishing the parent’s custody of the<br />
student or legal right of visitation. It shall be the responsibility of the custodial parent to make any visitation restrictions regarding the noncustodial<br />
parent known to the principal by presenting a copy of a file-marked court order. Estranged parents may visit their child during<br />
school hours with the consent of the custodial parent.<br />
Questioning of students by non-school personnel shall be granted only with a court order directing such questioning, with permission of the<br />
parents of a student (or the student if above eighteen [18] years of age), or in response to a subpoena or arrest warrant. If the District makes<br />
a report to any law enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due<br />
to a court order, the principal or the principal’s designee shall make a good faith effort to contact the student’s parent, legal guardian, or<br />
other person having lawful control by court order, or person acting in loco parentis on student enrollment forms.<br />
Principals must release a student to either a police officer who presents a subpoena for the student, or a warrant for arrest, or to an agent of<br />
the social services with a court order signed by a judge. Upon release of the student, the principal or designee shall give the student’s parent,<br />
legal guardian, or other person having lawful control by court order, or person acting in loco parentis notice that the student has been taken<br />
into custody by law enforcement personnel or a social services agency. If the principal or designee is unable to reach the parent, he or she<br />
shall make a reasonable, good faith effort to get a message to the parent to call the principal or designee, and leave both a day and an after<br />
hours telephone number.<br />
Legal Reference: A.C.A. § 6-18-513<br />
Date Adopted: 8-28-03<br />
5.16—ADMITTING VISITORS TO SCHOOL BUILDINGS<br />
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In order to protect the safety of students and teachers and to prevent unnecessary disruption of school programs, it shall be<br />
the policy of <strong>Fayetteville</strong> <strong>Schools</strong> to require visitors to report to the principal’s office before going to other parts of the<br />
building or premises.<br />
PROCEDURES<br />
1. Principals or their designee will determine the visitor’s purpose in the building. Routine requests may be granted or<br />
denied verbally.<br />
If principals feel more formal recognition should be given to the request, a visitor’s permit or denial may be issued.<br />
Sales persons or solicitors for special projects may be required to get approval from a central office administrator<br />
before their request is considered.<br />
Central office administrators introducing a person to make a request or making any commitment to a visitor should<br />
complete a Visitor’s Permit Card (1240-ES-f) to be presented to the principal.<br />
2. Visitors who frequently or regularly come to the building or premises for an approved purpose may be issued a<br />
standing permit.<br />
3. Guests and/or personal friends invited by school personnel should follow the same procedures as other visitors.<br />
4. All post-secondary students and staff wishing to visit in a <strong>Fayetteville</strong> school for any purpose related to a course,<br />
special studies or research activities must get approval from the appropriate post-secondary administrator prior to the<br />
consideration of their request. The appropriate post-secondary administrator will forward approved requests to the<br />
appropriate assistant superintendent administrator for instruction for consideration of district approval. The assistant<br />
superintendent administrator will communicate with affected school principals in making decisions. (Further<br />
information on Field experience program is found in policy and procedures 4123.)<br />
Adopted: 2-12-74<br />
Last Revised: 5-26-05<br />
5.17—STUDENT DISCIPLINE<br />
The <strong>Fayetteville</strong> School District recognizes that effective student discipline can best be achieved and maintained<br />
through the cooperative efforts of parents, educators, students, and other community members. Each has the right to expect a<br />
wholesome atmosphere that is conducive to learning. Such a climate can best be created where efforts are made to move<br />
students toward responsible self-discipline.<br />
The school has a responsibility to inform students of their rights and responsibilities; students are responsible for<br />
knowing and abiding by the rules and regulations of the school. Parents are responsible for helping their children understand<br />
the policy and for supporting the school in its efforts to enforce the policy. All students and parents will be provided copies<br />
of this policy and will be required to indicate in writing their receipt of the policy.<br />
Students are expected to conduct themselves at all times (at school, at school activities and events, and traveling to<br />
and from school) in a manner that will promote the best interest of the school system and will not infringe on the rights of<br />
others. The following activities are considered improper and unacceptable and may subject the student to disciplinary action<br />
as described in the procedural section of this policy.<br />
1. Disruption and interference with school. This will include interference with the proper conduct of a school, a school<br />
activity, or an individual class; attempts to prohibit or discourage attendance by others at school or a school activity;<br />
attempts to encourage other students to violate school rules or policies; refusal to identify himself/herself on request of<br />
any authorized school personnel; and refusal to identify others engaged in unlawful or disruptive acts or to otherwise fail<br />
to divulge information regarding such acts.<br />
2. Damage, destruction, or theft of private or public property.<br />
3. Harassment of students or employees, which shall include but is not limited to:<br />
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(a) Speech, such as epithets, derogatory comments or slurs, and lewd propositioning on the basis<br />
of race, sex, religion, national origin, ancestry, disability, medical condition, marital status,<br />
age, or sexual orientation.<br />
(b) Physical acts, such as assault, impeding or blocking movement, offensive touching, or any<br />
physical interference with normal school activities or learning environment when directed at<br />
an individual on the basis of race, sex, religion, national origin, ancestry, disability, medical<br />
condition, marital status, age, or sexual orientation.<br />
(c) Visual insults, such as derogatory posters, cartoons, or drawings related to race, sex, religion,<br />
national origin, ancestry, disability, medical condition, marital status, age, or sexual<br />
orientation.<br />
4. Assault, bullying, fighting, physical abuse, threats, or verbal abuse by a student on a fellow student.<br />
5. Assault, physical abuse, threats, or verbal abuse by a student on any school employee, even if such actions occur off<br />
school premises.<br />
6. Possession, offering for sale, sale, or use of narcotics, drugs, anabolic steroids, alcohol, inhalants, analogues* or other<br />
controlled substances as defined by statute. Unless such possession and use has been authorized by a physician. School<br />
officials will be expected to cooperate fully with law enforcement agencies and judicial bodies in the investigation and<br />
resolution of drug-related or alcohol related cases involving students, even though the offenses may not have taken place<br />
on school property or at a school activity.<br />
*An analogue is a substance which mimics the stimulant, depressant, or hallucinogenic effect on the central nervous system<br />
that is similar to the stimulant, depressant, or hallucinogenic effect of a controlled substance.<br />
7. Possession of any weapon, knife, gun, instrument or article that might be injurious to a person or property.<br />
8. Disregard of reasonable directions or commands given by authorized school personnel.<br />
9. Truancy or chronically poor attendance, as defined by school policy and Arkansas Statute (Act 60, 1983).<br />
10. Extortion from other students.<br />
11. Gambling on school property or at a school activity.<br />
12. Attire that disrupts the educational process or otherwise interferes with the rights or opportunities of others to learn or<br />
teach.<br />
13. Distribution of petitions or other printed matter not approved in advance by the principal. (The principal’s sole basis for<br />
denying such distribution will be substantial belief that possession or distribution of such materials will cause substantial<br />
disruption of school activities because of obscene or libelous language, personal attacks, or the method or time of<br />
distribution.)<br />
14. Violation of statutory or constitutional regulations. (School penalties may be imposed in addition to any penalties<br />
imposed by the courts.)<br />
15. Violations of established classroom or school rules or regulations.<br />
16. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle, on school property or traveling to or<br />
from school.<br />
17. Possession of a paging device or other electronic communication device on school property, unless such possession is<br />
necessary for health reasons or other compelling reasons. Electronic communication devices are allowed at extra<br />
22
curricular activities unless they pose a significant disruption to the activity or performance. Act 447 amends A.C.A. §<br />
6-18-502(b)<br />
18. Violation of Sexual Harassment Policy No. 5.<strong>27</strong>, Computer/Network Use Policy No. 5.29, Gangs and Gang Activity<br />
Policy No. 5.26, Bullying Policy No. 5.47, and Conduct To And From School Policy No. 5.19 together with any other<br />
district policies regarding student conduct.<br />
19. Use, possession or distribution of tobacco products is prohibited in accordance with Arkansas statute, § 6-21-609.<br />
20. Any behavior not covered above which could reasonably be interpreted as being subversive to good order and discipline<br />
or which causes the learning atmosphere to deteriorate or be disrupted.<br />
The Board of Education endorses the enforcement of all applicable statutes relating to the abuse and harassment of<br />
school employees and students and/or their property.<br />
PROCEDURES<br />
In order to effectively implement the above policy, the following procedures are adopted:<br />
School personnel are responsible for dealing with students fairly and honestly and for treating all students with<br />
courtesy and respect. The professional staff is encouraged to reward good behavior and to maintain a positive approach in<br />
helping students develop acceptable patterns of behavior. Corrective measures of a punitive nature are sometimes necessary;<br />
acceptable corrective measures include the following:<br />
1. Conference between the teacher and the student<br />
2. Deprivation of privileges This form of discipline is especially encouraged when the student has developed a pattern of<br />
chronically repeating minor offenses.<br />
3. Referral to a building administrator (principal or assistant principal)<br />
4. Parent-school conferences This type of cooperative action is highly encouraged, especially when a student appears to<br />
be developing a potentially serious behavioral problem. Parents should not expect a report on every problem that arises.<br />
When public or private property has been stolen or damaged, the school will work through parents to recover reasonable<br />
compensation for damages to that property.<br />
5. Referral to other school personnel (counselor, social worker, nurse, etc.).<br />
6. Referral to out-of-school personnel (physician, psychologist, drug or alcohol treatment centers, law enforcement<br />
personnel, etc.).<br />
7. In-School Suspension (ISS). A student may be placed in the school’s In-School Suspension classroom when such<br />
suspension is necessary for the student to regain or maintain emotional control or when the student’s presence in the<br />
regular classroom represents a reasonable threat to others or when the student’s presence in the regular classroom<br />
prevents other students from pursuing desirable educational goals. Reasons for suspension may include refractory<br />
conduct; insubordination; or other conduct that would tend to impair the discipline of school, or harm other pupils.<br />
8. Saturday School. A student may be assigned to Saturday School for violation of school rules.<br />
9. Out of School Suspension (OSS). A student may be suspended from school when such suspension is necessary for the<br />
student to regain or maintain emotional control or when the student’s presence at school represents a reasonable threat to<br />
others or when the student’s presence at school prevents other students from pursuing desirable educational goals.<br />
Reasons for suspension may include immorality; refractory conduct, possession of any weapon; possession, use or sale<br />
23
of narcotics, drugs, anabolic steroids, or alcohol; insubordination; or other conduct that would tend to impair the<br />
discipline of school, or harm other pupils. Any suspension must conform to the following guidelines:<br />
A. Prior to any suspension, the student shall receive an explanation of the intended suspension and shall be<br />
given reasonable opportunity to present evidence that might argue against suspension.<br />
B. The student’s parents or legal guardians should be notified immediately of any suspension, and should<br />
indicate how the student is to leave school.<br />
C. Written notice of any suspension should be forwarded to the superintendent’s office and the parents or<br />
guardians as soon as possible. Such notice shall include a statement of the reasons for and conditions of the<br />
suspension and shall notify parents or guardians of the established appeal procedures. The notice will be<br />
mailed to the address listed on the student’s current enrollment form. A conference with parent or guardian<br />
should be scheduled as soon as possible, in an effort to return the student to school.<br />
D. Building administrators (principals and assistant principals) can suspend students from school for a period<br />
not to exceed ten (10) days, subject to appeal to the assistant superintendent and the superintendent.<br />
E. At each step in the appeal process, the suspension may be affirmed, revoked, or otherwise modified by the<br />
person or group hearing the appeal. Such disposition of an appeal does not in any way prohibit a student or<br />
a student’s parent or guardian from pursuing the appeal to the next level.<br />
F. Procedural due process, as defined by statutes and court decisions, will be followed at all stages of the<br />
suspension process.<br />
If a student under suspension transfers to another school, information regarding the suspension will be sent to that school.<br />
10. Alternative school program (secondary): When it appears that a student cannot conform to acceptable behavioral<br />
standards in the regular school program, the principal may recommend placement in the District’s alternative school.<br />
11. Extended suspension or suspension for a period greater than ten (10) days: The Board of Education is the only<br />
authority that has the power to remove a student from school for a period greater than ten (10) days. The Board will<br />
exercise this authority on the recommendation of the superintendent of schools when a student(s) participates in any<br />
activity which tends to disrupt, obstruct, or interfere with orderly education processes; an extended suspension may be<br />
for the remainder of the semester, the remainder of the school year, or permanently.<br />
12. Other forms of discipline determined to be appropriate by the Professional Staff: The following general guidelines<br />
should be applied to any disciplinary methods adopted by the professional staff, as well as to those methods listed above.<br />
A. All methods of discipline should refrain from being a serious inconvenience to students other than the<br />
student(s) involved. Mass punishment is to be avoided.<br />
B. Within the limits of practicality, all methods of discipline should be directed toward the student who has<br />
committed an offense.<br />
C. All methods of discipline should refrain from promoting an attitude unfavorable to academic or other<br />
schoolwork.<br />
D. Methods of discipline that would tend to publicly embarrass the student(s) are not allowed.<br />
Disciplinary actions, as outlined above, will not be entered on a student’s permanent record, and will not be divulged<br />
to unauthorized personnel, except as provided under “Suspension” and “Extended Suspension,” above.<br />
Students with disabilities, as defined in state standards, who engage in inappropriate behavior are subject to normal<br />
school disciplinary rules and procedures provided the student’s right to a free appropriate public education is not abridged.<br />
The following provisions will apply.<br />
24
1. For students whose disabilities have behavioral aspects, preventive measures such as behavioral management plans,<br />
should be considered and can be facilitated through the individualized education program (IEP) or the individualized<br />
accommodation plan (IAP) and placement processes required by IDEA and Section 504. While there is no requirement<br />
that such measures be specified in a student’s IEP/IAP, the IEP or Section 504 Committee for a student with identified<br />
disabilities could determine that it would be appropriate to address the use of specific behavioral management and/or<br />
discipline procedures in individual situations involving that student and include them in the IEP/IAP.<br />
2. Where in-school discipline or short-term suspension (ten (10) schools days or less) is involved, a school may remove a<br />
student with disabilities for a disciplinary infraction without it being considered a change of placement, and IDEA’S or<br />
Section 504 parent-notification provisions would not apply. Also, there is no requirement for a prior determination of<br />
whether the student’s misconduct was a manifestation of the student’s disability. During periods of short-term<br />
exclusion, schools are not required to provide any educational services to the student. A series of short-term suspensions<br />
in the same school year could constitute a change in placement. The IEP/Section 504 team must make the determination.<br />
It must also determine whether the misconduct was a manifestation of the student’s disability. Factors such as the length<br />
of each suspension, the total amount of time that the student is excluded from school, and the proximity of the<br />
suspensions to each other should be considered in determining whether the student has been excluded from school to<br />
such an extent that there has been a change in placement. This determination must be made on a case-by-case basis.<br />
3. For a student with disabilities, a suspension or other disciplinary removal for more than ten (10) consecutive school days<br />
may not be considered without the school district first determining whether the student’s misconduct was a manifestation<br />
of the student’s disability or due to an inappropriate placement. This determination must be made by a group of persons<br />
knowledgeable about the student (such as his/her IEP/IAP Committee), and may not be made unilaterally by one<br />
individual.<br />
A. If the student’s misconduct was not a manifestation of his/her disability or an inappropriate placement, the<br />
school district may expel or suspend the student from school for more than ten (10) school days, subject to<br />
conditions set forth in the procedural safeguards of IDEA and Section 504.<br />
B. If the student’s misconduct was, a manifestation of his/her disability or an inappropriate placement, the<br />
student may not be expelled or suspended from school for more than ten (10) school days for the<br />
misconduct. However, other procedures may be used to address the student’s misconduct. A change in<br />
placement, if determined appropriate, could be implemented subject to applicable procedural safeguards.<br />
The school district would also have the option of suspending the student from school for ten (10) days or<br />
less, or seeking a court order at any time to remove the student from school or to change the student’s<br />
placement if it believes that maintaining the student in the current placement is substantially likely to result<br />
in injury to the student or to others.<br />
In addition to showing that the student is substantially likely to cause injury, the school district must show<br />
that it has made reasonable efforts to accommodate the student’s disabilities so as to minimize the likelihood<br />
that the student will injure him or herself or others.<br />
4. The student who is suspended/excluded for more than ten (10) days should be offered a free appropriate public education<br />
for the duration of the exclusion.<br />
5. A student with a disability who brings a weapon to school, possesses illegal drugs at school, or causes serious bodily<br />
injury to another at school may be removed from school for ten (10) days or less, and placed in an interim alternative<br />
education setting for up to 45 school days.<br />
STUDENT DISCIPLINE REGULATIONS<br />
I. This regulation is intended to ensure a degree of uniformity in disciplinary actions under Policy No. 5.17.<br />
25
II. Teachers and administrators shall respond to inappropriate behavior by students with disabilities according to Policy No.<br />
5.17.<br />
III. Teachers and administrators shall follow this regulation after determining that a student has committed an infraction of<br />
Policy No. 5.17.<br />
IV. Teachers and administrators shall determine how many infractions of the listed type of improper activity have been<br />
committed by a student before taking the appropriate disciplinary actions.<br />
V. If a parent appeals any out-of-school suspension or expulsion pursuant to Policy No. 5.17, the student shall be assigned to<br />
in-school suspension or an alternative learning environment; pending appeal, a student shall not be allowed to attend<br />
extracurricular activities.<br />
VI. The improper student behavior shall be categorized as follows:<br />
A. Category I<br />
1. Disruption and interference with school, including clowning around, mock-fighting, mimicking, name<br />
calling, etc.<br />
2. Gambling on school property or at a school activity.<br />
3. Distribution of petitions or other printed matter not approved in advance by the principal. (See Policy<br />
No. 5.17, section 13 for further criteria.)<br />
4. Truancy, defined as unexcused absences, including but not limited to, the following:<br />
a. Being on campus and not being in the assigned class<br />
b. Leaving school without following the sign-out procedure or returning to school without<br />
following the check-in procedure<br />
c. Leaving class with permission but not reporting to the assigned destination<br />
d. Skipping an assigned class period including study hall or office aide<br />
5. Violations of established classroom or school rules or regulations.<br />
6. Littering on school campus or in the building, including the parking lot.<br />
B. Category II<br />
C. Category III<br />
1. Disregard of reasonable directions or commands given by authorized school personnel, such as not<br />
giving their name when asked.<br />
2. Damage, destruction, or theft of private or public property valued at less than $1<strong>00</strong>.<br />
3. Attire, which disrupts the educational process or otherwise interferes with the rights or opportunities of<br />
others to learn or teach.<br />
4. Violation of statutory or constitutional regulations.<br />
5. Reckless or unsafe operation of an automobile, truck, motorcycle, or other vehicle on school property<br />
or traveling to or from school.<br />
6. Possession and/or use of a paging device, cell phone or other electronic communication device on<br />
school property or at a school activity during normal school hours.<br />
7. Use, possession, or distribution of tobacco products or smoking paraphernalia (including, but not<br />
limited to, lighters, matches, rolling papers, cigarette holders, and pipes) during the school day,<br />
whether on or off school property, or during a school-sponsored activity at any time of day, whether on<br />
or off school property.<br />
8. Possession of hand-held laser pointers.<br />
9. Possession, distribution, or posting of magazines, books, electronic data, or printed material not<br />
appropriate for school.<br />
1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, or other controlled substances as<br />
defined by statute. (See Policy No. 5.17, section 6 for further criteria and exceptions.)<br />
26
D. Category IV<br />
2. Assault, bullying, fighting, physical abuse, extortion, persistent or severe harassment, and/or verbal<br />
abuse of another student.<br />
3. Verbal abuse, extortion, or harassment of a school employee, whether on or off school premises.<br />
4. Possession of a knife/replica of a knife or any instrument or article that might be/or appear to be<br />
injurious to a person or property.<br />
5. Possession and/or use of fireworks, stink bombs, or any incendiary device.<br />
6. Falsely reporting a fire or setting off a fire alarm.<br />
7. Damage, destruction, or theft of private or public property valued at more than $1<strong>00</strong> but less than<br />
$1<strong>00</strong>0.<br />
8. Indecent exposure/act.<br />
9. Unauthorized use of/or attempt to gain or assist in unauthorized access to software/programs/data used<br />
by the School District.<br />
10. Chronic persistent misbehavior.<br />
11. Gang related activity.( see Policy 5.26)<br />
1. Assault or physical abuse of a school employee, whether on or off school premises.<br />
2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic steroids, alcohol,<br />
substances portrayed as drugs, or other controlled substances as defined by statute.<br />
3. Possession and/or use of a knife/replica of a knife or any instrument or article that might be/or appear<br />
to be injurious to a person or property in an attempt to threaten or cause harm to another person.<br />
4. Possession of any firearm/replica of a firearm or other weapon prohibited on the school campus by<br />
law.<br />
5. Arson, bomb threat, or terroristic threat<br />
6. Damage, destruction, or theft of private or public property valued at more than $1<strong>00</strong>0.<br />
7. Breaking and entering of any school building or facility.<br />
8. Computer trespass – Any person who intentionally and without authorization alters, deletes, damages,<br />
destroys, or disrupts any computer, computer system, computer network, computer program, or data.<br />
(§ 5-41-104. Computer trespass)<br />
VII. The appropriate disciplinary actions for each listed category of improper activity follow:<br />
A. Category I⎯Principal’s discretion;<br />
B. Category II⎯Principal’s discretion; except for items 6 & 7 which for all secondary schools will be as follows.<br />
1st infraction—1 day of Saturday School<br />
2nd infraction—2 days of Saturday School<br />
3rd infraction— 3-5 days of ISS<br />
4th infraction—5-10 days of ISS<br />
5th infraction—Up to 10 days Out of School Suspension<br />
C. Category III<br />
1. 1 st infraction--<br />
a) Parent/guardian conference, and<br />
b) Up to 10 days suspension; with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one<br />
calendar year.<br />
d) 10 days out of school suspension for possession or use of narcotics, drugs, anabolic<br />
steroids, alcohol, or other controlled substances as defined by statute.<br />
2. 2 nd (and any subsequent) infraction--<br />
a) Parent/guardian conference, and<br />
b) 10 days out of school suspension, with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one<br />
calendar year;<br />
<strong>27</strong>
D. Category IV<br />
1 st (and any subsequent) infraction<br />
a) Parent/guardian conference, and<br />
b) 10 days out of school suspension, with the possibility of<br />
c) referral to pre-expulsion hearing committee with the possibility of expulsion for up to one<br />
calendar year.<br />
VIII. Whenever damage to property or person is involved, a teacher or administrator may add an order to repair, replace, or<br />
otherwise compensate for the damage to the disciplinary action prescribed above.<br />
IX. Many of the listed infractions also have civil and criminal legal consequences for the student and the parent⎯for example,<br />
verbal abuse of a school employee is a violation incurring a fine from $1<strong>00</strong> to $15<strong>00</strong>.<br />
X. Saturday School – Students are assigned Saturday School by administrators for violation of school rules and for failing to<br />
serve other disciplinary assignments.<br />
XI. In-School Suspension (ISS) – Students are assigned ISS by administrators for violation of school rules and for failing to<br />
serve other disciplinary assignments. Students assigned to ISS are not permitted to attend or participate in any school<br />
activities during their suspension. Students are expected to keep up with all class assignments, tests, or work scheduled for<br />
those days spent in ISS.<br />
XII. Out-of-School Suspension (OSS)—Students are assigned OSS by administrators for serious violations of school rules and<br />
for failing to serve other disciplinary assignments. Students assigned to OSS are not permitted to attend or participate in<br />
any school activities or be on any school campus during their suspension, nor are they allowed to make up any<br />
assignments, tests, or work scheduled for those days spent in OSS. Students who are suspended must be accompanied to<br />
school by a parent/guardian for a conference with an administrator before being readmitted to classes.<br />
XIII. Bus Suspension – Students are suspended from the privilege of riding any school bus for a minimum of one day, not to<br />
exceed one calendar year for violations of Policy 5.19.<br />
Adopted: 7-20-79 Revised: 6-26-97 Revised: 6-26-08<br />
Revised: 2-26-80 Revised: 6-<strong>27</strong>-02<br />
Revised: 9-25-84 Re-codified: 8-28-03<br />
Revised: 4-22-86 Re-codified: 6-24-04<br />
Revised: 9-25-90 Revised: 5-26-05<br />
Revised: 7-<strong>27</strong>-93 Revised: 6-22-06<br />
Revised: 12-19-95 Revised: 6-28-07<br />
5.19—CONDUCT TO AND FROM SCHOOL<br />
Students are subject to the same rules of conduct while traveling to and from school as they are while on school grounds. Appropriate<br />
disciplinary actions may be taken against commuting students who violate student code of conduct rules.<br />
The preceding paragraph also applies to student conduct while on school buses. The driver of a school bus shall not operate the school bus<br />
until every passenger is seated. Disciplinary measures for problems related to bus behavior shall include suspension or expulsion from<br />
school, or suspending or terminating the student’s transportation privileges. Transporting students to and from school who have lost their<br />
transportation privileges shall become the responsibility of the student’s parent or legal guardian.<br />
Legal Reference: A.C.A. § 6-19-119 (b)<br />
Date Adopted: 8-28-03<br />
SCHOOL BUS PASSENGER SAFETY AND CONDUCT<br />
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Please review these rules for conduct with your child and be sure he/she understands them. Buses are full, and the<br />
drivers have little time to watch children. They were hired to drive. The school bus is an extension of the school. It is a valuable<br />
and expensive item of equipment and proper attitudes must be developed for its use and care.<br />
Parents should impress on students the correct procedure in establishing a safe route to the bus stop. Develop proper<br />
attitudes and understanding of the right-of-way of motorists. Point out how unsafe acts can lead to accidents.<br />
Bus service is a privilege, not a right, which may be revoked. Students who are eligible to ride may ride as long as they<br />
control themselves and abide by the rules.<br />
Passengers on school buses must conduct themselves so that their actions do not place in jeopardy the safety and well-being of<br />
themselves or any other individual. Video cameras are used on the bus to assist in monitoring student behaviors.<br />
In the event that misconduct occurs, authorized personnel shall implement procedures as outlined by the superintendent.<br />
If misconduct is of serious enough nature to warrant withdrawing the privilege of riding the bus from the individual, Student<br />
Discipline Policy 5.17 shall be applied. The following “Rules for Bus Passenger's Conduct” shall be used in informing students of<br />
acceptable behavior.<br />
RULES FOR BUS PASSENGER'S CONDUCT<br />
• Students must ride their assigned bus and are responsible for their possessions.<br />
• Be on time; arrive at the bus stop at least 5 minutes early.<br />
• Do not stand or play in road while waiting for the bus. Stand back about 10 feet from the roadway while waiting for the<br />
bus.<br />
• If students must cross the roadway to board the bus, look in both directions for traffic, wait until the bus driver signals<br />
before crossing the road. Students should walk in front of the bus in single file, do not run. Enter the bus without<br />
crowding or disturbing others.<br />
• The first duty of the passengers is to obey the driver's directions promptly. The driver has the same responsibility<br />
and authority as a teacher in controlling discipline. There must be an attitude of respect and cooperation on the part<br />
of each student toward the bus driver. Conversation with the driver while the bus is in motion should be kept to a<br />
minimum.<br />
• Do not extend head or arms out of windows. Keep your head, arms, and hands inside the bus at all times. Never<br />
open the windows without the driver's permission.<br />
• Be courteous to the driver and to fellow pupils, keeping hands off other people at all times.<br />
• See that your conversation is clean and never loud or boisterous. Talk in normal tones. Use of profane language on<br />
a school bus is forbidden by law. Obscene gestures are prohibited.<br />
• Do not consume any food or beverage on the bus.<br />
• Do not call out to passers-by.<br />
• Help keep the bus clean, sanitary, and orderly. Keep the aisle of the bus clear. Keep books, musical instruments, and all<br />
other objects on lap or under the seat, not in the aisle.<br />
• Large items such as tubas, science projects, skateboards, etc. cannot be transported on the bus.<br />
• Animals and insects are not to be transported on the bus.<br />
• Do not possess or use any form of tobacco on the bus.<br />
• Do not damage or abuse bus equipment. Keep your feet off the seats.<br />
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• Do not loiter in or around a bus while on school grounds.<br />
• Do not leave bus without the driver's consent, except on arrival at home and at school. Make sure that the road is clear<br />
and get the driver's signal when you must cross the road, to and from the bus.<br />
• Keep seated until the bus comes to a complete stop. Enter and leave bus by front door ONLY, except in emergency.<br />
Stay in your seat at all times, except when entering and exiting the bus.<br />
The improper student behavior shall be categorized as follows:<br />
A. Category I<br />
B. Category II<br />
C. Category III<br />
D. Category IV<br />
GUIDELINES FOR BUS DISCIPLINE<br />
(In accordance with Policy 5.17)<br />
1. Attire, which would be inappropriate in the school.<br />
2. Gambling on a school bus.<br />
3. Distribution of petitions or other printed matter not approved in advance by the principal. (See Policy<br />
No. 5.17, section 13, page 2 for further criteria.)<br />
4. Violations of established bus rules or regulations.<br />
5. Littering when on a school bus, including the parking lot.<br />
1. Damage, destruction, or theft of private or public property valued at less than $1<strong>00</strong>.<br />
2. Disregard of reasonable directions or commands given by authorized school personnel, such as the bus<br />
driver.<br />
3. Violation of statutory or constitutional regulations.<br />
4. Possession, or distribution of tobacco products or smoking paraphernalia (including, but not limited to,<br />
lighters, matches, rolling papers, cigarette holders, and pipes) during the school day, whether on or off<br />
school property, or during a school-sponsored activity at any time of day, whether on or off school<br />
property.<br />
5. Possession of hand-held laser pointers.<br />
6. Disruption and interference with the operation of the bus, including horseplay, mimicking, name<br />
calling, etc.<br />
7. Possession of any type of pornographic material.<br />
1. Possession or use of narcotics, drugs, anabolic steroids, alcohol, or other controlled substances as<br />
defined by statute. (See Policy No. 5.17, section 6, page 2 for further criteria and exceptions.)<br />
2. Assault, bullying, fighting, physical abuse, extortion, persistent or severe harassment, and/or verbal<br />
abuse of another student.<br />
3. Verbal abuse, extortion, or harassment of a school employee, whether on or off school premises.<br />
4. Possession of a knife/replica of a knife or any instrument or article that might be injurious to a person<br />
or property.<br />
5. Possession and/or use of fireworks, stink bombs, or any incendiary device.<br />
6. Falsely reporting a fire or setting off a fire alarm.<br />
7. Damage, destruction, or theft of private or public property valued at more than $1<strong>00</strong> but less than<br />
$1<strong>00</strong>0.<br />
8. Use of tobacco, lighters, or matches on a school bus.<br />
9. Indecent exposure/act on a school bus.<br />
10. Distribution of any type of pornographic material.<br />
30
1. Assault or physical abuse of a school employee, whether on or off school premises.<br />
2. Purchasing of, offering for sale, sale, or distribution of narcotics, drugs, anabolic steroids, alcohol,<br />
substances portrayed as drugs, or other controlled substances as defined by statute.<br />
3. Possession and/or use of a knife/replica of a knife or any instrument or article that might be injurious to<br />
a person or property in an attempt to threaten or cause harm to another person.<br />
4. Possession of any firearm/replica of a firearm or other weapon prohibited on the school campus by<br />
law.<br />
5. Arson, bomb threat, or terroristic threat<br />
6. Damage, destruction, or theft of private or public property valued at more than $1<strong>00</strong>0.<br />
The appropriate disciplinary actions for each listed category of improper activity follow:<br />
Revised: 6/22/06<br />
A. Category I⎯Principal or designee’s discretion;<br />
1 st infraction--warning and parent contact<br />
2 nd infraction--parent contact<br />
3 rd infraction-- suspension from bus, min.-1 day, max.-3 days<br />
4 th (and any subsequent) infraction--suspension from bus indefinitely<br />
B. Category II⎯Principal or designee’s discretion;<br />
1 st infraction--min. 3 day suspension from bus<br />
2 nd infraction--min. 10 day suspension from bus<br />
3 rd (and any subsequent) infraction--suspension from bus indefinitely<br />
C. Category III<br />
1 st infraction--<br />
a) Parent/guardian conference, and<br />
b) suspension from bus, min.-10 days, max.-indefinitely, and<br />
c) referral to Principal for further disciplinary action<br />
2 nd infraction--<br />
a) Parent/guardian conference, and<br />
b) suspension from bus for the remainder of the year, and<br />
c) referral to Principal for further disciplinary action<br />
D. Category IV<br />
1 st (and any subsequent) infraction<br />
a) Parent/guardian conference, and<br />
b) suspension from bus not to exceed one calendar year, and<br />
c) referral to Principal for further disciplinary action<br />
5.22—TOBACCO AND TOBACCO PRODUCTS<br />
Smoking or use of tobacco or products containing tobacco in any form (including, but not limited to, cigarettes, cigars,<br />
chewing tobacco, and snuff) in or on any property owned or leased by a District school, including school buses, is prohibited.<br />
Students who violate this policy may be subject to legal proceedings in addition to student disciplinary measures.<br />
Legal Reference: A.C.A. § 6-21-609<br />
Date Adopted: 10-28-04<br />
5.23—DRUGS AND ALCOHOL<br />
An orderly and safe school environment that is conducive to promoting student achievement requires a student population<br />
free from the deleterious effects of alcohol and drugs. Their use is illegal, disruptive to the educational environment, and<br />
diminishes the capacity of students to learn and function properly in our schools.<br />
31
Therefore, no student in the <strong>Fayetteville</strong> School District shall possess, attempt to possess, consume, use, distribute, sell,<br />
attempt to sell, give to any person, or be under the influence of any substance as defined in this policy, or what the student<br />
represents or believes to be any substance as defined in this policy. This policy applies to any student who; is on or about<br />
school property; is in attendance at school or any school sponsored activity; has left the school campus for any reason and<br />
returns to the campus; is en route to or from school or any school sponsored activity.<br />
Prohibited substances shall include, but are not limited to, alcohol, or any alcoholic beverage, inhalants that alter a student’s<br />
ability to act, think, or respond, LSD, or any other hallucinogen, marijuana, cocaine, heroin, or any other narcotic drug, PCP,<br />
amphetamines, steroids, “designer drugs,” look-alike drugs, or any controlled substance.<br />
Selling, distributing, or attempting to sell or distribute, or using over-the-counter or prescription drugs not in accordance with<br />
the recommended dosage is prohibited.<br />
Date Adopted: 10-28-04<br />
5.24—STUDENT ATHLETE DRUG TESTING POLICY<br />
STATEMENT OF PURPOSE:<br />
Because of the ever-increasing incidence of drug use and addiction among the youth of our society, the <strong>Fayetteville</strong> Board of<br />
Education has determined that it has a compelling interest in the protection and safety of its students who are involved in<br />
athletics. The Board of Education recognizes that adolescence is a time when the physical, psychological, and addictive<br />
effects of drugs are most severe and their use can lead to immediate physical harm or injury of a student or others engaged in<br />
athletic activities. The Board further acknowledges that interscholastic athletics play an important part in the lives of many<br />
students and are significant events in creating the culture and climate of the District. The positive lessons learned in athletics<br />
are beneficial to students, not only during their school years, but also long after they leave school. Athletics provide students<br />
with special opportunities to develop skills and attitudes and to be recognized for their accomplishments. Participants in<br />
athletics are considered to be role models by their peers and younger students in the community.<br />
Because interscholastic athletics are elective opportunities, and because of the potential risk of physical harm to students<br />
engaged in drug use, and because those who choose to become involved in athletics are visible representatives of the District<br />
as well as role models, the <strong>Fayetteville</strong> Board of Education adopts this resolution as a statement of purpose concerning the<br />
drug testing of student athletes and as a statement in support of such testing.<br />
Further, the <strong>Fayetteville</strong> Board of Education intends to evaluate the effectiveness of this policy and will consider expanding<br />
the drug testing program to other extracurricular activities should a need be demonstrated.<br />
Approved: 7/23/98<br />
Re-codified 8-28-03<br />
Revised: 5-29-08<br />
AR 5.24-STUDENT ATHLETE DRUG TESTING PROCEDURES<br />
ADMINISTRATIVE REGULATION:<br />
<strong>Fayetteville</strong> School District (“District”) is conducting a mandatory drug testing program for student athletes. Its purposes are<br />
threefold: (1) to provide for the health, safety, and welfare of all student athletes: (2) to undermine the effects of peer<br />
pressure by providing a legitimate reason for student athletes to refuse to use illegal drugs; and (3) to encourage student<br />
athletes who use drugs to participate in drug treatment programs.<br />
DEFINITIONS:<br />
Drugs and Alcohol:<br />
Prohibited substances shall include, but are not limited to, alcohol, or any alcoholic beverage,<br />
inhalants that alter a student’s ability to act, think, or respond, LSD, or any other hallucinogen,<br />
marijuana, cocaine, heroin, or any other narcotic drug, PCP, amphetamines, steroids, “designer<br />
drugs,” look-alike drugs, or any controlled substance.<br />
32
Student Athlete:<br />
Sport Season:<br />
Any student participating in interscholastic athletic programs sponsored by the District and<br />
requiring registration with the Arkansas Activities Association.<br />
Fall, winter, and spring seasons begin on the first day of practice allowed by the Arkansas<br />
Activities Association and end the day prior to the beginning date of practice of the next season.<br />
PROCEDURES FOR STUDENT ATHLETES:<br />
Consent: Each student wishing to participate in any interscholastic athletic program and the student’s custodial parent(s) or<br />
guardian(s) shall consent in writing to drug testing pursuant to the District’s drug testing program. Written consent shall be<br />
in the form attached to this policy as Exhibit “A”. No student shall be allowed to participate in any interscholastic athletic<br />
program absent such consent.<br />
Student Selection: At the option of the District, all student athletes may be drug tested at the beginning of any athletic season.<br />
In addition, random testing may be conducted during the school year. Selection for random testing will be by the use of a<br />
random number generating computer program. Each secondary school shall be denominated as a test group for all purposes<br />
herein. The District shall take all reasonable steps to assure the integrity, confidentiality and random nature of the selection<br />
process including, but not limited to, assuring that the names of all participating student athletes are in the appropriate test<br />
group, assuring that the person matching names to computer generated numbers has no way of knowingly choosing or failing<br />
to choose particular students for testing, assuring that the identity of students selected for testing is not known to those<br />
involved in the selection process and assuring direct observation of the selection process by at least two persons.<br />
SAMPLE SELECTION:<br />
Samples will be collected at a mutually convenient time on the same day the student is selected for testing If a student is<br />
selected and summoned to the testing area but fails to appear, or attempts to falsify a sample in any way, they will be treated<br />
the same as if they tested positive. If a student is unable to produce a sample at any particular time, the student will be<br />
required to remain in the testing area until the provided. All students providing samples will be given the option of doing so<br />
alone in an individual stall sample is with the door closed. If a sample is deemed “dilute”, a follow-up test will be performed.<br />
PRESCRIPTION MEDICATION:<br />
Students who are taking prescription medication which causes a positive test will have the opportunity to provide<br />
documentation from their medical doctor or pharmacist to a designated medical review officer within five (5) business days<br />
of notification of a positive result. Such information provided by the student will not be disclosed to any school official.<br />
Students who refuse to provide verification and test positive will be subject to the actions specified below for “positive tests.”<br />
SCOPE OF TESTS:<br />
The testing lab will be instructed to test for one or more illegal drugs. The District shall decide which illegal drugs shall be<br />
screened, but in no event shall that determination be made after selection of students for testing. Student athlete samples will<br />
not be screened for the presence of any substances other than an illegal drug or for the existence of any physical condition<br />
other than drug intoxication.<br />
LIMITED ACCESS TO RESULTS:<br />
The testing lab will be authorized to report results only to the Superintendent or to such person(s) as the Superintendent may<br />
designate in the event the Superintendent is absent.<br />
PROCEDURES IN THE EVENT OF A POSITIVE RESULT:<br />
Whenever a student athlete’s test result indicates the presence of illegal drugs (“positive test”), the following will occur:<br />
1. If a split specimen collection is done, (That is, the urine is divided into two specimen bottles.) and<br />
the test result of the primary specimen is positive, you may request the Medical Review Officer<br />
33
(MRO) to send the second (or split) specimen to a different certified lab for testing. The testing of<br />
the split specimen will be for the presence of drugs with no-cutoff levels. If you want the split<br />
specimen tested, you must advise the MRO within 72 hours of being notified of the positive test<br />
result of the primary specimen. The charge for the split specimen will be at the student's expense.<br />
2. If a point of collection test is used, A split sample of the original sample provided by the student<br />
will be forwarded to a Substance Abuse Mental Health Services Association laboratory other than<br />
the initial sample testing agent and the results of the split sample test will be forwarded to a<br />
designated Medical Review Officer (MRO) for confirmation.<br />
3. If the split sample tests negative, the student will be notified and no further action will be taken. If<br />
the split sample tests positive, a custodial parent or legal guardian will be notified and a meeting<br />
will be scheduled with the Superintendent or his/her designee, the student, the custodial parent or<br />
legal guardian, and the student’s building principal if the principal is available.<br />
FIRST POSITIVE RESULT:<br />
The student athlete will be suspended from participation in interscholastic athletics for a period of twenty (20)<br />
school days, will be required to successfully complete a re-entry drug test, and will be subject to random drug testing<br />
for the remainder of the academic year. In addition, the student athlete will be given the option of participation in a<br />
drug assistance program or suspension from participation in interscholastic athletics for one (1) calendar year. This<br />
section shall apply to student athletes who refuse to participate in the required random drug testing program.<br />
SECOND POSITIVE RESULT:<br />
For the second positive result in any two consecutive calendar years, the student athlete will be suspended from<br />
participating in interscholastic athletics for one (1) calendar year. The student athlete may be readmitted to<br />
participation in interscholastic athletics upon successful completion of a drug assistance program and a re-entry drug<br />
test.<br />
THIRD POSITIVE RESULT:<br />
For the third positive result in any two consecutive calendar years, the student athlete will be suspended from<br />
participating in interscholastic athletics for one (1) calendar year. The student athlete may be readmitted to<br />
participation in interscholastic athletics upon successful completion of a drug assistance program and a re-entry drug<br />
test.<br />
NON-PUNITIVE NATURE OF POLICY:<br />
No student athlete shall be penalized academically for testing positive for illegal drugs. The results of drug tests<br />
pursuant to this policy will not be documented in any student’s academic records. Information regarding the results<br />
of drug tests will not be disclosed to criminal or juvenile authorities absent legal compulsion by valid and binding<br />
subpoena or other legal process, which the District shall not solicit. In the event of service of any such subpoena or<br />
legal process, the student’s custodial parent or legal guardian will be notified at least 24 hours before response is<br />
made by the District.<br />
EXHIBIT “A”<br />
STUDENT ATHLETE DRUG TESTING POLICY<br />
GENERAL AUTHORIZATION FORM<br />
I understand that my performance as a participant and the reputation of my school are dependent, in part, on my<br />
conduct as an individual. I hereby agree to accept and abide by the standards, rules, and regulations set forth by<br />
<strong>Fayetteville</strong> School District and the sponsors for the activity in which I participate.<br />
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I also authorize <strong>Fayetteville</strong> School District to conduct a test(s) on a urine specimen(s) which I provide to test for<br />
drug use. I understand that I may be randomly tested throughout the school year. I also authorize the release of<br />
information concerning the results of such a test(s) to the Superintendent or his/her designees and to the parent<br />
and/or guardian of the student.<br />
This shall be deemed a consent pursuant to the Family Education Right to Privacy Act for the release of above<br />
information to the parties named above.<br />
________________________________<br />
____________________<br />
Student Signature<br />
Date<br />
________________________________<br />
____________________<br />
Parent or Guardian Signature<br />
Date<br />
5.26—GANGS AND GANG ACTIVITY<br />
The Board is committed to ensuring a safe school environment conducive to promoting a learning environment where students and staff<br />
can excel. An orderly environment cannot exist where unlawful acts occur causing fear, intimidation, or physical harm to students or<br />
school staff. Gangs and their activities create such an atmosphere and shall not be allowed on school grounds or at school functions.<br />
The following actions are prohibited by students on school property or at school functions:<br />
1. Wearing or possessing any clothing, bandanas, jewelry, symbol, or other sign associated with membership in, or representative of, any<br />
gang;<br />
2. Engaging in any verbal or nonverbal act such as throwing signs, gestures, or handshakes representative of membership in any gang;<br />
3. Recruiting, soliciting, or encouraging any person through duress or intimidation to become or remain a member of any gang; and/or<br />
4. Extorting payment from any individual in return for protection from harm from any gang.<br />
5. Gang Graffiti.<br />
Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion.<br />
Students arrested for gang related activities occurring off school grounds shall be subject to the same disciplinary actions as if<br />
they had occurred on school grounds.<br />
Legal References: A.C.A. § 6-15-1<strong>00</strong>5(b)(2)<br />
A.C.A. § 5-74-201<br />
Date Adopted: 8-28-03<br />
Date Revised: 6-26-08<br />
5.<strong>27</strong>—SEXUAL HARASSMENT<br />
The school district recognizes that harassment on the basis of sex is a violation of law, school district policy, and common<br />
courtesy. The district is committed to providing a work and learning environment free from sexual harassment, and will not<br />
tolerate such conduct on the part of employees, students, non-employees, vendors, Board of Education, or any others having<br />
business or other contact with the school district. Sexual harassment when perpetrated on any employee or student by any<br />
employee or student will be treated as sexual harassment under this policy.<br />
The Board of Education expects every charge of sexual harassment to be thoroughly investigated.<br />
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4. Definitions<br />
Sexual harassment of employees consists of unwelcome sexual advances, requests, or demands for sexual<br />
favors, and other verbal or physical conduct of a sexual nature when<br />
• Submission to such conduct is explicitly or implicitly made a term or condition of an<br />
individual’s employment,<br />
• Submission to or rejection of such conduct is used as the basis for employment decisions<br />
affecting an individual, or<br />
• Such conduct has the purpose or effect of unreasonably interfering with an individual’s<br />
work performance or creating an intimidating, hostile, or offensive work environment.<br />
• Sexual harassment of students consists of unwelcome sexual advances, requests or<br />
demands for sexual favors, and other verbal or physical conduct of a sexual nature when<br />
• Submission to such conduct is explicitly or implicitly made a term or condition of a<br />
student’s academic status or advancement,<br />
• Submission to or rejection of such conduct is used as a basis for academic decisions<br />
affecting the student, or<br />
• Such conduct has the purpose or effect of interfering with a student’s academic<br />
performance or of creating an intimidating, hostile, or offensive learning environment.<br />
5. Forms of Sexual Harassment<br />
Forms of sexual harassment shall include, but are not limited to, the following:<br />
• Verbal harassment, including derogatory comments, jokes, requests, or other sexually<br />
oriented language.<br />
6. Confidentiality<br />
• Uninvited letters, telephone calls, or materials of a sexual nature.<br />
• Physical harassment, including unnecessary or offensive touching, repeatedly brushing<br />
against another person’s body, or impeding or blocking movement.<br />
• Visual harassment, including offensive posters, cards, cartoons, graffiti, drawings, or<br />
gestures.<br />
• Attempted or actual rape or sexual assault.<br />
The district will respect the confidentiality of the complainant and the individual(s) against whom the<br />
complaint has been filed consistent with the district’s legal obligations, this policy, the necessity to investigate<br />
allegations of harassment, and disciplinary actions when necessary. All complaints against an employee and all<br />
written information generated as a result of the complaint shall be considered personnel records and shall be<br />
maintained in the employee’s personnel file. The public disclosure of this information would constitute a clearly<br />
unwarranted invasion of personal privacy.<br />
7. Retaliation<br />
The district will discipline any individual who retaliates against any person who reports alleged sexual<br />
harassment or who retaliates against any person who testifies, assists, or participates in an investigation, proceeding<br />
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or hearing relating to a sexual harassment complainant. Retaliation includes, but is not limited to, any form of<br />
intimidation, reprisal, or harassment.<br />
8. Complaint Procedure<br />
All employees who believe they have been subjected to sexual harassment should follow the Reporting<br />
Procedure set forth below.<br />
All students who believe they have been, or the parent(s) of any student who believes a child has been,<br />
subjected to sexual harassment are encouraged to follow the Reporting Procedure set forth below.<br />
Any person who believes sexual harassment is occurring is encouraged to immediately inform the person<br />
engaging in the behavior that it is offensive and must stop.<br />
9. Reporting Procedure<br />
Any person who believes he or she has been the victim of sexual harassment by an employee or a student,<br />
or any third person with knowledge or belief of conduct which may constitute sexual harassment, should<br />
immediately reporting the offensive conduct or communication to the harassing person’s immediate supervisor or<br />
school principal. All initial complaints will be investigated and resolved at the lowest possible administrative level.<br />
If the complaint involves the school principal or immediate supervisor, the complaint shall be filed with the<br />
Equity Compliance Coordinator.<br />
It is recommended, but not required, that all complaints under this policy be made in writing on report<br />
forms provided by the school district in which:<br />
• The offensive conduct or communication is described in as much detail as possible;<br />
• Dates on which such conduct or communication was made are set forth;<br />
• The name of the person accused or engaging in the harassing behavior is stated; and<br />
• The name of the complainant, and if the report is made by a parent, the name of the<br />
parent(s) is stated.<br />
The school principal or immediate supervisor will:<br />
• If a verbal complaint is made, reduce the complaint to writing and make a written record<br />
of related information.<br />
• Immediately notify the person accused of engaging in the harassing behavior that a<br />
complaint has been made and provide a copy of the complaint to them;<br />
• Investigate the complaint or designate a person qualified to conduct the investigation. If<br />
the person making the complaint prefers that the report be made to a person of the same<br />
gender, the immediate supervisor or school principal will make the accommodations<br />
necessary.<br />
• Reply to both parties in writing within seven (7) working days of the complaint, stating<br />
the status or resolution of the complaint.<br />
Results of the initial complaint and investigation shall be forwarded to the Equity Compliance Coordinator.<br />
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If the resolution of the initial complaint and subsequent action by either party does not remedy th<br />
environment, the initial investigator shall report the behavior and/or additional behavior to the Equity<br />
Compliance Coordinator.<br />
Submission of a complaint or report of sexual harassment will not affect the individual’s future<br />
employment, grade, or work assignments.<br />
10. Investigative Procedure<br />
The initial investigation and the complaint shall be handled as a personnel matter or student disciplinary<br />
matter in order to provide as much protection and privacy to the complainant and the accused as is permissible under<br />
state and federal law.<br />
• Upon receipt of a complaint under this policy, the Equity Compliance Coordinator will<br />
investigate or designate an administrator to conduct the investigation.<br />
• The Equity Compliance Coordinator will give written notice to all necessary parties<br />
involved that the complaint is being investigated.<br />
• Within ten (10) days of receipt of a complaint, the Equity Compliance Coordinator will<br />
make a written report to all necessary parties of the investigator’s findings and<br />
recommendations.<br />
• Action, if warranted, against any employee or student will be in compliance with all<br />
policies and laws. The Equity Compliance Coordinator will make extra-ordinary efforts<br />
to protect the rights, privileges, and reputations of all employees and students concerned.<br />
11. Violations and Discipline<br />
Violations of this policy by employees could lead to such disciplinary action as the district deems necessary<br />
and appropriate, including, but not limited to, warnings, reprimands, demotions, reassignments, transfers, probation,<br />
suspension, termination, and non-renewal.<br />
Any discipline of an employee except suspension, termination, or non-renewal of the contract including,<br />
but not limited to, warnings, reprimands, reassignments, transfers, and probation shall be subject to appeal<br />
procedures under Policy No. 4102 (Grievance Policy) provided that decisions made concerning an open or closed<br />
hearing before the school board shall be made in accordance with Arkansas Code Annotated 6-17-208, as amended.<br />
Violations of this policy by students could lead to such disciplinary action as the district deems necessary<br />
and appropriate, including, but not limited to, warnings, reprimands, deprivation of privileges, probation,<br />
suspension, alternative school placement, and expulsion.<br />
Adopted: 8-26-93<br />
Re-codified 8-28-03<br />
5.29—COMPUTER/NETWORK USE POLICY<br />
The <strong>Fayetteville</strong> Board of Education recognizes the need to effectively use computer technology to further enhance the<br />
educational goals of the school district. Security of the various information networks and computer systems must be in place<br />
in order to ensure availability and reliability of the computer and network resources. All computing resources should be used<br />
in a responsible, effective, ethical, and lawful manner. Users are expected to learn and follow normal standards of polite<br />
conduct and responsible behavior in their use of computer resources. The District shall provide Education to minors about<br />
appropriate online behavior, including: interacting with others on social networking sites and in chat rooms, and cyber<br />
bullying awareness and response. The Board further expects all faculty, students, and staff to use the district’s computers and<br />
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networks for the intended purposes of education, research, and administration. Incidental personal use of school computers is<br />
permitted as long as such use does not interfere with the employee’s job duties and performance, with system operations, or<br />
other system users. “Incidental personal use” is defined as use by an individual employee for occasional personal<br />
communication.<br />
All users of district equipment must sign the district computer and network use agreement stating they understand this policy<br />
and the guidelines contained in the administrative rules and procedures regarding computer use. Network accounts will not be<br />
assigned to a user until the use agreement is signed. If there is any doubt about whether a contemplated activity is in<br />
accordance with the purpose for which the account was provided, students should consult with parents and teachers and<br />
employees should check with immediate supervisors.<br />
Violations of some guidelines set forth in the rules and procedures may constitute a criminal offense. Systems staff and<br />
district administrators will cooperate fully with law enforcement agencies in investigating any violations.<br />
The district cannot be held liable for any losses, including lost revenues, or for any claims or demands against system users<br />
by another party. The district cannot be held responsible for any damages due to the loss of output, loss of data, time delay,<br />
system performance, software performance, incorrect advice, or any other damages arising from the use of the district’s<br />
computer facilities or equipment. Faculty, staff, students and/or their parent or guardian will be held liable for any of the<br />
above that he/she causes.<br />
It is the responsibility of each user on the network to recognize his/her accountability in having access to vast services, sites,<br />
systems and people, and to act according to acceptable behavior standards when using the network. It is necessary that users<br />
observe the Acceptable Use Policy of other networks as well as this policy.<br />
Use of the district’s computers and access to the network is a privilege that will be revoked for violation of any of the<br />
administrative rules and procedures listed below. Users are subject to appropriate disciplinary measures, should these<br />
guidelines be violated.<br />
All computers remain under the control, custody, and supervision of the district through management and oversight by the<br />
district Technology Department. Under normal circumstances, the district will not monitor or inspect email or web<br />
transaction logs as standard operating procedure. However, if there are legal or disciplinary issues that require the district to<br />
monitor, inspect, copy, or review files maintained on district computers or networks, the district reserves the right to do so.<br />
All such information shall be and remain the property of the district and no user shall have any expectation of privacy<br />
regarding such materials. Email is subject to Freedom of Information (FOI) requests.<br />
I. INTERNET SAFETY<br />
RULES AND REGULATIONS FOR USE OF COMPUTER/NETWORK RESOURCES<br />
A) General Warning: Individual Responsibility of Parents and Users.<br />
All users and their parents/guardians are advised that access to the electronic network may include the potential for<br />
access to materials inappropriate for children and minors. Even though filters are in place (see E, below), “Active<br />
Restriction Measures”), they are an imperfect means of blocking access to inappropriate material. If a user<br />
unintentionally visits an offensive or harmful site, he or she should bring this to the attention of the supervising teacher<br />
who should then report it to the district system administrator. Every user must take responsibility for his or her use of the<br />
computer network and Internet and stay away from inappropriate sites. Parents of minors are the best guide for materials<br />
to shun. If a user finds that other users are visiting offensive or harmful sites, he or she should bring this to the attention<br />
of their teacher or supervisor.<br />
B) Personal Safety for students.<br />
In using the computer network and Internet, do not reveal personal information such as your home address or telephone<br />
number. Do not use your real last name or any other information that might allow a person to locate you without first<br />
obtaining the permission of a supervising teacher. Do not arrange a face-to-face meeting with someone you “meet” on<br />
the computer network or Internet without your parent’s permission (if you are under 18).<br />
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C) Confidentiality of Student Information and Personal Information.<br />
Personally identifiable information concerning students may not be disclosed or used in any way on the Internet without<br />
the permission of a parent or guardian or, if the student is 18 or over, the permission of the student himself/herself. See<br />
the exception regarding “directory data” here: http://www.ed.gov/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html<br />
Users should never give out private or confidential information about themselves or others on the Internet, particularly<br />
credit card numbers and Social Security numbers.<br />
D) “Hacking”, “Spamming”, and Other Illegal Activities<br />
It is a violation of Policy 4202 to use the districts computer network or the Internet to gain unauthorized access to other<br />
computers or computer systems, or to attempt to gain such unauthorized access. Any use which violates state or federal<br />
law relating to trespass, copyright, trade secrets, the distribution of obscene or pornographic materials, or which violates<br />
any other applicable law or municipal ordinance, is strictly prohibited.<br />
E) Active Restriction Measures<br />
The School, either by itself or in combination with the State of Arkansas Department of Information Systems (DIS)<br />
providing Internet access, will utilize filtering software or other technologies to prevent students from accessing<br />
materials/sites that (1) are obscene, (2) contain child pornography, or (3) could be harmful to minors. The School will<br />
also monitor the online activities of students, through direct observation, to ensure that students are not accessing such<br />
depictions or any other material that is inappropriate for minors. Monitoring through technical means will only be used<br />
in special circumstances if it is necessary to track documented violations. Internet filtering software or other technologybased<br />
protection systems may be disabled by a supervising teacher or school administrator, as necessary, for purposes of<br />
bona fide research or other educational projects being conducted by students age 17 and older.<br />
F) Failure to Follow Policy<br />
Use of the computer network and Internet for education, research, administration, and incidental personal use is a<br />
privilege, not a right. A user who violates Policy 4202, shall, at a minimum, have his or her access to the computer<br />
network and Internet terminated, which the district may refuse to reinstate for the remainder of the student’s enrollment<br />
or staff member’s employment. A user violates the Policy by his or her own action and should understand that it is a<br />
personal responsibility to report any violations by others that come to their attention. Further, a user violates the Policy if<br />
he or she permits another to use his or her account or password to access the computer network and Internet, including<br />
any user whose access has been denied or terminated. The district may also take other disciplinary action in such<br />
circumstances.<br />
II. BEHAVIOR STANDARDS<br />
A) Users are expected to behave in a moral, legal, and ethical fashion that supports district education goals.<br />
B) Abusive conduct when using the computer or network is prohibited.<br />
Abusive conduct can be, but is not limited to:<br />
1) Placing of unlawful information on the system<br />
2) Using abusive, obscene, threatening or objectionable language.<br />
3) Sending messages that are likely to result in the loss of recipient’s work or systems.<br />
4) Sending of “chain letters,” or “broadcast” messages to lists or individuals.<br />
5) Use of the system to intimidate or create an atmosphere of harassment.<br />
C) Interference with or disruption of the network users, services, or equipment is prohibited.<br />
Disruptions could include, but are not limited to:<br />
1) Distribution of unsolicited advertising.<br />
2) Propagation of computer worms or viruses.<br />
3) Unauthorized entry to any other machine accessible via the network.<br />
4) Attempting to degrade or degrading system performance.<br />
D) Transmission of any material in violation of any U.S. or state laws or regulations is prohibited and may constitute a<br />
criminal offense.<br />
40
E) Accessing another individual’s electronic mail is prohibited except when an investigation requires the monitoring of<br />
systems by authorized technology staff.<br />
F) Attempts to gain unauthorized access to systems is prohibited.<br />
G) The use of another individual’s access codes/passwords is prohibited.<br />
H) Copying of another individual’s work or copyrighted material is prohibited.<br />
I) Use of the computer system or network for commercial or promotional purposes is prohibited, except as provided by<br />
the district Message Board.<br />
III. THE COMPUTER NETWORK<br />
The district network and any access to the larger information networks exists for the primary purpose of transmitting and<br />
sharing information between academic and research organizations.<br />
A) All computers from which electronic information resources can be accessed by students will be in supervised areas.<br />
District staff shall monitor student computer use, providing assistance or taking corrective action when necessary.<br />
B) Designated district staff shall assist in providing:<br />
⇒ Training for students and other staff in the appropriate and safe use of remote electronic information<br />
resources.<br />
⇒ Instructions to students and staff on the responsible use of on-line resources.<br />
⇒ Direction to on-line resources that relate to curriculum, teaching and learning, and related communications<br />
priority activities and applications.<br />
C) Network use must be consistent with the goals and standards of the district, school, and specific curriculum.<br />
D) Networked computers may be used as a laboratory for research and experimentation in computer communications<br />
and curriculum development where such use does not interfere with normal operations.<br />
E) Faculty, students, staff and associates are individually responsible for the proper use of their accounts, including<br />
proper password protection and appropriate use of network resources. Users are expected to protect their accounts from<br />
being used by anyone else.<br />
F) An account assigned to an individual shall be used by that individual only. Teachers will not provide network<br />
access to a student through a teacher account.<br />
G) To ensure security and prevent unauthorized access to account privileges, users must log off the network any time<br />
they cannot monitor the use of their machine.<br />
IV. USE OF COMPUTER HARDWARE<br />
A) Only individuals authorized by the district Technology Department will install, service, and/or maintain districtowned<br />
computer hardware.<br />
B) No hardware, including cables or peripherals, may be moved without authorization from district Technology Staff.<br />
C) It is the responsibility of the faculty member to whom the computer is assigned to shut down their computer system<br />
at the end of each day. It is the responsibility of the faculty, students, staff, and associates to make reasonable efforts to<br />
keep the computer clean and away from smoke, dust, magnets, food, liquid, and any other foreign material known to<br />
be harmful to the hardware or functionality of the system.<br />
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D) It is the responsibility of the faculty member to whom the computer is assigned to report malfunctions of the<br />
hardware to the site technology specialist using appropriate reporting method.<br />
E) The district is not responsible for the loss of any data on the local drives. Data on the local drives is not secure and<br />
your local drives may be reformatted at any time. In order to secure data, all data must be saved to a location on the<br />
network home directory or shared directories.<br />
V. USE OF COMPUTER SOFTWARE<br />
A) Only software that is legally owned or authorized by the district may be installed on district computer hardware.<br />
B) The unlawful copying of any copyrighted software and/or its use on district hardware is prohibited.<br />
C) Modification or erasure of software without authorization is prohibited.<br />
D) The introduction of any viral agent is prohibited. All media should be checked for a virus each time it is put into the<br />
computer system.<br />
E) The technology staff has the right to remove any software from district owned equipment where the user cannot<br />
provide original copies of the software and/or appropriate license for the software.<br />
F) The technology staff has the right to remove any software from district owned equipment that degrades the<br />
performance of the equipment, the operating system or the network.<br />
VI. PROPER RESPECT FOR COPYRIGHT<br />
In an effort to encourage the proper respect for copyright on the Internet, the following guide for staff and student users is<br />
provided:<br />
• If the user did not create a non-public domain written work, piece of art, photograph or music, or obtain rights to it,<br />
THE USER DOES NOT OWN IT.<br />
• If the user does not own the non-public domain material, the user may not copy it or distribute it to others.<br />
• The author or owner of a document or other type of information must explicitly relinquish rights in order to place a<br />
work in the “<strong>Public</strong> Domain” and thereby make copying/distribution with specific authorization possible.<br />
• Fair use allows the user to copy small portions of a work the user does not own without permission, but only for<br />
criticism, education, news reporting, and the like.<br />
• When in doubt, the user should ask the creator or owner of material for permission to use the work.<br />
VII. WEB PUBLISHING ON DISTRICT WEB SERVER(S)<br />
District, school, and classroom webpages are public documents giving the outside world access to district, school,<br />
and classroom information. All district webpages should support the educational aims of The <strong>Fayetteville</strong> <strong>Public</strong><br />
<strong>Schools</strong>. Subsequent in this document, “District web pages” refers not only to district-level, but also school and<br />
classroom-level web pages.<br />
A) Purpose of District Web Pages<br />
• Introducing outside visitors to the school and its programs.<br />
• Sharing the school's successes with the world.<br />
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B) School Webmasters<br />
• Sharing pertinent up-to-date school information with district patrons.<br />
• Linking internal users to sound internal and external sources of information.<br />
• Facilitating the learning process<br />
All district school websites must have a school webmaster approved by the principal. The school webmaster will<br />
assist the principal of the school in reviewing staff web pages and ensuring that district webpage policies and<br />
guidelines are followed.<br />
C) Content and Communication<br />
The content of school web pages must be consistent with the educational aims of <strong>Fayetteville</strong> <strong>Public</strong> School District<br />
as contained in the Current Vision – Strategic Plan. (http://www.fayar.net/images/OneVisionUpdate.html).<br />
The school and classroom webpages shall be hosted on a district web server. Web page developers will keep pages<br />
up-to-date (e.g. revised every two weeks) and follow district policies and guidelines. The district webmaster will<br />
periodically review school websites and will work with the school webmaster to ensure district web page guidelines<br />
are met. Pages and/or content found to be out of compliance may be subject to removal at the discretion of the<br />
district webmaster.<br />
District web pages will not contain content that could allow people to contact students directly. In addition, district<br />
web pages will not contain content that could compromise building security.<br />
D) Advertisements / Commercial Use<br />
School web pages may contain acknowledgments of school partnerships or sponsorships. Web pages may provide<br />
links to partners' or sponsors' websites. However, commercial use of the FPS district Website is strictly prohibited.<br />
E) Identification of Students<br />
All district web authors are responsible for following policy (see section I, subsection C of this document)<br />
concerning the release of student images and information for publication.<br />
F) Respecting Copyright<br />
Web Authors will respect copyright law (see section VI of this document). Copyright may be claimed by the author<br />
for original work.<br />
G) Accessibility<br />
All webpages will comply with Arkansas Act 12<strong>27</strong> of 1999 and Section508 of the Rehabilitation Act Amendments<br />
of 1998. Minimum requirements can be found in the Webmaster Guidelines published on www.fayar.net.<br />
Approved: 6/<strong>27</strong>/02<br />
Revised: 3/13/09 Effective Date: 3/26/09<br />
5.32—SEARCH, SEIZURE, AND INTERROGATIONS<br />
The District respects the rights of its students against arbitrary intrusion of their person and property. At the same<br />
time, it is the responsibility of school officials to protect the health, safety, and welfare of all students enrolled in the District<br />
in order to promote an environment conducive to student learning. The Superintendent, principals, and their designees have<br />
the right to inspect and search school property and equipment. They may also search students and their personal property in<br />
which the student has a reasonable expectation of privacy, when there is reasonable suspicion to believe such student or<br />
property contains illegal items or other items in violation of Board policy or dangerous to the school community. School<br />
43
authorities may seize evidence found in the search and disciplinary action may be taken. Evidence found which appears to be<br />
in violation of the law shall be reported to the appropriate authority.<br />
School property shall include, but not be limited to, lockers, desks, and parking lots, as well as personal effects left<br />
there by students. When possible, prior notice will be given and the student will be allowed to be present along with an adult<br />
witness, however, searches may be done at any time with or without notice or the student’s consent. A personal search must<br />
not be excessively intrusive in light of the age and sex of the student and the nature of the infraction.<br />
The Superintendent, principals, and their designees may request the assistance of law enforcement officials to help<br />
conduct searches. Such searches may include the use of specially trained dogs. A school official of the same sex shall<br />
conduct personal searches with an adult witness of the same sex present. Questioning of students by non-school personnel<br />
shall be granted only with a court order directing such questioning, with permission of the parents of a student (or the student<br />
if above eighteen [18] years of age), or in response to a subpoena or arrest warrant. If the District makes a report to any law<br />
enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due to a<br />
court order, the principal or the principal’s designee shall make a good faith effort to contact the student’s parent, legal<br />
guardian, or other person having lawful control by court order, or person acting in loco parentis on student enrollment forms.<br />
Legal Reference: A.C.A. § 6-18-513<br />
Date Adopted: 8/28/03<br />
5.33—STUDENTS’ VEHICLES<br />
Students who have presented a valid driver’s license and proof of insurance to the appropriate office personnel, may drive their vehicle to<br />
school. Vehicles driven to school shall be parked in the area designated for student parking.<br />
Students are not permitted to loiter in parking areas and are not to return to their vehicles for any reason unless given permission to do so by<br />
school personnel.<br />
It is understood that there is no expectation of privacy in vehicles in parking areas. Drivers of vehicles parked on a school campus will be<br />
held accountable for illegal substances or any other item prohibited by District policy found in their vehicle.<br />
Date Adopted: 8/28/03<br />
5.34—SCHOOL HEALTH POLICY<br />
The <strong>Fayetteville</strong> <strong>Schools</strong> will take appropriate actions to protect the health and safety of all students. The<br />
Superintendent of <strong>Schools</strong> is authorized to establish such procedures as may be necessary to comply with applicable laws and<br />
regulations or to otherwise insure the health and safety of students. Such procedures shall be considered a part of this policy.<br />
Students (or their representatives) who feel that this policy is administered in an arbitrary, capricious,<br />
discriminatory, or otherwise unfair manner may appeal through appropriate administrative channels, then to the Board of<br />
Education<br />
I. Admission to School<br />
A. Kindergarten through Grade Twelve:<br />
Except as otherwise provided in these regulations, no child shall be admitted to a public or private school<br />
of this state who has not been immunized against poliomyelitis, diphtheria, tetanus, pertussis, red (rubeola)<br />
measles, rubella, mumps, hepatitis B, and varicella (See Table I, pg.46)., as evidenced by a certificate of a<br />
licensed physician or a public health department acknowledging the immunization.<br />
Parents may request waivers of these requirements for health, philosophical, or religious reasons. Such<br />
waivers must be properly documented and approved by the Arkansas Department of Health.<br />
If the child does not meet the immunization requirements for entering school, the school is requested to<br />
refer the child to a medical authority (private doctor or health department) for immunization or consultation<br />
for when the immunization is due.<br />
B. A physical examination shall be provided by the parents of all enrolling kindergarten students. Forms for<br />
reporting the results of this examination shall be available in each school. In lieu of a physical examination<br />
parents may state, in writing, that they do not want their child to have a physical examination.<br />
II.<br />
Control and Reporting of Infectious Diseases<br />
A. In general, each school will follow the guidelines established in the Arkansas School Infectious Disease<br />
Guidelines as those guidelines apply to each identified disease.<br />
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B. Acute infectious diseases will be managed by the school nurse and the building principal.<br />
Reporting of diseases and exclusion of students with those diseases will follow the<br />
C. Chronic infectious diseases (such as AIDS, Hepatitis B) will be managed by an Infectious Disease<br />
Review Team (IDRT) established for each student who is identified as having such a disease.<br />
The IDRT will consist of the following members:<br />
1. A physician appointed by the superintendent<br />
2. A school nurse appointed by the superintendent.<br />
3. The building principal<br />
The IDRT will work with the student, the student’s parents and physician, and appropriate public health<br />
officials to make a recommendation to the superintendent regarding the most appropriate educational<br />
program for the student.<br />
The IDRT will use criteria outlined in the Guidelines for determining when the student should be excluded<br />
from school. Although such exclusion should not be considered routinely, it may be necessary for the<br />
safety of the infected student or for the safety of others at the school.<br />
The IDRT recommendations will be forwarded to the superintendent. The Superintendents’ decision in<br />
such cases may be appealed to the Board of Education.<br />
D. Appropriate in-service training in the control and treatment of infectious diseases will be provided<br />
annually to all school employees, under the direction of the school nurses. Such training shall be<br />
mandatory for all staff members and shall include those areas in the Guidelines under “Procedures<br />
for School Management of Infectious Diseases” (pp. 5-11).<br />
Staff members who have direct contact with a student who has a chronic infectious disease may be<br />
given additional training if such training is recommended by the IDRT and the superintendent.<br />
Such training would be provided by school nurses or appropriate public health officials or medical<br />
professionals.<br />
E. Custodial procedures for maintaining a clean and healthful school environment will be established<br />
by the Supervisor of School Plant Services.<br />
F. Procedures for handling and preparing food in school facilities will be established by the Director<br />
of Food Services.<br />
III.<br />
Health Screenings<br />
The school district will conduct annual health screenings in the following areas as required by the Department of<br />
Education and the Department of Health:<br />
A. Dental screening<br />
B. Vision screening<br />
C. Hearing screening<br />
D. Scoliosis screening<br />
E. Body Mass Index (BMI).<br />
School nurses are expected to cooperate in making the necessary arrangements for these screenings.<br />
IV.<br />
Administration of Medication<br />
School personnel will administer “prescription” medication to students under the following conditions:<br />
A. A parent has filled out and signed a Medication Administration Release Form for each medication<br />
to be given.<br />
B. The parent has furnished the medication in the original pharmacy labeled container which<br />
indicates:<br />
1. The student’s name<br />
2. The name of the medication.<br />
3. Clear directions for administration of the medication.<br />
C. A written record will be kept by the school documenting the administration of any medication.<br />
The record will include:<br />
1. Student’s name<br />
45
2. Name of the medication<br />
3. Date and time administered<br />
4. Dosage<br />
5. Signature of person administering medication<br />
12. In accordance with Act 1694 of 2<strong>00</strong>5, students may be allowed to carry and use prescription asthma<br />
inhalers and auto-injectable epinephrine while in school, at on-site school-sponsored activities, and at offsite<br />
school-sponsored activities when the following guidelines are met:<br />
• Parent/guardian shall provide the school with written authorization for the student to carry an inhaler and/or<br />
auto-injectable epinephrine.<br />
• A medical doctor, nurse practitioner or physician’s assistant shall complete the written authorization form,<br />
which may be obtained from the school nurse.<br />
• Form shall include student’s name, date of birth, age, ID number, Parent/guardian information, address,<br />
emergency contact information, medication, specific information in how to give medication, possible side<br />
effects and their management, prescriber’s name, address, phone number, instructions to follow after<br />
administration of medication, parent/guardian signature, specific written authorization from prescriber to<br />
allow student to carry medication with him/her at all times.<br />
• The authorization is valid for the duration of the school year at the school the student is currently attending.<br />
• The authorization must be renewed yearly.<br />
• If the student transfers to another school, a new authorization must be obtained.<br />
School personnel will administer over the counter medications to students under the following conditions:<br />
A. A parent has filled out and signed a Medication Administration Release Form for each medication<br />
to be given with clear directions for the administration of the medication.<br />
B. The parent furnishes the medication in the original container. The container must be sealed when<br />
presented to the school.<br />
C. The container must have the students name written on the container.<br />
D. Over the counter medications can be given by school personnel only if the parent has furnished a<br />
note from a physician with clear directions for administration of the medication.<br />
Adopted: 9-28-76<br />
Revised: 6-28-07<br />
The school nurse is responsible for establishing procedures to carry out the administration of medication.<br />
5.35– STUDENT HEALTH<br />
The District promotes healthy schools by supporting wellness, good nutrition and physical activity as part of the total<br />
learning environment. The District follows state and federal guidelines while supporting a healthy environment where<br />
children learn and participate in positive dietary and lifestyle practices as this optimizes student performance potential.<br />
Legal References: A.C.A. §1220, § 730, U.S.C. § 204 (2<strong>00</strong>4)<br />
Revised: 6/22/06<br />
5.36—STUDENT ILLNESS/ACCIDENT<br />
If a student becomes too ill to remain in class and/or could be contagious to other students, the principal or designee will attempt to notify<br />
the student’s parent or legal guardian. The student will remain in the school’s health room or a place where he/she can be supervised until<br />
the end of the school day or until the parent/legal guardian can check the student out of school.<br />
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If a student becomes seriously ill or is injured while at school and the parent/legal guardian cannot be contacted, the failure to<br />
make such contact shall not unreasonably delay the school’s expeditious transport of the student to an appropriate medical<br />
care facility. The school assumes no responsibility for treatment of the student. When available, current, and applicable, the<br />
student’s emergency contact numbers and medical information will be utilized. Parents are strongly encouraged to keep this<br />
information up to date.<br />
Date Adopted: 8/28/03<br />
5.37—EMERGENCY DRILLS<br />
All schools in the District shall conduct fire drills at least monthly. Tornado and other drills will be conducted based on state guidelines .<br />
These may include, but are not limited to:<br />
1. Earthquake;<br />
2. Act of terrorism;<br />
3. Chemical spill;<br />
4. Airplane crash.<br />
Legal Reference: A.C.A. § 12-13-109<br />
Date Adopted: 8/28/03<br />
Date Revised: 6-26-08<br />
Polio<br />
Vaccine<br />
OPV – Oral<br />
IPV – Inactivated<br />
DTaP – Diphtheria/<br />
Tetanus/Acellular<br />
Pertussis<br />
DTP – Diphtheria/<br />
Tetanus/Pertussis<br />
Table I<br />
Kindergarten through Grade Twelve<br />
Minimum Number of<br />
Additional Requirements<br />
Doses Required<br />
3 At least one dose of polio vaccine must have been<br />
administered on or after the child’s 4 th birthday. These 3<br />
doses are required for all students, Kindergarten through<br />
12 th grade and Transfer.<br />
3 or 4 At least one dose of DTaP, DTP, DT, or Td must have been<br />
administered on or after the child’s 4 th birthday. 3 doses are<br />
required for all students, 1 st through 12 th grade and<br />
Transfer. Kindergarten students must receive 4 doses.<br />
DT – Pediatric<br />
Td – Adult<br />
Measles<br />
(M, M/R, M/MR)<br />
Rubella<br />
(R, M/R, M/M/R)<br />
Mumps<br />
2 The first dose must have been administered on or after the<br />
child’s 1 st birthday. One dose is required for all students,<br />
Kindergarten through 12 th grade and Transfer.<br />
The second dose must have been administered at least 28<br />
days after the first dose. The second dose is required for all<br />
students, Kindergarten through 12 th grade and Transfer.<br />
1 This dose must have been administered on or after the<br />
child’s 1 st birthday. This dose is required for all students,<br />
Kindergarten through 12 th grade and Transfer.<br />
1 The dose must have been administered on or after the<br />
child’s 1 st birthday. This dose is required for all students,<br />
Kindergarten through 12 th grade and Transfer.<br />
(M, M/MR)<br />
Hepatitis B 3 These 3 doses are required for all Kindergarten, 7 th grade<br />
and Transfer students. ** 7 th graders and Transfer students<br />
11-15 years of age may use an alternative two-dose<br />
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Varicella<br />
(chickenpox)<br />
schedule.<br />
1 or 2 One dose is required for all Kindergarten students. The dose<br />
must have been administered on or after the child’s 1 st<br />
birthday. One or two doses are required for all 7 th grade<br />
students depending on their age. Students less than 13 years<br />
of age must receive one dose of vaccine. Students 13 years<br />
of age or older must receive 2 doses of vaccine, separated by<br />
at least 28 days. A parent/guardian or physician history of<br />
disease may be accepted in lieu of vaccine.<br />
* An alternative two-dose hepatitis B schedule for 11-15 year old children may be substituted for the three dose schedule.<br />
Only a FDA-approved alternative regimen vaccine for the two-dose series may be used to meet this requirement. If you are<br />
unsure if a particular child’s two-dose schedule is acceptable, please contact the Communicable Disease/Immunization Work<br />
Unit for assistance at 501-661-2169.<br />
5.38—PUPIL RECORDS POLICY<br />
Official student records shall be kept for each pupil attending <strong>Fayetteville</strong> <strong>Schools</strong> in the school in which the pupil is<br />
currently enrolled. Such records may include, but are not necessarily limited to, identifying data; academic work completed;<br />
level of achievement (grades, standardized test scores); attendance data; scores on standardized intelligence, aptitude, and<br />
psychological tests; interest inventory results; health data; family background information; teacher or counselor ratings and<br />
observations; and verified reports of serious or recurrent behavior patterns. Access to and release of such records will be in<br />
compliance with appropriate state and federal statutes.<br />
A. Access to Records<br />
ADMINISTRATIVE PROCEDURES FOR PUPIL RECORDS<br />
1. Employees of the <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> who have legitimate educational interests in a student may<br />
have access to the records of that student. Employees meeting this qualification include certified<br />
personnel who are directly involved in the education of the student and other personnel whose assigned<br />
duties are to maintain pupil records.<br />
2. Parents or legal guardians of a student will have access to the student’s records except that if the student is<br />
18 years of age or older, only that student has the right to determine who, outside the school system, has<br />
access to his/her records. It will be presumed that divorced or legally separated parents maintain these<br />
rights unless legal documents to the contrary are provided the school.<br />
3. A parent, legal guardian, or eligible student will, upon written request to the principal maintaining the<br />
student’s records, have the opportunity to inspect and review the records. The request must include a<br />
specification of the exact information being sought. Compliance with the request shall be done as quickly<br />
as administratively feasible, but in no case should the time exceed forty-five calendar days after the request<br />
has been made.<br />
The person making the request is also entitled to the opportunity to receive an interpretation of the records,<br />
the right to question those data, and if a difference of opinion is noted, shall be permitted to file a letter in<br />
the records stating his/her opinion. If further challenge is made to the records, the normal appeal<br />
procedures established by the school policy will be followed.<br />
4. A reasonable charge may be made for furnishing copies of records.<br />
B. Release of Records<br />
1. When a request is received for the records of an elementary pupil who is transferring to another school<br />
system, a copy of the tri-fold, cumulative record card (No. 5125-ES-e) and the original of all other<br />
information shall be sent to the receiving school. The original cumulative record card shall be sent to<br />
the Administration Building for filing at the end of the school year.<br />
If an elementary pupil’s records have not been requested within a year after withdrawal, the cumulative<br />
record card shall be sent to the Administration Building for filing, and other records may be destroyed.<br />
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2. When a request is received for the records of a junior-high student transferring to another school, a copy of<br />
the junior high student’s record (No. 5125-S-h) shall be sent to the receiving school. Permanent records<br />
for students who have transferred or dropped out shall be kept in the individual schools.<br />
3. When a request is received for the records of a high school student who is transferring to another school, a<br />
copy of the student’s <strong>Fayetteville</strong> High School permanent record form (also called transcript) No. 5125-S-<br />
K will be sent to the receiving school. The original records remain in the senior high school. Permanent<br />
records for drop-out students shall be kept in individual schools.<br />
4. Official student records may be released to State Education and other governmental agencies only if the<br />
names and all identifying markings are removed to prevent the identification of the individuals.<br />
5. For release of student records to other persons or non-education agencies, written consent shall be given<br />
by the parent, legal guardian, or the student if he/she is 18 or over. This consent form will state which<br />
records shall be released and to whom they shall be released. A copy of the student record being sent will<br />
be made available to the person signing the release forms if he/she so desires.<br />
6. Student records will be furnished in compliance with judicial orders, or pursuant to any lawfully issued<br />
subpoena.<br />
Approved: 7-16-76 Revised: 6-<strong>27</strong>-80 Re-codified: 8/28/03<br />
5.39—PARENT-TEACHER CONFERENCES<br />
Teachers shall communicate personally with the parents or guardians of each student at least twice during the<br />
school year to discuss the student’s academic progress. Teachers shall communicate more often with parents/guardians of<br />
students performing below the level expected for their grade.<br />
All elementary teachers shall communicate with the parents or guardians of each student at least once a semester<br />
through a parent-teacher conference, telephone conference, or a home visit.<br />
Parent-teacher conferences are encouraged and may be requested by parents or guardians when they feel they need<br />
to discuss their child’s progress with his/her teacher. Conferences shall be scheduled at a time and place to best<br />
accommodate those participating in the conference.<br />
Legal Reference: State Board of Education Standards of Accreditation 12.04.2, 12.04.3<br />
Date Adopted: 11-18-04<br />
5.40—HOMELESS STUDENTS<br />
The <strong>Fayetteville</strong> School District will afford the same services and educational opportunities to homeless children as are<br />
afforded to non-homeless children. The Superintendent or his/her designee shall appoint an appropriate staff person to be the<br />
local educational liaison for homeless children and youth whose responsibilities shall include coordinating with the state<br />
educational liaison for homeless children and youth to ensure that homeless children are not stigmatized or segregated on the<br />
basis of their status as homeless and such other duties as are prescribed by law and this policy.<br />
Notwithstanding Policy 5.1, homeless students living in the district are entitled to enroll in the district’s school that nonhomeless<br />
students who live in the same attendance area are eligible to attend. If there is a question concerning the enrollment<br />
of a homeless child due to a conflict with Policy 5.1 or 5.2, the child shall be immediately admitted to the school in which<br />
enrollment is sought pending resolution of the dispute. It is the responsibility of the District’s local educational liaison for<br />
homeless children and youth to carry out the dispute resolution process.<br />
The District shall act, according to the best interests of a homeless child and to the extent feasible do one of the following.<br />
(For the purposes of this policy “school of origin” means the school the child attended when permanently housed or the<br />
school in which the child was last enrolled.)<br />
1. continue educating the child who become homeless between academic years or during an academic year in their school of origin for<br />
the duration of their homelessness;<br />
49
2. continue educating the child in his/her school of origin who become permanently housed during an academic year for the remainder<br />
of the academic year; or<br />
3. enroll the homeless child in the school appropriate for the attendance zone where the child lives.<br />
If the District elects to enroll a homeless child in a school other than their school of origin and such action is against the<br />
wishes of the child’s parent or guardian, the District shall provide the parent or guardian with a written explanation of their<br />
reason for so doing which shall include a statement of the parent/guardian’s right to appeal.<br />
In any instance where the child is unaccompanied by a parent or guardian, the District’s local educational liaison for<br />
homeless children and youth shall assist the child in determining his/her place of enrollment. The Liaison shall provide the<br />
child with a notice of his/her right to appeal the enrollment decision.<br />
The District shall be responsible for providing transportation for a homeless child, at the request of the parent or guardian (or<br />
in the case of an unaccompanied youth, the Liaison), to and from the child’s school of origin.<br />
For the purposes of this policy, students shall be considered homeless if they lack a fixed, regular, and adequate nighttime<br />
residence and<br />
(a) are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in<br />
motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living<br />
in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;<br />
(b) have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular<br />
sleeping accommodation for human beings;<br />
(c) are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar<br />
settings; and includes<br />
(d) are migratory children who are living in circumstances described in clauses (a) through (c).<br />
Each Homeless child or youth shall be provided services comparable to services offered to other students in the school who<br />
are not homeless. These services include:<br />
a) Transportation;<br />
b) Educational services for which the child or youth meets the eligibility criteria, such as provided under Title I of the<br />
Elementary and Secondary Education Act or 1965 or similar state or local programs, educational programs for<br />
children with disabilities, and educational programs for students with disabilities, and educational programs for<br />
student with limited proficiency in English;<br />
c) Programs in vocational education;<br />
d) Programs for gifted and talented student; and<br />
e) School meals Program.<br />
Legal References**:<br />
42 U.S.C. § 11431 et seq.<br />
42 U.S.C. § 11431 (2)<br />
42 U.S.C. § 11432(g)(1)(H)(I)<br />
42 U.S.C. § 11432 (g)(1)(J)(i), (ii), (iii), (iii)(I), (iii)(II)<br />
42 U.S.C. § 11432 (g)(3)(A), (A)(i), (A)(i)(I), (A)(i)(II), (A)(ii)<br />
42 U.S.C. § 11432 (g)(3)(B)(i), (ii), (iii)<br />
42 U.S.C. § 11432 (g)(3)(C)(i), (ii), (iii)<br />
42 U.S.C. § 11432 (g)(3)(E)(i), (ii), (iii)<br />
42 U.S.C. § 11432 (g)(3)(G)<br />
42 U.S.C. § 11432 (g)(4) (A), (B), (C), (D), (E)<br />
42 U.S.C. § 11434a<br />
5.41—SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS<br />
All students are required to participate in the Smart Core curriculum unless their parents or guardians, or the students if they<br />
are 18 years of age or older, sign an Informed Consent Form to not participate. Those students not participating in the Smart<br />
50
Core curriculum will be required to fulfill the Core curriculum or the requirements of their IEP (when applicable) to be<br />
eligible for graduation. The signed Informed Consent Form shall be attached to the student’s permanent transcript. Informed<br />
Consent Forms are required to be signed prior to registering for seventh grade classes, or if enrolling in the district for<br />
seventh through twelfth grade classes. Counseling by trained personnel shall be available to students and their parents or<br />
legal guardians prior to the time they are required to sign the consent forms.<br />
While there are similarities between the two curriculums, following the Core curriculum may not qualify students for some<br />
scholarships and admission to certain colleges could be jeopardized. Students initially choosing the Core curriculum may<br />
subsequently change to the Smart Core curriculum providing they would be able to complete the required course of study by<br />
the end of their senior year. Students wishing to change their choice of curriculums must consult with their counselor to<br />
determine the feasibility of changing.<br />
This policy, the Smart Core curriculum, and the courses necessary for graduation shall be reviewed by staff, students, and<br />
parents at least every other year to determine if changes need to be made to better serve the needs of the district’s students.<br />
The superintendent, or his/her designee, shall select the composition of the review panel.<br />
Sufficient information relating to Smart Core and the district’s graduation requirements shall be communicated to parents<br />
and students to ensure their informed understanding of each. This may be accomplished through any or all of the following<br />
means.<br />
• Inclusion in the student handbook of the Smart Core curriculum and graduation requirements;<br />
• Discussion of the Smart Core curriculum and graduation requirements at the school’s annual public meeting, PTA<br />
meetings, or a meeting held specifically for the purpose of informing the public on this matter;<br />
• Discussions held by the school’s counselors with students and their parents; and/or<br />
• Distribution of a newsletter(s) to parents or guardians of the district’s students.<br />
The first year of this policy’s implementation all employees required to be certified as a condition of their employment shall<br />
receive training regarding this policy so that they will be able to help successfully implement it. In subsequent years,<br />
administrators, or their designees, shall train newly hired employees, required to be certified as a condition of their<br />
employment, regarding this policy. The district’s annual professional development shall include the training required by this<br />
paragraph.<br />
GRADUATION REQUIREMENTS (Beginning with the graduating class of <strong>2010</strong>)<br />
The number of units students must earn in grades nine through twelve (9-12) to be eligible for high school graduation are to<br />
be earned from the following categories. A minimum of 22 units is required for graduation for student participating in either<br />
the Smart Core or Core curriculum. There are some distinctions made between Smart Core units and Graduation units. Not<br />
all units earned toward graduation necessarily apply to Smart Core requirements.<br />
SMART CORE: Sixteen (16) units<br />
English: four (4) units (years) – one in grades 9, 10, 11, and 12<br />
Oral Communications: one-half (1/2) unit (1/2 year)<br />
Mathematics: four (4) units (years) (all students under Smart Core must take a mathematics course in grade 11 or 12 and<br />
complete Algebra II.)<br />
• Algebra I or Algebra I-A & I-B* which may be taken in grades 7-8 or 8-9<br />
• Geometry or Investigating Geometry or Geometry A & B*<br />
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the fourunit<br />
requirement for the purpose of meeting the graduation requirement, but only serve as one unit each toward<br />
fulfilling the Smart Core requirement.<br />
• Algebra II<br />
• Choice of: Transitions to College Math, Pre-Calculus, Calculus, Trigonometry, Statistics, Computer Math, Algebra<br />
III, or an Advanced Placement math<br />
(Comparable concurrent credit college courses may be substituted where applicable)<br />
51
Natural Science: three (3) units (years) with lab experience chosen from<br />
• Physical Science<br />
• Biology or Applied Biology/Chemistry<br />
• Chemistry<br />
• Physics or Principles of Technology I & II or PIC Physics<br />
Social Studies: three (3) units (years)<br />
• Civics or Civics/American Government<br />
• World History<br />
• American History<br />
Physical Education: one-half (1/2) unit (1/2 year)<br />
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the<br />
necessary units to graduate.<br />
Health and Safety: one-half (1/2) unit (1/2 year)<br />
Fine Arts: one-half (1/2) unit (1/2 year)<br />
CAREER FOCUS: - Six (6) units – at least two of the Career Focus units must be of the same foreign language.<br />
All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated<br />
work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum<br />
frameworks through course sequencing and career course concentrations where appropriate.<br />
The Smart Core and career focus units must total at least twenty-two (22) units to graduate.<br />
CORE: Sixteen (16) units<br />
English: four (4) units (years) – one in grades 9, 10, 11, and 12<br />
Oral Communications: one-half (1/2) unit (1/2 year)<br />
Mathematics: four (4) units (years)<br />
• Algebra or its equivalent* - 1 unit<br />
• Geometry or its equivalent* - 1 unit<br />
• All math units must build on the base of algebra and geometry knowledge and skills.<br />
• (Comparable concurrent credit college courses may be substituted where applicable)<br />
*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units of the four (4)<br />
unit requirement.<br />
Science: three (3) units (years)<br />
• at least one (1) unit of biology or its equivalent<br />
• one (1) unit of a physical science<br />
Social Studies: three (3) units (years)<br />
• Civics or government, one-half (1/2) unit<br />
• World history, one (1) unit<br />
• U.S. history, one (1) unit<br />
Physical Education: one-half (1/2) unit (1/2 year)<br />
Note: While one-half (1/2) unit is required for graduation, no more than one (1) unit may be applied toward fulfilling the<br />
necessary units to graduate.<br />
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Health and Safety: one-half (1/2) unit (1/2 year)<br />
Fine Arts: one-half (1/2) unit (1/2 year)<br />
CAREER FOCUS: - Six (6) units<br />
All career focus unit requirements shall be established through guidance and counseling based on the student’s contemplated<br />
work aspirations. Career focus courses shall conform to the curriculum policy of the district and reflect state curriculum<br />
frameworks through course sequencing and career course concentrations where appropriate.<br />
The Core and career focus units must total at least twenty-two (22) units to graduate.<br />
Legal References: Standards of Accreditation 9.03 – 9.03.1.9, 14.03.1 – 14.03.3<br />
ADE Guidelines for the Development of Smart Core Curriculum Policy<br />
Smart Core Informed Consent Form<br />
Date Adopted: 11-18-04<br />
Revised: 1-24-08<br />
5.42—STUDENT HANDBOOK<br />
It shall be the policy of the <strong>Fayetteville</strong> school district that the most recently adopted version of the Student Handbook be<br />
incorporated by reference into the policies of this district. In the event that there is a conflict between the student handbook<br />
and a general board policy or policies, and the student handbook is more recently adopted than the general board policy, the<br />
student handbook will be considered binding and controlling on the matter.<br />
5.47—BULLYING<br />
Bullying creates an atmosphere of fear and intimidation, robs a person of his/her dignity, detracts from the safe environment<br />
necessary to promote student learning, and will not be tolerated by the Board of Directors.<br />
Definition:<br />
“Bullying” means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of<br />
violence by a student against another student or school employee by a written, verbal, electronic, or physical act that causes<br />
or creates a clear and present danger of:<br />
• Physical harm to a school employee or student or damage to the school employee’s or student’s property.<br />
• Substantial interference with a student’s education or with a school employee’s role in education.<br />
• A hostile educational environment for one (1) or more students or school employees due to the severity,<br />
persistence, or pervasiveness of the act.<br />
• Substantial disruption of the orderly operation of the school or educational environment.<br />
Students who bully another person shall be held accountable for their actions. Bullying is prohibited:<br />
• on the school grounds,<br />
• with school equipment,<br />
• off school grounds at a school sponsored or approved function, activity, or event;<br />
• going to or from school or a school activity;<br />
• while being transported in school vehicles , on a school bus, or at a school bus stop,<br />
• by an electronic act which results in the substantial disruption of the orderly operation of the school or educational<br />
environment. This section shall apply to an electronic act whether or not the electronic act originated on school<br />
property or with school equipment, if the electronic act is directed specifically at students or school personnel and<br />
maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose.<br />
Students are encouraged to report behavior they consider to be bullying to their teacher, building principal or designee,<br />
including a single action that if allowed to continue would constitute bullying. The report may be made anonymously.<br />
Teachers and other school employees who have witnessed, or are reliably informed that, a student has been a victim of<br />
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ehavior they consider to be bullying shall report the incident(s) to the principal or designee, including a single action that if<br />
allowed to continue would constitute bullying.<br />
Any person or persons who file a complaint will not be subject to retaliation or reprisal in any form. Parents or legal<br />
guardians may submit written reports of incidents they feel constitute bullying to the principal or designee, or if allowed to<br />
continue would constitute bullying. The principal or designee shall be responsible for investigating the incident(s) to<br />
determine if disciplinary action is warranted.<br />
Bullying is a category III (Student Discipline Policy) infraction. Consequences include but are not limited to a) school<br />
requested parent/guardian conference, and b) 0-10 days suspension; and c) referral to pre-expulsion hearing committee with<br />
the possibility of expulsion for up to one calendar year.<br />
Copies of this policy shall be available upon request.<br />
Legal Reference: A.C.A. § 6-18-514<br />
Date Adopted: 9-25-03<br />
Date Revised: 6-28-07<br />
5.50—ALTERNATIVE LEARNING ENVIRONMENTS<br />
The district shall have an alternative learning environment (ALE) which shall be part of an intervention program designed to<br />
provide guidance, counseling, and academic support to students who are experiencing emotional, social, or academic<br />
problems.<br />
The superintendent or his/her designee shall appoint an Alternative Education Placement Team, which shall have the<br />
responsibility of determining student placement in the ALE. The team should consist of at least a school counselor, the ALE<br />
director or principal, a parent or legal guardian, and a regular classroom teacher.<br />
Students who are placed in the ALE shall exhibit at least two of the following characteristics:<br />
• Disruptive behavior<br />
• Drop out from school<br />
• Personal or family problems or situations<br />
• Recurring absenteeism<br />
• Transition to or from residential programs<br />
For the purposes of the ALE, personal or family problems or situations are conditions that negatively affect the student’s<br />
academic and social progress. These may include, but are not limited to:<br />
• Abuse: physical, mental, or sexual<br />
• Frequent relocation of residency<br />
• Homelessness<br />
• Inadequate emotional support<br />
• Mental/physical health problem<br />
• Pregnancy<br />
• Single parenting<br />
The teachers and administrator of the ALE shall determine exit criteria for students assigned to the district’s ALE on which<br />
to base the student’s return to the regular school program of instruction.<br />
The district’s ALE program shall follow class size, staffing, and expenditure requirements identified in the ADE Rules<br />
Governing the Distribution of Student Special Needs Funding for the School Year beginning 2<strong>00</strong>4-2<strong>00</strong>5 and Additional<br />
Teacher Pay.<br />
The ALE program shall be evaluated at least annually to determine its overall effectiveness.<br />
Legal References: A.C.A. § 6-18-508, 509<br />
A.C.A. § 6-20-2305(b)(2)<br />
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ADE Rules Governing the Distribution of Student Special Needs<br />
Funding for School Year 2<strong>00</strong>4-2<strong>00</strong>5 and Additional Teacher Pay –<br />
3.01, 3.05, 4.<strong>00</strong>, and 8.0<br />
Date Adopted: 11-18-04<br />
5.51—ALE PROGRAM EVALUATION<br />
The ALE program shall be evaluated at least annually to determine its’ overall effectiveness.<br />
5.55—GRADING<br />
The <strong>Fayetteville</strong> School Board recognizes that a system for reporting pupil progress is a vital part of<br />
communication between the home and the school. An adequate progress reporting plan should assist students in recognizing<br />
their own potential and self worth, provide parents with information about their children’s growth and the school’s total<br />
program, provide an accurate permanent record of student achievement and growth, and stimulate the school to engage in<br />
productive curriculum planning and execution.<br />
Grades assigned to a student (letter-grades, percentages, symbols, etc.) shall reflect only the extent to which the<br />
student has achieved the expressed educational objectives of the course, grade-level, etc., as prescribed by Section V-B of<br />
the “Standards for Accreditation of Arkansas <strong>Public</strong> <strong>Schools</strong>” (1984).<br />
Nothing in this policy is intended to prohibit or discourage a teacher from assigning and reporting a separate grade<br />
for a student’s behavior, attendance, attitude, etc. However, such grades shall not become a part of the student’s permanent<br />
record and shall not be used as a part of the record of student achievement, except as indicated above.<br />
A public school student who has successfully completed the eighth grade shall be eligible to enroll in a publicly<br />
supported community college, four-year college or university for elective credit. With prior approval from the<br />
administration, high school students are allowed to enroll in college courses for replacement credit, credit recovery, or grade<br />
improvement, and shall be entitled to receive appropriate academic credit in both the institution of higher education and the<br />
public school in which they are enrolled.<br />
The following grade descriptors, letter grade, and percentage scale relationships will be applied in:<br />
Kindergarten:<br />
√ = Meeting Grade-Level Expectation<br />
- = Below Grade-Level Expectation<br />
= Not Yet Assessed<br />
Grade 1: + =<br />
Grade 2:<br />
Grades 3-6:<br />
Student Demonstrates Skill<br />
- = Below Grade-Level Expectation<br />
= Not Yet Assessed<br />
E = Excellent<br />
V = Very Good<br />
S = Satisfactory<br />
N = Needs to Improve<br />
U = Unsatisfactory<br />
1<strong>00</strong>%-90% A Excellent<br />
89%-80% B Good<br />
79%-70% C Marginally satisfactory<br />
69%-60% D Unsatisfactory<br />
59%- F Failing<br />
Grades 7-12:<br />
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Percent Letter Grade Descriptor Quality Points<br />
Regular, Honors<br />
& College Placement<br />
1<strong>00</strong>%-90% A Excellent 4<br />
89%-80% B Good 3<br />
79%-70% C Marginally Satisfactory 2<br />
69%-60% D Unsatisfactory 1<br />
59%- F Failing 0<br />
Advanced Placement and International Baccalaureate Grading<br />
Although <strong>Fayetteville</strong> School District is not a member of the International Baccalaureate (IB) Program, students<br />
transferring into the District from another Advanced Placement (AP)or IB program will be awarded credit as outlined by the<br />
Arkansas Department of Education.<br />
Weighted Credit for designated AP and IB courses will be contingent upon the AP/IB teacher obtaining applicable<br />
training; the student taking the entire AP/IB course offered in a particular subject; the student completing the applicable test<br />
offered by the College Board for AP at the end of the AP course or the applicable test offered by IB at the time prescribed by<br />
IB. Weighted credit will not be awarded to any transfer courses beyond AP/IB.<br />
Quality Points<br />
Advanced Placement/<br />
International Baccalaureate<br />
1<strong>00</strong>%-90% A Excellent 5<br />
89%-80% B Good 4<br />
79%-70% C Marginally Satisfactory 3<br />
69%-60% D Unsatisfactory 2<br />
59%- F Failing 0<br />
Adopted: 6-19-89 Amended: 8-6-91 Amended: 6-29-93<br />
Amended: 10-28-04 Amended: 2-24-05 Amended: 2-28-08<br />
5.57-HOMEWORK POLICY<br />
Because education is a lifelong process, which extends beyond school, it is important for students to recognize that<br />
learning occurs in the home and community. Homework fosters the idea that learning is a continuous process, which is not<br />
confined to school hours or schoolrooms.<br />
Homework, as an extension of the classroom, is a method of communication among teachers, students, and parents.<br />
First, homework is one way that academic expectations are communicated to a student. Second, the successful completion<br />
of homework indicates to both teachers and parents the student’s willingness to learn. In addition, homework encourages<br />
parents, teachers, and students to work together to reinforce skills necessary for independent study and self-discipline.<br />
Since students learn and retain information best when they understand and value it, homework assignments should<br />
be meaningful. The <strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> recognize the following as reasons for assigning homework:<br />
1. To complete work started in class.<br />
2. To expand and/or enrich regular classwork.<br />
3. To build interest in reading and learning.<br />
4. To complete work missed due to absence.<br />
5. To pursue a special interest or ability.<br />
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6. To practice a new skill; to review a previously learned skill.<br />
7. To prepare for a new unit of study.<br />
8. To increase learning time.<br />
Guidelines for Teachers:<br />
PROCEDURAL GUIDELINES FOR IMPLEMENTATION<br />
1. Teachers should assign homework as defined in the philosophy of the homework policy.<br />
2. Teachers should inform parents and students of homework procedures and expectations.<br />
3. Teachers should assign homework, which is appropriate and meaningful for the student’s grade level and<br />
abilities.<br />
4. Teachers should explain the purpose of assignments.<br />
5. Teachers should give prompt feedback on the student’s homework.<br />
6. Teachers should state when the homework assignment is due.<br />
7. Teachers are encouraged to communicate with other teachers to utilize more effectively the student’s<br />
homework time and, when possible, to combine assignments.<br />
Guidelines for Parents:<br />
1. Parents should be familiar with the homework policies of the school district, the child’s school, and<br />
particularly the child’s teachers.<br />
2. Parents should establish within the home an environment conducive to the child’s fulfillment of homework<br />
commitments.<br />
3. Parents should encourage their child to accept responsibility for completing homework assignments<br />
independently.<br />
4. Parents should show interest in the child’s schoolwork by discussing it with him/her and expressing<br />
appreciation for good work.<br />
5. Parents should find ways to make use of school learning in everyday life.<br />
6. Questions and comments about homework should be communicated to the child’s teachers.<br />
Guidelines for Students:<br />
1. Students should adhere to the policies of the school district and individual teachers.<br />
2. Students should inform parents of their homework requirements.<br />
3. Students should understand the importance of homework as a continuation of learning.<br />
4. Students should assume responsibility for satisfactory completion of homework.<br />
Guidelines for Administrators:<br />
1. Administrators are charged with the responsibility of implementing the homework guidelines.<br />
2. Building administrators should form a homework committee made up of representative teachers and principal<br />
or vice-principal. The responsibilities of this committee should be:<br />
a. To develop a school policy in line with the district guidelines according to individual school needs.<br />
b. To make recommendations to the staff concerning implementation of this policy.<br />
c. To help individual staff members develop homework procedures.<br />
d. To coordinate the procedures of the individual staff members.<br />
e. To consider what is a reasonable amount of work/time that a student can be expected to spend on<br />
homework considering the student’s age, level of achievement, and ability.<br />
3. Administrators should help the teachers communicate their expectations to the students and parents.<br />
Adopted: 4-22-86<br />
5.58-CONCURRENT CREDIT<br />
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A ninth through twelfth grade student who successfully completes a college course(s) from an institution approved by the<br />
Arkansas Department of Education shall be given credit toward high school grades and graduation at the rate of one-half<br />
(1/2 high school credit for each three (3) semester hours of college credit. Unless approved by the school’s principal, prior<br />
to enrolling for the course, the concurrent credit shall be applied toward the student’s graduation requirements as an<br />
elective.<br />
Students will retain credit applied toward a course required for high school graduation from a previously attended,<br />
accredited, public school.<br />
Any and all costs of higher education courses taken for concurrent credit are the student’s responsibility.<br />
Legal Reference: A.C.A. § 6-18-902(c)(2)<br />
Arkansas Department of Education Rules and Regulations: Concurrent College and High School Credit for<br />
Students Who Have Completed the Eighth Grade<br />
Date Adopted: 2-24-2<strong>00</strong>5<br />
5.64-GRADUATION REQUIREMENTS<br />
GRADUATION REQUIREMENTS FOR <strong>2010</strong> AND BEYOND<br />
Any student enrolled in <strong>Fayetteville</strong> School District may receive a diploma after completing the following requirements:<br />
CORE DIPLOMA SMART CORE DIPLOMA HONORS GRADUATE *SEE<br />
BELOW<br />
English – 4 units English – 4 units English – 4 units<br />
Math – 4 units (Alg. I*, Geometry*,<br />
other district course offerings such as<br />
Algebraic Connections, Algebra II,<br />
and/or higher math if necessary)<br />
Science – 3 units (Physical Science,<br />
Biology, 1 elective Science<br />
Social Studies – 3 ½ units (American<br />
History 9 and 10, World History and<br />
½ unit Civics or ½ unit American<br />
Govt.<br />
Physical Education - ½ unit (PE or<br />
Nutrition and Strength Training)<br />
excluding athletics<br />
Math – 4 units (Alg. I, Geometry,<br />
Algebra II and 1 higher math)<br />
Science – 3 units (Physical Science,<br />
Biology and Chemistry or Physics)<br />
Social Studies – 4 units (American<br />
History 9 and 10, World History and<br />
Civics/American Government<br />
Physical Education – ½ unit (PE or<br />
Nutrition and Strength Training)<br />
excluding athletics<br />
Math – 4 units (Alg.I or Honors Alg.I,<br />
Geometry or Honors Geometry, Alg. II<br />
or Honors Alg. II and 1 higher math)<br />
Science – 3 units (Physical Science,<br />
Biology and Chemistry or Physics)<br />
Social Studies – 4 units (American<br />
History 9 and 10, World History and<br />
Civics/American Government<br />
Physical Education – ½ unit (PE or<br />
Nutrition and Strength Training)<br />
excluding athletics<br />
Health – ½ unit Health – ½ unit Health – ½ unit<br />
Fine Arts – ½ unit (Art, Music) Fine Arts – ½ unit (Art, Music) Fine Arts – ½ unit (Art, Music)<br />
Oral Communications – ½ unit Oral Communications – ½ unit Oral Communications – ½ unit<br />
Career Focus Area – 6 units Career Focus Area – 6 units Career Focus Area – 6 units (2 units<br />
must be in same foreign language)<br />
Elective – 1.5 units Elective – 1 unit Elective – 1 unit<br />
Total – 24 Units Total – 24 Units Total – 24 Units<br />
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*A two-year algebra equivalent or a two-year geometry equivalent may each be counted as two units<br />
of the four (4) unit requirement.<br />
*All students under Smart Core must take a math course in grade 11 or 12 and complete Alg. II.<br />
*Honors Graduate - students must maintain a 3.0 GPA and meet the Honors Graduate Diploma requirements.<br />
*High Honors Graduate - students must maintain a 3.5 GPA, meet the Honors Graduate Diploma requirements,<br />
with 5 units completed from the qualifying courses listed below.<br />
*Distinguished Honors Graduate - students must maintain a 4.0 GPA, meet the Honors Graduate Diploma<br />
requirements, with 8 units completed from the qualifying courses listed below.<br />
Qualifying Courses for High/Distinguished Honors Graduates<br />
Math English Science History Other<br />
Honors Algebra I Pre-AP English (9) Pre-AP Physical Science (9) Pre-AP American History (9) Spanish III, IV<br />
Honors Algebra II Pre-AP English (10) Pre-AP Biology AP Comparative Politics AP Spanish Language<br />
Honors Geometry AP English<br />
AP Biology AP European History French III, AP French Language<br />
Language/Composition<br />
AP Calculus AB AP English Literature AP Physics B AP Macroeconomics German III, German Language<br />
AP Calculus BC AP Physics C AP Psychology AP Studio Art<br />
AP Statistics AP Environmental Sci. AP U.S. Government AP Music Theory, A Cappella<br />
PreCal/Trig Honors Honors Chemistry AP U.S. History<br />
AP Chemistry<br />
AP Human Geography<br />
Revised 1/24/08<br />
5.67-EXTRACURRICULAR ACTIVITIES<br />
The <strong>Fayetteville</strong> School District will offer curricular and extracurricular activities appropriate for a wide range of<br />
student interests and abilities. “Extracurricular activities” are defined as those activities, which take place<br />
• in competition with students from other schools, or<br />
• for an audience of non-school personnel, or<br />
• for a purpose clearly unrelated to regular classroom activities.<br />
Examples of extracurricular activities would include, but not be limited to, Odyssey of the Mind, math and foreign language<br />
competitions involving other schools, music performances and contests, interscholastic athletic contests, spirit squads,<br />
vocational contest involving other schools, Student Council, school clubs not related to classroom activities.<br />
Participation in such activities will be encouraged by the school district. However, the school district reserves the<br />
right to deny participation to any student under the guidelines established in the Procedures section, which follows.<br />
Elementary <strong>Schools</strong><br />
PROCEDURES<br />
In general, all activities offered by the school will be open to all students. Eligibility to participate may be revoked,<br />
at the discretion of the principal, for any students whose general behavior does not meet acceptable standards.<br />
Secondary <strong>Schools</strong><br />
1. Those who do not meet the eligibility standards of the Arkansas Activities Association (in those activities<br />
governed by the AAA).<br />
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2. Those who do not meet the eligibility standards of the recognized agency governing any particular activity.<br />
3. Those in grades 7-9 who did not meet the district’s promotion standards, as described in Policy No. 5.10,<br />
during the previous school year.<br />
4. Those whose general behavior does not meet acceptable standards as determined by the principal.<br />
5. Those who do not meet approved guidelines established by the staff member in charge of a particular<br />
activity.<br />
General Guidelines<br />
• All extracurricular activities should be considered an integral part of the school’s total educational program<br />
and should be subject to the same evaluative procedures as those applied to curricular activities.<br />
• Seventh graders will be eligible for participation in all junior-high athletic activities except football,<br />
basketball, and track. A seventh grader may participate in any of those three sports only when special<br />
consideration is given to the physical and emotional maturity of the student and only after consultation<br />
among the athletic director, the student’s principal, and the student’s parents; the principal will have the<br />
final authority to declare the student eligible and will make “the good of the student” the chief criterion in<br />
making the decision.<br />
• Ninth graders will be eligible to participate at the high-school level in any athletic activity not offered in the<br />
junior high or at such time that their age makes them ineligible for junior-high athletics<br />
• The maximum number of competitive activities or performances will be determined by the principal, in<br />
consultation with appropriate staff members.<br />
• Extracurricular activities will be scheduled so that participant’s absence from class is minimized.<br />
• In general, practice time should not exceed two hours per day.<br />
• Practice sessions will not be scheduled on Thanksgiving Day, Christmas Day, New Year’s Day, or<br />
Sundays. Saturday practices are discouraged.<br />
• Practices will not be held on days school is dismissed for bad weather unless the practice is specifically<br />
approved by the principal.<br />
• Interscholastic activities will not be held on days school is dismissed for bad weather unless the activity is<br />
specifically approved by the superintendent’s office on the recommendation of the principal.<br />
• Activities should be scheduled to avoid the need for overnight trips. Any overnight stay of a nonemergency<br />
nature must be approved in advance by the superintendent’s office. Overnight stays of<br />
emergency nature (due to bad weather, mechanical failure, etc.) may be scheduled at the discretion of the<br />
staff member in charge of the activity.<br />
Non-instructional Activities<br />
Activities of a non-instructional nature (such as class parties, pep rallies, and assembly programs) will be held only<br />
after approval by the building principal. The frequency and duration of such activities will be limited so that interference<br />
with the regular instructional program is minimized.<br />
Adopted: 6-23-87<br />
Last Revised: 5-26-05<br />
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6.14--RELIGION IN THE SCHOOLS<br />
I. Statement of Philosophy<br />
The policy of the <strong>Fayetteville</strong> Board of Education shall be that no religious belief or non-belief should be promoted<br />
by the school district or its employees, and none shall be disparaged. Instead, the school district should encourage all<br />
students and staff members to appreciate individual religious freedoms and be tolerant of each other’s religious<br />
views. The school district should utilize its opportunity to foster understanding and mutual respect among students<br />
and parents, whether it involves race, culture, economic background, or religious beliefs.<br />
The <strong>Fayetteville</strong> School District recognizes that one of its educational goals is to advance the students’ knowledge<br />
and appreciation of the role that our religious heritage has played in the social, cultural, and historical development<br />
of civilization.<br />
II. Individual Religious Freedoms<br />
The right of a student or staff member to engage in prayer and other religious activities that are personal and<br />
voluntary is recognized as long as the conduct is not disruptive nor interferes with the educational process or the<br />
rights of others. Staff members’ activities shall not be such as would indicate to students an endorsement of or<br />
support for religion by the school.<br />
III. Religion in the Curriculum<br />
Religious institutions and orientations are central to human experience, past and present. An education excluding<br />
such a significant aspect would be incomplete. It is essential that the teaching about-and not of - religion be<br />
conducted in a factual, objective, and respectful manner.<br />
Therefore, the practice of the <strong>Fayetteville</strong> School District shall be as follows<br />
A. The district supports the inclusion of religious literature, music, drama, and the arts in the curriculum and in<br />
school activities provided the material has achieved a cultural significance. The inclusion of the material<br />
must be intrinsic to the learning experience in the various fields of study and be presented objectively with<br />
the secular purpose of advancing the students’ knowledge of society’s cultural and religious heritage.<br />
B. The emphasis on religious themes in the arts, literature, and history should be only as extensive as necessary<br />
for a balanced and comprehensive study of these areas. Such Studies should never foster any particular<br />
religious tenets or demean any religious belief.<br />
C. Student-initiated responses to questions or assignments which reflect their beliefs or non-beliefs about a<br />
religious theme shall be accommodated as long as germane to the assignment. For example, students are<br />
free to express religious belief or non-belief in compositions, art forms, music, speech, and debate.<br />
D. Religious speakers or groups using a religious text or promoting religion or disparaging religion will not be<br />
permitted to address assemblies or classes. Outside speakers and performance groups are to be informed of<br />
these guidelines. In case groups or individuals violate the provision of the policy, they shall not be allowed<br />
to address the students again.<br />
E. Religious practices such as prayer or proselytizing shall not be included in the curriculum.<br />
IV.<br />
Observance of Religious Holidays<br />
The practice of the <strong>Fayetteville</strong> School District shall be as follows:<br />
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A. The several holidays throughout the year which have a religious and a secular basis may be observed and<br />
taught in he public schools, but they may not be celebrated.<br />
B. The historical and contemporary values and the origin of religious holidays may be explained in an unbiased<br />
and objective manner without sectarian indoctrination.<br />
C. Music, art, literature, and drama having religious themes or bases are permitted as part of the curriculum for<br />
school-sponsored activities and programs if presented in a prudent and objective manner and as a traditional<br />
part of the cultural and religious heritage of the particular holiday. Any holiday programs should be devised<br />
to serve educational purposes. Special care should be taken to insure that programs make no students feel<br />
excluded or identified with a religion not their own. Student participation will be voluntary.<br />
D. The use of religious symbols such as a cross, menorah, crescent, Star of David, crèche, symbols of Native<br />
American religions, or other symbols that are a part of a religious holiday is permitted as a teaching aid or<br />
resource provided such symbols are displayed as an example of the cultural and religious heritage of the<br />
holiday and are temporary in nature.<br />
E. The school district’s calendar should be prepared so as to minimize conflicts with religious holidays. When<br />
possible, examinations and other major events will not be scheduled on such holidays. Teachers will provide<br />
students who miss school because of religious reasons an opportunity to make up school work.<br />
V. School Activities<br />
In respect of the diverse religious beliefs in our community, school sponsored or endorsed invocations,<br />
benedictions, and other religious activities are specifically prohibited at school sponsored or endorsed<br />
activities such as athletic contests, dedications, and commencement ceremonies where students are present as<br />
observers or participants.<br />
Approved: 11-16-81<br />
Last Revised: 2-22-94<br />
6.4—VOLUNTEERS<br />
Enlisting the support of volunteers is a way in which the District can expand the scope of resources and knowledge available<br />
to enrich the students’ educational experiences while strengthening the relationship between the school and the community.<br />
Volunteers can also perform non-instructional tasks that allow certified personnel more time to devote to instruction.<br />
The District shall establish guidelines to ensure volunteers are aware of pertinent District policies and rules. Volunteers, who<br />
violate school policies or rules, or knowingly allow students to violate school rules, may be asked to leave the school campus.<br />
Date Adopted: 12-18-03<br />
6.5—VISITORS TO THE SCHOOLS<br />
Parents, grandparents, legal guardians, business, and community members are welcome and encouraged to visit District<br />
schools. To minimize the potential for disruption of the learning environment, those visitors who come to a school for a<br />
purpose other than to attend an activity open to the public are required to first report to the school’s main office. No one shall<br />
be exempt from this requirement.<br />
Parents and legal guardians are encouraged to participate in regularly scheduled visitation events such as school open houses<br />
and parent/teacher conferences. Additional conferences are best when scheduled in advance. Conferences shall be scheduled<br />
at a time and place to accommodate those participating in the conference. Visits to individual classrooms during class time<br />
are permitted on a limited basis with the principal’s prior approval and the teacher’s knowledge.<br />
62
The District has the right to ask disruptive visitors to leave its school campuses. Principals are authorized to seek the<br />
assistance of law enforcement officers in removing any disruptive visitors who refuse to leave voluntarily.<br />
Date Adopted: 12-18-03<br />
63
<strong>May</strong> <strong>27</strong>, <strong>2010</strong><br />
Classified & Certified Policy Revisions<br />
TO:<br />
FROM:<br />
Board of Education<br />
Greg Mones<br />
I will recommend changes to the following policies:<br />
4150—Certified Staff Leave Policy<br />
4243—Classified Staff Leave Policy<br />
4141.8-Substitute Salary Schedule<br />
4143—Certified Staff Vacation Policy<br />
4245—Support Staff Vacation Policy
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
FAYETTEVILLE (AR) PUBLIC SCHOOLS<br />
LEAVE POLICY<br />
The <strong>Fayetteville</strong> Board of Education recognizes the need for employees to be<br />
protected from loss of salary during temporary absences from work caused by<br />
personal illness or disability, illness, or bereavement in the immediate family, and<br />
other reasons of an emergency or personal nature.<br />
The Board of Education also agrees to protect the security of the teacher who<br />
requests leave of absence for an extended period by guaranteeing the individual to<br />
return to a teaching position, provided conditions outlined in the procedures<br />
governing this policy are met.<br />
School Board Policy<br />
Revised: 5-10-78<br />
I. Sick Leave<br />
TEACHER LEAVE PROCEDURES<br />
Sick leave shall be defined as leave granted because of physical,<br />
mental, or emotional illness of the employee, or illness of or death in the<br />
immediate family, or because of need for additional emergency leave as<br />
provided in Section III of this policy. Immediate family shall include the<br />
teacher’s spouse, children, parents, grandparents, grandchildren, siblings and<br />
any other relatives living in the same household.<br />
A. Teachers shall be granted a total of one day per contracted month of<br />
sick leave per year for which there shall be no deduction from the<br />
teacher’s salary.<br />
B. A teacher who does not use all days allotted for sick leave in any<br />
school year shall accumulate all unused leave to a limit of 90 days.<br />
After 90 days are accrued, unused sick leave shall accrue at 3 days<br />
per year thereafter.<br />
C. Sick leave may be used for any medical disability connected with or<br />
resulting from pregnancy. A teacher who is pregnant may continue in<br />
active employment as late into her pregnancy as she desires provided<br />
such employment does not impair her health as determined by a<br />
qualified medical doctor of her choice. All or any portion of a leave<br />
taken by a teacher because of medical disability connected with or<br />
resulting from pregnancy shall, at the teacher’s option, be charged to<br />
available sick leave. (The teacher shall notify the principal as soon as<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
possible of the time the teacher needs to be relieved of duty and also<br />
the time the teacher expects to return to duty.)<br />
D. Any teacher whose need for sick leave extends beyond accumulated<br />
sick leave shall be eligible for extended leave under provisions of<br />
Section VI.<br />
E. Any teacher who is absent from his or her duties as a result of<br />
personal injury caused by either an assault or other violent criminal act<br />
committed against the school employee in the course of her or her<br />
employment, shall be granted a leave of absence from school with full<br />
pay for up to one year from the date of the injury and such leave shall<br />
not be charged against the teacher’s accumulated sick leave.<br />
F. Upon retirement, certified employees who qualify for benefits of the<br />
state teacher retirement system will be reimbursed for unused sick<br />
leave in excess of 45 days at the then current beginning daily rate for<br />
substitute teachers.<br />
II.<br />
Sick Leave Bank<br />
A. Participation<br />
Participation in the Sick Leave Bank (SLB) is available to all certified<br />
employees who are eligible for sick leave, and is on a voluntary basis.<br />
An employee becomes a member of the SLB by contributing one (1)<br />
sick day to the bank. New staff members and others not contributing<br />
previously will be given an opportunity to join each September.<br />
Such declaration and contribution shall be made on a Sick Leave Bank<br />
Election Form distributed and collected by the District’s Business<br />
Human Resources Office. The SLB Form is due in the business office<br />
Human Resources Office no later than September 15.<br />
After a SLB member withdraws days from the bank, they must<br />
contribute one (1) day of their sick leave allowance at the beginning of<br />
the next school year to reestablish membership in the sick leave bank.<br />
If, during the course of a school year, the Sick Leave Bank<br />
balance of contributed days is reduced to fifty (50), the District’s<br />
Human Resources Office will notify teachers of this occurrence and will<br />
request the immediate completion of another Sick Leave Bank form. A<br />
teacher’s failure to contribute another one day of accumulated sick<br />
leave will terminate that teacher’s participation in the Sick Leave Bank<br />
until the next opportunity to contribute arises.<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
B. Governance<br />
A seven-member committee shall oversee the administration of the<br />
Sick Leave Bank. The committee shall be comprised of the<br />
Superintendent (or designee), the FEA President (or designee), three<br />
teachers elected by a majority of certified staff in an election directed<br />
and certified by the PPC, and two non-certified employees elected in<br />
an election directed and certified by the classified PPC. The<br />
committee shall decide on requests based on the committee’s rules of<br />
operation. Requests for leave from the Sick Leave Bank should be<br />
routed to the Human Resources Office.<br />
C. Rules of Operation<br />
1. Only those teachers who have made contributions to the Bank may<br />
make requests for grants from the bank.<br />
2. Sick Leave Bank days will be granted only in cases of serious<br />
physical, mental, or emotional illness of the employee or serious<br />
illness or death in the immediate family, and with the written<br />
approval of the sick leave bank committee. Immediate family shall<br />
include the teacher’s spouse, children, parents, grandparents,<br />
siblings, grandchildren and any other relatives living in the same<br />
household.<br />
The Sick Leave Bank days may be used only upon exhaustion of a<br />
member’s accumulated sick leave, and emergency leave, which can<br />
be used as sick leave, personal leave, non-contract leave (if<br />
applicable), and vacation (if applicable). Days used from the Sick<br />
Leave Bank are grants and do not require repayments. However, they<br />
must contribute one (1) day of their sick leave allowance at the<br />
beginning of the next school year to reestablish membership in the sick<br />
leave bank.<br />
3. Therefore, the committee expects teachers to use discretion in<br />
making requests for days from the Sick Leave Bank. Before<br />
approving a request for Sick Leave Bank days, the Sick Leave<br />
Bank Committee may will review sick leave records and/or require<br />
appropriate documentation. (<strong>May</strong> include Including doctor’s note<br />
verifying disability and/or expected duration.)<br />
4. Request for Sick Leave Bank days will be made on a Sick Leave<br />
Bank request form submitted to the chairperson of the Sick Leave<br />
Bank Committee. Request forms may be obtained from the Human<br />
Resources Office.<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
5. Sick Leave Bank days will not be granted if an applicant is eligible<br />
for or is receiving income from an income protection insurance<br />
policy or similar coverage (For example Short-Term Disability,<br />
Arkansas Teacher Retirement Disability, etc…..).<br />
6. Sick leave grants made from the bank shall be for no more than<br />
twenty fifteen days for an individual applicant per year. Teachers in<br />
need of more than twenty fifteen days may apply for an additional<br />
twenty fifteen days, which if approved, will result in the deduction<br />
from the teacher’s salary an amount equal to the standard daily<br />
cost of a substitute teacher for each additional day taken. This<br />
second application will run concurrently with FMLA and require<br />
completion of FMLA paperwork. Any unused sick leave bank days<br />
granted may not carry forward to any subsequent year and shall be<br />
returned to the Sick Leave Bank.<br />
7. Unused days contributed to the Sick Leave Bank will accumulate<br />
and carry forward (in total--not by individual).<br />
8. When applicable, days granted from the Sick Leave Bank will run<br />
concurrent with FMLA.<br />
III.<br />
Emergency Leave<br />
A. Emergency leave may be taken for:<br />
1. Illness or death of a close friend or relative not<br />
covered under sick leave. If additional time is required for this<br />
reason, the cost of a substitute will be deducted, for up to 15<br />
days.<br />
a. When an employee uses any or all of the additional<br />
15 days, that employee must notify the payroll<br />
department within the leave month.<br />
2. Legal business or family matters of an emergency<br />
nature which require absence during school hours.<br />
B. Emergency leave may not be taken for routine family or<br />
routine business trips.<br />
C. If the applicant determines that the need for emergency leave meets<br />
the requirements as stated (in III. A and B) above, a statement of<br />
explanation for leave is not required on the request for leave form. The<br />
applicant will notify their building principal within five (5) business days<br />
of the reason for the leave.<br />
4
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
D. Emergency leave may not exceed three (3) days of absence per<br />
year with no deduction.<br />
E. Three (3) days additional emergency leave may be charged to<br />
sick leave if necessary.<br />
F. Three (3) days of emergency leave may be used as sick leave<br />
If all sick leave has been exhausted.<br />
Examples of Emergency Leave<br />
--Funerals not covered by sick leave<br />
--Court appearances<br />
--Legal consultations<br />
--Sick baby sitter<br />
--Broken water pipe<br />
--Stopped up sewer<br />
--Appliance repair requiring presence of owner<br />
--Recognized religious holidays<br />
--Property damage to public or private roadways which<br />
causes an employee to be unable to reach the work site.<br />
--Attendance of employee’s child/grandchild’s school-related<br />
function(s) or volunteer activity. Only one (1) day per school year can<br />
be used for this occasion. Prior approval must be obtained by<br />
Principal/Supervisor.<br />
IV.III. Personal Leave<br />
A. A teacher may apply for personal leave when the reason for the<br />
requested leave does not fall within any of the other leave categories.<br />
If possible, application Application for such leave should be made one<br />
week requested five working days in advance of the leave and will be<br />
approved by the principal and the superintendent, provided that a<br />
registered substitute can be obtained. For the first two days day of<br />
personal leave approved during an academic year, there will be no<br />
deduction of salary. Once these two days have been utilized, the<br />
employee may request up to four days of personal leave for which a<br />
substitute’s pay will be deducted. The Business Office will deduct from<br />
the teacher’s salary an amount equal to the standard daily cost of a<br />
substitute teacher for these four the next two days of personal leave<br />
that are approved. It is strongly recommended that personal leave not<br />
be requested during the first and last weeks of school or in conjunction<br />
with school holidays.<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
B. If an employee does not use all of his/her personal days for which the<br />
district pays the substitute teacher, those days may carry over to the<br />
following school year. The employee may not accrue more than four<br />
days<br />
C. The amount of personal leave for which the employee must pay the<br />
substitute teacher cannot be accrued.<br />
B.D.<br />
Up to ten days of military leave may be granted per school year, for<br />
which an amount equal to the lesser of the teacher’s military pay or<br />
daily teaching pay will be deducted from the teacher’s salary provided<br />
the teacher submits evidence that the assignment is mandatory and<br />
the teacher has no option to the assignment other than on contracted<br />
school time.<br />
C.E.<br />
If approved, additional leave days may be taken without pay. Each<br />
additional day taken will result in the deduction of a full day’s pay from<br />
the next salary check.<br />
Examples of Personal Leave<br />
--Tax Consultations<br />
--Real Estate transactions, including moving<br />
--Family reunions<br />
--Vacations<br />
--Shopping trips<br />
--Bad weather/roads (unless out of normal commuting distance)*<br />
--Weddings (including own)<br />
--Transportation problems (unless out of normal commuting distance)*<br />
--Graduations and other ceremonies<br />
--Trips with spouse<br />
--Transporting/accompanying children to college<br />
* If out of normal commuting distance, would be classified as emergency leave.<br />
V.IV. Professional Leave<br />
A. Categories of Professional Leave<br />
There will be three categories of Professional Leave:<br />
1. Professional Development Leave<br />
2. Professional Business Leave<br />
3. Civic Leave<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
B. Professional Development Leave related to an individual school’s<br />
ACSIP Plan will be granted when a teacher justifies, in writing, the<br />
direct subject matter or improvement needs to be met. Additionally,<br />
Professional Development Leave should only be granted when the<br />
District did not provide the development needed in the normal<br />
Professional Development offerings during the year.<br />
C. Professional Business leave may be granted on approval of the<br />
Principal and the superintendent (or his designee) following the<br />
guidelines in Section VI--E for participation in any of the following<br />
activities:<br />
1. Education/Work-related meetings and conferences<br />
2. School visitations<br />
3. Field trips and other activities where students are being<br />
chaperoned/supervised<br />
4. Participation in Professional Organizations<br />
D. Civic Leave may be granted for the following the guidelines in<br />
Section VI--E of Professional Leave. Civic Leave falls under the<br />
following activities.<br />
1. Jury Duty<br />
2. Other civic responsibilities and activities<br />
3. Political activity affecting education<br />
E. Approval/Disapproval of Professional Leave<br />
In all categories above, the superintendent (or his designee) will have<br />
three options related to disposition of the leave request:<br />
1. Disapprove the request.<br />
2. Approve the request, and agree that the school will accept<br />
responsibility for some or all of the expenses related to the<br />
leave, including the cost of a substitute teacher.<br />
3. Approve the request, and charge the teacher with accepting<br />
the responsibility for any expenses related to the leave,<br />
including the cost of the substitute teacher. (If this option is<br />
exercised by the superintendent, the affected teacher will<br />
have the cost of a substitute teacher deducted from the next<br />
salary check, unless the FEA or some other recognized<br />
agency has agreed to reimburse the District for the cost of a<br />
substitute.<br />
7
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
In deciding which option to exercise, the superintendent (or designee)<br />
will consider the benefit likely to accrue to the <strong>Fayetteville</strong> <strong>Schools</strong>; the<br />
availability of budgeted funds; whether the request for leave was<br />
initiated by the teacher, the school, or some other agency;<br />
recommendations of the FEA or its Executive Board; etc. Travel<br />
procedures outlined in Policy No. 4133 will be followed at all times.<br />
F. Any teacher wishing to attend the instructional staff development<br />
sessions of the annual AEA Convention will not be denied that leave<br />
and will be able to count the specific session as staff development<br />
credit if the proper SDI forms have been completed.<br />
These days will not be counted against a building’s professional leave<br />
budget.<br />
VI.V. Extended Leave<br />
Extended leave is a leave of absence without pay and benefits, but with the<br />
privilege of returning to the same or as nearly comparable assignment as<br />
possible and may be granted upon approval by the Board of Education under<br />
the following conditions:<br />
A. An extended leave may be granted for not less than one semester<br />
nor more than two semesters unless otherwise specified in this<br />
policy or the Communicable Disease Policy No. 4170. Extended<br />
leave less than one semester but a minimum of nine weeks<br />
may be approved if recommended by the Superintendent.<br />
B. The teacher on extended leave must notify the superintendent by<br />
April 1 of his intention to resume his work at the beginning of the<br />
next scholastic year or December 1, if he is to resume his work the<br />
second semester.<br />
C. Failure to notify the superintendent of intention to resume work as<br />
indicated, or failure to report for duty at the expiration of an<br />
extended leave shall be considered a resignation.<br />
D. Application for extended leave, except in emergencies such as ill<br />
health, must be filed with the principal and the superintendent in writing<br />
at least one month before leave shall take effect. Written response to<br />
each application is required.<br />
8
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
In determining whether to approve or deny an application, the<br />
administrators and the Board of Education will consider the teacher’s<br />
request, the potential effect on the students involved, the teacher’s<br />
length of service in the District, and other appropriate factors.<br />
E. All benefits to which a teacher was entitled at the time his extended<br />
leave commenced will be restored to him upon his return. Unless<br />
otherwise specified, a returning teacher will be placed on the salary<br />
schedule at the level achieved prior to his leave.<br />
F. All teachers are eligible to apply for extended leave in the following<br />
categories:<br />
1. Physical, mental, or emotional illness of the employee<br />
which extends beyond accumulated sick leave.<br />
2. Military induction or enlistment for active military service in time<br />
of war or other national emergency in accordance with the<br />
provisions of the Act of Congress requiring universal military<br />
service for meeting such emergency. Leave will be granted to<br />
any teacher who is a member of a Guard or Reserve Unit<br />
ordered to active duty by a proper authority in accordance with<br />
current law.<br />
3. Illness or injury of a member of the teacher’s immediate<br />
family or any other family catastrophe requiring the teacher<br />
to be absent from work.<br />
4. Advanced study in the teacher’s major field.<br />
5. Educational travel, if it can be shown that such activity<br />
will contribute to the effectiveness of the teacher.<br />
6. Child bearing. A teacher may apply for such leave to be<br />
effective beginning at any time between the commencement of<br />
pregnancy and the semester following the birth of the child.<br />
(Note--Sick leave may be used for child bearing, but should not<br />
exceed eight weeks unless a medical complication exists.)<br />
7. Child rearing. A teacher may apply for such leave to be<br />
effective at any time during which the teacher has a child living<br />
at home. (A teacher adopting a child may apply for such leave<br />
to be effective prior to receiving custody, if necessary to fulfill<br />
the requirements for adoption.)<br />
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<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
8. Becoming a candidate for, or serving in, a public office, unless<br />
there is a specific legal prohibition.<br />
9. Enlistment in the Peace Corps or other such federal program.<br />
Such enlistment shall not exceed three years. If verifiable<br />
teaching experience is gained, the teacher will be awarded<br />
appropriate experience on the salary schedule, even if the<br />
allowable out-of-district credit limitation has been reached.<br />
10. Absence from the area due to the temporary transfer or<br />
sabbatical assignment of a spouse.<br />
11. Consideration of teaching as a continued career. Such leave<br />
will be approved for one full year and will generally not be<br />
approved unless the teacher has a minimum of ten years’<br />
experience in the District.<br />
VII.VI. Sabbatical Leave<br />
A sabbatical is a leave of absence without pay which is taken by a faculty<br />
member who has been continuously employed by the District for 10 or more years<br />
and which is taken for educational purposes. A faculty member on sabbatical has<br />
the privilege of returning to the same building and the same general teaching<br />
assignment and to be considered equally with the rest of the staff for specific<br />
assignments. The Board of Education may grant approval of sabbatical leave using<br />
the applicable conditions and timelines of the extended leave section.<br />
VIII.VII.<br />
Limitations and Conditions<br />
If an administrator has reason to believe that the requirements for any type of<br />
leave as described in Sections I-V of this policy have not been correctly applied,<br />
verification may be required of the employee. The administrator will notify the<br />
employee in writing of why verification is required.<br />
Revised: 5-22-79<br />
Revised: 3-25-82<br />
Revised: 5-24-83<br />
Revised: 4-24-84<br />
Revised: 6-22-84<br />
Revised: 8-22-85<br />
Revised: 6-03-86<br />
Revised: 6-23-87<br />
Revised: 10-10-89<br />
10
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy 4150<br />
Revised: 9-24-91<br />
Revised: 5-12-94<br />
Revised 6-22-<strong>00</strong><br />
Revised: 6-<strong>27</strong>-02<br />
Revised: 6-24-04<br />
Revised: 6-22-06<br />
Revised: 6-28-07<br />
Revised: 6-25-09 Effective: 7-1-09<br />
11
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy No. 4243<br />
SCHOOL EMPLOYEES LEAVE POLICY<br />
The <strong>Fayetteville</strong> Board of Education recognizes the need for employees to be protected from loss<br />
of salary during temporary absences from work caused by personal illness or disability, sickness<br />
in the immediate family, and other reasons of an emergency or personal nature.<br />
DEFINITIONS<br />
School employee shall include any employee of this school district who works not less<br />
than 20 hours per week, and who is not compelled by law to secure a teaching license<br />
from the State Board of Education as a condition precedent to employment.<br />
I. Sick Leave<br />
PROCEDURES<br />
A. Sick leave shall mean absence with full pay from one’s duties for the<br />
reason of personal illness or illness/death in the immediate family.<br />
B. Immediate family shall include the employee’s spouse, children, parents,<br />
grandparents, grandchildren, siblings and any other relatives in the same<br />
household.<br />
C. Accumulated sick leave shall mean the total number of days of unused<br />
sick leave that a school employee has to his/her credit.<br />
D. Each eligible employee shall have an accumulation rate of one (1) day per<br />
month or major portion thereof that the employee is employed at full pay.<br />
Such accumulation shall begin with the first month or major portion<br />
thereof beginning with the first day of the first school term for which the<br />
individual is employed. Provided, if an employee resigns or leaves his<br />
employment position for any reason before the end of the school term, the<br />
school district may deduct from his last pay check full compensation for<br />
any days of sick leave used in excess of the number of days earned. An<br />
employee shall be entitled to such leave only for reasons of personal<br />
illness or illness of his immediate family.<br />
E. A record of sick leave used and accumulated shall be established and<br />
maintained by the business office. Sick leave that is unused by an<br />
employee during any school year shall be accumulated in the employee’s<br />
sick leave account at the rate of one (1) day per month, or major portion<br />
1
thereof until ninety (90) days have been accumulated. An employee who<br />
qualifies for sick leave under section D may use any amount up to his total<br />
number of accumulated days. Accumulated days of sick leave that are<br />
used up may be restored up to ninety (90) days in the same manner that<br />
they were first accumulated.<br />
1. After 90 days are accrued, unused sick leave shall accrue at 3<br />
days per year thereafter.<br />
F. Upon retirement, non-certified employees who qualify for benefits in the<br />
retirement system will be reimbursed for unused sick leave in excess of<br />
forty-five (45) days at the then current daily rate for substitute teachers.<br />
G. Sick leave may be used for any medical disability connected with or<br />
resulting from pregnancy. An eligible employee who is pregnant may<br />
continue in active employment as late into their pregnancy as desired<br />
provided such employment does not impair their health as determined by a<br />
qualified medical doctor of their choice. All or any portion of a leave<br />
taken by employee because of medical disability connected with or<br />
resulting from pregnancy shall, at the employee’s option, be charged to<br />
available sick leave. (The employee shall notify their supervisor as soon as<br />
possible of the time the employee needs to be relieved of duty and also the<br />
time the employee expects to return to duty.)<br />
II.<br />
Sick Leave Bank for Non-Certified Classified Personnel:<br />
Participation in the Sick Leave Bank (SLB) is available to all classified<br />
employees who are eligible for sick leave, and is on a voluntary basis.<br />
An employee becomes a member of the SLB by contributing one (1) sick day to<br />
the bank. New staff members and others not contributing previously will be given<br />
an opportunity to join.<br />
Such declaration and contribution shall be made on a Sick Leave Bank Election<br />
Form distributed and collected by the District’s Business Human Resources<br />
Office. The SLB Form is due in the business Human Resources office no later<br />
than September 15 or within 15 days of beginning employment.<br />
After a SLB member withdraws days from the bank, they must contribute one (1)<br />
day of their sick leave allowance at the beginning of the next school year to<br />
reestablish membership in the sick leave bank.<br />
If, during the course of a school year, the Classified Sick Leave Bank balance of<br />
contributed days is reduced to fifty (50), the District’s Human Resources Office<br />
will notify classified staff of this occurrence and will request the immediate<br />
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completion of another Sick Leave Bank form. An employee’s failure to<br />
contribute another one day of accumulated sick leave will terminate that<br />
employee’s participation in the Sick Leave Bank until the next opportunity to<br />
contribute arises.<br />
A. Governance<br />
1. The Non-Certified Classified Sick Leave Bank shall be kept<br />
separate in the number of days recorded and accounted for, but<br />
shall be governed by the Sick Leave Bank Committee<br />
2. The Sick Leave Committee shall oversee the administration of the<br />
Sick Leave Bank. The committee shall be comprised of the<br />
Superintendent (or designee), the FEA President (or designee),<br />
three teachers elected by a majority of certified staff in an election<br />
directed and certified by the PPC, and two non-certified classified<br />
employees elected in an election directed and certified by the<br />
classified PPC. The committee shall decide on requests based on<br />
the committee’s rules of operation. Requests for leave from the<br />
Sick Leave Bank should be routed to the Human Resources Office.<br />
B. Rules of Operation<br />
1. Only those employees who have made contributions may make<br />
requests for days from the Bank.<br />
2. Sick Leave Bank days will be granted only in cases of serious<br />
physical, mental, or emotional illness of the employee or serious<br />
illness or death in the immediate family, and with the written<br />
approval of the sick leave bank committee. Immediate family shall<br />
include the employee’s spouse, children, parents, and any other<br />
relatives living in the same household.<br />
3. The Sick Leave Bank days may be used only upon exhaustion of a<br />
member’s accumulated sick leave, personal leave,emergency<br />
leave, and non-contract days (if applicable), and vacation (if<br />
applicable). Days used from the Sick Leave Bank are grants and<br />
do not require repayment. However, the employee must contribute<br />
one (1) day of their sick leave allowance at the beginning of the<br />
next school year to reestablish membership in the sick leave bank.<br />
4. Therefore, the committee expects employees to use discretion in<br />
making requests for days from the Sick Leave Bank. Before<br />
approving a request for days, the Sick Leave Bank Committee may<br />
will review sick leave record and/or require appropriate<br />
documentation. (This may include Including a doctor’s or<br />
psychologist’s statement note verifying disability and/or expected<br />
duration.)<br />
5. Requests for Sick Leave Bank days should be made on a Sick<br />
Leave Bank request form and submitted to the Chairperson of the<br />
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committee through the Human Resource Office. Forms may be<br />
obtained by contacting the Human Resource Office.<br />
6. Sick Leave Bank days will not be granted if an applicant is eligible<br />
for or receiving income from an income protection insurance<br />
policy or similar coverage (For example Short-Term Disability,<br />
Arkansas Teacher Retirement Disability, etc…).<br />
7. Sick Leave Grants made from the bank shall be for no more than<br />
twenty (20) fifteen (15) days for an individual applicant per year.<br />
Employees in need of more than twenty fifteen days may apply for<br />
an additional twenty fifteen days, which if approved, will result in<br />
the deduction from the employee’s salary an amount equal to<br />
twenty-two percent (22%) of the employees current daily pay rate<br />
(not to exceed $60 per day) for each additional day taken. This<br />
second application will run concurrently with FMLA and require<br />
completion of FMLA paperwork.<br />
8. Unused days contributed to the Sick Leave Bank will accumulate<br />
and carry forward (in total – not by the individual).<br />
9. When applicable, days granted from the Sick Leave Bank will run<br />
concurrent with FMLA.<br />
III.<br />
Emergency Leave<br />
A. Emergency leave may be taken for:<br />
1. Illness or death of a close friend or relative not covered under sick<br />
leave. If additional time is required for this reason, leave will be<br />
granted for up to 15 days. This additional leave will result in the<br />
deduction from the employee’s salary an amount equal to twentytwo<br />
percent (22%) of the employees current daily pay rate (not to<br />
exceed $60 per day) for each additional day taken.<br />
a. When an employee uses any or all of the additional 15<br />
days, that employee must notify the payroll department<br />
within the leave month.<br />
2. Legal business or family matters of an emergency nature which<br />
requires absence during school hours.<br />
B. Emergency leave may not be taken for routine family or routine business<br />
trips.<br />
C. If the applicant determines that the need for emergency leave meets the<br />
requirements as stated above, a statement of explanation for leave is not<br />
required on the request for leave form. The applicant will notify their<br />
supervisor within five (5) business days of the reason for the leave.<br />
D. Emergency leave may not exceed three (3) days of absence per year with<br />
no deduction.<br />
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E. Three (3) days additional emergency leave may be charged to sick leave if<br />
necessary.<br />
F. Three (3) days of emergency leave may be used as sick leave if all sick<br />
leave has been exhausted.<br />
Examples of Emergency Leave<br />
--Funerals not covered by sick leave<br />
--Court appearances<br />
--Legal consultations<br />
--Sick baby sitter<br />
--Broken water pipe<br />
--Stopped up sewer<br />
--Appliance repair requiring presence of owner<br />
--Recognized religious holidays<br />
--Property damage to public or private roadways which causes an employee to be<br />
unable to reach the work site.<br />
--Attendance of employee’s child/grandchild’s school-related function(s) or<br />
volunteer activity. Only one (1) day per school year can be used for this occasion.<br />
Prior approval must be obtained by Principal/Supervisor.<br />
IV.III. Personal Leave<br />
A. A non-certified classified employee may apply for personal leave when the reason<br />
for the requested leave does not fall within any of the other leave categories. If<br />
possible, application Application for such leave should be made one week<br />
requested five working days in advance of the leave and will be approved by the<br />
Supervisor, provided that a registered substitute can be obtained (if applicable).<br />
For the first two days day of personal leave approved during an academic year,<br />
there will be no deduction of salary. Once these two days have been utilized, the<br />
employee may request up to four days of personal leave for which a substitute’s<br />
pay will be deducted. The Business Office will deduct from the employee’s<br />
salary an amount equal to twenty two percent (22%) of the employees daily salary<br />
(not to exceed $60) for these four the next two days of personal leave that are<br />
approved. It is strongly recommended that personal leave not be requested during<br />
the first and last weeks of school or in conjunction with school holidays.<br />
B. If an employee does not use all of his/her personal days for which the district pays<br />
the substitute teacher, those days may carry over to the following school year.<br />
The employee may not accrue more than four days.<br />
C. The amount of personal leave for which the employee must pay the substitute<br />
teacher cannot be accrued.<br />
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B.D.<br />
Up to ten days of military leave may be granted per school year, for which an<br />
amount equal to the lesser of the employee’s military pay or daily pay will be<br />
deducted from the employee’s salary provided the employee submits evidence<br />
that the assignment is mandatory and the employee has no option to the<br />
assignment other than on contracted school time.<br />
C.E<br />
If approved, additional leave days may be taken without pay. Each additional day<br />
taken will result in the deduction of a full day’s pay from the next salary check.<br />
Examples of Personal Leave<br />
--Tax Consultations<br />
--Real Estate transactions, including moving<br />
--Family reunions<br />
--Vacations<br />
--Shopping trips<br />
--Bad weather/roads (unless out of normal commuting distance)*<br />
--Weddings (including own)<br />
--Transportation problems (unless out of normal commuting distance)*<br />
--Graduations and other ceremonies<br />
--Trips with spouse<br />
--Transporting/accompanying children to college<br />
* If out of normal commuting distance, would be classified as emergency leave.<br />
V.IV. Professional Leave<br />
A. Categories of Professional Leave<br />
There will be two categories of Professional Leave:<br />
1. Professional Development/Business Leave<br />
2. Civic Leave<br />
B. Professional Development/Business Leave may be granted on approval of the<br />
supervisor and the superintendent (or his designee). Request for Professional<br />
Development/Business Leave must be made and approved in advance. Approval may be<br />
granted for the following reasons<br />
1. Education/Work-related meetings and conferences<br />
2. School visitations<br />
3. Field trips and other activities where students are being<br />
chaperoned/supervised<br />
4. Participation in Professional Organizations<br />
5. Approved Professional Development<br />
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C. Civic Leave may be granted for the following:<br />
1. Jury Duty<br />
2. Other civic responsibilities and activities<br />
3. Political activity affecting education<br />
V. Extended Leave<br />
Extended leave is a leave of absence without pay and benefits, but with the privilege of returning<br />
to the same or as nearly comparable assignment as possible and may be granted upon approval<br />
by the Board of Education under the following conditions.<br />
A. An extended leave may be granted for not less than six months nor more than one year<br />
unless otherwise specified in this policy or the Communicable Disease Policy No. 4170.<br />
Extended leave less than six months but a minimum of three months may be approved if<br />
recommended by the Superintendent. Six month leaves must begin at the beginning of a<br />
school term (either July 1 or January 1).<br />
B. The employee on extended leave must notify the superintendent not less than thirty<br />
days prior to the end of his approved leave term of his intention to resume work.<br />
C. Failure to notify the superintendent of intention to resume work as indicated, or failure<br />
to report for duty at the expiration of an extended leave shall be considered a resignation.<br />
D. Application for extended leave, except in emergencies such as ill health, must be filed<br />
with the employee’s supervisor and the superintendent in writing at least one month<br />
before leave shall take effect. Written response to each application is required.<br />
In determining whether to approve or deny an application, the administrators and the<br />
Board of Education will consider the employee’s request, the potential effect on the<br />
students involved, and the employee’s length of service in the district.<br />
E. All benefits to which an employee was entitled at the time his extended leave<br />
commenced will be restored to him upon his return. Unless otherwise specified, a<br />
returning employee will be placed on the salary schedule at the level achieved prior to his<br />
leave.<br />
F. All employees’ are eligible to apply for extended leave in the following categories:<br />
1. Physical, mental, or emotional illness of the employee which extends beyond<br />
accumulated sick leave.<br />
2. Military induction or enlistment for active military service in time of war or<br />
other national emergency in accordance with the provisions of the Act of<br />
Congress requiring universal military service for meeting such emergency. Leave<br />
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will be granted to any teacher who is a member of a Guard or Reserve Unit<br />
ordered to active duty by a proper authority in accordance with current law.<br />
3. Illness or injury of a member of the employee’s immediate family or any other<br />
family catastrophe requiring the employee to be absent from work.<br />
4. Advanced study in the employee’s major field.<br />
5. Child bearing. An employee may apply for such leave to be effective<br />
beginning at any time between the commencement of pregnancy and the semester<br />
following the birth of the child. (Note—Sick leave may be used for child bearing,<br />
but should not exceed six weeks unless a medical complication exists.)<br />
6. Child rearing. An employee may apply for such leave to be effective at any<br />
time during which the employee has a child living at home. (An employee<br />
adopting a child may apply for such leave to be effective prior to receiving<br />
custody, if necessary to fulfill the requirements for adoption.)<br />
7. Becoming a candidate for, or serving in, a public office, unless there is a<br />
specific legal prohibition.<br />
8. Enlistment in the Peace Corps or other such federal program. Such enlistment<br />
shall not exceed three years. If verifiable and relevant experience is gained, the<br />
employee will be awarded appropriate experience on the salary schedule, even if<br />
the allowable out-of-district credit limitation has been reached.<br />
9. Absence from the area due to temporary transfer or sabbatical assignment of a<br />
spouse.<br />
10. Consideration of career change. Such leave will be approved for one full year<br />
and will generally not be approved unless the employee has a minimum of ten<br />
years’ experience in the district.<br />
VI. VI. Limitations and Conditions<br />
If an administrator has reason to believe that the requirements for any type of leave as described<br />
in Sections I-V of this policy have not been correctly applied, verification may be required of the<br />
employee. The administrator will notify the employee in writing of why verification is required.<br />
Approved: 5-22-79<br />
Revised: 6-22-84<br />
Revised: 7-22-<strong>00</strong><br />
Revised: 7-1-05<br />
8
Revised: 6-28-07<br />
Revised: 6-25-09<br />
9
Policy # 4141.8<br />
Substitute Salary Schedule<br />
Certified and Classified<br />
High School Diploma<br />
College Degree, Not Certified Teacher<br />
Certified (in Arkansas)<br />
Substitute Teachers:<br />
15 or more consecutive days in the same position with any<br />
Arkansas teaching certification (retroactive to the first day)<br />
31 or more consecutive days in the same position (retroactive to<br />
the first day) and the substitute is fully certified to teach in the<br />
position<br />
Half Day Substitute will be paid at half of the daily rate<br />
Substitute Support Staff:<br />
Pay rate is paid at an hourly rate (Aides/Paraprofessionals)<br />
$60 per day<br />
$70 per day<br />
$80 per day<br />
$105 per day<br />
$130 per day<br />
½ Daily Rate<br />
$8.<strong>00</strong> per hour<br />
WHEN DO I GET PAID?<br />
Employees with direct deposit will receive their pay on the day<br />
before regular checks are issued. If the paychecks are issued on a<br />
Monday that is the 15 th , the direct deposits will go in the Friday<br />
before.<br />
Payroll checks are issued on the last day of each month.<br />
Substitutes with direct deposit* will receive their pay on the day before the<br />
regular substitute paychecks are issued.<br />
*After signing up for direct deposit, please allow two months for the<br />
chance to be in effect.<br />
Substitutes are paid according to the time that is turned in. All time<br />
turned in at the 15 th of the month is paid on the last work day of that<br />
month. For example, if an employee works Sept. 16 th through Oct. 15 th ,<br />
then they are paid on October 31 st .<br />
Effective Date: 7-1-98<br />
Revised: 6-24-04
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy No. 4153<br />
Certified Staff Vacation Policy #4153<br />
Full time Certified Staff employed on a twelve (12) month contract, shall receive<br />
vacation days.<br />
A full time 12 month employee is defined as personnel that work 230 days or more with<br />
a FTE of 1.<strong>00</strong>. The number of vacation days to be received will be calculated as follows:<br />
2– 5 years of completed full-time service 2 days per year<br />
6 - 10 years of completed full-time service 5 days per year<br />
11 - 15 years of completed full-time service 7 days per year<br />
16 or more years of completed full-time service 10 days per year<br />
Example: After completing two work years, an employee would earn two vacation days<br />
on July 1 st (the start of the 3 rd year of service).<br />
Example: Someone hired on July 1, 2<strong>00</strong>7 would become eligible for two days of<br />
vacation on July 1, 2<strong>00</strong>9. Someone hired July 2, 2<strong>00</strong>7, or after, would become<br />
eligible for two days of vacation on July 1, <strong>2010</strong>.<br />
Vacation leave must be approved 10 work days in advance by the immediate supervisor.<br />
Leave may be granted or denied consistent with the operational needs of the District, as<br />
determined by the immediate supervisor.<br />
<strong>Fayetteville</strong> School District urges all eligible employees to take their allotted vacation<br />
time during the year it is earned. However, the nature of some positions may make this<br />
difficult to accomplish. Unused vacation days may be carried over to the next year at a<br />
maximum of ten (10) days. All employees who terminate service from the district shall<br />
be compensated up to 10 days of unused vacation time at their daily rate of pay at the<br />
time of termination (the number of days to be compensated will be prorated if termination<br />
occurs prior to the end of the contract).<br />
This leave must be exhausted prior to being granted days from the sick leave bank.<br />
Adopted: 6.28.07<br />
Effective: 7.1.07
<strong>Fayetteville</strong> <strong>Public</strong> <strong>Schools</strong> Policy No. 4245<br />
Support Staff Vacation Policy #4245<br />
Full time Support Staff employed on a twelve (12) month contract, shall receive vacation<br />
days.<br />
A full time 12 month employee is defined as personnel that work 230 days or more and<br />
at least 7 1/2 hours per day. The number of vacation days to be received will be<br />
calculated as follows:<br />
2– 5 years of completed full-time service 2 days per year<br />
6 - 10 years of completed full-time service 5 days per year<br />
11 - 15 years of completed full-time service 7 days per year<br />
16 or more years of completed full-time service 10 days per year<br />
Example: After completing two work years, an employee would earn two vacation days<br />
on July 1 st (the start of the 3 rd year of service).<br />
Example: Someone hired on July 1, 2<strong>00</strong>7 would become eligible for two days of<br />
vacation on July 1, 2<strong>00</strong>9. Someone hired July 2, 2<strong>00</strong>7, or after, would become<br />
eligible for two days of vacation on July 1, <strong>2010</strong>.<br />
Vacation leave must be approved 10 work days in advance by the immediate supervisor.<br />
Leave may be granted or denied consistent with the operational needs of the District, as<br />
determined by the immediate supervisor.<br />
<strong>Fayetteville</strong> School District urges all eligible employees to take their allotted vacation<br />
time during the year it is earned. However, the nature of some positions may make this<br />
difficult to accomplish. Unused vacation days may be carried over to the next year at a<br />
maximum of ten (10) days. All employees who terminate service from the district shall<br />
be compensated up to 10 days of unused vacation time at their daily rate of pay at the<br />
time of termination (the number of days to be compensated will be prorated if termination<br />
occurs prior to the end of the contract).<br />
This leave must be exhausted prior to being granted days from the sick leave bank.<br />
Adopted: 6.28.07<br />
Effective: 7.1.07<br />
Revised:
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