CODE G1 (Mandatory for SU)
CURRICULUM DEVELOPMENT & COORDINATION
Policy
The School Board recognizes its responsibility for the improvement and growth of the educational program of the school. For the purposes of this policy, the curriculum is defined as all planned learning activities within the School Board’s jurisdiction.
Implementation
The School Board delegates the direct responsibility for developing, coordinating, and evaluating the curriculum to the Principal as the educational leader of the School. The Principal shall establish procedures to ensure effective participation of all professional staff members, students as appropriate to their level of maturity, parents, and others who have a direct interest in the school and shall make recommendations to the School Board. The Principal shall insure that the curriculum is consistent with the written goals and objectives of the instructional program as approved by the Board.
Any addition to, deletion, or revision of a program within the curriculum shall be approved by the School Board before it is implemented. The Principal may conduct pilot programs with prior Board approval.
The Principal shall conduct systematic evaluations of all programs within the curriculum and provide a yearly report of results to the Board.
Date Warned:
11/08/04
Date Adopted:
11/24/04
Legal Reference(s):
16 V.S.A. §261a (1) (Duties of supervisory union boards)
State Board of Education Rules & Practices §§ 2120.8.2.3 (Curriculum
Leadership),
2122.2 (Alignment)
Cross Reference:
Professional Development (D2)
Educator Supervision and Evaluation: Probationary Teachers (D4)
Student Assessment (F22)
Local Action Plan (G8)
School Community Relations (H1)
Parental Involvement (H2)
CODE G2
USE OF COPYRIGHTED WORK
Policy
It is the policy of the Grand Isle School to respect the personal property of others, whether tangible or intangible, in accordance with the Copyright Act of 1976 as amended (17 U.S.C. §§101-120).
Background
Federal law protects the control of the distribution of intellectual property, including copyrighted materials. The law provides that the use of copyrighted material, under certain circumstances, is not copyright infringement and the permission of the copyright holder is not required. Duplication of copyrighted materials without written prior permission from the owner is prohibited except under the fair use doctrine articulated in Section 107 of the Act. Assessing fair use is a highly subjective process and for this reason, the Congress has published concrete guidelines for the copying of various media for educational purposes.
Implementation
1. The Principal or his or her designee shall develop procedures to implement this policy which may include the federal guidelines published by Congress and other groups with expertise in this area.
A. "Guidelines for Classroom Copying in Not‑for‑Profit Educational Institutions"
B. "Guidelines for Off‑Air Recording of Broadcast Programming for Educational Purposes" (developed by the Kastenmeier Subcommittee of the U.S. House Judiciary Committee in 1979)
C. "Guidelines for Educational Uses of Music" published by the Media and Technology Services Area of the North Carolina Department of Public Instruction in 1979.
D. Procedures for the protection of microcomputer software should take into consideration the guidelines developed by the International Council for Computers in Education (University of Oregon, Eugene, Oregon).
The Congressional guidelines represent the minimum fair use. Should a staff member or student want to use copyrighted materials in a manner that exceeds the guidelines, that individual shall seek permission from the copyright holder using the designated Board-approved permission form.
2. The Principal will assure that students and staff are advised of this policy at least annually and are educated about the use of this policy and its accompanying procedures.
Student and Staff Responsibilities
All students and staff members are responsible for complying with this policy and its accompanying procedures. Any student or staff member who willfully fails to seek permission from the copyright owner prior to using copyrighted materials in a manner that exceeds the fair use guidelines shall be considered personally liable for any results of their actions and shall be considered to have acted in violation of this policy.
Ownership of Work
1. Employee work: All work completed by employees as part of their employment shall be considered works made for hire. The School Board on behalf of the school shall own any and all rights to such works including any and all derivative works, unless there is a written agreement to the contrary. All work owned by the Board shall be accompanied by a standard copyright notice as set forth in the administrative procedures.
5. Student Work: All work completed by students as a part of the regular instructional program is owned by that student as soon as it is created, unless such work is created while the student is acting as an employee of the school system or unless such work has been paid for under a written agreement with the school system. Such work shall be considered a work made for hire and shall be the property of the School Board. All student work that is owned by the student shall be accompanied by a standard copyright notice. Staff members shall obtain a student's permission prior to distributing his/her work to parties outside the school.
Violations
Staff members who violate the provisions of this policy shall be considered to have committed misconduct while employed and such misconduct shall be grounds for disciplinary action.
Students who violate the provisions of this policy shall be disciplined in accordance with the student discipline policy.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 17 U.S.C. §§101-120 (Copyright Act of 1976 as amended)
Cross Reference:
G2: Page 2 of 2
CODE G3
FIELD TRIPS
Policy
The Grand Isle Board endorses and encourages the use of field trips as extensions of classroom experiences.
Implementation
Teachers shall organize and carry out field trips according to the following guidelines.
1. Teachers should submit to the Principal a written request for a field trip which includes a statement of learning outcomes and associated costs.
2. Any trips planned to include overnight stays shall come before the Grand Isle School board for approval.
3. At the conclusion of the trip, the teacher responsible should submit a brief report to the Principal indicating the extent to which the objectives of the trip were met.[GA2]
5. Teachers organizing field trips will be responsible for obtaining permission slips from parents, scheduling transportation, and overseeing arrangements with the site of the field trip.
6. Where possible, the annual budgeting process shall incorporate consideration of field trips.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s):
Cross Reference: Curriculum Development (G1)
G3: Page 1 of 1
CODE G4
SELECTING LIBRARY MATERIALS
Policy
It is the policy of the Grand Isle School to provide students access to a wide variety of educational materials in individual classrooms and in the media center to support student learning.
Definitions
For the purpose of this policy:
1. Media include all materials considered part of the library collection, plus all instructional materials housed in resource centers and classrooms (if any) which are not text materials.
2. Media Center is the space, room or complex of rooms and spaces designated as a library, media center, instructional materials center, or similar term. It may include units not contiguous to the center where facilities so dictate. These units would include but not be limited to resource centers, production centers, and television studios.
Implementation
1. When selecting materials to be purchased for the media center, the media specialist will evaluate the existing collection and the school’s curriculum needs and will consult reputable, professionally prepared selection aids and other appropriate sources.
1. Recommendations for purchase will be solicited from members of the faculty and student body.
1. Materials obtained either by purchase or gift shall be judged by the criteria set forth in the policy on the Selection of Instructional Materials and shall be accepted or rejected in accord with those criteria.
1. Selection is an ongoing process which shall include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value.
1. Complaints related to the selection of library materials will be handled through the policy on Procedure for Handling Complaints.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 16 V.S.A. §563(14) (Powers of school boards)
Cross Reference: Complaints About Instructional Materials (G6)
Selection of Instructional Materials (G5)
G4: Page 1 of 1
CODE G5
SELECTION OF INSTRUCTIONAL MATERIALS
Policy
It is the policy of the Grand Isle School to provide students with a broad variety of instructional materials to support student learning.
Implementation
Instructional materials will be selected by professional staff in accordance with the following criteria and procedures:
1. Instructional materials should enrich and support the current curriculum, taking into consideration the varied interests, abilities, and maturity levels of students served.
2. Instructional materials should stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards.
3. Instructional materials should provide a background of information which will enable students to make intelligent judgments in daily life.
4. Instructional materials should present opposing sides of controversial issues so that, with guidance, young citizens may develop the practice of critical thinking.
5. Instructional materials should be representative of different racial, religious, ethnic, and cultural groups, emphasizing their valuable contributions to American heritage and should be free from sex‑role stereotyping to the extent possible.[GA3]
6. Books and instructional materials should be chosen for values of interest and enlightenment of all the students of a community and to encourage students to read regularly. A book will not be excluded because of the race, nationality, or the political or religious views of the author.
7. Since books and instructional materials are selected to provide for the interest and needs of the school community and the school program, they may be selected cooperatively by teachers, principals, and librarians, sometimes with the assistance of students and parents.
8. In the selection of books and other instructional materials, consideration should be given to factual accuracy, authoritativeness, balance, and integrity. Aesthetic values also must be considered in selection of materials.
9. Books and instructional materials will be viewed by members of the staff to assure their timeliness and continued appropriateness.
10. The Principal has ultimate authority under 16 V.S.A. §563 (14) to preview and approve instructional materials.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 16 V.S.A. §563 (14) (Powers of school boards)
Cross Reference: Complaints About Instructional Materials (G6)
Selecting Library Materials (G4)
G5: Page 1 of 1
CODE G6
COMPLAINTS ABOUT INSTRUCTIONAL MATERIALS
Policy
It is the policy of the Grand Isle School to provide for fair and impartial review of any complaint about instructional materials used by the District.
Implementation
1. The Principal will develop procedures to implement this policy.
2. All complaints will be reported to the Principal, whether received by telephone, letter, or in personal conversation.
3. The Principal or his or her designated representative will contact the complainant to discuss the complaint and attempt to resolve it informally by explaining the philosophy and goals of the School District and/or the library media center.
4. If the complaint is not resolved informally, the complainant will be supplied a packet of materials consisting of the District's instructional goals and objectives, materials selection policy statement, and the procedure for handling objections. This packet will also include a standard printed form which must be completed and returned before consideration will be given to the complaint.
5. If the formal request for reconsideration has not been received by the Principal within two weeks, the issue will be considered closed. If the request is returned, the reasons for selection of the specific work shall be re‑established by the appropriate staff.
6. In accordance with this policy statement, no questioned materials shall be removed from the school pending a final decision. Pending the outcome of the request for reconsideration, however, the teacher may, at the request of a parent, make an alternative assignment for an individual student.
7. Upon receipt of a completed objection form, the Principal will follow the procedures accompanying this policy.
Appeal
If the complainant is dissatisfied with the outcome of the review of the complaint, he or she may
ask to have the complaint heard by the School Board.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 16 V.S.A. §563 (14) (Powers of school boards)
Cross Reference: Selection of Instructional Materials (G5)
Selection of Library Materials (G4)
G6: Page 1 of 1
CODE G7 (Mandatory)
EDUCATIONAL SUPPORT SYSTEM
Policy
It is the policy of the Grand Isle School to provide a continuum of educational services through a comprehensive Educational Support System to increase the ability of the school to meet the needs of all students in the general education environment.
This policy will comply with the requirements of 16 V.S.A. §§ 2901, 2902 and 2904, and Rules 2194 and 2120.8.1.3.1 of the Vermont State Board of Education.
Definitions
1. General education environment means school and non-school environments used for educational purposes by students with and without disabilities such as regular classrooms, school libraries, learning centers and community job sites.
2. Accommodations means those evaluation procedures, curricula, materials or programmatic adaptations, behavior management interventions and supplemental aids and services that are necessary for a student to benefit from his or her education or to participate in co-curricular activities.
3. Supplementary aids and services means special assistance, materials, equipment and other supports that are provided in regular education classes or other education related settings to enable students to be educated in the general education environment.
Implementation
Each school in the District shall develop a comprehensive system of education services to create an Educational Support System (ESS), designed and implemented in consultation with parents, to assist teachers in accommodating children in the regular classroom. The system shall consist of an Educational Support Team composed of staff from a variety of teaching and support service positions and shall incorporate a range of referral, support and remedial services as well as the means to determine the effectiveness of accommodations or services recommended by the Educational Support Team (EST).
1. The ESS shall:
A. Be integrated to the extent appropriate with the general education curriculum;
B. Provide a range of support and remedial services, including instructional and behavioral interventions and accommodations;
C. Be designed to provide students with needed accommodations and supplementary aids and services regardless of their eligibility for categorical programs;
D. Assist all students in working toward attainment of the Vermont Framework or comparable standards;
E. Provide clear procedures and methods for handling a student who disrupts a class, including provision of educational options, support services and consultation or training for staff where appropriate;
F. Ensure collaboration with families, community supports and the system of health and human services;
G. Collaborate, to the extent appropriate, with families and community health and human service agencies to assist educators in meeting the academic needs of all students.
G7: Page 1 of 2
2. The EST shall:
A. Provide a procedure for timely referral for evaluation for special education or other categorical program eligibility when warranted;
B. Be composed of staff from a variety of teaching and support services positions;
C. Screen referrals of individual students to determine what classroom accommodations and supplementary aids and services have been tried,;
D. Determine whether any additional accommodations, supplementary aids and services, or referral to other public or private agencies may appropriately meet a referred student's educational needs;
E. Assist teachers in planning and providing supplementary aids and services and other accommodations to students in need of classroom supports or enrichment activities;
F. Collaborate, to the extent appropriate, with families and community health and human services agencies to assist educators in meeting the academic needs of all students;
G. Develop a means to determine the effectiveness of accommodations and supplementary aids and services provided through the ESS; and
H. Maintain a written record of its actions.
3. The Superintendent (Principal) or his or her designee shall:
A. Appoint the members of each school's Educational Support Team;
B. Provide professional development and other resources needed to enable the Educational Support Team and other School District personnel to implement the Educational Support System;
C. On an annual basis provide information regarding the existence, purpose and function of the Educational Support System to parents;
D. Develop and maintain written administrative procedures in accordance with state Board regulations to implement this policy;
E. Complete and submit reports required by the Commissioner of Education to comply with Vermont statutes and regulations;
F. Provide to the school board( s) upon request an annual report on the status of the ESS including the report to the Commissioner, information on the services and supports provided, the funding sources of the ESS, how the capacity of each ESS to meet its obligations has been addressed in school action plans, and the effectiveness of accommodations, supplementary aids and services provided through the ESS.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): Act 230 of the 1990 Vermont Legislature
Act 157 of the 1996 Vermont Legislature
Act 117 of the 2000 Vermont Legislature
16 V.S.A. §§2901, 2902, 2904 (General policy, ESS and EST)
16 V.S.A. §§ 2961 et seq. (Special education funding)
Vt. State Board of Education Manual of Rules & Practices, §§2120.8.1.3.1, 2194
Cross Reference: Local Action Plans (G8)
Professional Development (D2)
G7: Page 2 of 2
CODE G8
LOCAL ACTION PLAN
Policy
In accordance with state law, it is the policy of the Grand Isle School to establish annually a local action plan, based on student achievement data, that sets forth goals and associated resources needed to improve student performance.
Implementation
The School Board, after consultation with the Superintendent and the Principal(s), will approve a planning process and action plan designed to utilize resources effectively to support high level student learning.
1. The School Board will designate a school board member to serve on the action planning team. Participants will include teachers, School Board members, administrators, parents, other community members, and may involve students when appropriate;
2. The plan will be developed using student performance data obtained from state and local assessments and other formal and informal information related to student performance such as, but not limited to, dropout, transfer and retention rates, course enrollment patterns, gender differences, student poverty, graduation rates, and access to technology;
3. The School Board will approve the plan which will contain:
a. specific goals and objectives for improved student learning;
b. educational activities and strategies specifically designed to achieve these goals, including professional development for administrative and instructional staff as well as leadership development for School Board members;
c. assessments of and efforts to maintain a safe, orderly, civil and positive learning environment free from harassment, hazing and bullying;
d. time lines for expected results;
e. recommendations for the financial support required to achieve the goals and objectives; and
f. links to the multi-year goals and objectives of the school’s strategic plan.
4. The Principal is responsible for implementing the action plan and will work collaboratively with the Superintendent to provide (specify how often and when) progress reports to the School Board;
5. At least annually no latter then 1 September, the School Board will reconvene the action planning team to review the action plan, determine its effectiveness toward meeting the stated goals, and revise as necessary based upon updated student performance data and other locally developed evaluative criteria;
6. The Principal, in collaboration with the Superintendent, will prepare a plan for Board approval to ensure that the community is informed annually by 1 October about the school’s progress toward meeting the goals of the plan.
G8: Page 1 of 2
The Principal will assure that the School’s policies on supervision and evaluation, student assessment, reporting, professional development, and other policies and procedures are aligned to support the accomplishment of action plan goals and objectives.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 1 V.S.A., § 312 (Open meetings)
16 V.S.A., § 165 (a)(1) (Public School Quality Standards)
Vermont State Board of Education Rules §2120.1
Cross Reference: Board Member Education (B1)
Board Goal-Setting and Self-Evaluation (B2)
Professional Development (D2)
Evaluation and Supervision of Staff (D4)
Budgeting (E2)
Student Assessment (F22)
Annual School Reports (H6)
G8: Page 2 of 2
CODE G9 (Mandatory)
GRADE ADVANCEMENT: RETENTION, PROMOTION & ACCELERATION OF STUDENTS
Policy
It is the policy of the Grand Isle School to assure all students are progressing in their educational program and have reached a standard of achievement necessary for satisfactory progress in the next grade.
Special education students who are working under an Individual Education Plan are excluded from this policy and will be promoted or retained in accordance with their IEP.
Background
The Board believes that the primary goal of the education system is to educate all students. Since each child develops physically, mentally, emotionally, and socially at an individual rate, every student will not complete twelve grade levels of work at the same time. Some students will need more than twelve years, while others may need less.
The Vermont Framework of Standards and Learning opportunities defines what students should know and be able to do at various stages of their school careers. Schools are responsible for adopting curricula that provide students with opportunities to master the standards. Promotion from grade to grade as well as retention and acceleration should be based on a student's ability to meet the standards over time.
Definitions
1. Acceleration is the advancement of a student by more than one grade beyond the current grade level.
2. Promotion is the single grade step most students take from year to year.
3. Retention allows a student to repeat all or part of a grade in order to more fully prepare for the work of the next grade.
Implementation
Classroom educators are responsible for assessing student progress and recommending the promotion of students each year. Educators will assess academic readiness to advance to the next grade using a thorough evaluation process that will include but not be limited to standardized testing - those offered by the State as well as others chosen by the District - classroom-based testing, portfolios and teacher observation. The evaluation will also take into account social, emotional, physical and mental growth, past academic performance and behavior, motivation, attendance, and other pertinent circumstances.
The Principal will develop rules to implement this policy that will specify a process for the consideration of retention or acceleration that will include the following characteristics:
1. Will seek the involvement of parents/guardians in a highly collaborative working relationship.
2. Focus the use of retention in the early primary grades at which time research indicates it is most effective.
G9: Page 1 of 2
3. Acceleration should be considered in rare cases after all enrichment opportunities have been thoroughly explored.
4. Students will be retained or accelerated if it is expected that the action will be beneficial to the student socially, emotionally, academically and when there are not other ways to meet student's needs.
1. When considering retention, such actions as remediation in class or out, tutoring in class or after school, mentoring, cooperative efforts with families, or summer school should be evaluated.
2. Before considering acceleration, actions such as inclusion in a full or part-time gifted program, enrichment in the classroom, or other advanced courses through correspondence, distance learning, or through another institutions should be examined.
5. Will outline steps and time frames that provide for a great deal of interaction with parents/guardians.
6. The final decision will be made by the Principal after consultation with parents/guardians, classroom teacher and other professional staff.
7. Parents may appeal a decision of the Principal to the Superintendent.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal References: VT State Board of Education Manual of Rules & Practices: §2120.2.2 (b)
Cross Reference: Student Attendance (F25)
G9: Page 2 of 2
CODE G10
SPECIAL EDUCATION
Policy
It is the policy of the Grand Isle School to meet the needs of students with disabilities as defined in federal and state law and regulations and to provide a free and appropriate public education (FAPE) to these students in the least restrictive environment that will allow all students to benefit educationally.
Implementation
The Superintendent and other appropriate administrators will develop specific procedures regarding the identification and education of students under the Individuals with Disabilities Education Act (IDEA) and applicable state law and state and federal regulations.
The Superintendent or designee will assure that the individual education program team assembled to develop the individualized education plan for each disabled student is appropriately staffed and that all members are well educated about state and federal law. As directed under 16 V.S.A. §2959b, team members will be instructed to examine the range of options that will fulfill the requirements of the student’s IEP under state and federal law and to select options that are most cost effective for the District.
In designing the educational plans for disabled students, the LEA representative will communicate to the IEP team the ability of the classroom staff to provide for the needs of the disabled student without negatively affecting the quality of education for all classroom students.
The Superintendent will encourage the special education coordinator to consult with legal counsel when questions about compliance with the law arise in the performance of duties relative to serving special education students. Ongoing training in the law and best practices will be made available to special educators and other appropriate personnel.
The Superintendent or designee will also assure that all personnel who help in the education of children with disabilities are appropriately trained to meet individual student needs.
The Superintendent will encourage the establishment of strong communications with parents/guardians of students with disabilities (in addition to their participation on the IEP team) and will support them in their work with their children at home to complement the efforts of the school.
The Superintendent will report annually to the Board and to the Commissioner of Education on special education program outcomes, changes in child count, the rates of increase or decrease of special education costs, the availability of special education staff and other pertinent information. This report will be based on a systemic analysis of the District’s special education program that will lead to ongoing improvements in outcomes.
At all times the Superintendent will keep the Principal informed of activities under taken pursuant to this policy.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal Reference(s): 20 U.S.C. §§1400 et seq. (IDEA)
34 C.F.R. Parts 300 and 303
16 V.S.A. §§2941 et seq. (Special Education)
16 V.S.A. §§2901 et seq. (Comprehensive System)
VT State Board of Education Rules
Cross Reference:
G 10: Page 1 of 1
CODE G11 (Mandatory)
ACCEPTABLE USE OF ELECTRONIC RESOURCES
& THE INTERNET
Policy
It is the policy of the Grand Isle School to use electronic resources including the Internet to support and enrich the curriculum. The Board believes that the benefit to students from access to electronic information resources and opportunities for collaboration far exceed the disadvantages.
General Information
The Board supports access to rich information resources by students and staff as well as the development of staff instructional skills to analyze, evaluate and incorporate electronic resources within the curriculum. This policy complies with the statutory requirements of the Children’s Internet Protection Act (CIPA) and promotes the safe, ethical, responsible, and legal use of District electronic resources including the Internet to support the effective use of these resources for educational purposes. CIPA requires the installation and use of filtering software or services on all computers with access to the Internet to prevent access to visual depictions of obscenity, child pornography or other materials harmful to minors.
Access to District electronic resources including the Internet will be available to students and staff who agree to act in a considerate and responsible manner and abide by the requirements of this policy.
Violation of this policy and the procedures developed in accordance with this policy may result in disciplinary action or referral to local, state or federal law enforcement officials.
Administrative Responsibilities
The Superintendent or designee will coordinate and oversee the use of District electronic resources including the Internet. The Principal or designee will serve as the building-level coordinator for use of the electronic resources including the Internet and will develop building-level procedures necessary to implement this policy. The procedures will include provision for educators to receive proper training, guidelines for the supervision of students using the system, monitoring the use of the system, and overseeing management of the “acceptable use procedures” agreement process.
The District will stipulate in any agreement or contract that Internet service providers will not collect, analyze, and/or sell individual or anonymous student use data for the purpose of commercial advertising and marketing research activities. The collection and analysis of student use data strictly for the purpose of educational evaluation is acceptable, provided that student confidentiality standards are maintained.
The Principal or designee will conduct an annual analysis of the effectiveness of the selected filtering product or service and make recommendations to the Superintendent and Board regarding current and future use of the product or service.
Staff Responsibilities
School staff members are responsible for assuring that students are instructed and supervised in a manner that is appropriate to the age of the students and circumstances regarding the safe, ethical, legal, and responsible use of electronic resources including the Internet. The Principal or designee will develop and disseminate staff supervision guidelines for their respective schools.
G11: Page 1 of 3
Student electronic records are confidential and should be treated like all other student records.
User Responsibilities
During school hours, users may access electronic resources including the Internet for educational purposes only. The term "educational purpose" includes use of the system for classroom activities, which may involve e-mail communication, career development, and curriculum driven research.
The District (may/will not) provide e-mail access for students and staff. Students and staff (may/will not) use real-time electronic communication, such as chat or instant messaging (only for specifically organized educational activities).
Students will not post personal contact information about themselves or other people and agree to follow communication safety requirements outlined in administrative procedures when using electronic communications including the Internet.
Users will respect the rights of copyright owners and will not plagiarize works they find on the District electronic network including the Internet by presenting them as their own.
Users should not expect that any files and records of their online activity created on the District’s system are private. Users will be fully and regularly informed about the District’s supervision and monitoring activities and the limitations on their privacy.
Students and staff may not access materials for any purpose that the District deems to be potentially harmful, inappropriate, illegal, and non-educational. This includes materials that are obscene or child pornography.
Parental Notification and Responsibility
Each year the school will provide via the student handbook notice to parents/guardians about student use of District electronic resources including the Internet, the policies and procedures governing their use, and the limitation of liability of the District.
Limitation/Disclaimer of Liability
The District is not liable for unacceptable use or violations of copyright restrictions or other laws, user mistakes or negligence, and costs incurred by users. The District is not responsible for ensuring the accuracy, age appropriateness, or usability of any information found on the District’s electronic resources network including the Internet.
G11: Page 2 of 3
The District is not responsible for any damage experienced, including, but not limited to, loss of data or interruptions of service. The District is not responsible for the accuracy or quality of information obtained through or stored on the electronic resources system including the Internet, or for financial obligations arising through their unauthorized use.
Due Process
In the event there is an allegation that a user has violated this policy, a student will be provided with notice and opportunity to be heard in the manner set forth in the student disciplinary policy. Staff member infractions will be dealt with in accordance with contractual agreements.
Notice of violations of this policy shall be forwarded to the Principal to evaluate compliance with this policy and the appropriate implementation procedures.
The school will cooperate fully with local, state, or federal officials in any investigation
concerning or relating to illegal activities conducted through the use of the District’s electronic resources including the Internet.
Date Warned: 11/08/04
Date Adopted: 11/24/04
Legal References: 15 U.S.C. §6501 (Children’s Online Privacy Protection Act)
17 U.S.C. §§101-120 (Federal Copyright Act of 1976 as amended)
18 U.S.C. §2510 (Electronic Communications Privacy Act)
18 U.S.C. §2251 (Federal Child Pornography Law)
47 U.S.C. §230 (Computer Decency Act)
13 V.S.A. §§2802 et seq. (Obscenity, minors)
Cross References:
Student Conduct and Discipline (F1)
Copyrights (G2)
Selection of Instructional Materials (G5)
Complaints About Instructional Materials (G6)