9-4-2014 sb packet2014/09/04 · agenda i. call to order and roll call – mr. randy burak and ms....

AGENDA

I. Call to Order and Roll Call – Mr. Randy Burak and Ms. Betty Jane Duncan – Action II. Moment of Silence and Pledge of Allegiance – Mr. Burak and Ms. Campbell Farina

III. Presentation on School Counseling in GCPS – Mr. Matt Lord, Ms. Mary Robinson and Ms. Trish

Woller – Information

IV. Policy Manual Update (Policies Pulled from 8-12-2014 Consent Agenda) - Mr. John Hutchinson - Action/Information A. KLB: Public Complaints About Learning Resources (new policy-1st/2nd reading) B. IIA: Instructional Materials (policy revision-1st/2nd reading) C. IIAA: Supplementary Materials Selection and Adoption (policy revision-1st/2nd reading) D. BFC-R: School Board Process and Procedure for Presenting Policies, Regulations, and/or

Forms for Adoption, Revision, and/or Deletion (regulation revision-information) E. JEC-R: School Admission (regulation revision-information) F. IIAA-R: Textbook Selection, Adoption and Purchase (regulation revision-information) G. KLB-E: Request for Reconsideration of Learning Resources (new form-information)

V. Electronic Devices Update (Note) - Dr. Walter Clemons - Information

VI. Discussion of Website Drug-Free Announcement (Sink or Swim) - Dr. Clemons - Information

VII. Update on Comprehensive Plan – Dr. Clemons – Information

VIII. Update on Superintendent’s Evaluation – Dr. Clemons – Information

IX. Update on Staffing Expenses for Page Middle School (2015-2016) – Dr. Clemons – Information

X. Other Matters - School Board Members – Information

GLOUCESTER COUNTY SCHOOL BOARD WORK SESSION

THURSDAY, SEPTEMBER 4, 2014 5:30 PM – AUDITORIUM OF THE

THOMAS CALHOUN WALKER EDUCATION CENTER 6099 T.C. WALKER ROAD GLOUCESTER, VIRGINIA

XI. Call for Closed Meeting – Mr. Burak – Action - Pursuant to Code of Virginia, 1950, as amended, Section 2.2-3711, (A), Subsection 1, for the discussion of personnel matters (appointments, resignations, etc.)

XII. Return to Open Meeting/Certification of Closed Meeting – Mr. Burak – Action - Board to

reconvene into open session and certify that the Gloucester County School Board, while in closed session, discussed only public matters lawfully exempted from open meeting requirements provided in subsection A of Section 2.2-3711; and that only public business matters that were identified in the motion convening the closed session were heard, discussed or considered. Note: Acting Clerk/Recorder to conduct poll vote on certification.

XIII. Approval of Personnel Appointments, Resignations, Etc. – Mr. Burak – Action XIV. Call for Adjournment – Mr. Burak – Action – Until next Monthly Meeting scheduled on

Tuesday, September 9, 2014, 5:30 pm (closed) and 7:00 pm (open) in the Auditorium of the Thomas Calhoun Walker Education Center.

GCPS School Counseling Framework 2013-2014

The GCPS Division-wide Counseling Program • Counselors provide an important component of a whole-child education and need time and resources to implement their

program effectively • The role of counselors within the school is to be an advocate for students in all aspects of their personal/social, academic, and

career development o Students should have access to counselors as needed for support

• Counselors need to be available for individual/personal developmental counseling and classroom-based developmental lessons o For example, counselors need to be available at all times to support students and parents in crisis or for scheduled

counseling sessions • Counselors develop and implement a comprehensive program to support school, community and personal safety, and provide a

safe place to learn • Counselors need relevant professional development opportunities to enhance their professional knowledge and skills and the

ability to support students and the school community

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Overview of Counseling Services by Month and Topic Sept Oct Nov Dec Jan Feb March April May/Jun

e Elementary Kelso/

Conflict resolution

Bullying Red Ribbon Week

Drug/ Alcohol prevention

Careers Bullying/ Respecting differences

Social skills, manners, character education

Academic skills

Personal safety

End of year activities

Middle Academic & Career Planning (Gr. 7); Life Skills: Promoting Health and Personal Development (Gr. 6)*

A&C Planning cont’d Life Skills cont’d Add: Substance Abuse Awareness (Red Ribbon Week) Bullying

A&C Planning cont’d Life Skills cont’d Bullying, cont’d

A&C Planning cont’d Life Skills cont’d Add: Careers (Gr. 6)

A&C Planning cont’d Careers (Gr. 6) Add: Bullying/Respecting differences

A&C Planning cont’d Careers (Gr. 6) Add: RAK (Random Acts of Kindness) 8th Grade EXPLORE (test) Interpretation (Careers) Scheduling/ Course Selection

A&C Planning cont’d 8th Grade Explore Interpretation (Careers) Scheduling/ Course Selection

A&C Planning cont’d

SOL testing End of year activities

GHS Drop-out prevention

Bullying

Drug/ alcohol prevention, Signs of Suicide

Careers (PSAT interpretation)

Academic/ Career planning, stress and anger management

Academic/ career planning

Academic/ career planning (PLAN interpretation)

Personal safety, relationship skills

End of year activities

* Continues throughout the school year

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September (narrative description for each month)

Elementary: Kelso/Conflict Resolution

• Objective: To understand Kelso’s Conflict Resolution Chart and to apply these nine resolution strategies to everyday situations in regards to conflicts and bullying Virginia Standards for School Counseling: EA1, EA4, EA6, EA8, EP1, EP2, EP4, EP5, EP6, EP8, EP9, EP11, EP12.

• Students will:

• List Kelso’s nine conflict resolution choices. • Understand the difference between telling and tattling. • Understand the difference between bullying and when someone is not being nice. • Learn when to use Kelso’s choices. • Learn when to tell an adult.

Middle: Life Skills (Gr. 6); Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7)

• 6th Grade Objective Life Skills: Students will learn strategies to succeed in the world and to effectively deal with the many problems facing them at the middle school level, that require a specific set of life skills. Virginia Standards for School Counseling: MA1; MA2; MC6; MP1-7

• 6th Grade Activities: o Grade 6: Participation in the Life Skills Program for twelve days per group through the PE classes.

Increase self esteem; Increase the student’s ability to make decisions and solve problems; Communicate effectively; Avoid misunderstandings; Manage anxiety Make new friends Stand up for one’s rights

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Say “no” to unfair requests; Resist advertising pressures Resist pressure to use drugs

• 7th Grade Objective: Students will acquire the academic, career and personal/social development preparation essential to

choose from a variety of educational, training and employment options upon completion of secondary school. Virginia Standards for School Counseling: MA1-7; MC1-8; MP2, 4, & 7

• 7th Grade Activities:

o Grade 7: Academic & Career Plan Workshops Complete a five day workshop on academic & career planning; Take the VA VIEW Career Assessment; Review a sample ACP.

o Activities: Development of Individual ACPs for all 7th Graders Counselors will meet with students individual Review workshop information, VA VIEW assessment, and academic and career plan Create student’s individual plan; sending home a copy for parent/guardian.

GHS: High School purpose (9th) (Drop-out prevention, Academic & Career) and Post-secondary planning (12th) (Drop-out prevention, Academic & Career)

• 9th Grade Objective/High School meetings: Students will understand the importance of a high school diploma and be able to recognize the five paths for post-secondary life. Students will be able to connect high school expectations to the workplace (attendance, working in groups, attitude, completing assignments). Students will understand the challenges faced by high school dropouts.

Virginia Standards for School Counseling: HA1, HA2, HC1, HC4, HC5 o Power Point and discussion

• 12th Grade Objective/Post-secondary meetings: Students will understand the steps needed to pursue their post-secondary plans. Students will be given information on college applications, college admissions tests, military recruiters, and resume

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writing. Graduation requirements will be reviewed and individual meeting set up for review of individual progress towards graduation.

Virginia Standards for School Counseling: HA1, HA2, HC1, HC4, HC5 o Power Point, Handouts, and discussion

October

Elementary: Bullying

• Objective: To understand the difference between bullying and teasing, and the different ways people bully (physical, verbal, social, cyber, threatening, sexual harassment). Virginia Standards for School Counseling: EA1, EA4, EA6, EA8, EC2, EC4, EC5, EP1, EP2, EP4, EP5, EP6 EP8, EP9, EP11, EP12.

o Students will be able to: List different types of bullying. Understand the difference between bullying and when someone is not being nice. Learn ways to stop a bully. Learn when to tell an adult if they have tried to stop a bullying on their own.

Middle: Harassment/Anti-bullying Lessons (6th & 7th Grade); Life Skills (Gr. 6); Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7)

• Anti-Bullying Objective: To understand what constitutes bullying and to learn strategies to stop bullying. VA Standards for School Counseling: MP1, MP2, MP4, MP6

• Anti-Bullying Activities: o After viewing short videos or presentations and participating in large group discussions, students will be able to:

List and define the different types of bullying Know techniques to avoid being bullied Know the power and responsibility of the bystander Know the four ways to anonymously report bullying at Peasley

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• 6th Grade Objective: Students will learn strategies to succeed in the world and to effectively deal with the many problems facing them at the middle school level, that require a specific set of life skills. Virginia Standards for School Counseling: MA1; MA2; MC6; MP1-7


Increase self esteem; Increase the student’s ability to make decisions and solve problems; Communicate effectively; Avoid misunderstandings; Manage anxiety Make new friends Stand up for one’s rights Say “no” to unfair requests; Resist advertising pressures Resist pressure to use drugs

• 7th Grade Objective for Careers: Students will acquire the academic, career and personal/social development preparation essential to choose from a variety of educational, training and employment options upon completion of secondary school. Virginia Standards for School Counseling: MA1-7; MC1-8; MP2, 4, & 7

• 7th Grade Activities: o Grade 7: Academic & Career Plan Workshops

Complete a five day workshop on academic & career planning; Take the VA VIEW Career Assessment; Review a sample ACP.


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GHS: Bullying (9th) (Personal/Social)

• 9th Grade Objective/Bullying: Students will understand the difference between normal conflict and bullying type behaviors. Students will understand the differences between rudeness, meanness, drama, bullying, and harassment behaviors. Students will understand the negative effects of bullying and harassment on victims, bystanders, and perpetrators. Students will understand the importance of having a trusted adult in their life

Virginia Standards for School Counseling: HP1, HP2, HP3, HP4

o Power Point, handouts and discussion

November

Elementary: Drug & Alcohol Prevention

• Objective(s): Students in lower elementary grades will focus on topics such as things that are healthy and unhealthy for their bodies and will begin to learn about the harmful effects of alcohol and tobacco products. As students get older, they will learn about illegal drugs and the emotional and physical dangers of using these substances. All students will learn ways for handling peer pressure. Virginia Standards for School Counseling: EA2, EA6, EC5, EP1, EP4, EP5, EP6, EP7, EA14, EC9, EP8, EP9, EP10, EP11, EP12.

o Students will distinguish between safe and unsafe things for children to do. o Define the harmful effects of tobacco products, alcohol and other drugs. o Define over-the-counter drugs and prescription drugs. o Difference between medicine and candy. o Rules for safe use of prescription and over-the-counter drugs. o Dangers of misusing prescription and over-the-counter drugs. o Discuss things the body needs to function well. o Recognize some of the many ways in which drugs affect your life. o Identify the emotional and physical dangers of substance use and abuse. o Recognize some different ways for handling peer pressure.

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o Recognize the importance of role models. o Understand the importance of setting goals.

Middle: Harassment/Anti-bullying Lessons (6th & 7th Grade); Life Skills (Gr. 6); Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7)

• Anti-Bullying Objective: To understand what constitutes bullying and to learn strategies to stop bullying. VA Standards for School Counseling: MP1, MP2, MP4, MP6

• Anti-Bullying Activities: o After viewing short videos or presentations and participating in large group discussions, students will be able to:

List and define the different types of bullying Know techniques to avoid being bullied Know the power and responsibility of the bystander Know the four ways to anonymously report bullying at Peasley




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• 7th Grade Objective: Students will acquire the academic, career and personal/social development preparation essential to choose from a variety of educational, training and employment options upon completion of secondary school. Virginia Standards for School Counseling: MA1-7; MC1-8; MP2, 4, & 7




GHS: Signs of Suicide (9th) (Personal/Social) and Pre-PLAN/College meetings (10th) (Academic & Career)

• 9th Grade Objective/SOS: Students will recognize the signs of depression and pre-suicidal behavior in themselves and peers. Students will understand the importance of having a trusted adult in their life. (This is done in conjunction with the GCPS School Psychology Team).

Virginia Standards for School Counseling: HP2, HP3, HP4

o SOS video, BSAD screening tool and discussion

• 10th Grade Objective/College meetings : Students will understand the use of the PLAN test in career and academic development. Students will participate in an exercise relating high school academic and social involvement to college admissions.

Virginia Standards for School Counseling: HA1, HA2, HA3, HC1, HC3, HC5

o High School/College exercise, handouts and discussion

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December

Elementary: Careers

• Objective(s): Students will investigate the world of work in order to make informed future career decisions. Students will have an introduction to the different types of Careers that are available and the tools that are used in these Careers. Students will increase their self-awareness about their individual strengths/weaknesses and interests/hobbies and how to apply these to their future Career interests. Students will learn the behaviors (punctuality, teamwork, etc.) that are important to success in a Career. Virginia Standards for School Counseling: EC1, EC2, EC3, EC4, EC5, EC6, EC7, EC8, EC9, EC10.

Middle: Life Skills (Gr. 6); Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7); Career Exploration (Gr. 6)


• 6th Grade Activities for Life Skills: o Grade 6: Participation in the Life Skills Program for twelve days per group through the PE classes.


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• 6th Grade Objective Career Exploration: Students will investigate types of careers in order to begin making informed career decisions. VA Standard for School Counseling: MC 1-3, MC 5, MC 7, MC 8, MP 2, MP 4, MP7, MA 3, MA5

• Students will identify how character traits, interests, abilities and achievement relate to attaining personal, educational, and career goals.

o Students will participate in an online career interest inventory (for ex: CACAREER Zone) o Students will research a career field from one of their interest areas. o Students will create a mini report (graphic organizer) identifying possible a career choice(s), required education and

training skills, work environment, job outlook, etc.

o Students will write a brief paragraph explaining why this career field/choice fits them.





GHS: Pre-scheduling/Post-secondary planning meetings (11th) (Academic and Career) and PSAT Interpretation (9th-11th) (Academic and Career) and FAFSA Night (12th) (Academic and Career)

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• 11th Grade Objective/Planning meetings: Students will understand next year scheduling offerings and be able to relate desired courses to post-secondary plans. Students will understand graduation requirements still unmet.

Virginia Standards for School Counseling: HA1, HA2, HA3, HC7, HC11


• PSAT Objective: Students will understand their PSAT scores as the scores relate to post-secondary planning and future high school courses.

Virginia Standards for School Counseling: HA3

o PSAT score handouts and workbooks and discussion

• FAFSA Objective: Students will understand how to fill out the FAFSA and understand financial resources for post-secondary education.

Virginia Standards for School Counseling: HA3, HA4, HC7, HC8


January

Elementary: Bullying/Respecting Differences/Kelso

Objective: To understand that Americans are one people of many diverse racial and ethnic backgrounds and national origins who are united as Americans by common customs and traditions. Students will learn the concept of empathy and its application to respecting differences in others. Students will apply the concept of empathy to bully prevention by using empathy in the role of the victim, the bystander and the bully.

• Bullying/Respecting Differences: This month’s focus is bully prevention and respecting differences. The initial bullying prevention in October provides an overview. During the month of January, students will delve deeper into the issues behind

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bullying and bully prevention. The counselor will plan and develop lessons which address empathy. According to Psychology Today, Empathy is defined as the experience of understanding another person's condition from their perspective. Empathy is placing yourself in someone else’s shoes to feel what they are feeling. Empathy is known to increase prosocial behaviors. Students will explore differences among people and cultures. Using the concept of empathy, students will learn to respect other’s differences and will learn to use empathy to address bullying as the bully, the victim and the bystander.

Virginia Standards for School Counseling: EP1, EP2, EP3, EP4, EP5, EP6, EP8, EP9, EP11, EP12.

Middle: Life Skills (Gr. 6); Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7)


• 6th Grade Activities Life Skills: o Grade 6: Participation in the Life Skills Program for twelve days per group through the PE classes.



• 6th Grade Activities Careers:

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o Students will identify how character traits, interests, abilities and achievement relate to attaining personal, educational, and career goals.

o Students will participate in an online career interest inventory (for ex: CACAREER Zone) o Students will research a career field from one of their interest areas. o Students will create a mini report (graphic organizer) identifying possible a career choice(s), required education and

training skills, work environment, job outlook, etc. o Students will write a brief paragraph explaining why this career field/choice fits them.


• 7th Grade Activities: o Grade 7: Academic & Career Plan Workshops

Complete a five day workshop on academic & career planning Take the VA VIEW Career Assessment; Review a sample ACP.


• 8th Grade Objective: The Explore is a curriculum based assessment program designed to help 8th grade students gain an understanding of their readiness for college. The Explore is also to be used as a guide for students as they start to think about future educational and career planning. VA Standards for School Counseling: MA:1-7; MC:1-8 ; MP:2,4,7

• 8th Grade Activities: After completing the Explore students will: o Be able to assess academic progress o Have an early indicator of college readiness o Begin to explore the various career options that may be available to them.

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o Assist students in developing a high school course work plan that prepares them to achieve their post-high school goals

GHS: Scheduling (11th) (Academic and Career)

• 11th Grade Objective/Scheduling: Students will schedule classes for next year and again review progress towards graduation. Virginia Standards for School Counseling: HA1, HA3, HA4, HC7, HC9, HC11

o Scheduling online program and discussion

February

Elementary: Social Skills, Manners, Character Education

Objective: To understand that good manners and positive character traits allow students to have healthy relationships with friends, family and their community. These traits also allow students to make decisions that will keep on them on track of positive goals and futures.

• This month’s focus will be on using good manners and understanding integrity, honesty, responsibility, gratitude and friendship. By showing students how they can use these character traits along with good manners to have good friendships and social relationships. Not only in the classroom, but at home and in the community.

Virginia Standards for School Counseling: EP1, EP2, EP4, EP5, EP6, EP11, EP12.

Middle: Career Workshops and Individual Academic-Career Plan Meetings (Gr. 7)


• Students will identify how character traits, interests, abilities and achievement relate to attaining personal, educational, and career goals.

o Students will participate in an online career interest inventory (for ex: CACAREER Zone) o Students will research a career field from one of their interest areas.

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o Students will create a mini report (graphic organizer) identifying possible a career choice(s), required education and training skills, work environment, job outlook, etc.

o Students will write a brief paragraph explaining why this career field/choice fits them.

• 7th Grade Objective Careers: Students will acquire the academic, career and personal/social development preparation essential to choose from a variety of educational, training and employment options upon completion of secondary school. Virginia Standards for School Counseling: MA1-7; MC1-8; MP2, 4, & 7




• 8th Grade Objective: The Explore is a curriculum based assessment program designed to help 8th grade students gain an understanding of their readiness for college. The Explore is also to be used as a guide for students as they start to think about future educational and career planning. VA Standards for School Counseling: MA:1-7; MC:1-8 ; MP:2,4,7

• 8th Grade Activities: After completing the Explore students will: o Be able to assess academic progress o Have an early indicator of college readiness o Begin to explore the various career options that may be available to them o Assist students in developing a high school course work plan that prepares them to achieve their post-high school goals

GHS: Scheduling (10th, 9th , 8th) (Academic and Career) and Pre-scheduling/post-secondary planning meetings (10th, 9th, 8th) (Academic and Career)

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• 10th-8th Grade Objective/Scheduling: Students will schedule classes for next year and again review progress towards graduation.

Virginia Standards for School Counseling: HA1, HA3, HA4, HC7, HC9, HC11

o Scheduling online program and discussion

• 10th – 8th Grade Objective/Planning meetings: Students will understand next year scheduling offerings and be able to relate desired courses to post-secondary plans. Students will understand graduation requirements.

Virginia Standards for School Counseling: HA1, HA2, HA3, HC7, HC11


March

Elementary: Academic

Objective: Students will acquire the academic preparation essential to choose from a variety of educational, training, and employment options upon completion of secondary school.

• Students will understand the connection between working hard and success in school to future success. They will learn the behaviors that are essential to academic achievement (asking for help, working with others, organization, listening skills, study/test-taking skills, etc.) Students will identify their academic strengths and weaknesses and the different ways they can learn. Students will also learn strategies to prepare for SOL testing.

Virginia Standards for School Counseling: EA1, EA2, EA3, EA4, EA5, EA6, EA7, EA8, EA9, EA10, EA11, EA12, EA13, EA14.



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GHS: PLAN interpretation (10th) (Academic and Career) and Healthy Relationships (10th) (Personal/Social)

• 10th PLAN Objective: Students will understand their PLAN scores as they relate to both career and college planning. Virginia Standards for School Counseling: HA2, HA3, HC3

o PLAN score handouts and discussion

• 10th Healthy Relations Objective: Students will understand the characteristics of controlling and abusive relationships. Students will understand the importance of having a trusted adult in their life.


o PLAN score handouts, healthy relationship exercise and discussion

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April

Elementary: Personal Safety, Good Touch Bad Touch

Objective: To understand that strangers can be dangerous and that strangers should not be trusted by children. To understand the difference between a good touch and a bad touch and the adults who children can talk to if someone is touching them in a way that makes them feel uncomfortable.

Virginia Standards for School Counseling: EP1, EP5, EP6, EP9, EP10.






GHS: Stress Management (9th) (Personal/Social) and Drug Awareness (9th) (Personal/Social)

• 9th Stress Management Objective: Students will understand the definition of stress and healthy and unhealthy coping mechanisms. Students will be taught the self-monitoring toll of HALT. Students will take a “stress test” for teens. Students will understand the importance of having a trusted adult in their life.

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Virginia Standards for School Counseling: HP2, HP3

o Power point, stress test for teens and discussion

• 9th Drug Awareness Objective: Students will understand the characteristics of various drugs and the progression of substance abuse disease. Students will understand the importance of having a trusted adult in their life


o Drug Booklet from NIDA, Drug awareness exercise and discussion

May/June

Elementary: Flex Month

This month is flexible and is based on the needs of the school and each individual classroom. Counselors will use data and teacher input to develop the topic for May counseling lessons. Counselors may choose to do a school wide topic, or may choose to individualize the topic by grade level, or classroom.




o Grade 7: Academic & Career Plan Workshops Complete a five day workshop on academic & career planning; Take the VA VIEW Career Assessment;

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Review a sample ACP. o Activities: Development of Individual ACPs for all 7th Graders

Counselors will meet with students individual Review workshop information, VA VIEW assessment, and academic and career plan Create student’s individual plan; sending home a copy for parent/guardian.

GHS: Individualized Services such as:

• Schedule conflict resolution for rising 9th-12th • Schedule adjustment for Gov Schools and NH VoTech • Final college and financial aid paperwork • Graduating Senior surveys • Graduating Senior employment assistance • Graduation issues • AP test supervision • Senior scholarship night • Final report cards and summer school recommendations

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The Student to Counselor Ratio: Does it Matter? Susan A. Carrell, NCC

Carrell, S. & Carrell, S. (2006). Do Lower Student-to-Counselor Ratios Reduce School Disciplinary Problems? Contributions to Economic Analysis & Policy: Vol. 5: Iss. 1, Article 11. Available at: http://www.bepress.com/bejeap/contributions/vol5/iss1/art11 Introduction Public schools today continue to face a myriad of challenges including meeting the needs of students with learning disabilities, managing disruptive students in the classroom, dealing with bullying behavior, and reaching underachieving students. Research suggests that school counselors and other student support service personnel can have a positive impact on improving students’ academic outcomes (Sink & Stroh, 2003; Lapan, Brigman & Cambell, 2003; Boutwell & Myrick, 1992; Gysbers & Sun, 1997; Lapan, Gysbers & Petroski, 2001; Webb, Brigman & Cambell, 2005). This impact however, is minimized when many schools across the country assign one school counselor to as many as 1000 students. Furthermore, some districts offer no counseling services at the elementary school level. The American School Counselor Association (ASCA, 2005) recommends a ratio of 1 counselor to 250 students. The California Department of Education (2003) recommends a ratio of 1 to 834 for elementary school, 1 to 461 for middle and junior high, and 1 to 364 for high school. Such a variation in the recommended ratio raises the question of what is an adequate student-to-counselor ratio. A paucity of research has been done on this important topic, and Carrell and Carrell’s (2006) study offers one of the first pieces of empirical evidence on the effects on student outcomes when the student-to-counselor ratio is decreased. Method To assess the benefit of additional school counselor resources on student outcomes, Carrell and Carrell (2006) examined elementary schools in Alachua County, Florida, in which graduate students from the University of Florida’s Counselor Education were completing their practicum or internship placements. Elementary school discipline records from 1995 through 1999 were used to determine the effect of lower student-to- counselor ratios on student discipline outcomes. Data were collected from 23 public elementary schools where disciplinary records were recorded by incident type and date. Carrell and Carrell (2006) estimated a series of fixed effects models using disciplinary outcomes as the dependent variable and the student-to-counselor ratio as the independent variable. The independent variable is computed by dividing the yearly school enrollment by the number of full-time equivalent (FTE) school counselors for each school by semester. The sample student-to-counselor ratio ranged from 249 to 965 students per counselor. Each elementary school in Alachua County is allotted one paid full-time school counselor. In addition, graduate student counselors from the University of Florida’s Department of Counselor Education worked intermittently in semester-long practicum or internships alongside the full-time school counselor. The placement of these

student counselors provided the primary source of within school variation across time in the student-to-counselor ratio. To control for student characteristics, student data were collected on ethnicity, gender, enrollment in a gifted program, learning disabled status, and eligibility for free and reduced lunch. Additionally, to control for within-school differences across time in classroom size, the student-to-teacher ratio was added as an explanatory variable. Results Carrell and Carrell (2006) used linear regression models based on district data to generate predictions of the impact of reducing student-to-counselor ratios on disciplinary referrals. The first model in the study looked at differences from semester-to-semester in disciplinary recurrence. Results showed that reducing the mean of 544 students per counselor to the ASCA recommended ratio of 250 students per counselor would predict a 7.4 percent decrease in the probability of a disciplinary recurrence. When student demographics were added to the fixed effect model, results showed that reducing the student-to-counselor ratio to ASCA’s recommended ratio would predict a 9.4 percent decrease in the probability of a disciplinary recurrence for black students. This result is even more pronounced for black males, with a 10.8 percent decrease in the probability of a disciplinary recurrence. Students eligible for free or reduced lunch showed a 9.6 percent decrease in the probability of a disciplinary recurrence. Outcomes are even more pronounced when effects are examined within a given school year. Reducing the mean of 544 students per counselor to the recommended 250 students per counselor results in a 25.5 percent decrease in the probability of a disciplinary recurrence. To broaden the scope of the study, Carrell and Carrell (2006) employed a second linear regression model using the percent of the student population with at least one disciplinary incident as the dependent variable. When looking at semester-to-semester variation, results suggested that a “100 person increase in the student to counselor ratio would result in a .34 percentage point increase in the fraction of students involved in a disciplinary incident” (2006). This model predicts that reducing the numbers to the recommended ASCA ratio would result in six fewer students with a disciplinary occurrence within any given semester or an 11.8 percent decrease from the mean. When looking at disciplinary occurrences within a given academic year the results are even greater. Reducing the mean student-to-counselor ratio to the ASCA recommended ratio would result in a 59.1 percent decrease in the mean number of students with a disciplinary occurrence (reducing the numbers by approximately 45 fewer students per year). Carrell and Carrell (2006) used results from their study to estimate the potential benefit on student discipline when the student-to-counselor ratio was decreased to the ASCA recommendation in the Alachua County elementary schools. The authors found that this reduction would result in approximately “257 to 984 fewer students, per year, involved in at least one disciplinary incident” (Carrell & Carrell, 2006). The annual, additional cost to

reduce the counselor-to-student ratio is approximately $1.52 million or $113 per student in Alachua County, Florida. Implications Because of inadequate funding, schools are becoming increasingly more selective in deciding which programs to offer their students. Many primary schools reduce or eliminate programs such as art, physical education and music in addition to support service personnel such as counselors, psychologists, social workers and nurses. Presently, funding for education programs is often determined by data-driven models and evidence-based practices. To remain a viable program in the schools, school counselors must market their programs using data-driven models and evidence-based programs. Carrel and Carrell’s (2006) study provides one example of such an evidence-based program with results suggesting that lower student-to-counselor ratios decrease both the recurrence of student disciplinary problems and the number of students involved in a disciplinary incident. Critical Perspective Most schools have very little variation across time in the student-to-counselor ratio which makes it difficult to measure causal effects on student outcomes. Carrell and Carrell’s (2006) study is unique in that it used the placement of practicum and internship counseling students as an exogenous source of variation of the student-to-counselor ratio. Further studies on student-to-counselor ratios could include additional student outcomes such as academic performance, attendance, and school climate as further evidence of school counselor efficacy. One question Carrell and Carrell’s (2006) study may raise is whether practicum and intern students chose a particular school placement based on a school’s previous semester’s disciplinary records or whether the school district choose a particular school placement based on disciplinary records. Carrell & Carrell (2006) tested for this potential bias using a regression analysis and determined that there may be some evidence of non- random assignment of practicum and intern students resulting in an underestimation of the effectiveness of the school counselor on student disciplinary referrals. References American School Counselor Association (2005). Position Statement: Comprehensive School Counseling Programs. Accessed on 19 Sept 2005 at www.schoolcounselor.org. Boutwell, D.A. & Myrick, R.D. (1992). The go for it club. Elementary School Guidance and Counseling, 27, 65-72. Brigman, G. & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7(2), 68-77. California Department of Education (2003). Study of Pupil Personnel Ratios, Services, and Programs. Assembly Bill 722. Counseling and Student Support Office, California

Department of Education. Figlio, D.N. (2007). Boys Named Sue: Disruptive Children and their Peers. Education, Finance and Policy, 2(4), 376-394. Lapan, R.T., Gysbers, N.C., & Petroski, G.F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, 320-330. Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study. Journal of Counseling and Development, 75, 292-302. Sink, C.A. & Stroh, H.R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 7(2), 350-365. Webb, Linda D., Brigman, Greg A., & Campbell, Chari (2005). Linking School Counselors and Student Success: A Replication of the Student Success Skills Approach Targeting the Academic and Social Competence of Students. Professional School Counseling, 8(5), 407-413.

K-12 Public School Student-to-Counselor Ratios, by State: 2010-2011

Source: U.S. Department of Education, National Center for Education Statistics, May 2012, Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2010-2011

201 465

383 510

315 234

726 440

342 365

400 374 377

553 410

480 312

375 392

415 359

236 497

368 310

352 448

782 706

441 357

329 363

444 456

428 620

655 489

284 471

451 275

461 518

402 1,016

316 861

404 419

471

0 200 400 600 800 1,000 1,200

WyomingWisconsin

West VirginiaWashington

VirginiaVermont

UtahTexas

TennesseeSouth Dakota

South CarolinaRhode IslandPennsylvania

OregonOklahoma

OhioNorth Dakota

North CarolinaNew York

New MexicoNew Jersey

New HampshireNevada

NebraskaMontanaMissouri

MississippiMinnesota

MichiganMassachusetts

MarylandMaine

LouisianaKentucky

KansasIowa

IndianaIllinoisIdaho

HawaiiGeorgiaFlorida

District of ColumbiaDelaware

ConnecticutColoradoCaliforniaArkansas

ArizonaAlaska

AlabamaUnited States



State Students Counselors Students Per Counselor

Alabama 755,552 1,802 419 Alaska 132,104 327 404 Arizona 1,071,751 1,245 861 Arkansas 482,114 1,527 316 California 6,289,578 6,191 1,016 Colorado 843,316 2,100 402 Connecticut 560,546 1,081 518 Delaware 129,403 281 461 District of Columbia 71,284 260 274 Florida 2,643,347 5,859 451 Georgia 1,677,067 3,557 471 Hawaii 179,601 632 284 Idaho 275,859 564 489 Illinois 2,091,654 3,193 655 Indiana 1,047,232 1,688 620 Iowa 495,775 1,157 428 Kansas 483,701 1,061 456 Kentucky 673,128 1,515 444 Louisiana 696,558 1,919 363 Maine 189,077 575 329 Maryland 852,211 2,389 357 Massachusetts 955,563 2,168 441 Michigan 1,587,067 2,249 706 Minnesota 838,037 1,072 782 Mississippi 490,526 1,096 448 Missouri 918,710 2,613 352 Montana 141,693 457 310 Nebraska 298,500 811 368 Nevada 437,149 880 497 New Hampshire 194,711 824 236 New Jersey 1,402,548 3,904 359 New Mexico 338,122 815 415 New York 2,734,955 6,979 392 North Carolina 1,490,605 3,976 375 North Dakota 96,323 309 312 Ohio 1,754,191 3,655 480 Oklahoma 659,911 1,610 410 Oregon 570,720 1,032 553 Pennsylvania 1,793,284 4,763 377 Rhode Island 143,793 384 374 South Carolina 725,838 1,816 400 South Dakota 126,128 345 365 Tennessee 987,422 2,889 342 Texas 4,935,715 11,212 440 Utah 585,552 807 726 Vermont 96,858 413 234 Virginia 1,251,440 3,977 315 Washington 1,043,788 2,045 510 West Virginia 282,879 738 383 Wisconsin 872,286 1,874 465 Wyoming 89,009 444 201

US Total 49,484,181 105,079 471



State Students Counselors Students Per Counselor

California 6,289,578 6,191 1,016 Arizona 1,071,751 1,245 861 Minnesota 838,037 1,072 782 Utah 585,552 807 726 Michigan 1,587,067 2,249 706 Illinois 2,091,654 3,193 655 Indiana 1,047,232 1,688 620 Oregon 570,720 1,032 553 Connecticut 560,546 1,081 518 Washington 1,043,788 2,045 510 Nevada 437,149 880 497 Idaho 275,859 564 489 Ohio 1,754,191 3,655 480 Georgia 1,677,067 3,557 471 US Total 49,484,181 105,079 471 Wisconsin 872,286 1,874 465 Delaware 129,403 281 461 Kansas 483,701 1,061 456 Florida 2,643,347 5,859 451 Mississippi 490,526 1,096 448 Kentucky 673,128 1,515 444 Massachusetts 955,563 2,168 441 Texas 4,935,715 11,212 440 Iowa 495,775 1,157 428 Alabama 755,552 1,802 419 New Mexico 338,122 815 415 Oklahoma 659,911 1,610 410 Alaska 132,104 327 404 Colorado 843,316 2,100 402 South Carolina 725,838 1,816 400 New York 2,734,955 6,979 392 West Virginia 282,879 738 383 Pennsylvania 1,793,284 4,763 377 North Carolina 1,490,605 3,976 375 Rhode Island 143,793 384 374 Nebraska 298,500 811 368 South Dakota 126,128 345 365 Louisiana 696,558 1,919 363 New Jersey 1,402,548 3,904 359 Maryland 852,211 2,389 357 Missouri 918,710 2,613 352 Tennessee 987,422 2,889 342 Maine 189,077 575 329 Arkansas 482,114 1,527 316 Virginia 1,251,440 3,977 315 North Dakota 96,323 309 312 Montana 141,693 457 310 Hawaii 179,601 632 284 District of Columbia 71,284 260 274 New Hampshire 194,711 824 236 Vermont 96,858 413 234 Wyoming 89,009 444 201

Employer’s Guide to the NCC CertificationThe National Board for Certified Counselors (NBCC) developed the National Certified Counselor (NCC) credential in 1982. The NCC certification identifies individual counselors who have voluntarily met standards based on research in the profession of counseling.

These standards include the following:• A master’s degree (or higher) with a major study in counseling from a regionally accredited institution• Specific coursework requirements

◦ Human Growth and Development Theories in Counseling◦ Social and Cultural Foundations in Counseling◦ Helping Relationships in Counseling◦ Group Counseling Theories and Processes◦ Career Counseling and Lifestyle Development◦ Assessment in Counseling◦ Research and Program Evaluation◦ Professional Orientation to Counseling◦ Counseling Field Experience

These are consistent with the requirements set forth by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). CACREP’s mission is to promote the advancement of quality counselor education programs. For more information about CACREP, visit www.cacrep.org.

• Supervised counseling experience of 3,000 hours over a period of 24 months• Direct supervision of 100 hours over a minimum period of 24 months• A passing score on an NBCC required examination

Once certified, certificants must maintain their certification by:• Paying an annual fee.• Attesting that they continue to adhere to NBCC’s Code of Ethics as well as other policies and procedures.• Demonstrating that they have remained current with the developments in the counseling profession at the

completion of a five-year period.

Benefit to EmployersHaving NCCs on staff:

• Demonstrates a commitment to the populations served.• Aids in making employment decisions.• Boosts confidence in the abilities offered by staff members.• Provides a resource for adjudicating ethical concerns.• Assures the continued professional development of staff.

More information about NBCC and the NCC certification can be obtained from our Web site at www.nbcc.org.

Founded in 1982 as an independent, not-for-profit organization, NBCC is the nation’s premier and largest counselor certification organization. NBCC currently has more than 52,000 certificants in the United States and 50 countries. NBCC’s primary mission is

to promote counseling through quality certification programs. NBCC’s certification program recognizes counselors who have met predetermined standards in their training, experience and performance.

Given the dedication to excellence, NBCC pursued accreditation in October 1985 by the National Commission for Certifying Agencies (NCCA), an independent, national regulatory organization that monitors the credentialing processes of its member agencies. Currently, NBCC’s National Certified Counselor (NCC) and Master Addictions Counselor (MAC) credentials are NCCA accredited.

NBCC’s examinations are now used by every state counselor licensure board in the United States.

®TM

Connect. Engage. Inspire.

GLOUCESTER COUNTY SCHOOL BOARD The Thomas Calhoun Walker Education Center

6099 T.C. Walker Road Gloucester, Virginia 23061

SCHOOL BOARD AGENDA ITEM

MEETING DATE: September 4, 2014 Work Session

AGENDA SUBJECT: Policy Manual Update (New Business)

ATTACHMENTS: Policy Review Notes – September 4, 2014 School Board Work Session

Policy Adoption KLB Public Complaints About Learning Resources

Policy Revisions IIA Instructional Materials IIAA Supplementary Materials Selection and Adoption

Regulation Revisions BFC-R School Board Process and Procedure for Presenting Policies, Regulations, and/or Forms for Adoption, Revision, and/or Deletion JEC-R School Admission IIAA-R Textbook Selection, Adoption, and Purchase

Form Adoption KLB-E Request for Reconsideration of Learning Resources

Form Revision IIAA-E Request for Reconsideration of Instructional Materials

TYPE OF AGENDA ITEM: CONSENT INFORMATION ONLY – NO DISCUSSION

X REGULAR X INFORMATION ONLY – DISCUSSION

DEPARTMENTAL REPORT/PRESENTATION X ACTION

BACKGROUND / SUMMARY:

The above policies/regulations/forms in sections “B” (School Board Governance and Operations), “I” (Instruction), “J” (Students), and “K” (Education Agency Relations) have been reviewed with the appropriate staff members, and are being recommended for adoption/revision/deletion

/information in an effort to update our Policy Manual and/or to conform to model VSBA policy and/or the Code of Virginia.

REQUESTED ACTION:

That the Board approves the following as 1st and 2nd readings: Policy Adoption: KLB Policy Revisions: IIA, IIAA

That the Board accepts the following for information: Regulation Revisions: BFC-R, JEC-R, IIAA-R

Form Adoption: KLB-E Form Revision: IIAA-E

FOR MORE INFORMATION, CONTACT PRESENTER: Name: John E. Hutchinson Assistant Superintendent for Administrative Services Phone: (804) 693-5304 E-mail: [email protected]

GLOUCESTER COUNTY SCHOOL BOARD POLICY MANUAL POLICY REVIEW NOTES – SEPTEMBER 4, 2014 WORK SESSION

Gloucester County Public Schools | 6099 T.C. Walker Road | Gloucester, VA 23061 | 804.693.5300

Policy / File No. Title / Notes / Explanations

KLB Public Complaints About Learning Resources This policy is recommended for adoption by the School Board.

VSBA revised this policy in February 2014. Please also see form KLB-E, “Request for Reconsideration of Learning Resources.”

IIA Instructional Materials

Policy revised February 2014 by VSBA to reflect repeal of 8 VAC 20-170-10 and 8 VAC 20-230-10 and enactment of 8 VAC 20-720-160. Legal references and cross references updated/added (see page 1).

IIAA Supplementary Materials Selection and Adoption Policy revised February 2014 by VSBA. Legal references and cross references updated/added (see page 1). The VSBA policy number is IIAB. BFC-R School Board Process and Procedure for Presenting Policies, Regulations, and/or Forms for Adoption,

Revision, and/or Deletion This regulation is presented as a revision in order to specify our School Board’s process, procedure, and practice with regards to presenting policies, regulations, and/or forms for adoption, revision, or deletion. JEC-R School Admission This regulation is presented as a revision in order to specify our School Division’s process, procedure, and practice for reviewing student applications for school admission via the Office of Student Services. IIAA-R Textbook Selection, Adoption and Purchase

This regulation is presented as a revision. VSBA has this as a policy—GCPS has this as a regulation. The VSBA policy number is IIAA. Verbiage updated by VSBA February 2014 to reflect repeal of 8 VAC 20-230-10 and enactment of 8 VAC 20-720-170. Legal references updated. Cross references added to mirror IIAA (see pages 1 and 2).

KLB-E Request for Reconsideration of Learning Resources This form is presented as an adoption. VSBA developed this form and revised it in February 2014. Please also see policy KLB

above, “Public Complaints About Learning Resources.” IIAA-E Request for Reconsideration of Instructional Materials

This form is presented as a revision; it was last updated in 1995. Legal and cross references added to mirror IIAA and IIAA-R.

File No. KLB

2/2014 VSBA Gloucester County School Board

PUBLIC COMPLAINTS ABOUT LEARNING RESOURCES

Despite the care taken in selecting suitable learning resources, and despite the qualifications and expertise of persons involved in that selection process, it is recognized that occasional objections to materials will be made by the public. It is, therefore, the policy of the School Board to provide channels of communication and a fair procedure for members of the community to follow in expressing and resolving concerns about learning resources, including instructional materials, used in teaching the curriculum.

Complaints about learning resources should be presented in writing using KLB-E, “Request for

Reconsideration of Learning Resources” form, which may be obtained from the principal or the central office. The standards and procedure for review shall be consistently applied in recognition of the respective rights and responsibilities of all concerned. Materials shall be considered for their educational suitability and shall not be proscribed or removed because of partisan or doctrinal disapproval. Challenges which are not resolved at the building level may be submitted to the superintendent or superintendent’s designee. The decision of the superintendent may be appealed to the School Board or reviewed at the School Board's request. The decision of the School Board will be final. ADOPTED: September 4, 2014 LEGAL REFERENCES: Code of Virginia, 1950, as amended, § 22.1-253.13:7.C.2. 8 VAC 20-170-10. CROSS REFERENCES: IIA Instructional Materials

IGAH Family Life Education INB Teaching About Controversial Issues KL Public Complaints KLB-E Request for Reconsideration of Learning Resources KQ Commercial, Promotional, and Corporate Sponsorships and

Partnerships

File No. IIA

5/2008 2/2014 VSBA Gloucester County School Board

INSTRUCTIONAL MATERIALS

The Gloucester County School Board is responsible for the selection , evaluation, approval, and use of instructional materials. The superintendent or his/her designee will periodically review guidelines and procedures for the selection of instructional materials and bring recommendations for changes to the Board.

The procedures for selection and evaluation of instructional materials shall offer a thorough and efficient approach that ensures The superintendent or superintendent’s designee creates and updates, as necessary, guidelines and procedures for the selection of instructional materials. The guidelines and procedures are designed to ensure that appropriate instructional materials are selected, and provide an opportunity for the professional staff and community to participate and be informed on the selection and use of instructional materials. The procedures will include:

local criteria for selection of instructional materials;

evaluation of materials in relation to instructional goals and objectives;

an evaluation committee which should include, when appropriate, parents, students, teachers, supervisors, and nonparent patrons;

opportunity for the examination of materials by appropriate committees and individuals;

notice to parents that materials under consideration for approval will be available at designated locations for review by any interested citizens. Provisions should be made for those reviewing such materials to present their comments and observations, if any to the school board;

procedures for the reconsideration of challenged materials; and

special emphasis on the thorough evaluation of materials related to controversial or sensitive topics such as Family Life Education.

Parents may inspect, on request, any instructional material used as part of their student’s

curriculum. ADOPTED: August 12, 2008 REVISED: September 4, 2014 LEGAL REFERENCES: 20 U.S.C. § 1232h. Code of Virginia, 1950, as amended, § 22.1-238. 8 VAC 20-170-10 8 VAC 20-230-10 8 VAC 20-720-160. CROSS REFERENCES: IGAH Family Life Education

IIAA Supplementary Materials Selection and Adoption IIAA-E Request for Reconsideration of Instructional Materials IIAA-R Textbook Adoption, Selection and Purchase KLB Public Complaints About Learning Resources INB Teaching About Controversial Issues

File No. IIAA

5/20082/2014 VSBA Gloucester County School Board

SUPPLEMENTARY MATERIALS SELECTION AND ADOPTION

The School Board delegates the responsibility for the selection and use of supplemental materials to the individual schools. Selection and use shall be in accordance with policies and regulations of the State Board of Education. The same care shall be exercised in the selection of supplemental materials as in the selection of other types of instructional materials.

Materials used by students under the guidance of teachers to extend, expand, and supplement basal materials constitute an integral part of the instructional program. Supplemental materials are those items which are used to assist the teaching and learning process and include such items as magazines, newspapers, charts, pictures, certain workbooks, kits, videos, film strips, and games. Materials selected for supplemental use must relate directly to the established objectives of the course or content area in which they are used.

The School Board delegates the responsibility for the selection and use of supplemental materials to the individual schools. Teachers must review carefully materials prior to use and exercise a high degree of professional judgment in their selection and use of supplemental materials to ensure that the use of such materials serves to both support and complement the basic educational objectives within the specific subject areas and classrooms.

ADOPTED: February 8, 1983

REVISED: November 11, 1986 February 9, 1988 July 1, 1991 July 1, 1998 August 12, 2008 September 4, 2014

LEGAL REFERENCES: Code of Virginia, 1950, as amended, §§ 22.1-78, and 22.1-238. 8 VAC 20-720-160. CROSS REFERENCES: IIA Instructional Materials

IIAA-R Textbook Selection, Adoption, and Purchase KLB Public Complaints About Learning Resources KQ Commercial, Promotional, and Corporate Sponsorships

and Partnerships

File No. BFC-R

Gloucester County School Board

SCHOOL BOARD PROCESS AND PROCEDURE FOR PRESENTING

POLICIES, REGULATIONS, AND/OR FORMS FOR ADOPTION, REVISION, AND/OR DELETION Policies Policies provide guidelines for day to day operations and supervision of the school system. Policies are subject to change as conditions and/or circumstances may dictate. It is the responsibility of the School Board to adopt, revise, and/or delete policies governing the school division. The power to enact policies cannot be delegated to an employee or agent, such as the Superintendent or a single member of the School Board. The final authority for adoption rests solely with the School Board.

Policies shall be presented to the School Board for approval of first and second readings on the Consent Agenda.

However, the School Board shall have the authority to table policies for second or subsequent readings on a future Regular or Consent Agenda, or to table the policy indefinitely. When a proposed action of the School Board affects existing policies, the related policies, regulations, and/or forms shall be referenced so that the effect of the new action will be clear. Unless otherwise noted, policy adoptions, revisions, and/or deletions shall become effective upon approval by the School Board. Regulations Regulations provide procedures for implementing policies and practices. Regulations are subject to change as conditions and/or circumstances may dictate. It is the responsibility of the Superintendent or Superintendent’s designee to adopt, revise, and/or delete regulations. Regulations shall be presented to the School Board as informational items on the Consent Agenda. When a proposed action of the School Board affects existing policies, the related policies, regulations, and/or forms shall be referenced so that the effect of the new action will be clear. Forms

Forms are utilized for garnering information needed for the proper implementation and/or coordination of policies and/or regulations.

It is the responsibility of the Superintendent or Superintendent’s designee to adopt, revise, and/or delete forms.

Forms shall be presented to the School Board as informational items on the Consent Agenda. When a proposed action of the School Board affects existing policies, the related policies, regulations, and/or forms shall be referenced so that the effect of the new action will be clear. Administration When policies, regulations, and/or forms are adopted, revised, and/or deleted, notification will be distributed via email to staff members for reference and implementation. The online Policy Manual will be updated accordingly. Revisions Due to Name or File Number Changes, Legal or Cross Reference Changes, and/or Typographical Errors Policies, regulations, and/or forms that are updated due to a name or file number change, legal or cross reference change, or typographical errors, shall be revised and posted to the online Policy Manual without presentation to the School Board. ADOPTED: August 12, 2014

REVISED: September 4, 2014 LEGAL REFERENCES: Code of Virginia, 1950, as amended, sections 22.1-78, 22.1-253.13:7.

Underwood v. Henry County School Board, 245 Va. 127, 427 S.E.2d 330, (1993).

CROSS REFERENCES: BFC Policy Adoption

CH Policy Implementation

File No. JEC-R

SCHOOL ADMISSION

No person shall be charged tuition for admission or enrollment in the Gloucester County Public Schools, whether on a full-time or part-time basis, who is eligible for admission under Policy JEC or JECAB. School officials may not inquire into the student’s citizenship or B, C, or D visa status in determining eligibility for tuition-free enrollment in the Gloucester County public schools. However the school division may admit and charge tuition to a student who:

A. Is a resident of the school division but not of school age; B. Is of school age and not a resident of Virginia but is temporarily living with a non-parent

who resides within the school division; C. Is of school age and resides beyond the boundaries of Virginia but near thereto in a state

or the District of Columbia which grants equal attendance privileges to residents of the Commonwealth;

D. Is of school age and resides on a military or naval reservation located wholly or partly

within the geographical boundaries of the school division, is not a domiciled resident of the Commonwealth of Virginia, and is a student for whom federal funds provided under Public Law 874 of 1950, commonly known as Impact Aid, fund less than 50 percent of the total per capita cost of education in Gloucester County Public Schools exclusive of capital outlay and debt service; such students shall be eligible for interscholastic programs immediately upon enrollment, provided that such persons (i) satisfy all other requirements for eligibility and (ii) are dependents of a military service member required by the military to live on the military installation as evidenced by a statement on command letterhead signed by, or by direction of, the service member's commanding officer;

E. Is of school age and attending a school in the division pursuant to a foreign student

exchange program approved by the School Board; F. Is a resident of the Commonwealth but not of the school division, except as provided in

Policy JEC School Admission; G. Is of school age and was enrolled in a public school within the division as a domiciled

resident of the Commonwealth, and has been required as a result of military or federal orders issued to their parents to relocate and reside on federal property in another state or the District of Columbia, where such state or the District of Columbia is contiguous to the school division; or

H. Is of school age and residing within the school division, and is enrolled in summer

programs other than remediation required under Va. Code § 22.1-253:13.1, or is enrolled in local initiatives or programs not required by the Standards of Quality or the Standards of Accreditation,

The Gloucester County School Board designated categories of students, eligible for consideration for admission, shall be maintained in the Student Services department. Eligibility for consideration does not signify acceptance of the admission application of a student. Each application for admission will be considered on an individual basis. The residency of persons in the above categories who reside in housing or temporary shelter, or on property located in multiple jurisdictions, shall be determined in the manner set forth in Policy JEC School Admission, and Policy JECAB Admission of Homeless Children.

File No. JEC-R

Foreign students in an F-1 immigration status or who obtain F-1 student visas shall not be admitted in the division’s elementary schools or publicly funded adult education programs. Such students may be admitted, for a period up to twelve months, in the division’s secondary schools only if they pre-pay the full, unsubsidized per capita cost of the education. Procedure for Admission

A. Tuition-Free Enrollment The following procedure shall be followed in reviewing applications for admission of students who are eligible for tuition-free enrollment:

If the parent/guardian has their own residence, he/she will provide a lease or mortgage agreement and a current utility bill which verifies the address in a Gloucester County school attendance zone.

If the parent/guardian is sharing a residence with a leasee or home owner, he/she will be directed to contact the Office of Student Services to make an appointment before attempting to register the child at the child’s home school. The parent/guardian and leasee/home owner will need to bring the lease or mortgage agreement, a current utility bill, and picture identification in order to complete the residency verification which becomes a legal document.

If the parent/guardian is residing at a residence without benefit of a formal lease, he/she will need to contact the Office of Student Services and make an appointment before attempting to register the child at the child’s home school. The Office of Student Services will request the parent/guardian to bring a notarized statement provided by the property owner, along with a current utility bill and picture identification. The notarized statement must indicate that the property is being leased to the parent/guardian. The Office of Student Services will review all of this information and render a decision accordingly in a timely manner.

B. Tuition-Based Enrollment The following procedure shall be followed for application and in reviewing of applications for admission of students who are not eligible for tuition-free enrollment.: A parent or guardian of a student shall apply for admission on behalf of his/her child by completing the division application. The application form shall contain information and agreements including, but not limited to:

the current legal residence of the child and the school division in which he/she is currently enrolled, if any;

the child’s social security number, if applicable;

the basis for requesting admission;

the specific building and grade level (elementary) or course offerings (secondary) in which the student desires to be enrolled if accepted by the division; and,

the agreement that the student is subject to all policies, regulations and guidelines of the school division, including the Code of Student Conduct.

Within 15 calendar days of receipt of the application, the Gloucester County Public Schools’ Student Services office shall provide the applicant with written notification of the approval or denial of the application. If the student is to be admitted, the superintendent or superintendent’s designee shall notify the division which the student previously attended, if any, and make necessary arrangements for the transfer of student records. The notification of admission shall state the period for which the student is accepted or the subsequent conditions which could cause the acceptance to be terminated. If the application is denied, the Student Services office shall notify the parent or guardian of the right to have the transfer reviewed by sending a written request to the superintendent/designee within

File No. JEC-R


seven calendar days. Applications denied based upon the student's suspension, expulsion, or withdrawal of admission shall be reviewed in as provided in Policy JEC School Admission. For all other denials of admission, the superintendent/designee shall respond in writing to the request for review within 10 calendar days. Tuition Rate The tuition rate shall be set by the superintendent for each academic year. Transportation Transportation shall not be furnished to nonresident students except in those cases where:

• agreements between divisions specify transportation services; • federal or state legislation mandates the provision of transportation services; or • transportation services can be provided at no cost to the division.

ADOPTED: August 14, 2007 REVISED: July 9, 2013 September 4, 2014 LEGAL REFERENCES: 8 CFR 214.2 Code of Virginia, 1950, as amended, §§ 22.1-3, 22.1-5 and 22.1-260.

1999 Va. Op. Atty. Gen. 105 CROSS REFERENCES: JEC School Admission JECAB Admission of Homeless Children

File No. IIAA-R

TEXTBOOK SELECTION, ADOPTION, AND PURCHASE

The Gloucester County School Board shall may adopt textbooks, including print or electronic media for student use that serves as the primary curriculum basis for a grade-level subject or course from the list of textbooks approved by the Board of Education. The School Board may also adopt books which are not on the state-adopted list in accordance with the Board of Education regulations.

The Gloucester County School Board will adopt textbooks for use in the local division based upon

recommendations presented by the superintendent following the procedures described in Policy IIA Instructional Materials.

The Gloucester County School Board may either enter into written term contracts or issue

purchase orders with publishers of textbooks approved by the Board of Education. Such written contracts or purchase orders are exempt for from the Virginia Public Procurement Act (Va. Code 2.2-4300 et seq.). The contract price shall not exceed the lowest wholesale price at which the book or books involved in the contract are currently bid under contract anywhere in the United States. If, subsequent to the date of any contract entered into by the School Board, the prices of books named in the contract are reduced or the terms of the contract are made more favorable to the purchase anywhere in the United States or a special or other edition of any book named in the contract is sold outside of Virginia at a lower price than contracted in Virginia, the publisher shall grant the same reduction or terms to the School Board and give the School Board the option of using such special or other edition adapted for use in Virginia and at the lowest price at which such special edition is sold elsewhere and the contract shall so state.

Contracts and purchase orders with publishers of textbooks approved by the Board of Education

shall require the publisher to furnish an electronic file of the textbook in the National Instructional Materials Accessibility Standards (NIMAS) format that will then be deposited in the National Instructional Materials Access Center (NIMAC) from which accessible versions of the particular textbook may be produced for students with print disabilities, as defined in 20 U.S.C. 1474. Publishers shall deliver the NIMAS file of the textbook on or before the date of delivery of the regular text version.

Contracts and purchase orders with publishers of textbooks approved by the Board of Education

for use in grades 6-12 shall allow for the purchase of printed textbooks, printed textbooks with electronic files, or electronic textbooks separate and apart from printed versions of the same textbook. The School Board may purchase an assortment of textbooks in any of the three forms listed above.

The Gloucester County School Board shall order directly from the respective publishers the books

needed to supply the public schools in the school division. The publishers shall ship the books to the school board. The purchase price of such books shall be paid directly to the publisher by the school board. Free Textbooks The Gloucester County School Board will maintain a system for supplying textbooks to students. Procedure for Review of Challenged Material 1. Complainant is informed of procedure available to review materials and is requested to contact

the principal of the school where material is housed. 2. At the time of contact, the complainant is given the "Request for Reconsideration of Instructional

Materials" form. A meeting should be scheduled with complainant, principal, and other appropriate staff.

3. Upon receipt of the form, the principal will sign and date it, forward a copy to the Assistant

Superintendent for Instruction and other appropriate staff.

File No. IIAA-R

5/20082/2014 VSBA Gloucester County School Board

4. A review committee will be appointed by the principal. Notification that the review is in process will be made to the Assistant Superintendent for Instruction.

5. The review committee will read, view, or listen to the material in its entirety, check the general

acceptance of the material for the intended audience, determine the extent to which the material supports the curriculum, and make a written recommendation regarding it to the principal within ten (10) school days.

6. The principal will make a recommendation based upon the committee's recommendation and

notify the complainant and Assistant Superintendent for Instruction in writing within fifteen (15) school days.

7. Upon appeal, the Assistant Superintendent for Instruction will appoint a review committee. This

committee will meet and submit its recommendation to the Division Superintendent in writing within ten (10) school days.

8. The Division Superintendent, upon appeal, will review the recommendation and notify the

complainant of his/her decision in writing within fifteen (15) school days of receipt of the appeal.

9. Upon appeal to the School Board, the chairs of the review committees will forward their committees’ recommendations to the School Board.

Locally-Approved Textbooks In approving textbooks that have not been approved by the Board of Education, the School Board will

appoint evaluation committees to review and evaluate textbooks,

give notice to parents that textbooks under consideration will be listed on the division’s website and made available at designated locations for review by any interested citizens,

create opportunities for persons reviewing such textbooks to present their comments and observations to the School Board,

create procedures to ensure appropriate consideration of citizen comments and observations and

establish and make known selection criteria. ADOPTED: July 1, 1991 REVISED: July 1, 1998 March 10, 2009 September 4, 2014 LEGAL REFERENCES: Code of Virginia, 1950, as amended, §§ 22.1-238, 22.1-241. Constitution of Virginia, Art. VIII, 3 8 VAC 20-720-170. CROSS REFERENCES: DJF Purchasing Procedures

IIA Instructional Materials KQ Commercial, Promotional, and Corporate Sponsorships and

Partnerships

File No. KLB-E

GLOUCESTER COUNTY SCHOOL DIVISION REQUEST FOR RECONSIDERATION OF LEARNING RESOURCES

Request by: _______________________________________________________________________ Representing: Myself Organization or Group: __________________________________________________

Address: _______________________________________________________________________ Email: _______________________________________________________________________

Phone Number: _______________________________________________________________________ How do you prefer to be contacted? Phone Email Title or Description of Item: __________________________________________________________ Author or Editor: __________________________________________________________ Type of Material: Book Video/Film Record Speaker Software Other _______________________________________

1. Did you examine, review, or listen to this learning resource or presentation in its entirety? YES NO

2. Have you discussed this material with school staff who ordered it or who use it?

YES NO

3. Are you aware of evaluations of this material by professional critics? YES NO If no, would you be interested in receiving this information? YES NO

4. Describe what prompted your concern about the material. Please cite page numbers and/or specific information from the material to support your concerns (attach additional material, if necessary).

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________ _____________________________________________________________________________

5. Does the general purpose for the use of the material, as described by the school staff or in the BLANK school division’s program objectives, seem a suitable one for you? YES NO If not, please explain (attach additional material, if necessary)

File No. KLB-E


GLOUCESTER COUNTY SCHOOL DIVISION REQUEST FOR RECONSIDERATION OF LEARNING RESOURCES

6. What action[s] would you like to see the school take regarding this material? Do not assign it to my child the school should reevaluate the material Other—Explain:______________________________________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

7. Are there other materials of the same subject and format that you would suggest for consideration in place of this material? YES NO If yes, please identify your suggestions.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Signature ______________________________ Date __________________

PLEASE RETURN COMPLETED FORM TO SCHOOL PRINCIPAL

ADOPTED: September 4, 2014 LEGAL REFERENCES: Code of Virginia, 1950, as amended, § 22.1-253.13:7.C.2. 8 VAC 20-170-10. CROSS REFERENCES: IIA Instructional Materials

IGAH Family Life Education INB Teaching About Controversial Issues KL Public Complaints KLB Public Complaints About Learning Resources KQ Commercial, Promotional, and Corporate Sponsorships and

Partnerships

File No. IIAA-E

REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS

School: Classroom/Lab/Library in which material is being used: Check the type of material: Textbook Video/Film Kit Supplementary Book Filmstrip Pamphlet Library Book Periodical Other Software Audiotape/Record Other Title of Material: Author: Publisher/Producer:

Request Initiated by (Complainant): Telephone: Address: City: State: Zip: The following questions are to be answered after the complainant has read, reviewed, or listened to the material in its entirety. If sufficient space is not provided, attach additional sheets which include your signature. To what do you object in the material? (Check all that apply.) (a) The purpose or intent of the material (State the purpose of the material as you understand it.) (b) The age of the student or grade level at which the material is being used Age of student or grade level at which the material is being used: ______ (c) Language, phrases, or words in the material (Cite specific pages in a book, frames in a filmstrip, parts of a video, etc., in which the language is contained.) (d) The way in which the material is being used in class (Describe how the material is being used.)

(Request for Reconsideration of Instructional Materials) File No. IIAA-E

Gloucester County School Board

WHAT ACTION ARE YOU REQUESTING RELATIVE TO THIS MATERIAL? Complainant Principal Date Date Received PLEASE RETURN COMPLETED FORM TO THE SCHOOL PRINCIPAL. PUBLISHEDADOPTED: July 1, 1991 REVISED: November, 1995 September 4, 2014

LEGAL REFERENCES: 20 U.S.C. § 1232h. Code of Virginia, 1950, as amended, § 22.1-238 8 VAC 20-720-160. CROSS REFERENCES: IGAH Family Life Education

IIA Instructional Materials IIAA Supplementary Materials Selection and Adoption IIAA-R Textbook Adoption, Selection, and Purchase KLB Public Complaints About Learning Resources INB Teaching About Controversial Issues

9-4-2014 sb packet2014/09/04 · agenda i. call to order and roll call – mr. randy burak and ms....

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